ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Opinions about the Effect of the Application of Learning Together and Group Investigation Methods at Different Intervals on the Features of Cooperative Learning Model
Author: Zorlu, Fulya
Date: 2019-04-00
Type: Journal Articles
Subjects: Student Attitudes,Cooperative Learning,Grade 6,Grade 7,Grade 8,Public Schools,Group Instruction,Learning Theories,Science Instruction,Heterogeneous Grouping,Peer Relationship,Instructional Effectiveness,Self Efficacy,Student Leadership,Teacher Role,Problem Solving,Middle School Students

The aim of this study was to investigate the effects of the applications of learning together and group investigation methods at different intervals on the features of cooperative learning model. The study sample comprised the sixth, seventh and eighth grade students studying in a public middle school. In the first year of the application, continuing for two years, this study was conducted with sixth and seventh grade students and in the second year, a year later, the same students who graduated to the seventh and the eighth grade and an additional seventh and eighth grade class that had not participated before were included in the study. In the experimental groups, classes were applied Learning Together and Group Investigation methods. The data collection tool used was Cooperative Learning Model Opinion Scale. According to the findings obtained by the scale, the effectiveness of Learning Together and Group Investigation methods were determined by the experimental design applied. In general, it can be said that applying of the methods twice in two years has developed the features of the cooperative learning model.
Text Selection and Course Design: Faculty Perspectives on Critical Reading and Critical Thinking
Author: Collins-Dogrul, Julie
Date: 2019-03-00
Type: Journal Articles
Subjects: Critical Thinking,Critical Reading,Instructional Design,Sociology,Private Colleges,Teaching Methods,Textbooks,Instructional Materials,College Faculty,Teacher Attitudes,Journal Articles,Intellectual Disciplines,Undergraduate Students,Criticism,Preferences,Reading Material Selection,Skill Development,Teacher Characteristics,Publications

This study of sociology faculty in twelve private colleges and universities compares teaching with textbooks and textbook alternatives in undergraduate classes. Faculty explain that textbooks provide a breadth of material that is organized and streamlined in a way that promotes consistency across instructors, facilitates content delivery to students with a range of abilities, and reduces course preparation time. Despite these benefits, faculty have a strong preference for textbook alternatives. Faculty argue that readings, like monographs and journal articles, develop students' critical reading and thinking skills. Additionally, when instructors design courses with alternative readings they engage their own critical reading and thinking, as they critique and synthesize the literature in their discipline in order to curate texts for the syllabus. We argue that teaching courses with alternative readings creates course experiences where students and faculty engage with a discipline together.
Smartphone Use of University Students: Patterns, Purposes, and Situations
Author: Atas, Amine Hatun
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Handheld Devices,Telecommunications,Foreign Countries,Use Studies,Internet,Computer Mediated Communication,Interpersonal Communication,Social Media,Purchasing,Recreational Activities,Electronic Mail,Technology Uses in Education,Information Dissemination

Smartphone use is prevalent among university students in and out of instructional settings. This study aimed to describe smartphone use of university students in a developing country, focusing on the purposes, the patterns and the situations of smartphone use. The participants of this study were 842 university students studying in 101 different universities. A cross-sectional survey method was employed in the study. Regarding use patterns, the majority of university students have been using their smartphones for about 3 years, mostly at nights and/or in the evenings, and approximately 5 hours a day. Also, they connect to the Internet about 4 hours via their smartphones a day, and check their smartphones 28 times a day on average. The results indicated that the most frequent smartphone use purpose is texting and talking with someone, followed by checking social media and doing Internet search, while the less frequent purpose is shopping. Smartphones are mostly used by university students to spend free time when bored, alone, and/or waiting for someone. Concerning the implications, the time of sending should be carefully considered before sending course related emails or lecture notes. The most essential or important information, reminder or notification should be sent in the evenings and/or at nights. The messages or course related information should be sent in small chunks. Moreover, the daily routine of the students should be followed in order to benefit from smartphones for learning purposes. As students use their smartphones during lectures, and they will continue using them, effective ways to integrate them into learning must be found.
The Effects of ICT on Achievement: Criticizing the Exclusion of ICT from World Bank&apos;s Education Sector Strategy 2020
Author: Waluyo, Budi
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Technology,Educational Strategies,International Organizations,Developing Nations,Educational Policy,Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Educational Resources,Correlation,Incidence,Science Achievement,Family Environment,Inclusion,Poverty Programs,Influence of Technology,Educational Environment,Student Behavior,Computer Use,Policy Formation

If there are areas that have received significant impacts of ICTs, education is one of them as ICTs have stimulated major differences in the teaching approaches and the ways students learn (Yuen, Law, &amp; Wong, 2003); however, World Bank unexpectedly excludes ICT from the key focus areas in their ESS 2020, a guideline that may be adopted by developing countries for improving national education policies and agendas. Thus, by using hierarchical linear modeling and the latest PISA results, the present study examines the effects of student's use of ICT and school's resources on achievement in the third world countries. The analyses disclosed that (1) students' frequencies of ICT use outside of school as well as at home were negatively related to student achievement, (2) school's resources were positively related to student achievement on science at school level and cross-level interactions, (3) the availability of ICT for students to use at school was also significantly associated with student achievement. The exclusion of ICT from World Bank ESS 2020 does not show that ICT no longer plays significant role in student learning process and no longer has a positive effect on student achievement; rather, ICT is probably falling out of favor because of the litigation surrounding it nowadays (McGrath, 2012).
Introducing and Evaluating a &quot;Study Smarter, Not Harder&quot; Study Tips Presentation Offered to Incoming Students at a Four-Year University
Author: Lineweaver, Tara T.
Date: 2019-03-00
Type: Journal Articles
Subjects: Study Skills,Study Habits,Program Effectiveness,Undergraduate Students,Student Attitudes,Demonstrations (Educational)

This paper: (1) briefly outlines a study tips presentation that uses both evidence from the cognitive and educational psychology literatures as well as demonstrations to teach students how to study more effectively, and (2) provides empirical evidence about whether this study tips presentation affects students' study habits. We provide a brief overview of the presentation, a handout that summarizes the tips, and a reference list rich with sources that support the efficacy of these study approaches. We also summarize a study we conducted to evaluate the effectiveness of the presentation. Thirty-two students completed a questionnaire about their typical study strategies before and three months following the presentation. Additionally, 102 students who did not attend the presentation (control group) completed the study strategies survey, and their responses were compared to those from 74 students who had attended the presentation sometime between 3 months and 3 years and 3 months earlier. Finally, the 74 presentation attendees rated their memory for, utilization of, and perceived influence of the eight study tips. Results support the efficacy of the &quot;Study Smarter, Not Harder&quot; presentation as a way to improve students' understanding and utilization of effective study approaches.
The Moderating Effect of Logic in the Learning of C++ Computer Programming Using Screencasting
Author: Cheah, Chin-Soon
Date: 2019-00-00
Type: Journal Articles
Subjects: Programming,Teaching Methods,Educational Technology,Technology Uses in Education,Undergraduate Students,Computer Science Education,Logical Thinking

Difficulties in the learning of computer programming have been a universal problem. One of the main contributors of this problem is due to the teaching material used in guiding the students. Traditional teaching method using books and PowerPoint slides are not effective enough to support the dynamic nature of computer programming. Hence, a more effective teaching material such as screencasting is required to support the learning of computer programming. This study examined the moderating effect of logic in the learning of C++ computer programming using screencasting among undergraduates. A true experimental pre-test and post-test research design was conducted involving 65 first-year undergraduate students (aged 19-22) who have never attended any formal computer programming course prior to the study. These students were randomly assigned to two groups: the screencast and narration (SN) mode group and the screencast, text, and narration (STN) mode group. Results showed that the different levels of logic amongst the students in the two treatment modes did not have any effect in the learning of C++ computer programming.
Changing Attitudes towards Educational Technology Usage in Classroom: Web 2.0 Tools
Author: Tatli, Zeynep
Date: 2019-00-00
Type: Journal Articles
Subjects: Attitude Change,Educational Technology,Technology Uses in Education,Web 2.0 Technologies,Instructional Effectiveness,Preservice Teachers,Student Attitudes,Instructional Materials,Classroom Environment,Foreign Countries,Computer Attitudes,Positive Attitudes

The purpose of this study is to investigate the effects of using Web 2.0 tools in teaching on teacher candidates' attitudes towards using technology and instructional materials in the classroom environment, within the context of Technology Acceptance Model (TAM). To this end, a training program was given to 46 teacher candidates in various departments. This study employs an interrupted time series model which is a quasi-experimental research design. &quot;Technological Attitude Scale&quot; developed by Erdemir, Bakirci and Eyduran (2009), &quot;Attitude Scale for Material Use in Classroom Environment&quot; developed by Ipek Akbulut and Haliloglu Tatli (2013) and semi-structured interviews were used as data collection tools. The quantitative data obtained were analyzed using a paired sample t-test with SPSS 15.00, while the qualitative data were subjected to content analysis. The attitudes of the teacher candidates towards the use of technology (t(45) = 3.58, p&lt;0.01) and the use of instructional materials (t(45) = 10.28, p&lt;0.01) in the classroom environment showed a statistically significant difference before and after the training course. Additionally, at the end of the training program, all the participant teacher candidates pointed out that the use of technology in the classroom environment is a necessity.
Variables Predicting Video Development Process in Teacher Training
Author: Solak, Mehmet Sahin
Date: 2019-00-00
Type: Journal Articles
Subjects: Predictor Variables,Video Technology,Preservice Teachers,Multimedia Instruction,Educational Technology,Electronic Learning,Foreign Countries,Preservice Teacher Education,Self Efficacy,Motivation,Psychological Patterns,Internet,Innovation

For pre-service teachers, it is very important to use digital technology effectively and productively during their teacher training and in the educational institutions that they will work in the future. In this context, video development process is an effective learning environment in improving digital skills of students and acquisition of new skills by them. The present study aimed to determine the factors that predict the use of video development activity in instruction process. Freshmen pre-service teachers attending different departments participated into the study. During a three-week application period, students developed videos on subjects related to social responsibility. In the study, which was patterned as a single group experimental design, video development score was determined as the predicted variable while emotion, motivation, personal innovativeness, and self-efficacy beliefs on educational internet use were determined as predicting variables. In the present study, multivariate regression analysis findings demonstrated that, among these predicting variables, only the emotion variable was a significant predictor of the video development score.
Preschoolers&apos; Exploration of Herb Environments
Author: Brudan, Viorica-Adela
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Preschool Children,Learning Activities,Outdoor Education,Natural Resources,Program Effectiveness,Experiential Learning,Knowledge Level,Games

The present study is about a description of an experimental research, realised in 2016-2017 school year, at the Normal Programme Kindergarten in Iclandu Mare, Mure? County, Romania. The following hypothesis was tested: If preschoolers are systematically involved in direct exploration activities of the environment with low herbs associations, then, they acquired a big volume of knowledge about this type of environment and they develop their thinking operations. In this psychopedagogical experiment, it was applied an initial test, many learning activities were organized in a rural area, where the preschoolers studied the herb environments (pastures, grassland, meadows) and, in the end, it was applied another test. The preschoolers' registered results from the experimental group showed that the structured learning activities by Exploration-Explanation-Extension model were effective and the preschoolers have acquired a lot of knowledge compared to the initial stage. In this research, the hypothesis was confirmed.
Learning Human Geography. Case Study: The Geography Textbook for the 6th Grade
Author: Cîineanu, Mariana-Doina
Date: 2018-08-00
Type: Journal Articles
Subjects: Case Studies,Human Geography,Geography Instruction,Textbooks,Content Analysis,Units of Study,Learning Activities,Visual Aids,Textbook Content,Task Analysis,Difficulty Level,Foreign Countries

In this paper, we analyse the 6th grade Geography textbook published in 2018 at the Didactic and Pedagogical Publishing House S.A., Bucharest. The textbook devised in accordance with the school curriculum approved in 2017 began to be used in schools in Romania starting with the school year 2018-2019. The structure of the book (thematic units and subunits) and lessons was briefly analysed. The lessons include activities grouped into five categories: Observe (images, maps, charts, drawings, photos); Discover (tasks); Learn (lesson text); Geo-info (case studies); Apply (tasks). The tasks related to Human Geography included in the first two thematic units were analysed: Knowledge of the world in which we live; Anthroposphere - humans and their activities. The tasks proposed to be solved by the students have diverse difficulty degrees and have been associated with visual materials (photographs, maps, charts, schematic drawings, etc.) or texts.
Teaching Basic Cryptography Concepts Using Braille and Large Print Manipulatives
Author: Martin, Jason
Date: 2019-00-00
Type: Journal Articles
Subjects: Braille,Large Type Materials,Assistive Technology,Students with Disabilities,Blindness,Visual Impairments,Youth,Computer Science,Partnerships in Education,Active Learning,Student Projects,Timed Tests,Manipulative Materials,Cost Effectiveness,Transitional Programs,Teaching Methods,Computer Security

The scope of this article is to describe the creation and implementation of specialized adaptations used in teaching the subject of basic cryptography to students who are visually impaired or blind. Included is an overview of events held for visually impaired and blind transition age youth in Alabama and the methods used to engage this population in the subject of computer science. Teaching strategies utilized for this unique demographic of students are discussed as they relate to the sample cryptography lessons used during the transition day events. The construction of three forms of adapted ciphers are described in addition to general information about modifications. Limitations encountered with specific designs, such as braille tracking issues, are also conveyed. The manipulative designs suggested in this article fulfilled a specific need and allowed participants with varying degrees of visual impairments to complete the process of encryption and decryption. Further evidence to suggest proven effectiveness of the manipulatives is needed as the initial designs are intentionally low cost and rudimentary in nature.
Making 3D Laser Cut Stratigraphic Audio-Responsive Tactile Templates
Author: Kolitsky, Michael A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,Tactual Perception,Stimuli,Teaching Methods,Educational Technology,Technology Uses in Education,Telecommunications,Blindness,STEM Education

The geologic method of stratigraphy which studies the structure of the earth by making layers was employed with 3D laser cutting techniques to make more easily defined tactile regions in templates of cells, tissues and anatomic regions containing muscles and bones. Templates were made audio responsive by hand-drilling a small hole in a template and filling that hole with conductive electric paint. A finger touch to the template top side now carries a charge similar to an electric circuit to the template bottom side resting on the surface of an iPad or iPad Pro where an audio button produces audio describing what structure was touched on the upper surface. Templates made using laser cutting start with 3 mm width acrylic sheets and use svg (scalable vector graphics) files made from line drawings of cells or tissues or anatomic sections. Some variation in height between acrylic pieces lying next to each other can utilize 3D laser cut veneer (thin 1mm width wood) placed underneath one laser cut acrylic piece to more easily produce a tactile difference between two acrylic pieces lying close to each other such as with a muscle and a bone. Examples of 3D laser cut audio-responsive templates include structures associated with a chicken egg and the organelles of a typical cell made from line drawings from the TAEVIS collection originally designed for making raised line graphics from swell paper. Also included are examples made from transverse sections of a human cadaver contained in the National Library of Medicine &quot;Visible Human&quot; project.
Teachers&apos; Perception of an Integrated Approach to Biology and Emotional Learning
Author: Ferreira González, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Teaching Methods,Inclusion,Teacher Attitudes,Science Teachers,Student Needs,Student Motivation,Student Participation,Social Development,Emotional Development,Foreign Countries,Human Body,Secondary School Teachers,Secondary School Students,Teacher Competencies,Program Implementation,Instructional Materials,Classroom Techniques,Special Needs Students,Inservice Teacher Education,Students with Disabilities,Integrated Activities

Inclusive education requires that teachers not only teach academic knowledge and skills, but also consider the individual needs of all pupils, especially with respect to their social-emotional status. All teachers (including science and biology teachers) have to promote the wellbeing of their pupils by helping them develop social-emotional skills. The positive impact of these skills has been widely researched and documented. There is no doubt that academic achievements and social-emotional skills go hand in hand. However, only very little research data are available on how biology lessons and biology teachers can facilitate inclusive education in everyday school. The purpose of this qualitative study is to find out how teachers perceive an integrated approach in biology classes. This study reports on the experiences of five biology teachers with an integrated approach in which learning about the human body was intertwined with socio-emotional learning to address all pupils' needs. Overall, the teachers considered the use and implementation of the approach a success. They observed that the pupils were motivated and showed a high level of active involvement and participation. However, it became obvious that the teachers did not fully realize all elements of the approach--the intertwined biological and emotional learning in particular--although they liked it. Finally, our findings show that a practical way to teach science and emotional learning can be realized in common, but teachers need further support and professional development.
The SALS App: Making Chemistry Accessible with iOS Devices
Author: Hoffmann, Rosanne
Date: 2019-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Educational Technology,Technology Uses in Education,Light,Auditory Stimuli,Telecommunications,Handheld Devices

A new version of SALS (Submersible Audible Light Sensor) consists of a wireless light-detecting probe Bluetooth® connected to the iOS SALS App. As in previous versions of SALS, changes in detected light are converted to changes in sound, the latter now rendered with iPhone or iPad audio. The SALS probe assists the student with visual impairment in a variety of science activities, including those involving liquids. For example, when the SALS probe is placed in a reaction vessel, changes in light intensity caused by a chemical reaction or color indicator change are converted to changes in tone in real time. The SALS app also provides options to store tones from experiments and to convert tones to Hertz for quantitative expression of data.