ethanporcaro/eric-fulltext-meta huggingface dataset:
Symbolic Representations of Preschool Children: Relations among Block Play, Picture Drawing and Emergent Literacy
Author: Cunningham, Denise
Date: 2022-00-00
Type: Journal Articles
Subjects: Play,Toys,Emergent Literacy,Freehand Drawing,Preschool Children,Correlation,Laboratory Schools,Scores,Writing Skills,Gender Differences,Rating Scales,Student Evaluation,Evaluation Criteria,Geometric Concepts

Young children's symbolic representations are important to emergent literacy; therefore, this study focused on children's spontaneous block building and picture drawing in preschool. The goals of this exploratory study were: (1) investigate the relation between the complexity of block play, picture drawing details, and performance on an emergent literacy assessment, (2) analyze block play complexity and its relation to details in picture drawing, and (3) explore the demographic variables related to block play and picture drawing. Nineteen preschool children from a university laboratory school were participants in this study. Results indicated that block play complexity (structure complexity, unique blocks used and total number of blocks used) were highly correlated to children's emergent literacy scores. Additionally, children's picture drawing showed strong relationships to the literacy assessment score. Further, a significant drawing-writing connection was revealed. There were no gender differences found for picture drawing; however, there was a significant gender difference in the number of blocks used during block play, with girls using more than boys. The study suggests that children who demonstrate more complexity in their block building also display more details within their picture drawing.
Teacher Candidates and Their Transformed Understanding of Diversity and Social Justice in a Teacher Education Program
Author: Adams, Benedict
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Attitude Change,Diversity,Social Justice,Teacher Education Programs,Change Agents,Identification (Psychology),Self Efficacy,Consciousness Raising

For decades, the United States has experienced demographic forces which have slowly and persistently reshaped the population of minorities served in education. Increasingly, students come from families with diverse linguistic, cultural, and ethnic backgrounds. Research states that teacher preparation programs which are dominated by a white middle class workforce seem to consistently provide insufficient preparation to cultural diversity and social justice consciousness for candidates to function well in this new America. They lack research-based knowledge and skills of diversity and social justice to input culturally competent outcomes in their new roles as agents of transformative change. This study was undertaken to capture the transformative changes in diversity and social justice to thirty candidates during their very first course and clinical experience in a Teacher Preparation Program. Using the four seasons approach to ethnography, the researcher collected extensive data. The analysis showed that changes in visions of diversity and social justice did take place in a fairly shorter time frame. They demonstrated cultural awareness, fluidity, and knowledge of the self and others in a broader concept of the society after yearlong instruction and field experiences. Correspondingly, the researcher will discuss these major concepts that emerged and offer suggestions for teacher educators on how to proactively prepare candidates to authenticate diversity and social justice within their classrooms.
Artificial Intelligence in Distance Education: A Systematic Literature Review of Brazilian Studies
Author: Durso, Samuel de Oliveira
Date: 2022-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Distance Education,Literature Reviews,Foreign Countries,Technology Uses in Education,Learning Strategies,Graduate Students,Masters Theses,Doctoral Dissertations,Educational Technology,Teaching Methods

Artificial Intelligence (AI) is changing the way people live in society. New technologies powered by AI have been applied in different sectors of the economy and the educational context is no different. AI has been considered a key to the development of learning strategies, especially in distance education. In this sense, this research aimed to identify the current state of Brazilian literature on AI applied to distance education. The Higher Education market in Brazil, which is the biggest in Latin America regarding the number of individuals able to enroll in a program, is still developing and distance education has grown rapidly. To reach the purpose of this paper, it was performed a Systematic Literature Review (SLR) to find the research conducted in graduate programs that investigate the subject of AI applied to distance education. The final analysis used a total of 63 studies -- 26 master's theses and 37 doctoral dissertations. The main results show that most of the research on AI in distance education in Brazil was conducted in Computer Science (56%) and Engineering (27%). Only 6% of the studies reviewed are from masters' or doctoral programs in Education. The result also shows that limited attention is paid to critical topics related to the growing introduction of AI in distance education, as such teachers' employability and technological training or the ethical implications of using AI for the educational process. As a result of this SLR, it was possible to suggest research opportunities considering the international agenda on AI.
Drivers of Continuance Intention to Use the Online Learning Platform after the COVID-19 Pandemic
Author: Pribeanu, Costin
Date: 2022-00-00
Type: Journal Articles
Subjects: Intention,Electronic Learning,COVID-19,Pandemics,Online Courses,Instructional Effectiveness,College Students,Foreign Countries,Learning Management Systems,Student Attitudes,Technology Uses in Education,Influences

With the start of the COVID-19 pandemic period, the need to continue the educational process imposed the exclusive move to the online environment - a new and insufficiently prepared experience, which generated controversies, but also reflections, and adaptation for teachers, students, decision-makers, and even parents. The major concern of the academic community was related to the quality of the educational process and how the student-centered education paradigm can be introduced in the online environment. The students and teachers of the post-pandemic generation are no longer the same, this period has strongly impacted society, mentalities, and the school's future. Analyzing online education from multiple perspectives, the advantages, and opportunities generated by the integration of ICT in the teaching process are obvious. However, many variables have an impact on the effectiveness of e-learning, and many unanswered questions, yet. This research aims to analyze the key drivers of technology acceptance and the role played by three external variables: content adaptation, facilitating conditions, and ease of access in the context of exclusive online education. For this purpose, an extended technology acceptance model has been conceptualized and tested on a sample of Romanian university students. The results illustrate that content adaptation represents an important predictor of both the perceived ease of use and usefulness. The model explained a lot of variance in the continuance intention which is due to the positive attitude towards using the online learning platform in the future.
A Mixed Methods Study of Preservice Teachers&apos; Perspectives and Experiences with Blended Learning
Author: Ketsman, Olha
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Student Experience,Blended Learning,Technology Integration,Educational Technology

There is an increased need to examine how blended learning can be integrated in traditional preservice teacher education programs to support students' learning and meet the growing curricular demands of colleges and universities. This mixed methods study aimed to understand preservice teachers' perspectives towards blended technology integration courses that they participated in. Community of Inquiry Framework (CoI) and Activity Theory were used to design blended learning experience for students. Both quantitative and qualitative data were collected concurrently and merged in the interpretation phase of the study. Preservice teachers perceived blended technology integration course as a beneficial way to learn because it enabled them to spend their time effectively and efficiently allowing them to be more productive, independent, and self-regulated learners with opportunities to experience innovative learning firsthand. The study has implications for higher education faculty, K-12 teachers, administrators, instructional designers, and technology specialists.
An Investigation on Critical Thinking Tendency of the Turkish Teachers According to Some Variables
Author: Kayman, Faruk
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Public School Teachers,Thinking Skills,Gender Differences,Academic Rank (Professional),Educational Attainment,Reading Habits

The purpose of the research is to determine whether the critical thinking tendencies of Turkish teachers differ according to various variables. The research group contains 229 Turkish teachers working in Turkey's public schools. In the research survey method was used, which is selected among descriptive research methods. The tendency of teachers was measured by a scale called &quot;The Marmara CTT Scale (CCI)&quot; developed for teachers and administrators by Özgenel and Çetin (2018). The scale involves 6 factors, 28 items and the general reliability coefficient was found to be 0.91. In the end of the research, it was seen that Turkish teachers were at good level of CTT. It has been determined that there is no significant link between the gender, education level and professional seniority of Turkish teachers and their CTT. Furthermore, it was observed that the frequency of reading had an effect on the CTT of Turkish teachers. Accordingly, as the frequency of reading of the participants increased, the level of their CTT increased, too. The findings were discussed in the light of the studies in the literature and at the end, various recommends were given to the education stakeholders.
Effect of Argumentation Based Learning on Science Achievement and Argumentation Willingness: The Topic of &quot;Particulate Nature of Matter&quot;
Author: Özelma, EmineIzge
Date: 2022-08-00
Type: Journal Articles
Subjects: Science Instruction,Science Achievement,Learner Engagement,Persuasive Discourse,Grade 6,Elementary School Students,Foreign Countries,Scientific Concepts,Student Attitudes,Discussion (Teaching Technique)

Instead of a science class where students are passive listeners in the learning process and teachers focus only on instruction and evaluate their students' cognitive acquisitions (Driver, Newton&amp; Osborne, 2000: 297), classes that engage students with the construction, evaluation and criticism of arguments and models in the 21st century world are the educational environments targeted by today's world countries (Osborne, 2007; Simon, Erduran &amp; Osborne, 2006: 237; Simon &amp; Johnson, 2008). In the light of this information, the aim of this study is to investigate the effects of the implications carried out according to the argumentation based learning in teaching the topic of &quot;particulate nature of matter&quot; on the science achievement and argumentation willingness of the sixth grade students in Turkey. In the research, quasi-experimental method with pre-test-post-test control group was used as quantitative learning method. In the intervention group, a teaching was made according to the argumentation based learning. As for the control group, a teaching was made according to the learning-teaching environments in the science curriculum of the Ministry of National Education in Turkey. &quot;Particulate Nature of Matter Test [PaNoMaT]&quot; and &quot;Argumentation Willingness Scale [AWS]&quot; were used as data collection tools in the study. The sample of the study consists of 42 sixth grade students (intervention group, N= 20, control group, N= 22) studying in primary education in Turkey. At the end of the research, it was determined that the increase in the success of the intervention group in the relevant chemistry topic was more significant than the increase in the success of the control group. In the study, it was also determined that the argumentation willingness of the intervention group increased significantly at the end of the implications.
Investigation of Primary School Music Education Repertoire in Terms of Music Terminology
Author: Lehimler, Eren
Date: 2022-08-00
Type: Journal Articles
Subjects: Music Education,Elementary Education,Textbooks,Textbook Content,Music Theory,Grade 1,Grade 2,Grade 3,Grade 4,Vocabulary,Foreign Countries

The aim of this study was to conduct a terminological examination of the songs and folk songs in primary school Music course books through the musical notes. Based on the statement that music theory, musicality and music aesthetics should be offered to primary school children, the musical notes in the coursebooks were examined under the titles of Tempo, Break and Pause, Dynamics, Articulation, Expression, Repetition and codas. Case study method, one of qualitative research designs, was adopted in the study. A total of 126 songs and folk songs included in 1st, 2nd, 3rd and 4th Grade Music coursebooks published by the Ministry of National Education in 2018-2019 were investigated. Document analysis was used in data analysis. One book for the 1stGrade Music course (21 musical works), two different books for the 2ndGrade Music course, one was published in 2018 (21 musical works) and the other in 2019 (22 musical works), two different books for the 3rdGrade Music course,both published in 2019 (21 and 18 musical works) and one book for the 4thGrade Music course(23 musical works) were published and distributed.2nd and 3rd Grade Music coursebooks, which had two different editions, differed according to the region and schools. The results showed that the terms and symbols of tempo, breaks, articulation, expression, ornaments, accent, repeat, which form the basis of the music, were not included sufficiently, the musical expressions intended to be taught were not reinforced and the international music terminology was not followed. In addition, it was found that although the musical notes were presented in the coursebooks, they were not explicitly shown to the students, and even the teachers were directed to videos instead of using musical notes. In addition, it was found that the end-of-unit evaluations did not consist of questions related to music terminology, and no definition of music terminology was presented in the glossary section at the end of the coursebooks. As a result, it was concluded that the coursebooks cannot go beyond activity planning due to the lack of a teaching on music theory and that the mistakes related to music terminology in the musical works can disrupt music education.
The Relationship between Pre-Service Teachers&apos; Computational Thinking Skill Levels and Online Self-Regulated Learning Levels
Author: Zeybek, Gülçin
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Computation,Thinking Skills,Electronic Learning,Foreign Countries,Independent Study

The aim of this study was to examine the computational thinking skill levels and online self-regulatory learning levels of pre-service teachers in terms of various variables and to determine the relationship between their computational thinking skill levels and online selfregulatory learning levels. The design of the research is the correlational survey model, one of the quantitative research designs. The study group of the research consisted of preservice teachers studying at the education faculty of a state university in Turkey and voluntarily participating in the research. A personal information form, computational thinking skills scale and online self-regulatory learning scale were used as measurement tools in the research. Within the framework of quantitative data analysis, descriptive analysis techniques, independent samples t-test, one-way ANOVA, Kruskal-Wallis H test for independent samples and Pearson Correlation technique were used. When the research findings were examined, it was seen that 63% of the pre-service teachers participating in the research had a high level of computational thinking skills and 36% had a very high level. It was also seen that 72% of the pre-service teachers had a high level of online self-regulated learning skills, 18% had a very high level, and 9% had a medium level. In addition, there was a moderate, positive and significant relationship between pre-service teachers' computational thinking skills and online self-regulatory learning levels. The research findings were interpreted in line with the relevant literature and various suggestions were made for practice and future research.
A Systematic Analysis of Studies on Main Idea Teaching in Turkey
Author: Kaya, Mehmet Fatih
Date: 2022-08-00
Type: Journal Articles
Subjects: Teaching Methods,Transfer of Training,Learning Processes,Research Reports,Skill Development,Theory Practice Relationship,Intellectual Disciplines,Foreign Countries,Credibility,Ethics,Intellectual Development,Educational Objectives,Elementary Secondary Education,Higher Education

The main idea skill presents a structure that is the basis of all kinds of understanding and narration activities. In this respect, while it covers all language skills, it also lays the groundwork for all learning levels and lessons because people communicate through meaning transfer. Therefore, the importance of main idea teaching is not limited to academic skills, but has a potential that affects the whole life. Thus, the existence, number and quality of academic studies on the development and teaching of main idea skills from an early age is one of the issues that should be emphasized. The aim of this research is to examine the studies conducted in Turkey on main idea teaching from various perspectives. Document analysis method, one of the qualitative research approaches, was used in the research. In this context, 6 theses, 13 articles and 2 book chapters were analysed. Related studies were classified according to research types (thesis, article), thesis type (master, doctorate), language skills (listening, speaking, reading, writing, visual reading and visual presentation), research method, education level and data sources. According to the results of the research, it is seen that the studies on main idea teaching in Turkey are few in number, they focus on reading skills in the context of language skills, quantitative research methods are used predominantly, there is an orientation towards elementary school and university students in terms of education levels, and studies for students are dominant in terms of data source. According to the results, it can be said that the knowledge, skills and awareness of academic disciplines, policy makers and practitioners should increase in the framework of theory and practice.
Evaluation of Errors in Written Texts Created by Foreigners Learning Turkish Online
Author: Bayram, Bora
Date: 2022-08-00
Type: Journal Articles
Subjects: Error Patterns,Second Language Learning,Turkish,Online Courses,Writing Instruction,Second Language Instruction,Distance Education,Foreign Countries,Descriptive Writing,Spelling,Punctuation,College Students,COVID-19,Pandemics

The COVID 19 pandemic, which started to be seen in Turkey in March 2020, required some changes to the education process in our country and all over the world, and during this period, the courses were carried out online. Therefore, education activities for foreigners residing in different parts of the world in Turkish education were carried out following the new situation. However, this situation has brought various problems. This study aims to detect the errors in the written texts created online by the students studying in the form of distance education at Alanya Alaaddin Keykubat University TÖMER in the spring semester of the 2020-2021 academic year. For this purpose, 26 students were given topics such as fellowship, friendship, family, travel, technology, daily life, memories, cities, and countries. Then, they were asked to write a text about any of the topics of their own choice. The texts written by the students were evaluated by content analysis from qualitative data analysis. A total of 517 errors were detected as a result of the review, and the errors were categorically collected under three headings: Narrative disorders, spelling errors and punctuation errors. Nearly half of the errors detected are due to narrative disorders (49.51%). In second place are spelling errors (32.30%) and punctuation errors (18.18%) in last place. When looking at the errors evaluated at the level of narrative disorders, it was observed that impairments caused 71% of the 256 errors detected in the grammar level and 29% were caused by disorders in the level of meaning. Accordingly, it has been concluded that the students did not have sufficient feedback from the teacher on the language level disorders in the written texts created by the students during the online Turkish teaching process and that the students did not succeed at the desired level in applying the grammar rules. In this context, it is recommended that the lecturers show the necessary sensitivity to the application process of writing skills in online Turkish teaching to foreigners.
A Bibliometric Analysis of Articles on Realistic Mathematics Education Published between 2000-2021
Author: Aslanci, Seher
Date: 2022-08-00
Type: Journal Articles
Subjects: Bibliometrics,Mathematics Education,Journal Articles,Authors,Citation Analysis,Educational Research,Productivity,Foreign Countries,Citations (References)

Realistic Mathematics Education (RME) is one of the topics that was introduced about fifty years ago and has been studied continuously since then. The purpose of this study is to bibliometrically analyze the articles on the subject ofRME. Using the keyword &quot;realistic mathematics education,&quot; 1056 articles were found related to the subject area of RME, which were scanned in the Scopus database in the &quot;Social Science&quot; publication type between 2000-2021. Retrieved articles were analyzed through the web interface page directed by bibliometrix, the R-Studio program package. With the analysis made, the following sub-titles were found: the number of articles produced by years, the authors and journals that published the most articles on the subject area, the most cited articles on a global basis, the annual average number of citations, the productivity of the authors over time, the citation burst values of the authors, the countries of the responsible authors and collaboration tendencies of these countries in terms of articles, word cloud, word tree map, collaboration network of authors, and joint citation network of journals. The results revealed that researchers' interest in the subject increased after 2012, and articles on RME were mostly published by three major journals, including Journal on Mathematics Education, Journal of Mathematical Behavior and Educational Studies in Mathematics. In addition, it has been determined that the authors with the most articles on RME were Zulkardi Z., Suparman S. and R. I. I. Putri, and the countries that published the most articles were USA, Indonesia and Netherlands. As a result of the relevant results, inferences were made for RME.