IOJET - International Online Journal of Education and Teaching
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DEVELOPMENT OF THE EARLY CHILDHOOD EMOTIONAL PERSPECTIVE TAKING TEST (EDAT): A VALIDITY AND RELIABILITY STUDY
Full text linkThe objective of this research is to develop a test that directly measures children's emotional perspective taking skills in early childhood. Emotional perspective-taking is a social skill that involves accurately predicting the emotions of others by distinguishing them from one's own emotions. The goal of measuring children's emotional perspective-taking skills is to better understand the field of social-emotional development and thus contribute to early childhood education. The research group comprised 146 children aged 5-6 who were enrolled in kindergartens and primary schools in Elazığ city centre during the 2020-2021 academic year. Data on test development were collected through face-to-face clinical interviews with the children. Expert opinions were consulted during the research process to ensure the scope and validity of the test. Construct validity was assessed through exploratory factor analysis (EFA), confirmatory factor analysis (CFA), item-total correlation, and item analysis procedures. The Emotional Perspective Taking Test in Early Childhood (EDAT) was developed based on these procedures and consists of 13 items in two dimensions: 'Confused-Scared' and 'Happy-Sad', each with an accompanying picture. The research found that the Early Childhood Emotional Perspective Taking Test (EDAT) is a valid and reliable test for children aged 5-6 years. 
IMPROVING EFL STUDENTS’ CRITICAL READING AND WRITING SKILLS: A PROPOSED SYLLABUS AND ITS EFFECTIVENESS
Full text linkThe present study aims to suggest a syllabus for a critical reading and writing course for pre-service EFL teachers at the department of English Language Teaching, and to investigate its effectiveness. The syllabus was designed according to the frameworks of critical reading and writing and needs analysis conducted with lecturers of reading and writing skill courses and their syllabi. One-group pretest-posttest design, one of the quasi-experimental research designs, was used since there was only one group. Data were collected through pre and post-tests using argumentative essays and the Questionnaire on Critical Thinking Ability in English Reading and analyzed using a paired-sample t-test. The results indicated that there was a statistically significant difference between the pre and post-test scores of critical reading and writing (p <.01). Consequently, it could be concluded that the suggested syllabus improved students’ critical reading and writing skills. Accordingly, some suggestions were recommended for further studies
AN INVESTIGATION OF PROBLEM SOLVING SKILLS OF HANDBALL PLAYERS PLAYING IN PROFESSIONAL LEAGUES
No full textIn this study, it was aimed to examine the problem solving skills of the athletes over the age of 18 who participated in the Turkish Handball Federation Women's and Men's 1st and 2nd Leagues in terms of some variables. In the study, scanning model was used. While the population of the research consists of adult handball players who compete professionally in the Men's and Women's 1st and 2nd leagues affiliated to the Turkish Handball Federation, the sample of the research is a total of 202 adult handball players, 110 male and 92 female, who were reached by random methods. forms. In the research, the Personal Information Form developed by the researcher and the Problem Solving Skills Scale for Adults developed by Yaman and Dede (2008) were used as data collection tools. It was determined that the collected data showed normal distribution, Independent Simple T test and One Way Anova tests were used. As a result, the problem solving skills of the handball players were determined, and it was determined that there was a significant difference between age, gender, playing time in the league and problem solving skills. In addition, it was concluded that as the age increases, problem solving skills increase, the problem solving skills of male handball players are significantly higher than the problem solving skills of female athletes, and the longer the time they play in the league, the higher the problem solving skills
THE EFFECTS OF WHOLE-BODY VIBRATION TRAINING ON SPRINT AND JUMPING PERFORMANCE IN JUNIOR VOLLEYBALL PLAYERS :
Full text linkThe aim of the present study was to determine the effects of a WBV training on sprint and jumping performance in junior volleyball players. Twenty-two young, healthy volunteers participated in this study (age 17.13 ± 0.81 years, body mass 70.84 ±5.94 kg, body height 175.18 ± 5.50 cm and BMI 23.02±0.75). All participants were students in high school. They were divided randomly as control group (CG) and whole-body vibration training group (WBVTG). During the period of the study, all players performed the same voleyball specific training, but the WBVTG had additional WBVT (amplitude: 4 mm, frequency: 40 Hz) three times per week for six successive weeks. They were given 48 hours of rest between each training session. Before starting the WBV training program, experimental group were applied WBV education program during 2 weeks. Countermovement jump (CMJ), 5 m and 10 m sprint tests were applied to evaluate the jump and sprint performances of the athletes at baseline and after 6 weeks. Since parametric conditions were observed, paired sample t test was used in intragroup analysis and independent sample t test was used in intergroup analysis. Additionally, differences were analyzed using a magnitude-based Cohen’s effect size (ES) statistic with modified qualitative descriptors. There were no significant differences between training and control groups in demographic characteristics at baseline measures. After 6 weeks, control group had significant differences between the values of pre-test and post test in vertical jump (t= -3,03, p<0.05). On the contrary, there was no significant difference in the 5 and 10 m sprint values after 6 weeks in the control group. But, training group had significant differences between the values of pre-test and post test in all measurements. It can be concluded that implementation of 6-week WBV training in routine practice in volleybal improves the jumping and sprint performance in training group
EFFECTIVENESS OF SCHOOL-BASED PREVENTION PROGRAMS ON PEER BULLYING: A SYSTEMATIC REVIEW
Full text linkIn this study, empirical studies evaluating the effectiveness of school-based prevention programs on peer bullying were systematically reviewed. The keywords identified within the scope of the research were searched in 5 databases (PubMed, PsycInfo, PsycNET, ScienceDirect, and Google Scholar). Furthermore, 19 studies that met the exclusion and inclusion criteria were included in the study. The results revealed that prevention programs effectively reduced bullying and victimization among students at different levels. Moreover, helping behaviors and empathy skills of the students who witnessed the bullying increased.Keywords: Covid-19 pandemic, music education, professional music education, distance learnin
A SCIENCE EDUCATION WORKSHOP ASSOCIATED WITH A SCIENCE CENTER EXHIBITION: LANGUAGE OF RINGS ON TREE TRUNKS
Full text linkScience centers are the environments established as a result of big investments and great efforts, and aim to increase the scientific literacy level of the society. Alongside their captivating exhibits, these centers include a variety of workshops that can provide more specialized outcomes, particularly on learning. Especially science education workshops are the most ideal places to contribute to science education. In this research carried out within the scope of BILMER Research Project (Project No: 114K646, supported by TUBITAK 1001 Program), a science education workshop titled “Language of Rings on Tree Trunks” was developed in the field of biology, based on inquiry and including scientific research and scientific process skills. In this context, the developed workshop was applied to 66 teachers from five different branches and 4 science center trainers. The data of the research were collected through a preliminary evaluation form, a workshop evaluation form, field notes, video and audio recordings of the event. In the study, which includes the case study design of the qualitative research approach, the data obtained were subjected to content analysis. Based on the evaluation and reflections, a science education workshop teaching directory that can be used in schools within the scope of science center or science center-school cooperation has been developed
TEACHING KNOWLEDGE AND UNDERSTANDING OF THE INTERPRETATION OF CHARMING XIANGXI STAGE COSTUME SYMBOLS IN ZHANGJIAJIE, HUNAN PROVINCE, CHINA
Full text linkFor centuries, performers in Hunan Province, China, have adorned themselves in the Charming Xiangxi stage costume. The symbols on the costume might stand for things in nature, cultural beliefs, or important events in history. The interpretation of these symbols requires a deep understanding of Chinese culture and history. The objective of this study was to study and present the importance of teaching knowledge and understanding of the interpretation of Charming Xiangxi stage costume symbols in Zhangjiajie, Hunan Province, China. Using the methods of literature review and field investigation. The results of this study show that the "Maous Dance" of Tujia nationality, a traditional national dance in Tujia folk activities, is a symbol of spiritual externalization and national identity. It finds its universality and particularity, and its ontological characteristics are compatible with the commonness of the two arts but also have their own uniqueness. Through the "Maous Dance" performance in Charming Xiangxi, we can see that human beings still shine the light of humanity behind the dance sacrifice activities, and the production, living, reproduction, praying for good luck, and eliminating disasters represent the cultural phenomenon of longing for survival and pursuing survival.
AN EXAMINATION OF THE RELATIONSHIP BETWEEN LEISURE SATISFACTION AND EMPATHIC TENDENCY LEVELS IN PRE-SERVICE PHYSICAL EDUCATION AND SPORTS TEACHERS
Full text linkThe purpose of this study is to examine the relationship between leisure satisfaction and empathic tendency levels by certain demographic variables in university students. The study was conducted using a relational screening model. The study was carried out with 180 pre-service physical education and sports teachers selected using a convenient sampling method. In analyzing the data, descriptive statistics, t-Test, ANOVA and Pearson correlation analyses were performed using the SPSS 26.0 package program. The findings of the study revealed that the difference between the participant gender and the Leisure Satisfaction Scale (LSS) was not significant, while there was a significant difference with the Empathic Tendency Scale (ETS) in women participants. There was no significant difference between the year in school variable of the participants and the LSS and ETS. A positive and low-level significant relationship was found between the participants' year of sports variable and LSS and ETS. A positive and moderately significant relationship was found between the mean scores of pre-service physical education and sports teacher in the leisure satisfaction scale and the empathic tendency scale. As a result, it can be said that the increase in the leisure satisfaction level of pre-service physical education and sports teachers positively affects their empathic behaviors. It is thought that planning activities that will increase the leisure satisfaction levels of pre-service physical education and sports teachers will contribute to their empathic behaviors
IMPACTS OF THE SCHOOL STARTING AGE ON ACADEMIC ACHIEVEMENT
Full text linkThe present research attempted to investigate the impacts of gender and age on the freshly-graduated eighth graders’ percentiles in the central high school entrance exam (LGS) in 2020. The sample of this causal-comparative study comprised 6,039 students selected from secondary schools in Isparta who took the LGS in 2020. The data were obtained from the Isparta Directorate of National Education on a chart demonstrating the participants’ demographic characteristics and the percentiles of their exam scores. The findings revealed significant differences between the students starting school at 60-65, 66-68, and 69-71 months and those with a school starting age of 72 months and older by exam achievement. In this sense, the students starting school at an early age (60-71 months) had poorer achievement in the LGS than their counterparts starting school at an older age (72 months and above). Moreover, the students’ achievement on the said exam significantly differed by gender. Accordingly, the female students demonstrated greater achievement in the LGS when compared to the male students. Considering the findings, it may confidently be asserted that it would be appropriate to amend the provision of the relevant regulation as the minimum age for starting school to be 72 months as of the fall semester
EFL LEARNERS’ PERCEPTIONS OF SONG-BASED CLASSES INTEGRATED INTO ENGLISH LANGUAGE PREPARATORY PROGRAM
Full text linkThe purpose of this instrumental case study was to investigate the perceptions of adult EFL learners’ language learning experiences with song-based classes during eight weeks in an English language preparatory program at a state university in Turkey. The participant learners volunteered for joining the song-based classes integrated into their regular schedule as a part of an experimental research study. Using interviews and by analyzing statements of the participants we explored how the participants make sense of their experiences in learning to learn through songs from various genres. The findings implied that the song-based classes offered a positive learning experience for the participant students in terms of learning English. Within the reports of the participants five main themes were identified; (1) motivation and engagement, (2) authenticity of the materials and exposure to English, (3) use of various song genres, (4) culture and autonomy, (5) gains of language. Related implications for teaching and learning English to adult EFL learners through songs are presented.
Keywords: Song-based classes; ELT; EFL learners; perception