IOJET - International Online Journal of Education and Teaching
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THE ASSESSMENT OF THE LEARNING ENVIRONMENT DESIGNED FOR THE CONSTRUCTION OF BASIC GEOMETRIC CONCEPTS IN A DYNAMIC ENVIRONMENT
No full textIn this study, it is aimed to evaluate the learning environment designed for 5th grade students to draw geometric objects and shapes in dynamic environments. In this study, a case study, one of the qualitative research designs, was used. The study was carried out with three 5th grade students. In the research, 10 worksheets prepared by the researcher and transferred to the Google Forms environment were used to examine the construction processes of basic geometric objects and shapes in dynamic environments. Before and after the application, questions in the interview form containing basic geometric concepts were asked in order to determine the change in the conceptual learning of the students. According to the findings of the research, it was concluded that the dynamic environments designed by the students were positively effective in discovering and recognizing the basic geometric concepts and realizing the constructions. At the end of the study, suggestions were made to the researchers based on the results
OPINIONS OF MUSIC TEACHER CANDIDATES WHO TAKE PEDAGOGICAL FORMATION EDUCATION ON THE TEACHING PRACTICE COURSE
No full textIn this study, it was aimed to determine the opinions of the teacher candidates who graduated from music departments other than education faculties and participated in the pedagogical formation education certificate program about the teaching practice course. The study group of the research consists of 16 music teacher candidates who participated in the formation education certificate program given by Dicle University Ziya Gökalp Education Faculty in the 2021-2022 academic year. The research is a qualitative study in which semi-structured interview technique is used. As a result of the research; it has been seen that the opinions of the teacher candidates about the instructor, the practice teacher, the school and the school administration are generally positive. Teacher candidates stated that the teaching practice course contributed to their future professional life and they had the most teaching experience, also this course helped to eliminate the existing deficiencies and they gained experience on the approach to students. Some teacher candidates expressed problems such as the exhaustion of the course being two semesters, the material and moral weariness of the school for teacher candidates coming from other cities, and the absence of the right to absenteeism
ANALYSIS OF THE ATTITUDE OF TEACHERS TO EDUCATION RESEARCHES
Get PDFIn this study, it was analyzed whether teachers’ attitudes to education researches display any differences in terms of various variables. The purpose of this study is to identify attitudes of teachers to education researches which are the most important source of development in the area of education. In the study, the literature review design was used with the purpose of identifying the attitude of teachers to education researches. The study group of the study consists of 555 teachers selected through the convenience sampling method who work in schools affiliated with the Bitlis Provincial Directorate for National Education in 2021-2022 academic year. The Teacher Attitude Scale on Education Researches (TASER) developed by Yıldırım, İlhan, Şekerci and Sözbilir (2013) to collect data. The scale consists of 20 items in three sub-dimensions. The Cronbach Alpha value of the scale was found as .83. In the study, the SPSS 22 software was used in the analysis of numerical data. In line with the variables identified according to the results of the study, it was seen that teachers in general have a positive attitude to education researches
EVALUATION OF THE PHYSICAL AND ACOUSTICAL COMPETENCES OF VOCATIONAL MUSIC EDUCATION INSTITUTIONS IN TERMS OF THE REQUIREMENTS OF MUSIC EDUCATION
Get PDFThe purpose of this research is to evaluate the buildings of higher education institutions in Turkey, where vocational music education is delivered, in terms of physical and acoustical sufficiency. This research is a descriptive study conducted with qualitative method and survey model. The population of the research consists of all of the buildings of the higher education institutions in Turkey, where vocational music education is delivered. Data of the research have been collected through semi-structured interview from instructions who serve in a total of 85 different higher education programs in Turkey, where vocational music education activities are conducted. It was determined in line with the collected data that there are important deficiencies in the buildings of the university institutions in Turkey in terms of both physical and acoustical sufficiency, where vocational music education is delivered. On the other hand, only 14% of the instructors stated that the institutional buildings meet the acoustical needs required by vocational music education. In conclusion, this study tries to make suggestions for the solution of the detected problems in order to create a certain standard in physical and acoustical aspects in the buildings of higher education institutions, where vocational music education is delivered
Nomofobi ile Lise Giriş Sınavı (LGS) Puanları Arasındaki İlişkinin Sosyodemografik Değişkenler Açısından İncelenmesi
No full textNomophobia, a type of technological addiction defined as the fear of being deprived of a smartphone, is quite prevalent in young individuals with the widespread use of mobile phones. This study aims to determine the nomophobia level of secondary school 8th-grade students. The effect of nomophobia on academic achievement was investigated by comparing the detected nomophobia levels of the students and the High School Entrance Exam (LGS) scores. These effects on LGS scores were determined by gender, parental attitude, parental education level, smartphone usage purpose, daily smartphone checking frequency, whether or not to carry a charger, areas where the smartphone is mostly used, and checking the smartphone before going to sleep. For this purpose, a correlational survey model was used in the study. The “Personal Information Form” and “Nomophobia Scale” were applied during the 2019-2020 academic year. According to the results of the research, nomophobia in secondary school students differs according to gender, the purpose of using a smartphone, the areas where the smartphone is mostly used, whether or not to carry a charger or not, whether or not to have a smartphone with them before going to sleep; while parental attitude, parental education level, daily smartphone checking frequency doesn't differ their nomophobia. It was determined that the students had moderate nomophobia levels, and the nomophobia sub-factor scores differed according to students’ LGS scores.Akıllı telefondan mahrum kalma korkusu olarak tanımlanan bir teknolojik bağımlılık türü olan nomofobi, cep telefonu kullanımının yaygınlaşmasıyla birlikte genç bireylerde oldukça yaygınlaşmıştır. Bu araştırma ortaokul 8. sınıf öğrencilerinin nomofobi düzeylerini belirlemeyi amaçlamaktadır. Öğrencilerin tespit edilen nomofobi düzeyleri ile Lise Giriş Sınavı (LGS) puanları karşılaştırılarak nomofobinin akademik başarıya etkisi araştırılmıştır. LGS puanları üzerindeki bu etkiler cinsiyet, ebeveyn tutumu, ebeveyn eğitim düzeyi, akıllı telefon kullanım amacı, günlük akıllı telefon kontrol sıklığı, şarj cihazı taşıyıp taşımama, akıllı telefonun en çok kullanıldığı alanlar ve yatmadan önce akıllı telefonu kontrol etme değişkenleri ile belirlenmiştir. Bu amaçla çalışmada ilişkisel tarama modeli kullanılmıştır. 2019-2020 eğitim öğretim yılında “Kişisel Bilgi Formu” ve “Nomofobi Ölçeği” uygulanmıştır. Araştırmanın sonuçlarına göre; ortaokul öğrencilerinde nomofobinin cinsiyet, akıllı telefon kullanım amacı, akıllı telefonun çoğunlukla kullanıldığı alanlar, yanında şarj cihaz taşıyıp-taşımama durumu, uyumadan önce akıllı telefonu yanında bulundurup-bulundurmama durumuna göre farklılaştığı görülürken; ebeveyn tutumu, ebeveyn eğitim durumu, günlük akıllı telefon kontrol etme sıklığına göre farklılaşmadığı ortaya çıkmıştır. Öğrencilerin nomofobi düzeylerinin orta düzeyde olduğu ve nomofobi alt faktör puanlarının öğrencilerin LGS puanlarına göre farklılık gösterdiği belirlenmiştir
AN INVESTIGATION OF THE EFFECTS OF INTELLIGENCE TYPE AND PHYSICAL ACTIVITY PARTICIPATION LEVEL ON FOREIGN LANGUAGE LEARNING ACHIEVEMENT IN UNIVERSITY PREPARATORY CLASS STUDENTS
Get PDFThe aim of the study is to compare the foreign language learning achievement levels of students who participate in physical activity and have physical/kinesthetic intelligence with others. The study was designed in the causal-comparison research model from the quantitative research methods. The sample consisted of 1012 participants, studying at Karabük University, School of Foreign Languages. "Personal Information Form", "Multiple Intelligence Observation Form", "International Physical Activity Questionnaire" and "Cambridge Preliminary English Test" were used as data collection tools. As a result, a significant positive moderate relationship between the physical activity participation levels of the participants and their physical/kinesthetic intelligence domains; a significant positive moderate relationship between physical activity participation levels and foreign language achievement scores; a significant positive weak relationship between foreign language achievement scores and physical/kinesthetic intelligence and a positive, medium-strong significant relationship between the time spent as an athlete and physical/kinesthetic intelligence has been found. When the effects of multiple intelligence domains and physical activity participation levels on foreign language achievement scores have been examined, it is seen that the level of physical activity participation has a positive and significant effect on foreign language achievement scores. It is seen that physical/kinesthetic intelligence, the time spent as an athlete and physical activity level are all important factors in foreign language learning.
Keywords: multiple intelligence, physical/kinesthetic intelligence, physical activity, foreign language learnin
EXPLORING EFL ASSESSMENT IN TURKEY: CURRICULUM AND TEACHER PRACTICES
Get PDFThis study focuses on the assessment practices of EFL teachers in the upper secondary level in Turkey and explores how teachers’ assessment practices and the assessment dimension of English language curriculum (for grades 9 – 12) match. In the study, teachers’ purposes of assessing learners, which aspects of language they assess, and how they carry out assessment are examined by comparing the findings to the recommended assessment practices in the curriculum. Additionally, how EFL teachers feel themselves in their assessment practices is explored. The study employs qualitative design by using document analysis, an open-ended questionnaire, and semi-structured interview. The participants are teachers of English who work at upper secondary schools in Turkey. The findings of the study reveal that (1) some of the teacher practices match with the assessment dimension of the curriculum while there is a mismatch between some of them; (2) teachers have misconceptions about authentic assessment and there is a lack of use of authentic assessment, (3) teachers are the only feedback providers in the classroom, and (4) teachers are divided into three groups of feelings about assessment practices as positive, negative, and neutral.
Keywords: EFL assessment, high school teachers, teacher practices, national curriculu
WHAT DO THESES AND DISSERTATIONS TELL US ABOUT LEARNING DISABILITIES?
Get PDFThe purpose of this study was to descriptively analyze theses and dissertations written “on learning disabilities. In line with this purpose, keywords such as “specific learning disability”, “specific learning disorder”, “learning disability”, “reading impairment”, “reading disability”, “dyslexia”, “writing impairment”, “writing disability”, “dysgraphia”, “mathematics impairment”, “mathematics disability” and “dyscalculia” were used for the review. The search including the studies published in 2020 put forth 31 master’s theses and 20 Ph.D. However, due to the official restrictions on the studies, the full texts of one master’s thesis and one Ph.D. thesis could not be downloaded. According to the findings, the first master’s thesis was published in 1996, whereas the first Ph.D. dissertation was published in 1998. Written by students from different graduate schools and different departments, these theses and dissertations were gathered around four skill areas. According to the number of theses and dissertations, these skills were reading, mathematics, writing, and science, respectively. Although the increase in the number of the studies written on the subject from different disciplines especially in recent years is considered positive, it is noteworthy that there is no content knowledge in the aforementioned studies conducted outside the special education departments taking into consideration the academic language used and how the study problems are addressed. The theses and dissertations were also explored in terms of participant types, data collection tools, validity-reliability works related to data analysis, and study results. The findings were discussed in the context of developments in the field of special education.Bu araştırmanın amacı, Öğrenme Güçlüğü alanında yürütülmüş lisansüstü tez çalışmalarının betimsel olarak incelenmesidir. Bu amaç doğrultusunda, “Özel Öğrenme Güçlüğü”, “Özgül Öğrenme Güçlüğü”, “Özgül Öğrenme Bozukluğu”, “Öğrenme Güçlüğü”, “Okuma Güçlüğü”, “Okuma Bozukluğu”, “Disleksi”, “Yazma Güçlüğü”, “Yazma Bozukluğu”, “Disgrafi”, “Matematik Güçlüğü”, “Matematik Bozukluğu” ve “Diskalkuli” anahtar kelimeleri ile taramalar gerçekleştirilmiştir. 2020 yılında üretilen tezler de dâhil edilecek şekilde yapılan taramalar sonucunda 31 yüksek lisans ve 20 doktora tezine ulaşılmış, ancak getirilen kısıtlama neticesinde 1 yüksek lisans ve 1 doktora tezinin tam metnine ulaşılamamıştır. Bulgulara göre, yıl bazlı ilk yüksek lisans tezi 1996, ilk doktora tezi ise 1998 yılına aittir. Farklı enstitü ve farklı anabilim dalları tarafından yürütülmüş tezler 4 beceri alanı etrafında toplanmış ve bu beceri alanlarının tez sayısı sırasına göre okuma, matematik, yazma ve fen bilgisi olduğu görülmüştür. Farklı disiplinlerden ilgili alanda özellikle son yıllarda artan sayıda tez üretilmesi olumlu karşılanmakla birlikte kullanılan akademik dil ve araştırmalara zemin oluşturan problemlerin ele alınışı sebebiyle, özel eğitim anabilim dalları haricinde yürütülen tezlerde alan bilgisinin bulunmadığı dikkat çekmektedir. Yürütülmüş tezler ayrıca katılımcı türleri, veri toplama araçları ile veri analizine ilişkin geçerlilik-güvenirlik ve sonuçlar yönleriyle de incelenmiştir. Bulgular özel eğitim alanındaki gelişmeler bağlamında tartışılmıştır
EDUCATIONAL SITUATIONS (ES) AS USEFUL TOOLS FOR TEACHERS TO IMPROVE ARCHITECTURAL DESIGN STUDIO COURSES (ADSC)
Get PDFIn today's world, the university is undergoing profound changes, and it needs digital technologies requiring new cognitive skills. New Information and Communication Technologies, computer and internet literacy, and teacher digital competence are increasingly becoming requirements for teaching. In architecture, teachers do not have tools to help them teaching better. This study subjects Educational Situations (ES) or tetrahedrons Cyber DiPL developed by Abbaoui et al. (2020) as suitable tools for teaching better architectural design studio courses (ADSC). The survey that served as the common thread is run with forty-nine (49) teachers from the institute of architecture, Ferhat Abbas University Setif 1 (Algeria). The results show that educational situation to do (ES to do), educational situation forged by experience (ES to practice) and educational situation to differentiate (ES to differentiate) are suitable tools. Furthermore, each ES related to know-how (Kh), knowledge practice (Kp) and theoretical knowledge, learned or scientific knowledge (Tk) brings out three other triangles (triangles of a didactic, of a pedagogy and of an apprenticeship). These triangles have corners dedicated to digital technologies to help teachers improve architectural design studio courses. The outcomes of this study could provide current and future teachers with valid and reliable tools to guide their teaching and awareness of ES development. These tools could be implemented in their teaching process and give them opportunities to make significant use of ES in architectural design studios
THE EVALUATION OF THE INVALIDATED GUIDEBOOKS IN ACCORDANCE WITH TEACHERS' OPINIONS
No full textThe use of teacher's guidebooks, which were prepared to assist teachers based on the curriculum implemented within the framework of the constructivist model, was discontinued in the 2018-2019 academic year. This study was based on a case study and prepared to examine the teacher's guidebooks that were removed from the curriculum in the 2018-2019 academic year. The study group consists of 20 teachers who work in Siirt and have at least 5 years of experience in public schools. The data were collected with a semi-structured interview form prepared by the researcher and the content analysis technique was used in the analysis of the data. The research findings revealed that most of the teachers felt the lack of guidebooks and could not perform their learning-teaching strategies in a healthy way after the removal of the guidebooks, listening education, which is one of the basic language skills, was largely neglected and the implementation of the guidebooks by the Ministry of Education would be beneficial in the education and training process