İlköğretim Online (İOO - E-Journal)
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The Effects of Computer Programming on Elementary School Students' Academic Achievement and Attitudes Towards Computer
Full text linkComputer programming education for children in our country, new emerging and bringing together the right ingredients in order to achieve success in this field and application of information about the way the investigation is of utmost importance. According to many studies, the computer is seen by children as an entertainment, a game and a social media tools. Additionally, many individuals consider to be a device that the computer is harmful to children. As a result, some negative thoughts, perceptions and attitudes are seen to occur. In this research, the children of computer programming training aim to reveal the effects of attitudes towards computers. Research, during the spring semester of the 2012-2013 academic year with a total of 58 elementary school students in 7th grade was conducted using a single-group quasi-experimental design. In the research, the academic achievement of the students in computer programming education was calculated according to the t-test analysis with the data obtained pre-test and post-test measurements. It was determined that there was a significant difference in academic achievement scores in favor of post-test. In the study, the attitude scale of the students' attitudes towards computer in the pre-test application mean score [t = 14.23; p <0.05] it was found that there was a significant difference in favour of the last application (X=162.55) with a higher mean than pre-test (X=106.29). As a result of computer programming education, students' attitudes towards computers has emerged as a positive effect. Furthermore, it was found that there was a positive correlation between students' academic achievement and their attitudes towards computer (Pearson Correlation Coefficient = 0.6)
The effect of a short-term nature-based education program on young children’s biophilic tendencies
No full textThe current research examined the effectiveness of seven-week nature-based education program on young children’s affinity toward nature (biophilia). The sample of the study is comprised of 40 preschools children between the age of 60 to 66 month-old residing in Mersin, Turkey. Children biophilic tendencies were measured before and after the intervention to gague the effect of their regular interaction with nature and play in such an environment. Children’s biophilia were measured using a visually supported scale that included both biophilic and non-biophilic items. A quasi experimental design with one group pre-test and post-test design were employed to measure the difference in biophilic tendencies before and after the invervention was given. The results showed that a short-term nature-based education program in a natural area was effective in terms of increasing children’s affinity toward nature. The improvement in children’s level of biophilia after the implementation of the program was statistically significant
A Case Study on Social-Emotional Problems in Gifted Children
Full text linkAlthough the studies conducted in the field of gifted students in our country have gained momentum in recent years, studies regarding interventions that will respond to their social and emotional needs remain limited. In addition to evoking many positive features such as giftedness, being smart and successful, the difficulties caused by giftedness in individuals' lives are ignored. Therefore, the aim of this study is to introduce the problems faced by gifted children in the social-emotional field and the most common intervention programs. However, possible risk factors and protective factors were also summarized for them to be guiding in the selection of the intervention program to be implemented. In addition, the problems experienced by gifted individuals in the social and emotional field were illustrated with a case study. Finally, some conclusions and recommendations that may be useful for psychological counselors serving in the field of gifted students, families of gifted students, and teachers working with gifted students were examined in the light of the relevant literature
Pre-service Teachers’ Explanations of Primitive Terms: Point, Line and Plane
Full text linkThe purpose of this study was to investigate how pre-service elementary mathematics teachers explain the concepts of point, line and plane, which are primitive terms of Euclidean geometry. A qualitative exploratory case study design was conducted with 61 pre-service mathematics teachers who were selected by the criterion sampling method. As a data collection tool, an open-ended questionnaire was used to determine how prospective teachers can explain point, line and plane concepts in the classroom environment where they will be teaching, and their explanations were taken in writing. The data analysis was done using content analysis technique by means of NVivo10. The findings showed that pre-service mathematics teachers tended to use some signs related to the characteristics of three primitive terms: point, line and plane they attempted to explain as well as the signs belonging to their essence. This can be due to the fact that the concepts tried to be explained are primitive terms and that the explanations given by Euclid about these terms are not easy to understand at the secondary level. Moreover, in some explanations, it was found that more than one sign was used by focusing on the features, models and symbols of the related concept to make the definition more understandable. On the other hand, considering the explanations made by the pre-service teachers in this study, it should be remembered that although the signs (model, shape, feature, symbol, etc.) used for the concept seem to constitute its definition, these signs cannot always literally represent the concept they try to explain and cannot be used in place of the that concept
The use of conventional communication technology as effective principal leadership strategy in strengthening the role of multi-stakeholder’s forum for school quality improvement
Full text linkThis study aims to describe the use of conventional communication technology as an effective leadership strategy carried out by principals at One Roof School in remote areas in accordance with the problems encountered and the local wisdom that developed in the area. The study was conducted qualitatively with a multi-site approach. Data was obtained through principals, teachers, supervisors, community leaders, education offices. All information was tested for credibility and validity in triangulation through various Forum Group Discussion. The results obtained include: 1) there are two dominant problems in remote schools, namely historical, cultural, and demographic; 2) the success of the principal is influenced by the expertise of the principal in utilizing conventional communication technology in the form of direct face-to-face communication; 3) the use of face-to-face conventional communication technology as a leadership strategy applied by principals can increase the role of multistakeholders in achieving school quality
Investigation of the relationship between attention skills and science process skills in children regarding external elements
Full text linkIn this research, it is aimed to examine the relationship between the attention skills of children regarding auditory and visual elements and their science process skills. In addition, these skills were examined in terms of gender and socio-economic level variables. The research is designed in survey model and the study group is consisted of randomly selected 156 children aged 60-72 months attending preschool education institutions in the 2018-2019 academic year in Istanbul. Four data collection tools as Demographic Information Form, Preschool Science Process Skills Scale for 60-72 Months Old Children, Listening Test and Concentration Test for 5-Year-Old Children were used in the research. As the result of the research, it is found a positive significant relationship between the visual and auditory attention skills of the preschool children and science process skills. It was found that the science process skills and auditory attention skills of preschool children did not differ significantly with gender. However, visual attention skills differed with gender of the children and this difference was in favor of the girls. Additionally, attention skills and scientific process skills differed with socio-economic level of the children and this difference was in favor of the upper socio-economic level
Multidimensionality of job performance: An empirical assessment through scale development
Full text linkPurpose: The objective of the present study is focused on the development and validation of a job performance scale. An empirical framework was developed to measure the teacher’s performance by adopting four dimensions of measurement viz. Task-Performance, Contextual-Performance, Counterproductive-Work behavior, and Adaptive-Performance.Methodology: The self-designed supervisory rating scale has been used for the present study. Thirty-Six items were generated to measure the job performance scale. A convenience sample of 423 principals was taken to rate the teacher’s performance. Exploratory and confirmatory factor analyses (CFA) were used for validation of the job performance scale.Findings: The outcomes of EFA indicated three factored structure of job performance constructs. The results of CFA confirmed job-performance as a reliable and valid construct.Research limitations/Implications: The present study provides the theoretic development of a scale for the operationalization of job performance among teachers. It will help the principals, supervisors and academic policymakers to design, modify and organize the performance of teachers which will upsurge the long-term performance of students in academics. The performance of a teacher cannot be assessed only from a single perspective i.e., principal or supervisor with a minimum sample of government school principals only. Therefore, future research should validate the performance of teachers with all the three perspectives including principals, teachers, and students considering both private and public sectors.Originality: The study developed and validated the job performance construct with an updated scale developed procedure.Paper type: Empirica
Hindering and enabling factors towards ICT integration in schools: A developing country perspective
Full text linkICT in education has emerged as a widespread phenomenon and has been widely considered and explored. While remarkable achievement in ICT use in the teaching and learning process has been observed in the developed part of the world, schools in the developing countries still fail to do so. Pakistan, as a less developed country, has still been in its infancy stage of ICT integration in schools. The purpose of this paper was thus, to explore the existing state of affairs in relation to ICT integration in schools via reviewing both the hindering and enabling factors. The study employed a systemic review method to review the available research, conducted in Pakistan, in the last ten years. The results inform about several fundamental issues and provide a way forward towards effective ICT integration in the process of teaching and learning.
L2 willingness to read amongst young EFL learners: social economic background, linguistic competence and gender as predictors
No full textEven though previous research have shown that reading improves one’s language proficiency and a lot of research have been done to examine how young learners learn a second or foreign language, our knowledge on their willingness to read second (L2) or English as a foreign language (EFL) materials remains inadequate and limited. The current study aims to explore young EFL learners’ willingness to read English materials and if it can be predicted based on their social-economic background, English language proficiency and gender. Ninety-five young EFL learners from two elementary schools in a monolingual community participated in a reading programme called Ace Your English: Read for Life. All participants completed a survey questionnaire on their willingness to read English materials/books before the start of the reading programme. The study revealed that young EFL learners’ willingness to read English books materials is not necessarily influenced by their SES. However, linguistic competence and gender are strong predictors of their willingness to read. Based on the findings of this study, almost all young EFL learners are willing to read English books either voluntarily or through persuasion from the teachers or parents
Investigation of Scientific Creativity Levels of Elementary School Students Who Enrolled In a STEM Program
Full text linkThis research aimed to evaluate the scientific creativity levels of second, third and fourth-grade students who enrolled in a STEM course throughout the academic year. The sample consisted of 85 elementary school students in two private schools in Antalya. "Scientific Creativity Test" and "Student Demographic Questionnaire" were the instruments in the study. It was found that the scientific creativity level of the students showed a statistically significant difference with respect to their grade level. There were no significant differences in the context of other variables (gender, number of siblings, parental occupation, favorite course, the most successful course, future occupation). In this paper, selected student responses are presented together with a comparison with the existing curricula and the implemented STEM curriculum and a discussion of the findings. It was concluded that the implemented STEM program had positive effect on scientific creativity of the students