İlköğretim Online (İOO - E-Journal)
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Gifted students’ perceptions about intelligence: A metaphor study
Full text linkThe purpose of this study is to investigate gifted students’ perceptions about intelligence. The study was conducted with a total of 103 students, 38 females and 65 males, attending a science and art center in Ankara. The data were collected through metaphors from the gifted students. The students were given a form prepared by the researchers, and they were asked to complete the form including the expression “Intelligence is like……. because……….”. As a result of the study, 68 valid metaphors related to the concept of intelligence were obtained. The metaphors produced were grouped under eight conceptual themes: “Changeable and Incremental, Tool functioning, Can be used for good or evil, Valuable, Associated with strong memory, Can be different from person to person, Unlimited, To be discovered” in terms of their common characteristics. As a result of the study, it is concluded that gifted students perceive intelligence at most as “money” and “galaxy” and generally have the perception of incremental intelligence.The purpose of this study is to investigate gifted students’ perceptions about intelligence. The study was conducted with a total of 103 students, 38 females and 65 males, attending a science and art center in Ankara. The data were collected through metaphors from the gifted students. The students were given a form prepared by the researchers, and they were asked to complete the form including the expression “Intelligence is like……. because……….”. As a result of the study, 68 valid metaphors related to the concept of intelligence were obtained. The metaphors produced were grouped under eight conceptual themes: “Changeable and Incremental, Tool functioning, Can be used for good or evil, Valuable, Associated with strong memory, Can be different from person to person, Unlimited, To be discovered” in terms of their common characteristics. As a result of the study, it is concluded that gifted students perceive intelligence at most as “money” and “galaxy” and generally have the perception of incremental intelligence
Achievement goals, PERMA and life satisfaction: A mediational analysis
Full text linkThis study explores the correlation between achievement goals and positive emotion, engagement, relationship, meaning and accomplishment (PERMA) which might affect life satisfaction for Indonesian students in English education programs. The present study employed 260 of Indonesian students in English education programs, selected by using cluster random sampling. The students were enrolled in undergraduate 223 (85.8%) and postgraduate 37 (14.2%). The study follows a correlational research design to measure the degree of relationship between achievement goals, PERMA and life satisfaction. We employed confirmatory factor analysis (CFA) with AMOS 18 to analyze the data. Results indicate that achievement goals and PERMA influence positively life satisfaction. Moreover, PERMA is positive full mediators meaning that students who adopt achievement goals with high PERMA would probably have good life satisfaction. In conclusion, PERMA and achievement goals have an positive effect on students’ life satisfaction
The effect of teaching socioscientific issues with cooperative learning model on pre-service teachers’ argumentation qualities
Full text linkIn this study, the effect of teaching socioscientific issues with cooperative learning model on the argumentation qualities of pre-service teachers was investigated. The study group consisted of 40 primary school pre-service teachers studying at Muş Alparslan University. Exploratory sequential research design was used in this study. In the quantitative dimension of the study, quasi-experimental design with pretest-posttest control group was carried out. In this context, a control and 2 experimental groups were formed. Jigsaw and learning together methods were implemented with the experimental groups and activities suitable for group works were carried out with the control group. In the qualitative dimension, semi-structured interviews were conducted with the pre-service teachers. At the end of the study, the argumentation qualities of the pre-service teachers were evaluated with descriptive analysis and semi-structured interviews were evaluated with content analysis. Findings revealed that cooperative learning methods, especially jigsaw method, positively affect the pre-service teachers' arguments.In this study, the effect of teaching socioscientific issues with cooperative learning model on the argumentation qualities of pre-service teachers was investigated. The study group consisted of 40 primary school pre-service teachers studying at Muş Alparslan University. Exploratory sequential research design was used in this study. In the quantitative dimension of the study, quasi-experimental design with pretest-posttest control group was carried out. In this context, a control and 2 experimental groups were formed. Jigsaw and learning together methods were implemented with the experimental groups and activities suitable for group works were carried out with the control group. In the qualitative dimension, semi-structured interviews were conducted with the pre-service teachers. At the end of the study, the argumentation qualities of the pre-service teachers were evaluated with descriptive analysis and semi-structured interviews were evaluated with content analysis. Findings revealed that cooperative learning methods, especially jigsaw method, positively affect the pre-service teachers' arguments
Effect of the “Thank You-T” gratitude education program (TYGEP-T) on gratitude levels of Turkish elementary school teachers
Full text linkThe purpose of this study is to develop and examine the effectiveness of the “Thank You-T” Gratitude Education Program (TYGEP-T) for Turkish elementary school teachers. TYGEP-T aims to contribute elementary school teachers to develop their skills to recognize and express gratitude and review the school-based activities they can do to make gratitude a part of their “school culture”. A pre-test, post-test, and follow-up experimental design with one treatment and one none-treatment control group were used to examine the effectiveness of the program, with a sample of 23 elementary school teachers. Results revealed that after the TYGEP-T a significant difference appeared between the total gratitude scores of the experimental group and the control group. This difference disappeared in the follow-up test. Moreover, in this study in a more different way than the former studies, the effects of the program on the sub-dimensions of gratitude, Lack of Sense of Deprivation (LOSD), Simple Appreciation (SA) and Appreciation of Others (AO), were examined. In terms of subscale scores, while the program is considered effective in increasing LOSD and AO scores, permanency was only observed in AO scores.The purpose of this study is to develop and examine the effectiveness of the “Thank You-T” Gratitude Education Program (TYGEP-T) for Turkish elementary school teachers. TYGEP-T aims to contribute elementary school teachers to develop their skills to recognize and express gratitude and review the school-based activities they can do to make gratitude a part of their “school culture”. A pre-test, post-test, and follow-up experimental design with one treatment and one none-treatment control group were used to examine the effectiveness of the program, with a sample of 23 elementary school teachers. Results revealed that after the TYGEP-T a significant difference appeared between the total gratitude scores of the experimental group and the control group. This difference disappeared in the follow-up test. Moreover, in this study in a more different way than the former studies, the effects of the program on the sub-dimensions of gratitude, Lack of Sense of Deprivation (LOSD), Simple Appreciation (SA) and Appreciation of Others (AO), were examined. In terms of subscale scores, while the program is considered effective in increasing LOSD and AO scores, permanency was only observed in AO scores
Evaluation of creative writing products according to content and some variables
Full text linkThe aim of this study was to assess elementary school students' creative writing products in terms of "compliance with creative writing criteria" and content. Mixed-method approach was adopted in this study. The research was conducted with 4th grade students (n = 122) attending three primary schools in the fall semester of the 2017-2018 academic year. Scale for Evaluating Creative Writing Products (SECWP) developed by Beydemir (2010) and "and students’ creative writing texts" were used to gather data. During qualitative part of the study, students listened Chopin’s “Nocturne op. 9 No. 2” composition and they were asked to write about the color that they associate with the music and their feelings about this color. According to qualitative findings of the study, it seemed that the participants associate Chopin's work with blue, purple and green colors which are cold colors, and they tried to explain this association with the concepts related to sky, forest, love, freedom, and thought.The aim of this study was to assess elementary school students' creative writing products in terms of "compliance with creative writing criteria" and content. Mixed-method approach was adopted in this study. The research was conducted with 4th grade students (n = 122) attending three primary schools in the fall semester of the 2017-2018 academic year. Scale for Evaluating Creative Writing Products (SECWP) developed by Beydemir (2010) and "and students’ creative writing texts" were used to gather data. During qualitative part of the study, students listened Chopin’s “Nocturne op. 9 No. 2” composition and they were asked to write about the color that they associate with the music and their feelings about this color. According to qualitative findings of the study, it seemed that the participants associate Chopin's work with blue, purple and green colors which are cold colors, and they tried to explain this association with the concepts related to sky, forest, love, freedom, and thought
Comparison of language skills of students with and without reading difficulties
Full text linkThe aim of this study was to examine the language skills of students with and without reading difficulties (RD) comparatively. For this purpose, a comparative descriptive research methodology was utilised with a participant group comprised of 52 elementary school 3rd grade students with and without RD. The results of this study revealed that students with difficulties in reading fluency were less successful in phonological processing than their peers with no difficulty in reading fluency. Also, students who had difficulties in reading comprehension were less successful than their peers with no difficulties in oral language assessments. In summary, it was recognised that students who experienced difficulties in reading also possessed difficulties in language skills. As a result, the assessment of both reading skills and language skills is critical for the identification of RD as well as for conducting appropriate intervention programs to address these difficulties.The aim of this study was to examine the language skills of students with and without reading difficulties (RD) comparatively. For this purpose, a comparative descriptive research methodology was utilised with a participant group comprised of 52 elementary school 3rd grade students with and without RD. The results of this study revealed that students with difficulties in reading fluency were less successful in phonological processing than their peers with no difficulty in reading fluency. Also, students who had difficulties in reading comprehension were less successful than their peers with no difficulties in oral language assessments. In summary, it was recognised that students who experienced difficulties in reading also possessed difficulties in language skills. As a result, the assessment of both reading skills and language skills is critical for the identification of RD as well as for conducting appropriate intervention programs to address these difficulties
No full textIn present study colour preferences of students in Regina University, Faculty of Education Department of Art Education Visual Arts Department in their artworks and the factors affecting their preferences has been explored. A questionnaire has been directed to a total of 14 volunteering students to determine the factors affecting their colour preferences in their artworks. Qualitative data obtained from the research have been analyzed via content analysis technique. According to the findings of present research colour preferences of students in their artworks are determined by the mood and emotional state of students. Students have set a connection between the psychological effects of the colours they preferred in their works and their own personal traits. This connection in effect leads them to focus more intensely on particular colours while also lead them to avoid particular colours in their artworks. It has also been identified that in their colour preferences the theme of the artwork, season and requirements of the course are the other effective factors
The relationship of self-efficacy of teaching thinking skills to effectiveness of classroom activities: A study on teachers
Full text linkThis study aims to analyse primary education teachers’ perceptions of self-efficacy in teaching thinking skills and their views on the efficiency of activities they do in classes. The study, using relational survey model, was conducted with the participation of 386 teachers teaching in schools located in Ümraniye district of Istanbul. The participants were given the “Activity Work Evaluation Scale” and the “Teachers’ Perceptions of Teaching Thinking Skills Scale”. The data were analysed with t-test, ANOVA and regression analysis. While no significant differences were found according to gender, significant differences were found according to seniority, branches of teaching and the frequency of doing activities. Positive and significant correlations were found between teachers’ activity work and their self-efficacy in the teaching of thinking skills. It may be recommended on the basis of research findings that educators who perform activities that support thinking skills successfully be identified and that they be appointed as mentor teachers.This study aims to analyse primary education teachers’ perceptions of self-efficacy in teaching thinking skills and their views on the efficiency of activities they do in classes. The study, using relational survey model, was conducted with the participation of 386 teachers teaching in schools located in Ümraniye district of Istanbul. The participants were given the “Activity Work Evaluation Scale” and the “Teachers’ Perceptions of Teaching Thinking Skills Scale”. The data were analysed with t-test, ANOVA and regression analysis. While no significant differences were found according to gender, significant differences were found according to seniority, branches of teaching and the frequency of doing activities. Positive and significant correlations were found between teachers’ activity work and their self-efficacy in the teaching of thinking skills. It may be recommended on the basis of research findings that educators who perform activities that support thinking skills successfully be identified and that they be appointed as mentor teachers
The relationship between the personality traits of prospective teachers and their conflict management styles
Full text linkConflict management styles are related to the behaviours the individials show dealing with conflicts. There are different factors effecting individuals’ conflict management styles. Personality traits are one of these main factors. This study aims at determining the effect of personality traits of prospective teachers’ on their conflict management styles. For this aim, mixed research methodology is applied. This is a qantitative research, and designed with corelational surwey method. Qualitative datas are collected with semi-structured interview technique. The sample of the research is 348 prospective teachers studying in Eskişehir Anadolu University in 2015-2016 education year. Qualitative datas are collected from interviews with 24 prospective teachers. In the quantitative part of the research multi-stage sampling is implemented. According to the results of analysis: The relationship between prospective teachers’ personality traits and conflict management styles is generally low. Male participants prefer dominating style in conflict management styles more. Additionally, Neroticism dimension among the personality traits varies according to age and grade. As a result of the interviews carried out with the preservice teachers, it was revealed that a teacher should have extraversion personality characteristic the most and then conscientiousness and openness.Conflict management styles are related to the behaviours the individials show dealing with conflicts. There are different factors effecting individuals’ conflict management styles. Personality traits are one of these main factors. This study aims at determining the effect of personality traits of prospective teachers’ on their conflict management styles. For this aim, mixed research methodology is applied. This is a qantitative research, and designed with corelational surwey method. Qualitative datas are collected with semi-structured interview technique. The sample of the research is 348 prospective teachers studying in Eskişehir Anadolu University in 2015-2016 education year. Qualitative datas are collected from interviews with 24 prospective teachers. In the quantitative part of the research multi-stage sampling is implemented. According to the results of analysis: The relationship between prospective teachers’ personality traits and conflict management styles is generally low. Male participants prefer dominating style in conflict management styles more. Additionally, Neroticism dimension among the personality traits varies according to age and grade. As a result of the interviews carried out with the preservice teachers, it was revealed that a teacher should have extraversion personality characteristic the most and then conscientiousness and openness
Individual and parental factors associated with preschool children’s foreign language anxiety in an EFL Setting
Full text linkThe present study aims to examine individual and parental factors that affect young children’s foreign language anxiety (FLA) in an EFL setting. Subjects include 453 mothers of young children aged 3 to 5 years old and of these participants, 217children attended regular kindergarten and 236 children attended English immersion institution. Both individual (child’s age, gender, temperament) and parental (parent’s educational attainment, household income, mother’s beliefs about early English education) factors were collected with mother’s self-report questionnaire. Children’s foreign language anxiety, however, was measured with both mother’s and teacher’s assessment. Results reveal that children’s age and temperament had significant effects on their level of foreign language anxiety. Older children were more prone to having a higher level of foreign language anxiety and children with a higher tendency for impulsiveness and harm avoidance were also more likely to show a higher level of foreign language anxiety. As for the parental factors, children of mothers with more concerns for early English education and stronger beliefs in cognitive benefits of early English education were more likely to show a higher level of foreign language anxiety. Future directions and implications will be discussed