IOJET - International Online Journal of Education and Teaching
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A comparison of student attitudes towards languages other than English (LOTEs) in Turkey and in the USA
No full textThe study aimed at investigating learners’ attitudes towards languages other than English (LOTEs). The study also explored participant instructors’ views on students’ attitudes towards LOTEs. In order to collect data, a language attitude questionnaire was designed by adapting Students’ Attitude Toward Foreign Language (SAFL) instrument. The study sampled a total of 316 students, 261 from Turkey, 55 from the USA. University students enrolled in a second language course in the USA and Turkey were compared in terms of their responses to SAFL items as well as their attitude scores for each of the 4 dimensions. Separate confirmatory factor analyses were conducted for each sample with 4 varimax rotated, orthogonal factors. Factor scores for each individual were computed based on the weights identified by the factor analysis to obtain general measures of motivation, students’ effort and instructor's role, self-confidence and self-interest, and students' anxiety. According to the research findings students learning LOTEs have favorable attitudes towards the language they are learning both in Turkey and the USA due to their interests in the cultural products of the countries speaking those languages and increasing educational opportunities
PSYCHOMETRIC PROPERTIES OF THE PERCEIVED ICT LITERACY SCALE AMONG TURKISH UNIVERSITY STUDENTS
No full textThis study aims to assess the psychometric properties of the 17-item 3-factors perceived ICT literacy scale in a sample of Turkish undergraduate students. Previous research on measuring ICT literacy mostly focused on the technical competence dimension of the ICT use. The current scale not only considers the technical literacy but it also evaluates the information literacy. The scale consists of three factors, each of which refers to one dimension of the Information and Communication Technology (ICT). Data were collected from 284 undergraduate students educated at different departments. Confirmatory Factor Analysis (CFA) using maximum likelihood estimation procedure was applied to test the psychometric properties of the scale. Results of the CFA indicated that the scale showed acceptable levels of validity. Considering the reliability values, all the subscales and the scale as a whole showed adequate reliability values. The limitations of the scale were discussed and some implications were suggested
THE EFFECT OF INTELLIGENCE AND ACADEMIC SUCESS ON SELF-PERCEPTIONS OF PRIMARY SCHOOL STUDENTS
No full textThe main aim of this study is to examine the relationship between intelligence levels, self-perception and academic achievement of fourth grade primary school students. The study was carried out with 36 students in a state school in Istanbul. In the study; demographic form containing the achievement scores of Turkish and Mathematics courses and personal information of the students, Wechsler Intelligence Scale for Children-Revised-WISC-R and Piers-Harris Children’s Self Concept Scale were applied. As a result of the findings, it can be said that the gender variable in the 4th grade students of elementary school is not related to the self-perception and academic achievement. In addition, it was found that intelligence score was related to mathematics scores at a high level, related to Turkish scores at a low level. However, there was no significant relationship between intelligence scores and self-concept. It was also shown that the achievement of Turkish and mathematics lessons predicted the information subtest that represents long-term memory in the verbal section of WISC-R and the achievement of the mathematics course predicted digit symbol subtest (psychomotor coordination and speed) in the performance section of WISC-R. In the study, there was not found any effect of intelligence and academic success on children's self-concepts
CONTENT ANALYSES ON THE USE OF TECHNOLOGY IN DYSLEXIA: THE ARTICLES IN THE WEB OF SCIENCE DATA BASE
No full textArticles published in web of Science between 2014 and 2019 (March) were screened in this research. This is because of its respectable position in the field of technology and peer-reviewed secured structure of this database. From a total of 56 articles within the scope of the screening 46 articles were included in the study. Through this research, new trends on technology usage in dyslexia activities in recent years will be determined and a new way will be shown for researchers. "Technology in dyslexia" keywords used during researching process and all the articles with "technology in dyslexia" keywords were included in this study. As a result of this research, it is determined that the most studies in the field of technology in dyslexia were published in 2018 in USA, UK, Spain, and Pakistan. Particularly children students were selected as the sample group of the researches. It is emerged that, questionnaires research was used maximum as a research instrument. Quantitative data collection tools were used most as a means of data collection medicals area as the research fields through traditional teaching method. It was emerged that assistive technology is the most widely used field in technology in dyslexia. It is seen that optometric neuropsychological assessments, digital tools and adaptive mobile learning as devices were used in the most researches. Lecture-based method is seen to be used as the teaching method in the present study.
Keywords: Technology, Dyslexia, Assistive Technology and Web of Science
The effect of inquiry-based science activities on prospective science teachers’ scientific process skills
No full textInquiry skill is the most important factor in the development of the scientific processes of prospective science teachers. The objective of this study is to research the effect of using inquiry-based activities on the development of scientific process skills of prospective science teachers. The research group of the study consists of students studying in their third year of science teaching department at Ordu University (n=32). Inquiry-based activities were conducted on prospective teachers for three months within the nature of the science course. Mixed research design, which uses quantitative and qualitative research methods together, was used in this study. As the quantitative data collection tool, a 36-item of scientific process skills scale, which had Cronbach Alpha internal consistency coefficient of .70, was used as pre-test-post-test. SPSS 17 program was used for data analysis and "t-test for dependent samples" was conducted. In the qualitative part of our research, "content analysis" approach was used. Descriptive analysis was conducted on the content of interviews with prospective teachers and observation reports. It was concluded through quantitative and qualitative research analyses that inquiry-based science activities significantly increased scientific process skills of prospective science teachers positively. It is recommended that researchers who conduct studies to increase scientific process skills should use inquiry-based activities
THE RELATIONSHIP BETWEEN REFLECTIVE THINKING SKILLS AND ACADEMIC SUCCESS IN MATHEMATICS IN FOURTH-GRADE PRIMARY SCHOOL STUDENTS
No full textThis study was conducted with the aim of determining the relationship between reflective thinking skills and academic success in mathematics in fourth-grade primary school students. The data were collected using the “Reflective Thinking Skills Scale” developed by Demirbaş (2012), and the “Personal Information Form” developed by the researcher. The data that were collected in this study which was conducted as a screening model were analyzed with SPSS 16. In the study, it was found that the reflective thinking skills of the fourth-grade primary students were high, the female students had higher reflective thinking levels than the male students, and there was a positive relationship between the reflective thinking skills of the students and their success in mathematics and academics
Üniversite düzeyinde yabancı dil derslerinde eleştirel okuma becerileri: Kolay ve Zor yönleri
No full textAlthough critical thinking has been on the agenda for the past few decades, there is a serious gap in the field of foreign language teaching especially for quantitative research carried out regarding the teaching of this process as a skill. When the case is the teaching of critical thinking in EFL courses more specifically, teaching critical reading skills shares the same problem as one of its sub-skills. Yet, it is of utmost necessity to proliferate this kind of research to reach beyond epistemological deductions to delineate the borders of such a significant skill. Thus, the current study is designed as quantitative research that aims to contribute to foreign language teaching literature utilizing the procedures of both descriptive and inferential statistics. In this sense, a specifically developed critical reading scale was chosen and distributed to the third-year EFL students of a state university in Turkey to obtain the required clear data to detect any probable connection between their age and attitudes and to assess their evaluation concerning the easiest and hardest sides of the critical reading process. The results indicated beneficial findings for the interests of EFL literature.Eleştirel düşünme son yıllarda eğitim ajandasında olsa da, bu düşünme becerisinin öğrenme süreçlerindeki durumuna yönelik nicel calışmalar konusunda özellikle yabancı dil öğretiminde ciddi bir boşluk sözkonusudur. Eleştirel düşünmenin özellikle yabancı dil derslerinde okuma derslerinde öğretilmesinde de okuma becerisinin bir alt becerisi olarak görülen eleştirel düşünmede de aynı problem karşımıza çıkmaktadır. Bu durum epistemolojinin sınırlarının ötesine böylesine önemli bir becerinin öğretilmesi yoluyla geçmek için bu türde araştırmaların sayısının artması gerekmektedir. Bu nicel çalışmada yabancı dil öğretimi alanyazınına hem tanımlayıcı hem de çıkarımsal istatistik süreçlerinden yararlanılmıştır. Bu anlamda, özel olarak geliştirilmiş bir eleştirel okuma becerisi ölçeği seçilmiş ve bir devlet üniversitesindeki 3. sınıf İngiliz Dili Eğitimi öğrencilerine uygulanmış, yaşları ve yaklaşımları arasında olası bir bağın olup olmadığı ve öğrencilerin eleştirel okuma sürecinde en kolay ve en zor olarak değerlendirdikleri bölümler ölçülmüştür. Sonuçlar İngiliz Dili Eğitimi alanyazınına katkıda bulunacak niteliktedir. 
Naturalistic Observation of Engagement and Disengagement within Professional Development in Education
No full text The purpose of this naturalistic observation study was to observe, in a natural setting, the actions of attendees at educational professional development conferences. In doing so, it was hoped that numerous behaviors could be observed that would indicate a level or extent of engagement or disengagement within presentations. It was found that the observed sample was often communicating with others or looking around the room while the presentation was unfolding. Fiddling with objects was common since arriving at a presentation takes time to settle. Overall, the audience was mostly distracted and not engaged which would logically diminish the utility of the professional development
IMPACTS OF JIGSAW AND TEAMS-GAMES-TOURNAMENTS (TGT) ON SOCIAL STUDIES PRE-SERVICE TEACHERS’ EPISTEMOLOGICAL BELIEFS
No full textClassroom practices of teachers are affected by their personal epistemological beliefs and cooperative learning methods are taking a large place in today’s education world. By implementing two different cooperative learning methods in a college of education course, this study examined the effects of jigsaw and teams games tournaments (TGT) on epistemological beliefs of social studies preservice teachers. 30 students participated in the research who attended 4th grade at Artvin Coruh University Social Studies Education department at 2015-2016 academic year. Data were collected with Schommer Epistemological Questionnaire and analyzed by independent groups t-test. The findings elicited that jigsaw is significantly more effective that TGT on social studies preservice teachers’ epistemological beliefs in general and for two of the dimensions measured: “the belief that learning depends on effort”, and "the belief that learning depends on ability". But for the dimension, "the belief that there is only one unchanging truth", there was no significant differences between two methods.
Keywords: cooperative learning, jigsaw, TGT, epistemological beliefs, teacher education
Lise öğrencilerinin matemaik dersi kapsamında örnek üretme becerilerinin incelenmesi
No full textExamples are an indispensable part of mathematical thinking through analogy, learning and the teaching process. In this study, the strategies that high school students used in example generation activities in mathematics course; operational and conceptual knowledge levels were determined and their effect on example generation ability was examined. The working group of the study was designed as a case study that followed a qualitative research method; the study consisted of 22 students attending high school in the 2016-2017 academic year. As a data collection tool, example generation questions were administered to the students. To analyze students' example generation processes in depth, semi-structured interviews were conducted and data obtained from the interviews were analyzed using a content analysis method. The results showed that the students used trial and error strategy more than transformation strategy while generating examples but no finding of analysis strategy was obtained. Factors affecting the students' example generation skills negatively included the lack of a mathematical equivalent of the concept images related to the topics covered by the questions and their not having a high enough level of concept knowledge. Results also indicated that conceptual knowledge had a positive effect on the ability to generate examples.
Keywords: example generation, conceptual knowledge, procedural knowledg