IOJET - International Online Journal of Education and Teaching
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BUILDING MENTAL HEALTH LITERACY WITHIN ONTARIO (CANADA) HEALTH AND PHYSICAL EDUCATION
No full textThe primary research question which drove this analysis asked: What is Mental Health Literacy (MHL) and how is this accomplished in elementary schools in Ontario, given the new directives within the 2019 Health and Physical Education curricular document? Utilizing a qualitative research mode, the understanding of MHL was investigated through a summative latent content analysis of the current Ontario provincial government positions arising from the recent release of 2019, Ontario Health and Physical Education curricular document. The document of 320 pages is broad and somewhat deep instigating several secondary questions which asked: How should MHL be achieved in Health and Physical Education? What level of MHL awareness should Ontario Physical Educators and students reach for at the elementary level? What are the existing MHL guidelines and orientations impacting Ontario teachers? To what extent are Ontario teachers urged via the new curricula to focus and emphasize MHL in schools. MHL is a priority in this era of pandemic and critical to growth and development of teachers, students and the wider community accounting for well-being or lack of therein.
Keywords: mental health literacy, health and physical education, curriculum, pedagog
A STUDY ON THE EXPERIENCES OF STUDENTS AND INSTRUCTORS IN BLENDED INSTRUCTION AND LEARNING IN AN ENGLISH PREPARATORY SCHOOL
No full textThe aim of the study is to investigate the experiences of the students and instructors on blended language instruction and learning applied in an English Preparatory School in a state university. For this purpose, we have a mixed method, the explanatory sequential research design study. The participants were 400 students and 100 instructors. For data collection, both qualitative and quantitative research tools were used, and the data were collected through two questionnaires, one for students and the other for instructors to get the views of students and instructors with regards to blended learning. Additionally, for in-depth investigation, semi-structured interviews were conducted with both students and instructors. Our findings revealed that students had both positive and negative views towards the blended instruction/learning; some students reported that they were content with the idea but not the practice. On the other hand, the majority of instructors expressed positive opinions regarding the idea and the implementation of the blended instruction. While blended learning has the potential to reshape whole language teaching of the future, grounding this way of teaching onto contemporary pedagogical principles is critically important
TEACHING CRITICAL THINKING IN A COLLEGE-LEVEL WRITING COURSE: A CRITICAL REFLECTION
No full textThis paper challenges the widely held assumption that teaching writing inevitably equips students with critical thinking skills required to succeed in college and beyond. The paper reviews literature on the relationship between writing and the development of critical thinking skills, and critically reflects on the author’s experiences teaching an introductory college-level argumentative writing course to demonstrate that many writing courses fail to teach critical thinking to students despite course outcomes including intentions to enhance those skills. The paper also shows that the process of enhancing critical thinking skills through written tasks remains covert and largely undocumented. By critically analyzing the author’s teaching practice, the paper proposes and documents an integrated approach to fostering critical thinking within a college-level writing course. Ultimately, the paper makes a theoretical and practical contribution to the less explored quest of clarifying the link between critical thinking and writing
ATTITUDES OF TURKISH AND FOREIGN STUDENTS TOWARDS ENGLISH LANGUAGE, AND THEIR ENGLISH SPEAKING ANXIETY AT TURKISH INTERNATIONAL SCHOOLS IN SAUDI ARABIA
No full textIn every period, foreign language learning has been among the interests of human beings for many different reasons. Moreover, it is an undeniable fact that English has a vital role in accessing information, following technological developments and meeting the needs of the high-tech era. Thus, the global importance of English is closely related to language teaching. Among the four language skills, speaking is the most challenging one as it needs to use available linguistic information simultaneously. Students’ attitudes towards language learning and their level of anxiety in the learning environment are crucial issues to be considered. In addition, students’ speaking performance is greatly influenced by their attitudes and their feeling of anxiety. In light of the arguments discussed in the review of literature, this study focuses on the attitudes of Turkish and foreign students towards English and analyses their English speaking anxiety. Questionnaires have been used as a data collection instrument in this research. The results of the two groups in terms of attitude and anxiety indicate that Turkish students bear more negative attitudes towards English with more anxiety while foreign students have more positive attitudes towards English with less anxiety. Findings of the study have underlined a significant and negative relationship between attitudes of students towards English and their English speaking anxiety. Possible causes of English speaking anxiety are discussed through the sub-categories of the questionnaire and related arguments are linked with the potential items of negative attitude questionnaire.Her dönemde yabancı dil öğrenimi birçok farklı sebepten dolayı insanoğlunun ilgi alanları arasında yer almıştır. Ayrıca bilgiye erişimde, teknolojik gelişmeleri takip etmede ve yüksek teknoloji çağının ihtiyaçlarını karşılamada İngilizcenin hayati bir rolü olduğu da yadsınamaz bir gerçektir. Dolayısıyla, İngilizcenin küresel önemi dil öğretimi ile yakından ilgilidir. Dört dil becerisi arasında konuşma en zorlayıcı olandır çünkü mevcut dil bilgilerinin aynı anda kullanılmasını gerektirmektedir. Öğrencilerin dil öğrenmeye yönelik tutumları ve öğrenme ortamındaki kaygı düzeyleri, dikkate alınması gereken mühim konulardır. Buna ek olarak, öğrencilerin konuşma performansı, tutumlarından ve kaygı duygularından önemli ölçüde etkilenmektedir. Literatür taramasında tartışılan savlar ışığında bu çalışma, Türk ve yabancı öğrencilerin İngilizceye yönelik tutumlarına odaklanmaktadır ve onların İngilizce konuşma kaygılarını analiz etmektedir. Bu araştırmada veri toplama aracı olarak anketler kullanılmıştır. Tutum ve kaygı açısından iki grubun sonuçları, Türk öğrencilerin daha fazla kaygı duyarak İngilizceye yönelik olumsuz tutumlar sergilediğini, yabancı öğrencilerin ise, daha az kaygı duyarak İngilizce'ye karşı daha olumlu tutumlar sergilediğini göstermektedir. Araştırmanın bulguları, öğrencilerin İngilizceye yönelik tutumları ile İngilizce konuşma kaygıları arasında anlamlı ve olumsuz bir ilişkiye dikkat çekmektedir. İngilizce konuşma kaygısının olası nedenleri, anketin alt kategorileri aracılığıyla tartışılmaktadır ve söz konusu savlar, olumsuz tutum anketinin ilgili maddeleriyle ilişkilendirilmektedir
SINIF ÖĞRETMENLERİ EV ÖDEVİ HAKKINDA NE DÜŞÜNÜYOR? BİR FENOMENOLOJİ ÇALIŞMASI
No full textHomework, which is the work that teachers want their students to do outside of school hours, is a highly debated practice today. The purpose of this study was to determine primary school teachers’ views on homework and their homework practices. In the study, phenomenological study design, one of the qualitative research methods, was employed. The study data were collected by interviews conducted with 14 primary school teachers working in the city of Niğde. The data were analyzed by content analysis method. The primary school teachers participating in the study defined homework as a study assigned to reinforce the subjects learned at school that day and to ensure permanent learning. All of the participating primary school teachers gave homework regularly. Almost all of the primary school teachers interviewed assigned research, reading and test homework. All of the primary school teachers who were interviewed used study aids as homework source, and they generally used sites related to education. Teachers had different forms of homework evaluation. While majority of the teachers wanted parents to check homework, more than half of them checked homework themselves and considered homework checking as an absolute must. The study results were discussed and compared with the other study results from the literature, and various recommendations were provided.Öğretmenlerin öğrencilerinin okul saatleri dışında yapmalarını istediği çalışma olan ev ödevleri günümüzde oldukça tartışılan bir uygulamadır. Tartışılan bu uygulama konusunda sınıf öğretmenlerinin ne düşündüklerinin araştırılmasına ihtiyaç duyulmaktadır. Bu araştırmanın amacı sınıf öğretmenlerinin ev ödevleri hakkındaki düşüncelerinin ve uygulamalarının belirlenmesidir. Araştırmada nitel araştırma yöntemlerinden olgubilim deseni kullanılmıştır. Araştırmanın verileri Niğde ilinde görev yapan 14 sınıf öğretmeni ile yapılan görüşmeler ile elde edilmiştir. Elde edilen veriler içerik analizi yöntemi analiz edilmiştir. Araştırmaya katılan sınıf öğretmenleri ev ödevlerini, o gün okulda öğrenilen konuların evde tekrar edilerek pekiştirilmesi ve kalıcı öğrenmeyi sağlaması için verilen bir çalışma olarak tanımlamaktadırlar. Katılımcı sınıf öğretmenlerin tamamı düzenli ev ödevi vermektedirler. Ödevlerin severek yapılabilmesi için mutlaka daha önce işlenmiş konulara ve öğrenci seviyesine yönelik olmasına ve öğrencilerin ilgisini çekecek nitelikte olmasına dikkat edilmelidir. Öğretmenlerin geneli ev ödevlerini tekrar, kalıcılığı sağlama ve pekiştirme için vermektedirler. Görüşme yapılan sınıf öğretmenlerinin tamamına yakını araştırma, okuma ödevi ve test ödevi vermektedir. Görüşme yapılan sınıf öğretmenlerinin tamamı ödev kaynağı olarak yardımcı kitapları kullanmakta, geneli eğitimle ilgili sitelerden faydalanmaktadır. Öğretmenlerin farklı ev ödevi değerlendirme şekilleri bulunmaktadır. Öğretmenlerin büyük çoğunluğu ödev kontrolünde veli kontrolü isterken yarıdan fazlası da kendinin kontrol yaptığını ve ödev kontrolünün kendileri açısından olmazsa olmaz olduğunu düşünmektedir. Araştırmadan elde edilen sonuçlar alanyazındaki diğer araştırma sonuçları ile karşılaştırılarak tartışılmış ve çeşitli önerilerde bulunulmuştur
AN INVESTIGATION OF PRE-SERVICE TEACHERS’ ATTITUDES TOWARDS TEACHING PROFESSION IN REGARD TO SOME VARIABLES: THE CASE OF MIDDLE EAST TECHNICAL UNIVERSITY
No full textThe purpose of this study was to investigate the pre-service teachers' attitudes towards teaching profession and explore the effects of the certain variables (gender, GPA, age, department, motives for selecting teaching profession, and the level of mother and father education) on their attitudes. The participants of the study consisted of 344 undergraduate students, (282 females and 62 males) from five different departments at the faculty of education at Middle East Technical University during the fall semester of the 2015-2016 educational year. As a means of data collection, the "Attitude Measurement Scale for Teaching Profession" developed by Üstüner (2006) was applied. The scale was a one-dimensional 5-Likert type ranging from “strongly disagree (1)” to “strongly agree (5)” with 34 items. For the analysis of the data, Independent-Samples t-test and One-Way-ANOVA were used. According to the findings obtained from the study, while the attitudes of pre-service teachers towards the teaching profession showed a significant difference regarding gender, GPA, department, and motives for selecting the teaching profession, it did not show any significant difference for age and the level of mother and father education
Öğretmen adayları hangi amaçla DGY kullanıyorlar? Süreklilik üzerine nitel bir araştırma
No full textAlthough numerous studies have investigated how technology affects academic achievement, very few have focused on the purpose of the use of technology in mathematics education. This current study examines how student teachers (STs) benefit from GeoGebra as one of the Dynamic Geometry Software (DGS) while solving continuity problems. In order to have deeper insights and a better understanding of the intended purposes, a case study research design was adopted for this study. Participants in the study were seven mathematics STs. Six open-ended problems were used to collect data. Three themes were found to be relevant for understanding how STs use DGS in a problem solving process: visualize, verify, and calculate. The paper also shows the potential misconceptions of the STs.
Keywords: Dynamic Geometry Software, GeoGebra, problem solving, aim of use, continuit
WHY AND HOW TO USE A POEM IN ELT CLASSROOM
No full textBesides numerous positive transformations and unique opportunities in language pedagogy, the post-method era brought with itself several challenges for language teachers. After intensive research and empirical studies, the use of literature was welcomed in ELT classrooms. But the question arises as to what extent and in what ways does literature support language learning? In an attempt to answer these questions and fill this lacuna, the present paper highlights ways in which literature assist language teachers. Moreover, the paper presents resourceful strategies to frame exercises using poems for ELT classroom. Shakespeare’s Sonnet 65 is used to illustrate some vital themes explored in this paper. In spite of the observed difficulty level of the sonnet and the layers of meaning it encapsulates, dynamic and engaging activities can be crafted out of this poem. Since the elements discussed in this study are ubiquitous to the genre of poetry, therefore the use of the presented methodology would also be universal.
Keywords: Teaching methodologies, literature, sonnet, language teaching, EL
A CORRELATIONAL STUDY ON PRIMARY SCHOOL STUDENTS' SCHOOL READINESS AND ADAPTATION PROBLEMS
No full textThe aim of this study is examine the relationship between school readiness and adaptation problems of primary school first grade students in 2017-2018 academic year. In this study, correlational survey model was used. The sample of the study consists of 909 primary school students studying in İstanbul, Kayseri, Gaziantep and Van provinces determined by stratified purposeful sampling method. In this study, "Primary School Readiness Scale" and "Adaptation to School Scale" were used for data collection. In data analysis, Pearson Product Moment Correlation Coefficient and stepwise regression analysis were used. As a result of the study; a high level, negative and significant relationship was found between school readiness and adaptation problems of primary school students. It was determined that primary school students' readiness concerning affective skills (54.4%), psychomotor skills (4.4%) and cognitive skills (0.5%) accounted for 59.3% of the variance in school adaptation problems of primary school students. It was concluded that students' readiness for self-care skills did not contribute significantly to the variance in school adaptation problems. In this case, it may be advisable to carry out activities such as collaborative learning, drama, role-play and group work to increase students' affective readiness especially in pre-school education and school adaptation curricula
EXPLORING THE RELATION BETWEEN HIGH CREATIVITY AND HIGH ACHIEVEMENT AMONG 8TH AND 11TH GRADERS
No full textThis study explores the relationship between high creativity and high scholastic achievement in mathematics, reading, and science among 8th and 11th grade students. A quantitative methodology was used in the study. Data were collected from 941 eighth-grade students and 605 eleventh-grade students at an independent public school district in Minnesota, a Midwestern State in the U.S.A. The data collection instruments included a general personal questionnaire, the Torrance Tests of Creative Thinking (TTCT) Figural Form A, and the Minnesota Comprehensive Assessment Test (MCA). Correlations were computed and chi-square analyses were performed to address research questions. Grade-based standard scores were used in the measurement of creativity and academic achievement with the top 20% cutoff scores being used to identify students with high achievement and students with high creativity. The results indicated that the relation between high creativity and high academic achievement varies among eighth and eleventh graders. High mathematics and high reading achievement are related to high creativity among both eighth- and eleventh-grade students, but with small effect sizes. High achievement in science is related to high creativity among eleventh-graders. Our results indicate that high creativity and high achievement in reading, mathematics, and science achievement tend to be positively related, but those relationships are at best weak, indicating that there are substantial components to high creativity that are not shared by high achievement in mathematics, reading, and science and vice versa.
Keywords: creativity, academic achievement, eighth grade, eleventh grade