IOJET - International Online Journal of Education and Teaching
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AN INVESTIGATION INTO TURKISH EFL LEARNERS’ STEREOTYPED THOUGHTS AND EXPOSURE TO ENGLISH: A CORRELATIONAL STUDY
No full textThis study aims to investigate tertiary EFL learners’ stereotyped thoughts about foreign languages, the extent of their exposure to English, and the potential relationships between these variables, also in relation to their proficiency level. 124 EFL students in the preparatory school of a state university in Turkey participated in the study. Two quantitative data collection instruments were distributed to the participants: Stereotyped Thoughts About Foreign Languages Scale (Ünal, 2015) and Exposure to English Scale (Gökcan & Çobanoğlu-Aktan, 2016). Descriptive statistics and correlations were used to analyze the data. The results showed that the participants held a moderate level of stereotyped thoughts and exposure to English. Moreover, significant and positive relationships were revealed between L2 exposure and (1) proficiency level and (2) the two dimensions of stereotyped thoughts: collectivity at a weak level and trying to change people at a moderate level. However, L2 exposure correlated significantly and negatively with taking it personally and exaggerated generalization at a weak level. Concerning the relationships between proficiency level and the dimensions of stereotyping, the “Must” rule, taking it personally and excessively self-sacrificing showed significant and negative relationships with proficiency level weakly, while exaggerated generalization correlated with proficiency at a moderate level.
Keywords: L2 exposure, stereotypes, foreign languages, attitude
EPOSTL: Revisiting the roles of language teachers at a recently established ELT department.
No full textThe present study investigated the self-perceptions of student teachers on the role of language teachers stated in the EPOSTL at a recently established ELT department in a public university. The descriptors in the Role of the Language Teacher part of the EPOSTL were adapted into five-point Likert-type items changing from strongly disagree to strongly agree. The quantitative inquiry was employed to the data through computer software. The first research question was answered through percentages (%) and frequencies (f); the other two research questions were answered through Independent-Samples T-Test by comparing the means (X̄) and standard deviations (SD). The results were reported descriptively at the end. According to the results, some of the student teachers of ELT had difficulty in relating theory and practice, giving constructive feedback and accepting feedback, conducting action researches to solve classroom problems, and following the scientific documents in language teaching. Based on the results, several pedagogical implications that can be implemented for the forthcoming ELT classes at the department were suggested
VIEWPOINTS AND SELF-EFFICACY OF TEACHERS PARTICIPATED IN PROJECT TRAINING TOWARDS PROJECT-BASED LEARNING
No full textThis research focuses on how teachers’ self-efficacy changes as a result of a project consultancy training and their views on project-based learning. The study group of the research consists of 47 teachers working in Ministry of National Education who participated in “2237 coded Project Consultancy Trainer Training” program organized in 2019 in cooperation with The Scientific and Technological Research Council of Turkey (TUBITAK) and Ministry of Education. In this research, mixed method was used in which qualitative and quantitative data were used together. In the quantitative stage of the research a semi-experimental design without a control group; in the qualitative stage, a case study was adopted. As the data collection tool, “Self-efficacy scale related to project based teaching” developed by Mutlu and Yildiz Fidan (2018) and “Teacher view form related to project based teaching” developed by the researchers were used. As a result of the study, it was concluded that there was a statistically significant increase between the pre-test and post-test scores. In addition, it was determined that there was no significant difference according to the variables of gender, branch and making project status. From the teachers' views on project-based teaching, the most difficult stage of the project was “finding a project subject”; and it was understood that “writing reports” was the stage that they thought they could easily do while they were doing the project. However, it was found that the views of teachers such as “my deficiencies were completed” and “my self-confidence / motivation increased” were formed as a result of the training
COGNITIVE LEVEL PROFILE AT THE TENTH GRADE OF SENIOR HIGH SCHOOL STUDENTS IN MATHEMATICS PROBLEM SOLVING ON THREE VARIABLES OF LINEAR EQUATION SYSTEM
No full textProblem solving is significant skill in facing 21st century. Students have different levels of problem solving. The levels that explain individual abilities in solving mathematics problems are called as cognitive level. It consists of three levels; cognition, metacognition, and epistemic cognition. The cognitive level influences individual in understanding the problem and deciding the right strategies to solve it. The material used to obtain the data is three variables linear equation system, by involving two high ability students at the tenth grade from one of the state senior high schools in Pati. This research employs qualitative method, which the data are collected through task-based interview and time triangulation is applied to validate the data. The results reveal that at the cognition level, students with high ability have an understanding related to conceptual and procedural knowledge, but the ability of students in factual knowledge is low, especially in terminology skill; at the metacognition level, the students are able to write down each strategy in each method, but it is not detail; while at the epistemic cognition level, they are able to explain the weaknesses of a method, but they have not been able to provide a solution to overcome its weaknesses
PSYCHOLOGICAL WELL-BEING OF PROSPECTIVE TEACHERS: THE CASE OF PEDAGOGICAL FORMATION STUDENTS
No full textIn addition to the undergraduate programs provided by faculties of education, in Turkey, Pedagogical Formation Education Certificate Programs are also provided by these faculties. Graduates of such programs are positioned as teachers in Turkey, the same as the graduates of faculties of education. Individual differences of teachers are of great importance in terms of closeness and determination toward students. In addition to personality, psychological features are also closely related to their professional competence and success, quality of education in general, and –maybe more importantly- the safety of the students. In this study, it was aimed to provide insight about the individual differences of students who attend pedagogical formation training by investigating the psychological status of those students through the analysis of the relationship between depression, anxiety, stress, coping by humor levels, humor types and their type of personality. It was observed that 40.2% of participants were in mild depression while 25.9% of them were in moderate to severe levels. Associations were investigated by point bi-serial correlation technique and it was found that those participants with Type A personality had higher levels of depression, stress, anxiety, and self-defeating humor style.  
EXPECTATIONS OF PRE-SERVICE PRIMARY TEACHERS TOWARDS A BOOK ABOUT TEACHING OF MATHEMATICS ON PRIMARY EDUCATION
No full textThe purpose of this research is to determine the expectation of pre-service primary teachers for a teaching of mathematics book. The study was conducted with 41 pre-service teachers. The research was defined as a case study from descriptive qualitative research designs. Pre-service teachers were asked about the qualities they thought of a book of teaching of mathematics to be prepared for primary school 1th-4th grades should have, and a text expressing their thoughts was made them write. The collected data were analyzed by the content analysis method. According to the results, pre-service teachers expect that teaching of mathematics book meets the needs both during their undergraduate education and throughout their teaching life. They stated that the language of the book should be removed as far as possible from the academic language. Also, regarding the mathematical content of the book, it is stated that the practices must be rich in terms of activities, instead of complicated mathematical notations, there should be expressions that can be easily understood, the clearest explanation of mathematical concepts should be included in the book. They also pointed out the book including what might be the misconceptions about mathematical concepts or what might be the misconceptions about the topic would be useful for them in the point of what they should pay attention to when teaching them. They also stated that there should be a lot of material samples for teaching each subject about mathematical content
THE EFFECTS OF LEARNING MODEL AND COGNITIVE STYLE TOWARDS STUDENTS’ ENGLISH LISTENING SKILL
No full textListening is one of the most basic language skills in a second language learning. The various obstacles in language learning can be overcome through the use of learning models and cognitive styles that are appropriate with the characteristics of the students. The objective of this research is to find the effect of learning models and cognitive style toward the students’ English Listening Skill. This research is an experimental study with a treatment by level design and analyzed using two-way ANOVA at a significance level of 0.05. The sample of the study consisted of 56 students that divided into two groups, namely the experimental group and the control group. The data obtained through the listening tests and cognitive style tests. The results showed that the students who were taught with integrative learning models is better than those taught with experimental learning models. There is an influence of interaction between learning models and cognitive styles on listening skills. The listening skills of the student students who have the cognitive style of field independent that is taught with integrative learning models are higher than those taught with experimental learning models
STEM EDUCATION AWARENESS OF PRE-SERVICE SCIENCE TEACHERS
No full textThis research aimed to determine pre-service science teachers’ STEM awareness in terms of different variables. Data were collected from 148 pre-service science teachers studying at a state university in Turkey who were chosen through the convenience sampling method. "STEM Awareness Scale (SAS)" developed by Buyruk and Korkmaz (2016) was employed as data collection tool, and the data were analyzed using IBM SPSS-21 statistical program. For data analysis, Mann-Whitney U-test, variance analysis (ANOVA) and Tukey significance test were used. No statistically significant difference in pre-service science teachers’ STEM awareness in terms of gender, academic achievement score, technology usage frequency, and family income level. While they significantly differ in their STEM awareness with regard to grade level
ADVANTAGES AND DISADVANTAGES OF SOCIOSCIENTIFIC ISSUE-BASED INSTRUCTION IN SCIENCE CLASSROOMS
No full textThe social roles and responsibilities expected from citizens are increasing due to changing global living conditions. Science education is expected to prepare conscious and sensitive students. Because today’s students are the adults of the future. Precondition of this task is Teacher Education. In the past decade, one of the most important research field of science education is socioscientific issues. The purpose of this research is to explore advantages and disadvantages of socioscientific issue based instruction in science classroom according to prospective science teachers’ views. A qualitative single case study design has been utilized. Prospective science teachers’ diaries and focus group interviews were used as data collection tools. Dolphinariums, Kyoto Protocol, genetically modified organisms, recyclable black bags’ benefits and damages, genetic tests, alternative energy sources and organ donation are examples of socioscientific issues, which are taught through activities in special teaching course. Findings of the study show that the advantages of socioscientific issue based instruction in science classroom comprise of six sub themes that are upskilling, social awareness, development of thinking, meaningful learning, character and professional development, contribution to scientific literacy whereas disadvantages of this instruction process are challenges teachers and students, limitations of teaching and learning process in prospective science teachers’ perspectives
BALANCING RESOURCES AND VALUE IN DISTANCE EDUCATION COURSE REVIEWS: A CASE STUDY AT A MID-SIZED PUBLIC UNIVERSITY
No full textThis study examines the development and implementation of a distance education course review process at a mid-sized public university. Four primary goals were set for the process: to provide substantive feedback, to cultivate engagement between DE faculty and staff, to provide support to course developers and reviewers, and to establish an effective balance between faculty resources and the value of feedback generated through the process. Feedback was collected through a survey of participating developers and reviewers (n=52). Responses broadly supported achievement of the four primary goals. Those who participated in multiple roles gave stronger ratings on all survey questions than those who participated through a single role. Based on qualitative and quantitative feedback, strengths, weaknesses, and possible adjustments to the process are discussed