ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Scale Adaptation Studies in Science Education: Meta-Synthesis Study
Author: Akcay, Behiye
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Education,Measures (Individuals),Media Adaptation,Educational Research,Foreign Countries,Translation,Factor Analysis,Test Reliability,Sampling,Physical Sciences,Test Validity,Pilot Projects,Periodicals

The purpose of this study was to examine scale adaptation studies in the field of science education in terms of content, method as well as to determine the general guidelines used in the scale adaptation process. The population of this study included a total of 145 journals published in the field of science education in Turkey. A total of 46 adaptation studies which were published in 25 journals were selected from this population by using the purposive sampling methods comprise of the study sample. Meta-synthesis method was used for the data analysis in this study. Results of the study showed that adaptation studies in Turkey were mostly conducted in the self-efficacy area. It was determined that all studies calculated the internal consistency coefficient and that likert-type scales were commonly used. This study also determined that the language validity stage was not sufficiently discussed and was only briefly mentioned in the examined adaptation studies. It was found that none of the studies translated original test guidelines to target language. This study concluded that all of the adapted studies did not get official permissions for the pilot study. In addition, it was found that the researchers preferred to use CFA (Confirmatory Factor Analysis) and EFA (Exploratory Factor Analysis) methods together for the construct validity.
Improving Elementary School Teacher Candidates&apos; Views of Nature of Science through Intensive Education
Author: Ecevit, Tugba
Date: 2018-00-00
Type: Journal Articles
Subjects: Scientific Principles,Misconceptions,Elementary School Teachers,Teacher Education Programs,Student Attitudes,Science Instruction,News Reporting,Attitude Change,Foreign Countries,Teaching Methods,Undergraduate Students

Elementary school teacher candidates' (student teachers or STs) views of nature of science are important for an effective science teaching that aims to improve children's scientific literacy. The purpose of this study was to improve STs' views of nature of science through an intensive intervention. The study group consisted of 65 third year STs who were attending a major university in Ankara Turkey during the 2015 - 2016 fall semester. An educational program with a variety of activities that were designed to help improve participants' views of nature of science was applied and the effect of this program was evaluated. The educational program included historical approach activities, generic activities, explicit-reflective approach activities, and media news analysis activities which were applied in three hour periods over the course of nine weeks. Both qualitative and quantitative data were collected in this convergent parallel mixed method study. At the beginning of the study, the participating STs had naive views of nature of science and some misconceptions. After the applied educational program, STs' views of nature of science improved and they adopted more contemporary views of science. As a result, a long-term intervention with multiple methods of teaching with different kinds of activities was found to be an effective approach for improving STs' understanding of nature of science.
Resources Used by Lebanese Secondary Physics Teachers&apos; for Teaching Electricity: Types, Objectives and Factors Affecting Their Selection
Author: Chazbeck, Bassel
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Science,Secondary School Teachers,Physics,Science Instruction,Energy,Case Studies,Audiovisual Aids,Teaching Methods,Science Experiments,Concept Formation,Scientific Concepts,Science Laboratories,Laboratory Experiments,Educational Technology,Technology Uses in Education,Computer Simulation,Barriers,Time,Knowledge Base for Teaching

The purpose of this research was to study the system of resources, the objectives of their use and the factors that affect the selection and integration of the different resources by Lebanese secondary physics teachers in their teaching in general and for teaching Electricity in particular. For this aim, a qualitative approach was used and the research was designed as a collective case study where four teachers were purposefully selected. Interviews and classroom observations were the main data collection tools. Results showed that teachers used different types of resources: Paper resources, audio-visual resources, object resources, and evoked resources to elaborate their teaching activities. They paid a particular attention to the experimental activity using object and audio-visual resources to enhance students' comprehension of Physics concepts. Moreover, teachers referred to the virtual laboratory to be more efficient than the real lab at the level of precision, clarity and management, in addition to its importance for illustration at the microscopic scale. Results also revealed that the school setting, time constraints and teachers' professional knowledge are the main factors that affect the selection and the integration of resources.
Students&apos; Generated Animation: An Innovative Approach to Inculcate Collaborative Problem Solving (CPS) Skills in Learning Physics
Author: Nordin, Norazlilah Md.
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Problem Solving,Physics,Science Instruction,Skill Development,Animation,Educational Technology,Technology Uses in Education,Foreign Countries,Secondary School Students,Scoring Rubrics,Comparative Analysis,Program Effectiveness

Inculcating collaborative problem solving (hereinafter CPS) skills to help develop students' knowledge, especially for problem solving (PS) involved in the subject of physics is of utmost importance in the 21st century. It was on such grounds that in the present study, physics PS learning was innovated by engaging students' generated animation within the recent CPS learning framework process. Next, the effectiveness of the steps in this innovative approach, which was developed as Lensmation CPS Module, in inculcating CPS skills was determined. Seventy respondents were involved in this quasi-experimental study, in which one treatment group was exposed to the module whereas the control group practised the conventional PS learning. In the course of completing their PS tasks, the students who were involved in this study had their CPS skills assessed using the CPS Proficiency Rubrics. MANOVA analysis revealed significant effects on CPS skills between the two groups. It is concluded that the innovative PS learning approach which tapped into students' ICT literacy in physics CPS learning was effective in inculcating CPS skills among the students.
Student Understanding of a Simple Heating Curve: Scientific Interpretations and Consistency of Responses
Author: Jasien, Paul G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Science Instruction,College Science,Energy,Chemistry,Critical Thinking,Thinking Skills,Scientific Concepts,Molecular Structure,Theories

This work seeks to elucidate undergraduate science students' basic knowledge of concepts related to the energy changes for a simple heating curve and their ability to integrate related concepts. The participants were drawn from first and second semester General Chemistry classes, as well as junior/senior level Physical Chemistry classes at a four-year public university in the United States. The research instrument for this study was developed and tested over an 18-month period from preliminary data from students at the same university. The data were analyzed for students' basic knowledge and the ability to make connections between related concepts. A definite lack of demonstrated skill in integrating multiple concepts was revealed at all student levels with respondents often giving inconsistent answers to related questions. It is suggested that these critical thinking skills can be cultivated in students through various active learning pedagogies based on explicit multi-concept problem solving exercises, rather than the usual simple ones that test concepts individually.
Turkish Science Teacher Candidates Understandings of Equitable Assessment and Their Plans about It
Author: Izci, Kemal
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Knowledge Level,Equal Education,Educational Assessment,Student Evaluation,Grading,Individual Differences,Cognitive Style,Student Diversity,Teacher Student Relationship

This study aims to investigate how Turkish science teacher candidates understand equitable assessment and in what ways they plan to provide equitable assessment practices. 156 science teacher candidates from a teacher education program in a large university in Eastern part of Turkey participated in the current study. A questionnaire and semi-structured interviews served as data sources. All collected data were qualitatively analyzed to illustrate science teacher candidates' understandings of equitable assessment and their plans to achieve equitable assessment in their lessons. Results of the study showed that science teacher candidates mostly equated equitable assessment with fairness including fairness in grading. But most of the teacher candidates did not consider that providing equal opportunities for students to display their levels of understanding about the related concepts was not an important characteristic of equitable assessment. The results also showed that participants focused on differences in learning styles and language as reasons why to provide equitable assessment and accordingly stated some ways to achieve equality in assessment processes for these groups. While preparing teachers, teacher education programs need to emphasize more understanding of diversity and provide the knowledge and attitudes necessary for effective teaching.
The Relationships between Parental Involvement, Students&apos; Basic Psychological Needs and Students&apos; Engagement in Science: A Path Analysis
Author: Kurt, Uluhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Parent Participation,Psychological Needs,Learner Engagement,Path Analysis,Middle School Students,Student Attitudes,Grade 6,Grade 7,Grade 8,Pilot Projects,Science Instruction,Foreign Countries

This study aimed to investigate relationships between Turkish middle school students' perceptions of parental involvement, students' basic psychological needs, and their engagement in science. Parental involvement was addressed with four dimensions: parents' educational aspiration, parental communication, parents' participation, and parental autonomy support. Students' basic psychological needs incorporated autonomy, competence, and relatedness. Additionally, students' engagement consisted of behavioral, cognitive, emotional, and agentic engagement. The sample of the study included 926 sixth, seventh, and eight grade students educated in one of the largest cities located in eastern part of Turkey. A path analysis using LISREL 8.8 programme was conducted to examine the hypothesized relations among variables of the study. Analysis results showed that parent educational aspiration, parental communication, parent participation, and parent autonomy support were statistically significantly and positively related to basic psychological needs. Besides, students whose basic psychological needs were met demonstrated more behavioral, cognitive, emotional, and agentic engagement in science.
Measuring the Instructional Leadership Values and Beliefs of School Leaders
Author: Bussey, Leslie Hazle
Date: 2006-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Administrator Attitudes,Teacher Attitudes,Values,Beliefs,Interviews,Career Choice,Test Construction

The pilot study, which is the narrow subject of this article, employed a research-based process for developing and validating a measure of instructional leadership values and beliefs (McHorney, et. al., 2000, 2002). The article describes interviews that were conducted with teachers and school administrators for the purpose of confirming which instructional leadership values and beliefs are important for school leaders. The themes that emerged from the interviews include: (1) orientation to work as a spiritual calling; (2) authenticity; (3) beliefs about the potential of kids and schools; (4) a desire for perpetual improvement; and (5) motivation to advance self by helping others. Using those data to corroborate findings in related literature, an instrument for measuring school leaders' instructional leadership values and beliefs was developed. To increase the validity and reliability of the instrument, an expert panel will review items for content validity and the instrument will be piloted to measure test-retest reliability.
A Study on Social Studies Teacher Candidates&apos; Perception of Science, Scientific Research and Scientists
Author: Gürgil, Fitnat
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Student Attitudes,Scientists,Scientific Research,Figurative Language,Teacher Education Programs,Scientific Attitudes,Misconceptions,Knowledge Level,Foreign Countries

In this study, it is aimed to determine the perceptions of social studies teacher candidates regarding the topics of science, scientific research and scientists. In the study adopting the qualitative research approach, data was gathered through both the metaphor form and interviews. The study was conducted in a university located in Ankara. Ninety-two teacher candidates participated in the metaphor stage of the study; and 45 teacher candidates participated in the interview stage. It has been concluded that metaphors developed by teacher candidates do not contain any negative perception regarding the science. When the metaphor images of teacher candidates were examined, it was determined that in general, the concept of science is perceived as guiding and indispensable for life. According to the participants, scientists are perceived as enlightening, knowledgeable, curious and hardworking. With regard to the concept of scientific research, the participants have brought to the forefront that scientific studies are difficult, they require much effort, and they are systematic. In the analysis of the interview data, it was determined that the social studies teacher candidates do not have enough information about science, scientists and scientific research. In the analysis of the interview data, it was seen that teacher candidates have some incorrect information about the science, scientific research and scientists. Some recommendations were offered in the light of the findings of the study.
Emperical Verifications of Normative Ethical Postures and Valuation Processes in Educational Leadership
Author: Frick, William C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethics,Values,Moral Values,Decision Making,Instructional Leadership,Epistemology,Research Methodology,Leadership Role,Phenomenology,Qualitative Research

Theory and research on values, ethics and moral decision making in educational leadership has called for ontological and epistemological changes in research and theory building that focus less on perspectives pertaining to logical positivism (naïve realism) and more toward paradigms that are naturalistic, post-positivistic, transactional and constructive (Smith &amp; Blase 1991; Maxcy &amp; Caldas 1991; Willower 1994). This paper examines the importance of epistemological clarity as it informs research methodology, and it presents the author's thinking and research methods in order to emphasize the idea that sound methodologies can indeed inform theories of moral agency within the professional role of school leadership.
A Review of Preschool Manipulative Storybooks Containing Activities
Author: Gönen, Mübeccel Sara
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Education,Childrens Literature,Manipulative Materials,Books,Learning Activities,Instructional Materials,Preschool Children,Foreign Countries,Content Analysis

In this research, it is aimed to determine the status of the preschool manipulative story books containing the activities which are placed before the stories, inside of the stories or after the stories, in terms of date of publications, subject of the stories and kind of the activities in the story. For this purpose, 188 books were investigated for sale in the bookstores of Ankara and Istanbul published between the years of 2005-2015. Data were analyzed by using a statistical analysis program and findings were presented with frequency tables. The findings of the present study indicated that in the recent years the publication of the manipulative story books has increased. The present study also showed that the place of the activities in the books, the materials of the activities, and durability of the books are appropriate. But it has been determined that the age group of the book, the development area of the activities in the book and directives such as application period of the activites are incomplete in the books. [This study was presented as a paper at the International Early Childhood Education Congress (4th, Ankara, Turkey, September 2-5, 2015.]
Early Childhood Turkish Children&apos;s Attitudes toward Science
Author: Simsar, Ahmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Children,Kindergarten,Foreign Students,Scientific Attitudes,Biological Sciences,Teacher Background,Academic Achievement,Textbooks,Hands on Science,Teaching Experience,Science Activities,Preschool Teachers

The purpose of the study was to examine and describe the attitudes of Turkish early childhood children in science. This study explored the causal factors that influence children's attitudes toward science such as teachers' years of teaching experiences, frequency of teaching science in a week, and teachers' teaching style. Turkish children (N=44) who live in the United States and engage in early childhood classroom involved into the study. Preschool teachers who had Turkish children in their classroom completed a survey for giving information about their Turkish children experiences in their science teaching activities. The Child's Attitude Toward Science (CATS) survey which was developed by researchers was used while collecting data. The results showed that Turkish children have positive attitudes towards science especially in Life Science Topics. The results also showed that there were statistically significant relationships between Turkish children's attitudes towards science and their teachers' years of teaching experiences and frequency of teaching science in a week. The results also showed that Turkish children's success in other activities (language, art, math) related with their attitudes towards science. The findings also showed that using text books and hands-on activities during science education also had relationship with children's attitudes towards science.
Reflective Teaching Practices in Teachers and Their Attitudes toward Professional Self-Development
Author: Gheith, Eman
Date: 2018-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Teacher Attitudes,Self Actualization,Faculty Development,Private Schools,Foreign Countries,Gender Differences,Teaching Experience,Teacher Workshops

This study aimed to investigate the levels of teachers' reflective practices as well as their attitudes toward professional self-development in relation to various variables, including gender, number of workshops attended and experience. The study sample consisted of 162 teachers who work as teachers at a number of private schools in Amman. Two scales have been used in this study; the first questionnaire consists of (28) items to measure teachers' reflective practices in 6 dimensions. The second scale consists of (18) items to measure the attitudes-towards-professional-development. Results found that the level of teachers' reflective practices on the scale as a whole were within an 'acceptable' level; however, their practices in the subcategory of&quot;appreciating criticism&quot; were below acceptable. Findings indicated that teachers' attitudes toward professional development were positive. Findings further revealed a strong correlation of 0.485 between the reflective practices and the attitudes toward self-development in teachers.
Teacher Preparation Programs in the United States
Author: Nguyen, Ha
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Undocumented Immigrants,Educational History,Teacher Attitudes,Teacher Educators,Preservice Teachers,Student Attitudes,Administrator Attitudes,Correlation

According to Baker and Rytina's (2014), the total number of legal immigrants coming to the United States during the ten years from 1980 to 1989 is 990,000, whereas in two more recent years from 2010 to 2012, the number rose to 2,810,000. As a country with an increasing influx of immigrants from all over the world, the United States has expressed a paramount need for the proportionately rising number of well-trained English as a Second Language (ESL) teachers. This paper presents the origin of American teacher education dated back from the nineteenth century, noticing common features and variations amongst teacher preparation programs. The significance as well as desirable goals of American teacher training programs are also discussed. Additionally, realities at teacher preparation institutions and workplace, and enormous challenges facing programs of pre-service preparation in the U.S. are demonstrated. Perceptions of qualified teacher preparation programs held by teacher educators', teacher candidates', school administrators' perspectives, and the correlation amongst these three perceptions are explored. Finally, exemplars of qualified teacher education programs in the United States are demonstrated for replication.