International e-Journal of Educational Studies最新文献_第3页

Examination of the Social Competence and Types of Competition of Preschool Children in terms of Different Early Childhood Education Programs 不同幼儿教育方案下学龄前儿童社会能力及竞争类型的研究

International e-Journal of Educational Studies Pub Date : 2023-03-21 DOI: 10.31458/iejes.1189921

Merve Özçeli̇k, Özkan Sapsağlam

{"title":"Examination of the Social Competence and Types of Competition of Preschool Children in terms of Different Early Childhood Education Programs","authors":"Merve Özçeli̇k, Özkan Sapsağlam","doi":"10.31458/iejes.1189921","DOIUrl":"https://doi.org/10.31458/iejes.1189921","url":null,"abstract":"This research aims to examine the correlations between different early childhood education programs (Montessori, Waldorf, and Ministry of National Education (MNE)) with preschool children’s social competence and types of competition. Beside this, the social competence, and types of competition of children in early childhood examined in terms of demographic variables. Also, the relation between the social competence and types of competition of children investigated. The sample of the study consists of 287 children, 48-72 months of age, who attend pre-primary education institutions. In the study, correlational survey models used. The data collection tools for the research were Personal Information Form, Social Competency and Behaviour Assessment-30 Scale-Teacher Form, and Preschool Competition Questionnaire. At the end of the research, it was seen that there is a significant correlation between different early childhood education programs (Montessori, Waldorf, and MNE) and the social competence and types of competition of preschool children. In the study, it was also determined that the social competence and types of competition of children differ depending on some demographic features of the children.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128104236","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

‘Reading Anxiety in Turkish Language’: A Systematic Review Research “土耳其语阅读焦虑”的系统回顾研究

International e-Journal of Educational Studies Pub Date : 2023-03-21 DOI: 10.31458/iejes.1232967

V. Alkan, E. Özkan

{"title":"‘Reading Anxiety in Turkish Language’: A Systematic Review Research","authors":"V. Alkan, E. Özkan","doi":"10.31458/iejes.1232967","DOIUrl":"https://doi.org/10.31458/iejes.1232967","url":null,"abstract":"The aim of this study was to review the research which focused on ‘Reading Anxiety’ in Turkish language systematically. According to the questions derived from the aim, 16 papers were re-examined based on the rules of systematic review method. These papers were analysed in terms of their aims, designs, sampling and results. In addition to this, similarities and differences of the reviewed papers were discovered. It was seen that these studies were conducted with primary and middle school students. It was also found that the methodology of these reviewed studies was designed with quantitative approaches. The results of the review indicates that reading anxiety is related with reading comprehension, reading habit, reading fluency and reading motivation. Such factors as gender, parents’ income, having books and place of residence have relation with reading anxiety. The results gathered from reviewed papers suggest that studies designed with qualitative and mixed-method are needed. Additionally, focusing on various topics related with ‘reading anxiety’ with different participant groups are needed. In conclusion, it is believed that this systematic review study can provide fruitful information for the area and new perspectives for the further studies.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115583912","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 Effects of Positive/Negative Teachers’ Behaviors Related to Classroom Management on Pre-Service Science Teachers 教师积极/消极课堂管理行为对职前科学教师的影响

International e-Journal of Educational Studies Pub Date : 2023-03-21 DOI: 10.31458/iejes.1228610

Fatma Coştu

{"title":"The Effects of Positive/Negative Teachers’ Behaviors Related to Classroom Management on Pre-Service Science Teachers","authors":"Fatma Coştu","doi":"10.31458/iejes.1228610","DOIUrl":"https://doi.org/10.31458/iejes.1228610","url":null,"abstract":"This study was carried out to determine the behaviors of teachers about classroom management and the effects on their students, through experienced the real cases (or events, or stories) about classroom management written by the pre-service science teachers (PSTs). The stories about classroom management were collected using the documentation technique. The PSTs were asked to write down a real case that they encountered in the classroom environment in their earlier education phases and these collected cases were used as a data collection tool in the research. The study group was consisted of a totally 76 PSTs enrolled junior level in Science Education Department. The PSTs took the “classroom management” course and the presented real cases in the content of an assignment they prepared. The contents of the stories written by them were analyzed descriptively. As a result of the analyzes, it was found out that the classroom management events of the PSTs generally took place in the secondary and high school, in the mathematics course as the course type and in the strictly controlled classrooms as the classroom behavior environment. Also, it was determined that the classroom management events are generally caused by students and the reaction of teachers to these events is generally negative.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124467334","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

Experiences and Demands about Supervision Practices of Teachers and School Administrators 教师和学校管理者监督实践的经验与要求

International e-Journal of Educational Studies Pub Date : 2023-03-21 DOI: 10.31458/iejes.1214553

Elif Gamze ÖZCAN

{"title":"Experiences and Demands about Supervision Practices of Teachers and School Administrators","authors":"Elif Gamze ÖZCAN","doi":"10.31458/iejes.1214553","DOIUrl":"https://doi.org/10.31458/iejes.1214553","url":null,"abstract":"Carried out by education inspectors and administrative superiors in Türkiye, school supervisions are done in line with national guidelines. How supervision processes are conducted in schools is necessary to be specified so as to ensure continuity and evaluation of improvement in education and training processes. Both teacher supervision and administrative supervision of school administrators were examined in this study. Designed as a descriptive survey, a questionnaire was created and multiple-choice questions were used to collect data for the present study. Teachers and school administrators working in secondary and high schools at Urla district of Izmir, Türkiye in the 2019/20 academic year were investigated in this study under the headings of the purpose of supervision; results of supervision; frequency of supervision; data sources used for supervision; the teachers and school administrators’ perceptions of the current supervision processes; their views on what kind of supervision was to be demanded; along with the comparisons made on the existing situation of supervision practices and demands concerning such practices. The results indicated that teacher supervision aimed to identify teachers’ weaknesses and strengths; resulted in making verbal reminding and guidance; had no routine, and was carried out in the form of a document review. Some other results regarding the supervision of school administrations pointed to either administrative sanctions or improvement through guidance, as well as to the fact that supervision practices are to be carried out every few years, taking place in the form of a document review. Some of the demands identified through this study are that the supervision of both groups should be carried out to identify both weaknesses and strengths, to result in improvement through guidance, to be continued throughout the education and training processes, to be practiced in such a way as to monitor the process and detect satisfactions of those who benefit from the service.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122734734","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

Deficiencies and Needs for the Application of Inquiry-Based Learning in Physics Classes 探究式学习在物理课堂上应用的不足与需要

International e-Journal of Educational Studies Pub Date : 2023-03-21 DOI: 10.31458/iejes.1216011

Fatma Nur Büyükbayraktar

{"title":"Deficiencies and Needs for the Application of Inquiry-Based Learning in Physics Classes","authors":"Fatma Nur Büyükbayraktar","doi":"10.31458/iejes.1216011","DOIUrl":"https://doi.org/10.31458/iejes.1216011","url":null,"abstract":"This study is a qualitative case study conducted to examine the deficiencies and needs for the implementation of the investigative inquiry program in physics classes. The study was carried out at Science High School (SHS), Anatolian High School (AHS), and Technical Vocational High School within the scope of purposeful sampling determined according to school type. In the study, observations were made in physics classes. Interviews were conducted with the teachers of the observed classes. The obtained data were subjected to descriptive analysis. Observation and interview data were interpreted together. It was observed that the teachers had classroom discussions over the daily life examples and models in the lesson. It can be said that teachers try to create an inquiry-based teaching environment in this way. It can be said that teachers are willing to teach based on inquiry, but they see some situations as obstacles in practice. Some suggestions are presented in the context of the research results. It is thought that the results of this study and the suggestions made will help teachers and administrators plan and set up activities for in-service training.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"40 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115024107","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

A Scale Development Study Determining the Attitudes of Secondary School Students towards Distance Education of Mathematics 中学生对数学远程教育态度的量表开发研究

International e-Journal of Educational Studies Pub Date : 2023-03-21 DOI: 10.31458/iejes.1232169

Fatma Adalar, Gülçin Oflaz

{"title":"A Scale Development Study Determining the Attitudes of Secondary School Students towards Distance Education of Mathematics","authors":"Fatma Adalar, Gülçin Oflaz","doi":"10.31458/iejes.1232169","DOIUrl":"https://doi.org/10.31458/iejes.1232169","url":null,"abstract":"The purpose of the study is to develop a scale that determines the attitudes of secondary school students towards distance mathematics education, and to examine the attitudes of the students by certain variables. The study included 271 secondary school students studying in Sivas province during the 2020-2021 academic year. Exploratory and confirmatory factor analyses were performed on the data obtained from the scale to examine the psychometric structure of the scale. A t-test and an analysis of variance were performed to determine the differences among secondary school students' attitudes towards distance education in mathematics by gender, school type, and grade level. It was found that the attitudes of secondary school students towards receiving distance mathematics education were negative. Gender does not constitute a significant difference in the attitude scores of secondary school students towards receiving distance mathematics education. In terms of the type of school in which students studied, a significant difference was found in favor of public schools in secondary school students' attitude scores towards distance mathematics education. In terms of grade levels, a statistically significant difference was found in favor of the 5th, 6th, and 7th grades regarding their attitudes towards distance mathematics education, among 5th, 6th, 7th, and 8th grade students.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124275659","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

Teaching of Solid, Liquid and Gas Substances to Students with Intellectual Disabilities through Direct Instruction Method 采用直接教学法对智障学生进行固体、液体和气体物质教学

International e-Journal of Educational Studies Pub Date : 2023-03-21 DOI: 10.31458/iejes.1238841

Cüneyt Çapraz

{"title":"Teaching of Solid, Liquid and Gas Substances to Students with Intellectual Disabilities through Direct Instruction Method","authors":"Cüneyt Çapraz","doi":"10.31458/iejes.1238841","DOIUrl":"https://doi.org/10.31458/iejes.1238841","url":null,"abstract":"The aim of this study is determine the effectiveness and usefulness of direct instruction method in teaching certain “solid, liquid and gas” substances to students in a special education classroom in secondary school. The study was carried out through the case study that is one of the qualitative research methods. The teaching method used in order to test the efficiency of the study is the direct teaching method. Four students with intellectual disabilities participated in the study. One of the students was female (14 years old) while other students were male (15, 10, 10 years old). Three students had moderate disability and one had mild disability. In this study, the data were collected through semi-structured interviews and non-structured observations. Semi-structured interviews were conducted with the implementation teacher. Data obtained through interviews and observations in the study was analysed using qualitative data analysis approach and content analysis was performed on the data. Semi-structured interviews with the teacher were transcribed and analyzed. At the end of the study, it was found that three students learned all of the solid, liquid and gas substances that were taught to them and achieved permanent learning while one of the students learned solid, liquid and gas substances but did not achieve permanent learning for gas substances. Thus, it was concluded that direct instruction is an effective and useful method for teaching solid, liquid and gas substances to students with intellectual disabilities.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125737795","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

Experiences of Pre-Service Science Teachers in “Teaching Practice” During the Covid-19 Pandemic 新冠肺炎疫情期间职前理科教师“教学实践”体会

International e-Journal of Educational Studies Pub Date : 2023-03-21 DOI: 10.31458/iejes.1229871

H. Ayvacı, Gürhan Bebek, Selenay Yamaçli

{"title":"Experiences of Pre-Service Science Teachers in “Teaching Practice” During the Covid-19 Pandemic","authors":"H. Ayvacı, Gürhan Bebek, Selenay Yamaçli","doi":"10.31458/iejes.1229871","DOIUrl":"https://doi.org/10.31458/iejes.1229871","url":null,"abstract":"The study was carried out the case study method under the category of descriptive research approaches. A purposeful sampling method was used in the study because it allows in-depth research by selecting rich situations. Semi-structured interviews and semi-structured observation forms were used as data collection tools. Interviews are preferred in the research process because they provide the opportunity to analyze the situation in depth with flexible questions as well as questions directed to discover the richness of the schemas in the brain of individuals. Observations have been preferred because they allow the examination of human behavior in natural environments. In this research, the content analysis method was used in which the existence of codes in the qualitative data obtained during the analysis process was determined, themes were formed by combining these codes, and inferences were made. The analysis of the research findings, it was determined that the majority of pre-service science teachers associated the concept of distance education with the 'problem'. When it is explained that the pre-service science teachers will conduct the 'teaching practice' course with distance education during the COVID-19 pandemic process, their emotional state, anxiety, fear, curiosity, and sadness. As a result of the research, \"Various projects can be developed to improve the existing infrastructure and provide more infrastructure support to prospective science teachers and schools, especially science teachers, within the framework of distance education and educational technologies. In this way, universities, schools, teachers, students, and parents are a stakeholder in educational technologies.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123980811","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

The Effect of the Use of the Flipped Learning Model in the Social Studies Course on the Students' Academic Success and Higher-Order Thinking Skills 在社会学课程中运用翻转学习模式对学生学业成功和高阶思维能力的影响

International e-Journal of Educational Studies Pub Date : 2023-03-21 DOI: 10.31458/iejes.1216865

Tuğçe Gamze İşçi̇, Kubilay Yazıcı

{"title":"The Effect of the Use of the Flipped Learning Model in the Social Studies Course on the Students' Academic Success and Higher-Order Thinking Skills","authors":"Tuğçe Gamze İşçi̇, Kubilay Yazıcı","doi":"10.31458/iejes.1216865","DOIUrl":"https://doi.org/10.31458/iejes.1216865","url":null,"abstract":"The aim of the study was to test the effect of using the flipped learning model in social studies course on students' academic achievement and higher-order thinking skills, and to determine student views on this model. Explanatory sequential design, one of the mixed research methods, was used in the research. The study group of the research consisted of 30 students studying at the 7th grade in two secondary schools affiliated to the Ministry of National Education in the Bor District of Niğde Province in Turkey. As a result of the research, it was concluded that the academic achievement and higher-order thinking skill total scores of the students in the experimental group, in which the social studies course was conducted with the flipped learning model, were statistically significant and at a higher level compared to the students in the control group. The analysis of the data obtained from the semi-structured interviews also revealed the students learned the subjects better with this model and had positive thoughts about the model in the social studies course conducted with the flipped learning model.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"329 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116451629","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

Determination of Technology Pedagogy Content Knowledge Levels of Preservice Mathematics Teachers through Activities 通过活动确定职前数学教师技术教育学内容知识水平

International e-Journal of Educational Studies Pub Date : 2023-03-21 DOI: 10.31458/iejes.1223463

Demet Baran Bulut, Ebru Güveli

{"title":"Determination of Technology Pedagogy Content Knowledge Levels of Preservice Mathematics Teachers through Activities","authors":"Demet Baran Bulut, Ebru Güveli","doi":"10.31458/iejes.1223463","DOIUrl":"https://doi.org/10.31458/iejes.1223463","url":null,"abstract":"It is one of the important qualifications of teachers to know contemporary instructional technologies and to use them in their lessons. However, the studies have concluded that teachers' use of technological tools and equipment is inadequate and their level of using materials is generally not at a desirable level. In this context, the aim of this study is to determine the level of Technological Pedagogical content knowledge of preservice mathematics teachers in the context of technology-supported activities they prepared. The study was conducted with 13 preservice secondary school mathematics teachers studying at a state university. Preservice teachers were given a training lasting 8 weeks. After the training, they were asked to prepare technology-supported activities including concept cartoon (Powtoon, Canva), concept map (Bubbl.us, Luchidchart), interactive worksheet (Teachermade), gamification applications (Puzzlemaker, Wordwall, Matific, ClassDojo) and digital stories (Pixton, Powtoon, StoryboardThat, Storyjumper). The activities they prepared were analyzed by document analysis method with the Technological Pedagogical Content Knowledge [TPACK] rubric developed by Lyublinskaya and Tournaki (2012) and preservice teachers' TPACK levels were evaluated in terms of purpose knowledge, instructional knowledge, curriculum knowledge and strategy knowledge components. The study has revealed that preservice teachers were able to reach the highest level of discovery, curriculum knowledge was the most successful component and they showed the lowest success in the strategy knowledge component. In this context, we suggest that course content that includes such activity design tasks should be prepared and included in the teaching process for the development of preservice teachers' Technological Pedagogical content knowledge.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132945234","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