IOJET - International Online Journal of Education and Teaching
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GENERAL TRENDS OF STUDIES ON FLIPPED CLASSROOM MODEL: BIBLIOMETRIC MAPPING AND CONTENT ANALYSIS
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This study aims to examine the research trends and results of bibliometric mapping analyses of the articles that have been conducted about the Flipped Classroom Model in the field of education in the last ten years. For analysis purposes, 126 articles were accessed from Web of Science for the years between 2010 and 2019. In total, 63 articles were selected from among the articles for bibliometric as well as content analysis. According to the bibliometric analysis the most frequently mentioned keywords are flipped classroom, active learning, and chemical education research, and that many of the articles have focused more on motivation in recent years. The content analysis determines that the variables including not only perception and motivation, but also academic achievement/performance have been the most common topics mentioned in the academic articles. Accordingly, achievement tests, questionnaires and scales have been preferred as data collection tools, and university students appear to have been mostly preferred as a sample group. The quantitative approach has been mostly used as the type of method in the articles in the last decade
AN ENRICHMENT IMPLEMENTATION IN THE EDUCATION OF GIFTED STUDENTS: BIOMIMICRY WITH THE MACRO, MICRO, AND SUB-MICRO NATURE OF FRESHWATER CREATURES
No full textBiomimicric implementations provide positive contributions to the development of many abilities such as problem solving, creative thinking and productivity by enabling students to look at nature from a different perspective. For this reason, in this study, it was investigated how the biomimicric applications of the macro, micro, and sub-micro nature of freshwater creatures were reflected in their arguments with special gifted students. The research was planned as a summer workshop in an institution that teaches with special gifted students in Ankara in the 2017-2018 academic year, and was carried out on the basis of case study from qualitative research patterns with eight gifted students. In a two-stage study, gifted students conducted microscopic and literature research on freshwater creatures in the first stage and made drawings about the macro, micro, and sub-micro nature of living things. In the second phase, they discussed their biomimicric prototypes in groups and explained them with their arguments. In the study based on document analysis, the data were obtained from students' worksheets and analyzed by content analysis. As a result of the research, it can be said that the concept images of gifted students develop with macro, micro, and sub-micro drawings and the quality of the arguments they construct has become more qualified during the process, and the application contributes to their creative and analytical thinking
EIGHTH-GRADE STUDENTS’ ERRORS AND MISCONCEPTIONS REGARDING OPERATIONS WITH ALGEBRAIC EXPRESSIONS
No full textThe study aims to determine the mistakes made by students in operations with algebraic expressions and the misconceptions that lead to errors. To determine students’ errors and misconceptions, the “Misconceptions Diagnostic Test for Operations with Algebraic Expressions” was developed by the researchers, considering the curriculum, relevant literature, and researchers’ teaching experience. The diagnostic test included 10 open-ended questions. The test was applied to 48 eighth-grade students. Clinical interviews were conducted with all students on their wrong answers. Results indicated that the most common misconception is that the minus at the beginning of the algebraic expression has no meaning and that half of the students have this misconception. It has been observed that the number of students with the following misconceptions are close to each other: “The operation on one side of the equation should also be applied to the other side so that the equality is not broken”, “we should take into account the order of operation priority in integers while writing the sentences as algebraic expressions,” and “everything before the parenthesis is distributed to the parentheses.” Furthermore, the reasons for the emergence of these misconceptions are epistemological barriers and over-generalization of information in arithmetic
THE ROLE OF MEDIA LITERACY IN VALUE ACQUISITION BASED ON PRE-SERVICE SOCIAL STUDIES TEACHERS’ VIEWS
Get PDFThe present study aimed to determine the role of media literacy education in value acquisition based on the views of pre-service social studies teachers. The study was designed with the phenomenology method, a qualitative research design. The study group was assigned with criterion sampling, a purposive sampling method. Study data were collected with the interview method. The data were analyzed with the descriptive analysis technique. According to pre-service social studies teachers, the significant roles of media literacy education in sustaining the values included raising consciousness, raising awareness, and improving unity, and the participants also mentioned collaboration, guidance, prevention of immorality and socio-cultural degeneration, production of ideas, improvement of interpersonal relations, prevention of the loss of values, active transfer of the values to future generations, comprehension of the values, recognition of the importance of the values, comprehension of the effect of values on individuals, providing information, serving as the main auxiliary resource in value acquisition, contribution to mastering and comprehension of the topic, and contribution to permanent learning. On the positive contributions of media literacy education to value acquisition, most pre-service teachers included raising consciousness, cooperation, development of a critical perspective, revelation of the lost values, and raising awareness
English
No full textBiology is a complex science that includes different subjects. As a result, misconceptions, confusion and misleading are common problems in biology education. In this study, it was aimed to determine the learning of pre-service science teachers about food web. The research, using the case study, was conducted in 2019-2020. The study group of the research consists of 76 pre-service science teachers. The structured interview form and focus group interview were used to collect the data. As a result of the research, it was determined that pre-service science teachers have misconceptions, confusion and misleading about food web. When the reasons for the pre-service science teachers' misconceptions, confusion and misleading about food web were examined, it was found out that teachers, textbooks, supplementary textbooks and individual errors were the reasons. Pre-service science teachers should be supported with scientific training in order to learn the food web correctly. In addition, international scientific books should be used in the preparation of textbooks on food web.Biyoloji, farklı konuları içeren kompleks bir bilimdir. Bu nedenle biyoloji eğitiminde kavram yanılgıları, kavram karmaşaları ve yanlış öğrenmeler çok sık yaşanılan sorunlardır. Bu araştırmada, fen bilgisi öğretmen adaylarının besin ağı konusuna yönelik öğrenmelerinin belirlenmesi amaçlanmıştır. Durum çalışmasının kullanıldığı araştırma, 2019-2020 yılında gerçekleştirilmiştir. Araştırmanın çalışma grubu, 76 fen bilgisi öğretmen adayından oluşmaktadır. Verilerin toplanmasında, yapılandırılmış görüşme formu ve odak grup görüşmesinden yararlanılmıştır. Araştırma sonucunda, fen bilgisi öğretmen adaylarının besin ağı konusunda kavram yanılgılarının, kavram karmaşalarının ve yanlış öğrenmelerinin olduğu belirlenmiştir. Fen bilgisi öğretmen adaylarının besin ağı konusunda kavram yanılgılarının, kavram karmaşalarının ve yanlış öğrenmelerinin nedenleri incelendiğinde, öğretmenler, ders kitapları, yardımcı ders kitapları ve bireysel hatalardan kaynaklandığı tespit edilmiştir. Fen bilgisi öğretmen adaylarının besin ağı konusunu doğru öğrenebilmeleri için bilimsel eğitimlerle desteklenmelidir. Ayrıca besin ağı konusuna yönelik ders kitaplarının hazırlanmasında, uluslararası bilimsel kitaplar kullanılmalıdır
Pandemi Korkusu Ölçeği : Pandemi Korkusu Ölçeği
No full textThe aim of this study is to develop a scale to determine the fear effects of epidemics and similar disasters such as covid-19. The study was conducted with 1309 (EFA) and 735 (CFA) participants. Internet-based method was used to collect data. "Pandemic Fear Scale (PAFES)", prepared by the researcher, has been used as a means of data collection. The scale consists of 5 subscales and 25 Likert style items.
Study 1: Varimax rotated EFA (exploratory factor analysis) was used as scale development statistics to ascertain sub-dimensions. Item-total correlation coefficient and item-remainder correlation coefficient, Cronbach and Rulon coefficient were calculated to determine the reliability.
Study 2: After the scale was structured with EFA (exploratory factor analysis) and item analysis, the construct validity was tested with CFA (Confirmatory Factor Analysis). CFI (Comparative Fit Index) and RMSEA (Root Mean Square Error of Approximation) fit indices were used to test the CFA model's suitability. Considering these criteria, CFA models were created for scales. The scale was found to be valid, reliable and available as a result of statistical procedures.Bu çalışmada pandemi sürecinde yaşanan korku duygusunun ve COVID-19 salgınında yaşanan diğer olumsuz duygu durumlarının belirlenmesi için '' Pandemi Korkusu Ölçeğinin (PAFES)'' geçerlilik ve güvenirlilik çalışması yapılması amaçlanmıştır. Bu bağlamda, 1309 katılımcı ile açımlayıcı faktör analizi yapılmıştır. Açımlayıcı faktör analizinin ardından 735 katılımcı ile doğrulayıcı fakötr analiz çalışması yapılmıştır. Araştırmada kapsamında toplanan veri online form vaıstası ile toplanmıştır. Doğrulayacı faktör analizi sonucunda 5 alt boyuttan ve 25 sorudan oluşan likert tip pandemi korkusu ölçeğinin geçerli ve güvenilir bir ölçek olduğu sonucuna ulaşılmıştır.
 
İNGİLİZ DİLİ ÖĞRETMEN ADAYLARININ YABANCI DİLDE ÖLÇME-DEĞERLENDİRME OKURYAZARLIK EĞİTİMİ İHTİYAÇLARININ İNCELENMESİ
No full textLanguage teachers are expected to be language assessment literate (LAL) - the ability to use assessment knowledge effectively in own contexts - to guide instruction and improve learning. However, research demonstrated that most English teachers had challenges in assessment practices and needed further training. Then, this study aims to explore LAL training needs of pre-service English language teachers through a course-based training in teacher education. The participants as pre-service English language teachers responded to open-ended questions two times: before the course (N=164) and after the course (N=146). The content analysis of their responses yielded two major themes: conceptual dimension and course-related issues. Although most found the course beneficial and sufficient for LAL training, certain training needs were revealed. For example, the course was too theoretical and lacked practice. The topics were testing-oriented and other topics such as formative assessment, evaluation skills, integrated testing, ethical issues, and contextual factors were not included. Therefore, some implications were discussed to revise the course for a better LAL training at the teacher education phase.Dil öğretmenlerinin, öğretimi yönlendirmek ve öğrenmeyi geliştirmek için dilde ölçme-değerlendirme okuryazarlığına (LAL) - dilde ölçme-değerlendirme bilgisini kendi bağlamlarında etkin bir şekilde kullanma yeteneği - sahip olması beklenir. Ancak araştırmalar, çoğu İngilizce öğretmeninin ölçme-değerlendirme uygulamalarında zorluklar yaşadığını ve daha fazla eğitime ihtiyaç duyduğunu göstermiştir. Buradan yola çıkarak, söz konusu çalışma, öğretmen eğitiminde yabancı dilde ölçme-değerlendirme dersi kapsamında İngilizce öğretmen adaylarının dilde ölçme-değerlendirme okuryazarlık eğitimi ihtiyaçlarını araştırmayı amaçlamaktadır. İngilizce öğretmen adayı olan katılımcılar, açık uçlu sorulara ders öncesi (N=164) ve ders sonrası (N=146) olmak üzere iki kez yanıt vermişlerdir. Verilen cevapların içerik analiziyle incelenmesi sonucunda iki ana tema ortaya çıkmıştır: kavramsal boyut ve dersle ilgili konular. Çoğu katılımcı dersi, dilde ölçme-değerlendirme eğitimi açısından faydalı ve yeterli bulsa da, bu konu ile ilgili bazı eğitim ihtiyaçlarının olduğunu dile getirmişlerdir. Örneğin, dersi çok teorik bulduklarını ve uygulamadan yoksun olduğunu belirtmişlerdir. Katılımcılar dersin konularını sınav hazırlama odaklı olarak bulmuşlardır ve biçimlendirici değerlendirme, değerlendirme becerileri, bütünleşik dil sınavı, etik konular ve bağlamsal faktörler gibi diğer konuların dahil edilmediğini ifade etmişlerdir. Bu nedenle, öğretmen eğitimi aşamasında daha iyi bir dilde ölçme-değerlendirme okuryazarlığı eğitimi için dersi iyileştirip geliştirmek adına bazı bulgular ve çözüm önerileri tartışılmıştır. 
STUDENTS’ PERCEPTIONS TOWARDS USING MOBILE APPLICATION IN LEARNING SPEAKING
Get PDFThe integration of mobile applications in education sector to change the teaching-learning process has taken place and led to innovative learning, including English language learning. This study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. The participants had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information. The findings showed positive perception from the students toward using Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application
English
No full textThe aim of this study was to evaluate the effectiveness of STEM Curriculum designed and implemented for undergraduate programs of faculties of education. The research model is experimental. The design is a single group pre-test post-test experimental design. The study group consisted of 18 pre-service teachers studying in the Department of Science Education. In order to determine the effectiveness of STEM Curriculum, two data collection tools were prepared: "Education Module Evaluation Form" and "Interview Form". The Wilcoxon Signed Ranks Test was used to analyze the quantitative data and the content analysis was used to analyze the qualitative data. According to the findings, it was concluded that the STEM curriculum applied positively influenced the development of the competency of pre-service teachers to prepare education module (lesson plans, work sheets, measurement-evaluation tools) according to STEM education approach. It was concluded that the STEM curriculum contributed to the knowledge and skills, professional competencies and awareness of pre-service teachers about preparing educational material according to STEM education approach
İKİNCİ DİL ÖĞRETMENLİĞİ EĞİTİMİNDE KRİTİK KÜLTÜRLERARASI YETKİNLİĞİN GELİŞTİRİLMESİ
No full textThis study aims to explore the impact of critical thinking skills on the promotion of intercultural competence in language classrooms. Participants in this study were 34 student teachers studying English Language Teaching. The statistical analysis of data was carried out by using SPSS. Additionally, in order to see the magnitude of the impact of the training, the statistical differences between experimental and the control groups were confirmed with appropriate effect size calculations. According to statistical analysis and student teachers’ reflections, critical thinking skills played a complementary and crucial role in fostering intercultural knowledge, awareness, and sensitivity