IOJET - International Online Journal of Education and Teaching
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STORYBOOKS, SONGS, AND GAMES CAN BOOST EARLY LITERACY DEVELOPMENT IN PRIMARY ENGLISH CLASSROOMS
No full textIn 2000, the National Reading Panel (NRP) identified five components of effective literacy instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. To realize these literacy components, NRP underlines phonemic awareness and phonics to be practiced more extensively at early grade levels. The present article is prepared for English language instructors teaching English at early grade levels, specifically at pre-primary and early years in primary education (Grades 2, 3, and 4 for public; Grades 1, 2, 3, and 4 for private institutions) as a reference to utilize when practicing phonological and phonemic awareness with young learners of English. The study is an instructional, pedagogical, and linguistic resource for teacher trainees and in-service instructors who are new to the concepts and instructional designs tapping into phonological and phonemic awareness, and putting phonics instruction into practice in early years of literacy education. The paper has two major parts: in the initial section, phonological awareness types are explicated, operational definitions are provided and classroom activities for each are presented. In the second part of the study, storybook and song integration for a linguistically-rich early literacy acquisition in primary English classrooms with young language learners are further discussed
ZİHİNSEL ENGELLİLERİN SOSYAL BECERİLERİNİN GELİŞİMİNDE AKRAN FAKTÖRÜNÜN ÖĞRETMEN GÖRÜŞLERİNE GÖRE İNCELENMESİ
No full textThe aim of this study is to identify the teachers' views on the peer factor in the development of social skills of mentally disabled individuals. The research was conducted via phenomenology research design, a qualitative method. The participants of the research were composed of 30 teachers from the province of Bingol and its district Genc. They were selected using convenience sampling of purposive sampling method. The data were collected using a semi structured interview developed by the researchers based on the views of experts. The data were analyzed using content analysis and descriptive statistics. The results revealed that majority of the participating teachers were of the opinion that mentally disabled individuals were positively affected by the peer factor when they started and sustained a relationship, expressed their feelings, dealt with the aggression and stress, solving problems and planning whereas a small group was not affected by the peer factor at all.Bu araştırmanın amacı, zihinsel engelli bireylerin sosyal becerilerinin gelişiminde akran faktörüne ilişkin öğretmen görüşlerini belirlemektir. Araştırma, nitel araştırma yöntemlerinden biri olan fenomenoloji deseni ile gerçekleştirilmiştir. Araştırmanın katılımcılarını Bingöl ili ve Genç ilçesinden 30 öğretmen oluşturmaktadır ve bu öğretmenler nitel örnekleme yöntemlerinden amaçlı örnekleme yönteminden kolayda örnekleme yöntemiyle seçilmiştir. Veriler, uzman görüşleri doğrultusunda oluşturulan yarı yapılandırılmış görüşme formu katılımcılara doldurularak toplanmıştır. Elde edilen veriler içerik ve betimsel analiz uygulanarak analiz edilmiştir. Araştırma sonucunda öğretmenlerin çoğunun zihinsel engelli bireylerin bir ilişkiye başlarken ve ilişkiyi sürdürürken, duygularını ifade ederken, saldırganlık ve stresle baş ederken, problem çözmede ve planlama yaparken akran faktöründen olumlu etkilendikleri yönünde görüş bildirdiği, öğretmenlerin küçük bir grubunun akran faktörünün etkili olmadığını belirttiği ortaya çıkmıştır. Bu sonuçlar kapsamında dikkate alınabilecek önerilerde bulunulmuştur
A CONTRASTIVE ANALYSIS OF TRADITIONAL GRAMMAR TEACHING AND COMMUNICATIVE LANGUAGE TEACHING IN TEACHING ENGLISH GRAMMAR AND VOCABULARY
No full textThis study aimed to compare whether TGTM or CLT was more effective in teaching English language grammar and vocabulary. The participants of this study were sixty-eight 9th grade students attending to a high school. Mixed methods research design was grounded comprising a pre-test and post-test quasi-experimental design. The results of the pre and post-tests, quizzes and the oral productions of the participants were analyzed based on error analysis. It was observed that the students, who were taught English grammar via TGTM made fewer errors than those who were taught via CLT in both their written and oral productions. Additionally, vocabulary production was higher for the students who were taught based on TGTM than those in CLT. As a result, the quantitative and qualitative findings of the study suggested that TGTM was more practicable and productive than CLT in teaching and learning English grammar and vocabulary
TEACHING GEOMETRY WITH DIFFERENT ACTIVITIES TO INVESTIGATE THE STUDENTS' PERCEPTIONS, ATTITUDES AND SELF-EFFICACIES
No full textThe aim of this study is to determine the effect of activity-enriched geometry teaching methods on elementary school students' perceptions, attitudes and self-efficacy towards geometry. In this context, the mixed method was determined to be the research design. Within the scope of the study, a training process was carried out with 22 students who had completed sixth grade and started seventh grade. As a result of the study, where qualitative and quantitative data collection tools were used, it was concluded that there were positive developments in students' perceptions and self-efficacies, but their attitudes did not change by the end of the training process
TEACHERS' PERCEPTION OF CHRISIS MANAGEMENT IN SCHOOLS
No full textThe aim of the study is to determine the crisis preparedness level of teachers in middle schools in North Cyprus Republic. The study provided a comprehensive review of crisis management in school in terms of its effects on middle school teachers, demographic variables and relationship to teachers’ performance and teachers’ crisis intervention abilities. The safety-related types of in-service training needs of teacher was also examined in the study. Based on the aims of the study, “Crisis Intervention Scale” which was developed by Gülyüz Debeş (2020) was used to investigate teachers’ perceptions about crisis management in schools. To analyze the data content and descriptive analysis was conducted. This was both quantitative and qualitative methodology. The interview technique was used in the study and descriptive analysis was also conducted as data analysis techniques. The participants of the study comprised 48 teachers in North Cyprus Republic Semester of 2020-2021 academic years. The questionnaire forms were delivered participants, 27 (%56.3) were female and 21 (%43.8) were male. The sample of the study was randomly selected. According to the arithmetic mean score of teachers’ (2.00 to 2.48) about crisis situations that had few effect on their performance in school. Meanwhile, the arithmetic mean score of teachers’ (2.06 to 2.63) about managing crisis situations with sufficient practice, teachers’ were very good at managing crisis situations with sufficient practice. In addition, the arithmetic mean score of teachers’ (1.92 to 2.92) about safety-related types of in-service training needs teachers’ were very high
EXPLORING MIDDLE SCHOOL STUDENTS’ ENVIRONMENTAL ATTITUDES THROUGH ECOCENTRISM AND ANTHROPOCENTRISM
Get PDFToday, the decrease of bonds established with nature due to the use of technology, the increase in urbanization and the change of daily routines might affect people’s attitudes and behaviours towards environment negatively. Considering that attitudes are one of the most important factors affecting behaviours, in the current study, it is aimed to reveal students’ environmental behaviours and whether the attitudes that underlie these behaviours are ecocentric or anthropocentric. In the context of basic qualitative design, twelve questions related to environmental behaviours were asked to middle school students and in addition, students were required to explain the reasons of their behaviours. The findings revealed that middle school students had ecocentric and both ecocentric and anthropocentric attitudes for the questions related to sensitive behaviour and attentive behaviour. However it was seen that students showed anthropocentric attitudes for the questions related to energy/product saving and for the questions about sorting out the garbage, throwing the garbage into the recycling bin and using products having recyclable materials in their packaging. Therefore it is recommended to organize environmental education that supports students’ environmental attitudes when the issue have an economic dimension and that encourage them for recycling applications.
Keywords: environmental attitudes, environmental behaviours, middle school student
DIGITAL DEVICES AND STUDENT ACHIEVEMENT: THE RELATIONSHIP IN PISA 2018 DATA
Get PDFThis research aims to find how the infrastructure of digital devices within the school and teachers’ capacity using digital devices affect student achievement defined as PISA 2018 reading, math, and science scores. The data were obtained from the school questionnaire administered to school principals who participated in PISA 2018. This research has shown that the infrastructure of digital devices within the school affects PISA 2018 reading, math and science scores more than teachers’ capacity using digital devices. This research has also shown that there is a strong interplay between the infrastructure of digital devices within the school and teachers’ capacity using digital devices. Research has shown that developing the infrastructure of digital technologies can have practical benefits for students
OKUL ÖNCESİ DÖNEM ÇOCUKLARINDA GÖRÜLEN PROBLEM DAVRANIŞLARIN FARKLI DEĞİŞKENLER AÇISINDAN İNCELENMESİ
No full textIn this study, it was aimed to examine the relationship between the problem behaviors exhibited by preschool children in terms of the parental gender, age, education level, perceived income level, the age of the child, and the number of siblings. For this purpose, the research adopted the scanning pattern in the relational screening model. The participants of the study were composed of 4-6 years of children living in Istanbul, Turkey using convenience sampling method. The data were collected online via the Participation Acceptance Form, General Information Form, and Strengths and Challenges Questionnaire (SCQ) in 2020-2021 school year. The data about the participant children were collected through their volunteer parents. The data obtained were analyzed using the SPSS 25 statistical package program. The results revealed that there was a significant relationship between the gender of the parent and social behavior; between educational level and emotional problems; between perceived income level and social behavior, between attention deficit and hyperactivity, amongst peer problems, emotional problems and behavioral problems; whereas there was no significant relationship between parental age and child problem behaviors. Although a significant relationship was not observed between the number of siblings and problem behaviors of the children, a significant relationship was found between the children's age and peer problems.Bu araştırmada okul öncesi dönem çocuklarının sergilediği problem davranışların ebeveynin cinsiyeti, yaşı, eğitim düzeyi, algıladığı gelir düzeyi, çocuğun yaşı ve sahip olduğu kardeş sayısı ile olan ilişkisinin incelenmesi amaçlanmaktadır. Bu amaç doğrultusunda araştırma tarama deseninde ilişkisel tarama modelinde gerçekleştirilmiştir. Araştırmada İstanbul ilinde yaşayan 4-6 yaş arasında yer alan 307 çocuk yer almıştır. Araştırma verileri Katılım Kabul Formu, Genel Bilgi Formu ve Güçler ve Güçlükler Anketi (GGA) ile çevrimiçi ortamda toplanmıştır. Çocuklara ilişkin veriler ebeveynler aracılığıyla toplanmıştır. Elde edilen veriler SPSS 25 istatistik paket programı kullanılarak analiz edilmiştir. Ebeveynin cinsiyetine ile sosyal davranışlar arasında; eğitim düzeyi ile duygusal sorunlar arasında; algılanan gelir düzeyi ile sosyal davranışlar, dikkat eksikliği ve aşırı hareketlilik, akran sorunları, duygusal sorunlar ve davranış sorunları arasında anlamlı bir ilişki olduğu ancak ebeveynin yaşı ile çocuk problem davranışları arasında anlamlı bir ilişki olmadığı ortaya çıkmıştır. Çocukların kardeş sayıları ve problem davranışları arasında anlamlı bir ilişki gözlenmemesine rağmen çocukların yaşı ve akran sorunları arasında da anlamlı bir ilişki bulunmuştur. Bu sonuçlara ilişkin çeşitli öneriler getirilmiştir
THE EFFECT OF DRAMA-BASED ACTIVITIES ON ENVIRONMENTAL SUSTAINABILITY BEHAVIORS OF 60-72 MONTHS-OLD CHILDREN
Get PDFThe study aimed at examining the effects of drama-based activities on environmental sustainability behaviors of preschool children aged 5-6. The participants of the study were composed of 20 volunteer children selected via convenience sampling model at a kindergarten in Kütahya in the Spring semester of 2018-2019 school year. Out of 20 participating children, 10 were in the experimental group, and the other 10 were in the control group. The activities for the experimental group were prepared by the researcher, and implemented through drama method 2 days in a week. In the control group, the activities were also prepared by the researcher in accordance with the Preschool Curriculum introduced by the Ministry of Education (MoNE) in 2013. Both activities in both groups lasted 8 weeks in total, and 16 activities were conducted in the experimental group. The data were collected via the “Environmental Sustainable Behaviors Evaluation Scale for 60-72 Months Old Children” developed by Özkan, Tuğluk and Yiğitalp (2019), and analyzed using Mann Whitney U test, Wilcoxon test, and Kolmogorov Smirnov test. The results revealed that, there was a significant difference between the experimental group's pre-test and post-test scores, and between the post-test scores of the experimental and the control groups on behalf of the experimental group.
Keywords: Sustainability, environmental education, drama, pre-school educatio
OKULÖNCESİ DÖNEM İÇİN YARATICI MÜZİK ETKİNLİKLERİ HAZIRLAMANIN ÖNEMİ
No full textMusic education provided in the pre-school period serves many purposes such as distinguishing sounds, using their voice correctly, expressing themselves, let children get familiar with different musical cultures, gaining a sense of music and rhythm, and supporting the creativity of children. Developing all these skills is only possible by making music enjoyable and productive and offering various music activities to children. In this study, it is aimed to design creative activities in order to enhance the musical skills of pre-school children and promote their musical acquisitions in different ways. Accordingly, different activities were prepared for pre-school music education in line with the general objectives of pre-school education set by MEB (Ministry of National Education). Opinions of the pre-school teachers were received on issues such as the implementation of musical activities prepared within the scope of this study in the classroom, the competencies of pre-school teachers related to the music lesson, and the contribution of these activities to pre-school children and teachers. In line with the opinions received, it was concluded that pre-school teachers find themselves sufficient in the field of music, but they encounter various problems while implementing musical activities, and that the activities prepared will benefit pre-school teachers and children.Okulöncesi dönemde verilen müzik eğitimi; çocuklarda sesleri ayırt etme, sesini doğru kullanma, kendini ifade etme, farklı müzik kültürlerini tanıma, estetik değerlerini geliştirme, müzik ve ritim duygusu kazandırma, yaratıcılığı destekleme gibi pek çok amaca hizmet etmektedir. Tüm bu becerileri geliştirmek, müziği zevkli ve verimli hale getirmek çocuklara farklı müzik etkinlikleri sunmakla mümkündür. Bu araştırmada, okulöncesi dönem çocuklarının müziksel becerilerini geliştirmek, gelişim alanlarını ve müziksel kazanımlarını çeşitli yollarla desteklemek adına yaratıcı etkinlikler hazırlamak amaçlanmıştır. Bu doğrultuda MEB’in okul öncesi dönem genel amaçlarına uygun olarak, bu dönem müzik eğitimi için çeşitli etkinlikler hazırlanmıştır. Hazırlanan etkinlikler, okul öncesi öğretmenlerinin yeterlikleri, bu etkinliklerin çocuklara ve öğretmenlere katkısı gibi konular hakkında okul öncesi öğretmenlerinden görüşler alınmıştır. Alınan görüşler doğrultusunda okul öncesi öğretmenlerinin müziksel etkinlikler uygularken problemlerle karşılaştıkları, etkinliklerin okul öncesi öğretmen ve çocuklarına fayda sağlayacağı sonuçlarına ulaşılmıştır