IOJET - International Online Journal of Education and Teaching
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ERTELEME: KENDI KENDINI İzleme STRATEJISI VE KENDİ ARMAĞANLARI İlE AKTARILABISI VAR MI?
No full textSelf monitoring and self reward are self-management service techniques that are part of the behavior techniques that each individual has. Procrastination means procrastinating on work; one of the inhibiting factors for student success. This study aimed to reduced the level of procrastination of high school students through self-monitoring and self-reward services. This type of research was experimental research with the equivalent time series design. The samples were taken as many as 6 of 25 people. Data collection used treatment materials and a procrastination scale in the form of the Student-Student Procrastinational Assessment Scale (PASS) developed by Salomon and Rothblum. The results showed that the Fcount value was 1.304 with a result of 0.028, meaning the results obtained were <0.05; Because sig 0.0280 <0.05, self-management techniques, self-monitoring and self-reward strategies could reduce academic procrastination behavior in students, so that self-management techniques, self-monitoring and self-reward strategies were effective in reducing academic procrastination behavior in high school students.Kendi kendini izleme ve kendini ödüllendirme, her bireyin sahip olduğu davranış tekniklerinin bir parçası olan öz-yönetim hizmeti teknikleridir. Erteleme, işi ertelemek anlamına gelir; öğrenci başarısı için inhibe faktörlerden biri. Bu çalışma, kendi kendini izleme ve kendi kendini ödüllendirme hizmetleri yoluyla lise öğrencilerinin erteleme düzeyini azaltmayı amaçlamıştır. Bu tür araştırmalar eşdeğer zaman serisi tasarımı ile deneysel araştırma oldu. Örnekler 25 kişiden 6'sı kadar alındı. Veri toplama, Salomon ve Rothblum tarafından geliştirilen Öğrenci-Öğrenci Procrastinational Değerlendirme Ölçeği (PASS) şeklinde tedavi materyalleri ve erteleme ölçeği kullanılmıştır. Sonuçlar, Fcount değerinin 0,028 sonucu ile 1,304 olduğunu, yani elde edilen sonuçların <0,05; Çünkü sig 0.0280 <0.05, öz-yönetim teknikleri, kendi kendini izleme ve kendini ödüllendirme stratejileri öğrencilerde akademik erteleme davranışını azaltabilir, böylece öz-yönetim teknikleri, kendi kendini izleme ve kendini ödüllendirme stratejileri lise öğrencilerinde akademik erteleme davranışını azaltmada etkili olabilir
EDUCATIONAL RESULTS OF AN EXILE: THE AHISKA TURKS
No full textThe forced resettlement of an ethnic group at the hands of the state where it has citizenship leads to many losses and traumas in that group. Losses in cultural, sociological, economic and psychological aspects are the immediately noticeable losses. Less conspicuous than these, yet very important in terms of society and the individual, are losses related to education.
The restrictions imposed by a state on the way of life of a certain ethnic group, and the education policy implemented on that group, may prevent the use of the right to education, which is one of the fundamental human rights. This study focuses on the educational consequences of the exiling from their homeland of the Ahıska Turks (or Meskhetian Turks) who lived in the Ahıska (Samtskhe) region of Georgia at the time of the Soviet Union, in the year 1944. This study was designed in accordance with qualitative research techniques. A descriptive case study design was chosen. It is concluded that the exiled Ahıska Turks suffered losses in terms of education due to their exile and its consequences. These losses are placed in four groups, namely, losses stemming from leaving the community devoid of intellectuals, losses due to literacy becoming more difficult, losses originating from being forced into agricultural labour, and losses due to exposure to ethnic discrimination. 
ÖĞRETMEN ADAYLARININ FeTeMM FARKINDALIK DURUMLARININ VE FeTeMM ÖĞRETİMİNE YÖNELİMLERİNİN İNCELENMESİ
No full textSTEM education is the interdisciplinary application of knowledge and is designed around collaborative efforts to provide students with comprehensive, meaningful and unique learning experiences. For an effective STEM education, the role of teachers is very important. Through teachers who know STEM education, they would be able to handle different disciplines in an integrated way. In order to achieve the objectives related to STEM education, teachers who have sufficient knowledge and skills regarding STEM education are needed. In this sense, the awareness and intention of pre-service teachers have a very important place. In this research, pre-service teachers' awareness status and intention towards STEM education were examined. The participants of the research are 192 pre-service teachers studying in Computer Education and Instructional Technology, Science Education, Elementary Mathematics Education and Turkish Language Education programs. The one group pre-test post-test design was used in this study. The results of this study revealed the intention and awareness of pre-service teachers towards STEM education. The pre-service teachers' intention and awareness of this education shows that the teachers who adopt STEM education, who use the activities in their lessons, and who are interested in interdisciplinary knowledge acquisition, can take place in Turkish education system
IMPROVING UNIVERSITY STUDENTS’ ENGLISH PROFICIENCY WITH DIGITAL STORYTELLING
No full textThe purpose of this study is to investigate whether students of English as a foreign language (EFL) at the Lebanese University (LU) can effectively improve their language proficiency by creating digital stories. To do so, the researcher introduced digital storytelling (DST) as an optional assignment in an EFL communication course offered at LU in the fall of 2017-2018. Participants were 20 second-year student-teachers majoring in EFL education. After the completion of their individual or group digital storytelling projects, all the 16 videos were uploaded on the researcher's YouTube channel and shared on Facebook and WhatsApp. Participants then answered open-ended survey questions about their experience working on DST. Results show that most participants found the activity enjoyable and educational and were eager to repeat their experience, in spite of the technical difficulties they faced. Many participants also reported having gained more self-confidence and improved their Pronunciation, organizational, technical and research skills, as well as their ability to deliver presentations. The majority of participants found the social aspect of DST highly rewarding and enjoyed sharing their work online with their friends and other English-speakers globally. The positive outcomes of this study suggest that DST should be included in the curriculum of university-EFL communication courses
INFLUENCE OF QUESTIONING TECHNIQUES IN EFL CLASSES ON DEVELOPING STUDENTS’ CRITICAL THINKING SKILLS
No full textRapid changes in global education directly affect each education aspects including skills that should be mastered by students and teaching strategy used. Moreover, developments of education in the 21st century put stronger importance on Higher-Order Thinking Skills (HOTS) in which critical thinking skills include. In this case, the teacher's questioning as a strategy promoting HOTS to cultivate critical thinking skills will be the concern of this research. The research aimed to examine the level of questions used by the teacher and its contributions to students’ critical thinking. The research was carried out using case study design in Senior High School in East Java. In obtaining the data, classroom observation, field notes, and interviews were employed. The results showed that the teacher used both low order questions and high order questions. Additionally, it was also found that lower-order thinking questions could not facilitate students to think critically, however, it only leads the students to understand the concept given. Hence, it was suggested to maximize the use of higher-order levels questions to train the students to think critically
A CONTENT ANALYSIS OF THE AUTHENTICITY OF THE READING TEXTS IN THE SEVENTH GRADE EFL BOOK IN JORDAN
No full textBased on the specific reading outcomes under the Reading Section in the General Guidelines and General and Specific Outcomes of the English Language Teaching Objectives in Jordan in 2006, the present study aimed at analyzing the reading texts of the student's book in Action Pack Seven to determine to what extent the reading texts were authentic. Non-parametric statistical analyses of frequency and percentage were used to present the results of the study. The findings of the analyses revealed that the reading texts of the student's book in Action Pack 7 had a high degree of authenticity. There was a strong match between reading specific outcomes and the authenticity of the reading texts in Action Pack 7. The findings of the analyses also revealed that the reading texts of Action Pack 7 had a high degree of authenticity, in that, 18 (86%) reading texts out of 21 were found to be authentic.
Keywords: General and specific outcomes, Action Pack, reading texts, authenticity
AN ANALYSIS OF THE EFFECT OF PEER AND TEACHER FEEDBACK ON EFL LEARNERS’ ORAL PERFORMANCES AND SPEAKING SELF-EFFICACY LEVELS
No full textThis quasi-experimental study aims to determine EFL learners’ speaking self-efficacy levels and to examine the changes in oral performances after receiving feedback in three module courses. The relationship between speaking self-efficacy and oral performances after receiving feedback was also studied. Quantitative method was applied in this study. The study was conducted among thirty-three EFL prep-school participants in a state university in Turkey. The research began with the implementation of a speaking self-efficacy scale (pre-test) and a speaking test. This process was followed by three oral treatments following teacher and peer feedback and the same speaking test. Repeated treatments and the same speaking test were conducted in the other two modules, as well as a final speaking self-efficacy scale (post-test). The results of the speaking self-efficacy scale revealed that students generally possess high speaking self-efficacy level. The findings also showed that students demonstrated significant changes in their oral performances following feedback treatment in both groups. In the final speaking test, participants who received teacher and peer feedback improved by 212.36% and 161.20% respectively compared to the first speaking test. However, no significant correlation between the two variables was observed. This may suggest that the sample size was insufficient to observe such a relationship
INVESTIGATION OF THE EXTENT TO WHICH METACOGNITION AND EPISTEMOLOGICAL BELIEFS PREDICT PRE-SERVICE TEACHERS’ ENTREPRENEURIAL DISPOSITIONS
No full textLearning is a life-long process. In fact, it is a process of thinking in which the most significant construct is an individual’s awareness of their own learning and the learning process, in other words, their metacognition. The justification of the present study was to identify the relationship between entrepreneurial dispositions and metacognition and epistemological beliefs that teachers should possess. In line with this, the main aim of the study was to determine the extent to which pre-service teachers’ entrepreneurial dispositions were predicted by metacognition and epistemological beliefs variables. The study was a prediction study and followed a correlational research design. Participants were 516 prospective teachers who studied in a public university in Turkey. Linear regression analyses were conducted using the data collected from Metacognition, Epistemological Beliefs, and Entrepreneurial Dispositions Scales. Analysis results indicated that while planning sub-dimension of the metacognition scale and “Learning depends on ability” and “Learning depends on effort” sub-dimensions of the epistemological beliefs scale positively and significantly predicted entrepreneurial dispositions, organization sub-dimension of the former and “There is only one unchanging truth” sub-dimension of the latter scale were not able to predict entrepreneurial dispositions. The results of the research were discussed in the light of literature and suggestions were presented.Öğrenme yaşam boyu devam eden bir süreçtir. Öğrenme aslında bir düşünme sürecidir ki bu süreçteki en kapsamlı yapı kişinin kendi öğrenmesi ve öğretim süreci hakkındaki farkındalığı yani bilişsel farkındalık yetisidir. Öğretmende bulunması gereken bilişsel farkındalık ve epistemolojik inançlarla girişimcilik eğilimi arasında ne gibi ilişkiler bulunduğunun belirlenmesi bu araştırmanın gerekçesini oluşturmaktadır. Bu doğrultu da araştırmanın genel amacı öğretmen adaylarının girişimcilik eğiliminin bilişsel farkındalık ve epistemolojik inanç değişkenlerince ne derece yordandığını ortaya çıkarmaktır. Araştırma ilişkisel tarama yönteminde yordamsal modele göre desenlenmiştir. Türkiye’de bir devlet üniversitesinde 516 öğretmen adayı üzerinde araştırma gerçekleştirilmiştir. Bilişsel Farkındalık, Epistemolojik İnançlar ve Girişimcilik Ölçekleri kullanılarak toplanan verilerin analizinde çoklu doğrusal regresyon analizinden yararlanılmıştır. Analiz sonucunda girişimcilik eğilimleri ölçeğinin toplam puanlarını; bilişsel farkındalık ölçeğinin planlama, epistemolojik inançlar ölçeğinin öğrenmenin yeteneğe bağlı olduğuna ve öğrenmenin çabaya bağlı olduğuna dair inanç alt ölçekleri anlamlı olarak yordarken değerlendirme, organizasyon ve tek bir doğrunun var olduğuna dair inanç alt ölçekleriyse yordamamaktadır. Araştırmanın bulguları, alanyazın ve araştırmalar ışığında tartışılmış, öneriler sunulmuştu
English
No full textThe dangers of viral diseases are taken into consideration, it is crucial to provide effective education to individuals and to do social researches on the subjects related to viruses in biology. The purpose of this study is to analyse virus-related subjects taught in secondary education in terms of the views of biology teachers and secondary education students. In this study was used-case study -one of the qualitative research methods-and content analysis. Participants which created for qualitative data consists of 26 biology teachers and 51 students. ''Semi-Structured Interview Form on Viruses'' was used as a data-collection tool. According to the results obtained from the study, the importance given by the students and teachers in learning viruses show parallelism with “linking the subject with daily life”. Students are well-aware that their life will be affected if the viruses are active in the environment. Additionally, the disadvantageous aspects are well-recognized by the students as one of the factors that increase the importance of viruses. Moreover, students claim that virus-related subjects can be learned effectively thanks to the competencies of the teachers in the field. Both students and teachers believe that virus-related subjects can be taught more effectively by using more visual materials.Biyoloji eğitiminde çağın gereklilikleri, teknolojik gelişmeler ve viral hastalıkların tehlikeleri göz önünde bulundurulduğunda, virüslerle ilgili konularda da bireylere etkili eğitimler verilmesi ve toplumsal araştırmaların yapılması büyük önem taşımaktadır. Okullarda virüslerle ilgili verilen eğitim ve öğretimin etkili olabilmesi ve amaçlarının yüksek düzeyde gerçekleştirebilmesi öve mevcut öğretim programları arasındaki uyumla gerçekleşebilecektir. Bu araştırmada ortaöğretimde virüs konusunun biyoloji öğretmenleri ile ortaöğretim ö görüşleri açısından incelenmesi amaçlanmıştır. Programların uygulayıcıları olan biyoloji öğretmenlerinin ve farklı sınıf düzeylerinde biyoloji ve sağlık bilgisi öğretim programları ile öğrenim gören öğrencilerin virüsler konusundaki görüşleri ele alınarak virüs konusunun değerlendirilmesine ilişkin bilgi edinilmiştir. Araştırmada nitel araştırma yöntemi ve nitel analiz için betimleyici içerik analizi kullanılmıştır. Nitel veriler için oluşturulan çalışma grubu, 26 biyoloji öğretmeni ve 51 öğrenciNitel veri toplama aracı olarak ''Virüsler Konusuna İlişkin Yarı Yapılandırılmış Görüşme Formu'' kullanılmıştır. Çalışmadan elde edilen sonuçlara göre öğrencilerin ve öğretmenlerin virüslerin öğrenilmesine ilişkin verdikleri önem, ‘’günlük hayat ile konunun ilişkilendirilmesi’’ bağlamında paralellik göstermektedir. Sonuçlarımıza göre, öğrenciler virüslerin ortamda etkin olmaları durumunda en fazla günlük hayatlarının etkileneceğinin farkındadırlar. Üstelik virüslerin dezavantajlı taraflarının önemlerini büyük ölçüde arttırdı ayırt etmişlerdir. Bunun yanı sıra öğrenciler daha çok öğretmenin alan yeterliliği sayesinde virüslerin etkili bir şekilde öğrenileceğini ileri sürmektedirler. Hem öğrenciler hem de öğretmenler konuya ilişkin görsel materyaller ile virüsler konusunun daha etkili öğretilebileceğini düşünmektedirler. Çalışmamızın genel sonuçları, çağımızda insan hayatıyla ilgili en önemli konulardan biri olan virüslerle ilgili olarak gençlerin ne şekilde bilgilendirileceğinin altını çizmekte ve bunun toplum sağlığı açısından önemini vurgulamaktadır.
 
EFFECTS OF COOPERATIVE LEARNING ON THE IMPROVEMENT OF INTERPERSONAL COMPETENCE AMONG STUDENTS IN CLASSROOM ENVIRONMENTS
No full textAbstract
The purpose of this study is to examine whether the evaluated student’s class activity of cooperation improves their interpersonal competency enough to see a distinguished difference as a positive factor for learning in classroom environments. For this study, sixteen university students of a problem-based learning (PBL) course were sampled and evaluated. These students were asked to answer twice the same questionnaire measuring interpersonal competence, both before and after participating in cooperative learning using PBL. A paired samples t-test was used for the statistical analysis. The results show that there are statistically significant increases in the student’s interpersonal competences after utilizing the techniques of cooperative learning of PBL, as compared to their competencies noted before the participation in PBL. A qualitative analysis of the student’s feedback from the questionnaires was added for a more extensive understanding of the student’s attitudes toward cooperative learning in the classroom environment