Uluslararası Eğitim Araştırmacıları Dergisi最新文献

{"title":"The Effect of Student-Centered Teaching Methods and Techniques on Academic Achievement in Life Sciences Teaching: A Meta-Analysis Study","authors":"Yetiş Kurt, Beycan Doğanay, Saliha Soyer, Mehmet Behiç Şahin","doi":"10.52134/ueader.1435521","DOIUrl":"https://doi.org/10.52134/ueader.1435521","url":null,"abstract":"In this study, it was aimed to determine the general effect of student-centered teaching on students' academic achievement in life science teaching. For this purpose, 25 theses scanned in YÖK Thesis Center, having open access permission and methodologically meeting the criteria for inclusion in meta-analysis constituted the data of this study. From 25 thesis studies, 26 effect values were calculated by meta-analysis method. Cohen's g value was used to determine the effect values. The studies included in the meta-analysis were first tested for publication bias using the Rosenthal method and funnel plot. In addition, Z value, significance of Z value, Q value and chi-square distribution values at 25 degrees of freedom were used to decide the meta-analysis model. It was found that the studies included in the meta-analysis did not show publication bias and were heterogeneously distributed. Accordingly, meta-analysis was conducted according to the random effects model. According to the findings obtained in the study, it was seen that each study included in the analysis independently positively affected students' academic achievement. It was determined that the overall effect size of the studies integrated according to the random effects model was 1.028. From this point of view, it was concluded that student-centered teaching methods and techniques in life science teaching have a large positive effect on students' academic achievement.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"23 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pre-service Mathematics Teachers and Undergraduate Mathematics Students' Metaphorical Perceptions of the Concept of Mathematics","authors":"Bedirhan Teke","doi":"10.52134/ueader.1347872","DOIUrl":"https://doi.org/10.52134/ueader.1347872","url":null,"abstract":"Abstract: This study aims to compare the metaphors developed by the students of the Pre-service Mathematics Teachers (PMT) and the students of the Undergraduate Mathematics (UM) regarding the concept of mathematics and to determine how the metaphors are distributed as to the variables level of class and the department. For this purpose, hermeneutic phenomenology was used as a type of phenomenology design- one of the qualitative research methods. This study was conducted during the 2021/22 academic year with a total of 57 UM students studying at the Faculty of Arts and Sciences of a public university in the Southeastern Anatolia Region, and a total of 68 PMT students studying at the Faculty of Education at the same university. Data was collected through an interview form and analysed with content analysis. It was concluded that many metaphors are necessary in order to explain the concept of mathematics in a holistic way and that the respondents considered mathematics with its positive and negative aspects, as well as embracing it in daily life. It was also observed that the respondents’ perceptions of mathematics differ depending on the level of class and the department. For example, while the PMT students approached mathematics with a more concrete viewpoint, the UM students adopted an abstract mind-set. The reason for this result is believed to be related to the fact that the curricula applied for the PMT students contains less abstract expressions and theoretical lessons than that of the UM students, and also makes students active, offers a constructivist learning environment, and aims to train mathematics teachers rather than training them to become mathematicians. Keywords: Metaphor, mathematics education, phenomenology, pre-service mathematics teachers, undergraduate mathematics","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"123 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139133085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prospective Teachers' Views on Gamified Online Assessment Tools","authors":"Mehmet Marangoz, Sami Şahi̇n","doi":"10.52134/ueader.1372905","DOIUrl":"https://doi.org/10.52134/ueader.1372905","url":null,"abstract":"Gamification, which refers to the integration of game mechanics, dynamics and components into non-game contexts, has attracted significant attention in education in recent years. When the literature is examined, it is possible to find many applications that can gamify content. This study aims to explore students' perspectives on gamification in education with a special focus on the widely known Kahoot application. Within the scope of this research, it aims to explore students' views on the application of Kahoot-based gamification techniques in formal and distance education courses. The study was conducted with a mixed research method in which both quantitative and qualitative methods were used together. Quantitative data were analyzed using statistical measures such as arithmetic mean, standard deviation and independent sample t-test. Qualitative data were collected and analyzed through interviews. In the fall semester of 2021-2022, 278 pre-service teachers enrolled in the education programs of a state university in Turkey participated in the study. While 162 students participated in the study with distance education method, 116 students participated with formal education method. A 19-item opinion questionnaire on gamification using Kahoot and a form consisting of open-ended questions were used to collect data. The participants regularly participated in Kahoot gamification activities at the end of classes for 8 weeks. According to the results, the participants were generally satisfied with the gamification applications with Kahoot. They found these applications both fun and instructive. Students generally agreed that Kahoot is a useful application. However, it was concluded that some participants experienced internet connection problems, internet quota problems, insufficient response time and fear of being left behind in the ranking. According to these results, it is recommended to use Kahoot application and gamification activities in classrooms. In order to reduce the problem of lack of interaction in distance education environments, it is recommended to include Kahoot-like applications in distance education.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"81 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139130349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nomophobia as a Possible Mental Health Disorder in Gauteng Secondary Schools","authors":"Julie Matwadi̇a, Renier Jacobus Botha","doi":"10.52134/ueader.1300349","DOIUrl":"https://doi.org/10.52134/ueader.1300349","url":null,"abstract":"This study sought to investigate nomophobia as a possible mental disorder in the Gauteng education sector. This study determines whether educators and learners do suffer from nomophobia (the irrational fear of not having access to their mobile phones and the capabilities on their mobile phones), and whether nomophobia should be considered a mental health disorder in the Gauteng Education sector. A mixed methods single case research (MMSCR) was adopted. In the quantitative phase (Phase 1) data was collected using a questionnaire and in the qualitative phase (Phase 2) data was collected using open-ended questions in face-to-face semi-structured interviews. The primary quantitative data from Phase 1 of the research revealed that respondents displayed mild, moderate and severe nomophobia. The quantitative phase (Phase 1) further revealed that educators displayed higher levels of nomophobia as compared to learners. The qualitative phase (Phase 2) indicated that educators do feel uncomfortable without access to the information that they regularly check up on and by their own admission do spend a lot of time on their mobile phones. Learners have an affinity for games and admit being addicted to games. Furthermore, educators and learners used their mobile phones to access resources for schoolwork, and to keep in touch with family and friends. To address nomophobia as a possible mental health disorder in the Gauteng education sector, one needs to understand the usage of educator and learner mobile phone usage. It is with this in mind that the study was conducted.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":" 54","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139144869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ethical research principles: Documenting Latin American faculty perspectives through Q-sort","authors":"Clarena Larrotta, Elizabeth Meneses","doi":"10.52134/ueader.1313694","DOIUrl":"https://doi.org/10.52134/ueader.1313694","url":null,"abstract":"The ethical principles in research are universal and serve as a humanizing guide throughout the research process. Their application requires keeping in mind the local health, socio-cultural, and economic conditions where research is conducted. Higher education institutions and researchers share the responsibility of ensuring application of ethical research principles in science, technology, and innovation activities. This article reports findings from a mixed methods study on the perspectives of university faculty regarding the application of research ethical principles to research endeavors. Utilizing a Q-method approach to capturing subjectivity, 52 faculty-researchers participated in an online Q-sort exercise which also included an open-ended questionnaire. The study looked at similarities and differences in viewpoints regarding the application of ethical research principles. The study research questions included: (1) what are the participants’ perspectives applying research ethical principles? (2) what are the similarities and differences in viewpoints when looking at the participants’ years of research experience, research ethics preparation, and field of expertise? This article presents the results analyzing the responses of the participating faculty researchers. Similarities and differences of their perspectives were documented by looking at years of research experience, research ethics background, and field of expertise. Study findings point to the need to offer more opportunities for training to better prepare experienced and less experienced researchers on how to anticipate and plan for ethical dilemmas that may arise while conducting research. Emerging and experienced researchers can benefit from such training and self-awareness. Keywords: Q-sort, Ethical Research, Ethical Dilemmas, Scientific Research, Faculty Perspectives.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139341475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An investigation Of The Views Of Preschool Teachers Participating In The 'Forest Teaches, I Discover' Project Carried Out Within The Scope Of Tübitak 4004 On Nature Education","authors":"Ayşe FİLİZ ÜNSER, Erman Ünser, Nuran Gür","doi":"10.52134/ueader.1211701","DOIUrl":"https://doi.org/10.52134/ueader.1211701","url":null,"abstract":"The aim of the study is to reveal the expressions of the preschool teacher, who participated in the teacher nature workshops in the 'Forest Teaches, I Discover' project carried out within the scope of TÜBİTAK 4004 Nature Education and Science Schools Support Program, about the awareness, views and skills of transferring the experiences gained in the workshops to the learning processes of the students. In the project, the presentation of the theoretical framework on the subject, wood production and various nature activities were carried out in teacher nature workshops. The participants are 10 pre-school teachers selected by convenient sampling method, working in Kocaeli. Phenomenology (phenomenology) research design, one of the qualitative research methods, was used in the project. Data were collected through semi-structured interview questions and analyzed by content analysis method. As a result of the analysis of the data, Views on Nature Education in terms of Professional and Personal Development, Views on the Effect of Children's Science Process Skills in Nature Education, Teachers' Emotions and Thoughts on Nature Education, Views on Nature Education in terms of Values Education, Views on the In-Class Adaptation of the Achievements Acquired by Nature Education Teachers and Six themes were identified: Project Satisfaction, Creation of Similar Events, and Views on Recommending to Others. They stated that teachers have gained gains such as implementing nature-based activities in the classroom, creating a naturebased activity plan, using natural materials in the classroom, planning field trips, creating activity examples, creating awareness of nature in children, and enabling children to connect with living things. In addition, it was determined that they experienced a workshop process that exceeded their expectations, that they demanded the continuity of the project, and that they were motivated in terms of nature-based activity practices. According to the research findings, it is seen that teachers stated that many values can be gained to children in nature-based learning processes and that values education is a part of nature education. Finally, teachers; It has been revealed that nature-based learning processes contribute to the development of children's basic scientific skills such as observation, classification, measurement, implementation, communication, evaluation and problem solving.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134221554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Okul Müdürlerinin Öğretimsel Liderlik Davranışlarının Öğretmenlerin Özyeterliliklerine Olan Etkisinin Öğretmen Görüşlerine Göre İncelenmesi","authors":"A. Kılınç, Hakan Ceylan, Mesut Demi̇r, İrfan Emre","doi":"10.52134/ueader.1286216","DOIUrl":"https://doi.org/10.52134/ueader.1286216","url":null,"abstract":"The aim of this study is to determine the relationship between school administrators' instructional leadership levels and teachers' self-efficacy perception levels according to teachers' views. 334 teachers working in primary and secondary schools participated in the research carried out with the correlational survey method. In this study, the MANOVA test was used to examine the views on the sub-dimensions of the scales according to the variables and Pearson correlation was used. Also multiple regression analysis was used to determine the level of the relationship. When the results obtained from the research were evaluated in terms of teachers' self-efficacy perceptions, it was seen that there was no significant difference between the groups in terms of gender and age variables. However, it was observed that there was a significant difference between the groups in terms of school type and seniority variables (p05), but there was a significant difference in sub-dimensions in terms of gender, school type and age variables. When the Pearson correlation results of this study were examined, it was concluded that there were relations at different levels in terms of various variables. The results of multiple linear regression analysis also showed that there is a significant relationship (R=.217; R2= .047) between instructional leadership sub-dimensions and teacher self-efficacy. It was concluded that three sub-dimensions explained 4.7% of teachers' self-efficacy.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134457121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing Pre-service Science Teachers’ Perceptions about Online Teaching and Learning","authors":"Lereko Mohafa, M. George","doi":"10.52134/ueader.1245351","DOIUrl":"https://doi.org/10.52134/ueader.1245351","url":null,"abstract":"The unique nature of online teaching and learning has its own affordances and challenges. The purpose of this study was to assess science pre-service teachers’ perceptions about efficiency of online teaching and learning in science after experiencing it first-hand during the hard lockdowns due to Covid-19 pandemic. Mixed methods approach, with closed and open-ended questionnaires, was adopted to establish: What perceptions the pre-service teachers have about online teaching and learning in respect of effective teaching and effective assessment? What correlations can be drawn from pre-service science teachers experience of online teaching and learning with their perceptions? And to what extent this mode of teaching prepared these pre-service teachers to use it in their teaching practice? Descriptive statistics and content analysis of data revealed that participants rated online teaching and learning low and had a challenging experience in terms of collaboration, access to material and making meanings out of some science concepts. Participants reported low confidence relating to perceived ease of use and perceived usefulness of online teaching and learning. The study concludes that the harsh experiences were the main contributing factors to the observed perceptions of participants as neither the lecturers nor these student-teachers were prepared for this mode of teaching and learning. Therefore, this study recommends that support mechanisms for students should be made available for online teaching and learning even under emergency situations. Pre-service teachers should also be given a chance to experience online teaching and learning under normal circumstances if they are to incorporate it in their teaching.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127617568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Yüksek Öğrenim Öğrencilerinin COVID-19 Pandemisinde Uzaktan Eğitime İlişkin Görüşleri: Karma Yöntem","authors":"Burhanettin Uysal, Neşe Mercan, Ebrar ULUSİNAN ÇUBUKÇU","doi":"10.52134/ueader.1263363","DOIUrl":"https://doi.org/10.52134/ueader.1263363","url":null,"abstract":"This study, designed with a convergent parallel mixed method, was conducted to assess the views of health sciences faculty' students on distance education during the COVID-19 pandemic. Quantitative data were applied in a web-based form with the socio-demographic form and the Views on Distance Education Scale. Qualitative data were collected by computer interviews using a video conference tool. Analyses were conducted using nonparametric test methods. For comparisons involving more than two groups, the Kruskal-Wallis H test was applied, and the Mann-Whitney U test was applied for comparisons involving two groups. The Spearman Correlation test was used to examine how the dimensions related. In the qualitative section, the content analysis method was preferred. Comparative analyses of the total scale dimension, sub-dimensions, and socio-demographic characteristics revealed significant differences (p","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130952346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Can I Become the Best Teacher? ELT Instructors’ Professional Development Preferences","authors":"Ayşe YILMAZ VİRLAN","doi":"10.52134/ueader.1216368","DOIUrl":"https://doi.org/10.52134/ueader.1216368","url":null,"abstract":"It is well acknowledged that one of the most significant things contributing to a successful career in language teaching is ongoing professional development. It is difficult to determine which tool is the most effective for the development of teachers because of the variety of current strategies that are still being debated in terms of their usefulness and practicability as professional development practices. Furthermore, the perspectives that teachers hold regarding professional development practices vary widely. In this work, various strategies for aiding the professional growth of ELT teachers at a foundation university in Istanbul are presented and discussed. Additionally, their preferences for varied practices that enhance teacher development were identified through a survey investigation. The data were collected through a survey questionnaire, and then they were analyzed to demonstrate both the similarities and differences in the approaches to teaching. The findings revealed that the degree to which teachers valued and made use of the activities differed significantly based on several factors, including their gender, age, years of teaching experience, the undergraduate field of study, and level of qualification. The findings could serve as the foundation for a proposal made to educators who are interested in developing their approach to teaching more professionally.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114647626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}