Effects of teacher professional characteristics on student achievement: an investigation in blended learning environment with standards-based curriculum

Use of different teaching materials and curriculum for the same subjects is always a confounding factor in studies investigating teacher characteristics and student achievement. The purpose of this study is to understand the effects of different teacher qualities on student achievement in high schools with a standards-based curriculum delivered over a blended learning environment. Utilizing quantitative research approach, this study investigates the effects of teacher characteristics and teaching practices in a course offered through Cisco Networking Academy, which has a standards-oriented curriculum delivered online. Participants in the study were 226 teachers and 3299 students from Networking Academies located in the USA. The findings suggest that certain teacher characteristics such as teaching experience, degree, and primary teaching field do not have effects on student achievement.     

Effectiveness of case-based learning instruction on pre-service teachers’ chemistry motivation and attitudes toward chemistry

Background: The development of primary pre-service teachers’ chemistry motivation and attitudes toward chemistry were examined in order to develop their science literacy using case-based learning. Students’ ideas were emphasized, real-life situations were discussed, and students could share their ideas and knowledge with peers; as a result, students were active in the learning process.

Purpose: The purpose of the study was to investigate the effectiveness of using case-based learning instruction to increase pre-service primary teachers’ chemistry motivation and improve their attitudes toward chemistry as a school subject.

Sample: The subjects of this study consisted of 51 (20 female, 31 male) freshman primary pre-service teachers from an urban university in Turkey. The mean age of the primary pre-service teachers was 21.

Design and methods: One group pre-test and post-test design was used. A chemistry motivation questionnaire and chemistry attitude scale were used for data collection. For the data analysis, two-way repeated measures of ANOVA and repeated measures MANOVA were conducted.

Results: The results indicated that the mean of the attitude score after the treatment was significantly greater than the mean of the attitude before the treatment. The results also demonstrated that there is no significant difference between females and males. According to the results of the study, there is no significant difference between primary pre-service teachers’ chemistry motivation. However, some chemistry motivation constructs mean scores are greater after the treatment.

Conclusions: In sum, it could be stated that case-based learning is helpful for the development of students’ chemistry motivation and attitudes toward chemistry.     

An investigation of mathematics anxiety among sixth through eighth grade students in Turkey

The purpose of the present study is to investigate mathematics anxiety among 220 sixth through eighth grade Turkish students in terms of mathematics achievement levels, perceived enjoyment of the mathematics teaching method, perceived enjoyment of mathematics, and perceived help with mathematics from parents. The Mathematics Anxiety Scale for Primary School Students (Bindak, 2005) was used to assess the levels of mathematics anxiety. A 3 × 2 factorial analysis of variance results showed that there was not a significant interaction effect or main effect of gender; however, there was a significant main effect of grade level. Standard multiple regression analyses show that independent variables accounted for 63% to 70% of variability in the dependent variable. The results also indicate that not only the perceived enjoyment of mathematics, but also the enjoyment of the mathematics teaching method and help with mathematics from parents had a significant effect on mathematics anxiety.     

New insights in stability analysis of delayed Lotka–Volterra systems

Most of the reported Lotka–Volterra examples have at most one stability interval for the delay parameters. Furthermore, the existing methods fall short in treating more general case studies. Inspired by some recent results for analyzing the stability of time-delay systems, this paper focuses on a deeper characterization of the stability of Lotka–Volterra systems w.r.t. the delay parameters. More precisely, we will introduce the recently-proposed frequency-sweeping approach to study the complete stability problem for a broad class of linearized Lotka–Volterra systems. As a result, the whole stability delay-set can be analytically determined. Moreover, as a significant byproduct of the proposed approach, some Lotka–Volterra examples are found to have multiple stability delay-intervals. To the best of the authors’ knowledge, such a characterization represents a novelty for having some insights in the population dynamics: in some situations, a longer maturation period of species is helpful for the stability of a population system.     

An example of the use of dynamic mathematics software to create problem-solving environments that serve multiple purposes

Problem-solving is regarded as a major component of mathematical performance, and well-designed problem-solving-based learning environments have the potential to assist students in developing a meaningful understanding of mathematical concepts and procedures. In this respect, given its various features, dynamic mathematics software has been regarded by mathematics educators as a promising tool for designing such environments. This study presents an example of the use of technology to create a dynamic learning environment through a discussion of the pedagogical value of a problem selected for an activity, followed by the implementation sequence of the problem-solving activity in the classroom. The students’ experiences during the implementation of the activity are also discussed; and finally, an additional version of the problem is recommended for use in the classroom.     

An Investigation of Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Solution Concepts

This study investigated the effect of conceptual change text-oriented instruction over traditional instruction on students' understanding of solution concepts (e.g., dissolving, solubility, factors affecting solubility, concentrations of solutions, types of solutions, physical properties of solutions) and their attitudes towards chemistry. The sample of this study consisted of 87 undergraduate students from two classes enrolled in an introductory chemistry course. One of the classes was assigned randomly to the control group, and the other class were assigned randomly to the experimental group. During teaching the topic of solution concepts in the chemistry curriculum, a conceptual change text-oriented instruction was applied in the experimental group whereas traditional instruction was followed in the control group. The results showed that the students in the experimental group performed better with respect to solution concepts. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups towards chemistry.     

A description of a mother's play guidance for her child with autism in the process of playing by the rules

The purpose of this study is to describe the strategies used by a mother with a child with autism during games activities with peers to provide the child with social skills. The research method of this study is ‘a qualitative single‐subject case study’. The participants in this research are a mother and her 9‐year‐old child with autism, one brother and three typically developing peers. The research data were collected through field notes, interviews, audio and videotape recordings during natural interactions between the mother and her child. The strategies the mother used were analysed using video records during games activities in a natural park. The interactions of the mother with her child were examined in the context of a hide‐and‐seek game. Micro‐ethnographic‐analysis techniques were used in the analysis of the video records. According to the research data, it was found that the mother with a child with autism made extensive use of 13 different verbal strategies and seven different non‐verbal strategies. It was observed that the mother guided her child and the group during the hide‐and‐seek game, arranged the environment of the games, carried out routine activities both at the beginning and at the end of the games and arranged the games in accordance with the abilities and preferences of the child. These applications bear a resemblance to the model of integrated game groups. As a result, the data from the present research reveal that a mother having a child with autism acts as a guide during the games and uses verbal and non‐verbal interaction strategies in this guidance process and by doing so contributes to the process of participation in the games by the child with autism and in the child's social interaction with his peers.     

Visiting Shrines: A Turkish Religious Practice and Its Mental Health Implications

The purpose of the present study was to explore through qualitative methodology the practice of visiting shrines, a religious practice indigenous to Turkish Muslims, and its potential mental health benefits. Thirteen individuals were interviewed at two shrines in Istanbul, Turkey. The researchers focused on visitors’ presenting issues, beliefs regarding the practice, the mental health benefits of the visit, and the behaviors that the visitors engaged in during their visit. The data were analyzed using the Consensual Qualitative Research method. Five domains emerged from the data: (i) degree of religiosity and duties, (ii) knowledge and beliefs about shrines, (iii) purpose of visits, (iv) activities during the visit, and (v) experience and impact of the visit. The findings were discussed based on the mental health benefits of visiting shrines and the counseling and cultural implications.     

Analogical reasoning for understanding solution rates: students’ conceptual change and chemical explanations

The study aims to demonstrate evidence of (a) students’ conceptual change on solution rates; (b) students’ sub‐microscopic explanations of dissolution; and (c) retention of the concepts of solution rates. The sample consists of 44 Grade 9 students (18 boys and 26 girls) drawn purposively from two different classes (22 each) in the city of Trabzon, Turkey. The current study incorporates multiple methods of data collection: items from a solution concept test, clinical interviews and examination of students’ self‐assessment tasks. The results reveal that there is a statistically significant difference between scores in pre‐test and post‐test and between pre‐test and delayed test (p < 0.05). This research indicates that the intervention has improved students’ understanding of the conceptual relationship between solution rates and the sub‐microscopic explanation of dissolution. It has also helped in overcoming students’ alternative conceptions to some extent. However, alternative conceptions have not been eliminated completely. In the light of the results, this current study suggests that a simple model such as the four‐step constructivist teaching (4E) is efficient.     

Students and school characteristics related to elementary school students' views of the nature of science

The purpose of this study is to investigate student- and school-level factors that help to explain the difference in the nature of science (NOS) views. Overall, the design of this study is correlational. The sample consisted of 3062 students enrolled in the sixth, seventh, and eighth grades of elementary schools in Turkey. A hierarchical linear modelling was selected as a modelling technique. This study has established the importance of the student's socioeconomic background, learning approaches undertaken, self-efficacy, and motivational goals in the formation of their NOS views. The findings reveal that quality of both the physical infrastructure of schools and the educational resources in schools, parent educational levels, student achievement, self-efficacy, experience of meaningful learning, and learning goal orientation are positively related to different dimensions of student NOS views. Additionally, performance goal orientation and rote learning approaches have a negative relationship with different dimensions of student NOS views.