African Educational Research Journal最新文献

{"title":"Teachers’ basic knowledge level of STEM education","authors":"Özlem Gökçe Tekin","doi":"10.30918/aerj.114.23.092","DOIUrl":"https://doi.org/10.30918/aerj.114.23.092","url":null,"abstract":"Science, technology, engineering, and mathematics (STEM) is a transdisciplinary approach. It aims to bring 21st-century skills to students. It is important whether teachers, who have an important place in the development of students, have knowledge that will affect students' STEM teaching. This study aims to examine the basic knowledge level of the teachers on STEM education. The descriptive method was used in the research. The study was conducted with 319 science, mathematics and information technologies teachers in the public middle schools in Turkey. “The STEM Basic Knowledge Test” was used to collect data. The first seven items of the STEM Basic Knowledge Test consist of demographic information and twenty-eight items. These items measure the basic knowledge level of STEM education. The statistical package program was used to analyze the collected data. In the study, it was determined that the STEM basic knowledge level of the teachers was 66%. Moreover, the basic knowledge level of the teachers in STEM showed a significant difference in terms of gender, teaching experience, technology use, and participation in a program such as a STEM seminar. However, there was no significant difference in terms of discipline and highest qualification of the teachers. Recommendations include encouraging teachers to participate in STEM training programs and giving courses on STEM education at the postgraduate level.","PeriodicalId":188493,"journal":{"name":"African Educational Research Journal","volume":"36 9-10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134909564","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}

{"title":"Developing writing skills based on writing portfolio in German as a foreign language: An empirical study for portfolio work","authors":"Selma Göktaş","doi":"10.30918/aerj.114.23.097","DOIUrl":"https://doi.org/10.30918/aerj.114.23.097","url":null,"abstract":"In German as a Foreign Language Education, portfolios are used for different purposes. One of the most common areas of portfolio use is ‘writing portfolios’, which are prepared by instructors to plan students' writing processes and improve their writing skills by giving feedback, regular review and control. In this study, it was aimed to investigate the functionality of the portfolio work carried out within the scope of the writing course and its effect on writing success by receiving the opinions of the students. The study group of this research consists of 39 students who studied in the first year of the German Language Teaching Department of Education Faculty at Trakya University in the academic year 2022-2023. Since it was thought to be the most appropriate research method for the purpose of the study, the phenomenological research design, which is a qualitative research method, was preferred. In the study, a semi-structured interview form containing 4 questions was created by the researcher and used as a data collection tool. The study aimed to assess students' perspectives on various aspects, including the impact of their portfolio work in the writing course on their writing habits and achievements, feedback received, and the types of texts they composed for their portfolios. The obtained interview data were analyzed with content analysis which is a qualitative method for data analysis. According to the study findings, students were positively influenced by the portfolio assignments in general and expressed their desire for the constant implementation of this approach.","PeriodicalId":188493,"journal":{"name":"African Educational Research Journal","volume":"875 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884150","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}

{"title":"Analysis of Hasan Latif Sarıyüce's children's poems in terms of children's literature and Turkish language teaching","authors":"Bilal Uysal","doi":"10.30918/aerj.114.23.094","DOIUrl":"https://doi.org/10.30918/aerj.114.23.094","url":null,"abstract":"Language serves as a paramount instrument in facilitating interpersonal communication. Beyond its communicative function, language plays a pivotal role in facilitating the transmission of cultural and societal experiences to subsequent generations. Consequently, the realm of language education has assumed a position of paramount importance. Educational curricula have been meticulously designed to impart instruction in various facets, including the teaching of the Turkish language, the conveyance of cultural heritage, the cultivation of values, and the development of literary sensibilities. Turkish and literature support each other in these programs. Children's literature, which has an outstanding contribution to teaching Turkish, is aimed at children and is performed for children's education. Children's literature has various text types, such as fables, fairy tales, and poems. Poetry, one of the most influential text types, is essential in form and emotion sharing. Hasan Latif Sarıyüce is a prolific writer who works in many text types, such as essays, fairy tales, memoirs, and poems. This study analyzed 36 poems by Hasan Latif Sarıyüce for children regarding Turkish teaching and children's literature. The poems were grouped according to their topics: mother's love, family and kinship, children's world, environment, nature, and animals. Poems were analyzed regarding verse, harmony, meter, title, topic, theme, language and expression, values, and literary arts. Accordingly, it was determined that 19 poems used syllabic meter, and 17 poems were written in free verse. The titles of 33 poems reflect the content, the themes of the 36 poems are compatible with the 2019 Turkish Lesson Teaching Program, the topics of the 36 poems are suitable for children, 35 poems are understandable for children in terms of language and expression, 17 poems have values, and 25 poems have literary arts. Accordingly, it has been seen that Hasan Latif Sarıyüce's poems written for children are exemplary in adopting literary values, giving literary pleasure, and transferring the common culture of the society. For this reason, it is recommended for Turkish teachers and students.","PeriodicalId":188493,"journal":{"name":"African Educational Research Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135823917","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}

{"title":"Investigation of time management skills of pre-service teachers in terms of various variables","authors":"Ayşe Eskimen","doi":"10.30918/aerj.114.23.089","DOIUrl":"https://doi.org/10.30918/aerj.114.23.089","url":null,"abstract":"The study aimed to examine the time management skills of pre-service teachers in terms of various variables. The study is important in terms of both quantitative and qualitative data in terms of planning time, being aware of the importance of time and knowing their habits that will make them waste time and revealing what their attitudes are about it. The study group of the research consists of Turkish pre-service teachers. \"Time Management Questionnaire\" and three open-ended questions were used as data collection tools. The results of the study show that pre-service Turkish teachers' time management skills differ according to gender, academic gpa, daily smartphone use and daily book reading habits; there was no significant difference according to the grade variable. In the study, it was concluded that as the daily smartphone usage time of pre-service teachers increased, their time management skill scores decreased; as the daily book reading time increased, their time management skill scores increased. The qualitative findings of the study showed that the majority of the pre-service teachers made short or long term plans, were aware of the importance of time and its efficient use, and the habit that they thought spent too much of their time was the smartphone; quantitative findings showed that the pre-service teachers' time management was at the \"medium\" level. We believe that the results of the study on determining the situations of pre-service teachers regarding time management through quantitative and qualitative data will both contribute to the field and guide further studies.","PeriodicalId":188493,"journal":{"name":"African Educational Research Journal","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135141350","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}

{"title":"Student opinions on the place of digital media in history education","authors":"Kamuran Özdemir","doi":"10.30918/aerj.113.23.087","DOIUrl":"https://doi.org/10.30918/aerj.113.23.087","url":null,"abstract":"The age of digital media has gradually changed our habits of accessing information and the knowledge we have. The learning habits of students and the way they access information have also changed. Reflecting on this fact, the main purpose of this research is to determine the reflection of this change in history education and students. The main problem question of this study was “What are students' views on the place of digital media in history education?” The study group of the research consisted of 25 ninth-grade students who were determined randomly and on a voluntary basis. The researcher conducted this study in his/her classes. Therefore, he/she knew the students' educational and social backgrounds. However, since students from homogeneous classes with similar success levels and grade point averages were included in the study, according to the information received from other teachers, students’ success level was considered equal in practice. Additionally, students are admitted to this high school, where the study was conducted, based on a national test. For this reason, the study was conducted with students with equal success levels. Study data were collected using a semi-structured interview form designed by the researcher. Firstly, what the students who made up the study group understood from digital media was questioned. Then, the place and role of digital media in history education were questioned, and the benefits of using digital media tools, such as software, digital photographs, digital images or videos, websites, social media, digital data, mobile applications, blog articles, and electronic books, newspapers, and magazines, in history education, were tried to be determined. Since instant access to information was considered the main goal, it was determined that students confirmed the accuracy of the information they got by asking their teachers. In this study, it was determined that students mostly used digital media to watch videos about course topics. Ease of access to information was seen as the most important benefit of using digital media tools in lessons. It was concluded in the study that encourages students to use their digital gains for their education rather than using them in an uncontrolled way would be important in terms of directing the utilization of time and energy correctly.","PeriodicalId":188493,"journal":{"name":"African Educational Research Journal","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135387466","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}

{"title":"Analysis of Gülten Dayioğlu’s “Geli̇nci̇k series” books in terms of the value of human love and respect in teaching Turkish to foreigners","authors":"Erhan Akdağ","doi":"10.30918/aerj.113.23.083","DOIUrl":"https://doi.org/10.30918/aerj.113.23.083","url":null,"abstract":"One of the basic tools for teaching Turkish to foreigners is reading books. These books provide readers with important benefits such as improved vocabulary, written and oral expression, knowledge, and creativity. Thanks to these books, which have the task of conveying the language and culture to which they belong, it is possible to teach the target language through entertainment. Making learners of Turkish as a foreign language read qualified literary works of Turkish language and culture is of great importance in both language teaching and culture transfer. At this point, children’s books, with their simple language and content, can be considered among the works suitable for learners of Turkish as a foreign language. In this context, Gülten Dayıoğlu’s “Gelincik Series”, which consists of seventeen books written for children aged 8 and above, is among the basic reference works for teaching Turkish to foreigners. With pedagogical sensitivity and colorful, well-illustrated drawings, this series of books offers readers many values. “Gelincik Series” includes books that can play a leading role in introducing and teaching the Turkish language and culture to foreigners. This series can be used as one of the supplementary reading books to support the teaching of Turkish to foreigners. In this study, the values of human love and respect in Gülten Dayıoğlu’s children’s books published under the title “Gelincik Series” were examined, and the contribution of these values to the teaching of Turkish to foreigners was examined through a sample sentence.","PeriodicalId":188493,"journal":{"name":"African Educational Research Journal","volume":"229 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135344113","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}

{"title":"Object based museum application: You have a message from the past!","authors":"Yasemin Er Tuna","doi":"10.30918/aerj.113.232.078","DOIUrl":"https://doi.org/10.30918/aerj.113.232.078","url":null,"abstract":"One of the most popular places for out-of-school education is undoubtedly museums. In addition to ensuring permanent learning, the lessons, practices, and activities performed in museums provide a rich learning and fun environment, where students can see and examine first-hand evidence. Students can feel like historians or archaeologists here. Museum education provides opportunities for them to connect with and understand the past. Object based learning in museums is a useful method to understand the past and the human communities who lived in the past and to find out about them. Thus, it increases students' understanding and comprehension. This research was conducted to determine how students connected with individuals who did not exist in the past through objects using a message from the past to the future activity in the object based museum education application. The students participating in the research were asked to assume themselves an imaginary person living in the past, to choose an object, and to write the story between this object and themselves as a short message to a future person. A qualitative research method was used in this study, which was conducted with 9th grade students, and the study data were analyzed using the content analysis technique. According to the results of the research, it was concluded that the stories of the people whom the students identified with, the objects they chose, and the message they wrote may have been influenced by their perceptions about traditional male-female roles. The fact that the historical narrative is focused on political history and male heroes may have affected the differences between the messages of male and female students. The identification of participants with individuals from different cultures and societies can be seen as a positive result of object based education. It is one of the results of this research that almost half of these messages written for the future included anachronistic elements.","PeriodicalId":188493,"journal":{"name":"African Educational Research Journal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135814826","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}

{"title":"How do physical education and sports teachers make decisions and does their self-confidence status vary?","authors":"Ender Ozbek","doi":"10.30918/aerj.113.23.086","DOIUrl":"https://doi.org/10.30918/aerj.113.23.086","url":null,"abstract":"This research aims to examine the relationship between decision-making styles and self-confidence of physical education and sports teachers and to make statistical inferences with different variables. The relational survey model, one of the quantitative research methods, was used in the study. Personal Information Form, the \"Decision Making Styles Scale (DSS)\" adapted by Taşdelen (2002) and the \"Self-Confidence Scale\" were used to collect data. Skewness and Kurtosis values were found to be distributed between ±1. Accordingly, frequency, arithmetic mean, standard deviation, T-test, Pearson Correlation test, One-way variance analysis, and Anova test statistics tests were used to analyse the data. It was determined that there was a difference in the decision-making styles of physical education and sports teachers according to gender (dependent and avoidant), marital status (avoidant), age (dependent), title (dependent), and years of active teaching (dependent), and there was no difference according to the educational status variable; when the self-confidence scale was examined, it was determined that there was a difference in the title (external and total scale), and there was no statistical difference according to gender, marital status, age and years of active teaching. As a result, it is seen that there is a negative relationship between physical education and sport teachers' decision-making styles and self-confidence levels.","PeriodicalId":188493,"journal":{"name":"African Educational Research Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135153377","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}

{"title":"Students’ views about hidden curriculum practices in science class","authors":"Mevlüt Gündüz","doi":"10.30918/aerj.113.23.072","DOIUrl":"https://doi.org/10.30918/aerj.113.23.072","url":null,"abstract":"The main objective of this research is to reveal the 5th-grade students' views about the hidden curriculum practices carried out in the science course. The research has been arranged according to qualitative design. The \"Interview\" technique has been used to determine students ' views on hidden curriculum practices in the science course, and the descriptive analysis approach has been used in analysing the qualitative data that had been collected. The study group of the research consists of 25 randomly selected 5th-grade students at Mavikent Secondary School in the centre of Isparta in the 2018-2019 academic year. As a result of the research, it has been observed that students' attitudes towards hidden program practices were positive. With this research, it is thought that as long as the hidden curriculum practices consummate the missing parts of the official program, it will give more effective results in gaining the targeted results in educational activities.","PeriodicalId":188493,"journal":{"name":"African Educational Research Journal","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135153555","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}

{"title":"Mathematics education faculty members' perceptions of barriers to distance education: Q-method analysis","authors":"Mustafa Çağrı Gürbüz","doi":"10.30918/aerj.113.23.081","DOIUrl":"https://doi.org/10.30918/aerj.113.23.081","url":null,"abstract":"As a result of the great earthquake disaster in Turkey, mathematics education in universities was reorganized as distance education after the pandemic period. This article aims to identify the barriers to distance education practices in higher education. In line with the aim of this study; Q methodology was used to help determine the perceptions and perspectives of faculty members regarding the barriers to distance education in the process of teaching mathematics in higher education. Q methodology aims to reveal the internal frame of reference of individuals through their preferences. According to the findings of the study, participants identified barriers under 3 factors. These 3 factors, in order of weight, represent student, curriculum and technology barriers. In general, it was seen that the 4 factors revealed by the methodology in the study yielded results compatible with the literature. However, it was determined that the barriers arising from the teacher did not carry a factor load in the study. Another unique result was the identification of barriers arising from the nature of mathematics. It was understood that there are unique obstacles specific to the field of mathematics due to pedagogy and curriculum. In this respect, investigating the barriers to field-specific extended education will provide more accurate findings. In this study, which was conducted with Q methodology and supported by qualitative data, the identified barriers to distance education were consistent with the general literature. Q methodology reveals that it is a compatible tool for various research in similar situations.","PeriodicalId":188493,"journal":{"name":"African Educational Research Journal","volume":"214 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912469","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}