IOJET - International Online Journal of Education and Teaching
Not a member yet
806 research outputs found
Sort by
PHRASAL LOAN TRANSLATION TERMS IN THE MASTER’S THESES ON TEACHING TURKISH AS A FOREIGN LANGUAGE
Get PDFLanguages are living creatures. They need to feed on lexical units to survive. To satisfy this biological need, they either utilize their own properties to produce novel lexical units like plants photosynthesize or import foreign words to meet calorie deficit like animals feed. Loan translation is the combination of these two tendencies. During this process, a language benefits from its own words to find an equivalence to a novel concept; however, imitating a foreign source word in lexical, phrasal, or sentential level. This method is also used for special languages of terminological domains. For these realities, phrasal loan translation terminologization method was decided on as the data type. Turkish master’s theses on teaching Turkish as a foreign language were selected as the sample. 25 theses were scanned, and 203 potential phrasal loan translation terms were detected. Related terms were classified under six domains: education, linguistics, sociology, methodology, statistics, and others. Potential source languages and terms were represented for each term. If possible, they were provided with evidential source texts. Problematic terms were handled separately, and the potential reasons for these problems were explained just under the related term in the table. In the conclusion part, potential solution suggestions were presented
ORTAOKUL MATEMATİK ÖĞRETMENLERİNİN UZAKTAN EĞİTİM SÜRECİNDE YAŞADIĞI DENEYİMLERİNE YÖNELİK GÖRÜŞLERİ:TÜRKİYE ÖRNEĞİ
No full textDistance learning process was initiated by the Ministry of National Education to allow equal opportunity and to improve accessibility, and the teachers provided online courses, exams or material. In the present study, conducted to determine the views of mathematics teachers, who are among the stakeholders in the process, on their experiences in online instruction of the mathematics course in secondary schools, phenomenology approach, a qualitative research method, was employed. The findings of the present study conducted with 105 secondary school mathematics teachers employed in seven regions in Turkey demonstrated that the middle school mathematics teachers considered distance education an obligation to continue mathematics courses and to maintain the communication with their students. It was also observed that the teachers believed that it would be difficult to instruct the mathematics course online due to its nature. It was determined that the predominant view argued that distance education allowed instruction of the course independent of the time and the place, and hence an advantage of the process, but the teachers also stated that distance education had certain cognitive, affective, technical and social disadvantages. The teachers complained that technical problems such as internet access and lack of tablets led to a difficult process.
Covid-19 salgını sonrası tüm dünyada olduğu gibi Türkiye’de de uzaktan eğitime geçilmiştir. Uzaktan eğitim süreçleri Milli Eğitim Bakanlığı tarafından eğitimde fırsat eşitliğini sağlamak ve ulaşılabilirliği arttırmak açısından Eğitim Bilişim Ağı aracılığıyla başlamış buna ek olarak öğretmenler çevrimiçi ders, çevrimiçi sınav ya da materyal paylaşımlarında bulunmuşlardır. Bu sürecin paydaşlarından biri olan ortaokul matematik öğretmenleri tarafından matematik dersinin uzaktan verilme deneyimlerine yönelik görüşlerini belirlemek amacıyla yapılan bu çalışmada nitel araştırma desenlerinden olgubilim deseni kullanılmıştır. Ülkemizin yedi bölgesinden 105 ortaokul matematik öğretmeniyle yürütülen bu çalışmanın sonuçlarına göre ortaokul matematik öğretmenlerinin matematik derslerini sürdürebilmek, öğrencileri ile iletişimi koparmamak adına uzaktan eğitimi bir zorunluluk olarak gördüğü söylenebilir. Öğretmenlerin matematik derslerinin doğası gereği uzaktan eğitim ile anlatılmasının güç olacağı fikrini benimsedikleri görülmektedir. Uzaktan eğitimin zaman ve mekandan bağımsız olarak ders yapılmasına fırsat vermesi düşüncesinin sürecin avantajları hususunda baskın düşünce olduğu öte yandan öğretmenlerin uzaktan eğitim sürecinin bilişsel, duyuşsal, teknik ve sosyal açıdan birçok dezavantajları olduğuna yönelik fikirlere sahip olduğu söylenebilir. Özellikle internet erişimi ve tablet eksikliği gibi teknik sorunların süreci zorlaştırdığını dile getirmektedirler
SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING
Get PDFThis study analyses the self-regulation (goal setting and planning) of the novice middle school mathematics teachers during the preparation phase of teaching. The study is designed as a case study. The participants are six mathematics teachers with less than five-year teaching experience. The data were collected through interviews, observations and document analysis. In regard to the observations, the teaching of certain topics (e.g., basic elements of prisms) were observed to uncover the classroom behavior of the participants. In the semi-structured interviews carried out after the class observations, the participants were asked some questions about their goals and planning concerning the related teaching activities. The findings of the study indicate that the participants do not exhibit the goal setting and planning activities that are consistent with the conceptual learning covered in the mathematics education program. It is also found that they do not set clear goals and develop detailed planning in regard to teaching activities
60-72 aylık çocukların dikkat yetisi ile geometri ve sesbilgisel farkındalık becerileri arasındaki ilişkinin incelenmesi
No full textThe aim of this study was to investigate the relationship among attention abilities, geometry, and phonological awareness skills of 60-72 months old children. The accessible population of the research in the relational scanning model consisted of 60-72 months old children attending to kindergartens and nursery classes of elementary schools in a province of Turkey in the 2018-2019 academic year. The sample of the study included 347 children aged 60-72 months, who were randomly selected to attend high, middle, and lower socio-economic level schools and volunteered to participate in the research. In the research, "General Information Form" to collect data about children and their parents, "Frankfurter Test Für Funjahrige Konzentration –FTF-K” (Attention Gathering Test of Five-Year-old Children) developed by Raatz and Möhling in 1971 to determine children's attention levels and adapted by Gözüm (2017), "Early Geometry Skills Test" developed by Sezer (2015) to assess children's geometry skills and "Early Literacy Skills Assessment Tool" consisting of five subtests developed by Karaman and Güngör Aytar (2016) to measure the phonological awareness skills of children were used as data collection tools. Simple Linear Regression and Pearson Correlation tests, which are parametric tests, were used to analyze the data. As a result of the findings, it was found out that the children's attention ability was high, and their geometry and phonological awareness skills were low. Children's attention ability significantly predicted their geometry and phonological awareness skills. It was concluded that there were significant relationships between gender, parental education level variables, and children's geometry skills and phonological awareness skills.
Keywords: Attention ability, geometry skill, phonological awareness skill, 60-72-month-old children, preschool educationBu araştırmanın amacı, 60-72 aylık çocukların dikkat yetisi ile geometri ve sesbilgisel farkındalık becerileri arasındaki ilişkinin incelenmesidir. İlişkisel tarama modelindeki araştırmanın ulaşılabilir evrenini 2018-2019 eğitim öğretim yılında Türkiye2nin bir ilinde merkez anaokulları ve anasınıflarında öğrenim gören 60-72 aylık çocuklar oluşturmaktadır. Araştırmanın örneklemine ise tesadüfi olarak seçilen üst, orta ve alt sosyo-ekonomik düzeydeki okullara devam eden, araştırmaya katılmaya gönüllü, 60-72 aylık çocuklar arasından 347 çocuk alınmıştır. Araştırmada çocuklar ve aileler hakkında veri toplamak amacıyla "Genel Bilgi Formu", çocukların dikkat düzeylerini belirlemek için Raatz ve Möhling tarafından 1971 yılında geliştirilen Gözüm (2017) tarafından uyarlanan "Frankfurter Dikkat Testi", çocukların geometri becerilerini ölçmek için Sezer (2015) tarafından geliştirilen “Erken Geometri Beceri Testi” ve çocukların sesbilgisel farkındalık becerilerini ölçmek için Karaman ve Güngör Aytar (2016) tarafından geliştirilen ve beş alt testten oluşan “Erken Okuryazarlık Becerilerini Değerlendirme Aracı”ndan Sesbilgisel Farkındalık Alt Testi veri toplama aracı olarak kullanılmıştır. Araştırmadan elde edilen verilerin çözümlenmesinde parametrik testlerden Basit Doğrusal Regresyon ve Pearson Korelasyon testleri kullanılmıştır. Araştırmada elde edilen bulgular sonucunda, çocukların dikkat yetisinin yüksek olduğu, geometri ve sesbilgisel farkındalık becerilerinin düşük olduğu belirlenmiştir. Çocukların dikkat yetisi geometri ve sesbilgisel farkındalık becerilerini anlamlı bir şekilde yordamaktadır. Cinsiyet, anne-baba öğrenim düzeyi değişkenleri ile çocukların geometri becerileri ile sesbilgisel farkındalık becerileri arasında anlamlı ilişkiler olduğu sonucuna ulaşılmıştır.
Anahtar Kelimeler: Dikkat yetisi, geometri becerisi, sesbilgisel farkındalık becerisi, 60-72 aylık çocuklar, okul öncesi eğiti
ENGLISH
Get PDFThe hegemony of technology and its dominance over education caused the necessity to make changes in the philosophy of language teaching. With the introduction of technology and extensive use of distance education thanks to pandemic, this philosophy change has increased the importance of students' out-of-class language learning activities. Therefore, in this mixed method research, which is conducted at an English Preparatory department of a state university situated in Turkey, it is aimed to investigate students’ resources and strategies that they use for English outside the class (EOC) activities. For this purpose, a 34-question five-point Likert type scale was conducted to 242 students, and both focus group interviews with seven students and individual semi-structured interviews with five students were conducted in order to obtain the EOC strategies and sources. According to the results, it is revealed that the students mostly employ EOC activities for their listening skill, and least for speaking skill, and using EOC activities has a significant relationship with academic achievement, gender, and section. Also, students started to use many different technological social media websites, online applications, and techniques. As a result, with the changing educational philosophy and spending time more outside the school, all stakeholders should be aware of the massive transformation in language education and plan their instruction accordingly
TÜRKİYE TEMELLİ SOSYAL BİLGİLER EĞİTİMİ ÜZERİNDEKİ ULUSLARARASI ARAŞTIRMALARIN BİLİM HARİTASI: BİBLİYOMETRİK BİR ANALİZ
No full textIn this study, international researches on social studies education based on Turkey were investigated. The samples were selected among published journals of education indexed in the Web of Science (WoS) database, such as Social Sciences Citation Index (SSCI), Emerging Sources Citation Index (ESCI) and Science Citation Index Expanded (SCI-Expanded). The obtained data were analyzed via bibliometric analysis method using version 1.6.17 of VOSviewer software. The results revealed that the first publication in the relevant indexes was published in 2005, and after the year of 2007 the number of publications showed an increasing trend. In addition, it was found out that “Educational Sciences-Theory & Practice” and “Education and Science” were the most published journals; Kaya Yılmaz, Arife Figen Ersoy and Handan Deveci were the most cited and most cited authors. Anadolu University, Marmara University and Gazi University were recorded as the institutions that published the most, sources affiliated with the Ministry of Education as the studies cited together, and the most frequently used common keywords were determined as "social studies", "social studies education", "pre-service social studies teachers"; "academic achievement", "citizenship education" and "values education".Bu araştırmada Web of Science (WoS) veri tabanında bulunan Social Sciences Citation Index (SSCI), Science Citation Index Expanded (SCI-Expanded) ve Emerging Sources Citation Index (ESCI) indekslerinde taranan eğitim dergilerinde yayımlanmış Türkiye merkezli sosyal bilgiler eğitimine yönelik çalışmalar bibliyometrik analiz yöntemi kullanılarak incelenmiştir. Elde edilen verilen VOSviewer yazılımının 1.6.17 versiyonu kullanılarak analiz edilmiştir. Araştırma sonucunda ilgili indekslerdeki ilk yayın 2005 yılında yayımlanmıştır ve 2007 yılından sonra yayın sayısı artış eğilimi göstermektedir. Atıf analizleri sonucunda en çok yayın yapılan dergiler olarak “Educational Sciences-Theory & Practice” ve “Education and Science”, en çok yayın yapan ve en çok atıf alan araştırmacılar olarak Kaya Yılmaz, Arife Figen Ersoy ve Handan Deveci, en çok atıf alan ve en çok yayın yapan kurumlar olarak Anadolu Üniversitesi, Marmara Üniversitesi ve Gazi Üniversitesi, birlikte atıf yapılan çalışmalar olarak MEB bağlı kaynaklar ve en sık kullanılan ortak anahtar kelimeler “social studies”, “social studies education”, “pre-service social studies teachers”, “academic achievement”, “citizenship education” ve “values education” olduğu tespit edilmiştir
EXAMINATION OF CLASSROOM TEACHERS’ 21ST CENTURY TEACHING SKILLS
Get PDFIn recent years, the rapid developments in information and communication technologies have impacted education systems immensely. These developments not only made various updates in the education programs, but also brought up the skills that the teachers who train the learners of the new millennium should have. The aim of this research is to determine the level of use of the 21st century teacher skills required by the age of classroom teachers and to examine the level of use of these skills in terms of gender, graduation status and professional preference variables. A cross-sectional survey model, which is one of the quantitative research types, was used in the study. The research scale was applied to 269 primary school teachers selected by simple random sampling method. The collected data were analyzed in the SPSS 22.0 program. Since the research data did not show a normal distribution, Mann-Whitney U tests were used for two-category variables, and Kruskal-Wallis tests were used for three or more categories. As a result of the study, it was understood that the classroom teachers' use of 21st century teacher skills was at a good level. It was observed that the highest level of use among the sub-dimensions of 21st century teacher skills belonged to "approving skills". Besides, it was observed that there was a significant difference in 21st century teacher skills sub-dimensions according to gender, graduation status and professional preference. The significant differentiation in favor of those who willingly choose the teaching profession in all sub-dimensions according to the vocational preference variable shows that professional interest and ability are important factors in the success of applying the skills required by the profession
A RESEARCH OF MIDDLE SCHOOL STUDENTS’ ATTITUDES TOWARDS STEM EDUCATION IN TERMS OF SOME VARIABLES: WHICH VARIABLES HAD THE GREATEST IMPACT ON ATTITUDES?
Get PDFThe aim of this paper is to examine the attitudes of upper grades of middle school towards the STEM field depending on several variables. An empirical-non-experimental research was conducted without any treatment on participants. The research included 246 students of seventh, eighth and ninth grade students (ages between 12 and 15) from one public middle school. The obtained results indicate that the students' attitudes with advancing to upper grades are becoming more negative. The results also show the existence of a statistically significant difference in the attitudes between boys and girls, and that the grade/mathematics achievements and grade point average have a significant effect on students' attitudes towards the STEM field. 
A META-ANALYSIS STUDY ON THE RELATIONSHIP BETWEEN MATHEMATICAL LITERACY AND MATHEMATICS ACHIEVEMENT IN PISA TESTS
Get PDFThis research is an extensive meta-analysis investigating the link between mathematical literacy and mathematics achievement which are tested mainly in PISA exams. With this aim in mind, first, the studies related to the research objective between the years 2003-2021 were examined. In the second stage, eight studies which met the research criteria and 13 quantitative data categories that were common in those studies were determined. In the end of the process, the data set of this meta-analysis study consisted data obtained from 34146 participants in total. Based on the findings driven from the study, a heterogeneous data structure was observed; thus, the Random Effect model was used in the analyses and it was summoned that the link between mathematical literacy and mathematics achievement had a moderately significant effect on the effect size value (Cohen’s d value: 0.66). The analysis of the subgroups revealed that there was no noteworthy difference between the effect levels considering the independent variables including the publication type, sample group and publication year. Finally, the results of this meta-analysis revealed that there was a positive and moderate relationship among students’ mathematical literacy and mathematics achievement measured in PISA tests.Bu araştırma, ağırlıklı olarak PISA sınavlarında test edilen matematik okuryazarlığı ile matematik başarısı arasındaki bağlantıyı araştıran kapsamlı bir meta-analizdir. Bu amaçla öncelikle 2003-2021 yılları arasında araştırma amacına yönelik yapılan çalışmalar incelenmiştir. İkinci aşamada, araştırma kriterlerini karşılayan sekiz çalışma ve bu çalışmalarda ortak olan 13 nicel veri kategorisi belirlenmiştir. Süreç sonunda bu meta-analiz çalışmasının veri seti toplam 34146 katılımcıdan elde edilen verilerden oluşmaktadır. Çalışmadan elde edilen bulgulara dayanarak, heterojen bir veri yapısı gözlemlendi; dolayısıyla analizlerde Rastgele Etki modeli kullanılmış ve matematik okuryazarlığı ile matematik başarısı arasındaki bağlantının etki büyüklüğü değeri üzerinde orta düzeyde anlamlı bir etkiye sahip olduğu çağrılmıştır (Cohen's d değeri: 0.66). Alt grupların analizi, yayın türü, örneklem grubu ve yayın yılı gibi bağımsız değişkenler dikkate alındığında etki düzeyleri arasında kayda değer bir fark olmadığı ortaya konmuştur. Son olarak, bu meta-analizin sonuçları, öğrencilerin matematik okuryazarlığı ile PISA testlerinde ölçülen matematik başarıları arasında pozitif ve orta düzeyde bir ilişki olduğunu ortaya koymuştur
PRESERVICE ELEMENTARY TEACHERS' SELF-EFFICACY AND ATTITUDES FOR TEACHING OF READING-WRITING
Get PDFTeaching of reading-writing is a basic course for preservice elementary teachers. Before starting their pedagogical professional life, preservice teachers are expected to have high self-efficacy and attitudes towards the course. This study aims to determine the relationship between self-efficacy and attitudes towards teaching of reading-writing. In the sub-objective of the study, the differences according to the variables of gender, grade level, daily reading level, and level of like to teach were examined. The sample of the study was determined by maximum sampling, one of the purposeful sampling methods. In this context, 224 preservice teachers participated study in the fall and spring semesters of the 2021-2022 academic year of the education faculty of a state university in the Central Black Sea Region. To collect the data, "Self-Efficacy Scale Towards Reading and Writing Teaching" and "Attitude Scale for Primary Reading and Writing Teaching" were used. In addition, some demographic information was included at the beginning of the data collection form. SPSS 24 program was used in the analysis of the data; independent samples t-test was used in bivariate groups and One-Way Analysis of Variance was used in triple groups. Relationships between dependent and independent variables were tested using multiple regression analysis. Pearson Correlation Coefficient analysis findings were examined to determine which sub-dimensions of the self-efficacy scale should be included in the multiple regression equation. The findings of the study revealed that the self-efficacy of preservice elementary teachers differ according to gender, class, and daily reading levels. A difference was determined in the attitude scores of the preservice teachers according to the variables of gender and like to teach. According to the results of multiple regression analysis, it was concluded that the attitudes of preservice teachers with high self-efficacy in teaching of reading-writing were higher