Biological evolution stands out as critically important content for K-12 education as it is considered a cornerstone of the biological sciences. Yet, it remains one of the most socially controversial topics related to science education. In this exploratory study, we are seeking to understand the ways elementary preservice teachers (PSTs) use their views of science to justify including or excluding alternative explanations to evolution in the science curriculum. This investigation included 76 PSTs who were enrolled in an elementary science methods course. Data came from an activity designed by the authors entitled “Science in the Public Schools – School Board Scenario.” The scenario proposed that the local school board was considering a motion to alter the science curriculum by introducing creationism and intelligent design (ID) to the unit on biological evolution and the PSTs had to offer their informed recommendations. The two researchers independently read and coded the data using an inductive, constant comparative approach. Findings revealed that 32 would not add creationism or ID, 26 would add both, 9 would add creationism, 6 would add ID, and 3 would only mention them. PSTs came up with diverse explanations for their decision on if to include alternative explanations when teaching evolution. Common rationales emerged within each group and are further explored.

Three methodological approaches were applied to understand the role of interest and self-efficacy in reading and/or writing in students without and with persisting specific learning disabilities (SLDs) in literacy. For each approach students in grades 4 to 9 completed a survey in which they rated 10 reading items and 10 writing items on a Scale 1 to 5; all items were the same but domain varied. The first approach applied Principal Component Analysis with Varimax Rotation to a sample that varied in specific kinds of literacy achievement. The second approach applied bidirectional multiple regressions in a sample of students with diagnosed SLDs-WL to (a) predict literacy achievement from ratings on interest and self-efficacy survey items; and (b) predict ratings on interest and self-efficacy survey items from literacy achievement. The third approach correlated ratings on the surveys with BOLD activation on an fMRI word reading/spelling task in a brain region associated with approach/avoidance and affect in a sample with diagnosed SLDs-WL. The first approach identified two components for the reading items (each correlated differently with reading skills) and two components for the writing items (each correlated differently with writing skills), but the components were not the same for both domains. Multiple regressions supported predicting interest and self-efficacy ratings from current reading achievement, rather than predicting reading achievement from interest and self-efficacy ratings, but also bidirectional relationships between interest or self-efficacy in writing and writing achievement.  The third approach found negative correlations with amygdala connectivity for 2 reading items, but 5 positive and 2 negative correlations with amygdala connectivity for writing items; negative correlations may reflect avoidance and positive correlations approach. Collectively results show the relevance and domain-specificity of interest and self-efficacy in reading and writing for students with persisting SLDs in literacy.

Assessment for Learning (AfL) may be conceptualized as minute-to-minute, day-by-day interactions between learners and teachers with the improvement of learning as the principal focus. This paper traces the development of an AfL measurement instrument (scale) that can be used for research purposes prior to, during and following professional development in the area. Rasch measurement procedures were applied to data drawn from a convenience sample of 594 teachers from 44 elementary schools in Ireland to create a scale consisting of 20 items distributed across four key AfL assessment strategies: learning intentions and success criteria, questioning and classroom discussion, feedback, and peer-and self-assessment.  This scale, the Assessment for Learning Measurement instrument (AfLMi), has good psychometric properties and is interpretable in a way that makes it potentially useful during system wide improvement initiatives focused on AfL.

Energy literacy is a minimum required capacity for developing a sustainable society that participates in and discusses on energy and environmental (EE) issues. Understanding the energy literacy structure is of significant importance for providing effective energy education to promote people’s awareness of EE issues. In this article, an energy literacy structural model integrated with the Theory of Planned Behavior and Value-Belief-Norm Theory was investigated for 1070 lower secondary students (ages 13-15) in Japan. Structural equation modeling uncovered that the awareness of consequences is the most powerful predictor for the causality between basic energy knowledge and energy-saving behavior through the attitude toward the energy-saving behavior. A conditional process analysis elucidated that (1) the conditional effect of basic energy knowledge on the awareness of consequences depends on scientific literacy, critical thinking ability, and environmental worldview, and (2) the conditional direct and indirect effects in the mediation model of awareness of consequences on the attitude toward energy-saving behavior through the ascription of responsibility depend on environmental worldview or values and family discussion of energy-related issues. The energy literacy model proposed provides a theoretical contribution to the development of an effective energy education program.

The purpose of this study was to investigate a predictive power of prospective teachers’ self-efficacy sources on their teaching self-efficacy and attitude towards the teaching profession. Design of the study was the correlational research. The study was conducted on 315 prospective teachers studying pedagogical formation education in a 2017-18 academic year. Instruments were “Prospective Teachers’ Self-Efficacy Sources Scale”, “Teaching Self-Efficacy Scale” and “Attitude Scale of Teaching Profession”. Pearson Product Moment Correlation Coefficient and PATH analysis methods were used to analyze the data. Results indicated that emotional states, mastery experience, and verbal persuasion were significant predictors of prospective teachers’ teaching self-efficacy and attitudes towards teaching profession. 

The aim of the study is to examine the pre-service teachers’ problem solving skills and curiosity levels according to different variables and to determine whether there is a relationship between them. The research was designed as a descriptive study in the survey model. The sample of the study consists of 1st and 4th grade pre-service teachers in the departments of German, Science, English, Mathematics, Music, Pre-school, Painting, English, Mathematics, Turkish Language Teaching at a university in Turkey. “Curiosity Scale” adapted into Turkish by Demirel and Diker Coskun, “Problem Solving Inventory” adapted into Turkish by Sahin, Sahin and Heppner  and “Personal Information Form” prepared by the researcher were used as data collection tools. In the analysis of the data obtained, SPSS-Windows 22.00 package program was used and descriptive statistics and parametric tests were applied in accordance with the sub-problems of the study. In addition, a correlation analysis was conducted to determine whether there was a relationship between pre-service teachers’ problem solving skills and curiosity levels. Based on the findings, suggestions about the problem solving skills and curiosity levels of the prospective teachers were presented.

Our goal for this article is two-fold: 1) to examine the efficacy of participatory concept mapping as an integration tool for mixed methods research (MMR), and 2) to explore, using concept mapping, pre-service teachers’ epistemic cognition (EC) and its relationship to teaching orientation (TO).  Using a combined developmental and dimensional framework, preservice teachers’ (N=48) concept maps about their (EC) and (TO) were investigated.  Analyses revealed that the majority of the participants were consistent with the EC profiles of either: 1) absolutist, 2) multiplist, or 3) evaluativist.  Participants’ EC and TO were clearly linked and implications for learning, instruction, and teacher education are discussed. Finally, concept mapping was deemed an effective tool for MMR especially as it pertains to integration.

This study describes the development and validation of a psychometrically-sound instrument, the Active Learning Strategies Inventory (ALSI), designed to measure learners’ perceptions of their active learning strategies within an active learning context. Active learning encompasses a broad range of pedagogical practices and instructional methods that connect with an individual learner's active learning strategies. In order to fulfill the study's goals, a conceptual framework on learners’ active learning strategies was developed and proposed, drawing upon the research literature on active learning. The development and construct validation of the Active Learning Strategies Inventory (ALSI), based on the conceptual and methodological underpinnings, involved identifying five scales of learners’ active learning strategies: engagement, cognitive processing, orientation to learning, readiness to learn and motivational orientation. An item pool of 20 items was generated following an extensive review of the literature, standardized card sorting procedures including confirmatory factor analysis and scale validation of a pilot (n = 407) survey. The ALSI scale demonstrated strong internal consistency and reliability with a Cronbach's alpha ranging from 0.81 to 0.87. High item loading scores from the factor analysis provided initial support for the instrument's construct validity of the five-factor model. The ALSI scale provides a reliable and valid method for researchers and academicians who wish to measure learners' perceptions of their active learning strategies within an active learning context. Finally, we discuss the implications and address the limitations and directions for future research.

In the context that it was scrutinized in the present study, peer instruction was initially developed by Eric Mazur, a physicist. The aim of the present study was to determine the impact of peer instruction method on academic achievements and creative thinking skills of the students. The study was conducted with the pre-test-posttest control group method, a quasi-experimental design, which was defined as a two-factor mixed design. The study was conducted with sophomore students attending Firat University (FU), Faculty of Education, Social Studies Teaching Department in Turkey during the 2018-2019 academic year spring semester. The experiment (N = 30) and control (N = 30) groups were determined with convenience sampling (a non-random sampling method). Present study findings demonstrated that peer instruction method improved the achievement and creative thinking skill levels of the students. However, it was observed that the method was more effective on course achievement.

Two new instruments were created to assess secondary students’ (ages 14-18) spatial learning attitudes and their interest in science and technology, related careers ideas and perceptions about geospatial technologies. These instruments were designed to evaluate the outcomes of a geospatial learning curriculum project. During a two-year period, we explored the use of these instruments during the prototype testing and pilot testing of a series of socio-environmental science investigations. The instruments were implemented with 664 ninth grade urban students from a population traditionally underrepresented in STEM-related fields. Both classical and Rasch analyses were conducted each year to optimize the instruments. The resulting 24-item Student Interest in Science, Technology and Geospatial Technology (STEM-GEO) measure and 9-item Spatial Learning Attitudes (SLA) measure had high internal consistency reliabilities (Cronbach’s Alpha) as well as acceptable Rasch reliabilities. Content validity and construct validity evidence were also summarized and discussed.

The flipped classroom model is an educational model in which students study at their homes and reinforce their knowledge in the classroom with exercises and activities. This model is currently being used by many Turkish schools, especially the ones that give information technologies education. In this study, it is aimed to understand the learning experience by using this model in history lessons in higher education. For research purposes, 5 weeks long program was modified according to the Flipped Classroom (FC) model. This program was implemented and the views and opinions of the participants were collected with a semi-structured questionnaire. The study group is comprised of students that took Ataturk’s Principles and the History of the Turkish Revolution (APHTR) Course during the 2016-2017 fall period at Gazi University in Turkey. Phenomenological analysis was used for data analysis. The results show that the most of the participants see many opportunities in this model. These include the permanent learning, entertaining lessons, interaction, functionality, and high motivation. But the model also poses challenges. Those challenges are problems regarding the long educational videos, wrong content, technical problems, and activities. The participants recommended videos to include more animation and to be shorter, and activities to be improved.

This study aimed to develop an instructional design that focuses on programming teaching for gifted and talented students and to investigate its effects on the teaching process. During the development of the instructional design; the steps of Morrison, Ross and Kemp Instructional Design Model were followed. Embedded experimental design, one of the mixed-method research designs, was used in the modeling of the study. The participants consisted of students studying at the Science and Art Center (BILSEM) (experimental group: 13 girls and 12 boys, control group: 10 girls and 15 boys). While the instructional design developed by the researchers was applied to the gifted and talented students in the experimental group, the standard activities used in Information Technologies and Software Courses at BILSEM were applied to the gifted and talented students in the control group. “Computational Thinking Scale (CTS)”, “Torrance Creative Thinking Test (TCTT-Figural)” and “Computer Programming Self-Efficacy Scale (CPSES)” were used to collect the data of the quantitative phase of the study. Qualitative data were gathered by using interview form, observation forms, and design thinking rubric. Two-Factor ANOVA Test, Bonferroni Adjustment Multiple Comparisons Test, and interaction graphs were used to analyze quantitative data while qualitative data were analyzed by content analysis. The quantitative results of the research showed that the instructional design was effective on students' computational thinking and creative thinking skills, but not on programming self-efficacy. Qualitative findings revealed that the instructional design helped the students learn the computational concepts, use computational applications, and develop computational-perspectives. Also, students improved their design thinking skills to a certain level and expressed that they enjoyed the design thinking process, learned the course content, and experienced some difficulties.

This study investigated the influence of teachers’ classroom management on pupils’ motivation for learning and academic achievement in Kwara State. Descriptive survey design was adopted. The population was all primary teachers and pupils in Ilorin Metropolis, Kwara State. The sample size was 250 teachers and all pupils in their classrooms. One research questions and four hypotheses guided the study. The instruments used to collect data were researchers’ developed instruments titled ‘Teachers’ Classroom Management Style Observation Scale (TCMOS) and Pupils’ Motivation for Learning Rating Scale (PMLRS) with reliability coefficients of 0.82 and 0.86 respectively. Data collected were analysed using descriptive statistics, linear regression, t-test and Analysis of Variance (ANOVA). All hypotheses were tested at 0.05 level of significance. The results showed that there was significant influence of classroom management styles on pupils motivation for learning (F_(1,248) = 121.155, p < 0.05) and their academic achievement (F_(1,248) = 28.947, p < 0.05). It was therefore recommended that teachers should be encouraged to adopt appropriate classroom management to motivate pupils to learn for improved academic achievement. Also, courses on classroom management and leadership should be integrated into the teacher training curriculum while regular retraining of in-service teachers should be encouraged.

Satellite remote sensing has been largely adopted in all kinds of environmental applications as it has proved to be an excellent tool for research and decision-making purposes. It has also been recognized as an important educational tool in the past years. However, it has been insufficiently incorporated in school practice, especially at the elementary level. This article describes the use of remotes sensing as a tool to present science topics in the elementary classroom. A phenomenon-based approach was adopted to introduce the Urban Heat Island Effect (UHI) to eighty-one second and third-grade students. The students’ experiences in their learning environment were collected with the use of a questionnaire developed for that purpose. The pedagogical approach encouraged the students’ critical thinking and individual observations to try to explain the phenomenon working with the other students and the adults in the class- room. The phenomenon-based approach, along with the powerful visualizations of the remotely sensed data kept the students motivated and active. Seventy-one percent of the students reported that this was an engaging activity, and seventy-eight percent said that they would like to participate in similar activities in the future. The rest of the responses were neutral. None of the students were previously familiar with remote sensing or the UHI. This experience showed that it is critical to have adequate and appropriate resources readily available, as well as efficient facilitation in order to tackle this pedagogical approach. The activity was organized for Earth Observation Day (EOD), 2016, in the framework of a West Virginia View funded project. EOD is a STEM (Science, Technology, Engineering, and Mathematics) educational outreach event that occurs yearly and during which scientists, all of whom are experts in remote sensing and related geospatial technologies, are available to support teachers in their respective states.

Xenophobia, being hostile to foreigners and feeling fear of them, is considered as hating and having prejudices against the people of other nations. It is noticed that with the increase of migration movements on a global scale in recent years, xenophobia has become one of the more critical subjects in the scientific world. Determining the relationships between xenophobic attitudes and personal traits is considered as one of the important steps in developing relationships especially among people from different cultures. By detecting positive personality traits and negative personality traits associated with xenophobia, interpersonal relationships can be developed. Accordingly, in the current study, it is aimed to determine the relationships between xenophobia and personality traits (neuroticism, extraversion, openness to experience, agreeableness and conscientiousness, and Machiavellianism, narcissism and psychopathy). For this purpose, data were collected from 422 (342 females, 80 males) university students via the data collection tools, which are “Xenophobia Scale”, “Adjectives Based Personality Test” and “Dirty Dozen Scale”. The data were analyzed by stepwise regression technique. As a result of the analyzes, it has been observed that agreeableness, which is among the five-factor personality traits, and psychopathy and narcissism, which are among the dark triad-personality traits predicted xenophobia significantly. Accordingly, it was determined that the agreeable people had lower levels of xenophobic attitudes. Psychopathy and narcissism personality traits have been observed to lead to higher levels of xenophobic attitudes.

This paper investigated how puppetry could be used to improve the standards of early childhood science education. This study determined the effect of a puppet-making and puppetry workshop on preservice preschool teachers’ beliefs and attitudes towards science education and looked into their experiences during and after puppet-making. Although participants faced some difficulties during the workshop, they developed numerous socioemotional skills. Puppetry activities can help preservice teachers learn how to deliver child-centered, stimulating, and interactive classes. Using puppets in early childhood science education can help teachers develop positive attitudes towards science and offer students high-quality, engaging, and creative activities.

This study aims to produce empirical evidence of the validity and reliability of instrument items for the competency framework of agricultural teaching staff in Malaysian agricultural vocational colleges. The validity and reliability of the framework were analyzed using Rasch Model Measurement assisted by Winsteps 3.72 software. This research instrument contained 116 items, which was distributed to 30 instructors at the Teluk Intan Agricultural Vocational College, Malaysia. The selection of respondents was made by strata random where the researcher makes the strata of the population according to the percentage and then selects randomly based on the desired percentage. Validity analysis of the instrument was done through four functional testings. For reliability and separation of respondents, it was found that the individual reliability value was very good and acceptable. The results of the item polarity analysis detected no negative value (-) in the Point Measure Correlation value. Item matching analysis found that 11 items had to be dropped as they failed to meet the required conditions. From the analysis on local dependence that determines dependent items based on the standardized residual correlation value, it was discovered that the correlation value for the items used was detected; 13 items need attention. The results of the data analysis checking the functionality of the items suggested that some items should be dropped. The omission of these items has provided evidence that the instrument of competence of agricultural instructors is crucial to have a high level of validity and reliability for use in actual studies.

Fictional characters give literary works a sense of reality. The actions of fictional characters play a crucial role in children's personality development. Young readers who lack critical reading skills are more likely to incorporate fictional characters into their lives because they have a hard time telling reality from fiction. Therefore, we should determine how children perceive fictional characters and teach them that they are imaginary figures. In this way, we can help them approach those characters' actions from an external and critical perspective. This study adopted a qualitative research design (case study) to investigate secondary school students' perceptions of fictional characters. The sample consisted of 45 secondary school students (28 female and 17 male). Data were collected through interviews and document review techniques. Data were analyzed using content analysis. Results showed that participants were more likely to be interested in and identify with characters with appealing personality traits. They had four types of approaches to fictional characters: (1) Wanting to change the storyline depending on what the fictional character goes through, (2) being influenced by them, (3) seeing them as role models, or (4) ignoring them. They wanted to change the storyline, especially when the villain got what he wanted or when the hero or the victim was unhappy, suggesting that they mostly took the protagonist's side (the good guy). While most participants attributed an ontological meaning to anthropomorphic characters, the symbolic meaning became of secondary importance. They were more interested in and identified more with characters with good living conditions and no death experiences.

The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers’ use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers’ use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.

To explore their role in enhancing graduate employability, the study investigated the effectiveness of student internships as pedagogical practices in promoting employability skills amongst graduating students in four Social Science Degree programmes of selected universities in Zambia. Qualitative and quantitative data were collected from 162 participants through the questionnaires and interview guides using a mixed-methods approach. The participants included different actors in the labour industry as critical informants; graduating students taking Social Science Degree Programmes; Lecturers, and Employers. The quantitative and qualitative data were analysed using the SPSS version 24 and Atlas. Ti. Version 8, respectively. This study employed the Human Capability Approach and Human Capital theories. Findings indicated that although internship practices were considered an essential component in the social science degree programmes for skills development, their effectiveness in promoting employability skills amongst graduating students varied from one programme to the other. The findings have implications on how universities and the labour industry could work together to design and implement internship experiences for students in social science degree programmes that are more effective in promoting the acquisition of employability skills in Zambia.