Effects of the Integrated Online Advance Organizer Teaching Materials on Students’ Science Achievement and Attitude     

Fikret Korur  Sacip Toker  Ali Eryılmaz 《Journal of Science Education and Technology》2016,25(4):628-640

This two-group quasi-experimental study investigated the effects of the Online Advance Organizer Concept Teaching Material (ONACOM) integrated with inquiry teaching and expository teaching methods. Grade 7 students’ posttest performances on the light unit achievement and light unit attitude tests controlled for gender, previous semester science grade, and pretest scores were analyzed. No significant treatment effects were found between the inquiry and expository approaches. However, both groups demonstrated significant pretest–posttest gains in achievement and attitude. Independent from the method used, ONACOM was judged effective in both groups as students demonstrated increased achievement and attitude scores. ONACOM has a social and semantic network-aided infrastructure that can be adapted to both methods to increase students’ achievement and improve their attitude.  相似文献   

Bullying and victimization among Turkish adolescents: the predictive role of problematic internet use,school burnout and parental monitoring     

Çevik  Özge  ATA  Rıdvan  Çevik  Mustafa 《Education and Information Technologies》2021,26(3):3203-3230

Education and Information Technologies - This study aims to examine the paths between excessive Internet use, school burnout and parental monitoring and their predictor effects in peer bullying and...  相似文献   

Digital games pre-schoolers play: parental mediation and examination of educational content     

Gözüm  Ali İbrahim Can  Kandır  Adalet 《Education and Information Technologies》2021,26(3):3293-3326

Education and Information Technologies - The aim of this study is to examine mediations of parents who make digital games played by 60–72 months old children accessible, and the...  相似文献   

Are we all in this together?: mathematics teachers’ perspectives on equity in remote instruction during pandemic     

Yılmaz  Zuhal  Gülbağcı Dede  Hande  Sears  Ruthmae  Yıldız Nielsen  Selin 《Educational Studies in Mathematics》2021,108(1-2):307-331

Educational Studies in Mathematics - The COVID-19 pandemic is an unprecedented situation that influenced all aspects of society, including education. Millions of students found themselves adjusting...  相似文献   

Which One Is More Effective in Teaching the Phases of the Moon and Eclipses: Hands-On or Computer Simulation?     

Kiroğlu  Kasım  Türk  Cumhur  Erdoğan  İbrahim 《Research in Science Education》2021,51(3):733-760

Research in Science Education - The aim of this study is to comparatively investigate the effects of hands-on models (HMs) and computer simulations (CSs) on teaching the phases and eclipses of the...  相似文献   

The PISA Tasks: Unveiling Prospective Elementary Mathematics Teachers’ Difficulties with Contextual,Conceptual, and Procedural Knowledge     

Utkun Aydın  Meriç Özgeldi 《Scandinavian Journal of Educational Research》2019,63(1):105-123

The aim of this mixed methods study was to investigate the difficulties prospective elementary mathematics teachers have in solving the Programme for International Student Assessment (PISA) 2012 released items. A mathematics test consisting of 26 PISA items was administered, followed by interviews. Multiple data were utilized to provide rich insights into the types of mathematical knowledge that a particular item requires and prospective teachers’ difficulties in using these knowledge types. A sample of 52 prospective teachers worked the mathematics test, and 12 of them were interviewed afterwards. The data-sets were complementary: the quantitative data showed that PISA items could be categorized under contextual, conceptual, and procedural knowledge and indicated the most frequent difficulties in the combined contextual, conceptual, and procedural knowledge items. The qualitative data revealed that few prospective teachers could give mathematical explanations for conceptual knowledge items, and that their contextual knowledge was fragmented. Educational implications were discussed.  相似文献   

Efficiency of digital and non-digital educational games: A comparative meta-analysis and a meta-thematic analysis     

Tarık Talan  Veli Batdı 《Journal of Research on Technology in Education》2020,52(4):474-514

Abstract

The present article attempts to reinterpret the findings of most recent studies investigating effect of using games for teaching purposes. A methodological approach combining a meta-analysis of quantitative data with qualitative ones was adopted in order to present the broadest picture of the current research on educational use of games. To this end, we conducted a meta-analysis of 180 effect size comparisons out of 154 empirical studies on the effect of both digital and non-digital games on academic achievement conducted during the period from 2004 to 2019 in order to determine the overall effect size of using games for teaching various subjects. The overall sample size of the studies included a total number of 12800 participants. Some moderator analyses were also carried out to determine the exact efficiency of educational games in terms of student levels, durations of implementation of game activities, school subjects in which games were used, class sizes, kinds of games and achievement tests used. The findings suggest that educational games have a positive effect on academic achievement and this effect is at a medium level (g?=?0.695). The highest effect sizes were observed in foreign language courses (g?=?0.87), small (less than 50) class sizes (g?=?0.87), and in non-digital games (g?=?0.90). Moreover, we conducted a meta-thematic analysis based on document analysis of qualitative studies in order to further consolidate the findings of the meta-analysis. The meta-thematic dimension of our study reveals cognitive contributions as well as drawbacks of game-based teaching, and provides suggestions for conducting educational games in a better way.  相似文献   

Erratum to: Effect of 5E Teaching Model on Student Teachers’ Understanding of Weightlessness     

Güner Tural  Ali Rıza Akdeniz  Nedim Alev 《Journal of Science Education and Technology》2016,25(1):148-148

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Assessing metacognition in an online community of inquiry     

Zehra Akyol  D. Randy Garrison 《The Internet and Higher Education》2011,14(3):183-190

Metacognition is an important aspect of human intelligence and higher learning. There is the recognition that metacognition is not just a private internal activity but also socially situated. In this context, the purpose of this research is to develop and validate a metacognitive construct that provides the opportunity to assess metacognition in online discussions. Furthermore, the Community of Inquiry (CoI) theoretical framework provided the conceptual coherence to construct, operationalize and interpret metacognition in an online collaborative inquiry. The results provided evidence of metacognition indicators in student discussion postings and the frequency of these indicators increased over time.  相似文献   

E-learning in life long education: A computational approach to determining listening comprehension ability     

Cem Işık  Sümeyra Yılmaz 《Education and Information Technologies》2011,16(1):71-88

E-Learning is the use of telecommunication technology to deliver information for education and training and it is emerging as the new paradigm of modern education. Because of the increasing amount of technology integration in the learning environment, more and more studies focus on examining “how people learn with technology” This study was conducted to find out how computer assisted language learning contributes to learners’ ability to develop listening comprehension. The results revealed that learner computer anxiety, instructor attitude toward e-Learning, e-Learning course flexibility, e-Learning course quality, perceived usefulness, perceived ease of use, and diversity in assessments are the critical factors affecting learners’ perceived satisfaction.  相似文献