IOJET - International Online Journal of Education and Teaching
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EXAMINATION OF SECONDARY SCHOOL STUDENTS' VIEWS ON ENVIRONMENTAL ISSUES
Get PDFIn the realization of an effective environmental education, the opinions of secondary school students about environmental problems are considered important. Therefore, the general purpose of the research is to determine the opinions of secondary school students about environmental problems by using the cartoons drawn by the students. The study group of the research consists of 28 students studying in primary education second grade in the 2020-2021 academic year. The research is a case study conducted with a qualitative research approach. The findings of the research were analyzed by content analysis. According to the results of the research, the students stated that the most important environmental problem was pollution. Students stated that environmental pollution, air pollution, garbage problem, wastes, water pollution, deforestation, depletion of natural resources were the first among environmental problems. According to the other finding of the study, the students mostly mentioned the individual responsibilities that people should fulfill in solving environmental problems. Based on the results of the research, a lesson that can be taught at all levels starting from secondary school be created under the name of environmental education, in which applied activities will be mainly included.Etkin bir çevre eğitiminin uygulanmasında ilköğretim öğrencilerinin çevre sorunlarına ilişkin düşüncelerinin önemli olduğu düşünülmektedir. Bu nedenle araştırmanın amacı, ilköğretim II. kademe öğrencilerinin çevre sorunlarına yönelik görüşlerinin öğrencilerin çizdikleri karikatürlerden de faydalanarak belirlenmesidir. Araştırmanın çalışma grubunu 2020-2021 eğitim öğretim yılında 5.6.7.8. sınıfa devam eden 28 öğrenci oluşturmaktadır. Araştırma nitel araştırma yaklaşımı ile yapılmış̧ bir durum çalışmasıdır. Araştırmanın bulguları içerik analiziyle incelenmiştir. Araştırma sonuçlarına göre, öğrenciler en önemli çevre sorununu kirlilik olarak belirtmişlerdir. Öğrenciler çevre sorunları arasında ilk sırada çevre kirliliği, hava kirliliği, çöp sorunu, atıklar, su kirliliği, ormansızlaşma, doğal kaynakların tükenmesini belirtmişlerdir. Öğrenciler en fazla çevre sorunlarının çözümünde insanların yerine getirmesi gereken bireysel sorumluluklara değinmişlerdir. Araştırmanın bir başka bulgusuna göre, öğrencilerin karikatürlerine yansıyan çevre sorunları en fazla sırasıyla çöp sorunu, hava kirliliği, su kirliliği, orman tahribatı, kuraklık, canlıların yok olması, toprak kirliliği, ses kirliliği, küresel ısınma, plansız kentleşme takip etmektedir. Araştırma sonuçlarından hareketle, uygulamalı etkinliklere ağırlıklı yer verileceği çevre eğitimi adı altında ilkokuldan itibaren tüm kademelerde verilebilecek bir ders oluşturulabilir
CHILDREN’S LITERATURE AS A PEDAGOGICAL TOOL: A NARRATIVE INQUIRY
Get PDFThis paper focused on teachers' personal stories to determine the pedagogical function and impact of children’s literature. This study employed a life-story interview approach within a qualitative narrative inquiry methodology. The sample consisted of ten teachers from different branches. Participants were recruited using purposive sampling. Data were collected through interviews and analyzed using thematic and narrative structure approaches. The narrative structure consisted of three components: problem, activities, and denouement. Participants’ life stories were thematically analyzed. The results show that teachers’ observations and efforts help students recognize their problems. Teachers who associate their own stories with children’s books lead to positive outcomes for themselves and their students. This experience helps students become aware of themselves and their problems and surrounding while helping teachers transform themselves individually and professionally. Therefore, children’s books are pedagogically crucial for both students and teachers. This result shows that we should first raise educators’ awareness of the pedagogical meaning and value of children’s literature. Future narrative inquiries should focus on students’ stories to determine the impact of children’s literature on children
THE CONSTRAINTS OF LEARNING FROM HOME DURING THE PANDEMIC: EXPERIENCES OF RURAL HEI STUDENTS
Get PDFThe outbreak of the Covid-19 pandemic made many institutions of learning at various levels across the globe to shift from onsite to online teaching and learning activities. This was regardless of the level of preparation made available for the transition process. Meanwhile, students from rural institutions of learning are considered to have peculiar challenges with such shift. Thus, this study investigated the constraints of students from a selected South African Rural Higher Education Institution (SARHEI). Quantitative method was employed in this study. Hence, data was collected from 274 undergraduates from the selected university. The data was deduced sequel to a conducted global study which comprised 30,383 students from 62 countries across six continents of the world, of which the selected university was a part. Data was analysed using Microsoft Excel 2016. The finding of the study showed that students tend to experience certain forms of constraints due to the available support systems from the institution of higher learning, as well infrastructure and skills for studying at home. Meanwhile, further findings showed that their level of computer skills did not constitute constraints for the students. The study recommends that appropriate support systems should be made available by rural institutions of higher learning, and students are furnished with necessary infrastructure and skills for learning from home
English
Get PDFThis case study was conducted in an American university between two international students from China Mainland in an effort to contribute insights into the sources of managing foreign language classroom anxiety (FLCA). Data was collected through qualitative techniques in a period of 16 weeks. The Foreign Language Classroom Anxiety Scale (FLCAS) was first utilized as a screening tool to measure anxiety and later as a method to categorize causes of FLCA. The results showed that students were able to manage, or at least reduce most of the anxieties but unable to manage all of them. The results also showed the methods that the students utilized, among which included enlarging vocabulary, seeking help after class, previewing the chapters, going to office hours, participating in group discussion, doing positive thinking, preparing for class, gathering study group, discussing questions with good students, rehearsing oral activities, practicing speaking skills by talking to oneself, speaking slowly, going to teaching assistants, and studying for tests. The study suggested that joint effort of teachers and students should be made to better help students manage classroom anxiety.
Keywords: foreign language classroom anxiety (FLCA), manage, case study, EFL students
 
ORTAÖĞRETİM KURUMLARINDA ÇALIŞAN ÖĞRETMENLERİN DUYGUSAL ZEKA VE SORUN ÇÖZME BECERİLERİNİN İNCELENMESİ
No full textThe aim of this research includes examination of emotional intelligence and problem-solving skills of teachers working in Anatolian High Schools, which are secondary education institutions. 663 teachers working in 13 Anatolian High Schools in Karşıyaka and Balçova districts of İzmir province include the subject of the research in the 2019-2020 academic years. Its sample consists of 246 teachers selected by random sampling. The research is a descriptive, quantitative study in the general screening model. “Personal Information Form”, “Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF)” and “The Social Problem-Solving Inventory-Short Form (SPSI: S) scales have been used as a data collection tool. As a result of the research, according to emotional intelligence trait scale-SF, statistically significant differences have been found between men and women in subjective well-being subscale. According to emotional intelligence other scale scores and the social problem-solving scale, significant difference has not been found among the variables of gender, age, education, professional seniority. Positive linear meaningful relationship has been found between emotional intelligence and problem-solving. The higher emotional intelligence score, the more problem-solving skill and the more problem-solving skill, the more emotional intelligence —.Bu araştırmanın amacı, orta öğretim kurumları olan Anadolu Liselerinde görev yapan öğretmenlerin duygusal zeka ve problem çözme becerilerinin incelenmesidir. 2019-2020 eğitim öğretim yılında İzmir ili Karşıyaka ve Balçova ilçelerindeki 13 Anadolu Lisesinde görev yapan 663 öğretmen araştırma konusunu içeriyor. Örneklemi tesadüfi örnekleme ile seçilen 246 öğretmenden oluşmaktadır. Araştırma, genel tarama modelinde betimleyici, nicel bir çalışmadır. Veri toplama aracı olarak “Kişisel Bilgi Formu”, “Sürekli Duygusal Zeka Anketi - Kısa Form (TEIQue-KF)” ve “Sosyal Problem Çözme Envanteri-Kısa Form (SPSI: S) ölçekleri kullanılmıştır. Araştırma sonucunda duygusal zeka özellik ölçeği-SF'ye göre öznel iyi oluş alt ölçeğinde erkekler ve kadınlar arasında istatistiksel olarak anlamlı farklılıklar bulunmuştur. Duygusal zeka diğer ölçek puanları ve sosyal problem çözme ölçeğine göre cinsiyet, yaş, eğitim, mesleki kıdem değişkenleri arasında anlamlı farklılık bulunmamıştır. Duygusal zeka ile problem çözme arasında pozitif doğrusal anlamlı ilişki bulunmuştur. Daha yüksek duygusal zeka puanı, daha fazla problem çözme becerisi ve daha fazla problem çözme becerisi, daha fazla duygusal zeka -
WHO IS A GOOD PRESCHOOL TEACHER? PERCEPTIONS OF KINDERGARTEN ADMINISTRATORS, PRESCHOOL TEACHERS, PROSPECTIVE PRESCHOOL TEACHERS AND PARENTS ON THE CHARACTERISTICS OF A GOOD PRESCHOOL TEACHER
Get PDFThe present study aims to investigate perceptions of kindergarten administrators, preschool teachers, prospective preschool teachers and parents on the characteristics of a good preschool teacher. The phenomenology design was used in the study as a qualitative research design. 11 kindergarten administrators working in kindergartens in a city center located in the Central Anatolia Region, 17 preschool teachers, 21 prospective preschool teachers continuing their training in the same city and 21 parents whose children attend kindergarten participated in the study. An interview form consisted of semi-structured interview questions was used as a data collection tool. The collected data were analyzed by descriptive and content analysis methods. Findings of the study revealed participants' expressions regarding their perception about a good preschool teacher's personal characteristics, professional characteristics and approaches towards the child. Participants stated that the rationales for being a good teacher are to have a child-centered approach as well as the professional characteristics and the experience. In order to be a good preschool teacher; participants suggested that a professional development should be provided to teachers, the teacher should have a child-centered approach, teacher's personal characteristics should be taken into account, pre-service education should be efficient, attention must be paid to teacher's professional attitudes and a cooperation with the parents should be established
A PORTFOLIO INVENTORY: AN INVESTIGATION OF VISUAL ARTWORK MADE BY CHILDREN AS BEING TOOL- OR ART-ORIENTED IN STRUCTURE
Get PDFThis study aims to examine the visual artwork made by children as a result of the visual arts education practices of preschool teachers in institutions in terms of having tool- or art-oriented structures. The working group of the study consists of the visual artwork created by 763 children attending the lessons given by 61 teachers working at 18 independent kindergartens/nursery classes. The study used the general survey model. A “Personal Information Form” and “Form for Evaluating the Exhibited Visual Artwork of Children in Preschool Institutions in Terms of Artistic Structure” were used to collect data. In the study, the visual artwork made by children aged 48-60 months and over and displayed on the panels was collected using the "photograph recording method," one of the observation recording methods. To collect the data, a total of 18 schools were visited twice a week for five weeks with three to four days between both observations, and the visual artwork made by each class was observed. The two-step cluster method, which is formed by combining descriptive statistics with “k Means” (a non-hierarchical clustering technique from multiple statistics), and “Ward’s Minimum Variance” (a hierarchical technique), was used to analyze the data. As a result of the study, the first and second observations determined that there were two clusters, namely, tool-oriented structure and art-oriented structure and that the children’s mean scores in both clusters were low.Bu araştırmanın amacı okul öncesi öğretmenlerinin kurumlarda görsel sanat eğitimi uygulamaları sonucunda çocukların yaptıkları görsel sanat ürünlerinin araç ya da sanat odaklı yapı yönünden incelenmesidir. Araştırmanın çalışma grubunu bağımsız anaokulları/anasınıflarından araştırmaya katılmaya gönüllü olan 15 okulda görev yapan 61 öğretmenin sınıfına devam eden 763 çocuğun oluşturduğu görsel sanat ürünleri oluşturmaktadır. Araştırmada genel tarama modeli kullanılmıştır. Verilerin toplanması amacıyla “Kişisel Bilgi Formu” ve “Okul Öncesi Kurumlarda Çocukların Sergilenen Görsel Sanat Ürünlerini Sanatsal Yapısı Yönünden Değerlendirme Formu” kullanılmıştır. Araştırmada panolarda sergilenen 48-60 ay ve üzeri çocukların yaptıkları görsel sanat ürünleri, gözlem kayıt yöntemlerinden biri olan “fotoğraf kayıt yöntemi” ile toplanmıştır. Verilerin toplanması amacıyla toplamda 18 okula beş hafta süresince haftada iki kez olmak üzere ve her iki gözlem arasına üç-dört gün süre konulacak şekilde gidilmiş, her bir sınıfın yaptığı görsel sanat ürünleri gözlenmiştir. Verilerin analizinde betimsel istatistikler ile çoklu istatistiklerden hiyerarşik olmayan kümeleme tekniklerinden “k Ortalamalar” ve hiyerarşik tekniklerinden ise “Ward’ın En Küçük Varyans” tekniklerinin birleştirilmesi ile oluşan İki Aşamalı Kümeleme (Two step cluster) yöntemi kullanılmıştır. Araştırmanın sonucunda, sergilenen görsel sanat ürünlerinin sanatsal yapısı yönünden değerlendirilmesinde birinci ve ikinci gözlem sonucunda, araç odaklı yapı ve sanat odaklı yapı kümelerine ayrılan iki küme olduğu, her iki kümedeki çocukların ortalama puanlarının düşük düzeyde olduğu saptanmıştır
PERCEPTION OF SPATIAL VARIATION IN ACTIVITIES PREPARED BY GIS IN GEOGRAPHY EDUCATION
Get PDFIn this study, it is aimed to give students the ability to perceive spatial variation and to reveal the impact of the activities on students' course success by using Geographical Information Systems (GIS) in geography education. The study group consisted of a total of 60 students attending to the 10th grade of secondary school in 2018-2019 academic year, which was determined by appropriate sampling method in Berat Hayriye Cömertoğlu Anatolian High School in Alanya district of Turkey. In this quantitative study, pretest-posttest quasi-experimental research model was used. The courses were taught with traditional methods and GIS based activity techniques for the control and experimental groups, respectively. The data were collected with the help of the subject achievement test prepared by the researchers in accordance with the expert opinions in the field. At the end of the posttest, data were analyzed by performing t-test in SPSS 22.0. As a result, it was determined that the courses taught with GIS based activities gave students a higher level of perception of spatial variation skills compared to the courses taught with traditional methods. Also, it was clarified that the students in the course which were taught with GIS based activities were more successful.
 
English: Türkçe
No full textWith the advent of technology over the past decade, teachers have started to incorporate live games into second or foreign language (L2) teaching to create an active learning environment and thus keep learners engaged in learning tasks. The present study reports on the findings of an investigation into the impact of the online “Kahoot!” game on improving reading comprehension of English as a foreign language (EFL) learners. The participants of the study included a total of 38 undergraduate students studying in an English department at a major state university in Turkey. Data were collected using EFL learners’ reading quiz scores and the attitudes towards Kahoot questionnaire. Findings of the study indicated that there was a significant increase in learners’ reading scores after seven weeks of intervention incorporating reading questions. The participants’ answers to survey along with the open-ended questions also revealed that they not only had positive attitudes towards the Kahoot game but also made significant gains, particularly in vocabulary. Overall, findings suggest that Kahoot motivates EFL learners, thereby enhancing their ability to comprehend various reading materials.Son on yılda teknolojinin gelişiyle birlikte, öğretmenler, aktif bir öğrenme ortamı oluşturmak ve böylece öğrenenleri öğrenme görevleriyle meşgul etmek için oyunları ikinci veya yabancı dil (L2) öğretimine dahil etmeye başladılar. Bu çalışma, çevrimiçi “Kahoot!” oyununun etkisine ilişkin bir soruşturmanın bulgularını rapor etmektedir. Araştırmanın katılımcıları arasında Türkiye'deki büyük bir devlet üniversitesindeki İngilizce bölümünde okuyan toplam 38 lisans öğrencisi bulunmaktadır. Veriler EFL öğrencilerinin okuma becerisi sınav puanları ve Kahoot anketine yönelik tutumları kullanılarak toplanmıştır. Araştırmanın bulguları, okuma soruları içeren yedi haftalık eğitimin ardından öğrencilerin okuma puanlarında önemli bir artış olduğunu göstermiştir. Katılımcıların ankete verdikleri cevaplar açık uçlu sorularla birlikte sadece Kahoot oyununa karşı olumlu tutumları olmadığını, aynı zamanda özellikle kelime bilgisinde önemli kazanımlar elde ettiklerini ortaya koymuştur. Genel olarak, bulgular Kahoot'un EFL öğrencilerini motive ettiğini, böylece çeşitli okuma materyallerini anlama becerilerini geliştirdiğini göstermektedir
PROFILE OF SENIOR HIGH SCHOOL STUDENTS’ MATHEMATICAL REASONING ABILITY BASED ON GUARDIAN PERSONALITY TYPE
No full textThis study targets to 1) describe students' mathematical reasoning skills in terms of guardian personality type; 2) knowing the causes of student mistakes in answering questions. This type of study is descriptive qualitative. The subjects in this study were students of class XI MIPA four Wanasaba 1 Senior High School in East Lombok in the 2020/2021 school year. The determination of the subject was done by purposive sampling and snowball. Data collection techniques used personality tests, tests of mathematical reasoning abilities, and interviews. The validation of each instrument was carried out by three experts in each field. The data analysis stage in this study was data reduction, data presentation, and conclusion. The results of this study indicate that the subject's mathematical reasoning ability only fulfills indicator 4, namely performing calculations based on certain rules or formulas. Subjects have not been able to meet other indicators. This is because the subject considers that the listed formula can be used in all types of triangles, does not know the rules of the cosine rule, the subject rarely practices and answers story questions, difficulties in linking the results obtained with questions, difficulty in choosing the formula to be used, and not careful in doing calculations