IOJET - International Online Journal of Education and Teaching
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ÖN ÖRGÜTLEYİCİ OLARAK KISA FİLMLERİN OKUDUĞUNU ANLAMA VE ÖZYETERLİK ALGISI ÜZERİNE ETKİSİ
No full textThis article reports the effect of short films as an advance organizer on the development of students’ reading skills. The current study aimed to investigate how short films affect the comprehension and reading self-efficacy perception of students from different socioeconomic backgrounds. The participants included 204 fifth grade students from three schools with different socioeconomic statuses in Gaziantep, Turkey. The experimentation process was planned at three stages determined by Joyce and Weil (2003). The experimentation phase of the study lasted for 10 weeks between October 22nd and December 26th in 2018–2019 Fall Term. After the experimentation, the findings for reading comprehension revealed a significant difference in favor of the students with low and middle socioeconomic status, while no significant difference was found between students in the experimental and control groups from the higher socioeconomic status. In terms of reading self-efficacy, in both groups, only students from the low socioeconomic status showed a significant difference. The results suggest investigating the effect of different advance organizers on the cognitive and affective development of students. Further research should compare short films with other advance organizers as well as examine the effect of short films on students development in other linguistic skills.
Keywords: reading achievement, reading self-efficacy perception, advance organizer, short film.Bu makale, öğrencilerin okuma becerilerinin gelişimi üzerinde ön örgütleyici olarak kısa filmlerin etkisini ele almaktadır. Bu nedenle bu çalışmada, farklı sosyoekonomik geçmişlere sahip öğrencilerin okuduğunu anlama ve öz-yeterlik algılarını kısa filmlerin nasıl etkilediğini araştırmak amaçlanmıştır. Katılımcılar, Gaziantep'te farklı sosyoekonomik durumdaki üç okulda öğrenim gören toplam 204 beşinci sınıf öğrencisinden oluşmaktadır. Deney süreci, Joyce ve Weil (2003) tarafından belirlenen üç aşamada planlanmıştır. Bu süreç, 2018-2019 Güz Dönemi'nde, 22 Ekim ile 26 Aralık arasında 10 hafta sürmüştür. Deney sonrasında okuduğunu anlama başarısında elde edilen bulgular, düşük ve orta sosyoekonomik duruma sahip öğrenciler lehine anlamlı bir farklılık ortaya koyarken, sosyoekonomik durumu yüksek olan öğrenciler arasında anlamlı bir fark yaratmamıştır. Okuma özyeterliği açısından, yalnızca düşük sosyoekonomik durumdaki deney grubu öğrencileri anlamlı bir farklılık göstermiştir. Araştırma sonucunda farklı ön örgütleyicilerin öğrencilerin bilişsel ve duyuşsal gelişimi üzerindeki etkisinin araştırılması önerilmektedir. Yapılacak araştırmalarla kısa filmlerin diğer ön örgütleyicilerle karşılaştırılması ve öğrencilerin diğer dil becerilerindeki gelişimi üzerindeki etkisinin incelenmesi de öneriler arasındadır.
Anahtar sözcükler: okuma başarısı, okuma özyeterlik algısı, ön örgütleyici, kısa film
THAI UNIVERSITY STUDENTS’ BELIEFS ABOUT ENGLISH LANGUAGE TEACHING AND LEARNING AND AWARENESS OF GLOBAL ENGLISHES
Get PDFThe present study investigates how Thai university students believe about English language teaching and learning and to what extent they are aware of English variation or Global Englishes (GE). The data from different rounds of semi-structured interviews informed that the students’ beliefs about English language are the core beliefs influencing other types of beliefs in the belief system. Nonetheless, such beliefs are dynamic and can change over a period of their exposure to English communication outside the classroom. Also, the results presented that the students’ awareness of GE found in this study was only at the implicit level because they could neither express explicitly about GE nor explain it in detail. These results imply that Thailand’s English classrooms should make English as a subject matter more related to English as a sociolinguistic phenomenon and include GE-informed instruction in the curriculum to raise the students’ awareness of English variation nowadays
THE EFFECT OF PROJECT SUPERVISION TRAINING ON TEACHERS’ VIEWS OF NATURE OF SCIENTIFIC INQUIRY
Get PDFThe study aimed to investigate the effect of project supervision training offered to Biology teachers on their viewpoints about the nature of scientific researches. In the study, action research design, one of the quantitative research methods, was adopted. The participants of the study were composed of 39 Biology teachers who had attended a training on project supervision. The data were collected using Assessment of Learners' Views about Scientific Iquiry (VOSI) developed by Schwarts, Lederman and Lederman (2008); and a semi-structured interview form developed by the researchers. The data were analyzed via coding and content analysis methods. The results revealed that the the project supervision training provided them with the development on five dimensions, such as scientific research is directed by questions, using different methods in scientific research, research has many purposes, justification of scientific knowledge, and differences between scientific data and evidence. It was also found out that the training had positive effects on their professional practices
ADAPTING THE SCALE OF COGNITIVE EMOTION REGULATION STRATEGIES FOR CHILDREN TO TURKISH: VALIDITY AND RELIABILITY STUDIES
Get PDFThis study aimed to adapt the Cognitive Emotion Regulation Strategies for Children Scale (CERQ-k) developed by Garnefski et al. (2007) into Turkish, and to carry out validity and reliability studies of the Turkish version for children aged between 9-12. The research was carried out with 657 students attending a Middle School in Istanbul's Pendik district in 2018. As research instruments, Personal Information Form and Cognitive Emotion Regulation Strategies for Children Scale were used to collect data. According to the result of the confirmatory factor analysis conducted to test the construct validity of the scale, it was concluded that the 9-factor structure was confirmed. In the reliability studies regarding the scale, it was found that the Cronbach's Alpha coefficients for the sub-dimensions were between 0.43 and 0.80 and the total correlation values for the items were between 0.16 and 0.66. It was found that the test-retest coefficient values of the sub-dimensions of the scale ranged from 0.36 to 0.67. Based on the findings obtained, it was concluded that the Turkish version of the Cognitive Emotion Regulation Strategies for Children Scale is valid and reliable for children between the ages of 9-12
English
No full textWriting is one of the areas of learning that requires the simultaneous use of multiple physical, cognitive and affective skills. This study aimed to determine writing anxiety, writer's block and written expression success levels of middle school fifth-grade students according to various variables and to examine the effect of writing anxiety and writer's block levels on written expression success. The study group, which was formed by the simple random sampling method conducted with the relational screening model, consisted of 482 fifth grade students attending schools in the city center of Aksaray. The "Writing Anxiety Scale" and "Writer's Block Scale" adapted and developed by Özbay and Zorbaz (2011) were used for data collection. The compositions written by the students were evaluated with the "Writing Skills Analytical Rubric” (Sezer, 2005). As a result of the statistical analysis, it was determined that the students had a medium level of writing skills and a low level of anxiety. Writer's block was sometimes or occasionally observed in a significant part of the students. It was found that the higher the writing success was, the less writing anxiety and writer's block they had. It was determined that writer's block had a negative and significant effect on writing success. A significant and positive relationship was found between writing anxiety and writer's block. As the writing anxiety increases, the writer's block level also increases significantly. Moreover, it was also examined within the scope of the study whether students' writing anxiety, writer's block and written expression success differed significantly in terms of various variables. The findings obtained were discussed in light of the literature.Yazma, birden fazla fiziksel, bilişsel ve duyuşsal becerilerin aynı anda kullanılmasını gerektiren öğrenme alanlarından bir tanesidir. Bu araştırmada, ortaokul beşinci sınıf öğrencilerinin yazma kaygısı, yazma tutukluğu ve yazılı anlatım başarı düzeylerinin çeşitli değişkenlere göre tespit edilmesi; yazma kaygısı ve tutukluğu düzeyinin yazılı anlatım başarısı üzerine etkisinin incelenmesi amaçlanmıştır. İlişkisel tarama modeliyle gerçekleştirilen araştırmada basit seçkisiz örnekleme yoluyla oluşturulan çalışma grubu, Aksaray ili merkeze bağlı okullarda 5.sınıfta öğrenim gören 482 öğrenciden oluşmaktadır. Verilerinin toplanmasında Özbay ve Zorbaz (2011) tarafından uyarlanarak geliştirilen “Yazma Kaygısı Ölçeği” ve “Yazma Tutukluğu Ölçeği” kullanılmıştır. Öğrenciler tarafından yazılan kompozisyonlar ise “Yazma Becerisi Analitik Rubrik (Sezer, 2005)” ile değerlendirilmiştir. Yapılan istatistiksel analizler sonucunda, öğrencilerin yazma seviyesinin orta, kaygı düzeylerinin ise düşük olduğu belirlenmiştir. Öğrencilerin önemli bir kısmında, bazen ya da ara sıra da olsa yazma tutukluğu görülmektedir. Yazma başarısı yükseldikçe yazma kaygısı ve tutukluğunun azaldığı tespit edilmiştir. Yazma tutukluğunun yazma başarısını negatif yönlü ve anlamlı etkilediği belirlenmiştir. Yazma kaygısı ile yazma tutukluğu arasında ise anlamlı ve pozitif bir ilişki saptanmıştır. Yazma kaygısı arttıkça bireylerin yazma tutukluluğu düzeyleri de anlamlı bir şekilde artış göstermektedir. Ayrıca araştırma kapsamında, öğrencilerinin yazma kaygısı, yazma tutukluğu ve yazılı anlatım başarısının çeşitli değişkenler açısından anlamlı bir farklılık gösterip göstermediği de incelenmiştir. Elde edilen bulgular literatür ışığında tartışılmıştır
INSTRUCTORS’ OPINION ON THE USE OF CONCEPT MAPS FOR IMPROVING VOCABULARY IN TEACHING TURKISH AS A FOREIGN LANGUAGE
Get PDFThis study aims to determine instructors' opinions regarding use of concept maps during the process of improvement of vocabulary in teaching Turkish as a foreign language. The research was designed according to the case study, one of the qualitative research approaches. The study group of the research consisted of 13 instructors who taught Turkish as a foreign language in the 2019-2020 academic year. The data of the study were collected using a semi-structured interview form developed by the researchers. The data obtained in the research process were analyzed by content analysis. According to the results of the research, instructors use concept maps at the end of subject review, while teaching relevant words, at the introduction to subject and while studying with keywords during improvement process of vocabulary in teaching Turkish as a foreign language. Concept maps contribute to the vocabulary teaching process in terms of achieving permanent, easy and meaningful learning. Concept maps are used in the module exams, quizzes and end-theme evaluations in the vocabulary teaching assessment and evaluation process. Mind maps, vocabulary notebooks and lists, and vocabulary cards are used as practices that support concept maps in the vocabulary teaching process.
Keywords: foreign language, Turkish, vocabulary teaching, concept map
EXPLORING MANAGEMENT OF TEACHING AND ASSESSMENT IN MIXED CLASS OF LEARNERS: CASE OF SELECTED SECONDARY SCHOOLS IN VHUMBEDZI CIRCUIT
Get PDFThis study investigated the management of teaching and assessment of the “qualified to be progressed” learners (QP) for quality learning and teaching. Mixed methods approach was adopted. Random and purposive sampling were used to select teachers and School Management Team (SMT) member respectively who formed the study sample. The study was conducted in 10 purposively selected secondary schools in the Vhumbedzi Circuit, Limpopo, South Africa. Data was collected from the 165 selected teachers through the use of questionnaires while interviews were conducted for 10 SMTs. The quantitative data was analysed using percentage, while the qualitative data was coded and thematically analysed. The finding of the study showed that there are no clearly developed strategies to help manage the teaching and assessment of the QP learners. The study recommends that the DBE, through its curriculum section, should assist the SMTs in the development of strategies to help manage the teaching and assessment of the QP learners for quality teaching and learning
COMPUTER SUPPORTED ASYNCHRONOUS ONLINE DISCUSSIONS IN TEACHER EDUCATION
Get PDFThis study aimed to investigate the course achievement, cognitive levels of posts of pre-service teachers’ reflections, interaction types and the perceptions about asynchronous online discussions. In this mixed method research study, 72 pre-service teachers were included according to convenience sampling method. Moreover, 10 willing pre-service teachers were selected for the interviews according to maximum variation sampling method. The data were collected through an achievement test, students’ Edmodo posts and semi-structured interviews, and analyzed through an independent-samples t-test, chi-square test and thematic analysis. The results of the study showed that although the mean scores of experiment group was higher than the control group, being either in cased-based-discussion group or control group did not affect the curriculum knowledge of pre-service teachers significantly. Experiment group tended to make more postings than the control group; however, the difference was not significant. Finally, although pre-service teachers mostly mentioned affordances of asynchronous online discussions such as engaging learners, increasing peer interaction, obtaining feedback, having more time to think before posting responses, they also stated internal and external limiting factors to post in asynchronous online discussions which were discussed in detail.
Keywords: Cognitive levels of online posts, interaction, online discussions, teacher educationBu çalışma, öğretmen adaylarının ders başarılarını, gönderilerinin bilişsel düzeylerini, etkileşim türlerini ve asenkron çevrimiçi tartışmalara ilişkin algılarını araştırmayı amaçlamıştır. Bu karma yöntem araştırma çalışmasına uygun örnekleme yöntemine göre 72 öğretmen adayı dahil edilmiştir. Ayrıca, maksimum çeşitlilik örnekleme yöntemine göre görüşmeler için gönülü 10 öğretmen adayı seçilmiştir. Veriler, başarı testi, öğrencilerin Edmodo gönderileri ve yarı yapılandırılmış görüşmeler yoluyla toplanmış ve bağımsız örneklem t testi, ki-kare testi ve tematik analiz yoluyla incelenmiştir. Araştırmanın sonuçları, deney grubunun ortalama puanlarının kontrol grubuna göre daha yüksek olmasına rağmen durum temelli tartışma grubunda veya kontrol grubunda yer almanın öğretmen adaylarının program bilgilerini önemli ölçüde etkilemediğini göstermiştir. Deney grubu, kontrol grubuna göre daha fazla gönderi yapma eğilimindedir; ancak, bu fark anlamlı değildi. Son olarak, öğretmen adayları çoğunlukla öğrencilerin ilgisini çekme, akran etkileşimini artırma, geri bildirim alma, yanıt göndermeden önce düşünmek için daha fazla zamana sahip olma gibi asenkron çevrimiçi tartışmaların sağladığı olanaklardan bahsetmelerine rağmen, aynı zamanda asenkron çevrimiçi tartışmaları yayınlamak için dahili ve harici sınırlayıcı faktörleri de belirtmişlerdir ve bunlar ayrıntılı olarak tartışılmıştır.
Anahtar Sözcükler: Çevrimiçi gönderilerin bilişsel düzeyleri, çevrimiçi tartışmalar, etkileşim öğretmen eğitim
English
No full textDesign activities help students develop their three-dimensional thinking skills and gain engineering and technology literacy. In this study, it was investigated whether the spatial abilities and 3D geometric thinking skills of the students differed according to approaches to learning mathematics before and after design based mathematics applications. In the research, quasi-experimental design with pre-test and post-test control group was used. Different components of spatial ability were taken into consideration during the development of engineering design-based mathematics applications. In line with the determined gains, three modules were designed. 75 eighth grade students from a public middle school participated in the study. The results of the study showed that the spatial abilities of the students differed according to the mathematics learning approaches, whereas the 3D geometrical thinking skills of the students did not differ.Tasarım etkinlikleri öğrencilerin üç boyutlu düşünme becerilerini geliştirmelerine, mühendislik ve teknoloji okuryazarlığı kazanmalarına yardımcı olmaktadır. Bu çalışmada tasarım temelli matematik uygulamaları öncesinde ve sonrasında öğrencilerin uzamsal yeteneklerinin ve 3 boyutlu geometrik düşünme becerilerinin matematik öğrenme yaklaşımlarına göre farklılaşıp farklılaşmadığı araştırılmıştır. Araştırmada ön test-son test kontrol gruplu yarı-deneysel desen kullanılmıştır. Araştırmanın mühendislik tasarım destekli matematik uygulamalarının geliştirilmesi aşamasında uzamsal yeteneğin farklı bileşenleri göz önünde bulundurulmuştur. Belirlenen kazanımlar doğrultusunda, üç modül dizayn edilmiştir. Araştırmaya bir devlet ortaokulunda öğrenim gören 75 sekizinci sınıf öğrencisi katılmıştır. Araştırmanın sonuçları öğrencilerin uzamsal yeteneklerinin matematik öğrenme yaklaşımlarına göre farklılaştığını gösterirken, 3 boyutlu geometrik düşünme becerilerinin farklılaşmadığını göstermektedir
English
No full textThis research examined the attainments available within the framework annual plan of teaching Turkish as a foreign language prepared for under temporary protection Syrian primary school students continuing their education within scope of PIKTES according to the revised Bloom taxonomy. In the first phase of the analysis, a total of 72 attainments, including 19 in the listening skill, 13 in the speaking (oral production), 9 in speaking (verbal interaction), 15 in the reading skill and 16 in the writing were examined in the research. In the second stage, the action verbs corresponding to the cognitive process dimensions of the revised Bloom taxonomy were listed through various sources, and the attainments were analyzed by descriptive analysis. Considering these attainments in terms of knowledge dimension, 71.2% of the attainments were found to be at factual knowledge, 21.9% at the conceptual knowledge level, 6.8% at procedural knowledge, and no objective is available at the metacognitive knowledge level, meaning that factual knowledge dimension held the most attainments, while procedural knowledge had the fewest. When the attainments were analyzed in terms of cognitive process dimensions, 31.6% of the attainments were determined to be at the level of remembering, 21.9% understanding, 39.8% applying, 5.4% analyzing and 1.3% creating, and no objective is available at the evaluation level. This indicated that applying dimension had the most attainments, while creating dimension had the fewest