ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Science Project Performances of Gifted and Talented Students
Author: Sagat, Ezgi
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Projects,Gifted,Science Achievement,Student Attitudes,Science and Society,Language Usage,Performance,Secondary School Students,Talent,Foreign Countries,Validity,Reliability,Science Education

The purpose of the study is to analyze gifted and talented students' project performances and views about them. In the study, explanatory sequential design, which is one of the mixed method research designs, was applied. In the quantitative phase of the study, project performances of the students were identified, while, in the qualitative phase, their views on their performances were determined. The study group consisted of the students who were enrolled in the Support Program at a Science and Arts Center during the 2017-2018 education year. According to quantitative findings, during the project preparation process, the students exhibit &quot;fairly good&quot; performance in producing ideas from science-related life, producing ideas for their needs and creating hypothesis about the problem. In qualitative findings, the students are seen to have no difficulty in producing ideas, as a result of which they can immediately produce ideas on their own. As regards to the project process and project content, they are observed to show &quot;fairly good&quot; performance in self-deciding on the sources and materials to be used for testing the hypothesis and sharing the research findings with the teacher and class while showing &quot;satisfactory&quot; performance in testing the hypothesis. The students stated that they did research, tested hypothesis and made inferences for hypothesis testing. They performed &quot;fairly good&quot; in using fluent and clear language in presentation, making the presentation within the given time and making eye contact with the audience. They expressed their opinion that they made an effective presentation as well as they were not satisfied with the presentation.
Evaluating the Views of Turkish Teacher Candidates in Improving the Quality of Assessment and Evaluation Activities Used in Teaching Turkish to Foreigners
Author: Fidan, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Preservice Teachers,Student Attitudes,Evaluation Methods,Second Language Instruction,Student Evaluation,Language Teachers,Instructional Materials,Learning Activities,Listening,Test Construction,Speech Communication,Writing (Composition),Grammar

The assessment methods used in language teaching have an important role in achieving the targeted gains. The assessment methods used should be effective in determining both the general situation of the class and individual qualifications. In this case, constructivist, innovative, student-centered and so on. It is predicted that the use of assessment and evaluation methods will be successful. In this research, the opinions of Turkish teacher candidates about improving the quality of assessment and evaluation methods used in teaching Turkish to foreigners were examined. The study group of the study consisted of the students of Faculty of Education Turkish Education Department. A total of 25 Turkish teacher candidates participated in the study. In the study, standardized open-ended interview form was used to obtain the data. In the evaluation of the data, content analysis was preferred. During the research process, the data obtained from the interview forms were evaluated as question headings. In the evaluation, the question-topic order in the form was followed. In the analysis phase of each question, subject titles were determined based on the opinions of teacher candidates. As a result of the research, it was found that the teachers candidates generally thought that the use of constructivist, student-centered assessment methods would be effective in teaching Turkish to foreigners.
A Study of the Quality of Feedback via the Google Classroom-Mediated-Anonymous Online Peer Feedback Activity in a Thai EFL Writing Classroom
Author: Chuaphalakit, Ken
Date: 2019-00-00
Type: Journal Articles
Subjects: Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Peer Evaluation,Teaching Methods,Foreign Countries,Task Analysis,Student Attitudes,Computer Mediated Communication,Writing Evaluation,Writing Instruction,Writing Improvement,College Students

The current study investigated the quality of feedback produced via anonymous online peer feedback activity in a Thai EFL writing classroom. It also explored how the students perceived the anonymous online peer feedback activity. Peer feedback tasks, questionnaires, and an interview were used to collect the information. The results from the peer feedback tasks showed that the quality of peer feedback significantly improved. The results from the questionnaires showed that the students agreed that the online peer feedback activity helped them to improve their writing although there were some problems that should be improved. The follow-up interview revealed that the anonymity of the writers or the feedback givers would not affect how most students would react to the writings or feedbacks. It could be noted from the study that sufficient training must be provided before implementing the anonymous online peer feedback activity. The findings provide new evidence for scholars and instructors who are interested in implementing an anonymous online peer feedback in a Thai classroom.
A Mixed Method Research Study on the Effectiveness of Board Game Based Cognitive Training Programme
Author: Türkoglu, Bengü
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Game Based Learning,Cognitive Development,Elementary School Students,Young Children,Grade 2,Grade 3,Teacher Attitudes,Elementary School Teachers,Skill Development,Spatial Ability,Thinking Skills,Numeracy,Foreign Countries,Language Skills,Visual Discrimination

This study aimed to examine the influence of the 'Board Game Based Cognitive Training Programme' (BGBCTP) on the cognitive development of the second and third graders among primary school children. BGBCTP is based on educational board games for second and third graders and aims to help them develop cognitive skills. Mixed method was used and it was carried out within the framework of embedded design. A quasi-experimental pretest-posttest design was the quantitative data gathering method and a case study was the qualitative one. The participant group consisted of 120 children (60 in the experimental group, 60 in the control group). The interviews were conducted with twenty grade teachers who carried out the training programme in the experimental group. The General Information Form, The Thurstone Primary Mental Abilities Test 7-11 (PMA 7-11) and &quot;Semi-structured Interview Form&quot; were used to collect data. PMA 7-11 was used to statistically test the influence of BGBCTP on the development of second and third graders' cognitive skills. BGBCTP was used by the researcher with the children in the experimental group in a 'regular and controlled' manner, for 12 weeks, 2 days in a week, 1 hour each day (a total of 24 hours), in addition to their daily activities in their regular environment. For quantitative data analysis, the dependent-samples t-test was carried out for in-group comparisons, whereas the independent-samples t-test was used for intergroup comparisons. For qualitative data analysis, a descriptive analysis approach was used. The quantitative research findings indicated that the BGBCTP has had a significantly positive effect on the cognitive developments of the children in the experimental group. Besides the qualitative research findings revealed that the BGBCTP has a positive effect on children's linguistic, shape-space, reasoning, discrimination and numerical abilities. In conclusion, BGBCTP is an effective programme on the cognitive development of children.
Analysis on the Effect of the Thinking Styles of Prospective Social Studies and Classroom Teachers on Their Attitudes towards Learning in Terms of Different Variables
Author: Çelik, Aysegül
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Preservice Teachers,Student Attitudes,Social Studies,Correlation,Cognitive Processes,Expectation,Learning Processes,Beliefs

The purpose of this study is to determine whether there is a relationship between the thinking styles of prospective teachers and their attitudes towards learning. Relational screening model was used in this research analyzing the relationship between the thinking styles of prospective social studies and classroom teachers and their attitude towards learning. The research sample is composed of 191 prospective social studies and classroom teachers studying in a state university located in Central Anatolia Region for academic year. Rational-Experiential Thinking Styles Questionnaire and The Scale of Attitudes towards Learning chosen as purpose-oriented were used in the study. Unrelated samples t test, one-way analysis of variance and pearson correlation analysis were performed in the data analysis. A negatively significant relation was ascertained between the cognitive requirement sub-dimension of the thinking styles questionnaire of prospective teachers and the sub-dimensions of the nature of learning, expectations about learning and openness to learning belonging to the scale of attitudes towards learning. There was no significant relation observed between the intuitive belief sub-dimension of the thinking styles questionnaire and the sub-dimensions of the nature of learning, expectations about learning, openness to learning and concern about learning belonging to the scale of attitudes towards learning.
Effect of Inquiry-Based Mathematics Activities on Preschoolers&apos; Math Skills
Author: Karademir, Abdulhamit
Date: 2019-00-00
Type: Journal Articles
Subjects: Inquiry,Mathematics Instruction,Learning Activities,Preschool Children,Kindergarten,Foreign Countries,Program Effectiveness,Learning Modules,Numbers,Mathematics Skills,Mathematical Concepts,Concept Formation,Small Group Instruction,Teaching Methods

Practice: An Inquiry-Based Mathematics Activities Module (IBMAM) was developed in accordance with the developmental characteristics, interests, needs, and expectations of preschoolers. The aim of the study was to determine the effect of the IBMAM on preschoolers' numbers and operations skills. A quasi-experimental method, which was a pretest-posttest design with control group, was used. The students of a kindergarten were randomly assigned to three groups: experimental, control, and placebo. Measurements were made on the three groups before and after the IBMAM. The study took place in the academic year of 2016-2017, and the sample consisted of 57 students (19 participants in each group) of a kindergarten in Sincan, Ankara, affiliated to the Ministry of National Education. Interviews were conducted with 18 kindergartens in the same district for the needs analysis. The kindergarten was the study field of choice due to its sufficient number of students and low socioeconomic status and to the students' willingness to participate in the study. Math activities were performed in three classes with children 60-72 months of age. For 6 weeks, the experimental group performed the 30-activity IBMAM, the control group performed no activities, and the placebo group performed Turkish reading activities unrelated to mathematics (TRAUM). Data were collected using the Test of Early Mathematics Ability (TEMA-3). In the current study, 3x3 (three groups: experiment, control, placebo groups with 3 measurements: pretest, posttest, follow up test) experimental mixed design (factorial-split-plot) ANOVA was performed to determine the effect of IBMAM on preschoolers' math skills. Research Findings: Results show that the IBMAM had a positive and lasting effect on preschoolers' number and operations skills. IBMAM provided the experimental group participants with the opportunity to be engaged in small-group activities in which they were able to have math experiences and inquire about them. This process allowed them to enhance math concepts, learn new ones, and learned in meaningful ways in which they used their math skills. They structured the concepts and skills that they had learned by inquiring, researching, and experiencing, which promoted their curiosity and interest in learning.
Development of Creative Thinking Skills of Students through Journal Writing
Author: Senel, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Creative Thinking,Thinking Skills,Journal Writing,Student Journals,Elementary School Students,Grade 4,Private Schools,Foreign Countries,Gender Differences,Skill Development,Student Attitudes,Teacher Attitudes,Elementary School Teachers,Creative Writing

This research was conducted in the fourth grade of a private primary school in the province of Gaziantep in the 2018-2019 academic year to provide students with creative thinking skills. This study was carried out as a qualitative case study. 23 students participated in the program. With a two-month study, students were given 23 journal writing topics to develop their creative thinking skills. The students wrote their journals in the school for 5-10 minutes at the beginning of the lessons. At the end of the program students and teachers were asked to write their opinions in the interview form. The data were analyzed by NVIVO 12 for Mac. According to the findings, creative thinking and writing activities have a positive effect on students' development of creative thinking skills. Majority of the students think the program was entertaining while it is seen that female students are more willing than male students.
Validation of a Questionnaire Assessing Students&apos; Self-Directed and Collaborative Learning with and without Technology in Canadian Middle School Classrooms
Author: Labonté, Chantal
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Validity,Questionnaires,Independent Study,Cooperative Learning,Technology Integration,Middle School Students,Student Attitudes,Grade 8,Synchronous Communication,Group Discussion,21st Century Skills,Student Participation

In the current study, the researchers examine the validity of a questionnaire assessing students' perceptions of their self-directed and collaborative learning with and without technology with a group of Canadian middle school students. Lee and colleagues (2014) developed the 18-item questionnaire to assess high school students' perceptions of their learning. Three hundred and twenty middle school students from across Alberta, Canada completed the questionnaire. The results of a confirmatory factor analysis revealed that the questionnaire did not have sufficient model fit. The researchers used a jackknifing procedure to systematically remove four items in order to achieve a psychometrically sound questionnaire. The results suggest that the reduced questionnaire is a useful self-report instrument for assessing Canadian middle school students' perceptions of their learning.
Elimination of Writing Difficulty in Primary School: An Action Research
Author: Duran, Erol
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Difficulties,Elementary School Students,Alphabets,Sentences,Writing Skills,Grade 2,Young Children,Instructional Effectiveness,Family Influence,Student Motivation,Verbal Communication,Repetition,Handwriting,Writing Instruction,Parent Teacher Cooperation

The aim of this study is to develop applications for the elimination of writing difficulties of primary school second year students. For this purpose, the following questions will be answered: &quot;What is the contribution of letter writing practices to the elimination of writing difficulties?&quot;, &quot;How does the practice of word writing contribute to the elimination of writing difficulties?&quot;, &quot;How does the practice of sentence writing contribute to the elimination of writing difficulties?&quot;, &quot;What is the contribution of text writing practices to the elimination of writing difficulties?&quot;, &quot;What is the persistence of the applications to eliminate writing difficulties?&quot; In this research, qualitative model and action research design were used. The participants of this research were consisted of 6 students who were found to have writing problems among the second grade students. In the study, &quot;Repeated Dictation and Motivation Practices&quot; were used to eliminate the writing difficulties of the participants. Multidimensional Legibility Scale was used for data collection tool before and after the applications. When the findings of the study are taken into consideration, there is a positive increase in the elimination of the writing difficulties of the participants. It can be said that the Repeated Dictation and Motivation Practices applied in the study were successful. The practice of dictation which is used in practice is carried out repeatedly in terms of letters, words, sentences and text, and the contribution of the study group to the elimination of writing difficulties is significant. We can say that the motivation studies conducted during the research support the elimination of the writing difficulties of the students. One-to-one interviews with the students, motivating them continuously and receiving family support are also important factors for success.
Statistics Anxiety of Graduate Students
Author: Tutkun, Tugay
Date: 2019-00-00
Type: Journal Articles
Subjects: Statistics,Mathematics Anxiety,Graduate Students,Foreign Countries,Student Attitudes,Mathematics Skills,Computer Literacy,Stress Variables,Mathematics Tests,Second Language Learning,Language Skills,Required Courses

Commonly described by psychologists; anxiety is a psychological construct, as a state of apprehension, a vague fear that is only indirectly associated with an object (Scovel, 1991). A small amount of anxiety is believed to be needed for learners since it improves performance which is known as facilitating anxiety. Statistics anxiety is a feeling of anxiety when taking a statistics course or doing statistical analysis (Cruise, Cash, &amp; Bolton, 1985). In general, statistics anxiety is a debilitating anxiety which negatively affect students' performance. Statistics is one of the compulsory courses in most graduate programs. Students entering to these graduate programs especially in social sciences such as education, usually do not have any math and statistical background which creates a negative perception towards statistics related courses. These negative feelings and perceptions are thought to be affect their level of success. The aim of this study is, therefore, to determine the anxiety related views of graduate students towards statistics course. Qualitative content analysis with purposeful sampling is used in the study. To this end, the research data were obtained with the help of 26 graduate students studying in Department of Educational Sciences at Çanakkale Onsekiz Mart University in the academic years of 2017-2018. A semi-structured interview form was used for data collection which aims to determine the anxiety related views of graduate students. Analysis of the results revealed five themes of statistics anxiety; (1) importance of the course, (2) math skills, (3) computer skills, (4) exam stress, and (5) foreign language skills. It can be concluded that defining and understanding the source of anxiety related behaviors will help to conduct more effective and efficient statistics courses.
Perceptions of Classroom Teachers Regarding Values Education with Children&apos;s Games
Author: Bozkur, Eyüp
Date: 2019-00-00
Type: Journal Articles
Subjects: Values Education,Educational Games,Teacher Attitudes,Computer Games,Foreign Countries,Game Based Learning,Gender Differences,Tenure,Class Size,School Location,Rural Urban Differences,Teacher Characteristics,Elementary School Teachers,Grade 1,Grade 2,Grade 3,Grade 4,Educational Background

Values are concepts that influence and direct individuals' behaviors. Because values directly influence society's structure, values education also takes an important place. Both children's games and values education have a structure that can diversify values education and make it entertaining during learning. In this study, it was aimed to reveal the perceptions of classroom teachers regarding values education with children's games. Within the scope of this aim, 272 classroom teachers were investigated for their perceptions. The study adopts a survey model and is of a descriptive quality. In the investigation of the study results, it was stated that teachers could conduct values education with children's games and children's games could be used in the educational environment as well as the fact that computer games make individuals antisocial. Additionally, the teachers who participated in the study stated that games ensured acting according to facts by filtering events and cases from a logical process, provided creative and innovative thinking and expressed that teachers should know what games mean for children and how important games' influence is in their development. The participating teachers also reported that children's games include many elements of values that we brought from past to present and they reflected the cultural values of society.
Students&apos; Experiences of Design-Based Research in Science Applications Course: A Design and Development Research
Author: Kapucu, Munise Seckin
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Experience,Science Education,Secondary School Students,Problem Solving,Design,Content Analysis,Self Evaluation (Individuals),Reflection,Technology,Freehand Drawing,Decision Making,Critical Thinking,Workshops,Foreign Countries,Engineering Education,Imagination,Creative Thinking

The purpose of this study is to examine students' experience of design-based research in science applications courses. The study was carried out during the fall semester of the 2018-2019 academic year in the science application course. The participants of the study were 44 eighth grade students attending in two classes of a secondary school located in Odunpazari district of Eskisehir. In the study, a design-based research method was used. The students were asked to describe a problem from daily life during the application phase of the study. Afterwards, they were expected to design products to solve this problem. Data collection tools of this study were the Reflection Form for Design Steps, which was developed by the researcher, and the Self-Assessment Form included in the Technology Design Course Curriculum. The application was completed in an eight-week period. Content analysis was used to analyze the obtained data. It is seen that students have mostly departed from their own life in the identification of the problem, and the ideas that they have generated were about problem solving, new ideas, and making life easier. Students followed the stages of the design process such as research, design, problem identification, and drawing sketches. Regarding the evaluation of their experience during the design process, most of the students stated that they learned how to design, but they found it difficult to combine materials. Students stated that next time they would pay more attention to choosing design features, identifying the problem, and finding interesting products. Research can be carried out to examine the skills that are thought to be effective in the design process such as decision making, critical thinking, and problem solving. Within the scope of the 2023 Education Vision, it is planned to establish &quot;Design-Skill Workshops&quot;. With such an application, students' design skills can be improved.