IOJET - International Online Journal of Education and Teaching
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THEORETICAL BASES OF “SOCIAL-EMOTIONAL LEARNING INTERVENTION PROGRAMS” FOR PRESCHOOL CHILDREN
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From the point of view that every child is unique and valuable, the need for developing their skills and abilities, and their need for learning and development, in the context of their learning styles/developmental characteristics, must be supported. Because of social-emotional learning skills are comprehensive and very important skills, teaching of these skills requires specific methods and strategies. Social-emotional learning intervention programs can be developed on the basis of various theories. The aim of this review is to evaluate the theoretical bases of social-emotional learning intervention programs for preschool children. The available five social-emotional learning intervention programs used for preschool age children are explained by basic theories. These programs are; “You Can Do It! Education”, “The Tools of the Mind”, “Conscious Discipline: Building Resilient Classrooms”, “INSIGHTS” and “Social Skills in Pictures, Stories, and Songs”. Results of the current review showed that “You Can Do It! Education” stands on cognitive-behavioral theory, while “The Tools of the Mind” is based on cultural-historical theory as well as “Conscious Discipline: Building Resilient Classrooms” stands on brain-theory. Meanwhile, “INSIGHTS” is based on temperament theory, and “Social Skills in Pictures, Stories, and Songs” is based on multisensory theory. It was underlined that these intervention programs are highly important for developing social-emotional learning in preschool children. It should be considered whether the theories of these intervention programs are usable for the target skills. Effects of social-emotional learning intervention programs based on different theories can be comparatively examined in future studies
ETKİLİ ÖĞRETMENLERİN TERCİH ETTİKLERİ ÖĞRETİM YÖNTEM VE TEKNİKLERİ HAKKINDAKİ DÜŞÜNCELERİ
No full textThe primary aim of this research was to analyze the opinions of effective teachers about their preferred teaching methods and techniques. The study was designed as a qualitative case study. The study group of the research consisted of 25 teachers who were selected using a mixed sampling method. In this process, different sampling methods, such as snowball sampling, criterion and maximum variation were employed. In the data analysis, the content analysis and descriptive analysis methods were used jointly. The research study revealed that effective teachers attached great importance to methods and techniques. The opinions of the effective teachers showed that 22 different methods and techniques were used by the teachers. According to the analysis of the methods and techniques, active learning approaches were the most common methods adopted by effective teachers. The teachers who participated in the study also stated that they were constantly searching for new methods and techniques, and that they were open to trying new methods. The analysis of the statements given by the teachers showed that the teachers applied highly effective methods and techniques that could be easily reproduced in the literature.Araştırmanın amacı, etkili öğretmenlerin öğretimde kullandıkları yöntem ve teknikler hakkındaki görüşlerinin incelenmesidir. Araştırmada nitel araştırma desenlerinden durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu karma örnekleme yöntemiyle seçilen 25 öğretmen oluşturmaktadır. Bu amaçla araştırmada kartopu, ölçüt ve maksimum çeşitlilik örnekleme yöntemleri kullanılmıştır. Verilerin analizinde içerik analizi ve betimsel analiz birlikte kullanılmıştır. Etkili öğretmenlerin yöntem ve teknik konusunu oldukça önemsedikleri görülmektedir. Etkili öğretmenlerin görüşleri incelendiğinde 22 farklı yöntem ve teknik kullandıkları görülmektedir. Yöntem ve teknikler incelendiğinde en çok aktif öğrenme yaklaşımlarını kullandıkları görülmektedir. Araştırmaya katılan etkili öğretmenler yöntem ve teknik konusunda sürekli yeni arayışlar içerisinde olduklarını, farklı yöntemleri denediklerini ifade etmektedirler. Öğretmenlerin uyguladıkları yöntem ve teknik öyküleri incelendiğinde literatüre kazandırılabilecek oldukça etkili olabilecek yöntem ve teknikleri uyguladıkları görülmektedir
THE IMPACTS OF STEM SUPPORTED SCIENCE TEACHING ON 8TH GRADE STUDENTS' ELIMINATION OF MISCONCEPTIONS ABOUT "SOLID, FLUID AND GAS PRESSURE", AND THEIR ATTITUDES TOWARDS SCIENCE AND STEM
No full textIn the study, it was aimed to determine the misconceptions of 8th grade students about the concepts of "solid, fluid and gas pressure", to correct these misconceptions by using STEM supported Science activities, and to improve their attitudes towards Science and STEM. The study group consisted of 46 8th grade students at a public school in Ankara in the fall semester of the 2019-2020 school year. They were determined using the appropriate sampling method, one of the non-probabilistic sampling methods In the study, experimental method with pre-test-post-test single group model was used. The study was conducted with two experimental groups in order to increase the reliability of the research. The data were collected via the "Pressure Conceptual Understanding Test", “Attitude Scales towards Science and STEM”. The results revealed that the students had misconceptions about “Pressure" in the pre-test. It was also found out that STEM was useful to overcome the detected misconceptions, largely overcome the misconceptions existing in students, and the participant students' attitudes towards STEM developed at a positive level, whereas there was no change in their attitude towards Science.Bu çalışmada, sekizinci sınıf öğrencilerinin “katı, sıvı ve gaz basıncı” kavramları hakkındaki kavram yanılgılarının tespit edilmesi, bu yanılgıların STEM destekli fen etkinlikleri kullanılarak düzeltilmesi, fene ve STEM’e yönelik tutumlarının geliştirilmesi amaçlanmaktadır. Araştırmanın çalışma grubu, olasılık temelli olmayan örnekleme yöntemlerinden uygun örnekleme yöntemi kullanılarak belirlenmiştir. Çalışma grubunu, 2018-2019 Eğitim-Öğretim Yılı Güz Döneminde Ankara ili merkez ilçesinde bir devlet ortaokulunda sekizinci sınıfta öğrenim gören 46 öğrenci oluşturmaktadır. Araştırmada ön test-son test tek gruplu modele uygun deneysel yöntem kullanılmıştır. Ancak araştırmanın güvenirliğini arttırmak amacıyla iki deney grubu ile çalışma gerçekleştirilmiştir. Veriler, “Basınç Kavramsal Anlama Testi”, “fene ve STEM’e yönelik tutum ölçekleri” ile toplanmıştır. Verilerin analizi sonucunda, öğrencilerin ön ölçümlerde “Katı, Sıvı ve Gaz Basıncı” ile ilgili kavram yanılgılarına sahip oldukları ve bu yanılgılarının genellikle günlük hayattaki kullanımlarından kaynaklandığı tespit edilmiştir. Tespit edilen kavram yanılgılarının giderilmesi için kullanılan STEM destekli fen etkinliklerinin öğrencilerde var olan kavram yanılgılarını büyük ölçüde giderdiği ve günlük hayata doğru bir şekilde aktarabildikleri ortaya çıkmıştır. Ayrıca öğrencilerin STEM’e yönelik tutumlarının olumlu düzeyde geliştiği görülürken; fene yönelik tutumlarında bir değişiklik olmaması dikkat çekicidir
Dil öğretmeni eğitimi ne kadar katılımcı? : Öğretmen adaylarının bakış açıları
No full textWithin the complex “coral gardens” (Breen, 2001) of human learning and teacher education, participatory and mediational tools such as social relations, concepts and cultural artifacts or problem-posing activities, deserve more time and effort as they are scarcely investigated. This exploratory study with both cognitive-interactionist and sociocultural perspectives aims at shedding light on the ELT trainees’ views about the use of such tools through project work during their pre-service teacher training courses at a Turkish university under a mixed-methods research design. A thick description of the trainees’ interpretations of their engagement with project work displayed that participants supported the use of such tools as a teaching strategy that values themes and contents of their interest and choice regarding learning and teaching language skills and research. They showed willingness to undergo an authentic and meaningful learning/teaching experience by expressing themselves through sustained participation in such project-based activities though they noted that there is still a need for the reconsideration of the whole curriculum in line with a more transformative approach.İnsan öğrenimi ve öğretmen eğitiminin karmaşık “mercan bahçeleri” (Breen, 2001) içinde, sosyal ilişkiler, kavramlar ve kültürel eserler veya sorun tanımlayıcı faaliyetler gibi katılımcı ve arabuluculuk araçları, çok az araştırıldıkları için daha fazla zaman ve emek harcanmayı hak etmektedir. Hem bilişsel-etkileşimci hem de sosyokültürel bakış açılarıyla yapılan bu keşif çalışması, karma yöntemli bir araştırma tasarımıyla, bir Türk üniversitesindeki İngilizce öğretmeni adaylarının hizmet öncesi öğretmenlik eğitimi dersleri sırasındaki proje çalışması yoluyla bu tür araçların kullanımı hakkındaki görüşlerine ışık tutmayı amaçlamaktadır. Adayların proje çalışmalarına katılımlarına ilişkin yorumlarının geniş açıklaması, katılımcıların, dil becerilerini öğrenme- öğretme ve araştırmaya dair ilgi alanlarına giren ve tercih ettikleri konulara ve içeriklere değer veren bir öğretim stratejisi olarak bu araçların kullanımını desteklediklerini açığa çıkarmıştır. Daha da dönüştürücü bir yaklaşım doğrultusunda tüm müfredatın yeniden gözden geçirilmesine hala ihtiyaç duyulduğunu belirtmiş olsalar da, bu tür proje tabanlı faaliyetlere sürekli katılımla kendilerini ifade ederek gerçek ve anlamlı bir öğrenme- öğretme deneyimi yaşamaya istekli olduklarını göstermişlerdir
THE NATURE AND POTENTIAL OF DIGITAL COLLABORATIVE READING PRACTICES FOR DEVELOPING ENGLISH AS A FOREIGN LANGUAGE
No full textThis study investigates the integration of a digital annotation tool (DAT) into an advanced English as a foreign language reading course. Informed by the recent research, the goals of the study are to exhibit the nature of L2 learners’ engagement in digital social reading practices and illustrate the linguistic benefits of such practices for L2 learning from a learner perspective. In response to these objectives, mixed-method research was employed. The analysis of the data including digital annotations and learners’ reflection journals reveal that learners’ engagement within collaborative reading environments is linked to factors such as the quality of posts rather than the quantity. In terms of perceived linguistic gains, the findings indicate that digital collaborative reading enabled learners to achieve a perceived development in reading, writing, and vocabulary. The study concludes by suggesting further research to examine the use of DAT in L2 teaching and learning settings, which highlight the extent of factors influencing L2 learners’ engagement in digital social reading practices
English
No full textIncorporating higher order thinking skills (HOTS) in the process of the teaching and learning has become a demand of the 21st century as well as the latest senior high school curriculum in Indonesia. Hence, this study aimed to investigate the role of the teachers and the textbooks to promote HOTS in EFL classes. The research was a case study and took place in one of the senior high schools in East Java, Indonesia. The result of the study showed that English language teachers had an adequate understanding about HOTS. However, the teachers were too much dependent on the materials and exercises in the textbooks. In addition, the students’ low level of English language proficiency was the core challenge for them to understand explanations or exercises developed for promoting HOTS of the students. It means that teachers had a crucial role to help their students understand the materials and the exercises presented in the textbooks. To sum up, there was a symbiosis mutualism between English language teachers and the textbooks to promote students’ HOTS
English
No full textThe employment of the mother tongue or first language (L1) in foreign (FL) or second language (L2) teaching is a controversial issue and still continues to take considerable attention from researchers. The supporters of monolingual approach have suggested that the target language should be the only medium of communication while L1 is regarded as essential and proposed to have a facilitating role in FL teaching process. Hence, the current study attempted to shed light into the use of L1 in Turkish EFL classes. In particular, it focused on the amount and the functions of L1 used by primary school EFL teachers in Turkish context. Moreover, it also aimed to investigate EFL teachers’ perceptions towards the use of L1 and compare it with their actual classroom practices. The findings revealed that the three Turkish EFL teachers used comparable amount of L1 in their classes, ranging from 21% to 30% of all classroom instruction. The current study seemed to indicate that Turkish EFL teachers were inclined to use more L1 in lower grades. The findings also revealed that EFL teachers used Turkish in 9 different functions such as giving instruction, translation of unknown words, classroom management, checking understanding, eliciting, drawing attention, giving feedback, grammar instruction, and translation of sentences, respectively. The results also demonstrated that the perceptions of EFL teachers towards the use of L1 comply with their actual practices with minor differences
THE PREDICTOR ROLES OF LIFE-SATISFACTION, AND INTRINSIC-EXTRINSIC MOTIVATION ON THE PSYCHOLOGICAL WELL-BEING OF PRE-SERVICE TEACHERS
No full textThe aim of the present study was to examine whether intrinsic and extrinsic motivations, and life satisfaction levels of pre-service teachers are significant predictors of their psychological well-being. The sample of the study was consisted of 230 pre-service teachers. Data were collected via Motivation to Teach Scale, Psychological Well-Being Scale and Life Satisfaction Scale. Descriptive statistics, Pearsons’s correlations, and multiple regression analysis were performed. The results indicated that the intrinsic and extrinsic motivations, and life satisfaction levels were moderate, and psychological well-being levels were high. Psychological well-beings of the subjects were correlated highly with life satisfaction, moderately with intrinsic motivation, and weakly with extrinsic motivation. Moreover, intrinsic motivation and life satisfaction were found to have a predictive effect on the psychological well-being of the pre-service teachers, but extrinsic motivation was not a predictor. The results revealed psychological well-being, motivation and life satisfaction are important variables supporting the success in teaching profession
A HOLISTIC APPROACH TO ENTROPY IN SCIENCE EDUCATION
No full textEntropy is a concept with an extreme controversy which many scientists have been trying to explain. Some of the approaches employed in its definition contradict each other, which made it extremely difficult for high school and college students to understand. Boltzmann, was the first person who brought a statistical explanation to entropy and linking it with disorder concept (S = klnw). The point which received the highest amount of criticism is the similarity between the visual regulation in everyday life and regulation of particles, which is the metaphor causes the highest number of mis-concepts. The major goal of this study is to go down the roots of the controversy surrounding the entropy concept and propose solutions. In the framework of all these difficulties, the concept was investigated with an integrated and simple approach. In this pretext, the macroscopic and microscopic features of entropy, the difficulties and misconceptions encountered, and the methods used in its education have been thoroughly examined. The final step was developing a “Tripod Approach” to facilitate the explanation of this complicated concept and fill the gaps in this area. In addition to it, alternative energy and probability-based and integrated entropy description, which reflects the essence of both macroscopic and microscopic approaches, was presented, and this description is expected to be a solution for the controversy resulting from disorder concept.
Key words: energy, entropy, unavailability, probability, tripod approac
AN ANALYSIS OF MATHEMATICAL COMMUNICATION SKILLS OF THE STUDENTS AT GRADE VII OF A JUNIOR HIGH SCHOOL
No full textThe study aims at (1) describing the mathematical communication at class VII junior high school in solving problems of the system of equations and linear inequalities of one variable, (2) analyzing the factors that cause students to correct problems in system material and linear inequalities of one variable. The data were collected in the form of text, images and words. The study adopted the descriptive research design based on qualitative data collected from the participants who were selected using purposive sampling model. Subjects were selected by selecting one student for each category with high, medium, and low ability, in total three participants. On the subject of high ability, in order to determine the participants, the criteria were writing texts well, drawing well and the level of reflecting good mathematics as well. Medium ability subjects were supposed to meet the criteria in the aspects of writing well, although still relatively low. Low ability subjects on the criteria of aspects of writing and expressing mathematics, classified at a very low level. The factors causing the students' mathematical communication abilities were found to be the use of vocabulary and mathematical language, the students’ learning style and the ability to express their ideas