Pub Date : 1900-01-01DOI: 10.26634/jpsy.17.1.19318
Pamuk Savas
The concept of sustainability has been gaining momentum in recent years as people are becoming increasingly aware of the environmental, social, and economic challenges facing the world. Sustainability is a complex issue that requires a multidisciplinary approach and long-term perspective. This study aimed to examine the perceptions and attitudes of science, primary school, and preschool teachers toward sustainability. The study involved 299 public school teachers, who were asked to complete a series of scales and questions to gauge their views on sustainability and sustainable development. The findings of this study indicate that preschool teachers take a more holistic approach to sustainability education, emphasizing the need to teach sustainability as a lifestyle and calling for improved teacher training in this area. On the other hand, primary school teachers placed greater emphasis on raising awareness of sustainability rather than inducing basic behavioral changes in children. Science teachers were more focused on acquiring knowledge and concepts related to sustainability. Overall, the study suggests that the effective implementation of sustainability education requires supporting materials and resources, and the support of school administration and families.
{"title":"Perspectives and attitudes towards sustainability among science, preschool, and primary school teachers","authors":"Pamuk Savas","doi":"10.26634/jpsy.17.1.19318","DOIUrl":"https://doi.org/10.26634/jpsy.17.1.19318","url":null,"abstract":"The concept of sustainability has been gaining momentum in recent years as people are becoming increasingly aware of the environmental, social, and economic challenges facing the world. Sustainability is a complex issue that requires a multidisciplinary approach and long-term perspective. This study aimed to examine the perceptions and attitudes of science, primary school, and preschool teachers toward sustainability. The study involved 299 public school teachers, who were asked to complete a series of scales and questions to gauge their views on sustainability and sustainable development. The findings of this study indicate that preschool teachers take a more holistic approach to sustainability education, emphasizing the need to teach sustainability as a lifestyle and calling for improved teacher training in this area. On the other hand, primary school teachers placed greater emphasis on raising awareness of sustainability rather than inducing basic behavioral changes in children. Science teachers were more focused on acquiring knowledge and concepts related to sustainability. Overall, the study suggests that the effective implementation of sustainability education requires supporting materials and resources, and the support of school administration and families.","PeriodicalId":266504,"journal":{"name":"i-manager's Journal on Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122230328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26634/jpsy.17.1.19424
Tutal Özgür
Authentic learning is gaining attention due to being perceived as a more engaging and effective way of teaching students. Many schools are incorporating authentic learning into their curricula, and numerous studies have also been conducted investigating the effectiveness of authentic learning in improving student outcomes. Various primary studies have been conducted in Turkey examining the effect of authentic learning on academic achievement and learning retention, which have an important place among learning outcomes. It was observed that the results of these individual studies reported different effect sizes on the effectiveness of authentic learning. This review aimed to report the overall effect sizes by analyzing the results of experimental and quasi-experimental studies examining the effect of authentic learning on academic achievement and learning retention through meta-analysis. Of the 180 studies listed as a result of the literature search, 11 studies (13 effect sizes) for academic achievement and four studies (six effect sizes) for the learning retention variables that meet the inclusion criteria were coded and analyzed. The results of the analysis showed a moderate overall effect size for the effectiveness of authentic learning on both academic achievement (g = 0.991) and learning retention (g = 0.925). It is possible to say that the overall effect sizes obtained as a result of the meta-analysis are moderate, quite remarkable for educational research, and that authentic learning is more effective in increasing academic achievement and learning retention than traditional education processes.
{"title":"Effectiveness of authentic learning practices in turkey: A meta-analysis","authors":"Tutal Özgür","doi":"10.26634/jpsy.17.1.19424","DOIUrl":"https://doi.org/10.26634/jpsy.17.1.19424","url":null,"abstract":"Authentic learning is gaining attention due to being perceived as a more engaging and effective way of teaching students. Many schools are incorporating authentic learning into their curricula, and numerous studies have also been conducted investigating the effectiveness of authentic learning in improving student outcomes. Various primary studies have been conducted in Turkey examining the effect of authentic learning on academic achievement and learning retention, which have an important place among learning outcomes. It was observed that the results of these individual studies reported different effect sizes on the effectiveness of authentic learning. This review aimed to report the overall effect sizes by analyzing the results of experimental and quasi-experimental studies examining the effect of authentic learning on academic achievement and learning retention through meta-analysis. Of the 180 studies listed as a result of the literature search, 11 studies (13 effect sizes) for academic achievement and four studies (six effect sizes) for the learning retention variables that meet the inclusion criteria were coded and analyzed. The results of the analysis showed a moderate overall effect size for the effectiveness of authentic learning on both academic achievement (g = 0.991) and learning retention (g = 0.925). It is possible to say that the overall effect sizes obtained as a result of the meta-analysis are moderate, quite remarkable for educational research, and that authentic learning is more effective in increasing academic achievement and learning retention than traditional education processes.","PeriodicalId":266504,"journal":{"name":"i-manager's Journal on Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133995726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26634/jpsy.17.1.19734
Çetin Mustafa
This study aims to investigate the relationships between parent and child characteristics and co-caring relationships with the child's preschool teacher, including endorsement, support, undermining, and agreement. A survey research design was adopted for this study. The study's data were collected from 243 mothers and 238 fathers selected from preschools in Antalya, Turkey, through a demographic information form and the Co-caring Relationship Questionnaire. Independent sample t-tests, One-Way Analysis of Variance (ANOVA), and simple linear regression analyses were conducted. The results of the analyses indicated that there is a statistically significant difference between mothers and fathers in relation to their child's teacher in terms of endorsement, support, and undermining. On the other hand, the co-caring relationships of parents with their child's teacher did not differ based on the child's gender or parents' educational level. Lastly, the results revealed that parents' age significantly predicted the endorsement of parents for teachers' caregiving.
{"title":"Co-caring relationships: How parent and child characteristics matter","authors":"Çetin Mustafa","doi":"10.26634/jpsy.17.1.19734","DOIUrl":"https://doi.org/10.26634/jpsy.17.1.19734","url":null,"abstract":"This study aims to investigate the relationships between parent and child characteristics and co-caring relationships with the child's preschool teacher, including endorsement, support, undermining, and agreement. A survey research design was adopted for this study. The study's data were collected from 243 mothers and 238 fathers selected from preschools in Antalya, Turkey, through a demographic information form and the Co-caring Relationship Questionnaire. Independent sample t-tests, One-Way Analysis of Variance (ANOVA), and simple linear regression analyses were conducted. The results of the analyses indicated that there is a statistically significant difference between mothers and fathers in relation to their child's teacher in terms of endorsement, support, and undermining. On the other hand, the co-caring relationships of parents with their child's teacher did not differ based on the child's gender or parents' educational level. Lastly, the results revealed that parents' age significantly predicted the endorsement of parents for teachers' caregiving.","PeriodicalId":266504,"journal":{"name":"i-manager's Journal on Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114644974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26634/jpsy.17.1.19291
Çetin Güler
Teacher stress is an international issue that is crucial for the stability and effectiveness of educational systems worldwide. Consequently, there has been a longstanding interest in the factors that cause occupational stress for teachers and ways to eliminate them. In this regard, the importance of teachers' social-emotional competence, which acts as a protective factor against stressful situations, has been particularly emphasized. This study aimed to explain teachers' socialemotional competence and compile mindfulness-based professional development programs designed to promote it, utilizing a literature review as a research methodology. Accordingly, this study explained the Cultivating Awareness and Resilience in Education (CARE) professional development program. It also presented an overview and synthesis of representative research studies and provided implications for teacher professional development. It attempted to draw attention to the importance of involving social-emotional competence, which is closely related to teacher and teaching quality, in the development of more effective teacher education programs.
{"title":"Bringing mindfulness to teacher professional development for social-emotional competence in teaching","authors":"Çetin Güler","doi":"10.26634/jpsy.17.1.19291","DOIUrl":"https://doi.org/10.26634/jpsy.17.1.19291","url":null,"abstract":"Teacher stress is an international issue that is crucial for the stability and effectiveness of educational systems worldwide. Consequently, there has been a longstanding interest in the factors that cause occupational stress for teachers and ways to eliminate them. In this regard, the importance of teachers' social-emotional competence, which acts as a protective factor against stressful situations, has been particularly emphasized. This study aimed to explain teachers' socialemotional competence and compile mindfulness-based professional development programs designed to promote it, utilizing a literature review as a research methodology. Accordingly, this study explained the Cultivating Awareness and Resilience in Education (CARE) professional development program. It also presented an overview and synthesis of representative research studies and provided implications for teacher professional development. It attempted to draw attention to the importance of involving social-emotional competence, which is closely related to teacher and teaching quality, in the development of more effective teacher education programs.","PeriodicalId":266504,"journal":{"name":"i-manager's Journal on Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115945960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26634/jpsy.17.1.19333
K. Shakeela, Naik Vijayalakshmi
At the level of society and educational planners, there is a widespread expectation that teachers must use creative teaching approaches to fulfill the requirements of the twenty-first century. The mere teacher-centered method mainly focuses on memorization and may not be feasible. Teachers must be aware of innovative methods of teaching. One such method is the constructivist approach. Constructivism is an approach to learning that posits individuals as active creators of their own knowledge, suggesting that reality is shaped by the learner's experiences. In the constructivist approach, knowledge is constructed by the learner under the active guidance of the teacher. Hence, teachers have to play different roles. This conceptual paper sketches the diversified roles of teachers and students in the constructivist approach.
{"title":"Constructivism and diversified role of teachers and students in teaching and learning","authors":"K. Shakeela, Naik Vijayalakshmi","doi":"10.26634/jpsy.17.1.19333","DOIUrl":"https://doi.org/10.26634/jpsy.17.1.19333","url":null,"abstract":"At the level of society and educational planners, there is a widespread expectation that teachers must use creative teaching approaches to fulfill the requirements of the twenty-first century. The mere teacher-centered method mainly focuses on memorization and may not be feasible. Teachers must be aware of innovative methods of teaching. One such method is the constructivist approach. Constructivism is an approach to learning that posits individuals as active creators of their own knowledge, suggesting that reality is shaped by the learner's experiences. In the constructivist approach, knowledge is constructed by the learner under the active guidance of the teacher. Hence, teachers have to play different roles. This conceptual paper sketches the diversified roles of teachers and students in the constructivist approach.","PeriodicalId":266504,"journal":{"name":"i-manager's Journal on Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124769950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26634/jpsy.17.1.19390
Padhan Akash, Suna Gopikanta, Meher Venkateswar
This study investigates scientific temper among undergraduate students with respect to demographic variables such as gender, stream, caste, family types, and locality. The study included 108 undergraduate students selected by stratified purposive sampling. Primary data were collected using the standardized "Scientific Temper Inventory." The results revealed that most of the undergraduate students possessed above-average scientific tempers. It also revealed that undergraduate students from urban areas and students from joint families had significantly higher scientific tempers. No significant variations were found in the scientific temper of students in terms of gender, stream, religion, or caste.
{"title":"Scientific temper among undergraduate students: A comparative study based on demographic variables","authors":"Padhan Akash, Suna Gopikanta, Meher Venkateswar","doi":"10.26634/jpsy.17.1.19390","DOIUrl":"https://doi.org/10.26634/jpsy.17.1.19390","url":null,"abstract":"This study investigates scientific temper among undergraduate students with respect to demographic variables such as gender, stream, caste, family types, and locality. The study included 108 undergraduate students selected by stratified purposive sampling. Primary data were collected using the standardized \"Scientific Temper Inventory.\" The results revealed that most of the undergraduate students possessed above-average scientific tempers. It also revealed that undergraduate students from urban areas and students from joint families had significantly higher scientific tempers. No significant variations were found in the scientific temper of students in terms of gender, stream, religion, or caste.","PeriodicalId":266504,"journal":{"name":"i-manager's Journal on Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126328217","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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