International Journal of Progressive Education (IJPE)
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Leadership in Academic Institutions%253B Preparing Students Holistically for Life%253A Matters of the Heart and Mind
No full textStudents spend most hours of their day within Academic Institutions in their classrooms and%252For after school and weekend activities. They are able to acquire knowledge and skills needed to be academically, socially, emotionally and physically well. All of these factors contribute to holistic growth and development. However, social and emotional intelligence are key ingredients to an individuals ability to adjust and interact with others in rapidly changing societies. Therefore, the experiences that students have with their administrators, teachers, peers and parents, while at school are essential to the holistic development of ones academic, social, emotional skills and interpersonal relations. The authors define holistically, as the development and growth of students%253A intellectually, socially, emotionally, physically and ethically. The following discussion points to the importance in fostering social-emotional intelligence in all stakeholders alike, in the school-setting and in finding an equilibrium in authentic leadership by demonstrating agility with school policies and processes when ones wisdom and genuine care can prevail%253B thus referring to matters of the heart and mind. Therefore, the authors are addressing the fundamental question, What type of institutional leadership does an academic institution need in order to prepare students holistically for life and to develop them to become tomorrows leaders%253
An Examination of the Epistemological Views and Learning Styles of Pre-Service Teachers
Get PDFEpistemology is the branch of philosophy that investigates human knowledge, in particular its source, nature, limitations, system, and accuracy. The most critical issues in epistemology are considered to be belief in the nature of knowledge and belief in the nature of knowing. Since epistemology involves the structuring processes of knowledge, it assumed to be associated with individual differences, which are influential in determining an individuals ability to organize their thoughts and behaviors as well as personal choices. In addition, the most typical reflections of individual differences are observed in learning styles. Therefore, in this research, we aimed to examine the relationship between the epistemological views and learning styles of pre-service teachers. The study was based on a quantitative design and the epistemological views of the pre-service teachers were determined using the Scientific Epistemological Beliefs Scale developed by Elder (2002) and adapted to Turkish by Acat, Tuuml%253Bken and Karadağ (2010). In addition, the index of learning styles developed by Felder and Soloman (1996) and adapted to Turkish by Samanci and Keskin (2007) was used to identify the participants learning styles. A total of 698 pre-service teachers from two state universities in Turkey constituted the sample of the research. According to the overall results, the pre-service teachers adopted philosophical skepticism and were inclined towards an active%252Fsensing%252Fvisual%252Fsequential learning style. Furthermore, a statistically significant relationship was found between the participants%252339%253B learning styles and their epistemological views
The Effect of Chemistry Laboratory Activities on Students’ Chemistry Perception and Laboratory Anxiety Levels
Get PDFChemistry lesson should be supported with experiments to understand the lecture effectively. For safety laboratory environment and to prevent laboratory accidents%253B chemical substances properties, working principles for chemical substances usage should be learnt. Aim of the present study was to analyze the effect of experiments which depend on laboratory usage techniques on science teacher canditates laboratory anxiety and chemistry perception. The study was conducted with 41 science teacher candidates who registered General Chemistry-II course in Bartın. In the study a pre-test and post-test procedure was applied. To collect data Chemistry Laboratory Anxiety Instrument and Chemistry Perception Qestionnaire were used. Chemistry Laboratory Anxiety Instrument was developed by Bowen (1999) and adapted into Turkish by Azizoglu and Tiryaki (2006). Moreover, Chemistry Perception Questionnaire, was developed by Wells (2003) and adapted by Tosun (2013). At the beginning of the semester, the scales were administrated to science teacher canditates as pretest. During the semester, experiments which depend laboratory usage techniques have been conducted. At the end of the semester, the scales were administrated to science teacher canditates as post-test. Findings of the study revealed that, science teacher canditates anxiety level decreased on the other hand there was no statistically significant difference for teacher canditates about chemistry perception
Peer Response as an Effective Writing Strategy
Get PDFThis paper presents the peer response as an effective strategy in the teaching of college writing. In the textual analyses, feedback conference and through the evaluation questionnaire, peer response strategy was assessed as dynamic and successful and that editors and writers worked constantly with each other as a matter of scaffolding wherein writers chose their editors based on perceived scholastic standing, peer relation, and shared fields of interests. It was also found out that the writers were expecting more on the suggested changes for improvement and the identification of common errors for corrections than on the estimated grade given to their works. It is therefore concluded that peer response could be an effective way of managing big writing classes, capitalizing on the editing skills of students. This decentralized writing technique empowers students to manage their own pace, control their own taste of subject matter, and discover their own style
Review essay%253A Can progressive education save America’s schools%253F
No full textIn Loving Learning%253A How Progressive Education Can Save America%252339%253Bs Schools, Tom Little and Katherine Ellison describe Toms experiences, personal joumey and knowledge of progressive education. During a pilgrimage to 45 progressive schools, Tom set out to visit schools that unabashedly called themselves progressive and asked the question, quot%253BWhat is progressive education%253Fquot%253B This essay first reviews the book around six core strategies identified as progressive, and then provides a discussion in the context of 20th century curriculum ideologies. Differences between ideologies are what lead to the dualism that makes education divisive. The current state of education reveals a new surge for change. By avoiding the -isms that force the dichotomy in education, progressive education strategies can play a more central role in curriculum
Investigation of the Secondary School Students’ Images of Scientists
No full textThe overall purpose of this study is to explore secondary school students images of scientists. In addition to this comprehensive purpose, it is also investigated that if these students current images of scientists and those in which they see themselves as a scientist in the near future are consistent or not. The study was designed in line with the case study research in a qualitatively manner. The working group is of totally 175 (95 boys, 81 girls) secondary school students enrolled in the fifth, sixth, seventh and eighth grade of a public school located in the province of Adıyaman. Data were collected through drawings during the drawing activity and interviews conducted with the selected drawings owners in order to explore images of scientists. Elements take place in the drawings which are investigated by two of science education expert and one of art expert were analyzed in accordance with certain categories appearing in the related literature. Furthermore, fifteen pictures among others were randomly selected and their owners were asked to imagine themselves as a scientist in the near future and consequently depict and draw on a paper their imagination. For further information, interviews were carried out to determine the differences between the first drawings and the second ones. It is concluded that 68%25 of secondary school students draw a natural scientist or scientists, 2,28%25 of those draw a social scientist or scientists and finally the rest draw no scientist. The rate of drawings including only one scientist is %2566,85 while the rate of drawings possess more than two scientists %254,57. On the other hand, the rest of the drawings are without any scientist. There is no obvious difference in all categories selected in the context of the study according to grade level and gender. The study revealed the possibility of the fact that secondary school students images of scientist are substantially formed by the content of prevailing mainbooks and workbooks including activities in the classrooms. When talking about scientists, the majority of the students depict a naturel scientist who works more often in the laboratory, especially male and bespectacled. In addition, students mostly consider people as a scientist who work in the field of natural sciences. Consequently, doing science is an individual effort in an indoor environment rather than a set of group activity. Finally, data from interviews show that most of the students have a dream of being scientist in their future careers
The Relationship Between Preservice Science Teachers’ Attitude Toward Astronomy and Their Understanding of Basic Astronomy Concepts
No full textTurkish preservice science teachers have been taking a two-credit astronomy class during the last semester of their undergraduate program since 2010. The current study aims to investigate the relationship between preservice science teachers astronomy misconceptions and their attitudes toward astronomy. Preservice science teachers were given an Astronomy Attitude Test and a conceptual test at the beginning of their astronomy course. Three students from each of three attitude levels (low, medium, and high) were selected for interviews and asked to explain their conceptual test responses in depth. Generally, low-attitude students had more misconceptions and gave non-scientific, low-level explanations, whereas middle- and high-attitude students gave more scientific explanations. The results suggest that students develop negative attitudes about a subject in which they lack knowledge
Social-Cognitive Career Model for Social Studies Teacher Candidates’ Leadership in Educational Technology
Get PDFIn todays knowledge society, constant changes and developments in the information and communication technologies has affected all areas as well as educational systems. In order to comply with these changes and developments, teachers need to develop a proficiency in using the technology in a sufficient manner. Although the number of research studies were done on this proficiency of the social studies%252339%253B teacher candidates is not sufficient, but the results of these studies are quite satisfactory. In the study, it was aimed to contribute to the literature, the attitudes of the social studies%252339%253B teacher candidates have been studied according to the model of lsquo%253BSocial-Cognitive Career Theory (SCCT)%253B the candidates have also been evaluated in terms of self-sufficiency, interests, intentions, and result expectationsmdash%253Bthe four important attributes of SCCT. A five-point Likert scale, adapted from a Turkish study by Sahin (2009), used in this research. Among the results, significant relationships were observed between the self-sufficiency, interests, intentions, and result expectations of the social studies%252339%253B teacher candidates with regard to technology
Study of the Factors Affecting the Mathematics Achievement of Turkish Students According to Data from the Programme for International Student Assessment (PISA) 2012
Get PDFThis study attempts to determine the factors affecting the mathematics achievement of students in Turkey based on data from the Programme for International Student Assessment 2012 and the correct classification ratio of the established model. The study used mathematics achievement as a dependent variable while sex, having a study room, preparation for mathematics exams, completing homework on time, interest in mathematics, enjoying mathematics and enjoying reading about mathematics were used as independent variables. The studysample consisted of 4478 students participating in PISA 2012. Probit regression analysis was used to analyse the data. According to the findings, it was determined that there was a positive interaction between the dependent variable and all the independent variables except regularly completing homeworkand that the correct classification ratio of the model was 58 (44%25)
The Effects of an Argument-Based Inquiry Approach On Improving Critical Thinking and the Conceptual Understanding of Optics among Pre-Service Science Teachers
Get PDFThe aim of this study was to investigate the effect of the university-level application of an ArgumentBased Inquiry Approach, as compared to the traditional laboratory teaching method, on the ability of students to learn about optics and to demonstrate critical thinking. In this quasi-experimental study, pretest-posttest scores and CCDTI were used as data collection tools. The study sample consisted of a total of 44 students receiving lessons in science education and laboratory applications in two separate classes within the Faculty of Education at a small university in the north of Turkey in the school year 2013-2014. While the students in the control group carried out experiments using the traditional laboratory method, the students in the experimental group carried out activities in groups of three to four based on research using the ABI approach. Students in both groups performed seven activities. In the study, we used pretest and posttest results. The Cronbachs alpha reliability coefficient of the test was determined to be 0.71. In addition, the CCDTI scale, adapted into Turkish, was used at the beginning and end of the study in an attempt to determine the change in students capacity for critical thinking. The findings show that university-level use of the ABI approach provides a statistically significant contribution to students success in learning optics. Moreover, it was established that the argument-based approach produces significant differences in students capacity for and tendencies towards critical thinking compared to the traditional method