İlköğretim Online (İOO - E-Journal)
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Investigation of middle school students’ thoughts about a mobile planetarium activity
Full text linkIn this study, students’ thoughts about a mobile planetarium activity were obtained through a letter writing exercise. Document analysis was used to analyse 163 letters by way of content analysis. The study group consisted of 163 students (5th, 6th, 7th and 8th grades) from a middle school in a disadvantaged area of Ankara, Turkey. Analysis of the letters was grouped as what was learnt from the planetarium activity, feelings and thoughts about the planetarium environment, benefits of the activity, and other feelings and thoughts. The students stated that they were generally satisfied with the event, that they enjoyed the activity, were excited, and found it to be extremely fun. Moreover, their interests and curiosity increased due to the activity. The students’ thoughts about the out-of-class activity generated positive feedback and provided effective suggestions for the implementation of similar activities in the future.In this study, students’ thoughts about a mobile planetarium activity were obtained through a letter writing exercise. Document analysis was used to analyse 163 letters by way of content analysis. The study group consisted of 163 students (5th, 6th, 7th and 8th grades) from a middle school in a disadvantaged area of Ankara, Turkey. Analysis of the letters was grouped as what was learnt from the planetarium activity, feelings and thoughts about the planetarium environment, benefits of the activity, and other feelings and thoughts. The students stated that they were generally satisfied with the event, that they enjoyed the activity, were excited, and found it to be extremely fun. Moreover, their interests and curiosity increased due to the activity. The students’ thoughts about the out-of-class activity generated positive feedback and provided effective suggestions for the implementation of similar activities in the future.
Relationships between Educational Participants in the Context of Problem Modeling
Full text linkAt present, the goal of education is not only to release a specialist who has received a high-level theoretical and practical training, but also to introduce him at the training stage to the development of new technologies, adapt them to the conditions of a particular production environment, make him a conductor of new technological solutions, therefore the educational process should develop under the conditions of a model-based approach. The purpose of this study is to present the developed structure of interaction between the subjects of the educational process in terms of the problem-model approach within preparation of elemetary education teachers. A methodical system of specialized training of students of pedagogical specialties has been developed and implemented in the context of problem modeling, which ensures that most students achieve a creative level of training in specialized academic disciplines and a high level of development of specialized and specialized competencies. The materials of the article can be useful: to the faculty and heads of universities, where future teachers are trained, to improve the quality of student training and more effective organization of the educational process; employers of future teachers; students of pedagogical areas of training and potential applicants
Improving elementary school students’ creativity and writing skills through digital comics
Full text linkCreativity is an important component in 21st century learning. Students with high creativity are easy to improve their ideas and vice versa. The active learning through media is one solution for students’ low ability in improving ideas. This study was conducted to develop students’ creativity and writing skills through digital comics. This study was a quasi-experimental through a pre-test–post-test design. Participants were 56 fifth-grade students consisting of 27 students as an experimental group and 29 students as a control group. The study was conducted at two Indonesian public elementary schools in the first semester during the academic year 2019/2020. Rubric for Creativity (RCr) and Rubric for Writing Skills (RWS) were used as pre- and post-tests. The independent samples t-test and paired samples t-test were applied at the significance level of 0.05. The results showed that digital comics significantly improve the creativity and writing skills of the experimental group compared to the control group. Thus, it can be concluded that digital comics are effective in improving the creativity and writing skills of elementary school students
Developing the Teaching Material Supported with GeoGebra for Circle and Disc Subject at Seventh Grade
Full text linkMany studies showed that computer-assisted teaching had positive effects on students' success, attitude, permanent and motivation. On the other hand, some studies showed that students had various difficulties and some misconceptions about circle and disc subject. It is recommended to use computer technology effectively in the modeling of geometric concepts and the discovery of relationships. In this context, computer-assisted teaching material supported with GeoGebra software for “Circle and Disc” subject has been developed. The aim of this study is to introduce teaching material supported with GeoGebra for “Circle and Disc” subjects at seventh grade. The teaching material was carried out with 22 seventh grade students in a secondary school in Isparta. After the classroom application, teaching material supported with GeoGebra was revised in accordance with the opinions of teachers and students. As a result of the application, it was determined that teaching material supported with GeoGebra provides the opportunity to observe and discover in a dynamic environment, visualize the concepts visually and offers the opportunity for conceptual learning
The Evaluation of the 7th Grade English Curriculum According to the Eisner's Educational Connoisseurship and Criticism Model
Full text linkThe purpose of this study is to evaluate the 7th grade English curriculum developed in 2013 and revised in 2018 by considering the similarities and differences of the elements of a curriculum with the Eisner’s Educational Criticism Model, Within the scope of the research, semi-structured interviews were conducted with 8 teachers delivering 7th grade English lessons; 27 students, 19 parents and 3 school principals from three schools selected by considering different socio-economic level variation in Aydın city center. Besides, semi-structured observation form was developed to observe the curriculum implementation process of the English lesson. In addition to interview and observation data, document analysis was also applied. Document-based data were collected through the 2013 and updated 2018 English curriculum (primary and secondary school grades 2, 3, 4, 5, 6, 7 and 8) and both booklets curricula. Data were analyzed by descriptive analysis. As a result, the English teachers stated that the revision towards the whole curriculum was positive but it was very limited. Accordingly, it considers the reduction of learning outcomes in the renewed curriculum to be positive. Although teachers expect some additional arrangements to be made in some elements of the renewed curriculum, they find the curriculum generally well structured and feasible. In line with the data obtained from parents and students, it was emphasized that the chance to use English effectively in real environment was given to students and teachers. In addition, the fact that effective use of language is challenging in terms of four language skills is observed from the practices
Pre-service elementary teachers’: analysis of the disposition of mathematical modeling in ethnomathematics learning
Full text linkCultural disappearance in the social order is one of the concerns in Indonesia nowadays, one of which is Sundanese culture. In addition, the crash of globalization also requires people to be inspired by learning many aspects away from their own culture. This paper aims at increasing the position of ethnomathematics learning in attractive the disposition modeling of mathematics while maintaining the traditional culture. This quantitative study applied the Rasch Wins Step Model to survey 90 elementary school teacher education students as the respondents in which they were grouped based on educational background, namely science or non-science, and cultural background, and by Sundanese and non-Sundanese cultures, based on educational background, 59 respondents were the students of natural science class, and 31 respondents were not the students of natural science class and consisting of 42 Sundanese people and 48 non-Sundanese people. The data were gathered by means of questionnaires regarding mathematics modeling disposition. The consequences exposed that most students decided to increase mathematics modeling disposition with ethnomathematics learning because student curiosity increases the understanding of Sundanese culture in learning mathematics. The more ordinary science and Sundanese origin support ethnomathematics learning compared to non-science and non-Sundanese mathematics modeling disposition. Mathematical modeling activities will be more meaningful for students if they use culture
The Critical Thinking Skills Test for 5-6 Year-Old Children (CTTC): A Study of Validity and Reliability
Full text linkIn this study, it was aimed to develop a measurement tool to determine the critical thinking skills of children. The Critical Thinking Skills Test for 5-6-Year-Old Children (CTTC) is composed of a total of 41 items and six subscales including interpretation, explanation, evaluation, inference, analysis, and self-regulation. As a result of the Confirmatory Factor Analysis performed for the validity of the test, it was found that X2/df (1,19) value was less than 5, GFI, AGFI, NFI, and CFI values were higher than .90, and RMSEA value was below 0.08. It was found that the Spearman correlation coefficient value applied for the criterion validity was over the moderate level and positive (r=0.66; p<0.05). The reliability of the test was analyzed by using the test-retest method. As a result of the analyses, it may be asserted that "The critical thinking skills test for 5-6-Year-Old Children (CTTC)" is a valid and reliable measurement tool.
The effects of picture word inductive model (PWIM) toward student’s early reading skills of first-grade in the primary school
Full text linkThe difficulties for first-grade students in the primary school in reading, particularly unfamiliarity with the alphabet, obstruct their communication due to the inability to use the right words and proper spelling. These issues lead to low reading comprehension. The use of inappropriate learning models for early reading skills and inaccurate learning media creates difficulties for students in reading. As such, to improve their reading comprehension, the use of PWIM with the emphasis on students' ability to think inductively is considered to be the right solution. This study aims to investigate the influence of PWIM on early reading skills in first-grade students of primary school in Indonesia. This study used a quasi-experimental model with a control group pre-test and post-test. The data analysis techniques involved the T-test and gain score test. The results of the study acknowledged significant difference in reading skills toward early reading skills. PWIM posed a significant influence on the early reading skills of primary students, compared to conventional teaching using textbooks. PWIM was proven influential to empower the inductive thinking of primary school students
Modern piano teaching technologies
Full text linkThe article deals with certain approaches and methods using the latest technology to improve the results of piano teaching. Back in the nineteenth century, some teachers tried to develop special mechanical devices for their students. However, their efforts mostly failed or reduced piano playing to simple mechanical algorithms of the performer without improvising. Currently, two approaches for introducing modern technologies have become apparent in piano teaching: making group lessons more interactive and increasing the scope of individual learning along with gradual withdrawal of the teacher. In recent years, the second method has been applied more often due to the increasing technological autonomy of each person through the use of the Internet and the revolutionary advancements in the field of augmented reality tools. However, a number of new technical solutions are far from being ready for use by educational institutions and individuals; therefore, it currently seems relevant to combine modern technology with conventional music teaching practices