Journal of Education and Future最新文献

Bibliometric Analysis of Studies on Sustainability in Education 关于教育可持续性研究的文献计量分析

Journal of Education and Future Pub Date : 2024-07-28 DOI: 10.30786/jef.1498481

M. E. Usta, Ümit Doğan, Seyfettin Abdurrezzak

{"title":"Bibliometric Analysis of Studies on Sustainability in Education","authors":"M. E. Usta, Ümit Doğan, Seyfettin Abdurrezzak","doi":"10.30786/jef.1498481","DOIUrl":"https://doi.org/10.30786/jef.1498481","url":null,"abstract":"This research aimed to analyze the bibliometric properties of literature on sustainability within the educational sphere. Utilizing a descriptive survey approach alongside bibliometric analysis, the study evaluated the scholarly outputs and foundational dynamics of this area. Data sourced from the Web of Science (WoS) database facilitated the examination of 1,587 articles on sustainability in education. Employing descriptive statistical methods, the study mapped out the thematic landscape of sustainability in education. It encompassed distribution assessments of scholarly works by geographical location, identified leading scholars, pivotal publications, and key journals, and conducted co-authorship evaluations to delineate the scholarly network. Moreover, analyses of trending topics and strategic diagrams, coupled with word cloud visualizations, were executed. The research unveiled those scholarly discussions on sustainability in education commenced in 1995, expanding over the ensuing three decades to encompass 1,587 articles authored by 4,169 contributors across 492 distinct outlets. The United States emerged as the foremost contributor to this body of research. Drawing on these insights, the study offered directions for future inquiries and practical applications in the field. \u0000.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797230","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

From Play to Concentration: The Effect of Digital Educational Games on Preschool Children’s Attention Skills 从游戏到专注：数字教育游戏对学龄前儿童注意力技能的影响

Journal of Education and Future Pub Date : 2024-07-28 DOI: 10.30786/jef.1459318

Aylin Sop, Buse Hançer

{"title":"From Play to Concentration: The Effect of Digital Educational Games on Preschool Children’s Attention Skills","authors":"Aylin Sop, Buse Hançer","doi":"10.30786/jef.1459318","DOIUrl":"https://doi.org/10.30786/jef.1459318","url":null,"abstract":"The purpose of this study is to determine the effect of a digital educational game application on the attention skills of 5-6-year-old children. The research, planned with a quasi-experimental design and pre-test post-test control groups, measured children's attention skills using the ‘Concentration Test for Five-Year-Old Children’ (Frankfurter Test Für Funjahrige Konzentration–FTF-K). The study used the MentalUp application, a digital educational game designed to improve the attention skills of preschool children. Sixteen different types of mini-games supporting 13 different attention skills were included in the study. A total of 40 children aged 5-6 years were divided into two groups based on gender. The preschool children were instructed to complete the application in a quiet classroom environment following a pre-post-test design. The results indicated that the digital educational game application significantly improved the children's attention skills. While there was no significant change from pre- to post-test scores for the control group, the attention skills of the children in the experimental group were positively affected. The findings extend the current knowledge on attention skills in preschool children, highlighting the necessity of incorporating digital educational games into classroom practices to support attention skills at an early age. This study also provides valid evidence for the dissemination of digital educational games among preschool children.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"11 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796818","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

Effective Learning Experiences of Middle School Students in Social Studies Lesson: A Narrative Inquiry 初中生在社会研究课中的有效学习经历：叙事探究

Journal of Education and Future Pub Date : 2024-07-17 DOI: 10.30786/jef.1471634

Hüseyin Bayram

{"title":"Effective Learning Experiences of Middle School Students in Social Studies Lesson: A Narrative Inquiry","authors":"Hüseyin Bayram","doi":"10.30786/jef.1471634","DOIUrl":"https://doi.org/10.30786/jef.1471634","url":null,"abstract":"Social studies lesson purposes to provide students in primary and middle school levels with knowledge, skills and values related to daily life. The realization of this purpose of the social studies course is possible with the design of effective learning processes. In this research, whether the aforementioned purpose of the social studies lesson is realized or not is examined within the scope of middle school students experiences. The participant group of the research, in which narrative inquiry design from qualitative research methodology was used, included three middle school students. A semi structured interview forn that developed by the researcher was used to collect the data, and descriptive analysis technique was used in the analysis process. At the end of the research, it was determined that effective social studies teaching depends on the teaching style used in the classroom, the personality of the teachers and the use of various equipments in the lessons. In addition, in the study it was concluded that lessons in which students learn effectively contribute to students' academic achievement, participation in class and preparation for class. Depending on the results obtained in the research, recommendations for researchers and education planners were developed.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"181 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828592","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

Motivation in Preschool Children: The Predictive Effect of Anxiety Level 学龄前儿童的动机：焦虑水平的预测效应

Journal of Education and Future Pub Date : 2024-07-17 DOI: 10.30786/jef.1436993

Mehlika Köyceğiz Gözeler, Saide Özbey

引用次数: 0

Diversity of Teaching Methods and Techniques in Turkish Literature: Problems and Suggestions 土耳其文学教学方法和技巧的多样性：问题与建议

Journal of Education and Future Pub Date : 2024-07-03 DOI: 10.30786/jef.1493882

Ebru Aras, Muhittin Çalışkan

{"title":"Diversity of Teaching Methods and Techniques in Turkish Literature: Problems and Suggestions","authors":"Ebru Aras, Muhittin Çalışkan","doi":"10.30786/jef.1493882","DOIUrl":"https://doi.org/10.30786/jef.1493882","url":null,"abstract":"The main purpose of this study is to analyze teaching methods and teaching techniques. 96 books in Turkish literature whose context directly focuses on teaching methods and teaching techniques, were analyzed using the document analysis method. In the present study, it is concluded that there is a multitude of teaching methods and teaching techniques in Turkish literature (62 methods, 371 techniques), there is confusion in distinguishing between method and technique, there is no universally applicable criterion for every situation to distinguish between method and technique, there are teaching methods and teaching techniques with unclear and ambiguous implementation steps. As a result of the interpretation of the results following recommendations were made: 1. The findings of the present study can be utilized in determining the content of the Teaching Principles and Methods course. 2. Studies can be conducted to clearly define the terms teaching method and teaching technique, to establish criterion or criteria which will put forward the difference between them. 3. Research can be conducted focusing on identifying the criterion or criteria that an implementation must meet to deserve the status of and teaching method or teaching technique. \u0000 \u0000Keywords: Teaching method, teaching technique, method and technique diversity, document analysis.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"39 S177","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141683277","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

Vocational Foreign Language Teaching for Business Life: A Document Analysis 面向商务生活的职业外语教学：文件分析

Journal of Education and Future Pub Date : 2024-07-03 DOI: 10.30786/jef.1403359

Gizem Köşker

{"title":"Vocational Foreign Language Teaching for Business Life: A Document Analysis","authors":"Gizem Köşker","doi":"10.30786/jef.1403359","DOIUrl":"https://doi.org/10.30786/jef.1403359","url":null,"abstract":"In today's world, both globalization and developments in science and technology have led many professions to adopt an intercultural structure on the international stage. To be efficient and successful in business life, it is now necessary to have a strong command of international jargon as well as knowledge and experience in the relevant profession. It has become a necessity to be able to thrive in the business world, where competition is increasing day by day, to follow professional developments at a global scale, and to keep up with innovations and changes. Proficiency in a vocational foreign language is seen as an important need to achieve these goals. In this study, a textbook prepared for teaching French as a vocational foreign language for A1/A2 beginner level, following the standards in the Common European Framework of Reference for Languages, was examined. Document analysis technique was used while examining the book. The chapters and the tasks, activities, and practices that comprise these chapters have been identified. Also, their contributions to improving both linguistic and communicative skills in professional fields have been revealed. Finally, suggestions were made on how the findings from this study could be integrated into different stages of educational institutions. \u0000 \u0000Keywords: Vocational foreign language teaching, communicative skills, business life.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"57 s200","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141682115","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 Teaching with Web 2.0 Tools on Mathematics Achievement and Retention 使用 Web 2.0 工具教学对数学成绩和保持率的影响

Journal of Education and Future Pub Date : 2024-07-03 DOI: 10.30786/jef.1490427

Çiğdem Yilmaz, Aliye Erdem, Işılay Gürel Taş

{"title":"The Effect of Teaching with Web 2.0 Tools on Mathematics Achievement and Retention","authors":"Çiğdem Yilmaz, Aliye Erdem, Işılay Gürel Taş","doi":"10.30786/jef.1490427","DOIUrl":"https://doi.org/10.30786/jef.1490427","url":null,"abstract":"This research aimed to examine the effects of Web 2.0 tools on mathematics achievement and retention in 6th-grade Algebraic Expressions. The study employed a quasi-experimental design with a pre-test post-test control group design, one of the quantitative research methods. It was conducted during the 2023-2024 academic year with 88 students—44 in the experimental group and 44 in the control group—studying in the 6th grade of a public school in the Yenimahalle District of Ankara. The experimental group was instructed using Web 2.0 tools for three weeks, while the control group was taught following the textbook. The \"Algebraic Expressions Achievement Test\" was used to determine academic success. Data were analyzed using SPSS 22.0. Independent Samples t-test, Repeated Measures ANOVA, and Benferroni multiple comparison tests were used in the analysis process. The results showed that there was a significant difference in favor of experimental group between the post-test mean scores of algebraic expressions of the experimental and control groups. As a result, the use of Web 2.0 tools in teaching algebraic expressions in mathematics is more effective in increasing students' academic success and retention compared to current teaching methods.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"121 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141682970","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

Developing Teachers’ Integrated STEM Education Knowledge and Lesson Planning Skills: A Professional Development Model for Preschool and Primary School Teachers 开发教师的 STEM 综合教育知识和备课技能：学前和小学教师专业发展模式

Journal of Education and Future Pub Date : 2024-06-05 DOI: 10.30786/jef.1404946

Defne Yabaş, Tuğba Abanoz

{"title":"Developing Teachers’ Integrated STEM Education Knowledge and Lesson Planning Skills: A Professional Development Model for Preschool and Primary School Teachers","authors":"Defne Yabaş, Tuğba Abanoz","doi":"10.30786/jef.1404946","DOIUrl":"https://doi.org/10.30786/jef.1404946","url":null,"abstract":"The effective implementation of STEM education relies on qualified and well-educated teachers who employ good practices for integrated STEM education. Quality STEM education equips children with the necessary skills to address 21st-century challenges, playing a critical role in developing critical thinking, communication, collaboration, creativity, problem-solving, and responsibility. Preschool and primary school teachers were recommended to attend STEM Professional Development (PD). This study aimed to determine the impact of the EarlySTEM Leader Teacher PD Program on teachers' ability to design STEM lesson plans. Researchers analyzed the STEM lesson plans prepared by preschool and primary school teachers (n=33) who participated in the integrated STEM PD program. The plans were evaluated using the Authentic Problems of Knowledge Society (APoKS) rubric. The findings showed that the STEM PD program positively influenced teachers' lesson planning skills, specifically when writing the APoKS. The implications of the study were discussed in detail. \u0000 \u0000Keywords: EarlySTEM education, teachers’ professional development, early childhood, primary school, preschool","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"67 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141385677","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

INVESTIGATION OF THE SCIENCE INDIVIDUALIZED EDUCATION PROGRAMS’ LEARNING OUTCOMES ACCORDING TO THE REVISED BLOOM TAXONOMY 根据修订后的布鲁姆分类法调查科学个性化教育计划的学习成果

Journal of Education and Future Pub Date : 2024-06-05 DOI: 10.30786/jef.1379690

S. L. Zorluoğlu, Nazlı Gün

{"title":"INVESTIGATION OF THE SCIENCE INDIVIDUALIZED EDUCATION PROGRAMS’ LEARNING OUTCOMES ACCORDING TO THE REVISED BLOOM TAXONOMY","authors":"S. L. Zorluoğlu, Nazlı Gün","doi":"10.30786/jef.1379690","DOIUrl":"https://doi.org/10.30786/jef.1379690","url":null,"abstract":"The aim of this study is to determine whether the learning outcomes in individualized education programs (IEP) have any learning outcome value, whether they are included in the science education curriculum, and how the learning outcomes are distributed according to the revised Bloom taxonomy (RBT) knowledge and cognitive process dimension levels. The IEPs from 49 science teachers working in 7 different regions of Turkey which they prepared at the 5th, 6th, 7th and 8th grade levels were requested and IEPs were analyzed using the document analysis method. It was concluded as a result of the analyzes that, 6% of the learning outcomes in the IEPs did not have any learning outcome value, and that 55% of the 2883 learning outcomes that had a learning outcome value consisted of those included in the science education curriculum. It was determined that the learning outcomes in the IEPs were at the level of conceptual knowledge at the most and at the level of meta-cognitive knowledge at the least from the knowledge dimension levels of RBT additionally, they were at the understanding level at the most and at the creating and evaluating level at the least from cognitive process dimension levels of RBT.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"34 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141384971","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

Investigation of Distance Education Processes of Students with Hard of Hearing in Inclusive Education 全纳教育中重听学生远程教育过程调查

Journal of Education and Future Pub Date : 2024-06-04 DOI: 10.30786/jef.1370404

Gülcihan Yazçayır, Gamze Ak

{"title":"Investigation of Distance Education Processes of Students with Hard of Hearing in Inclusive Education","authors":"Gülcihan Yazçayır, Gamze Ak","doi":"10.30786/jef.1370404","DOIUrl":"https://doi.org/10.30786/jef.1370404","url":null,"abstract":"The aim of this study is to examine the experiences of students with hard of hearing in inclusive education, their teachers and their parents regarding the distance education. This research was designed with the phenomenological approach from qualitative research methods. The participants consisted of students with hard of hearing who are in the inclusive education, their parents and teachers. The data were collected through semi-structured interviews, one of the qualitative data collection techniques. In the study, it was determined that students with hard of hearing show reluctant and irregular participation in online courses. On the other hand, it was concluded that online courses were not adapted to the special needs of student with hard of hearing and they did not receive support special education services. All parents of students with hard of hearing were unable to participate in the distance education. Distance education could be used in only support education or not at all unless it is necessary. The anxiety disorder, anger control problems and behavioural disorders brought on by adolescence increased with the decrease in socialisation in COVID-19-related closures.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"9 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141265399","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