This study examined students' experiences in an asynchronous online learning environment. Students evaluated the asynchronous online learning environment in terms of interaction, feedback, academic and technical support, active learning and assessment. The study, which was carried out with a qualitative research approach, was conducted with 28 students studying in faculty of education. During the pandemic, students continued all their courses for 9 weeks with asynchronous distance education. At the end of the semester, the interview form was sent to the students via e-mail. At the end of the study, it can be said that in the process of asynchronous online learning, students experience a lack of face-to-face interaction even if they do not have communication problems with the instructor. Students were able to get support when they needed it. However, they had problems getting instant feedback. It was seen that students had the opportunity to learn flexibly without time and space, to learn independently by doing unlimited repetitions at their own pace and to plan their own learning process. However, it was revealed that they could not do group work with their friends and felt socially isolated. Students objected to the evaluation of their class performances with assignment. Students suggested that live broadcasting activities take place at regular intervals, opening the comments section under the videos, conducting discussion board activities, establishing fast support systems, using alternative evaluation methods such as online testing and online presentations during the asynchronous online learning process.
{"title":"Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions","authors":"Mücahit Öztürk","doi":"10.17569/TOJQI.767378","DOIUrl":"https://doi.org/10.17569/TOJQI.767378","url":null,"abstract":"This study examined students' experiences in an asynchronous online learning environment. Students evaluated the asynchronous online learning environment in terms of interaction, feedback, academic and technical support, active learning and assessment. The study, which was carried out with a qualitative research approach, was conducted with 28 students studying in faculty of education. During the pandemic, students continued all their courses for 9 weeks with asynchronous distance education. At the end of the semester, the interview form was sent to the students via e-mail. At the end of the study, it can be said that in the process of asynchronous online learning, students experience a lack of face-to-face interaction even if they do not have communication problems with the instructor. Students were able to get support when they needed it. However, they had problems getting instant feedback. It was seen that students had the opportunity to learn flexibly without time and space, to learn independently by doing unlimited repetitions at their own pace and to plan their own learning process. However, it was revealed that they could not do group work with their friends and felt socially isolated. Students objected to the evaluation of their class performances with assignment. Students suggested that live broadcasting activities take place at regular intervals, opening the comments section under the videos, conducting discussion board activities, establishing fast support systems, using alternative evaluation methods such as online testing and online presentations during the asynchronous online learning process.","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47530472","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}
{"title":"An Evaluation on the Change of the Basic Principles of Turkish National Education in the Context of Sociopolitical Paradigms","authors":"T. Erkiliç","doi":"10.17569/TOJQI.841896","DOIUrl":"https://doi.org/10.17569/TOJQI.841896","url":null,"abstract":"","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41625193","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 this study, the religious social perceptions and friendship relations of Turkish-German Muslim children between the ages of 7-14 about their religious groups and their host Christian peers were examined. 42 students, including 17 girls and 25 boys, participated in the study. Here children's drawings were benefited as a primary source of information and a diagnostic method in which secondary information (open-ended questions) were directed. The data were analyzed by descriptive qualitative analysis method based on the research questions. In this study, it was seen that religious indicators, signs, and symbols (religious-social images) emerged effectively through the drawing method. Theological semiotic may be used as a diagnostics method in more studies in determining the development of religious concepts in children. The number of religious differences in the drawings increased with age. It was understood that 9-14-year-old children could make religious categorization in interviews about drawings and responses concerning open-ended questions. In-group favoritism and in-group friendship preferences increased with age. At the same time, as age increased, moral reasoning in choosing friendship increased.
{"title":"Muslim and Christian Peer Images in Turkish-German Muslim Children's Human Figure Drawings","authors":"Yasemin Güleç","doi":"10.17569/TOJQI.754028","DOIUrl":"https://doi.org/10.17569/TOJQI.754028","url":null,"abstract":"In this study, the religious social perceptions and friendship relations of Turkish-German Muslim children between the ages of 7-14 about their religious groups and their host Christian peers were examined. 42 students, including 17 girls and 25 boys, participated in the study. Here children's drawings were benefited as a primary source of information and a diagnostic method in which secondary information (open-ended questions) were directed. The data were analyzed by descriptive qualitative analysis method based on the research questions. In this study, it was seen that religious indicators, signs, and symbols (religious-social images) emerged effectively through the drawing method. Theological semiotic may be used as a diagnostics method in more studies in determining the development of religious concepts in children. The number of religious differences in the drawings increased with age. It was understood that 9-14-year-old children could make religious categorization in interviews about drawings and responses concerning open-ended questions. In-group favoritism and in-group friendship preferences increased with age. At the same time, as age increased, moral reasoning in choosing friendship increased.","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44192875","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}
{"title":"Motivational determinants and Challenges of Mismatched Women Teachers in Public Secondary Schools","authors":"A. Mukminin, H. Harja","doi":"10.17569/tojqi.818881","DOIUrl":"https://doi.org/10.17569/tojqi.818881","url":null,"abstract":"","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67634623","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}
Calisma ogretmen adaylarinin sanal sinif ve yuz yuze ogretme ortaminda yasadiklari ogreticilik deneyimlerinin degerlendirilmesi amaciyla gerceklestirilmistir. Calismada tamamlayici karma arastirma yontemi kullanilmistir. Calisma grubu Bilgisayar ve Ogretim teknolojileri Egitimi Bolumu 3. sinifinda okuyan ve Ozel Ogretim Yontemleri I ve II derslerini alan 40 ogretmen adayindan olusmaktadir. Calismaya katilan ogretmen adaylarinin yaslari 21-27 arasinda degismektedir. Ogretmen adaylarinin 12’si kadin, 28’i erkektir. Gorusmeler ogretmen adaylarinin tamami ile gerceklestirilmistir. Ogretmen adaylarinin ogretim surecini iki farkli ogretim ortaminda deneyimlemesinin hemen ardindan, cevrimici ogretim deneyimi anketi I ve II formu araciligiyla nicel veriler toplanmistir. Bunu takiben ogretmen adaylarinin ogretmenlik deneyimleri hakkinda detayli bilgi almak icin tum ogretmen adaylariyla yari yapilandirilmis gorusmeler yapilmistir. Nicel verilerin analizinde betimsel istatistikler ve ogrencilerin sanal sinif ve yuzu yuze ogretme ortaminda ogretici rolunu gerceklestirirken algiladiklari kaygi, motivasyon, performans ve verimlilik duzeylerinin karsilastirilmasinda Wilcoxon Isaretli siralar testi kullanilmistir. Nitel verilerin analizinde ise betimsel analizlerden yararlanilmistir. Calisma sonunda ogretmen adaylarinin buyuk cogunlugunun ogretmen-ogrenci etkilesimi ve goz temasi kurma gibi nedenlerle yuz yuze ogretme ortamini tercih ettigi belirlenmistir. Ogretmen adaylarinin sanal sinif ve yuzu yuze ogretme ortaminda ogretici rolunu gerceklestirirken algiladiklari kaygi duzeyleri acisindan anlamli fark gorulmezken; algilanan motivasyon, algilanan performans ve algilanan verimlilik acisindan yuz yuze ogretme ortamindaki ogretme deneyimi lehine anlamli bir fark oldugu belirlenmistir. Sonuclar ilgili literatur cercevesinde tartisilmis ve onerilerde bulunulmustur.
{"title":"Comparison of Pre-Service Teachers’ Teaching Experiences in Virtual Classroom and Face-to-Face Teaching Environment","authors":"Şerife Ak, İbrahim Gökdaş","doi":"10.17569/TOJQI.788363","DOIUrl":"https://doi.org/10.17569/TOJQI.788363","url":null,"abstract":"Calisma ogretmen adaylarinin sanal sinif ve yuz yuze ogretme ortaminda yasadiklari ogreticilik deneyimlerinin degerlendirilmesi amaciyla gerceklestirilmistir. Calismada tamamlayici karma arastirma yontemi kullanilmistir. Calisma grubu Bilgisayar ve Ogretim teknolojileri Egitimi Bolumu 3. sinifinda okuyan ve Ozel Ogretim Yontemleri I ve II derslerini alan 40 ogretmen adayindan olusmaktadir. Calismaya katilan ogretmen adaylarinin yaslari 21-27 arasinda degismektedir. Ogretmen adaylarinin 12’si kadin, 28’i erkektir. Gorusmeler ogretmen adaylarinin tamami ile gerceklestirilmistir. Ogretmen adaylarinin ogretim surecini iki farkli ogretim ortaminda deneyimlemesinin hemen ardindan, cevrimici ogretim deneyimi anketi I ve II formu araciligiyla nicel veriler toplanmistir. Bunu takiben ogretmen adaylarinin ogretmenlik deneyimleri hakkinda detayli bilgi almak icin tum ogretmen adaylariyla yari yapilandirilmis gorusmeler yapilmistir. Nicel verilerin analizinde betimsel istatistikler ve ogrencilerin sanal sinif ve yuzu yuze ogretme ortaminda ogretici rolunu gerceklestirirken algiladiklari kaygi, motivasyon, performans ve verimlilik duzeylerinin karsilastirilmasinda Wilcoxon Isaretli siralar testi kullanilmistir. Nitel verilerin analizinde ise betimsel analizlerden yararlanilmistir. Calisma sonunda ogretmen adaylarinin buyuk cogunlugunun ogretmen-ogrenci etkilesimi ve goz temasi kurma gibi nedenlerle yuz yuze ogretme ortamini tercih ettigi belirlenmistir. Ogretmen adaylarinin sanal sinif ve yuzu yuze ogretme ortaminda ogretici rolunu gerceklestirirken algiladiklari kaygi duzeyleri acisindan anlamli fark gorulmezken; algilanan motivasyon, algilanan performans ve algilanan verimlilik acisindan yuz yuze ogretme ortamindaki ogretme deneyimi lehine anlamli bir fark oldugu belirlenmistir. Sonuclar ilgili literatur cercevesinde tartisilmis ve onerilerde bulunulmustur.","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":"12 1","pages":"1-23"},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48937390","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}
Fen ogretiminin vizyonu, ogrencilerin gercek yasamdaki olaylari anlamak ya da karsilastiklari sorunlara cozumler uretebilmek amaciyla bilim insanlari gibi bilimsel bilgiyi uretebilen ve degerlendirebilen bireyler yetistirmektir. Bunu saglamak ise ancak etkin ogretim yontemlerini kullanabilmekten gecmektedir. Bu yontemlerden biri de argumantasyona dayali sorgulama yontemidir. Buna paralel olarak, bu calismanin amaci Fen Bilimleri dersinde argumantasyona dayali sorgulama yontemi kullanimina iliskin ortaokul ogrencilerinin goruslerini belirlemektir. Arastirmanin yontemi olarak, durum arastirmasi benimsenmistir. Arastirmanin calisma grubunu, 2016-2017 ogretim yilinda Ege bolgesinde yer alan bir ortaokulda ogrenim gormekte 12 yedinci sinif ogrencileri olusturmaktadir. Arastirma 6 hafta surmustur. Arastirmada, ogrencilere elektrik konusuyla ilgili bir durum (seri-paralel bagli devreler vs.) verilmistir. Bu unite, calisma suresince argumantasyona dayali sorgulama ogrenme yontemine gore islenmistir. Arastirmada veri toplama araci olarak 18 acik uclu sorudan olusan fen derslerinde argumantasyona dayali sorgulama yontemi kullanimina iliskin yari yapilandirilmis gorusme formu kullanilmistir. Calismadan elde edilen verilerin analizde icerik analizi yontemi kullanilmistir. Calisma sonucunda, ogrencilerin fen derslerinde argumantasyona dayali sorgulama yontemi kullanimi hakkinda cogunlukla olumlu gorus bildirdikleri belirlenmistir. Argumantasyona dayali sorgulama yontemi hakkinda olumsuz gorus bildiren ogrenciler ise derste kendi fikirlerini belirtmekten cekindikleri, derste konusmayi pek sevmedikleri gibi gerekcelerle bu modeli sevmediklerini ifade etmislerdir. Sonuc olarak, bu modelin ortaokul duzeyinde kullanimi sinirli olup, modelin kullanimina iliskin ogrenci goruslerinin belirlenmesi konusunda alanyazina katki sagladigi soylenebilir.
不良阴谋的愿景是像科学家一样提供科学信息，以理解和贬低法律的真实性。为了避免这种情况，现在使用重力元素的效果已经很晚了。其中一个方程式是基于论点的问题。同时，这个calisman的目标是定义高中生在《冯科学》中使用基于论点的审讯单元时的曲线。根据调查结果，是我。该研究的calismus小组于2016-2017年位于埃格，由12个班的中学毕业生组成。Arastirma 6 hafta surmustur。在调查中，给食人魔一个电气条件（串并联回路与）。根据钙的说法，这个单元旨在提高基于论点的审问程度。如果你是从18个紧急问题作为一个工具来评估数据收集，使用中间中间中间中间对从灾害中得出的灾害数据的分析使用整体分析。作为calisma的结果，食人魔被确定为使用基于该论点的论点的积极血腥迹象。他们说他们不喜欢这种模式，因为他们不喜欢在课堂上说话。因此，该模型在中学传感器中的使用非常火爆，并且该模型的使用也可以说有助于识别iliskin-ogrency曲线。
{"title":"Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses","authors":"Sevinç Kaçar, A. G. Balim","doi":"10.17569/TOJQI.796913","DOIUrl":"https://doi.org/10.17569/TOJQI.796913","url":null,"abstract":"Fen ogretiminin vizyonu, ogrencilerin gercek yasamdaki olaylari anlamak ya da karsilastiklari sorunlara cozumler uretebilmek amaciyla bilim insanlari gibi bilimsel bilgiyi uretebilen ve degerlendirebilen bireyler yetistirmektir. Bunu saglamak ise ancak etkin ogretim yontemlerini kullanabilmekten gecmektedir. Bu yontemlerden biri de argumantasyona dayali sorgulama yontemidir. Buna paralel olarak, bu calismanin amaci Fen Bilimleri dersinde argumantasyona dayali sorgulama yontemi kullanimina iliskin ortaokul ogrencilerinin goruslerini belirlemektir. Arastirmanin yontemi olarak, durum arastirmasi benimsenmistir. Arastirmanin calisma grubunu, 2016-2017 ogretim yilinda Ege bolgesinde yer alan bir ortaokulda ogrenim gormekte 12 yedinci sinif ogrencileri olusturmaktadir. Arastirma 6 hafta surmustur. Arastirmada, ogrencilere elektrik konusuyla ilgili bir durum (seri-paralel bagli devreler vs.) verilmistir. Bu unite, calisma suresince argumantasyona dayali sorgulama ogrenme yontemine gore islenmistir. Arastirmada veri toplama araci olarak 18 acik uclu sorudan olusan fen derslerinde argumantasyona dayali sorgulama yontemi kullanimina iliskin yari yapilandirilmis gorusme formu kullanilmistir. Calismadan elde edilen verilerin analizde icerik analizi yontemi kullanilmistir. Calisma sonucunda, ogrencilerin fen derslerinde argumantasyona dayali sorgulama yontemi kullanimi hakkinda cogunlukla olumlu gorus bildirdikleri belirlenmistir. Argumantasyona dayali sorgulama yontemi hakkinda olumsuz gorus bildiren ogrenciler ise derste kendi fikirlerini belirtmekten cekindikleri, derste konusmayi pek sevmedikleri gibi gerekcelerle bu modeli sevmediklerini ifade etmislerdir. Sonuc olarak, bu modelin ortaokul duzeyinde kullanimi sinirli olup, modelin kullanimina iliskin ogrenci goruslerinin belirlenmesi konusunda alanyazina katki sagladigi soylenebilir.","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":"12 1","pages":"56-101"},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48520381","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}
Dil ogrenimi ogrencilerin hem sinif ici hem de sinif disinda pratik yapmalari icin okuma, dinleme, yazma ve konusma olmak uzere dort beceri icerir. Sinif ici iletisim bireylerin gecmisleri ve ortak degerleriyle sinirlanmis olabilir, ancak ogrenciler sinif disina ciktiklarinda, pragmatik becerilerinin sosyal ve kulturel ozelliklerle butunlesmesi gerekmektedir. Bu calisma yabanci veya ikinci dil olarak Ingilizce ogrenimi siniflarinda kulturel farkindalik uzerine yapilmis nicel ve nitel arastirmalari sistematik acidan incelemeyi amaclamistir. Bu yuzden, arastirma yontemi olarak meta-sentez yontemi kullanilmistir. Bu amaci karsilamak uzere Ingilizce derslerinde kulturel ve kulturlerarasi farkindalikla ilgili 50 arastirma, belirlenmis dort kriterden sonra bu meta-senteze dahil edilmistir. Kulturel ve kulturlerarasi farkindalik arastirmalarinin analizinin sonucunda temeller ve edinimler olmak uzere iki ana tema ortaya cikmistir. Kulturel farkindaligin temelleri ders bilesenleri, etkilesim, dinamik ve kisisel baglanti olmak uzere dort koda sahiptir. Ayrica, kulturel farkindaligin edinimleri konusma yeterligi, bilissel yeterlik, kulturel yeterlik ve kuresel ilgi olmak uzere dort koda sahiptir.
这是一个很好的例子。合成沟通可能会被白天和黑夜激怒，但食人魔需要在年级设计中掌握社交和文化技能。但事实上，这是一个很好的酸系统。我是尤兹登，我是一个年轻人。这是一个50岁的女孩，她是一个女孩。通过对文化和文化多样性的分析，乌兹别克斯坦出现了两个主要主题，即基本原则和行动。Kulturel farkindaligin temelleri der bilesenleri，etkilesim，dinamik ve kissiel baglanti olmak uzere dort koda sahibir。此外，文化意识具有足够的讨论糖码，具有科学性、文化性和文化性。
{"title":"The Role of Cultural Awareness in the EFL Classroom","authors":"Ayşegül Yurtsever, Dilara Özel","doi":"10.17569/TOJQI.776499","DOIUrl":"https://doi.org/10.17569/TOJQI.776499","url":null,"abstract":"Dil ogrenimi ogrencilerin hem sinif ici hem de sinif disinda pratik yapmalari icin okuma, dinleme, yazma ve konusma olmak uzere dort beceri icerir. Sinif ici iletisim bireylerin gecmisleri ve ortak degerleriyle sinirlanmis olabilir, ancak ogrenciler sinif disina ciktiklarinda, pragmatik becerilerinin sosyal ve kulturel ozelliklerle butunlesmesi gerekmektedir. Bu calisma yabanci veya ikinci dil olarak Ingilizce ogrenimi siniflarinda kulturel farkindalik uzerine yapilmis nicel ve nitel arastirmalari sistematik acidan incelemeyi amaclamistir. Bu yuzden, arastirma yontemi olarak meta-sentez yontemi kullanilmistir. Bu amaci karsilamak uzere Ingilizce derslerinde kulturel ve kulturlerarasi farkindalikla ilgili 50 arastirma, belirlenmis dort kriterden sonra bu meta-senteze dahil edilmistir. Kulturel ve kulturlerarasi farkindalik arastirmalarinin analizinin sonucunda temeller ve edinimler olmak uzere iki ana tema ortaya cikmistir. Kulturel farkindaligin temelleri ders bilesenleri, etkilesim, dinamik ve kisisel baglanti olmak uzere dort koda sahiptir. Ayrica, kulturel farkindaligin edinimleri konusma yeterligi, bilissel yeterlik, kulturel yeterlik ve kuresel ilgi olmak uzere dort koda sahiptir.","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48840562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bu calismanin amaci yer bilimleri kavramlari hakkindaki ogrenme istasyonlari ile desteklenen fen dersini ustun yetenekli ogrenciler acisindan degerlendirmektir. Arastirma, besinci sinifta ogrenim goren dort ustun yetenekli ogrenci ile Bursa Potansiyel Ustun Yetenekliler Dernegi (PUYED)’nde gerceklestirilmistir. Ogrenme istasyonlari ziyareti sonrasi ogrencilerle yapilan yari yapilandirilmis gorusmeler, yer bilimleri gunlukleri ve istasyonlarin yonergelerinde yer alan sorulara verilen cevaplar veri toplama araclari olarak kullanilmis ve veriler betimsel olarak analiz edilmistir. Arastirma deseni olarak fenomenolojik yaklasim kullanilmistir. Gunluklerden elde edilen bulgularda istasyonlari ziyaretleri oncesi ogrencilerin genel olarak deprem, fay ve yanardag gibi kavramlardan bahsettikleri, fakat ziyaretleri sonrasinda levhalarin hareketlerinden, depremin nasil olustugundan ve daglarin depremle iliskisi gibi kavramlara daha detayli bicimde degindikleri gorulmektedir. Verileri yorumlayarak sonuc cikarabilmis ve model-gercek iliskisini kurabilmislerdir. Yapilan gorusmelerde istasyonlar hakkindaki goruslerinin olumlu oldugunu ve kendi okullarindaki fen derslerinde de kavramlari ogrenme istasyonlari ile ogrenmek istediklerini belirtmislerdir. Ogrenme istasyonlarinin ustun yetenekli ogrencilere uygulanacak fen dersi ogretim programlarinda etkin olarak kullanilmasi onerilmektedir.
{"title":"Evaluation of Learning Stations on Earth Science Concepts by Gifted Students: Bursa PUYED Example","authors":"Osman Elmas, Nermin Bulunuz","doi":"10.17569/TOJQI.793524","DOIUrl":"https://doi.org/10.17569/TOJQI.793524","url":null,"abstract":"Bu calismanin amaci yer bilimleri kavramlari hakkindaki ogrenme istasyonlari ile desteklenen fen dersini ustun yetenekli ogrenciler acisindan degerlendirmektir. Arastirma, besinci sinifta ogrenim goren dort ustun yetenekli ogrenci ile Bursa Potansiyel Ustun Yetenekliler Dernegi (PUYED)’nde gerceklestirilmistir. Ogrenme istasyonlari ziyareti sonrasi ogrencilerle yapilan yari yapilandirilmis gorusmeler, yer bilimleri gunlukleri ve istasyonlarin yonergelerinde yer alan sorulara verilen cevaplar veri toplama araclari olarak kullanilmis ve veriler betimsel olarak analiz edilmistir. Arastirma deseni olarak fenomenolojik yaklasim kullanilmistir. Gunluklerden elde edilen bulgularda istasyonlari ziyaretleri oncesi ogrencilerin genel olarak deprem, fay ve yanardag gibi kavramlardan bahsettikleri, fakat ziyaretleri sonrasinda levhalarin hareketlerinden, depremin nasil olustugundan ve daglarin depremle iliskisi gibi kavramlara daha detayli bicimde degindikleri gorulmektedir. Verileri yorumlayarak sonuc cikarabilmis ve model-gercek iliskisini kurabilmislerdir. Yapilan gorusmelerde istasyonlar hakkindaki goruslerinin olumlu oldugunu ve kendi okullarindaki fen derslerinde de kavramlari ogrenme istasyonlari ile ogrenmek istediklerini belirtmislerdir. Ogrenme istasyonlarinin ustun yetenekli ogrencilere uygulanacak fen dersi ogretim programlarinda etkin olarak kullanilmasi onerilmektedir.","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45719427","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 paper explores how non-Japanese Asians studying at Japanese universities form their subjectivity and negotiate in Japanese society. To this end, a qualitative paradigm, namely a narrative approach to data collection, was employed as a methodological framework, and the data collection methods were face-to-face interviews and social media. The participants were six Asian students from different Asian countries. After collecting their narratives and transcribing them, I categorized them into three phases: Expectations & Gaps, Outcomes, and Vision for the future. The findings reveal that all participants felt admiration and respect for Japanese perseverance and politeness, as well as Japan’s advanced technology in their imaginary world before they came to Japan. However, after living in Japan, this view changed to a negative one, leaving them disappointed by Japanese narrow-mindedness and both invisible and visible discrimination against them. These negative experiences gradually created their subjectivity as they have found themselves trying to conform to Japanese social power and norms and acting like the Japanese while in Japan. However, their hearts were no longer in Japan. These findings imply that Japanese students’ intercultural understanding is dominated by the cultures of the English-speaking world, while their understanding of other cultures except for those of that world is scant. The paper concludes by suggesting a cosmopolitan pedagogy for intercultural understanding and communication so that Japanese students can become true global citizens.
{"title":"The Formation of Subjectivity in Asian Students in Japanese Higher Education","authors":"Tomoka Sato","doi":"10.17569/tojqi.775926","DOIUrl":"https://doi.org/10.17569/tojqi.775926","url":null,"abstract":"This paper explores how non-Japanese Asians studying at Japanese universities form their subjectivity and negotiate in Japanese society. To this end, a qualitative paradigm, namely a narrative approach to data collection, was employed as a methodological framework, and the data collection methods were face-to-face interviews and social media. The participants were six Asian students from different Asian countries. After collecting their narratives and transcribing them, I categorized them into three phases: Expectations & Gaps, Outcomes, and Vision for the future. The findings reveal that all participants felt admiration and respect for Japanese perseverance and politeness, as well as Japan’s advanced technology in their imaginary world before they came to Japan. However, after living in Japan, this view changed to a negative one, leaving them disappointed by Japanese narrow-mindedness and both invisible and visible discrimination against them. These negative experiences gradually created their subjectivity as they have found themselves trying to conform to Japanese social power and norms and acting like the Japanese while in Japan. However, their hearts were no longer in Japan. These findings imply that Japanese students’ intercultural understanding is dominated by the cultures of the English-speaking world, while their understanding of other cultures except for those of that world is scant. The paper concludes by suggesting a cosmopolitan pedagogy for intercultural understanding and communication so that Japanese students can become true global citizens.","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48013316","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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