ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of the Effects of Static and Dynamic Core Exercises Applied to Football Players Aged 10-12 Years on Some Physical Fitness Characteristics
Author: Erol, Sadettin
Date: 2022-00-00
Type: Journal Articles
Subjects: Exercise,Athletes,Team Sports,Physical Fitness,Preadolescents,Males,Training,Program Effectiveness,Muscular Strength,Psychomotor Skills,Foreign Countries

In this study, it was aimed to examine the effects of static and dynamic core exercises applied to football players aged 10-12 years on some physical fitness characteristics. The mean age of 12,4±0,4 years, average body weight of 43,2±0.31 kg, average height of 153,5±0.32 cm and average age of 4.32 years in sports, 32 male football players who regularly trained participated voluntarily. The athletes participating in the study were randomly divided into two groups as control and experimental groups. Different training programs were applied to these groups; Experimental group (EG) was given routine volleyball training (3 days/week) for 8 weeks, static and dynamic core exercises for 30 minutes total training time. The control group (CG) only did routine volleyball training. Before the studies, pre-test measurements (agility, (20m) speed, balance, strength and vertical jump) of both groups were carried out. At the end of 8 weeks, the last test measurements of the groups were taken. A t-test was used to compare the preliminary and final values of the groups (dependent sample). When the first and last test measurements of the groups were compared between the groups; According to the analysis of the data, a statistically significant difference was observed in the balance test value (p&lt;0.05). In the comparison between the groups, no significant difference was found in the agility test, (20m) sprint test, strength test and vertical jump measurement values (p &gt; 0.05). In addition to regular football training, dynamic and static core programs applied within the scope of conditioning hand exercises contributed positively to some measured physical fitness characteristics of the athletes.
Exploring Students&apos; Increased Use of Tablets after Taking Online Courses during the COVID-19 Lockdown
Author: Zhang, Yuxiong
Date: 2022-00-00
Type: Journal Articles
Subjects: Tablet Computers,Foreign Countries,Second Language Learning,Electronic Learning,Online Courses,COVID-19,Pandemics,Cognitive Style,Distance Education,Student Attitudes,Socioeconomic Status,College Students,Educational Objectives

The present study aimed to investigate the ownership and usage of Tablets among Chinese foreign language students. Adopted a quantitative approach, this research was considered a case study with exploratory nature. The data were collected from a self-reported questionnaire between May 31st and June 6th, and 276 valid responses were analyzed utilizing SPSS. Independent samples t-test and Fisher's exact tests were carried out to perform inferential and descriptive analyses. Findings revealed that augmented ownership of tablets did not result from the implementation of online courses after the outbreak of COVID-19. However, some students demonstrated preferences for paperless learning, whose learning style might have changed during the intensive distance learning process for more than one semester. Still, students' opinions towards the introduction of tablets into pedagogical practice weren't overall positive; those who did not have or were not willing to purchase tablet devices were more likely to be unsupportive.
Teacher Mentoring: Definitions, Expectations and Experiences from International EFL Teachers
Author: Aydin, Dogus
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,Mentors,Second Language Learning,Second Language Instruction,English (Second Language),Faculty Development,Preservice Teachers,Student Attitudes,Teacher Attitudes,Cross Cultural Studies,Teacher Collaboration,Problem Solving,Definitions,Expectation

This study aims to investigate pre- and in-service EFL teachers' definitions, expectations, and experiences concerning teacher mentoring. The study sample included EFL teachers from 41 countries: 49 pre-service and 187 in-service EFL teachers teaching at various levels from kindergarten to university. A qualitative research design was employed throughout the study. Data were collected via a questionnaire-based survey and semi-structured interviews. For the analysis of this qualitative data, an in-depth thematic analysis was conducted. Overall, the findings suggest that most of the participants found their mentoring experiences positive. In addition, the participants defined teacher mentoring as a master-apprentice relationship, problem-solving, assisting teachers, and collaboration among them. The study also points out that teachers have different expectations about the necessary knowledge, skills, and attitudes from teacher mentoring. The study's findings have important implications for teacher mentors in EFL teacher training. Implications include, among others, that designing teacher mentoring based on context and needs instead of a master apprenticeship would promote their professional development. Apart from that, the active participation of the stakeholders, such as school directors, would better facilitate the teacher-mentoring process.
Graduate Students&apos; Experiences in a Blended Learning Program in Kazakhstan: A Mixed-Method Study Employing Interaction Equivalency Theorem
Author: Tussupbekova, Gulmira
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Graduate Students,Foreign Countries,Leadership Effectiveness,Instructional Effectiveness,Student Experience,Feedback (Response),In Person Learning,Electronic Learning,Higher Education,Barriers,Student Participation,Instructional Leadership

This explanatory sequential mixed-method study explored the effectiveness of blended learning (BL) courses offered to graduate students at an English medium university in Kazakhstan. The study's purpose was to explore and understand graduate students' experiences while enrolled in BL courses by learning their perceptions of the benefits and challenges of BL, as well as its potential for enhancing their teacher leadership skills. A survey (n=81) and semi-structured individual interviews (n=17) were used as the main research instruments. This allowed for a detailed and rich data set on the conceptual underpinnings of the BL courses, their effectiveness, and their potential to inform higher education institutions towards implementing BL policies and practices, specifically in the field of education. Through the lens of the Interaction equivalency theorem, we analyzed students' experiences and their interactions with their teachers and peers, as well as the mode, place, and pace of learning. This investigation revealed that the benefits of learning using BL outweighed its challenges. However, most of the participants preferred the face-to-face part of the BL course over its online teacher-student interaction component due to the opportunity to gain immediate feedback. Most importantly, the BL courses facilitated the enhancement of teacher leadership skills among the students. Finally, the paper provides recommendations for further development and revisions to current BL courses to enhance their learning value.
The Impact of COVID-19 on Teachers&apos; Integration of Digital Technology
Author: Courtney, Scott A.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Mathematics Teachers,Elementary Secondary Education,Technology Uses in Education,Learner Engagement,Student Motivation,Access to Education,Access to Computers,Social Emotional Learning,Educational Environment

The coronavirus pandemic impacted all aspects of society, causing countries and local communities to close workplaces, move schools to remote instruction, limit in-person contact, cancel public gatherings, and restrict travel. Attempts to mitigate COVID-19 through remote instruction provided unique opportunities for researchers to examine the resources teachers utilize to drive their practices. We examine the impacts of the pandemic on grades 6-12 mathematics teachers and math interventionists, with particular attention to teachers' integration of digital resources. Using purposive sampling, we surveyed 50 participants--across urban, suburban, and rural districts--throughout the United States. The descriptive survey focused on six aspects of teachers' practices with digital resources. Results indicate that challenges encountered and lessons learned included a lack of student engagement and motivation, increased distractions, and varied access to technology. Integration of technology did not positively impact students' mathematical proficiency across all teachers. Common resources used across planning of lessons, implementation of instruction, and assessment included the Google platform, Desmos, and GeoGebra. Where appropriate, we situate our results within the larger context of recent international research. These findings support teacher practices that constantly attempt to optimize students' mathematics and social emotional learning, regardless of the environment or situation.
Czech Preschool Teachers&apos; Contrasting Beliefs about Inquiry-Based Activities
Author: Gavora, Peter
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Active Learning,Inquiry,Cognitive Development,Curriculum Implementation,Educational Strategies,Learner Engagement,Student Motivation

Using a self-reporting measure, the study examined IBA-related beliefs of Czech preschool teachers (n = 1,004). In addition, it explored the beliefs of teachers who strongly agreed (n = 564) and those who strongly disagreed (n = 67) with the implementation of IBA in preschool classes. The findings show that teachers within the full sample, as well as those within the contrasting subsamples, hold considerably strong beliefs about the potential of IBA for children´s cognitive development. At the same time, teachers are aware of the challenges associated with implementing IBA. Teachers who strongly favour IBA have significantly stronger beliefs in the benefits that IBA bring to children and also have stronger beliefs about the knowledge and skills teachers need for IBA planning and implementation than has the group that strongly rejects IBA. In contrast, teachers who strongly reject IBA have stronger beliefs that IBA cause problems in preschool classes. The group of teachers who strongly favour IBA have higher levels of education and fewer years of practice than the contrasting group. They are mostly younger teachers who received a modern professional education and who are more open to newer instructional strategies such as IBA.
Formation of Financial Literacy in Primary School Students
Author: Kuzma, Iryna
Date: 2022-00-00
Type: Journal Articles
Subjects: Financial Education,Financial Literacy,Elementary School Students,Teaching Methods,Curriculum Design,Foreign Countries,Student Attitudes

The innovative methodology of the financial literacy formation in primary school students has been theoretically substantiated, the research has been carried out on the basis of education for success in life (integration of media education, financial education and education for sustainable development) and the relationship between the pedagogy of success and the pedagogy of heart. The structure of financial literacy has been determined. The model of the methodology of formation of financial literacy in primary school students has been developed, the key components of the suggested methodology include aim, content (structure of financial literacy, theoretical and methodical foundations of its formation, expected results of educational programs) components; algorithm of the arranged activities of students, parents and teachers on the basis of partnership pedagogy; the selected forms, methods, means of formation of financial competencies, diagnostic tools and the expected result. The experimental methodology resulted in a significant increase in the growth of financial literacy indicators in EG. The efficiency of the formation of financial literacy in primary school students has been proved with the help of the main findings of the research.
Inquiry Learning Skills in Geometry: A Scale Development
Author: Kedikli, Diler
Date: 2022-00-00
Type: Journal Articles
Subjects: Geometry,Inquiry,Mathematics Skills,Middle School Students,Test Construction,Test Validity,Test Reliability,Factor Analysis,Foreign Countries

Inquiry learning is a powerful strategy to instill scientific thinking into the student. Therefore, it was aimed to develop a scale of inquiry learning skills towards geometry in this study. The study was designed according to a scanning model. The study group was determined according to the convenience sampling method. 514 middle school students participated in the study. The data obtained from these students were randomly divided into two groups, and exploratory and confirmatory factor analyses were performed. As a result of exploratory factor analysis, a structure consisting of 12 items and two sub-factors was revealed. This structure was tested by confirmatory factor analysis and the X[superscript 2] /df ratio of the scale was obtained as 2.13. This value proved that the scale fits perfectly. By performing item analyses, it was concluded that all items in the scale are highly distinctive. Reliability analyses were performed and it was detected that the scale was highly reliable. Using this scale, researchers could reveal students' level of inquiry skills towards geometry, reveal factors affecting students' inquiry learning skills based on geometry. Teachers could determine students' inquiry skills to learn geometry topics, and could decide what measures they can take in case of deficiency. [This study was presented as an abstract paper at the VII International Eurasian Educational Research Congress (EJER 2020).]
Investigation of Achievement Tests Prepared by Elementary Mathematics Teachers and Preservice Teachers
Author: Özyildirim-Gümüs, Feride
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Achievement,Mathematics Tests,Elementary School Teachers,Preservice Teachers,Test Construction,Scores,Student Evaluation,Assessment Literacy

The only purpose of assessment and evaluation activities should not be to grade students. On the contrary, it should determine the needs, misconceptions and readiness of students with assessment and evaluation activities and selection and placement processes are also carried out. For this reason, the qualifications of the assessment tools used, must be appropriate and sufficient. Although large scale tests give more importance to these qualities, these qualities may sometimes be ignored in teacher-made tests. Based on this point, within the scope of this study, the assessment tools prepared by mathematics teachers and preservice elementary mathematics teachers studying with them were examined in terms of some features. The study was carried out with five mathematics teachers working in five different public elementary schools in a medium-sized city in the Central Anatolia region and five preservice elementary mathematics teachers studying with these teachers. In this context, teachers and preservice teachers were asked to prepare an achievement test and to grade student answers for the mathematics classes they conduct together. In the method of the study carried out, the survey model was used, and qualitative and quantitative data were collected as it was investigated whether there was a difference and relationship between the scores of the students, in addition to the characteristics of the test items prepared. The findings are presented separately for each research question.
6th Grade Science Ability Test Validity and Reliability Research
Author: Alkan, Iclal
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 6,Middle School Students,Academic Ability,Science Education,Test Validity,Test Reliability,Measures (Individuals)

The aim of this research is to develop a test to determine the Science ability of 6th grade students. For this purpose, taking into consideration the 6th grade Science course outcomes; ability test was developed and validity and reliability studies were conducted. In the study, the steps of determining the purpose of the test, determining the properties to be measured, writing the items, reviewing the items, preparing the trial form, applying the trial form, scoring the test, item analysis and selection, and the final form of the test were followed, respectively. The study group of the research consists of 295 students studying in two different schools. According to the findings, item difficulty indexes of the questions in the developed ability test ranged between 0.26 and 0.80, while item discrimination indexes varied between 0.32 and 0.68. Item-total correlations of questions take values between 0.27 and 0.51. While the overall difficulty coefficient of the questions in the test was 0.53, the discrimination index was calculated as 0.47. The KR-20 reliability coefficient calculated for the reliability of the test was 0.84, and the split-half value was 0.71. It can be said that the ability test developed in line with all these results is valid and reliable.
A Review of Turkish Science Course Curriculum in Terms of Sustainable Development Goals
Author: Yüzbasioglu, Mustafa Kemal
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Curriculum,Curriculum Evaluation,Science Education,Sustainable Development,Outcomes of Education,Elementary School Science,Secondary School Science,Instructional Program Divisions

The aim of this research is to determine whether or not there is a consistent approach to science education with the correlation of sustainable development goals (SDG). Document review method is used in this study. In this study, 2018 curriculums learning outcomes are used as a resource. 58 of 302 learning outcomes in the curriculum are found to be related to SDGs. SDG related learning outcomes are reviewed by their distribution according to grade levels, curriculum's learning fields, lecture duration, related goals, and goal groups. As a summary science course curriculum have a deficiency in containing sufficient SDGs. Learning outcomes related to the low number of goals suggest that students are directed to specific goals. In order to achieve sustainable development, it can be recommended that these learning outcomes should be revised to fill the deficiencies of the curriculum. Studies can be conducted to determine whether the goals that are not included in the science course are found in other courses.
Science Teachers&apos; Attitude towards the Use of Mother Tongue for Instruction in Basic Schools
Author: Onivehu, Adams Ogirima
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Native Language,Science Teachers,Teacher Attitudes,Elementary Secondary Education,Science Instruction,Language Usage

This study examined science teachers' attitude towards the use of mother tongue for instruction in Basic Schools, employing a descriptive survey design. The respondents were selected through purposive and convenience sampling techniques and data were collected from a sample of 162 Basic School Science. The questionnaire used for data collection was titled &quot;Science Teachers' Attitude towards the Use of Mother Tongue in Instruction Questionnaire (STAUMTIQ)&quot;, which yielded a reliability coefficient of 0.83 using the test-retest method. Descriptive and inferential statistical tools were used to analyse the data. The findings showed that science teachers' attitude towards the use of mother tongue for instruction in Basic schools was negative. Teachers' gender, school type and teaching experience did not influence their attitude, while educational qualification influence their attitude towards the use of mother tongue for instruction in Basic Schools. It was recommended that teachers should be encouraged to implement the language policy provision on the use of mother tongue for instruction, especially in Basic Schools in Bayelsa State, Nigeria.
Cognitive Structure of Preservice Primary School Teachers for Basic Biology Concepts
Author: Yener, Yesim
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Structures,Biology,Science Instruction,Scientific Concepts,Foreign Countries,Laboratory Equipment,Memory,Preservice Teachers,Elementary School Teachers,Associative Learning,Teacher Education Programs,Vocabulary Skills,Networks,Teaching Methods

This study aimed to determine the cognitive structures of preservice primary school teachers for basic biology concepts using Word Association Test (WAT). The study group consists of 50 preservice teachers studying in a university in Western Black Sea Region in Turkey. Four separate cut-off points were determined and analysed. Organ, living things, microscope were the most common response words. The conceptual network was structured as three different islets that were disconnected from each other at the third cut-off point. The desired conceptual network was formed only when cut-off point was taken further than the last cut-off point, and that these desired interconnections, network structure were formed in some students. It is suggested that this situation should be taken into consideration while determining cognitive structures using WAT and that lecturing should be performed according to the structure of the conceptual network that is desired to be shaped in the students' memory.
Assessment of Visuo-Semiotic Skills for Pre-Service Teachers in Coordinate Geometry
Author: Makamure, Chipo
Date: 2022-00-00
Type: Journal Articles
Subjects: Semiotics,Preservice Teachers,Geometry,Teacher Attitudes,Visualization,Foreign Countries,Models,Problem Solving,Thinking Skills,Mathematics Teachers,Secondary School Teachers,Visual Literacy

Globally, the use of visuo-semiotic models (VSMs) in the mathematics classroom is called for across levels and topics. Literature confirms that visual cognition/literacy in teachers is limited and that their capabilities in visual representation is low. The aim of this study was therefore to explore pre-service teachers' (PSTs) conception of VSMs as a process in doing mathematics in the context of coordinate geometry. A survey with qualitative data was used to collect data from mathematics pre-service teachers taking the geometry module. The PSTs answered open ended questions that comprised coordinate geometry test items. Mnguni's (2014) cognitive process of visualisation was used to analyse visualisation skills portrayed in the test. The study found that different pre-service teachers operate at different levels of visual literacy. The teacher education curriculum should therefore be systematically designed to cater for the skills lacking in the PSTs. It is also recommended that teacher training programmes sharpen their attention on bringing awareness of mathematical visual literacy among PSTs during training.
Data Visualization in Programming Education
Author: Bende, Imre
Date: 2022-00-00
Type: Journal Articles
Subjects: Programming,Computer Science Education,Data,Visual Aids,Teaching Guides,Data Science,Data Use

Understanding data structures is fundamental for mastering algorithms. In order to solve problems and tasks, students must be able to choose the most appropriate data structure in which the data is stored and that helps in the process of the solution. Of course, there is no single correct solution, but in many cases, it is an important step to find the most efficient data structure to solve the task. In this paper, I will present the most common data representations and data structures that can help get to know them, to master them, and then to reuse them for solving different tasks.