ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Impact of Common Knowledge Construction Model on Students&apos; Understandings of Heat Transfer
Author: Duruk, Ümit
Date: 2021-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Concept Formation,Knowledge Level,Teaching Methods,Thermodynamics,Learning Processes,Pretests Posttests,Foreign Countries,Intervention,Heat,Elementary School Students

The achievement of a proper conceptual change is a challenge for students since there are some constraint-based interactions including different ontological categories with the well-known dichotomy of matter or process. To mitigate this state of affairs, more instructional sequences with pedagogical approaches are needed because many students, regardless of their grade or academic background, incline to see science conceptions with emergent processes as an ontological matter. In this regard, compared to the existing ones, a newly-introduced model called Common Knowledge Construction Model (CKCM) is likely to leverage student learning. The purpose of the study was to investigate the possible impact of CKCM on students' understanding of heat transfer. The study had a pretest-post-test, pre-experimental research design based on qualitative data. The participants of the study comprised a total of 30 sixth grade students selected by convenience sampling model at a state school located in the south-east of Turkey. The data were collected via a semi-structured questionnaire consisting of five open-ended questions, and analyzed using coding method of the qualitative data analysis. The results revealed that majority of the participant students explicated their understandings of heat transfer with less alternative conceptions. The results also showed some improvements in students' understanding of heat transfer via the aforementioned teaching model. [Note: The page range (114-136) shown on the PDF is incorrect. The correct page range for this article is p114-135.]
Prevalence, Predictors and Sources of Information Regarding Neuromyths in an Australian Cohort of Preservice Teachers
Author: Carter, Mark
Date: 2020-10-00
Type: Journal Articles
Subjects: Incidence,Predictor Variables,Information Sources,Misconceptions,Brain,Neurosciences,Beliefs,Preservice Teachers,Foreign Countries,Knowledge Level

The term neuromyths refers to misconceptions about learning and the brain. Educator neuromyths may result in inappropriate instruction, labelling of learners, and wasted resources. To date, little research has considered the sources of these beliefs. We surveyed 1359 Australian preservice educators (M = 22.7, SD = 5.7 years) about their sources of information for 15 neuromyth and 17 general brain knowledge statements. Consistent with previous studies, neuromyth beliefs were prevalent. Predictors of neuromyth accuracy included general brain knowledge and completion of university classes addressing neuromyths, although effects were modest. Depending on the belief, participants relied on general knowledge, academic staff, school staff, and popular media. Recommendations for teacher education are presented.
Developing Knowledge and Skills of Prospective Science Teachers on Teaching Strategies, Models, Methods and Techniques: An Action Research
Author: Yildiz, Emre
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Knowledge Level,Lesson Plans,Teaching Methods,Microteaching

This study was conducted to examine the effectiveness of an action plan applied for increasing the level of the strategy, model, method-technique knowledge, and planning and implementation skills of prospective Science teachers. The action research method was used in the study. The participant group consisted of pre-service science teachers attending a state university in 2018. Knowledge test, lesson plan preparation test, and observation form were used as the data collection tools. Descriptive statistics, dependent groups t-test, and content analysis were used to analyze the data. As a result of the research, it was determined that the knowledge level of the teacher candidates after the action was statistically significantly higher than the pre-action knowledge level. It was determined that the pre-service teachers' level of model, strategy, method technique knowledge after the action was statistically significantly higher than their pre-action knowledge level. It was determined that pre-service teachers' planning and implementation skills before and after the action improved compared to the pre-action level. Also, it was observed that the variety of pre-service teachers' method-technique preferences increased after the action compared to before. As a result, it was determined that the action plan was effective in increasing the knowledge level of teacher candidates and in the development of planning and implementation skills. The action plan can be used in teacher training applications by adding new subjects and making improvements.
Reflecting on Personal Routines to New Ways of Teaching by German Geography Teachers: Effects of a Teacher Training Project in North Rhine-Westphalia
Author: Krohmer, Maxim
Date: 2020-00-00
Type: Journal Articles
Subjects: Intervention,Teaching Methods,High School Teachers,Theory Practice Relationship,Geography Instruction,Teacher Attitudes,Lesson Plans,Problem Solving,Behavior Change,Faculty Development,Foreign Countries,Knowledge Base for Teaching,Metacognition,Team Teaching,Teacher Collaboration,Group Discussion

The gap between educational knowledge that is taught in universities and actions by teachers can be sizeable. A sustainable change in teachers' efforts requires particular sensitivity and awareness of this gap between subject-specific educational thinking and acting and between theory and practice. This study explored the extent to which a reflection on personal routine in class undertaken by geography teachers, and the associated awareness of their deficits (&quot;the gap&quot;), can contribute to a change in action. In this study, ten teachers from German Gymnasiums in North Rhine-Westphalia participated in a four-month-long intervention. The teachers had to document their lessons, work through possible deficits in peer discussions, and discuss solutions. The results showed that although intervention helped raise awareness of deficits, it was not enough to bring about a lasting change in teachers' actions. Possible causes for this lack of lasting change are reflected upon, and teacher training consequences are considered.
CORE Learning Model: Its Effectiveness towards Students&apos; Creative Thinking
Author: Saregar, Antomi
Date: 2021-03-00
Type: Journal Articles
Subjects: Models,Instructional Effectiveness,Creative Thinking,Islam,Religious Schools,Junior High School Students,Acoustics,Grade 8,Foreign Countries,Learning Strategies,Effect Size

The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students' creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students' creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students' creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students' creative thinking abilities.
Emotion, Attention and Delayed Recall Task Performance: How Emotional Intensity Drives Eyes during Foreign Language Subtitle Processing
Author: Dolgunsoz, Emrah
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Response,Cognitive Processes,Eye Movements,Nonverbal Communication,Second Language Learning,Vocabulary,Attention,Visual Aids,Visual Stimuli,English (Second Language),Memory,Late Adolescents,Young Adults,Foreign Countries,Video Technology

Emotions and cognitive processes are intertwined terms and can frame how we behave and learn. The main aim of this research was to investigate the effect of emotion on attention during L2 subtitle processing and to scrutinize emotional intensity as a factor on delayed L2 vocabulary recall tasks. In this experimental study, quantitative method was utilized. In the study, 40 intermediate volunteer learners of EFL watching a funny or a boring video in which subtitles ended with an enhanced non-word while their eye movements and facial expressions were recorded. After the experiment, they were asked to take an immediate post-test consisted of choosing the correct non-words mentioned in the videos. 5 days later, they sat for the same test individually in a randomized order. The data were analyzed via samples T-Tests and a repeated measures ANOVA with a covariate. The results showed that emotional intensity did not affect time spent on subtitle areas but it was found to have an effect of recalling vocabulary items after a long delay. The results were discussed in terms of noticing and emotional enhancement effect on memory.
Metaphorical Conceptualizations of Language: Networks of Meanings and Meta-Functions
Author: Cortazzi, Martin
Date: 2021-01-00
Type: Journal Articles
Subjects: Figurative Language,Language Usage,Native Language,Second Language Learning,Foreign Countries,Student Attitudes,Aesthetics,Moral Values,Spiritual Development,Cross Cultural Studies,Socialization,Literacy,Linguistic Theory,Sociocultural Patterns,Affective Behavior,Teaching Methods,Second Language Instruction,Graduate Students,Undergraduate Students,Proverbs

This paper employs the innovative method of Elicited Metaphor Analysis to present original research in Malaysia into students' metaphors for 'language'. We summarize reasons why language and first/ second language learning are centrally important in education, and show patterned features of language metaphors in proverbs and in teacher talk about literacy. These may be one strand of student socialization into language-literacy conceptions. We then report our study of 408 university students in Malaysia who gave 977 metaphors for 'language'. Using a socio-cultural extension of conceptual metaphor theory from cognitive linguistics, we analyse these data into thematic clusters and metaphor networks of meanings. In student voices, this presents a surprisingly rich picture of language and shows evidence of linguistic meta-functions: student metaphors for language can be seen not only cognitively with affective and socio-cultural meta-functions, but also with moral-spiritual and aesthetic functions. These meta-functions accord with some educational theories. To show wider insider metaphor perspectives we cite our research with 'teacher' and 'learning' metaphors in Malaysia, and 'language' findings from China, Iran, Lebanon and the UK. The metaphor meanings and meta-functions broaden our conception of language as a medium of learning with strong implications for the teaching of languages and literacy.
Influence of Educational Leaders on Graduate Students&apos; Perspectives and the Academic Advisement Process at a University
Author: Hilliard, Ann Toler
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Influence,College Faculty,Student Attitudes,Academic Advising,Faculty Advisers,Teacher Attitudes,Interpersonal Relationship,Doctoral Students

University leaders can support academic advising as an interactive process in which the adviser helps students set and achieve academic goals, acquire relevant information and services, and make responsible decisions consistent with their interests, goals, abilities, and degree requirements. The study adopted qualitative narrative inquiry research design. The data were collected via a semi-structured questionnaire administered to six faculty member on one-on-one basis and their students were also sent interview questions electronically for completion from January 25, 2019 February 25, 2019. The results revealed that Doctoral programs generally attract such students who are highly motivated to attain advanced degrees and who are willing to participate fully in the advisement process. Graduate students re-enhanced when they received appropriate academic advising at all stages of a doctoral degree program. Students were need of effective advising process at all times from being recruited, to career planning after graduation.
Evaluation of Healthcare Science Student Learning Styles Based VARK Analysis Technique
Author: Kamal, Izdihar
Date: 2021-03-00
Type: Journal Articles
Subjects: Medical Students,Cognitive Style,Academic Achievement,Measures (Individuals),Learning Modalities,Preferences,Foreign Countries

This study aimed to evaluate the learning styles among healthcare students and to study the relationship with their academic achievement. This cross-sectional study was conducted among 137 healthcare students from six different courses. Data was collected using a self-administered questionnaire and developed based on the original visual, aural/auditory, read/write, and kinesthetic (VARK) assessment. The questionnaire was divided into two sections: the demographic status and the learning style perspective. A total of 119 respondents (86.8%) has chosen unimodal as their learning styles, while the rest of the 18 respondents (13.2%) choose multimodal as their preferred learning method. Among the unimodal learning styles, visual (32%) and reading (26%) were most preferred among respondents. The auditory and kinesthetic methods of learning were less and accounted for 10% to 20%. Notably, in multimodal learning styles preferences, 4% of students prefer a combination learning style of visual and kinesthetic methods. There was no significant relationship between learning styles and academic achievement using Pearson's Chi-square test (p&gt;0.05). Hence, both were independent of one another. Hence, some of the dominant learning styles needed to be considered based on their future profession.
As an Educationalist Working for a Public School, Would You Send Your Child to a Private School? Private Schools in Turkey
Author: Dogan, Soner
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,School Choice,Public Schools,Teacher Attitudes,Administrator Attitudes,Educational Environment,Educational Quality,Barriers,Fees,Academic Achievement,Labor Turnover,Parent School Relationship,Extracurricular Activities,Elementary Secondary Education,Institutional Characteristics

The rapid increase in the number of the private schools in Turkey provides parents new choices. This also leads teachers and administrators who work for state schools and who are also parents themselves to make a choice between private schools and state schools. In this regard, the aim of this study is to review the opinions of teachers and administrators working for the state schools on private schools. The research method is qualitative phenomenology design. The study group involves a total 136 teachers and school administrators working in schools located in Sivas city centre. The data of the study is collected via a survey with open ended questions developed by the researcher. Content analysis method is used for the analysis, and the data are demonstrated with the graphics. As their positive opinions on private schools, teachers and administrators stated that private schools supports academic success, they are rich in physical environment, they have more extra-class activities, they provide convenience for working parents and they contribute to students' progress. However, their negative opinions are private school fees, not enough contribution to student progress, constant turnover of teachers, and misleading behaviours towards parents. The findings show that, comparatively, the teachers and administrators are more reluctant to send their children to private schools, and besides, they have more negative viewpoints on private schools. At the end of the study, the suggestions both by the participants and the researcher are included.
Investigating the Levels of Teacher Retention within the Context of Sustainable Education Policies in Turkey
Author: Kaya, Ayça
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Sustainability,Teacher Attitudes,Attitude Change,Teacher Characteristics,Public Schools,Private Schools,Middle School Teachers,High School Teachers,Unions,Group Membership,Teacher Salaries,Job Satisfaction,Foreign Countries,Educational Policy

The objective of this study is to set the views of teachers regarding teacher retention as well as to determine whether these views might change in reference to personal variables or not. Being a descriptive survey model study, it involves 1218 teachers working at state and private middle and high schools located in Adapazari District of Sakarya Province at 2018-2019 Academic Year and who have been selected through segmented-simple random sampling. &quot;Teacher Retention Scale&quot; developed by Brydson Alexander (2010) and adapted into Turkish culture standards by Kaya (2019) has been used in the study to collect data. In the analysis of the data, parametric analyses have been used. The views of teachers regarding teacher retention in reference to their personal variables have marked significant differences depending on type of institution, union membership and wage satisfaction, while they have marked no significant difference depending on the variables of sex, marital status, type of school, field of study, professional seniority, term of employment and the school of graduation. The significant differences in teacher retention have been found to be in favor of teachers who work at private schools; who lack union membership and among those who are satisfied with their wages.
Attitudes of Turkish Secondary School Teachers towards Technology
Author: Ersoy, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Teacher Characteristics,Technology Integration,Educational Policy,Gender Differences,Technological Literacy,Self Efficacy,Inservice Teacher Education,Educational Attainment,Intellectual Disciplines,Correlation,Foreign Countries

This study aims to evaluate secondary school teachers' attitudes towards technology in terms of various variables. The study attempts to reveal attitudes of teachers towards technology and influence of some variables like gender, self-efficacy, branch, in-service training and the level of education. Technology is becoming more widespread and important in education. The Ministry of National Education (MEB) started the Movement to Increase Opportunities and Technology (FATIH) project. FATIH project is one of the most comprehensive projects developed around the world in order to benefit from technological developments and to have a contemporary human resource. When the studies done in the field of education and technology are examined, it can be seen that they are generally focused on adaptation of technology and students' perspectives. However, a change without teachers is not possible even with technological developments. Thus, attitudes and approaches of secondary school teachers towards technology are gaining importance since students see teachers as their role models in their most critical period of development. For this reason, it is important to evaluate secondary school teachers' attitudes towards technology in terms of some variables. In this study, the general survey model was used. The population of the study was secondary school teachers working in Sivas during the 2017-2018 academic year. The sample of the study consisted of 200 secondary school teachers and they were selected randomly. In this study, the Scale for Pre-Service Teachers' Attitudes towards Technology, developed by Aydin and Karaa (2013) and consisting of 17 items, and Personal Information Form (PIF), developed by the researcher himself by consulting expert opinions, have been used to collect data. SPSS 25 package program has been used in the analysis of the data. Arithmetic mean, t-test and ANOVA analysis methods have been carried out in the analysis of the data. [This study was orally presented at 4th International Congress on Education, Distance Education and Educational Technology- ICDET 23-24 November 2018 Antalya- Turkey.]
Investigation of the Relationship between Pre-Service Teachers&apos; Cognitive Absorption, Academic Motivation and Chorotypes Using Structural Equation Model
Author: Akça, Figen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Cognitive Processes,Student Motivation,Sleep,Psychological Patterns,Physiology,Individual Differences,Learning Motivation,Measures (Individuals),Scores,Time on Task

In recent years sleep rhythm or chronotype have become one of the most studied subjects especially in psychology and educational environments. Chronotype is an important variable in interpersonal differences and it is related to psychological and physiological differences among people. There are three main chronotypes or eveningness, morningness preferences: morning, evening and composite. While a limited number of studies focused on the relationship between academic motivation and chronotype, no studies were found regarding the individuals in cognitive absorption with the internet and chronotype. In this study, the relationships among cognitive absorption, academic motivation, and chronotype were investigated and a study was conducted on a model regarding the intermediary role of chronotype. Positive relationship was found between morningness chronotype and academic motivation regarding the variables such as using information, self-transcendence and discovery. Positive relationship was determined between morningness chronotype and wonder and also the focus of attention variables of cognitive absorption; however, a negative relationship was determined between composite morningness chronotype and the factors of time and pleasure. It was determined that the chronotype the individual owns has an intermediary role between cognitive absorption and academic motivation.