ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparison of Swiss and Turkish Pre-Service Science Teachers' Attitudes, Anxiety and Self-Efficacy Regarding Educational Technology
Author: Efe, Hülya Aslan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Preservice Teachers,Student Teacher Attitudes,Science Teachers,Anxiety,Self Efficacy,Educational Technology,Preservice Teacher Education,Questionnaires,Likert Scales,Data Collection,Statistical Analysis,Correlation,Statistical Significance,Gender Differences,Age Differences,Positive Attitudes

In this study, pre-service science teachers' anxiety, self-efficacy and attitudes regarding educational technology were investigated. Given the increased emphasis on educational technology in the classroom, teachers' attitudes, anxiety and self-efficacy regarding educational technology are important. The study was conducted with a total of 726 pre-service science teachers enrolled in teacher education courses in Turkey and Switzerland. Three different questionnaires, with appropriate reliability and validity values, were used to collect data for pre-service science teachers' attitudes, anxiety and self-efficacy regarding education technology. The differences between the pre-service science teachers' attitudes, anxiety and self-efficacy regarding education technology were determined by t-test and one-way ANOVA. The data were analysed based on the dimensions of gender, country and age. Pearson's correlation coefficients were used for the relationships amongst the dependent variables. The findings revealed statistically significant differences amongst the pre-service science teachers' anxiety towards educational technology for all three dimensions (gender, country and age). Also, there were meaningful differences amongst the pre-service science teachers' self-efficacy in the three dimensions. When pre-service science teachers' attitudes towards educational technology were considered, there were only differences in the country dimension. The study revealed that pre-service science teachers had a high level of self-efficacy, an average level of anxiety and a high level of positive attitudes towards educational technology, and it also revealed that self-efficacy, anxiety and attitudes regarding educational technology are correlated.
Status of the Usage of Active Learning and Teaching Method and Techniques by Social Studies Teachers
Author: Akman, Özkan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Teaching Methods,Social Studies,Use Studies,Case Studies,Statistical Analysis,Likert Scales,Concept Mapping,Gender Differences,Teaching Experience,Educational Attainment,Study Abroad,Tenure

The purpose of this study was to determine the active learning and teaching methods and techniques which are employed by the social studies teachers working in state schools of Turkey. This usage status was assessed using different variables. This was a case study, wherein the research was limited to 241 social studies teachers. These teachers were randomly selected from various regions of Turkey during the 2014-2015 fall and spring period. &quot;Active learning method and techniques scale&quot; was used by the researchers as the data collection tool. The reliability and validity of the scale were tested before applying to the participants of study. Cronbach's Alpha reliability coefficient was calculated as 0.88. Seventy-four articles of the scale consisted of 82 articles. These articles included eight questions related to the occupational and demographic specifications of the participants and five Likert type questions for the active learning method and technical knowledge. The data were analyzed by one-way analysis of variance (ANOVA), independent t-test and post hoc Tukey's test, using the SPSS 18.00 packaged program. Findings shows that project, concept map, finding reason--result, teaching through invention are the most frequently used techniques. Findings in this study point towards differences in the usage status of active learning-teaching methods among the social studies teachers. These differences are not based on the educational background of the teachers or their graduation institute, but on the gender, international experiences, in-service participation for occupation development, occupational seniority, and status and geographic location of the school where the teachers were employed. An appendix provides a table of descriptive values of the articles of active teaching method and techniques scale.
Examining the Effect of Social Values Education Program Being Applied to Nursery School Students upon Acquiring Social Skills
Author: Sapsaglam, Özkan
Date: 2016-07-10
Type: Journal Articles
Subjects: Social Values,Values Education,Program Effectiveness,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Surveys,Nonparametric Statistics,Statistical Analysis,Skill Development,Interpersonal Competence,Nursery Schools,Young Children,Scores,Gender Differences,Siblings,Parent Background,Educational Attainment,Foreign Countries,Program Development

This study was conducted in an attempt to develop Social Values Education Program aimed at nursery school students and examine the effect of Social Values Education Program upon the social skill acquisition of nursery school students. The effect of the education program that was developed within the scope of the study upon the social skill acquisition of nursery school students was examined via an experimental pattern with protest-posttest control group. A total of 40 children (n = 40) constituted the study group (20 children (n = 20) in the experimental group and 20 children (n = 20) in the control group). In the study, General Information Form that was developed by the researcher and Preschool Social Skill Evaluation Scale (PSSES) were used as data collection tools. Shapiro-Wilks test was performed for determining the convenience of the study data for normal distribution, it was determined that the data did not show a normal distribution. In order to examine the effect of the education program upon the social skill acquisition of children; Mann-Whitney U Test was performed for making a comparison in independent groups and Wilcoxon Sign Test for making a comparison in dependent groups. The significance level was taken as 0.05. In order to determine the permanence of education; the permanence test of PSSES was reapplied to children in the experimental group three weeks after completing the education program. As a result of obtaining the findings; it was determined that the Social Values Education Program was effective upon the social skill acquisition of children and this effect was permanent.
Attitudes of Students Taking Distance Education in Theology Undergraduate Education Program Towards E-Learning Management System
Author: Yalman, Murat
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Electronic Learning,Management Systems,Internet,Learning Activities,Feedback (Response),Distance Education,Likert Scales,Gender Differences,Computer Use,Preferences,Study Habits,Time Management,Second Language Learning,Learning Motivation,Language Proficiency,Statistical Analysis,Foreign Countries

Education is one of the biggest problems experienced by developing societies. Education is has an important place in individuals' lives since it allows them to prove themselves within their society and to maintain their future lives. Today, with the development of the Internet, education can be given via e-learning management systems designed on the web. E-learning is a type of education that can present information to its users via the Internet. In order to facilitate the use of e-learning systems and to make these systems more systematic, Learning Management Systems (LMSs) have appeared. LMSs are softwares that allow management of learning activities. During the application of e-learning management systems that can be designed in line with the desired curriculum, the feedback provided by students taking education via this platform play an important role in the success of the system. In this respect, the present study aimed at determining the attitudes of students attending Distance Education Theology Undergraduate Education Program at Dicle University towards e-learning. For this purpose, the five-point Likert-type scale of &quot;Attitudes towards ICT skills and e-learning&quot; developed by Haznedar [23] was applied to the students. The results of analysis of the data collected from the students participating in the study revealed no significant difference in relation to e-learning between the students' gender, years of computer use, weekly Internet use time, their preferences of types of education, their foreign language, their foreign language proficiency levels, and their learning motivation preferences. In the study, a significant difference was found in relation to e-learning between the participants' preferences of study methods.
Filling Position of Governor and Vice Governor of Yogyakarta Special Region in Indonesia
Author: Sugiaryo
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,State Government,State Officials,Administrative Change,Administrative Policy,Constitutional Law,Democratic Values,Democracy,Doctoral Programs,Student Research,Historical Interpretation,Case Method (Teaching Technique)

Act No. 13 Year 2012 on Previleges of Yogyakarta as a Special Region provides a constitutional basis in establishing that the Governor was enthroned as Sultan and to the Vice Governor as Adipati Paku Alam. However, in the case of succession of the Governor of Yogyakarta, there is an exception because it is basically a privileges of DIY that has been existing since Indonesia had not gotten its independent yet and it is also guaranteed by the constitution. The direct appointment of Sultan and Paku Alam is intended to award to the diversity of customs and cultures among the people of different regions. From the results of research and study shows that filling positions of Governor and Vice Governor of Yogyakarta through appointment mechanism is accordance with the principles of a democratic constitutional state.
Ethnochemistry and Ethnomedicine of Ancient Papua New Guineans and Their Use in Motivating Students in Secondary Schools and Universities in PNG
Author: Marasinghe, Basil
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Motivation,Science Education,Chemistry,Indigenous Knowledge,Plants (Botany),Units of Study,Course Descriptions,Foreign Countries,Medicine,Scientific Principles,Scientific Research,Undergraduate Study,Teaching Methods,Outcomes of Education

For more than 50,000 years of Papua New Guinea's human history, Papua New Guineans have been making significant contributions to Science, particularly in the fields of Chemistry and Medicine. However, because of the absence of any written language for over 800 dialects, the information has not been recorded and the contributions of ancient Papua New Guineans have largely gone unnoticed and unrecognized. However, during the past 40 years, some researchers, Holdsworth[1], Woodley [2], Timi[3], Dindi [4], Rai[5] have conducted scientific studies on medicinal plants in PNG which probably would have been used by ancient Papua New Guineans to treat deceases. Identification of the plants were carried out with the help of villagers initially and then with botanists and chemists Papua New Guinea. Chemical characterization was carried out by chemists in Papua New Guinea. Nine years ago, the author was able to introduce a Unit in the Grade 11 and 12 Chemistry Syllabus under the title &quot;Traditional Chemical Practices&quot; which consists of traditional chemical and medicinal activities. Similar units had been introduced at undergraduate level in the University of PNG 7 years ago. Already there is evidence that the learning of what their ancestors had discovered and used has been an inspiration to students, and can stress the importance of learning modern scientific principles and methods to build on what their forefathers had done. This paper summarizes some of the scientific contributions of ancient Papua New Guineans, and endeavours to show how the studying of them at school and university levels may have influenced students to join chemical and medical streams at universities and encouraging first year undergraduates to take up chemistry in later years.
Prospective Teachers' Beliefs about Problem Solving in Multiple Ways
Author: Arikan, Elif Esra
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Problem Solving,Student Attitudes,Mathematics Instruction,Mathematics Teachers,Teacher Education Programs,Interviews,Qualitative Research,Content Analysis,Geometry,Foreign Countries,Questionnaires

The purpose of this study is to analyze whether prospective teachers believe solving a mathematics problem involves in using different solution methods. 60 mathematics prospective teachers who take the pedagogic training program in a state university were participated in this study. Five open-ended questions were asked. The study was carried out by collecting data through interviews among qualitative research methods and content analysis technique through analyzing the data. The study started with a pre-implementation. In pre-implementation, prospective teachers solved a geometry problem at class with multiple methods and then they exchanged their ideas with each other. Findings of the study revealed that while 90% of the prospective teachers stated that they believe the importance of solving problems with multiple methods, 10% of them stated that they preferred solving many problems with a single method rather solving a problem by using multiple methods.
The Relationships between Self-Regulated Learning Skills, Causal Attributions and Academic Success of Trainee Teachers Preparing to Teach Gifted Students
Author: Leana-Tascilar, Marilena Z.
Date: 2016-07-10
Type: Journal Articles
Subjects: Metacognition,Gender Differences,Learning Strategies,Attribution Theory,Gifted,Teacher Education Programs,Grade Point Average,Academic Achievement,Foreign Countries,Correlation,Measures (Individuals),Scores,Regression (Statistics),Higher Education,Factor Analysis,Statistical Analysis

The purpose of this research is to examine the self-regulated learning skills and causal attributions of trainee teachers preparing to teach gifted pupils, and also to study the predictive relationships between these skills and attributions, on one hand, and academic success, on the other hand. The research was conducted on 123 students attending the Gifted Teacher Training Program at Istanbul University, the first program of its kind to be initiated in Turkey. The instruments used for data collection were the Self-Regulated Learning Skills Scale (SRLSS), Causal Dimensions Scale II, and Great Point Average (GPA). According to the results obtained, girls scored higher in self-regulated learning skills such as planning and strategy using/assessment; they also scored higher in total self-regulated learning skills. Results for the lack of self-directedness sub-dimension showed statistically meaningful differences, with third year students scoring highest, while there were also statistically meaningful differences in the locus of causality given as the reason for lack of success, with first-year students scoring highest. Correlation analysis showed a positive relationship between self-regulated learning skills and the causal focus subscale of causal attributions; between stability and personal control; and between scores for the planning, strategy using/assessment, and total self-regulated learning skills subscales of self-regulated learning skills on the one hand, and academic success on the other hand. However, it appeared that only the planning sub-dimension was a predictor of academic success. Finally, in the current study the subject of why the possession of these skills is important for trainee teachers preparing to teach gifted and talented students is discussed.
Emotional Intelligence of Hungarian Teachers
Author: Baracsi, Ágnes
Date: 2016-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Interpersonal Competence,Elementary School Teachers,Secondary School Teachers,Teacher Role,Personality Traits,Self Control,Emotional Response,Foreign Countries,Interpersonal Relationship,Questionnaires,Teacher Attitudes,Self Efficacy,Likert Scales,Empathy,Problem Solving

The research focused on the personal and social competencies of Hungarian teachers as unexplored areas. The participants in the survey were 707 Hungarian teachers from elementary and secondary schools. In view of the expectations of the European Union related to new teacher roles, the following research question was formulated to guide the study: can the Hungarian teachers meet the expectations of the European Union regarding the expected competencies? The results proved that about one third of the participants seem uncertain personalities that might be in connection with low communicative and emotional capacities, mainly as a result of their poor emotional intelligence. This study aims to highlight the characteristics of teachers' emotional intelligence. The weakest part of teachers' emotional intelligence is the sense of their emotions and controlling them. One quarter can interpret their partners' emotions correctly, one third becomes hesitating. The majority believe they are good at interpreting emotions. One quarter are not capable of conveying the right emotions, two-thirds claim they can regulate their emotions, but this means suffocating their emotions. However, most of them would be suitable to interact efficiently. They are eager to take care of other people and their strong wish for parity foster social relationships.
Investigating the Decision Heuristics of Candidate Teachers Who Are Different in Their Responsibility Controls
Author: Özen, Yener
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Heuristics,Correlation,Foreign Countries,Decision Making,Comparative Analysis,Locus of Control,Measures (Individuals),Teacher Education Programs,Undergraduate Students,Student Responsibility,Age Differences,Gender Differences,Likert Scales

In this study, decision heuristics used by individuals with different responsibility controls were investigated. In the research, 370 final grade university students studying at Erzincan University Faculty of Education were included. In order to collect data, Internally Controlled Responsibility-Externally Controlled Responsibility Scale of Özen and Gülaçti (2011), and Decision Heuristics Scale developed by Özen (2015) were used. Obtained data were investigated benefiting from Pearson Product-Moment Correlation and t-test. As result of the analyses, it was determined that the students generally had internally controlled responsibility, and they mostly used representative heuristic. When the correlation of decision heuristics with Internally Controlled Responsibility-Externally Controlled Responsibility was investigated, a low level negative relationship was found between representative heuristic and Internally Controlled Responsibility-Externally Controlled Responsibility. A low level positive relationship was found between availability and adjustment heuristics and Internally Controlled Responsibility-Externally Controlled Responsibility. In the research, moreover, it was also determined when the students who had internally controlled responsibility were compared with the ones who had externally controlled responsibility that the students with internally controlled responsibility significantly used more logical representative heuristic and less availability heuristic and anchoring heuristic.
Specific and Optional Curriculum: An Experience in the Undergraduate Program of Chemical Engineering in Cienfuegos University, Cuba
Author: Martínez, Yolanda García
Date: 2016-00-00
Type: Journal Articles
Subjects: Chemical Engineering,Engineering Education,Program Descriptions,Foreign Countries,Industry,Problem Solving,Biotechnology,Fuels,Food,Economic Development,Curriculum Design,Delphi Technique,Teacher Attitudes,Student Attitudes,College Faculty,College Students,Specialists,Interviews,Qualitative Research

This paper pursues to define the pillars for designing the specific (SC) and optional curricula (OC) of Unit Operations and Processes (UOP) Discipline in the Chemical Engineering Program. To achieve this objective a methodology was developed, which was characterized by the participation of every member in the educational process: professors, experts of industrial sector and students. The joint work made it possible to carry out a variety of tasks: the characterization of regional industries according to the academic requests of the UOP discipline, the identification of deficiencies in the basic curriculum (BC), the needs of industries in environmental matters and the students´ preferences in their optional professional formation. The result of this qualitative study expressed a high convergence of all the variables under study. The importance of arranging SC and OC was validated, among other important alternatives, towards environmental technologies. These subjects combine important contents in the academic order with significant contributions to solve imperative problems of the territory. The significance of taking into account the strategic matters associated with Biotechnology, Petroleum Technology, and Food Technologies, key subjects for indispensable development of our regional context, was also recognized.
Interacting Science through Web Quests
Author: Unal, Ahmet
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Science Instruction,Elementary School Science,Elementary School Students,Student Attitudes,Web Sites,Student Surveys,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Science Achievement,Foreign Countries,Quasiexperimental Design,Achievement Tests,Scores,Inquiry,Teaching Methods

The purpose of this paper is to examine the effects of WebQuests on elementary students' science achievement, attitude towards science and attitude towards web supported education in teaching 7th grade subjects (Ecosystems, Solar System). With regard to this research, &quot;Science Achievement Test,&quot; &quot;Attitude towards Science Scale&quot; and &quot;Attitude towards Web Supported Education Scale&quot; have been applied to seventh grade elementary science students as pre-test and post-test. Moreover, while the experimental group was using WebQuest activities during the lesson, the control group students used concurrent Science and Technology curriculum based activities. The findings of the research have examined and analyzed through the SPSS program. The outputs showed that there emerged a meaningful difference between the control and experimental group favoring the experimental group for science achievement and attitude towards web supported education whereas no meaningful difference between control and experimental group for attitude towards science has been found.