ethanporcaro/eric-fulltext-meta huggingface dataset:
Remote Work-Integrated Learning Experiences: Student Perceptions
Author: Pretti, T. Judene
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Experiential Learning,Student Attitudes,Socialization,Productivity,Value Judgment,Barriers,Adjustment (to Environment),Educational Technology,Internship Programs,Undergraduate Students,Work Experience Programs

The COVID-19 pandemic required a quick adaptation in the way work-integrated learning programs are offered. While not suitable for all types or disciplines of WIL, this disruption has led to many WIL experiences occurring remotely, that is, students working for organizations from home. Students' perceptions of their WIL experiences have previously been examined, but there is little literature investigating students' perceptions of remote WIL, and how host organizations can best support their learning in a remote working context. Organizational research conducted on remote employees over the past two decades has identified important considerations, such as flexibility, productivity, engagement, and commitment. In the present study, semi-structured interviews were conducted with 50 co-operative education students and a grounded theory approach was taken to analyze the transcripts. Findings reveal the importance students associate with socialization, productivity, and meaningful work in the remote context. Study limitations and directions for future research are also discussed.
Preservice Science Teachers&apos; Informal Reasoning about Hydroelectric Power Issue: The Effect of Attitudes towards Socio-Scientific Issues and Media Literacy
Author: Namdar, Bahadir
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Media Literacy,Science and Society,Thinking Skills,Energy,Persuasive Discourse,Predictor Variables,Scientific Attitudes,Student Attitudes,Foreign Countries

The purpose of this paper is to examine the role of media literacy and attitudes towards socioscientific issues as two major predictors of informal reasoning. A sample of 208 preservice science teachers completed an open-ended informal reasoning questionnaire on hydroelectric power plant issue, media literacy level determination scale, and attitudes towards socio-scientific issues scale. In this study, descriptive research method was used. We used both qualitative and quantitative methods to analyze the data. Results indicated that the participants frequently used ecological-oriented arguments. The participants least used health-oriented arguments. Regarding reasoning qualities, the participants typically created supportive arguments, rather than counterarguments and rebuttals. Confirmatory factor analysis revealed validity and reliability evidence consistent with previous research. Multiple regression analyses revealed that perceived level of media literacy predicted informal reasoning. However, attitudes towards socioscientific issues did not explain informal reasoning. We offer implications for science teacher education programs.
Pre-Service Science Teachers&apos; Perceptual Biases Regarding Sustainable Food Consumption: Negative Footprint Illusion
Author: Ates, Hüseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Student Attitudes,Bias,Sustainable Development,Ecological Factors,Food,Conservation (Environment),Consumer Economics,Knowledge Level,Undergraduate Students,Foreign Countries

Global warming presents a threat for human and nature systems. For a few decades, sustainable food consumption behaviors have been considered remarkable to protect environmental sources. Changes in food consumption behaviors can benefit in improving environmental quality. While consumers are trying to reduce their environmental impact, it is needed to study what consumers think about the environmental impact of their consumption preferences. Earlier studies reported that sustainable conditions can bias judgments, since when an unsustainable plus a sustainable condition is thought as less environmentally impactful than the sustainable condition alone called &quot;negative footprint illusion&quot;. In line with this, the current study aimed to examine negative footprint perceptual biases regarding sustainable food consumption. A within-subjects design was used with a total of 165 pre-service teachers studying at the department of science education in a mid-sized university in Turkey. Data were collected through a series of scales developed by Gorissen and Weijters (2016). The scales include three-meal menu food types including 'standard menu condition', 'sustainable-addition condition', and 'unsustainable-addition condition'. Participants were asked to evaluate the environmental impact of these menu conditions independently. The results of the study indicated that the participants believed that 'sustainable-addition condition' has a lower environmental impact than 'standard menu condition', even though 'sustainable-addition condition' indicates higher environmental impact--indicating a negative footprint illusion. It can be concluded that pre-service science teachers have perceptual biases related to sustainable food consumption even when they have enough knowledge related to environmental issues.
Are We Ready for the Post-COVID-19 Educational Practice? An Investigation into What Educators Think as to Online Learning
Author: Korkmaz, Günes
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Distance Education,Barriers,Teacher Attitudes,Educational Change,Readiness,Foreign Countries,Preschool Education,Elementary Secondary Education,Postsecondary Education,Intellectual Disciplines,Teaching Conditions,Teacher Competencies

Coronavirus pandemic (COVID-19) has brought a great challenge to our society worldwide, which has resulted in the need for mandatory change in almost every aspect of our lives. Undoubtedly, educational practice is one of the most affected issues by this pandemic. At all levels of education, educators have forced themselves to adapt to online learning systems and platforms in a very short time. The main purpose of this study is to analyze the problems educators experienced in online learning practices during COVID-19 pandemic, the changes they expect in educational practices in the post-COVID-19 world and the measures to be taken in education against a potential outbreak in the future. The study was conducted with 1016 educators who teach at different levels. Data were collected through an online questionnaire developed by the researchers and analyzed using descriptive statistics. As a result of this study, it was found that most of the educators experienced some problems during their online learning practices, they expect certain changes in the educational practices in the post-COVID-19 world and they think essential measures must be taken in education against a potential outbreak in the future. At the end of the study, some recommendations were given for educational policy makers, practitioners and researchers about the post-COVID world in education.
College Students&apos; Views on the Pandemic Distance Education: A Focus Group Discussion
Author: Tümen Akyildiz, Seçil
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Pandemics,COVID-19,Distance Education,School Closing,Foreign Countries,Experience,Electronic Learning,Undergraduate Students,Psychological Patterns,Asynchronous Communication,Student Evaluation,Teaching Methods,Feedback (Response)

The COVID-19 is a deadly pandemic that has affected every aspect of life including education. The schools have been closed to prevent the spread of the virus, and they have converted their system into distance education. Completing the semester there is a need to address the problematic issues in the new system to develop it for future implementations. Thus the current research aimed to examine the perceptions of Turkish university students on the pandemic distance education period. In particular, this research addressed the following research questions: (1) How has the COVID-19 pandemic affected your life in general? (2) What do you think about web-based pandemic education that you have? (3) What are your suggestions on future distance education implementations? It was conducted by focus group discussion. The researcher carried out the discussion via Skype one of the best ways in pandemic period. The 12 undergraduates were determined randomly and voluntarily from each grade. A number of issues that were obtained from the discussion were identified through qualitative content analysis. The findings have revealed that most of the participants were affected by the pandemic period negatively feeling anxiety, despair, and boredom. It is apparent from the findings of the second research question that pandemic education process has had its weaknesses rather than its advantages such as lack of interaction, and communication which lead the students to isolation, problems about exams, traditional educational habits, the load of assignments, and time management. The advantages on the other hand have been flexibility of time and place, students' having more responsibilities in learning and comfort in exams. The suggestions of the participants are also worth to note like instructors' changing their way of lecturing, their perspectives as educators, and the way of assessment. It is hoped to contribute to the current distance education literature with its worthwhile results.
Investigation of Intergenerational Romantic Relationship Perception
Author: Çelik, Eyüp
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dating (Social),Interpersonal Relationship,Generational Differences,Intimacy,Age Groups,Marriage,Gender Differences,Attribution Theory,Attitudes

The aim of this research is to examine the perception of intergenerational romantic relationship. In this study, phenomenology method, which is one of the qualitative research methods, has been used. The sample of the study consists of 113 participants, 52 of whom are male and 61 are female. While 8 male, 4 female participants fill in the form face to face, 44 male, 57 female participant responses the answers online. Participants have been completed the answers to the research questions online. In the data analysis, inductive content analysis has been used. In the analysis of the research findings, it has been concluded that there are differences in the perception of the X, Y and Z generation participants in romantic relations by taking into account the gender and marital status variables.
Prospective Mathematics Teachers&apos; Technological Pedagogical Content Knowledge Improvement via Creating Technology-Based Mathematics Stories
Author: Günbas, Nilgün
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Education,Elementary Education,Grade 4,Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Material Development,Animation,Story Telling,Problem Solving,Word Problems (Mathematics),Student Attitudes,Foreign Countries,Programming,Instructional Effectiveness

In an attempt to improve Technological Pedagogical Content Knowledge (TPACK), prospective mathematics teachers (N=52) were trained in creating technology-based mathematics teaching materials. They learned visual programming, worked in pairs and created mathematics stories, which are intended to improve fourth grade students' mathematics word problem solving. Six of the prospective teachers were willingly participated in this study and watched students completing the stories in actual classroom environments. The purpose was to show them the value of their work and provide advice with regard to improve their TPACK. They (n=6) were interviewed within a qualitative research framework. This study reveals the prospective teachers' opinions and beliefs regarding various aspects of the projects, such as students' interest, students' performance, as well as the teachers' professional, pedagogical and individual improvement. The prospective teachers are convinced that teaching by means of technology support students' learning and that technology use in the classrooms is valuable. As a result, it can be confirmed that the process helped them improve their TPACK.
Investigation of the Relationship between Pre-Service Music Teachers&apos; Attitudes towards Teaching Profession and Their Self-Efficacy Beliefs
Author: Kaleli, Yavuz Selim
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Music Teachers,Student Attitudes,Self Efficacy,Foreign Countries,Gender Differences,Positive Attitudes

This study aimed to examine the attitudes of pre-service music teachers towards teaching profession and their teaching self-efficacy beliefs. The attitudes and self-efficacy beliefs of pre-service music teachers towards teaching profession were compared based on the variables of gender and academic achievement. The research sample consists of 262 pre-service music teachers studying in the faculties of education in Turkey. Personal information form, attitude scale towards teaching profession and teacher self-efficacy beliefs scale were used in the research. The findings showed that the pre-service teachers? attitudes and self-efficacy beliefs towards teaching profession are high. In addition, preservice teachers? attitudes and self-efficacy beliefs towards teaching profession differ according to their gender and level of academic achievement. A significant relation was found between pre-service teachers? self-efficacy beliefs and attitudes towards teaching profession.
Science Amotivation Scale: Validity and Reliability Study
Author: Karaca, Busra
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Test Construction,Test Validity,Test Reliability,Science Education,Secondary School Students,Foreign Countries,Factor Analysis,Grade 6,Grade 7,Grade 8,Family Environment,Scientific Attitudes,Psychological Patterns

The aim of the present study was to develop the Science Amotivation Scale (SAS) in order to determine amotivation levels among demotivated students in science classes as well as examine the reasons causing amotivation. The participants were 533 students (6th, 7th, and 8th grade) studying across secondary schools located in Kars city centre in Turkey. The development of the scale included; 1) a review of related literature to develop an item pool, 2) interviews with students in a secondary school who were highly demotivated in science classes, 3) consultation with subject matter experts for the draft scale, and 4) exploratory and confirmatory factor analyses. The results suggested that the final scaled included 22 items on a 5-point Likert scale. In addition, the scale had three sub-dimensions: Psychological-Personal Reasons, Family-Environment Related Reasons, and Fear-Anxiety Related Reasons. Exploratory Factor Analysis results showed that factor loadings of items within the scale ranged between 0.602 and 0.764. In addition, Confirmatory Factor Analysis results supported the structure of the scale. The reliability coefficient of the scale was calculated as 0.91. The results also indicated that validity and reliability levels of the scale were high and that the scale, in its current form, can be used to identify the reasons behind students' amotivation in secondary school science classes.
The Effect of the Augmented Reality Applications in Science Class on Students&apos; Cognitive and Affective Learning
Author: Yildirim, Fatih Serdar
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Science Instruction,Instructional Effectiveness,Grade 7,Secondary School Students,Teaching Methods,Science Achievement,Student Interests,Student Motivation,Foreign Countries

This study aims to determine how effective science teaching with augmented reality-based teaching material (science cards) is compared to the science curriculum prescribed methods on students' academic achievement and their views on augmented reality application. As a study group, 63 students who were studying in a 7th grade in a secondary school in Antalya in the 2019-2020 academic years were selected. Mixed research design was used in the research. In the quantitative side of the research, the control group and the experimental group who are taught using the augmented reality (science cards) were compared in terms of achievement. In the qualitative side on the other hand, interview and observation data were used. The results of the research have shown that while Augmented Reality (AR) applications increase students' achievement, contribute to the meaningful learning of abstract subjects, AR applications also increase the students' interest and motivation towards science lesson.
The Relationship between Physical Activity and Smart Phone Use in University Students
Author: Demirbilek, Muhammet
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Activity Level,Life Style,Telecommunications,Handheld Devices,Addictive Behavior,College Students,Gender Differences,Age Differences,Foreign Countries,Physical Activities,Student Characteristics,Body Height,Body Weight,Body Composition,Educational Attainment

Smartphone addiction and physical inactivity are often a major public health problem across the world. This research was aimed to determine the smartphone addiction status, physical activity levels and related factors of university students. Using convenience sampling, university students in Isparta/Turkey completed two questionnaires in Spring semester assessing smartphone addiction and physical activity levels. A total of 147 participants attended in this study. The participants included in the scope of the research; the questionnaire including the International Physical Activity Questionnaire and the Smartphone Addiction Questionnaire, which were considered to be related to sociodemographic characteristics, smartphone use and physical activity habits were applied under direct observation. The physical activity for males was higher than females. There was a significant relationship between age and smart phone use. Whereas the age of the participants increased, a decrease in the number of smartphone usage was observed. The differences of between educational groups are related to the lower level of smartphone addiction of the graduate students compared to the associate degree students. Finally, there was no significant difference between the level of physical activity and the score of smartphone usage as the main aim of this study.
An Investigation of Pre-Service Visual Arts Teachers&apos; Perceptions of Computer Self-Efficacy and Attitudes towards Web-Based Instruction
Author: Dogru, Orhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Visual Arts,Art Education,Computer Literacy,Self Efficacy,Teacher Competencies,Web Based Instruction,College Freshmen,Positive Attitudes,Foreign Countries,Gender Differences

This study aimed to examine the pre-service visual arts teachers' perceptions of computer self-efficacy and attitudes towards web-based instruction studying at the Faculties of Education. Their perceptions of computer self-efficacy and attitudes towards web-based instruction were compared by the variables of gender, class and academic success based on causal comparison method. The participants of the study consisted of 250 pre-service teachers who received visual arts education at the Faculties of Education at Marmara, Necmettin Erbakan, Atatürk and Gazi Universities. Data were collected through Perceptions of Computer Self-efficacy Scale and Attitudes Towards Web-based Instruction Scale. The findings showed that the pre-service visual arts teachers' perceptions of computer self-efficacy and attitudes towards web-based instruction were high. In addition, pre-service teachers' perceptions of computer self-efficacy and attitudes towards web-based instruction differed by gender and year of study. There were significant positive correlations between pre-service visual arts teachers' perceptions of computer self-efficacy and attitudes towards web-based instruction.
Developing Professional Self-Regulation of Students during Pedagogical Practice
Author: Senovska, Nadiia
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Preservice Teachers,Teaching Methods,Student Attitudes,Professionalism,Teacher Education Programs,Undergraduate Students,Student Evaluation,Assignments,Foreign Countries

The current study aims to understand the development of students' professional self-regulation during pedagogical practice. Fifty participants of this study were fourth-year students of the Ternopil Volodymyr Hnatiuk National Pedagogical University, Ukraine. The following questions were considered: Has any certain level of professional self-regulation been formed before practice? Will it increase during the pedagogical practice? Is it possible to influence the process of formation of future teachers' professional self-regulation during the pedagogical practice by offering them specific tasks? To diagnose the formation of self-regulatory mechanisms of students during pedagogical practice, we propose to use the phenomenon of readiness (namely, how to determine, characterize, and measure it). The research was carried out using the methods of questionnaires, conceptual dictionary, and expert evaluation. The level of readiness for professional self-regulation in most respondents has increased from the &quot;lower&quot; to the &quot;upper&quot; limit within the Medium level. The results contribute to the conclusion that professional self-regulation of a teacher as a necessary component of future professional activity is developed effectively during pedagogical practice; moreover, this process is intensified by the implementation of assignments aimed at understanding self-regulatory mechanisms.
The Big-Five-Personality and Academic Self-Concept in Gifted and Non-Gifted Students: A Systematic Review of Literature
Author: Peperkorn, Colin
Date: 2020-00-00
Type: Journal Articles
Subjects: Personality,Personality Measures,Self Concept,Academically Gifted,Literature Reviews,Gifted Education,Personality Traits

Gifted students provide interesting opportunities for careers in all professional areas. To benefit from that chance, the promotion of gifted students moves more and more into focus of educational research and becomes an important facet of today's teachers' professional competencies. To meet these requirements, teacher training courses must be offered which are based on current state of research. This article presents a systematic literature review which investigates the current research state regarding quantitative studies of gifted students' personality and self-concept. To assess a comparable state of research about the personality of gifted students the Big-Five model of personality was considered as a criterion for admission. A total of 40 quantitative studies was included. Results for personality of gifted students show that there are only a few studies which deliver comparable and valid data. Gifted students' academic self-concept seems well researched, but indications of a multilayered subject specific academic self-concept receive little attention. Recommendations include a higher focus on students gifted in specific subjects, to find valid implications for their individual promotion.