İlköğretim Online (İOO - E-Journal)
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The case of prospective teachers’ integration of coding-robotics practices into science teaching with STEM approach
Full text linkThe aim of this study is to determine the level of integration of teacher candidates’ acquisitions in course of “Coding and Robotics in Primary School” into the science teaching; and to explore teacher candidates’ opinions on coding- robotics and the usage of them in lessons. For this purpose, a case study with 11 junior prospective primary school teachers was conducted in 2017-18 education year. After the participants took “Coding and robotics in primary school” at fall semester, they were asked to make STEM-based teaching by using robotic applications in the scope of the course of “Science and Technology Teaching II”. Participants’ teaching was rated with rubrics prepared by the researchers, and their lesson plans were analyzed through document analysis. Semi-structured interviews were also conducted to take the opinions of the participants on usage of robotics. The results showed that prospective teachers were mainly able to integrate robotics to the STEM-based science teaching. Additionally, prospective teachers suggested that robotics should be integrated to all courses, especially science, and that this would contribute to the problem solving and algorithmic thinking skills of the students
Developing and Implementing Prediction-Observation-Explanation Worksheets of Healthy Foods
Full text linkThe aim of this study was to develop prediction-observation-explanation (POE) worksheets of healthy foods and to investigate their effects on grade 3 students’ conceptions. The sample of the study consisted of 10 grade 3 students at a primary school in the city of Bayburt. Within a pre-experimental research design, data were collected throughout a word association test (WAT), a conceptual understanding test (CUT) and POE worksheets. The results showed that even though the number of the response words in post-WAT (f=256) was higher than in pre-WAT (f=212), there was no statistically significant difference between the students’ scores of pre- and post-WAT. However, a large Hedge’s g value and statistically positive change in scores of pre- and post-CUT pointed that the POE worksheets resulted in better conceptual understanding.In brief, the POE worksheets were effective at improving the students’ conceptions and awareness of healthy foods. In light of the results, the current study suggests using the POE worksheets for science teaching in primary schools.
A framework proposal for the design of video-assisted online learning environments for programming teaching
Full text linkIt is observed that in the wake of developments in digital technologies, the role of shareholders in the learning-teaching process changed and a transition from the classical face-to-face communication into online learning communication occurred. This transition also led to a change the knowledge and behaviours expected from indivudals. In this context, they are expected to acquire several skills considered as the skills of the 21st century, among which are critical and analytical thinking. Recent studies suggest that programming teaching is influential on these skills. However, programming teaching refers to a process which is structuraly difficult and complex. Thus, we need novel methods and techniques regarding programming teaching. Considering that particulalrly online learning environments have begun to be a crucial part of the learning-teaching process recently, it is believed that assisting onlne learning environments with learning videos in which audiovisual symbol systems are used together may play a crucial role in developing the programming skill that is abstract and unclear intuitively. From this point of view, this study aims to propose a framework related to desgning video-assisted online learning environments for programming teaching. To achieve this goal, the design-based research has been conducted. The research has been conducted through the participation of 48 (F: 27, M: 21) registered undergraduate students and of 4 instructors (F: 1, M: 3) of the Department of Computer Education and Instructional Technology based in the Faculty of Education at a state university located in the east of Turkey. Observation forms, reflective student diaries, the focus group interview, interview, and graded scoring key were used as data collection tools. As a result of the research, a framework has been proposed in the context of "content", "visual design", "interaction" and "practicability" related to the design of video-assisted online learning environments for "cognitive", "affective", "methodological" and "environmental" problems. Suggestions were presented within the framework of the results obtained from the study and the experiences of the researcher
The Effectiveness of Value Clarification Technique (VCT) and Problem Based Learning (PBL) Models on Social Problem-Solving Skills Viewed from Emotional Intelligence
Full text linkAbstract: The purpose of this research is to find out significant differences in the social problem-solving skills between classes that apply the Value Clarification Technique (VCT) and Problem Based Learning (PBL) learning models and the class that applies the direct learning model. The research population included all fifth-grade students in Cilacap Regency public elementary schools. This research employed a cluster random sampling technique. An experimental method with a 3x3 factorial design was used. The data analysis used two-way ANOVA test with SPSS 21. The results showed that (1) there were differences in effectiveness in the use of VCT, PBL and direct learning models on the social problem solving skills (FA = 7.176, p = 0.01 0.05), and (3) there was no interaction of the effect between the use of VCT, PBL, and the high, medium and low emotional intelligence categories on the students' social problem solving skills (FAB = 0.619, p = 0.649 > 0.05).
The effect of teaching of the 7th grade ‘the cell and divisions’ unit through REACT strategy on learning
Full text linkThe aim of this study is to examine the effect of teaching of the 7th grade ‘The Cell and Divisions’ unit through REACT strategy on learning. A quasi-experimental method was employed in the study. The sample of the study consists of a total of 60 students in the 7th grade of a randomly determined secondary school located in the center of Trabzon Vakfıkebir during the academic year 2018-2019. The data were collected through ‘Cell and Divisions Achievement Test’ developed by researchers. The data were analyzed through descriptive statistics (mean values, standard deviation), dependent and independent-samples t-tests and gain score formula developed by Hake (1998). The findings showed that there were statistically differences between the students’ pretest, posttest and retention test scores in favor of experimental group. Finally, the suggestions for future studies were made
The impact of instructional leadership on Indonesian elementary teacher efficacy
Full text linkThe purposes of this research were to study the relationship between principal instructional leadership and teacher efficacy as perceived by teachers in Indonesian private elementary schools and also examined which principal instructional practices affect teacher efficacy. A survey was conducted to 339 teachers in twenty private elementary schools, from ten provinces in Indonesia. Descriptive, correlation and structural equation modeling analyses were used to analyze the data. The findings showed that instructional leadership practices as perceived by teachers positively related teacher self-efficacy as well as teacher efficacy on group skills. Moreover, in the Indonesian private school context, principal instructional leadership practices, especially on the component of encouraging school climate tended to be more influential on teacher efficacy group skills while the components of establishing goals and ensuring the teaching and learning process determined teacher self-efficacy. Implications and limitations were also discussed.This study was conducted with two purposes: firstly, to investigate the relationship between principal instructional leadership and teacher efficacy as perceived by teachers in Indonesian private elementary schools and, secondly, to examine which principal instructional practices affect teacher efficacy. It employed a quantitative survey design by incorporating a Principal Instructional leadership scale, teacher efficacy on group skill scale, and teacher self-efficacy scale for data collection. The sample included 339 teachers from 20 private elementary schools in ten provinces in Indonesia. Descriptive, correlation, and structural equation modeling (SEM) analyses were used to analyze the data. Findings showed that instructional leadership practices, as perceived by teachers, were positively related to teacher self-efficacy as well as teacher efficacy on group skills. Moreover, in the Indonesian private school context, principal instructional leadership practices, especially on the component of encouraging school climate, tended to be more influential on teacher efficacy group skills, while the components of establishing goals and ensuring the teaching and learning process determined teacher self-efficacy
A review on the activities and questions related to text type and structure in the secondary school Turkish textbooks
Full text linkIn this study, activities and questions connected to text type and structure in Turkish textbooks of secondary schools were examined. In this descriptive qualitative study, content analysis method is used to examine the data. It was found that activities and questions in the secondary school 5th-8th-grade Turkish textbooks that are published and approved by the Ministry of National Education in the 2018-2019 academic year were not balanced or systematic in terms of numerical and class levels. It is determined that students are intensively introduced with informational text types. In terms of frequency, it was determined that narrative texts were second, poetry was third. It is observed that the structure of informational texts is not adequately focused in terms of structural components. The elements of the narrative texts have been taken more places in terms of frequency. In this respect, it is difficult to mention a parallel between the types of texts discussed and the structural or types of components that are taken into consideration. Hence, it can be said that activities related to the structure of informational texts in textbooks remain superficial.In this study, activities and questions connected to text type and structure in Turkish textbooks of secondary schools were examined. In this descriptive qualitative study, content analysis method is used to examine the data. It was found that activities and questions in the secondary school 5th-8th-grade Turkish textbooks that are published and approved by the Ministry of National Education in the 2018-2019 academic year were not balanced or systematic in terms of numerical and class levels. It is determined that students are intensively introduced with informational text types. In terms of frequency, it was determined that narrative texts were second, poetry was third. It is observed that the structure of informational texts is not adequately focused in terms of structural components. The elements of the narrative texts have been taken more places in terms of frequency. In this respect, it is difficult to mention a parallel between the types of texts discussed and the structural or types of components that are taken into consideration. Hence, it can be said that activities related to the structure of informational texts in textbooks remain superficial
Profile of divergent thinking ability of elementary school student in thematic learning
Full text linkThe purpose of this study was to analyze the profile of the divergent thinking ability of elementary school students in thematic learning. This research was descriptive quantitative research. The sample of this study was fifth grade students with 48 students in two public elementary schools in Laweyan, Surakarta. Data collection techniques used was test. The instrument used was divergent thinking ability tests. The data validity technique used was construct and content validity. The data analysis used was statistic descriptive. The results found that the fluency indicator reaches a maximum value (76%), flexibility (74%), originality (68%), and elaboration is the lowest indicator (65.80%). Thus, it can be concluded that the divergent thinking skills of fifth grade elementary school students have different indicators and are divided into three categories. The introduction of training programs with open problems is quite an informative and promising way to complement integrated thematic learning in primary school
Reflective thinking in Turkish language education
Full text linkHumans' ability to think is the most important quality that distinguishes them from other living beings. From this aspect, thinking has always been a concept that scientists have been contemplating on. Thinking skills are generally discussed in the literature with different perspectives and classified under critical thinking, creative thinking, reflective thinking, analytical thinking, aesthetic thinking, etc. Despite the fact that these concepts are not different and independent from each other in terms of their content, they differ in terms of usage areas and teaching methods in which they are situated. Within the context of teaching language and thinking together, Turkish language courses are considered as one of the most significant courses in students' acquisition of these skills. Therefore, in this study, the concept and skill of reflective thinking is discussed in the context of Turkish language education with an attempt to reveal the significance and place of reflective thinking in Turkish language lessons. Moreover, teachers are given recommendations on practices and approaches to teach reflective thinking.Humans' ability to think is the most important quality that distinguishes them from other living beings. From this aspect, thinking has always been a concept that scientists have been contemplating on. Thinking skills are generally discussed in the literature with different perspectives and classified under critical thinking, creative thinking, reflective thinking, analytical thinking, aesthetic thinking, etc. Despite the fact that these concepts are not different and independent from each other in terms of their content, they differ in terms of usage areas and teaching methods in which they are situated. Within the context of teaching language and thinking together, Turkish language courses are considered as one of the most significant courses in students' acquisition of these skills. Therefore, in this study, the concept and skill of reflective thinking is discussed in the context of Turkish language education with an attempt to reveal the significance and place of reflective thinking in Turkish language lessons. Moreover, teachers are given recommendations on practices and approaches to teach reflective thinking
Assessing the quality of services offered to gifted students in Al Ain schools from the perspective of teachers and students
Full text linkThe development of gifted students' abilities depends on the quality of services provided by the school. Therefore, special attention should be paid to this issue in the curricula and the work of teachers.This study seeks to identify the level of services offered to gifted students in grades 4-10 in Al Ain schools from the perspective of both teachers and students. The sample of the study consisted of (804) students, divided into two groups by grade level. The second part of the study sample consisted of (310) teachers from different disciplines. The results showed that there was a low level of awareness of what constituted gifted programs and curricula. In regard to teachers, the results showed that the level of services offered was complicated by difficulty in appropriately identifying assistance and needed training. To make situation different it’s possible to organize training courses for teachers in the field of detection and evaluation of gifted students; introduce enrichment programs for gifted students; encourage involvement of gifted students in local and international academic programs and in general pay more attention to the gifted children