International Journal of Contemporary Educational Research最新文献_第7页

The Mediator Role of Academic Grit in The Relationship Between Academic Procrastination and Academic Self-Handicapping in Adolescents 学业毅力在青少年学业拖延与学业自我障碍关系中的中介作用

International Journal of Contemporary Educational Research Pub Date : 2022-09-14 DOI: 10.33200/ijcer.1091334

Mustafa Pamuk

引用次数: 0

The Relationship Between 21st Century Learner Skills and Program Literacy Levels of Pre-Service Teachers 21世纪学习者技能与职前教师程序素养水平的关系

International Journal of Contemporary Educational Research Pub Date : 2022-09-08 DOI: 10.33200/ijcer.1083782

Ayşenur Kuloğlu

{"title":"The Relationship Between 21st Century Learner Skills and Program Literacy Levels of Pre-Service Teachers","authors":"Ayşenur Kuloğlu","doi":"10.33200/ijcer.1083782","DOIUrl":"https://doi.org/10.33200/ijcer.1083782","url":null,"abstract":"The aim of this study was to examine the relationship between prospective teachers’ 21st century learner skills and their curriculum literacy levels. 476 pre-service teachers studying at the Faculty of Education of a state university in Turkey participated in the study. The relational survey model was adopted in the study. The data were collected through “21. Century Learners Skills Use Scale” and “The Curriculum Literacy Scale”. Pearson Product Moments Correlation Coefficient and regression analysis were performed. The results showed that the 21st century learner skills and curriculum literacy of the participants were at a high level and their 21st century learner skills and curriculum literacy levels did not differ significantly by gender. A significant difference was not found between 21st century learner skills and the department of the participants. However, it was found the curriculum literacy levels were significantly differed by the department. The participants at the pre-school education department were found to have higher levels of curriculum literacy levels. In addition, a significant, moderate and positive relationship was found between the participants’ 21st century learner skills and curriculum literacy. Finally, 21st century learner skills predicted program literacy levels in a statistically significant way.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116932803","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

Teacher Education Reimagined: A Letter to Teacher Educators on Preparing Teachers to Educate Refugee Students 教师教育的重新构想:致教师教育工作者关于准备教师教育难民学生的信

International Journal of Contemporary Educational Research Pub Date : 2022-09-06 DOI: 10.33200/ijcer.1101842

Sibel Akin-Sabuncu

{"title":"Teacher Education Reimagined: A Letter to Teacher Educators on Preparing Teachers to Educate Refugee Students","authors":"Sibel Akin-Sabuncu","doi":"10.33200/ijcer.1101842","DOIUrl":"https://doi.org/10.33200/ijcer.1101842","url":null,"abstract":"Turkey is currently home to the world's largest refugee population with more than 3.7 million Syrians and around 322,000 refugees and asylum-seekers of other nationalities under international protection. Situated in a theory of teacher education for social justice, the present study aims to illustrate the lessons and insights that teacher educators, who are critically engaged in preparing teachers to teach immigrant and refugee students, offer on reimagining preservice teacher education for preparing prospective teachers to teach all students including refugee children. The study employed phenomenological research to investigate the perspectives and the lived experiences of 18 teacher educators who were purposefully selected through criterion, maximum variation, and snowball sampling strategies. The data were collected through semi-structured in-depth interviews with the participants. The findings revealed three key issues for a socially just teacher education system: “who should teach: teacher educator identities”, “teacher education curriculum and pedagogy”, and “contexts, structures, and collaborators in teacher education”. As a letter to educational stakeholders in general and to teacher educators specifically, the present study issues a call to action to revisit our roles and rethink the education of massive numbers of refugee students in Turkey and around the globe to advocate for and enact social justice in and through teacher education.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115420487","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

Trends of Game-Based Learning in Mathematics Education: A Systematic Review 数学教育中游戏学习的发展趋势:系统回顾

International Journal of Contemporary Educational Research Pub Date : 2022-08-31 DOI: 10.33200/ijcer.1109501

Zeynep Bahar Erşen, Ebru Ergül

{"title":"Trends of Game-Based Learning in Mathematics Education: A Systematic Review","authors":"Zeynep Bahar Erşen, Ebru Ergül","doi":"10.33200/ijcer.1109501","DOIUrl":"https://doi.org/10.33200/ijcer.1109501","url":null,"abstract":"Teaching mathematics through games is one of the most preferred methods in mathematics education today, just as it was in the past. For this reason, studies discussing the concepts of mathematics education and games are proceeding with increasing momentum. In this study, research studies conducted between 2017-2021 on games and mathematics teaching were analyzed using qualitative methods within the framework of certain criteria, and the trend shown by the studies was determined. In this way, a guide for future studies was also provided. For this reason, the research was carried out in accordance with a systematic review approach. Within the scope of the study, 80 research studies were examined. As a result of the research, it was seen that the most publications were made in 2019 and were of the article type, that studies aimed at determining effect gained importance, and that in the methodological context, quantitative studies were frequently preferred and experimental designs were used accordingly. Furthermore, it was seen that secondary school students were mostly preferred as participants, that the most used type of game was digital computer games, that the games were mostly associated with the “numbers and operations” learning area, and that the research studies mainly achieved positive results for the use of games in mathematics education.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123643534","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

Investigation of the Individual Characteristics that Predict Academic Resilience 预测学业弹性的个体特征研究

International Journal of Contemporary Educational Research Pub Date : 2022-08-29 DOI: 10.33200/ijcer.1076091

S. Avcı

{"title":"Investigation of the Individual Characteristics that Predict Academic Resilience","authors":"S. Avcı","doi":"10.33200/ijcer.1076091","DOIUrl":"https://doi.org/10.33200/ijcer.1076091","url":null,"abstract":"The percentage of students who have lower academic achievement than their peers due to their socio-economical disadvantages is globally accepted as an indicator of inequality. Some students, despite their disadvantages, are as successful as their advantaged peers. The family and individual characteristics, as well as academic experiences, of these students, who are referred to as academically resilient, provide useful information to the institutions that work to increase the academic success levels of other disadvantaged students. Accordingly, this study aims to determine the individual characteristics of academically resilient students with a focus on the PISA Turkey results. In line with the OECD criteria, an equal number of academically resilient (N = 214) and academically disadvantaged students participated in the study. Students who’s economic, social, and cultural index values are amongst the bottom 25% were considered to be disadvantaged, and those who performed level 3 and above in reading proficiency were regarded to be successful. Eighteen individual characteristics measured within the scope of PISA research were included in the study as independent variables. Binary logistic regression analysis was used in the analysis of the data. The regression model created in line with the findings was found to predict 67 percent of the variance in academic resilience and make an accurate classification of 85 percent. The predictors of academic resilience, in order of their power, are grade repetition, use of metacognitive learning strategies (understanding, summarizing, evaluating credibility), reading for enjoyment, attitude towards academic competition, self-efficacy, and the desired occupation.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128965639","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: 1

Validity And Reliability Study On The Development Of Data Literacy Scale For Educators 教育工作者数据素养量表编制的效度与信度研究

International Journal of Contemporary Educational Research Pub Date : 2022-08-29 DOI: 10.33200/ijcer.1079774

Serap Öz, A. Özdemir

引用次数: 0

The Effect of A Social Studies Course Supported by Stories on Critical and Empathetic Thinking Skills 以故事为基础的社会研究课程对批判性和同理心思维能力的影响

International Journal of Contemporary Educational Research Pub Date : 2022-08-26 DOI: 10.33200/ijcer.1055234

Burcu Gürkan, Sakine Hakkoymaz

{"title":"The Effect of A Social Studies Course Supported by Stories on Critical and Empathetic Thinking Skills","authors":"Burcu Gürkan, Sakine Hakkoymaz","doi":"10.33200/ijcer.1055234","DOIUrl":"https://doi.org/10.33200/ijcer.1055234","url":null,"abstract":"The aim of this study is to examine the effects of a social studies course supported by stories on the critical and empathetic thinking skills of 4th grade students. The study was conducted according to the intervention design, a method used in mixed method research. The 10-week study was carried out in two public schools in Gaziantep in the 2018-2019 academic year. The Critical Thinking Achievement Test developed by Eğmir and Ocak (2016) and the Empathy Scale for Children developed by Bryant and adapted to Turkish by Yılmaz-Yüksel (2004) were used to collect quantitative data. Semi-structured interview forms, semi-structured observation forms and a research diary were used to collect qualitative data The qualitative data was analyzed by content analysis and descriptive analysis. Quantitative data were analyzed by Shapiro-Wilks test, T-test for unrelated measurements, T-test for related measurements, and Wilcoxon Signed Rank Test. In addition, the effect size of the experimental intervention was calculated using eta squared (n 2) for parametric tests and Pearson's Correlation Coefficient (r) for non-parametric tests. The significance level was taken as .05 for statistical analysis. The results of the study show that using stories in the social studies course made a significant difference to the development of students' critical and empathetic thinking skills in the experimental group and that the experimental intervention has a high effect size. In addition, the students' opinions suggest that cognitive and affective features, language skills and content such as empathy, interpretation, deduction, fast and meaningful reading, analyzing, knowledge acquisition, inferring, effective responding and listening can be developed by enriching the social studies courses with stories.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128149443","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

TThe Relationship Between Metacognitive Awareness and Academic Procrastination Behavior: The Moderator Role of Gender and Grade Level 元认知意识与学业拖延行为的关系:性别和年级的调节作用

International Journal of Contemporary Educational Research Pub Date : 2022-08-22 DOI: 10.33200/ijcer.1082874

S. Yağan

{"title":"TThe Relationship Between Metacognitive Awareness and Academic Procrastination Behavior: The Moderator Role of Gender and Grade Level","authors":"S. Yağan","doi":"10.33200/ijcer.1082874","DOIUrl":"https://doi.org/10.33200/ijcer.1082874","url":null,"abstract":"The purpose of this research is to reveal the relationship between university students' metacognitive awareness (MA) and academic procrastination (AP) levels. In addition, the moderator effects of gender and class level (CL) in this relationship have been examined. Quantitative research method was adopted in the research. As research designs, descriptive and associational designs were used. The sample of the research consisted of 375 undergraduate students studying at Gaziosmanpaşa University. Demographic Information Survey, Metacognitive Awareness Scale, and Academic Procrastination Scale were used as data collection tools. At the end of the study, it was found that students have a low level of academic procrastination behavior and a moderate to high level of cognitive awareness. There is a moderate, negative, and statistically significant relationship between academic procrastination behavior and metacognitive awareness. Metacognitive awareness is a significant variable in predicting academic procrastination. 17.8% of the variance in academic procrastination behavior is explained by metacognitive awareness. As metacognitive awareness increases, there is a statistically significant decrease in academic procrastination behavior. The moderator roles of gender and class level in this relationship are not statistically significant.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132160705","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 Predictive Role of Self-Esteem, Attachment Styles, and Family of Origin Functions in Explaining Conflict Resolution in Romantic Relationships 自尊、依恋类型和原生家庭功能在解释恋爱关系中冲突解决的预测作用

International Journal of Contemporary Educational Research Pub Date : 2022-08-15 DOI: 10.33200/ijcer.1061932

Zeynep Çağlayan, Serdar Körük

引用次数: 1

İnvestigation of the effect of teaching with drama activities on students' achievement and permanence of learning in social studies lesson İnvestigation探讨戏剧活动教学对学生社会研究课程成绩及学习持久性的影响

International Journal of Contemporary Educational Research Pub Date : 2022-08-15 DOI: 10.33200/ijcer.1081342

E. Zengin

引用次数: 0