ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Misconception Concerning Valence and Valency in Chemistry
Author: Sindhu, Raghubir Singh
Date: 2021-11-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Teacher Attitudes,Misconceptions,Secondary School Students,School Districts,Scientific Concepts,Chemistry,Concept Formation,Secondary School Teachers,Foreign Countries

A study on the misconceptions developed or held by teachers related to the two terms valence and valency was undertaken. A total of 48 teachers (26 males and 22 females) teaching the chemistry component of science subject to 14-16-year-old students, in 48 schools affiliated to one district, were randomly selected for the study by taking one teacher from each school. One session was devoted for administering the questionnaire among the teachers and second session (with a gap of 1 day) was for addressing the teacher's misconceptions. From the analysis of the responses, it was found that the two terms although they have the same meaning were misconceived as having different meanings. Due to this, a misleading relationship between the two terms was discovered. Even the highest numerical value of valence was misconceived. The possible reasons for these misconceptions were identified. A simple, brief, and precise description of the concepts was presented to remove the misconceptions of the teachers.
Senior High School Students&apos; Self-Efficacy and Its Relation to Engagement in Online Class Setting in a Private University in the South of Metro Manila
Author: Bangga, Dionafer
Date: 2021-11-00
Type: Journal Articles
Subjects: High School Students,Self Efficacy,Student Attitudes,Online Courses,STEM Education,Physics,Correlation,Gender Differences,Learner Engagement,Measures (Individuals),Foreign Countries,Private Colleges,Emotional Response,Persuasive Discourse,COVID-19,Pandemics,Academic Achievement

This study explored the self-efficacy of senior high school Science, Technology, Engineering, and Mathematics (STEM) students (n = 134) in an online physics class in terms of gender and its relationship to engagement. The study employed a descriptive correlation research design. Adapted instruments namely &quot;Sources of Self-Efficacy in Science Course -- Physics&quot; (SSSCP) and &quot;Engagement in Physics Scale&quot; (EPS) were used to collect the data from the students. SSSCP was correlated with the scores of &quot;Self-Efficacy for Academic Milestone-Strength&quot; scale for its validity. Reliability and validity of EPS was examined through Cronbach alpha and confirmatory factor analysis with acceptable results. Mean and standard deviation were used to answer the research questions while independent samples t-test, Cohen's d, and Pearson r correlation were used to test the hypotheses. It was revealed that both male and female students have a high level of self-efficacy in the following: overall, vicarious experience, verbal persuasion, and performance accomplishment with an average level for the emotional arousal (EA). Furthermore, a significant difference across gender was found only on the EA sub-level with a small effect size of 0.32. Moreover, positive correlation was found between overall self-efficacy and overall engagement as well as on cognitive engagement. On the other hand, a negative correlation was revealed between overall self-efficacy and emotional engagement. Focusing on increasing the self-efficacy of students in an online physics class should be practiced by teachers in order to increase engagement.
Examining the Relationship between Prospective Preschool Teachers&apos; Self-Efficacy Beliefs in Science Education and Learning Styles
Author: Özdemir, Oguzhan
Date: 2021-11-00
Type: Journal Articles
Subjects: Correlation,Preschool Teachers,Preservice Teachers,Student Attitudes,Self Efficacy,Teacher Education Programs,Science Education,Foreign Countries,Cognitive Style,Measures (Individuals),Gender Differences

This study was conducted to examine the relationship between the levels of prospective preschool teachers' self-efficacy beliefs in science education and learning styles. In this study, the correlational survey model was used. The sample of the research was composed of 193 (165 females and 28 males) prospective pre-school teachers studying in their 1st, 2nd, 3rd, and 4th year in a faculty of education of a state university located in the Black Sea in Turkey. Data were collected using the &quot;Science Education Self-Efficacy Belief Scale&quot; developed by Enochs and Riggs (1990) and adapted into Turkish by Özkan et al. (2002) and &quot;Kolb Learning Style Inventory&quot; developed by Kolb (1984) and adapted into Turkish by Evin Gencel (2007) in the spring semester of the 2019--2020 academic years. Descriptive and inferential statistics were used in the statistical calculations of the data in the study. As a result of the study, it was determined that these prospective pre-school teachers' self-efficacy beliefs in science education were very high while their personal self-efficacy beliefs and result expectation sub-dimensions were at a high level. In addition, there is no statistically significant difference between prospective teachers' self-efficacy beliefs in science education, personal self-efficacy perception, and result expectation according to their learning styles. Based on the results obtained, to increase the success of prospective teachers in science and achieve desired goals in education, learning environments should be designed according to learning styles, and studies should be conducted to increase the quality of science education by making use of self-efficacy beliefs.
Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning
Author: Ngozi, P. Okafor
Date: 2021-11-00
Type: Journal Articles
Subjects: Chemistry,Science Process Skills,Science Instruction,Teaching Methods,Gender Differences,Comparative Analysis,Skill Development,Secondary School Students,Foreign Countries,Scores,Outcomes of Education

The study examined the effect of context-based learning (CBL) and gender influence on chemistry students' acquisition of integrated science process skills (ISPS). Two research questions guided the study. This study used a quasi-experimental research design with a sample of 192 participants who had an average age of 15. Three instruments were used in data collection. Data were analyzed using mean and standard deviation. The results showed that CBL had more effect on students' ISPS in chemistry. Students exposed to CBL pedagogy acquired more Experimental Skill (EXPS) than Analyzing and Interpreting Data Skill (ANIDS) with Identifying and Controlling Variables Skill (ICVS) the least. Furthermore, students exposed to Conventional Strategy excelled in ANIDS, more so than ICVS with EXPS the least acquired. The influence of gender on ISPS was observed in favor of females. The study concluded that gender imbalance exists in all spheres of life; therefore, chemistry teachers should help students in acquiring integrated science skills using the two approaches to enhance male and female students' knowledge, values, and skills creatively in secondary school chemistry. The study recommends the teaching of students on everyday activities that foster gender balance in Lagos State secondary schools.
Effect of Online Science Course Supported with Web 2.0 Tools on the Academic Achievement of Fifth Grade Students and Student Opinions
Author: Arslan, Kevser
Date: 2021-11-00
Type: Journal Articles
Subjects: Online Courses,Web 2.0 Technologies,Grade 5,Student Attitudes,Science Instruction,Science Achievement,Educational Technology,Technology Uses in Education,Foreign Countries

This study aimed to investigate the effect of an online science course on the academic achievement of a fifth grade &quot;World of Living&quot; unit, which was carried out using the materials created with web 2.0 tools, as well as to determine the students' opinions about the application. This study consisted of a total of 120 fifth grade students studying in state schools in Istanbul during the academic year of 2020-2021. In determining the study group, purposeful sampling methods were used. In the experimental group (n = 60), the course was taught with web 2.0 supported materials; in the control group (n = 60), instruction was made by adhering to the activities in the textbook. The research was carried out by making use of mixed method research. A quantitative quasi-experimental model with pre- and post-test control groups was used. In the qualitative dimension, opinions were obtained from the students after the application. In the study, semi-structured interview form and academic achievement test prepared for the unit of the world of living things were used as data collection tools. While the data obtained from the students to the achievement test before and after the application was transferred to a statistical package program and analyzed; the data obtained from the interview form were analyzed using content analysis. When the post-test academic achievement score data obtained from the students were compared as a result of the study, it was found that there was a significant difference in favor of the experimental group. In addition, result from the interviews, revealed that students found science teaching with web-supported materials fun and enjoyable and that they wanted these to be used in science lessons. As a result of this study, it is recommended that web 2.0 tools be used by educators in science education.
Education for Ethnic-Racial Relations in the New Curriculum Guidelines and in the Common National Base for the Initial Training of Brazilian Teachers: Implications for the Teaching of Anti-Racist Science and Biology
Author: da Silva, Joaklebio Alves
Date: 2021-11-00
Type: Journal Articles
Subjects: Racial Bias,Science Instruction,Ethnicity,Teaching Methods,Social Bias,Intergroup Relations,Comparative Analysis,Preservice Teacher Education,Biology,Science Curriculum,Guidelines,Undergraduate Students,Educational Policy,Foreign Countries,National Curriculum

By ethnic-racial relations one understands the relations established between ethnic groups whose base is guided by race category, seen on a social perspective. Schools should be an environment propitious to the promotion of Education for Ethnic-racial Relations, the teacher being an indispensable agent in this process. The present study is characterized as documentary research with a qualitative approach that sought to analyze, in a comparative perspective, evidence of a proposal for Education for Ethnic-racial Relations present and/or absent in the Curriculum Guidelines and in the Common National Base for Initial Teacher Training (Resolution 2/2019), as well as the possible implications for the teaching of anti-racist Science and Biology in Brazil. The study leads us to conclude that the new Curricular Guidelines and the Common National Base for the Initial Teacher Training do not bring concrete evidence of an effective proposal for Education for Ethnic-Racial Relations as proposed by Resolution 2/2015, which was hastily revoked by Resolution 2/2019. The absence of these indications tends to result in negative implications for the teaching of anti-racist Science and Biology, since it was previously supported, we had found in the guidelines for teacher training an alternative to insert the study of ethnic-racial relations in undergraduate courses in the area. We hope that this study will collaborate for research in the area of teacher training and ethnic-racial relations in the teaching of science and biology, especially for educational policies aimed at training teachers.
Ecological Knowledge of Pre-Service Science Teachers: Conceptual Interrelationships and Association with Senior High School Strand
Author: Celades, John Rey
Date: 2021-11-00
Type: Journal Articles
Subjects: Ecology,Majors (Students),Environmental Education,Preservice Teachers,Teacher Education Programs,Correlation,Multiple Choice Tests,Pedagogical Content Knowledge,High School Teachers,Foreign Countries,Concept Formation,Comparative Analysis

Ecological knowledge is one of the components of environmental literacy that refers to the ability of people to understand and apply acquired knowledge about ecology to achieve a grasp of how nature works and their interactions with the social system. This study aimed to determine pre-service science teachers' level of ecological knowledge in Cebu City, Central Visayas, Philippines, and their relationship to their senior high school (SHS) strand. A validated 40-item multiple-choice Ecological Knowledge Test (Cronbach's [alpha] = 0.759) was administered to 66 pre-service science teachers selected through convenience sampling. The results were analyzed through descriptive statistics, one-sample t-test, analysis of variance, path analysis, and non-parametric correlation tested at a 95% confidence level. The study results revealed that the pre-service teachers had &quot;Above Average&quot; knowledge of ecology and its major, related, and other concepts. These concepts did not have significant differences among them but showed a significant effect on ecological knowledge. SHS strand did not show significant association with the said knowledge. Therefore, the pre-service science teachers were ecologically and environmentally literate. To increase ecological knowledge continually, they should be exposed to ecological and environmental immersion to gain awareness and knowledge and develop an in-depth appreciation for the ecosystems.
Culturally-Based Instructional Strategy and Pre-Primary School Children&apos;s Social Competence in Nigeria
Author: Majebi, Idowu Oluyemisi
Date: 2021-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Preschool Children,Interpersonal Competence,Foreign Countries,Preschool Education

Pre-primary education lays a foundation for the formation of competence in every domain of a child's development including social competence. Social competence is culturally linked and might not be achieved when a culturally-based strategy is neglected in the classroom. Most of the strategies adopted in the Nigerian classrooms have less touch on relevant culture. This study, therefore, determined the impact of a Culturally-Based Instructional Strategy (CBIS) on pre-primary school children's social competence. Two pre-primary schools (public and private) from two Local Government Areas (LGAs) with a large number of pre-primary schools in the Ibadan metropolis were purposively selected. An intact class of Nursery III was selected per school and randomized into CIBS and conventional groups. 74 pre-primary school children participated. Children's Social Competence Rating Scale (r=.80) and CIBS Instructional Guide were used to collect data. Data were analyzed using both descriptive and inferential statistics. There was a significant main effect of treatment on pre-primary school children's social competence (F[subscript (1,65)]=24.57; partial [eta]2=0.27). The children exposed to CBIS had a higher social competence mean score (107.14) than their counterparts in the control group (80.41). Pre-primary school teachers should adopt this strategy to facilitate pre-primary school children's social competence.
Effects of POE on Pre-School Students&apos; Critical Thinking and POE Skills
Author: Kiriktas, Halit
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Preschool Children,Critical Thinking,Instructional Effectiveness,Early Childhood Education,Thinking Skills

Apart from basic skills such as self-care and speaking, higher-order cognitive skills including inquiry, critical thinking, and scientific thinking can develop during early childhood. Thus, it is crucial to employ teaching methods that support the development of higher-order cognitive skills in these age groups and ensure that these children systematically use such skills. This study aimed to investigate the effects of the POE (Predict-Observe-Explain) method on the POE and critical thinking skills during early childhood. In this context, 27 pre-school students participated in the study, which involved an experimental design and was carried out for six weeks. In the study, the data collected by using quantitative and qualitative data collection tools were analyzed using appropriate analysis methods. The researchers compared the effects of scientific experiments prepared in line with the POE and gamification on students' critical thinking skills through philosophical inquiry (CTSPI) and POE skills, and skills that constitute the sub-dimensions of these skills. The findings revealed that in early childhood education the POE was more effective than gamification in developing students' critical thinking and POE skills. Similarly, teachers participating in the research process thought that the POE was more effective than gamification in motivating students and turning their attention to teaching processes. Considering the results, the POE is recommended to be used in early childhood education, especially in transferring scientific content in the fields of science.
Evaluation of the Mediating Role of Attention in the Relationship between Social Competence, Aggression and Early Literacy
Author: Dereli, Esra
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Aggression,Emergent Literacy,Preschool Children,Attention,Predictor Variables,Social Development,Foreign Countries,Correlation,Preschool Education

This study aims to examine the mediating role of attention in the relationship between their social competence, aggression and early literacy by constructing a path model for children's early literacy. This research was designed in a causal pattern. The sample of this study consisted of 256 children attending pre-school education. The data were collected using the Personal Information Form, Social Competence and Behavior Evaluation Inventory-Parent Form, Early Literacy Skills Assessment Tool and Frankfurter Test Für Funjahrige Konzentration-(FTF-K). Path analysis technique was used in data analysis. The significance of its indirect effects was evaluated using the bootstrapping method. The findings obtained in this study showed that social competence predicted attention positively, whereas aggression predicted attention negatively. Attention positively predicted early literacy. The findings suggested that attention had a fully mediating role between social competence, aggression and early literacy.
Examining the Effectiveness of Reader Strategy in Intellectually Disabled Students&apos; Mathematical Problem Solving
Author: Karabulut, Alpaslan
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Strategies,Program Effectiveness,Problem Solving,Mnemonics,Intellectual Disability,Students with Disabilities,Intervention,Mathematics Instruction,Generalization,Elementary School Students

Mnemonic strategies provide information about which steps should be followed respectively while solving students' mathematical problems. The main purpose of this study is to examine the effectiveness of READER problem solving strategy, which is one of the mnemonic strategies, on problem solving performances of students with intellectual disabilities. In the study, the generalization of students' performances in change problems to classification and comparison problems and their ability to maintain this performance were determined. Three students participated in the study and &quot;Multiple Probe Design&quot;, one of the experimental designs with a single subject, was used in the study. READER strategy teaching was carried out with the Self Regulation Strategy Development teaching approach. Findings were graphically illustrated and analysed. Research findings showed that the READER strategy was effective in solving change problems for students with intellectual disabilities and that the students who gained this strategy continued their problem solving performance 1, 3 and 5 weeks after the intervention ended. In addition, it was found that students generalized their change problem-solving performances to classification and comparison problem types, and continued their generalized performance even after 2, 3 and 4 weeks. Research findings were discussed within the framework of problem solving literature and theoretical views. Suggestions were also made for future research.
Examining the Preschool and Primary School Teachers&apos; Perception of Self-Confidence about Their TPACK in Turkey
Author: Bay, Yalcin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Elementary School Teachers,Self Esteem,Pedagogical Content Knowledge,Technological Literacy,Gender Differences,High School Teachers,Institutional Characteristics,Colleges,Instructional Program Divisions

The aim of this research is to examine the preschool and primary school teachers' perception of self-confidence about their Technological Pedagogical Content Knowledge (TPACK) and analyze the differences in this perception depending on some variables (gender, type of high school, university, undergraduate program, and grade). Survey model was employed in the research. The research was carried out with the participation of 630 preservice teachers studying at the 2nd, 3rd, and 4th grades of the Preschool and Primary School Education Program of Anadolu University and Eskisehir Osmangazi University in the spring term of the 2019-2020 academic year. The data of the research were collected using &quot;Technological Pedagogical Content Knowledge (TPACK) Self-Confidence Scale&quot; developed by Graham, Burgoyne, Cantrell, Smith, and Harris (2009) and adapted to Turkish by Timur and Tasar (2011), and &quot;Personal Information Form&quot; developed by the researchers. As a result of the research, it was found that the preschool and primary school teachers' perception of self-confidence about their TPACK was high. Moreover, their perception of self-confidence about TPACK was found to differ significantly depending on gender, university, and grade, but not depending on undergraduate program and type of high school.
Factors and Multiples: Important and Misunderstood
Author: Hurst, Chris
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Elementary School Mathematics,Concept Formation,Arithmetic,Foreign Countries,Elementary School Science

Factors and multiples are important aspects of mathematical structure that support the understanding of a range of other ideas including multiplication and division, and later on, factorization. At primary school level, it is important that factors and multiples are taught as a connected enterprise and as vital parts of the multiplicative situation; that is multiplication and division. The primary objective of the study on which this paper is based was to determine the extent of children's understanding of factors and multiples. A written quiz containing questions about factors and multiples and asking for children to explain their responses, was administered. Results suggest that the language involved with factors and multiples may play a role in the extent to which children develop a conceptual understanding of them. Also, most children know some things about factors and multiples but struggled to connect and articulate ideas when factors and multiples were presented in a different context. In conclusion, the inconsistency of participant responses suggests that teaching about factors and multiples needs to emanate from a more conceptual and connected standpoint.