İlköğretim Online (İOO - E-Journal)
Not a member yet
1585 research outputs found
Sort by
The Examination of Primary School Teachers' Financial Literacy Attitudes and Behaviors in Terms of Different Variables
Full text linkIn this research, it is aimed to examine the level of financial literacy attitudes and behaviors of primary school teachers in terms of different variables. The sample of the research consisted of 211 primary school teachers and “financial literacy attitude and behavior scale” was used as data collection tool. As a result of the research, it was found out that financial literacy attitudes and behaviors of teachers did not show a significant difference according to gender, monthly family income, personal expenditure; however, a significant difference was found in terms of age. In addition, the family is placed on the top in terms of the resources that teachers acquire financial knowledge and skills. The internet ranked first in terms of the resources in which teachers followed financial knowledge and skills. It was found that although 32.2% of teachers follow daily financial developments, 13.7% of them do not follow at all
The Effect of Kodaly method on the musical knowledge and skills of preservice teachers
Full text linkThe aim of this study in which quasi-experimental design was used to investigate the effect of Kodaly method on the musical knowledge and skills of preservice classroom teachers. It was carried out with 97 classroom teacher candidates including 54 in the experimental group and 43 in the control group. ‘’The Musical Hearing Test’’ (Gürgen, 2007) and “The Basic Music Knowledge Test” developed by the first author was used. Music lesson plans which were prepared based on Kodaly method were used for eight weeks. As a result of the study, statistically significant difference was found in favor of the experimental group for the melodic success sub-dimension of the Musical Hearing Test. When the changes within the groups were examined, it was seen the melodic and musical pitch success scores of the experimental group increased significantly. When the results of “Basic Music Knowledge Test” were examined, statistically significant difference was observed in favor of the experimental group in terms of all dimensions
An online instrument assessing the relationship between morphological structure awareness and reading comprehension in Hungarian 2-4 graders
Full text linkThe significant contribution of morphological awareness to reading comprehension has been shown in studies with deep orthographies. The aim of the study was to develop an online instrument in Hungarian, an agglutinative language with a transparent orthography and a rich morphology, for assessing different aspects of morphological awareness and reading comprehension and to examine the development and relationship of the two constructs in grades 2-4. Participants were second (N=124), third (N=137) and fourth grade students (N=97), age means were 8.7, 9.6 and 10.4 respectively. We found growth in the development of morphological awareness and in reading comprehension in grades 2-4; however, the mean score in grade 4 did not significantly differ from the results in grade 3. Significant moderate correlations were found between morphological structure awareness and reading comprehension skills in all grades
Using Baroque Music to Improve Reading Comprehension Skills
Full text linkThis article aims to improve students’ reading comprehension skills and to describe students’ and teacher’s perceptions about the use of baroque music in learning. Classroom action research with a collaboration between the researcher, the teacher, and actions taken was used. This research was conducted in three cycles, each consisting of planning, implementation, and reflection. The research sample amounted to 30 students in the age of 10-11 years. The results showed that baroque music can improve students' reading comprehension skills, which is evidenced by the results of the pretest that with the complete category by only 40%; then, it increased to 60% in the first cycle, 73.33% in the second cycle and 90.00% in the third cycle The teacher and students are very enthusiastic about baroque music during learning because it can focus students’ concentrations, make them more confident, and make the teacher more enthusiastic in teaching
Investigation of the Relationship Between School Climate, Coping Strategies, and Peer Bullying in Secondary School Students
Full text linkThis study aims to investigate the relationship between school climate and coping strategies and peer bullying in secondary school students. The population of the study is 7th and 8th-grade secondary school students. The study group included 284 students (153 female and 131 male) attending a secondary school located in Afyon. The study used the School Climate Scale (SCS), KIDCOPE and Bully Scale (BS) as data collection instruments. The relations between SCS scores and KIDCOPE scores and bullying were examined with Pearson Moments Multiplication Correlation Coefficient Technique.As a result of the analyzes, SCS total score and some of the subscales (fairness, order and discipline, parent involvement, sharing of resources, student interpersonal relations, teacher-student relations) have significant and positive relationships with peer bullying. Alsoit was seen that there were positive and significant relationships between bullying and some of the KIDCOPE subscales (avoidant coping and negative coping).In addition, the predictability of school climate and coping strategies were tested with multiple regression analysis. As a result of analysis, it was found that some of the SCS subscales (order and discipline and teacher-student relations)and one of the KIDCOPE subscale (negative coping) were an important predictor of bullying
Elementary school teachers’ exposure to mobbing
Full text linkFrequency of exposure to mobbing among elementary school teachers working in central Uşak was investigated in the study. In total 347 elementary school teachers who are working in centre of Uşak voluntarily participated in the study. As data collection tool “Mobbing Scale” second version developed by Demirci (2014) was administered. Nonparametric Test was carried out to analyse non-parametric data set. Mann Whitney U-test and Kruskal Wallis H-test were used in the study. Marital Status and Mobbing Level did not show statistically significant relationship. The factor named as Quality of Life and Professional Status and gender show statistically significant relationship; male elementary school teachers face to mobbing more frequently than female classroom teachers. As for teaching experiences, 6-10 years experienced elementary school teachers’ exposure to mobbing frequency higher than 16-20 years, 21-25 years, 26-30 years, and 31-35 years experienced teachers. Elementary school teachers with 26-30 years teaching experiences have lower mobbing frequency than other groups.Frequency of exposure to mobbing among elementary school teachers working in central Uşak was investigated in the study. In total 347 elementary school teachers who are working in centre of Uşak voluntarily participated in the study. As data collection tool “Mobbing Scale” second version developed by Demirci (2014) was administered. Nonparametric Test was carried out to analyse non-parametric data set. Mann Whitney U-test and Kruskal Wallis H-test were used in the study. Marital Status and Mobbing Level did not show statistically significant relationship. The factor named as Quality of Life and Professional Status and gender show statistically significant relationship; male elementary school teachers face to mobbing more frequently than female classroom teachers. As for teaching experiences, 6-10 years experienced elementary school teachers’ exposure to mobbing frequency higher than 16-20 years, 21-25 years, 26-30 years, and 31-35 years experienced teachers. Elementary school teachers with 26-30 years teaching experiences have lower mobbing frequency than other groups
Analysing studies conducted on responsibility education in Turkey: A Meta-synthesis study
Full text linkThe aim of this study was to analyse studies conducted on the topic of responsibility education in Turkey up to the present. The research method was structured in two stages. In the first stage, the trends in all studies conducted with regard to responsibility education were determined with descriptive content analysis, and in the second stage, the findings in the studies were synthesised by reinterpretation with meta-synthesis. Criteria for inclusion of studies in the research were that: (1) research related to responsibility education was carried out, (2) the method used was clearly stated, (3) they were articles published in refereed scientific journals or masters/doctoral theses, and (4) the research sample was within the borders of Turkey. Review was carried out with the keyword “sorumluluk” (“responsibility”) on the DergiPark, Google Scholar and Higher Education Council Thesis databases. These studies were analysed using a “Research Information Form” prepared by the researchers. As a result of the analysis, the findings can be summarised as follows: the great majority of the conducted studies are scientific articles and recent studies. They vary in terms of methods used. A large majority are studies in which teachers’ opinions are examined. The studies were grouped into four categories depending on their aims in relation to responsibility education, namely, “studies examining opinions”, “studies in which activities and practices are used in lessons”, “studies on curriculum development”, and “studies examining course books”.The aim of this study was to analyse studies conducted on the topic of responsibility education in Turkey up to the present. The research method was structured in two stages. In the first stage, the trends in all studies conducted with regard to responsibility education were determined with descriptive content analysis, and in the second stage, the findings in the studies were synthesised by reinterpretation with meta-synthesis. Criteria for inclusion of studies in the research were that: (1) research related to responsibility education was carried out, (2) the method used was clearly stated, (3) they were articles published in refereed scientific journals or masters/doctoral theses, and (4) the research sample was within the borders of Turkey. Review was carried out with the keyword “sorumluluk” (“responsibility”) on the DergiPark, Google Scholar and Higher Education Council Thesis databases. These studies were analysed using a “Research Information Form” prepared by the researchers. As a result of the analysis, the findings can be summarised as follows: the great majority of the conducted studies are scientific articles and recent studies. They vary in terms of methods used. A large majority are studies in which teachers’ opinions are examined. The studies were grouped into four categories depending on their aims in relation to responsibility education, namely, “studies examining opinions”, “studies in which activities and practices are used in lessons”, “studies on curriculum development”, and “studies examining course books”
Modeling mathematics achievement using hierarchical linear models
Full text linkThe purpose of this study was to investigate the effects of student-level and school-level variables on mathematics achievement in four countries including Finland, South Korea, Taiwan, and Turkey. Based on eighth grade students’ responses to a student questionnaire and a mathematics test, and school principals’ responses to a school questionnaire, the Trends in International Mathematics and Science Study (TIMSS) 2011 dataset was analyzed using Hierarchical Linear Models. The results revealed that students’ having educational resources at home, their self-confidence in mathematics, and schools’ emphasis on academic standards were the common variables that influenced mathematics achievement in all four countries. On the other hand, no significant effects of education levels of parents (except education levels of mothers in Turkey), fights or physical injuries to other students, and lack of resources for mathematics instruction on students’ mathematics achievement were found in these countries. Implications of the results are discussed
An investigation of preservice mathematics teachers' teaching processes about "procedural and conceptual knowledge" related to division with fractions
Full text linkIn this study, the changes in the behaviors of elementary mathematics teacher candidates towards teaching “Procedural and Conceptual Knowledge” related to division with fractions were investigated during a three-tier teaching experiment. Six preservice teachers participated in the study. In addition, in the first cycle, 26 students participated in the study, and 26 students participated in the second cycle. The data of the study consists of camera recordings, interviews, lesson plans prepared by preservice teachers and pictures of student notebooks. Themes, categories, and some criteria were generated from the data. The presentation of the findings was supported by the data collected from these various sources, and the triangulation method was used to validate findings. As a result of the study, we observed a decrement in the amount of time that preservice teachers used for rule based teaching and an increment in the amount of time for teaching meaningful mathematics.In this study, the changes in the behaviors of elementary mathematics teacher candidates towards teaching “Procedural and Conceptual Knowledge” related to division with fractions were investigated during a three-tier teaching experiment. Six preservice teachers participated in the study. In addition, in the first cycle, 26 students participated in the study, and 26 students participated in the second cycle. The data of the study consists of camera recordings, interviews, lesson plans prepared by preservice teachers and pictures of student notebooks. Themes, categories, and some criteria were generated from the data. The presentation of the findings was supported by the data collected from these various sources, and the triangulation method was used to validate findings. As a result of the study, we observed a decrement in the amount of time that preservice teachers used for rule based teaching and an increment in the amount of time for teaching meaningful mathematics
Views of the classroom teachers working in resource rooms about support education activities
Full text linkResource rooms include proper teaching materials and equipment in accordance with the students’ educational performance, needs and disability type. The aim of the study is to reveal the views of classroom teachers who worked at resource rooms on the practices about these learning spaces. The study is designed as a case study which is part of qualitative research methods. The participants of the study were chosen using the criterion sampling that is one of the purposive sampling techniques. The data of the study were collected using the semi-structured interview form developed by the authors. The data obtained were examined through the descriptive analysis technique. The findings of the study indicate that the classroom teachers sampled considered resource rooms to be beneficial. However, it is also found that their knowledge on resource rooms is limited and that they need to participate in training activities on resource rooms.Resource rooms include proper teaching materials and equipment in accordance with the students’ educational performance, needs and disability type. The aim of the study is to reveal the views of classroom teachers who worked at resource rooms on the practices about these learning spaces. The study is designed as a case study which is part of qualitative research methods. The participants of the study were chosen using the criterion sampling that is one of the purposive sampling techniques. The data of the study were collected using the semi-structured interview form developed by the authors. The data obtained were examined through the descriptive analysis technique. The findings of the study indicate that the classroom teachers sampled considered resource rooms to be beneficial. However, it is also found that their knowledge on resource rooms is limited and that they need to participate in training activities on resource rooms