ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Activation of Prior Mathematical Knowledge during Problem-Solving in Physics
Author: Tursucu, Süleyman
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Solving,Physics,Science Instruction,Mathematics Skills,Algebra,Teaching Methods,Prior Learning,Grade 10,Secondary School Science,Program Effectiveness,Foreign Countries,Secondary School Mathematics

Mathematics is of major importance in science subjects. Unfortunately, students struggle with applying mathematics in science subjects, especially physics. In this qualitative study we demonstrate that transfer of algebraic skills from mathematics in physics class can be improved by using pre-knowledge effectively. We designed shift-problems involving instructional models to carry out small interventions in textbook problems. Shift-problems are feasible for teachers to adopt in teaching practice. To gain insight in the extent to which students improved their application of algebraic skills including basic skills and symbol sense behaviour, we selected three grade-10 physics students. In round one, the students solved algebraic physics problems as they appear in physics textbooks. Two weeks later in round two, the same problems were presented as shift problems to them where we activated prior mathematical knowledge by providing systematic rule-based algebraic hints at the start of these tasks. Algebraic skills were presented in a similar way to how these were learned in mathematics textbooks. We observed that students' problem-solving abilities increased from 48.5 % in the first to 81.8 % in the second round, indicating the effectiveness of how we implemented shift-problems. Furthermore, we discussed the implications of our results for the international science audience.
Exploring a Direct Relationship between Students&apos; Problem-Solving Abilities and Academic Achievement: A STEM Education at a Coffee Plantation Area
Author: Suratno
Date: 2020-06-00
Type: Journal Articles
Subjects: Problem Solving,Correlation,Academic Achievement,STEM Education,Junior High School Students,Foreign Countries,Agricultural Production,Science Instruction,Relevance (Education)

Factors affecting the quality of education can be observed from students' problem-solving abilities and academic learning achievements. This research aims to examine a direct relationship between students' problem-solving abilities and academic learning achievement by using a science, technology, engineering, and mathematics (STEM) education at a coffee plantation area in Indonesia. In analyzing data, students' problem-solving abilities and academic learning achievements were exposed to quantitative descriptive of correlation bivariate rank Spearman. This study consisted of 148 junior-high-school students in a coffee plantation area. The results indicated that there was a positive correlation between the students' problem-solving abilities and academic learning achievements in favor of STEM education. This means that the more problem-solving skills the students have, the better academic learning achievement they perform. These positive results recommend that the integrated STEM education, as an approach, should be included varied contexts, especially in the Asian region. Moreover, science teachers should hone students' problem-solving skills via a mixed way, e.g., the integrated STEM education. In addition, STEM education will be helpful for students (who especially work and live in plantation areas) to understand the role of science in their everyday lives.
Portraying Students&apos; Critical Thinking Skills through Research Skill Development (RSD) Framework: A Case of a Biology Course in an Indonesian University
Author: Mataniari, Raissa
Date: 2020-06-00
Type: Journal Articles
Subjects: Critical Thinking,Biology,Science Instruction,Research Skills,Skill Development,Teaching Methods,Guidelines,Student Attitudes,College Students,Foreign Countries,Laboratory Experiments,College Faculty

Because critical thinking is essential for scientific learning, academics and casual staff struggle to effectively develop students' critical thinking. This study examined the integration of the Research Skill Development (RSD) framework into a Biology course in an Indonesian University and tested how it helped academics and casual staff develop students' critical thinking. Specifically, the study focused on the benefits attained by the students and how the use of the RSD framework structured their lab reports. This study employed instruments, i.e., questionnaires, student open-field questions, semi-structured interviews, and a rubric. The results indicated two benefits: self-perception on critical thinking and appropriate student lab reports for the RSD framework.
Adoption of Digital Storytelling Tool in Natural Sciences and Technology Education by Pre-Service Teachers Using the Technology Acceptance Model
Author: Lazar, Iuliana
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Story Telling,Educational Technology,Technology Uses in Education,Intention,Student Attitudes,Difficulty Level,Natural Sciences,Science Instruction,Technology Education,Foreign Countries,Value Judgment,Preschool Education,Elementary Education,Technological Literacy

This research aimed to contribute to the overall understanding of pre-service teachers' acceptance of the Digital Storytelling (DS) tool. The primary associations of the Technology Acceptance Model (TAM) were tested in the academic years 2017/2018 and 2018/2019 for statistical significance when the effects of the pre-service training teachers' digital age and status were controlled. Data from 296 pre-service teachers, from second and third study year, majority women considered vulnerable group were collected. The factor analysis and invariance tests on basic TAM were performed. The results revealed that DS tool usage intention was a function of perceived usefulness and ease of use. This research established the TAM applicability with the control variables addition to model the DS tool acceptance by pre-service teachers, as didactic material for natural sciences and technology education. Configural, metric, and scalar invariance were confirmed across both cross-temporal and cross-sectorial groups. Perceived ease of use of DS has strongly influenced both usefulness ([beta]=0.571, t=11.958, p&lt;0.0001) and intention to use of DS ([beta]=0.763, t=19.914, p&lt;0.0001), under the influences of the control variables. The outcomes contributed to the general understanding of DS pre-service teachers' adoption relevant for natural sciences and technology education and for recognition of vulnerable category behavior.
An Interdisciplinary Teaching Application: The Topic of Proteins
Author: Acarli, Dilek Sultan
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Science Instruction,Interdisciplinary Approach,Pretests Posttests,Comparative Analysis,Grade 12,High School Students,Scientific Concepts,Lesson Plans,Concept Mapping,Biology,Chemistry,Critical Thinking,Scores

The aim of present research was to examine the effects of interdisciplinary teaching approach on teaching the topic of proteins. In the research, unequal control group model- one of the quasi-experimental research designs was used. The experimental group included 16 students (8 female and 8 male) whereas the control group included 14 students (6 female and 8 male) in this research- which was conducted with the participation of the 12th grade students. A lesson plan in which the topic of proteins was taught in interdisciplinary approach was prepared as the tool of application. A concept map prepared by the researcher and a 5-point Likert type of question were used in collected the data. The data collection tool was given to both the experimental group and the control group as a pre-test and post-test. Wilcoxon Signed Rank Test, a non-parametric method- was used in comparing the participants' scores in the pre-test and post-test of concept map and Likert type question. As a result, it was found that the application of interdisciplinary teaching conducted in the experimental group had caused differences in students' associating the concepts in biology and chemistry available in the topic of proteins and in their perceptions of their skills in this respect.
Examining Pre-Service Science Teachers&apos; Number and Space Relation Skills
Author: Yenikalayci, Nisa
Date: 2020-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Spatial Ability,Science Process Skills,21st Century Skills,College Freshmen,Public Colleges,Foreign Countries,Visualization,Chemistry,Physics,Biology,Secondary School Science,Scientific Concepts,Geometric Concepts,Number Concepts,Concept Teaching

One of the basic science process skills, number and space relation, is used to transform a twodimensional object into a three-dimensional shape or express symmetry axis of the objects. The aim of this research was to determine the number and space relation skills of pre-service science teachers in order to train more qualified science teachers equipped with 21st century skills. The participants were 60 pre-service science teachers, first year students studying in a science education program in a state university located in the Black Sea region of Turkey. The study was conducted in the 2017 fall semester. Integrative Perception Test (IPT) was prepared by researchers to collect data. Within the scope of the IPT, textbooks specific to the field of science were scanned. Then, textbooks' visuals without symmetrical structure in physics, chemistry, and biology subfields were identified and listed. During the application, participants were asked to complete the missing half of the visual images by using their imagination and three-dimensional perceptions from their visual memories. The data obtained from the test with 30 images (i.e., 10 physics images, 10 chemistry images, and 10 biology images) were descriptively analyzed. Participants received two points for completed images, one point for images with missing parts, and zero points for incorrect/empty images. Results showed that the chemistry test average of the participants was the highest. Furthermore, it was observed that pre-service science teachers were especially successful on the topics of diffraction of waves and formation of shadow in physics, states of matter and acid-base indicators in chemistry, and the structure of DNA in biology, but it was also evaluated that their general number and space relation skills were in an average level. Results suggest that new studies with different age groups or using symmetrical images in teaching new concepts can be useful.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students
Author: Samsudin, Mohd Ali
Date: 2020-03-00
Type: Journal Articles
Subjects: STEM Education,Active Learning,Student Projects,Instructional Effectiveness,Self Efficacy,High School Students,Mechanics (Physics),Bibliometrics,Grade 10,Foreign Countries,Conventional Instruction,Student Centered Learning

Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students' skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura's social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students' self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students' self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
Pre-Service Teachers&apos; Conception of an Effective Science Teacher: The Case of Initial Teacher Training
Author: Adu-Gyamfi, Kenneth
Date: 2020-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Teacher Effectiveness,Science Teachers,Preservice Teacher Education,Foreign Countries,Teaching Methods,Instructional Materials,Educational Environment,Teacher Student Relationship,Professionalism,Pedagogical Content Knowledge

The purpose of this study was to find out pre-service teachers' conceptual understanding of an effective science teacher. A total of 100 pre-service teachers from two unique colleges of education in a municipal assembly in Ghana were selected to participate in this case study. In each college, the pre-service teachers were selected through a stratified random sampling procedure. The pre-service teachers responded to a test, and their responses were open-coded and constantly compared to come out with six themes. The findings show that an effective science teacher creates a conducive environment for students to learn science. It is, therefore, recommended that college science educators should prepare pre-service teachers to develop appropriate knowledge, strategies, and techniques needed to create an environment conducive for learning science.
Development of Augmented Reality Application for Biology Education
Author: Arslan, Reyhane
Date: 2020-03-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Teaching Methods,Computer Simulation,Computer Software,Telecommunications,Handheld Devices,Anatomy,Physiology,Animals,Ethics,Science Experiments,Laboratory Procedures,Course Content,Vignettes,Needs Assessment,Writing (Composition),Undergraduate Students,High School Students,Vocational Education,Student Attitudes,Foreign Countries

In biology education which is an inseparable discipline of medical and veterinary education, it is of great importance that enabling students to make practice in real conditions and gain knowledge and skills related to their professional fields during their education. It is necessary to adapt the new technologies rapidly to education rather than the use of cadavers or laboratory animals, especially when making practice directly related in human and animal anatomy. For this purpose, virtual and augmented reality applications, which have been developed rapidly in recent years, come to the fore as a highly effective technique with the possibility of interacting visually with the objects they give to the user. In this study, the techniques were examined that used in order to increase the learning performance in biology, anatomy, physiology and experimental animals and the process was examined to develop a specific mobile application on Unity3D application. It is envisaged that the difficulties in providing materials for students and ethical debates on the use of experimental animals can be overcome with the dissemination of augmented reality applications and virtual laboratories developed as a result of procedures such as the needs analysis, lesson or course content and scenario writing processes in addition to software development.
The Effect of the Computer-Based Analogy Used in Science Teaching on Learning Outcomes
Author: Celik, Harun
Date: 2020-03-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Grade 7,Science Achievement,Foreign Countries,Logical Thinking,Computer Assisted Instruction,Educational Technology,Scientific Concepts,Molecular Structure,Instructional Effectiveness

The aim of this study is to examine the effects of computer-based analogy (CBA) used in science teaching in terms of the unit of Structure and Properties of Matter on seventh-grade students' academic success. The attitudes of students against science teaching lesson were also described in this study. This study was applied to 60 seventh-grade students from two different classes of the same teacher from a public school in Köprübasi/Trabzon. In the study, pre-test -- post-test control group quasi-experimental research model was used. The remarks of the students were described by content analysis within the context of qualitative research method. During the research period, computer-based analogy method was applied to the experimental group; on the other hand, traditional teaching method was applied to the control group. In the study, quantitative data as data collection tool was collected through academic success test prepared by the researcher. On the other hand, qualitative data was collected through an interview form, including open-ended questions formed by consulting experts. The results of the study show that the computer-based analogy method is more effective than the present program applications in terms of students' academic success in science lessons and permanence of knowledge. The results of the qualitative data analysis show that the students had positive views related to the lesson made by the computer-based analogy method.
Using Teaching Strategies of Model-Based Co-Construction of Pre-Service Elementary Teachers about Seasonal Change
Author: Oh, Jun-Young
Date: 2020-06-00
Type: Journal Articles
Subjects: Teaching Methods,Models,Preservice Teachers,Elementary School Teachers,Weather,Foreign Countries,Science Education,Learning Strategies,Teacher Student Relationship,Student Attitudes,Feedback (Response)

The main purpose of this study is to develop teaching strategies for &quot;Model-Based Co-construction&quot; to promote students' understanding of a scientific model of seasonal change. In particular, the research method is cognitive conflict strategies and teacher feedback in interaction with the students a reexamined in the context of pre-service elementary teachers at J. National University of Education in South Korea. The research results show that prompting learners' scientific model reconstruction through cognitive conflict strategies and teacher-student interaction could be a promising tool to enhance science teaching of astronomical subject matter that is resistant to conceptual change. The research implication is that Model-Based Co-construction provides a graduated approach to learning that is highly applicable to the history of science and its ongoing evolution.
The Effect of the Science-Fiction Books on Arousing Curiosity about Science in Secondary School Students
Author: Karadeniz, Esra
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Secondary School Science,Science Instruction,Teaching Methods,Science Fiction,Books,Science Interests,Experimental Groups,Control Groups,Instructional Effectiveness,Conventional Instruction,Reading Material Selection,Scientific Concepts

The aim of this research is to determine the effect of science-fiction books on arousing secondary school students' curiosity about science. The research was conducted with 60 students attending 5th and 6th grades in a secondary school in Giresun, Guce district, during 2015-2016 academic year. The students were divided into two groups as one control group and one experimental group. In the control group, 2013 Science Curriculum was followed. In the experimental group, 12 different science-fiction books were added to the exact same curriculum. In this research, quantitative data were collected via Science Curiosity Scale and qualitative data were collected via semi structured diaries. After the application process, the quantitative data were analysed with SPSS (Statistical Package for Social Science) 16 software and the qualitative data were analysed with content analysis method. As a result of the research, a significant difference was found in favour of the experimental group in terms of science curiosity, compared to the control group who had not read the books. In addition to this, the semi-structured diaries revealed some remarks which state that science-fiction books pique their curiosity about science.
The Effectiveness of the 4MAT Teaching Approach in Enhancing Conceptions of Electricity in Physics for Female Students in the Kingdom of Saudi Arabia
Author: Alanazi, Fayadh Hamed
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Teaching Methods,Scientific Concepts,Science Instruction,Physics,Energy,Females,Misconceptions,Grade 7,Middle School Students,Cognitive Style,Models,Textbook Content

This study sought to examine the impacts of the application of the McCarthy Model (4MAT) teaching approach in enhancing seventh-grade female students' conceptions of electricity in physics. The study sample comprised a total of 41 female students, who were selected from two schools located in the Kingdom of Saudi Arabia's city of Aljouf. The sample was divided into two groups, comprising 20 and 21 students in the experimental and control groups, respectively. The students in the experimental group were taught the science content through the 4MAT teaching approach, while students in the control group were taught with a more traditional approach of teaching. In order to attain the study objectives, two different study tools were designed, a teacher guide centered on the 4MAT teaching approach and a knowledge test concerning the physics conceptions of electricity. The findings showed that statistically significant differences were observed in enhancing the conceptions of electricity in physics between the experimental group and the control group, with students in the experimental group found to perform better than students in the control group.
Modeling the Use of History of Mathematical Thought in Mathematics Instruction
Author: Obasi, Chinedu Victor
Date: 2020-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,History,Foreign Countries,Educational Change,Mathematics Teachers

Mathematics is a human creation, which has been developing for more than four thousand years. It emerged as a response to different social and economic needs of civilizations. Historical development of mathematics stresses that mathematics as a science has always been connected to economic and social context and development of society. There is little or no research that promotes using historical content in mathematics lessons in the Nigeria context. In this paper, we model the use of history of mathematical thought (HMT) in mathematics instruction and solved the formulated model equation using integrating factor. The rate at which HMT is used by teachers in mathematics instruction is assumed to be proportional to the number of teachers that do not use HMT. The analysis suggests that with time, only a fraction of teachers can use HMT in teaching mathematics due to the fact that they will not remember to use it, and additional recruitment of teachers will result in only marginal improvement in the usage of HMT.
The Determinants of Leisure Attitudes: Mediating Effect of Self-Efficacy among Students from Science, Engineering and Medicine Colleges
Author: Jdaitawi, Malek
Date: 2020-06-00
Type: Journal Articles
Subjects: Leisure Time,Student Attitudes,Self Efficacy,Student Motivation,College Freshmen,Foreign Countries,Academic Achievement,Medical Education,Science Education,Engineering Education

This resent study investigated the relationships between leisure attitude, self-efficacy and achievement motivation among first year university students. Furthermore, this study examined the mediating role of self-efficacy on the relationship between leisure attitude and achievement motivation among university students. A total of 190 students were selected from Imam Abdulrahman Bin Faisal University using cluster sampling method. The questionnaires consisted of the revised version of the self-efficacy scale, leisure attitude measure and achievement motivation measure. The results revealed that there were significant positive relationships between the study variables. Additionally, the result also showed that self-efficacy partially mediated the achievement motivation-leisure attitude relation. The implication is that students' abilities should be improved by promoting leisure activities which may motivate them to participate in the learning activities.