ethanporcaro/eric-fulltext-meta huggingface dataset:
3D Geometric Thinking Skills of Preschool Children
Author: Öcal, Tugba
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Geometric Concepts,Spatial Ability,Mathematics Skills,Early Childhood Education,Concept Formation,Foreign Countries,Mathematics Instruction,Mathematical Logic

Early childhood mathematics education takes attention for decades. The effect of qualified mathematics education during early years has an impact on children's future academic success. Main purposes of the study were twofold; to examine children's current 3D geometry thinking skills and to investigate the development of children's 3D geometry thinking skills after a 3D training program developed by researchers, and named as 3D in Early Childhood (3DinEC). The qualitative research design with convenience sampling method were utilized. The participant children were three girls and four boys with the age range of 60 months to 72 months. The data were collected using a semi-structured interview form including six abilities (Pittalis and Christou, 2010), and 15 items. In the analysis of the data, descriptive and content analysis methods were used. Findings indicated that participant children had a limited understanding regarding 3D geometric thinking. It was also found out that some of these thinking skills like identification of 3D geometric shapes and recognition of these shapes' properties, etc. could be enhanced through various activities.
A Descriptive Study on the Literature of the L2 Motivational Self-System and Its Practical Implications
Author: Ozonder, Ozgül
Date: 2021-00-00
Type: Journal Articles
Subjects: Literature Reviews,Second Language Learning,Self Motivation,Learning Motivation,Foreign Countries,Validity,Books,Elementary Secondary Education,Higher Education,Intervention,English (Second Language)

The study focused on growing interests in the L2 Motivational Self-System (L2MSS) and its practical implications by examining some major books, book chapters, edited books, some validation and intervention studies grounded on this model. The study adopted scanning research design, and the researchers accessed the materials through the Internet and university libraries in Turkey. In the study a total of four books (edited books and book chapters), eight validation studies, and seven intervention studies were reviewed. The materials were analyzed using coding method of the qualitative data analysis. As the resources revealed, the relationship between language learning and the concept of self could be explored through a plethora of research designs that address various research questions. In the study it was found out that the L2MSS and its pedagogical programs would continue to attract the attention of both academics and instructors leaning on new areas of research that remained unexamined today.
Analysis of the Outcomes of the Turkish Science Curriculum in Terms of Science Process Skills, Nature of Science, Socioscientific Issues, and STEM
Author: Evren Yapicioglu, Aysegül
Date: 2021-00-00
Type: Journal Articles
Subjects: National Curriculum,Elementary School Science,Secondary School Science,Curriculum Implementation,STEM Education,Science Process Skills,Scientific Principles,Science and Society,Educational Objectives,Instructional Program Divisions,Correlation,Foreign Countries

The study aimed to analyse the Turkish Science Curriculum, issued in 2018, in terms of the outcomes in different significant subjects of influence in Science Education such as, Science Process Skills (SPS), Nature of Science (NOS), Socioscientific Issues (SSI), and Science, Technology, Engineering and Mathematics (STEM). In the study, qualitative research design was utilized. The data were collected using criterion sampling method, and analysed via the document analysis method. The results show that SPS in the 2018 Science curriculum have received the greatest importance. However, the skills such as measuring, predicting and interpreting data related to SPS were largely ignored and no place was allocated to skills, such as making functional definitions and formulating hypotheses. The majority of the outcomes related to SSI were found weakly associated with them and very little emphasis was put on the structure of SSI including two dimensions/dilemmas and probability/risk. Given that special importance was attached to Science, Engineering and Entrepreneurship practices in the bases of the curriculum, whereas little space was allocated to STEM integration among outcomes. Moreover, NOS and its sub-dimensions (particularly, subjectivity, there is no single scientific method, creativity and imagination in Science) were associated with the outcomes to a small extent. The results illustrated an urgent need for the revision of the teaching objectives in the Science Curriculum in terms of integrating the subjects of SPS, SSI, NOS, and STEM.
Supporting Students Who Are Experiencing Homelessness: A Brief Guide for Teachers and Schools
Author: Hallett, Ronald E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Homeless People,Federal Legislation,Early Childhood Education,Elementary Secondary Education,Pupil Personnel Services,Welfare Services,Higher Education,Student Personnel Services

The McKinney-Vento Act Homeless Assistance Act, including revisions made during the reauthorization in Title IX, Part A, of the Every Student Succeeds Act (ESSA, 2015) and its implications are not as widely known as they should be among educators and administrators. The McKinney-Vento Act defines homelessness as any student without &quot;a fixed, regular, and adequate nighttime residence.&quot; It also provides legal guidelines and funding that can be used to help improve schooling experiences for youth who are homeless. Since the federal protections are more clearly outlined for students in high school or lower grades than in higher education, this article focuses primarily on summarizing that information. It gives an overview of student homelessness and examines the federal guidelines that frame how schools and postsecondary institutions serve students experiencing homelessness. Federal law outlines legal rights for students, but these mandates should only be considered a minimum standard when providing support. Additionally, the article discusses the impact of the COVID-19 pandemic and resulting economic strife on students and families experiencing homelessness. Finally, it provides promising practices that encourage academic engagement and success for students who are homeless.
Developing a Story Writing Attitude Scale for Secondary School Students
Author: Ertan Özen, Nesime
Date: 2021-03-00
Type: Journal Articles
Subjects: Writing Attitudes,Positive Attitudes,Attitude Measures,Test Construction,Test Validity,Test Reliability,Story Telling,Writing Skills,Writing (Composition),Secondary School Students,Foreign Countries

The aim of this study is to develop a measurement tool to measure the attitude towards story writing. Validity and reliability studies of the scale, applied to 243 secondary school students, were carried out with exploratory factor analysis, measurement of internal consistency and confirmatory factor analysis. EFA revealed that the scale had three dimensions as planned in the original. Cronbach Alpha internal consistency coefficient was calculated as 0.95 in order to determine the reliability of the scale. Kaiser-Meyer-Olkin (KMO) coefficient was found as 0.94 in principal component analysis. In addition, the Barlett Sphericity test was significant (?[superscript 2] = 3529,500; p&lt;0,01). Factor loads as a result of varimax rotation varies between 0.43 and 0.80. In CFA, it was stated that the standardized regression coefficients varied between 0.51 and 0.81, and that the items in each dimension had a significant predictive power. As a result of the analysis, a valid and reliable scale was obtained. In addition, the attitudes of 243 secondary school students towards story writing were investigated. As a result of the data, it was observed that students had a positive attitude towards story writing.
Problems Encountered by Mathematics and Science Teachers in Classrooms Where Syrian Students under Temporary Protection Status Are Educated and Suggestions for Solution
Author: Kaya, Deniz
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Science Teachers,Refugees,Middle School Teachers,Middle School Students,Communication Skills,Child Behavior,Child Rearing,Experience,Second Language Learning,Language Skills,Instructional Materials,Course Content,Student Characteristics,Training,Courses,Academic Achievement,Behavior Problems,Student Behavior,Curriculum,Student Evaluation,Attendance,Early Childhood Education,Cultural Differences,Family Influence,Nutrition,Interpersonal Relationship

In this study, problems encountered by mathematics and science teachers in classrooms where Syrian students under temporary protection status and suggestions for solution to these problems were examined. A case study was used among qualitative research methods. 30 volunteer mathematics and science teachers from three state middle schools in the 2018-2019 academic year have attended the study in which criterion sampling was preferred. In the study where a semi-structured interview form was utilized, evaluation of the data was done through content analysis. As the result of this study, it was determined that Syrian students have problems particularly language and communication problems which are stemming from behavioral, parenting, economic, legislative, and their past lives. Underlying the problems encountered by mathematics and science teachers in their lessons is the Syrian students' not having sufficient language skills and having difficulties in perception and learning. Incompatibility of the curriculum, parents' perspective on education, having difficulties in dealing with problems and lack of materials are among the issues that teachers have problems in. The difficulty acquisition levels and course contents, the level difference between students, and the lack of training in the subjects are among the most common problems encountered by teachers in terms of the dimension of the curriculum. The suggestions of mathematics and science teachers are for the students and families to overcome the language problem, increasing the supplementary courses, providing material support, and providing support for the education of the families.
Students&apos; Attitude toward STEM Project-Based Learning in the Fun Cooking Activity to Learn about the Colloid System
Author: Imaduddin, Muhamad
Date: 2021-03-00
Type: Journal Articles
Subjects: Student Attitudes,STEM Education,Active Learning,Student Projects,Cooking Instruction,Learning Activities,Chemistry,High School Students,Foreign Countries,Knowledge Level,Gender Bias

This research revealed how the implementation of STEM Project-Based Learning (STEM PBL) in chemistry teaching on colloid system topics with heterogeneous groups of students in terms of habits, hobbies, goals, and gender-biased perceptions. Also, the research described students' attitudes towards STEM PBL, and the linkages between their attitude and understanding. Participants consisted of 101 students of high schools. Qualitative data were obtained through documentation, and narrative responses in group reports. Quantitative data were obtained through the questionnaire of students' attitudes toward STEM PBL and the comprehension tests. There are nine types of food products as STEM projects. The most frequent positive experience is that learning colloid topics is &quot;fun&quot;, while the most frequent negative experience response is &quot;time-consuming&quot;. The average score per item of attitude is higher in (1) the female's group, (2) the group who is used to cooking, (3) the group who has a passion, (4) the group who has a goal, and (5) groups that have gender-biased perceptions. There is no significant difference in attitude scores in the student group, except that the group with goals in the culinary field has a higher average attitude score than the group who have no aspirations. Students' understanding is not closely related to the attitude.
Testing the Vallerand&apos;s Motivational Sequence in Physical Education: The Invariance of Teachers&apos; Motivation to Teach
Author: Erturan, Gökçe
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Motivation,Physical Education Teachers,Physical Education,Psychological Needs,Personal Autonomy,Student Motivation,Self Determination,High School Students,Foreign Countries,Competence,Models

The aims of this study were to test the Vallerand's motivational sequence model in physical education and to examine the invariance of the model across PE teachers? motivation to teach. The study was conducted with 177 high school PE teachers and their 461 students. Motivation to Teach Scale was applied to PE teachers. &quot;Highly intrinsically motivated&quot; and &quot;highly extrinsically motivated&quot; teachers were determined based on the results obtained from this scale. Two highest intrinsically motivated teachers and three highest extrinsically motivated teachers were reached again and their students? autonomy support, basic psychological needs satisfaction, situational motivation, subjective vitality, and concentration were assessed. Structural equation modelling and Ward invariant analysis were used for the data analysis. Results showed that the more teachers are intrinsically motivated for her profession, the more their students? autonomy need satisfaction negatively explains their amotivation level in physical education. Perceived autonomy support is the trigger and autonomy need satisfaction is the most important variable in the whole motivational model. Thus, physical education teachers are recommended to create a lesson environment providing autonomy support and considering autonomy need satisfaction to increase students? well-being.
An Investigation of the Noticing Skills of Mathematics Teachers to Their Students&apos; Misconceptions in Written Responses
Author: Aydin-Güç, Funda
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Middle School Teachers,Observation,Middle School Students,Misconceptions,Written Language,Feedback (Response)

The study aimed to determine the noticing skills of mathematics teachers to their students' misconceptions in written responses. The study adopted case study design, one of the qualitative research methods. The participants of the study comprised 20 volunteer middle school mathematics teachers from 9 different cities and 16 different schools that were selected via convenience sampling method in 2017-2018 school year in Turkey. The schools were determined based on the examination called 'Nationwide Standardized Level Determination Exam' as high, medium and low achievement school levels. Considering the idea that teaching experience could affect noticing, special attention was paid while choosing teachers with different years of teaching experience. The data were collected using a &quot;diagnostic test of misconceptions&quot; developed by the researchers, and video-recorded clinical interviews with teachers. The diagnostic test included 13 open-ended questions, and was administered to 497 students (7th grades) by their own teachers. During the data analysis, first, the students' answers were examined in the context of misconceptions in order to identify the students who had misconceptions in their written responses. Then the participant teachers were interviewed considering their students' answers containing misconceptions. Finally, both types of data were analyzed via content analysis method. The findings showed that there were many students, who had misconceptions in their written responses, and the teachers' viewpoints regarding the misconceptions were narrow and their noticing skills to students' misconceptions were low. [This study was presented as an oral presentation at the International Conference on Mathematics and Mathematics Education, Ordu University, Ordu, Turkey, 27-29 June 2018.]
An Investigation on School Attachment of Primary School Students, and Their Class Teachers&apos; Job Satisfaction
Author: Yildiz, Vahit Aga
Date: 2021-00-00
Type: Journal Articles
Subjects: Student School Relationship,Teacher Student Relationship,Friendship,Attachment Behavior,Elementary School Students,Elementary School Teachers,Work Attitudes,Job Satisfaction,Gender Differences,Age Differences,Class Size,Teaching Experience,Correlation,Children,Foreign Countries

The purpose of the quantitative study was to determine the relationship between school attachment of primary school students and their teachers' job satisfaction. Within this frame, it was also aimed to determine whether these two parameters differ in terms of some demographic variables. The research was carried out as a correlational survey. The participants consisted of 610 primary school students and 22 class teachers in different primary schools in Erzurum, Turkey. The data of the study were collected via the &quot;School Attachment Scale for Children and Adolescents&quot; and the &quot;Job satisfaction scale&quot;. Pearson correlation analysis, independent samples t-test, and one-way analysis of variance were used in the analysis of the data. The results revealed that there was no significant relationship between the students' attachment to school and their teachers' job satisfaction. Also, it was determined that there were some differences in terms of the study groups. It was determined that students' attachment to school did not differ according to grade level, but there were significant differences on behalf of the boys. It was also found out that job satisfaction of teachers differed in terms of the class size they were teaching, their age, their professional experience, the years of teaching their class, and their teaching years in their current school.
An Investigation of Noticing Skills of Pre-Service and In-Service Teachers
Author: Yenmez, Arzu Aydogan
Date: 2021-00-00
Type: Journal Articles
Subjects: Observation,Preservice Teachers,Elementary School Teachers,Mathematics Instruction,Thinking Skills,Student Development,Faculty Development,Mathematics Skills

The aim of the study was to investigate the noticing skills of prospective teachers and teachers at schools. The study adopted the case study design. The participants of the study were selected voluntary basis via criterion sampling method, and were composed of 12 student teachers of Mathematics at the Elementary Mathematics Teaching program of a state university, and 3 teachers of Mathematics in the practice school of participant student teachers. The student teachers analyzed mathematical thinking focused videos of students' problem solution activities in the course for 5 weeks with 3 hours each. In schools, a teacher's lesson was analyzed every week. The data collection tools consisted of the written opinion forms, observation notes, video recordings of classes, and follow-up meeting transcriptions. Written opinions of student teachers and teachers were analyzed week by week via theoretical framework (Van Es, 2011) in order to determine their level of noticing. The results revealed that after the sessions, the noticing levels of student teachers were improved. In addition, teachers did not make interpretations at extended level in the level of noticing.
An Investigation of Teaching Practice Course Exams of &quot;Darülmuallim&quot;
Author: Demir, Gönül Türkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Tests,Teacher Education Programs,Foreign Countries,Test Items,Student Evaluation,Cultural Influences,Educational History,Teacher Competencies,Elementary Secondary Education

The study aimed to scrutinize the practice course exam and the exam questions in Darulmuallim- the first teacher training institution in Turkish education history. In the study, the nature of the theoretical basis of today's teaching practices was also considered by shedding light on the past. The study was carried out via document analysis design, one of the qualitative research methods. The two texts published in Tedrisat Journal in 1912 and 1913, published by the teachers of Darulmuallim, were the main data sources of the study. The data were analyzed through the document analysis method. The content of the questions asked in the teaching practice course in 1912 and the distribution by subject, the application of the practice exam and the evaluation process constituted the main data sources of the study. As a result of the study, it was found that in the teaching practice exams in Darulmuallim, senior students told a topic they chose with lots in the practice school. The results revealed that the assessment of the exam was carried out by the pre-service teacher, classmates and the practice lesson teacher via discussion method.
Content Analysis of Articles Published in the Field of Social Studies Education
Author: Sökmen, Yavuz
Date: 2021-00-00
Type: Journal Articles
Subjects: Content Analysis,Journal Articles,Educational Research,Educational Trends,Social Studies,Foreign Countries,Qualitative Research,Research Methodology,Data Collection,Interviews,Sampling,Secondary School Students,Bibliometrics

The study aimed to uncover the general trends of published researches undertaken in the field of Social Studies Education. To this end, SSCI, SCI-EXPANDED, A&amp;HCI, CPCI-S, CPCI-SSH, and ESCI indexed journals were scanned through the Web of Science database. In the study, 55 articles which were suitable for scope of the research, and published between the years of 2016 to 2019 with an address in Turkey were accessed, classified, and included in the study. In the analysis of the data, content analysis method and descriptive statistics such as percentage and frequency were utilized. In the content analysis various variables were considered, such as author(s), year of the research, purpose of the study, results, research methods, sampling methods, and data collection tools. The results revealed that the majority of researches used the qualitative research method, the number of articles published was the highest in 2019, the most commonly used data collection tool was the interview, the samples included secondary school students at most, and the studies were clustered in a sample range of 31-100 participants.
Distance Learning in Higher Education during the COVID-19 Pandemic: Advantages and Disadvantages
Author: Debes, Gülyüz
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Higher Education,COVID-19,Pandemics,Teacher Attitudes,Administrator Attitudes,Foreign Countries,Barriers,Evaluation Methods,Student Participation,Instructional Effectiveness

The study, which utilized survey method, aimed to investigate the advantages and disadvantages of distance learning during COVID-19 pandemic over the conventional learning from the point of view of the university administrators and lecturers. The data were collected using quantitative method via an in-depth interview form administered to randomly selected 14 administrators and 13 lecturers in different universities in North Cyprus. The data were analyzed using descriptive statistics and variance analysis. The results showed that except for one participant, majority of the participants stated that they had experienced educational challenges during COVID-19 pandemic. In addition, the participants encountered some problems such as the assessment and evaluation challenges (9.7%), technical challenges (41.9%), learners' participation challenges (19.4%), and effectiveness of teaching challenges (29.0%).