Journal of teacher education and lifelong learning最新文献

{"title":"An Analysis of Turkish EFL Students’ Writing Errors","authors":"Ömer Faruk KADAN","doi":"10.51535/tell.1352815","DOIUrl":"https://doi.org/10.51535/tell.1352815","url":null,"abstract":"Various errors come out during writing as it is a highly complicated skill and requires higher-order thinking skills to activate the cognitive processes. Determining these errors is crucial for eliminating them. Mostly preferred way for determining them is performing an Error Analysis (EA). Hence, employing a screening model, the study aimed to reveal types, categories, and sources of errors in Turkish EFL students’ writings as well as to explore potential differences in error frequencies based on their departments and genders by performing an EA. The data obtained from the research were analyzed through document analysis. The sample of the study included 42 students studying at ELT and ELL departments of a state university in Türkiye. All of them were in English preparatory classes and at B2 level. They were asked to write an essay in 150-250 words about one of the given topics. The error analysis revealed a total of 962 errors in Turkish EFL students’ writings. The errors were gathered under three types: grammatical, semantical, and mechanical errors. Among these, grammatical errors were the most prevalent, encompassing a wide range of categories including verb/tense errors, article errors, preposition errors, and others. Semantical errors, involving word choice, coherence, and ambiguity, followed next in frequency. Mechanical errors namely spelling, capitalization, punctuation, and contractions, were also prominent. The current study sought to explore whether there were statistically significant differences in error frequencies between students majoring in English Language Teaching (ELT) and English Language and Literature (ELL), as well as between female and male students. The analysis demonstrated that there were statistically no significant differences between the error frequencies of ELT and ELL students. On the other hand, a statistically significant difference was observed between error frequencies of female and male students. Female students produced less errors compared to the male ones.","PeriodicalId":489120,"journal":{"name":"Journal of teacher education and lifelong learning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923778","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":"The Effect of Game Integrated Flipped Classroom Application on Primary School 3rd Grade Students","authors":"Galip GENÇ, Zülal Ela AYDIN","doi":"10.51535/tell.1350501","DOIUrl":"https://doi.org/10.51535/tell.1350501","url":null,"abstract":"The aim of this study is to examine the effect of the game-integrated flipped classroom application on the mathematics beliefs and motivations of primary school 3rd grade students about length measurement, which is one of the mathematics lesson measurement learning areas. In the study, quasi-experimental design with pretest-posttest group was used. For this purpose, two 3rd graders, one experimental and one control geubu, were determined by random sampling method from public primary schools in Aydın province Efeler district. In the experimental group, the lessons were taught with a game-integrated flipped classroom application; In the control group, the lessons were taught within the scope of the current curriculum. As data collection tools, the 3-point Likert-type “Primary School Mathematics Motivation Scale” and Aksu, developed by Ersoy and Öksüz (2015), The 5-point Likert-type “Beliefs about Mathematics Scale” developed by Demir and Sümer (2002) was used. Since the data obtained from the scales did not show normal distribution, Wilcoxon signed-rank test was used for intragroup comparisons and Mann-Whitney U test was used for intergroup comparisons. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well. Since the data obtained from the scales did not show normal distribution, Wilcoxon signed-rank test was used for intragroup comparisons and Mann-Whitney U test was used for intergroup comparisons. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well. Since the data obtained from the scales did not show normal distribution, Wilcoxon signed-rank test was used for intragroup comparisons and Mann-Whitney U test was used for intergroup comparisons. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics bel","PeriodicalId":489120,"journal":{"name":"Journal of teacher education and lifelong learning","volume":"240 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136058490","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":"Opinions of Teachers' Conducting Science Courses Regarding Outdoor Education: A Phenomenological Study","authors":"Şule ELMALI, Fatime BALKAN KIYICI, Ayşe Nur ŞARE AKKUŞ","doi":"10.51535/tell.1308257","DOIUrl":"https://doi.org/10.51535/tell.1308257","url":null,"abstract":"This study aims to determine the opinions of teachers who conduct science courses regarding out-of-school learning (OSL) environments. The participants who enrolled in this study were designed with a phenomenology research design, consisting of 33 teachers working in public schools in a district of Sakarya province. The interview form was developed by the researchers and used as a data collection tool. The data were analyzed through content analysis. According to the results, the subject area in which most OSL activities are carried out in science lessons is the content of \"Living Beings and Life.\" According to the findings, the teachers emphasized informing the students about the content of science and learning outcomes and preparing a plan before the OSL activities were organized. Besides, they insisted on the importance of the teacher's role as a guide for the students during the implementation of the OSL activities and evaluating the students who made observations during the OSL at the end of the process. Regarding the challenges experienced in implementing OSL activities, issues such as paperwork and official transactions were mentioned during the planning of the activities. Besides, the problems encountered in classroom management, the difficulties experienced in virtual trips, and the disinterested attitudes of the individuals involved in the community awareness activities were also indicated.","PeriodicalId":489120,"journal":{"name":"Journal of teacher education and lifelong learning","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136253815","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":"The Effect of Ideational Creativity Activities Applied Through face-to-face and Distance Education on the Ideational Behavior Skills of Pre-school Teacher Candidates","authors":"Neslihan DURMUŞOĞLU SALTALI, Özgen KORKMAZ, Gülay ASİT, Mehmet Ali ATEŞ","doi":"10.51535/tell.1302756","DOIUrl":"https://doi.org/10.51535/tell.1302756","url":null,"abstract":"One of the basic skills among the 21st century skills is the ability to think creatively. Encouraging individuals to produce original ideas and supporting creative idea generation skills are important for the development of creativity. However, there are few studies in the literature on ideational creativity, especially on activities that support this type of creativity. The present study aimed to investigate the effect of the implementation of activities prepared to enhance the ideational behavior skills of university students through face-to-face and distance education on the development of students' ideational behavior skills. The study was carried out in two stages. The pre-test and post-test comparison results showed that the scores of the groups that were administered ideational creativity activities through face-to-face and distance education were significantly higher than the control group. In terms of being able to produce solutions and total ideational creativity, it was determined that the post-test scores of the experimental group that was administered ideational creativity activities through distance education were higher. These findings suggest that distance education method is a preferable method in supporting ideational creativity.","PeriodicalId":489120,"journal":{"name":"Journal of teacher education and lifelong learning","volume":"290 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":"135095161","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":"Can YouTube videos be instructive for self-injection of enoxaparin subcutaneously in patients?","authors":"Ali Özgül SALTALI, Hasan Nabi ÜNDAR","doi":"10.51535/tell.1352888","DOIUrl":"https://doi.org/10.51535/tell.1352888","url":null,"abstract":"Enoxaparine is a thromboembolic drug that should be learned by subcutaneous self-administration in patients who use it regularly. The aim of this study is to examine the most watched videos about the application of enoxaparine on Youtube in terms of quality, reliability, usefulness and comprehensiveness. The reason for examining the videos of the broadcasts on Youtube in the study is that Youtube is a digital information source that people can access easily. In the evaluation of the videos, the video power index was calculated based on both views and likes. The quality of the videos was evaluated according to the Global Quality Score-GQS score, and the reliability was evaluated according to the DISCERN scale scores. A total of 400 videos were watched in the study and analyzes were carried out with the remaining 34 videos after the exclusion criteria. 16 of these videos were uploaded by patients, 13 by healthcare professionals, and 5 by other individuals/institutions. 25 (73.5%) of the videos contain useful information and 9 (26.5%) misleading information. According to the quality scores of the videos calculated by GQS scoring, 15 were low, 6 were medium, and 13 were high quality videos. It was determined that the reliability and comprehensiveness scores of the videos were moderate. The results of the research revealed that Youtube videos are not an adequate instructional resource regarding the quality, safety and comprehensiveness of teaching self-injection of enoxaparine.","PeriodicalId":489120,"journal":{"name":"Journal of teacher education and lifelong learning","volume":"15 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":"135095786","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":"The Effect of 7th Grade “Cell and Divisions” Unit Teaching with Augmented Reality Technology on Students' Academic Achievement","authors":"Hatice COŞKUN, Abdulkadir ÖZKAYA","doi":"10.51535/tell.1350970","DOIUrl":"https://doi.org/10.51535/tell.1350970","url":null,"abstract":"This study was carried out to determine the effect of the 7th grade 'Cell and Divisions' unit of the science course with augmented reality technology on the academic achievement of the students. The study group of this research, which was prepared in the \"pretest-posttest control group\" quasi-experimental model, consists of 79 students in the 7th grade attending a public school in the Antakya district of Hatay province in the 2017-2018 academic year. There are 40 students in the experimental group and 39 students in the control group. While the \"Cell and Divisions\" unit was taught to the experimental group students by using active learning, technology-centered and internet interactive learning methods with augmented reality applications, the control group students received regular education in line with the program. The application was completed by the researcher within 16 lesson hours. The \"Cell and Divisions Achievement Test\" (CDAT), which was used as a data collection tool and for which validity and reliability studies were conducted, was administered to both groups before and after the application. In the analysis of the collected data, dependent and independent t-tests from statistical procedures were tried to be analyzed using SPSS 21 package program. At the end of the evaluation of the data; it was concluded that the academic achievement of the students in the experimental group was significantly higher than the students in the control group and the effect size was calculated intermediate level effect. It is thought that the use of augmented reality applications in science courses may have positive effects on students' achievement.","PeriodicalId":489120,"journal":{"name":"Journal of teacher education and lifelong learning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135302977","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":"An Examination Of Academic Studies Regarding Vocabulary Teaching In Secondary School Turkish Textbooks","authors":"Murat ATEŞ, Osman YAKIŞAN","doi":"10.51535/tell.1320087","DOIUrl":"https://doi.org/10.51535/tell.1320087","url":null,"abstract":"Vocabulary teaching aims to transfer the cultural properties and richness of expression of a language to the next generations. Studies conducted on vocabulary teaching become important in the development of the textbooks used as the primary source for teaching vocabulary in schools, the emergence of new approaches to vocabulary teaching, and the way for the relevant experts to gain different perspectives. When the studies in the literature are reviewed, although there are some studies conducted on vocabulary teaching in textbooks, there is no study that handles all these studies together. The aim of the present study, which was conducted based on the lack of studies in the literature, is to examine the academic studies conducted on vocabulary teaching in secondary school Turkish textbooks between 2006-2023. Within the aim of the study, a total of 22 postgraduate theses and 42 articles that were indexed in Google Scholar, YÖK National Thesis Center, Proquest, and TR Index databases and discussed the vocabulary elements in Turkish textbooks have been examined. Document analysis, one of the qualitative research methods, was used in the study and descriptive analysis was performed to analyze the studies included in the scope of the research. As a result of the study, it was concluded that of the studies conducted on the vocabulary elements in secondary school Turkish textbooks, 34,4 % were theses while 65,6 % of them were articles; the qualitative method was mostly used in studies; the 5th, 6th, 7th and 8th-grade Turkish textbooks were examined together throughout the research; studies were conducted to determine the vocabulary elements in the passages of the textbooks, identify the vocabulary elements in the activities of the textbooks, and analyze the textbooks in terms of idioms, proverbs, and word frequency; vocabulary elements such as idioms, proverbs, formulaic expressions, reduplications, proper nouns, and related words were included more; keywords in the studies were grouped under the title of vocabulary, culture, genre, method and technique, book, skill, linguistics, word, and education and training; and keywords included in the studies and aims of the present study overlapped with each other.","PeriodicalId":489120,"journal":{"name":"Journal of teacher education and lifelong learning","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135302967","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 IT Course Improves Digital Competencies: An Experimental Study in Science Education","authors":"Mustafa Tevfik HEBEBCİ, Helen CROMPTON","doi":"10.51535/tell.1280449","DOIUrl":"https://doi.org/10.51535/tell.1280449","url":null,"abstract":"The increasing importance of technology in society has led to a growing demand for individuals to possess digital competencies. In today's world, digital skills are becoming increasingly essential for both personal and professional development. Governments have recognized the importance of digital competencies and have included them as part of basic competencies in many countries. Pre-service teachers play a crucial role in shaping future generations, and it is vital that they possess strong digital competencies. This study focuses on the impact of an \"Information Technologies in Science Education\" course on the digital competency development of pre-service teachers. The study employed a one-group, pre-test post-test experimental design to evaluate the effectiveness of the course on improving the digital literacy skills of pre-service teachers. The results of the study indicated a significant positive impact of the IT course structured for the science field on the digital competency development of pre-service teachers. The post-test mean scores indicated a high level of digital competency among the study group. The study also highlights the lack of experimental studies in this area, emphasizing the importance of further research in this field. The findings of this study have implications for both teacher education and the incorporation of digital technologies in science education. Based on the study results, it is recommended that teacher education programs provide opportunities for pre-service teachers to improve their digital competencies through courses and training programs. Additionally, it is essential to integrate digital technologies into science education to equip students with the necessary skills to thrive in a digital world.","PeriodicalId":489120,"journal":{"name":"Journal of teacher education and lifelong learning","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135579544","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":"Teaching English to Young Learners: Combining Theory and Practice through Practicum in Pre-service Teacher Education","authors":"Serdar TEKİN, Tuba BAYKARA","doi":"10.51535/tell.1310265","DOIUrl":"https://doi.org/10.51535/tell.1310265","url":null,"abstract":"Recent years have witnessed an exponential growth in interest in teaching English to young learners (TEYL) across the world. Pivotally, there is some research focusing on in-class practices and teacher pedagogy on this issue, yet young learner teacher education has not been given much attention. Many teacher education programs in different countries prepare their pre-service teachers for young learners by offering TEYL courses without providing them with real classroom experiences. To this end, the researchers initiated a practicum project in which pre-service EFL teachers taught English to young learners besides taking the TEYL module at the university. Drawing on semi-structured interviews with 21 participants, it was aimed to examine the effectiveness of a practicum-integrated TEYL teacher education program. The findings revealed that practicum provided teacher candidates with a range of benefits in terms of putting young learner knowledge into practice, developing teaching skills, designing age-appropriate lessons and materials, and gaining confidence with TEYL. Different from previous practicum-related studies, the current study showed that practicum helped pre-service teachers have clearer minds on their future careers and teaching contexts in that some participants would choose to work with older learners considering the distinctive characteristics of children. This study offers implications for pre-service teachers and teacher education programs for training young learner English teachers more effectively.","PeriodicalId":489120,"journal":{"name":"Journal of teacher education and lifelong learning","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135922561","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}