Abstract Introduction:This study investigates the influence of gender and social networking sites (SNSs) such as Instagram, YouTube, WhatsApp, Facebook, and Twitter on consuming, creating, and sharing content within the educational social media usage behaviors of higher education students. The survey method is applied to measure students’ social media usage for educational purposes. So that a more effective use of social media in education can be provided, it is important to understand how university students vary in their educational use of social media. The aim of this study is to examine how higher education students use social media for their educational purposes based on the content and activities with which the students engage. The aim of the research is to determine the correlations, if any, between gender, preferred SNS type, and educational social media in regard to consuming, creating and sharing content. Methods:The derived scale is administered in Turkey with the participation of a total of 365 university students. Psychometric, validation and reliability analysis of the scale which is used in the study to collect the data were done first. Principal component analysis, exploratory and confirmatory factor analysis, descriptive, correlations and multivariate analysis of variance are applied to analyze the social media usage for educational purposes. Gender and the SNS type were set as the additional predictors of the consuming, creating and sharing content on social media. Results:The validation and linguistic adaptation of the Inside School Social Media Behavior (ISSMB) scale from English to Turkish is performed first. Results showed that the three factors of the original scale were confirmed. Secondly, the derived scale is administered with the participation of a total of 365 university students. Results indicated that gender difference was a significant factor in explaining the content creation on social media. Instagram, WhatsApp, and YouTube are the most preferred SNSs for educational use among students at the higher education level. No significant effect was reported for the type of the SNS used in consuming, creating, and sharing educational content on social media. The type of the SNS used by the students was not found to influence educational social media usage; accordingly, students consume, create and share content, regardless of the type of the SNS they use. Discussion:Higher education level students prefer watching videos more than any other social media activity for their educational purposes. The second most frequently preferred social media usage activity was reported as searching for the learning resources or information pertaining to schoolwork. Creating content was the least favorable social media usage. When the social media usage purposes focus on schoolwork and are furthermore educational, males’ social media usage outperforms the females. Thus, males were more likely to create content by using social media for ins
{"title":"Educational Use of Social Media in Higher Education: Gender and Social Networking Sites as the Predictors of Consuming, Creating, and Sharing Content","authors":"E. Torun","doi":"10.2478/atd-2020-0013","DOIUrl":"https://doi.org/10.2478/atd-2020-0013","url":null,"abstract":"Abstract Introduction:This study investigates the influence of gender and social networking sites (SNSs) such as Instagram, YouTube, WhatsApp, Facebook, and Twitter on consuming, creating, and sharing content within the educational social media usage behaviors of higher education students. The survey method is applied to measure students’ social media usage for educational purposes. So that a more effective use of social media in education can be provided, it is important to understand how university students vary in their educational use of social media. The aim of this study is to examine how higher education students use social media for their educational purposes based on the content and activities with which the students engage. The aim of the research is to determine the correlations, if any, between gender, preferred SNS type, and educational social media in regard to consuming, creating and sharing content. Methods:The derived scale is administered in Turkey with the participation of a total of 365 university students. Psychometric, validation and reliability analysis of the scale which is used in the study to collect the data were done first. Principal component analysis, exploratory and confirmatory factor analysis, descriptive, correlations and multivariate analysis of variance are applied to analyze the social media usage for educational purposes. Gender and the SNS type were set as the additional predictors of the consuming, creating and sharing content on social media. Results:The validation and linguistic adaptation of the Inside School Social Media Behavior (ISSMB) scale from English to Turkish is performed first. Results showed that the three factors of the original scale were confirmed. Secondly, the derived scale is administered with the participation of a total of 365 university students. Results indicated that gender difference was a significant factor in explaining the content creation on social media. Instagram, WhatsApp, and YouTube are the most preferred SNSs for educational use among students at the higher education level. No significant effect was reported for the type of the SNS used in consuming, creating, and sharing educational content on social media. The type of the SNS used by the students was not found to influence educational social media usage; accordingly, students consume, create and share content, regardless of the type of the SNS they use. Discussion:Higher education level students prefer watching videos more than any other social media activity for their educational purposes. The second most frequently preferred social media usage activity was reported as searching for the learning resources or information pertaining to schoolwork. Creating content was the least favorable social media usage. When the social media usage purposes focus on schoolwork and are furthermore educational, males’ social media usage outperforms the females. Thus, males were more likely to create content by using social media for ins","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121423550","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}
Abstract Introduction:In the context of national and global events of the last few years (wave of refugees in 2015, terrorist attacks, climate change, strengthening of far-right and radical parties, fake news and manipulation, etc.), the ability of making an independent opinion, making resolutions based on facts and knowledge, being able to see through the flooding information dumping, and creating the routine of selection are becoming extremely important issues. How do we think about ourselves and others, about “the Other” and “the Stranger”? More importantly, how do young people think about these social and public issues, how do they see themselves, the country and the world where they live, the present and the future that they will be shaping? Purpose:The primary goal of the study is to examine the global competences of Hungarian youngsters aged 15-29. Methods:For mapping global competences the data of Hungarian Youth Empirical Research (2016) are used. Results:The vast majority of Hungarian youngsters aged 15-29 are not interested in social, public life-related or political issues. As for the examination of the questions concerning attitudes, the choice of medium options on the scales was typical, which reflect either indifference, disinterest, insecurity or the lack of knowledge that would be necessary for expressing an opinion. Youngsters are the children of the “Technological Age”, online world is the most important scene for entertainment, communication, social life; however, they do not deal with public-life-related issues on their favourite social network sites. They also tend to keep distance from offline public-life, party- or political youth organisations. Among youngsters, the fear of strangers and migration is highly visible, a so-called “exclusionary attitude” describes them, global thinking is typical for only few of them. Discussion:The study confirms the previous research statements: Political passivism is typical for people aged 15-29 as their public and social life activism is extremely low. Their distrust towards the representatives of the democratic institutional system is also associated with a low-level interpersonal trust. However, as for their value preferences, the dominance of traditional values (family, love, friendship) is clearly conspicuous, and the role of nation and social order is gaining more importance. With regard to all these factors, the communication and free time spending habits of the young, we can state that their public life-related disinterest does not primarily stem from their smart phone and entertainment-centred attitude but it is mainly due to their disillusionment, their social discomfort and the erosion of their future beliefs. Among youngsters, a new nationalist tendency has also appeared, which means that they value their own group more and strongly devalue other, strange groups. Limitations:The Hungarian Youth Research, which analyses 8000 participants aged 15-29, can be regarded representat
{"title":"Global Competences of Hungarian Young People in the Light of New Nationalism","authors":"M. Fekete","doi":"10.2478/atd-2020-0009","DOIUrl":"https://doi.org/10.2478/atd-2020-0009","url":null,"abstract":"Abstract Introduction:In the context of national and global events of the last few years (wave of refugees in 2015, terrorist attacks, climate change, strengthening of far-right and radical parties, fake news and manipulation, etc.), the ability of making an independent opinion, making resolutions based on facts and knowledge, being able to see through the flooding information dumping, and creating the routine of selection are becoming extremely important issues. How do we think about ourselves and others, about “the Other” and “the Stranger”? More importantly, how do young people think about these social and public issues, how do they see themselves, the country and the world where they live, the present and the future that they will be shaping? Purpose:The primary goal of the study is to examine the global competences of Hungarian youngsters aged 15-29. Methods:For mapping global competences the data of Hungarian Youth Empirical Research (2016) are used. Results:The vast majority of Hungarian youngsters aged 15-29 are not interested in social, public life-related or political issues. As for the examination of the questions concerning attitudes, the choice of medium options on the scales was typical, which reflect either indifference, disinterest, insecurity or the lack of knowledge that would be necessary for expressing an opinion. Youngsters are the children of the “Technological Age”, online world is the most important scene for entertainment, communication, social life; however, they do not deal with public-life-related issues on their favourite social network sites. They also tend to keep distance from offline public-life, party- or political youth organisations. Among youngsters, the fear of strangers and migration is highly visible, a so-called “exclusionary attitude” describes them, global thinking is typical for only few of them. Discussion:The study confirms the previous research statements: Political passivism is typical for people aged 15-29 as their public and social life activism is extremely low. Their distrust towards the representatives of the democratic institutional system is also associated with a low-level interpersonal trust. However, as for their value preferences, the dominance of traditional values (family, love, friendship) is clearly conspicuous, and the role of nation and social order is gaining more importance. With regard to all these factors, the communication and free time spending habits of the young, we can state that their public life-related disinterest does not primarily stem from their smart phone and entertainment-centred attitude but it is mainly due to their disillusionment, their social discomfort and the erosion of their future beliefs. Among youngsters, a new nationalist tendency has also appeared, which means that they value their own group more and strongly devalue other, strange groups. Limitations:The Hungarian Youth Research, which analyses 8000 participants aged 15-29, can be regarded representat","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132120575","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}
Abstract Introduction:Disasters and emergencies adversely influence around 70 million children worldwide. Regrettably, those who suffer the most from the consequences of any natural disaster and do not have any knowledge on how to protect themselves in such situations are children. Particularly, educating and raising the awareness of children in this respect should be one of the common and fundamental problems of the world. It is recognized that disaster education and disaster awareness, which will be presented to children in the preschool education period when they get formal education for the first time, is essential. The general purpose of this research is to define the ideas of teachers who intend to bring disaster education and disaster awareness to children during the preschool education period. Methods:This research was designed with the typical case study method grounded on qualitative analysis. The study group of the research was 35 preschool teachers who were selected among the population through the typical case sampling method and volunteered to participate in the research. The research data were obtained through face-to-face interviews with preschool teachers who joined the study group. In examining the obtained data, content analysis and descriptive analysis approaches were applied together, and the data were summarized and interpreted. Results:The tables created under five headings were formed by taking into consideration each interview question based on the research findings. In the contemporary preschool education programs executed in Turkey, it is possible to say that the teachers determine the need resulting from the absence of any achievement for acquiring the education and consciousness of disaster to children. Besides, some of the teachers who took part in the research affirmed that disaster education to be provided to children during preschool education is not proper to their development levels and ages. Discussion:During the preschool education period, teachers asserted that disaster education and disaster awareness could be achieved by using drama methods, exercises, and educational games. Based on their opinions supported by experts and family involvement in providing disaster education and raising the disaster awareness of children, trips can be designed to non-governmental institutions and organizations related to this subject. It could be said that teachers have the idea that the solutions linked with the subject should be managed and supported at the whole societal level. Limitations:The sample consisted of thirty-five preschool teachers working in central districts of Erzurum in the 2018-2019 academic year and the “Teacher Interview Form”, which was applied in the preschool education period to give disaster education and disaster awareness to children. Conclusions:It is plausible to say that, in the preschool education period, teachers prioritize the idea that common achievements on the subject can be involved in pr
{"title":"Raising Awareness of Disaster and Giving Disaster Education to Children in Preschool Education Period","authors":"Ayhan Bulut","doi":"10.2478/atd-2020-0016","DOIUrl":"https://doi.org/10.2478/atd-2020-0016","url":null,"abstract":"Abstract Introduction:Disasters and emergencies adversely influence around 70 million children worldwide. Regrettably, those who suffer the most from the consequences of any natural disaster and do not have any knowledge on how to protect themselves in such situations are children. Particularly, educating and raising the awareness of children in this respect should be one of the common and fundamental problems of the world. It is recognized that disaster education and disaster awareness, which will be presented to children in the preschool education period when they get formal education for the first time, is essential. The general purpose of this research is to define the ideas of teachers who intend to bring disaster education and disaster awareness to children during the preschool education period. Methods:This research was designed with the typical case study method grounded on qualitative analysis. The study group of the research was 35 preschool teachers who were selected among the population through the typical case sampling method and volunteered to participate in the research. The research data were obtained through face-to-face interviews with preschool teachers who joined the study group. In examining the obtained data, content analysis and descriptive analysis approaches were applied together, and the data were summarized and interpreted. Results:The tables created under five headings were formed by taking into consideration each interview question based on the research findings. In the contemporary preschool education programs executed in Turkey, it is possible to say that the teachers determine the need resulting from the absence of any achievement for acquiring the education and consciousness of disaster to children. Besides, some of the teachers who took part in the research affirmed that disaster education to be provided to children during preschool education is not proper to their development levels and ages. Discussion:During the preschool education period, teachers asserted that disaster education and disaster awareness could be achieved by using drama methods, exercises, and educational games. Based on their opinions supported by experts and family involvement in providing disaster education and raising the disaster awareness of children, trips can be designed to non-governmental institutions and organizations related to this subject. It could be said that teachers have the idea that the solutions linked with the subject should be managed and supported at the whole societal level. Limitations:The sample consisted of thirty-five preschool teachers working in central districts of Erzurum in the 2018-2019 academic year and the “Teacher Interview Form”, which was applied in the preschool education period to give disaster education and disaster awareness to children. Conclusions:It is plausible to say that, in the preschool education period, teachers prioritize the idea that common achievements on the subject can be involved in pr","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114062083","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}
Abstract Introduction:The goal of this paper is to show how the undergraduate students are able to differentiate among learning-centered, learner-centered, feedback-centered and community-centered knowledge acquisitions. We wanted them to recognize which method is used by the teacher and how each method influences the primary school pupils’ knowledge acquisition. Methods:We chose the video analyzing technique to make the students recognize different learning organizational methods. Results:The results of the study suggest that the observation helped the undergraduate students understand the aims, tasks and techniques of teaching and organizing classroom work. They realized that this type of analysis helps them develop their own teaching strategies. Discussion:Drawing on the results it is not possible to be a “good teacher” without obtaining and continuously maintaining a high level of professional knowledge, whose important element might be the Complex Instruction method and the recognition of the knowledge acquisition methods in the classroom. Limitations:This study was limited to only undergraduate students who attended the study voluntarily. The sampling was confined to 46 participants. Conclusion:The students are able to spot the teacher’s activities that support pupils’ learning. They recognized the positive impact of generating debate among the pupils on the development of their skills.
{"title":"Developing Undergraduate Students’ Teaching Competences","authors":"E. Nagy","doi":"10.2478/atd-2020-0014","DOIUrl":"https://doi.org/10.2478/atd-2020-0014","url":null,"abstract":"Abstract Introduction:The goal of this paper is to show how the undergraduate students are able to differentiate among learning-centered, learner-centered, feedback-centered and community-centered knowledge acquisitions. We wanted them to recognize which method is used by the teacher and how each method influences the primary school pupils’ knowledge acquisition. Methods:We chose the video analyzing technique to make the students recognize different learning organizational methods. Results:The results of the study suggest that the observation helped the undergraduate students understand the aims, tasks and techniques of teaching and organizing classroom work. They realized that this type of analysis helps them develop their own teaching strategies. Discussion:Drawing on the results it is not possible to be a “good teacher” without obtaining and continuously maintaining a high level of professional knowledge, whose important element might be the Complex Instruction method and the recognition of the knowledge acquisition methods in the classroom. Limitations:This study was limited to only undergraduate students who attended the study voluntarily. The sampling was confined to 46 participants. Conclusion:The students are able to spot the teacher’s activities that support pupils’ learning. They recognized the positive impact of generating debate among the pupils on the development of their skills.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125822942","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}
Abstract Introduction:The research aims to investigate the relationship between pedagogical beliefs, epistemological beliefs of teacher candidates as well as their beliefs toward learning. Methods:The study is a quantitative study based on a correlational survey model. Analysis of the data was done through artificial neural networks. The sample consists of fourth-grade students (teacher candidates) in social studies education in Süleyman Demirel University. Results:In this study, it is found that beliefs toward learning are effective regarding pedagogical beliefs, epistemological beliefs. Discussion:Hence, our finding is important in terms of implying that beliefs toward learning are more fundamental than the epistemological beliefs and pedagogical beliefs so that beliefs toward learning should be remedied to educate more qualified teachers. Limitations:There were several limitations to this study. First, the very nature of identifying beliefs is difficult. The second limitation is that this research relied on only teachers’ self-reported data. The third limitation is the population. Our population is small for making more general deductions regarding teacher candidates’ core beliefs such as taking teacher candidates from different geographical areas of Turkey even from different cultures. Conclusion:In this study, it is found that beliefs toward learning are effective regarding pedagogical beliefs, epistemological beliefs and pedagogical beliefs are effective about epistemological beliefs to the same extend. Hence, our finding is important in terms of implying that beliefs toward learning are more fundamental than the epistemological beliefs and pedagogical beliefs so that beliefs toward learning should be remedied to educate more qualified teachers.
{"title":"Investigation of the Core Beliefs of the Teacher Candidates through Artificial Neural Networks","authors":"V. Duran, H. Mertol","doi":"10.2478/atd-2020-0010","DOIUrl":"https://doi.org/10.2478/atd-2020-0010","url":null,"abstract":"Abstract Introduction:The research aims to investigate the relationship between pedagogical beliefs, epistemological beliefs of teacher candidates as well as their beliefs toward learning. Methods:The study is a quantitative study based on a correlational survey model. Analysis of the data was done through artificial neural networks. The sample consists of fourth-grade students (teacher candidates) in social studies education in Süleyman Demirel University. Results:In this study, it is found that beliefs toward learning are effective regarding pedagogical beliefs, epistemological beliefs. Discussion:Hence, our finding is important in terms of implying that beliefs toward learning are more fundamental than the epistemological beliefs and pedagogical beliefs so that beliefs toward learning should be remedied to educate more qualified teachers. Limitations:There were several limitations to this study. First, the very nature of identifying beliefs is difficult. The second limitation is that this research relied on only teachers’ self-reported data. The third limitation is the population. Our population is small for making more general deductions regarding teacher candidates’ core beliefs such as taking teacher candidates from different geographical areas of Turkey even from different cultures. Conclusion:In this study, it is found that beliefs toward learning are effective regarding pedagogical beliefs, epistemological beliefs and pedagogical beliefs are effective about epistemological beliefs to the same extend. Hence, our finding is important in terms of implying that beliefs toward learning are more fundamental than the epistemological beliefs and pedagogical beliefs so that beliefs toward learning should be remedied to educate more qualified teachers.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124441302","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}
Abstract Introduction:Students could react to the learning activities, teachers, or administrators knowingly and willfully, many times intentionally by resisting in various ways. A detailed analysis of this definition indicates that unlike naughty behaviors, resistance behaviors do not develop suddenly, they are often planned beforehand by the student, and they contain some messages to the person or institution they are directed at. These kinds of behaviors could have negative effects not only on students’ academic, social, and psychological development but also on teachers’ professional satisfaction. Therefore, these issues should be elaborated carefully. However, despite the importance indicated in the literature, students’ resistance behaviors are one of the neglected issues that are not investigated adequately. With reference to this need, the presented study aims to identify perceptions of primary school teachers about students’ resistance behaviors. Methods:The participants were 152 primary school teachers. Data were collected through the Student Resistance Behaviors Scale for Teachers (SRBS-T) and Teacher Interview Form. In addition to descriptive statistics, data were analyzed using t-test and one-way ANOVA. Also, a qualitative descriptive analysis was conducted regarding qualitative data of the study. Results:Results show that the mean scores for SRBS were “medium” on a 5-point Likert scale. While teachers’ perceptions about resistance behaviors showed no significant differences according to gender and the type of school they graduated from, scores showed significant differences in terms of teachers’ years of seniority. According to the teachers, the most encountered resistant behaviors were gathered under the themes of resistance to teacher authority and hostile attitudes towards the teacher/peers. Discussion:Through discussion, the results obtained by the scale and interviews were discussed. All the findings showed that teachers are important receivers of resistance behaviors and they are facing with different types of resistance in the classroom. Limitations:It is obvious that these results were limited to the reached primary school teachers. Another limitation was that the data within the study collected via SRBS-T and interviews. Conclusions:The study showed that teachers and students are the key components of the educational process and students could show resistance to both the process and teachers in different ways. As this study only focused on primary teachers’ experiences, more studies could be organized through understanding the resistance middle and high school teachers face with as well. Further research could be conducted with students to see how they feel and behave when they feel resistance as well as with other teachers working at various levels of education and in various institutions.
{"title":"Students’ Resistance Behaviors: What Do Turkish Primary Teachers Face?","authors":"Mediha Sarı, E. Yolcu","doi":"10.2478/atd-2020-0008","DOIUrl":"https://doi.org/10.2478/atd-2020-0008","url":null,"abstract":"Abstract Introduction:Students could react to the learning activities, teachers, or administrators knowingly and willfully, many times intentionally by resisting in various ways. A detailed analysis of this definition indicates that unlike naughty behaviors, resistance behaviors do not develop suddenly, they are often planned beforehand by the student, and they contain some messages to the person or institution they are directed at. These kinds of behaviors could have negative effects not only on students’ academic, social, and psychological development but also on teachers’ professional satisfaction. Therefore, these issues should be elaborated carefully. However, despite the importance indicated in the literature, students’ resistance behaviors are one of the neglected issues that are not investigated adequately. With reference to this need, the presented study aims to identify perceptions of primary school teachers about students’ resistance behaviors. Methods:The participants were 152 primary school teachers. Data were collected through the Student Resistance Behaviors Scale for Teachers (SRBS-T) and Teacher Interview Form. In addition to descriptive statistics, data were analyzed using t-test and one-way ANOVA. Also, a qualitative descriptive analysis was conducted regarding qualitative data of the study. Results:Results show that the mean scores for SRBS were “medium” on a 5-point Likert scale. While teachers’ perceptions about resistance behaviors showed no significant differences according to gender and the type of school they graduated from, scores showed significant differences in terms of teachers’ years of seniority. According to the teachers, the most encountered resistant behaviors were gathered under the themes of resistance to teacher authority and hostile attitudes towards the teacher/peers. Discussion:Through discussion, the results obtained by the scale and interviews were discussed. All the findings showed that teachers are important receivers of resistance behaviors and they are facing with different types of resistance in the classroom. Limitations:It is obvious that these results were limited to the reached primary school teachers. Another limitation was that the data within the study collected via SRBS-T and interviews. Conclusions:The study showed that teachers and students are the key components of the educational process and students could show resistance to both the process and teachers in different ways. As this study only focused on primary teachers’ experiences, more studies could be organized through understanding the resistance middle and high school teachers face with as well. Further research could be conducted with students to see how they feel and behave when they feel resistance as well as with other teachers working at various levels of education and in various institutions.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117284039","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}
Abstract Introduction:The purpose of this article is to examine the use of socio-cultural based learning modules for developing critical thinking skills in elementary school children. Methods:This article is a systematic review that collects data from relevant indexed journals. Results:The findings are discussed in theoretical studies so as to produce conclusions. Well-structured socio-cultural modules can provide many benefits for students, namely for students who are actively involved in learning activities, and they can also attract students’ to be involved in learning activities. Conclusions:The application of socio-cultural learning helps students in learn about their own culture, which can develop students’ character. These findings provide input for future research needed to develop socio-cultural based learning modules for the critical thinking needs of elementary school children.
{"title":"Socio-Cultural Based Learning Module for Critical Thinking Ability in Elementary School: Systematic Search","authors":"Sholihati Amalia, W. Wuryandani","doi":"10.2478/atd-2020-0017","DOIUrl":"https://doi.org/10.2478/atd-2020-0017","url":null,"abstract":"Abstract Introduction:The purpose of this article is to examine the use of socio-cultural based learning modules for developing critical thinking skills in elementary school children. Methods:This article is a systematic review that collects data from relevant indexed journals. Results:The findings are discussed in theoretical studies so as to produce conclusions. Well-structured socio-cultural modules can provide many benefits for students, namely for students who are actively involved in learning activities, and they can also attract students’ to be involved in learning activities. Conclusions:The application of socio-cultural learning helps students in learn about their own culture, which can develop students’ character. These findings provide input for future research needed to develop socio-cultural based learning modules for the critical thinking needs of elementary school children.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131140531","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}
Abstract Introduction:Health care is one of the most important fields not only in individual countries, but globally as well, yet it remains one of the most sensitive topics, too. Global organisations have calculated that one out of seven residents around the world has some sort of disability. It is very likely that due to various processes, the number of people with disabilities will increase. Therefore, the world in general and each country in particular, Lithuania included, faces a great challenge: to ensure suitable and high-quality accessibility to health care services for the disabled. Each country must have clear political guidelines and strategies how to ensure training of health care specialists qualified and able to carry out their tasks when working with the disabled. Therefore, this article analyses global trends of training specialists to work with the disabled and legal basis of such specialist training in Lithuania. Methods:This article features analysis of scientific literary sources and legal documents. Results:International and national Lithuanian documents have clearly established that people with disabilities have equal rights to health care services like the rest of the population without any reservations, so this norm must be established adhering to the principles of accessibility, suitability and universality, and which basically should be ensured by health care specialists. However, document analysis has revealed that documents governing the training of health care specialists in Lithuania and processes related to it pay little attention to the training of future health care specialists to work with the disabled, while descriptions of some specific areas of studies, e.g. dentistry, pharmacy, etc. designed to train health care specialists do no address the work with the disabled at all. Discussion and conclusions:Analysis has revealed that institutions of higher education in Lithuania that train health care specialists are not legally entitled to, other requirements aside, to focus the study process on the work with the disabled. Therefore, it begs the question whether such specialists are actually ready to implement the requirements guiding the provision of health care services and ensure top-quality and proper provision of services to all members of the society, irrespective of their special needs, disabilities, etc. Therefore, this article can serve as a basis for further research related to the training of health care specialists to work with the disabled in order to identify what practice is applied in this area in other countries, as well as to ensure it internationally, what are the options and means required to implement it and how to improve the training of health care specialists as much as possible to work with the disabled ensuring the quality of health care in particular and their life in general.
{"title":"Legal Framework for the Training of Health Care Specialists in the Health Care System of Lithuania to Work with the Disabled","authors":"Milda Ratkevičienė","doi":"10.2478/atd-2020-0015","DOIUrl":"https://doi.org/10.2478/atd-2020-0015","url":null,"abstract":"Abstract Introduction:Health care is one of the most important fields not only in individual countries, but globally as well, yet it remains one of the most sensitive topics, too. Global organisations have calculated that one out of seven residents around the world has some sort of disability. It is very likely that due to various processes, the number of people with disabilities will increase. Therefore, the world in general and each country in particular, Lithuania included, faces a great challenge: to ensure suitable and high-quality accessibility to health care services for the disabled. Each country must have clear political guidelines and strategies how to ensure training of health care specialists qualified and able to carry out their tasks when working with the disabled. Therefore, this article analyses global trends of training specialists to work with the disabled and legal basis of such specialist training in Lithuania. Methods:This article features analysis of scientific literary sources and legal documents. Results:International and national Lithuanian documents have clearly established that people with disabilities have equal rights to health care services like the rest of the population without any reservations, so this norm must be established adhering to the principles of accessibility, suitability and universality, and which basically should be ensured by health care specialists. However, document analysis has revealed that documents governing the training of health care specialists in Lithuania and processes related to it pay little attention to the training of future health care specialists to work with the disabled, while descriptions of some specific areas of studies, e.g. dentistry, pharmacy, etc. designed to train health care specialists do no address the work with the disabled at all. Discussion and conclusions:Analysis has revealed that institutions of higher education in Lithuania that train health care specialists are not legally entitled to, other requirements aside, to focus the study process on the work with the disabled. Therefore, it begs the question whether such specialists are actually ready to implement the requirements guiding the provision of health care services and ensure top-quality and proper provision of services to all members of the society, irrespective of their special needs, disabilities, etc. Therefore, this article can serve as a basis for further research related to the training of health care specialists to work with the disabled in order to identify what practice is applied in this area in other countries, as well as to ensure it internationally, what are the options and means required to implement it and how to improve the training of health care specialists as much as possible to work with the disabled ensuring the quality of health care in particular and their life in general.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116132049","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}
Abstract Introduction: As one of the most important requirements for healthy communication, empathy is vital in a great many occupations. Various studies have investigated the importance and level of empathy in various occupation groups. One of the leading occupations requiring strong empathic skills is teaching. Teachers need empathy to create an effective learning environment, develop good communication with their students, and understand them well. The current study investigates the empathic skills of physical education teachers to evaluate various variables. Methods: The research participants comprised 152 physical education teachers in Turkey, 39 women (25.7%) and 113 men (74.3%), who completed the Interpersonal Reactivity Index (IRI). Descriptive statistical methods and the Kolmogorov Smirnov test were used to determine whether the data were normally distributed. The data were analysed using ranking t-test and correlation methods as well as descriptive statistical models (α=0.05). The total internal consistency coefficient of the scales, measured by Cronbach’s Alpha, was.56. Results: Regarding the IRI scores for the physical education teachers, the highest mean score was for emphatic concern, followed by perspective taking and fantasy. Teaching duration was associated with higher empathic skill scores. Empathic skills were also positively correlated with higher educational level. Finally, the mean fantasy scores were statistically higher for participants who were not training a school team. Discussion: Physical education courses contribute to the physiological, sociological, psychological, and moral development of students. For this reason, physical education and sports is a compulsory component of the education system from an early age all around the globe. This makes it essential that physical education teachers have appropriate characteristics that they exhibit in their teaching. In the first place, it is necessary to have healthy communication between the physical education teacher and students. Limitations: The current study gathered data from one specific region in Turkey, from physical education teachers in the city of Kütahya. Consequently, the demographic data were evaluated only for statistically significant variables. Other variables that were not numerically equal, were not investigated. Conclusions: Physical education teachers should adopt an empathic approach to teacher-student relationships. Educational institutions should organise activities to develop these empathic skills in teachers.
{"title":"Investigating the Empathic Skills of Physical Education Teachers","authors":"Tolga Şinoforoğlu, G. S. Balçikanli","doi":"10.2478/atd-2020-0004","DOIUrl":"https://doi.org/10.2478/atd-2020-0004","url":null,"abstract":"Abstract Introduction: As one of the most important requirements for healthy communication, empathy is vital in a great many occupations. Various studies have investigated the importance and level of empathy in various occupation groups. One of the leading occupations requiring strong empathic skills is teaching. Teachers need empathy to create an effective learning environment, develop good communication with their students, and understand them well. The current study investigates the empathic skills of physical education teachers to evaluate various variables. Methods: The research participants comprised 152 physical education teachers in Turkey, 39 women (25.7%) and 113 men (74.3%), who completed the Interpersonal Reactivity Index (IRI). Descriptive statistical methods and the Kolmogorov Smirnov test were used to determine whether the data were normally distributed. The data were analysed using ranking t-test and correlation methods as well as descriptive statistical models (α=0.05). The total internal consistency coefficient of the scales, measured by Cronbach’s Alpha, was.56. Results: Regarding the IRI scores for the physical education teachers, the highest mean score was for emphatic concern, followed by perspective taking and fantasy. Teaching duration was associated with higher empathic skill scores. Empathic skills were also positively correlated with higher educational level. Finally, the mean fantasy scores were statistically higher for participants who were not training a school team. Discussion: Physical education courses contribute to the physiological, sociological, psychological, and moral development of students. For this reason, physical education and sports is a compulsory component of the education system from an early age all around the globe. This makes it essential that physical education teachers have appropriate characteristics that they exhibit in their teaching. In the first place, it is necessary to have healthy communication between the physical education teacher and students. Limitations: The current study gathered data from one specific region in Turkey, from physical education teachers in the city of Kütahya. Consequently, the demographic data were evaluated only for statistically significant variables. Other variables that were not numerically equal, were not investigated. Conclusions: Physical education teachers should adopt an empathic approach to teacher-student relationships. Educational institutions should organise activities to develop these empathic skills in teachers.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116232593","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}
Abstract Introduction: Every person needs to define their own parameters of values and quality of life as there is a range of life circumstances and objective or subjective factors which force individuals to make decisions and select from available solutions depending on their personalities and other determinants. Currently, these notions have been broadly discussed and the authors of the presented study believe, that in the context of value orientation and life quality, there are new interactions, correlations and new truth to be revealed. Methods: The presented research aimed to find out about the respondents’ perception of their quality of life and value orientation using WHOQOLBREF 1996 questionnaire and Vonkomer’s HO-PO-MO questionnaire and unrevealing the relations between them. The research sample consisted of 300 in their middle-adulthood involved in external university study programs. Results: The results presented in this study indicate that from the aspect of the subjective perception of the quality of life by individuals, external factors such as age or place of residence are not decisive. The most important finding of the research is that, as well as value orientation focusing on the values of knowledge, education and economic aspects leads to a better quality of life; a better quality of life is determined by a value orientation focused on the fields of knowledge, education and economic values. Discussion: The attention of professionals from various fields of science and their research activities is given mostly to the relatively small population of young generation, the process of the creation of their value orientation and thus, their subjective quality of life. The presented study is focused on productive generation of middle-aged adults involved in tertiary education, which has experienced several massive changes in the society and received primary and secondary education in an educational context different from the present situation. Limitations: The conducted research into the respondents’ quality of life is limited by the applied methods as it focuses on four basic areas of quality of life and quantitative methods are used. The advantages of this approach lie in exactly defined fields and quantitative data which enable comparison. One of its shortcomings is that it does not find out anything about the qualitative, dynamic aspects of the respondents’ reflections about their own quality of life. Conclusion: The findings show that quality of mental life correlates with educational value orientation as well as quality of social relationships with social value orientation. It can be stated that, as well as value orientation focusing on the values of knowledge, education and economic aspects leads to a better quality of life; a better quality of life is determined by a value orientation focused on the fields of knowledge, education and economic values.
{"title":"Quality of Life and Value Orientation of University Students in Middle-Adulthood","authors":"Slávka Čepelová, Silvia Barnová","doi":"10.2478/atd-2020-0005","DOIUrl":"https://doi.org/10.2478/atd-2020-0005","url":null,"abstract":"Abstract Introduction: Every person needs to define their own parameters of values and quality of life as there is a range of life circumstances and objective or subjective factors which force individuals to make decisions and select from available solutions depending on their personalities and other determinants. Currently, these notions have been broadly discussed and the authors of the presented study believe, that in the context of value orientation and life quality, there are new interactions, correlations and new truth to be revealed. Methods: The presented research aimed to find out about the respondents’ perception of their quality of life and value orientation using WHOQOLBREF 1996 questionnaire and Vonkomer’s HO-PO-MO questionnaire and unrevealing the relations between them. The research sample consisted of 300 in their middle-adulthood involved in external university study programs. Results: The results presented in this study indicate that from the aspect of the subjective perception of the quality of life by individuals, external factors such as age or place of residence are not decisive. The most important finding of the research is that, as well as value orientation focusing on the values of knowledge, education and economic aspects leads to a better quality of life; a better quality of life is determined by a value orientation focused on the fields of knowledge, education and economic values. Discussion: The attention of professionals from various fields of science and their research activities is given mostly to the relatively small population of young generation, the process of the creation of their value orientation and thus, their subjective quality of life. The presented study is focused on productive generation of middle-aged adults involved in tertiary education, which has experienced several massive changes in the society and received primary and secondary education in an educational context different from the present situation. Limitations: The conducted research into the respondents’ quality of life is limited by the applied methods as it focuses on four basic areas of quality of life and quantitative methods are used. The advantages of this approach lie in exactly defined fields and quantitative data which enable comparison. One of its shortcomings is that it does not find out anything about the qualitative, dynamic aspects of the respondents’ reflections about their own quality of life. Conclusion: The findings show that quality of mental life correlates with educational value orientation as well as quality of social relationships with social value orientation. It can be stated that, as well as value orientation focusing on the values of knowledge, education and economic aspects leads to a better quality of life; a better quality of life is determined by a value orientation focused on the fields of knowledge, education and economic values.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128089103","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}
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