ethanporcaro/eric-fulltext-meta huggingface dataset:
Chemistry Teachers&apos; Level of Scientific Explanation about Change of State and Their Beliefs about Scientific Explanation
Author: Karaaslan, Emre Harun
Date: 2022-00-00
Type: Journal Articles
Subjects: Chemistry,Science Teachers,Teacher Attitudes,Science Instruction,Scientific Research,Phenomenology,Pedagogical Content Knowledge,Foreign Countries,Teacher Characteristics,High School Teachers

The purpose of this study is to examine the capability of chemistry teachers' scientific explanation on the subject of change of state related to daily life and their beliefs about scientific basis. The sample of this study constituted forty-six chemistry teachers working at different high schools in Gaziantep. The study was conducted following the phenomenographic research method. Within the scope of the study, a test consisting of open-ended questions was conducted to determine the teachers' capability to make scientific explanations and their beliefs about scientific explanations. Study findings showed that the chemistry teachers participating in this study had inadequacies in making scientific explanations and that their beliefs about scientific explanations were unsatisfactory.
Investigating the Challenges Facing the Teaching and Learning of Science and Technology in Selected Schools in the Ashanti Region of Ghana
Author: Humphrey-Darkeh, Assem
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Barriers,Technology Education,Teacher Attitudes,Government Role,Educational Finance,Science Teachers,Teacher Competencies,Educational Resources,Junior High School Teachers,Financial Support,Curriculum,Educational Facilities,Class Size

The heightening public apprehension about instructional deliveries and the learning of science in Ghanaian schools have taken a different dimension as many shareholders keep interrogating the Government's pledge to ensure equity and quality science education for primary schools in the country. The study explored and defined the standing and quality of teaching, learning, and assessment of science and technology while finding the challenges faced by science educators at the JHS level in selected schools in the Ashanti region. The study randomly sampled science teachers' views and students in 27 schools from the 27 districts in the Ashanti Region in Ghana. Fourteen (14) and thirteen (13) schools were sampled from rural and urban areas. It was found that Government inadequately funds most schools. As a result, few qualified science teachers can handle the integrated science topics, among many other setbacks. It was concluded that the lack of infrastructure, TLMs, and other factors make the teaching and learning of science practically impossible. These challenges can be mitigated when specific, well-defined measures such as the provision of required infrastructure, teaching, learning materials (TLMs), and a few more are urgently implemented.
Work Life Balance: Satisfaction of University Teachers Working from Home
Author: Awan, Riffat-un-Nisa
Date: 2022-04-00
Type: Journal Articles
Subjects: Family Work Relationship,College Faculty,Job Satisfaction,Work Environment,COVID-19,Pandemics,Family Needs,Labor Demands,Conflict,Females,Stress Variables,Distance Education

Work from home has become a new normal in this global pandemic situation. Exploration of work life balance in this new context has become imperative to deal this critical situation. This study intends to explore work life balance (WLB), family and work conflicts, work and family demands, satisfaction and challenges related with work from home and assessing their interrelationships and effects. It also measures the group differences based on demographic variables and the mediation effect of work family conflicts, and challenges of work from home in the relationship between WLB and satisfaction with work from home. The sample of the study was university teachers teaching from home to undergraduate and postgraduate classes during COVID-19. Data was collected using a self-developed questionnaire, administered online. Results suggest that majority of the respondents were balancing their lives with work from home and were satisfied with it but were facing work and family demands and conflicts while dealing family and work at a time under the same roof. The results revealed significant positive correlation between WLB and satisfaction with work from home, and negative association of, family and work conflict and demands and challenges of work from home with teachers' satisfaction and WLB. Females, single and young teachers, with more work load were facing more work demands while staying at home as compared to males, married and senior teachers with less workload. The results indicated that the work family conflict and challenges of work from home had significant effect on satisfaction of university teachers' work from home and were partially mediating the association between work-life balance and satisfaction with work from home. It was suggested that employees should make arrangements such as domestic help and rational distribution of time for both the roles to be more effective while working from home.
Supporting School-Law Enforcement Partnerships: Evidence from a Content Analysis of Memorandums of Understanding
Author: Welfare, Laura
Date: 2022-00-00
Type: Journal Articles
Subjects: Contracts,Law Enforcement,Schools,Police School Relationship,Partnerships in Education,Content Analysis,School Security,Training,Discipline

School-law enforcement partnerships benefit from well-written memorandums of understandings (MOUs) that have been collaboratively developed with input from school law enforcement agencies and school divisions. While many school-law enforcement partnerships report having MOUs, little is known about what information the MOUs provide. We conducted a content analysis of 73 MOUs from school-law enforcement partnerships in Virginia. We coded the MOUs to obtain information about MOU structure and format and the coverage of three topic areas: school resource officer (SRO) roles, SRO training, and SRO role in school discipline. Our analysis revealed most MOUs cover the three topic areas, but what the MOUs said about these topics varied tremendously. The findings suggest all those involved in MOU development might benefit from easily accessible, streamlined resources that outline what specific issues need to be addressed when creating MOUs and how to navigate nuanced discussions about the roles and training of SROs.
Examination of Parents&apos; Opinions on Early Childhood Learning
Author: Yazici, Dila
Date: 2022-08-00
Type: Journal Articles
Subjects: Parent Attitudes,Early Childhood Education,Child Development,Behavior Change,Educational Strategies,Parents as Teachers

Qualified and continuous learning experiences provided in early childhood have an important place in the development of the child. This should not be considered a situation that only concerns schools, but parents, who are the first teachers of the children, should be included in the process. For this reason, this study aimed to determine parents' views and practices on learning. The research was designed using basic qualitative research. The Snowball sampling method, one of the purposeful sampling methods, was used to select the sample. In this study, demographic information forms and semi-structured interview questions developed by the researcher were used as data collection tools. The data were collected by interview method. Descriptive analysis was used in the analysis of the data. As a result of the study, it was determined that parents perceive learning as a behavioral change and developmental process, that parents think that they learn by playing, exploring, and doing, and living, that their children should be able to express themselves and learn universal values, and they generally teach these as models. According to the results of the research, it has been determined that parents are knowledgeable about different instructional strategies used in early childhood, but they need to be supported.
Three Approaches to the Inquiry into Teacher Identity: A Narrative Review Enlightened by Habermas&apos;s Human Interests
Author: Rensijing, Liu
Date: 2023-00-00
Type: Journal Articles
Subjects: Inquiry,Professional Identity,Researchers,Teacher Characteristics,Research Methodology,Power Structure,Teaching Methods,Teacher Role,Professional Autonomy,Teacher Attitudes,Critical Theory,Phenomenology,Philosophy,Research Reports

Purpose: This paper attempts to review and conceptualize how different scholars approach research on teacher identity through the lens of three human interests defined by Jürgen Habermas. Design/Approach/Methods: This literature review, guided by Habermas's three human interests, illustrates the characteristics of three different approaches to the inquiry into teacher identity. Findings: This paper summarizes three approaches to researching teacher identity and their characteristics, namely the technical approach, the practical approach, and the critical approach. The implications for future research and teacher development are also discussed. Originality/Value: By incorporating Habermas's three human interests into teacher identity inquiries, this article offers a theoretical narrative review of the approaches to investigating teacher identity. Strengths and weaknesses of each approach as well as the possibility of a combined application of different approaches provide an original discussion of teacher identity research.
Chinese Intellectual Traditions as Global Resources
Author: Yang, Rui
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Epistemology,Social Sciences,Humanities,Non Western Civilization,Western Civilization,Global Approach,Interdisciplinary Approach

There has been little real progress in finding feasible approaches to addressing global knowledge asymmetries, especially in the social sciences and humanities. With China's new global role, how Chinese experiences could contribute to global theoretical construction in the human and social sciences becomes the order of the day? As the most valued resources for human, social, and cultural theorization, Chinese thought and experiences also serve as an effective catalytic agent for global intellectual pluralism. The great value of China's intellectual traditions in global theoretical construction fuels Chinese scholarship in the humanities and social sciences to win a reputation on the world stage.
The Development of Foodivity Interactive as an Interactive Multimedia to Improve Students&apos; Understanding of Food Nutrition Topic
Author: Putri, Sulistinayah Suwaka
Date: 2022-00-00
Type: Journal Articles
Subjects: Junior High School Students,Foreign Countries,Nutrition Instruction,Nutrition,Food,COVID-19,Pandemics,Distance Education,Multimedia Instruction,Multimedia Materials,Instructional Design,Instructional Effectiveness

The pandemic of COVID-19 has affected the education sector. All school access is restricted, transforming education into distance learning. This encourages educators to explore alternative methods for improving students' understanding. Interactive multimedia is a method of learning media that can promote efficiency, motivation, and student understanding of subjects. This research aims to measure the students' understanding of nutrition by developing festivity interactive as interactive multimedia. A preexperimental one-group pretest-post-test design was adopted. Developing multimedia using the instructional design process ADDIE (Analysis, Design, Develop, Implement, and Evaluate). The research subject was 53 junior high school students in West Java, more precisely in two locations, Sukabumi and Kuningan. The instrument consisted of an expert judgment rubric, a student questionnaire, and a multiple-choice objective test with pretest and post-test. The V Aiken index shows an average validation of 0.8125, indicating that the media is valid and can be used. Students responded positively to the questionnaire by a percentage of 93.01 percent. Based on the analysis, the N-gain value on students' understanding is 0.35. This indicates increased students' expert judgments in the moderate improvement category between the pre-and post-tests. The hypothesis test establishes that hypothesis H1 is acceptable, showing a significant difference between pre-and post-tests. These results indicate that using Foodivity Interactive as an Interactive Multimedia can enable students' understanding of nutrition topics.
The Effectiveness of STEM-Supported Inquiry-Based Learning Approach on Conceptual Understanding of 7th Graders: Force and Energy Unit
Author: Bakirci, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Inquiry,Grade 7,Secondary School Students,Scientific Concepts,Concept Formation,Science Instruction,Instructional Effectiveness,Student Attitudes,Hands on Science,Active Learning

This research examines the effectiveness of the STEM Supported Inquiry-Based Learning Approach on the conceptual understanding of 7th graders. In the study, a mixed-method design was adopted. The research was carried out with 64 students studying in a secondary school. The study used a Conceptual Understanding Test (CUT) and an Interview Form as data collection tools. Quantitative data obtained in the research were analyzed using ANCOVA and T-test. Qualitative data were proceeded by subjecting them to content and descriptive analysis. Examining the study results, STEM Supported Inquiry-Based Learning Approach increased students' conceptual understanding in the experimental group and the Inquiry-Based Learning Approach in the control group. It was determined that the science teaching in the experimental group was more effective in the conceptual understanding of 7th graders. The students stated that the science teaching in the experimental group was fun, created excitement, made them feel happy, instilled cooperation and team spirit, and thought by doing and living. Depending on the results obtained from the research, it was implicated that STEM-supported education should be carried out by determining the engineering design process steps suitable for the middle school level.
The Effect of Engineering Design-Based STEM Activities on the Refugee Students&apos; Sense of School Belonging
Author: Çakir, Zehra
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 7,Middle School Students,Foreign Countries,Refugees,STEM Education,Group Membership,Interpersonal Relationship,Engineering Education,Social Development,Individual Development,Positive Attitudes

In the research, the effect of engineering design-based STEM activities on the school belonging to seventh-grade refugee students was examined. A mixed-method was used in the research. The research sample consists of 32 Syrian refugee students studying in the 7th grade in the fall semester of the 2019-2020 academic year. The study lasted for ten weeks, with two lessons per week. In addition, the &quot;School Attachment Scale for Children and Adolescents&quot; was used as a quantitative data collection tool. On the other hand, qualitative data collection tools were used as &quot;STEM Education Reflective Diary Form, STEM Education Interview Form, and Teacher Interview Form,&quot; which were prepared based on quantitative scale items. Statistical methods were used to analyze the quantitative data obtained in the research, and content analysis was used in the qualitative data analysis. The quantitative data showed a significant difference between the pre-test and post-test scores. As a result, It was concluded that the engineering design-based STEM activities carried out contributed positively to the individual and social development of Syrian refugee students; their positive attitudes towards the lesson and the teacher impacted their sense of belonging to the school.
The Effects of STEAM-Based Activities on Gifted Students&apos; STEAM Attitudes, Cooperative Working Skills and Career Choices
Author: Konkus, Özge Ceylan
Date: 2022-00-00
Type: Journal Articles
Subjects: Gifted,Grade 5,Elementary School Students,STEM Education,Art Education,Student Attitudes,Cooperation,Skills,Career Choice,Learning Activities,Foreign Countries

STEAM is one of the teaching strategies frequently used in science education in recent years to ensure the development of students of different ages and characteristics. This study aimed to reveal the effect of STEAM-based activities on gifted students' STEAM attitudes, cooperative working skills, and career choices. For this purpose, a single group pre-test post-test design was used. Thirty-seven secondary school fifth-grade students (10-11 years old) diagnosed as gifted participated in the research. STEAM-based activities were applied to the students for ten weeks. STEAM Attitude Scale, Cooperative Learning Process Scale, and an open-ended question form for career choices were used as data collection tools. The Wilcoxon Signed Rank Test was used for the quantitative data analysis, and thematic analysis was used for qualitative data. At the end of the application, it was observed that the students' attitudes toward STEAM increased; cooperative working skills improved; they turned to STEAM disciplines in their career choices. It is recommended to give STEAM education to gifted students from an early and guide them to shape their careers.
The Impact of STEM Applications on Problem-Solving Skills of 4th-Grade Students
Author: Zengin, Rasit
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Grade 4,Elementary School Students,Problem Solving,Program Effectiveness,Foreign Countries,Science Education,Learning Activities,Scientific Concepts,Concept Formation,Student Attitudes

This study examined the impact of STEM applications realized with 4th-grade elementary school students on their problem-solving skills. The study was conducted within the convergent parallel design framework, a mixed research method. The research was carried out with 42 4th-grade primary school students, 21 in the experimental group and 21 in the control group, studying in a public school in Turkey. In the study, which lasted for ten weeks, STEM applications were carried out with the students in the experimental group. The control group applied the current science curriculum without performing STEM applications. The research data consists of the Developing Problem Solving Inventory for Children at the Level of Primary Education (PSIC) and the semi-structured interview conducted with the students in the experimental group. Quantitative data were analyzed using an independent sample t-test, while qualitative data were analyzed with content analysis. When the PSIC post-test scores of the 4th-grade primary school students in the experimental and control groups were examined, a statistically significant difference was found in favor of the experimental group. According to the qualitative data analysis of the study, it was determined that the students encountered various problems in the process and developed solutions for them. The students stated that using STEM activities in the classes is fun, so they learn more permanently and easily, and they want the classes to be delivered in this way from now on.
Capturing School Context Characteristics Using the Job Demands-Resources Model: Adaptation and Validation
Author: Li, Bing
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Environment,Professional Development,Foreign Countries,Educational Resources,Teaching Styles,High School Teachers,Junior High School Teachers,Elementary School Teachers

Work environments are pivotal to teachers' professional development. However, effective instruments assessing teachers' perceived work context are still lacking. The principal aim of the present study was to validate a Work Environments Inventory for Teachers (WEIT) constructed using the Job Demands-Resources (JD-R) model. Two studies were implemented on two independent samples totaling 696 (232 for Study 1 and 464 for Study 2) schoolteachers in Mainland China. Both exploratory and confirmatory factor analyses were employed to cross-validate the WEIT. The external construct validity of the WEIT was estimated through investigating its connection with the Thinking Styles in Teaching Inventory. Findings indicated that the WEIT is an adequate measure to map the characteristics of work environments for schoolteachers. Limitations are discussed and implications for future studies are suggested.
Examining the Primary School Teacher Candidates&apos; Science Learning Skills in Terms of Their Attitudes towards Science and Their Science Teaching Self-Efficacy Beliefs
Author: Aydede, Meryem Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Science Education,Scientific Attitudes,Teacher Attitudes,Self Efficacy,Preservice Teachers,Foreign Countries

This study aims to investigate the relationship between the science learning skills of primary school teacher candidates and various variables. A correlational survey design was used in the study as a research methodology. With the correlational survey design, the relationships between the science learning skills of the primary school teacher candidates and some variables were examined and their effectiveness in predicting their science learning skills was determined. This study was conducted on 160 teacher candidates in the spring term of the 2019-2020 academic year. As a result of the study, a high level of correlation was found between the science learning skills of the primary school teacher candidates and their self-efficacy belief in science education. In addition, it was found that 38% of science learning skills were explained by attitudes and beliefs. In other words, it was seen that the affective characteristics of pre-service teachers about science significantly affected their science learning skills. In the light of these results, it is recommended to carry out studies in the education process to develop the necessary skills before considering the cognitive competencies of primary school teachers about science. They should also develop positive feelings towards science and gain the understanding that science is not a field of memorization, but a fun field necessary to make sense of the world.
An Examination of Story Narration by Monolingual and Bilingual Turkish Children
Author: Salihoglu, Umut M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Story Telling,Monolingualism,Bilingualism,Turkish,Italian,Picture Books,Narration,Language Usage,Grammar,Age Differences,Young Children

In the present case study, we aimed to explore whether there were any differences between monolingual Turkish and Turkish-Italian bilingual children in terms of their use of language structures in Turkish while narrating a story from a picture book titled &quot;Frog, where are you?&quot; by Mayer (1969). Four monolingual Turkish and three Turkish-Italian bilingual children narrated the story. The data from the recordings indicated some differences in terms of preference for certain language features like tense differences in their story narration. While younger monolinguals reported the events in the story with past tense markers like &quot;-mIs&quot; and &quot;-Iyor,&quot; bilingual children displayed a marked tendency for the past tense &quot;-mIs&quot; marker. The older children in both groups chose to use the &quot;-Iyor&quot; marker used by monolingual teenagers and adults. We argued that such differences in preferences might indicate an effect of Italian, or the interlanguage varieties might be responsible for the discrepancies. Explanations as to why these differences might have occurred and some practical suggestions for educators are provided in the study.