International Journal of Progressive Education (IJPE)
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Primary School Teacher Candidates and 21st Century Skills
Get PDFIn this study, the aim is to determine the effect of digital storytelling on the primary school teacher candidates%252339%253B 21st century skills. Since digital storytelling contains many skills like information, media and technology skills, communication and collaboration skills, group works, etc within itself, it can be defined as a good way for individuals to gain and develop 21st century skills. A digital storyteller, during the process of making his%252Fher digital stories, is to research and access information, analyze, evaluate and give decision on what s%252Fhe has researched, solve problems, use his%252Fher creativity, be capable of using technology, applications and%252For programs and have digital, technology, visual and information literacy . In order to collect data, 21st Century Skills and Competences Scale Directed at Teaching Candidates, digital storytelling rubric and structured interviews were used. According to the results of the study, posttest scores of the candidate teachers%252339%253B on 21st Century Skills and Competences Scale were higher than those of on the pretest. There was a meaningful difference between digital storytelling rubric scores the teacher candidates got from the three digital stories and the scores got higher on every following digital story, which can be said to support the result that the posttest scores of the candidate teachers%252339%253B on 21st Century Skills and Competences Scale were higher than those of on the pretest. This situation is also supported by the fact that the scores obtained from the digital stories explain the variability of the scores on 21st Century Skills and Competences Scale by about 40%25 and that the scores obtained from the digital stories are the predictor of 2st century skills and competences of the teacher candidates
Identification of Differential Item Functioning on Mathematics Achievement According to the Interactions of Gender and Affective Characteristics By Rasch Tree Method
Get PDFMathematical knowledge and skills are needed to find solutions to the problems encountered in daily life. Although individuals are given the opportunity to receive equal education, it is seen that there are differences in the achievement of individuals. Individual-based factors can affect the achievement of individuals. One of the most important of these individual-based factors is the gender factor. It is important to examine the reasons behind the items of mathematics test showing the Differential Item Functioning (DIF) by gender. In this research, the interaction of gender and intrinsic motivation, instrumental motivation, self-efficacy, and anxiety variables on mathematics test items was examined in terms of DIF to understand the reasons of gender differences in the mathematical achievement of students who participated in PISA 2012. The study group of this research constituted 1084 students who participated in the application in Turkey, who answered booklets 3, 5 and 11 in the PISA 2012 mathematics literacy test. The data was analyzed by Iterative Hybrid Ordinal Logistic Regression (IHOLR) in the Lordif package program and Rasch Tree Method (RTM) in Psychotree package program and items showing DIF according to gender were determined. According to the findings, some mathematics test items showed DIF according to gender. It was found that items also showed DIF according to gender and intrinsic motivation interaction, and gender and self-efficacy interaction. It was observed that status of items showing DIF changed according to a certain threshold value of the girls%252339%253B intrinsic motivation and self-efficacy score. It was found that mathematics items did not show DIF according to gender and instrumental motivation interaction, and gender and anxiety interaction. As a result, it was observed that status of items showing DIF according to gender could change according to gender and affective characteristics interaction
Mathematical Thinking as a Predictor of Critical Thinking Dispositions of Pre-service Mathematics Teachers
Get PDFThe aim of this study was to examine the relationship between mathematics thinking sub-dimensions (higher order thinking, reasoning, mathematical thinking and problem-solving) and critical thinking disposition. In addition, this study investigated whether mathematical thinking sub-dimensions are significant predictors of critical thinking disposition. This research was designed as a correlation type relational survey model. The study group consisted of 181 (73 female and 108 male) pre-service mathematics teachers studying at the Faculty of Education of a state university in the South East Anatolia Region of Turkey. Data were collected through personal information form, mathematical thinking scale, and California critical thinking disposition inventory. The analysis of data was made with multiple regression analysis. As a result of the study, it was found that there is a significant relationship between critical thinking and higher order thinking, reasoning, mathematical thinking skills and problem-solving sub-dimensions. In addition, the predictors of critical thinking disposition were found to have reasoning, mathematical thinking skills and problem-solving sub-dimensions. Results also illustrated that reasoning%253B mathematical thinking skills and problem-solving sub-dimensions was a significant predictor of critical thinking dispositions. In this context, the study was discussed in the context of the development of critical thinking of pre-service mathematics teacher. Research results were discussed in the context of the development of mathematical thinking and critical thinking dispositions of pre-service mathematics teachers
Evaluation of Professional Teaching Knowledge Courses
Get PDFWith this research, it is aimed to evaluate professional teaching knowledge courses considering the opinions of the academic instructors and pre-service teachers. Phenomenology was used in the research designed in accordance with the descriptive research method. The study group of the research was determined by criterion sampling method. The main criteria were Nomenclature of Units for Territorial Statistics, the establishment dates of the universities and the availability of four common departments in the universities. Based on those criteria, 116 academic instructors and 328 pre-service teachers participated in the research. Semi-structured interview form was used. Content analysis was made for the data gathered. On the basis of findings obtained from the research, it was determined that the objectives of professional teaching knowledge courses were different and those courses attained the objectives at knowledge and comprehension level in general. Besides that, findings related to the content of professional teaching knowledge courses were emerged from the data, with titles such as the currency of content, new course subjects proposed to be added, and the relationship of the course to the PPSE (Public Personnel Selection Examination). It was determined that professional teaching knowledge courses were usually delivered by the presentation of courses for teaching-learning process through the method of teaching strategy and lecturing. Additionally, it was seen that the pre-service teachers gave a lecture in some courses. It was also realized that the process of measurement and evaluation of professional teaching knowledge courses were generally managed with the consideration of result-oriented measurement and through multiple-choice measurement instruments.
Keywords%253A Professional teaching knowledge, teacher training programs
Middle School Students Environmental Attitudes and Informal Reasoning Regarding an Environmental Socioscientific Issue
Get PDFThe purpose of the current study is to reveal students environmental attitudes, their informal reasoning, and how their informal reasoning on a socioscientific issue changes depending on their environmental attitudes. The study participants were 104 eighth-grade students. A form consisting of a scenario and open-ended questions was used as data collection tools. During the analysis of the collected data, the descriptive analysis method and descriptive statistics were used. The findings revealed that the majority of the students had an anthropocentric attitude toward the socioscientific issue and largely presented rationalistic reasoning. Moreover, while the students with an anthropocentric attitude used rational reasoning more, students with an ecocentric attitude presented rationalistic, emotional, and rationalistic-emotional reasoning. Considering the findings of the current study, suggestions are made to develop students emotional reasoning as well as rational reasoning by means of training students to have an ecocentric attitude
Teachers and School Administrators Views Regarding the Role of Recess for Students
Get PDFThis study aimed to determine school administrators and teachers views regarding the role of recess for students. Phenomenology, one of the qualitative research designs, was used in this study. Maximum variation sampling method, a purposeful sampling method, was used to identify the research sample. The research data were collected through a semi-structured interview form and the collected data were analyzed by content analysis. The participants expressed their opinions about the effects of recess in terms of its cognitive, social, affective and physical effects. Participants stated that recess enables students to effectively participate in lessons cognitively, affectively, and behaviorally and that academic learning continued during recess. In addition, it is stated that recess has social effects such as forming friendships, learning about self, social skills and life. The participants stated that recess helps students to feel happy and relieve their tensions. Participants stated that recess can have positive effects on health since it provides students with the opportunity to move physically and it can decrease undesired behaviors. Participants stated that students can also experience negative emotions such as feelings of exclusion and loneliness during recess
A Review of Meta-Analysis Articles in Educational Sciences Conducted Between 2010 and 2019 in Turkey
Get PDFThis study examines meta-analysis studies published in the field of educational sciences from 2010ndash%253B2019, in journals indexed within the scope of the TÜBİTAK ULAKBİM TR Directory. Of the 163 studies scanned, 26 meta-analysis studies that meet the inclusion criteria constitute the sample of this content analysis study. Within this research, a meta-analysis control form (MACF) developed by the researchers was used. The coding made by each of the two researchers has been considered, and it is concluded that the coherence between the codings was is sufficient (82%25). The results of this research indicate that the most obvious problems in meta-analysis studies are%253A not establishing hypotheses%253B not calculating reliability between encoders%253B not using a flow chart (in terms of traceability)%253B the use of commercial software in the analysis%253B not combining effect sizes on a common metric%253B use of the fail-safe N in determining publication bias%253B evaluation of I2 on the basis of categories%253B and decision making according to the result of the heterogeneity test in model determination. It is thought that the current study will contribute methodologically to the avoidance of errors in future meta-analysis studies
Instructional Design Considerations for Flipped Classroom
Get PDFAs technological advancements continue to revolutionise the realm of education, use of technology in both K-12 and university classrooms paves the way for making flipped classroom a trending pedagogical model. Flipping a course simply means reversing a traditional model of in-class lecture followed by practice and homework. Research has shown that use of flipped classroom holds promise for students success and satisfaction as long as curricular activities of a flipped course are designed and sequenced through some steps depending on tenets and nature of flipped classroom as well as principles of instructional design models. This study aims to shed light on some considerations for designing content, pedagogy, materials, delivery, and assessment prior to flipping a course. Each step in the process of flipping a course is therefore explicated through a systematic review of 78 studies that focus on implementations of flipped classroom in K-12 and university classrooms
Use of Smartphones in Class%253A Examining the Relationship Between M-Learning Readiness, Cyberloafing, Nomophobia and Addiction Variables
Get PDFThe aim of this study is to examine the relationship between pre-service preschool teachers%252339%253B mobile-learning (m-learning) readiness, cyberloafing, nomophobiaand smartphone addiction variables. The study was carried out using 306 pre-service preschool teachers undergoing education at state-run universities in two different cities in Turkey. The most critical conclusion of the study is that the smartphones used by pre-service preschool teachers both for m-learning and for cyberloafing in class have an impact on nomophobia and smartphone addiction. In the study, the effects of smartphone usage on both the learning environment and the individual were discussed in accordance with the proposed model. Suggestions for the use of smartphones were made in line with the study%252339%253Bs conclusions
Blogging in EFL Learners Academic Writing
Get PDFFirstly known as weblog, soon shortened as blog in 1999, blogs have always been an important part of online culture. Since then their static nature has changed, and they have offered new opportunities, which in return has started to draw the attention of both educators and researchers increasingly. Soon they have assumed a critical place in language learning, specifically in writing classes. As a result of their nondecremental role in language learning, this study aimed to investigate the effects of using blog in academic writing and determine the attitudes of learners of English as a foreign language at tertiary level. The results indicated a considerable increase in the success scores of the students who used blogging in academic writing, confirming that blogging improves students writing skills. In parallel with this finding, students also expressed positive attitudes towards the use of blog in their writing activities, which together could imply that students with positive attitudes towards blogging are likely to become better writers