IOJET - International Online Journal of Education and Teaching
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THE VIEWS OF THE SOCIAL STUDIES TEACHERS ON DEVELOPING STUDENTS’ SELF-CONTROL SKILLS
No full textThe study aimed at determining the views of the Social Studies teachers on developing their students’ self-control skills. This study was conducted with the phenomenological design, one of the qualitative research designs. The participants of the study was composed of 25 Social Studies teachers in eight secondary schools in city center of Elazığ, Turkey during Spring Semester of 2019-2020 school year. The participants were determined via convenience sampling model, which is one of the purposeful sampling methods. The data of the study were obtained using the interview technique via semi-structured interview forms. In the analysis of the data content analysis method was utilized. As a result of the study, it was determined that Social Studies teachers defined self-control skills as the capacity to control and check themselves. Self-control skills were determined to have positive contributions on learning in Social Studies teaching such as skills development, awareness of responsibilities, and being independent and self-confident. Families and teachers can be ensured to be models for students in order to develop and develop self-control skills. In developing self-control skills, different methods and techniques can be included in the teaching process considering the individual differences and developmental levels of students.Özet
Sosyal Bilgiler öğretmenlerinin öz denetim becerisine ilişkin görüşlerinin belirlenmeye çalışıldığı bu araştırma, nitel araştırma desenlerinden biri olan olgubilim deseni ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu 2019-2020 eğitim öğretim yılı bahar dönemi Elazığ il merkezinde yer alan sekiz ortaokulda görev yapan 25 Sosyal Bilgiler öğretmeni oluşturmaktadır. Çalışma grubu amaçsal örnekleme yöntemlerinden biri olan kolay ulaşılabilir durum örneklemesi ile belirlenmiştir. Araştırma verileri görüşme tekniği ile yarı yapılandırılmış görüşme formu kullanılarak elde edilmiştir. Araştırmada elde edilen verilerin çözümlenmesinde içerik analizi yöntemi ve verilerin değerlendirilmesinde nitel veri analiz programı kullanılmıştır. Araştırmanın sonucunda Sosyal Bilgiler öğretmenlerinin öz denetim becerisini kendini denetleme ve kontrol edebilme kapasitesi olarak tanımladıkları belirlenmiştir. Sosyal Bilgiler öğretiminde öz denetim becerisinin öğrenme üzerinde beceri gelişimi, sorumluluklarının farkında olma, bağımsız ve öz güvenli olma gibi olumlu katkılarının olduğu belirlenmiştir. Öz denetim becerisinin kazandırılması ve geliştirilmesi için ailelerin ve öğretmenlerin öğrencilere model olmaları sağlanabilir. Öz denetim becerisinin kazandırılmasında, öğrencilerin bireysel farklılıkları ve gelişim düzeyleri göz önünde bulundurularak öğretim sürecinde farklı yöntem ve tekniklere daha fazla yer verilebilir.
Anahtar kelimeler: beceri, öz denetim, sosyal bilgiler öğretimi, sosyal bilgiler öğretmenleri
STUDENT AND TEACHER PERSPECTIVES: DEVELOPING THE SCALE OF COPING STRATEGIES FOR PESSIMISM AND SUBJECTIVE-WELL BEING MODEL BASED ON COPING STRATEGIES FOR COVID-19 AND GOAL STRIVING
No full textThis study aims to investigate coping strategies that activate pessimism in the context of Covid 19. To this end, two sub-studies were conducted. In the first study, an exploratory factor analysis of coping with pessimistic events scale was conducted on 209 university students. It was found that students use strategies such as self-control, coping with spirituality, problem solving, optimistic thinking, social support, denial, putting distance and protecting self-value while dealing with events that activate pessimism. In the second study, a limited subjective well-being model with coping with Covid 19 and striving for goals was tested on 201 teachers. Based on the results, it is found that it has been not enough for teachers to strive for goals to increase their subjective well-being, but it has been also necessary to use strategies to cope with Covid-19 that activates pessimism
DETERMINATION OF MIDDLE SCHOOL STUDENTS' VIEWS ABOUT STEM ACTIVITIES
No full textIn this research, it is aimed to determine the opinions of middle school students about STEM activities. The research, which used case study from qualitative research designs, was conducted in 2018-2019 academic year. The research working group is composed of 27 middle school students studying in a private school in Turkey. In the data collection, semi-structured interview forms prepared by the researchers were used. The data were analyzed in accordance with the content analysis steps. According to the findings of the research, it was determined that STEM activities were related to daily life problems, and that students' lessons, occupational preferences and communication skills were affected. In addition, lack of time and material and lack of information have been found to have problems in the realization of STEM activities
THE EFFECTS OF USING RUBRICS AND FACE TO FACE FEEDBACK IN TEACHING WRITING SKILL IN HIGHER EDUCATION
No full textThe use of rubrics in assessing the writing performance is very popular. In general, educators in universities use rubrics for more accurate assessment of students writing performance. The first aim of this study is to investigate how using of rubrics in teaching writing skill can affect writing performance of students. The second aim is to investigate how giving of face to face feedback by teachers can have influence on students writing performance. To this end, ESL Writing Grading Rubric was used in teaching of writing skill to the preparatory school students (n=36) to help them understand the targets for their learning and the standards of quality for writing skill in order to improve their writing performance. Also, face to face feedback were given to the writing assignments of students to promote the students’ awareness about their writing drawbacks. The qualitative analysis of the findings based on open-ended questionnaire and focused group interview showed that using rubrics in teaching writing skill and also giving face to face feedback improved the students writing performance. Students reported that by gaining awareness about the rubric, they could check their writing work, give feedback to their peers’ work, produce high quality writings, and got better grades.
Keywords: writing skill, writing rubrics, preparatory school students, face to face feedbac
THE STEM APPROACH: THE DEVELOPMENT OF RECTANGULAR MODULE TO IMPROVE CRITICAL THINKING SKILL
No full textThe objective of the study is to find out: 1) how rectangular module with the STEM approach to improve valid and practical critical thinking skill; 2) the effectiveness of the rectangular module development with the STEM approach to improve critical thinking skill. It is a research and development (R & D) study. This research consists of two phases, namely preliminary study and product development. Product development consists of product testing using one group pretest - posttest design experimental research. The population in this study is the students of one State Junior High School in the Kebumen region by taking five students as the sample for individual tests, 32 students for limited scale tests, and 64 students for wide-scale tests. The results of this study indicate that 1) the rectangular module with the STEM approach on the aspects of content, presentation, graphical, and language feasibility are excellent, the STEM approach feasibility and components of critical thinking skills are good category; 2) the effectiveness shows that the rectangular module with the STEM approach to improve critical thinking skills is proven effective which can be seen from the average value of N-Gain in the experimental class of 0.37 with the category of medium improvement, while N-Gain in the control class is 0.03 with low increase category
THE EFFECT OF THE SCIENCE TECHNOLOGY SOCIETY AND THE QUANTUM TEACHING MODELS ON LEARNING OUTCOMES OF STUDENTS IN THE NATURAL SCIENCE COURSE IN RELATION WITH THEIR CRITICAL THINKING SKILLS
No full textAbstract
This experimental study aimed to determine: 1) Differences in science learning outcomes between students who were taught via the Science Technology Society and the Quantum Teaching models; 2) Differences in science learning outcomes among students who have high, medium, and low critical thinking skills; 3) Relationship between these learning models and the critical thinking skills in terms of science learning outcomes. The participants of the study comprised 300 students from fifth grade of the private primary school in the Surakarta region. Out of the 300, 150 studentswere in the experimental group and 150 were in the control group. For the data collection two-way analysis of variance followed by the Scheffe test were administered. The result of the study showed that 1.) The level of science learning outcomes of the students who were taught via the Quantum Teaching model were higher than those taught via the Science Technology Society model. 2) There were differences in the level of science learning outcomes among the students who have high, medium, and low critical thinking skills. 3) There was no relationship between the learning models and the ability to think critically for improving science learning outcomes
EXAMINING PROJECT-BASED STEM TRAINING IN A PRIMARY SCHOOL
No full textThis research primarily aims to examine project-based STEM training implemented in a state primary school in Turkey regarding teachers’ and students’ views. The phenomenological design, which is one of the qualitative research designs, was exclusively adopted in the study. The research sampling consisted of 18 students and 2 teachers working at a state primary school located in an Anatolian province during the 2017-2018 academic year. The research data were collected through interviews some of which were voice-recorded and analyzed through content analysis. Research findings revealed that successful implementation of STEM practices necessitates a systematic working plan consisting of preparation, implementation and evaluation stages. Besides, it was revealed that STEM training practices facilitate unearthing students’ talents and developing their critical thinking and problem-solving skills as well as manual dexterity. The research findings also suggested that these practices increase cooperation among students, help them develop a positive attitude towards the lesson and behave more carefully during the classes. Nonetheless, various problems such as inadequate space, teaching materials and group-work driven problems were observed during STEM practices. Based on the research findings, it is suggested that STEM training should be separately implemented without being included in a single discipline
İngilizce
No full textThe aim of this study is to analyze different views of students studying at Anatolian high school, industrial vocational high school and private high school about vocational guidance services. The sample of the study consisted of 180 high school students from three different school types. Of them, 103 were male and 77 were female. In the study, survey method was employed and the data were collected through vocational guidance service evaluation questionnaire developed by the researcher. The findings showed that students found the vocational guidance services that provided at school insufficient. In addition, students’ opinions on vocational guidance services were found to differ significantly in terms of gender and school type variables. The students stated their opinions on the importance of vocational guidance services and their main problems, expectations and suggestions related to the vocational guidance services
AN INVESTIGATION OF THE SONGS CREATED BY STUDENT- TEACHERS IN MUSIC VIA AN INTERDISCIPLINARY APPROACH BASED ON THE RASCH MEASUREMENT MODEL AND THE MAXQDA ANALYSIS PROGRAM
No full textThe study aimed to investigate the songs created by the student teachers in music in the focus of special education through an interdisciplinary approach based on the Rash measurement model and the Maxqda analysis program. This case study adopted the mixed research design. The participants consisted of 12 student teachers in music and 10 jury members in 2018-2019 academic year. In the quantitative analysis of the study, 10 expert jury members in the field of Music Education evaluated 12 songs using an evaluation form consisting of 8 items via the Rasch measurement model, and in the qualitative context, the views of the jury members on the songs were examined through the Maxqda analysis program. The jury members were selected in accordance with the maximum diversity sampling model on voluntary basis. All the songs focused on the achievements in the special education course. The results revealed that the most difficult item was the 'musical creativity level', whereas the easiest item was ‘the degree of suitability for purpose in the creation of lyrics’. In the study, it was recommended that field courses and didactic courses should be integrated in the field of music education
TEACHER CANDIDATES’ EXPERIENCE OF DISTANCE EDUCATION: A CASE OF EREGLI
No full textThe main purpose of this research is to evaluate distance education activities conducted between 23 March 2020 and 29 May 2020 in Necmettin Erbakan University Ereğli Education Faculty in line with the opinions of pre-service teachers. The research was designed according to the document analysis from qualitative research patterns. The study population of the research consists of pre-service teachers studying at the Ereğli education faculty. The study group consists of 192 pre-service teachers who attend the courses carried out with distance education on the specified dates and fill the data collection tool "voluntarily". The open-ended questionnaire developed by the researcher was used in the research. Form consists of 12 short answers questions. The data were analysed by content analysis. Written statements of pre-service teachers were examined for the purpose of the research and codes and themes were created. Participants said that “watching the lesson again”, “not spending time to go to school” and “evaluating over homework instead of exam” are positive aspects of the process. They summarized the disadvantages of the process as "hardware and access difficulties", "failure to create a warm classroom environment" and "the program used does not allow interaction"