İlköğretim Online (İOO - E-Journal)
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Perceived Attributes of Instructional Computer Use in Early Childhood Education: A Scale Adaptation and Validation Study
Get PDFBased on Rogers’ (2003) Diffusion of Innovations Theory, this study aims to describe the construction and validation of the “Perceived Attributes of Computer Use” (PACU) scale to measure pre-service early childhood teachers’ (N=581) tendency towards computer use for instructional purposes in early childhood settings. The development and validation process of PACU scale, reworking on the structure and item numbers of the original English scale ‘Perceived Characteristics of Innovating’ (Moore & Benbasat, 1991), was accomplished in four steps, namely (1) translation and adaptation procedure, (2) Q-Sort method, (3) exploratory factor analysis, and (4) confirmatory factor analysis. A five-factor scale with 23 items was revealed and a good fit between the data set and the proposed Turkish version scale was confirmed (NNFI=.92, CFI=.93, RMSEA=.97, χ2/df=2.58). Moreover, the reliability value of the scale was found .90. In the end, the overall measures and evidence validated a ready-to-use scale for prospective early childhood teachers
An Ethnomathematics Study of the days on the Javanese Calendar for Learning Mathematics in Elementary School
Get PDFEthnomathematics is mathematical value that presents in a culture. Calendar as a system of time periods is ethnomathematics. The calendar has days, dates, and months. Likewise, the Javanese calendar has days, dates, months, years, and also pasaran. The use of certain days in Javanese society has several essential activities. The activities are spiritual, traditional market, social gathering, and village meeting activities. This study aims to reveal the ethnomathematics values on certain days of Javanese Calendar. It uses qualitative methods that follow the ethnomathematics study framework. Data collection techniques use interviews with traditional elders, and document analysis of Javanese Primbon (the special of Javanese Book). We propose ethnomathematics value of remainder and modulo associated with days in the Javanese Calendar. This ethnomathematics values can be used in elementary school mathematics clas
Establishing the Norms of Vygotskian Teaching in the Science Classroom
Get PDFThis study aimed to exemplify an approach to in-class science inquiry teaching for effective science knowledge acquisition of students. The teaching tool (argument-based inquiry) is presented within a specific instructional psychology context, coined as discursive psychology, grounded on the seminal works of Lev S. Vygotsky. According to Vygotsky, concept formation or learning science concepts requires the acquisition of a version of specific social languages or thinking and talking systems by which science ideas are generated and labelled. In the classroom, there are at least two social languages that may have differences and communalities. On one hand, students may bring a less formalised everyday social language into the classroom. On the other hand, science teachers have to share an alternative social language favouring and featuring a more formalised thinking and talking system attaching to canonical science knowledge. This study thus presented an expanded illustration how the science teacher uses an in-class science inquiry approach by reacting to the existences of the different or exclusively mutual social languages or pedagogical accountabilities
What are the relationship between problematic Internet use and subjective well-being and self-esteem? Investigation of an adolescent sample
Get PDFThe aim of this research is to determine whether subjective well-being and self-esteem predict problematic internet use or not. Within the scope of the study, the differentiation of problematic internet use according to some demographic variables was assessed. The study group for the research comprised 385 high school students (203 females, 182 males) attending 6 high schools in Trabzon province. Data were collected using the Problematic Internet Use Scale-E, Subjective Well-Being Scale, Coopersmith Self-Esteem Inventory and a Demographic Information Form. The results showed there was a negative significant correlation between problematic internet use with subjective well-being and self-esteem. Additionally, it was concluded that subjective well-being and self-esteem significantly predicted problematic internet use. Problematic internet use differed according to gender, family income level, duration spent on the internet, purpose of internet use and maternal education level, while it did not differ according to class level or paternal education level
Identifying perceived professional development needs of English for specific purposes (ESP) teachers
Get PDFThis study aims to identify novice English for specific purposes (ESP) teachers’ professional development needs with regard to academic practice, ESP students, curriculum development and program implementation. The research was implemented at a foreign languages department of a foundation university. Research sample was composed of 12 non-native English instructors teaching ESP courses to undergraduate students. A mixed-methods sequential explanatory design was utilized in the study. Findings revealed that the teachers did not know how to cooperate with the faculty and promote students’ higher order thinking skills in ESP courses. The results indicated a scarcity of textbooks and materials on ESP teaching besides a need for support during pre and in service teacher education on how to teach ESP. It was also found the teachers felt insecure when working individually so they sought more collaboration with faculty members and other ESP teachers
Digital 3D book and Ausubel theory: increasing the mathematical understanding in linear system with two variable
Get PDFThis research is based on the low ability of students’ mathematical understanding with the discovery of the problems of the mid-school linear system with two variable the lack of raw materials used by teachers and students in the learning process and there is no technology-based teaching material yet such as digital teaching materials developed. The development of teaching materials currently carried out is still conventional like a book, the using of a book for this material cannot facilitate the ability of mathematical understanding, one of the solution is developing a valid and practical digital teaching materials in the form of digital module with using 3D Page flip Professional based on the ability of mathematical understanding on the material linear system with two variable that are valid and practical. Furthermore, this research is the development research using ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). To collect the data, techniques are carried out through interview, test, validation sheet, and practicality sheet. Then, the validity test of this digital teaching material is done by 5 validators and the practicality test is done by 9 practitioners. The results of this research showed the using of digital teaching materials using 3D Page flip Professional are valid and practical. Further, based on the validation with percentage 92% and the practicality with percentage 91.67%. It short, the digital teaching material is useable in the learning process on the material linear system with two variable and it is easy to use for the students
Does Metacognition Matter in the Relationship between Mathematics Interest and Mathematics Anxiety?
Get PDFThe purpose of this research is to find out whether there is an influence of mathematics interest on mathematics anxiety mediated by metacognitive knowledge in 5th-grader. The research data collected from 366 5th-grader in South Jakarta obtained using convenience sampling technique. Data collection carried out using questionnaires consists of Modified Abbreviated Math Anxiety Scale (mAMAS), the interest value subscale of the Subjective Task Value Scale, and Metacognitive Knowledge in Mathematics Questionnaire (MKMQ). From the analysis, mathematics interest has a significant effect on mathematics anxiety, and each dimension of metacognitive knowledge mediates them. However, metacognitive knowledge only mediates the influence of mathematics interest on mathematics anxiety partially. This means mathematics interest can affect mathematics anxiety both directly and through metacognitive knowledge variables
The effects of the first reading experience of infancy on reading and academic achievement of elementary first graders
Get PDFThe purpose of this study was to analyze the structural relationship among the age of first reading, child’s reading motivation, reading ability, and academic achievement in elementary first graders. A total of 267 pairs of elementary first graders and their mothers and teachers were sampled in Gyeonggi province, South Korea. First graders were tested with tasks to measure reading ability and mothers’ responses and teachers’ evaluation were collected to measure students’ age of first reading, reading motivation, and academic achievement. The results were as follows. First, first reading, reading motivation, reading ability, and academic achievement were partly different by socio-demographic factors. Second, earlier age of first reading was associated with higher reading motivation, reading ability, and academic achievement in the first grade. Third, SEM analysis showed that reading motivation and reading ability fully mediated the effect of the age of first reading on academic achievement
The effects of life skills education program on problem behaviors and social skills of 4-year-old preschoolers
Get PDFThe purpose of this study was to evaluate the effects of the Life Skill Program on 4-year-old preschoolers. The problem behaviors and social skills of the preschoolers made up the dependent variable while “Life Skills Program” was the independent variable in the study in which pretest-posttest design was used with an experimental approach. A total of 62 four-year-olds were divided into experimental (N=31) and control (N=31) groups. During 2012 Fall and 2013 Spring, the participants were selected from two state-funded preschools with random cluster sampling. Preschool and Kindergarten Behavior Scale (PKBS-2), which was developed by W. Merril in 1994 and adapted to Turkish children by Alisinanoğlu and Özbey (2009), was used as data collection tool. The dependent t-test and independent t-test were used for statistical comparisons. The results indicated that the experimental group to which the life skill program implemented had statistically higher scores for Social Cooperation, Social Interaction and Social Independence compared to the pretest results while there was a meaningful decrease in their Externalizing Problems, Internalizing Problems, Antisocial and Self-Centered Problem Behaviors. The effects of the program lasted for 12 weeks. The Life Skills Program seemed to have positive effects on 4 year-old preschoolers as it helped them reduce problem behaviors and improve their social skills.The purpose of this study was to evaluate the effects of the Life Skill Program on 4-year-old preschoolers. The problem behaviors and social skills of the preschoolers made up the dependent variable while “Life Skills Program” was the independent variable in the study in which pretest-posttest design was used with an experimental approach. A total of 62 four-year-olds were divided into experimental (N=31) and control (N=31) groups. During 2012 Fall and 2013 Spring, the participants were selected from two state-funded preschools with random cluster sampling. Preschool and Kindergarten Behavior Scale (PKBS-2), which was developed by W. Merril in 1994 and adapted to Turkish children by Alisinanoğlu and Özbey (2009), was used as data collection tool. The dependent t-test and independent t-test were used for statistical comparisons. The results indicated that the experimental group to which the life skill program implemented had statistically higher scores for Social Cooperation, Social Interaction and Social Independence compared to the pretest results while there was a meaningful decrease in their Externalizing Problems, Internalizing Problems, Antisocial and Self-Centered Problem Behaviors. The effects of the program lasted for 12 weeks. The Life Skills Program seemed to have positive effects on 4 year-old preschoolers as it helped them reduce problem behaviors and improve their social skills
Concept development in early childhood
Get PDFConcepts are defined as mental tools that enable the formation of basic cognitive structures in long-term memory and of the retention of new information in a meaningful way. Children, with the help of concepts, begin to evaluate the qualities of objects and form cognitive structures in order to adapt to the world surrounding them, starting from very early ages. The formation and the maturation of many cognitive structures occur through concept development in early childhood. However, our understanding of developmental mechanisms of conceptual development is incomplete. Within this context in this study, the concept development in early childhood is examined and suggestions were brought for parents and educators to support the concept development in children