IOJET - International Online Journal of Education and Teaching
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AN ALTERNATIVE TEACHING TOOL IN SCIENCE EDUCATION: EDUCATIONAL COMICS
No full textComics, which attract attention with their adaptation to changing conditions in the historical process, are increasing their popularity both in current life and in the field of education. They can be used as a powerful supplementary teaching tool concretizing abstract concepts, especially in lessons such as Science. They can also be used to convey abstract concepts to students in an entertaining way. From this point of view, the study aimed to reveal the general characteristics, structure, elements, and historical development of comics at a theoretical level. The study, which adopted a qualitative research design, was based on a wide range of a literature review focusing on comics in an educational context as alternative resources to use in science education. The data collected were coded, grouped, and reorganized as a report to present within the context of science education for the teachers who might plan to use comics in their classes, and researcher
CHEMISTRY SELF-EFFICACY BELIEFS AS PREDICTORS OF STUDENTS' METACOGNITIVE SKILLS WHEN SOLVING CHEMISTRY PROBLEMS
No full textThis paper aims to explore (1) students’ chemistry self-efficacy beliefs and metacognitive skills during problem solving in chemistry, (2) a potential significant difference of chemistry self-efficacy beliefs and levels of metacognitive skills in accordance with subject fields and, (3) the level of chemistry self-efficacy beliefs as a predictor of metacognitive skills in the course of solving problems. For the specified purposes, “Metacognitive Activities Inventory” and “College Chemistry Self-Efficacy Scale” were administered to 80 undergraduate students, majoring in the Departments of Chemistry and Chemistry Education. This study employed the correlational research model as a type of quantitative research design. The results of the study reveal that students maintain high levels of chemistry self-efficacy as well as metacognitive skills when solving problems in chemistry. Regarding their subject fields, it has been observed that a significant difference exists merely in scores of “self-efficacy for psychomotor skills (SPS)” beliefs. The analyses also have shown that the levels of students’ metacognitive skills during problem solving predict solely the variable of “self-efficacy for cognitive skills (SCS)”, which accounts for 18.7 % of the total variance
USING WEB 2.0 TOOLS IN AND BEYOND THE UNIVERSITY CLASSROOMS: A CASE STUDY OF EDMODO
No full textNew internet technologies have not only transformed communication but also revolutionized teaching and learning. One of the greatest steps forward in this area was Web 2.0 technology. While Web 1.0 allowed users to read only, Web 2.0 gave them opportunities to read and write, and thereby, internet users began to create and publish content and information online. In addition, new technologies such as podcasts, social networking, and online learning communities started to shape communication between teachers and students, and these became tools for sharing educational content. This paper will examine the use of Web 2.0 tools in higher education, specifically in a case study of Edmodo. The first section of the paper provides information about the relationship between Web technologies and education, with a definition of Web 2.0 and its characteristics. The second section focuses on a case study using Edmodo as a Web 2.0 tool to teach Ottoman literature to third-year undergraduate students at Istanbul University. The main purpose of the case study is to identify and classify the purposes for which the students and teacher preferred to use Edmodo for communication and the ways in which they communicated with each other via Edmodo
IMPROVING SECONDARY SCIENCE INSTRUCTION THROUGH CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN SRI LANKA
No full textThere has been a growing interest in incorporating CLIL (Content and Language Integrated Learning) methodology in the Sri Lankan national education system. CLIL refers to methods where subjects, or parts of subjects, are taught through a foreign language to improve both academic subject knowledge and foreign language skills. The 4C's model of Coyle et al (2010) is a popular model for the implementation of CLIL and Sri Lankan system has encouraged using this CLIL model. The main objective of this study was to inquire how CLIL is implemented in secondary science classrooms and to support the teachers. The study was action research. The collaborative action research group comprised a faculty member, a postgraduate research student and ten secondary science teachers from five schools. Arising from the fact-finding needs analysis, the intervention designed included researcher-led teacher workshops to support teachers to plan CLIL lessons. The lessons were implemented in the respective schools by the sample of teachers during school two terms with the support of the researchers. The study concluded that curriculum materials were not focused on CLIL and teachers needed heavy support for content and language integrating for the teaching of science in secondary classes. Preparation of teacher instructional manuals addressing CLIL and in-service teacher development for CLIL lesson planning is recommended
ENGLISH AS A FOREIGN LANGUAGE LEARNER INTERACTIONS WITH CHATBOTS: NEGOTIATION FOR MEANING
No full textChatbots, whose potential for language learning have caused controversy among Second Language Acquisition (SLA) researchers (Atwell, 1999; Fryer & Carpenter, 2006; Fryer & Nakao, 2009; Parker, 2005, Coniam, 2014; Jia, 2004; Chantarotwong, 2005) are intelligent conversational systems stimulating human interlocutors with voice or text. In this paper, two different types of chatbots (pedagogical chatbot Tutor Mike and conversational chatbot Mitsuku) were selected to investigate their potential for foreign language learning by exploring the frequency and patterns of Negotiation for Meaning (NfM) in CMC interactions. 8 Chinese EFL leaners were randomly divided into two groups (lower and higher-level learners), and all learners interacted with both the pedagogical and conversational chatbot in a switching replications research design. Data were analysed through content analysis to identify the number of NfM instances observed, the different stages of NfM, trigger types, modified output and learners’ perceptions. The findings of this study indicate that while learners with low language levels would benefit most from interactions with pedagogical agents, high language level learners expressed dissatisfaction with chatbots and a low level of engagement was observed in their interactions with the pedagogical chatbot.Bu çalışma düşük ve yüksek dil seviyelerindeki yabancı dil öğrencilerinin eğitsel (Tutor Mike) ve iletişimsel (Mitsuku) amaçlarla tasarlanmış iki sohbet robotu ile öğretmen gözetimi olmadan gerçekleştirdikleri etkileşimlerin dil öğrenimi açısından sunduğu fırsatları incelemektedir. Bu makalede yabancı dil öğrenme fırsatları anlam uzlaşmasının gözlenmesi ile belirlenmiştir. Çalışmaya katılan sekiz Çin meşeili öğrencinin iletişimleri araştırmacılar tarafından önerilen çeşitli konular etrafında gerçekleşmiştir. Nicel ve nitel verilerin kullanıldığı bu çalışmada gözlenen anlam uzlaşması miktarı, farklı aşamalardaki anlam uzlaşması miktarı, tetikleyici türleri, iyileştirilmiş çıktılar ve öğrencilerin algıları incelenmiştir. Çalışma bulguları, sohbet robotlarının sınırlı eğitsel kapasitelerine rağmen hedef dil pratiği imkanı sınırlı olan dil öğrencilerine aradil gelişimleri için fırsatlar sunduğunu göstermektedir. Eğitsel sohbet robotlarıyla etkileşimden en yüksek faydayı düşük dil seviyesindeki öğrencilerin sağlayacağı görülmüştür. Bu grubun eğitsel sohbet robotu ile etkileşimlerinde önceki çalışmalarda dil öğrencileri ile diğer insanlar arasındaki internet tabanlı iletişimlerde gözlenen miktarlara benzer oranlarda anlam uzlaşması, iyileştirilmiş çıktı ve sözcüksel tetikleyici miktarı gözlenmiştir. Ancak dil seviyesi yüksek öğrenciler sohbet robotlarıyla iletişimlerinde memnuniyetsizliklerini dile getirmiştir. Bu grubun özellikle eğitsel sohbet robotu ile etkileşimlerinde düşük katılım gözlenmiştir. Bu açıdan, sohbet robotu teknolojisinin günümüz gelişimsel düzeyi göz önüne alındığında, dil seviyesi düşük öğrenciler için sohbet robotları bir seçenek olsa da, dil seviyesi yüksek olan öğrencilerin hedef dili konuşan diğer kişiler ile iletişim kurmaları daha uygun olacaktır
THE AUDITORY PERCEPTION OF NORTH AMERICAN ENGLISH DIPHTHONGS IN VOCABULARY ITEMS BY ENGLISH TEACHERS IN TURKEY
No full textAbstract
Diphthongs are double vowel sounds made by combining two vowels in the same syllable. During their articulation in the oral cavity, the first vowel sound glides onto the next vowel from one position of the mouth to another within the same syllable. That’s why they are heard as single-vowel phonemes by listeners. Because of a gliding movement in their articulation, most learners find them difficult to articulate and understand them at first. Hence, they can be tricky sounds to master for non-native speakers. The aim of this research is to explore the perceptibility of North American English diphthongs (NAE), which are /aʊ, oʊ, eɪ, ɔɪ, aɪ/ by Turkish English language teachers. A pre-test will be used to measure the perception of in vocabulary items, which will be given to 30 Turkish English language teachers in a five scale multiple choice tests.
The participants will be asked to choose the correct option. Then, a three-hour implicit and explicit teaching will be conducted by doing practices in a variety of exercises in the classroom. After the elapse of two weeks, the same pre-test will be administrated to the participants as a post-test. A comparison and contrast of the two tests results will be made to find out the existence and degrees of the perceptibility of the diphthongs in vocabulary items by Turkish English language teachers.
Keywords: diphthong, monophthong, long vowel, vowel length, perceptio
TETRAHEDRON CYBER DIPL TO IMPROVE TEACHING, LEARNING AND DIGITAL EQUITY IN THE INSTITUTE OF ARCHITECTURE
No full textThis study is a research based on asking students questions and the conceptual framework developed by Houssaye (2000). The integration of a fourth pole into the Houssaye's pedagogical triangle (2000), as well as the survey carried out with 322 students, allowed us to develop a tetrahedron designed to improve teaching, learning, and digital equity in the institute of architecture, Ferhat Abbas University Setif 1 (Algeria). The tetrahedron is called tetrahedron Cyber DiPL with Di for Didactic, P for Pedagogy, L for Learning. The pole, as a device cyber including digital inclusion, is an opportunity to use Information and Communication Technologies (ICTs). According to knowledge types: know-how (Kh), knowledge practice (Kp), and theoretical knowledge, learned or scientific knowledge (Tk), tetrahedron Cyber DiPL includes Cyber DiPL to do, Cyber DiPL to practice, and Cyber DiPL to differentiate.
Keywords: Survey, Houssaye’s pedagogical triangle, Cyber DiPL tetrahedron, digital equity
 
TEACHING LANGUAGES TO STUDENTS FROM REFUGEE AND MIGRANT BACKGROUNDS AROUND EUROPE: EXPLORING DIFFICULTIES AND TEACHERS’ BELIEFS
No full textThis paper presents and discusses the results of a study which investigated the needs, attitudes and beliefs of foreign language teachers of refugees in Greece and other countries of Europe. The research which was conducted in two phases, with the one being the pilot phase, involved approximately 120 teachers who commented on the difficulties that they face in contexts with students from refugee and migrant backgrounds. Students' trauma experiences, lack of schooling experience, behavioral problems, lack of specially designed materials catering for the needs of refugees, and of course the language barrier, were among the most frequently claimed problems. The paper ends with some empirically derived suggestions on how teachers could deal with the challenges related to this new reality
IMPACT OF WRITING COURSE DESIGN BASED ON 5E LEARNING MODEL ON WRITING SKILL INSTRUCTION AND DEVELOPMENT
No full textThis study aims to investigate the effect of 5E Learning Model-based Essay Writing course design and implementation on the achievement level of 12th grade high school students in Essay Writing Course. The teaching and development of writing skills in foreign language education is very important, but it is a known fact that our foreign language education presents problems even in the level of middle and higher education in the foreign language education system. In this respect, the development of writing skills and the improvement of the lessons are very important. The study is a case study with mixed method in which both qualitative and quantitative data collection procedures and instruments such as achievement tests, peer feedback form, students’ progress check form, and teacher performance observation form are employed together. In the present study, qualitative data, collected by means of peer evaluation, student progress check and teacher performance observation, is subjected to descriptive analysis whereas quantitative data, collected by means of Essay Writing achievement tests which are applied to twenty-two 12th grade students before and after the instruction and implementation of 5E Learning Model-based Essay Writing Course as pre- and post-test, is analyzed by paired sample t-test. According to the results of the analysis, it can be said that the implementation of 5E Learning Model-based Essay Writing course has a positive effect on the achievement level of students in Essay Writing Course.Bu çalışma Lise 12’nci sınıf öğrencilerinin Essay Writing Dersi başarılarını arttırmaya yönelik 5E Öğrenme Modeli uygulaması önermeyi amaçlamaktadır. Çalışma karma desende yürütülmüş olup veri toplama aracı olarak başarı testi, akran değerlendirmesi, öğrenci izlemleri, ve öğretmen performansı değerlendirmesine başvurulmuştur. Yabancı dil eğitiminde yazma becerisi öğretimi ve geliştirilmesinin çok önemli olduğu ama ülkemiz yabancı dil eğitim sisteminde orta ve yüksek öğretim seviyesinde bile sorunlar arz ettiği bilinen bir gerçektir. Bu itibarla, yazma becerisinin geliştirilmesine ve derslerin iyileştirilmesine yönelik çalışmalar büyük önem taşımaktadır. Bu araştırmada kullanılan nicel veri toplama aracı olan başarı testlerine bağımlı değişken t-testi uygulanırken, nitel veriler betimsel analiz yoluyla analiz edilmiştir. 5E Öğrenme Modelinin uygulandığı 22 12 nci sınıf öğrenci uygulama öncesi ve sonrası Essay Writing başarı testine tabi tutulmuş, öntest-sontest bağımlı değişken t-test ile analiz edilmiştir. Analiz sonuçlarına göre Essay Writing dersine yönelik gerçekleştirilen 5E Öğrenme Modeli uygulamasının ders başarısı üzerine olumlu etkisi olduğu söylenebilir
TEACHERS' PERCEPTIONS OF COMPETENCE RELATED TO RUBRICS AND THE PROBLEMS THEY CONFRONT
No full textThe purpose of this research is to determine the competencies and difficulties experienced by science teachers in developing, using, and scoring rubrics. For this purpose, the descriptive survey model was used in the research. This study was conducted with 71 science teachers working in 12 different provinces of Turkey. The availability sampling method was used to determine the sample of the study. A survey of 17 items developed by researchers was used to determine teachers' views on the rubric. Personal information and Likert-type questions in the survey were analyzed with descriptive statistics. As a result, it was found that the teachers felt partially adequate in preparing and applying rubric and scoring, and faced some difficulties in these processes. It was determined that most science teachers had difficulty in understanding explanations, deciding on the appropriate subject, deciding on the type of rubric to be used, and the criteria of performance to be measured when preparing the rubric. It was also revealed that the limited level of knowledge of most teachers about rubrics partly affected their practice with these tools. Finally, it was found that the teachers were always objective and tolerant when scoring with rubrics, never giving close scores without looking at performance, sometimes affecting the student's overall success in class and disciplinary behavior.
Keywords: Performance evaluation, rubric, science teacher, teacher efficacy. The purpose of this research is to determine the competencies and difficulties experienced by science teachers in developing, using, and scoring rubrics. For this purpose, the descriptive survey model was used in the research. This study was conducted with 71 science teachers working in 12 different provinces of Turkey. The availability sampling method was used to determine the sample of the study. A survey of 17 items developed by researchers was used to determine teachers' views on the rubric. Personal information and Likert-type questions in the survey were analyzed with descriptive statistics. As a result, it was found that the teachers felt partially adequate in preparing and applying rubric and scoring, and faced some difficulties in these processes. It was determined that most science teachers had difficulty in understanding explanations, deciding on the appropriate subject, deciding on the type of rubric to be used, and the criteria of performance to be measured when preparing the rubric. It was also revealed that the limited level of knowledge of most teachers about rubrics partly affected their practice with these tools. Finally, it was found that the teachers were always objective and tolerant when scoring with rubrics, never giving close scores without looking at performance, sometimes affecting the student's overall success in class and disciplinary behavior.
Keywords: Performance evaluation, rubric, science teacher, teacher efficacy.