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Yabancı dil eğitiminde konuşma becerisinin geliştirilmesinde mikroöğretim yönteminin etkililiği
No full textTez (yüksek lisans) - Anadolu ÜniversitesiAnadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Anabilim DalıKayıt no: 109633Bu araştırmada, yabancı dil eğitiminde söyleyiş becerisinin kazandırılmasında geleneksel öğretim yöntemi ile mikroöğretim yönteminden hangisinin öğrenci başarısı bakımından daha etkili olduğu ortaya konmaya çalışılmıştır. Araştırma, 1993-1994 Öğretim Yılı'nda, örnekleme alınan Süleyman Çakır Lisesi I-K sınıfındaki 40 öğrenci ile gerçekleştirilmiştir ve İngilizce I Programı ile sınırlıdır. Bu çalışma gerçek deneme modellerinden olan Solomon Dört Grup Modeli'ne göre desenlenmiştir. Verilerin toplanmasında, denkleştirme anketi, değerlendirme formu, öntest ve sontest olarak kullanılan söyleşi becerisi testi kullanılmıştır. Verilerin çözümlenmesinde t testi ile varyans analizinden yararlanılmış ve anlamlılık düzeyi .05 alınmıştır. Verilerin çözümlenmesi ile ''liselerde yabancı dil eğitiminde söyleyiş becerisinin kazandırılmasında mikroöğretim yönteminin geleneksel yöntemden daha etkili olduğu'' sonucuna ulaşılmıştır. Elde edilen bulgular ışığında ''Ortaöğretim düzeyinde yabancı dil eğitiminde söyleyiş becerisinin kazandırılmasında mikroöğretim yömteminden yararlanılabilir'' önerisi getirilmiştir
THE EFFECTIVENESS OF THE MICROTEACHING METHOD IN THE DEVELOPMENT OF SPEAKING SKILL IN FOREIGN LANGUAGE EDUCATION
Get PDFThis study was carried out in order to test the effectiveness of the microteaching method on student success and its permanence effect in this success compared to that of the traditional method in the development of the pronunciation skill in a foreign language. This effect was tested on the access levels related to the ‘realization of the pronunciation skill’ potential. Additionally, it was aimed to determine whether the preservation of the pronunciation skill access levels varies depending on the method used in teaching the skill or not. The methods used in teaching are the teaching and traditional teaching methods carried out with videos and tapes, which are two forms of microteaching. Moreover, the effect of these different methods on the permanence of the skill was investigated. The study was designed and carried out according to the ‘Solomon four group model’. 40 students in the I-K class taking the ‘English I Program’ in Eskişehir Süleyman Çakır High School in the first semester of 1993-1994 academic year participated in the study. Using the random method in the formation of groups, four groups were determined with 10 students in each, and two of which were experimental and two were control groups. Since this study aims to determine the effectiveness of a teaching method (independent variable), experiment and control groups were tried to be equalized in terms of variables other than the method. At the end of the equalization process, 40 students were equalized and distributed to the groups. In order to collect the data, a ‘Pronunciation Skill Test’ and a related "evaluation form" were prepared. The test material was a part of the English I Program that students participating in the research were taking. The test of pronunciation skill was carried out with a form that measures the correct pronunciation of 15 words with values between 1 and 5. This form was applied as a pretest-posttest in the study. This form was applied as a pretest to one of each two groups, experiment and control groups. As a result of the pretest, it was shown statistically that the groups did not differ from each other and the teaching was carried out by the microteaching method for the two experimental groups and by the traditional method for the two control groups. Two different forms of the microteaching method (Video-Tape) were applied to two experimental groups. These practices were carried only on the pronunciation skill and took place within a week. After the teaching of the skill was completed within the context of the content, all groups were post tested. One month after obtaining the pretest and posttest results for the experimental and control groups, the permanence of the skill was investigated. By analyzing whether the methods differ in terms of permanence, the data were started to be analyzed. In the analysis of the data, comparisons between the groups were made by calculating the standard deviations of the mean scores and score distributions of the groups. In these comparisons, t test was used and it was interpreted at 0,001 and 0,05 significance level. The effectiveness of the experimental processes was interpreted by taking the score differences between intra-groups and inter-groups and the significance of these differences into consideration. Article visualizations
Value education in elementary ages
No full textKitap bölümüValue education is the teaching and learning of values as empathy, respect, responsibility, etc. in schools. It aims to feed moral development and ethical advances to array students and equip them with the skills to navigate complex social situation. As an important part of education, value education is interested in developing moral values and ethics of the students. It also helps these students develop understanding and evaluating of the importance of these values like respect, honesty, empathy, and the like. They understand how to manage and live satisfactory quality lives
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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