Gökşen Üçüncü, Ferhat Karakaya, Mehmet Yılmaz, Ayşe Gi̇rengi̇r
This study aims to improve the awareness of preschool children about the concept of seed. In line with the purpose of the research, the changes in children’s prior knowledge about seeds after implementing the activities that address the different skills in the acquisitions and indicators in the preschool curriculum were examined. The research was conducted with 198 preschool children attending a public preschool in the province of Izmir in the 2021-2022 academic year. The children’s ages range from 4 to 6 years. During the research process, teachers were firstly given training about seed plants, flowering plants, fruit, seeds, and seed germination by academicians who are experts in the field of biology. The teachers who received this training also carried out 8 activities with children about the topics of what the seed is, the importance of the seed, and the benefits of seed preservation. With the aim of determining the children's prior knowledge about seeds, open-ended structured questions developed by the researchers were asked to the children before the activities, and their answers were recorded. The same questions were asked after the activities were completed and the answers were recorded again. This study is a case study, one of the qualitative research methods. One-third of the children’ answers were coded by two independent experts, and then preliminary codes were created. Afterward, all responses were evaluated with these codes. The results of the analysis determined that while the knowledge and awareness of the children about seeds were low at the beginning, this level increased after the study. The study is thought to contribute to teachers and researchers who develop activities on seed awareness in the preschool period.
{"title":"DEVELOPING SEED AWARENESS OF PRESCHOOL CHILDREN","authors":"Gökşen Üçüncü, Ferhat Karakaya, Mehmet Yılmaz, Ayşe Gi̇rengi̇r","doi":"10.17478/jegys.1135189","DOIUrl":"https://doi.org/10.17478/jegys.1135189","url":null,"abstract":"This study aims to improve the awareness of preschool children about the concept of seed. In line with the purpose of the research, the changes in children’s prior knowledge about seeds after implementing the activities that address the different skills in the acquisitions and indicators in the preschool curriculum were examined. The research was conducted with 198 preschool children attending a public preschool in the province of Izmir in the 2021-2022 academic year. The children’s ages range from 4 to 6 years. During the research process, teachers were firstly given training about seed plants, flowering plants, fruit, seeds, and seed germination by academicians who are experts in the field of biology. The teachers who received this training also carried out 8 activities with children about the topics of what the seed is, the importance of the seed, and the benefits of seed preservation. With the aim of determining the children's prior knowledge about seeds, open-ended structured questions developed by the researchers were asked to the children before the activities, and their answers were recorded. The same questions were asked after the activities were completed and the answers were recorded again. This study is a case study, one of the qualitative research methods. One-third of the children’ answers were coded by two independent experts, and then preliminary codes were created. Afterward, all responses were evaluated with these codes. The results of the analysis determined that while the knowledge and awareness of the children about seeds were low at the beginning, this level increased after the study. The study is thought to contribute to teachers and researchers who develop activities on seed awareness in the preschool period.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80152507","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}
Interprofessional education (IPE) is a practical pedagogical approach to strengthening teaching and learning in higher education to improve students' competencies. These competencies include an enhanced understanding of content knowledge and skills from different professions. To ensure quality teaching and learning, it is envisaged that IPE will strengthen and advance the knowledge and skills of students. The COVID-19 pandemic offered the opportunity to adopt multiple approaches to support students in acquiring the knowledge, skills, values and attitudes towards the programme through the support of interprofessional educators and resources. However, there is a lack of research to explore students' experiences and views on IPE in an acupuncture programme within the South African context, particularly with technologies. This study was anchored in the Technological, Pedagogical, Content Knowledge model as a theoretical lens to explore students' experiences of the IPE using technologies. The authors employed an interpretivist paradigm within a qualitative case study design. They used purposive sampling as a technique since the participants in this study were acupuncture students at a South African university. The researchers interviewed six (6)undergraduate students for this study. The findings revealed that students showed positive attitudes towards IPE. They believed the IPE would improve their competencies in clinical practice. Results also suggested that specific programmes should allocate sufficient time for IPE. Institutions should provide professional training to academics since IPE require more comprehensive content knowledge and pedagogical approaches. To promote effective teaching and learning, IPE should be the norm at universities. Universities should provide relevant support for the appropriate implementation of IPE from policy and resource perspectives.
{"title":"Exploring students' experiences of interprofessional education to improve quality learning outcomes","authors":"R. Venketsamy, Zijing Hu, Radmila Razlog","doi":"10.17478/jegys.1126020","DOIUrl":"https://doi.org/10.17478/jegys.1126020","url":null,"abstract":"Interprofessional education (IPE) is a practical pedagogical approach to strengthening teaching and learning in higher education to improve students' competencies. These competencies include an enhanced understanding of content knowledge and skills from different professions. To ensure quality teaching and learning, it is envisaged that IPE will strengthen and advance the knowledge and skills of students. The COVID-19 pandemic offered the opportunity to adopt multiple approaches to support students in acquiring the knowledge, skills, values and attitudes towards the programme through the support of interprofessional educators and resources. However, there is a lack of research to explore students' experiences and views on IPE in an acupuncture programme within the South African context, particularly with technologies. This study was anchored in the Technological, Pedagogical, Content Knowledge model as a theoretical lens to explore students' experiences of the IPE using technologies. The authors employed an interpretivist paradigm within a qualitative case study design. They used purposive sampling as a technique since the participants in this study were acupuncture students at a South African university. The researchers interviewed six (6)undergraduate students for this study. The findings revealed that students showed positive attitudes towards IPE. They believed the IPE would improve their competencies in clinical practice. Results also suggested that specific programmes should allocate sufficient time for IPE. Institutions should provide professional training to academics since IPE require more comprehensive content knowledge and pedagogical approaches. To promote effective teaching and learning, IPE should be the norm at universities. Universities should provide relevant support for the appropriate implementation of IPE from policy and resource perspectives.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88580191","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}
A. Temel, Murat Kangalgil, H. Mamak, Tevfik Emre, Ebru Aydın
This study, it was aimed to determine the predisposition levels of teachers and teacher candidates to ethical values. The sample of the study consisted of 1305 educators, 784 teachers, and 521 teacher candidates in 15 different branches in the 2020-2021 academic year. The sample of the research conducted in the relational screening model was selected by a simple random sampling method. In the research, "The scale of the inclination to ethical values" developed by Kaya (2015) was used as a data collection tool. The scale has three dimensions: love, justice, and cooperation. In the analysis of the data, arithmetic mean (x̄), standard deviation, frequency, percentage, Mann-Whitney U test, and Kruskal Wallis test were used and a .05 significance level was taken into account in the interpretation of the data. According to the research findings, teachers and teacher candidates got very high scores on the scale. While there was no difference in gender for the level of susceptibility to ethical values; significant results were reached in favor of teachers in terms of status; in favor of physical education teachers in-branch comparison; in favor of those with more than 16 years of service according to professional seniority and in favor of those who do regular physical activity. As a result of the research; it has been seen that teachers and teacher candidates are very inclined to ethical values and they internalize the value of love the most. Planning functional pre-service and in-service training for teacher candidates who have not yet started the profession or for teachers who are new to the profession; it is recommended that educators create an environment and time for regular physical activity.
本研究旨在确定教师和教师候选人的道德价值观倾向水平。该研究的样本包括2020-2021学年15个不同分支的1305名教育工作者、784名教师和521名教师候选人。在关系筛选模型中进行的研究样本采用简单的随机抽样方法选择。本研究采用Kaya(2015)的“the scale of the inclined to ethical values”作为数据收集工具。该量表有三个维度:爱、正义和合作。在数据分析中，使用算术平均值(x)、标准差、频率、百分比、Mann-Whitney U检验和Kruskal Wallis检验，并考虑0.05显著性水平来解释数据。根据研究结果，教师和教师候选人在量表上获得了很高的分数。虽然对道德价值观的敏感程度在性别上没有差异;在教师地位方面取得了显著的成果;有利于体育教师的分科比较;根据专业年资，有利于那些工作超过16年的人，有利于那些经常进行体育锻炼的人。作为研究的结果;我们可以看到，教师和教师候选人的道德价值观倾向很强，他们内化的爱的价值最多。对尚未入职教师候选人或初入职教师进行职前培训和在职培训;建议教育工作者为有规律的体育活动创造环境和时间。
{"title":"INVESTIGATION OF TEACHERS' AND TEACHER CANDIDATES' LEVELS OF INCLINATION TO ETHICAL VALUES","authors":"A. Temel, Murat Kangalgil, H. Mamak, Tevfik Emre, Ebru Aydın","doi":"10.17478/jegys.1133255","DOIUrl":"https://doi.org/10.17478/jegys.1133255","url":null,"abstract":"This study, it was aimed to determine the predisposition levels of teachers and teacher candidates to ethical values. The sample of the study consisted of 1305 educators, 784 teachers, and 521 teacher candidates in 15 different branches in the 2020-2021 academic year. The sample of the research conducted in the relational screening model was selected by a simple random sampling method. In the research, \"The scale of the inclination to ethical values\" developed by Kaya (2015) was used as a data collection tool. The scale has three dimensions: love, justice, and cooperation. In the analysis of the data, arithmetic mean (x̄), standard deviation, frequency, percentage, Mann-Whitney U test, and Kruskal Wallis test were used and a .05 significance level was taken into account in the interpretation of the data. According to the research findings, teachers and teacher candidates got very high scores on the scale. While there was no difference in gender for the level of susceptibility to ethical values; significant results were reached in favor of teachers in terms of status; in favor of physical education teachers in-branch comparison; in favor of those with more than 16 years of service according to professional seniority and in favor of those who do regular physical activity. As a result of the research; it has been seen that teachers and teacher candidates are very inclined to ethical values and they internalize the value of love the most. Planning functional pre-service and in-service training for teacher candidates who have not yet started the profession or for teachers who are new to the profession; it is recommended that educators create an environment and time for regular physical activity.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90639726","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}
Continuous professional development is an integral part of the professional life of teachers since learning is a life-long activity. Lesson study is a practical approach to promoting teachers’ professional development. Lesson study refers to teachers’ classroom-based collaborative research to bring teachers together to work collaboratively to plan a lesson. In South Africa, there is a dire need for teachers’ professional development due to many challenges in professional development in this country. However, there is very little documented research into the implementation of lesson study in South Africa. This study explored the Japanese Lesson Study to improve teaching quality and to learn in South Africa. The researchers adopted qualitative research with an interpretivist paradigm to explicit participants’ experiences of lesson study. A purposive sampling technique was employed to select three participants in a school from Gauteng Province, South Africa. The findings revealed that participants appreciated the workshop and gained knowledge of a good understanding of the lesson study. All the participants acknowledged the awareness of their professional development as a motivating factor for them to continue to plan and work together. The researchers recommended that lesson studies be implemented with teachers from different grades and phases. School leaders should become ambassadors for setting up communities of practice within their schools, districts and provinces. Further studies should be carried out with similar grades in a phase and also in phase planning.
{"title":"Implementing Japanese lesson study as a professional development tool in South Africa","authors":"R. Venketsamy, Zijing Hu, E. Helmbold, P. Auckloo","doi":"10.17478/jegys.1129982","DOIUrl":"https://doi.org/10.17478/jegys.1129982","url":null,"abstract":"Continuous professional development is an integral part of the professional life of teachers since learning is a life-long activity. Lesson study is a practical approach to promoting teachers’ professional development. Lesson study refers to teachers’ classroom-based collaborative research to bring teachers together to work collaboratively to plan a lesson. In South Africa, there is a dire need for teachers’ professional development due to many challenges in professional development in this country. However, there is very little documented research into the implementation of lesson study in South Africa. This study explored the Japanese Lesson Study to improve teaching quality and to learn in South Africa. The researchers adopted qualitative research with an interpretivist paradigm to explicit participants’ experiences of lesson study. A purposive sampling technique was employed to select three participants in a school from Gauteng Province, South Africa. The findings revealed that participants appreciated the workshop and gained knowledge of a good understanding of the lesson study. All the participants acknowledged the awareness of their professional development as a motivating factor for them to continue to plan and work together. The researchers recommended that lesson studies be implemented with teachers from different grades and phases. School leaders should become ambassadors for setting up communities of practice within their schools, districts and provinces. Further studies should be carried out with similar grades in a phase and also in phase planning.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90673867","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 aims to develop a standard scale by making the validity and reliability of the globalization survey developed for education faculties in the sample of sports sciences. A total of 878 people, including 81 academicians, 336 physical education and sports teachers, 118 trainers, and 343 sports sciences students, who were reached by a simple random method, participated in the study. The data was collected at 3 different times and Exploratory Factor Analysis (EFA) in the first group (n = 426), Confirmatory Factor Analysis (CFA) in the second group (n = 412), and test-retest analysis in the third group (n = 40) was performed. As a result of EFA, which was conducted to determine the construct validity, a structure consisting of 17 items and 3 factors was obtained, which explains 71.588% of the total variance. These factors are; teaching-learning processes are named as management and technology. The Cronbach Alpha internal consistency coefficient of the scale was calculated as .94. According to the DFA results (χ2 / df: 2.63; RMSEA: .06; PGFI: .69; PNFI: .79; GFI: .92; AGFI: .90; IFI: .96; TLI: .95; NFI:. 94; CFI: .96) the scale has acceptable fit values. In the test-retest analysis, a positive correlation was found .83. As a result, it can be said that the globalization scale can be used in sports science research and is a valid and reliable scale.
{"title":"VALIDITY AND RELIABILITY STUDY OF THE OBSERVED EFFECTS OF GLOBALIZATION SCALE FOR SPORTS SCIENCES STAKEHOLDERS","authors":"İbrahim Ümran Akdağcik, A. Temel","doi":"10.17478/jegys.1132112","DOIUrl":"https://doi.org/10.17478/jegys.1132112","url":null,"abstract":"This study aims to develop a standard scale by making the validity and reliability of the globalization survey developed for education faculties in the sample of sports sciences. A total of 878 people, including 81 academicians, 336 physical education and sports teachers, 118 trainers, and 343 sports sciences students, who were reached by a simple random method, participated in the study. The data was collected at 3 different times and Exploratory Factor Analysis (EFA) in the first group (n = 426), Confirmatory Factor Analysis (CFA) in the second group (n = 412), and test-retest analysis in the third group (n = 40) was performed. As a result of EFA, which was conducted to determine the construct validity, a structure consisting of 17 items and 3 factors was obtained, which explains 71.588% of the total variance. These factors are; teaching-learning processes are named as management and technology. The Cronbach Alpha internal consistency coefficient of the scale was calculated as .94. According to the DFA results (χ2 / df: 2.63; RMSEA: .06; PGFI: .69; PNFI: .79; GFI: .92; AGFI: .90; IFI: .96; TLI: .95; NFI:. 94; CFI: .96) the scale has acceptable fit values. In the test-retest analysis, a positive correlation was found .83. As a result, it can be said that the globalization scale can be used in sports science research and is a valid and reliable scale.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84643505","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 aims to produce empirical evidence of validity and reliability of the Creative Thinking Task for Children (CTTC) developed to evaluate creative thinking skills. The study group consists of 668 participants (aged 11-14) who are attending 5th, 6th, 7th and 8th grades. The data were obtained with personal information form and CTTC. CTTC is scored between 0-3 and consists of specific tasks. Expert opinions, exploratory and confirmatory factor analyses were used to evaluate the validity of the CTTC, and the Cronbach Alpha Internal Consistency Coefficient was used to determine its reliability. Result of the analysis was determined by the model which consists of originality, fluency, elaboration, and divergent thinking sub-dimensions and 11 items. CTTC has a structure that fits very well. Results of the analysis revealed that, the CTTC provides valid and reliable results.
{"title":"Developing the Creative Thinking Task for Children","authors":"Cemre ERTEN TATLI, M. Artar","doi":"10.17478/jegys.1127472","DOIUrl":"https://doi.org/10.17478/jegys.1127472","url":null,"abstract":"The study aims to produce empirical evidence of validity and reliability of the Creative Thinking Task for Children (CTTC) developed to evaluate creative thinking skills. The study group consists of 668 participants (aged 11-14) who are attending 5th, 6th, 7th and 8th grades. The data were obtained with personal information form and CTTC. CTTC is scored between 0-3 and consists of specific tasks. Expert opinions, exploratory and confirmatory factor analyses were used to evaluate the validity of the CTTC, and the Cronbach Alpha Internal Consistency Coefficient was used to determine its reliability. Result of the analysis was determined by the model which consists of originality, fluency, elaboration, and divergent thinking sub-dimensions and 11 items. CTTC has a structure that fits very well. Results of the analysis revealed that, the CTTC provides valid and reliable results.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84116835","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}
Gifted student education has been the centre of many studies to this day. Even though there was an amount of studies examining gifted education there was limited amount of studies related to self-efficacy levels of English Language Teachers for gifted students. Therefore the aim of this study is to determine the self-efficiency levels of English Language Teachers towards gifted student education and to examine teachers’ age, pofessional seniority levels and gender variables. This study was carried out with 352 volunteer English Language Teachers (291 women, 61 men) who worked in the 2020-2021 academic year in the Educational Institutions related to the Ministry of National Education in Turkey. As a result, it was found that self-efficiency beliefs of English Language Teachers towards education of gifted students in both sub-dimensions and total scores of the scale were around 80 out of 100. Therefore it was revealed that teachers’ self-efficacy beliefs were high. Also, the results of the analysis showed that self-efficiency beliefs of English Language Teachers towards the education of gifted students increased with the age variable. In addition to these results, it was found that the self-efficacy beliefs of English Language Teachers increased as their teaching Professional seniority levels increased. Lastly, there was no significant difference in the whole scale and its sub-dimensions related to gender variable. In addition to that, literature review of the studies about teachers’ professional seniority and gender variables revealed that, a consensus could not be reached. In order to eliminate this ambiguity, further studies are needed on this subject. On the other hand analysis of the scale revealed that self-efficacy scores of English teachers in subjects such as behavior control, implementation of the Individual Education Program and classroom control were lower than the other items.
{"title":"Determining Self-Efficiency Levels of the English Language Teachers for the Education of Gifted Students","authors":"Irem Girgin, Gökhan Ilgaz","doi":"10.17478/jegys.1119736","DOIUrl":"https://doi.org/10.17478/jegys.1119736","url":null,"abstract":"Gifted student education has been the centre of many studies to this day. Even though there was an amount of studies examining gifted education there was limited amount of studies related to self-efficacy levels of English Language Teachers for gifted students. Therefore the aim of this study is to determine the self-efficiency levels of English Language Teachers towards gifted student education and to examine teachers’ age, pofessional seniority levels and gender variables. This study was carried out with 352 volunteer English Language Teachers (291 women, 61 men) who worked in the 2020-2021 academic year in the Educational Institutions related to the Ministry of National Education in Turkey. As a result, it was found that self-efficiency beliefs of English Language Teachers towards education of gifted students in both sub-dimensions and total scores of the scale were around 80 out of 100. Therefore it was revealed that teachers’ self-efficacy beliefs were high. Also, the results of the analysis showed that self-efficiency beliefs of English Language Teachers towards the education of gifted students increased with the age variable. In addition to these results, it was found that the self-efficacy beliefs of English Language Teachers increased as their teaching Professional seniority levels increased. Lastly, there was no significant difference in the whole scale and its sub-dimensions related to gender variable. In addition to that, literature review of the studies about teachers’ professional seniority and gender variables revealed that, a consensus could not be reached. In order to eliminate this ambiguity, further studies are needed on this subject. On the other hand analysis of the scale revealed that self-efficacy scores of English teachers in subjects such as behavior control, implementation of the Individual Education Program and classroom control were lower than the other items.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85794724","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}
Developing positive attitudes towards science and scientific process skills at an early age enables children to become more successful in the fields of science. This study investigates the effects of STEM-Based Science Education practices on the science conceptual changes of preservice teachers. One-phase experimental embedded pattern design, one of the mixed-method research, was used in the study. In addition, data were collected from the Science Concepts Form, STEM-based science activities plans, and application videos. The study results showed that STEM-based science activities positively impacted the science-related conceptual changes of preservice teachers.
{"title":"Preservice Early Childhood Teachers’ Science Conceptual Changes with STEM-Based Science Activities","authors":"Ahmet Simsar, Ithel Jones, D. Burak","doi":"10.17478/jegys.1113590","DOIUrl":"https://doi.org/10.17478/jegys.1113590","url":null,"abstract":"Developing positive attitudes towards science and scientific process skills at an early age enables children to become more successful in the fields of science. This study investigates the effects of STEM-Based Science Education practices on the science conceptual changes of preservice teachers. One-phase experimental embedded pattern design, one of the mixed-method research, was used in the study. In addition, data were collected from the Science Concepts Form, STEM-based science activities plans, and application videos. The study results showed that STEM-based science activities positively impacted the science-related conceptual changes of preservice teachers.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86116404","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}
Education is of great importance for the inclusion of persons in society. While education is so important, unfortunately, not all students can benefit from education opportunities offered equally. Problems experienced in reaching quality education that put students at a disadvantage situation can be listed as social differences, gender, language, ethnicity, family structure, socioeconomic status, and having special needs. This study aims to examine teachers' opinion to some students' situation about their disadvantageous in the classroom and how the primary school teachers minimize this disadvantage and furthermore what they do to about social justice in the classroom environment. For this aims, five schools with disadvantaged students were selected to determine the participants of the study, and 10 teachers who voluntarily agreed to participate in the study were selected from the teachers in these school. In this study, case study design, one of the qualitative research methods, was preferred and interview method was used for data collection via semi-structured form. According to the results of the study, it was determined that the teachers' work for disadvantaged students focused on " peer collaboration", "forming heterogeneous groups" and "respecting different cultures". It was stated that when they made these practices, the problems of the students decreased and they improved academically and socially.
{"title":"Primary School Teachers' Opinions of Social Justice in Life Studies Lessons And In-Class Practices","authors":"Emrullah Akcan","doi":"10.17478/jegys.1116699","DOIUrl":"https://doi.org/10.17478/jegys.1116699","url":null,"abstract":"Education is of great importance for the inclusion of persons in society. While education is so important, unfortunately, not all students can benefit from education opportunities offered equally. Problems experienced in reaching quality education that put students at a disadvantage situation can be listed as social differences, gender, language, ethnicity, family structure, socioeconomic status, and having special needs. This study aims to examine teachers' opinion to some students' situation about their disadvantageous in the classroom and how the primary school teachers minimize this disadvantage and furthermore what they do to about social justice in the classroom environment. For this aims, five schools with disadvantaged students were selected to determine the participants of the study, and 10 teachers who voluntarily agreed to participate in the study were selected from the teachers in these school. In this study, case study design, one of the qualitative research methods, was preferred and interview method was used for data collection via semi-structured form. According to the results of the study, it was determined that the teachers' work for disadvantaged students focused on \" peer collaboration\", \"forming heterogeneous groups\" and \"respecting different cultures\". It was stated that when they made these practices, the problems of the students decreased and they improved academically and socially.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84759633","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}
Students’ competencies in clinical practice is vital in health sciences. Clinical simulation is one approach used to support students’ learning in clinical practice. There is a lack of research on clinical simulation in acupuncture programmes in the African context. This paper explored the experiences of acupuncture students’ views towards clinical simulation in the acupuncture programme to strengthen clinical teaching using the Technological Pedagogical Content Knowledge Framework as a theoretical lens. A qualitative research approach with an interpretivist paradigm was adopted. A single case study design was selected. Six undergraduate students voluntarily agreed to participate. The data were analysed inductively using the thematic analysis approach. Findings revealed that students were optimistic about clinical simulation because it assisted them in their practice. The findings highlighted students’ views regarding the lack of knowledge and skills among instructors and poor infrastructure. The study also found that students gained more confidence in the clinical simulation since they were aware that the patients are not harmed. It is recommended that clinical simulation should be included and standardised in the acupuncture curriculum. To improve clinical simulation, the authors recommended that clinical simulations should be carefully planned and coordinated; training facilities needed upgrading to accommodate COVID-19 regulations and a detailed handbook on clinical simulation should be developed to standardise the simulation process.
{"title":"Exploring students’ views on clinical simulation in the acupuncture programme at a South African university","authors":"Zijing Hu, R. Venketsamy","doi":"10.17478/jegys.1092471","DOIUrl":"https://doi.org/10.17478/jegys.1092471","url":null,"abstract":"Students’ competencies in clinical practice is vital in health sciences. Clinical simulation is one approach used to support students’ learning in clinical practice. There is a lack of research on clinical simulation in acupuncture programmes in the African context. This paper explored the experiences of acupuncture students’ views towards clinical simulation in the acupuncture programme to strengthen clinical teaching using the Technological Pedagogical Content Knowledge Framework as a theoretical lens. A qualitative research approach with an interpretivist paradigm was adopted. A single case study design was selected. Six undergraduate students voluntarily agreed to participate. The data were analysed inductively using the thematic analysis approach. Findings revealed that students were optimistic about clinical simulation because it assisted them in their practice. The findings highlighted students’ views regarding the lack of knowledge and skills among instructors and poor infrastructure. The study also found that students gained more confidence in the clinical simulation since they were aware that the patients are not harmed. It is recommended that clinical simulation should be included and standardised in the acupuncture curriculum. To improve clinical simulation, the authors recommended that clinical simulations should be carefully planned and coordinated; training facilities needed upgrading to accommodate COVID-19 regulations and a detailed handbook on clinical simulation should be developed to standardise the simulation process.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"45 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83376071","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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