İlköğretim Online (İOO - E-Journal)
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Examining the meaningful work level of generation X and generation Y teachers
Full text linkIn the 21st Century, the increase in expectation of education has required a series of more complex roles, responsibilities and competences in the teaching profession. Teachers who are the most strategic factor in educational effectiveness, their generation differences and level of motivation are one of the important variables in the success of the institutions. The purpose of this study was to reveal the level of meaningful work in Generation X and Generation Y teachers, and its relationship with various variables. According to this purpose relaible and valid measurement tool was also developed. This study was designed in a descriptive survey model and carried out with the participation of 267 teachers with quantitative method. Data were analyzed by descriptive statistics, t-test and one way analysis of variance (ANOVA), exploratory factor analysis, split half reliabilty test. It was found that meaningful work levels of teachers are high and generation X teachers find their work relatively more meaningful than Generation Y. There was a significant difference between the opinions of teachers’ on meaningful work level according to task carried out city and school type variables. Internal moral values are relatively more effective on teachers’ meaningful work experiences than external financial-material values. It was also revealed that meaningful work scale is reliable and valid questionnaire
The Role of Concept Images in Solving Geometric Word Problems
Full text linkThe purpose of this study was to investigate how eighth-grade students were affected by their concept images of mathematical concepts in solving geometric word problems. Five eighth-grade students from a public middle school participated in the study in the second semester of the 2016-2017 academic year. The data were obtained through semi-structured preliminary interviews to identify the students’ concept images of basic geometry concepts and task-based interviews in which thirteen word problems involving these concepts were presented. The data were analyzed using descriptive analysis techniques. The findings were classified within three themes as the role of concept images in understanding, modeling, and mathematical analysis stages of word problem solving. Concept images affected the students in constructing a situation model for the problem, transforming the situation model into a mathematical model, and performing mathematical operations to obtain a correct solution
The psychometric properties of school belonging scale for primary school students: a validity and reliability study
Full text linkThis study aims at developing a valid and reliable scale to determine primary school students’ sense of school belonging. In this respect, the relevant literature on the concept of belonging was reviewed; interviews were conducted with field experts and primary school students to determine items to be included in the scale. An item pool was created based on the findings of these processes. Later, a pilot form was prepared by taking the opinions of 2 field and 2 measurement and evaluation experts to ensure that the scale items represent the structure measured. This form was administered to 254 primary school students studying in the 2018-2019 academic year, and the final scale was obtained as a result of exploratory factor analysis was applied to 287 primary school students in a different school. For validity evidence, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), convergent and discriminant analysis and item analysis; for reliability, findings of Cronbach Alpha and composite reliability coefficients were used. According to the exploratory factor analysis, the scale consisted of 3 factors with 13 items, and the total variance explained was 52.57%. As a result of the second-order confirmatory factor analysis of the obtained structure, the fit indices of the model showed that it was verified. The internal consistency coefficient of the developed model was α = .92 and the composite reliability coefficient was .93. These findings showed that the scale had psychometric properties to be used in future research
A study on social studies teacher candidates' views on museums and museum education
Full text linkThe aim of this study is to determine the opinions of Social Studies Teacher Candidates on museums and museum education. The study group of the research consisted of social studies teacher candidates studying in the Undergraduate Program of Social Studies Teaching in Van Yuzuncu Yıl University during the 2018-2019 academic year. The study group consisted of 209 teacher candidates totally. In this research, which was conducted with the survey model, open-ended questionnaires were used as a data collection tool. The data gathered through the student's interviews were analyzed by applying descriptive analysis method. When the research results are evaluated in general, ıt is seen that; the majority of teacher candidates in the study group did not go to the museum in their lives; they did not take a lesson/course/seminar related to museum education at school; where they believe that the museum has an important place in education in terms of learning onsite, seeing real ruins of the history and giving information about the past; they believe the necessity of making plan, when they appointed as a teacher
The Effect of Problem-Based Learning Multimedia and Picture Media on Students’ Critical-Thinking Skills Viewed from Learning Motivation and Learning Styles in Elementary School
Full text linkThis research aims to analyze (1) the effect of the PBL multimedia and picture media on critical-thinking skills, (2) the effect of learning motivation on critical-thinking skills, (3) the effect of learning styles on critical-thinking skills, and (4) the interaction between research variables on critical-thinking skills. This research was conducted in 10 public elementary schools in Surakarta, Indonesia. The sample consisted of 292 students selected using the stratified cluster random sampling technique. The instruments used included an open essay test, a learning motivation questionnaire, and a learning style questionnaire. The research prerequisite tests include normality, homogeneity, and balance tests. The hypothesis was tested using three-way Anova. It was found that there were significant differences in the hypothesis and the post-hoc tests with a comparison of the average critical-thinking skills between the experimental classes. It is concluded that: (1) the PBL multimedia and picture media has no effect; (2) the learning motivation has an effect; (3) learning styles have an effect; and (4) there is no interaction between research variables on critical-thinking skills
The effect of learning styles on the critical thinking skills in natural science learning of elementary school students
Full text linkElementary school students being concrete operational development have the opportunity to trigger the higher-order thinking processes, including critical thinking. The context of VARK learning styles refers to the elements of modalities that are classified into visual, auditory, read, and kinesthetic styles. This research was conducted to examine the effect of learning styles on critical thinking skills (CTS) of elementary school students in Ambon-Maluku. The instrument of CTS rubric was developed from the Delphi consensus. The results of this research showed that learning styles (LS) did not have any significant effect on CTS. The differences in how to receive and to process information in learning is not a determining factor of the development of CTS. This research recommends that teachers need to be specifically trained to teach CTS. Moreover, it is necessary to create a constructivist learning environment using learning strategies or learning models that could potentially develop the students’ skills of interpretation, analysis, inference, evaluation, and explanation. Further research is required to examine the effect of learning strategies, age, and students' learning experience on the development of students’ thinking skills
Effects of robotic coding activities on the effectiveness of secondary school students' self-efficacy for coding
Full text linkIn this study, it was aimed to determine whether robotic coding activities at secondary school level had any significant effect on students’ self-efficacy perceptions related to block-based programming. Data were collected by "self-proficiency perception scale for block-based programming" prepared by Altun and Kasalak (2018). Within the scope of the study, 5-week robotic coding activities were planned, followed by 58 students in a public school. According to pre-test and post-test results of the students, there was a significant change in intra-group positive direction in the self-efficacy perception scores of both simple and complex block-based programming (tsimple = -5.01, p = 0.00, tcomplex = -8.84, p = 0.00). Across various variables, when we look at the differentiation of self-efficacy perceptions regarding block-based programming, it is found that it does not differ significantly according to gender (tsimple = -0.58, p = 0.56, tcomplex = 0.87, p = 0.39), computer ownership at home (tsimple = -1.23, p = 0.22, tcomplex = -1.23, p = 0.22), Internet connection ownership at home (tsimple = -0.37, p = 0.22, tcomplex = -0.44, p = 0.66) and the possibility to study Scratch program out of course (tsimple = -0.91, p = 0.37, tcomplex = -0.91, p = 0.37)
Examining the effect of flipped learning model in flute education on motivation and performance of students
Full text linkIn this research, it is aimed to test the effectiveness of the flute lessons conducted with the “Flipped Learning Model” compared to the traditional teaching. In the study, the quasi-experimental design –pre-test, post-test with control group- was used. The study group (n=30) consisted of the flute education students who were studying in the 1st, 2nd, 3rd and 4th grades of Karadeniz Technical University Music Teaching Program in the spring semester of 2016-2017 academic year. "Performance Observation Form" and "Motivation Scale for Individual Instrument Instruction" were used to collect the data. Nonparametric Mann-Whitney U and Wilcoxon Signed Ranks tests were applied in the analyses. As a result, it was observed that there was a significant increase in the performance success and motivation of the experimental group students compared to the control group students, and that the program based on the activities of the flipped learning model was more effective and formative than the traditional teaching
Analysis of 1 st Grade Social Studies Curriculum 2018 in terms of Character Education
Full text link. In Turkey, 1st grade social studies curriculum was updated by Ministry of National Education in 2018. The purpose of the study was to analyze the curriculum in terms of character education. In detail, the study aimed to find out which learning outcomes of the 1st grade social studies curriculum indicate which characters under which categories namely “knowledge,” “attitude,” and “skill.” The study was designed as document analysis of qualitative research. The document was the 1st grade social studies curriculum updated in 2018. The data were analyzed using both descriptive and content analysis. One of the results was that all the learning outcomes of the curriculum addressed at least one character under one of three categories “knowledge,” “attitude,” “skill.” Another result of the study showed that the characters indicated by the learning outcomes of the 1st grade social studies curriculum were interdependency, sensitiveness, cooperation, good manners, kindness, responsibility, patriotism/citizenship, unity of family, respect. Moreover, the results showed that each character addressed by the 1st grade social studies curriculum has width content.
Life satisfaction and self-development initiatives among honorary teachers in primary schools
No full textThis study examines the life satisfaction and self-development initiatives among non-permanent teachers (honorary) in primary schools. A survey was conducted on 163 honorary teachers in Jakarta and surrounding areas, using the Life Satisfaction and Personal Growth Initiative Scale. The data collected was processed using Rasch Model, and the main findings indicated the presence of life satisfaction and self-development initiatives amongst honorary teachers in primary schools. Furthermore, the Differential Item Functioning (DIF) analysis showed the occurrence of significantly different response pattern from 3 out of the 8 demographic aspects tested, including gender, monthly income received, and honorary teachers’ location. Specifically, male teachers reportedly had better abilities in taking steps to improve interpersonal lives, while honorary teachers earning IDR > 3 million/month (1) have more difficulties in taking roles according to subjective wishes, and; (2) tend to continue living as they are. These scenarios are comparably different amongst individuals earning IDR < 3 million/month. We also find that there are differences in the response of honorary teachers in primary schools in the areas of Jakarta, Depok, Tangerang, Bogor and Bekasi. In addition, the implications of the research findings are also an important part discussed in this article