ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Critical Thinking Skills: Literature Review
Author: Alsaleh, Nada J.
Date: 2020-01-00
Type: Journal Articles
Subjects: Teaching Methods,Critical Thinking,Thinking Skills,Instructional Innovation,Skill Development,Course Content,Information Technology,Cognitive Tests,Instructional Effectiveness

Critical Thinking (CT) has been recognized as one of the most important thinking skills and one of the most important indicators of student learning quality. In order to develop successful critical thinkers, CT must be incorporated into the curriculum content and teaching approaches and sequenced at all grade levels. This research provides a systematic review of the extant literature on teaching CT skills. The comprehensive review led to the building of a conceptual framework that discusses the four main debates among the researchers engaged in the field of teaching CT. One of these debates; can technology promote students CT skills? Overall, the study of actual practices indicates that teaching approaches tend to focus on subject content rather than CT development. The results indicate a gap in teaching CT skills in terms of innovative methods and particularly in the use of new technologies. They also highlight the need for further research that investigates new approaches for teaching CT skills.
The Relationship between Attitudes towards Digital Gaming and Sports
Author: Namli, Sevinç
Date: 2020-01-00
Type: Journal Articles
Subjects: Athletics,Computer Games,Correlation,High School Students,Adolescents,Student Attitudes,Physical Activity Level,Foreign Countries,Body Composition,Age Differences,Gender Differences,Body Weight,Physical Development,Cognitive Development,Social Development,Play

The fact that the passion for digital gaming, which brings a sedentary lifestyle, replaces traditional games requiring exercise and physical education also has a negative impact on the health of children and adolescents. In this study, it was aimed to examine and evaluate high school students' attitudes towards digital gaming and sports by certain variables. This study, which aimed to investigate and evaluate high school students' attitudes towards digital gaming and sports, utilized the correlational model. This study was carried out in Tevfik Ileri Anatolian High School in Erzurum in the 2019-2020 academic year. 193 students participated in the study and the distribution of normality of data by each variable was tested with Skewness-Kurtosis and Shapiro-Wilk tests. As a result of the analysis, it was found that the data were not distributed between ±1. Therefore, non-parametric tests were used to analyze the data of the research. To sum, the increase in the attitudes towards digital gaming decreases the attitudes towards sports. It is an indisputable conclusion that playing digital games responsibly contributes to the development of students in some areas. However, the students should be informed about the fact that digital games containing physical activities will increase such a contribution to their mental and physical developments.
Examining Media Literacy Levels and Personality Traits of Physical Education and Sports Students According to Certain Demographic Variables
Author: Yaman, Metin
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Media Literacy,Personality Traits,Physical Education,College Students,Personality Measures,Gender Differences,Age Differences

The present study aims to examine the media literacy and personality traits of physical education and sports students according to certain demographic variables. 197 volunteering students of 80 females and 117 males who studied at Sakarya University Faculty of Sports Sciences and Bartin University Physical Education and Sports College in 2016-2017 academic years participated in the study. In order to define the students' personality traits &quot;Ten-item Personality Scale&quot; (TPS) was used. In order to define media literacy, &quot;Media Literacy Level Identification Scale&quot; was used. Statistical analysis of the data was carried out through Kruskal Wallis H Test, Mann Whitney U Test and Spearman Correlation Test in the SPSS 22.0 program. The analyses showed a significance level of p&lt;0,05. The results of the study showed that media literacy levels of the students was average and media literacy levels did not differ significantly according to their gender and age group variables (p&gt;0.05). When the students' personality traits were examined, personality trait of openness to experiences was average and the other personality traits were above average. When gender variable was taken into consideration, male students had significantly more openness to experience in their personality traits than female students (p&lt;0.05); while according to the age group variable, 20 year-old students had more responsible personality than 19 year-old students (p&lt;0.05). Additionally, there was a positively significant relationship between the students' personality traits and their media literacy (p&lt;0.05). As a result, gender and age variables were not important determiners; whereas age and gender variables influenced the personality traits. The findings revealed that university students' age and gender influenced their personality traits; while they did not influence the students' media literacy. Additionally, there was a statistically significant relationship between the students' personality traits and their media literacy. For future studies, suggestions could include a number of different variables that influence personality traits and media literacy of university students such as various age groups, school types, locations and parent attitudes; comparing electronics they have, digital media tools, etc to demographic variables.
Effects of Different Learning Environments on Pre-Service Teachers&apos; Justification
Author: Bozkurt, Ali
Date: 2020-01-00
Type: Journal Articles
Subjects: Educational Environment,Preservice Teachers,Mathematics Teachers,Student Attitudes,Instructional Materials,Mathematics Instruction,Geometry,Mathematics Skills,Mathematical Logic,Inquiry,Active Learning,Problem Solving,Mathematics Tests,Achievement Tests,Scores

Justification skills should be fostered in teaching mathematics as they are highly related to effectiveness in problem solving. However, pre-service mathematics teachers do not always have the necessary skills in using mathematically convincing language and justifying their solutions. Thus, they should be introduced to a variety of instructional materials and tasks that may contribute to their justification skills. In this study, researchers investigated effect of different learning environments, including dynamic geometry environments and physical instructional materials, on 139 first year pre-service mathematics teachers' level of justifications. The participants were formed into two treatment groups: the physical instructional materials environment group and the dynamic geometry environment group. In this non-equivalent experimental group design study, the data was collected via pre- and post-tests. No statistically significant difference was found between the treatment groups. The number of mathematically convincing arguments increased at the end of the treatments. The study shows that the use of inquiry-based activities in dynamic geometry and physical instructional material environments might have helped learners improve their level of justifications in geometry.
A Needs Analysis of ESP in Textile Engineering Profession in Ethiopian Context
Author: Belachew, Medhanit
Date: 2020-00-00
Type: Journal Articles
Subjects: Clothing,Industry,English for Special Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Corporations,Language Skills,Skill Development,Human Resources,Administrator Attitudes,Business Communication,Needs Assessment,Communicative Competence (Languages),Teaching Methods

This study investigated the English language needs of textile industries in Ethiopia so as to help prepare the students in textile engineering which is currently one of the popular fields at the university level. The data were collected from six textile companies that were selected randomly. Through 156 questionnaires and from interview with eight General Managers, Human Resource Managers and section leaders on the tasks performed in English and the English language needs of the textile industries further information were collected. The results indicate that the textile companies perform many activities using English; therefore, speaking, reading and writing skills are necessary for professionals in the textile fields to function properly in their working environments. Consequently, appropriately designed ESP courses could build textile professionals' capacity through needs-based language skills development.
E-Learning in Sports Education Institutions in Turkey
Author: Aras, Emine
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Physical Education,Athletics,Higher Education,College Students,Student Attitudes,Gender Differences,Marital Status,Attitude Measures,Scores

This study was aimed to reveal the attitudes of students who receive sports education at higher education level to e-learning and opinions of academicians who work in these institutions to e-learning by adopting a mixed method research. For the students who receive sports education, the scale, &quot;Attitude to E-Learning Scale (AEL)&quot; was implemented. The gathered data was analysed with parametric and non-parametric tests by using SPSS 22.0 package software. For the academicians who work in sports education institutions, face-to-face interviews were conducted. The analysis of the gathered data was conducted by using qualitative content analysis processes and the modeling of the inferred situation was done by using QSR NVIVO-10 software. In the analysis of the attitudes of students who receive sports education to e-learning, in the gender variable of the AEL scale, significant differences were detected between the Inclination to E-Learning (IEL) sub-scale and the gender, marital status and the studied department. In the correlation analysis, it was determined that the strongest relationship was between IEL and AEL scales and it was at a high-level. In the regression analysis, it was determined that the IEL sub-scale explains the 64% of the whole AEL scale.
The Effect of Differentiated Mathematics Programs on the Mathematics Attitude of Gifted Children
Author: Deringöl, Yasemin
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Outcomes of Education,Individualized Instruction,Mathematics Instruction,Student Attitudes,Academically Gifted,Elementary School Students,Grade 5,Instructional Effectiveness,Attitude Measures,Scores,Control Groups,Experimental Groups

Mathematically gifted and talented students are different from other students when it comes to their needs and requirements. Therefore, it is necessary to develop and apply programs suitable for their readiness, interest and learning profiles. For this purpose, the aim of this study is to investigate the effect of a differentiated mathematics instruction program developed for gifted and talented students on their mathematical attitudes. In the study, &quot;Mathematics Attitude Scale&quot; developed by Baykul (1990) was used to measure the mathematics attitude of students in Turkey diagnosed as gifted and talented. The study was designed as a controlled pre-test post-test experimental study. The study sample consisted of twenty-four fifth grade gifted students, 12 children in the experimental and 12 in the control group. The statistical analysis of the data collected in the study was made using SPSS 16.0 and it was found that a differentiated mathematics teaching program prepared by the researcher increased the mathematics attitude of gifted and talented students.
Examination of the Relationship between Individual Innovativeness Levels and Professional Innovativeness Tendencies of Primary School Teacher Candidates
Author: Can, Asena Ayvaz
Date: 2020-00-00
Type: Journal Articles
Subjects: Innovation,Preservice Teachers,Elementary School Teachers,Foreign Countries,Classification,Gender Differences,Grade Point Average,Parent Background,Educational Attainment

The aim of this study is to examine the level of individual innovation and the professional innovativeness tendencies of the primary school teacher candidates. Scanning model was used in the research. The population of the study consists of 192 primary school teacher candidates studying in the faculty of education. Kiliçer and Odabasi's (2010) Turkish adaptation of &quot;Individual Innovativeness Scale&quot; and &quot;Professional Innovativeness Tendencies Scale&quot; developed by Yilmaz, Sogukçesme, Ayhan, Tuncay, Sancar ve Deniz (2014) and personal data form is used as a data collection tool. The mean points of individual innovation of teacher candidates is found at low levels. While the individual innovation points of the primary school teacher candidates differ according to the level of the father education, it is found that the professional innovation tendencies differ according to the grade level. It was concluded that there was a moderate, positive and significant relationship between the individual innovation points of the primary school teacher candidates and the professional innovativeness tendencies. In this respect, the participation of primary school teacher candidates should be encouraged for scientific activities such as conferences, seminars and workshops on topics such as innovation, creativity, problem solving and critical thinking.
A Systematic Review of Educational Design Research in Finnish Doctoral Dissertations on Mathematics, Science, and Technology Education
Author: Lehtonen, Daranee
Date: 2019-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Intervention,Doctoral Students,Teamwork,Interdisciplinary Approach,Futures (of Society),Foreign Countries,Instructional Design,Educational Research,Theory Practice Relationship,Correlation,Cooperation,Research Methodology,Mathematics Education,Science Education,Technology Education

Since educational design research (EDR) was introduced to educational research at the beginning of the 1990s, it has gained recognition as a promising research approach that bridges the gap between research and practice in education. This paper aims to investigate how EDR has been utilised and developed and which challenges it has faced by systematically reviewing 21 Finnish EDR doctoral dissertations on mathematics, science, and technology education published between January 2000 and October 2018. The findings indicate that all dissertations yielded practical and theoretical contributions. Moreover, common EDR characteristics, including the use of educational problems in practice as a point of departure, research in real-world settings, evolution through an iterative process, development of practical interventions, and refinement of theoretical knowledge, were found in all dissertations. Most of the doctoral researchers were confronted with challenges, such as high demand for EDR with limited resources and difficulties associated with multidisciplinary teamwork. However, the dissertations were diverse in terms of research contexts, practical educational problems, research outcomes, research methodologies, scale, and collaboration. This systematic review not only enhances the understanding of the utilisation, development, and challenges of EDR but also provides implications for future EDR.
Conceptualizing Democracy as Preparation for Teaching for Democracy
Author: Kleine, Karynne L. M.
Date: 2019-12-00
Type: Journal Articles
Subjects: Democracy,Middle School Teachers,Teacher Educators,Citizen Participation,Power Structure,Diversity,Cooperation,Disadvantaged,Preservice Teachers,Values,Democratic Values,Citizenship Education,Preservice Teacher Education

In this essay, a broad spectrum of the work of influential educational scholars was examined in order to identify crucial components of teaching for democracy. Synthesizing the literature with their experiences as middle level teachers and teacher educators, the authors determined those conceptions that would be most fruitful for moving pre-service teachers to enact the more &quot;muscular&quot; concepts that foster civic participation and social justice. This collaboration resulted in the identification of four democratic practices as a foundation for designing a course on teaching for democracy. These included amplification of the voices of historically marginalized people, recognition that those in power must work to meet the needs of those without power, recognition of the advantages of diversity even at the potential expense of efficiency, and collaboration in order to teach for democracy.
An Investigation of Grade Level and Gender-Based Science Achievement Gaps in Schools with Different Science Achievement Levels = Farkli fen basari düzeylerine sahip okullarda sinif düzeyi ve cinsiyete dayali fen basari farkliliklarinin arastirilmasi
Author: Acar, Ömer
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Program Divisions,Elementary School Students,Middle School Students,Grade 5,Grade 6,Grade 8,Gender Differences,Science Achievement,Achievement Gap,Low Achievement,High Achievement,Institutional Characteristics,Science Tests,Grades (Scholastic)

Science achievement gap between fifth, sixth, and eighth grades and boys and girls in low and high performing schools were under investigation in the present study. In accordance with this purpose, three schools were selected to represent high performing schools and two schools were selected to represent low achieving schools for their performance on a nationwide exam. A total of 612 fifth, 816 sixth, and 604 eighth grade students in high achieving schools and 231 fifth, 364 sixth, and 328 eighth grade students in low achieving schools constituted the study sample. Students' end of semester science grades were used as their science achievement measure. Results showed that students' science achievement decreased from 5th grade to upper grades both in low and high achieving schools. In addition, they showed girls' science achievement was higher than boys in several grade levels both in low and high achieving schools. Finally, results showed that science achievement gap between genders is more evident in high achieving schools.
An Investigation into Using Kagan Cooperative Learning Model to Enhance English Oral Communication Ability of Bhutanese Students
Author: Singay
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral Language,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Performance Based Assessment,Comparative Analysis,Grade 7,Foreign Countries,Cooperative Learning,Secondary School Students,Lesson Plans,Pretests Posttests,Instructional Effectiveness,Language Tests,Test Validity,Story Telling

The present study investigates the effects of the Kagan cooperative learning (CL) model on the English oral communication ability of Bhutanese students. A quasi-experimental design was employed using two classes: the control group (n=22) and experimental group (n=23). The participants of this study were forty-five students of Tsheyang Higher Secondary School. The research instruments were the treatment and data collection instruments. The treatment consisted of seven lesson plans focused on the Kagan CL model, and the data collection instruments consisted of an English oral communication ability pretest and posttest, and a performance-based assessment of seven English oral communication ability tasks. The results revealed that the Kagan CL model was effective in enhancing the English oral communication ability of seventh-grade Bhutanese students. The results of the English oral communication ability pretest and posttest showed that the mean scores of the students in the experimental group were significantly higher than the control group. In addition, the results of the performance-based assessment indicated that the mean scores of the students in the experimental group were significantly higher than the control group in five out of seven oral communication ability tasks.
Design and Evaluation of Practice-Oriented Materials Fostering Students&apos; Development of Problem-Solving Competence: The Case of Working Backward Strategy
Author: Kuzle, Ana
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Education,Heuristics,Learning Strategies,Thinking Skills,Elementary School Students,Design,Grade 5,Instructional Effectiveness,Foreign Countries

In a design-research project on problem-solving, theory-based and practice-oriented materials were developed with the goal of fostering systematical development of students' problem-solving competence in a targeted manner by learning heuristics. Special attention was given to working backward strategy, which has been shown difficult for students to learn and use. In the study, 14 Grade 5 students participated in explicit heuristic training. The results show that even though the students intuitively reversed their thought processes before the explicit training, they experienced difficulties when solving complex reversing tasks, which improved considerably after explicit heuristic training. Thus, the study results showed that the developed materials using design-based research-approach promoted the development of students' flexibility of thought when problem-solving by working backward. At the end of the paper, the results are discussed with regard to their theoretical and practical implications.
Pedagogical Experiments with MathCheck in University Teaching
Author: Kaarakka, Terhi
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Experiments,College Mathematics,Mathematics Instruction,Computer Assisted Instruction,Constructivism (Learning),Educational Improvement,Instructional Effectiveness,Independent Study,Problem Solving,Educational Technology,Foreign Countries

MathCheck is a relatively new online tool that gives students feedback on their solutions to elementary university mathematics and theoretical computer science exercises. MathCheck was designed with constructivism learning theory in mind and it differs from other online tools as it checks the solutions step by step and shows a counter-example if the step is incorrect. It has been in student use since the autumn of 2015 and under design-based research from the first online day. The main research questions of this study are the following. 1) How can the usage of MathCheck support the aspects of conceptual understanding and procedural fluency of constructivism learning? 2) How can MathCheck empower both students and teachers in the education of mathematics? This paper presents the results of five pedagogical experiments considering both students' and teachers' point of views. In each experiment, the students have suggested improvements, which have affected the further development of MathCheck. In general, both students and teachers have given positive feedback on MathCheck. MathCheck seems to support learning better than tools that only provide the &quot;incorrect&quot;/&quot;correct&quot; verdict after checking the answer. MathCheck is suitable for independent studying as well as an addition to traditional lectures. In the best case, it can reduce teachers' workload during courses.