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Results in Journal European Journal of Educational Research: 715

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Nuri Balta, Mohammad Hamza
European Journal of Educational Research, Volume 6, pp 385-394; https://doi.org/10.12973/eu-jer.6.3.385

Abstract:
Advanced technology helps educational institutes to improve student learning performance and outcomes. In this study, our aim is to measure and assess student engagement and collaborative learning in engineering classes when using online technology in solving physics problems. The interactive response system used in this study is a collaborative learning tool that allows teachers to monitor their students’ response and progress in real time. Our results indicated that students have highly positive attitude toward using the interactive response system as a tool in education in order to improve collaborative learning and student engagement in classes. Consequently, student-learning performance has been improved considerably, and technology was successfully incorporated in engineering classes.
Fatih Saltan, Omer Faruk
European Journal of Educational Research, Volume 6, pp 347-355; https://doi.org/10.12973/eu-jer.6.3.347

Abstract:
The purpose of this study is to examine the effects of blog activities on elementary students’ environmental literacy in science class. The relationships between students’ environmental literacy levels, their parents’ interest in environmental activities and the frequency of outdoor activities they do have also been also examined. Pre-test post-test quasi-experimental design has been utilized. The participants of the study are 80 seventh-grade elementary school students. The data have been gathered through “Environmental Literacy Scale”. After that, the instructor has created a blog to share some movies, animations and reflective questions for all the students. The students could follow and engage in all the sharing. The activities have lasted for eight weeks. Descriptive statistics, t-test and regression analysis have been tested via the data. The results have indicated that there is a significant difference between pre and post test scores regarding the students’ “environmental knowledge”, “attitude towards environment” and “being responsible for environment”. Furthermore; positive but weak relationship has been detected between students’ environmental literacy levels and parents’ interests in environmental activities. On the other hand, there is a moderate, positive correlation between students’ interest in environmental problems and involving in outdoor activities with parents(r=0.423, p=0.001). Overall, students’ involvements in blog activities and doing outdoor activities with parents have been found to be effective in acquiring environmental literacy.
Ayse Buber, Gul Unal
European Journal of Educational Research, Volume 6, pp 367-384; https://doi.org/10.12973/eu-jer.6.3.367

Abstract:
The purpose of this study was to investigate the effects of learning activities based on argumentation about “Force and Motion” unit on conceptual understanding and views about establishing thinking friendly classroom environment of 7th graders. The study was conducted with total 39 students (20 students in experimental group and 19 students in control group) in a secondary school. The experimental group received learning activities based on argumentation while the control group received regular science learning depending on the current science curriculum for over five week period. Both groups were given Force and Motion Concept Test and Thinking Friendly Classroom Scale before and after the instruction. Besides, six students from the experimental group were interviewed after the instruction about conceptual understanding and thinking friendly classroom features by a form developed by the researchers. The results showed that there isn’t a significant difference between conceptual understandings of experimental and control group students. Besides, it was found that there is a significant difference between thinking friendly classroom scale of experimental and control group students in favor of experimental group. Moreover, the results of the interviews conducted with six of experimental group indicated that they feel themselves in thinking friendly classrooms and with a fine conceptual understandings are fine although they have some misconceptions.
European Journal of Educational Research, Volume 6, pp 321-330; https://doi.org/10.12973/eu-jer.6.3.321

Abstract:
In this research, it was aimed to determine the views of mathematics teacher candidates about the technological tools that can be used in mathematics lessons. The research was conducted through qualitative research methodology. 120 teacher candidates who were educated in the mathematics teacher education program in Dicle University Ziya Gokalp Education Faculty took part to the research. The data of the study were collected through semi-structured interviews. The data collection tool used in the study is an interview form developed by the researcher, and it consists of open-ended questions. In the analysis of the data, descriptive analyses were used. As a result of the data analysis obtained from the research, it was determined that teacher candidates responded as “computer/computer software” at most for the questions about what technological tools could be used in mathematics lessons, what technological tools they would use when they were teachers, and which technological tools would be beneficial. In addition, teacher candidates stated that there were computers at most as technological tools in their faculties and the technological tools in their faculties were mostly used for visualization/concretization the subject.
Luigina Mortari, Marco Ubbiali
European Journal of Educational Research, Volume 6, pp 269-278; https://doi.org/10.12973/eu-jer.6.3.269

Abstract:
The educative project MelArete proposes an interpretation of ethical education: a form of Education to Virtue Ethics in the light of the philosophy of care. Starting from the ontological assumption that care is prime in life and without it the human being cannot flourish in his/her humanity, the project is based on an interpretation of the pedagogy of care. Since the practice of care reveals to have an ethical core and that core is made of ways of being-with-the-others, the pedagogical theory of MelArete states that in order to develop a project that is in relationship with the core of life we must educate to care. Therefore, educating to care means educating to virtues. On this basis MelArete proposes activities with the aim to guide children’s attention to the concepts of care and virtues. MelArete has its many references in Plato and Aristotle; besides it assumes the distinction of Ricoeur between ethics and morality. In Plato/Socrates (Alcibiades I) ethics is an educational action that allows the others to thrive in their own existential capabilities; moreover, in Aristotle’s (Nicomachean Ethics) ethics searches for eudaimonia, a good quality of life. In our educational project with children, the educative methods are the following: conversations (promoting intersubjective thought), narratives (reading and writing stories about virtues), vignettes and games (stimulating ethical thinking through a playful language) and the “diary of virtues” (promoting a reflecting culture of virtues in everyday life). In this paper we present the theoretical background of the project and a summary of the pedagogical approach and application which we are testing in our research.
Hakan Sarac, Devrim Tarhan
European Journal of Educational Research, Volume 6, pp 299-311; https://doi.org/10.12973/eu-jer.6.3.299

Abstract:
In the rapidly developing age of technology, the contribution of using multimedia-supported instructional materials in the field of teaching technologies to science education has been increasing steadily. The purpose of this research is to compare the multimedia learning instructional materials prepared according to the 7E learning model and the students' academic success and the effect on the reminiscence of the learned knowledge in the science course described using traditional methods and models. In this research, a quadruple pattern of solomon was used as a semi-experimental design. As a data collection tool, the Matter's Change Unit Success Test was used. The research was conducted in fall semester of 2014-2015 academic year and on 92 fifth grade students. Experimental groups were given instructional materials prepared according to 7E model with multimedia support and control groups were taught with traditional method. There was no statistically significant difference in the pre-test scores of the experimental-1 and control-1 groups according to the independent t-test results in the applied success test but there was a statistically significant difference in favor of the experimental groups according to the post-test and retention test scores. According to the analyzed results; There is a statistically significant difference between the post-test and retention test scores of the experimental groups. There is also a statistically significant difference between the post-test and retention test scores of the control groups. But this difference is in favor of experimental groups. According to the results of the study, it can be said that the learning material prepared according to the multimedia supported 7E model influences the academic achievement positively and the learned information is more memorable.
Melissa A., Miguel Szekely
European Journal of Educational Research, Volume 6, pp 235-259; https://doi.org/10.12973/eu-jer.6.3.235

Abstract:
School dropout is a growing concern in Central America, and in Latin America as a whole, because of its consequences for economic productivity, the inclusiveness of growth, social cohesion, and increasing youth risks. This paper utilizes more than two decades of household survey data to construct a systematic overview of school dropout at the primary and secondary levels in Central America, focusing on recent trends in dropout patterns and their underlying causes. Within each country, poverty, rurality, and indigenous group membership are the strongest correlates of dropout, reflecting several underlying factors that affect the marginal benefits and costs of staying in school. Global and regional evidence increasingly points to common policy priorities for reducing dropout across Central America, including addressing remaining gaps in access at the pre-primary and secondary levels, improving the quality of education at all levels, and strengthening the coverage, targeting, and coherence of existing programs aimed at improving education outcomes. However, additional rigorous evaluations, including cost data, are needed to identify the most effective specific approaches in each country. JEL Classification: I2, I24, I25, I26, I28, O15
M. Sencer, Ayten Iflazoglu
European Journal of Educational Research, Volume 6, pp 199-212; https://doi.org/10.12973/eu-jer.6.2.199

Abstract:
The purpose of this research is to investigate teacher candidates’ perceptions about the physical dimension of classroom management. A hundred two 3rd year students at the Primary School Education Department of a state university were instructed to visit a primary school and to observe a classroom in terms of its physical dimensions. The students were guided both to tell about the actual classroom they observed and to tell about their dream classroom. Thus, this study aims to discover students’ perception on actual classroom and their construction of dream classroom in terms of physical characteristics. The research findings revealed that most of the teacher candidates mentioned their dream classroom according to the actual classroom and only one third of them designed the classroom according to their own dream classroom characteristics. Also teacher candidates did not mention the affective influences of physical layouts and environments on individuals.
European Journal of Educational Research, Volume 6, pp 187-197; https://doi.org/10.12973/eu-jer.6.2.187

Abstract:
The study investigated differences in students’ reported overall test anxiety before, during, or after test taking among two school-levels and gender. Differences among three test anxiety components (thoughts, off-task behaviors, and autonomic reactions) were also examined. Participants were 725 primary (349 females, 376 males) and 375 middle (180 females, 195 males) school students from a metropolitan city in Turkey. Turkish students’ reported overall test anxiety declined from primary to middle school, with females showing higher test anxiety throughout school years. Whereas students rated thoughts high, autonomic reactions were rated low; followed by off-task behaviors. Female and male students did not differ in thoughts and autonomic reactions. School-level differences were found in off-task behaviors and autonomic reactions. The pattern of Turkish students’ overall test anxiety derived as a combination of thoughts, off-task behaviors, and autonomic reactions was discussed, and educational implications were offered.
Linwood N.
European Journal of Educational Research, Volume 6, pp 113-122; https://doi.org/10.12973/eu-jer.6.2.113

Abstract:
This study is a departure from discussions on why community college students do not transfer in large numbers, but instead, provides an analysis of Latino students from community college who have successfully transferred to Tier 1 universities. The conceptual framework included student engagement theory (Kuh, 2003), the support for student autonomy (Koestner et al., 2015), and the importance of students studying to mastery (Sarwat & Irshad, 2012). These theories were applied to the central research question, ‘What strategies do Latino students from a community college use to create a successful transition from community college to Tier 1 colleges and universities?’ The researcher generated six themes on how Latino students experienced successful transfer: institutional support, student transfer experiences, strategies to adapt, financial support, studying to mastery, and family support as major factors for academic success. These findings would be significant to student development specialists in community colleges. Further, such findings can be used to support Latino community college students as they sought transfer to four-year colleges and universities.
Shaista Irshad
European Journal of Educational Research, Volume 6, pp 59-67; https://doi.org/10.12973/eu-jer.6.1.59

Abstract:
Critical thinking is seen as a highly desirable way of thinking that needs to be encouraged in all areas of higher education. However, it is not easy to conceptualise critical thinking in ways that can help in its development and in its assessment. Recent policy documents in Pakistan have laid emphasis on the development of critical thinking skills in higher education and The Higher Education Commission of Pakistan worked with USAID to publish new course guidance for Functional English, a mandatory course, as a part of introducing a revised four year BEd honours programme. The course includes aims like giving reasons to justify a view, distinguishing between fact and opinion and enabling students to develop argumentation skills. All these aims require students to develop skills involving questioning: asking questions of what is provided, who has provided it and what its meaning might be, key features of critical thinking.
Avni Yildiz, Serdal Baltaci
European Journal of Educational Research, Volume 6, pp 41-50; https://doi.org/10.12973/eu-jer.6.1.41

Abstract:
Technological Pedagogical Content Knowledge (TPACK) is a model that explains how teachers use technology more effectively in the context of technological, pedagogical, and content knowledge. Teachers' TPACK competencies play great importance in this regard. Lesson study has also been playing significant roles in the development of teachers' professional trainings. When the researches on TPACK and lesson study have been analyzed, the research is expected to provide significant contributions to the literature. This study aims to present reflections from a lesson study practice that carried out to urge techno-pedagogical competencies of the secondary school mathematics teachers and to reveal the development of teachers’ progress. The study used case study method, and it was conducted with three in-service teachers. The research data were collected through semi-structured interviews, voice recorder, and observation notes. To analyze the collected data, descriptive analysis method was used. The results have revealed that teachers have made much more progress in designing, implementing, and problem solving in terms of TPACK competencies. It has also been determined that teachers’ development of openness to the innovations was limited. This limitation appeared to emerge as a result of teachers’ time anxiety and insufficient knowledge regarding the use of technology.
European Journal of Educational Research, Volume 6, pp 15-27; https://doi.org/10.12973/eu-jer.6.1.15

Abstract:
Entrepreneurship has been an intriguing issue as an indicator of economic development and social welfare particularly being focused on last decades. Furthermore, the issue of immigration has attracted considerable attention in recent years. Nowadays, the quality of the workforce and it's training processes are not getting only progressively important but as well the participation of migrants in the labor market will be a great problem in the future. Migrant’s entrepreneurial tendencies and career expectations designation are the main objectives of this research. This research was designed as a comparative qualitative model, and the structured written interview technique was used in order to collect the data. Randomly sampling study groups were formed according to methods of maximum diversity. The sampling group was formed by the participation of 12 Syrian migrant high school students who live and get trained in Altindag, a district of Ankara, Turkey and 13 Syrian migrant high school students who live and get trained in Kreuzberg, a district of Berlin, Germany. The collected data were analyzed by content analysis technique. The results of the research reveal that immigrant students have a high level of entrepreneurship in Germany, the nonetheless low level of the expectations of future career prospects in Turkey. Thus, the absences of sociocultural and economic areas where they will use entrepreneurial tendencies are a serious obstacle to them. Moreover, participants argue that they do not want to stay in Turkey anymore, and most of them intend to emigrate to Europe or another country if they can do so. Unlike Germany, many of the participants in Turkey neither know what they want to be nor how they want to live in the future and nor have they made any career planning.
Nkechi Patricia-Mary, Okeaba James
European Journal of Educational Research, Volume 5, pp 201-212; https://doi.org/10.12973/eu-jer.5.4.201

Abstract:
The study developed and standardized an Inventory for measuring Students’ Integration into University Academic Culture named Inventory for Students’ Integration into University Academic Culture (ISIUAC). The increase in dropout rates, substance use, cultism and other deviant behaviours in Nigerian universities makes it necessary for one to ask the extent to which university students are integrated into the university academic culture. This necessitates the development of standardized instrument for the assessment of students’ integration into university academic culture. The Study employed an instrumentation design in which a five point scale inventory were developed and standardized. An initial draft of 60 item instrument was developed and standardized. After corrections a 58 item instrument emerged and was administered to 500 University students. The data collected were subjected to factor analysis. The result from factor analysis showed that 27 items loaded well on three factors with minimum loading of 035. The 27 items were administered to 1,000 students to establish norms. The norm for the entire instrument was 105.19, the norms of male and female students were 100.96 and 109.21 respectively. Cronbach alpha statistics was used to establish the reliability of the instrument, its result shows an internal consistency of 0.926 for the 27 items. Hypotheses were tested using t-test statistics; the result shows that there is a significant difference between the norms of male and female students. The manual of the ISIUAC shows the administration and scoring procedure of the inventory and its psychometric properties. The instrument ISIUAC is recommended therefore for assessing students’ integration into the university academic culture.
Mujgan Baki
European Journal of Educational Research, Volume 5, pp 165-172; https://doi.org/10.12973/eu-jer.5.4.165

Abstract:
This study aims to explore the role of lesson analysis in the development of mathematical knowledge for teaching. For this purpose, a graduate course based on lesson analysis was designed for novice mathematics teachers. Throughout the course the teachers watched videos of group-mates and discussed the issues they identified in terms of student-teacher relationship for a student centered instruction. Analysis over the video made teachers notice points and came to realize the thoughts of students; they had otherwise missed at the classroom. They achieved improvements regarding the awareness of the need to identify the cases presenting the most difficulty to the students in terms of teaching, and the necessity to take precautions regarding such points, to learn about the reason of the difficulty, and to pay attention to the statements by the students. Therefore, it is possible to note that the teachers improved themselves in terms of student’ knowledge with respect to the mathematical knowledge for teaching.
Peter J.N., Nele de, Kristof van, Stephanie Vervaet
European Journal of Educational Research, Volume 5, pp 149-164; https://doi.org/10.12973/eu-jer.5.3.149

Abstract:
This study tested and integrated the effects of an inquiry-based didactic method for preschool science in a real practical classroom setting. Four preschool classrooms participated in the experiment (N = 57) and the children were 4–6 years old. In order to assess children’s attention for causal events and their understanding at the level of scientific reasoning skills, we designed a simple task in which a need for information gain was created. Compared to controls, children in the post-test showed significant learning gains in the development of the so-called control of variables strategy. Indeed, they executed more informative and less uninformative explorations during their spontaneous play. Furthermore, the importance of such programmes was discussed in the field of STEM education. * Note: This paper was published as an inadvertent duplicate publication with an another journal.
Burcu Okmen, Abdurrahman Kilic
European Journal of Educational Research, Volume 5, pp 137-148; https://doi.org/10.12973/eu-jer.5.3.137

Abstract:
The aim of this research is to develop a scale to determine the language teaching methods used by English teachers. The research sample consisted of 300 English teachers who taught at Duzce University and in primary schools, secondary schools and high schools in the Provincial Management of National Education in the city of Duzce in 2013-2014 academic Year. Data collected were subjected to Exploratory and Confirmatory Factor Analysis and the Cronbach Alpha reliability coefficient was computed. The Exploratory Factor Analysis results showed that the scale consisted of 5 factors. These factors were named as Active Teaching Method, Listening Based Teaching Method, Four Basic Skills Based Method, Speaking Based Method and Grammar Based Method. The total variance explained by the 5 factors was determined to be 54.69%. The Confirmatory Factor Analysis results confirmed the 5-factors structure. The Cronbach Alpha reliability coefficient was computed as .89. It is thought that this scale can be used to identify language teaching methods that English teachers use as a reliable and valid scale.
Saadet Kuru, Sakir Cinkir
European Journal of Educational Research, Volume 5, pp 181-187; https://doi.org/10.12973/eu-jer.5.4.181

Abstract:
In this study, it were aimed to determine how the secondary school administrators and teachers influence each other. The data was collected from 18 school administrators and 20 teachers. The sample of the study consisted of secondary school administrators and teachers working at Ankara, Kiriklale, Kirsehir, Konya, Mugla, Izmir, Mus, Bursa, Izmit, Istanbul city centers, Turkey. The data in the study were collected through semi-structured interviews. Semi-structured interview forms including six questions were developed for based on the sub-objectives Kipnis ve Schmidt’s classification, which are set as a) friendliness, b) reason, c) bargain, d) coalitions, e) assertiveness, f) higher authority and g) sanction. According to the results of the study, while teachers use friendliness, reasoning and bargaining tactics to influence their managers. They use coalitions tactics at least. On the other hand, while school administrators use friendliness, bargaining and coalition tactics and they use assertiveness tactic at least.
Eric Chan
European Journal of Educational Research, Volume 2, pp 139-149; https://doi.org/10.12973/eu-jer.2.3.139

Abstract:
The millennial generation is facing challenges in their career path and they believe that tertiary education can help them to equip better to tackle against. However, some students find it difficult to rush back to classroom due to work commitment. Fortunately, flexible education developed these years allows students to capture knowledge anytime and anywhere easier. In order to deliver courses in line with students’ need, many universities have considered offering alternative studying modes, such as flexible method, to enrich the course delivery. Using a case study, this paper investigates the delivery approach adopted by a school of a well-known university in Australia. This School offers architecture and construction management courses and has successfully adopted the flexible approach, with the aid of various online teaching and learning tools: the Cloud, Elluminate Live!, EchoSystem, Mediawiki and ePortfolio, in delivering subjects. It is welcomed by various cohorts of students. Not only the student numbers have been increased, but the School is also the first preference when students opting architecture and construction management studies. Statistics also indicate students’ satisfaction and course experience are improved. The success of this School proves itself to be an exemplar for other educators planning for flexible delivery.
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