i-manager's Journal on Educational Psychology最新文献

Perspectives and attitudes towards sustainability among science, preschool, and primary school teachers 科学、学前和小学教师对可持续发展的看法和态度

i-manager's Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/jpsy.17.1.19318

Pamuk Savas

{"title":"Perspectives and attitudes towards sustainability among science, preschool, and primary school teachers","authors":"Pamuk Savas","doi":"10.26634/jpsy.17.1.19318","DOIUrl":"https://doi.org/10.26634/jpsy.17.1.19318","url":null,"abstract":"The concept of sustainability has been gaining momentum in recent years as people are becoming increasingly aware of the environmental, social, and economic challenges facing the world. Sustainability is a complex issue that requires a multidisciplinary approach and long-term perspective. This study aimed to examine the perceptions and attitudes of science, primary school, and preschool teachers toward sustainability. The study involved 299 public school teachers, who were asked to complete a series of scales and questions to gauge their views on sustainability and sustainable development. The findings of this study indicate that preschool teachers take a more holistic approach to sustainability education, emphasizing the need to teach sustainability as a lifestyle and calling for improved teacher training in this area. On the other hand, primary school teachers placed greater emphasis on raising awareness of sustainability rather than inducing basic behavioral changes in children. Science teachers were more focused on acquiring knowledge and concepts related to sustainability. Overall, the study suggests that the effective implementation of sustainability education requires supporting materials and resources, and the support of school administration and families.","PeriodicalId":266504,"journal":{"name":"i-manager's Journal on Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122230328","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

Effectiveness of authentic learning practices in turkey: A meta-analysis 土耳其真实学习实践的有效性:一项元分析

i-manager's Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/jpsy.17.1.19424

Tutal Özgür

{"title":"Effectiveness of authentic learning practices in turkey: A meta-analysis","authors":"Tutal Özgür","doi":"10.26634/jpsy.17.1.19424","DOIUrl":"https://doi.org/10.26634/jpsy.17.1.19424","url":null,"abstract":"Authentic learning is gaining attention due to being perceived as a more engaging and effective way of teaching students. Many schools are incorporating authentic learning into their curricula, and numerous studies have also been conducted investigating the effectiveness of authentic learning in improving student outcomes. Various primary studies have been conducted in Turkey examining the effect of authentic learning on academic achievement and learning retention, which have an important place among learning outcomes. It was observed that the results of these individual studies reported different effect sizes on the effectiveness of authentic learning. This review aimed to report the overall effect sizes by analyzing the results of experimental and quasi-experimental studies examining the effect of authentic learning on academic achievement and learning retention through meta-analysis. Of the 180 studies listed as a result of the literature search, 11 studies (13 effect sizes) for academic achievement and four studies (six effect sizes) for the learning retention variables that meet the inclusion criteria were coded and analyzed. The results of the analysis showed a moderate overall effect size for the effectiveness of authentic learning on both academic achievement (g = 0.991) and learning retention (g = 0.925). It is possible to say that the overall effect sizes obtained as a result of the meta-analysis are moderate, quite remarkable for educational research, and that authentic learning is more effective in increasing academic achievement and learning retention than traditional education processes.","PeriodicalId":266504,"journal":{"name":"i-manager's Journal on Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133995726","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

Co-caring relationships: How parent and child characteristics matter 共同照顾的关系:父母和孩子的特点如何重要

i-manager's Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/jpsy.17.1.19734

Çetin Mustafa

引用次数: 0

Bringing mindfulness to teacher professional development for social-emotional competence in teaching 将正念引入教师专业发展，促进教师在教学中的社会情感能力

i-manager's Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/jpsy.17.1.19291

Çetin Güler

引用次数: 0

Constructivism and diversified role of teachers and students in teaching and learning 建构主义与师生在教与学中的多元角色

i-manager's Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/jpsy.17.1.19333

K. Shakeela, Naik Vijayalakshmi

引用次数: 0

Scientific temper among undergraduate students: A comparative study based on demographic variables 大学生科学气质:基于人口统计学变量的比较研究

i-manager's Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/jpsy.17.1.19390

Padhan Akash, Suna Gopikanta, Meher Venkateswar

引用次数: 0