Educational Policy Analysis and Strategic Research (EPASR - E-Journal)
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Relationship between Democratic Attitudes and Attitudes Toward Implementing Cooperative Learning%253A A Cross-sectional Study of Pre-service Science Teachers
Full text linkPedagogical methods shape students%252339%253B grasp of democracy. Cooperative learning, by fostering democratic values in classrooms, empowers students for active civic participation. This approach is seen as ideal, suggesting pre-service teachers using it will hold positive democratic attitudes. This study seeks to determine how attitudes towards democracy and implementing cooperative learning differ among pre-service science teachers at various grade levels (n%253D207), and how these attitudes correlate with each other. Additionally, the study aims to investigate how the relationship between attitudes towards democracy and implementing cooperative learning changes across grade levels. A cross-sectional design was employed. Data was collected using the Collaborative Learning Scale to measure the attitudes towards implementing cooperative learning and Democratic Perceptions and Attitudes Scale to measure democratic attitudes. The findings revealed that pre-service teachers year of training has no influence on their democratic attitudes and their attitudes towards implementing cooperative learning. However, participants consistently exhibited strong democratic attitudes and attitudes towards implementing cooperative learning, with a non-significant increase across grade levels. These findings suggest a widespread support for democratic principles in future classrooms and a belief in the value of cooperative learning as an instructional approach and their high expectations of success when using this method. Furthermore, there is a strong, positive correlation between democratic attitudes and attitudes towards implementing cooperative learning at all grade levels. This means that pre-service teachers who value democratic principles in the classroom are more likely to view cooperative learning strategies favorably. These findings highlight a strong link between pre-service science teachers%252339%253B democratic values and their openness to using cooperative learning. The correlation coefficient increases with higher training years. As pre-service science teachers progress through their training program, the focus on democratic education practices might increase
The Effectiveness of Family-Centered Teaching in Developing Self-Care Skills for Children with Autism Spectrum Disorder
Full text linkTeaching of self-care skills with the participation of families at home, which is the natural environment of the child, contributes to effective and permanent results. Even though it is preferred that the family take an active part in teaching, most parents who plan to work with their children have difficulties in how they teach. The previous studies demonstrate that when adequate support is provided to parents, they can teach their children the skills they need. This study aimed to investigate the effectiveness of a family education program developed for teaching self-care skills to individuals with autism spectrum disorder. A mother and her child with autism spectrum disorder participated in the study. The study was designed with multiple probe with probe conditions across behaviors%252Fskills which is one of the single subject research designs. The finding demonstrates that the mother was able to teach self-care skills (hand washing, toileting, and dressing) by using the least to most prompting teaching method and following the procedure properly during the teaching period. Additionally, the mother expressed her satisfaction with the teaching sessions. The results concluded that she realized the effect and importance of the systematic and planned teaching
STEM-Engineering Education with a Disadvantaged Student Group
Full text linkThe aims of this research were to examine the changes in the students perceptions of engineers, engineering as a profession, learning of engineering design processes (EDP), awareness of engineering branches, and their future career choices through Engineering Design Process activities with the 5E learning model. Sixty disadvantaged students between 4th grade to 8th grades comprised the sample group. Engineering activities were held over 8 weekend days outside of school with engineers and science educators. The study was a single group pre-test and post-test weak experimental design using qualitative data sources. Draw an Engineer Test (DAET) along with written descriptions were used as a pre-test and post-test to examine students perceptions of engineers and engineering before and after the intervention and the career choice test (CCT) was used to compare their future career choices and awareness of engineering branches. Based on the results, their perceptions about engineering changed by using the words design, produce, invention, and production, which were included in EDP. Their career choice of being an engineer or learning engineering branches changed with the aim of improving their standard of living
The Relationship Between Teachers%252339%253B Lifelong Learning Tendencies and Their Curriculum Fidelity Levels
No full textThe objective of this research aimed to establish a connection between the inclination towards lifelong learning and the degree of adherence to the curriculum among educators in primary and secondary educational institutions. In the 2021-2022 academic year, data for this screening model investigation were collected from 281 teachers employed in the central Karesi and Altıeylül districts of Balıkesir. The data were acquired using the %252339%253BLifelong Learning Tendencies Scale,%252339%253B designed by Diker Coşkun (2009), and the %252339%253BCurriculum Fidelity Scale,%252339%253B developed by Burul (2018). The data analysis employed descriptive statistics, Two-Way MANOVA, Pearson Correlation Analysis, and Regression Analysis.
According to the results, it was detected that there were moderate lifelong learning tendencies and high degree of fidelity to the curriculum. Regarding the second discovery, it was established that school type and years of professional experience significantly influenced the differences observed in teachers%252339%253B lifelong learning tendencies and their adherence to the curriculum levels. Furthermore, a statistically significant but modest correlation was identified between teachers%252339%253B lifelong learning tendencies and their levels of curriculum fidelity
Investigation of the Relationship Between Occupational Personality Types, 21st-Century Skills, and Teaching Motivation
Full text linkThe current study was conducted to investigate the relationship between occupational personality types, 21st century skills and teaching motivation. The study was conducted in the descriptive relational survey model, one of the quantitative research methods. The study group consisted of all the students attending the Physical Education Teaching Department at Faculty of Sports Sciences of Muğla Sıtkı Koçman University. A total of 148 (F%253D59, M%253D89) students were included in the study. The questionnaire method was employed to collect the data in the study. The questionnaire consists of four parts%253A a personal information form in the first part and three scales in the following three parts. In the second part, there is the 21st Century Skills Self-Efficacy Perception Scale consisted of 42 items, in the third part, there is the Occupational Personality Types Inventory consisted of 30 items and in the fourth part, there is the Teaching Motivation Scale consisted of 12 items. SPSS v22 program package was used in the analysis of the collected data. As a result of the study, a significant correlation was found between occupational personality types and 21st century skills self-efficacy perceptions, between the six personality types of occupational personality and intrinsic and extrinsic motivation and between 21st century skills self-efficacy perceptions and intrinsic and extrinsic motivation. According to the results of regression analyses, occupational personality types had a significant effect on intrinsic and extrinsic motivation
Students%252339%253B Views on the Use of Cryptology Methods Education Contexts
No full textThis study aimed to gather the opinions of middle school students regarding the utilization of cryptologic methods in education. The research was designed using the method of case study, a scientific research approach, and data was collected through a semi-structured interview form. The semi-structured interview form was developed by the researcher with the input of experts. The study focused on the effects of incorporating cryptologic methods within the context of the Information Technologies and Software course. The research was conducted with approximately 105 middle school students in Tekirdağ province, Turkey, and was completed through the use of the semi-structured interview form. Following the interviews conducted with the students, the data obtained from their responses was analyzed and categorized into codes. Based on the findings, students expressed the view that the use of cryptologic methods in lessons would contribute to their long-lasting and rapid learning, enhance their problem-solving skills, and that presenting cryptologic methods through various teaching techniques would increase their interest and motivation, thus leading to enjoyable and effective learning experiences. On the negative side, students mentioned that they might encounter difficulties in learning cryptologic methods and that these methods did not capture their interest. As a result of the analysis of the answers obtained from the interviews with the students, it can be argued that engaging, sustainable, and rapid learning tends to consistently capture students%252339%253B attention and enhance their focus on the educational program. The 21st-century student learning skills encompass the development of problem-solving and computational thinking abilities, enabling students to think critically, conduct research, brainstorm, and connect puzzle pieces of clues to formulate solutions. The further integration of cryptologic methods within the curriculum holds significant potential for fostering enjoyable and enduring cognitive transfers in students%252339%253B learning activities
Examination of Creativity Levels of Preschool Children
Full text linkThe study aims to examine whether the interaction of parents%252339%253B education and income levels has a significant effect on the creativity scores of preschool children. The research was conducted in a district of Ankara, where parents are thought to vary in terms of income and education level. 123 children studying in independent kindergartens affiliated with the Ministry of National Education participated in the research. Early Childhood Creativity Scale was used as a data collection tool in the study. In the study, a 2x3 two-way analysis of variance was preferred because it was aimed to examine the possible effects or interaction effects of categorical independent variables on the continuous dependent variable. Test procedures were run after ANOVA assumptions were checked and it was observed that the assumptions were met. As a result of the research, it was determined that the interaction between parents%252339%253B education levels and income levels had an effect on their children%252339%253Bs creativity. When looking only through the main effects, independent of the interaction effect, it was determined that the level of parental education was influential on the creativity scores of the children, but the income level alone was not
Examining the Persuasive Speech Proficiency of Fourth-Grade Primary School Students
Full text linkThe aim of this research was to identify the persuasive speech skills of fourth-grade primary school students. The study employed a quantitative method and survey design, and the study group consisted of 126 students in the fourth grade of primary school selected using a convenient sampling technique. Data for the first and second sub-problems of the study were collected over a period of five weeks using student video recordings, plan sheets, and a persuasive speech rubric. These recordings and sheets were assessed by two raters. The collected data were presented in the form of themes and descriptive tables. The results of the study indicated that the persuasive speech skills of the students were largely at medium and low levels. In addition, the results showed that female students demonstrated relatively higher levels of success in terms of persuasive speech skills compared to male students. A literature review was also conducted for the third sub-problem of the research, and examples of achievements in relation to persuasive speech skills for fourth-grade students were presented. Based on the results of this study, it can be concluded that students generally require the development of their speaking skills, with a particular focus on persuasive speech
Self-Regulated Learning Behaviors of Pre-School Teacher Candidates in Flipped Learning
Full text linkThe aim of the study is to examine pre-school teacher candidates%252339%253B self-regulated learning practices in a flipped learning environment and to explore the educational factors in flipped learning influencing pre-school teacher candidates self-regulation skills development process. This study examines how pre-school teacher candidates use self-regulation strategies during the implementation of flipped learning. This case study was carried in the fall semester of the 2022-2023 academic year with 55 first-year Early Childhood Education department teacher candidates. A structured interview form was used as a data collection tool and the data of the research is composed of pre-school teacher candidates answers to the interview form consisting of open-ended questions. The data were analyzed by thematic analysis method. The study would shed light on how the results may be used to flipped learning approaches for teaching and learning
Studying Argumentation Writing Skills of Science Teacher Candidates on Covid-19 Pandemic and Their Opinions Regarding the Vaccine as a Socio-Scientific Issue
Full text linkTo see the reflections of scientific literacy in individuals daily life manners of is one of the most significant objectives of science education. In this context, it is thought that science teacher candidates are required to have the skills of socio-scientific issues and writing arguments on those subjects. Thus, the purpose of this study is to assess science teacher candidates skills of writing argumentation on Covid-19 pandemic, which is a socio-scientific issue, and discuss their opinions on Covid-19 vaccine. Regarding this purpose, answers are sought for the problems How are the writing argumentation skills of science teacher candidates on Covid-19 pandemic as a socio-scientific issue%253F and What are the opinions of science teacher candidates on Covid-19 vaccine%253F The research is designed by using mixed method case study. The study group of the research consists of 33 teacher candidates who are second grade students enrolled in the department of science teaching in a state university in Istanbul. The data in this study are gathered via Written Argumentation Form in accordance with argumentation writing components of Cope et al. (2013). For the opinions of teacher candidates on Covid-19 vaccine, Interview Form including two open-end questions is used. In data analysis, Argumentation Assessment Rubric (AAR) is used for argumentation and for opinions related to the vaccine, content analysis is applied. At the end of the research, it was found out that the teachers were successful in terms of creating argument and result argument while writing argumentation of which subject is socio-scientific, however they could not refute the counter claims adequately. Even though the teacher candidates approached Covid-19 pandemic scientifically in the arguments, it was founded out that they had hesitations about how to behave in Covid-19 pandemic considering their opinions on vaccines. Although the teacher candidates thought that it was a real pandemic and follow vaccine studies closely, vast majority stated that they did not want to be vaccinated or they were undecided about it. It is recommended to examine thoroughly the fact that vast majority of the teacher candidates thought pandemic was real, however they had different opinions on vaccines