Open Journal for Educational Research最新文献

A Workshop for Education for Shared Life: Bedouins and Jews Female Teaching Students at Kay College for Education in the Southern Region of Israel 共同生活教育研讨会：以色列南部地区凯伊教育学院的贝都因人和犹太人女教师学生

Open Journal for Educational Research Pub Date : 2023-12-01 DOI: 10.32591/coas.ojer.0702.04107g

Ofer Gat

{"title":"A Workshop for Education for Shared Life: Bedouins and Jews Female Teaching Students at Kay College for Education in the Southern Region of Israel","authors":"Ofer Gat","doi":"10.32591/coas.ojer.0702.04107g","DOIUrl":"https://doi.org/10.32591/coas.ojer.0702.04107g","url":null,"abstract":"The importance of multiculturalism in education in general and in academic institutions for teacher training in particular, it receives a lot of attention in the academic-educational research field. Most of the studies held in Israel about teacher training accompanied by a multicultural approach as part of an educational concept discussed the distinction between the attitudes of students from different cultural groups or their achievements; Others proposed models for multicultural education or contented themselves with raising awareness of the need to design models. This study seeks to propose an interventional concept oriented to situation assessment and well planned within the framework of diverse lessons as part of a pragmatic tool – applicable that seeks to educate for intercultural care and cultural competence. To examine these training processes, the qualitative paradigm was chosen by the activation of an action research that continued within the framework of a course called: “Education for ambassadors for a shared life” that was prepared in advance after a careful assessment of the situation and divided into structured steps. 10 female teaching students participated in the study: 6 Jewish and 4 Bedouin Muslim women, residents of the southern region of the State of Israel. The students wrote reflections and were asked to formulate a joint educational project. The results of the study emphasize the importance of learning the mutual culture as a tool that produces closeness and reducing stereotypes; Understanding the need to take mutual cultural responsibility as future teachers and citizens; Collaborative learning spaces of this type create a safe educational space for self-expression and presentation of personal and cultural identity. Cultural sublimation and a sense of belonging were also expressed. All the participants recognize the importance of the topic and the need to learn.","PeriodicalId":473740,"journal":{"name":"Open Journal for Educational Research","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138611681","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

Examining the Learning Outcomes Included in Science and Art Centers’ Summer School Support and Development Course of Thinking Education Workshop Program According to Bloom’s Taxonomy 基于布鲁姆分类法的科学与艺术中心暑期学校支持与思维教育工作坊发展课程学习成果检验

Open Journal for Educational Research Pub Date : 2023-11-08 DOI: 10.32591/coas.ojer.0702.03093b

Halil Bolat

{"title":"Examining the Learning Outcomes Included in Science and Art Centers’ Summer School Support and Development Course of Thinking Education Workshop Program According to Bloom’s Taxonomy","authors":"Halil Bolat","doi":"10.32591/coas.ojer.0702.03093b","DOIUrl":"https://doi.org/10.32591/coas.ojer.0702.03093b","url":null,"abstract":"The purpose of the research is to examine the learning outcomes included in Science and Art Centers’ summer school support and development course of thinking education workshop program according to Bloom’s taxonomy. The research was designed as a qualitative study, utilizing the document analysis technique and benefiting from descriptive analysis. The reliability coefficient for the research was 0.87. The results suggested that 91 of the primary, secondary, and high school learning outcomes in the workshop program were related to the cognitive domain of Bloom’s taxonomy, and five of them were related to the affective domain. An examination of cognitive learning outcomes indicated that learning outcomes at the primary, secondary, and high school levels were at the lower levels of the taxonomy, namely remembering, understanding, and applying. However, there was little emphasis on learning outcomes for higher-order thinking skills, which include analyzing, evaluating, and creating. The same situation was observed in examinations carried out at the primary, secondary, and high school levels. Regarding the affective domain, one of the five learning outcomes was at the receiving level, while the other four were at the responding level.","PeriodicalId":473740,"journal":{"name":"Open Journal for Educational Research","volume":"44 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135431203","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 Argumentation-Based Teaching on Scientific Process Skills of 7th Grade Students 议论文教学对七年级学生科学处理技能的影响

Open Journal for Educational Research Pub Date : 2023-10-29 DOI: 10.32591/coas.ojer.0702.02079e

Mehmet Erkol

{"title":"The Effect of Argumentation-Based Teaching on Scientific Process Skills of 7th Grade Students","authors":"Mehmet Erkol","doi":"10.32591/coas.ojer.0702.02079e","DOIUrl":"https://doi.org/10.32591/coas.ojer.0702.02079e","url":null,"abstract":"The aim of this study is to investigate the effect of argumentation-based teaching carried out with secondary school 7th grade students on students' scientific process skills. The sample of the study consists of 7th grade students in two different branches studying at a public school in the Central Anatolia Region of Turkey in the 2018-2019 academic year. The study was carried out with the participation of 36 students, 18 in the experimental group and 18 in the control group, and lasted approximately 12 weeks. Mixed method was used as the research model in the study. In the quantitative part of the research, the semi-experimental pretest-posttest paired control group design was used, and in the qualitative part, the semi-structured interview form developed by the researcher was used. The “Scientific Process Skills Scale” was applied to the experimental and control groups as a pre-test and post-test. At the end of the process, the scores of the students from the related test were analyzed. As a result of the research, no significant difference was found between the scientific process skill levels of the experimental and control groups.","PeriodicalId":473740,"journal":{"name":"Open Journal for Educational Research","volume":"71 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133839","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 Mediating Role of Attitude towards Digital Technology in the Relationship between Digital Citizenship and Motivation in Social Studies Course 数字技术态度在社会研究课程中数字公民与动机关系中的中介作用

Open Journal for Educational Research Pub Date : 2023-10-03 DOI: 10.32591/coas.ojer.0702.01063p

Fatih Pala

{"title":"The Mediating Role of Attitude towards Digital Technology in the Relationship between Digital Citizenship and Motivation in Social Studies Course","authors":"Fatih Pala","doi":"10.32591/coas.ojer.0702.01063p","DOIUrl":"https://doi.org/10.32591/coas.ojer.0702.01063p","url":null,"abstract":"The aim of this study is to clarify the mediating role of attitudes towards digital technology in the relationship between digital citizenship in social studies class and motivation, and to provide an important perspective for educators. The research was conducted using a correlational survey model to reveal the relationships between digital citizenship in social studies class, motivation, and attitudes towards digital technology. The study group consisted of 409 sixth and seventh-grade students attending a public school affiliated with the Ministry of National Education in Oltu district, Erzurum, during the 2022-2023 academic year. The sample size was determined using disproportionate stratified sampling technique, with a sufficiency level of 95% confidence, calculated as a minimum of 374. Accordingly, the target was to reach 420 students. However, due to some missing data during the data collection process, data from 409 students were used. After eliminating 21 data with outlier characteristics, 388 valid data were used for the analysis. Of the participating students, 212 (51.8%) were male, and 197 (48.2%) were female. The Digital Citizenship Scale, Social Studies Class Motivation Scale, and Attitudes Towards Digital Technology Scale were used for data collection in the study. Descriptive statistics, including means and coefficients, were used for data analysis. The data collected in the study were analyzed using SPSS 20 and Lisrel 8.8 software packages. The relationships between digital citizenship, motivation in social studies class, and attitudes towards digital technology were tested using Structural Equation Modeling. The study found that attitudes towards digital technology play a significant partial mediating role in the relationship between digital citizenship and motivation in social studies class.","PeriodicalId":473740,"journal":{"name":"Open Journal for Educational Research","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135745021","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

Standard Setting with Artificial Neural Networks: TIMSS 2015 Mathematics Case 人工神经网络的标准设置:TIMSS 2015数学案例

Open Journal for Educational Research Pub Date : 2023-09-26 DOI: 10.32591/coas.ojer.0701.05053k

Mahmut Sami Koyuncu

{"title":"Standard Setting with Artificial Neural Networks: TIMSS 2015 Mathematics Case","authors":"Mahmut Sami Koyuncu","doi":"10.32591/coas.ojer.0701.05053k","DOIUrl":"https://doi.org/10.32591/coas.ojer.0701.05053k","url":null,"abstract":"This study aims to demonstrate the optimal way to determine the cut-off score to be used to interpret the total scores obtained from an achievement test or scale using the Artificial Neural Networks method. To this end, the multiple-choice item responses in the Booklet-11 Mathematics subtest at the 8th grade level in the TIMSS 2015 Turkey sample dataset were used to determine the cut-off score for the achievement test. The item responses in the “Students Like Learning Mathematics Scale” in the TIMSS 2015 8th grade Mathematics Student Questionnaire were used to determine the cut-off score for the scale. The data were accessed from the TIMSS international database and the data were analyzed in MATLAB R2017b software. As a result of the study, the most appropriate cut-off score to be used for the evaluation of the total scores obtained from the TIMSS 2015 8th grade level Booklet-11 Mathematics subtest was determined as 45.5 out of 0-100 points with the Artificial Neural Network analysis method. The overall level of agreement between the cut-off score and the pass/fail classification based on 400 points, which is the lowest level of the TIMSS International Benchmark, was determined as 81%. The most appropriate cut-off score to be used for the evaluation of the scores obtained from the Students Like Learning Mathematics Scale (SLLSS) in the TIMSS 2015 8th grade student survey was determined as 19.6 out of 9-36 points. The overall level of agreement between the cut-off score and the classification of students who like/don’t like learning mathematics using the criterion based on the expression given in the original scale description was found to be 83%. The results concluded that the validity of the standard-setting studies conducted with the artificial neural network method was high. As a result, researchers are recommended to use the Artificial Neural Networks method to determine the cut-off score to be used in the interpretation of the total scores obtained from the achievement test or the total scale scores obtained from the scales.","PeriodicalId":473740,"journal":{"name":"Open Journal for Educational Research","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135719021","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