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A TEACHER TRAINING PROGRAMME FOR WRITING AND GRAMMAR SKILLS WITHIN THE MODEL OF TPACK
Get PDFTeaching a foreign language is shaped extensively by the impacts of technological advances in the 21st century. English teachers are always required to enhance their theoretical and practical knowledge on how to use technology in their classes. TPACK (Technological, Pedagogical and Content Knowledge) framework was introduced to understand the teacher knowledge required for effective technology integration. This study displays the TPACK training programme for 24 in-service English Language teachers (teaching young learners aged 8-12). During this programme, each skill was taken separately to enhance the teacher pedagogical knowledge. But in this paper, we focus on writing and grammar skills which are diagnosed to be the more problematic ones. The researchers used the TPACK scale developed by Schmidt (2009) as pre-test and post-test to see the impact of the training on the usge of digital tools for the improvement of these two skills. Immediate and Delayed Workshop Evaluations were conducted just after the training. Both tests showed an increase in the knowledge and skill of integrating technology into their English classes within the model of TPACK. The results of this study also revealed improvement on knowledge of ICT tools
English
No full textThe purpose of this research is to evaluate secondary school Turkish language assessment tools in the sense of PISA reading skills criteria. To this end, document analysis, one of qualitative research methods, was employed in the current study. The research data were collected from 82 assessment tools prepared by 23 teachers. The questions included in these assessment tools were analysed based on cognitive processes defined by PISA reading, proficiency levels and text genres. As a result, the questions used in assessment tools have been found to centre upon the cognitive stages of reaching and understanding information and 1a proficiency level. Besides, it has been seen that the most frequently-used text format used in assessment tools is continuous texts. The most frequently-used text genre in the assessment tools is determined as instructional texts; however, narrative and explanatory texts were found to be included more frequently. The results yielded that the general perspective of the questions used in secondary school Turkish language course assessment tools is not suitable for PISA reading skills criteria. Consequently, it has been recommended that assessment and evaluation activities in secondary school Turkish language course are required to be determinedly and conspiratorially adapted to PISA reading skills criteria
COMPARISON OF PERFORMANCE MEASURES OBTAINED FROM FOREIGN LANGUAGE TESTS ACCORDING TO ITEM RESPONSE THEORY VS CLASSICAL TEST THEORY
Get PDFForeign language testing is a multi-dimensional phenomenon and obtaining objective and error-free scores on learners’ language skills is often problematic. While assessing foreign language performance on high-stakes tests, using different testing approaches including Classical Test Theory (CTT), Generalizability Theory (GT) and/or Item Response Theory (IRT) may help both to obtain results closer to true scores on students’ proficiency levels and to minimize the amount of possible error on these measurement results, depending on the item numbers, test time and the effort spent for the evaluation. In this study, two popular testing theories the CTT and IRT were compared in language proficiency testing. Multidimensionality of two multiple-choice language tests taken by 2032 low-int and intermediate level language students in the spring term of 2018-2019 academic year was examined via CTT and IRT. DIMTEST (Dimensionality Test) results revealed that both language tests were two-dimensional. As a result of the NOHARM test, carried out to analyze which item response theory model the data fit finest, it was seen that the language test data fit the 3-parameter-logistic model. Eventually, it was determined that the relationships between foreign language proficiency estimations based on CTT and IRT varied between 0.806 and 0.891 in two different test booklets. Thus, it was concluded that although the two theory-based-language proficiency estimations were similar, they should not be used interchangeably
THE VIEWS OF PRE-SERVICE TEACHERS ABOUT TODAY AND FUTURE OF CURRENT WORLD PROBLEMS
Get PDFThis study aims to examine the opinions of social sciences pre-service teachers on the present and future of world problems. The study is a qualitative one and modeled according to the phenomenological research. The participants consist of pre-service teachers in the social sciences teaching undergraduates in Turkey. A survey that consists of open-ended questions developed by the researcher was used to collect the data. The data were analyzed using the qualitative descriptive analysis method. According to the research results, most of the participants stated that they were mostly concerned about human-based world problems. The world problem they are affected mainly by was women’s issues when they hear these problems from the news or experience these problems in their personal lives. Most of the pre-service teachers stated that education was the most important factor in solving the world problems and that women’s problems, which emerged as the most important problem, could also be solved by education. In their predictions for the future, they put forward that 50 years later, the world’s most important problem would be water scarcity, and most of the future problems would be related to nature
DEVELOPMENT OF ASTRONOMY LITERACY SCALE: A STUDY OF VALIDITY AND RELIABILITY
Get PDFThe aim of this research is to develop a valid and reliable "Astronomy Literacy Scale" in order to determine the astronomy literacy levels of individuals. Quantitative research method was used in the study. The study group of the research consisted of 5th, 6th, 7th and 8th grade students consists of a total of 519 students studying in 3 different secondary schools in Ankara in the spring term of the 2021-2022 academic year. The data obtained after the application were analyzed with SPSS and Lisrel statistical programs. As a result of the factor analyzes carried out, it was seen that the developed scale was a structure consisting of a total of 15 items with 3 factors. The “Astronomy Literacy Scale (AOS)” consists of four separate parts and 21 judgments in a five-point Likert type. In the scale, part one, self-perception towards astronomy; the second part, the affective dimension to astronomy; the third part includes the behavioral dimension for astronomy and the fourth part includes the cognitive dimension for astronomy. In this research, it has been revealed that the "astronomy literacy scale", which aims to determine the astronomy literacy levels of individuals, is a valid and reliable measurement tool.Bu araştırmanın amacı, bireylerin astronomi okuryazarlık düzeylerini belirlemek amacıyla geçerli ve güvenilir bir “Astronomi Okuryazarlık Ölçeği” geliştirmektir. Araştırmada, nicel araştırma yöntemi kullanılmıştır. Araştırmanın çalışma grubu, 2021-2022 eğitim-öğretim yılı bahar döneminde Ankara’da 3 farklı ortaokulda öğrenim gören 5.,6.,7. ve 8. Sınıf toplam 519 öğrenciden oluşmaktadır. Uygulama sonrası elde edilen veriler SPSS ve Lisrel istatistik programlarıyla analiz edilmiştir. Gerçekleştirilen faktör analizleri sonucunda, geliştirilen ölçeğin 3 faktörlü toplam 16 maddeden oluşan bir yapı olduğu görülmüştür. “Astronomi Okuryazarlık Ölçeği (AOÖ)”, beşli likert tipinde, dört ayrı bölümden ve 21 yargıdan oluşmaktadır. Ölçekte, birinci bölüm, astronomiye yönelik kendini algılama; ikinci bölüm, astronomiye yönelik duyuşsal boyut; üçüncü bölüm astronomiye yönelik davranışsal boyut ve dördüncü bölüm astronomiye yönelik bilişsel boyutu içermektedir. Araştırma kapsamında elde edilen bulgular doğrultusunda, bireylerin astronomi okuryazarlık düzeylerinin belirlenmesi amaçlanan “astronomi okuryazarlık ölçeği”nin geçerli ve güvenilir bir ölçme aracı olduğu ortaya konulmuştur
A PSYCHOSOCIAL ANALYSIS ON THE RELATIONSHIP OF EDUCATION AND OTHER AREAS OF LIFE WITH SPORTS
Get PDFWhat is life? Life is the process between birth and death. This process, which is also accepted as the state of being alive, contains many parts. These parts are called life. Life encompasses one's experiences of the conditions that one encounters. These lives are interrelated. The longer and more harmonious these relationships are, the higher and more balanced the person's quality of life will be. For this, education and learning methods with scientific and philosophical foundations should be used. One of the parts of life in life is sports. Therefore, in this study, the subjects of morality, right, mistake, education, professionalism, health, mentality and economy in life will be associated with sports. Because sports is a human right that emerged from basic needs, it is associated with many areas of life. For this reason, some concepts that express our lives and the conditions we live in will be tried to be associated with sports. In this descriptive study, document analysis was carried out. The collected data were blended from sources in different fields such as education, sociology, psychology, education and philosophy. It is thought that this study, which is one of the rare studies on the subject, will be an example for similar studies to be done in the future
ENHANCING STUDENTS’ ACTIVE LEARNING THROUGH GROUP DISCUSSION ROLE-PLAYING
Get PDFThis research sets out to enhance students' active learning through group discussion role-playing. The research recorded the implementation of group discussion in order to find the revision in the teaching-learning process. Classroom action research involving students from a higher institution was used. The data was collected from observations and interviews. The findings proved that the implementation of group discussions role-playing could promote students' active learning, develop active participation, improve their higher-order thinking, and increase motivation. The activity provides more opportunities to display their thinking, which in turn increases their positive attitude towards language learning. This study also provided a teaching framework of group discussion role-playing as a novelty of the analysis. Furthermore, the result can be an applicable recommendation for the teacher to improve students' active learning
ANALYSIS OF HIGH SCHOOL STUDENTS 'MOTIVATIONS OF PARTICIPATION IN PHYSICAL ACTIVITY ACCORDING TO SOME VARIABLES
Get PDFThe purpose of this research is to describe high school students' motivation to participate in physical activity. 223 students (115 female, 108 male) studying in Anatolian high schoolsparticipated in the research on a voluntary basis. "Personal Information Form" and "Motivation Scale for Participation in Physical Activity" were used in the data collection process. In the analysis of the data, the items related to the sub-problem were grouped and descriptive statistics such as frequency (f), percentage (%) and weighted average (X̅) were used together with Mann Whitney U and Kruskall Wallis techniques. The results of the research show that students' motivation to participate in physical activity is at the level of agree. Students' motivation to participate in physical activity differs significantly according to their grade levels. It was observed that as the grade level increased, the motivation to participate in physical activity increased. The motivation of students to participate in physical activity differs significantly according to the variable of participation in sports activities. It has been observed that students participating in sports activities have higher motivation to participate in physical activity. However, gender, father and mother educational status did not differ significantly on students' motivation to participate in physical activity
TRANSVERSE DISSEMINATION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN ECONOMICS: EFFECTIVENESS OF CURRICULUM CHANGES: none
Get PDFSince 1994, there have been numerous curricular changes in South Africa's education system, which have had an impact on the topics covered, taught, and examined in the country's further education and training (FET) phase. The aim of this paper is to assess how changing the curriculum has affected how much environmental content is covered in the subject Economics. The documents used by South African Economics teachers were analysed utilizing a qualitative research methodology and an interpretive paradigm. Realist Social Theory by Margaret Archer served as the theoretical basis for the study data analysis and interpretation. The only technique employed to evaluate the effectiveness of policy texts and test questions was document analysis. The findings show that the variable coverage of environmental impact topics in the examinations may have a negative effect on the way teachers address the topics in Economics. The study also finds that the shifts of the curriculum from RNCS to CAPS improved coverage of environmental content in Economics. This resulted in an emergence of structural and cultural morphogenesis in the teaching of environmental content in Economics from teachers. The study also reveals that environmental content in Economics was better covered after the curriculum changed from RNCS to CAPS. This led to the formation of structural and cultural morphogenesis in the teaching of environmental content in Economics
THE EFFECT OF MOVEMENT AND PLAY-BASED MUSIC EDUCATION ON MUSICAL SKILLS OF STUDENTS AFFECTED BY MENTAL DISABILITY
Get PDFThe research aims to determine the effect of movement and game-based music education on the musical (exercising dynamics, playing the body, singing) skills of students with moderate intellectual disability. Within the framework of this purpose, it was aimed to improve the musical dynamics application skills, body playing skills and singing skills of students with special needs. In the study, the inter-behavioral multiple probe model, which is one of the single-subject experimental designs, was used. A student affected by moderate intellectual disability participated in the study. The findings showed that the effects of Movement and Play Based (MPBME) music education on the musical dynamics practice skills, body playing skills and singing skills of students with moderate intellectual disability were statistically significant and positive. He has shown that he has developed his skills and that he can demonstrate these skills with different applications and that his skills continue