Turkish Journal of Education最新文献_第2页

Translanguaging in English-medium instruction (EMI): Examining English literature content classrooms 英语媒介教学中的跨语言:考察英语文学内容课堂

IF 1.2

Turkish Journal of Education Pub Date : 2023-06-01 DOI: 10.19128/turje.1210174

U. Ataş

{"title":"Translanguaging in English-medium instruction (EMI): Examining English literature content classrooms","authors":"U. Ataş","doi":"10.19128/turje.1210174","DOIUrl":"https://doi.org/10.19128/turje.1210174","url":null,"abstract":"Recently, translanguaging has begun challenging and replacing English-only policies in English-medium instruction (EMI) contexts, advocating that bi/multilingual learners may better internalise information in two or more languages. Within this perspective and using linguistic ethnography as the framework, this case study examines the translanguaging practices used by the instructor and the students in English literature classrooms and how/whether these practices mediate learning when multilingual resources are used for pedagogical purposes. The data for this study comes from the researcher, as the instructor, observing and recording their two content classrooms in an English Literature department, namely Contemporary British Novel and Discourse Analysis courses. These observations and recordings were analysed from a pedagogical translanguaging lens to identify the instructor’s input and the students’ output in terms of their display of linguistic repertoires in English (the language of instruction) and Turkish (the shared language in the classroom). The results provide implications for research and practice, offerings suggestions for how/whether a pedagogical translanguaging lens might be adopted in content classrooms.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42074939","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

Inspecting primary school students’ environmental attitudes based on ecocentric and anthropocentric perspectives 基于生态中心和人类中心的视角考察小学生的环境态度

IF 1.2

Turkish Journal of Education Pub Date : 2023-05-04 DOI: 10.19128/turje.1177454

Büşra Şeyma Dölek, Gülsüm Akyol

{"title":"Inspecting primary school students’ environmental attitudes based on ecocentric and anthropocentric perspectives","authors":"Büşra Şeyma Dölek, Gülsüm Akyol","doi":"10.19128/turje.1177454","DOIUrl":"https://doi.org/10.19128/turje.1177454","url":null,"abstract":"This study aimed at (i) identifying primary school students’ attitudes toward environmental issues based on the perspectives of ecocentrism and anthropocentrism and (ii) inspecting students’ attitudes (i.e., ecocentric and anthropocentric) toward environmental issues in relation to gender and grade level. Data were gathered from 40 students through the administration of an interview questionnaire along with pictures concerning questions in the questionnaire. Results demonstrated that most of the participants who held positive attitudes reflected anthropocentric attitudes toward water, paper, and electricity consumption, reusing, and playground preferences whereas ecocentric attitudes toward plants, bugs, and other animals. Besides, half and slightly more than half of the participants with positive attitudes expressed ecocentric attitudes toward residence preferences and environmental pollution, respectively while nearly half of the participants with positive attitudes expressed anthropocentric attitudes toward the mentioned issues. It was also found that with the exception of one environmental issue, participants’ attitudes toward environmental issues were not significantly associated with their gender. Additionally, no relation was found between participants’ environmental attitudes and their grade level.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43160542","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

A text-based approach to developing EFL learners’ intercultural awareness in Higher Education 在高等教育中培养外语学习者跨文化意识的文本方法

IF 1.2

Turkish Journal of Education Pub Date : 2023-04-30 DOI: 10.19128/turje.1186875

M. G. Zorba

引用次数: 0

Farklı laboratuvar ortamlarının üstün yetenekli öğrencilerin kavramsal bilgilerine ve bilimsel süreç becerilerine etkisinin incelenmesi 不同实验室环境下高技能学生智力信息对科学进步的影响研究

IF 1.2

Turkish Journal of Education Pub Date : 2023-04-30 DOI: 10.19128/turje.1252402

Hasan Ozgur Kapici, Fatma Coştu

{"title":"Farklı laboratuvar ortamlarının üstün yetenekli öğrencilerin kavramsal bilgilerine ve bilimsel süreç becerilerine etkisinin incelenmesi","authors":"Hasan Ozgur Kapici, Fatma Coştu","doi":"10.19128/turje.1252402","DOIUrl":"https://doi.org/10.19128/turje.1252402","url":null,"abstract":"Instructional technology has been developing rapidly and its impacts can be observed in learning environments. One of the recent technological tools used in science classes is virtual laboratories. This study aims to investigate the effects of virtual laboratories on developing gifted students’ conceptual knowledge and improving science process skills. A total of 60 sixth-grade gifted students were the participants. Half of the students were in the control group, in which hands-on experimentation was followed, and the other 30 sixth-grade students were involved in the experimental group, in which virtual laboratory environments were used. Two different instruments, a multiple-choice conceptual knowledge test, and a science process skills test, were used in this study. The findings indicated that each condition increased their content knowledge and enhanced their science process skills in the study. However, the gifted learners in the virtual laboratory environment performed better than those in the hands-on laboratory environment for both tests. Possible reasons for the findings and some suggestions were also shared in the discussion.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43438379","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

Using a genre-based writing method in the distance education classroom 在远程教育课堂中运用体裁写作方法

IF 1.2

Turkish Journal of Education Pub Date : 2023-04-30 DOI: 10.19128/turje.1127389

Osman Özdemi̇r

{"title":"Using a genre-based writing method in the distance education classroom","authors":"Osman Özdemi̇r","doi":"10.19128/turje.1127389","DOIUrl":"https://doi.org/10.19128/turje.1127389","url":null,"abstract":"The aim of this study was to investigate the effect of the genre-based writing method in distance education courses. In this study, where action research was chosen as a research method, the researcher examined the use of the genre-based writing method in writing lessons of 8 foreign students at the B2 level who took a Turkish course over a 7-week period. For the data collection tools; the lessons’ video-recordings (observation), semi-structured interviews (interview) and the writings of the participants (document analysis) were examined. Thematic analysis was used in this study with both deductive and inductive processes. As a result, it was observed that genre-based writing method increased students' writing skills considerably in distance Turkish writing lessons. Another major finding was that the participants’ characteristics affected their success. However, in some sub-headings of this study, because of distance education’s nature, the implementation of the genre-based writing method did not show the expected successes. Finally, large-scale experimental studies containing genre-based writing method implementation and studies on self-regulation strategies in online writing lessons were suggested.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47205892","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

Fen bilimleri öğretmenlerinin enerji içerikli yerel sosyobilimsel konular hakkında informal muhakemeleri ve informal muhakemelerini etkileyen etmenler 糟糕的科学教师会影响当地社会社会问题的能量及其非正式挑战。

IF 1.2

Turkish Journal of Education Pub Date : 2023-04-30 DOI: 10.19128/turje.1241954

Nurcan Tekin, O. Aslan

{"title":"Fen bilimleri öğretmenlerinin enerji içerikli yerel sosyobilimsel konular hakkında informal muhakemeleri ve informal muhakemelerini etkileyen etmenler","authors":"Nurcan Tekin, O. Aslan","doi":"10.19128/turje.1241954","DOIUrl":"https://doi.org/10.19128/turje.1241954","url":null,"abstract":"This study examines the informal reasoning of science teachers about energy-related local socioscientific issues and the factors influencing their informal reasoning. Since socioscientific issues are open-ended and do not have a clear solution, socioscientific reasoning is considered important in discussions on these issues. Thirty-eight science teachers from the Central Anatolian Region of Türkiye took part in this qualitative descriptive study. Three scenarios were used in relation to energy-related local socioscientific issues (nuclear power plants, thermal insulation, and solar energy) for teachers’ reasoning. The teachers engaged in a reasoning process that focused on proposing solutions to local controversial dilemmas. Researchers asked teachers whether they agreed with these scenarios and to explain their reasons. Data were analysed using content analysis. Teachers' informal reasoning patterns were classified into three: rationalistic, emotive and intuitive reasoning. Also, factors influencing their reasoning were grouped according to SEE-STEP. The results of the study indicated that the science teachers mostly used rationalistic reasoning about the local socioscientific issues and environmental and economic factors affected their reasoning. Finally, the implications for reasoning on local socioscientific issues are discussed.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47824675","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

A study on educational software development through gamification in guitar education 基于游戏化的吉他教学软件开发研究

IF 1.2

Turkish Journal of Education Pub Date : 2023-01-31 DOI: 10.19128/turje.1162940

Tuncay Aras, Ajda Aylin Can

{"title":"A study on educational software development through gamification in guitar education","authors":"Tuncay Aras, Ajda Aylin Can","doi":"10.19128/turje.1162940","DOIUrl":"https://doi.org/10.19128/turje.1162940","url":null,"abstract":"This study aims to develop educational software for the instrument (guitar) training course through gamification. The study was carried out by basing on the design and development research method and the processes included in the analysis, design, development, implementation, and evaluation phases of the method are considered as the sub-problems of the study. In each phase, interview techniques were used and the participants were determined according to the requirements of the phases. The results reveal that students find the education with traditional methods in instrument education boring and therefore their motivation is low. As a result of the studies carried out to offer solutions to the existing problems related to motivation in instrument (guitar) education, a mobile application called Gitarist was developed and the application was revealed as a product. In the implementation phase, it was concluded that the application developed through gamification techniques had motivation-enhancing effects on students. In line with the results, some suggestions were made for technology-supported studies to be carried out in the future.As a result of the studies carried out in line with the requirements of the analysis, design, development, implementation, and evaluation phases, the final version of the mobile application called Gitarist was formed and the application was revealed as a product.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48172188","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

Academics’ perspective on out-of-school learning environments 学术界对校外学习环境的看法

IF 1.2

Turkish Journal of Education Pub Date : 2023-01-31 DOI: 10.19128/turje.1182732

A. Aslan, Demet Batman, Ümmü Gülsüm Durukan

{"title":"Academics’ perspective on out-of-school learning environments","authors":"A. Aslan, Demet Batman, Ümmü Gülsüm Durukan","doi":"10.19128/turje.1182732","DOIUrl":"https://doi.org/10.19128/turje.1182732","url":null,"abstract":"This study aims to ascertain academicians' opinions about out-of-school learning, awareness of it, and competency to plan learning activities in such situations for the purpose of teaching in out-of-school learning environments (OSLEs). The research group of this study, which was conducted as a case study, consists of 56 academics in the physics, chemistry, biology, and science education programs of education faculties in Türkiye. The Out-of-School Learning Environments Regulation Scale and a form containing four questions were used to data collection. The results from the scale, the average score was calculated as 4.41 for academics with experience in teaching OSLEs and 3.82 for academics without such experience. The qualitative results indicate that academics mostly prefer to focus on environmental education, astronomy, living things and life, and recycling issues through out-of-school learning activities and use different types of OSLEs such as science center, recycling facility and observatory. To conclude, despite the academics' high level of competency in performing out-of-school learning activities, it is evident that they underutilize these activities in their teaching.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41807381","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

Components of collective argumentation in geometric construction tasks 几何构造任务中集体论证的组成部分

IF 1.2

Turkish Journal of Education Pub Date : 2023-01-31 DOI: 10.19128/turje.1176981

Esra Demiray, M. Işıksal, Elif Saygı

{"title":"Components of collective argumentation in geometric construction tasks","authors":"Esra Demiray, M. Işıksal, Elif Saygı","doi":"10.19128/turje.1176981","DOIUrl":"https://doi.org/10.19128/turje.1176981","url":null,"abstract":"This study aims to examine the components of collective argumentation of pre-service middle school mathematics teachers during geometric construction activities. To scrutinize this issue, case study research was utilized. The participants were 14 pre-service middle school mathematics teachers who worked collectively by forming four groups. During the data collection process, the groups worked on four geometric construction tasks by using compass-straightedge or GeoGebra. The findings presented that the collective argumentation processes were depicted by means of eleven components. In more detail, the six components of Toulmin’s argument model which are data, warrant, claim, backing, rebuttal, and qualifier were insufficient to represent collective argumentation. Instead of claim, the term conclusion was used in this study since the associated data and warrant were provided in the argumentation. The collective argumentation processes of the groups involved not only the mentioned six components but also the five additional components, which were named conclusion/data, target conclusion, guidance, challenger, and objection. The new components might be used while investigating the argumentation process in other disciplines.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45027868","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

Ortaokul öğrencilerine yönelik Matematiksel Yaratıcılık Testi’nin (MYT) geliştirilmesi

IF 1.2

Turkish Journal of Education Pub Date : 2022-10-31 DOI: 10.19128/turje.1037694

Bilge BAL SEZEREL, Uğur Sak

引用次数: 0