The aim of this research is to determine how the answers given by the 4th-grade students in a public school in Istanbul to the questions of the case study texts in the Social Studies course differ based on gender. In this direction, the case study design, one of the qualitative research methods, was used in the research. Data were collected by open-ended survey. The answers given by the students to the intellectual, empathetic, and moral questions, to the case studies prepared based on the visuals, newspaper, and dialogue. In the study, the answers of 86 female students and 84 male students were examined. According to the examination of students' answers, female students answered empathic and moral questions more often than male students; male students were found to answer intellectual questions more often. In the intellectual and moral questions, it was determined that the answer type of male students was higher than that of female students. In addition, it was determined that the most frequently given answer and the given second answers were generally different between the two genders. The study of the students' answers indicated that female students answered more questions than male students in newspaper-based and visual-based case studies; however, in dialogue-based texts, male students answered more questions than female students. In the newspaper-based and visual-based case studies, the response type of female students was higher than that of male students; If it is a dialogue-based text, it has been determined that the answer type of male students is higher than that of female students. In addition, it has been determined that the number of questions that the most frequently given answer is the same between the two genders is more than the number of questions that are different. In this context, it is thought that the study will shed light on other gender-based studies. Keywords: social studies, case study, gender, primary school.
{"title":"A Gender-Based Examination of the Case Study Method in Primary School Social Studies Courses","authors":"Tuğçe Emral, Nur Ütkür Güllühan","doi":"10.32570/ijofe.1432023","DOIUrl":"https://doi.org/10.32570/ijofe.1432023","url":null,"abstract":"The aim of this research is to determine how the answers given by the 4th-grade students in a public school in Istanbul to the questions of the case study texts in the Social Studies course differ based on gender. In this direction, the case study design, one of the qualitative research methods, was used in the research. Data were collected by open-ended survey. The answers given by the students to the intellectual, empathetic, and moral questions, to the case studies prepared based on the visuals, newspaper, and dialogue. In the study, the answers of 86 female students and 84 male students were examined. According to the examination of students' answers, female students answered empathic and moral questions more often than male students; male students were found to answer intellectual questions more often. In the intellectual and moral questions, it was determined that the answer type of male students was higher than that of female students. In addition, it was determined that the most frequently given answer and the given second answers were generally different between the two genders. The study of the students' answers indicated that female students answered more questions than male students in newspaper-based and visual-based case studies; however, in dialogue-based texts, male students answered more questions than female students. In the newspaper-based and visual-based case studies, the response type of female students was higher than that of male students; If it is a dialogue-based text, it has been determined that the answer type of male students is higher than that of female students. In addition, it has been determined that the number of questions that the most frequently given answer is the same between the two genders is more than the number of questions that are different. In this context, it is thought that the study will shed light on other gender-based studies. \u0000 \u0000Keywords: social studies, case study, gender, primary school.","PeriodicalId":188877,"journal":{"name":"Uluslararası Alan Eğitimi Dergisi","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140359346","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}
Through citizenship education, countries try to provide individuals with the desired knowledge, skills and values. Although curriculums are prepared for this purpose, deficiencies may occur in practice because of various reasons. Non-governmental organizations (NGOs) interested in education can also contribute to completing these deficiencies. The European Union also supports the work of NGOs in this direction. It’s understood that citizenship participation in Hungary, a member of the European Union, is less than other member countries. In this context, this research aimes to reveal the views of NGOs -interested in citizenship education in Hungary- regarding citizenship education and political literacy. In this study, an example of a case study from qualitative research designs, the opinions of members of NGOs working on citizenship education were taken within the scope of a purposeful sample. The data were analyzed by content analysis. As a result of the research, it’s seen that members of various NGOs organize educational and awareness-raising activities for students and teachers. According to them, citizenship education isn’t carried out at an adequate level in Hungary. So, it’s thought that political literacy, one of the basic elements of citizenship education, should be included in the program. But, it has also been concluded that political literacy is handled more with the knowledge dimension. Key Words: Citizenship education, Hungarian non-governmental organizations, political literacy
{"title":"Citizenship Education and Political Literacy in Hungary According to Hungarian Non-Governmental Organizations Focusing On Citizenship Education","authors":"Selda Şan, Katinka Dancs","doi":"10.32570/ijofe.1360068","DOIUrl":"https://doi.org/10.32570/ijofe.1360068","url":null,"abstract":"Through citizenship education, countries try to provide individuals with the desired knowledge, skills and values. Although curriculums are prepared for this purpose, deficiencies may occur in practice because of various reasons. Non-governmental organizations (NGOs) interested in education can also contribute to completing these deficiencies. The European Union also supports the work of NGOs in this direction. It’s understood that citizenship participation in Hungary, a member of the European Union, is less than other member countries. In this context, this research aimes to reveal the views of NGOs -interested in citizenship education in Hungary- regarding citizenship education and political literacy. In this study, an example of a case study from qualitative research designs, the opinions of members of NGOs working on citizenship education were taken within the scope of a purposeful sample. The data were analyzed by content analysis. As a result of the research, it’s seen that members of various NGOs organize educational and awareness-raising activities for students and teachers. According to them, citizenship education isn’t carried out at an adequate level in Hungary. So, it’s thought that political literacy, one of the basic elements of citizenship education, should be included in the program. But, it has also been concluded that political literacy is handled more with the knowledge dimension. \u0000 \u0000Key Words: Citizenship education, Hungarian non-governmental organizations, political literacy","PeriodicalId":188877,"journal":{"name":"Uluslararası Alan Eğitimi Dergisi","volume":"10 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140358940","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}
Bu araştırmanın amacı, Pixton’ın yabancı dil olarak Türkçe öğretiminde öğrencilerin yazma becerilerinin gelişiminde kullanımına yönelik öğrenci görüşlerinin alınmasıdır. Araştırmada nitel araştırma desenlerinden biri olan durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu Yıldız Teknik Üniversitesi TÖMER’de B2 seviyesinde öğrenim gören 37 öğrenci oluşturmaktadır. Veriler, Yıldız Teknik Üniversitesi TÖMER B2 seviyesinde öğrenim gören öğrencilerle gerçekleştirilen Pixton ile hazırlanmış altı sahneli hikâye oluşturma etkinliğinden ve yapılandırılmış görüşme formundan elde edilmiştir. Verilerin analizinde hem betimsel hem içerik analizi tekniklerinden yararlanılmıştır. Verilerin analizinden elde edilen bulgulardan hareketle; öğrencilerin uygulanan etkinliği sevdiği, eğlenceli bulduğu ve benzer etkinliklere derslerde daha çok yer verilmesi gerektiği sonuçlarına ulaşılmıştır. Yazmaya karşı ilgisiz olan öğrenciler bile bu etkinliği yaparken keyif aldıklarını ifade etmişlerdir. Öğrencilerin yazıları incelendiğinde ise çeşitlilik görülmüştür. Altı sahnelik bir olayı her öğrenci farklı şekilde yorumlamıştır. Bu da aynı zamanda Pixton’ın, yaratıcı düşünme becerisini geliştiren bir araç olma özelliği taşıdığını göstermektedir.
本研究旨在了解学生对在土耳其语外语教学中使用皮克斯顿培养学生写作能力的看法。本研究采用了定性研究设计之一的案例研究设计。研究小组由37名就读于耶尔德兹技术大学（Yıldız Technical University TÖMER）B2级的学生组成。研究数据来自与 Pixton 一起准备的六场景故事创作活动，以及与耶尔德兹技术大学 B2 级学生的结构化访谈表。数据分析采用了描述性分析和内容分析技术。根据数据分析得出的结论，学生们喜欢这项活动，认为它很有趣，类似的活动应更多地纳入课程中。即使是对写作不感兴趣的学生也表示他们很喜欢这项活动。在分析学生的作文时，发现了多样性。每个学生对六个场景事件的理解都不尽相同。这也表明，Pixton 是一种培养创造性思维能力的工具。
{"title":"Yabancı Dil Olarak Türkçe Öğrenen Öğrencilerin Yazma Becerilerini Geliştirmeye Yönelik Bir Web Aracı: Pixton","authors":"D. Kır","doi":"10.32570/ijofe.1452545","DOIUrl":"https://doi.org/10.32570/ijofe.1452545","url":null,"abstract":"Bu araştırmanın amacı, Pixton’ın yabancı dil olarak Türkçe öğretiminde öğrencilerin yazma becerilerinin gelişiminde kullanımına yönelik öğrenci görüşlerinin alınmasıdır. Araştırmada nitel araştırma desenlerinden biri olan durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu Yıldız Teknik Üniversitesi TÖMER’de B2 seviyesinde öğrenim gören 37 öğrenci oluşturmaktadır. Veriler, Yıldız Teknik Üniversitesi TÖMER B2 seviyesinde öğrenim gören öğrencilerle gerçekleştirilen Pixton ile hazırlanmış altı sahneli hikâye oluşturma etkinliğinden ve yapılandırılmış görüşme formundan elde edilmiştir. Verilerin analizinde hem betimsel hem içerik analizi tekniklerinden yararlanılmıştır. Verilerin analizinden elde edilen bulgulardan hareketle; öğrencilerin uygulanan etkinliği sevdiği, eğlenceli bulduğu ve benzer etkinliklere derslerde daha çok yer verilmesi gerektiği sonuçlarına ulaşılmıştır. Yazmaya karşı ilgisiz olan öğrenciler bile bu etkinliği yaparken keyif aldıklarını ifade etmişlerdir. Öğrencilerin yazıları incelendiğinde ise çeşitlilik görülmüştür. Altı sahnelik bir olayı her öğrenci farklı şekilde yorumlamıştır. Bu da aynı zamanda Pixton’ın, yaratıcı düşünme becerisini geliştiren bir araç olma özelliği taşıdığını göstermektedir.","PeriodicalId":188877,"journal":{"name":"Uluslararası Alan Eğitimi Dergisi","volume":"15 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140358759","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}
Phenomenological inquiry, a prominent qualitative research paradigm, has gained momentum in recent years, particularly within educational studies. Despite numerous studies mapping qualitative research or adopting phenomenological designs, comparing the national and international studies utilizing phenomenological design remains under-researched. This study addresses this gap by reviewing 10 theses and dissertations employing phenomenological inquiry, with five conducted in Turkey and five in the US. The inclusion criteria for the studies were adopting a phenomenological research design and having an educational field of interest. No specific timeline or context was set for the inclusion criteria of the studies. The content analysis revealed the similarities and differences between Turkish and American studies in terms of research design, research questions, participant selection, data collection tools, and data analysis. The results showed that both sets of studies had research questions focusing on "what" and "how." Both sets of studies employed purposeful or criterion sampling, along with semi-structured interviews as the primary data collection method. Data analysis consistently involved coding transcriptions from interviews. The review concludes by emphasizing the potential benefits of this comparative analysis for novice researchers and graduate students undertaking phenomenological studies.
{"title":"COMPARISON OF PHENOMENOLOGICAL STUDIES CARRIED OUT IN TURKEY AND THE US","authors":"Sibel Toksöz","doi":"10.32570/ijofe.1426681","DOIUrl":"https://doi.org/10.32570/ijofe.1426681","url":null,"abstract":"Phenomenological inquiry, a prominent qualitative research paradigm, has gained momentum in recent years, particularly within educational studies. Despite numerous studies mapping qualitative research or adopting phenomenological designs, comparing the national and international studies utilizing phenomenological design remains under-researched. This study addresses this gap by reviewing 10 theses and dissertations employing phenomenological inquiry, with five conducted in Turkey and five in the US. The inclusion criteria for the studies were adopting a phenomenological research design and having an educational field of interest. No specific timeline or context was set for the inclusion criteria of the studies. The content analysis revealed the similarities and differences between Turkish and American studies in terms of research design, research questions, participant selection, data collection tools, and data analysis. The results showed that both sets of studies had research questions focusing on \"what\" and \"how.\" Both sets of studies employed purposeful or criterion sampling, along with semi-structured interviews as the primary data collection method. Data analysis consistently involved coding transcriptions from interviews. The review concludes by emphasizing the potential benefits of this comparative analysis for novice researchers and graduate students undertaking phenomenological studies.","PeriodicalId":188877,"journal":{"name":"Uluslararası Alan Eğitimi Dergisi","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140359218","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 tries to determine the perceptions of vocational high school teachers about organizational commitment. In this context, it is aimed to determine the internal and external factors affecting the organizational commitment of vocational high school teachers and to determine the effects of administrators on teachers' organizational commitment. The universe of the research consists of teachers working in vocational high schools in Battalgazi and Yeşilyurt districts of Malatya. 21 teachers working in the same districts participated in the research. The Phenomenology design of qualitative research was used as the research method. The data were collected with a semi-structured interview form with 4 questions aiming to reveal the internal and external factors affecting the organizational commitment of vocational high school teachers and analyzed with descriptive analysis technique. In the results of working; It has been determined that the school management's attitude, the harmony of the teacher staff and the school branch harmony come to the fore among the in-school factors affecting the commitment. While the culture lesson teachers talk about the disadvantages they experience in vocational high school due to their branches; on the other hand, vocational course teachers emphasized the advantages of their branches. While it was determined that the most positive factors affecting the teachers' commitment levels out of school, social activities, related parents and the positive image of the school outside, it was determined that individual problems arising from their private lives, financial dissatisfaction and loss of professional reputation also negatively affected their commitment. of teachers; It has been determined that the situation they expect the most from school administrators and senior management is to be valued. In addition, it was concluded that teachers and administrators should always have a positive view of events.
{"title":"Perceptions of Vocational High School Teachers on Organizational Commitment: Malatya Example","authors":"Oğuz Gürbüz, Murat Demirkol, T. Özdemir","doi":"10.32570/ijofe.1348585","DOIUrl":"https://doi.org/10.32570/ijofe.1348585","url":null,"abstract":"This research tries to determine the perceptions of vocational high school teachers about organizational commitment. In this context, it is aimed to determine the internal and external factors affecting the organizational commitment of vocational high school teachers and to determine the effects of administrators on teachers' organizational commitment. The universe of the research consists of teachers working in vocational high schools in Battalgazi and Yeşilyurt districts of Malatya. 21 teachers working in the same districts participated in the research. The Phenomenology design of qualitative research was used as the research method. The data were collected with a semi-structured interview form with 4 questions aiming to reveal the internal and external factors affecting the organizational commitment of vocational high school teachers and analyzed with descriptive analysis technique. In the results of working; It has been determined that the school management's attitude, the harmony of the teacher staff and the school branch harmony come to the fore among the in-school factors affecting the commitment. While the culture lesson teachers talk about the disadvantages they experience in vocational high school due to their branches; on the other hand, vocational course teachers emphasized the advantages of their branches. While it was determined that the most positive factors affecting the teachers' commitment levels out of school, social activities, related parents and the positive image of the school outside, it was determined that individual problems arising from their private lives, financial dissatisfaction and loss of professional reputation also negatively affected their commitment. of teachers; It has been determined that the situation they expect the most from school administrators and senior management is to be valued. In addition, it was concluded that teachers and administrators should always have a positive view of events.","PeriodicalId":188877,"journal":{"name":"Uluslararası Alan Eğitimi Dergisi","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139185956","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}
Bireyler ancak geleceği şekillendirebildikleri ölçüde toplumlarına ve insanlığa katkı sağlayabilirler. Bu ise temelleri ilk insanla birlikte atılmış olan astronomi bilimi gibi çok yönlü bir bilimin eğitim-öğretim süreçlerine dâhil edilmesi ile olabilir. Bireylerin gökyüzünü anlama, keşfetme ve tanıma çabası asırlar boyu önemli bir uğraş olmuştur. Bu durumda astronomi biliminin doğmasını sağlamıştır. Astronomi eğitimiyle birlikte bireyler, yaratıcılık ve bilimsel düşünmeyi, zaman ve konum arasındaki ilişkiyi ve gerçekçi ve bilimsel temellere dayalı kararlar verebilmeyi kazanmaktadırlar. Bu bağlamda çalışmanın amacı sosyal bilgiler derslerinde astronominin yerini, gerekliliğini ve astronomi eğitiminin ne şekilde gerçekleştirilebileceğini kuramsal olarak ortaya koymaktır. Ayrıca çalışmada sosyal bilgiler ve astronomi konularının ilişkisi de ortaya konulmuş ve sosyal bilgiler öğretmenleri ve öğretmen adaylarına bu konuların öğretilmesi için neler yapması gerektiğiyle ilgili öneriler sunmuştur.
{"title":"SOSYAL BİLGİLERDE NEDEN ve NASIL ASTRONOMİ EĞİTİMİ","authors":"Kadir Can Erbudak, Cemil Cahit Yesi̇lbursa","doi":"10.32570/ijofe.1266123","DOIUrl":"https://doi.org/10.32570/ijofe.1266123","url":null,"abstract":"Bireyler ancak geleceği şekillendirebildikleri ölçüde toplumlarına ve insanlığa katkı sağlayabilirler. Bu ise temelleri ilk insanla birlikte atılmış olan astronomi bilimi gibi çok yönlü bir bilimin eğitim-öğretim süreçlerine dâhil edilmesi ile olabilir. Bireylerin gökyüzünü anlama, keşfetme ve tanıma çabası asırlar boyu önemli bir uğraş olmuştur. Bu durumda astronomi biliminin doğmasını sağlamıştır. Astronomi eğitimiyle birlikte bireyler, yaratıcılık ve bilimsel düşünmeyi, zaman ve konum arasındaki ilişkiyi ve gerçekçi ve bilimsel temellere dayalı kararlar verebilmeyi kazanmaktadırlar. Bu bağlamda çalışmanın amacı sosyal bilgiler derslerinde astronominin yerini, gerekliliğini ve astronomi eğitiminin ne şekilde gerçekleştirilebileceğini kuramsal olarak ortaya koymaktır. Ayrıca çalışmada sosyal bilgiler ve astronomi konularının ilişkisi de ortaya konulmuş ve sosyal bilgiler öğretmenleri ve öğretmen adaylarına bu konuların öğretilmesi için neler yapması gerektiğiyle ilgili öneriler sunmuştur.","PeriodicalId":188877,"journal":{"name":"Uluslararası Alan Eğitimi Dergisi","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115167083","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 purpose of this study is to examine the latest abstracts of M.A. theses and PhD dissertations of 10 ELT departments in Turkey so as to observe the latest tendency in the abstract components of the ELT field. The components of a well written abstract are research paradigms, samples, sample size, method, sample type, research design, data collection tools, and data analysis techniques. The abstracts of the latest 10 MA theses and 10 PhD dissertations available in “YÖK Ulusal Tez Merkezi” (National Thesis Center) were reviewed and analyzed in terms of the availability of these components. These 10 universities were selected from the top achievers determined by University Ranking by Academic Performance (URAP) in 2020-2021. Criterion sampling was employed. This non-interactive qualitative study utilized descriptive document analysis. A constructivist view was taken to interpret the presence and absence of specific element in the abstracts. MS Excel was the program used for analysis. The results showed that none of the students expressed research paradigms but all expressed data collection tools they used. All PhD students stated who their samples were but type of sampling implemented was not stated. While most of the MA students specified their samples, only a couple specified type of sampling they used. The availability of sample size was exactly the same for both groups. PhD students named research designs more than MA students. Yet, MA students named more sampling strategies, methods, and data analysis in their abstracts.
本研究的目的是研究土耳其10个英语教学部门的硕士论文和博士论文的最新摘要，以观察英语教学领域摘要部分的最新趋势。一篇写得好的摘要的组成部分是研究范式、样本、样本大小、方法、样本类型、研究设计、数据收集工具和数据分析技术。对“YÖK Ulusal Tez Merkezi”(国家论文中心)上最新的10篇硕士论文和10篇博士论文的摘要进行了综述，并从这些成分的可获得性方面进行了分析。这10所大学是从2020-2021年大学学业成绩排名(URAP)中选出的。采用标准抽样。本非互动定性研究采用描述性文献分析。以建构主义的观点来解释摘要中特定元素的存在与缺失。MS Excel是用于分析的程序。结果显示，所有学生都没有表达研究范式，但都表达了他们使用的数据收集工具。所有博士生都说明了他们的样本是谁，但没有说明实施的抽样类型。虽然大多数硕士生指定了他们的样本，但只有少数人指定了他们使用的样本类型。两组的可用样本量完全相同。博士生命名研究设计多于硕士生。然而，硕士生在他们的摘要中提到了更多的抽样策略、方法和数据分析。
{"title":"Examining the Abstract Components of the Latest ELT M.A. Theses and PhD Dissertations of the Most Accomplished Universities in Turkey","authors":"Pınar GÜLER URHAN","doi":"10.32570/ijofe.1251316","DOIUrl":"https://doi.org/10.32570/ijofe.1251316","url":null,"abstract":"The purpose of this study is to examine the latest abstracts of M.A. theses and PhD dissertations of 10 ELT departments in Turkey so as to observe the latest tendency in the abstract components of the ELT field. The components of a well written abstract are research paradigms, samples, sample size, method, sample type, research design, data collection tools, and data analysis techniques. The abstracts of the latest 10 MA theses and 10 PhD dissertations available in “YÖK Ulusal Tez Merkezi” (National Thesis Center) were reviewed and analyzed in terms of the availability of these components. These 10 universities were selected from the top achievers determined by University Ranking by Academic Performance (URAP) in 2020-2021. Criterion sampling was employed. This non-interactive qualitative study utilized descriptive document analysis. A constructivist view was taken to interpret the presence and absence of specific element in the abstracts. MS Excel was the program used for analysis. The results showed that none of the students expressed research paradigms but all expressed data collection tools they used. All PhD students stated who their samples were but type of sampling implemented was not stated. While most of the MA students specified their samples, only a couple specified type of sampling they used. The availability of sample size was exactly the same for both groups. PhD students named research designs more than MA students. Yet, MA students named more sampling strategies, methods, and data analysis in their abstracts.","PeriodicalId":188877,"journal":{"name":"Uluslararası Alan Eğitimi Dergisi","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132507823","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 aim of this study is to examine the theses published in the field of mathematics education in Turkey in which Toulmin Argumentation Model was used. It has been analyzed how the prepared theses were distributed in terms of publication year-type, publication language, institute, university, keywords, aims and target audience. In this study conducted by document analysis method, 23 theses in the field of mathematics education, covering a total of 12 years until the end of 2022 without considering any start date, from the theses open to access in the National Thesis Center database of the Council of Higher Education (YÖK) were analyzed. The obtained studies were subjected to descriptive analysis and the analyzed data were presented in tables with frequency and percentage values. Within the scope of the research, some basic results were reached such as; argumentation studies using Toulmin Model in mathematics education have been studied more intensively from the past to the present, Turkish studies are conducted more frequently than English studies in terms of publication language, studies conducted at the doctoral level at the level of institutes are more or equal to the studies conducted at the master's level, university students and secondary school students are preferred more intensively in the selection of the target audience. This study aims to guide the studies that center on the Toulmin Argumentation Model in mathematics education. In addition, it is thought to contribute to the researchers to see the concentration or deficiencies in the field and to encourage the filling of the gap in the field by conducting applications with different study groups rather than working with the same study groups.
{"title":"Türkiye’de Matematik Eğitimi Alanında Toulmin Argümantasyon Modeli’nin Kullanıldığı Lisansüstü Tezlerin İncelenmesi","authors":"Ahmet Adil Adal","doi":"10.32570/ijofe.1257339","DOIUrl":"https://doi.org/10.32570/ijofe.1257339","url":null,"abstract":"The aim of this study is to examine the theses published in the field of mathematics education in Turkey in which Toulmin Argumentation Model was used. It has been analyzed how the prepared theses were distributed in terms of publication year-type, publication language, institute, university, keywords, aims and target audience. In this study conducted by document analysis method, 23 theses in the field of mathematics education, covering a total of 12 years until the end of 2022 without considering any start date, from the theses open to access in the National Thesis Center database of the Council of Higher Education (YÖK) were analyzed. The obtained studies were subjected to descriptive analysis and the analyzed data were presented in tables with frequency and percentage values. Within the scope of the research, some basic results were reached such as; argumentation studies using Toulmin Model in mathematics education have been studied more intensively from the past to the present, Turkish studies are conducted more frequently than English studies in terms of publication language, studies conducted at the doctoral level at the level of institutes are more or equal to the studies conducted at the master's level, university students and secondary school students are preferred more intensively in the selection of the target audience. This study aims to guide the studies that center on the Toulmin Argumentation Model in mathematics education. In addition, it is thought to contribute to the researchers to see the concentration or deficiencies in the field and to encourage the filling of the gap in the field by conducting applications with different study groups rather than working with the same study groups.","PeriodicalId":188877,"journal":{"name":"Uluslararası Alan Eğitimi Dergisi","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122879725","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}
Argumentation-based teaching is one of the contemporary teaching approaches. This approach is versatile in terms of making the claim, stating the reasons, eliminating the ambiguities, generating thoughts in the mind through questions and having the purpose of convincing. Considering the relationship between language and thought, it is thought that the use of argumentation-based teaching in language practice studies will be effective. As a matter of fact, the prerequisite for producing arguments is the effective use of basic language skills. This study shows the usability of argumentation-based teaching in Turkish lessons. This study shows the usability of argumentation-based teaching in Turkish lessons. In the study, information about the argumentation-based learning-teaching approach is given; The activities that can be carried out in order to gain, develop and effectively use narration skills are emphasized. Finally, some suggestions for the effective use of this teaching model in Turkish lessons are given.
{"title":"Use of the Argumentation-Based Learning-Teaching Approach in the Development Of Self-Expression Skills","authors":"A. Göçer, Akife Kurt","doi":"10.32570/ijofe.1173005","DOIUrl":"https://doi.org/10.32570/ijofe.1173005","url":null,"abstract":"Argumentation-based teaching is one of the contemporary teaching approaches. This approach is versatile in terms of making the claim, stating the reasons, eliminating the ambiguities, generating thoughts in the mind through questions and having the purpose of convincing. Considering the relationship between language and thought, it is thought that the use of argumentation-based teaching in language practice studies will be effective. As a matter of fact, the prerequisite for producing arguments is the effective use of basic language skills. This study shows the usability of argumentation-based teaching in Turkish lessons. This study shows the usability of argumentation-based teaching in Turkish lessons. In the study, information about the argumentation-based learning-teaching approach is given; The activities that can be carried out in order to gain, develop and effectively use narration skills are emphasized. Finally, some suggestions for the effective use of this teaching model in Turkish lessons are given.","PeriodicalId":188877,"journal":{"name":"Uluslararası Alan Eğitimi Dergisi","volume":"406 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115931194","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 main purpose of this research is to analyze the relationship between real-life activities in German and Turkey primary school 4th-grade mathematics textbooks, according to the classification proposed by Gainsburg (2008). For this purpose, document analysis, one of the qualitative research methods, was used in the research. The data source of the research is "Fredo 4 Mathematics" in Germany and "Primary School 4th Grade Mathematics Textbook" in Turkey. In the research, descriptive analysis was used in the analysis of the data, and the results were reflected in frequency and percentage tables. The results of the research show that the activities in the mathematics textbooks of both countries are mostly "classical word problems" and the problems include real contexts. It has been revealed that the mathematics textbooks of both countries are strong in terms of activities such as "applied mathematical representations", and the number of activities in the type of real data analysis should be increased.
{"title":"DO PRIMARY SCHOOL MATHEMATICS TEXTBOOKS CONNECT TO REAL LIFE? : THE CASE OF GERMANY AND TURKEY","authors":"Derya Bekiroğlu, Nur Ütkür Güllühan","doi":"10.32570/ijofe.1195928","DOIUrl":"https://doi.org/10.32570/ijofe.1195928","url":null,"abstract":"The main purpose of this research is to analyze the relationship between real-life activities in German and Turkey primary school 4th-grade mathematics textbooks, according to the classification proposed by Gainsburg (2008). For this purpose, document analysis, one of the qualitative research methods, was used in the research. The data source of the research is \"Fredo 4 Mathematics\" in Germany and \"Primary School 4th Grade Mathematics Textbook\" in Turkey. In the research, descriptive analysis was used in the analysis of the data, and the results were reflected in frequency and percentage tables. The results of the research show that the activities in the mathematics textbooks of both countries are mostly \"classical word problems\" and the problems include real contexts. It has been revealed that the mathematics textbooks of both countries are strong in terms of activities such as \"applied mathematical representations\", and the number of activities in the type of real data analysis should be increased.","PeriodicalId":188877,"journal":{"name":"Uluslararası Alan Eğitimi Dergisi","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127120977","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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