Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi最新文献_第3页

Investigation of 8th Grade Students’ Mathematics Anxiety 八年级学生数学焦虑的调查

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2021-12-26 DOI: 10.31704/ijocis.2021.010

Murat Üstaş, Ramazan Sağ

{"title":"Investigation of 8th Grade Students’ Mathematics Anxiety","authors":"Murat Üstaş, Ramazan Sağ","doi":"10.31704/ijocis.2021.010","DOIUrl":"https://doi.org/10.31704/ijocis.2021.010","url":null,"abstract":"The aim of this research study is to determine how students define their anxiety about learning mathematics, to determine the symptoms of anxiety and to define how anxiety occurs. The phenomenology research design was used in the study. A semi-structured interview form was used as a data collection tool in the research. The data were analyzed through the content analysis. The study group of the research consists of four male and four female 8th graders in two public secondary schools in Uluborlu district of Isparta. According to the results, students predominantly defined mathematics anxiety as frightening/scary. Also, students identified the symptoms of mathematics anxiety mostly as the theme of physical/physical symptoms. Students stated that sociological, psychological and philosophical dimensions were effective in the emergence of mathematical anxiety. Some students expressed common views on the sociological dimension-psychological and psychological-philosophical dimension. The effects of mathematics anxiety have been examined under two titles as the effects related to the psychological and sociological dimensions. While the effects related to the psychological dimension are discussed in terms of course achievement and effects on themselves, the effects related to the sociological dimension are discussed in terms of their effects on their relationship with their family and friends.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"54 87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123285600","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}

引用次数: 0

The Comparison of Turkish and Chinese Primary Math Teacher Education Programs 土耳其与中国小学数学教师教育方案之比较

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2021-06-17 DOI: 10.31704/ijocis.2021.006

İmgehan Özkan Elgün, Funda Uysal

{"title":"The Comparison of Turkish and Chinese Primary Math Teacher Education Programs","authors":"İmgehan Özkan Elgün, Funda Uysal","doi":"10.31704/ijocis.2021.006","DOIUrl":"https://doi.org/10.31704/ijocis.2021.006","url":null,"abstract":"The aim of this study is to compare Turkey and China in terms of admission to primary math teacher education programs, the content of primary math teacher training programs and appointment to teaching post. Within the scope of this aim, document analysis method was used in the study. As data sources the websites of Ministry of Education, OECD, National Center on Education and Economy and articles on primary Mathematics teacher education systems and teacher education systems in general were used. The documents were examined in terms of conditions of admission to teacher education programs, the content of curriculum and the appointment to teaching post in Turkey and China. While choosing the countries, 2018 PISA Math results of China and Turkey were considered. According to the findings of the study it was concluded that although Turkey and China have some similarities in terms of conditions of admission to teacher education programs, the content of curriculum and the appointment to teaching post, there are also big differences between two countries. Accordingly, some suggestions are proposed especially for the Turkish teacher education system. Some of the suggestions are increasing the hours of practicum, having an interview before they are accepted to education programs, having an interview and a written exam in every five years after they are appointed to a teaching post.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126886766","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}

引用次数: 0

A Systematic Review of Postgraduate Theses on Curriculum Evaluation 研究生课程评价论文系统综述

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2021-06-15 DOI: 10.31704/ijocis.2021.003

İlkay Doğan Taş, Serap Nur Duman

{"title":"A Systematic Review of Postgraduate Theses on Curriculum Evaluation","authors":"İlkay Doğan Taş, Serap Nur Duman","doi":"10.31704/ijocis.2021.003","DOIUrl":"https://doi.org/10.31704/ijocis.2021.003","url":null,"abstract":"Curriculum evaluation is a process carried out to decide the effectiveness of training programs. In this process, the strengths and aspects of the training programs that are open to improvement are emphasized. Therefore, curriculum evaluation studies are an important part of curriculum development. In this respect, it is important to consider the research studies on curriculum evaluation studies together in order to develop curriculum. This study aims to review the postgraduate theses completed on the evaluation of curricula in Turkey between 2007 and 2019 according to several variables and to determine the research trend in this field. The method of the research was formed by systematic review. In this context, 586 postgraduate theses written on curriculum evaluation were reviewed. It was determined that the theses showed a balanced distribution according to years and were generally at master’s level. The postgraduate theses were mainly based on quantitative research methods, and in recent years, there has been a tendency towards qualitative and mixed-method studies. Questionnaires and interviews were used in the theses mostly prepared in accordance with the survey model and the data were collected from teachers and students. In the one-fifth of the theses on the evaluation of curricula which were examined within the scope of this research (105 theses), it was determined that curriculum evaluation models were taken into consideration and that the most preferred model was Stufflebeam’s CIPP model. Following this model, Erden’s \"Element-Oriented Curriculum Evaluation Model\" and Tyler’s \"Objective-Centered Evaluation Model\" were also preferred frequently.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128309301","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}

引用次数: 3

Evaluation of the Professional Development Program in Digital Material Design According to the Kirkpatrick’s Model 基于Kirkpatrick模型的数字材料设计专业发展项目评估

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2021-06-15 DOI: 10.31704/ijocis.2021.004

Güler Göçen Kabaran, Salih Uşun

{"title":"Evaluation of the Professional Development Program in Digital Material Design According to the Kirkpatrick’s Model","authors":"Güler Göçen Kabaran, Salih Uşun","doi":"10.31704/ijocis.2021.004","DOIUrl":"https://doi.org/10.31704/ijocis.2021.004","url":null,"abstract":"Today's developments have revealed the necessity of using digital materials in educational environments. The digital material design competencies of the teachers on this subject are essential. In this context, it is necessary to develop and evaluate a professional development program. The purpose of the current study is an evaluation of the professional development program developed for the digital material design according to Kirkpatrick’s Model. In the current study, a digital materials design professional development program consisting of 10 modules and 21 subjects was developed. Kirkpatrick’s Program Evaluation Model was used in the evaluation of the program. In this context, teachers' reactions to the program, their learning levels, their ability to transfer the knowledge they have acquired to the classroom environment, and the target audience's opinions on the practices were determined. “The Digital Materials Design Competences Scale” and \"The Scale of Self-Efficacy Perception of Technology Integration\" was used to collect quantitative data. Interviews and the observation technique were used to collect qualitative data. According to the findings, it was determined that the teachers expressed positive opinions about the program and that they were satisfied with the program. It was concluded that after the professional development program, the teachers' digital material design competencies and their self-efficacy perceptions of the integration of technology developed. The follow-up evaluation study determined that teachers could transfer the knowledge and skills they gained in the professional development program to the actual classroom environment, and students expressed positive opinions about these practices.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134376339","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}

引用次数: 2

How Does the Use of the Augmented Reality Technology in Mathematics Education Affect Learning Processes?: A Systematic Review 在数学教育中使用增强现实技术如何影响学习过程?:系统回顾

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2021-06-15 DOI: 10.31704/ijocis.2021.005

Abdulkadir Palancı, Z. Turan

{"title":"How Does the Use of the Augmented Reality Technology in Mathematics Education Affect Learning Processes?: A Systematic Review","authors":"Abdulkadir Palancı, Z. Turan","doi":"10.31704/ijocis.2021.005","DOIUrl":"https://doi.org/10.31704/ijocis.2021.005","url":null,"abstract":"This study aimed to examine the methodological trends of studies using the Augmented Reality (AR) technology in mathematics education and reveal basic findings obtained from the studies. In this context, a systematic review process was conducted in the Web of Science database and 86 studies obtained as a consequence were reviewed. In this systematic review study, the content analysis method has been used to analyze the data. As a result of analyzing the studies reviewed, it was observed that related studies increased as from 2010, and the qualitative method was the most frequently used. It was determined that materials in the studies were usually designed using the Unity3D and Vuforia platforms. In the studies reviewed, it was seen that the most frequently faced advantages of AR in mathematics education were that it supported learning and motivation and enhanced the spatial abilities of students. Additionally, the most frequent disadvantages of AR in mathematics education were that it caused technical inconveniences and it is difficult to develop materials through AR. Students show resistance against new technology, and it causes health problems in extended use. Finally, recommendations for researchers and practitioners have been presented based on the findings obtained from this systematic review.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114178103","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}

引用次数: 9

A Cascade Teacher Training Model in Disaster Education: A Case of Turkey 灾害教育梯级教师培训模式:以土耳其为例

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2021-06-15 DOI: 10.31704/ijocis.2021.002

Tuba Gokmenoglu, E. Sonmez, Ibrahim Yavuz

引用次数: 1

Investigation of Ethnopedagogical Factors in Teacher Education: Kyrgyzstan Sample 教师教育中的民族教育因素调查:吉尔吉斯斯坦样本

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2020-12-09 DOI: 10.31704/ijocis.2020.011

Yaprak Alagöz Hamzaj, K. Selvi

{"title":"Investigation of Ethnopedagogical Factors in Teacher Education: Kyrgyzstan Sample","authors":"Yaprak Alagöz Hamzaj, K. Selvi","doi":"10.31704/ijocis.2020.011","DOIUrl":"https://doi.org/10.31704/ijocis.2020.011","url":null,"abstract":"The purpose of this study is to investigate the ethnopedagogy education in the teacher education programs in Kyrgyzstan. Basic qualitative research method was applied in the study. The data were collected through document review and interviews with graduate students from Kyrgyz-Turkish Manas University and instructors. The researcher stayed in Bishkek, Kyrgyzstan for 50 days to collect the data, the documents and to plan and conduct the interviews. The data collected via document review and interviews, were analyzed by content analysis method. As a result of the analysis, information about the ethnopedagogy class at Kyrgyz-Turkish Manas University teacher education program was reviewed and the instructors’ opinions about ethnopedagogy education at teacher education programs and the graduate students’ opinions about the ethnopedagogy class were identified. The most important result can be seen as that instructors and students give great importance to ethnopedagogy and adopt its ideas. They also indicated further insight and concrete proposals. As a country with a deep and rich history, it would be a great chance for Turkey to benefit from this educational experience.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116703654","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}

引用次数: 2

Practices and opinions of teachers working at public, private and International Baccalaureate schools on measurement and evaluation 公立、私立和国际文凭学校教师在测量和评估方面的实践与意见

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2020-06-17 DOI: 10.31704/ijocis.2020.008

Merve YILDIRIM SEHERYELİ, S. Gelbal

{"title":"Practices and opinions of teachers working at public, private and International Baccalaureate schools on measurement and evaluation","authors":"Merve YILDIRIM SEHERYELİ, S. Gelbal","doi":"10.31704/ijocis.2020.008","DOIUrl":"https://doi.org/10.31704/ijocis.2020.008","url":null,"abstract":"This study aims to investigate the opinions of teachers working at public, private, and International Baccalaureate (IB) Schools on the evaluation practices, the use of assessment tools, the frequency of documenting data, and the feedback frequencies given to both students, and parents. A questionnaire has been used to collect data from 168 teachers. 84 of these teachers were from public schools, 30 from IB, and 54 from private schools.Percentages and frequencies were examined to describe the data, and the chi-square test was conducted for their distribution. There are two main conclusions derived. The first one is that state schools and private schools differ from IB schools in terms of exam-oriented preparation and evaluations when traditional methods are employed. The second one is that IB schools differ from state schools and private schools in terms of documenting the data and reporting of assessment for learning improvement and process-based evaluation. In terms of teachers` opinions, the ones from the IB schools believed there was a difference in terms of having an assessment policy, collaborative planning processes with partners, and experts, taking into consideration the individual differences, and having an inspection mechanism to monitor of the processes.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115635592","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}

引用次数: 2

The Effect of Transported Education on School: A Case Study 交通教育对学校的影响:个案研究

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2020-06-08 DOI: 10.31704/ijocis.2020.004

Pınar Yengin Sarpkaya, Sinem Dal

{"title":"The Effect of Transported Education on School: A Case Study","authors":"Pınar Yengin Sarpkaya, Sinem Dal","doi":"10.31704/ijocis.2020.004","DOIUrl":"https://doi.org/10.31704/ijocis.2020.004","url":null,"abstract":"The purpose of this study is to contribute to the improvement of the application by revealing the difficulties of transported education application in a secondary school. In this study, single holistic case design was followed. Data was collected through semi-structured interview and semi-structured observation forms. 11 participants, determined by the maximal variation sampling, were interviewed and 14 weeks of participant observation was made. Data were analyzed by content analysis. Findings revealed that most important difficulties of transported education; for students, coming to school early and without having breakfast, waste of time and sleeplessness; for administrators, heavy workload. For educational programs, most serious difficulty for students is not to participate in out of school activities. Besides, it was determined that of the school-families cooperation was not of the desired quality. It was proposed to develop a new working order for school buses, to carry out an action research aimed at strengthening families' commitment to school, and to conduct multiple case studies in schools to be determined by extreme case sampling.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132966079","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}

引用次数: 0

The relationships among prospective teachers’ teacher efficacy with their levels of academic motivation, academic procrastination, and anxiety about the Public Personnel Selection Examination (PPSE) 准教师教师效能感与学业动机、学业拖延和公务员选拔考试焦虑的关系

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2020-06-07 DOI: 10.31704/ijocis.2020.003

A. Saracaloğlu, Beste Dincer, Muhammed Eken, Sinan Bayik

引用次数: 1