The aim of this study is to investigate teacher candidates’ conceptual understanding of the concept of limit in single-variable functions. The study sample consisted of 30 students who were studying Primary School Mathematics Teaching at the Department of Mathematics and Science Education at a state university in Turkey and were enrolled in the Analysis I course in their second year. This study used a basic qualitative research design, and data were collected through open-ended questions and clinical interviews with focus students. The results revealed that the teacher candidates gave memorized answers to conceptual knowledge questions. The results showed that the teacher candidates’ concept definitions were generally based on the right-left limit equation theorem and the dynamic form of the limit. However, the results of the clinical interviews indicated that teacher candidates avoided giving the formal definition of a limit.
{"title":"Mathematics Teacher Candidates’ Conceptual Knowledges of the Concept of Limit in Single-Variable Functions","authors":"Birgül Yildiz, Gonca Inceoğlu","doi":"10.17569/tojqi.748187","DOIUrl":"https://doi.org/10.17569/tojqi.748187","url":null,"abstract":"The aim of this study is to investigate teacher candidates’ conceptual understanding of the concept of limit in single-variable functions. The study sample consisted of 30 students who were studying Primary School Mathematics Teaching at the Department of Mathematics and Science Education at a state university in Turkey and were enrolled in the Analysis I course in their second year. This study used a basic qualitative research design, and data were collected through open-ended questions and clinical interviews with focus students. The results revealed that the teacher candidates gave memorized answers to conceptual knowledge questions. The results showed that the teacher candidates’ concept definitions were generally based on the right-left limit equation theorem and the dynamic form of the limit. However, the results of the clinical interviews indicated that teacher candidates avoided giving the formal definition of a limit.","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":"49291674","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}
CEFR (Common European Framework of Reference for Languages) sets the goal of training social actors in language teaching, which implies a shift from the communication paradigm to the social action paradigm or from training successful communicators, who are involved in exchange of information in contact situations, to training social actors, who can live together harmoniously and act together effectively in their multilingual and multicultural societies, but the same CEFR does not elaborate on how to realize this rupture in and/or outside the classroom. This paper proposes that there are two ways of training social actors: mini-projects, which can be employed by language textbooks or curricula, and educational projects, in which the students are involved as autonomously as possible in their design, implementation, and evaluation. The paper focuses on the distinctive characteristics of educational projects which differentiate them from the communicative tasks and then presents the stages of the application of educational projects in social-action-based learning (the action-oriented approach).
CEFR (Common European Framework of Reference for Languages)设定了在语言教学中培养社会行动者的目标，这意味着从交际范式向社会行动范式的转变，或者从培养成功的沟通者(在接触情境中参与信息交换)向培养社会行动者(在多语言和多元文化的社会中能够和谐相处并有效地共同行动)的转变。但同样的CEFR并没有详细说明如何在课堂内外实现这种断裂。本文提出了培养社会行动者的两种方式:一种是小型项目，可以在语言教科书或课程中使用;另一种是教育项目，学生尽可能自主地参与项目的设计、实施和评估。本文着重分析了教育项目不同于交际任务的特点，并介绍了教育项目在基于社会行动的学习(行动导向法)中的应用阶段。
{"title":"The Implementation of Educational Projects in Social-action-based Learning","authors":"Ahmet Acar","doi":"10.17569/tojqi.767559","DOIUrl":"https://doi.org/10.17569/tojqi.767559","url":null,"abstract":"CEFR (Common European Framework of Reference for Languages) sets the goal of training social actors in language teaching, which implies a shift from the communication paradigm to the social action paradigm or from training successful communicators, who are involved in exchange of information in contact situations, to training social actors, who can live together harmoniously and act together effectively in their multilingual and multicultural societies, but the same CEFR does not elaborate on how to realize this rupture in and/or outside the classroom. This paper proposes that there are two ways of training social actors: mini-projects, which can be employed by language textbooks or curricula, and educational projects, in which the students are involved as autonomously as possible in their design, implementation, and evaluation. The paper focuses on the distinctive characteristics of educational projects which differentiate them from the communicative tasks and then presents the stages of the application of educational projects in social-action-based learning (the action-oriented approach).","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":"48515788","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 today's information society, the importance of measurement evaluation, which is one of the indispensable elements of education, is increasing. Because the social studies course is a course for acquiring knowledge, skills, attitudes and values about society and life, the types of questions to be used while preparing the textbooks should be selected in accordance with the characteristic of the behaviour to be measured. In this study, it was determined whether there was a quality and quantity difference between the unit end evaluation questions of the textbooks of the 4th and 5th grade prepared according to the old (2005) and the new (2017). In addition, proposals have been made regarding the positive and negative aspects of the change. This research was conducted through a document review which is one of the qualitative research methods. As a result; only the traditional measurement and evaluation methods were included in the 4th and 5th grade social studies textbook unit final assessment, 2005 and 2017 social studies curriculum. The maximum number of mistakes in short answer and paired questions was determined in the 2017 curriculum., and the maximum number of errors in the correct answer and multiple choice tests was determined in the 2005 curriculum.
{"title":"Analysis of Unit Evaluation Questions in the 4th and 5th Grade Social Studies Books","authors":"Tekin Çelikkaya, Mutlu Kürümlüoğlu","doi":"10.17569/tojqi.615505","DOIUrl":"https://doi.org/10.17569/tojqi.615505","url":null,"abstract":"In today's information society, the importance of measurement evaluation, which is one of the indispensable elements of education, is increasing. Because the social studies course is a course for acquiring knowledge, skills, attitudes and values about society and life, the types of questions to be used while preparing the textbooks should be selected in accordance with the characteristic of the behaviour to be measured. In this study, it was determined whether there was a quality and quantity difference between the unit end evaluation questions of the textbooks of the 4th and 5th grade prepared according to the old (2005) and the new (2017). In addition, proposals have been made regarding the positive and negative aspects of the change. This research was conducted through a document review which is one of the qualitative research methods. As a result; only the traditional measurement and evaluation methods were included in the 4th and 5th grade social studies textbook unit final assessment, 2005 and 2017 social studies curriculum. The maximum number of mistakes in short answer and paired questions was determined in the 2017 curriculum., and the maximum number of errors in the correct answer and multiple choice tests was determined in the 2005 curriculum.","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":"11 1","pages":"458-480"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46155924","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}
Social and emotional skills are the basic competencies required for individuals, who are a social creature, to continue their development in a healthy and desired way. In this study, it is aimed to analyze the curricula that are responsible for the formal acquisition of these competencies. In the study, Turkish, life studies, social studies, science and mathematics curricula at primary education level were examined in terms of international social and emotional skills. The study, which is an example of qualitative research, was conducted according to the case study model. In the analysis of the curricula, the international social and emotional skills determined by the OECD were considered as criteria and document analysis technique was used. According to the findings obtained in the study, it was determined that the majority of these skills were included in the curricula, but the attainment rate associated with these skills was not sufficient. It was also concluded that the belief in success, stress resistance, trust, and curiosity were skills that were not included in any of the curricula. Another important deficiency determined in the study is that none of the social and emotional skills were included in the mathematics curriculum.
{"title":"Analysis of Primary Education Curricula in Terms of International Social and Emotional Skills","authors":"E. Koc","doi":"10.17569/tojqi.723172","DOIUrl":"https://doi.org/10.17569/tojqi.723172","url":null,"abstract":"Social and emotional skills are the basic competencies required for individuals, who are a social creature, to continue their development in a healthy and desired way. In this study, it is aimed to analyze the curricula that are responsible for the formal acquisition of these competencies. In the study, Turkish, life studies, social studies, science and mathematics curricula at primary education level were examined in terms of international social and emotional skills. The study, which is an example of qualitative research, was conducted according to the case study model. In the analysis of the curricula, the international social and emotional skills determined by the OECD were considered as criteria and document analysis technique was used. According to the findings obtained in the study, it was determined that the majority of these skills were included in the curricula, but the attainment rate associated with these skills was not sufficient. It was also concluded that the belief in success, stress resistance, trust, and curiosity were skills that were not included in any of the curricula. Another important deficiency determined in the study is that none of the social and emotional skills were included in the mathematics curriculum.","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":"11 1","pages":"481-510"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45341050","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}
General purpose of this research is to determine the opinions of primary school teachers on the effectiveness and applicability of the studies conducted in relation to Design Skills Workshops (TBA). The participants of the study, designed according to the phenomenology research model, are 20 teachers who work in one of the primary schools that are pilot in the use of TBAs. Research data were collected by using a semi-structured interview form. According to the findings, generally the teachers consider the use of TBAs in education as a positive development for the Turkish education system, but they think that it is difficult to apply them in all schools throughout the country. While almost all of the teachers consider that the training given by the Istanbul Provincial Directorate of National Education for the use of TBAs is insufficient, all of the teachers found the studies of the school administration for the use of TBAs sufficient. Teachers actively use all the workshops in the school, except for the wood, garden and animal care workshops, in almost all lessons. Teachers stated that the use of TBAs mostly enabled students to develop collaborative learning, creative thinking and hand skills. According to the teachers, the use of TBAs enables teachers to associate the lessons with each other more, to do more research and to prepare more detailed lesson plans while performing their teaching. According to the results, most of the teachers do not consider that TBAs are applicable throughout the country because of the crowded class sizes, the teachers’ not having enough knowledge about using TBAs, and the physical conditions’ not being sufficient. Among the proposals made by teachers regarding arrangements to be made in relation to TBAs before disseminating them throughout the country, having collaboration among teachers responsible from design skills workshops and among these teachers and class teachers comes at the forefront. Providing longer-term training for teachers on how TBAs should be used is another most recommended issue.
{"title":"Primary School Teachers' Views on the Effectiveness and Applicability of Design Skill Workshops","authors":"G. Gündüz","doi":"10.17569/tojqi.756715","DOIUrl":"https://doi.org/10.17569/tojqi.756715","url":null,"abstract":"General purpose of this research is to determine the opinions of primary school teachers on the effectiveness and applicability of the studies conducted in relation to Design Skills Workshops (TBA). The participants of the study, designed according to the phenomenology research model, are 20 teachers who work in one of the primary schools that are pilot in the use of TBAs. Research data were collected by using a semi-structured interview form. According to the findings, generally the teachers consider the use of TBAs in education as a positive development for the Turkish education system, but they think that it is difficult to apply them in all schools throughout the country. While almost all of the teachers consider that the training given by the Istanbul Provincial Directorate of National Education for the use of TBAs is insufficient, all of the teachers found the studies of the school administration for the use of TBAs sufficient. Teachers actively use all the workshops in the school, except for the wood, garden and animal care workshops, in almost all lessons. Teachers stated that the use of TBAs mostly enabled students to develop collaborative learning, creative thinking and hand skills. According to the teachers, the use of TBAs enables teachers to associate the lessons with each other more, to do more research and to prepare more detailed lesson plans while performing their teaching. According to the results, most of the teachers do not consider that TBAs are applicable throughout the country because of the crowded class sizes, the teachers’ not having enough knowledge about using TBAs, and the physical conditions’ not being sufficient. Among the proposals made by teachers regarding arrangements to be made in relation to TBAs before disseminating them throughout the country, having collaboration among teachers responsible from design skills workshops and among these teachers and class teachers comes at the forefront. Providing longer-term training for teachers on how TBAs should be used is another most recommended issue.","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":"11 1","pages":"533-570"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41641988","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, it was aimed to reveal how the pre-service teachers who were educated in the primary school teaching program experienced the problem-based Stem application performed in Science and Technology Teaching I and which skills they employed in the process. The research was carried out with a case study, one of the qualitative research approaches. Criterion sampling, one of the purposeful sampling methods, was used in this study. In this context, 41 classroom teacher candidates who were studying in their third year in the classroom teaching program at the education faculty of a university and taking the Science and Technology teaching course participated. The research data were collected through semi-structured interviews and observations. Descriptive analysis technique was used to analyze the data in the study. The interviews and the data obtained from the recorded videos about the STEM activity that the primary school teacher candidates conducted within the scope of the Science and Technology Teaching I course, "The Studies of Primary School Teacher Candidates in the STEM Implementation Process", "The Skills and Affective Characteristics of Primary School Candidates Employed in the STEM Implementation Process", "Primary School Candidates' Opinions on the STEM Implementation Process ”under the themes in the form of findings. As a result of the research, it was seen that the teacher candidates both followed the engineering design steps and used interdisciplinary skills within the scope of an engineering design task presented in a real life context.
{"title":"Primary School Teacher Candidates' Experiences Regarding Problem-Based Stem Applications","authors":"Ş. Anagün, E. Karahan, Z. Kılıç","doi":"10.17569/tojqi.793820","DOIUrl":"https://doi.org/10.17569/tojqi.793820","url":null,"abstract":"In this study, it was aimed to reveal how the pre-service teachers who were educated in the primary school teaching program experienced the problem-based Stem application performed in Science and Technology Teaching I and which skills they employed in the process. The research was carried out with a case study, one of the qualitative research approaches. Criterion sampling, one of the purposeful sampling methods, was used in this study. In this context, 41 classroom teacher candidates who were studying in their third year in the classroom teaching program at the education faculty of a university and taking the Science and Technology teaching course participated. The research data were collected through semi-structured interviews and observations. Descriptive analysis technique was used to analyze the data in the study. The interviews and the data obtained from the recorded videos about the STEM activity that the primary school teacher candidates conducted within the scope of the Science and Technology Teaching I course, \"The Studies of Primary School Teacher Candidates in the STEM Implementation Process\", \"The Skills and Affective Characteristics of Primary School Candidates Employed in the STEM Implementation Process\", \"Primary School Candidates' Opinions on the STEM Implementation Process ”under the themes in the form of findings. As a result of the research, it was seen that the teacher candidates both followed the engineering design steps and used interdisciplinary skills within the scope of an engineering design task presented in a real life context.","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42128890","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}
Gunumuzde, surdurulebilirlik ve surdurulebilir kalkinma amaclari tum faaliyetlerin odak noktasi haline gelmistir. Bunun bir sonucu olarak, muhasebe meslek mensubundan beklenen roller, muhasebe meslek mensubunun sahip olmasi gereken yetkinlikler de degismistir. Muhasebe meslek mensuplarinin tum sermaye unsurlari icin deger yaratma, yaratilan degeri surdurme ve raporlamada onemli rolleri oldugu ifade edilmektedir. Bu rollerin basariyla yurutulmesi icin muhasebe meslek mensuplarinin surdurulebilirlik konularinda da egitim almasi gerekmektedir. Bu calismada, Ulkemizde yuksekogretim kurumlari muhasebe mufredatlarinda surdurulebilirlige iliskin derslerin varligi, sayisi ve yogunlugunun incelenmesi amaclanmistir. Bu amac dogrultusunda, surdurulebilirlik temalarina iliskin olcut kelimeler belirlenmis, muhasebe mufredatlari belirlenen olcut kelimeler kullanilarak Maxqda 2020 programi ile icerik analizine tabi tutulmustur. Analiz sonuclarina gore, surdurulebilirlige iliskin ders sayisinin mufredatta bulunan toplam ders sayisinin cok dusuk bir yuzdesine sahip oldugu soylenebilir.
{"title":"Sustainability in Accounting Curriculum of Turkey Higher Education Institutions","authors":"Filiz Yüksel","doi":"10.17569/tojqi.688337","DOIUrl":"https://doi.org/10.17569/tojqi.688337","url":null,"abstract":"Gunumuzde, surdurulebilirlik ve surdurulebilir kalkinma amaclari tum faaliyetlerin odak noktasi haline gelmistir. Bunun bir sonucu olarak, muhasebe meslek mensubundan beklenen roller, muhasebe meslek mensubunun sahip olmasi gereken yetkinlikler de degismistir. Muhasebe meslek mensuplarinin tum sermaye unsurlari icin deger yaratma, yaratilan degeri surdurme ve raporlamada onemli rolleri oldugu ifade edilmektedir. Bu rollerin basariyla yurutulmesi icin muhasebe meslek mensuplarinin surdurulebilirlik konularinda da egitim almasi gerekmektedir. Bu calismada, Ulkemizde yuksekogretim kurumlari muhasebe mufredatlarinda surdurulebilirlige iliskin derslerin varligi, sayisi ve yogunlugunun incelenmesi amaclanmistir. Bu amac dogrultusunda, surdurulebilirlik temalarina iliskin olcut kelimeler belirlenmis, muhasebe mufredatlari belirlenen olcut kelimeler kullanilarak Maxqda 2020 programi ile icerik analizine tabi tutulmustur. Analiz sonuclarina gore, surdurulebilirlige iliskin ders sayisinin mufredatta bulunan toplam ders sayisinin cok dusuk bir yuzdesine sahip oldugu soylenebilir.","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":"11 1","pages":"393-416"},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47990979","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}
Practicing what has been learned throughout the teacher education programs in Turkey is accepted as the end point of the preservice teaching career. This period of practice teaching serves as the time to implement theory into practice under the supervision of faculty members. In this study, the major purpose was to investigate the views of supervisors and preservice teachers regarding the practice teaching program which was redesigned by the department academics to overcome some limitations of the current one. As a second purpose, the commonalities and differences between the self-reflections of preservice teachers and feedback provided by the supervisors on a specific practice teaching session in the final term were also investigated. To gather data, six preservice teachers majoring in language teaching and two faculty members as supervisors were assigned to respond to two different written guidelines provided with these purposes. Written responses were analyzed through content analysis and open-coding. Results showed that both preservice teachers and supervisors think that redesigned program has many strengths such as time allocated to practice and feedback sessions. However, they also believe that, active practice teaching only in the final year is the weakness of this new program. The analysis of the written documents after the practice teaching of prospective teachers showed that prospective teachers gained a great reflective perspective throughout their education. And with this ability, they reflected on many common issues regarding their strengths and weaknesses with their supervisors. There are also some differences in their reflections and feedback from supervisors about the use of materials, planning and use of methods. This study has specific implications for language teacher education programs and teacher trainers.
{"title":"Views of Prospective Teachers and Supervisors on a Practicum Program: A Case Study","authors":"Görsev Sönmez Boran","doi":"10.17569/tojqi.641786","DOIUrl":"https://doi.org/10.17569/tojqi.641786","url":null,"abstract":"Practicing what has been learned throughout the teacher education programs in Turkey is accepted as the end point of the preservice teaching career. This period of practice teaching serves as the time to implement theory into practice under the supervision of faculty members. In this study, the major purpose was to investigate the views of supervisors and preservice teachers regarding the practice teaching program which was redesigned by the department academics to overcome some limitations of the current one. As a second purpose, the commonalities and differences between the self-reflections of preservice teachers and feedback provided by the supervisors on a specific practice teaching session in the final term were also investigated. To gather data, six preservice teachers majoring in language teaching and two faculty members as supervisors were assigned to respond to two different written guidelines provided with these purposes. Written responses were analyzed through content analysis and open-coding. Results showed that both preservice teachers and supervisors think that redesigned program has many strengths such as time allocated to practice and feedback sessions. However, they also believe that, active practice teaching only in the final year is the weakness of this new program. The analysis of the written documents after the practice teaching of prospective teachers showed that prospective teachers gained a great reflective perspective throughout their education. And with this ability, they reflected on many common issues regarding their strengths and weaknesses with their supervisors. There are also some differences in their reflections and feedback from supervisors about the use of materials, planning and use of methods. This study has specific implications for language teacher education programs and teacher trainers.","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":"11 1","pages":"417-435"},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49583325","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 literature provides perspectives in relation to the links between student perceptions of learning environment and their cognitive and affective outcomes but falls short in qualitatively explaining what teachers’ perceptions are in relation to classroom learning environment and its various characteristics. Hence, this study aimed to investigate teachers’ perceptions about learning environment characteristics facilitative to students’ outcomes and their conceptualizations concerning the term “learning environment”. The study was designed as basic qualitative descriptive research and attempted to elicit qualitative data from eight social sciences teachers working at state secondary schools. The results revealed that teachers had a tendency to conceptualize learning environment as a physical construct at first. Some of them also mentioned the social and psychosocial connotations or dimensions of the term. Three group of factors in the learning environment (categorized as physical, social and classroom assessment-based) were reported to be facilitative to student outcomes by the participants of this study.
{"title":"Teachers’ Conceptual Perceptions and Thoughts about Learning Environment","authors":"B. Tuncsiper, Gülçin Mutlu","doi":"10.17569/tojqi.656965","DOIUrl":"https://doi.org/10.17569/tojqi.656965","url":null,"abstract":"The literature provides perspectives in relation to the links between student perceptions of learning environment and their cognitive and affective outcomes but falls short in qualitatively explaining what teachers’ perceptions are in relation to classroom learning environment and its various characteristics. Hence, this study aimed to investigate teachers’ perceptions about learning environment characteristics facilitative to students’ outcomes and their conceptualizations concerning the term “learning environment”. The study was designed as basic qualitative descriptive research and attempted to elicit qualitative data from eight social sciences teachers working at state secondary schools. The results revealed that teachers had a tendency to conceptualize learning environment as a physical construct at first. Some of them also mentioned the social and psychosocial connotations or dimensions of the term. Three group of factors in the learning environment (categorized as physical, social and classroom assessment-based) were reported to be facilitative to student outcomes by the participants of this study.","PeriodicalId":36407,"journal":{"name":"Turkish Online Journal of Qualitative Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49451413","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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