Pub Date : 2022-05-31DOI: 10.18844/cerj.v12i2.7373
K. Khotimah, S. Suratno, N. Asyiah, S. Hariyadi
STEM education is currently one of the most updated topics in line with 21st century learning. Technology-based education is integrated in science, engineering and mathematics. Analysis is needed to see the development of educational activities, especially in the field of STEM education. However, according to TIMSS and PISA, there is still a lack of human resources who master the STEM field. Efforts to advance the development of STEM education are carried out using analysis through the distribution of assessments. In this case the analysis includes two aspects, namely the level of knowledge and the application of the STEM method. The comparison of the two aspects is based on the accumulative data of lecturers' assessments. This study aims to analyze the level of knowledge and the application of the STEM method used as an effort to develop STEM education. This type of research is mixed research. Research that applies two combinations of qualitative and quantitative research. Quantitative research to determine the value of the analysis between variables. Qualitative research to strengthen quantitative results. The results of this study that knowledge about STEM in the high category is 80% while the application of the STEM method is in the low category with a percentage of 25%. The application of the STEM method is hampered by the lack of STEM education methods owned by lecturers. Keyword: Develop, STEM Education, Applocation, Knowledge
{"title":"Level Analysis Knowledge and the Application of STEM by Lecturers in Order to Develop the STEM Education","authors":"K. Khotimah, S. Suratno, N. Asyiah, S. Hariyadi","doi":"10.18844/cerj.v12i2.7373","DOIUrl":"https://doi.org/10.18844/cerj.v12i2.7373","url":null,"abstract":"STEM education is currently one of the most updated topics in line with 21st century learning. Technology-based education is integrated in science, engineering and mathematics. Analysis is needed to see the development of educational activities, especially in the field of STEM education. However, according to TIMSS and PISA, there is still a lack of human resources who master the STEM field. Efforts to advance the development of STEM education are carried out using analysis through the distribution of assessments. In this case the analysis includes two aspects, namely the level of knowledge and the application of the STEM method. The comparison of the two aspects is based on the accumulative data of lecturers' assessments. This study aims to analyze the level of knowledge and the application of the STEM method used as an effort to develop STEM education. This type of research is mixed research. Research that applies two combinations of qualitative and quantitative research. Quantitative research to determine the value of the analysis between variables. Qualitative research to strengthen quantitative results. The results of this study that knowledge about STEM in the high category is 80% while the application of the STEM method is in the low category with a percentage of 25%. The application of the STEM method is hampered by the lack of STEM education methods owned by lecturers. \u0000 \u0000Keyword: Develop, STEM Education, Applocation, Knowledge","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132212654","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}
Pub Date : 2022-05-31DOI: 10.18844/cerj.v12i2.6424
F. Şahin, Zubeyde Burcin Gurbey, H. Mertoğlu
The aim of this study is to investigate the science teacher candidates’ ability to prepare misconceptions’ refutational text (RT). Thirty-five students from the third year of Marmara University Science Teacher Education participated in the study. The type of research method is qualitative, and the pattern is case study. The data collection tools of the research are interview forms about preparing misconceptions’ RTs prepared by pre-service teachers and preparing RTs by pre-service teachers. The researchers examined the science teacher candidates’ ability to prepare misconceptions’ RTs. Lack of knowledge about the misconceptions given to the teacher candidates and the lack of knowledge on the subject content of the given misconception are among the short comings. In order to develop misconceptions’ RTs by prospective teachers, the nature and importance of biology, chemistry, physics and laboratory courses given in the undergraduate level should be indicated to the prospective teachers. Keywords: Biodiversity, science courses, misconception, refutational text, science teacher.
{"title":"Investigation of teacher candidates’ skills for preparing the refutational text of biodiversity","authors":"F. Şahin, Zubeyde Burcin Gurbey, H. Mertoğlu","doi":"10.18844/cerj.v12i2.6424","DOIUrl":"https://doi.org/10.18844/cerj.v12i2.6424","url":null,"abstract":"The aim of this study is to investigate the science teacher candidates’ ability to prepare misconceptions’ refutational text (RT). Thirty-five students from the third year of Marmara University Science Teacher Education participated in the study. The type of research method is qualitative, and the pattern is case study. The data collection tools of the research are interview forms about preparing misconceptions’ RTs prepared by pre-service teachers and preparing RTs by pre-service teachers. The researchers examined the science teacher candidates’ ability to prepare misconceptions’ RTs. Lack of knowledge about the misconceptions given to the teacher candidates and the lack of knowledge on the subject content of the given misconception are among the short comings. In order to develop misconceptions’ RTs by prospective teachers, the nature and importance of biology, chemistry, physics and laboratory courses given in the undergraduate level should be indicated to the prospective teachers.\u0000Keywords: Biodiversity, science courses, misconception, refutational text, science teacher.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"765 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123884790","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}
Pub Date : 2022-05-31DOI: 10.18844/cerj.v12i2.6463
Mai Quoc Dung, Nguyen Phuoc Trong
From a country that subsidizes all areas of social life, non-state actors are not allowed to participate in providing social services. However, after 1986, Vietnam entered the Innovate period, all sectors were able to participate in social services, including education. Socialization in the field of education, which is a major policy of the State of Vietnam, has initially achieved certain results in mobilizing social resources to meet the increasing needs of the people. However, in fact, this field still has many limitations and obstacles, one of the basic and important reasons is that the awareness of socialization in the field of education still has inconsistent and inconsistent contents transparently at all levels, sectors as well as the whole society. Using qualitative research methods, this article will briefly outline the entire socialization work in the education sector in Vietnam, from which there are suggestions to promote the effectiveness of this work.
{"title":"Improving the effectiveness of socialization work in the field of education: A case study in Vietnam for the period 1997-2021","authors":"Mai Quoc Dung, Nguyen Phuoc Trong","doi":"10.18844/cerj.v12i2.6463","DOIUrl":"https://doi.org/10.18844/cerj.v12i2.6463","url":null,"abstract":"From a country that subsidizes all areas of social life, non-state actors are not allowed to participate in providing social services. However, after 1986, Vietnam entered the Innovate period, all sectors were able to participate in social services, including education. \u0000Socialization in the field of education, which is a major policy of the State of Vietnam, has initially achieved certain results in mobilizing social resources to meet the increasing needs of the people. However, in fact, this field still has many limitations and obstacles, one of the basic and important reasons is that the awareness of socialization in the field of education still has inconsistent and inconsistent contents transparently at all levels, sectors as well as the whole society. Using qualitative research methods, this article will briefly outline the entire socialization work in the education sector in Vietnam, from which there are suggestions to promote the effectiveness of this work.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132807681","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}
Pub Date : 2022-02-28DOI: 10.18844/cerj.v12i1.6029
Anas Khaleel, Rowan Alejielat, Yazan S. Batarseh
During the COVID-19 pandemic, panic and public scare spread among individuals including healthcare providers, and a need to design an alternative clinical training away from hospitals where there were many COVID-19 infections became a top priority. This study aimed to implement special clinical training for pharmacy students during the COVID-19 pandemic. Clinical training was conducted in the University of Petra (UOP) campus clinic instead of hospitals. Campus training was from July to September 2020. The in-campus clinical training at the UOP clinic involved primary patient care concentrating on pharmaceutical care, which focuses on correct drug indication, effectiveness, safety, and adherence. A total of 15 final years pharmacy students from the faculty of pharmacy finished the post-training questionnaire. Qualitative responses from students exhibited positive answers linked to campus clinical training orientation, preceptors, and pharmacy students’ clinical knowledge and clinical skills. Students expressed positive and high appraisals of clinical training locations and medical staff/preceptors. Keywords: Clinic; Coronavirus; COVID-19; education; pharmacy; training.
{"title":"Shifting pharmacy training from hospitals to clinics during COVID-19","authors":"Anas Khaleel, Rowan Alejielat, Yazan S. Batarseh","doi":"10.18844/cerj.v12i1.6029","DOIUrl":"https://doi.org/10.18844/cerj.v12i1.6029","url":null,"abstract":"During the COVID-19 pandemic, panic and public scare spread among individuals including healthcare providers, and a need to design an alternative clinical training away from hospitals where there were many COVID-19 infections became a top priority. This study aimed to implement special clinical training for pharmacy students during the COVID-19 pandemic. Clinical training was conducted in the University of Petra (UOP) campus clinic instead of hospitals. Campus training was from July to September 2020. The in-campus clinical training at the UOP clinic involved primary patient care concentrating on pharmaceutical care, which focuses on correct drug indication, effectiveness, safety, and adherence. A total of 15 final years pharmacy students from the faculty of pharmacy finished the post-training questionnaire. Qualitative responses from students exhibited positive answers linked to campus clinical training orientation, preceptors, and pharmacy students’ clinical knowledge and clinical skills. Students expressed positive and high appraisals of clinical training locations and medical staff/preceptors.\u0000 \u0000Keywords: Clinic; Coronavirus; COVID-19; education; pharmacy; training.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128435307","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}
Pub Date : 2022-02-28DOI: 10.18844/cerj.v12i1.6504
Mohammed Abu Basim Nazer Ali
Universities are entrusted with nurturing a nation's brightest minds through different assessment and evaluation strategies. However, assessment became difficult during the COVID-19 pandemic era, hence, raising concerns about alternative assessment methods. This study focuses on the importance of formative assessments in higher education and how they can be designed to assess students’ performance using online web tools on mechanical engineering. The study was conducted by considering 60 students who undertook various assessment methodologies for 6 different courses. The result obtained helps the instructors to understand their learning efficacy and how it helps the individual to what extent the learning outcomes have been attained. Also, there was a huge gap between what instructors thought and how the students understood the context. Keywords: Attainment; Examinations; Formative Assessment; Learning Outcomes; Students’ Performance
{"title":"A circumstantial approach towards formative assessment in mechanical engineering courses","authors":"Mohammed Abu Basim Nazer Ali","doi":"10.18844/cerj.v12i1.6504","DOIUrl":"https://doi.org/10.18844/cerj.v12i1.6504","url":null,"abstract":"Universities are entrusted with nurturing a nation's brightest minds through different assessment and evaluation strategies. However, assessment became difficult during the COVID-19 pandemic era, hence, raising concerns about alternative assessment methods. This study focuses on the importance of formative assessments in higher education and how they can be designed to assess students’ performance using online web tools on mechanical engineering. The study was conducted by considering 60 students who undertook various assessment methodologies for 6 different courses. The result obtained helps the instructors to understand their learning efficacy and how it helps the individual to what extent the learning outcomes have been attained. Also, there was a huge gap between what instructors thought and how the students understood the context.\u0000 \u0000Keywords: Attainment; Examinations; Formative Assessment; Learning Outcomes; Students’ Performance","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129410632","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}
Pub Date : 2022-02-28DOI: 10.18844/cerj.v12i1.6390
O. M. Alade, O. Kuku
Studies have shown that meta-cognitive thinking skill is teachable and it is central to other skills such as problem-solving, decision making, critical thinking, and invaluable contribution to the learners’ competencies and achievements. The study aimed to investigate the effectiveness of Meta-Cognitive Strategies on Achievement in Creative Writing in primary schools. A sample of 62 pupils was selected for the study. The data were analyzed using mean, standard deviation, and mean difference. Analysis of Covariance (ANCOVA) was used to test the hypotheses formulated at a 0.05 level of significance. The results indicated that achievement in creative writing significantly differed as a result of teaching pupils with metacognitive strategies and traditional methods. It was recommended that metacognitive strategies should be incorporated as a teaching strategy during creative writing instructions in schools. Teachers should also be supported by giving them training that will facilitate effective lesson delivery using metacognitive strategies. Keywords: Achievement; Creative Writing; Metacognitive; pupils; strategy.
{"title":"Effectiveness of meta-cognitive strategies on achievement in creative writing among primary school pupils in Lagos State","authors":"O. M. Alade, O. Kuku","doi":"10.18844/cerj.v12i1.6390","DOIUrl":"https://doi.org/10.18844/cerj.v12i1.6390","url":null,"abstract":"Studies have shown that meta-cognitive thinking skill is teachable and it is central to other skills such as problem-solving, decision making, critical thinking, and invaluable contribution to the learners’ competencies and achievements. The study aimed to investigate the effectiveness of Meta-Cognitive Strategies on Achievement in Creative Writing in primary schools. A sample of 62 pupils was selected for the study. The data were analyzed using mean, standard deviation, and mean difference. Analysis of Covariance (ANCOVA) was used to test the hypotheses formulated at a 0.05 level of significance. The results indicated that achievement in creative writing significantly differed as a result of teaching pupils with metacognitive strategies and traditional methods. It was recommended that metacognitive strategies should be incorporated as a teaching strategy during creative writing instructions in schools. Teachers should also be supported by giving them training that will facilitate effective lesson delivery using metacognitive strategies.\u0000 \u0000Keywords: Achievement; Creative Writing; Metacognitive; pupils; strategy.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127171299","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}
Pub Date : 2022-02-28DOI: 10.18844/cerj.v12i1.5417
R. Rosli, N. Siregar
The quality of the teaching and learning process in the 21st century encourages teachers to innovate learning integrated into all subjects of science, technology, engineering, and mathematics (STEM) to produce students who are critical, creative, and communicative. However, the majority of teachers in developing countries still have difficulty in implementing the learning process integrated with STEM due to the lack of training professional teacher development on STEM. This study aims to identify what teacher professional development (TPD) is currently targeted, instructional strategies are most used, and the topic is most prominent on five-year-olds (2016-2020) using the SCOPUS database. The design of this study is a systematic review. Data analysis on the first and second objectives is to use a qualitative, deductive, and thematic approach. The objectives of the third study were analyzed using VOSviewer software version 1.6.15.0. The identification results from 30 articles show that teacher professional development target on five-year-olds is the focus on practical application skills on STEM and teacher attitudes and beliefs towards learning that integrates STEM. While the instructional strategy used in PD is STEM-Problem based learning and inquiry-based learning. Topics are most prominent in the researcher on TPD focus on (1) teacher, (2) student, (3) science, and (4) STEM. Recommended for future researchers to identify PD based on (1) background education teacher, (2) gender, (3) summary, and (4) what the relationship between these variables.
{"title":"Teacher professional development on science, technology, engineering and mathematics: A bibliometric analysis","authors":"R. Rosli, N. Siregar","doi":"10.18844/cerj.v12i1.5417","DOIUrl":"https://doi.org/10.18844/cerj.v12i1.5417","url":null,"abstract":"The quality of the teaching and learning process in the 21st century encourages teachers to innovate learning integrated into all subjects of science, technology, engineering, and mathematics (STEM) to produce students who are critical, creative, and communicative. However, the majority of teachers in developing countries still have difficulty in implementing the learning process integrated with STEM due to the lack of training professional teacher development on STEM. This study aims to identify what teacher professional development (TPD) is currently targeted, instructional strategies are most used, and the topic is most prominent on five-year-olds (2016-2020) using the SCOPUS database. The design of this study is a systematic review. Data analysis on the first and second objectives is to use a qualitative, deductive, and thematic approach. The objectives of the third study were analyzed using VOSviewer software version 1.6.15.0. The identification results from 30 articles show that teacher professional development target on five-year-olds is the focus on practical application skills on STEM and teacher attitudes and beliefs towards learning that integrates STEM. While the instructional strategy used in PD is STEM-Problem based learning and inquiry-based learning. Topics are most prominent in the researcher on TPD focus on (1) teacher, (2) student, (3) science, and (4) STEM. Recommended for future researchers to identify PD based on (1) background education teacher, (2) gender, (3) summary, and (4) what the relationship between these variables.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127208069","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}
Pub Date : 2022-02-28DOI: 10.18844/cerj.v12i1.6206
I. A. Ojediran, Oluseun Esther Oyinwola, Omowunmi Sola Agboola
The field of genetics is often believed as a subject or a topic in biology that is difficult to learn and comprehend. The study aimed to identify the analogies used in the presentational format in illustrating genetics in selected biology textbooks in Osun State, Nigeria. The study adopted a descriptive survey research design. The population for the study comprised all the nine biology textbooks presently recommended by the Osun State Ministry of Education for implementing the biology curriculum. The study sample comprised six out of the nine recommended biology textbooks in Osun State using a simple random sampling technique. An instrument developed by Curtis and Reigeluth titled Biology Textbook Genetics Analogy (BTGA) was adapted and was used to collect data for the study. The study concluded that verbal analogies, simple analogies, and advance organizer analogies are the predominant analogies used in textbooks. It was also concluded that textbooks should include and balance the ratio of the different types of analogies being used. Keywords: Analogy, Biology Textbook, Genetics, Senior Secondary School, Osun State (Nigeria)
{"title":"Analogies used in presenting genetics in senior secondary school biology textbooks in Nigeria","authors":"I. A. Ojediran, Oluseun Esther Oyinwola, Omowunmi Sola Agboola","doi":"10.18844/cerj.v12i1.6206","DOIUrl":"https://doi.org/10.18844/cerj.v12i1.6206","url":null,"abstract":"The field of genetics is often believed as a subject or a topic in biology that is difficult to learn and comprehend. The study aimed to identify the analogies used in the presentational format in illustrating genetics in selected biology textbooks in Osun State, Nigeria. The study adopted a descriptive survey research design. The population for the study comprised all the nine biology textbooks presently recommended by the Osun State Ministry of Education for implementing the biology curriculum. The study sample comprised six out of the nine recommended biology textbooks in Osun State using a simple random sampling technique. An instrument developed by Curtis and Reigeluth titled Biology Textbook Genetics Analogy (BTGA) was adapted and was used to collect data for the study. The study concluded that verbal analogies, simple analogies, and advance organizer analogies are the predominant analogies used in textbooks. It was also concluded that textbooks should include and balance the ratio of the different types of analogies being used.\u0000 \u0000Keywords: Analogy, Biology Textbook, Genetics, Senior Secondary School, Osun State (Nigeria)","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124634863","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}
Pub Date : 2022-02-27DOI: 10.18844/cerj.v13i1.7890
Seyedeh Khadijeh Najafi, A. Dehghani
The aim of the study is to examine the relationship between ESP students' language learning beliefs and strategy use. 68 Iranian female students studying in midwifery and nursing departments were selected. Study participants received the Quick Oxford placement, and 51 intermediate participants were selected from among them. Language Learning-Related Beliefs Inventory, and Language Learning Strategy-Inventory were used. Chi-square was used to find the relationship. The results showed that Iranian midwifery students are moderate in their beliefs about language learning, they generally use language learning strategies at a moderate level, and their preferences for language learning strategies are compensatory, metacognitive, memory, cognitive, social and affective. The results also showed that there is a positive relationship between ESP students' language learning beliefs and their use of language learning strategies. The findings of this study can also be fruitful for language learners and teachers, curriculum designers and material developers. Keywords: ESP students, language learning beliefs, language learning strategies
{"title":"Iranian Intermediate ESP Students’ language learning beliefs and their language learning strategies","authors":"Seyedeh Khadijeh Najafi, A. Dehghani","doi":"10.18844/cerj.v13i1.7890","DOIUrl":"https://doi.org/10.18844/cerj.v13i1.7890","url":null,"abstract":"The aim of the study is to examine the relationship between ESP students' language learning beliefs and strategy use. 68 Iranian female students studying in midwifery and nursing departments were selected. Study participants received the Quick Oxford placement, and 51 intermediate participants were selected from among them. Language Learning-Related Beliefs Inventory, and Language Learning Strategy-Inventory were used. Chi-square was used to find the relationship. The results showed that Iranian midwifery students are moderate in their beliefs about language learning, they generally use language learning strategies at a moderate level, and their preferences for language learning strategies are compensatory, metacognitive, memory, cognitive, social and affective. The results also showed that there is a positive relationship between ESP students' language learning beliefs and their use of language learning strategies. The findings of this study can also be fruitful for language learners and teachers, curriculum designers and material developers.\u0000Keywords: ESP students, language learning beliefs, language learning strategies","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127729803","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}
Pub Date : 2022-02-27DOI: 10.18844/cerj.v13i1.8456
Huseyin Uzunboylu, Absalyamova Aida Bolatovna
It has been observed that there have been important developments in educational technologies in recent years/particularly, «COVIT - 19» has made these developments compulsory. The aim of this study is to analyze the published articles on blended learning in Russian language, scanned in Scopus, according to the content analysis. Content analysis model was used. In this context, 25 articles related to Blended learning in Russian language in the Scopus database were analyzed. The articles were read by the researchers one by one and analyzed by “classifying them by certain variables.” Analyzed data’ are explained by Tabulating. It has been concluded that articles on blended learning have increased in recent years. There has also been an increase in the number of articles and their authors in recent years. Keywords: blended learning, modernization, online learning, content analysis’ education;
{"title":"Content analysis of blended learning about Russian language articles in Scopus","authors":"Huseyin Uzunboylu, Absalyamova Aida Bolatovna","doi":"10.18844/cerj.v13i1.8456","DOIUrl":"https://doi.org/10.18844/cerj.v13i1.8456","url":null,"abstract":"It has been observed that there have been important developments in educational technologies in recent years/particularly, «COVIT - 19» has made these developments compulsory. The aim of this study is to analyze the published articles on blended learning in Russian language, scanned in Scopus, according to the content analysis. Content analysis model was used. In this context, 25 articles related to Blended learning in Russian language in the Scopus database were analyzed. The articles were read by the researchers one by one and analyzed by “classifying them by certain variables.” Analyzed data’ are explained by Tabulating. It has been concluded that articles on blended learning have increased in recent years. There has also been an increase in the number of articles and their authors in recent years.\u0000Keywords: blended learning, modernization, online learning, content analysis’ education;","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115659611","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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