IOJET - International Online Journal of Education and Teaching
Not a member yet
806 research outputs found
Sort by
ÖĞRETMEN ADAYLARININ SANAL SINIFA YÖNELİK METAFORİK ALGILARININ İNCELENMESİ
No full textDetermining the metaphorical perceptions of teacher candidates with regard to the concept of virtual classroom is the purpose of this research. 199 prospective teachers studying at Gazi University participated in the study. The opinions of prospective teachers were tried to be presented by means of a qualitative method in this research. The data were obtained from 199 students. By applying the content analysis method, the data were analyzed. A total of 156 metaphors were obtained as a result of the analysis. The relevant codes are gathered together and the metaphors with similar meanings were collected under nine different categories. These categories were determined as waste of time, unfruitful, source of information, comfort, restriction, effectiveness, boring, obligation, and limited communication. As a consequence of the research, it was concluded that more than half (58%) of the metaphors asserted by the teacher candidates about the virtual classroom involved negative (waste of time, unfruitful, restriction, boring, limited communication) judgments, while a third (34%) of the prospective teachers were positive (source of information, comfort, effectiveness). Other teacher candidates (8%) defined the virtual classroom as an obligatory system. Positive and negative metaphors created by prospective teachers didn’t have significant differences in terms of gender and departments.Bu araştırmada öğretmen adaylarının sanal sınıf kavramına yönelik metaforik algılarının belirlenmesi amaçlanmıştır. Araştırmaya Gazi Üniversitesi’nde öğrenim gören 199 öğretmen adayı katılmıştır. Araştırmada öğretmen adaylarının görüşleri nitel yaklaşımla betimlenmeye çalışılmıştır. Veri toplama aracı ile çevrimiçi olarak 199 öğrenciden veri toplanmıştır. Araştırmada toplanan veriler, içerik analizi yöntemi kullanılarak çözümlenmiştir. Analiz sonucunda toplam 156 metafor elde edilmiştir. Birbiriyle ilişkili olan kodlar bir araya getirilerek benzer anlam taşıyan metaforlar dokuz farklı kategori altında toplanmıştır. Bu kategoriler vakit kaybı, verimsiz, bilgi kaynağı, konfor, kısıtlanma, etkililik, sıkıcı, mecburiyet ve sınırlı iletişim olarak belirlenmiştir. Araştırmanın sonucunda öğretmen adaylarının sanal sınıfa ilişkin oluşturdukları metaforların yarıdan fazlası (%58) olumsuz (vakit kaybı, verimsiz, kısıtlanma, sıkıcı, sınırlı iletişim) yargılar içerdiği buna karşın öğretmen adaylarının üçte birinin (%34) olumlu (bilgi kaynağı, konfor, etkililik) metaforlar geliştirdiği sonucuna varılmıştır. Diğer öğretmen adayları (%8) ise sanal sınıfı mecbur kalınmış bir sistem olarak betimlemiştir. Öğretmen adaylarının geliştirdikleri olumlu ve olumsuz metaforlar cinsiyete ve bölümlerine göre belirgin şekilde farklılaşmamıştır
INVESTIGATION OF EMERGENCY REMOTE EDUCATION EXPERIENCES OF PROSPECTIVE TEACHERS: A FRAMEWORK FOR PARTICIPATION
Get PDFThe purpose of the study is to investigate prospective teachers' emergency remote education (ERE) experiences. The study was designed in a phenomenological pattern, one of the qualitative research methods. The study participants consisted of 125 prospective teachers in the education faculty of a state university in Turkey. The data was collected digitally with the interview form created by the researcher. Descriptive analysis was used in the analysis of the data. The results of the study showed that prospective teachers find ERE ineffective. Prospective teachers attend the field courses the most and the general culture courses the least. While the most critical factors that increase students' participation in the courses are the effectiveness of the lesson, its necessity, and difficulty, the most important factors that decrease their participation are ineffectiveness, unnecessary and easy courses. It has been determined that prospective teachers' participation in courses tends to decrease over time and the most important reason for this is the ineffectiveness of the courses. The achievement motivation of prospective teachers, adaptation, and the effectiveness of the course are factors that increase participation. It has been determined that prospective teachers' attitudes towards emergency distance education tend to be negative over time, and the main reason for this is the ineffectiveness of the courses. The effectiveness of the course and the experience of ERE is the source of the positive attitudes of the prospective teachers toward ERE. Prospective teachers consider easy accessibility, effective use of time, flexibility, and increasing the use of technology as the most important advantages of ERE. Prospective teachers consider factors such as the ineffectiveness of courses, being unsuitable for practice courses, and being away from school life as the most important disadvantage of ERE. Prospective teachers think that they will experience professional inadequacy due to the ineffectiveness of the ERE process. However, they also stated that their experience in ERE is an important professional advantage. Prospective teachers suggested increasing the number of online courses, improving the infrastructure, and increasing the instructor's competencies for developing ERE. Considering the results obtained, a framework has been proposed for participation in distance education
USING DALE CARNEGIE’S PRINCIPLES TO TEACH NURSING INFORMATICS ONLINE DURING A PANDEMIC
Get PDFAbstract
The coronavirus disease of 2019 (COVID-19) pandemic makes it vital for nursing students to have access to online education. Carnegie’s principles can engage students and decrease their stress in the learning process. Dale Carnegie’s principles were used as a teaching strategy by the same instructor in one of the two text-based online asynchronous courses on nursing informatics in the summers of 2020 and 2021. Students (n = 108) were randomly divided into two different sessions by the university’s registrar’s office. Students’ final grades and feedback to the two online evaluation surveys on course and faculty at the end of the semester were collected and analyzed. Students’ final grades and ratings on the course evaluation survey in Session 1 (93.84, 4.42) that incorporated Dale Carnegie's principles were significantly higher than those in Session 2 (96.22, 3.86, p < 0.01). Students’ ratings on the faculty evaluation survey in Session 1 (4.47) were also higher than those in Session 2 (3.8), although not significant (p = 0.16). There were more positive and fewer negative comments in Session 1 than in Session 2 in both surveys. Dale Carnegie’s principles provide an engaging method to teach graduate nursing students about nursing informatics. A positive learning environment created by Carnegie’s principles helps instructors increase students’ satisfaction and learning outcomes during stressful times
Eğitici Çizgi Romanların İlkokuldaki Bölme Kavramı Üzerindeki Etkisi
No full textComics engage students in learning mathematics through their interactive nature and the relatively simple language they use. Not only that, it also helps expand students’ thinking through the introduction of contextualized mathematics. This is also in line with the latest math education trend to engage students with math problems in a real-world context. As a result, there is a great potential for the use of comics as a teaching tool in primary school mathematics lessons. The current research works pointed out that comics increase the efficiency of teaching and strengthen the relationship between teacher and students. The purpose of this study is to determine the effect of educational comics-supported instruction on academic achievement of primary school students in division concept. The study used quasi-experimental design with pretest-posttest control group. The study group consists of 42 second grade pupils (21 for experimental and 21 for control group) studying in a public primary school located in Niğde, Turkey. As for data collection, academic achievement test was developed based on the learning outcomes of the mathematics curriculum. The pilot study was conducted to determine the statistics and the quality of test items. In order to ensure the validity of this test, evidences were collected and the reliability of the test calculated. The results of this study showed that the students who learn division via educational comics-supported instruction is more successful than the students who learn division via traditional instruction. Two of the reasons could be listed as (1) division is a complex and abstract concept so that traditional instruction have some difficulty in making the understanding easier, (2) educational comics strengthen the communication between student and teacher, attract attention of the students. This study is considered important in terms of emphasizing that educational comics are a preferred tool for some concepts of mathematics instruction.Çizgi romanlar, etkileşimli doğaları ve kullandıkları nispeten basit dil aracılığıyla öğrencilerin matematik öğrenmelerini sağlar. Sadece bu değil, aynı zamanda bağlamsallaştırılmış matematiğin tanıtılması yoluyla öğrencilerin düşüncelerini genişletmeye yardımcı olur. Bu aynı zamanda öğrencileri gerçek dünya bağlamında matematik problemleriyle meşgul etmeye yönelik en son matematik eğitimi trendiyle de uyumludur. Sonuç olarak, çizgi romanların ilkokul matematik derslerinde bir öğretim aracı olarak kullanılması için büyük bir potansiyel bulunmaktadır. Mevcut araştırma çalışmaları, çizgi romanların öğretimin verimliliğini artırdığına ve öğretmen ve öğrenci arasındaki ilişkiyi güçlendirdiğine işaret etmektedir. Bu araştırmanın amacı, eğitici çizgi roman destekli öğretimin ilköğretim öğrencilerinin bölme kavramındaki akademik başarılarına etkisini belirlemektir. Araştırma öntest-sontest kontrol gruplu yarı deneysel desende kullanılmıştır. Çalışma grubu, Türkiye'nin Niğde ilçesinde bulunan bir devlet ilköğretim okulunda öğrenim görmekte olan 42 ikinci sınıf (21'i deney ve 21'i kontrol grubu) öğrencisinden oluşmaktadır. Veri toplamada ise matematik öğretim programının kazanımlarına dayalı olarak akademik başarı testi geliştirilmiştir. Pilot çalışma, test maddelerinin istatistiklerini ve kalitesini belirlemek için yapılmıştır. Bu testin geçerliliğini sağlamak için kanıtlar toplanmış ve testin güvenirliği hesaplanmıştır. Bu çalışmanın sonuçları, eğitici çizgi roman destekli öğretim yoluyla bölmeyi öğrenen öğrencilerin geleneksel öğretimle bölmeyi öğrenen öğrencilere göre daha başarılı olduğunu göstermiştir. Bunun nedenlerinden ikisi (1) bölmenin karmaşık ve soyut bir kavram olması nedeniyle geleneksel öğretimin anlamayı kolaylaştırmakta biraz güçlük çekmesi, (2) eğitici çizgi romanların öğrenci ve öğretmen arasındaki iletişimi güçlendirmesi, öğrencilerin ilgisini çekmesi olarak sıralanabilir. Bu çalışma, eğitici çizgi romanların matematik öğretiminin bazı kavramları için tercih edilen bir araç olduğunu vurgulaması açısından önemli görülmektedir
EFFECT OF SCIENCE TEACHING SUPPORTED WITH SCIENTIFIC STORIES ON STUDENTS’ ACADEMIC SUCCESS, ATTITUDES AND MOTIVATION
Get PDFThe aim of this study is to examine the effect of ‘Pressure’, which is taught by supporting scientific stories, on the academic achievement, attitude and motivation of 8th grade students. In this study, which aims to investigate the effects of scientific stories on student achievement, motivation and attitudes in science education, a quasi-experimental model method with pretest-posttest control group was used. The research was carried out with a total of 40, 8th grade students in a city in the east of Turkey, where only female students study. The data obtained in the study were analyzed with the help of SPSS package program. In the study, the effect of science teaching with stories on students' academic achievement, attitudes and motivations was examined. In this study, science teaching with stories was conducted in the experimental group and lessons were conducted with the traditional method in the control group. As a result of the research, it can be said that science teaching activities with stories have a positive effect on students' academic success and attitudes towards science in terms of 'pressure'. In the study, it was concluded that scientific stories were not effective in students' motivation towards science
Öğretmen Adaylarının Yaşam Boyu Öğrenme Eğilimleri ile 21.Yy Becerileri Arasındaki İlişkinin İncelenmesi
No full textThis research aims to examine the teacher candidates’ multidimensional 21st century skills and lifelong learning dispositions by some variables and to determine the relationship between teacher candidates' multidimensional 21st century skills and lifelong learning dispositions. The relational screening model was used in the research. The study group of the research was consisted of 211 teacher candidates studied at the Faculty of Education of Alanya Alaaddin Keykubat University in the 2021-2022 academic year. According to the research results, it was determined that teacher candidates’ multidimensional 21st century skills were at the level of "I agree", their lifelong learning dispositions were at the level of "I strongly agree." In addition, meaningful differences were found only in the “critical thinking and problem solving”, and “career consciousness” by gender variable. There were statistically meaningful differences in the “career consciousness” and the “lifelong learning dispositions” by the type of program. But there weren’t meaningful differences in the scales by academic averages. Also, there was a significant, positive, and high-level relationship between teacher candidates' multidimensional 21st century skills and lifelong learning dispositions
OPINIONS OF SOCIAL STUDIES TEACHERS AND PRIMARY SCHOOL TEACHERS REGARDING EDUCATIONAL SUPERVİSORS’S CLASSROOM SUPERVISION ROLES
Get PDFThe purpose of this research is to determine the views of social studies teachers and primary school teachers about the classroom supervision roles of educational supervisors. Case study method is used as the qualitative research method in this research. The study group of the research consists of 31 social studies teachers and primary school teachers. Data were collected with a semi-structured interview form. The data were analysed with the descriptive analysis technique. The results of the research are as follows: The majority of the participants; (a) has a positive impression about the resumption of the practice of course supervision byeducational supervisors, (b) they have not had the experience of course supervision carried out by educational supervisors before, but they want to experience this experience, (c) they want educational supervisors to be in the forefront of their role of guidance rather than supervision, (d) they do not want to be an educational supervisors. In addition, those who have both experience and no experience and those who have positive and negative views on the educational supervisorship are of the opinion that there are ongoin
FACTORS AFFECTING THE CLASSICAL CHORAL REHEARSAL OF WESTERN MUSIC STUDENTS AT THE COLLEGE OF MUSIC, MAHASARAKHAM UNIVERSITY
Get PDFThe objectives of this research were 1) to study internal factors affecting the classical choral rehearsal of Western music students at the College of Music, Mahasarakham University; and 2) to study external factors affecting the classical choral rehearsal of Western music students at the College of Music, Mahasarakham University. It is mixed method research between quantitative research and qualitative research. Quantitative data collection was done using a questionnaire for 26 students at the College of Music, Mahasarakham University divided into groups of students with good grades and students in the normal group. The qualitative data collection was done by using an interview form for a group of students with good grades. The data was analyzed using statistics of frequency and percentage. In the qualitative data analysis section, content analysis was used.
The results showed that internal factors affecting the classical choral rehearsal of students with good grades were study habits in rehearsal, regularity of rehearsal, review of basic techniques, being punctual in attending class, and enthusiasm to practice songs that are more difficult to improve themselves. Furthermore, academic outcome goals are set, and taking part in singing performances or singing competitions whenever possible. As for the external factors, the students have a good relationship with the instructor and classmates. Moreover, they have a good relationship with their parents, so their parents always encourage them about studying and support them with their school fees
INSTRUMENT PRACTICE HABITS AND METACOGNITIVE STRATEGIES: AN EXPERIMENTAL STUDY ON VIOLIN STUDENTS
Get PDFÇalgı çalışma alışkanlığı edinmek, kendi çalışmalarının amacını belirleyen ve bu doğrultudaki çalışmalarının sonucunda başarıya ulaşmayı hedefleyen öğrenciler için başarıya ulaşmanın yollarından biri olarak düşünülebilir. Bunun için bilişötesi farkındalık ile hareket etmek, hedefe giden yolda uygulanan stratejiler bakımından önemli kabul edilebilir. Bu araştırma bilişötesi farkındalığa dayalı bir keman öğretim programının keman öğrencilerinin çalgı çalışma alışkanlıklarına etkisinin belirlenmesi amacıyla tasarlanmıştır. Çalışmada öğrenme stratejilerinden yineleme, anlamlandırma, örgütleme, duyuşsal stratejiler ve anlamayı izlemeyi stratejilerini bilişötesi farkındalık yoluyla kullanmayı hedef alan deneysel bir araştırma yapılmıştır. Bu kapsamda seçkisiz atama yapılarak deney ve kontrol grupları oluşturulmuştur. Verilerin toplanmasında “Çalgı Çalışma Alışkanlıkları Ölçeği”nden yararlanılmıştır. Keman eğitiminde bilişötesi farkındalığın geliştirilmesine dayalı uygulamaların deney grubu keman öğrencilerinin çalgı çalışma alışkanlıklarının alt boyutları olan “çalışmaya değer verme”, “ilgi ve istek”, “çalışmaya hazırlık”, “zamanı doğru kullanma ve düzenli çalışma” boyutlarında etkili olduğu sonucuna ulaşılmıştır. Bu kapsamda öğrencilerin kendi çalışmalarını planlamaları, izlemeleri ve değerlendirmeleri yönünde teşvik edilmesi önerilmiştir
REVISITING THE PROBLEMATIC ENGLISH SOUNDS FOR PROSPECTIVE TURKISH EFL TEACHERS
Get PDFNonnative teachers of English as a foreign language (EFL), who must present role models, especially when their speech is the only source of input for their students (Richards, 2015), are a fifth group added to the list of Morley (1991), according to which teachers’ oral communication needs warrant a high level of intelligibility and thus requires them to receive special assistance with pronunciation (Celce-Murcia et al., 2010). Professionally speaking, EFL teachers must also possess certain teaching standards or qualifications concerning English pronunciation according to both national and international teaching frameworks (European Commission, 2011; Ministry of National Education, 2017; TESOL, 2019). Despite this essential requirement and the significance of pronunciation in oral communication (Pennington & Rogerson-Revell, 2019), pronunciation is deemphasized in teacher education settings (Baker, 2014). Given the professional and communicative salience of pronunciation, any pronunciation problems of EFL teacher candidates and practicing teachers should be surmounted, or related needs analyses should be performed. To this end, this study intended to re-examine the problematic segmental pronunciation features for Turkish EFL teacher trainees as to perception and production using a mixed-methods case study design (MM-CS). The findings revealed both similarities and differences with earlier studies. The study concluded that the teacher trainees were moderately accented, easily comprehensible, and comparatively intelligible.