Problems of Education in the 21st Century最新文献_第2页

PROBLEMS IN TEACHING ENGLISH ACADEMIC WRITING AMONG ESL LECTURERS AT PUBLIC AND PRIVATE UNIVERSITIES IN MALAYSIA 马来西亚公立和私立大学英语讲师在英语学术写作教学中遇到的问题

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Problems of Education in the 21st Century Pub Date : 2024-08-12 DOI: 10.33225/pec/24.82.434

Khairunnisa Azmar, Abu Bakar Razali

{"title":"PROBLEMS IN TEACHING ENGLISH ACADEMIC WRITING AMONG ESL LECTURERS AT PUBLIC AND PRIVATE UNIVERSITIES IN MALAYSIA","authors":"Khairunnisa Azmar, Abu Bakar Razali","doi":"10.33225/pec/24.82.434","DOIUrl":"https://doi.org/10.33225/pec/24.82.434","url":null,"abstract":"English academic writing is fundamental at tertiary level as it is the main medium of communication in the academe. Over the years, ESL lecturers have not only struggled to search for the most suitable teaching approach(es) to teach academic writing but have encountered several other problems in their teaching, such as class size, students’ English proficiency levels, heavy workload, and others. Given these circumstances, a review of the literature has indicated there are scant studies that explore the problems faced by ESL lecturers where comparisons are made between public and private universities. Grounded in multiple case studies, four ESL lecturers from two public and two private Malaysian universities were purposively selected for the study. Data were collected from semi-structured in-depth interviews, lesson observations, and document analysis. A total of 12 interview transcripts were transcribed verbatim by the researchers, and data were analysed thematically using thematic analysis and cross-case analysis, where emerging themes were used to present the findings. Findings reveal that ESL lecturers at higher education institutions encountered problems, such as constraints in time, marking issues, students’ lack of interests and motivations, lecturers’ lack of interest in writing, lecturers’ lack of content and pedagogical content knowledge, and lack of institutional support. Hence, professional support should be given to ESL lecturers to overcome their teaching problems, and future research should explore the strategies employed by ESL lecturers to alleviate their teaching problems. \u0000Keywords: ESL/EFL lecturers, English academic writing, qualitative case study","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919207","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

IMPROVING TEACHERS' ATTITUDES TOWARDS REFUGEE STUDENTS 改善教师对难民学生的态度

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Problems of Education in the 21st Century Pub Date : 2024-08-12 DOI: 10.33225/pec/24.82.539

Selin Türkoğlu Özdemir, Habib Özkan

{"title":"IMPROVING TEACHERS' ATTITUDES TOWARDS REFUGEE STUDENTS","authors":"Selin Türkoğlu Özdemir, Habib Özkan","doi":"10.33225/pec/24.82.539","DOIUrl":"https://doi.org/10.33225/pec/24.82.539","url":null,"abstract":"In a classroom environment where refugee students are present, teachers' attitudes towards these students are considered to be one of the important key factors affecting the students' adaptation process to the education system and the society in which they live. Based on this important factor, the aim of the study was to improve teacher attitudes with the \"Attitude Improvement Module towards Refugee Students\" designed by the researchers and to contribute to professional development studies on the subject by taking teachers' views about the module. In the research process, an attitude scale was used to measure teachers' attitudes towards these students, covering the dimensions of communication, harmony and proficiency, it was applied to the teachers in the experimental and control groups before and after the module and the attitudes of the teachers before and after the module were analyzed. After the analyses, teachers' views were sought regarding the results. As a result of the quantitative analyses conducted in this mixed-method research, a decrease was observed in the arithmetic average of the communication and adaptation dimensions, while an increase was observed in the arithmetic average of proficiency in the dimension. According to the qualitative analysis, it was revealed that teachers had feelings such as \"prejudices, inability to accept refugees, language problems\" towards refugee students, but after the module was implemented, their feelings, such as \"gaining awareness and empathic approach in refugee education\", improved. Based on the findings, it is recommended to develop policies aimed at nurturing the emotional aspects of teachers as well as their proficiency in improving their attitudes towards refugee students. \u0000Keywords: refugee student education, improvement of teacher attitudes, mixed methods, exploratory sequential designs","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919498","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

EVALUATION OF PRACTICES IN THE EDUCATION PROCESS IN THE CONTEXT OF AGENDA SETTING THEORY 根据议程设置理论评估教育过程中的做法

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Problems of Education in the 21st Century Pub Date : 2024-08-12 DOI: 10.33225/pec/24.82.561

Ülkü Ulukaya Öteleş, Fatıma Betül Demir Evcimen, E. Koçoğlu, Kübra Melis Avcu

{"title":"EVALUATION OF PRACTICES IN THE EDUCATION PROCESS IN THE CONTEXT OF AGENDA SETTING THEORY","authors":"Ülkü Ulukaya Öteleş, Fatıma Betül Demir Evcimen, E. Koçoğlu, Kübra Melis Avcu","doi":"10.33225/pec/24.82.561","DOIUrl":"https://doi.org/10.33225/pec/24.82.561","url":null,"abstract":"In today's world, where the internet-based digitalization process has gained momentum, increasing the quality of learning in the educational process can be achieved by associating the transferred achievements with current topics and news in written and visual media by the teacher of the course, thus increasing the attention level of the learners in the learning environment. This situation, which shows the impact of the agenda on the educational process, increases the awareness level of the learners regarding the time period in which they live, the environment and the events that occur. In this direction, this study aimed to identify and evaluate the practices in the education process in the context of agenda setting, in line with teachers' opinions. This study, which was carried out with the phenomenology pattern, one of the qualitative research methods, was conducted with 30 teachers working in public schools. The data of the research were collected with a semi-structured interview form. The data obtained was analyzed with content analysis. As a result of the study, it was determined that the practical reflections of the activities prepared by the teachers based on the agenda setting theory were not sufficient in the context of learning.\u0000Keywords: Agenda setting, educational practice, phenomenological design","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919228","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

TRENDS AND PERSPECTIVES IN EDUCATIONAL NEUROSCIENCE STUDIES 教育神经科学研究的趋势和前景

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Problems of Education in the 21st Century Pub Date : 2024-08-12 DOI: 10.33225/pec/24.82.473

Duygu Yayla, Muhittin Çalışkan

{"title":"TRENDS AND PERSPECTIVES IN EDUCATIONAL NEUROSCIENCE STUDIES","authors":"Duygu Yayla, Muhittin Çalışkan","doi":"10.33225/pec/24.82.473","DOIUrl":"https://doi.org/10.33225/pec/24.82.473","url":null,"abstract":"Recent advances in educational neuroscience research underscore the need for a comprehensive analysis of articles in this field; such scrutiny can elucidate the practical implications of neuroscience findings in education and illuminate future research directions. The purpose of this study was to conduct a descriptive content analysis of articles published in the field of educational neuroscience. The data collected through the Educational Neuroscience Articles Classification Form were analyzed via content analysis. The diversity of research in the field of educational neuroscience and the growth in the number of studies in recent years demonstrate that this discipline represents a comprehensive and potentially effective field. In addition, developing concrete suggestions for practice strengthens the integration of educational neuroscience into educational practices. Furthermore, future research needs to focus more on converting theoretical knowledge into practical applications and assessing the impact of these applications. Moreover, increasing interdisciplinary cooperations is crucial for educational neuroscience to realize its full potential. Finally, further studies conducted through mixed methods and qualitative research methods provide a more comprehensive and in-depth understanding of educational neuroscience. On the other hand, the following recommendations have been made based on these insights: applied research studies can be conducted to directly integrate neuroscientific findings into educational practices. In addition, cooperation among educational scientists, neuroscientists, and researchers in the field of psychology can make the integration of neuroscientific findings into educational practices more efficient. Last but not least, research conducted through qualitative and mixed methods provides a more comprehensive and in-depth understanding of educational neuroscience.\u0000Keywords: educational neuroscience, educational neuroscience studies, content analysis","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919204","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

TRENDS AND PERSPECTIVES IN EDUCATIONAL NEUROSCIENCE STUDIES 教育神经科学研究的趋势和前景

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Problems of Education in the 21st Century Pub Date : 2024-08-12 DOI: 10.33225/pec/24.82.473

Duygu Yayla, Muhittin Çalışkan

{"title":"TRENDS AND PERSPECTIVES IN EDUCATIONAL NEUROSCIENCE STUDIES","authors":"Duygu Yayla, Muhittin Çalışkan","doi":"10.33225/pec/24.82.473","DOIUrl":"https://doi.org/10.33225/pec/24.82.473","url":null,"abstract":"Recent advances in educational neuroscience research underscore the need for a comprehensive analysis of articles in this field; such scrutiny can elucidate the practical implications of neuroscience findings in education and illuminate future research directions. The purpose of this study was to conduct a descriptive content analysis of articles published in the field of educational neuroscience. The data collected through the Educational Neuroscience Articles Classification Form were analyzed via content analysis. The diversity of research in the field of educational neuroscience and the growth in the number of studies in recent years demonstrate that this discipline represents a comprehensive and potentially effective field. In addition, developing concrete suggestions for practice strengthens the integration of educational neuroscience into educational practices. Furthermore, future research needs to focus more on converting theoretical knowledge into practical applications and assessing the impact of these applications. Moreover, increasing interdisciplinary cooperations is crucial for educational neuroscience to realize its full potential. Finally, further studies conducted through mixed methods and qualitative research methods provide a more comprehensive and in-depth understanding of educational neuroscience. On the other hand, the following recommendations have been made based on these insights: applied research studies can be conducted to directly integrate neuroscientific findings into educational practices. In addition, cooperation among educational scientists, neuroscientists, and researchers in the field of psychology can make the integration of neuroscientific findings into educational practices more efficient. Last but not least, research conducted through qualitative and mixed methods provides a more comprehensive and in-depth understanding of educational neuroscience.\u0000Keywords: educational neuroscience, educational neuroscience studies, content analysis","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919669","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

EXPLORING THE PERSPECTIVES OF PRESERVICE FILIPINO MATHEMATICS TEACHERS: BASIS FOR A PROPOSED EDUCATIONAL BELIEF MODEL 探索菲律宾职前数学教师的观点：建议的教育信念模式的基础

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Problems of Education in the 21st Century Pub Date : 2024-08-12 DOI: 10.33225/pec/24.82.487

Avelino G. Ignacio Jr.

{"title":"EXPLORING THE PERSPECTIVES OF PRESERVICE FILIPINO MATHEMATICS TEACHERS: BASIS FOR A PROPOSED EDUCATIONAL BELIEF MODEL","authors":"Avelino G. Ignacio Jr.","doi":"10.33225/pec/24.82.487","DOIUrl":"https://doi.org/10.33225/pec/24.82.487","url":null,"abstract":"This research explores the educational beliefs of select fourth-year preservice Filipino mathematics teachers enrolled in the Bachelor of Education major in Mathematics program in the second semester of the 2022–2023 academic year in a state university in Bulacan, Philippines, via qualitative-exploratory research. Three qualitative tools were used: a metaphor construction task, unstructured questions, and a drawing task. Thematic analysis and intercoder reliability checking were implemented. Based on the findings, the first theme, the teacher as a knowledge dispenser belief, features the imperative conduct of the dispensation of knowledge; the second theme, the teacher as a reliable improver belief, highlights the formation of space for student participation after dispensing knowledge; the third theme, teacher as an equity promoter belief, highlights the significance of addressing the needs of the students while dispensing knowledge; and the last theme, teacher as a strategic scaffolder belief, highlights combining, extending, and maximizing all knowledge, experiences, and learning opportunities to align with and attain learning objectives. The teacher-as-knowledge dispenser belief is more teacher-centered, the teacher-as-reliable improver and teacher-as-equity promoter beliefs are mixed teacher-centered and student-centered, and the teacher-as-strategic scaffolder belief is more student-centered. \u0000Keywords: educational belief model, mathematics teaching, preservice teachers, student-centered, teacher beliefs, teacher-centered","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919475","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 EFFECT OF MACROSTRUCTURE AND SUPERSTRUCTURE TEACHING ON SUMMARIZATION ACHIEVEMENT 宏观结构和上层建筑教学对总结成绩的影响

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Problems of Education in the 21st Century Pub Date : 2024-02-18 DOI: 10.33225/pec/24.82.85

Ebubekir Eroğlu, Serpil Özdemir

{"title":"THE EFFECT OF MACROSTRUCTURE AND SUPERSTRUCTURE TEACHING ON SUMMARIZATION ACHIEVEMENT","authors":"Ebubekir Eroğlu, Serpil Özdemir","doi":"10.33225/pec/24.82.85","DOIUrl":"https://doi.org/10.33225/pec/24.82.85","url":null,"abstract":"Selecting and remembering the necessary information from rapidly increasing information requires summarization skills. Research on improving students' summarization skills has focused on deletion, generalization, and reconstruction strategies. However, direct teaching of these strategies does not yield successful results. For this reason, researchers have turned to teaching summarization based on understanding the text. Knowing the macrostructure and superstructure of the text can help understand the text and select the information to be included in the summary. The aim of this study is to determine the effect of macrostructure and superstructure teaching on summary writing achievement. The study was conducted in a one-group pretest-posttest design and lasted for 6 weeks. The study was conducted with 22 seventh grade students in a public secondary school. The data were collected with a total of 132 summary texts in which students summarized five stories. The summaries of texts were scored with the Text Summary Evaluation Rubric (TSER). As a result of the study, significant differences were obtained in summarization achievement in favor of the posttest. Based on this result, it is recommended that macrostructure and superstructure teaching be included in programs and course books. This study is limited to narrative texts. In future studies, whether the achievement in summarization narrative and informative texts differs and how long it takes for different age groups to develop their achievement in summarization of different types of texts can be examined based on text structure teaching.\u0000Keywords: Macrostructure teaching, superstructure teaching, summarization achievement, seventh grade students","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959195","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

TURKISH PRIMARY SCHOOL STUDENTS’ INVOLVEMENT IN CLASSROOM ACTIVITIES 土耳其小学生参与课堂活动的情况

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Problems of Education in the 21st Century Pub Date : 2024-02-18 DOI: 10.33225/pec/24.82.66

Havva Erdem, Tuğçe Akyol

{"title":"TURKISH PRIMARY SCHOOL STUDENTS’ INVOLVEMENT IN CLASSROOM ACTIVITIES","authors":"Havva Erdem, Tuğçe Akyol","doi":"10.33225/pec/24.82.66","DOIUrl":"https://doi.org/10.33225/pec/24.82.66","url":null,"abstract":"Measuring students’ interest and involvement in classroom activities at all stages of education, from pre-school to upper secondary school, provides a better understanding of learning processes that enable the acquisition of abilities specific to a certain field. The purpose of this cross-age study was to investigate primary school students’ involvement level in classroom activities. The sample consisted of 560 students studying in the first, second, third, and fourth grades at primary schools affiliated with a city in Turkey’s inner Aegean area. The data were collected through “The Demographic Information Form” and “Leuven Involvement Scale”. The research revealed that students in the 1st, 2nd, 3rd, and 4th grades in primary school had a moderate involvement level. It was found that there was a significant difference between the involvement levels of primary school students and the gender, course type, and professional experience of the teacher, but there was no significant difference between the grade levels of the students. It was recommended to use current methods and strategies to increase the level of involvement of students in classroom activities and to make arrangements to improve involvement in the learning environment.\u0000Keywords: behavioral engagement, cross-age study, level of involvement, primary school, primary student","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139958998","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

CORRECTION ON THE OPINIONS AND NEEDS OF SCIENCE CENTER INSTRUCTORS: THE CASE OF GOKMEN SPACE AND AVIATION TRAINING CENTER (GUHEM) 纠正科学中心教员的意见和需求：谷门航天航空培训中心（GUHEM）案例

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Problems of Education in the 21st Century Pub Date : 2024-02-18 DOI: 10.33225/pec/24.82.149

Ayşegül Aslan

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SYSTEM AS A WHOLE AND EDUCATION AS A SYSTEM: RELEVANT THOUGHTS AND CONSIDERATIONS 作为一个整体的系统和作为一个系统的教育：相关的思考和考虑

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Problems of Education in the 21st Century Pub Date : 2023-12-18 DOI: 10.33225/pec/23.81.723

Vincentas Lamanauskas

引用次数: 0