International Journal of Progressive Education (IJPE)
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Childrens Geometric Understanding through Digital Activities%253A The Case of Basic Geometric Shapes
Get PDFEarly mathematics education bases a foundation of academic success in mathematics for higher grades. Studies show that introducing mathematical contents in preschool level is a strong predictor of success in mathematics for children during their progress in other school levels. Digital technologies can support childrens learning mathematical concepts by means of the exploration and the manipulation of concrete representations. Therefore, digital activities provide opportunities for children to engage with experimental mathematics. In this study, the effects of digital learning tools on learning about geometric shapes in early childhood education were investigated. Hence, this study aimed to investigate children progresses on digital learning activities in terms of recognition and discrimination of basic geometric shapes. Participants of the study were six children from a kindergarten in Kırşehir, Turkey. Six digital learning activities were engaged by children with tablets about four weeks in learning settings. Task-based interview sessions were handled in this study. Results of this study show that these series of activities helped children to achieve higher cognitive levels. They improved their understanding through digital activities
Four-Component Instructional Design (4C%252FID) Model Approach for Teaching Programming Skills
Get PDFThe need for methods, techniques and approaches that we can develop high-level thinking skills in important activities increases day by day in order to achieve effective use of technology and change in information and communication technologies. In particular, the diversity, complexity of technical skills and to gain technical skills required to be learned in schools and through applications in industry is important. Teaching the programming as a technical skill during instructional design process (ID) and how effective and meaningful teaching can be taught is an important problem. Thus, instructional design models have been developed for the solution of learning problems in systemic, systematic and appropriate learning conditions and especially for the development of technical skills (van Merriënboer (1997). The instructional design model (4C%252FID) activity mentioned here can be used for teaching the importance of instructional and technological stages by combining and supporting another multimedia project design, development and evaluation model. This study presents technical skills only by pointing to the future developers and designers of programming that an instructional design approach can be used to develop other programming skills. In addition, through ten steps proposed for complex learning (van Merriënboer amp%253B Kirschner 2007) and steps in achieving complex cognitive, high-level, algorithm based limited coding, technical skills, it is to provide a new different approach to program developers, instructors and designers by planning and discussing the design of the process within a basic frame as to be in four stages (van Merriënboer amp%253B Kirschner 2007). The purpose of this study is to adapt the principles of the model for teaching technical skills by using four-component instructional design model (4C%252FID) within software programming. In this study, theoretical framework for teaching complex technical skills, learning theories and problem solving in programming are given. The relationships between components of 4C%252FID model presented for teaching programming skills. At the end of study, the ID model components and their applications for future programming skills were indicated
Effect of Inquiry-Based Mathematics Activities on Preschoolers Math Skills
Get PDFPractice%253AAn Inquiry-Based Mathematics Activities Module (IBMAM) was developed in accordance with the developmental characteristics, interests, needs, and expectations of preschoolers. The aim of the study was to determine the effect of the IBMAM on preschoolers numbers and operations skills. A quasi-experimental method, which was a pretest-posttest design with control group, was used. The students of a kindergarten were randomly assigned to three groups%253A experimental, control, and placebo. Measurements were made on the three groups before and after the IBMAM. The study took place in the academic year of 2016-2017, and the sample consisted of 57 students (19 participants in each group) of a kindergarten in Sincan, Ankara, affiliated to the Ministry of National Education. Interviews were conducted with 18 kindergartens in the same district for the needs analysis. The kindergarten was the study field of choice due to its sufficient number of students and low socioeconomic status and to the students willingness to participate in the study. Math activities were performed in three classes with children 60ndash%253B72 months of age. For 6 weeks, the experimental group performed the 30-activity IBMAM, the control group performed no activities, and the placebo group performed Turkish reading activities unrelated to mathematics (TRAUM). Data were collected using the Test of Early Mathematics Ability (TEMA-3). In the current study, 3x3 (three groups%253A experiment, control, placebo groups with 3 measurements%253A pretest, posttest, follow up test) experimental mixed design (factorial-split-plot) ANOVA was performed to determine the effect of IBMAM on preschoolers math skills.
Research Findings%253AResults show that the IBMAM had a positive and lasting effect on preschoolers number and operations skills. IBMAM provided the experimental group participants with the opportunity to be engaged in small-group activities in which they were able to have math experiences and inquire about them. This process allowed them to enhance math concepts, learn new ones, and learned in meaningful ways in which they used their math skills. They structured the concepts and skills that they had learned by inquiring, researching, and experiencing, which promoted their curiosity and interest in learning
An Effective Method to Develop Watching%252FListening Comprehension Skills In Turkish Teaching
Get PDFTraditional and frequently used approaches to develop listening skills and listening teaching mostly word and sentence-centered instead of a holistic approach to the meaning of a discourse%253B disregarding the fact that words and sentences gain meaning in a discourse, i.e in a context. Therefore, listening should be regarded as an active process, however traditional listening approaches regard listening asa passive %252F and static process. Thus, in this research, a new approach to listening teaching, a discourse-oriented approach was studied, introduced and offered to eliminate these defiencies. The research was designed as one-group pre-test post-test experimental study to determine the effect of discourse analysis on the given sample of 17 students in 5th grade. As data collection instruments, an identification form, achievement tests, evaluation forms and a questionairre were developed and used in the process. Correlation analysis, t-test and regression analysis were employed to analyse the data. As a result of the study, it was found that listening skills of the students were improved in the process through discourse analysis method by comprehending the material listened%252Fwatched thoroughly. The improvement was reflected in the comparison of their pre and post test results and showed in tables. Moreover, their gradual progress was evaluated through the criteria developed and demonstrated in graphs. Additionally, students developed positive opinions about using a discourse-oriented approach to improve listening skills which was reflected on their responses for the questionnaire items
High School Teachers%252339%253B Perception of Institutional Trust
No full textThe current study aims to determine the teachers views on trust in high schools. The study group of the research consisted of 138 teachers who served general, Anatolian, and vocational high schools within the borders of city of Van. The researcher developed a semi-structured interview form as a data collection tool. Nine sub-titles were included in relation to the reasons for trust and distrust. Teachers responses in the interview form were computerized and their percentages and frequencies were calculated. Each response was numbered and coded and put on the statistics software. Through the statistics software, percentages and frequencies of teacher views in relation to high school type, gender, and seniority were obtained. Teachers stated 604 views in total. 314 of these views were of trust and 290 were of distrust. In relation to trust, teachers mostly stated reasons stemming from administrators and teachers%253B they mostly stated the reasons stemming from students and parents, in relation to distrust. General and vocational high school teachers stated that they felt reassured when students were respectful and polite whereas Anatolian high school teachers said that they felt reassured when students were admitted through an exam. Both general and Anatolian high school teachers stated that they felt unsafe due to inefficient administrators whereas vocational high school teachers stated that they felt unsafe due to favoritism by administrators
An Analysis of the Relationship Between the General Self-efficacy Perceptions of Teachers and Their Political Skill Levels
Get PDFThe purpose of this study is to examine the relationship between the general self-efficacy perceptions of teachers and their political skill levels. The relational screening model method was used for this study. Data was collected from 358 teachers serving at primary and secondary schools in the city of Gaziantep in the 2017-2018 academic year. The researchs data was collected through the quot%253BGeneral Self-Efficacy Scalequot%253B and the quot%253BPolitical Skill Inventoryquot%253B. The confirmatory factor analysis was performed for each of the scales used in the study with the AMOS software. This was followed by descriptive statistics and correlation, and regression analyses with the SPSS program. Research findings indicate that teachers%252339%253B general self-efficacy perceptions, as well as the interpersonal influence and apparent sincerity sub-dimensions of political skills are at a high level, while their social astuteness and networking abilities are at a medium level. As a result of the correlation analysis, it was found that the general self-efficacy had a significant positive relationship with the networking ability, apparent sincerity, social astuteness and interpersonal influence sub-dimensions of political skills. According to the stepwise multiple regression analysis results, the general self-efficacy predicts all the sub-dimensions of the political skills in a significant and positive manner. It can be suggested that teachers with high general self-efficacy perceptions have higher levels of political skills and are more likely to reach their goals by using their political skills with the people around them in the school environment
The Investigation of the Relationship between University Students%252339%253B Leisure and Life Satisfaction Levels
No full textThe purpose of this study was to investigate the relationship between leisure satisfaction and life satisfaction levels of university students and to determine whether these parameters differ in terms of various variables. In the study, the Leisure Satisfaction Scale, which was developed by Beard and Ragheb (1980) and adapted to Turkish by Gökçe and Orhan (2011) was applied to determine the participants%252339%253B leisure satisfaction levels and Life Satisfaction Scale developed by Diener et al. (1985) and adapted to Turkish by Köker (1991) was used to measure the life satisfaction levels of the participants. The convenience sampling method was chosen for sampling and face-to-face method was used for data collection. SPSS package program was used for analysis of obtained data. Pearson Correlation, Regression, and Multivariate variance analysis were used for data showing normal distribution according to Skewness-Kurtosis values. Totally, 1418 participants [651 males (45.9%25) and 767 females (54.1%25)] participated in the research voluntarily. According to the findings of current research, it was determined that there was a positive correlation between life satisfaction and all sub-scales of leisure satisfaction. When MANOVA results were examined according to gender, it was found that there was a significant difference in all sub-scales of leisure satisfaction scale. As a result%253B leisure satisfaction sub-scales (aesthetic and physical) have a positive impact on life satisfaction
Modeling the Relationship between Motivation, Learning Approach, and Academic Achievement of Middle School Students in Turkey
Get PDFThis study examines the structural relationship among motivation, deep learning approach, and academic achievement of middle school students in Turkey. Participants were 746 seventh grade and eighth grade students enrolled in public middle schools in Sinop and Ankara, Turkey. Motivated Strategies for Learning Questionnaire, Study Process Questionnaire (R-SPQ-2F) and GPA scores of participants were used in the study. Data were analyzed by Structural Equation Modeling. The results of the study revealed that motivational variables are related with the use of deep learning approach which is related with higher GPA. Path analyses demonstrated that deep learning approach fully mediated the relationship between students motivational variables and academic achievement. Self-efficacy, task value, and intrinsic goal orientation as the indirect effects through deep learning approach on academic achievement were strong predictors in the model
Effect of augmented reality environments on cognitive load%253A pedagogical effect, instructional design, motivation and interaction interfaces
Get PDFThe aim of this study was to explain the relationship between cognitive load and the effects of augmented reality (AR) learning environments. To achieve this aim, firstly, the studies of systematic literature reviews on the potential and limitations of AR learning environments were examined. Afterwards, the effect of AR was categorized in terms of (1) pedagogical effect, (2) instructional design, (3) motivation and (4) interaction interfaces. Finally, the relationship between cognitive load and the emerging categories related to the potential and limitations of AR was explained and recommendations were presented. From a pedagogical point of view, AR helps to reduce extraneous cognitive load and to increase germane cognitive load. On the other hand, the effect of AR systems, which are difficult to use and complex in terms of instructional design, on cognitive load was revealed. Some teaching methods and design principles that can be effective as solutions were presented. In addition, the effects of motivational stimuli on the prevention or extension of cognitive capacity among students were described. Finally, the potential and limitations of AR interaction interfaces on cognitive load were explained. The results of this research provide important clues for AR developers and instructional designers in terms of reducing cognitive load and the elimination of working memory limitations
The Perceptions of Students Studyıng in the Faculty of Education Towards Reading in Terms of Theır Reading Motivations
Get PDFThe research was conducted with the aim of determining the levels of reading motivation of students who are studying in the department of teaching in terms of various variables and the factors that cause having low and high reading motivation. The research is based on the determination of the internal and external motivation sources that motivate or disincline students in reading who are studying in the department of teaching and the development of solutions accordingly. The research was conducted with mixed method. Within the mixed method, the explanatory sequential design was used. The first study group of the research consists of 238 first grade students who are studying in the different departments of the Faculty of Education in a state university in the academic year of 2018-2019. The second study group of the research consists of 18 students who wanted to participate in the second phase of the research and has low and high reading motivation. The data collection tools of the study include the Adult Reading Motivation Scale (ARMS) which was developed by Schutte and Malouff (2007) and interview form which consists of open-ended questions. In the analysis of the quantitative data, within the IBM SPSS 24.0 statistical program, descriptive researches, independent samples t-test since the data demonstrate normal distribution and one-way ANOVA test were used. In the analysis of qualitative data, MAXQDA Analytics Pro 12 qualitative analysis program was used for coding the data, determining the themes, organizing the themes and defining and interpreting the findings. The obtained results are as follows%253A Reading motivation of female students are higher than male students. Students who have a bookcase in their home have a higher motivation than those who don%252339%253Bt have. The department students study does not create a difference in reading motivation. Students who have high reading motivation define themselves as conscious readers and individuals who find pleasure in reading. Personal pleasure and the desire to improve are the leading factors that incline individuals to read. It is observed that taking someone as a model and being influenced by a peer are important for reading motivation. The leading reasons that decrease reading motivation are school, activities with friends and getting bored from reading. Students who have high reading motivation are considered to be individuals who acquired reading habit and are good readers since they read with the purposes of self-development, acquiring knowledge, homework and pleasure as well as curiosity. While the factors which excite students the most in reading are curiosity, interest and gripping narration, the elements that disturb the students are long descriptions and unobtrusive subjects