International e-Journal of Educational Studies最新文献_第4页

Teachers’ Opinions on Students’ Adaptation to School after the COVID-19 Pandemic 新冠肺炎疫情后教师对学生适应学校的看法

International e-Journal of Educational Studies Pub Date : 2023-03-21 DOI: 10.31458/iejes.1223674

H. Bakırcı, B. Urhan, Sinan Bülbül, Ramazan Ilhan

{"title":"Teachers’ Opinions on Students’ Adaptation to School after the COVID-19 Pandemic","authors":"H. Bakırcı, B. Urhan, Sinan Bülbül, Ramazan Ilhan","doi":"10.31458/iejes.1223674","DOIUrl":"https://doi.org/10.31458/iejes.1223674","url":null,"abstract":"Education-teaching activities have been affected by many natural or man-made factors from past to present and have been interrupted. The biggest of these interruptions was caused by the COVID-19 pandemic, which emerged in China and caused a deadly pneumonia, and education activities were interrupted all over the world and students started education with distance education systems. With the reduction of the effects of the disease, students returning to school faced various problems. It is important to determine what these problems are and to take measures to eliminate them. Therefore, the aim of this study is to determine the opinions of secondary school teachers about the adaptation of students to school after the COVID-19 pandemic. For this purpose, the opinions of nine secondary school teachers from various branches were tried to be determined with semi-structured interview questions by using a case study design, one of the qualitative research methods. The reliability analyzes of the data obtained from the teacher interviews were carried out and the findings were presented in the form of codes and themes. The main problems that the teachers saw in the students after the pandemic were identified as incompatibility, slowness in reading, writing, and understanding, not obeying the classroom rules, lack of attention, and difficulties in establishing social interaction. Various suggestions were made according to the results obtained within the scope of the study.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"2 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":"133717502","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 Study on Absenteeism of University Students 大学生旷工问题研究

International e-Journal of Educational Studies Pub Date : 2023-03-21 DOI: 10.31458/iejes.1223043

Münir Şahi̇n

{"title":"A Study on Absenteeism of University Students","authors":"Münir Şahi̇n","doi":"10.31458/iejes.1223043","DOIUrl":"https://doi.org/10.31458/iejes.1223043","url":null,"abstract":"Attendance is thought to be an important issue for academic success in schools. With the long school closure due to Covid-19, students were kept away from schools and when the schools were opened and face to face education began, the absenteeism rate increased a lot. A phenological study to determine the reasons for absenteeism of university students was conducted with the participation of 56 students from different faculties of a university at the Black Sea Region of Turkey during the spring term of 2022. According to the findings obtained from the study, the most important reason for absenteeism was health problems. Secondly, waking up early was another striking reason for absenteeism. Stress and depression, early class hours, family and transportation problems, academic staff were stated as important reasons for absenteeism. The long course hours, the lack of sufficient activities in the school environment, not finding the lessons meaningful and informative also found to be affective in the attendance rate of student. It was also found out that university environment and instructors were also responsible from students’ absenteeism. Therefore, the courses should not be planned in the early hours and the course instructors should be able to take student attention to the courses. Moreover, the campuses should increase social, cultural and sportive activities. To attract the attention of students to school with extracurricular activities; social, cultural and sportive activities should be planned. University campus should turn into a life center where students would like to be.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"106 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":"123451008","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

Examination of the Relationship between University Students’ Perceptions Regarding the Chemistry Laboratory Environment and their Chemistry Laboratory Anxiety 大学生化学实验室环境感知与化学实验室焦虑的关系研究

International e-Journal of Educational Studies Pub Date : 2023-03-21 DOI: 10.31458/iejes.1218321

Duygu Bi̇len

引用次数: 0

Evaluation of Educators’ Experiences and Practices of Inclusive Education in Primary Schools: A South African Perspective 小学全纳教育教育工作者的经验与实践评价:以南非为视角

International e-Journal of Educational Studies Pub Date : 2022-11-11 DOI: 10.31458/iejes.1194397

Kentse LEGODİ-RAKGALAKANE, M. Mokhampanyane

{"title":"Evaluation of Educators’ Experiences and Practices of Inclusive Education in Primary Schools: A South African Perspective","authors":"Kentse LEGODİ-RAKGALAKANE, M. Mokhampanyane","doi":"10.31458/iejes.1194397","DOIUrl":"https://doi.org/10.31458/iejes.1194397","url":null,"abstract":"This research evaluates educators’ experiences and practices of Inclusive Education in primary schools in South Africa. The educators who serve as role models, nevertheless, do not seem to truly grasp the idea of Inclusive Education. The study used a qualitative research approach based on the interpretative research paradigm to investigate educators' understanding, experiences, and practices of Inclusive Education. The fourteen participants, who included two school principals, two deputy principals, five teachers, and five members of the school-based support team, were chosen through a purposeful sampling process. Five primary schools in the Warmbaths region in Limpopo Province were used to select the participants. With each participant, semi-structured one-on-one interviews were conducted. Thematic analysis was done to examine and analyse the data. The findings showed the varying perspectives on Inclusive Education, including views based on children's rights, abilities and disabilities, and quality, equity, and fairness for all children. This is further shown by the lack of improvement in stakeholders’ ability to recognise learners who experienced barriers to learning. Educators lack adequate knowledge to implement Inclusive Education successfully. In addition, it was discovered that teaching an inclusive class was quite demanding on educators regarding planning, organising, and curriculum delivery. This study suggests that educators should use a combination of traditional teaching methods and digitally mediated learning to effectively meet the needs of all students, regardless of their learning abilities. Furthermore, educators should be provided with continuous professional development to empower them to meet the educational expectations of all learners.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127686646","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

Experiences and Challenges of Adapting to Online Learning during Covid -19 Induced Lockdown: The Case of Gweru Urban Tertiary Students in Zimbabwe Covid -19封锁期间适应在线学习的经验和挑战:以津巴布韦圭鲁城市大学生为例

International e-Journal of Educational Studies Pub Date : 2022-11-11 DOI: 10.31458/iejes.1164927

Richard Nyika, Shoorai Konyana, Alfred M. Modise

{"title":"Experiences and Challenges of Adapting to Online Learning during Covid -19 Induced Lockdown: The Case of Gweru Urban Tertiary Students in Zimbabwe","authors":"Richard Nyika, Shoorai Konyana, Alfred M. Modise","doi":"10.31458/iejes.1164927","DOIUrl":"https://doi.org/10.31458/iejes.1164927","url":null,"abstract":"The novel Corona virus resulted in lockdown measures being put in place in order to curb the spread of the virus. This led to the closure of all schools and tertiary institutions. In Zimbabwe, the Ministry of Higher and Tertiary Education, Innovation, Science, and Technology Development (MHEISTD) announced the suspension of face-to-face teaching and learning and indicated that learning would continue online. This was an unexpected new experience for tertiary students. This study sought to explore the experiences and challenges faced by tertiary students in Gweru in adapting to online learning during the lockdown induced by COVID-19. The study was a netnographic study in which a cybercommunity of fifty tertiary students from five different tertiary institutions in Gweru was created. Purposive and snowball sampling were used to select the students who participated in a WhatsApp group. The students participated in text discussions, voice calls, and group discussions and responded to questions probed by the researcher. The results showed that online learning was a new frontier in their learning experiences, and they faced several challenges in adapting to its use. The study concluded that tertiary institutions should embrace blended learning in order to adequately prepare for online learning by both lecturers and students in times of disasters and pandemics like COVID-19, which restrict face-to-face learning. The study recommended that tertiary institutions equip students and lecturers with the skills to adapt to online teaching and learning. Students should be provided with the requisite online learning tools in order to effectively participate in online teaching and learning activities.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116576135","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 Negative Consequence of Teacher Directed Violence to Student Learning 教师导向暴力对学生学习的负面影响

International e-Journal of Educational Studies Pub Date : 2022-11-11 DOI: 10.31458/iejes.1194082

Motsoeneng Molefi̇

引用次数: 2

Pre-Service Science Teachers’ Views on the Use of Indigenous Chemistry Knowledge in Chemistry Metacognition 职前科学教师对化学元认知中本土化学知识运用的看法

International e-Journal of Educational Studies Pub Date : 2022-11-04 DOI: 10.31458/iejes.1189609

Tavonga Tawanda, Awelani V. Mudau

{"title":"Pre-Service Science Teachers’ Views on the Use of Indigenous Chemistry Knowledge in Chemistry Metacognition","authors":"Tavonga Tawanda, Awelani V. Mudau","doi":"10.31458/iejes.1189609","DOIUrl":"https://doi.org/10.31458/iejes.1189609","url":null,"abstract":"This study focused on the views of pre-service science teachers on the use of indigenous chemistry knowledge in chemistry metacognition. A descriptive qualitative case study design using the interpretive paradigm was employed. The social constructivist theory guided the study as cognitive functions are dependent on social interactions with other individuals and the environment. Purposively sampled 29 pre-service science teachers were the respondents who had no previous tertiary chemistry education experience. Data was collected using focus group interviews, observation and document analysis. Constant comparison analysis was used for data analysis. The study shows that; (a) pre-service science teachers know and practice indigenous chemistry knowledge in agriculture, food preservation, food processing, health-care and environmental conservation. (b) Indigenous chemistry knowledge can be effectively used in chemistry metacognition when there is an awareness of chemistry concepts / ideas in indigenous chemistry knowledge. (c) There is a positive attitude towards the use of indigenous chemistry knowledge in chemistry metacognition. The recommendation is that chemistry curriculum developers at teachers’ colleges must harness the multicultural indigenous chemistry knowledge from pre-service science teachers for establishment of a course in indigenous chemistry knowledge at the tertiary institutions.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124516930","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

Reflection on the Integration of Environmental Education by a Primary School Teacher 一名小学教师对融入环境教育的反思

International e-Journal of Educational Studies Pub Date : 2022-11-04 DOI: 10.31458/iejes.1198123

Lettah Sikhosana

引用次数: 0

Exploring Teacher Knowledge in Natural Sciences 自然科学教师知识探索

International e-Journal of Educational Studies Pub Date : 2022-11-04 DOI: 10.31458/iejes.1192675

Thuli G. Ntuli, Tebogo E. Nkanyani, Lettah Sikhosana, Awelani V. Mudau

引用次数: 0

The Difficulties and Educational Stress of Nursing Students in Clinical Practice during the Covid 新冠肺炎期间护生临床实习的困难与教育压力

International e-Journal of Educational Studies Pub Date : 2022-11-04 DOI: 10.31458/iejes.1118081

Esma Akgül, Canan Birimoğlu Okuyan, Filiz Polat

{"title":"The Difficulties and Educational Stress of Nursing Students in Clinical Practice during the Covid","authors":"Esma Akgül, Canan Birimoğlu Okuyan, Filiz Polat","doi":"10.31458/iejes.1118081","DOIUrl":"https://doi.org/10.31458/iejes.1118081","url":null,"abstract":"The present study aims to determine the challenges and educational stresses of nursing students in clinical practices during the COVID-19 pandemic and to offer solutions for these issues. The research was conducted at two universities in Turkey between December 2021 and February 2022. Data were collected using a Sociodemographic Diagnostic Form and the Nursing Education Stress Scale. Of the nursing students who participated in our study, 58.2% were 20 years old or younger, 74% were female, and 48.5% were sophomores. In addition, 43.9% of participants had lower expenses than their income. Our results showed that students' total score average on the nursing education stress scale was 61.74±23.58. We found a statistically significant difference between the total score on the Nursing Education Stress Scale and the mean scores of the sub-dimensions of Practice Stress and Academic Stress according to the class and income level of the students. Furthermore, we observed a statistically significant difference by gender between the mean scores of the Practical Stress and Academic Stress sub-dimensions (p<0.05). The nursing students experienced moderate stress during their nursing education. The stress level was higher in female sophomore students whose income was equal to their expenses and whose income was less than their expenses. We suggest that the nursing students’ behaviours of problem-solving, decision-making and coping with stress should be improved.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132129967","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