International Journal of Progressive Education (IJPE)
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Effects of 5E Integrated STEM Based Activities on Middle School Students Attitudes Towards Science, Science Anxiety and Perceptions of STEM Fields
Get PDFThe purpose of this study was to investigate the effects of using 5E integrated Science Technology Engineering Mathematics (STEM) based activities on 6th grades students attitudes towards science, their science anxiety and their perceptions of STEM fields. Mixed research method was used for this purpose. The study was conducted with 28 6th grade students who live in Gaziantep city of Turkey. Matter and Heat science topic was taught using the 5E integrated STEM based activities. Questionnaires to test students attitudes towards science, their science anxiety, and their perceptions of STEM fields were used as pre and post-tests before and after the implementation of the activities. While effect size difference (r score) and non-parametric Wilcoxon signed rank test were used for the quantitative data analyses, the qualitative data from the semi-constructed interviews were analyzed using thematic analysis. Before the implementation of the activities, female students attitude levels were higher and their anxiety levels were lower than males. The results showed that the 5E integrated STEM-based activities had a positive effect on increasing students attitudes towards science while decreasing their science anxiety. Although the effect on students perceptions of individual STEM fields was relatively small, these activities positively increased their perceptions of each STEM field. The participants also found the activities very enjoyable, fun and like doing
Teaching and Learning Conceptions of Pre-service English Language Teachers
Get PDFIn this research, pre-service English language teachers teaching and learning conceptions were explored with regards to gender and grade level. A total of 227 pre-service English language teachers studying at a state university in Turkey participated in the study. Data were collected through The Teaching and Learning Conceptions Questionnaire (TLCQ) and analysed quantitatively. Results showed that pre-service English language teachers have higher level of constructivist conception when compared to traditional conception. In addition, a statistically significant difference was detected between the participants constructivist conceptions and their gender, in favour of females. Also, the participants traditional conceptions differed significantly based on grade level with lower-level participants having higher level of traditional conception. The study concluded with the discussion of the results in relation to the earlier research and offered some pedagogical implications and suggestions. This study attempts to be helpful for English language education policy-makers, teacher educators, teachers, and material designers
Towards Engagement in Self-Leadership Practices in the Era of Reforms%253A South African Nurse Teachers Views on Own Personal Mastery
Get PDFNurse teachers are expected to be agile and adequately prepared to cope with a continuously changing and competitive academic environment. This requires nurse teachers to continually strive for high levels of personal mastery, that is, the motivation to continue learning to improve teaching and learning. However, little is known about nurse teachers personal mastery within a nursing education environment. The article aims to understand nurse teachers perceptions of their personal mastery and how their personal mastery could be promoted in a nursing education institution (NEI) context.An explorative, descriptive qualitative design was utilised. Data were collected from nurse teachers working in purposively selected NEIs in South Africa. Four semi-structured focus group interviews were audio-taped, and the interviews were conducted until data saturation was reached. Teschs methods were used for thematic data analysis. The two themes that emerged were%253A views about the meaning of personal mastery in nurse teachers, and views on how nurse teachers personal mastery can be enhanced in an educational institution. Nurse teachers should engage in self-leadership practices in order to stimulate their personal mastery. Institutions should provide enabling environments that support the continuous learning of nurse teachers. Teaching nurses in todays competitive environment requires nurse teachers who are agile and striving to achieve high levels of self-leadership and personal mastery
Impact of Pre-Service Teachers%252339%253B Awareness of Using Multiple Representations on the Argumentation-Based Inquiry Process
No full textThis study aimed to investigate how awareness of pre-service teachers is reflected in the process when making oral and written arguments, the effect of using modal representations on the quality of the argument, what modal representations students use when making arguments, and what modal representations they consider important (especially when defending their claims). The method of the research is the convergent parallel design, one of the mixed research methods. The sample of the study consists of 2nd grade pre-service teachers (N%253D83) studying at a state university in the north east of Turkey, selected by convenience sampling method. In the quantitative dimension of the study, Argumentation-based inquiry (ABI) reports evaluation form was used, while in the qualitative dimension, video recordings, semi-structured interviews and photographs (presentation board pictures) and ABI reports were used as data collection tools. Analysis shows pre-service teachers need an education or an activity to raise awareness. The pre-service teachers who gained this awareness use different types of representation in a larger number and variety and do this in order to serve a purpose (such as defending their claims)
Eliminating Reading Difficulty in an Elementary 4th Grade Student Based on Learning Style
Get PDFThis study determines and corrects reading mistakes made during oral reading by a fourth grader with reading difficulty, and examines the effects of learning styles in reading comprehension development. Designed with the action research method, the study was conducted with a student from a state primary school in one of the city of Black Sea region selected in line with the purpose of the study. In the determination of the student participating in the research, quot%253Bcritical situation sampling method which is one of the purposeful sampling methods, was used. Even though the student had no mental, auditory or visual insufficiency, her reading comprehension success is under peer averages, experienced a lot of difficulty and made many mistakes during oral reading. The study conducted with this student experiencing reading difficulty lasted 49 hours over twelve weeks. According to the Marmara Learning Styles Scale, the students dominant learning preference is lsquo%253Blsquo%253Btactile learning style. Therefore, the students sense of touch was engaged with word box strategy, sandpit activity and the method of dictation. In order to improve his reading comprehension skill, the story mapping method was used. As a result of the 49-hour practice, the grade 2 word recognition and reading comprehension level rose from the Frustration Level to grade 4 word recognition and reading comprehension level known as the lsquo%253BIndependent Level. The story mapping method is rather successful in developing the reading comprehension success of students with reading difficulty. The results of the study revealed that reading difficulty can be eliminated with reading practice based on learning styles
Development of Portfolio Related Scales for Early Childhood Teachers%253A A Validity and Reliability Study
Get PDFPortfolio is one of the common forms of pedagogical documentation around the world. However, there is no suitable instrument to measure teachers portfolio practices in early childhood education. In this study, it was aimed to develop scales on portfolio practices and its possible predictors based upon extended Theory of Planned Behavior (TPB). Initially, content validity was ensured with expert opinions and cognitive interviews with early childhood teachers. After that pilot data were collected from 371 early childhood teachers and exploratory factor analysis (EFA) was conducted to explore the factor structure of the scales. Then, main study data were gathered from 605 early childhood teachers, and confirmatory factor analysis (CFA) was conducted to confirm the factor structure of the scales. Internal consistency coefficients were also calculated for the reliability analysis in both pilot study and main study data. As a result, findings confirmed the validity and reliability of the scales
Mathematical Reasoning Skills as a Predictive of Number Sense
Get PDFThis study aims to examine the relationship between number sense skills and mathematical reasoning skills of preservice mathematics teachers. The research was conducted with 124 preservice mathematics teachers in the 2018-2019 academic year. Correlational model, one of the quantitative research methods, is used in the research. Data was analysed by the simple linear regression analysis, and the multiple regression analysis. As a result of the analysis, it was determined that the mathematical reasoning skills and the number sense skills of the preservice mathematics teachers were at quot%253BHighquot%253B level. A statistically significant relationshi was observed between preservice mathematics teachers%252339%253B mathematical reasoning skills and their number sense skills, both in general and in some of its factors. Besides, the main findings of this study was determined that mathematical reasoning skill was a significant predictor of the number sense skill. It was seen that the strongest predictor of number sense was quot%253Bsolving non-routine problemsquot%253B and the weakest predictor was quot%253Brecognizing and using mathematical patternsquot%253B. Thus, it is thought that this study is particularly important in that it emphasizes the strong relationship between number sense and non-routine problems and illustrates that this aspect has a great importance in terms of number sense skills of preservice mathematics teachers
Review of Researches on Pedagogical Content Knowledge Published in ESERA (2009-2019) Conference Books
Get PDFThis study aims to examine the papers prepared on pedagogical content knowledge published in European Science Education Research Association (2009-2019) conference books from a thematic and methodological point of view. For this purpose, 65 papers were examined. Data were collected through document analysis within the framework of the qualitative research approach. Descriptive analysis was used in the analysis of the data. NVivo 12 program was used to present the research data. Researchers mainly conducted studies on the development%252Fdetection of PCK. It has been determined that student knowledge and teaching methods knowledge, which are the components of pedagogical content knowledge, are investigated more. As a sample, it mostly worked with secondary school teachers. The qualitative research method was mainly preferred in the research. It has been determined that tests, interviews, and questionnaires are used primarily as data collection tools. In the data analysis, it was seen that the focus was more on content analysis
Development of Turkish Speaking Anxiety Scale
Get PDFThis study aims to develop a Turkish speaking anxiety scale (TSAS) for secondary school students whose mother tongue is not Turkish. Likewise, our study aims to develop a measurement tool that will determine the effect of this difference on second language speaking anxiety, since the subjects of our study are individuals who do not receive education in their mother tongue but receive education in a second language. The scale, which was prepared during the scale development process, was applied to 368 8th grade students whose mother tongue was Kurdish and who learned Turkish later. The results of the exploratory factor analysis (EFA) showed that the 25 items in the scale were collected in three factors. These are%253A quot%253BAnxietyquot%253B, quot%253BReluctancequot%253B and quot%253BInadequacyquot%253B. This three-factor structure obtained as a result of the EFA analysis was confirmed by Confirmatory Factor Analysis (CFA). It is seen that these three factors contribute %2543,923 to the total variance. It is seen that the factor load values of the items are between 0.375 and 0.746. Considering the item analysis results, it was concluded that the items in the scale were distinctive. In addition, as a result of ANOVA, it was revealed that students%252339%253B Turkish speaking anxieties differed significantly in terms of gender, mother%252339%253Bs knowledge of Turkish, and the language that parents wanted to be spoken at home. However, it was observed that there was no significant difference in the father%252339%253Bs Turkish proficiency. The Cronbach%252339%253Bs alpha reliability coefficients of this triple factor structure in the scale were calculated as 0.904, 0.829, and 0.733, respectively, and the alpha coefficient for all items of the scale was calculated as 0.927. As a result of the reliability and validity analyzes, it was concluded that the Turkish speaking anxiety scale is a reliable and valid measurement tool
Evaluation of Turkish Origin International Students%252339%253B Writing Skills in Academic Turkish
No full textThe number and quality of studies on Academic Turkish for international students has been increasing in recent years. The goals in Academic Turkish, which is becoming more and more evident day by day as a very important need, primarily focus on reading and writing skills. The most important problem encountered in Academic Turkish is seen in writing skills. Especially international students need more support in this regard.
This study was conducted with undergraduate, graduate, and doctoral students attending the Academic Turkish courses offered at the Asian Specialization Group of the Turkish World Parliamentarians Foundation. First of all, the language needs of the students were analyzed, their Turkish learning goals and Turkish proficiency levels were determined. In order to measure students%252339%253B writing and reading skills, the activities focused on text reading and simultaneous writing, summary, and article studies. Based on the needs of the students, evaluations were made on the paragraphs and texts, and their frequent mistakes%252Ferrors were identified. In the meantime, the reasons why they made these mistakes%252Ferrors were emphasized by focusing on the students%252339%253B written expression mistakes in the activities carried out within the scope of the Academic Turkish course. The case study method was applied in the research, and the data obtained through document analysis were described by content analysis method. In this context, 26 undergraduate and graduate students from different universities in the Asian Specialization Group were given written assignments and the mistakes made by the students were examined and categorized within the framework of these assignments. As a result of the study, it was evaluated that the students were quite inadequate in Academic Turkish. It was observed that the students had deficiencies in subjects such as the use of words and affixes, subject-predicate agreement, the use of tense affixes, the use of complementary verbs, the use of active%252Fpassive constructions, the correct and appropriate use of conjunctions, sentence structures, summarizing, quoting, academic perspective, spelling, and punctuation