The purpose of this study is to determine the effect size of gender on motivation towards science learning by combining the results of studies, which were conducted to determine the effect of gender on motivation towards science learning, via the meta-analysis method. In this context, master's thesis, doctoral dissertations, and articles, which were conducted between 2010 and 2020, were suitable for the research problem, and had statistical data to be included in the meta-analysis study, were reviewed and examined in Turkish and English from national and international databases. As a result of the literature review, 2435 national and international studies were collected. Forty-nine studies, containing data suitable for coding protocol in accordance with the criteria determined by the researchers, were included in the meta-analysis. The sample size of 20.862 participants was obtained in the study (10.446 females and 10.416 males). The effect sizes and the combined effect sizes of the studies were calculated using "Comprehensive Meta-Analysis v 2.0 (CMA)." In the studies using the random effects model, the effect size of the gender variable on motivation towards science learning was determined to be 0.155 (95% CI, SE = 0.040). This value showed that the overall effect of the gender variable on motivation towards science learning was at an "insignificant" level in favor of the women. The results of the anova similarity analysis performed for the categorical moderators of publication type, scale type, and education level indicated that these moderators did not cause any statistically significant difference in the effect sizes. As a result of the meta-regression analysis performed for the publication year moderator - which was evaluated as a continuous variable - this moderator did not make any significant difference on the effect sizes of motivation towards science learning.
本研究的目的是通过荟萃分析方法，结合性别对科学学习动机影响的研究结果，确定性别对科学学习动机的影响大小。在此背景下，2010年至2020年期间发表的硕士论文、博士论文和文章适合研究问题，并有统计数据纳入meta分析研究，并从国家和国际数据库中以土耳其语和英语进行了审查和检查。作为文献综述的结果，我们收集了2435项国内和国际研究。49项研究纳入meta分析，这些研究的数据符合研究人员确定的标准，适合编码方案。本研究共获得20.862人的样本量(女性10.446人，男性10.416人)。使用“综合Meta-Analysis v 2.0 (CMA)”计算研究的效应量和综合效应量。在使用随机效应模型的研究中，性别变量对科学学习动机的效应量被确定为0.155 (95% CI, SE = 0.040)。该值表明，性别变量对科学学习动机的总体影响处于有利于女性的“微不足道”水平。对出版类型、量表类型和教育水平的分类调节因子进行方差相似分析的结果表明，这些调节因子在效应量上没有引起统计学上显著的差异。作为对出版年份调节因子进行meta回归分析的结果——它被评估为一个连续变量——该调节因子对科学学习动机的效应大小没有任何显著差异。
{"title":"The effect of gender on motivation towards science learning: A meta-analysis study","authors":"Baysal Emre, Fatma Mutlu, Oğuzhan Nacaroğlu","doi":"10.5937/istrped2301001b","DOIUrl":"https://doi.org/10.5937/istrped2301001b","url":null,"abstract":"The purpose of this study is to determine the effect size of gender on motivation towards science learning by combining the results of studies, which were conducted to determine the effect of gender on motivation towards science learning, via the meta-analysis method. In this context, master's thesis, doctoral dissertations, and articles, which were conducted between 2010 and 2020, were suitable for the research problem, and had statistical data to be included in the meta-analysis study, were reviewed and examined in Turkish and English from national and international databases. As a result of the literature review, 2435 national and international studies were collected. Forty-nine studies, containing data suitable for coding protocol in accordance with the criteria determined by the researchers, were included in the meta-analysis. The sample size of 20.862 participants was obtained in the study (10.446 females and 10.416 males). The effect sizes and the combined effect sizes of the studies were calculated using \"Comprehensive Meta-Analysis v 2.0 (CMA).\" In the studies using the random effects model, the effect size of the gender variable on motivation towards science learning was determined to be 0.155 (95% CI, SE = 0.040). This value showed that the overall effect of the gender variable on motivation towards science learning was at an \"insignificant\" level in favor of the women. The results of the anova similarity analysis performed for the categorical moderators of publication type, scale type, and education level indicated that these moderators did not cause any statistically significant difference in the effect sizes. As a result of the meta-regression analysis performed for the publication year moderator - which was evaluated as a continuous variable - this moderator did not make any significant difference on the effect sizes of motivation towards science learning.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"13 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72634941","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 research was to investigate the effect of principals' transformational leader behaviors on teachers' organizational commitment. In the research, causal-comparative and relational survey methods were used. The study group, defined according to convenient sampling method, was composed of 260 public school teachers working in five provinces in the Central Anatolia Region in Turkey. The data was gathered with "Transformational Leadership Scale" and "Teachers' Organizational Commitment Scale", in the spring semester of the 2021-2022 academic year. Descriptive statistical analysis, independent groups t-test, test of variance (ANOVA), Pearsons' corelational analysis and regresion analysis were employed in the analysis phase. The findings showed that both principals' transformational leadership levels and teachers' organizational commitment levels were moderate. It was observed that teachers' perceptions about their principals' transformational leadership behaviours and organizational commitment levels didn't show a significant difference among the groups of gender, age and work experience. It was found that there was a significant relationship between principals' transformational leadership behaviours and teachers' organizational commitment, and the former was a significant predictor of the latter. It was concluded that principals' transformational leadership behaviors might be effective in enhancing teachers' organizational commitment. In this frame practical, theoretical and research recommendations were developed.
{"title":"School principals' transformational leadership behaviors as a predictor of teachers' perceptions of organizational commitment","authors":"B. Coşkun, Sevda Katıtaş, Pinar Arslan","doi":"10.5937/istrped2301193c","DOIUrl":"https://doi.org/10.5937/istrped2301193c","url":null,"abstract":"The aim of this research was to investigate the effect of principals' transformational leader behaviors on teachers' organizational commitment. In the research, causal-comparative and relational survey methods were used. The study group, defined according to convenient sampling method, was composed of 260 public school teachers working in five provinces in the Central Anatolia Region in Turkey. The data was gathered with \"Transformational Leadership Scale\" and \"Teachers' Organizational Commitment Scale\", in the spring semester of the 2021-2022 academic year. Descriptive statistical analysis, independent groups t-test, test of variance (ANOVA), Pearsons' corelational analysis and regresion analysis were employed in the analysis phase. The findings showed that both principals' transformational leadership levels and teachers' organizational commitment levels were moderate. It was observed that teachers' perceptions about their principals' transformational leadership behaviours and organizational commitment levels didn't show a significant difference among the groups of gender, age and work experience. It was found that there was a significant relationship between principals' transformational leadership behaviours and teachers' organizational commitment, and the former was a significant predictor of the latter. It was concluded that principals' transformational leadership behaviors might be effective in enhancing teachers' organizational commitment. In this frame practical, theoretical and research recommendations were developed.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87466428","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 predictive roles of gender and self-efficacy (academic, social, and emotional) on the academic resilience of adolescents. Participants consisted of 346 adolescents (227 girls and 119 boys). Data were collected through the Academic Resilience Scale, the Self-efficacy Scale for Children, and a demographic information form, and analyzed with an independent simple t test, Pearson correlation, and multiple linear regression analysis techniques. The results showed that male adolescents achieved higher scores in academic resilience, social self efficacy, and emotional self-efficacy. Gender, academic self-efficacy, social self-efficacy, and emotional self-efficacy in sum accounted for 49% of the variance in academic resilience. All independent variables with the exception of gender (being male) were statistically significant predictors for academic resilience in adolescents. Increases in academic, social, and emotional self-efficacy were found to lead to enhanced academic resilience.
{"title":"Prediction of academic resilience in adolescents through academic, social and emotional self-efficacy and gender","authors":"Sevgi Uygur, Esra Asıcı, M. Kocer","doi":"10.5937/istrped2301251u","DOIUrl":"https://doi.org/10.5937/istrped2301251u","url":null,"abstract":"This study aimed to investigate the predictive roles of gender and self-efficacy (academic, social, and emotional) on the academic resilience of adolescents. Participants consisted of 346 adolescents (227 girls and 119 boys). Data were collected through the Academic Resilience Scale, the Self-efficacy Scale for Children, and a demographic information form, and analyzed with an independent simple t test, Pearson correlation, and multiple linear regression analysis techniques. The results showed that male adolescents achieved higher scores in academic resilience, social self efficacy, and emotional self-efficacy. Gender, academic self-efficacy, social self-efficacy, and emotional self-efficacy in sum accounted for 49% of the variance in academic resilience. All independent variables with the exception of gender (being male) were statistically significant predictors for academic resilience in adolescents. Increases in academic, social, and emotional self-efficacy were found to lead to enhanced academic resilience.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"235 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83460326","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 was designed to examine the development of pre-service teachers' knowledge of concept cartoons for three years within the scope of the courses they took. For three years, pre-service teachers took courses in scientific research methods, instructional technologies and material development, special teaching methods and teaching practice. During these lessons, the learning levels of pre-service teachers towards concept cartoons were examined. In the analysis of the data, the concept cartoons evaluation rubric and the concept cartoons application observation chart were used. Although they were not able to prepare concept cartoons and make applications at the expert level, it was concluded that the education the pre-service teachers received was effective. It is thought that arrangements are necessary to ensure the continuation of communication between teachers and lecturers.
{"title":"An examination of pre-service teachers' knowledge on the concept cartoon: A longitudinal study","authors":"A. Yıldız, Ali Türkdoğan","doi":"10.5937/istrped2301219y","DOIUrl":"https://doi.org/10.5937/istrped2301219y","url":null,"abstract":"This study was designed to examine the development of pre-service teachers' knowledge of concept cartoons for three years within the scope of the courses they took. For three years, pre-service teachers took courses in scientific research methods, instructional technologies and material development, special teaching methods and teaching practice. During these lessons, the learning levels of pre-service teachers towards concept cartoons were examined. In the analysis of the data, the concept cartoons evaluation rubric and the concept cartoons application observation chart were used. Although they were not able to prepare concept cartoons and make applications at the expert level, it was concluded that the education the pre-service teachers received was effective. It is thought that arrangements are necessary to ensure the continuation of communication between teachers and lecturers.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85171940","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 was conducted using a qualitative research method to examine Montessori preschool education practices in Turkiye. The study group consisted of 14 teachers in Montessori classrooms of preschools in the central district of a province in Turkiye. The data were collected with a Structured Classroom Observation Form, Material Control List and Semi-structured interviews. The MAXQDA 2022 software was used for the analysis of teacher interviews. According to the findings, the structure of the Montessori classrooms was generally in accordance with the Montessori philosophy, and there was a sufficient number and variety of Montessori materials in the classrooms. Practical life and mathematics activities were frequently included in the program. The most commonly used materials were sensorial and cosmic field materials. Teachers felt inadequate about Montessori practices. There were problems with the high-class size, mixed age, cost and supply of material. According to teachers, education provides children with self-regulation skills and enables effective learning. In addition, education has some advantages for parents and teachers. Children were bored with the activities, parents had insufficient knowledge of the practices, and teachers had time management problems. Finally, teachers offered recommendations for improving practices.
{"title":"Montessori practices in early childhood education with teachers' experiences","authors":"Nevra Atis-Akyol, Gonca Uludağ, Birgul Tosun","doi":"10.5937/istrped2301177a","DOIUrl":"https://doi.org/10.5937/istrped2301177a","url":null,"abstract":"The study was conducted using a qualitative research method to examine Montessori preschool education practices in Turkiye. The study group consisted of 14 teachers in Montessori classrooms of preschools in the central district of a province in Turkiye. The data were collected with a Structured Classroom Observation Form, Material Control List and Semi-structured interviews. The MAXQDA 2022 software was used for the analysis of teacher interviews. According to the findings, the structure of the Montessori classrooms was generally in accordance with the Montessori philosophy, and there was a sufficient number and variety of Montessori materials in the classrooms. Practical life and mathematics activities were frequently included in the program. The most commonly used materials were sensorial and cosmic field materials. Teachers felt inadequate about Montessori practices. There were problems with the high-class size, mixed age, cost and supply of material. According to teachers, education provides children with self-regulation skills and enables effective learning. In addition, education has some advantages for parents and teachers. Children were bored with the activities, parents had insufficient knowledge of the practices, and teachers had time management problems. Finally, teachers offered recommendations for improving practices.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81822852","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 primary purpose of this study is to design a model that examines the mediating role of moral identity in the effect of self-efficacy on stress, depression, and anxiety. For this purpose, the researcher applied three scales to 366 students enrolled in state universities on the Anatolian side of Istanbul. The data analysis used parametric tests, correlation tests, structural equation models, and Bayesian reliability analyses. Based on the results from the structural equation modeling analysis, the variable of moral identity was found to have a significant effect on the positive impact to self efficacy on psychological problems. Therefore moral identity has been concluded to be able to help reduce the effects of stress, depression, and anxiety.
{"title":"Is moral identity effective in the relationship between self-efficacy and psychological problems?","authors":"Nesrullah Okan","doi":"10.5937/istrped2301238o","DOIUrl":"https://doi.org/10.5937/istrped2301238o","url":null,"abstract":"The primary purpose of this study is to design a model that examines the mediating role of moral identity in the effect of self-efficacy on stress, depression, and anxiety. For this purpose, the researcher applied three scales to 366 students enrolled in state universities on the Anatolian side of Istanbul. The data analysis used parametric tests, correlation tests, structural equation models, and Bayesian reliability analyses. Based on the results from the structural equation modeling analysis, the variable of moral identity was found to have a significant effect on the positive impact to self efficacy on psychological problems. Therefore moral identity has been concluded to be able to help reduce the effects of stress, depression, and anxiety.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85589039","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}
Teorijske i empirijske studije potvrđuju značaj igre u ranom uzrastu kao sredstva pomoću kojeg deca grade jaku osnovu za kognitivne, socijalne i emocionalno koncepte. Igra se ne može uvek uredno svrstati u određenu kategoriju, ali praćenje formi u kojima se ona pojavljuje pomaže odraslima da se senzibiliziraju za promenljive situacije koje deca stvaraju i pruža alat za procenu mogućnosti koje sredina nudi za različite vrste igara. U ovom radu predstavljeno je istraživanje koje je imalo cilj sagledavanje dečje perspektive o igri - zašto se deca igraju, u kojoj meri su zastupljene pojedine dečje igre, koje prostore deca biraju za svoju igru i koje materijale koriste u igri. Za realizaciju ovoga istraživanja korišćena je deskriptivna metoda sa tehnikom nacrtaj i reci. Istraživanjem je obuhvaćeno 47 dece uzrasta od četiri do sedam godina. Realizovano istraživanje je pokazalo da su među igrama dece zastupljene različite vrste igara, ali da je svaka od njih svedene na svega nekoliko različitih i tipičnih igara i da su, s obzirom na prostor, jasno uočljivi određeni obrasci. U vrtiću su najzastupljenije simboličke imitacije i konstruktorske igre u zatvorenom prostoru. Kod kuće su najzastupljenije funkcionalne igre i igre s pravilima koje podrazumevaju korišćenje lopte na otvorenom prostoru. Na mestima u lokalnoj zajednici (LZ) deca se igraju retko, a kada takva igra postoji - ona je uglavnom karakteristična za dečake i podrazumeva fudbal. Ovakvi rezultati istraživanja upućuju na osiromašenu i nemaštovitu igru dece uzrasta od četiri do sedam godina što može ukazivati na nedovoljno fizički i društveno podsticajnu sredinu.
{"title":"Čega se deca igraju, čime i gde - sagledavanje igre iz dečje perspektive","authors":"Zorica Kovačević, Jadranka Gluvak","doi":"10.5937/istrped2301019k","DOIUrl":"https://doi.org/10.5937/istrped2301019k","url":null,"abstract":"Teorijske i empirijske studije potvrđuju značaj igre u ranom uzrastu kao sredstva pomoću kojeg deca grade jaku osnovu za kognitivne, socijalne i emocionalno koncepte. Igra se ne može uvek uredno svrstati u određenu kategoriju, ali praćenje formi u kojima se ona pojavljuje pomaže odraslima da se senzibiliziraju za promenljive situacije koje deca stvaraju i pruža alat za procenu mogućnosti koje sredina nudi za različite vrste igara. U ovom radu predstavljeno je istraživanje koje je imalo cilj sagledavanje dečje perspektive o igri - zašto se deca igraju, u kojoj meri su zastupljene pojedine dečje igre, koje prostore deca biraju za svoju igru i koje materijale koriste u igri. Za realizaciju ovoga istraživanja korišćena je deskriptivna metoda sa tehnikom nacrtaj i reci. Istraživanjem je obuhvaćeno 47 dece uzrasta od četiri do sedam godina. Realizovano istraživanje je pokazalo da su među igrama dece zastupljene različite vrste igara, ali da je svaka od njih svedene na svega nekoliko različitih i tipičnih igara i da su, s obzirom na prostor, jasno uočljivi određeni obrasci. U vrtiću su najzastupljenije simboličke imitacije i konstruktorske igre u zatvorenom prostoru. Kod kuće su najzastupljenije funkcionalne igre i igre s pravilima koje podrazumevaju korišćenje lopte na otvorenom prostoru. Na mestima u lokalnoj zajednici (LZ) deca se igraju retko, a kada takva igra postoji - ona je uglavnom karakteristična za dečake i podrazumeva fudbal. Ovakvi rezultati istraživanja upućuju na osiromašenu i nemaštovitu igru dece uzrasta od četiri do sedam godina što može ukazivati na nedovoljno fizički i društveno podsticajnu sredinu.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"07 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85976830","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}
U radu se bavimo problemom prostornog strukturisanja kao mentalne operacije organizovanja 2D ili 3D prostora putem ortogonalnih mernih jedinica. S jedne strane, istraživanja pokazuju da učenici imaju poteškoća da sagledaju površ pravougaonika u terminima redova i kolona. S druge strane, ova mentalna aktivnost je ključna za pojmovno razumevanje merenja površine, ali i za druge oblasti u početnoj nastavi matematike. Cilj i zadaci rada odnose se na ispitivanje i klasifikaciju strategija prostornog strukturisanja pravougaonika pre formalnog učenja površine. Intervjuisano je devetoro dece mlađeg školskog uzrasta tokom perioda pandemije virusa Kovid-19. Kvalitativna analiza video-zapisa individualnih intervjua ukazuje na to da učenici imaju različite strategije prostornog strukturisanja zavisno od razvojnog nivoa kome pripadaju i konteksta zadatka. Strategije učenika su sagledane u svetlu teorije hijerarhijskog interakcionizma i pristupa učenju zasnovanog na trajektorijama učenja prema kome je učenje integrativan i postepen proces koji se odvija kroz nivoe mišljenja. U radu je dat predlog praktičnih aktivnosti sa ciljem učenja merenja površine. Na kraju, skrećemo pažnju na dva važna problema matematičkog obrazovanja: prenaglašenost rada sa diskretnim veličinama u osnovnoškolskoj nastavi matematike i nedostajanje povezanosti nenumeričkog (geometrijskog) i numeričkog razmišljanja o površini.
{"title":"Strukturisanje pravougaonika kod učenika mlađeg školskog uzrasta","authors":"M. Milošević, Olivera J. Đokić","doi":"10.5937/istrped2301036m","DOIUrl":"https://doi.org/10.5937/istrped2301036m","url":null,"abstract":"U radu se bavimo problemom prostornog strukturisanja kao mentalne operacije organizovanja 2D ili 3D prostora putem ortogonalnih mernih jedinica. S jedne strane, istraživanja pokazuju da učenici imaju poteškoća da sagledaju površ pravougaonika u terminima redova i kolona. S druge strane, ova mentalna aktivnost je ključna za pojmovno razumevanje merenja površine, ali i za druge oblasti u početnoj nastavi matematike. Cilj i zadaci rada odnose se na ispitivanje i klasifikaciju strategija prostornog strukturisanja pravougaonika pre formalnog učenja površine. Intervjuisano je devetoro dece mlađeg školskog uzrasta tokom perioda pandemije virusa Kovid-19. Kvalitativna analiza video-zapisa individualnih intervjua ukazuje na to da učenici imaju različite strategije prostornog strukturisanja zavisno od razvojnog nivoa kome pripadaju i konteksta zadatka. Strategije učenika su sagledane u svetlu teorije hijerarhijskog interakcionizma i pristupa učenju zasnovanog na trajektorijama učenja prema kome je učenje integrativan i postepen proces koji se odvija kroz nivoe mišljenja. U radu je dat predlog praktičnih aktivnosti sa ciljem učenja merenja površine. Na kraju, skrećemo pažnju na dva važna problema matematičkog obrazovanja: prenaglašenost rada sa diskretnim veličinama u osnovnoškolskoj nastavi matematike i nedostajanje povezanosti nenumeričkog (geometrijskog) i numeričkog razmišljanja o površini.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75577926","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}
In previous years, the corona virus pandemic had a significant impact on institutional education at all levels, which is why there is noticeable interest from the wider academic community, which is intensively engaged in the study of distance learning. The focus of this paper is students' perceptions of the values and limitations of online classes during the corona virus pandemic. The sample in this empirical research consisted of students of the Faculty of Philosophy of the University of Banja Luka (N=151). An "online" survey was conducted in two stages, the first in mid-2020, and the second in mid-2021. The results of the research show that students recognize the advantages of online learning in terms of its economy and availability of teaching materials, they also notice the obstacles of this kind of teaching in terms of a lower level of interactivity, technical obstacles and overloaded requirements. By pointing out the manifested values and limitations of online teaching, the paper highlights certain recommendations for its improvement and elimination of shortcomings.
{"title":"Student perceptions of values and limitations of distance teaching during the pandemic of COVID-19","authors":"K. Popović, Tanja Glišić, Drazen Jorgic","doi":"10.5937/istrped2301119p","DOIUrl":"https://doi.org/10.5937/istrped2301119p","url":null,"abstract":"In previous years, the corona virus pandemic had a significant impact on institutional education at all levels, which is why there is noticeable interest from the wider academic community, which is intensively engaged in the study of distance learning. The focus of this paper is students' perceptions of the values and limitations of online classes during the corona virus pandemic. The sample in this empirical research consisted of students of the Faculty of Philosophy of the University of Banja Luka (N=151). An \"online\" survey was conducted in two stages, the first in mid-2020, and the second in mid-2021. The results of the research show that students recognize the advantages of online learning in terms of its economy and availability of teaching materials, they also notice the obstacles of this kind of teaching in terms of a lower level of interactivity, technical obstacles and overloaded requirements. By pointing out the manifested values and limitations of online teaching, the paper highlights certain recommendations for its improvement and elimination of shortcomings.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75229226","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 goal of this study is identification of teachers assessment about digital literacy the have for using electronic textbooks in the teaching class of Nature and society. In this research, we work from general assumption that electronic textbooks are important in teaching Nature and society, but not all teachers are equally digitally competent for using electronic textbooks, then also effects of their usage in Nature and society are different. It also deals with special assumptions that in the research will reveal that there are differences in teachers assessments of the digital competence they have for usage of electronic in Nature and society depending on their years in service in school, their educational level and the ways they improve their knowledge. Research has been conducted in the first half of 2022/2023. school year, in the area of Zlatibor district. Data collected by Scalar - DCT-UeTCNS ( = .924) and processed with descriptive statistics, analysis of variance and Man-Vitney U test have shown there is statistically significant difference in the estimates of teacher about their digital competences they have for using electronic textbooks the class of Nature and society in depends of their years in service in school, their educational level and the ways they improve their knowledge. The research results point to the need of the efficient implementation of electronic textbooks in the class of Nature and society, improving digital competences of students in elementary school on all levels of teaching and the need of continual professional development of teachers, especially in the field of improving digital competences directed on creative usage of electronic textbooks in teaching practice.
{"title":"Digital literacy of teachers for using electronic textbooks in the teaching class of nature and society","authors":"H. Milenović, Danijela Vasilijević, Mladen Botić","doi":"10.5937/istrped2301053m","DOIUrl":"https://doi.org/10.5937/istrped2301053m","url":null,"abstract":"The goal of this study is identification of teachers assessment about digital literacy the have for using electronic textbooks in the teaching class of Nature and society. In this research, we work from general assumption that electronic textbooks are important in teaching Nature and society, but not all teachers are equally digitally competent for using electronic textbooks, then also effects of their usage in Nature and society are different. It also deals with special assumptions that in the research will reveal that there are differences in teachers assessments of the digital competence they have for usage of electronic in Nature and society depending on their years in service in school, their educational level and the ways they improve their knowledge. Research has been conducted in the first half of 2022/2023. school year, in the area of Zlatibor district. Data collected by Scalar - DCT-UeTCNS ( = .924) and processed with descriptive statistics, analysis of variance and Man-Vitney U test have shown there is statistically significant difference in the estimates of teacher about their digital competences they have for using electronic textbooks the class of Nature and society in depends of their years in service in school, their educational level and the ways they improve their knowledge. The research results point to the need of the efficient implementation of electronic textbooks in the class of Nature and society, improving digital competences of students in elementary school on all levels of teaching and the need of continual professional development of teachers, especially in the field of improving digital competences directed on creative usage of electronic textbooks in teaching practice.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73845508","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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