Konstantina Tsoli, Thomas Babalis, Nikolaos Alexopoulos, Roza Tselepidi
The aim of this study was to investigate the views of 100 primary school teachers regarding the proposal of assigning two principals in Greek primary schools, one responsible for managerial duties and one to assume the pedagogical responsibilities. Teachers from the metropolitan area of Athens completed an online self-report questionnaire between February and March 2021. The questionnaire was constructed by the researchers for the needs of the present study based on theory and research on the field. The results showed that there is a positive attitude toward the notion that two principals would be better than one. However, most participants were apprehensive of the possible professionalization of the principal’s role. This probably indicates that the Greek educational system is not ready to accept this proposal. Educational policy leaders and academic program planners of higher education institutions could consider the findings of this study when designing educational programs aiming to prepare adequately future school principals.
{"title":"Separating School Principal's Administrative and Pedagogical Tasks: Views of the Greek Teachers","authors":"Konstantina Tsoli, Thomas Babalis, Nikolaos Alexopoulos, Roza Tselepidi","doi":"10.5430/wje.v12n5p10","DOIUrl":"https://doi.org/10.5430/wje.v12n5p10","url":null,"abstract":"The aim of this study was to investigate the views of 100 primary school teachers regarding the proposal of assigning two principals in Greek primary schools, one responsible for managerial duties and one to assume the pedagogical responsibilities. Teachers from the metropolitan area of Athens completed an online self-report questionnaire between February and March 2021. The questionnaire was constructed by the researchers for the needs of the present study based on theory and research on the field. The results showed that there is a positive attitude toward the notion that two principals would be better than one. However, most participants were apprehensive of the possible professionalization of the principal’s role. This probably indicates that the Greek educational system is not ready to accept this proposal. Educational policy leaders and academic program planners of higher education institutions could consider the findings of this study when designing educational programs aiming to prepare adequately future school principals.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80597974","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 paper is to investigate the perceptions of primary school teachers of all specialties in the Dodecanese (Greece) regarding the implementation of differentiated instructional strategies to support students with learning difficulties in the classroom. The research was conducted through quantitative approach using an anonymous electronic questionnaire on a sample of 174 primary school teachers of all specialties in the Dodecanese, during the period from February 13, 2021 to April 28, 2021. As for «content differentiation», the strategy most frequently used by teachers is the selection of the most crucial assignments for underachieving students with learning difficulties. As for «process differentiation», the strategy most often used is to adjust the pace of instruction to each student’s needs with learning difficulties. Regarding the «product differentiation», the strategy most used by teachers is to offer extra support to students with learning difficulties, who have difficulty finishing activities. In terms of «assessment differentiation», the strategy most frequently used is to give more time to students with learning difficulties to complete tasks or exams, while, in terms of «learning environment», the strategy most commonly used by teachers is to make a conscious effort to ensure that students engage consistently and fairly in class.
{"title":"Perceptions of Primary School Teachers Regarding the Implementation of Differentiated Instruction to Students with Learning Difficulties","authors":"Anastasia Papanthymou, Maria Darra","doi":"10.5430/wje.v12n5p19","DOIUrl":"https://doi.org/10.5430/wje.v12n5p19","url":null,"abstract":"The main purpose of this paper is to investigate the perceptions of primary school teachers of all specialties in the Dodecanese (Greece) regarding the implementation of differentiated instructional strategies to support students with learning difficulties in the classroom. The research was conducted through quantitative approach using an anonymous electronic questionnaire on a sample of 174 primary school teachers of all specialties in the Dodecanese, during the period from February 13, 2021 to April 28, 2021. As for «content differentiation», the strategy most frequently used by teachers is the selection of the most crucial assignments for underachieving students with learning difficulties. As for «process differentiation», the strategy most often used is to adjust the pace of instruction to each student’s needs with learning difficulties. Regarding the «product differentiation», the strategy most used by teachers is to offer extra support to students with learning difficulties, who have difficulty finishing activities. In terms of «assessment differentiation», the strategy most frequently used is to give more time to students with learning difficulties to complete tasks or exams, while, in terms of «learning environment», the strategy most commonly used by teachers is to make a conscious effort to ensure that students engage consistently and fairly in class.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73070327","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}
Highschool homework as an integral part of the study skills benefits students' learning outcomes significantly. Consistency of completing homework contributes to rising scores in any given assignment such as quizzes, regular tests, standardized tests, etc. The purpose of homework aims at different targets and it is designed for specific groups and occasions. Generally, there are four types of homework: a) Practice, b) Preparatory, c) Extension, and d) Integration. On the other hand, there is a great variety of homework with various tasks. The daily length of the high school assignments is within the frame time of ninety minutes to three hours. Too long or too short time consuming on completing the task does not result effectively in positive learning outcomes. The optimal time for completing an assignment resonates with the Aristotle mean, and it provides maximum benefits in learning outcome. Despite the fact of the dispute between education stockholders on benefits of homework, they still agree that homework elevates study skills to a certain degree with regard to the exams or study skills.
{"title":"Suitable Homework Boosts Highschool Learning Effects","authors":"Duli Pllana","doi":"10.5430/wje.v12n5p40","DOIUrl":"https://doi.org/10.5430/wje.v12n5p40","url":null,"abstract":"Highschool homework as an integral part of the study skills benefits students' learning outcomes significantly. Consistency of completing homework contributes to rising scores in any given assignment such as quizzes, regular tests, standardized tests, etc. The purpose of homework aims at different targets and it is designed for specific groups and occasions. Generally, there are four types of homework: a) Practice, b) Preparatory, c) Extension, and d) Integration. On the other hand, there is a great variety of homework with various tasks. The daily length of the high school assignments is within the frame time of ninety minutes to three hours. Too long or too short time consuming on completing the task does not result effectively in positive learning outcomes. The optimal time for completing an assignment resonates with the Aristotle mean, and it provides maximum benefits in learning outcome. Despite the fact of the dispute between education stockholders on benefits of homework, they still agree that homework elevates study skills to a certain degree with regard to the exams or study skills.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90424957","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 aimed to investigate the youth leadership qualities and characteristics of university students who volunteer at the Elazig Youth Center, Turkey. The population of the study consisted of 146 university students, 86 females and 60 males. Youth Leadership Qualities Scale, which was developed by (Cansoy & Turan, 2016), was used as the data collection tool. Within the scope of the study, the Cronbach alpha internal consistency coefficient was determined as 0.91 for the entire youth leadership qualities scale and it was observed that the Cronbach alpha internal consistency coefficients varied between 0.70 and 0.80 calculated for the reliability of the factors. Thus, it was determined that the scale was a valid and reliable measurement tool. In the study, non -parametric tests were used in the data analysis. Additionally, the Mann-Whitney U test was to determine the difference between the groups in binary variables while the Kruskal-Wallis test was used for the variables with more than two groups. In the Kruskal-Wallis test, the MannWhitney U test was used to determine between which groups the difference existed. The analysis of the data was conducted using the licensed SPSS 25 software. In conclusion, it was determined that female students were more reliable in terms of leadership characteristics and their sense of responsibility was higher than male students. Moreover, it was determined that as the age of the students increased, their problem-solving skills also increased. Furthermore, university students who engaged in volunteer activities viewed themselves as successful in the activities they participated in based on youth leadership characteristics.
{"title":"Leadership Characteristics of University Students Engaging in Volunteer Activities","authors":"Abdurrahman Kırtepe, F. Uğurlu","doi":"10.5430/wje.v12n5p1","DOIUrl":"https://doi.org/10.5430/wje.v12n5p1","url":null,"abstract":"This study aimed to investigate the youth leadership qualities and characteristics of university students who volunteer at the Elazig Youth Center, Turkey. The population of the study consisted of 146 university students, 86 females and 60 males. Youth Leadership Qualities Scale, which was developed by (Cansoy & Turan, 2016), was used as the data collection tool. Within the scope of the study, the Cronbach alpha internal consistency coefficient was determined as 0.91 for the entire youth leadership qualities scale and it was observed that the Cronbach alpha internal consistency coefficients varied between 0.70 and 0.80 calculated for the reliability of the factors. Thus, it was determined that the scale was a valid and reliable measurement tool. In the study, non -parametric tests were used in the data analysis. Additionally, the Mann-Whitney U test was to determine the difference between the groups in binary variables while the Kruskal-Wallis test was used for the variables with more than two groups. In the Kruskal-Wallis test, the MannWhitney U test was used to determine between which groups the difference existed. The analysis of the data was conducted using the licensed SPSS 25 software. In conclusion, it was determined that female students were more reliable in terms of leadership characteristics and their sense of responsibility was higher than male students. Moreover, it was determined that as the age of the students increased, their problem-solving skills also increased. Furthermore, university students who engaged in volunteer activities viewed themselves as successful in the activities they participated in based on youth leadership characteristics.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88460002","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}
Krishnamohan G. P., Omar H., Sreeja T. D., Roy K. B.
The reaction profile (energy profile) is a widely used conceptual tool in chemical kinetics to represent the progress of a chemical reaction. Quantitatively, a reaction profile can be viewed as a minimum energy path (MEP) on the potential energy surface (PES), which connects the reactants and products through one or more transition states or intermediates. In this article, we used Mathematica program to demonstrate a generic method for finding reaction profile on a Müller-Brown PES by applying steepest descent algorithm. The properties of the MEP and stationary points were discussed in detail. The general characteristics of the transition state (TS), and imaginary mode were illustrated with a vibrational analysis of hydrogen exchange reaction, H2+H → H+H2.
反应谱(能量谱)是化学动力学中广泛使用的表征化学反应过程的概念工具。定量地说，反应谱可以看作是势能面(PES)上的最小能量路径(MEP)，它通过一个或多个过渡态或中间体连接反应物和生成物。在本文中，我们使用Mathematica程序演示了应用最速下降算法在 ller- brown PES上查找反应剖面的通用方法。详细讨论了MEP和平稳点的性质。通过氢交换反应H2+H→H+H2的振动分析，说明了过渡态(TS)和虚模的一般特征。
{"title":"Exploring Potential Energy Surface with Mathematica: An Algorithmic Demonstration of Minimum Energy Path, Stationary Points and Transition State","authors":"Krishnamohan G. P., Omar H., Sreeja T. D., Roy K. B.","doi":"10.12691/wjce-10-4-1","DOIUrl":"https://doi.org/10.12691/wjce-10-4-1","url":null,"abstract":"The reaction profile (energy profile) is a widely used conceptual tool in chemical kinetics to represent the progress of a chemical reaction. Quantitatively, a reaction profile can be viewed as a minimum energy path (MEP) on the potential energy surface (PES), which connects the reactants and products through one or more transition states or intermediates. In this article, we used Mathematica program to demonstrate a generic method for finding reaction profile on a Müller-Brown PES by applying steepest descent algorithm. The properties of the MEP and stationary points were discussed in detail. The general characteristics of the transition state (TS), and imaginary mode were illustrated with a vibrational analysis of hydrogen exchange reaction, H2+H → H+H2.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81084224","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}
Because our undergraduate chemistry students hear about metal organic frameworks (MOF) within the plan of the teaching units dedicated to inorganic chemistry and coordination chemistry, we initiated in 2017-2018 an inorganic chemistry laboratory experiment aimed at third-year undergraduate students (7 sessions of 4 h each). The laboratory focuses on the synthesis and analysis of the ZIF-8, a well-documented and easy-to-synthesize MOF. Students are introduced to coordination chemistry, MOFs, solvothermal synthesis, analysis techniques (scanning electron microscopy, X-ray diffraction, Fourier transform infra-red spectroscopy, thermogravimetric analysis), and 3D visualization of the structural models of crystalline solids. Prior to any discussion with the instructor, the students are strongly encouraged to analyze their collected data based on the open literature, and it is expected that they will develop their autonomy. The students gain experimental independency. After the laboratory experiment, the students prepare a poster (2 dedicated sessions, of 4 h each), and present it during an oral examination (10 th session) in front of a jury of four instructors. In this way, they are assessed. We believe that this inorganic chemistry laboratory experiment could be adopted by other laboratories as it is, or in an adapted form. Some suggestions to adapt it are made.
{"title":"Inorganic Chemistry Laboratory Experiment on the Zeolitic Imidazolate Framework ZIF-8, a Typical Example of Metal Organic Framework","authors":"Umit B. Demirci, Laurent Bernaud","doi":"10.12691/wjce-10-3-5","DOIUrl":"https://doi.org/10.12691/wjce-10-3-5","url":null,"abstract":"Because our undergraduate chemistry students hear about metal organic frameworks (MOF) within the plan of the teaching units dedicated to inorganic chemistry and coordination chemistry, we initiated in 2017-2018 an inorganic chemistry laboratory experiment aimed at third-year undergraduate students (7 sessions of 4 h each). The laboratory focuses on the synthesis and analysis of the ZIF-8, a well-documented and easy-to-synthesize MOF. Students are introduced to coordination chemistry, MOFs, solvothermal synthesis, analysis techniques (scanning electron microscopy, X-ray diffraction, Fourier transform infra-red spectroscopy, thermogravimetric analysis), and 3D visualization of the structural models of crystalline solids. Prior to any discussion with the instructor, the students are strongly encouraged to analyze their collected data based on the open literature, and it is expected that they will develop their autonomy. The students gain experimental independency. After the laboratory experiment, the students prepare a poster (2 dedicated sessions, of 4 h each), and present it during an oral examination (10 th session) in front of a jury of four instructors. In this way, they are assessed. We believe that this inorganic chemistry laboratory experiment could be adopted by other laboratories as it is, or in an adapted form. Some suggestions to adapt it are made.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"117 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74956661","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 the study is to investigate the level of understanding of light-related concepts of teacher candidates who took the “Basic Science in Primary School” course in the classroom teaching undergraduate program. This research is a descriptive study. The study group consists of 65 teacher candidates, 51 female, and 14 male studying in the first year of the classroom teaching undergraduate program at a state university. In the study, an opinion form containing five open-ended questions prepared by the researcher was used as the data collection tool. The grouped answers of the teacher candidates, and their background knowledge were calculated and separately transferred to the relevant tables for each question. For each table, the inferences, and comments about the grouped expressions of the participant teacher candidates have been provided. In addition, interviews were conducted with six randomly selected participants. It has been revealed that the pre-service teachers' scientific knowledge about the concepts related to the light is not at the desired level. Based on the findings of the study, some suggestions were made.
{"title":"Pre-Service Teachers' Levels of Understanding the Light-Related Concepts","authors":"A. Yıldız","doi":"10.5430/wje.v12n4p1","DOIUrl":"https://doi.org/10.5430/wje.v12n4p1","url":null,"abstract":"The aim of the study is to investigate the level of understanding of light-related concepts of teacher candidates who took the “Basic Science in Primary School” course in the classroom teaching undergraduate program. This research is a descriptive study. The study group consists of 65 teacher candidates, 51 female, and 14 male studying in the first year of the classroom teaching undergraduate program at a state university. In the study, an opinion form containing five open-ended questions prepared by the researcher was used as the data collection tool. The grouped answers of the teacher candidates, and their background knowledge were calculated and separately transferred to the relevant tables for each question. For each table, the inferences, and comments about the grouped expressions of the participant teacher candidates have been provided. In addition, interviews were conducted with six randomly selected participants. It has been revealed that the pre-service teachers' scientific knowledge about the concepts related to the light is not at the desired level. Based on the findings of the study, some suggestions were made.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86360928","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 aimed to investigate the innovative leadership factors and leader characteristics of school administrators in affecting teachers’ involvement in the professional learning community of primary education schools in Bangkok and its vicinity of Thailand. Hence, the researcher would shed light on a linear structural relationship model to examine the impacts of innovative leadership factors and leader characteristics of primary school administrators on teachers’ involvement in the professional learning community. A quantitative approach survey design was employed in this research. A total of 840 respondents responded to questionnaires in a proportional of two teachers to one school administrator from 280 primary schools. The respondents participated in a survey utilizing a multi-stage sampling technique. The researcher planned to test whether the identified innovative leadership factors and leader characteristics are fitting with empirical data as the key research output. The findings indicated that there was a total of five innovative leadership factors and three leader characteristics in a professional learning community model. The linear structural relationship model was supported to the empirical data, with χ2 = 42.321, df = 31, χ2 /df = 1.3652, CFI = 0.998, TLI = 0.997, RMSEA = 0.021, and SRMR = 0.01, p = 0.0845. In conclusion, the linear structural relationship model for primary school administrators has a goodness of fit with the attained data. Finally, the findings of this research have successfully proposed a linear structural relationship model that would be guidelines for a primary school administrator to develop his capabilities to promote a professional learning community.
{"title":"Innovative Leadership Factors and Leader Characteristics that Affecting Professional Learning Community of Primary Schools in Bangkok and Its Vicinity","authors":"Juladis Khanthap","doi":"10.5430/wje.v12n4p50","DOIUrl":"https://doi.org/10.5430/wje.v12n4p50","url":null,"abstract":"This research aimed to investigate the innovative leadership factors and leader characteristics of school administrators in affecting teachers’ involvement in the professional learning community of primary education schools in Bangkok and its vicinity of Thailand. Hence, the researcher would shed light on a linear structural relationship model to examine the impacts of innovative leadership factors and leader characteristics of primary school administrators on teachers’ involvement in the professional learning community. A quantitative approach survey design was employed in this research. A total of 840 respondents responded to questionnaires in a proportional of two teachers to one school administrator from 280 primary schools. The respondents participated in a survey utilizing a multi-stage sampling technique. The researcher planned to test whether the identified innovative leadership factors and leader characteristics are fitting with empirical data as the key research output. The findings indicated that there was a total of five innovative leadership factors and three leader characteristics in a professional learning community model. The linear structural relationship model was supported to the empirical data, with χ2 = 42.321, df = 31, χ2 /df = 1.3652, CFI = 0.998, TLI = 0.997, RMSEA = 0.021, and SRMR = 0.01, p = 0.0845. In conclusion, the linear structural relationship model for primary school administrators has a goodness of fit with the attained data. Finally, the findings of this research have successfully proposed a linear structural relationship model that would be guidelines for a primary school administrator to develop his capabilities to promote a professional learning community.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87635850","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 determine the algebraic thinking levels, misconceptions and understanding levels of algebraic expressions of 6th, 7th and 8th grade students. In this research, developmental research methods, which is one of the descriptive studies, were used. This study was carried out with secondary school students (6th, 7th and 8th grades) studying in a public school located in a province of the Eastern Anatolia Region in Turkey. The sample of the study consists of 82 students studying at secondary school in the second semester of the academic year 2020-2021. Algebraic thinking levels determination form (ATLDF), consisting of 8 questions and 4 levels, and interview were used as data collection tools. The test was administered to 33 students from 6th grades, 21 students from 7th grades and 28 students from 8th grades, and then interviews were conducted. From the tests and interviews, it was seen that the students had 30 misconceptions about algebraic expressions, that their algebraic thinking levels were quite low, that there were only 3 students who could reach Level-4 and all of these students were female students. From the results, it was concluded that the algebraic thinking level of the students who have problems in the transition from arithmetic to algebra is low; and therefore, it was suggested that the connection between arithmetic and algebra should be established firmly, and studies should be done in this direction.
{"title":"What Was and Is Algebraic Thinking Skills at Different Education Levels?","authors":"Ufuk Töman, Ömer Gökburun","doi":"10.5430/wje.v12n4p8","DOIUrl":"https://doi.org/10.5430/wje.v12n4p8","url":null,"abstract":"The aim of this study is to determine the algebraic thinking levels, misconceptions and understanding levels of algebraic expressions of 6th, 7th and 8th grade students. In this research, developmental research methods, which is one of the descriptive studies, were used. This study was carried out with secondary school students (6th, 7th and 8th grades) studying in a public school located in a province of the Eastern Anatolia Region in Turkey. The sample of the study consists of 82 students studying at secondary school in the second semester of the academic year 2020-2021. Algebraic thinking levels determination form (ATLDF), consisting of 8 questions and 4 levels, and interview were used as data collection tools. The test was administered to 33 students from 6th grades, 21 students from 7th grades and 28 students from 8th grades, and then interviews were conducted. From the tests and interviews, it was seen that the students had 30 misconceptions about algebraic expressions, that their algebraic thinking levels were quite low, that there were only 3 students who could reach Level-4 and all of these students were female students. From the results, it was concluded that the algebraic thinking level of the students who have problems in the transition from arithmetic to algebra is low; and therefore, it was suggested that the connection between arithmetic and algebra should be established firmly, and studies should be done in this direction.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87252784","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}
T. Zulfikar, Emawati Emawati, Syarifah Dahliana, S. Akmal, Didin Nuruddin Hidayat
Teaching is a complex career in which teachers and those involved in teaching are required to engage in professional development programs to improve teaching competences and guarantee effective teaching. This qualitative case study interviewed top management in higher education institutions and thirty lecturers from three universities. Findings generated through in-depth interviews and focus group discussion (FGD) suggesting several strategies taken and programs joint by English lecturers to improve their professional competences. Some of the strategies taken by university management are improving qualification through doctorate programs, article publications, peer discussions, reviews of journal articles, exploration of educational websites, and joining professional associations. In addition, there are some other programs engaged by lecturers, such as international conferences, workshops, and research projects. In addition, lecturers reported that they improved teaching awareness and became better scholars, allowing them to self-correct their own mistakes. Finally, this study also found that institutional supports are obvious in some universities, while in some others are still lacking.
{"title":"Prospects and Challenges towards Professional Development of English Lecturers in Islamic Tertiary Education in Indonesia","authors":"T. Zulfikar, Emawati Emawati, Syarifah Dahliana, S. Akmal, Didin Nuruddin Hidayat","doi":"10.5430/wje.v12n4p21","DOIUrl":"https://doi.org/10.5430/wje.v12n4p21","url":null,"abstract":"Teaching is a complex career in which teachers and those involved in teaching are required to engage in professional development programs to improve teaching competences and guarantee effective teaching. This qualitative case study interviewed top management in higher education institutions and thirty lecturers from three universities. Findings generated through in-depth interviews and focus group discussion (FGD) suggesting several strategies taken and programs joint by English lecturers to improve their professional competences. Some of the strategies taken by university management are improving qualification through doctorate programs, article publications, peer discussions, reviews of journal articles, exploration of educational websites, and joining professional associations. In addition, there are some other programs engaged by lecturers, such as international conferences, workshops, and research projects. In addition, lecturers reported that they improved teaching awareness and became better scholars, allowing them to self-correct their own mistakes. Finally, this study also found that institutional supports are obvious in some universities, while in some others are still lacking.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77753492","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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