IOJET - International Online Journal of Education and Teaching
Not a member yet
806 research outputs found
Sort by
A REVIEW OF STUDIES CONDUCTED WITH THE PREDICTION-OBSERVATION-EXPLANATION (POE) IN BIOLOGY EDUCATION
Get PDFIn this research; studies on the use of the POE in biology education between the years 2000-2020 in Turkey and the World have been examined considering certain criteria. These studies were analyzed by content analysis method. The researches included in the research were obtained in Turkish and English by systematically scanning the literature covering the years 2000-2020 from the Google search engine, Web of Science, Google Academic Search, TÜBİTAK-ULAKBİM database and YÖK’s National Thesis Center scanning system. The type of studies, year of publication, sample selection, research method, subject area and data collection tools features included in this research were examined and analyzed. For this purpose, 27 studies in the literature were reached. It has been determined that the studies are distributed as 21 article, 5 master thesis and 1 doctoral dissertation according to the research type. Findings obtained is presented in figures, graphics, frequencies and percentages. According to the consequences; it was stated that most of the studies were in the type of research, pre-service teachers were preferred more than other samples, quantitative studies were more than qualitative studies, academic achievement tests were used the most as data collection tool and “Diffusion-Osmosis” subjects was studied the most
CREATIVITY IN EFL CLASSES: EXAMINING TURKISH SECONDARY SCHOOL TEACHERS’ ATTITUDES AND THOUGHTS
Get PDFIn Turkish context, there are very few studies on creativity in the field of English as a foreign language (EFL). Thus, the study aimed to investigate Turkish in-service EFL teachers’ attitudes towards creativity, to determine whether gender, age, teaching experience and undergraduate area of study influence their attitudes, and to examine their overall thoughts about creativity. The study used a mixed-methods research design, and 200 EFL teachers participated in the quantitative whereas 20 teachers attended the qualitative part of the study. The quantitative data analysis was performed using SPSS 21 while NVivo 8 software was utilized for the qualitative data. The results revealed that most of the teachers exhibit positive attitudes towards creativity. There are, however, some points about which some teachers are not well-informed and have limited knowledge or misconceptions, as understood from their thoughts on the concept of creativity, creative teacher characteristics, and creative activities. Furthermore, several factors constrain their creativity and creative teaching practices. They agree on the need for teacher training to enhance creativity effectively in EFL. It was also determined that EFL teachers’ gender, age, teaching experience and undergraduate area of study do not influence their attitudes towards creativity
COMPARISON OF TURKEY'S ACADEMIC PUBLICATION PERFORMANCE IN ASTRONOMY EDUCATION WITH OTHER COUNTRIES ACCORDING TO WEB OF SCIENCE DATABASE
Get PDFIn this study, a bibliometric evaluation of the articles published between 1975 and 2020 in astronomy education in the Web of Science database is aimed to reveal the trend in this field and to compare the articles from Turkey with other countries. During the article search process, the keyword "astronomy" was scanned both in the title and content of the articles. A total of 284 articles were reviewed under the Education/Educational Research category. VOSviewer (V1.6.15) package program was used to create and visualize bibliometric network maps of the articles examined within the scope of the study. In the findings, it was seen that approximately four-fifths of the articles published in the field of astronomy education have been published in the last ten years. It was determined that the most effective country in which publications are made on astronomy education is the USA, and Turkey is in the second place with 25 articles. It is noteworthy that while the average number of citations per publication for all the articles examined is 14.62, the average number of citations for articles originating from Turkey is 3.56. Based on such findings, Turkey's academic publication performance in astronomy education has been tried to be revealed
The CURRENT STATUS OF IN-SERVICE TRAININGS FOR TEACHERS AND EXPECTATIONS: DO THEY MATCH
No full textTaking into consideration the INSETs’ direct influence on teachers’ professional development and indirect influence on the education, the present study aims to determine teachers’ opinions about in -service training activities and their proposed solutions to improve the effectiveness of the in-service training activities via the semi- structured and in-depth interviews. Also this paper specifically analyzes the latest statistics of in-service trainings in Turkey with holistic and critical approach. Data were collected from 59 teachers from three different types of school (primary, secondary, junior high school) in Turkey through a semi-structured interview, and analyzed through content analysis by searching for patterns and synthesizing them. The transcriptions were coded through NVivo 8 and then grouped together to derive broader themes shaped around core meanings (Miles & Huberman, 1994). While the most useful aspects of in-service training programs are found as professional development, meeting new people and professional development, weaknesses of in-service training programs are poor planning, lack of qualified trainers and lack of practical implications according to teacher opinions. Teachers suggested that employing expert trainers, effective planning and more interactive contents are crucial for an ideal INSET activity. The study concludes with possible reasons for the problems in concern, and practical implications
THE POWERFUL USE OF AN ENGLISH LANGUAGE TEACHER RECRUITMENT EXAM IN THE TURKISH CONTEXT: AN INTERACTIVE QUALITATIVE CASE STUDY FROM EXAMINEES’ PERSPECTIVE
No full textIn the face of a growing population in the world, an increase in the number of large-scale or standardized testing practices in various contexts has been observed not only to measure individuals’ achievement and proficiency but also to serve political, social, economic and ideological functions. In Turkey, English language teacher recruitment is one of such contexts that utilizes large scale testing. This study provides an in-depth exploration of the powerful use of the English Language Teacher Recruitment Exam (KPSS) with specific reference to its origin of power, effects and consequences. Based on the Interactive Qualitative Analysis Methodology, this case study presents the voice of four test takers of the KPSS on its powerful use in the Turkish context. Firstly, the factors comprising the participants’ shared perception of the powerful use of the KPSS were identified. Then, the relationships among these elements in their shared perceptual system were presented, and the findings indicate that the KPSS has led to a set of unintended effects and consequences
English
No full textThe aim of research was to reveal the views of preschool teachers on using out-of-school learning environments in preschool education. It was a qualitative research conducted by phenomenological method and 11 preschool teachers from Turkey were included in it. The research data was obtained by interview and the interview form prepared by the researcher was used in the interviews. The data was analyzed by using descriptive and content analysis techniques. According to the findings, preschool teachers described the out-of-school learning concept in compliance with the literature as the ‘learning performed anywhere out of classroom/school’. It was considered that out-of-school learning environments had advantages for children in developmental, cognitive and social-emotional terms and for teachers in terms of education processes, vocational and personal development. However, these environments had disadvantages for children in safety, social-emotional, development and in environment-related terms and for teachers in process-related and social-emotional terms. The teachers stated that environment, parent, teacher-based problems and safety problems were experienced in the activities performed in these environments. It was determined that the teachers mostly did not consider themselves competitive in conducting activities in these environments due to the lack of knowledge and experience. In the research, some recommendations were made based on the results
The IMPACT OF GAME-BASED TEACHING PRACTICES IN DIFFERENT CURRICULA ON ACADEMIC ACHIEVEMENT
No full textThis study aims to identify the impact of game-based teaching practices available in different curriculum upon academic achievement through meta-analysis. The meta-analysis method aims at grouping similar studies about a subject, theme or study under the heading of certain criteria and combining the quantitative findings for these studies. 412 studies conducted between the years 2000-2020 were examined according to certain criteria and 54 experimental studies that met these criteria were included in the study in order to determine the effect of game-based teaching practices on academic achievement. The data of 54 experimental studies were analyzed through use of Comprehensive Meta Analysis Program (CMA) and Metawin programs. The study results revealed that the game-based teaching practices applied in different curricula positively affect the students’ academic achievement compared to traditional practices. The effect sizes of game-based curricula were identified to significantly differ across education levels, treatment duration, sample sizes and publication types.
Keywords: Game, meta-analysis, curriculumBu araştırmanın amacı farklı öğretim programlarındaki oyun temelli öğretim uygulamalarının akademik başarıya etkisini meta analiz yöntemiyle belirlemektir. Meta analiz yöntemindeki temel amaç bir konu, tema ya da çalışma alanındaki benzer araştırmaların belirli ölçütler bağlamında gruplanıp, bu çalışmalara ait nicel bulguların gruplanmasıdır. Oyun temelli öğretim uygulamalarının akademik başarıya etkisini belirlemek amacıyla 2000-2020 yılları arasındaki 412 araştırma belirli ölçütlere göre incelenmiş ve bu ölçütleri karşılayan 54 deneysel araştırma çalışmaya dahil edilmiştir. 54 deneysel araştırmanın verileri Comprehensive Meta Analaysis Program (CMA) ve Metawin programları ile analiz edilmiştir. Gerçekleştirilen analizler sonucunda, farklı öğretim programlarında uygulanan oyun temelli öğretim uygulamalarının geleneksel uygulamalara göre öğrencilerin akademik başarılarını olumlu yönde etkilediğini göstermiştir. Oyun temelli öğretim programlarının öğretim kademeleri, uygulama süreleri, örneklem büyüklükleri ve yayım türleri değişkenleri bakımından etki büyüklüklerinin anlamlı şekilde farklılaştığı saptanmıştır.
Anahtar kelimeler: Oyun, meta - analiz,öğretim program
STUDENT TEACHERS’ PERCEPTIONS OF ENGLISH AS A LINGUA FRANCA IN A MULTILINGUAL COMMUNITY
Get PDFThis study investigated the perceptions of English Language Teaching (ELT) department students (student teachers) at a university in North Cyprus on the use of English as a Lingua Franca (ELF) in a multilingual community. ELF-based teaching pedagogy and accommodation skills in ELF community have been well-recognized and well-documented in the literature; however, research on students’ awareness and perceptions of ELF use in the multilingual setting is limited. The data were obtained from students’ (n=32) self-reports on the questionnaire and their (n=7) responses to the semi-structured interview questions. The study revealed that ELT students from different linguistic backgrounds were highly aware of the communicative value of ELF and they showed favor towards ‘nation-bound’ English rather than a ‘standard’ one. The findings support the view that ELF as a variety of English might be legitimized in order for NNSs to preserve their national identities. The implications of this study are also discussed.
Keywords: English as a Lingua Franca, student teachers’ perceptions, ELT, learners’ awareness, language learning
EXAMINING THE IMPACT OF CONSTRUCTIVIST AND REFLECTIVE ELT COURSES ON PRE-SERVICE TEACHERS’ BELIEFS ABOUT LANGUAGE LEARNING AND TEACHING: A LONGITUDINAL STUDY
Get PDFThis longitudinal, mixed-methods study considered the constructivist-oriented English Language Teaching (ELT) program in a public university in Turkey as a dynamic variable and examined its impact on thirty-nine pre-service teachers’ beliefs about language learning and teaching over their four-year long program. Beliefs About Language Learning Inventory (BALLI) was given in the junior and senior years and a semi-structured interview was conducted in the senior year with randomly selected twelve participants. Due to the Covid pandemic, the participants completed Spring semester’s course-work in their junior year, as well as all the course-work and practicum in senior year as distant education. Despite the unexpected distant teaching and learning context, survey data demonstrate that some beliefs about language learning and teaching have changed. Findings from interviews provided evidence supporting the survey results and reasons for the changes. Findings suggest that pre-service ELT programs using constructivist approaches and reflection could change ELT pre-service teachers’ beliefs about language learning and teaching even in distant teaching and learning contexts. Therefore, it is recommended that teacher education programs design evidence-based coursework that allows reflective thinking. The findings are informative for developing and designing ELT programs worldwide in face-to-face and distant education contexts
a paradoxical situation in Swedish upper secondary school
Get PDFThe background to this study is the increasing differences in grades and throughput between males and females in Swedish upper secondary school. This study has therefore investigated the relationship between beliefs about study motivation and gender in Sweden in seven different study programs in upper secondary school. The beliefs about study motivation were measured through a questionnaire consisting of 38 items that were administered to 155 female and 107 male students in upper secondary school in one region in Sweden. The Mann-Whitney test was employed to investigate gender difference. Results indicate that overall males and females to 2/ 3 held similar beliefs about their motivation to study but to 1/3 differed at a significant level. Overall, the importance of schools, teachers, families and their own efforts is highly appreciated in the study. The difference is evident mainly in the value of the teacher's importance and role in the classroom, where males have higher estimate. However, females believe that the school is less safe, that the classrooms are less inviting and that there is less silence in the lessons compared to males. The study partly explains the seemingly paradoxical situation in students' different learning strategies and addresses didactic improvements to teachers.