ethanporcaro/eric-fulltext-meta huggingface dataset:
The Satisfaction Level of Undergraduate Science Students towards Using e-Learning and Virtual Classes in Exceptional Condition COVID-19 Crisis
Author: Bawaneh, Ali Khaled
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Student Satisfaction,Science Instruction,Undergraduate Students,COVID-19,Pandemics,School Closing,Educational Technology,Electronic Learning,Distance Education,College Science,Grade Point Average,Specialization,Instructional Program Divisions,Online Courses

The study aimed at investigates the science students' satisfaction level of using e-learning and virtual classes in exceptional condition COVID-19 Crisis, in light of three demographic variables: students' specialization, educational level, and GPA. The population consisted of all science students (Physics, Chemistry, Biology, and Mathematics) in the college of science at a university from Eastern Province, Saudi Arabia. The sample comprised of 116 science students. The researcher developed a questionnaire and verified its validity and reliability for collecting data. Some statistical analyses such as mean, standard deviations, and ANOVA tests were conducted to analyze the questionnaire. The results indicated that the satisfaction level of using e-learning and virtual classes by science students is medium in general but with varying degrees from one item to another. The results did not show significant statistical differences at the level ([alpha] = 0.05) of the use of e-learning and virtual classes for all independent variables: students' specialization, educational level, and GPA. The study included several recommendations; the most important of which is the necessity of providing infrastructure in the university (all colleges) concerning e-learning and educational technology, providing training programs for all university professors and students on how to use e-learning efficiently to boost their competences and skills in utilizing these innovative models.
Web 3.0 in Learning Environments: A Systematic Review
Author: Acikgul Firat, Esra
Date: 2021-01-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Technology Uses in Education,Computer Simulation,Intelligent Tutoring Systems,Internet,Semantics,Educational Research,Educational Trends,Intellectual Disciplines,Research Design,Use Studies,Data Collection,Science Education,Mathematics Education,Second Language Learning,Research Methodology,Technology Integration

Web 3.0 technologies have inevitably affected educational research. Many studies have been conducted on the use of Web 3.0 tools in learning environments. The synthesis and summarization of the results of these studies with a systematic review is considered important in terms of being the source of future research and helping to spread the use of these technologies in education. Hence the purpose of this systematic review is to obtain a better understanding of how Web 3.0 technologies can be used to enhance quality of educational settings. The systematic analysis was conducted by 81 papers from 2005 to 2020. The PRISMA Statement was used in the research and report generation process. Papers related to semantic, augmented reality, intelligent tutoring system, 3d visual environments, 3d games and ontologies is included in the study. The results show that in 2008 and 2013 there was an increase in the number of studies. In addition, most experimental studies have been conducted in this literature and the studies in the discipline of science education are more than other disciplines. When the data collection tools used in the studies were examined, it was found that the majority of the studies were quantitative and most benefited from surveys, questionnaires and observational information in the data collection process. In addition, the majority of studies focus on the learning usefulness and learning outcomes of the software used in the research. Furthermore, suggestions for future researches were made in line with the limitations and results of the study.
The Implementation of a Regional Education Network through the Application of the Developmental Evaluation Process: A Case Study
Author: Griffiths, Amy Jane
Date: 2020-00-00
Type: Journal Articles
Subjects: Regional Cooperation,Agency Cooperation,Young Adults,Disabilities,Networks,Program Development,Program Implementation,Evaluation Methods,Youth Employment,Special Education

One in three young adults with autism or developmental disability have never been employed within eight years of their leaving high school (Newman et al., 2011). These students graduate from schools and may then work with multiple services providers across agencies. Collaboration between these agencies is critical. This case study describes the successful efforts of a group of educational leaders, parents, individuals with disabilities, and service providers who came together to improve the transition outcomes of young adults with disabilities. The success of this large and complex effort was facilitated by the application of a developmental evaluation process which adjusted the networks efforts in real time. We present a case study of the first two years of the development and implementation of this regional educational network, as well as the theory and methods of developmental evaluation used to guide its implementation. We conclude with implications for building and leading effective collaborative networks in education.
The Effects of Student-Centered Teaching Methods Used in Mathematics Courses on Mathematics Achievement, Attitude, and Anxiety: A Meta-Analysis Study
Author: Ay Emanet, Elif
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Centered Learning,Mathematics Instruction,Mathematics Achievement,Student Attitudes,Mathematics Anxiety,Instructional Effectiveness,Educational Research,Elementary School Students,Middle School Students,High School Students,Effect Size

Mathematics is a branch of science that is used to understand and explore the relationship between the parts that make a great structure or a whole, the cause-and-effect relationships between the parts and the whole, all natural phenomena and, life in short. Students in Math must make progress in learning to follow teacher's instructions and participating actively, using prior knowledge, building on it, and making sense of it instead of memorizing. Since student-centered teaching methods have frequently been used in the curriculum in recent years, the aim of the research is to examine the results of them and to shed a light on future generations. In the literature, there are many studies examining student-centered teaching methods in terms of academic achievement, attitude and anxiety. In this study, meta-analysis method was used to determine the size of the overall effect of student-centered teaching methods on the mathematics achievement, attitude to mathematics and anxiety. Nearly 300 articles, Master's and Doctoral theses were examined within the scope of the research. Conducted between 2005 and 2018, a total of 111 studies that were eligible for meta-analysis were included in this meta-analysis. As a result of the study, it was concluded that student-centered teaching methods were more effective on math achievement and attitude and anxiety toward mathematics than the traditional methods.
The Reflections of Differentiated Science Education for Gifted Students on Prospective Classroom Teachers
Author: Kutlu Abu, Nese
Date: 2021-04-00
Type: Journal Articles
Subjects: Individualized Instruction,Science Education,Gifted Education,Early Childhood Education,Preservice Teacher Education,Preservice Teachers,Outdoor Education,Science Activities,Undergraduate Students,Young Adults,Self Efficacy,Teacher Competencies,Curriculum Design,Instructional Effectiveness,Pedagogical Content Knowledge,Foreign Countries

This study was designed to delve into the impact of differentiated science education for gifted students on prospective classroom teachers in terms of some variables. A concurrent embedded research design from mixed research methodologies was employed in this study. The participants were 69 sophomore students studying in the Department of Primary Education in the Faculty of Education in Amasya University during 2018-2019 academic year. The data collection instruments were the Science Teaching Efficacy Belief Scale, the Academic Self-Efficacy Scale, the Competence Scale for Science Teaching, the Outdoor Science Activities Performing Scale, and a structured interview form. For the qualitative data, a deductive approach was employed, and themes and codes were used to show the findings. Based on the results, there is evidence to suggest that differentiated science education applications develop prospective teachers' science teaching efficacy beliefs, their competences for learning science, their academic self-efficacies, and their outdoor science activity performing beliefs. The findings also show most of the participants hold the belief that their educational background contributes to their professional and personal developments as well as science teaching skills, and helps them gain awareness of such concepts as giftedness, outdoor learning, and differentiated teaching. Several recommendations for making differentiated education prevalent for prospective teachers are provided. [Note: The page range (280-307) shown on the PDF is incorrect. The correct page range for this article is p280-305.]
The Predictive Role of Professional Concern and Quality of University Life on Attitudes toward Teaching Profession
Author: Atabey, Derya
Date: 2021-04-00
Type: Journal Articles
Subjects: Teaching (Occupation),Quality of Life,College Environment,Student Satisfaction,Preservice Teachers,Positive Attitudes,Professionalism,Anxiety,Correlation,Public Colleges,Foreign Countries

The current study was carried out to determine the role of professional concern and university life quality of prospective teachers in explaining their attitudes towards the profession of teaching. The working group of the research was made up of 580 prospective teachers attending a faculty of education at a state university. As a data collection tool, &quot;The Attitude Scale towards the Profession of Teaching&quot;, &quot;Occupational Anxiety Scale for Prospective Teachers&quot; and &quot;The Scale of Quality of Life in University&quot; were used. The research was carried out through relational research method, a quantitative research method. At the end of the research, it was found that the professional attitudes of the prospective teachers were positive, their concern levels were low, they experienced &quot;Appointment Centred Concern&quot; and &quot;Adaptation Centred Concern&quot; the most, their satisfaction regarding university life quality was at medium level and that they were content with &quot;Social Facilities&quot; the least. It was found that there was a significant relation between the attitude towards profession and professional concern in a negative way and that as the professional concern decreased, positive professional attitude increased. It was also found that there was a significant relation between the attitude towards profession and university life quality in a positive way and that as the satisfaction of university life quality increased so did positive professional attitude. It was determined that there was a significant relation between the professional concern and university life quality in a negative way and that as the university life quality increased, professional concern decreased. It was determined that professional concern of the prospective teachers and their satisfaction regarding university life quality predicted the attitude towards the profession of teaching at 13.9% rate. In line with the results of the research, various recommendations were made.
An Examination of the Relationship between Secondary School Students&apos; Abstract Thinking Skills, Self-Efficacy Perceptions and Attitudes towards Mathematics
Author: Özdemir, Ahmet Sükrü
Date: 2021-04-00
Type: Journal Articles
Subjects: Secondary School Students,Thinking Skills,Abstract Reasoning,Self Efficacy,Student Attitudes,Grade 8,Predictor Variables,Mathematics Achievement,Boarding Schools,Individual Differences,Foreign Countries

This study aims to examine whether there is a relationship between abstract thinking skills, self-efficacy perceptions and attitude towards mathematics and how these variables predict mathematics achievement. The study was conducted with 198 eighth-grade students who were selected by random sampling and the relational screening model was used. For data collection, the tools of &quot;Abstract Thinking Test in Mathematics&quot;, &quot;Self-Efficacy Perception Scale towards Mathematics&quot;, &quot;Mathematics Attitude Scale&quot; and Mathematics course notes of students were resorted to. According to the findings, it was concluded that there were significant relationships between students' abstract thinking skills, self-efficacy perceptions and attitudes towards mathematics, and these variables explained 37% of the variance in mathematics achievement. There was no significant difference in mathematics achievement between the groups according to the type of school, while it was found that the scores of the students' abstract thinking skills, attitude towards mathematics and self-efficacy perceptions differed in favor of the students studying in non-boarding secondary school. In addition, no significant difference was observed between the groups in terms of students' mathematics achievement according to their boarding status. It was found that there were significant differences in terms of the other three variables. Suggestions were made to increase mathematics achievement, especially in boarding secondary schools, and it was also offered to increase the feasibility of the environment of the boarding secondary schools.
Reflective Writing and Self-Regulated Learning in Multidisciplinary Flipped Classrooms
Author: Robbins, Michelle M.
Date: 2020-12-00
Type: Journal Articles
Subjects: Reflection,Learning Strategies,Interdisciplinary Approach,Flipped Classroom,Writing (Composition),Questionnaires

Flipped classes are designed to facilitate self-teaching, self-assessment, and self-regulation (Talbert, 2017). Because flipped classes demand more student responsibility than traditional classes, monitoring their own learning and making adjustments are crucial in helping students perceive this increase as manageable. The current study hypothesized that students in flipped classes would show increases across the semester in their self-regulated learning and that students who engaged in reflective writing tasks (e.g., Nilson, 2013) would show more improvement than those who did not. Data were analyzed from a sample of 332 students enrolled in courses across multiple disciplines. Contrary to expectations, students' motivation and learning strategy scores decreased or remained stable across the semester, except for peer learning, which improved. In general, completing reflective writing tasks seemed to attenuate the decline in motivation scores and actually improve some learning strategy scores. These results suggest the benefit of reflective writing, and future research should examine other mediating/moderating factors, like mindset, in studies involving self-regulated learning and flipped classrooms. Methodological challenges in conducting multidisciplinary SoTL research also are discussed.
A Multi-Disciplinary Mixed-Methods Study of Group Dynamics in Active Learning Space
Author: Gordy, Xiaoshan Zhu
Date: 2020-12-00
Type: Journal Articles
Subjects: Active Learning,Group Dynamics,Classroom Design,Classroom Environment,Physical Environment,Space Utilization,Student Participation,Interaction,Peer Relationship,Cooperative Learning,Technology Integration,Positive Attitudes,College Students

Active learning spaces emerged at the turn of the twenty-first century. The active learning space design represents not only an overhaul of traditional classrooms' physical appearances but also reflects a paradigm shift from teacher-centered learning to student-centered learning. Current available research mainly focused on student academic performance as well as student and faculty perceptions. Limited research has been conducted to investigate interactions at the student level to find out what interactions are taking place in the active learning spaces and how they affect student learning. This study employed a sequential exploratory mixed-methods design inquiring into student learning in an active learning space first through student focus group discussions and then with an online student survey. The major themes emerged from the focus group discussions were utilized to develop the online survey. The purpose of this survey was to cross-validate qualitative outcomes and further seek answers to unanswered questions triggered by qualitative findings. The qualitative data indicated that the spatial equity in the active learning space put students in positive mindsets and induced active classroom participation. The interconnected screens made it easy for students to view class content and collaborate with peers. The group work conducted in the space fostered mutual learning, promoted learning accountability and improved peer relations. The quantitative survey data on group dynamics validated and reinforced qualitative findings. This paper will help educators better understand student behaviors in the active learning spaces and better design space-appropriate pedagogical strategies.
Reflecting on a Multi-Perspective Approach to Teaching and Learning about Police Shootings
Author: Ferrandino, Joseph Alexander
Date: 2020-12-00
Type: Journal Articles
Subjects: Teaching Methods,Controversial Issues (Course Content),Peace,Law Enforcement,Police,Outcomes of Education,Violence,Information Sources,Student Research,Research Projects,Maps,Undergraduate Students,Capstone Experiences

This reflective essay highlights the importance of project structure when teaching highly controversial topics. I review research that shows differing approaches to teaching highly controversial subjects and the impact of the approaches on learning outcomes. I then reflect on the outcomes of deploying a non-directive, peacekeeping approach to address the issue of police-involved shootings in a criminal justice class. Finally, I draw attention to ancillary issues that emerge in this project structure as well as how the results impacted my own thinking about this topic.
Revising with Metacognition to Promote Writing Achievement: A Case Study
Author: O'Sullivan Sachar, Cassandra
Date: 2020-12-00
Type: Journal Articles
Subjects: Revision (Written Composition),Metacognition,Writing Strategies,Writing Improvement,Writing Achievement,Basic Writing,Essays,Scores,Undergraduate Students,Minority Group Students,Disproportionate Representation,Public Colleges,Writing Attitudes,Positive Attitudes,Self Efficacy,Feedback (Response)

This study examined the relationship between metacognitive revision and writing achievement in one instructor's developmental writing courses. Since American students often have had little strategic writing instruction in high school, they frequently come to college as non-proficient writers. By focusing on self-improvement rather than agonizing over the quality of the final product, struggling writers' fears and lack of confidence can be mitigated, allowing growth. Requiring students to revise their essays and explain these revisions may influence the likelihood of completing the stages of the writing process, including using feedback. Results indicated that students who received high scores in revision explanations often received higher scores on the final essays than their peers. Additionally, from the pre- to post-intervention attitudinal survey, student responses showed more positive feelings about writing, increased confidence in ability and self-efficacy, and greater interest in providing feedback to classmates. Despite these gains, fewer students at the end of the semester felt that feedback, revision and reflection affected their writing performance, suggesting feelings of frustration at the multi-faceted process.
The Relationship between Preschool Children&apos;s Social Competence Skills and Their Ability to Communicate with Their Mothers
Author: Çiftçi, Hale Dere
Date: 2021-04-00
Type: Journal Articles
Subjects: Correlation,Preschool Children,Kindergarten,Mothers,Interpersonal Competence,Communication Skills,Listening Skills,Empathy,Behavior Problems,Parent Child Relationship,Parent Background,Educational Attainment,Age Differences,Gender Differences,Social Development,Speech Communication,Foreign Countries

The aim of this study was to determine the relationship between four to five year old children's social competence levels and their ability to communicate with their mothers. Social competence has an important role in developing positive relationships in children's lives. One of the most important factors in the development of social competence in children is the communication they have with their mothers. In the study, one of the general survey models, &quot;relational survey model&quot; was used. The study group consisted of 323 children attending public kindergartens in Istanbul. General Information Form, Social Competence and Behavior Assessment Scale and Parent-Child Communication Assessment Tool were used as data collection tools. In the analysis of the data, descriptive statistics were calculated via examining the data distribution. In order to determine the relationships between preschool children's mothers' communication and social competence, Pearson correlation coefficient was calculated. At the end of the study, it was observed that children's social competence average was high, and the mean of inward and outward oriented problems were close and low. Besides, there was a negative and high-level correlation between total social competence scores and inward oriented and outward oriented problems. Considering mothers' communication with their children, there was a positive and high-level relationship between the empathy and speech dimensions. While there was no significant relationship between the total scores of children's social competence levels and their relationship with their mothers, some significant relationships were determined regarding subdimensions. These results of the present study show that mothers' communication skills such as empathy, speaking, listening and conveying messages are effective in increasing children's social competence skills and reduce behavioral problems.