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Pre-Service Primary Teachers’ Opinions about the Course of Practice Teaching through Distance Education
Full text linkDue to the coronavirus pandemic affecting the world, face-to-face higher education practices were suspended in most countries, and teaching processes continued with distance education methods. This method has prevented university students from taking theoretical and practical courses face-to-face. In this regard, the teaching practice course, which is the fundamental course for professional preparation in education faculties, was conducted at a distance, in which its effectiveness becomes questionable. Hence, this research aims at determining the prospective classroom teachers' views about the process of conducting the teaching practice course at a distance. This research employs case study design by involving 37 pre-service primary teachers attending the education faculty of a state university. In addition, the data collection were done using a semi-structured interview form developed by the researchers, which was then analyzed using content analysis. The results conclusion showed that the pre-service teachers expressed opinions about the theoretical and practical dimensions, expectations, level of content, and suggestions for the development of the course
Affective Tendencies of Science Teachers in Teaching Socioscientific Issues
Full text linkThis study aims at identifying the intrinsic affective tendencies of science teachers in teaching socioscientific issues (SSI) based on different variables and their personal perspectives. The participants of the study consisted of 394 science teachers who taught at public schools during the 2021 and 2022 academic years. Regarding the research method, a mixed method that combined quantitative and qualitative research methods was employed in this study. Quantitatively, the "Affective Tendency Scale for Teaching Socioscientific Issues” comprising four dimensions and 28 items was applied to 394 science teachers. Meanwhile, qualitatively, semi-structured interviews were conducted with six science teachers from the total participant teachers who volunteered to take part. Subsequently, for statistical operations in this study, the SPSS program was utilized to analyze the quantitative and qualitative data in a descriptive manner. Conclusively, the results revealed that science teachers' affective tendencies in teaching SSI (Socioscientific Issues) were high on both quantitative and qualitative levels
Museum Education with Storyline Method: How Do Primary School Students Perceive Historical Artifacts?
Full text linkAn educational museum is an active learning environment created for students’ participation (art, music, and drama) to learn by doing and experiencing, and didactic knowledge. This research seeks to determine the effect of the Storyline Method on students' perceptions and interpretations of historical artifacts through museum education. This research applied the phenomenology design as one of the qualitative methods, consisting of first-year students (20) in a public school in Istanbul. The students were trained for a total of 15 hours, 5 hours a week, on museum education with the Storyline Method. The research data consisted of interviews with children, pictures made by children, and diaries written by them. The collected data were analyzed using the descriptive analysis method. The research results found that the method of storyline positively affected the students' perceptions of historical artifacts. Also, as a result of the interviews of the students and their drawings, there was a positive change in students' perceptions of the importance and preservation of historical artifacts. In addition, as a result of the Storyline Method, the students had "happiness, excitement, sightseeing" feelings and thoughts about historical works
Teaching Literacy in First-Grade of Primary School During COVID-19 Pandemic
Full text linkAlong with the COVID-19 pandemic, a new era had to be passed in education. The education process in Turkey has been maintained entirely or partially in the form of remote or distance education, or partly face-to-face since the outbreak in the process of being face-to-face education opportunities. This research seeks to examine in-depth how literacy teaching in the first grade, one of the essential processes of primary school education, took place during the pandemic. The research applied a case study, one of the qualitative research methods. In addition, the participants in this research were determined based on criterion sampling. The data were collected using semi-structured interviews with teachers and parents of students and the observations made by one of the researchers in online lessons. The data obtained were analyzed through content analysis. The findings are presented under the themes of "the teaching process, the stakeholders, and the factors that make the teaching process difficult". The conclusion reveals that the pandemic negatively affected the literacy teaching process, as well as every field. In other words, teachers could not get enough support from parents and MoNE so that teachers and parents were anxious
Using ECL Media to Improve Information Literacy of Islamic Elementary School Students
Full text linkThis research examines the use of ECL media to improve literacy information of Islamic elementary school students. The method used was repeated pre-experiment without a control class. The research design used was one group pre-test and post-test. Data were analyzed using paired t-test, n-gain calculation, and ANOVA using IBM SPSS Version 25. The results showed an increase in students' information literacy, which was statistically significant at 5% alpha after learning using ECL media. The mean n-gain for the three classes was in the medium category and does not differ in three experimental classes, and more than 90% students responded positively to the teaching using ECL media. Based on the results, ECL media effectively improved students' information literacy. This research will be a new reference to improve the information literacy of elementary school students, especially first graders, for teachers, parents, and students independently
Explicit Teaching of Science Process Skills: Learning Outcomes and Assessments of Pre-service Science Teachers
Full text linkScience process skills (SPSs) are one of the most important skills possessed by students in conducting scientific activities. Therefore, it is crucial for science teachers to understand and practice these skills. Considering the role of teachers in developing students' SPSs, the focus of this study is on developing pre-service science teachers’ SPSs. This study aims at determining the effects of explicit teaching of SPSs upon pre-service teachers’ SPSs. To accomplish this, action research was employed. The study involved 10 pre-service science teachers who voluntarily participated in the study and were from Science Education Departments at a state university in Türkiye. Data were collected by using two methods: quantitative and qualitative. The quantitative data were obtained by using the Science Process Skills Scale. Meanwhile, the qualitative data were obtained from semi-structured interviews and diaries. The Wilcoxon Signed Rank Test was utilized in the quantitative data, and a content analysis technique was used in the analysis of the qualitative data. The results of the study indicated that explicit teaching of SPSs contributes to the development of pre-service teachers’ SPSs, and that all pre-service teachers prefer explicit teaching in the teaching or development of SPSs
Analysis of STEAM-Based TPACK Integrated Activities in Elementary School Thematic Books
Full text linkTechnological, Pedagogical, and Content Knowledge (TPACK) can collaborate with the Science Technology Engineering Art Mathematics (STEAM) approach. STEAM is also essential for students to improve their ability and skills to operate and produce science and technology-based products, supported by the TPACK abilities of educators to develop quality technology-based learning. In this study, there were 26 items of integrated TPACK and STEAM activities, with the most findings being content knowledge, as much as 27.50% for science. The second-highest finding was the integration of pedagogical knowledge, as much as 24%. Furthermore, the third most common finding, 17.40%, was the integration of technological knowledge with art and pedagogical content knowledge with art, while 10% of activities integrated content knowledge with art. The last finding found the integration of pedagogical knowledge with science of 3.4%. However, all indicators did not appear mathematical. In addition, the most common finding was the integration of art and pedagogical content knowledge, as much as 34.60%. The percentage of activities integrating engineering and content knowledge was 27%, which was the highest finding. In this case, one activity allows more than one integration.
Digital Literacy Competency of Primary School Teacher Education Department Student as the Demands of 21st Century Learning
Full text linkThe 21st century is the era that involves the use of digital devices. Thus, pre-service teachers demand to have many competencies, which in this case is digital literacy competency. There are four digital literacy competencies: digital skills, digital culture, digital ethics, and digital safety. This study employs a qualitative method of research design with a study case. The data were collected by conducting interviews. The analysis in this study was carried out by making a detailed description of the digital literacy competencies of primary school teacher education students and adding a detailed view of the aspects in the research. The participants in this study were 30 primary school teacher education students at a university in Sumedang Regency. The results reveal that mastering digital skills will help daily life work; mastering digital culture will help preserve culture and protect creation; mastering digital ethics will avoid many conflicts; and mastering digital safety can be aware of many crimes in the digital world. Students as prospective teachers are expected to know, and understand and master digital literacy for future teaching
Planning for Cultivation Numerical Literacy in Mathematics Learning for Minimum Competency Assessment (AKM) in Elementary Schools
Full text linkNumeracy literacy skills in learning mathematics in elementary schools are still low. This is evident from the AKM value, which is still below average. This low numeracy literacy ability is caused by various things, such as the teacher's lack of ability to make HOTS questions and the lack of habituation for students to work on complex. The main problem that causes students to be still unable to complete learning based on numeracy literacy is the teacher who has not familiarized students with literacy-based questions. Many teachers still cannot compile numeracy literacy questions, especially at the elementary school level. This research is qualitative research with a case study. The results of this research are planning for curricular activities in cultivating numeracy literacy carried out by compiling a Learning Implementation Plan (RPP), compiling numeracy literacy-oriented learning materials, compiling numeration literacy-oriented evaluation questions with the criteria of Higher Order Thinking Skill (HOTS), and designing audio-visual and realistic learning media
A Study on Effects of Multimodal Science Text Design on Meaning-Making of Science Content: Science Teachers’ Perspectives
Full text linkNumerous studies demonstrated that the meaning-making of scientific knowledge is affected by the design of multimodal science texts. Various modes are co-operated together in certain inter-semiotic mechanisms to produce meaning in multimodal texts. Based on this perspective, this research seeks to investigate the effect of mode level in science texts and compositional arrangement on the meaning-making of science concepts and processes. In this context, four science texts with the same content (transformation of energy) at different mode densities and two science texts with the same content (covalent bonding) one of which is arranged in accordance with variation theory of learning are designed. By using the case study method, this research explored six experienced science teachers’ views about the effects of mode level and multimodal text composition on meaning-making. The data were collected with semi-structured interviews. The thematic analysis was employed for data analysis. The findings demonstrated that mode density may affect meaning-making and so learning since different modes have affordance to represent different meaning and meaning relationship types. Besides, multimodal text composition may foreground the critical aspects of content, and help to design a coherent multimodal science text