IOJET - International Online Journal of Education and Teaching
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INVESTIGATION OF GRAPHIC READING AND INTERPRETATION SKILLS IN SOCIO-SCIENTIFIC-BASED PROBLEM SITUATIONS: THE EXAMPLE OF COVID-19 PARABOLIC GRAPH
Get PDFThe aim of this study is to examine the graphic reading and interpretation skills of teacher candidates with problem situations prepared in the context of the Covid-19 pandemic, which is a socioscientific situation. The study was carried out with a special case of qualitative research methods. The participants of the study consisted of 52 primary school mathematics teacher candidates studying in the third year. Participants were determined via the typical case sampling method, one of the purposive sampling methods. As a data collection tool, an open-ended question form consisting of five options based on a socio-scientific situation-based scenario with a vital aspect was used. In the analysis of the data, content analysis method was used together with descriptive statistics (frequency, percentage). When the data obtained from the research were examined, it was seen that a significant part of the pre-service teachers had the skills to read and interpret the parabola graphs given in the context of Covid-19. However, it was determined that most of the pre-service teachers who gave wrong answers to the questions about graphic reading and interpretation were at the level of visual or quantitative perception and had difficulties in transitioning between representations. For this reason, drawing activities that require more context-based qualitative understanding or technology-assisted teaching applications can be made in the teaching of graphics.Bu çalışmanın amacı sosyobilimsel bir durum olan Covid-19 pandemisi bağlamında hazırlanan problem durumlarıyla öğretmen adaylarının grafik okuma ve yorumlama becerilerinin incelenmesidir. Çalışma nitel araştırma yöntemlerinden özel durum ile yürütülmüştür. Araştırmanın katılımcıları üçüncü sınıfta öğrenim gören 52 ilköğretim matematik öğretmeni adayından oluşmaktadır. Katılımcılar amaçlı örnekleme yöntemlerinden tipik durum örneklemesi yöntemiyle belirlenmiştir. Veri toplama aracı olarak sosyobilimsel durum temelli yaşamsal yönü olan bir senaryoya dayalı beş seçenekten oluşan bir açık uçlu soru kullanılmıştır. Verilerin analizinde betimsel istatistiklerle birlikte (frekans, yüzde) içerik analizi yöntemi kullanılmıştır. Araştırmadan elde edilen veriler incelendiğinde öğretmen adaylarının önemli bir bölümünün Covid-19 bağlamında verilen parabol grafiklerini okuma ve yorumlama becerilerine sahip oldukları görülmüştür. Ancak grafik okuma ve yorumlamaya yönelik sorulara yanlış cevap veren öğretmen adaylarının çoğunun görsel ya da nicel algılama düzeyinde olduğu ve temsiller arası geçişte zorlandıkları belirlenmiştir. Bu nedenle grafikler konusunun öğretiminde daha çok bağlam temelli nitel anlama gerektiren çizim etkinlikleri ya da teknoloji destekli öğretim uygulamaları yaptırılabilir
TURKISH PREP SCHOOL EFL STUDENTS’ BELIEFS ABOUT LANGUAGE LEARNING
No full textThis study investigates the relationship between Turkish EFL learners’ beliefs about language learning and learner features, such as gender, age, and language proficiency level. The study was conducted at Anadolu University, School of Foreign Languages, with the participation of 242 Turkish prep school EFL students with different levels of English proficiency in the spring semester of the 2018-2019 academic year. The data were collected using Horwitz’s inventory (1987), “Beliefs about Language Learning Inventory” (BALLI). The results of the study showed no significant relationship between the participants’ features, that is, gender, age, and language proficiency level and their beliefs about language learning. However, subtle relationships were discerned between the participants’ features and their beliefs about language learning. Considered in the light of the results of previous studies on the same issue, the results of our study suggest that the interplay between learner beliefs about language learning and learner features is dynamic, complex, and context-specific, which underline the importance of adopting a hands-on approach with individualized attention to the situation and a timely-intervention of students’ misplaced beliefs about language learning. Taking the results of previous studies into account, the results of this study are discussed and pedagogical implications are offered for stakeholders in language learning and teaching.
Keywords: Turkish EFL learners, beliefs about language learning
THE LIVED EXPERIENCE OF PRINCIPALS FOR MANAGING CHANGE IN THEIR SCHOOLS: A PHENOMENOLOGICAL RESEARCH
No full textThe aim of the study is to reveal the experiences of school principals in the process of change. Thus, this study employed a qualitative research approach through data collection and analysis procedure incorporating a descriptive phenomenological design. Participants of this research consisted of 15 volunteer school principals working in state schools in İstanbul. Criterion sampling as one of the purposeful sampling methods was preferred to determine the participants of the research. The researchers conducted in-depth face-to-face interviews with semi-structured interview questions. The content analysis technique was used to reveal codes, categories and themes from the transcribed interview records. The researchers discovered three themes so as to define the experiences of school principals in managing change as follows: ‘procedure’, ‘barriers to change’ and ‘opportunities’. The conclusion of the study showed that principals define change management as a process in the school. Teacher resistance, organizational structure and parental expectation turn into barriers for managing change. Also, school principals define the outcomes of the change as an opportunity in their schools
A SYSTEMATIC REVIEW OF RESEARCH ON TEACHING ANXIETY
No full textIt is evident that teaching anxiety is a significant affective state that may have profound effects on both the learning and teaching processes. However, there is no conclusive evidence regarding the sources and effects of teaching anxiety in an educational context. This systematic review aims to present an overview of the current literature on teaching anxiety, explore the variables that may relate to teaching anxiety in terms of its causes and effects. The study concludes that teaching anxiety is directly related to affective states, while the relationship between teaching anxiety levels and demographic variables is not clear. Another conclusion is that teaching experience, content knowledge, and instruction are effective for decreasing the levels of teaching anxiety. The results also show that teachers’ and students’ characteristics, teaching strategies, time and classroom management, planning, school climate, and the use of technology have considerable effects on teaching anxiety
A COMPARATIVE STUDY OF READING STRATEGIES USED BY PROSPECTIVE LANGUAGE TEACHERS
No full textThe study investigated reading strategies used by prospective foreign language teachers studying at a foreign language department of an education faculty in Turkey. It was explored how these strategies differ in view of the variables such as sex, department, education experience, and proficiency levels. For this aim, the Reading Strategy Use Scale is implemented to prospective foreign language teachers studying at a German and English as a Foreign Language Department at a public university in Turkey. The data was collected from prospective foreign language teachers majoring at two departments (English and German) during the academic year 2020 – 2021. The data were collected and analyzed by using the PASW Statistics 18 program. As the data showed normal distribution, the parametric statistical analyses Independent Samples t-Test and one - way ANOVA were used. The findings revealed that reading strategies used by prospective language teachers differ in terms of sex, but do not differ in terms of the department majored. Regarding education experience there were significant differences in planning and assisting strategies. Sophomores and seniors use more assisting strategies, while preparatory class students use less planning strategies compared to freshmen. Furthermore, prospective foreign language teachers with proficiency levels of C use more reading strategies in the construction category compared to A level. Based on the findings of this study, it can be recommended to provide explicit instruction on reading strategies in language teacher education while considering different preferences
THE ROLE OF PROACTIVE PERSONALITY IN THE RELATIONSHIP AMONG PARENTIFICATION, PSYCHOLOGICAL RESILIENCE AND PSYCHOLOGICAL WELL-BEING
No full textThis study aims at investigating the mediating effect of proactive personality on the relationship between the experience of parentification, psychological resilience and psychological well-being. The sample of this study is composed of 416 university students, %63,9 (266 people) of whom were female and %36,1 (150 people) of whom were male. The data of the study were gathered via Psychological Resilience Scale (PRS), Proactive Personality Scale (PPS), Psychological Well-Being Scale (PWBS), Parentified Child Scale-Adult Version (PCS-A) and Personal Information Form. The data were analysed by using Pearson product-moment correlation coefficient and mediation analysis. According to the study findings, the experience of parentification has a direct effect in the negative direction on psychological well-being and psychological resilience, while it has an indirect effect in the positive direction on proactivity. In other words, as university students’ level of proactivity increases, the negative effect of parentification on psychological well-being and psychological resilience decreases
A HYPOTHETICAL MODEL FOR THE RELATIONSHIP BETWEEN TEACHERS’ JOB SATISFACTION, BURNOUT AND PERCEPTIONS OF INDIVIDUAL PERFORMANCE
No full textThis study aims at determining the relationships between teachers' job satisfaction, burnout and individual performance perceptions. The study was designed in relational screening model. 359 teachers working in state schools in Elazığ city center participated in the study. Job Satisfaction Scale, Burnout Scale and Individual Performance Scale were used for data collection. Descriptive statistics and Pearson moment product correlation coefficient was used to reveal the relationships between the variables. In addition, Structural Equation Model was used to determine the direct predictors of teachers’ perception of job satisfaction and burnout on individual performance perception. The bootstrapping through the structural equation model was used in order to determine the indirect predictive power of teachers’ perception of job satisfaction on their perception of individual performance through their perception of burnout. The findings showed that there were negative and positive significant relationships between teachers’ job satisfaction, burnout and individual performance perceptions. It was found that teachers’ job satisfaction perception significantly predicted burnout perception negatively (β = -.40; p <0.01) whereas it positively and significantly predicted individual performance perception (β = .37; p <0.01). In addition, Teachers’ burnout perception predicted their individual performance perceptions negatively and significantly (= -.28; p <0.01). Furthermore, it was revealed that teachers’ job satisfaction perceptions had an indirect predictive (mediating) effect on individual performance perception through burnout perception. As a result, it was determined that the theoretical model and hypotheses as to the relationship between teachers’ job satisfaction, burnout and individual performance perceptions were statistically verified
INFLECTIONAL MORPHOLOGICAL AWARENESS, WORD READING AND READING COMPREHENSION OF TURKISH STUDENTS WITH LEARNING DISABILITIES
Get PDFThis study investigated the contribution of inflectional morphological awareness to word reading and reading comprehension in the Turkish language. Participants with learning disability, and normally-developing (25 sixth-grades, 25 fourth grades) were given two tasks of inflectional morphological awareness. Furthermore, word reading and reading comprehension were evaluated. It was revealed that possesive inflectional morphology contributed significantly to reading comprehension for students with learning disability, while two inflectional morphology task had a significant contribution to reading comprehension for all students. In conclusion, inflectional morphological awareness may be an important predictor of reading comprehension in Turkish language
THE EFFECT OF CONCEPT CARTOON APPLICATIONS ON THE ATTITUDES OF TEACHER CANDIDATES WITH RESPECT TO ENVIRONMENTAL PROBLEMS:
No full textThis study has been conducted for the purpose of determining the effect of concept cartoon applications with the theme of environment problems on the attitudes of candidate teachers and receiving the candidate teachers’ ideas on the process. The study was carried on in the fall semester of the academic year of 2019-2020 with 105 students who study in the department of primary school teaching at a university located in Central Black Sea Region in Turkey, within the scope of ‘Environment Education’ course for a period of 14 weeks. Semi-experimental model with pre-test – final test control group has been used in the study. The candidate teachers in the experimental and control groups were applied “Environmental Attitude Scale” for the purpose of detecting their attitudes with respect to environment problems at the beginning of the process. Later student-centered courses were held with the experimental group using the concept cartoon technique were carried on in line with the curriculum with the control group. The findings were obtained through the “Environmental Attitude Scale” applied at the end of the process as final test and the interviews held with the candidate teachers. It has been detected on the basis of the findings that the concept cartoon applications developed positively the candidate teachers’ attitudes toward environment problems. Additionally, it was expressed by the candidate teachers that the concept cartoon applications developed many significant skills including problem solving, critical thinking, questioning, discussing, creativity and detecting and remedying concept mistakes.Bu çalışma, çevre sorunları temalı kavram karikatürü uygulamalarının, öğretmen adaylarının çevre sorunlarına ilişkin tutumlarını belirlemek ve öğretmen adaylarının süreç ile ilgili görüşlerini almak amacıyla yapılmıştır. Çalışma 2019-2020 eğitim öğretim yılı güz döneminde Türkiye’de Orta Karadeniz Bölgesinde yer alan bir üniversitenin sınıf öğretmenliği ABD’da öğrenim gören 105 (deney grubunda 55, kontrol grubunda 50) öğrenci ile ‘Çevre Eğitimi’ dersi kapsamında 14 haftalık sürede yürütülmüştür. Çalışmada ön test-son test kontrol gruplu yarı deneysel model kullanılmıştır. Deney ve kontrol grubunda yer alan öğretmen adaylarına sürecin başında çevre sorunlarına ilişkin tutumlarını tespit etmek amacıyla “Çevre Sorunlarına Yönelik Tutum Ölçeği” uygulanmıştır. Ardından deney grubunda küresel ısınma, ozon tabakasının incelmesi, hava, su, toprak, ışık, ses kirliliği ve canlıların neslinin tükenmesi çevre sorunlarına ait olarak kavram karikatürü tekniği ile öğrenci merkezli, kontrol grubunda ise müfredata uygun olarak dersler yürütülmüştür. Süreç sonunda son-test olarak uygulanan “Çevre Sorunlarına Yönelik Tutum Ölçeği” ve öğretmen adayları ile yapılan mülakatlar ile bulgular elde edilmiştir. Bulgular doğrultusunda kavram karikatürü uygulamalarının öğretmen adaylarının çevre sorunlarına yönelik tutumlarını olumlu yönde geliştirdiği tespit edilmiştir. Bununla beraber kavram karikatürü uygulamalarının problem çözme, eleştirel düşünme, sorgulama, tartışma, yaratıcılık, kavram yanılgılarını tespit etme ve giderme gibi bir çok önemli beceriyi geliştirdiği öğretmen adayları tarafından ifade edilmiştir. Bu bağlamda kavram karikatürü uygulamalarının bir çok kademe ve disiplinde kullanılmasının öğrencilerin çok yönlü gelişimine katkı sağlaması açısından önerilerde bulunulmuştur
THE EFFECTS OF TECHNOLOGY SUPPORTED UbD BASED INSTRUCTIONAL DESIGN TRAINING ON STUDENT TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND LEARNING – TEACHING CONCEPTIONS
Get PDFThe present study aimed to improve student teachers' technological pedagogical content knowledge (TPACK) and learning and teaching conceptions through technology-supported UbD-based instructional design training. It employed an action research design that comprises quantitative and qualitative research processes. In the study, 215 student teachers in 25 different groups participated in UbD-based instructional design training that includes poetry design, PowerPoint design, video research and asking questions, scenario-based visual aided learning activity design, and UbD unit design tasks by Google Classroom. As data collection tools, TPACK self-efficacy beliefs scale and learning and teaching conceptions scales, and collective written diaries were used. Statistical findings showed that UbD-based instructional design contributed to a significant improvement in student teachers' TPACK and constructivist teacher conceptions while a decrease in behaviorist teacher conceptions. Content analysis results pointed out that the experiences and effects of UbD on student teachers were discovered under five themes: development of (a) TPACK, (b) constructivist teacher understanding, (c) lifelong learning experiences, (d) affective orientation (e) the restrictions of UbD based instructional design. Within the professional development program's scope, it is suggested that the researchers should conduct projects, workshops, and research courses on the development of student teachers' competencies in UbD-based instructional design studies