ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Learning Characteristics and Principles of Information Resources Knowledge Structuring
Author: Belichenko, Margarita
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Knowledge Representation,Information Sources,Efficiency,Information Utilization,Higher Education

Analysis of principles knowledge representation in information systems led to the necessity of improving the structuring knowledge. It is caused by the development of software component and new possibilities of information technologies. The article combines methodological aspects of structuring knowledge and effective usage of information resources which are designed for the scientific and methodological study of practical recommendations in Digital learning implementation. It is shown at the paper that one of the most important problems, which face the processing of knowledge or construction systems, is knowledge representation. The main idea of the paper is increasing the efficiency at the university learning process on the basis of a possible applications and rational structuring knowledge. The proposed concept of using information resources of Digital Learning is based on the idea of using the principles of abstraction, encapsulation, modularity, hierarchy, typing, concurrency preservation and implementation in such stages of this process as algorithmic support of knowledge structuring and structured transfer of knowledge to students. The topic of the article is unique as we try to see Digital learning in multidisciplinary aspects: education, mathematics, and statistics. The article combines a theoretical approach to structuring knowledge that is based on the integrated usage of fuzzy semantic network, theory of predicates, Boolean functions, theory of complexity of network structures and practical aspects and ways of construction Digital Learning Systems at the University
Using Blogs to Improve Elementary School Students' Environmental Literacy in Science Class
Author: Saltan, Fatih
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Elementary School Students,Literacy,Environmental Education,Science Instruction,Teaching Methods,Measures (Individuals),Statistical Analysis,Pretests Posttests,Quasiexperimental Design,Regression (Statistics),Comparative Analysis,Scores,Recreational Activities,Correlation,Learning Activities,Student Attitudes,Foreign Countries

The purpose of this study is to examine the effects of blog activities on elementary students' environmental literacy in science class. The relationships between students' environmental literacy levels, their parents' interest in environmental activities and the frequency of outdoor activities they do have also been also examined. Pre-test post-test quasi-experimental design has been utilized. The participants of the study are 80 seventh-grade elementary school students. The data have been gathered through &quot;Environmental Literacy Scale&quot;. After that, the instructor has created a blog to share some movies, animations and reflective questions for all the students. The students could follow and engage in all the sharing. The activities have lasted for eight weeks. Descriptive statistics, t-test and regression analysis have been tested via the data. The results have indicated that there is a significant difference between pre- and post-test scores regarding the students' &quot;environmental knowledge&quot;, &quot;attitude towards environment&quot; and &quot;being responsible for environment&quot;. Furthermore; positive but weak relationship has been detected between students' environmental literacy levels and parents' interests in environmental activities. On the other hand, there is a moderate, positive correlation between students' interest in environmental problems and involving in outdoor activities with parents (r = 0.423, p = 0.001). Overall, students' involvements in blog activities and doing outdoor activities with parents have been found to be effective in acquiring environmental literacy.
The &quot;MelArete&quot; Project: Educating Children to the Ethics of Virtue and of Care
Author: Mortari, Luigina
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethics,Program Descriptions,Educational Philosophy,Teaching Methods,Ethical Instruction,Caring,Educational Theories,Moral Values,Quality of Life,Vignettes,Personal Narratives,Kindergarten,Elementary School Students,Foreign Countries,Values Education,Moral Development,Interpersonal Relationship

The educative project MelArete proposes an interpretation of ethical education: a form of Education to Virtue Ethics in the light of the philosophy of care. Starting from the ontological assumption that care is prime in life and without it the human being cannot flourish in his/her humanity, the project is based on an interpretation of the pedagogy of care. Since the practice of care reveals to have an ethical core and that core is made of ways of being-with-the-others, the pedagogical theory of MelArete states that in order to develop a project that is in relationship with the core of life we must educate to care. Therefore, educating to care means educating to virtues. On this basis MelArete proposes activities with the aim to guide children's attention to the concepts of care and virtues. MelArete has its many references in Plato and Aristotle; besides it assumes the distinction of Ricoeur between ethics and morality. In Plato/Socrates (Alcibiades I) ethics is an educational action that allows the others to thrive in their own existential capabilities; moreover, in Aristotle's (Nicomachean Ethics) ethics searches for eudaimonia, a good quality of life. In our educational project with children, the educative methods are the following: conversations (promoting intersubjective thought), narratives (reading and writing stories about virtues), vignettes and games (stimulating ethical thinking through a playful language) and the &quot;diary of virtues&quot; (promoting a reflecting culture of virtues in everyday life). In this paper we present the theoretical background of the project and a summary of the pedagogical approach and application which we are testing in our research.
Effect of Pedagogical Formation Program on Pre-Service History Teachers' Perceived Self-Efficacy
Author: Yazici, Fatih
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,History Instruction,Classroom Techniques,Foreign Countries,Teaching Methods,Pretests Posttests,Measures (Individuals),Teacher Education,Universities,Outcomes of Education,Student Attitudes,Scores,Statistical Analysis,Social Cognition

The purpose of the present study is to investigate pre-service history teachers' perceived self-efficacy and the effect of pedagogical formation training on this perception. The study is based on a one-group pretest-posttest research design, which is a type of pre-experimental design. For the purpose of the study, in the first week of the formation training, the &quot;Teachers' Sense of Efficacy Scale&quot; developed by Tschannen-Moran and Hoy and adapted to Turkish by Capa, Cakiroglu and Sarikaya was administered as a pre-test to a group of 178 pre-service history teachers who underwent pedagogical formation training in 2016-2017 academic year in two different universities in Turkey. The same scale was administered again as a post-test at the end of the 28-week training. The study has found out that the pedagogical formation training did not make a significant difference in pre-service history teachers' perceived self-efficacy except for the classroom management subscale, in which the self-efficacy scores of pre-service history teachers decreased after the pedagogical formation training.
A Qualitative Study on the Effects of Teacher Attrition
Author: Wushishi, Aminu Aliyu
Date: 2014-01-00
Type: Journal Articles
Subjects: Faculty Mobility,Qualitative Research,Educational Development,Interviews,Content Analysis,Participant Observation,Academic Achievement,School Administration,Governance,Costs,Elementary Secondary Education,Teacher Surveys,Teacher Attitudes,Barriers,Foreign Countries

In this study the researchers explored the effects of teacher attrition in Niger state, Nigeria. The study examined how attrition is affecting the educational development of the state from the teachers' perspective. A qualitative method was used with the aim of extracting the inner feelings of the participants regarding the effects of attrition. Five serving teachers were purposively selected. An in-depth interview, non-participatory observation and document analysis were used as means for data collection. The findings discovered; cost implication, increased in workload, poor students' performance and burden on school administration, as the major effects of teacher attrition. The paper therefore recommends that, the state government needs to improve the condition of service of teachers with the aim of reducing the rate of attrition so as to improve the educational standard of the state.
Postcards from the Edge of SoTL: A View from Faculty Development
Author: Hodges, Linda C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Change Strategies,Educational Change,Faculty Development,Curriculum Design,Student Behavior,Teacher Role

As a past SoTL scholar turned faculty developer, I have come to realize that SoTL is a mindset: one of questioning old assumptions about what teaching entails and how our students learn, gathering and examining evidence of the effects of our approaches, and reflecting on and sharing insights gained. This perspective changed my own teaching. Now it informs each consultation I have with faculty, upending much of what faculty traditionally believe about teaching on intellectual, social, and personal levels. By adjusting the frame through which we view teaching, SoTL has revelatory power in catalyzing change. In this article, I discuss how key precepts of SoTL enhance the day-to-day work of faculty development. Specifically, through SoTL, faculty realize that course design is an intellectual endeavor, that students are complex individuals from whom they can learn, and that teaching is an ongoing transformational journey to be shared.
Effect of Multimedia Assisted 7e Learning Model Applications on Academic Achievement and Retention in Students
Author: Sarac, Hakan
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Statistical Analysis,Instructional Materials,Experimental Groups,Control Groups,Multimedia Materials,Science Education,Teaching Methods,Science Tests,Scientific Principles,Comparative Analysis,Pretests Posttests,Scores,Retention (Psychology),Models,Foreign Countries,Secondary School Students,Instructional Effectiveness

In the rapidly developing age of technology, the contribution of using multimedia-supported instructional materials in the field of teaching technologies to science education has been increasing steadily. The purpose of this research is to compare the multimedia learning instructional materials prepared according to the 7E learning model and the students' academic success and the effect on the reminiscence of the learned knowledge in the science course described using traditional methods and models. In this research, a quadruple pattern of solomon was used as a semi-experimental design. As a data collection tool, the Matter's Change Unit Success Test was used. The research was conducted in fall semester of 2014-2015 academic year and on 92 fifth grade students. Experimental groups were given instructional materials prepared according to 7E model with multimedia support and control groups were taught with traditional method. There was no statistically significant difference in the pre-test scores of the experimental-1 and control-1 groups according to the independent t-test results in the applied success test but there was a statistically significant difference in favor of the experimental groups according to the post-test and retention test scores. According to the analyzed results; There is a statistically significant difference between the post-test and retention test scores of the experimental groups. There is also a statistically significant difference between the post-test and retention test scores of the control groups. But this difference is in favor of experimental groups. According to the results of the study, it can be said that the learning material prepared according to the multimedia supported 7E model influences the academic achievement positively and the learned information is more memorable.
The Effect of Student Collaboration in Solving Physics Problems Using an Online Interactive Response System
Author: Balta, Nuri
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Physics,Problem Solving,Engineering Education,Outcomes of Education,Positive Attitudes,Student Attitudes,Learner Engagement,Audience Response Systems,Technology Uses in Education,Undergraduate Students,Foreign Countries,College Faculty,Pretests Posttests,Science Instruction,Statistical Analysis,Gender Differences,Teaching Methods,Computer Mediated Communication,Teacher Student Relationship,Student Surveys,Likert Scales

Advanced technology helps educational institutes to improve student learning performance and outcomes. In this study, our aim is to measure and assess student engagement and collaborative learning in engineering classes when using online technology in solving physics problems. The interactive response system used in this study is a collaborative learning tool that allows teachers to monitor their students' response and progress in real time. Our results indicated that students have highly positive attitude toward using the interactive response system as a tool in education in order to improve collaborative learning and student engagement in classes. Consequently, student-learning performance has been improved considerably, and technology was successfully incorporated in engineering classes.
Exploring into the New Model Procedure in Translation: Wafting as a Case in Point
Author: Akbari, Alireza
Date: 2013-10-00
Type: Journal Articles
Subjects: Translation,Models,English,German,Vocabulary,Vocabulary Skills,Educational Strategies,Educational Practices

Choosing the near equivalence for translator is of great concern nowadays. While it seems more commitment has been given to this issue, yet there are still rooms for more attention to innovative methods of Translation Studies in this direction. The idea of wafting procedure in Intermediacy model of translation comes from a book by Alireza Akbari (2011) in which he states completely how to choose the right equivalence in every situation. This research is an attempt to ascertain whether wafting procedure of Intermediacy model of translation will help the translators to opt for the near equivalents to the intended text. Three kinds of wafting procedure are scrutinized on English-German vocabularies in Intermediacy model of translation. The scrutiny shows that utilizing wafting process in translation will make the translation more natural and easy to understand. The results suggested that wafting procedure can provide translator with opportunities to opt for the right equivalence in this connection.
Validity through Dialogue
Author: Cambridge, Barbara
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Transformative Learning,Periodicals,Reflection,Hermeneutics,Democracy

&quot;Teaching &amp; Learning Inquiry&quot; takes responsibility for engaging in what Senge (2006) calls &quot;reflective openness,&quot; encouraging a range of appropriate epistemologies to study teaching and learning. The journal, like its parent organization, embodies the role of &quot;intermediary&quot; through the practice of continual examination of ideas and the provisions of &quot;stability, expert depth, and fieldwide reach&quot; (Bacchetti &amp; Ehrlich, 2006) for the Scholarship of Teaching and Learning.
The Effects of Learning Activities Based on Argumentation on Conceptual Understanding of 7th Graders about &quot;Force and Motion&quot; Unit and Establishing Thinking Friendly Classroom Environment
Author: Buber, Ayse
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 7,Scientific Concepts,Motion,Physics,Learning Activities,Secondary School Science,Experimental Groups,Control Groups,Science Instruction,Persuasive Discourse,Teaching Methods,Science Tests,Foreign Countries,Pretests Posttests,Quasiexperimental Design,Comparative Analysis,Statistical Analysis,Semi Structured Interviews,Qualitative Research

The purpose of this study was to investigate the effects of learning activities based on argumentation about &quot;Force and Motion&quot; unit on conceptual understanding and views about establishing thinking friendly classroom environment of 7th graders. The study was conducted with total 39 students (20 students in experimental group and 19 students in control group) in a secondary school. The experimental group received learning activities based on argumentation while the control group received regular science learning depending on the current science curriculum for over five week period. Both groups were given Force and Motion Concept Test and Thinking Friendly Classroom Scale before and after the instruction. Besides, six students from the experimental group were interviewed after the instruction about conceptual understanding and thinking friendly classroom features by a form developed by the researchers. The results showed that there isn't a significant difference between conceptual understandings of experimental and control group students. Besides, it was found that there is a significant difference between thinking friendly classroom scale of experimental and control group students in favor of experimental group. Moreover, the results of the interviews conducted with six of experimental group indicated that they feel themselves in thinking friendly classrooms and with a fine conceptual understandings are fine although they have some misconceptions.
Using the Dialectic of Social Justice to Enliven the Dialogue between Global Education and Multicultural Education. Social Justice Perspectives
Author: Landorf, Hilary
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Justice,Multicultural Education,Global Education,Civil Rights,Educational Philosophy,Correlation,Models

Social justice is often linked with global or multicultural education, particularly in a rights-based context. Social justice also has varying definitions, underlying philosophies and usages, some in apparent opposition to others. By examining the tensions inherent in this complex construct, the author proposes that the dynamic of social justice be used as a model to enliven and advance the dialogue between multicultural education and global education.
An Analysis of Self-Efficacy Perceptions of Physical Education and Sport Teacher Candidates and Other Teacher Candidates on Teaching Profession
Author: Ozer, Tugce
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Student Teacher Attitudes,Physical Education Teachers,Educational Attitudes,Teaching (Occupation),Self Concept Measures,Foreign Countries,Scores,Statistical Analysis

Aim of this research is to identify the self-efficacy perception levels of teacher candidates studying at department of Physical Education and Sport and other teaching departments towards teaching profession, to present whether these the self-efficacy perceptions differ or not depending on independent variables acquired from the personal information of the candidates. It is important that Physical Education teacher candidates have high levels of self-efficacy perception on teaching profession. A total of 904 teacher candidates 175 of whom are studying at department of Physical Education and Sport participated into the research voluntarily. &quot;The Self-efficacy Perception Scale of Teacher Candidates towards Themselves&quot; is used in the research. It is seen that Physical Education teacher candidates have higher levels of self-efficacy perception than other teacher candidates and that self-efficacy perceptions on teaching profession differ depending on gender variable. Also, it is found out that the correlation coefficient between scores obtained in the scale is meaningful both for Physical Education teacher candidates and other teacher candidates.
On the Margins of SoTL Discourse: An Asian Perspective
Author: Chng, Huang Hoon
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Geographic Isolation,Ideology,Cultural Influences,Asian Culture,Educational Practices,Educational Methods,Foreign Countries,Context Effect

The International Society for the Scholarship of Teaching and Learning (ISSOTL) began in 2004, constituted by 67 scholars, mostly from English-speaking countries located in the Western hemisphere. Since then, the world has become increasingly global and borderless, and students' movements across continents in search a good education have meant that today's classrooms are, in varying degrees, heterogeneous. Yet SoTL discourse--the metaphors employed, the issues identified, and SoTL methods or approaches to classroom practice--have remained largely Western in orientation. This paper describes three types of exclusions of Asian participants and perspectives in mainstream discourse on the SoTL: geographical isolation, methodological solipsism, and ideological exclusion. Through a review of the dominant scholarship, we argue that an international association like ISSOTL must take active steps to consciously acknowledge the need for alternative voices that are located outside its immediate realm and that the differences in practice, participants, and the politics of culture in locations outside the West need to be taken into consideration, or ISSOTL will risk losing relevance for a greater part of world. Or to put it more positively, ISSOTL has much to gain by paying attention to and not denying the existence of such enriching, if less familiar, perspectives.
One Important Lesson I've Learned from My Involvement with SoTL
Author: Mighty, Joy
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Leadership,Higher Education,College Faculty

As a regular feature in &quot;Teaching &amp; Learning Inquiry,&quot; we will ask leading thinkers in the field of SoTL to articulate one important lesson they have learned over the course of their careers. In this first installment, Joy Mighty talks about leadership in its numerous forms, from individual to institutional, and its potential for the development of SoTL. Before becoming the Associate Vice-­President, Teaching and Learning, at Carleton University in Ottawa, Joy was the Director of the Centre for Teaching and Learning and Professor in the School of Business at Queen's University in Canada. Joy has also served as the President of the Society for Teaching and Learning in Higher Education, and is the co-editor of &quot;Taking Stock: Research on Teaching and Learning in Higher Education.&quot;
The Challenge of Contextualising the Scholarship of Teaching and Learning
Author: Blair, Erik
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Context Effect,Teacher Researchers,Inquiry

Much of the literature in the field of the Scholarship of Teaching and Learning (SoTL) discusses the need for SoTL and how critical inquiry can support teaching and learning. This article supports much that has been said before but further suggests that, in order for SoTL to fulfil its ambitions, practitioner-researchers should consider the way that their environment shapes them. It is suggested that, by reflecting on their specific context, practitioner-researchers can engage in a practice that is more suited to supporting those who learn within such a context. Further, it is recommended that sharing such reflections through published work could help secure the development of such practice within and across the academy.