ethanporcaro/eric-fulltext-meta huggingface dataset:
Translocating Classroom Discourse Practices during the Covid-19 Pandemic in China: A Reflective Nexus Analysis Account
Author: Jocuns, Andrew
Date: 2020-10-00
Type: Journal Articles
Subjects: Classroom Communication,Discourse Analysis,Electronic Learning,Web Based Instruction,Online Courses,Foreign Countries,COVID-19,Pandemics,Technology Uses in Education,Adjustment (to Environment)

The present study is a reflective nexus analysis of classroom discourse practices that emerged during the Covid-19 pandemic crisis induced online teaching and learning. Nexus analysis is an action focused approach to discourse analysis that incorporates aspects of ethnography to examine that actions that make up the discourse in complex social behavior. Through a series of case studies, we examine how teachers adapted to teaching and their reflections on the classroom discourse practices that emerged and their reflections on how students adapted to online learning. Using the initiation-response-evaluation sequence (IRE) as a means of comparison across the case studies we discuss how teachers developed novel practices in the online world where the IRE emerged in either flipped or blended practices. Both teachers and students had adapted to this new context in becoming online teachers and online learners navigating new subject positions that reflect Gee's big 'D' Discourse. The study also illustrates how nexus analysis can be used as a reflective analysis through an examination of the discourses in place, interaction order, and historical body(ies) that were affected by the move to online teaching during the Covid-19 pandemic.
An Analysis of the Effect of Peer and Teacher Feedback on EFL Learners&apos; Oral Performances and Speaking Self-Efficacy Levels
Author: Au, Hong Yu Connie
Date: 2020-00-00
Type: Journal Articles
Subjects: Feedback (Response),English (Second Language),Second Language Learning,Oral Language,Speech Skills,Self Efficacy,Public Speaking,Foreign Countries,College Students,Pretests Posttests,Peer Evaluation,Student Evaluation

This quasi-experimental study aims to determine EFL learners' speaking self-efficacy levels and to examine the changes in oral performances after receiving feedback in three module courses. The relationship between speaking self-efficacy and oral performances after receiving feedback was also studied. Quantitative method was applied in this study. The study was conducted among thirty-three EFL prep-school participants in a state university in Turkey. The research began with the implementation of a speaking self-efficacy scale (pretest) and a speaking test. This process was followed by three oral treatments following teacher and peer feedback and the same speaking test. Repeated treatments and the same speaking test were conducted in the other two modules, as well as a final speaking self-efficacy scale (post-test). The results of the speaking self-efficacy scale revealed that students generally possess high speaking self-efficacy level. The findings also showed that students demonstrated significant changes in their oral performances following feedback treatment in both groups. In the final speaking test, participants who received teacher and peer feedback improved by 212.36% and 161.20% respectively compared to the first speaking test. However, no significant correlation between the two variables was observed. This may suggest that the sample size was insufficient to observe such a relationship.
Variability in Peer-Peer Scaffolding during Writing Tasks in L2 English
Author: Saadat, Mahboobeh
Date: 2020-10-00
Type: Journal Articles
Subjects: Collaborative Writing,Peer Teaching,Scaffolding (Teaching Technique),Second Language Learning,English (Second Language),Translation,College Students,Foreign Countries,Discussion,Grammar

Although the literature on collaborative writing has revealed the advantages of collaboration in improving the writing quality of learners, few studies have examined the development of the interaction qualities during collaboration. Thus, the present study tracked the development of scaffolding episodes (SEs) in the collaborative performance of two purposively selected pairs (from among eight pairs) of EFL learners within the frameworks of sociocultural theory (Vygotsky, 1978) and dynamic systems theory (Thelen &amp; Smith, 1994). The pairs were asked to write on eight tasks during the semester. The microgenetic analysis of the pairs' interactions in terms of SEs showed that suggesting was the most frequently used SE by Pair C and Pair D; instructing was the least frequently used SE by Pair C; translating was the least frequently used SE by Pair D. In addition, the analysis of the language related episodes (LREs) used during the scaffolding process indicated that although Pair C produced more turns than Pair D, the frequency of LREs per turn was more in the productions of Pair D. Moreover, among different types of LRE (i.e., form, lexis and mechanics), lexis was produced most frequently by both pairs.
An Investigation of Environmental Literacy Levels and Environmental Pollution Images of 7th Year Pupils in Primary Education
Author: Özer-Keskin, Melike
Date: 2020-00-00
Type: Journal Articles
Subjects: Environmental Education,Multiple Literacies,Knowledge Level,Grade 7,Secondary School Students,Public Schools,Freehand Drawing,Student Attitudes,Consciousness Raising,Conservation (Environment),Pollution,Climate,World Problems,Social Responsibility,Gender Differences,Foreign Countries

Environmental education is defined as raising self-sacrificing people with an awareness of all kinds of problems and solutions to create a more sustainable environment. Environmental literacy is essential in environmental education. The concept of environmental literacy means having a good education in the field of the environment and a high level of knowledge about the environment. This research is a descriptive study examining the environmental literacy levels and environmental pollution images of 7th grade pupils in primary education. The study was conducted with 76 pupils in four classes of a public secondary school in the city of Ankara in the 2018-2019 academic year. 35 (46.1%) female and 41 (53.9%) male pupils participated in the study. The Environmental Literacy Scale, the Environmental Sensitivity Scale, the Environmental Behaviour Scale, and the Cognitive Skills Interview Form developed by Sontay, Gökdere, and Usta (2015) were used in the study. In addition, the pupils were asked to draw environmental pollution themed pictures in order to explore their images of environmental pollution. The drawing method was used to reveal the pupils' perceptions about environmental pollution. [This study was presented at the 4th International GAP Conference on Social Sciences, 29 November-1 December, Sanliurfa, 2019.]
An Analysis of Vocabulary Learning Strategies Employed by Thai EFL Undergraduates: Dictionary Use
Author: Panduangkaew, Ratiporn
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Strategies,Vocabulary Development,Undergraduate Students,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Taxonomy,Bilingualism,Dictionaries,Preferences,Teaching Methods,Instructional Effectiveness

As a number of researchers in Thailand have investigated the use of vocabulary learning strategies by Thai learners at all levels, it is now worth specifically looking at how undergraduates learn new vocabulary words since these learners are considered more mature and might have learned more strategies compared to those with lower levels of education. In this article, the VLS taxonomy from Schmitt (1997) is emphasized with an aim to recognize possible links among the results from various studies on the use of VLS by Thai learners at a university level. Among the various research studies the writer looked at, only five of them with a VLS questionnaire adapted from Schmitt's (1997) were selected to be presented in this paper. The findings all revealed that Thai EFL undergraduates prefer using a bilingual dictionary to other vocabulary strategies in their attempt to comprehend the meaning of the target word. This not only affirms the learners' preference but also reflects how they were involved in VLS instruction throughout their lifelong learning. Hence, this article provides some thoughts concerning the popularity and benefits of bilingual dictionaries. Also, Thai lecturers can make use of the findings to improve their VLS instruction and inquire further as to whether this strategy is still a top ranking one in long-term observations in order to be better able to handle effective VLS instruction.
EFL Learners&apos; Pre-Listening Strategy Use
Author: Paranapit, Korapin
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Social Networks,Teamwork,Capstone Experiences,Agricultural Education,College Students,English Language Learners,Asians,Listening Skills,Learning Strategies,Network Analysis

To investigate pre-listening strategy use of Thai EFL learners, the pre-listening strategy use questionnaire and the listening quiz paper were administered to collect data from 48 Thai EFL learners. The quantitative data indicated that the participants were well aware of the strategy of finding out about the task and were certain of using it. However, the participants may not be well aware of the other strategies and may not perceive using these strategies at their best effort. The qualitative data seemed to indicate correspondingly. The findings of the present study can be used as springboard for listening activity design as well as for further research.
Regional Educational Equity: A Survey on the Ability to Design Scientific Experiments of Sixth-Grade Students
Author: Xiantong, Yang
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 6,Science Experiments,Science Process Skills,Gender Differences,Research Design,Regional Characteristics,Differences

Due to the vast territory, there are problems of unbalanced development of education and students' ability level in China. In order to explore the relation between regional education equity and the development of students' scientific ability, and to better promote the development of education and students' growth, it is urgent to carry out the research. In the context of regional coordinated development, stratified random sampling and cluster sampling were used to study the ability to design scientific experiments of 742 sixth-grade students in Beijing. The results showed that, first of all, the ability to design scientific experiments of 742 sixth-grade students in Beijing was low and the developmental level was not coordinated. Secondly, there was a significant correlation between gender and students' ability to design scientific experiments. In addition, there was a significant negative correlation between districts and the ability to guess and predict. Finally, significant positive correlations were found among the internal structures of ability to design scientific experiments. Therefore, in order to promote the coordinated development of students' ability to design scientific experiments, this paper puts forward effective suggestions in four aspects: improving science teachers' professionalism, offering experimental resources, updating teaching philosophy and strengthening curriculum construction.
Examining the Effectiveness of Simulation-Based Lessons in Improving the Teaching of High School Physics: Ghanaian Pre-Service Teachers&apos; Experiences
Author: Agyei, Elizabeth Darko
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,High School Students,Simulation,Instructional Effectiveness,Information Technology,Technology Integration,Physics,Science Instruction,Case Studies,Microteaching,Cooperative Learning,Preservice Teachers,Teaching Experience,Foreign Countries

Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools despite the Government of Ghana's initiatives to support technology-oriented, learner-centred and interactive teaching practices. This study examined the effectiveness of simulation-based lessons in improving the teaching of high school physics by adapting the five dimensions for meaningful learning with information and communication technology model by Howland, Jonassen and Marra (2012) as a theoretical lens. Using an explanatory case study design, eight pre-service physics teachers from the University of Cape Coast, Ghana were engaged to develop and design simulation-based physics lessons in design teams and enact these lessons among themselves in microteaching sessions. Results showed that the simulation-based lessons were effective in that the pre-service teachers' teaching practices improved to be learner-centred and interactive. The results also suggested that although a combination of all the dimensions of meaningful learning was key to the effectiveness observed with each of the simulation-based lessons, the Cooperative dimension was found to possess a unique potential for sustaining the other dimensions in order to facilitate improvements in the teaching of physics with simulations.
Students&apos; and Teachers&apos; Perception of Scientific Models: Transition from Daily to Scientific Language
Author: Lee, Show-Run
Date: 2019-00-00
Type: Journal Articles
Subjects: Models,Student Attitudes,Teacher Attitudes,Grade 4,Grade 6,Grade 8,Science Teachers,Elementary School Students,Secondary School Students,Foreign Countries,Sciences,Science Education,Elementary School Teachers,Secondary School Teachers,Differences,Concept Formation

The use of scientific models has been regarded as an important skill for scientific enquiry. However, although many national curricula and major international science education reform movements have stressed the use of scientific models in science teaching and learning, students and teachers generally do not know how to perceive models properly. This research explores these perceptions about scientific models using the Perception of Models in Science (PMS), a self-developed instrument designed to collect participants' model perceptions, among 218 grade 4, 6 and 8 students, as including 57 of the science teachers in their respective schools, and treated these statistically with analysis of variance, post hoc analysis and cluster analysis. Results showed that the groups of students and teachers agreed that the most acceptable model representation is reality but remained uncertain on whether a model can be presented through nonreality representations (i.e., diagram, graph, symbol, writing and speech). Participants did not significantly differ in perception intensity of seeing each model representation and held three kinds of model perceptions: daily language, transitional and scientific language. This research thus proposes action plans in managing this transitional perspective in learning the concepts of scientific models.
The Correlation between Renewable Energy Knowledge and Attitude: A Structural Equation Model with Future&apos;s Educators
Author: Genç, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Energy,Energy Conservation,Positive Attitudes,Preservice Teachers,Science Teachers,Futures (of Society),Structural Equation Models,Student Attitudes,Attitude Measures,Factor Analysis,Science Instruction,Goodness of Fit,Knowledge Level

It is important to create positive attitudes and enough knowledge for preservice science teachers about renewable energy for future. The aim of this research was to show the correlation between renewable energy knowledge and subdimensions of attitude towards renewable energy with Structural Equation Modeling (SEM). The research was conducted by the analysis of 1145 pre-service teachers' answers to questionnaires data using SEM. Two questionnaires used for data collection which first was renewable energy knowledge scale that Cronbach's alpha was 0.82 and the second was renewable energy attitude scale that Cronbach's alpha was 0.87. Initially, Kaiser-Meyer-Olkin and Bartlett's tests were done with SPSS to test appropriateness of subdimensions to factor analysis. Exploratory factor analysis was done for the subdimensions that were seen to be suitable for factor analysis and then structural model was tested with LISREL. At the end of the SEM test, it was found that there are positive relations between renewable energy knowledge of preservice teachers and their attitudes towards renewable energy. The more knowledge and attitudes about renewable energy can be improved, the more positive attitudes and behaviors will be provided to individuals and the efficient use of renewable energy types will be realized.
An Investigation of the Middle School Students&apos; Mathematics Exam Anxiety and Self-Efficacy for Problem-Posing
Author: Sevgi, Sevim
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Test Anxiety,Problem Solving,Self Efficacy,Middle School Students,Institutional Characteristics,Gender Differences,Instructional Program Divisions,Grade 5,Grade 6,Grade 7,Grade 8,Age Differences,Foreign Countries

The aim of the study was to analyze the mathematics exam anxiety and problem-posing self-efficacy of middle school students in terms of their school, gender, and grade levels, as well as the relationship among these parameters. The research was conducted with 37 fifth grade students, 53 sixth grade students, 72 seventh grade students, and 77 eight grade students; in total 239 students in two middle schools in Kayseri province, Turkey in 2019. The data collection tools comprised the &quot;Mathematics Exam Anxiety Scale&quot;, developed by San (2014) and revised by Dulkadir (2017), and the &quot;Problem Posing Self-Efficacy Scale&quot;, which was developed by Özgen (2019). For the analysis of the data the SPSS 25 package program was used. In the study, the reliability coefficient of the mathematics exam anxiety scale was found to be 0.486, and the reliability coefficient of the problem-posing self-efficacy scale was 0.942. Mathematics anxiety and problem posing self-efficacy did not differ significantly according to gender. A significant difference in mathematics exam anxiety was detected and the difference was between the fifth and seventh grades. No significant difference was found in the self-efficacy for problem posing at the grade levels. While mathematics examination anxiety showed a significant difference in terms of the schools, the self-efficacy for problem-posing did not differ significantly between schools.
Primary School Children and Pre-Service Teachers&apos; Knowledge of Iberian Native and African Savannah Mammals
Author: Almeida, António
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Students,Animals,Misconceptions,Student Attitudes,Identification,Photography,Cross Cultural Studies,Comparative Analysis,Wildlife,Course Descriptions,Teaching Methods,Informal Education,Biodiversity,Conservation (Environment),Foreign Countries

The present research compared the knowledge of primary school children and pre-service primary teachers about various native mammals of the Iberian Peninsula (IP-Portugal and Spain) and the African Savannah. For this purpose, a questionnaire was administered to 420 children and 215 pre-service teachers from these countries asking for the identification of animals through photos and whether they had native status on the IP. The pre-service teachers performed better than the children. The Savannah animals were better identified than those of the IP. The results were similar in both countries, even though the Spanish performed a little better. Children from both countries had more difficulty identifying the native status of the animals, with a high percentage of them thinking that Savannah animals lived in the wild on the IP. This error was less frequent among the pre-service teachers but, even so, with a percentage for certain animals that can be considered of concern. This issue is absent in the training courses in both countries, a conclusion based on an analysis of the syllabuses. The importance of improving knowledge of native fauna though formal and informal learning is discussed as a way to promote a conservationist attitude with direct repercussions on the recognition of the importance of local or regional biodiversity.
An Analysis of the Student Metacognition Level in Problem-Solving via Problem Stories in the Materials of the Two-Variable Equation System
Author: Wicaksono, Sellygus Cahyaning Ratri
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Metacognition,Problem Solving,Equations (Mathematics),Word Problems (Mathematics),Learning Strategies

This qualitative case study aimed at describing the level of students' metacognition in problem-solving using problem stories in the materials of the linear equation system of two variables of VIII class at MTs N 1 Pesawaran Lampung. The participants of the study comprised three students in VIII class of MTs N 1 Pesawaran Lampung in 2019-2020 academic year. In the selection of the participants the purposive sampling method was utilized. The data were collected via collection a test and an interview. For the data validation the triangulation technique was adopted. The results showed that the level of students' metacognition in problem-solving via story problems in the materials of linear equations of two variables was at the level of reflective use, strategic use, and aware use.
The Impacts of a Marine Science Board Game on Motivation, Interest, and Achievement in Marine Science Learning
Author: Lin, Yen-Ling
Date: 2019-00-00
Type: Journal Articles
Subjects: Marine Education,Oceanography,Game Based Learning,Instructional Effectiveness,Learning Motivation,Science Achievement,Science Interests,High School Students,Grade 9,Foreign Countries

This research sought to explore how teaching utilizing a marine science-related board game affected students' motivation, interest, and achievement in marine science learning at the high school level. The research utilized an experimental design with pre-test and post-test measurements and a classroom setting, and included an experimental group containing 25 students and a control group containing 26 students. The experiment was carried out over the course of 12 lessons, with various questionnaires, including a marine science learning motivation (MSLM) inventory, a marine science learning interest (MSLI) inventory, and a marine science learning achievement (MSLA) inventory, being used as the measurement instruments. The research analysed the students' scores on these inventories using one-way analysis of ANCOVA. The main results of this research were as follows: 1) with regard to the MSLM inventory, the 'relevance', 'confidence', and 'total score' were significantly different between the two groups; 2) with regard to the MSLI inventory, the 'cognitions regarding marine science' were significantly different between the two groups; and 3) with regard to the MSLA, all of the dimensions including 'memory', 'understanding', 'high-level thinking', and 'total score' were significantly different between the two groups.