International Journal of Progressive Education (IJPE)
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The Examination of Representations in Primary School Science Textbooks from the Perspective of Multimodal Genre Analysis
Get PDFThis study conducted a genre analysis to determine the representations in primary school science textbooks. Multiple representations in textbooks indicate multimodality. This study adopted a multimodal genre analysis approach to review the multiple representations in textbooks within the framework of the scientific genre. The sample consisted of two primary school textbooks taught to third and fourth graders within the scope of the science course in the 2021-2022 academic year. The data were gathered based on document analysis and analyzed using content analysis. Frequency and percentage were used for analysis. The results show that the most common representations in the textbooks are photographs and iconic diagrams. The third-grade textbook has more representations than the fourth-grade textbook. The representations in the textbooks are primarily associated with the scientific genres explanation and information report. Of the scientific genres in the textbooks, photographs are primarily used in information report, explanation, and narration. Iconic diagram representation is preferred in experimental, argumentative, and technical procedure. Certain representations are predominantly used in the textbooks, indicating that the textbooks lack a diversity of representations. In addition, the scientific genres are underrepresented in the textbooks, suggesting that the textbooks underutilize the advantages offered by different types of representations. We recommend that textbooks should be enriched with representations and scientific genres
The Relationship Between Prendash%253BService Teacher Attitudes Towards Learning and Their Personal Growth Initiatives
No full textThis study discussed the relationship between pre-service teachers%252339%253B attitudes towards learning and their personal growth initiatives. The study was carried out with the participation of 378 pre-service teachers studying at the MCBU Faculty of Education. According to the descriptive statistics obtained in the study, pre-service teachers attitudes towards learning and personal growth initiatives are at a high level. In the context of attitudes towards learning and personal development orientations, no significant difference was found according to gender, teaching division, grade level and cumulative grade point averages. The anxiety dimension of the attitude scale towards learning was found to be higher in the context of those with low cumulative grade point averages. There was a positive, close to normal relationship between pre-service teachers%252339%253B attitudes towards learning and their personal growth initiatives. Since the data of the study did not show a normal distribution, nonparametric tests were used in the analysis to solve the sub-problems. Mann Whitney U analysis was used for gender and cumulative grade point averages and Kruskal Wallis analysis was used for teaching division and grade level to see if there was a significant difference. The relationship between the scales was evaluated with Spearman%252339%253Bs Rank Correlation analysis
The Use of Error Based Activities to Improve the Mathematization Competency
Get PDFThe purpose of the study is to investigate how the error based activities improve the mathematization competency of preservice mathematics teachers. The study was designed as a case study which is one of the qualitative study design. The sample consists of 38 third grade elementary mathematics teacher candidates studying in a university in Turkey. The study group consisted of 20 pre-service teachers%253B the comparison group consisted of 18 pre-service teachers. Data were collected through PISA questions consisting of 11 questions total. Data were analysed through descriptive analysis. The findings of the study indicates that the study group performed better than the comparison group on getting the full score for most of the questions. Both of the groups performed mostly on getting full and zero scores and rarely getting partial scores. The study group performed mostly at level 3 when the comparison group performed mostly at level 2 and level 1
Candidate Primary School Teachers%252339%253B and Primary School Teachers%252339%253B Metaphorical Perceptions about Teaching and Mathematics Teaching
No full textThe primary goal of this study is to identify the metaphors primary school teachers and candidate teachers use to describe teaching and mathematics teaching. The second goal is to highlight the parallels and discrepancies between metaphoric themes related to teaching and those related to mathematics teaching. A study in phenomenological designmdash%253Bone of the qualitative research methodsmdash%253Bwas conducted with this goal in mind. The study involved 121 primary school instructors and 84 undergraduate primary school teaching students. The researcher%252339%253Bs own questionnaire form was used to electronically gather the data. After conducting a content analysis of the data, themes were developed. Four (4) themes for candidate teachers and six (6) themes for teachers were created from the metaphors provided for the concept of teaching. Six (6) themes for instructors and four (4) topics for potential teachers were created from metaphors aboutmathematics teaching. It is believed that certain teaching metaphors and metaphors for mathematics teaching are influenced by prior knowledge, some by teaching material, and some by experience. The fact that the teachersmdash%253Bas opposed to the candidate teachersmdash%253Bcreated metaphors about mathematics teaching around the themes of quot%253BA Field of Instruction with Rich Solutionsquot%253B and quot%253BA Field that Requires Variety in Teaching Methods and Techniquesquot%253Bmdash%253Bsuggests that teachers%252339%253B opinions on the subject evolve as they gain more practical knowledge. It is advised that prospective primary school teachers be offered training in related courses to help them form views about teaching and mathematics teaching in light of the research%252339%253Bs findings
Teaching Sequential Text Writing at Primary School by Using the Read-to-Write Strategy
Get PDFThe number of informative books and their content variety is increasing. Today, students are exposed to informative texts more than ever before. Some learning outcomes in the Turkish Language Curriculum encourage students to discover the differences between text types and to write informative texts. This curriculum also recommends the inclusion of various types of informative text in the coursebooks. Yet, the number of studies on the development of informative text writing skills in Turkey is quite limited, and the need for research to help support students%252339%253B ability to write informative texts is clear. As such, the present study was conducted to determine the effectiveness of the quot%253Bread-to-writequot%253B strategy, which is an informative text writing strategy, in teaching primary school students to write sequential informative texts. Applying the quasi-experimental method with pre-test post-test control group, the study was carried out in a village primary school in Afyonkarahisar. 33 primary school third grade students, 17 in the experimental group and 16 in the control group, participated in the study. The implementation of the research continued for 5 weeks and took 15 course hours. Before and after the intervention, the students were instructed to write sequential texts. A rubric prepared by Clark and Neal (2018) was used to collect the data. The six-item scoring key revealed the quality of the written texts. The collected data were analyzed with the help of a data analysis program using dependent samples t-test and independent samples t-test. The results clearly show that the read-to-write strategy is effective in writing sequential text type texts. After the intervention, the average of the scores of the students in the experimental group in which the read-to-write strategy was used increased significantly compared to the pre-intervention whereas no significant difference could be identified in the mean scores of the informative texts written by the students in the control group before and after the intervention. Finally, based on the research findings, various implications and suggestions are presented for educators and researchers
Transmission of Family Culture quot%253BThe Case of Grandmother, Mother and Granddaughterquot%253B
No full textCulture is the guide that enables us to understand and describe the formation process, qualities and conditions of society, which is expressed as a structure that contains systems and norms. Tradition, on the other hand, allows us to observe the reflections of culture in society and individuals. Traditions maintain their continuity in society by reinforcing cultural values and norms. In this sense, the transmission of values and culture between generations is possible with the family, the smallest subsystem of society. In this respect, the family contributes to the progress of societies. As a role model for children, the family institution guides future generations to learn their culture in shaping societies. In this context, the main purpose of the study is to examine the communication and interaction between grandmothers, grandmothers%252339%253B daughters and grandmothers%252339%253B granddaughters living in the same family chain in the transmission of family culture. For this purpose, face-to-face and online interviews were conducted with three generations, 30 grandmothers, 30 mothers and 30 granddaughters, who are in constant interaction. These interviews were carried out with three different interview forms prepared by the researchers to be applied to each group separately. The phenomenological method was used in the study, which was planned in a qualitative design. The data obtained were processed and analysed in MAXQDA program. Themes were formed by the analyses. As a result, it was thought that increasing studies on intergenerational culture transmission and intergenerational communication and interaction would provide new generations with awareness of family culture
Effect of Hope-Focused Intervention Based on the Creative Art Approach on the University Students Levels of Hope
Get PDFThe aim of this study was to examine the effect of hope-focused intervention based on the creative art approach on the level of hope of university students. The exploratory sequential design, among mixed patterns, was used in this study. In this experimental study, the random assignment Solomon 4-group design was used. The participants (n %253D 60) consisted of university students enrolled in an educational program at a public university in western Turkey. The Dispositional Hope Scale, Interview Forms, and Personal Information Forms were used as data collection tools. The hope-focused intervention based on the creative art approach was conducted with experimental groups for 6 weeks, once a week for 90 min. In order to determine the effect of the intervention, the quantitative data obtained were analyzed by two-way ANOVA and the t-test. Qualitative data were obtained by semi-structured interviews and analyzed via content analysis. The results of the analyses showed that hope-focused intervention based on the creative art approach had a significant positive effect on the participants%252339%253B hope levels, regardless of the pre-test and post-test sensitivity
Practice, Teaching, and Research Ethics in Special Education
Get PDFConsidering the lives of individuals with special needs, perhaps the most critical of the services provided is special education services. Having an extremely important place in the lives of these individuals and their relatives, special education services should be carried out within the framework of certain standards and ethical principles. Professional ethics, which pertain to the standards of conduct that individuals working in the realm of business should or should not exhibit, are of paramount importance in guiding employees on the principles that should be adhered to. Given that the field of special education is particularly sensitive in comparison to other disciplines, it is crucial for both teachers working in special education and researchers in this field to possess knowledge and skills pertaining to ethical principles. Despite its significance, there is a dearth of studies on the subject of special education ethics in Turkey. In light of the importance of this topic and the present situation in Turkey, this study aims to explore the concepts of ethics and professional ethics at a fundamental level. Specifically, the study delves into the specific realms of special education practice ethics, special education teaching ethics, and special education research ethics, and examines their place within the broader field of special education in the context of international literature. It is believed that the research conducted on this subject will be beneficial for both teachers, researchers, and service recipients in the interdisciplinary field of special education
Study of Variables Predicting Teachers%252339%253B Organizational Happiness Levels with Ordinal Logistical Regression Analysis
No full textThis study aims to determine the variables that predict teachers%252339%253B organizational happiness levels. The study is quantitative in the predictive correlational type, which is one of the general screening models. The data of the study were analysed with ordinal logistic regression. The sample group of the study consists of 605 teachers working in pre-school, primary, secondary and high schools in Çankaya district of Ankara province with the stratified sampling method. quot%253BOrganizational Happiness Scalequot%253B and quot%253BEmpowering Leadership Scalequot%253B were used as assessment tools in the study. The organizational happiness level of teachers, which is the dependent variable of the study, was defined as a three-category variable in the form of low, medium and high with the K-means clustering algorithm. In the study, it was determined that only marital status, socio-economic level of the school and empowering leadership behaviours predicted teachers%252339%253B organizational happiness levels significantly. The order of importance regarding the predictive level of the predictor variables, from the largest to the smallest, is the school with a high socio-economic level, the school with a medium level of empowering leadership behaviours, marital status and socio-economic level. Based on the results obtained, various suggestions have been made in the research to improve the socio-economic environment of schools as educational organizations and to support the behaviour of school administrators to empower teachers
The Analysis of the Relationship between Humor Styles of Counselor Candidates and Their Skills of Coping Through Humor and Problem-Solving
Get PDFThe aim of this research is to analyze the relationship between the humor styles of counselor candidates and their skills of coping through humor and problem-solving. Relational screening model, which is one of the quantitative research methods, was used in the research. The sample of the research consists of 232 students studying in the Guidance and Counseling program at foundation universities in Istanbul. The sample of the study was obtained by convenience sampling, one of the methods of non-random sampling methods. The data of the research was collected with the Personal Information Form, Humor Styles Questionnaire, Coping Humor Scale and Problem-Solving Inventory. The obtained data were analyzed through SPSS 21.0 program using t-test, ANOVA and Pearson product-moment correlation analysis techniques. It is seen that counselor candidates show coping behavior through humor in case of any problem. Counselor candidates mostly use affiliative humor style, followed by self-enhancing, self-defeating and aggressive humor styles, respectively. According to the data of the research, there is a low level, negative and insignificant relationship between humor styles and problem-solving%253B a moderate, positive and significant relationship between humor styles and coping through humor%253B and a low, negative and significant relationship between coping through humor and problem-solving