ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Cueing and Signalling on Change Blindness in Multimedia Learning Environment
Author: Mutlu-Bayraktar, Duygu
Date: 2019-00-00
Type: Journal Articles
Subjects: Cues,Multimedia Instruction,Educational Technology,Technology Uses in Education,Animation,Undergraduate Students,Eye Movements,Computer Peripherals,Change,Visual Stimuli,Foreign Countries

In this study, it was aimed to investigate the change blindness that may occur in multimedia learning environments used cueing and signaling effects. For this purpose, a multimedia animation which had some changes about computer parts was designed. Twenty-one undergraduate students participated in the experiment voluntarily. Eye and mouse movements were recorded and analysed with eye-tracking method, and participants were asked to say when they noticed the changes; their voices were simultaneously recorded. The results show that the participants were more focused on the objects being signaled, and less detected the changes in other areas. It is seen that the percentage of detecting the change occurring on the most focused object is low, except for the object using the signaling and visual cueing. The change in the object that was used the signaling and the visual cueing is the most detected change.
Examination of Students Processes of Searching Information in Education Informatics Network via Eye Tracking
Author: Yilmaz, Fatma Gizem Karaoglan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Seeking,Technology Integration,Information Technology,Eye Movements,Usability,Secondary School Students,Man Machine Systems,Computer Interfaces,Computer System Design,Task Analysis,Educational Technology,Interactive Video

The extensification activities of Education Informatics Network use in Turkey are in progress. The use and preferability of this education portal by teachers and students depend on various factors. One of these factors is usability. The purpose of this research is to make the usability analysis of the Education Informatics Network from the perspective of secondary school students. The participants of the study consist of 10 students who are from secondary school where the Movement of Enhancing Opportunities and Improving Technology is carried out. The data of the study were obtained from the eye-tracking method in the completion process of the authentic tasks given to the students and from the survey that was used to determine the demographic information. The results of the study show that the students completed the authentic task with success and they are able to reach the search results accurately and rapidly.
Examination of Cyberloafing Studies in Education: A Content Analysis
Author: Coskun, Tugra Karademir
Date: 2019-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Student Behavior,Foreign Countries,Internet,Student Characteristics,Gender Differences,Instructional Program Divisions,Technological Literacy,Social Influences,Bullying,Academic Achievement,Web Sites,Time Management,Grade Point Average,Socioeconomic Status,Social Media,Age Differences,High School Students,College Students,Teachers

Mobile technologies are useful. However, several mobile technologies also have disadvantages for students besides their advantages. Cyberloafing is one of these critical situations that the students could experience. Several studies on cyberloafing were conducted worldwide. The present study aimed to analyse these studies based on variable frequency, workgroups, data collection instruments, research methods and distribution of studies among countries. This study aimed to evaluate the results of the publications found in the Google Scholar, Web of Science, Science Direct, Scopus, ProQuest, Sage, Taylor and Francis databases with a search using 'cyberloafing' keyword and published between 2013 and March 2018. The present study would provide insight into existing studies and their shortcomings and it would also provide guidance for further research.
Mariachi and Western Art Music in the Preparation of Future Teachers: Nurturing the Bimusical Complexities of Mexican-American Students
Author: Soto, Amanda C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mexican Americans,Music,Music Education,Teacher Education Programs,Undergraduate Students,Musical Instruments,Singing,Folk Culture,Mexicans,Latin Americans,Musicians,Performance,Teacher Attitudes,College Faculty,Case Studies

Carlos moved his fingers up and down the fretboard of his guitar as he plucked out the notes of Niccoló Paganini's Sonata (Op. 3, No. 1). The piece was one of several classical guitar selections that comprised his senior recital, a capstone project for his music education degree. He executed the Paganini with ease, and it was evident that he was thoroughly at home with his guitar. Even though Carlos had been studying classical guitar and its European repertoire, the second half of his recital entailed a musical potpourri of Mexican, Mexican American, and Latin American pieces that included his guitar accompaniment to several vocal solos within the context of a mariachi ensemble, a Conjunto duet featuring Carlos on the accordion, and a Paraguayan folk song involving a vihuela, guitarrón, and Carlos on a traditional harp. This senior recital reflected the musical experiences that Carlos had begun at the age of six, and was a culmination of his mix of experiences as an American student of Mexican heritage with an ear to music in other parts of Latin America as well. Carlos evidenced a bimusical sensibility in his capacity to perform music of Europe and of Mexico (and then some), thus coming to terms with distinctive styles that were central to the dualities of a &quot;blended&quot; musicianship. As he performed with the nuances of these styles, it was the hope of his professors that he would also one day teach the nuances of these styles to others.
The Effect of VR and Traditional Videos on Learner Retention and Decision Making
Author: Yildirim, Gurkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Video Technology,Retention (Psychology),Decision Making,Learning Processes,Undergraduate Students,Outcomes of Education,Eye Movements,Scores

Virtual reality (VR) as computer-mediated 3-D environments including real-life situations presented via different tools in which users can interact effectively with visuals. This study is significant as it primarily aimed to investigate effects of VR on retention by comparing it with traditional 2-D videos. The main aim of this study is to compare the effect of VR and 2-D videos on learner retention and decision making. About 18 students from the Department of English language teaching in an age range of 18-20 (nine males and nine females) voluntarily participated in this study and took course credits. As all participants were tested under the same two conditions in different time periods; repeated measures were chosen for statistical analysis. It can be inferred that both technologies have similar effects on short-term retention and VR does not provide any extra retention performance. However, VR was found to have a significant effect on long-term retention.
Experiences of Classroom Teachers on the Use of Hands-On Material and Educational Software in Math Education
Author: Kukey, Ebru
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Experience,Experiential Learning,Instructional Materials,Computer Software,Mathematics Instruction,Mathematics Teachers,Foreign Countries,Elementary School Teachers,Elementary School Mathematics,Grade 1,Grade 2,Teacher Attitudes,Educational Games,Toys,Robotics,Elementary School Students

One of the most common challenges expressed by classroom teachers in mathematics teaching and in the literature is the concretisation of abstract concepts in teaching basic subjects. Lego MoreToMath is a training set focusing on the mathematical lesson gains of elementary school first and second grade students. The aim of this study is to enable teachers to experience Lego MoreToMath, which is a combination of building toys and educational software, by using the summer camp as a TÜBITAK 4005 project. The study was conducted with 25 classroom teachers and their opinions were taken during the 1-week training process. Data were collected through observation and interview techniques by keeping field notes. In the study, a descriptive analysis approach was used as the data analysis technique. The teachers stated that using a different approach in mathematics teaching developed them professionally and they wanted to use such approaches in their lessons.
Assessment of Knowledge and Confidence for E-Learning
Author: Kaleci, Devkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Evaluation,Knowledge Level,Self Esteem,Multiple Choice Tests,Monte Carlo Methods,Educational Environment,Behavioral Objectives

One of the most important goals in E-learning is to guarantee that participants reach the learning objectives. We have observed that having the knowledge of the subject is not sufficient for reaching learning objectives. The participants must also develop understanding that they know the subject, which we have named confidence. In this work, we have demonstrated that it is possible to assess both knowledge and confidence using only two different types of multiple-choice test questions. We have developed 1) a method to design questions to identify both knowledge and confidence and 2) a method to estimate actual knowledge and confidence from answers. We have evaluated our method using Monte-Carlo simulations. Our simulations demonstrated that it is always possible to obtain reliable estimations for knowledge and confidence using approximately 100 multiple choice test questions in a given subject.
Examination of the Relationships between Socioeconomic Status and Music Student Achievement in State-Level Performing Groups
Author: Bailey, Mark A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Correlation,Academic Achievement,Social Systems,Music Education,Music Activities,Institutional Characteristics,Competition,Low Income,Lunch Programs,Economically Disadvantaged,Singing,Musical Instruments,Disproportionate Representation

Socioeconomic Status (SES) is defined as &quot;the relative position of individuals, families, or groups in stratified social systems where some societal values (e.g., occupational prestige, education) are not uniformly distributed&quot; (Bornstein &amp; Bradley, 2003). The relationship between student achievement and SES has been a focus in educational research in recent years. Speer (2014) found that lower SES schools' music ensembles received lower ratings at music contests than their higher SES counterparts. Schmidt, Baker, Hayes, and Kwan (2006) found that the higher achieving bands represented at the Indiana State Music Association's festival were made up of a lower percentage of students who were receiving free or reduced lunch. Furthermore, Dame (2010) found a negative correlation between economically disadvantaged school populations and Texas Choir UIL (University Interscholastic League) ensemble contest ratings. Given the differences between success in low SES schools (compared with other schools) on a number of factors, the purpose of this study was to examine the representation of high, medium, and low SES groups in the TMEA All-State choir and band ensembles from 2005 to 2015. One specific question was posed: Is there an underrepresentation of low SES students in TMEA AllState bands and choirs?
Assessing Teachers&apos; Competencies in Identifying Aspects of Nature of Science in Educational Critical Scenarios
Author: Irez, Serhat
Date: 2018-00-00
Type: Journal Articles
Subjects: Scientific Principles,Foreign Countries,Science Teachers,Science Instruction,Elementary School Science,Elementary School Teachers,Teacher Competencies,Vignettes,Inservice Teacher Education,Faculty Development,Science and Society

Many scholars and science curricula from around the world describe socioscientific issues (SSIs) as meaningful contexts for teaching about the nature of science (NOS). These calls are guided by the assumption that science teachers are able to identify relevant aspects of the NOS in a given SSI and to decide how to utilize these for NOS instruction. To this end, this study aimed to assess a group of science teachers' competencies in identifying aspects of the NOS in various educational critical scenarios (ECS) featuring different SSI. 15 science teachers' understandings of the NOS were assessed through interviews and their competence in identifying aspects of the NOS in given ECSs was addressed through an open-ended questionnaire. The results indicated that, although all of the participants had informed views regarding the majority of the aspects of the NOS, the majority of them failed to transfer this knowledge and could not exhibit similar competence in identifying some aspects of NOS in ECSs. This implies that having an informed understanding of the NOS does not guarantee effective translation of this understanding into the classrooms.
Analyzing the Effect of Concept Cartoon Usage on Students&apos; Cognitive Structures Developments and Science Achievements through Flow Maps
Author: Ceylan, Özge
Date: 2018-00-00
Type: Journal Articles
Subjects: Cartoons,Teaching Methods,Scientific Concepts,Concept Formation,Cognitive Structures,Science Achievement,Science Instruction,Pretests Posttests,Concept Mapping,Experimental Groups,Control Groups,Misconceptions,Grade 7,Middle School Students,Foreign Countries,Achievement Tests,Academic Achievement

In this study, the use of concept cartoons in a particle structure of matter unit was investigated using the flow map of 7th-grade students' academic achievement. The development of their cognitive structures and thoughts about concept cartoons was analyzed. 27 experimental and 27 control group students who were studying in the 7th grade participated in this research. The model of the study was &quot;pre-test post-test control group model&quot; from the experimental research models. Achievement test and concept cartoons developed by the researcher were used as data collection tools. As a result of this research, it was found that there was a difference between the post-test average scores in favor of the experiment group. The cognitive structures of the students were analyzed by the flow map technique, and there was a significant difference between the pre-test and post-test mean scores of the control group in the obtained data, but there was no significant difference in the correctness parameter. In the experimental group, there was a significant difference in the mean scores of size, integratedness, correctness, and richness parameters. When the opinions of the students on the use of concept cartoon were examined, it was revealed that the cartoons were thoughtful, funny, deficient in information, and different from each other. When the literature was examined, no research investigated the effect of concept cartoons on the academic achievement and cognitive structures of students and tried to reveal the cognitive structures of learners in a concrete way using flow map, which makes this study important.
Efficacies of Cooperative Learning Instructional Approach, Learning Activity Package, and Lecture Method in Enhancing Students&apos; Academic Retention in Chemistry
Author: Udu, David Agwu
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,Learning Activities,Chemistry,Academic Persistence,Lecture Method,Science Instruction,Gender Differences,Secondary School Students,Secondary School Science,Foreign Countries,Science Achievement

This study assessed the efficacies of cooperative learning instructional approach (CLIA), learning activity package (LAP), and lecture method (LM) on enhancing students' academic retention in chemistry. Three research questions and three hypotheses guided this quasi-experimental study. The sample for the study was 194 students drawn from three schools using the balloting technique. The experimental groups were taught with CLIA and LAP, while the control groups were taught with LM by their regular chemistry teachers. Chemistry achievement/retention test, Cooperative Learning Operational Guide, and LAP Operational Guide were the instruments used for data collection in this study. Mean, standard deviation, and analysis of covariance were used in the analysis of the data collected. The study found that the CLIA and LAP enhanced students' academic retention in chemistry better than the LM. Furthermore, there was no significant difference in the academic retention between male and female students in chemistry. Recommendations from this study include cooperative learning strategies and learning packages in teaching chemistry.
Translational Skills of Students in Chemistry
Author: Sanchez, Joje Mar P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Lecture Method,Teaching Methods,Science Process Skills,Science Laboratories,Scientific Concepts,Concept Formation,Grade 10,Secondary School Science,High School Students,Science Experiments

Understanding chemistry requires the interplay of several modes of representations which can be observed in the translational skills of students. This paper investigated the extent of the translational skills of students exposed to conventional lecture method (CLM) and the integrated macro-micro-symbolic approach (IMMSA). Individual interviews were conducted, and the results were presented based on Johnstone's Chemistry Triangles. Findings revealed that the CLM group had a fair extent of translational skills, lacked two-way translations, and followed pattern 1 skills. On the other hand, the IMMSA group had satisfactory skills, included two-way translations, and followed patterns 1 and 2. This led to the conclusion that interplay within and between chemical modes of representation creates a relational understanding in chemistry. It was suggested that teachers should start their instruction from microscopic terminal for deeper understanding in the macroscopic and symbolic levels.
Funneling versus Focusing: When Talk, Tasks, and Tools Work Together to Support Students&apos; Collective Sensemaking
Author: Hagenah, Sara
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Discussion (Teaching Technique),Learning Activities,Scientific Concepts,Concept Formation,Secondary School Science,Secondary School Students,Astronomy

Rigorous and responsive science teaching is based on supporting all students in making progress in their understanding of important science ideas over time. In this article, we explore how did classroom talk patterns of funneling and focusing support student sensemaking. We share how talk, tasks, and tools within classroom activity work together to either funnel students toward reproducing normative scientific answers or focus students on deepening their understanding about unobservable causal mechanisms of phenomena. We use classroom examples from two science lessons where students used data to describe and communicate about how and why stars change over time. By recognizing these funneling and focusing patterns in classroom activity, teachers can attend to and modify the talk, tasks, and tools to improve and support opportunities for students' sensemaking about important science ideas while they make progress on revising their own ideas over time.
Is Chemistry as Hard for Women as for Men? A Case Study in the Bachelor of Biological Pharmaceutical Chemistry at the Autonomous Metropolitan University Xochimilco Campus in Mexico, City
Author: Rojas-Oviedo, Irma
Date: 2018-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Gender Differences,Pharmaceutical Education,Foreign Countries,Equal Education,Scores,Science Tests,Interaction,Teaching Methods,Organic Chemistry,Undergraduate Students

Few would deny that teachers play a decisive role in the learning-teaching process of students. The learning-teaching process with a gender equity perspective is an important tool to improve the participation and success of women in chemistry. The learning-teaching process with a gender equity perspective was analyzed using the final scores of two taught modules along with molecular models, students' drawing of flow diagrams, and open-book examinations. Data collected over a 15 years' period were subject to ?[superscript 2] testing using Statistical Package for the Social Sciences Software. Results found that the interaction effect between final scores and gender was statistically significant in the module of organic chemistry of drugs but not in the case of the module on drug production, which dealt with physical chemistry subjects. The significance of this study indicates that the teaching methodology used could help female students to learn both chemistry and physical-chemistry with better or similar outcomes than male students.
The Effects of Science Teaching Based on Critical Pedagogy Principles on the Classroom Climate
Author: Aksakalli, Ayhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Environment,Instructional Effectiveness,Critical Theory,Foreign Countries,Grade 8,Middle School Students,Science Education,Thinking Skills

Purpose: This study used the qualitative method of a case study with the purpose of investigating the effects of science teaching based on critical pedagogy principles on the classroom climate. Method: The samples of the study consisted of 20 eighth-grade students enrolled in a middle school located in the Yakutiye district of the province of Erzurum, Turkey. This school was chosen with the nonrandom sampling method of convenience sampling. The science and technology course was provided to the students during 1 year of the study (32 weeks). This course was based on critical pedagogy principles. The study used observations to collect data. Findings: As a result, it was found that science education based on critical pedagogy principles affected the classroom climate positively and the classroom climate showed improvements in the positive direction through time. Recommendations are provided as a result of this study.
An Examination of Digital Footprint Awareness and Digital Experiences of Higher Education Students
Author: Surmelioglu, Yesim
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Educational Technology,Technology Uses in Education,Foreign Countries,Information Technology,Computer Use,Knowledge Level,Gender Differences,Age Differences,Instructional Program Divisions,Place of Residence,Technological Literacy,Majors (Students),Internet

Rapid changes are occurring in life owing to information and communication technologies. During this change period, digital identities have begun to emerge. These identities are associated with actions that users perform in online environments. A digital footprint is formed with these actions. The purpose of this study is to determine the digital footprint awareness and digital footprint experiences of higher education students. In order to collect data for the study, researchers developed a data collection tool titled 'A survey for digital media use'. The study group consisted of 508 higher education students from 41 Turkish universities. Data were collected through an online-form where participation was on a volunteer basis. The findings of the research show that students have a high level of digital footprint awareness ([x-bar] = 4.251) and a low level of digital footprint experience ([x-bar] = 1.907).