In today's technology-driven era, the significance of continuous learning has grown exponentially, as individuals are required to acquire and develop new information and skills. This need has given rise to the concept of lifelong learning, which emphasizes the ongoing process of learning regardless of age, time, and location. This study aims to investigate the lifelong learning competencies of teachers, who play a crucial role in the learning processes of individuals, considering various variables. Convenience sampling was used to select 329 teachers, and they were administered the 'Lifelong Learning Competency Scale' developed by Hürsen (2011). The scale comprises sub-dimensions such as 'self-management competencies', 'learning to learn competencies', 'initiative and entrepreneurial competencies', 'knowledge acquisition competencies', 'digital competencies', and 'decision-making competencies'. Data analysis was performed with the JAMOVI program using descriptive statistics, Independent Sample t-Test, ANOVA, Pearson Correlation Analysis, and regression analysis. The findings of the study indicated that teachers' lifelong learning competencies were at a high level, particularly the 'self-management competencies' sub-dimension, which demonstrated exceptional results. The remaining sub-dimensions also displayed high competency levels. Furthermore, the study concluded that teachers' lifelong learning competencies did not exhibit significant differences based on their gender, marital status, or the type of school they worked in.
{"title":"Examining the Lifelong Learning Competencies of Teachers","authors":"A. Çilek, Fatma Nur Çoban, Ekrem Çeti̇n","doi":"10.51535/tell.1312486","DOIUrl":"https://doi.org/10.51535/tell.1312486","url":null,"abstract":"In today's technology-driven era, the significance of continuous learning has grown exponentially, as individuals are required to acquire and develop new information and skills. This need has given rise to the concept of lifelong learning, which emphasizes the ongoing process of learning regardless of age, time, and location. This study aims to investigate the lifelong learning competencies of teachers, who play a crucial role in the learning processes of individuals, considering various variables. \u0000Convenience sampling was used to select 329 teachers, and they were administered the 'Lifelong Learning Competency Scale' developed by Hürsen (2011). The scale comprises sub-dimensions such as 'self-management competencies', 'learning to learn competencies', 'initiative and entrepreneurial competencies', 'knowledge acquisition competencies', 'digital competencies', and 'decision-making competencies'. Data analysis was performed with the JAMOVI program using descriptive statistics, Independent Sample t-Test, ANOVA, Pearson Correlation Analysis, and regression analysis. \u0000The findings of the study indicated that teachers' lifelong learning competencies were at a high level, particularly the 'self-management competencies' sub-dimension, which demonstrated exceptional results. The remaining sub-dimensions also displayed high competency levels. Furthermore, the study concluded that teachers' lifelong learning competencies did not exhibit significant differences based on their gender, marital status, or the type of school they worked in.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125396761","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}
New learning methods have been applied every day regarding education and training, and these methods have been used for students to better understand and structure knowledge. As one of these methods, inquiry-based learning is used in primary school science teaching. Turkiye has a rich and diverse cultural structure. Thanks to this diversity, different languages are spoken in various regions apart from Turkish as the official language in Turkiye. In our study, it is aimed to benefit from teacher views about the learning processes of bilingual students who are applied inquiry-based science teaching. The experiences of teachers who have bilingual students in their class were questioned. The study used the phenomenological research model, one of the qualitative methods. The research group consists of 7 teachers who are chosen voluntarily from teachers with bilingual students in the classroom. A semi-structured interview form developed by the researcher was used to collect the research data. While these forms, which included open-ended questions, were applied, the interviews were recorded. These collected data were analyzed by content analysis method. Research findings indicate that inquiry-based science teaching positively affects the learning processes of bilingual students. It has been determined that students' conceptual understanding, participation and interest in the lesson, group working and cooperation skills, science lesson attitudes, problem solving skills and permanent learning are increased.
{"title":"Teachers' Views on the Effects of Inquiry-Based Science Education on the Learning Process of Bilingual Students","authors":"Hidayet Camci, Yasemin Büyükşahi̇n","doi":"10.51535/tell.1310271","DOIUrl":"https://doi.org/10.51535/tell.1310271","url":null,"abstract":"New learning methods have been applied every day regarding education and training, and these methods have been used for students to better understand and structure knowledge. As one of these methods, inquiry-based learning is used in primary school science teaching. Turkiye has a rich and diverse cultural structure. Thanks to this diversity, different languages are spoken in various regions apart from Turkish as the official language in Turkiye. In our study, it is aimed to benefit from teacher views about the learning processes of bilingual students who are applied inquiry-based science teaching. The experiences of teachers who have bilingual students in their class were questioned. The study used the phenomenological research model, one of the qualitative methods. The research group consists of 7 teachers who are chosen voluntarily from teachers with bilingual students in the classroom. A semi-structured interview form developed by the researcher was used to collect the research data. While these forms, which included open-ended questions, were applied, the interviews were recorded. These collected data were analyzed by content analysis method. Research findings indicate that inquiry-based science teaching positively affects the learning processes of bilingual students. It has been determined that students' conceptual understanding, participation and interest in the lesson, group working and cooperation skills, science lesson attitudes, problem solving skills and permanent learning are increased.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133891571","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}
This research was conducted with the aim of measuring students' attitudes towards computer and software course while giving coding education to students, determining students' self-efficacy perceptions towards computer and software course, measuring students' attitudes towards coding education, measuring students' academic success and observing the differences in educational outcomes resulting from these measurements. Has been carried out. Quantitative research methods were used in this study, which examines the effects of coding education designed with different visual programs on the academic achievement, attitudes and self-efficacy of secondary school students. In this study, the quantitative research method was adopted as the research model and the "Pretest - Posttest Quasi-experimental Design Model with Control Group" was used. The population of the research consists of 6th grade students, 17 girls and 28 boys, studying at Konya Gödene TOKİ Secondary School in the 2020-2021 academic year. The applications were made for 10 weeks in accordance with the lesson plan period in the curriculum. In the study, an academic achievement test for the course was developed, the Attitude Scale towards Computer-Aided Education, the Self-Efficacy Perception Scale of Computer-Aided Education, the Attitude Scale towards Computer-Aided Coding Learning 3 different scales were used to determine. The data obtained as a result of the training, which lasted for 10 weeks in total, were analyzed in the IBM SPSS Statistics 22 program. The Cronbach Alpha reliability coefficients of the scales used were calculated as .870, for the Self-Efficacy Perception Scale for Computer Assisted Education, .81 for the Attitude Scale for Computer Assisted Education, and .92 for the Attitude Scale for Educational Computer Games Assisted Coding Learning. The difficulty indexes of the academic achievement scales used were calculated as .758 in the Scratch Academic Achievement Test and .726 in the Tospaa Academic Achievement Test. The scale developed according to the data obtained was found to be valid and reliable. According to the findings obtained at the end of the research, it was seen that the application of the Scratch program in coding education made a significant difference on the programming skills of the students and contributed to the coding education. The eta squared value was examined to determine the effect size of the computer coding environment on the total of Academic Achievement, Self-efficacy Perception Scale for Computer Aided Education, Attitude Scale towards Computer Assisted Education and Attitude Scale towards Educational Computer Games Supported Learning. It can be said that academic achievement has a "large" effect size on self-efficacy perceptions in computer-assisted education, attitudes towards computer-assisted education and educational computer-assisted coding education.
{"title":"The Effect of Codıng Educatıon Desıgned with Dıfferent Vısual Programs on Academıc Success and Attıtudes and Self-Effıcıencıes of Secondary School Students","authors":"Teslime Deni̇z, A. T. Korucu","doi":"10.51535/tell.1279547","DOIUrl":"https://doi.org/10.51535/tell.1279547","url":null,"abstract":"This research was conducted with the aim of measuring students' attitudes towards computer and software course while giving coding education to students, determining students' self-efficacy perceptions towards computer and software course, measuring students' attitudes towards coding education, measuring students' academic success and observing the differences in educational outcomes resulting from these measurements. Has been carried out. Quantitative research methods were used in this study, which examines the effects of coding education designed with different visual programs on the academic achievement, attitudes and self-efficacy of secondary school students. In this study, the quantitative research method was adopted as the research model and the \"Pretest - Posttest Quasi-experimental Design Model with Control Group\" was used. The population of the research consists of 6th grade students, 17 girls and 28 boys, studying at Konya Gödene TOKİ Secondary School in the 2020-2021 academic year. The applications were made for 10 weeks in accordance with the lesson plan period in the curriculum. In the study, an academic achievement test for the course was developed, the Attitude Scale towards Computer-Aided Education, the Self-Efficacy Perception Scale of Computer-Aided Education, the Attitude Scale towards Computer-Aided Coding Learning 3 different scales were used to determine. The data obtained as a result of the training, which lasted for 10 weeks in total, were analyzed in the IBM SPSS Statistics 22 program. The Cronbach Alpha reliability coefficients of the scales used were calculated as .870, for the Self-Efficacy Perception Scale for Computer Assisted Education, .81 for the Attitude Scale for Computer Assisted Education, and .92 for the Attitude Scale for Educational Computer Games Assisted Coding Learning. The difficulty indexes of the academic achievement scales used were calculated as .758 in the Scratch Academic Achievement Test and .726 in the Tospaa Academic Achievement Test. The scale developed according to the data obtained was found to be valid and reliable. According to the findings obtained at the end of the research, it was seen that the application of the Scratch program in coding education made a significant difference on the programming skills of the students and contributed to the coding education. The eta squared value was examined to determine the effect size of the computer coding environment on the total of Academic Achievement, Self-efficacy Perception Scale for Computer Aided Education, Attitude Scale towards Computer Assisted Education and Attitude Scale towards Educational Computer Games Supported Learning. It can be said that academic achievement has a \"large\" effect size on self-efficacy perceptions in computer-assisted education, attitudes towards computer-assisted education and educational computer-assisted coding education.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134108283","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}
Despite an increasing number of studies on pre-service teachers' digital literacy, there are few studies on pre-service English teachers, especially regarding samples, methodology, and including variables. Hence, this study recruits more participants from different institutions and studies the effects of 5 variables. The participants were 186 pre-service teachers. The quantitative data were collected via the Digital Literacy Scale and analyzed by Statistical Package for the Social Sciences (SPSS) 25.0 via independent samples t-test and one-way variance analysis. The qualitative data were collected via semi-structured interviews and analyzed by Descriptive Analysis. The findings showed that the participants had a medium to high level of digital literacy, while they reported higher levels in the interviews. The analysis of the survey indicated that the most used device and year of digital platform use had a significant effect on the participants’ digital literacy levels. The interview results combined with the survey implied that the vital point in digital literacy training is to ensure "learning how to exploit digital skills" rather than learning all the available tools, applications, and resources.
{"title":"Pre-service English Language Teachers’ 21st Century Skills: A Mixed-methods Study on Digital Literacy","authors":"Cihat Atar, Hakkı Bağcı","doi":"10.51535/tell.1254377","DOIUrl":"https://doi.org/10.51535/tell.1254377","url":null,"abstract":"Despite an increasing number of studies on pre-service teachers' digital literacy, there are few studies on pre-service English teachers, especially regarding samples, methodology, and including variables. Hence, this study recruits more participants from different institutions and studies the effects of 5 variables. The participants were 186 pre-service teachers. The quantitative data were collected via the Digital Literacy Scale and analyzed by Statistical Package for the Social Sciences (SPSS) 25.0 via independent samples t-test and one-way variance analysis. The qualitative data were collected via semi-structured interviews and analyzed by Descriptive Analysis. The findings showed that the participants had a medium to high level of digital literacy, while they reported higher levels in the interviews. The analysis of the survey indicated that the most used device and year of digital platform use had a significant effect on the participants’ digital literacy levels. The interview results combined with the survey implied that the vital point in digital literacy training is to ensure \"learning how to exploit digital skills\" rather than learning all the available tools, applications, and resources.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124528239","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}
This study examines the digital competence of teachers according to different variables. In this direction, 695 teachers working in primary, secondary, and high schools participated in the study. The Teacher Digital Competence Scale (2022), developed by Gümüş and Kukul, was used in the study analyzed using the scanning model. In line with the results obtained in the study, while digital competencies differ according to gender, and age range, no difference was observed according to school type, and foreign language levels. On the general evaluation of the analyses, it is thought that although the teachers have medium-level digital competences, considering the difficulties experienced during the pandemic period, the digital competences of the teachers observed at the medium level are eventually insufficient and the teachers should develop themselves in this regard.
{"title":"Öğretmenlerin Dijital Yeterliliklerinin Farklı Değişkenlere Göre İncelenmesi","authors":"Muhammed Murat Gümüş, Volkan Kukul","doi":"10.51535/tell.1231192","DOIUrl":"https://doi.org/10.51535/tell.1231192","url":null,"abstract":"This study examines the digital competence of teachers according to different variables. In this direction, 695 teachers working in primary, secondary, and high schools participated in the study. The Teacher Digital Competence Scale (2022), developed by Gümüş and Kukul, was used in the study analyzed using the scanning model. In line with the results obtained in the study, while digital competencies differ according to gender, and age range, no difference was observed according to school type, and foreign language levels. On the general evaluation of the analyses, it is thought that although the teachers have medium-level digital competences, considering the difficulties experienced during the pandemic period, the digital competences of the teachers observed at the medium level are eventually insufficient and the teachers should develop themselves in this regard.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132399374","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}
Geography is a critical tool for understanding the physical, social, economic, and political characteristics of places around the world and is important for grasping the various factors that shape people's lives and decisions. Knowledge of geography directly or indirectly affects people's daily lives by determining the characteristics of settlements, natural resources, climatic conditions, economic activities, natural disasters, or cultures and societies around the world. This research was carried out with 10th grade students who tried to gain geographical knowledge systematically through a geography course. The aim of the research is to reveal how the students' geography knowledge is reflected in their daily lives. A semi-structured interview form created by the researchers was used to collect data in the study that employed phenomenology design, one of the qualitative research methods. The obtained data were analyzed using the descriptive analysis approach, and results were gathered with regard to the students' level of interest in the geography course, the factors affecting this level of interest, the definition of geography knowledge and the future contribution of geographic knowledge, and the use of this knowledge in daily life. The main conclusion of the study is that one-third of students don’t use geography in their daily lives. In light of this circumstance, it could be advised to design geography topics based on activities, using real-world examples in a practical way.
{"title":"High School Students' Evaluations on the Reflections of Geographical Information on Daily Life","authors":"Ufuk Sözcü, Abdullah Türker, E. Dündar","doi":"10.51535/tell.1264253","DOIUrl":"https://doi.org/10.51535/tell.1264253","url":null,"abstract":"Geography is a critical tool for understanding the physical, social, economic, and political characteristics of places around the world and is important for grasping the various factors that shape people's lives and decisions. Knowledge of geography directly or indirectly affects people's daily lives by determining the characteristics of settlements, natural resources, climatic conditions, economic activities, natural disasters, or cultures and societies around the world. This research was carried out with 10th grade students who tried to gain geographical knowledge systematically through a geography course. The aim of the research is to reveal how the students' geography knowledge is reflected in their daily lives. A semi-structured interview form created by the researchers was used to collect data in the study that employed phenomenology design, one of the qualitative research methods. The obtained data were analyzed using the descriptive analysis approach, and results were gathered with regard to the students' level of interest in the geography course, the factors affecting this level of interest, the definition of geography knowledge and the future contribution of geographic knowledge, and the use of this knowledge in daily life. The main conclusion of the study is that one-third of students don’t use geography in their daily lives. In light of this circumstance, it could be advised to design geography topics based on activities, using real-world examples in a practical way.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124570179","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}
This research was carried out to determine the mental images of secondary school students regarding decision making, which is one of the skills included in the social studies curriculum. In this study, which was carried out in accordance with the qualitative research method, the metaphors developed by the students for the concept of decision making were examined. The study group of the research consists of 288 students studying in the 7th and 8th grades in two public schools of Kırşehir in the fall semester of the 2022-2023 academic year, who were selected according to the convenient sampling method. Content analysis was used in the analysis and interpretation of the data obtained from the participants in the study. As a result of the research, it was seen that secondary school students generally perceive decision making as "forced decision making", "realistic and alternative decision making", "emotional and anxious decision making", "avoidant decision making", "instant decision making", "connected decision making" and "risky decision making".
{"title":"What is Decision Making? What Do Secondary School Students' Mental Images Say?","authors":"Gökmen Güneş, Bahadır Kilcan","doi":"10.51535/tell.1282878","DOIUrl":"https://doi.org/10.51535/tell.1282878","url":null,"abstract":"This research was carried out to determine the mental images of secondary school students regarding decision making, which is one of the skills included in the social studies curriculum. In this study, which was carried out in accordance with the qualitative research method, the metaphors developed by the students for the concept of decision making were examined. The study group of the research consists of 288 students studying in the 7th and 8th grades in two public schools of Kırşehir in the fall semester of the 2022-2023 academic year, who were selected according to the convenient sampling method. Content analysis was used in the analysis and interpretation of the data obtained from the participants in the study. As a result of the research, it was seen that secondary school students generally perceive decision making as \"forced decision making\", \"realistic and alternative decision making\", \"emotional and anxious decision making\", \"avoidant decision making\", \"instant decision making\", \"connected decision making\" and \"risky decision making\".","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124610511","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}
This research evaluated the effect of guided inquiry approach-based laboratory activity within the scope of lifelong learning, in which daily life context is used, on developing pre-service science teachers' learning processes. The study groups the research consisted of six pre-service science teachers who were seniors in the science education department at a university in the west of Turkey. The holistic single-case design was used as the research method in this study. One of the topics related to enzymes we encounter in many areas of daily life is the concept of enzymatic browning. In this study, starting from a daily life context, an activity that includes the chemical change emphasis underlying the enzymatic browning event and the factors affecting the work of enzymes is discussed. In this context, the guided inquiry learning approach, in which the hypothetico-deductive reasoning cycle is used in laboratory practices in teacher education, is based on the activity. At the end of the activity, experiment reports, science journals, and concept maps were evaluated. As a result of the evaluation, it was seen that the students not only designed scientific research and tested their hypotheses consistently and accurately but also obtained the subject gains related to enzymes and chemical change. Since it is understood that the activity supports lifelong learning in terms of both the skills developed and the ideas reflected by the pre-service teachers, using similar practices in teacher education can be recommended.
{"title":"An inquiry and context-based activity supporting lifelong learning: Enzymes in Daily Life","authors":"Fatma Şaşmazören, Feride Şahi̇n","doi":"10.51535/tell.1281528","DOIUrl":"https://doi.org/10.51535/tell.1281528","url":null,"abstract":"This research evaluated the effect of guided inquiry approach-based laboratory activity within the scope of lifelong learning, in which daily life context is used, on developing pre-service science teachers' learning processes. The study groups the research consisted of six pre-service science teachers who were seniors in the science education department at a university in the west of Turkey. The holistic single-case design was used as the research method in this study. One of the topics related to enzymes we encounter in many areas of daily life is the concept of enzymatic browning. In this study, starting from a daily life context, an activity that includes the chemical change emphasis underlying the enzymatic browning event and the factors affecting the work of enzymes is discussed. In this context, the guided inquiry learning approach, in which the hypothetico-deductive reasoning cycle is used in laboratory practices in teacher education, is based on the activity. At the end of the activity, experiment reports, science journals, and concept maps were evaluated. As a result of the evaluation, it was seen that the students not only designed scientific research and tested their hypotheses consistently and accurately but also obtained the subject gains related to enzymes and chemical change. Since it is understood that the activity supports lifelong learning in terms of both the skills developed and the ideas reflected by the pre-service teachers, using similar practices in teacher education can be recommended.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132700728","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}
The study proposed an inquiry-based activity for an undergraduate History of Science (HOS) course. The activity aimed to promote collaboration, engagement, and motivation among students from various disciplines. The participants in this activity were 40 undergraduate students enrolled in different teaching programs at a private university. The course followed a timeline approach to teaching HOS, supplemented by weekly research questions and short activities. The specific focus of this activity was to investigate whether Archimedes designed a water clock. Students worked in groups to conduct research on the question and develop a group claim based on the evidence they collected. The course discussions resulting from this activity yielded comprehensive outcomes that contributed to the course's timeline, covering the transition from antiquity to the Middle Ages. These discussions touched upon various historical events, including the closing of the Platonic Academy, the birth of the House of Wisdom, cultural and geographical factors in the translation movement, and the concept of pseudepigrapha. Importantly, the study noted that many of these events between antiquity and the Middle Ages were not commonly mentioned in traditional HOS course books. By engaging in this activity, participants were able to zoom into the timeline and uncover fascinating historical events. The research, collaboration, and discussions brought about a sense of excitement among the students. This activity demonstrated that incorporating such an approach can enhance the narrative nature of HOS courses. The success of the activity depends on the time allocated and the content of the course, suggesting that it could be tailored to different contexts and course objectives.
{"title":"Zooming in the Timeline: Investigation of the Case of Pseudo-Archimedes by Preservice Teachers","authors":"H. İ. Koştur","doi":"10.51535/tell.1296131","DOIUrl":"https://doi.org/10.51535/tell.1296131","url":null,"abstract":"The study proposed an inquiry-based activity for an undergraduate History of Science (HOS) course. The activity aimed to promote collaboration, engagement, and motivation among students from various disciplines. The participants in this activity were 40 undergraduate students enrolled in different teaching programs at a private university. The course followed a timeline approach to teaching HOS, supplemented by weekly research questions and short activities. The specific focus of this activity was to investigate whether Archimedes designed a water clock. Students worked in groups to conduct research on the question and develop a group claim based on the evidence they collected. The course discussions resulting from this activity yielded comprehensive outcomes that contributed to the course's timeline, covering the transition from antiquity to the Middle Ages. These discussions touched upon various historical events, including the closing of the Platonic Academy, the birth of the House of Wisdom, cultural and geographical factors in the translation movement, and the concept of pseudepigrapha. Importantly, the study noted that many of these events between antiquity and the Middle Ages were not commonly mentioned in traditional HOS course books. By engaging in this activity, participants were able to zoom into the timeline and uncover fascinating historical events. The research, collaboration, and discussions brought about a sense of excitement among the students. This activity demonstrated that incorporating such an approach can enhance the narrative nature of HOS courses. The success of the activity depends on the time allocated and the content of the course, suggesting that it could be tailored to different contexts and course objectives.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133311378","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}
Canan LAÇİN ŞİMŞEK, Zeliha DEMİR KAYMAK, Canan SOLA ÖZGÜÇ
The present study aimed to identify the experiences of female academics with children regarding distance learning and working from home during the pandemic, their problems, gains, and opinions about the impacts of being a woman on their experiences within this process. To this end, the study adopted the qualitative research method of phenomenological design. Interviews were conducted with 11 participants with children working at the same university offering courses by means of distance learning during the pandemic. The data were examined through content analysis. The participants expressed that they encountered a variety of problems particularly due to being a woman. They stated that they assumed many different roles and struggled to carry out the responsibilities. Almost all participants indicated a significant decline in the volume of academic studies, considering the excessive amount of responsibilities assumed by women and the lack of sharing the workload at home. The present study is expected to help female academics realize that these problems are not unique to them, providing them with a source of motivation.
{"title":"Being a Female Academic During the Pandemic: Lecturer, Teacher, Mother, Scholar and More","authors":"Canan LAÇİN ŞİMŞEK, Zeliha DEMİR KAYMAK, Canan SOLA ÖZGÜÇ","doi":"10.51535/tell.1234110","DOIUrl":"https://doi.org/10.51535/tell.1234110","url":null,"abstract":"The present study aimed to identify the experiences of female academics with children regarding distance learning and working from home during the pandemic, their problems, gains, and opinions about the impacts of being a woman on their experiences within this process. To this end, the study adopted the qualitative research method of phenomenological design. Interviews were conducted with 11 participants with children working at the same university offering courses by means of distance learning during the pandemic. The data were examined through content analysis. The participants expressed that they encountered a variety of problems particularly due to being a woman. They stated that they assumed many different roles and struggled to carry out the responsibilities. Almost all participants indicated a significant decline in the volume of academic studies, considering the excessive amount of responsibilities assumed by women and the lack of sharing the workload at home. The present study is expected to help female academics realize that these problems are not unique to them, providing them with a source of motivation.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131114494","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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