International Journal of Progressive Education (IJPE)
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Ideal Drama Classroom Design From the Perspective of Preservice Teachers
Get PDFThe objective of this research is to determine the opinions of preservice teachers about the ideal drama classroom. For this purpose, a descriptive study was conducted within the scope of qualitative research. The study included 71 preservice teachers from different branches taking drama courses in the spring semester of the 2019-2020 academic year in the education faculty of a public university in Turkey. The researcher developed a data collection tool to determine preservice teachers%252339%253B opinions about the ideal drama classrooms. In this context, preservice teachers designed their ideal drama classrooms, noted the objects that should be present, and wrote their opinions about the drama classroom they designed. The obtained data were analyzed by using content analysis. Frequency, code, and theme tables were created, and direct quotations were used to reflect participant opinions. Preservice teachers stated that an ideal drama classroom should be suitable for movement and spacious, and the floor should be appropriate for walking barefoot. In addition, they noted that in an ideal drama classroom, equipment such as stationery, costumes, cushions, sound system, board, and computer should be available. Suggestions were presented based on the opinions of preservice teachers
Classroom Teachers%252339%253B Expectations from Pre-School Education on the Process of Preparation for Literacy%253A An Exploratory Sequential Design Study
No full textIn this study, it was aimed to reveal classroom teachers%252339%253B expectations from pre-school education within the context of literacy teaching and to develop a measurement tool depending on these expectations. The study was conducted with 682 classroom teachers in accordance with the exploratory sequential design, one of the mixed method designs. The expectations of classroom teachers within the context of literacy teaching were first determined by qualitative data collection methods, then, the validity and reliability analyses of the draft measurement tool created with these data were performed and the measurement tool was developed, and finally, this measurement tool was applied on a different sample and the expectations of classroom teachers from preschool education within the context of literacy were determined. According to the qualitative data, classroom teachers%252339%253B expectations were evaluated under the themes of listening, speaking, reading, writing and school adjustment. In the scale development process, the reliability was ensured by Cronbach%252339%253Bs Alpha coefficient, the content validity was ensured by expert opinions, and the construct validity was ensured by exploratory and confirmatory factor analysis. As a result of the analyses, a valid and reliable scale consisting of 24 items and three factors as listening-speaking, reading-writing and school adjustment was developed. It was recommended that classroom teachers should evaluate their expectations from pre-school education with pre-school teachers during their professional working periods
Towards a Re-conceptualisation of the Role of Teacher Educators in a Changing World%253A A Critical Pedagogy Perspective
Get PDFThis qualitative study examines teacher educators articulations about their beliefs and motivations for preparing the next generation of teachers. The study also explores how teacher educators conceptualise their roles as the teachers of prospective teachers. Employing case study design, the participants included 10 teacher educators who serve at a highly selective, public, research university in Turkey. The data were collected through semi-structured and in-depth individual interviews. Adopting critical pedagogy as the theoretical framework, the interviews were analyzed by content analysis method with the help of NVivo 10 qualitative data analysis software. The results showed that the teacher educators specifically saw their roles as enacting change, advocating for democracy, equity, and social justice, and promoting the improvement and welfare of societies, in an effort to bring more emancipatory educational practices in the society through pre-service teacher education. This study furthers our understanding of how teacher education programs could improve their professional preparation and practices to push the agenda for social justice and equity in K-12 schools
The Effect of Class Attendance on Learners%252339%253B Success in Mathematics Course During Distance Education Process
No full textThe aim of this study is to determine the effect of class attendance during distance education process on academic success. The research was conducted among 46 students studying in sixth and seventh graders in a private educational institute in Elazığ city. As data collection tool, four achievement tests designed at the Central Office of relevant institution were employed and validity and reliability of the tests were ensured before application. Required approvals were taken prior to administering achievement tests in the research and before sharing collected data. In identifying the relationship between class attendance and exam success scores correlation analysis was harnessed and in determining their predictive power multiple regression analysis was applied. In sum, at the end of consecutive measurements it was identified that class attendance has a positive relationship with exam success scores
University Students%252339%253B Cognitive Bias in the Context of Their Analytical Thinking Skills%253A A Reliability and Validity Study
No full textThis study aimed to develop a reliable and valid scale to reveal the cognitive biases of university students in context of analytical thinking skills. During scale development process, firstly, a 5-point Likert type scale pre-trial form consisting of 60 items was created. The pre-trial form was applied to 450 students in Afyon Kocatepe University. Both exploratory (EFA) and confirmatory factor analysis (CFA) were used. According to analyzes, the scale consists of 5 sub-dimensions and 25 items. In the exploratory factor analysis, it was seen that the items had a factor load of .55 to .81. It was determined as 51.818%25 of the variance value determined for the whole scale. CFA result chi%253Bsup2%253B%253D614%253B RMSEA%253D0.0540%253B SRMR%253D0.0540%253B CFI%253D0.885 and TLI%253D0.870 has reached acceptable compliance values with. Cronbach%252339%253Bs alpha was calculated as 0.76. Approximately 30 days after developing the scale, test-retest reliability analysis was performed with 40 participants (r%253D0.869%253Bplt%253B.05). The findings show that a valid and reliable measurement tool has emerged. The scale was named as The Scale of Cognitive Bias in the Context of Analytical Thinking Skills
The Dream School%253A Exploring Childrens Views About Schools
No full textChildren should have a say in matters that concern them such as the characteristics of their learning environments, and their imaginations can be used when designing these environments. This study aimed at revealing the dream school characteristics of children attending kindergarten classes and primary school, and was designed as a case study. The study group consisted of 5 to 10 years old children from three schools with different socio-economic status. In the data collection process, semi-structured interviews were conducted with the children about the characteristics of their dream school. In addition to this, they were requested to draw pictures of these schools and a second interview was held for these drawings. Findings showed that children had fantastic and creative dreams as well as dreams about the socio-emotional and physical environments of the schools. These findings were presented comparatively according to school level. Taking these findings into account, the characteristics of the dream school are important in terms of changing and transforming the ongoing school systems. This way, the basis for creating learning environments designed according to childrens interests and needs will be provided and the children will feel better and feel that they belong to these environments
A Study on the Relationship Between Secondary School Students%252339%253B Digital Game Addiction Awareness and Participation Motivation to Physical Activity
No full textThis study is conducted so as to investigate the relationship between secondary school students` digital game awarenees(SDGA) and participation motivation to physical activity (PMPA). 456 female and 241 male secondary school students studying in the Keçiören district of Ankara participated voluntarily. Personel information form, Digital Game Addiction Awareness Scale(DGAAS) developed by Tekkurşun-Demir ve Cicioğlu (2020) and Participation motivation to physical activity Scale(PMPAS) developed by Tekkurşun-Demir ve Cicioğlu (2018) are employed as data collection set. In the analysis of the data obtained, mean( ), standart deviation(sd), percentage(%25) and frequency(n) values are utiSecondary Schoold. The pearson product-moment correlation coefficient in pearson correlation analysis, ANOVA in one-way analysis of variance and T-Test in unrelated samples were used. While statistically significant differences were found the relationship between secondary school students%252339%253B PMPA, SDGA and gender, educational level of father and daily technology usage(plt%253B0,05), the relationship with gender and educational level of mother was trivial (plt%253B0,05)%253B In sum, study results demonstrate that there is a positive and significant relationship between PMPA of secondary school students and the SDGA. In other words, as students%252339%253B awareness of digital game addiction increases, participation motivation to physical activity increase
Using Game-Based Learning in Place Value Teaching in Primary School%253A A Mixed-Method Study
No full textThis article seeks to determine how game-based mathematics teaching affects students success when compared with conventional instruction for the place value concept in primary school. The study was carried out with a convergent%252Fparallel mixed-method research design. The study group consisted of 51 second-grade primary school students and their teacher. All research data were collected over a period of four weeks. In the quantitative part of the research, a quasi-experimental design with pretest and posttest control groups was carried out. Quantitative data were obtained with an achievement test specifically prepared for the research. All quantitative data were statistically analyzed using t-test. The qualitative part of the data involved audio and video recordings of students interactions, teachers diaries, and semi-structured interview forms collected from 26 second-grade primary school students in the experimental group. Quantitative data were analyzed using content analysis. The results showed that the game-based learning method was more effective than the conventional method. Students better understood the place value concept with gamification. Moreover, they increased their interest and motivation toward mathematics courses. Despite all these findings and the fact that many students declared that they had fun in the process, some students still preferred more traditional methods of teaching. This study was carried out on a new mathematical concept on which the effect of game-based teaching had not been tested before. The highlight of this study is the effectiveness of game-based mathematics teaching on the place value concept
An Investigation of Students%252339%253B Performances in Solving Different Types of Problems
No full textThe purpose of this study was to analyze the performances of students in solving problems presented in different forms including equations, verbal equations, stories, and stories supported by diagrams in problem-solving. A descriptive survey model was employed in the study. The study group consisted of 14 fourth-grade students. Data were collected from the students by using four different types of worksheets (equation, verbal equation, story, and story %2B diagram). Each worksheet consisted of 10 similar problems that require the same mathematical operations but differ in presentation. To prevent the similarity in the problems by the students, the worksheets were applied to the students face-to-face by the classroom teachers during the course hours, at two-week intervals. The obtained data were analyzed through descriptive statistics. According to the findings of the study, the students solved the equation problems more accurately than the verbal and story problems. Furthermore, it was determined that students solved diagram-supported story problems more accurately than the other problem types
Determining the Changes in the Cognitive Structures of Ecology-Based Natural Education Participants through the Word Association
Get PDFThis study aims to determine the changes in the cognitive structures of the 35 participants after ecology-based nature education in Bursa Uludag and its vicinity. This study used a single group pretest-posttest experimental mode where the data was collected by a word association test. It included the key concepts of nature, national parks, biodiversity, ecosystem, and environmental problems. The analyzed data determined that ecology-based nature education strengthened the cognitive structures of the participants regarding the key concepts. It was also concluded that the participants awareness of the destruction of nature and the importance of nature protection had increased. The research results show that such education programs, providing one-to-one interaction with nature, help participants to understand nature and natural holistic cycles correctly, thus encouraging its protection