International Journal of Contemporary Educational Research最新文献_第8页

Investigation of cognitive and metacognitive strategies used by pre-service science teachers exposed to explicit and peer tutoring reading strategies instruction 职前科学教师接受外显和同伴辅导阅读策略教学的认知和元认知策略研究

International Journal of Contemporary Educational Research Pub Date : 2022-08-06 DOI: 10.33200/ijcer.1082537

Gülfem Dilek YURTTAŞ KUMLU, Nejla Yürük

{"title":"Investigation of cognitive and metacognitive strategies used by pre-service science teachers exposed to explicit and peer tutoring reading strategies instruction","authors":"Gülfem Dilek YURTTAŞ KUMLU, Nejla Yürük","doi":"10.33200/ijcer.1082537","DOIUrl":"https://doi.org/10.33200/ijcer.1082537","url":null,"abstract":"The aim of this study was to investigate cognitive and metacognitive strategies and products of cognitive and metacognitive processes that preservice science teachers engaged in while reading heat-temperature text after being exposed to no reading strategy instruction, explicit reading strategy instruction and peer tutoring reading strategy instruction. This study employed holistic multiple-case study wherein preservice teachers were assigned to one of the three groups which received no reading strategy instruction (n=9), explicit reading strategy instruction (n=10) and peer tutoring (n=10) based on their scores on Metacognitive Awareness of Reading Strategies Inventory and good communication among them. The content of strategy instruction included various domain-specific reading comprehension strategies used for activating both cognitive and metacognitive activities which contribute to improving conceptual understanding and conceptual change. It was found that the diversity and frequency of using cognitive strategies and products of cognitive activities were the highest in the explicit strategy instruction group, and the metacognitive strategies and products of metacognitive activities were more diverse and frequent in reading strategy instruction groups compared to no strategy instruction group.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"682 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123823693","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 Relationship Between Problem Solving Skills, Burnout Levels and Self Efficacy Beliefs of School Principals 学校校长解决问题能力、职业倦怠水平与自我效能感信念的关系

International Journal of Contemporary Educational Research Pub Date : 2022-08-06 DOI: 10.33200/ijcer.1080663

A. Güneş

{"title":"The Relationship Between Problem Solving Skills, Burnout Levels and Self Efficacy Beliefs of School Principals","authors":"A. Güneş","doi":"10.33200/ijcer.1080663","DOIUrl":"https://doi.org/10.33200/ijcer.1080663","url":null,"abstract":"The aim of this research is to determine the relationship between school principals' problem solving skills, burnout levels and self-efficacy beliefs. Quantitative relational design was used in the study. The sample of the research consists of 224 school principals working in Balıkesir. In the research, “Problem Solving Inventory”, “Freidman School Principals Burnout Scale” and “School Principals' Efficacy Perceptions Scale” were used as the data collection tools. Data were analyzed by T-test, Single-factor Analysis of Variance (ANOVA), and structural equation modeling. In the research, it was found that the problem solving skills of the school principals were at a high level and they almost never experienced burnout and their self-efficacy perceptions were at a high level. The results of the study revealed that there was no significant difference in the school principals' problem solving skills, burnout levels and self-efficacy beliefs, and variables such as gender, educational status, experience of principalship and school level. In the study, there was also a low and negative correlation between school principals' problem solving skills and self-efficacy beliefs, self-efficacy beliefs and burnout levels and there was a positive and low level relationship between problem solving skills and burnout levels of the school principals.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133116276","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

Developing Writing Skills, Writing Attitudes and Motivation through Educational Games: Action Research 通过教育游戏发展写作技巧、写作态度和动机:行动研究

International Journal of Contemporary Educational Research Pub Date : 2022-07-23 DOI: 10.33200/ijcer.1089781

Berrin GENÇ ERSOY, Derya GÖL DEDE

{"title":"Developing Writing Skills, Writing Attitudes and Motivation through Educational Games: Action Research","authors":"Berrin GENÇ ERSOY, Derya GÖL DEDE","doi":"10.33200/ijcer.1089781","DOIUrl":"https://doi.org/10.33200/ijcer.1089781","url":null,"abstract":"This study aimed to improve elementary school students’ writing skills, attitudes towards writing and writing motivations through educational games. The study was designed within the scope of cooperative action research, and criterion sampling was used for the sample selection. The data collection tools included Writing Attitude Scale, Writing Motivation Scale, Analytical Rubric for Assessing Writing, interview forms, educational games and action plans. The qualitative and quantitative data were analyzed using a series of data analysis techniques. The quantitative results showed that the participants’ post-test mean scores in such dimensions of the use of educational games as attitude, motivation and writing skill development in the writing teaching process were higher than their pre-test mean scores. The qualitative results revealed that the educational games could be used as an effective technique in teaching writing in terms of developing participants’ positive attitudes towards writing, increasing their motivation, improving their writing skills and eliminating writing problems. Based on the results, it could be stated that different techniques such as educational games should take place more in the process by considering the affective factors in teaching writing.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120983987","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

Examination of teachers' use of metacognitive strategies in Supporting Reading Comprehension Skills of Children with Learning Disabilities 教师使用元认知策略支持学习障碍儿童阅读理解技能的检验

International Journal of Contemporary Educational Research Pub Date : 2022-07-23 DOI: 10.33200/ijcer.1091661

E. Laçin, Erhan Çetin

{"title":"Examination of teachers' use of metacognitive strategies in Supporting Reading Comprehension Skills of Children with Learning Disabilities","authors":"E. Laçin, Erhan Çetin","doi":"10.33200/ijcer.1091661","DOIUrl":"https://doi.org/10.33200/ijcer.1091661","url":null,"abstract":"Metacognitive reading strategies are to facilitate the reading process of students, to give them the chance to monitor and control the reading process, and to regulate the reading process. While many typically developing children can gain these cognitive processes, children with learning disabilities (LD) have difficulties. They also have more limited memory than typically developing children. It is an effective method in making it easier for children with limited memory and learning difficulties to remember the information in the text and thus increasing their understanding. The most effective people in teaching metacognitive reading strategies are teachers. Teachers' knowledge level of metacognitive strategies affects the reading comprehension success of students with LD (Oslund et al., 2016). Therefore, in this study, it is aimed to examine the views of teachers on the teaching of metacognitive reading strategies to improve the reading comprehension of children with LD. The “Metacognitive Reading Strategy Usage Scale” (MRSUS) developed by Özen and Durkan (2016) was used to evaluate the teaching of metacognitive reading strategies that teachers used to improve reading comprehension. MRSUS is a tool that evaluates a set of strategies that children use before, during, and after reading. MRSUS scores of 204 teachers participating in the study were examined. Got results; presented in the findings section.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125088156","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

Examining the Relationships between the Burnout Levels and Creative Thinking Levels of Special Education Teachers 特殊教育教师职业倦怠水平与创造性思维水平的关系研究

International Journal of Contemporary Educational Research Pub Date : 2022-06-23 DOI: 10.33200/ijcer.1064934

Rabia Sultan Gazelci̇, Didem Guven, Hülya Gülay Ogelman

引用次数: 1

Exploring teacher development courses in the lens of integrated STEM education: A holistic multiple case study 综合STEM教育视角下的教师发展课程探索:一个整体的多案例研究

International Journal of Contemporary Educational Research Pub Date : 2022-05-24 DOI: 10.33200/ijcer.1035464

F. Mumcu, Nilüfer Atman Uslu, Fatih Özdinç, B. Yıldız

{"title":"Exploring teacher development courses in the lens of integrated STEM education: A holistic multiple case study","authors":"F. Mumcu, Nilüfer Atman Uslu, Fatih Özdinç, B. Yıldız","doi":"10.33200/ijcer.1035464","DOIUrl":"https://doi.org/10.33200/ijcer.1035464","url":null,"abstract":"Integrated STEM education is essential to ensure a more fair representation of disciplines. Failure to do so may result in incomplete learning about other disciplines under the name of STEM education. The implications on how TDCs should be designed for integrated STEM education are essential for in-class STEM education practices. This study compares the three teacher development courses (TDCs) accomplished to support teachers' professional development (PD) for integrated STEM education in terms of pedagogical knowledge, technological knowledge, and strategy. A holistic multiple-case study design was used in this study. Each TDC was considered a case study, and case-specific analyses were made. The findings obtained for each case were then compared. The first TDC included only computer science teachers and showed us the necessity of interdisciplinary work to enhance integrated STEM education. The second TDC showed that this work could be done by integrating the content knowledge of teachers from different disciplines, but the disadvantages of the second TDC were identifying real-world problems, the lack of response to the engineering approach for science and mathematics teachers, and the rigidity of the collaborative working strategy. In the third TDC, we used the Sustainable Development Goals (SDGs) as a resource to identify a real-world problem. Then, we focused on the role and purpose of \"T\"echnology. Finally, we gave the teachers learning tasks to work collaboratively with teachers in their disciplines first and teachers from other disciplines later. This study shows how a TDC should be designed effectively to support teachers' PD for integrated STEM education.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133429613","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

Analyzing TALIS Indicators and PISA Results with Data Envelopment: Comparison of EMS, DEAP and R Software 用数据包络分析TALIS指标和PISA结果:EMS、DEAP和R软件的比较

International Journal of Contemporary Educational Research Pub Date : 2022-05-24 DOI: 10.33200/ijcer.1038281

Serap Büyükkidik

{"title":"Analyzing TALIS Indicators and PISA Results with Data Envelopment: Comparison of EMS, DEAP and R Software","authors":"Serap Büyükkidik","doi":"10.33200/ijcer.1038281","DOIUrl":"https://doi.org/10.33200/ijcer.1038281","url":null,"abstract":"The Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA) are large-scale measurements about teaching and learning. There is a link between TALIS indicators and PISA results. We investigated which countries are effective according to TALIS indicators as inputs and PISA 2015 mathematics, scientific, and reading literacy scores as outputs in this research. Common 24 countries' data from TALIS 2013 and PISA 2015 were analyzed. Data envelopment analysis was used in this quantitative research. Belgium, Denmark, Finland, Italy, Korea, Mexico, Netherlands, Norway, and Portugal were found to be effective countries in EMS 1.3, DEAP-XP 2.1, and R-4.0.3 software according to the input-oriented CCR model. Belgium, Canada, Denmark, Estonia, Finland, Italy, Japan, Korea, Mexico, Netherlands, Norway, and Portugal were found to be effective countries in EMS 1.3, DEAP-XP 2.1, and R-4.0.3 software according to the input-oriented BCC model. The results obtained from the BCC and CCR model differ partially. Italy and Norway should be taken as reference the mostly by ineffective countries for getting better PISA score according to both models analyzing with EMS 1.3, DEAP-XP 2.1, and R-4.0.3.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114158275","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 Science Textbooks in terms of Science Process Skills 科学教科书中科学过程技能的考察

International Journal of Contemporary Educational Research Pub Date : 2022-05-12 DOI: 10.33200/ijcer.1031338

Eylem Yalçınkaya Önder, S. L. Zorluoğlu, Elif Güvenç, Betül Timur, Ilgım Özergun, Serkan Timur, M. Özdemir

{"title":"Investigation of Science Textbooks in terms of Science Process Skills","authors":"Eylem Yalçınkaya Önder, S. L. Zorluoğlu, Elif Güvenç, Betül Timur, Ilgım Özergun, Serkan Timur, M. Özdemir","doi":"10.33200/ijcer.1031338","DOIUrl":"https://doi.org/10.33200/ijcer.1031338","url":null,"abstract":"The aim of this study was to investigate the extent to which science process skills are represented in the texts and activities in the 3rd, 4th, 5th, 6th, 7th, and 8th grade science textbooks according to the learning areas in the science curriculum. This study was carried out by document analysis method. Course contents and activities in science textbooks were analyzed using descriptive analysis. Results showed that total of 899 science process skills are identified in the 3rd, 4th, 5th, 6th, 7th, and 8th grade science textbooks covering total 42 units. In addition, when the averages of science process skills use in science textbooks are examined, it has been determined that the use of science process skills in 6th (%23.9) and 7th (%18.8) grade textbooks is above the average. While the use of science process skills in science textbooks increases from the 3rd grade to the 4th grade at primary education level, the similar increase is not determined in the use of science process skills in secondary education science textbooks. Moreover, it is found that science process skills are mostly focused on the 6th grade science textbook (n=215) and the least in the 3rd grade science textbook (n=112). As a result, when science textbooks are evaluated according to grade levels in terms of science process skills, it is determined that the most common science process skill identified is observing, and the least used one is the using data and modelling.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128419623","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

Examining the relationship between prospective teachers' listening skills, reading habits, effective speech self-efficacy, writing dispositions and communication skills: Structural equation modeling approach 未来教师听力技能、阅读习惯、有效言语自我效能感、写作倾向和沟通技巧之间的关系研究:结构方程建模方法

International Journal of Contemporary Educational Research Pub Date : 2022-05-09 DOI: 10.33200/ijcer.1055493

Hasan Basri Kansızoğlu, Eda AKDOĞDU YILDIZ

{"title":"Examining the relationship between prospective teachers' listening skills, reading habits, effective speech self-efficacy, writing dispositions and communication skills: Structural equation modeling approach","authors":"Hasan Basri Kansızoğlu, Eda AKDOĞDU YILDIZ","doi":"10.33200/ijcer.1055493","DOIUrl":"https://doi.org/10.33200/ijcer.1055493","url":null,"abstract":"Conceptually, although the effectiveness of communication is generally associated with the development of language skills, studies that model this relationship comprehensively are limited. Based on this, the current study examines the relationship between different linguistic variables (listening skills, attitude towards reading habits, speech self-efficacy, and writing disposition) and their own and communication skills. The study data was collected from 566 prospective teachers in Turkey. As a result of the study, the theoretical structure between linguistic variables and communication skills has been statistically proven. In the model, it was seen that the model-data fit was at a good level ( χ²/df= 4.46, CFI= .955 , RMSEA= .078, SRMR= .033 ). The proposed model indicates that listening skills affect communication skills at a medium level and speech self-efficacy at a high level. In addition, writing disposition affects communication skills indirectly through speech self-efficacy, and reading habits affect communication skills indirectly through both listening skills and speech self-efficacy. The highest relationship is between listening skills and speech self-efficacy. Also, the relationships between all the variables are significant. The study supports existing hypotheses about the role language plays in communication skills.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121299880","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

An Artistic Approach to Secondary School Students’ Process of Discovering Scientists: Theatre and Science 中学生发现科学家的艺术途径:戏剧与科学

International Journal of Contemporary Educational Research Pub Date : 2022-05-09 DOI: 10.33200/ijcer.1050748

Erdinç Öcal

引用次数: 0