ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Feedback Literacy (SFL) Profiles in an L2 Writing Classroom and the Influence of Peer Feedback on the SFL Features
Author: Erdel, Didem
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Writing Instruction,Feedback (Response),Writing Skills,Undergraduate Students,English (Second Language),Teaching Methods,Peer Evaluation,Student Attitudes,Group Discussion,Knowledge Level,Foreign Countries,Decision Making,Student Improvement

Feedback plays a pivotal role in the development of foreign language writing skills, and within the scope of the new paradigm of feedback, the active role of learners in feedback processes has been acknowledged with the conceptualization of student feedback literacy (SFL). This paper reports on a qualitative inquiry into the SFL profiles of a group of Turkish undergraduate students in an English writing classroom and the effects of a four-week online peer feedback activity on the students' perceived SFL features. The study utilized multiple data sources consisting of pre- and post-task surveys, which were filled by the whole subject group; the feedback comments and interactional moves of four focal students on Peergrade, a digital platform enabling peer feedback; the essay drafts of these focal students and the drafts reviewed by them; and lastly the researcher's notes from a discussion session with the students during the activity. The results revealed that each focal student distinctly demonstrated discrete SFL features at varying levels. The findings also showed that the peer feedback activity did not produce considerable improvement in the students' feedback literacy in L2 writing, yet changes were detected in student reports with respect to the perceived SFL features of making judgments, managing affect and taking action. The study extends our limited knowledge of SFL profiles of L2 writing learners in a Turkish context and informs the ongoing discussion on the efficacy of peer feedback in SFL development.
Examination of Health Literacy Levels of Pre-Service Teachers
Author: Kilic, Didem
Date: 2023-00-00
Type: Journal Articles
Subjects: Knowledge Level,Preservice Teachers,Student Characteristics,Health,Competence,Gender Differences,Departments,Instructional Program Divisions,Chronic Illness,Familiarity,Foreign Countries

Low level of health literacy causes a decrease in quality of life and social inequalities. Adequate health literacy levels of pre-service teachers will not only reduce the risk of disease, but also will contribute to development of a healthy lifestyle for societies. In the study, it is aimed to determine the health literacy levels of pre-service teachers, and to reveal how it changes in terms of various socio-demographic characteristics. The study group of the research consists of 482 pre-service teachers studying at the education faculties of state universities. The 'Turkey Health Literacy Scale-32' was used to determine the health literacy levels of the participants. In the analysis of the data parametric tests were used, since there were no outliers, and the normality assumptions were met. The results show that two-thirds (68%) of the research group have inadequate and limited health literacy. When health literacy index scores examined in terms of the variables discussed in the study, it is understood that the level of health literacy remains at a limited level. It is thought that making arrangements to improve health literacy in the curriculum of teacher training programs will directly contribute to a healthier life for both individuals and societies.
The Effect of Flipped Learning Model on Pre-Service Science Teachers&apos; Laboratory Practices
Author: Kara, Serpil
Date: 2023-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Preservice Teacher Education,Preservice Teachers,Science Laboratories,Scientific Concepts,Concept Formation,Undergraduate Students,Program Effectiveness,Student Attitudes,Affordances,Barriers,Foreign Countries,Educational Technology

The aim of this study is to reveal the effect of the flipped learning model used in the laboratory practices course of pre-service teachers on their conceptual understanding and to evaluate their opinions about this model. In order to achieve this aim, science teaching laboratory applications course was conducted with the flipped learning model with undergraduate students studying at the education faculty of a state university in a metropolitan city in Turkey in the spring semester of the 2021-2022 academic year. The research was carried out with 47 pre-service teachers studying in the department of science teaching. The study was carried out with the mixed research method in which quantitative and qualitative models were used. In the quantitative part, the quasi-experimental design with the pre-test post-test control group was used, while the case study was used in the qualitative part. The Force and Motion Conceptual Comprehension Test, developed by Thornton and Sokoloff in 1995 and adapted in to Turkish by Kanli and Gülçiçek in 2006, was used to collect data in the quantitative part of the study. For the qualitative part, a semi-structured interview form was used. Quantitative data were analyzed using the SPSS package program. Qualitative data were analyzed by descriptive analysis method according to the themes determined by two researchers. At the end of the study, no difference was found between the post-tests of the conceptual understanding levels of the groups. The pre-service teachers expressed the positive aspects of the flipped learning model as follows: it offers the opportunity to prepare before the lesson, being able to repeat the lessons, experience different classroom environment, facilitating the applications in the lesson, being student-centered, contributing to the individual learning speed, providing learning by understanding. In addition, according to the pre-service teachers, it was observed that this model expressed opinions such as it is difficult to cooperate, time cannot be used efficiently, interaction is low, learning by doing is limited, and it does not improve teaching skills.
The Relationship between Digital Literacy and Digital Citizenship Levels of STEM Teacher Candidates: The Mediating Role of Digital Teaching Material Development Self-Efficacy
Author: Kocoglu, Erol
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,STEM Education,Digital Literacy,Citizenship,Material Development,Self Efficacy,Teacher Developed Materials,Technology Uses in Education,Educational Technology,Correlation,Multiple Regression Analysis,Skill Development

In this study, it was aimed to determine the relationship between digital literacy and digital citizenship and digital teaching material development self-efficacy of the STEM teacher candidates. In the study, a correlational model was used. The population of the study consists of teacher candidates studying in different teacher training programs (Science education, Technology education, Mathematics education, Engineering education) at state universities in Turkey in the 2022-2023 academic year. The sample of the study, as for that, consists of 1050 teacher candidates who are determined by simple random sampling from the population. The study data were collected with &quot;Digital Literacy,&quot; &quot;Digital Citizenship,&quot; and &quot;Digital Teaching Material Development Self-Efficacy&quot; scales. According to the hierarchical multiple regression analysis results, it was determined that the level of digital literacy and digital material development self-efficacy significantly predicted the digital citizenship level. Besides, in the study, it was determined that digital material development self-efficacy plays a partially mediating role in the relationship between digital literacy and digital citizenship behavior. According to the study results, it was suggested that the teacher candidates' work on increasing digital literacy levels would be beneficial to improve their digital citizenship and digital material development self-efficacies.
The Effect of Out-of-School Learning Environments on Grade 6 Students&apos; Interest Levels for STEM Professions
Author: Topal, Selda
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 6,STEM Education,Informal Education,Career Choice,Student Interests,Educational Experience,Student Motivation,Educational Change,Comparative Analysis,Middle School Students,Program Descriptions,Measures (Individuals),Models,Outcomes of Education,Gender Differences,Foreign Countries

Students should be provided with more meaningful learning experiences to attract more students to STEM careers, Out-of-School learning environments can offer students exciting and motivating learning opportunities that formal environments cannot provide. Therefore, national education reforms in many countries that are working on popularizing STEM career have shifted STEM education to out-of-School learning environments. In this study which used a quasi-experimental design with pretest-posttest control group, the effect of out-of-School learning environments on middle school 6th grade students' interest in STEM field has been investigated. The participants of the research consisted of 14 girls and 22 boys in total 36 students. Within the scope of the research, a STEM education program consisting of 6 different learning environments, four of which is out of school and two in school, has been prepared. The training program of the study was completed in 16 weeks. In the research, the pretest-posttest control group research model was used, and the data were collected using the STEM career interest scale. The results obtained from this study show that non-formal education in out-of-School learning environments is effective in the orientation of secondary school students to STEM career fields especially Science related professions.
The Relation between Cognitive Awareness of Reading Strategies and Writing Anxiety
Author: Ocak, Gürbüz
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Strategies,Writing (Composition),Anxiety,Secondary School Students,Knowledge Level,Correlation,Predictor Variables,Verbal Communication,Foreign Countries,Grade 7,Gender Differences,Reading Habits,Turkish,Mathematics Achievement,Academic Achievement

This study aims to determine the cognitive awareness of reading strategies of secondary school students, the relation between the cognitive awareness of reading strategies and writing anxiety, and the common effect of some variables on cognitive awareness of reading strategies. This quantitative study is an example of a relational survey model with correlational research features. Data have been collected through two different scales. 339 secondary school students have participated in this research. Mean, frequencies, standard deviation, Pearson Correlation Coefficient, Simple Linear Regression, and Two Way Anova have been used for data analysis. As a result of the study, secondary school students have good cognitive awareness of reading strategies, and there is a negative relation between cognitive awareness of reading strategies and writing anxiety. Verbal academic success is a predictor of cognitive awareness of reading strategies, and the common effect of gender and writing anxiety doesn't influence cognitive awareness of reading strategies.
The Level of Classroom Teacher Digital Literacy in the Technology Dimension of the Instant Digital Competence Assessment (IDCA)
Author: Sajidan
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Digital Literacy,Elementary School Teachers,Foreign Countries,Grade 1,Grade 2,Grade 3,Grade 4,Instructional Program Divisions,Measurement,Teacher Attitudes,Teaching Methods,Technology Integration

This study aims to describe the level of digital literacy of elementary school teachers, especially in the technological dimension. Based on the Law of the Republic of Indonesia No. 14 of 2005 concerning Teachers and Lecturers, article 20 verse 2, teachers are required to be able to use technology that supports learning (from the aspects of planning, implementation to evaluation). However, based on survey results in reality, many teachers still have a low ability in using technology. The method used in this research is a quantitative method with survey approach. The subjects in this study were teachers of grades 1 to 6 coming from six different elementary schools (6 teachers). The classroom teacher's digital literacy level was measured using a test technique. The results of the study showed that teachers of grade 1, grade 2, grade 3, and grade 4 had low digital literacy categories, while teachers of grade 5 had moderate digital literacy categories, and teachers of grade 6 had a very low category of digital literacy. Based on these results, it can be concluded that there is no equality in the digital literacy abilities of classroom teachers in elementary schools. This study recommends that teachers always develop digital literacy skills so that they are able to optimally integrate technology into learning and are able to use technology to develop their own potential. Schools should support teachers in integrating technology in learning as an effort to support the creation of a digitally capable generation to face the challenges of the 21st century.
Children&apos;s Play Territories: Hideouts and Play Domains as Protective Spaces in Childcare Play Culture
Author: Hansen, Nils Falk
Date: 2023-00-00
Type: Journal Articles
Subjects: Children,Play,Playgrounds,Fantasy,Self Concept,Child Care Centers,Ethnography,Creativity

In this article, the author deploys Erving Goffman's concept of territories of the self as an analytical tool to understand the challenges and opportunities a childcare setting presents for children engaged in social fantasy play. He uses this concept to unpack the unique institutional play habitat of a childcare facility and shows how Goffman's territories form a constant concern for children in their engagements, orientations, and creative projects in social fantasy play. Through an in-depth analysis of emblematic play in an ethnographically inspired observational study, the author illustrates how the need for play domains and social alliances in childcare helps create both the demanding obstacles and inspirational possibilities of children's social fantasy play.
Dark Play and Children&apos;s Dyadic Constructions of Self and Other
Author: Chang-Kredl, Sandra
Date: 2023-00-00
Type: Journal Articles
Subjects: Play,Fear,Young Children,Preadolescents,Toys,Role,Psychological Patterns,Mass Media Effects,Cultural Influences,Imagination,Video Games

The authors explore children's symbolic play that involves themes of fear and darkness, and they investigate the nature of children's binary oppositions, particularly between self and other. Their account is based on a year-long qualitative study they conducted with seven children, four to ten years of age. They observed the children engage with play materials, including toys and dolls, at home and on virtual sites such as &quot;Roblox.&quot; The play episodes they analyze highlight children's dyadic roles and scenarios and the pleasure of their play involving themes of fear. The authors also address the media and cultural representations that provide roles and narratives for the children to extend this dark play.
&quot;I Just Can&apos;t Commit to That Level Anymore:&quot; Players, Demands of Games, and Player Services
Author: Wiik, Elisa
Date: 2023-00-00
Type: Journal Articles
Subjects: Games,Play,Participation,Behavior,Computer Games,Foreign Countries,Barriers,Leisure Time,Adults,Adolescents,Persistence

People, the author holds, instinctively believe quitting a game to be a simple choice: you are either playing or you are not. But she finds quitting play more complex. To understand better the whole ecosystem of play, she maps out the reasons Finnish players abandon or reduce their gaming and examines these reasons through the lens of specific demands. Using an online survey and interviews, she reveals that the dedication and effort needed to play--and the expected audience for a game--can drive players away from the games they once so enjoyed. She concludes that using the player service model promoted by Jaako Stenros and Olli Sotamaa in 2009 can identify the actions game designers might take to lessen the effect of these game demands.
Development of Pedagogical Competence Scale for Lecturers in Universities Using Item Response Theory
Author: Olagunju, Barakat Adeoti
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Construction,Teacher Competencies,Measures (Individuals),College Faculty,Item Response Theory,Test Validity,Foreign Countries,Test Reliability

To ascertain whether lecturers had the pedagogical competency skill needed in impacting students with necessary skills they need outside school, this study developed a scale to measure Lecturers' Pedagogical Competence (LPCS) in universities using item response theory. The pedagogical competence of university lecturers was assessed using a set of items designed and evaluated the scale's construct validity. The initial scale consisted of a 70-item four options Likert-type. The multi-stage sampling procedure was employed. Proportional sampling was used to choose four universities in South Western Nigeria. At each of the institutions selected, 20% of the staff population was selected from all faculties using stratified random sampling with a cadre as a stratum. Thus, 906 lecturers from federal universities and 294 were selected from federal state universities, respectively. In all, 1,086 of the 1200 lecturers selected completed the study's instrument. The results showed that four of the six optimal factors underlying lecturers' pedagogical competence were reliable. Eventually, 20 can measure LPC. Furthermore, the LPCS showed validity by optimally measuring the theoretical construct underlying the scale. Evaluation of learning outcome; managing student behavior during lecture; using ICT to Enhance learning; and lecturers' student interaction remains the most important factors in LPCS.
The Implementation of Ecoliteracy as a Learning Resource to Improve Environmental Care Attitudes in Elementary Schools
Author: Ar, Muhammad Misbahudholam
Date: 2023-00-00
Type: Journal Articles
Subjects: Multiple Literacies,Environmental Education,Student Attitudes,Elementary School Students,Action Research,Grade 4,Instructional Materials

Ecoliteracy refers to learning outside the classroom by utilizing the surrounding environment as a learning resource. This study aimed to determine the steps for implementing ecoliteracy with nature as a learning resource in improving environmental care attitudes in elementary schools. This study employed classroom action research, involving 20 fourth-grade students as participants. This study was divided into two cycles, each of which comprised four stages. The instruments used in the study were the student's environmental care attitude observation sheet and environmental care attitude sheet, and the teacher's activity sheet. The findings revealed that the caring attitude towards the environment reached an average of 61%; 14 students (70%) were in the caring category and six students (30%) in the very caring category. The learning outcomes of Cycle 1 were four students (20%) who passed and 16 students (80%) who failed. The attitude of caring for the environment in the Cycle 2 increased following the implementation of ecoliteracy learning steps, as indicated by the questionnaire results that one student (5%) was in the caring category, and 19 students (90%) in the very caring category. Meanwhile, the learning outcomes obtained in the Cycle 2 were 15 students (75%) in the complete category and five students (15%) in the incomplete category.
Classroom Teachers&apos; Bias in Assessing Disadvantaged Primary School Students&apos; Reading Comprehension Skills
Author: Kiziltas, Yusuf
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Students,Teacher Student Relationship,Teacher Attitudes,Reading Comprehension,Disadvantaged,Reading Achievement,Student Characteristics,Grade 4,Social Bias,Scoring,Scoring Rubrics,Peer Groups,Foreign Countries

It is known that the reading performance of disadvantaged students is lower when compared to non-disadvantaged students. It has always been discussed that being disadvantaged affects teachers' bias in scoring students' reading performance. Therefore, the existence and effect of the teacher factor in the low level of reading performance of students in disadvantaged groups is worth investigating. The reading comprehension skills of disadvantaged and non-disadvantaged fourth grade primary school students were assessed in this study. Moreover, whether the classroom teachers were biased in scoring the reading comprehension skills of the disadvantaged students were also investigated. The reading comprehension skills of 48 students, 13 of whom were disadvantaged and 35 were non-disadvantaged, were assessed by three classroom teachers (raters) using an analytical rubric. The data were analyzed using the Many-facet Rasch measurement model. It was found that the classroom teachers were biased in evaluating the reading comprehension skills of disadvantaged students. Likewise, the reading comprehension levels of the non-disadvantaged students were higher than the disadvantaged students.
Teacher Classroom Management Skills and Its Implementation in Primary School Learning
Author: Zainuddin
Date: 2023-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Elementary School Teachers,Teacher Effectiveness,Teacher Student Relationship,Learning Processes,Teacher Attitudes,Teacher Characteristics,Classroom Environment,Physical Environment,Teaching Skills

The teachers' skills to manage a class are an effort to attain students' competence in learning participation. This research aims at analyzing the teachers' skills to manage a classroom and describing their implementation in the learning process. It employs qualitative research method by using interview, observation, and questionnaire techniques to collect the data. The analyzed data analysis were collected, reduced, and concluded. The data validity was done by conducting source triangulation and technique triangulation. Source triangulation is used to trial the credibility of the data by checking it against data from various sources. In addition, technique triangulation is used to test the data's credibility by using different techniques on the same source. The findings showed that the classroom teachers could fairly manage their classes in accordance with classroom management principles. The teachers displayed a warm and enthusiastic attitude. They provided challenges and reinforcement, instilled discipline, concerned about the classroom environment, designed a positive learning environment, and were able to be a good communicator. Therefore, the teachers' skills to manage the class was classified in a good category (69.1%).