International Journal of Progressive Education (IJPE)
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Teacher Opinions on the Use of Educational Games in Social Studies Course
Get PDFCurrent developments have led teachers to use different methods and techniques in their instruction processes. When it is considered that student-centred instruction methods and techniques are more effective, it is important to include methods and techniques that will make students more active and ensure their active participation in the instruction process. One of these techniques is educational games. The objective of this study is to obtain the views of social studies teachers about using educational games. This study used a qualitative approach. The study group consisted of 15 social studies teachers working in the secondary schools of Kars, Turkey. The data were collected with a semi-structured interview form prepared by the researchers. In order to explain the collected qualitative data and to determine the relationships, the explanatory and deductive codes that emerged during the analysis were used. Based on the data obtained, it was found out that the social studies teachers thought that educational games were a technique which provided a more permanent learning environment with fun. It was also determined that the social studies teachers believed that educational games should be entertaining, instructive, and suitable for students levels and related to class topics and that using the educational game technique was beneficial for supporting the permanence of social studies instruction processes, active student participation, and strengthening the gained knowledge. Based on these results, the researchers recommended to improve educational games by deploying them in a more effective manner and including them more frequently
Experiences of Primary School Teachers Regarding to Teaching Turkish to Students who are not Native Turkish Speakers%253A A Phenomenology
Get PDFThe study aims is to determine the experiences of primary school teachers in terms of teaching Turkish to the students who are not native Turkish speakers. In the study, phenomenology pattern, one of the qualitative research patterns, was used. Participants were determined by the criterion-based sampling method. The participants of the research consisted of 36 primary school teachers who had Syrian and Afghan refugees in their class. The research data were collected through a semi-structured interview form developed by the researchers. Content analysis technique was used in the analysis of the data. It was observed that most of the participants felt insufficient in teaching Turkish to students who had different native languages, had problems in applying, measuring and evaluating teaching methods and course activities, and had language problems with them. In the study, the difficulties experienced in teaching Turkish to Syrian and Afghan refugee students who were not native Turkish speakers were presented and the suggestions about what to do in the education process related to these difficulties were provided. It was concluded that in the education process of the teachers, students and families should take Turkish language courses. Moreover, in addition to the Turkish courses in teaching Turkish, it was reported that the primary school teachers stated that it would be helpful to do social activities with students who have language problems, to provide counseling services for them, and to prearrange distribution of the students to each classroom. It was concluded that special activities should be carried out in the verbal communication learning area
Pre-Service Teachers as Creators and Students as Viewers of Childrens Literature-Related Digital Stories%253A A Formative Experiment
Get PDFThe goals of this formative experiment were to help pre-service teachers (PSTs) create childrens literature-related original digital stories (DSs) and use these DSs to receive elementary school students and in-service teachers reflections. In this study, the Technological Pedagogical Content Knowledge (TPACK) framework was used. In total, 71 PSTs, 544 elementary school students, and 21 in-service teachers participated in the study. The results revealed that the PSTs wrote original stories that were mostly from their own personal experiences, drew illustrations, used their own voices by following the prosodic speaking rules, and, finally, created original DSs to convey to the students important didactic or informative messages. The digital storytelling creation process improved the PSTs childrens literature-related TPACK knowledge and practices. In this study, the majority of the PSTs tried to create parallel DS, which means that the pictures, texts, and recorded verbal messages told the same story for the same setting. In addition, the majority of the students gave viewer%252Freader-centered oral responses to the DSs. The results also showed that the PSTs, in-service teachers, and students had positive reflections about the DSs. These results confirmed that the goals of this formative experiment were achieved
Teachers Self-Efficacy Perceptions in Terms of School Principals Instructional Leadership Behaviours
Get PDFThe aim of this study is to analyse the effects of principals instructional leadership on the teachers%252339%253B perceptions of their self-efficacy. Mixed method, in which quantitative and qualitative techniques are employed together, was used in order to analyse the data obtained. The sample for quantitative analysis included 435 teachers working in schools in Şahinbey Province and study group for qualitative analysis included 24 teachers working in these schools. For the quantitative data, regression and correlation analysis were done%253B for the quantitative data, descriptive and content analysis were done. Data were obtained using Instructional Leadership Behaviours Scale (Hallinger, 2011) and Teachers%252339%253B Self-Efficacy Perception Scale (Tschannen-Moran ve Woolfolk Hoy, 2001). According to the result of the study, there is a significant medium level relationship between principals instructional behaviours and teachers%252339%253B self-efficacy. In addition, instructional leadership behaviours displayed by principals contribute positively to teachers%252339%253B motivation and task focality, the development of learners%252339%253B ability to learn, and the self-evaluation skills of the teachers about themselves and students
Analysis of the Relationships between Mathematics Achievement, Reflective Thinking of Problem Solving and Metacognitive Awareness
Get PDFIn this study, it was examined that in what level reflective thinking towards problem solving skills and metacognitive awareness explained maths course achievements of the students and the relationships among these variables were studied. In this study, relational survey model was applied. The study included 412 seventh grade students from two different secondary schools within each of the three central districts located in Ankara. In this study, Reflective Thinking Skill Scale to Problem Solving (RTSSPS) and The Metacognitive Awareness Inventory for Children (MAI-C) and the scores of Maths Course Achievement were used. Pearson Momentler Correlation Coefficient and Multiple Linear Regression Analysis were used in the correlational and regression analysis. It was determined that there was a strong positive significant correlation between students maths achievement, reflective thinking towards problem solving and metacognitive awareness. It was also determined that there was a strong positive significant correlation between reflective thinking towards problem solving and metacognitive awareness
Associations Between Emotional States, Self-Efficacy For and Attitude Towards Using Educational Technology
Get PDFThe purpose of this study was to investigate the associations between alternative certification preservice teachers levels of depression, stress, educational technology anxiety, self-efficacy for educational technology, and attitude towards using technology in education to provide insight into the interplay between intrinsic factors affecting technology integration. Participants were 451 preservice teachers enrolled in the alternative certification program at a public university in the southwestern part of Turkey (N%253D451). Data were collected using the Educational Technology Standards Self-Efficacy Scale, Attitude towards Using Technology in Education Scale, Educational Technology Anxiety Scale, Perceived Stress Scale, and Becks Depression Inventory. In addition to descriptive techniques, Pearsons product-moment correlation coefficient and multiple linear regression were used for data analysis. Findings revealed that preservice teachers suffer from stress, depression, and anxiety, even more so than other undergraduate students. Age did not correlate with any of the parameters. Stress and depression did not differ according to gender%253B however, females were more anxious about using educational technology. Additionally, findings indicated bidirectional and cyclical relationships between emotional states, self-efficacy, and attitude. Finally, using educational technology for instructional purposes and for secondary purposes such as classroom management were associated with different sets of self-efficacy beliefs, and attitudes. Findings of the research were discussed and suggestions were made
District Leadership Study%253A A Bivariate Analysis of Language Descriptors in Defining Educational Leadership Constructs
Get PDFIn 2013, a bivariate designed instrument of personality descriptors was given to a district school system to correlate difference between the teacher population and that of the administration. Results indicated a correlated population grouping where the two groups were similar in generalized personality constructs. Results indicate the leadership population is similar, in general, to the teachers, but some specific traits registered higher for the latter group. An inferential analysis using a paired sample, students t analysis of the survey instrument confirmed that the educational leadership group was different in response than that of the teacher population
Career Planning Scale of Students Studied in Sports Sciences (CPS)%253A Validity and Reliability Study
Get PDFThe purpose of this study was to develop a scale towards career planning of sports sciences students. Study group consisted of 543 students who were attending in physical education and sports teaching, sports management, and coaching departments in Siirt University. Construct validity of scale was tested through factor analysis [WK1]and confirmatory factor analysis. Reliability of scale was measured through Cronbach Alpha and test-retest test. Discrimination of scale was tested between down %2527 and up %2527. Correlation analysis was made between scale factors. In order to calculate the reliability of 23 items in Career Planning Scale, Cronbach Alpha which is a inner consistency coefficient was calculated. General reliability of scale were found to be high as alpha%253D0.885. Analysis results have demonstrated that adjustment statistics calculated through confirmatory factor analysis showed a significant adjustment and positive correlations were determined between scale sub-dimensions and general scores as a result of correlation analysis (plt%253B0,05)
A Follow-up Study on the Metaphoric Perception of Secondary School Students from TEOG to LGS
Get PDFThis study aims at determining what kind of images represent the practices of TEOG and LGS in the minds of students during the transition from secondary to high school. It attempts to reveal through comparisons conducted whether any metaphorical change occurred in the minds of students during the transition from TEOG to LGS. A data gathering technique through metaphors from qualitative research methods was used in gathering data in this study, carried out with the participation of 187 students in 2017 and 189 students in 2018 at three secondary schools in Samsun, Turkey. The data gathered was analysed using the steps of coding and sorting, compiling a sample metaphor image, category development, validity and reliability. It was observed that exam change did not cause any change concerning the metaphors used by students in defining the exam as a result of the comparison of metaphors regarding both the above mentioned exams
The Use of Open-ended Questions in Large-Scale Tests for Selection%253A Generalizability and Dependability
Get PDFIt has become a critical question what the reliability level would be when open-ended questions are used in large-scale selection tests. One of the aims of the present study is to determine what the reliability would be in the event that the answers given by test-takers are scored by experts when open-ended short answer questions are used in large-scale selection tests. On the other hand, another aim of the study is to reveal how reliability changes upon changing the number of items and raters and what the required number of items and raters is to reach a sufficient degree of reliability. The study group consisted of 443 8th grade students from three secondary schools located in three different towns of the city of Izmir. These students were given a test including 20 open-ended short answer questions which was developed within the scope of the study. Students answers were rated by four experienced teachers independently of one another. In the analyses, G theorys fully crossed two-facet design p x i x r with students (p), items (I) and raters (r). The analyses found and Phi%253B%253D0,855 and it was concluded that well-educated raters in rating open-ended short answer questions can achieve consistent scoring at an adequate level