İlköğretim Online (İOO - E-Journal)
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A review of researches on STEM in preservice teacher education
Full text linkAs the research on STEM education has begun to gain momentum in literature, the need for STEM education in the field of teacher training has been emphasized. Considering that STEM education plays an increasingly important role in teacher education both in our country and in the world, it is necessary to investigate the literature review that will guide these studies. According to the criteria determined in this study, 76 studies published between January 2001 and December 2018 were examined by using systematic review. These 76 studies are summarized under the categories of research, type of research, method research group, validity-reliability report, data collection tools, educational material, country of publication. The results of the research indicate that applied qualitative research methods are used mostly in preservice teacher education, the studies have increased significantly in the last three years, simple tools as education material are used mainly, and interview forms were preferred as the data collection tool. In the light of these findings, some suggestions are put forward to the teacher educators and researchers.As the research on STEM education has begun to gain momentum in literature, the need for STEM education in the field of teacher training has been emphasized. Considering that STEM education plays an increasingly important role in teacher education both in our country and in the world, it is necessary to investigate the literature review that will guide these studies. According to the criteria determined in this study, 76 studies published between January 2001 and December 2018 were examined by using systematic review. These 76 studies are summarized under the categories of research, type of research, method research group, validity-reliability report, data collection tools, educational material, country of publication. The results of the research indicate that applied qualitative research methods are used mostly in preservice teacher education, the studies have increased significantly in the last three years, simple tools as education material are used mainly, and interview forms were preferred as the data collection tool. In the light of these findings, some suggestions are put forward to the teacher educators and researchers
Active citizenship from the perspective of pre-service social studies teachers
Full text linkIn this research, it was aimed to determine the perceptions of social studies teacher candidates for "active citizenship" which is defined as the effective participation of the individuals in political and social life in democratic societies. In this descriptive study, descriptive survey model was used as a research model because social studies teacher candidates' perceptions of active citizenship were determined. The study group was determined according to the maximum diversity sample from the purpose sampling methods. In this direction, the study group consists of 40 students from 1st, 2nd, 3rd and 4th grade students of social studies teacher department. The research data were collected during the academic year of 2017-2018 with the standardized open-ended interview form developed by the researchers. The data were analyzed with content analysis and descriptive analysis. According to the results of the research, the participants were most interested in the concept of effective citizenship at all grade levels, in the categories of citizens with rights and responsibilities, and citizens who could react to the developments in the world and in their own country, at least the citizen who gave importance to scientific development, producing and developing the society in this respect and are aware of their values. Participants should have the most responsibility for the active citizen, at least respecting the differences, adopting solidarity, democratic attitude, philanthropy, scientificness, sensitivity to natural environment and love of nature, history consciousness, self-confidence, independence, peace, equality, self-esteem, sensitivity self-control values. With regard to the skills that an active citizen should possess, they should have the most social participation and observation skills.In this research, it was aimed to determine the perceptions of social studies teacher candidates for "active citizenship" which is defined as the effective participation of the individuals in political and social life in democratic societies. In this descriptive study, descriptive survey model was used as a research model because social studies teacher candidates' perceptions of active citizenship were determined. The study group was determined according to the maximum diversity sample from the purpose sampling methods. In this direction, the study group consists of 40 students from 1st, 2nd, 3rd and 4th grade students of social studies teacher department. The research data were collected during the academic year of 2017-2018 with the standardized open-ended interview form developed by the researchers. The data were analyzed with content analysis and descriptive analysis. According to the results of the research, the participants were most interested in the concept of effective citizenship at all grade levels, in the categories of citizens with rights and responsibilities, and citizens who could react to the developments in the world and in their own country, at least the citizen who gave importance to scientific development, producing and developing the society in this respect and are aware of their values. Participants should have the most responsibility for the active citizen, at least respecting the differences, adopting solidarity, democratic attitude, philanthropy, scientificness, sensitivity to natural environment and love of nature, history consciousness, self-confidence, independence, peace, equality, self-esteem, sensitivity self-control values. With regard to the skills that an active citizen should possess, they should have the most social participation and observation skills
Student’s disaster literation in ‘SETS’ (Science Environment Technology and Society) disaster learning
Full text linkThe purpose of this study was to analyze student disaster literacy based on mitigation, adaptation and responsibility profiles in SETS-based disaster learning. The subjects of this study were students at Piyungan State Elementary School, Tulung Pundong State Elementary School and Karanggayam Pleret State Elementary School Bantul Yogyakarta Indonesia. Three schools were randomly selected from the entire school population in earthquake prone areas. In this study the subject was chosen because it is located in an earthquake-prone area in Bantul, Yogyakarta, Indonesia. Data collection techniques using observations, instruments in the form of observation sheets mitigation, adaptation and responsibility of elementary school students. The data analysis technique used descriptive percentage technique. The results showed that after participating in the overall SETS-based disaster learning, student disaster literacy was based on an average mastery of 92.01 mitigation skills, which were included in the very high category, adaptation skills 85.20 were in the high category, and responsibility 84 , 04 which is included in the high category
Curriculum changes in Indonesia: Teacher constraints and students of prospective teachers’ readiness in the implementation of thematic learning at low grade primary school
Full text linkThis study aimed at (1) describing the teachers’ constraints in thematic learning at low level elementary school, (2) describing the readiness of prospective elementary school teachers in the implementation of thematic learning. The research used a qualitative design in which the source of the data were 60 elementary school teachers in Bali Province and 305 students of semester VI majoring in elementary school teacher education at Universitas Pendidikan Ganesha. The results of the research indicated that (1) the teachers constraints were the lack understanding on the nature and the objectives of thematic learning, the lack of supporting learning factors such as facilities and infrastructure, difficulties in enhancing teaching material and connecting one material to another, difficulties in designing evaluation instruments and how to apply them. (2) The students of prospective primary school teacher felt ready in implementing thematic learning because they already have adequate understanding about thematic learning
The views of students in an inclusive classroom environment in high school on the course learning process
Full text linkThis study aims to determine the problems of students in an inclusive classroom environment in high school during the classes and to suggest some solutions to these problems. In this study, a case study of qualitative research methods was used. In the 2017-2018 academic year, 12 students in an inclusive classroom environment studying in a high school institution in Erzurum city center form the working group of the research. The data of the study were collected with an interview form consisting of open-ended questions. The data were presented with content analysis by creating themes, codes and direct quotations from students' expressions. In the study, it was concluded that there is no change in curriculum content, examination and teaching adaptations for inclusion students. Although some of the students in an inclusive classroom environment stated that they received support from their families, it was observed that the cooperation with the individuals involved in the process did not fully take place. According to the obtained data, suggestions for shaping the educational environments of students in an inclusive classroom environment were presented.This study aims to determine the problems of students in an inclusive classroom environment in high school during the classes and to suggest some solutions to these problems. In this study, a case study of qualitative research methods was used. In the 2017-2018 academic year, 12 students in an inclusive classroom environment studying in a high school institution in Erzurum city center form the working group of the research. The data of the study were collected with an interview form consisting of open-ended questions. The data were presented with content analysis by creating themes, codes and direct quotations from students' expressions. In the study, it was concluded that there is no change in curriculum content, examination and teaching adaptations for inclusion students. Although some of the students in an inclusive classroom environment stated that they received support from their families, it was observed that the cooperation with the individuals involved in the process did not fully take place. According to the obtained data, suggestions for shaping the educational environments of students in an inclusive classroom environment were presented.
Boosting young EFL students’ speaking through game activities
Full text linkEnglish is treated as a foreign language in Indonesia. The language is introduced to students in public schools from Grade 7. This qualitative study investigated English teachers’ efforts in using game activities in teaching speaking and the problems faced in its implementation to EFL (English as a Foreign Langauge) young learners, aged 12-13 years old, at a public middle school in Banda Aceh. Two English teachers from two classes of Grade 7 students were audio-recorded and observed while teaching, and further given a questionnaire. The findings found that both teachers used game activities in their classes. Problems faced by the teachers in implementing these activities revolved around their preparation, class participation and class management. The discussion is elaborated in the paper. The study suggests that well-planned preparation, better class management and a focus more on the students’ participation are needed to reduce difficulty in carrying out these activities in large class sizes
Examining mobile game experiences of prospective primary school teachers and their game designs about teaching math
Full text linkIn this study, we aimed at introducing to prospective primary school teachers how to present a pattern of numbers through designing a mobile game according to the Theory of Didactical Situations (TDS). Additionally, the games developed by teacher candidates were examined. In our study, the case study method was used, which is one of the qualitative research methods. The participants were 17 prospective primary school teachers (9-females, 8-males). The data were collected through video cameras, audio recorders, and files that include game designs of prospective teachers. In data analysis, the actions concerning mobile gaming experiences of prospective teachers were conducted according to the TDS stages. The games designed by prospective teachers were examined in terms of basic gamification criteria. Findings of the study; it was demonstrated that mobile games designed according to TDS support the prospective teachers in many aspects, such as developing a milieu for using gamification in teaching math, internalizing processes of reflecting gamification criteria to the game, and positively influencing the affective characteristics. Moreover, concerning gamification criteria, it was determined that some prospective teachers are successful at gamification of mathematical knowledge; however, most of them have difficulties in game designing, particularly in giving feedbacks about games. In this study, we aimed at introducing to prospective primary school teachers how to present a pattern of numbers through designing a mobile game according to the Theory of Didactical Situations (TDS). Additionally, the games developed by teacher candidates were examined. In our study, the case study method was used, which is one of the qualitative research methods. The participants were 17 prospective primary school teachers (9-females, 8-males). The data were collected through video cameras, audio recorders, and files that include game designs of prospective teachers. In data analysis, the actions concerning mobile gaming experiences of prospective teachers were conducted according to the TDS stages. The games designed by prospective teachers were examined in terms of basic gamification criteria. Findings of the study; it was demonstrated that mobile games designed according to TDS support the prospective teachers in many aspects, such as developing a milieu for using gamification in teaching math, internalizing processes of reflecting gamification criteria to the game, and positively influencing the affective characteristics. Moreover, concerning gamification criteria, it was determined that some prospective teachers are successful at gamification of mathematical knowledge; however, most of them have difficulties in game designing, particularly in giving feedbacks about games.
A Study of instructors’ educational background who are instructing special education teachers in teaching practice course
Full text linkThe aim of this study is to examine instructors' education on special education area who is responsible for teacher practice courses in special education departments. In this study, the description of situation was made by using the document analysis method which is among the qualitative research methods. The data collection process of the research was carried out in 2018. the web pages of these universities chairperson of special education departments have been reached. Research questions are shared with chairpersons of the departments via e-mail or phone. Chairpersons who give consent and willing to participate in this research answer the questions. According to their answers, results were analyzed as numbers and percentages. It was seen that 1669 students graduated from special education teacher and 224 group is opened for teaching practice course. According to this, in most of the special education departments, it is seen that the instructors who did not take this course carry out the course. Looking at the overall results of the study, many of the special education teachers trained in Turkey seems to get their education from universities which established without sufficient staff trained in area.The aim of this study is to examine instructors' education on special education area who is responsible for teacher practice courses in special education departments. In this study, the description of situation was made by using the document analysis method which is among the qualitative research methods. The data collection process of the research was carried out in 2018. the web pages of these universities chairperson of special education departments have been reached. Research questions are shared with chairpersons of the departments via e-mail or phone. Chairpersons who give consent and willing to participate in this research answer the questions. According to their answers, results were analyzed as numbers and percentages. It was seen that 1669 students graduated from special education teacher and 224 group is opened for teaching practice course. According to this, in most of the special education departments, it is seen that the instructors who did not take this course carry out the course. Looking at the overall results of the study, many of the special education teachers trained in Turkey seems to get their education from universities which established without sufficient staff trained in area
No full textThe purpose of the study is to investigate elementary school students' images of mathematicians. The study group was composed of 1115 students attending four different schools in four cities of each of four regions in Turkey. The participants were the students attending the 5th, 6th, 7th and 8th grades of these schools. Two classes, a male classroom teacher and a female classroom teacher were selected randomly from each grade level. The students were within the age range of 12-15 years. The instrument used in this study was originally developed by Chambers (1983) (Draw a Scientist Test-DAST). According to the findings, there were mutual images of mathematicians despite small cultural differences in the regions and generally it can be said that students do not known who mathematicians are and what they do. It is anticipated that results and recommendations will shed light on integration of history of mathematics with courses, on pedagogical transformations and studies focusing on image transformation
What Benefits that Students Can Take? Portraying the Implementation of EFL Curriculum in Indonesia through Phenomenological Lens
Full text linkIn response to the latest curriculum implementation in Indonesia, this research examines the implementation of 2013 curriculum through a phenomenological lens. It draws the data from interviews with two experienced English teachers teaching in two pioneer schools that have implemented 2013 curriculum since 2014 in Jambi city, Sumatera, Indonesia. The finding of this research shows that there are two major benefits that students can take from the implementation of English as a Foreign Language Curriculum (EFL) 2013 curriculum. First, it is promoting for independent learning. Through the implementation of 2013 curriculum, students become active constructors for new knowledge in which the learning activities are planned and facilitated by the teachers. Second, the implementation of 2013 curriculum stimulates students to be creative learners. Students may be able to do their works or projects better than it is expected by the teachers. The finding suggests that teachers need to improve their ability to design classroom activity that allow students to be active and creative learners. Teachers need to be able to create good atmosphere and think a step ahead from the students in order to make a good classroom engagement and to trigger students’ independent learning and creativity for the lesson facilitated by the teachers.