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Enhancing Narrative Writing Skills of Elementary School Teacher Education Students through Concentrated Language Encounter (CLE) Model Assisted by Short Film Learning Media
Full text linkThis research aims at improving the narrative essay writing skills of elementary school teacher education students through Concentrated Language Encounter (CLE) learning activities assisted by short film learning media by employing a quasi-experimental nonequivalent group design. The subjects were all primary teacher education students in West Java, with a sample of 31 elementary school teacher education students in Cimahi City as the experimental class, and 31 Madrasah Ibtidaiyah teacher education students in Bandung City as the control class. The results of the post-test research showed that the average skill of writing narrative essays in the experimental class was 81.10, while the control class obtained an average of 66.32. While the test results of the average N-gain difference in writing narrative essay skills with 2-tailed sig were 0.000 with a significance level of less than 0.05. These findings revealed that there was an increase in the writing narrative essay skills of elementary school teacher education students through the application CLE Model assisted by short film learning media. This research is expected to facilitate lecturers/teachers to teach narrative essay writing skills by optimizing all language skills through the CLE model assisted by short film media
Elementary Teacher Education Students’ Short Story Writing Skills through Creative Writing Learning for Short Movie Making
Full text linkShort story writing skill (short stories) for elementary teacher education students at Cimahi City campus is one of the productive language skills that are said to be still very difficult, considering the skill to write requires multi skills that involve cognitive skills, cognitive meta, experience, imagination, and the preparation of words and sentences accordingly. Hence, this digital era should be able to make students skilled in utilizing digital devices and products as a medium that helps facilitating them in honing their short story writing skills, one of which is through digital products in the form of short movies. The purpose of this research is to know and elaborate the elementary teacher education students’ skills to write short stories of through short movie making activities in creative writing. This study employs descriptive qualitative through triangulation of data obtained from observations, tests, questionnaires, and documentation. The results showed the students’ skills to write short stories through short movie making activities, it was obtained based on the indicators of short story writing that had been achieved, namely: the suitability of story content, story development creativity, presentation of the plot, characters, point of view, diction, plot, and writing spelling
Future Teachers’ Perception towards the Use of YouTube for Teaching-Learning Activities in Nigerian Basic Schools
Full text linkYouTube is one of the most utilized social media in the field of education. Nonetheless, the extent to which the diverse potentials of YouTube are being harnessed in the teaching-learning process is a function of the teachers’ perception. Hence, this study examined future teachers’ perception towards the use of YouTube for teaching-learning activities in Nigerian Basic Schools. The study employed descriptive survey method and 200 future teachers were selected using purposive sampling technique. The respondents filled to a questionnaire titled “Future Teachers’ Perception towards the Use of YouTube Questionnaire (FTPUYQ). The validity of the questionnaire was established by experts, while the test re-test reliability yielded a correlation coefficient of 0.79. The results revealed that future teachers had a high level of perception towards the use of YouTube in teaching-learning activities in Nigerian Basic Schools. It was found that there was no significant difference in the future teachers’ perception based on gender. Therefore, it was recommended that future teachers in Nigerian Basic Schools, should be exposed to various training and capacity building sessions on the procedure for creating, assessing, uploading and using YouTube videos to facilitate the success of the teaching-learning process
Teachers’ and Gifted Students’ Views Regarding the Implementation of the DSC in the COVID-19 Distance Education Process
Full text linkTeachers and students had to use distance education environments due to the COVID-19 pandemic that suddenly emerged globally. This research aims at obtaining the views of gifted students who took the differentiated science curriculum (DSC) and teachers who conducted the DSC on the distance education process. The research was designed as a case study. Twelve seventh-grade gifted students (aged 11-12), a researcher teacher, and an observer teacher participated in the research. Student diaries, teacher diaries, and online focus group interviews were used to collect data, which were then analyzed with thematic analysis. It was observed that the students had parallel expectations and goals to the DSC at the beginning of the process. Moreover, they had positive and negative views on the distance education process. The students stated that they achieved their DSC goals at the end of the process and generally had positive experiences. On the other hand, the teachers drew attention to the problems arising from the educational environment, students, and curriculum in the distance education process. These problems were like communication, technical issues, lack of motivation, and timing. At the end of the process, the teachers suggested solutions to the problems
The Effectiveness of Predict-Explain-Observe-Discuss-Explain (PEODE) Based Laboratory Work Activities on Pre-Service Science Teachers’ Science Process Skills
Full text linkThis research aims at investigating the effectiveness of the Predict-Explain-Observe-Discuss-Explain (PEODE) based laboratory work activities on pre-service science teachers’ science process skills. A quasi-experimental research model with pre- and post-test via control group was employed in the research. The semi-experimental study was based on 46 pre-service science teachers enrolled in the primary Science Education Program a state university. In the research, randomly selected two groups were used, one experimental group (EG; n = 22) and one control group (CG; n = 24). While the control group participated in traditional laboratory activities work, the experimental group took part in the PEODE-based laboratory work activities. Laboratory activities were carried out in both groups for a total of 9 weeks, two hours a week. Science process skills test (SPST) measuring five different scientific process skills were presented to them as pre- and post-test in order to assess pre-service science teachers’ science process skills. The test scores were analyzed quantitatively with a statistical analysis program. At the end of the research, while there was no significant differences total score of the SPST, significant statistical differences were found between the experimental and control groups in "Making Operational Comments" and "Designing the Research" sub-skills
Do Geometry Self-Efficacy and Spatial Anxiety Predict the Attitudes Towards Geometry?
Full text linkSelf-efficacy and spatial anxiety towards geometry are stated to be effective to improve teachers' attitudes towards geometry. Therefore, it is necessary to determine the effect of geometry self-efficacy and spatial anxiety on attitude towards geometry. This determines the extent to which the pre-service primary school teachers’ geometry self-efficacy and spatial anxiety predict their attitudes towards geometry. The study used the cross-sectional survey model and the sample was determined with the convenience sampling method. The sample consists of 165 pre-service primary school teachers attending a state university. To collect the data, the geometry self-efficacy scale, the spatial anxiety scale, and the geometry attitude scale were used. Multiple regression analysis was conducted in the data analysis to explain the predictors of the attitude towards geometry. It was found that the pre-service teachers’ geometry self-efficacy beliefs and spatial anxiety were high while their geometry attitude was medium. Their geometry self-efficacy positively and significantly correlated with the attitude towards geometry and negatively and significantly correlated with spatial anxiety. While the sub-dimensions of geometry self-efficacy; positive self-efficacy beliefs, use of geometry knowledge, and negative self-efficacy beliefs had positive effects on the attitude towards geometry, spatial anxiety had a negative effect on the attitude towards geometry
Developing Scientific Practices in Primary School: Benzene Ring Heuristic (BRH) Application
Full text linkThis study aims to develop primary-school students’ understanding of the scientific practices in the Benzene Ring Heuristic (BRH) and to determine how BRH applications would affect student perceptions about science, scientific knowledge, and scientists. An interpretative qualitative research design was used in the study. The study group consisted of 9 fourth-grade students (6 girls, 3 boys) in a public primary school. To identify the students’ thoughts and perceptions about science, scientific knowledge, and scientists, the study employed open-ended questions as well as the “Draw-a-Scientist Test”. In addition, a poster activity was used to determine how well students understood the scientific practices in the BRH. The drawing test results showed that students drew scientists in general as female, young, most often with a neat-looking physical appearance in enclosed areas mainly representing a laboratory environment, and who is experimenting. An analysis of the posters produced by the students as part of the BRH suggested a certain amount of improvement. These results have educational implications and should be helpful for teachers and teacher educators to better understand the effects of using BRH in science education
Analysis of Turkish Science Education Curricula's Learning Outcomes According to Science Process Skills
Full text linkThis study aims at analyzing the learning outcomes of the 2018 science education curricula in Turkey according to science process skills. Learning outcomes are statements that describe what a learner will know, understand, and/or be able to do after completing a learning process. Learning outcomes were evaluated using document analysis which is a qualitative research method. There were 269 learning outcomes analyzed from the curricula . The science learning outcomes in the curricula which are prepared by the Turkey Ministry of National Education, were examined, starting from fourth-grade to eighth-grade levels. The results show that the least common science process skills are “measuring” and “hypothesizing” dimensions, while the most common are “data interpreting” and “inferring” dimensions. The highest science learning outcomes are at the seventh-grade level, and the least science learning outcomes are at the fifth-grade level. As the grade level increases, it is seen that more learning outcomes represent higher-level skills. The number of basic science process skills of the fourth-grade level learning outcomes is higher than the number of integrated science process skills, and the number of integrated science process skills is high in learning outcomes at all other grade levels
5th-grade Students' Misunderstandings and Misconceptions about Fungi
Full text linkThe fungi kingdom is among the important topics of biology, and students can develop misunderstandings and misconceptions about this subject.This study aims to determinemisunderstandings and misconceptions of 5th-grade students about fungi. The participants of the study consisted of 22 (12 girls, 10 boys) fifth graders of an elementary school in Erzurum city center, which was determined by the convenience sampling method. In this qualitative study, a 'semi-structured interview form' was used. The form includes 16 open-ended questions prepared following the learning outcomes of the curriculum. The data collected in the study were subjected to descriptive analysis and the findings were presented by calculating the frequency and % values. The findings indicate that the students have misunderstandings and misconceptions on the structure of mold, yeast, and fungi, their feeding, whether they are alive, their classification, reproduction, living conditions, etc.At the end of the study, some suggestions were made on the teaching of the biology concepts with examples from daily life, usage of visual elements during teaching, more laboratory applications. It is also suggested that similar studies should be implemented with different grade levels and sample groups
Examination of Primary School Students' Exam Success in terms of Controllable Variables by Logistic Regression Analysis
Full text linkThis descriptive research using the relational screening model aims at examining the controllable variables that affect students' exam success. In this research, the problems of whether the time spent by the students with their families, having a study desk or room at home, having a library at home and the time spent on digital screens affect student success. The research study group consists of third- and fourth-grade students from 20 primary schools in various provinces of Turkey, selected by a convenient sampling method in the years 2020-2021. Variables with the achievement evaluation exam were prepared by the field teachers for the student's exam scores and controlled by the expert teachers. The data obtained in the research were analyzed assisted by the SPSS program with descriptive and logistic regression analysis. The research results concluded that students who have a room or a desk at home, have a library at home, spend quality time at home with their family in the evenings, and feel happy at home can increase student success in primary schools