Earthquake is one of the issues of social studies education within the scope of being a phenomenon affecting social life. As a matter of fact, social studies is a course that deals with all the elements related to social life. Earthquake, which is an issue of social studies, should then be taught comprehensively due to its impact on individual and social life. For this very reason, the content related to earthquake in social studies coursebooks should be both adequate and appropriate for the particular levels. The aim of this study was to examine the content on earthquake in social studies coursebooks within the scope of the views of middle school students. The views of the students in 11 provinces affected by the earthquakes that took place in Kahramanmaraş province of Türkiye on February 6, 2023 were consulted. A basic qualitative design was used in the study. Maximum diversity and criterion sampling techniques were used to determine the participant group. A semi-structured interview form was resorted to with a view to collecting the data. Content analysis was utilized to analyze the data. In the study, it was determined that the students perceive earthquake as a disruptive phenomenon, that the students thought social studies course had an important role in teaching the concept of earthquake, that the students found social studies coursebooks insufficient on the elaboration of earthquake topic and thought that the books should be redesigned accordingly. Depending on the results, recommendations for researchers and education planners were made.
{"title":"Investigation of the Earthquake Content in Social Studies Coursebooks within the Scope of Middle School Students' Views","authors":"Hüseyin Bayram","doi":"10.17275/per.24.19.11.2","DOIUrl":"https://doi.org/10.17275/per.24.19.11.2","url":null,"abstract":"Earthquake is one of the issues of social studies education within the scope of being a phenomenon affecting social life. As a matter of fact, social studies is a course that deals with all the elements related to social life. Earthquake, which is an issue of social studies, should then be taught comprehensively due to its impact on individual and social life. For this very reason, the content related to earthquake in social studies coursebooks should be both adequate and appropriate for the particular levels. The aim of this study was to examine the content on earthquake in social studies coursebooks within the scope of the views of middle school students. The views of the students in 11 provinces affected by the earthquakes that took place in Kahramanmaraş province of Türkiye on February 6, 2023 were consulted. A basic qualitative design was used in the study. Maximum diversity and criterion sampling techniques were used to determine the participant group. A semi-structured interview form was resorted to with a view to collecting the data. Content analysis was utilized to analyze the data. In the study, it was determined that the students perceive earthquake as a disruptive phenomenon, that the students thought social studies course had an important role in teaching the concept of earthquake, that the students found social studies coursebooks insufficient on the elaboration of earthquake topic and thought that the books should be redesigned accordingly. Depending on the results, recommendations for researchers and education planners were made.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"12 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140410056","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 research aims to create a framework that includes basic citizenship skills and values. The framework focuses on citizenship values and skills directly or implicitly addressed in the literature on citizenship education. The research sample comprises 183 international studies, including books, book chapters, articles, reports, and proceedings. In terms of reflecting the sample, this figure is quite significant. Based on our study, we defined responsibility, respect, equality, helpfulness, justice, ethics, sensitivity, dedication, honesty, and freedom as basic citizenship values. Basic citizenship skills involve participation, literacy, communication, problem-solving, critical thinking, decision-making, cooperation, awareness, empathy, and questioning. There are several other values and skills beyond those listed. In this study, we have attempted to standardize the basic citizenship values and skills that we believe are significant in many nations. To establish a benchmark, we included the ten most mentioned values and skills in the literature to ensure representativeness. We also utilizes expert evaluations to improve the reliability and validity of the study. Various researchers can verify this framework because the values and skills were derived from the analyzed studies on reliability and validity. As a result, we expect this study to provide an up-to-date perspective on the values and skills that all citizens should possess.
{"title":"Is it Possible to Identify Basic Citizenship Values and Skills at a Universal Level? A Framework Attempt","authors":"Betül Gökçinar, İlker Dere","doi":"10.17275/per.24.21.11.2","DOIUrl":"https://doi.org/10.17275/per.24.21.11.2","url":null,"abstract":"This research aims to create a framework that includes basic citizenship skills and values. The framework focuses on citizenship values and skills directly or implicitly addressed in the literature on citizenship education. The research sample comprises 183 international studies, including books, book chapters, articles, reports, and proceedings. In terms of reflecting the sample, this figure is quite significant. Based on our study, we defined responsibility, respect, equality, helpfulness, justice, ethics, sensitivity, dedication, honesty, and freedom as basic citizenship values. Basic citizenship skills involve participation, literacy, communication, problem-solving, critical thinking, decision-making, cooperation, awareness, empathy, and questioning. There are several other values and skills beyond those listed. In this study, we have attempted to standardize the basic citizenship values and skills that we believe are significant in many nations. To establish a benchmark, we included the ten most mentioned values and skills in the literature to ensure representativeness. We also utilizes expert evaluations to improve the reliability and validity of the study. Various researchers can verify this framework because the values and skills were derived from the analyzed studies on reliability and validity. As a result, we expect this study to provide an up-to-date perspective on the values and skills that all citizens should possess.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140414489","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}
School supervision is generally defined as the process of determining the realization level of performance indicators in schools, and evaluating the quality of education. Supervisors are not directly involved in these activities, and are appointed by the Ministry to assess fulfilment level of these educational activities. In current study, teachers’ perspective related to the supervision in Türkiye was examined in a qualitative research design. A single case study model was adopted to explore the case in depth. The aim of this research was to explore views of 28 teachers on supervision. The study group was chosen through maximum variation sampling technique. Data were collected via semi-structured interviews, observations, and focus group interviews. Thematic content analysis technique was adopted to analysis of raw data. Four themes emerged based on the analysis. These themes were low stakes inspection, high stakes inspection, decentralization, and decreasing in quality. The results revealed that the participants were in a dilemma about the supervision in schools. Moreover, this dilemma was related to the audit of teacher performance by school principal and the supervision of school by ministry inspectors. In addition, through the focus group interviews, the suggestions of the participants with different perspectives on inspection were explored and thus more generalizable themes were produced.
{"title":"Dilemmas of Teachers Related to the Supervision in Schools: A Case Study","authors":"Şenol Sezer, Gamzegül Engi̇n","doi":"10.17275/per.24.16.11.2","DOIUrl":"https://doi.org/10.17275/per.24.16.11.2","url":null,"abstract":"School supervision is generally defined as the process of determining the realization level of performance indicators in schools, and evaluating the quality of education. Supervisors are not directly involved in these activities, and are appointed by the Ministry to assess fulfilment level of these educational activities. In current study, teachers’ perspective related to the supervision in Türkiye was examined in a qualitative research design. A single case study model was adopted to explore the case in depth. The aim of this research was to explore views of 28 teachers on supervision. The study group was chosen through maximum variation sampling technique. Data were collected via semi-structured interviews, observations, and focus group interviews. Thematic content analysis technique was adopted to analysis of raw data. Four themes emerged based on the analysis. These themes were low stakes inspection, high stakes inspection, decentralization, and decreasing in quality. The results revealed that the participants were in a dilemma about the supervision in schools. Moreover, this dilemma was related to the audit of teacher performance by school principal and the supervision of school by ministry inspectors. In addition, through the focus group interviews, the suggestions of the participants with different perspectives on inspection were explored and thus more generalizable themes were produced.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"50 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140508844","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 is a qualitative case study that seeks to determine whether students’ mathematical discourses in solving polynomial inequalities are more ritualistic or explorative. A comprehensive analysis of students’ routines was conducted through the observations of what they said and did (write, draw, and so on) around task situations in a small group. This study’s participants were five 11th-grade students from a public high school. These participants were chosen using the maximum diversity method of sampling. The data for this study were obtained through small-group work. The small-group interactions lasted 80 minutes and were video-recorded with two cameras. The commognitive approach was used to analyze the student routines in this study. The criteria for analyzing routines were the performers’ agentivity /external authority, focus on the goal or the procedure, and flexibility. The findings of this study revealed that the students’ routines were neither purely ritualistic nor sheer explorative. Even those whose routines were ritualistic in all task situations thought about the procedure and asked logical questions about the task. In addition, the findings indicate that teachers can play an important role in encouraging students to engage in more exploratory mathematical discourse. This study contributes to the future research on students’ discourse in the context of inequality.
{"title":"Rituals and Explorations in Students’ Mathematical Discourses: The Case of Polynomial Inequalities","authors":"Tuba Akcakoca, Gönül YAZGAN SAĞ, Z. Argün","doi":"10.17275/per.24.11.11.1","DOIUrl":"https://doi.org/10.17275/per.24.11.11.1","url":null,"abstract":"The study is a qualitative case study that seeks to determine whether students’ mathematical discourses in solving polynomial inequalities are more ritualistic or explorative. A comprehensive analysis of students’ routines was conducted through the observations of what they said and did (write, draw, and so on) around task situations in a small group. This study’s participants were five 11th-grade students from a public high school. These participants were chosen using the maximum diversity method of sampling. The data for this study were obtained through small-group work. The small-group interactions lasted 80 minutes and were video-recorded with two cameras. The commognitive approach was used to analyze the student routines in this study. The criteria for analyzing routines were the performers’ agentivity /external authority, focus on the goal or the procedure, and flexibility. The findings of this study revealed that the students’ routines were neither purely ritualistic nor sheer explorative. Even those whose routines were ritualistic in all task situations thought about the procedure and asked logical questions about the task. In addition, the findings indicate that teachers can play an important role in encouraging students to engage in more exploratory mathematical discourse. This study contributes to the future research on students’ discourse in the context of inequality.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139155602","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}
Insar Damopoli̇i̇, J. H. Nunaki̇, J. Jeni̇, Mangana B. Rampheri, Abdullah K. Ambusaidi
The current state of students' knowledge regarding species diversity, particularly when it comes to endangered local species, is a cause for concern. This problem has resulted in a decline in students' attitudes towards conserving these species. To address these issues, providing students with reading resources that incorporate local wisdom is crucial. This research aims to develop a student book centered around real-world problems and incorporate Papuan local wisdom to enhance students' conservation attitudes. The ADDIE model has been employed to guide the product development process, including trials conducted with junior high school students. The effectiveness of the book was evaluated through questionnaires measuring conservation attitudes, expert validation using validation sheets, and student response questionnaires to assess practicality. The research findings indicate that the student book has been deemed valid by experts. Positive responses from students and teachers regarding the book's ability to optimize conservation attitudes suggest that it meets practical criteria. Moreover, statistically significant differences (p < 0.05) in pre and post attitudes demonstrate that problem-based books integrated with local wisdom effectively empower students' conservation attitudes. The inclusion of information on local wisdom, emphasizing the importance of preserving species, has greatly benefited students by enhancing their knowledge and positively impacting their conservation attitudes. Science teachers can utilize problem-based student books that integrate local wisdom as a powerful tool to enhance their students' conservation attitudes.
{"title":"An Integration of Local Wisdom into a Problem-based Student Book to Empower Students' Conservation Attitudes","authors":"Insar Damopoli̇i̇, J. H. Nunaki̇, J. Jeni̇, Mangana B. Rampheri, Abdullah K. Ambusaidi","doi":"10.17275/per.24.10.11.1","DOIUrl":"https://doi.org/10.17275/per.24.10.11.1","url":null,"abstract":"The current state of students' knowledge regarding species diversity, particularly when it comes to endangered local species, is a cause for concern. This problem has resulted in a decline in students' attitudes towards conserving these species. To address these issues, providing students with reading resources that incorporate local wisdom is crucial. This research aims to develop a student book centered around real-world problems and incorporate Papuan local wisdom to enhance students' conservation attitudes. The ADDIE model has been employed to guide the product development process, including trials conducted with junior high school students. The effectiveness of the book was evaluated through questionnaires measuring conservation attitudes, expert validation using validation sheets, and student response questionnaires to assess practicality. The research findings indicate that the student book has been deemed valid by experts. Positive responses from students and teachers regarding the book's ability to optimize conservation attitudes suggest that it meets practical criteria. Moreover, statistically significant differences (p < 0.05) in pre and post attitudes demonstrate that problem-based books integrated with local wisdom effectively empower students' conservation attitudes. The inclusion of information on local wisdom, emphasizing the importance of preserving species, has greatly benefited students by enhancing their knowledge and positively impacting their conservation attitudes. Science teachers can utilize problem-based student books that integrate local wisdom as a powerful tool to enhance their students' conservation attitudes.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"11 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139156721","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}
Mevlüt Uysal, Mutlu Tahsin Üstündağ, Ahmet Çelik, Mustafa Tanriverdi̇, Onur Ceran, Zafer Ayaz
Web3, characterized by its decentralization, user autonomy, and integration of blockchain technologies, introduces a novel ecosystem that is rife with both opportunities and complexities. While these advances are rewriting the conventional norms of digital interaction and data management, they are also ushering in a new set of challenges and learning curves. We introduce the "Web3 Awareness Scale" as a main element through the current study. This carefully designed scale assesses university students' understanding and readiness for the emerging landscape of Web3. Whilst the article provides detailed insights into the technical, real-world applications and challenges of Web3, the inclusion of the scale emphasizes the practical assessment of awareness and readiness among key digital natives - students. As a result of the EFA, 6 items were removed from the scale, and the total explained variance of the two-factor structure consisted of 31. The final version of the scale showed a total explained variation of 64.16%. Specifically, the first factor, Opportunities, accounted for 46.94% of the variance, while the second factor, Risks, accounted for 17.21% of the variance. It is found that the coefficients of all factors indicate a very highly reliable measurement. The interpretation is that both the total scale and each factor have a high level of reliability. The findings from the scale are critical and have the potential to provide invaluable insights. These insights are expected to shape future educational curricula and policy-making, ensuring that the next generation is well-equipped to navigate and exploit the opportunities of Web3.
{"title":"Development of Web3 Awareness Scale as the Next Evolution of the Internet","authors":"Mevlüt Uysal, Mutlu Tahsin Üstündağ, Ahmet Çelik, Mustafa Tanriverdi̇, Onur Ceran, Zafer Ayaz","doi":"10.17275/per.24.15.11.1","DOIUrl":"https://doi.org/10.17275/per.24.15.11.1","url":null,"abstract":"Web3, characterized by its decentralization, user autonomy, and integration of blockchain technologies, introduces a novel ecosystem that is rife with both opportunities and complexities. While these advances are rewriting the conventional norms of digital interaction and data management, they are also ushering in a new set of challenges and learning curves. We introduce the \"Web3 Awareness Scale\" as a main element through the current study. This carefully designed scale assesses university students' understanding and readiness for the emerging landscape of Web3. Whilst the article provides detailed insights into the technical, real-world applications and challenges of Web3, the inclusion of the scale emphasizes the practical assessment of awareness and readiness among key digital natives - students. As a result of the EFA, 6 items were removed from the scale, and the total explained variance of the two-factor structure consisted of 31. The final version of the scale showed a total explained variation of 64.16%. Specifically, the first factor, Opportunities, accounted for 46.94% of the variance, while the second factor, Risks, accounted for 17.21% of the variance. It is found that the coefficients of all factors indicate a very highly reliable measurement. The interpretation is that both the total scale and each factor have a high level of reliability. The findings from the scale are critical and have the potential to provide invaluable insights. These insights are expected to shape future educational curricula and policy-making, ensuring that the next generation is well-equipped to navigate and exploit the opportunities of Web3.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"113 S10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139155004","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}
Gender inequality manifests itself in academia as in every field. Although the number of female academics has increased quantitatively compared to previous years, there is not enough research on the state of gender inequality today. This study, which aims to reveal how the concept of gender equality (GE) is experienced by academics working in faculties of education in Türkiye, is designed as Q methodology. The participants of this study were selected using maximum variation and snowball sampling, and they were consisted of fifteen academicians working in faculties of education. In addition, it was aimed to ensure diversity by paying attention to the fact that some of the participants were working in public universities and some in foundation universities. The data were obtained because of the participants' evaluation of the items in the Q set. In addition, semi-structured interviews were conducted to determine the participants' views on extreme values. The PQMethod 2.35 statistical program was used to analyze the data in the Q items, and content analysis was used for the data obtained from semi-structured interviews. It was observed that the views of the participants were grouped under two factors; socioeconomic and cultural factors that form the basis of gender inequality (GI) in Türkiye were emphasized, and in this context, social change and legal regulations were suggested as the antidote to GI.
{"title":"A q method study on gender (in)equality in faculties of education in turkey: “The glass ceiling is everywhere!”","authors":"Burcu Sel, M. Bozan","doi":"10.17275/per.24.14.11.1","DOIUrl":"https://doi.org/10.17275/per.24.14.11.1","url":null,"abstract":"Gender inequality manifests itself in academia as in every field. Although the number of female academics has increased quantitatively compared to previous years, there is not enough research on the state of gender inequality today. This study, which aims to reveal how the concept of gender equality (GE) is experienced by academics working in faculties of education in Türkiye, is designed as Q methodology. The participants of this study were selected using maximum variation and snowball sampling, and they were consisted of fifteen academicians working in faculties of education. In addition, it was aimed to ensure diversity by paying attention to the fact that some of the participants were working in public universities and some in foundation universities. The data were obtained because of the participants' evaluation of the items in the Q set. In addition, semi-structured interviews were conducted to determine the participants' views on extreme values. The PQMethod 2.35 statistical program was used to analyze the data in the Q items, and content analysis was used for the data obtained from semi-structured interviews. It was observed that the views of the participants were grouped under two factors; socioeconomic and cultural factors that form the basis of gender inequality (GI) in Türkiye were emphasized, and in this context, social change and legal regulations were suggested as the antidote to GI.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"40 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139155152","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}
Rahmat Aziz, Mulyadi Mulyadi̇, Retno Mangestuti, M. S. Hady, Esa Nur Wahyuni
Attaining and sustaining student well-being is an essential goal in educational practice. Schools have a strategic role to play in developing students' well-being. This study aims to examine the role of schools in developing student well-being and to explore students' and teachers' opinions about such development. This study used a mixed-method sequential explanatory design. Quantitative data was collected from one thousand nine hundred and seventy-two students from eleven junior high schools in East Java Province, Indonesia. Qualitative data were collected from four students and four teachers. Descriptive analysis and regression analysis techniques were used to analyse the quantitative data, while thematic analysis was used to analyse the qualitative data. The hypothesis that school climate affects students' well-being was accepted. This study also found that three school climate characteristics affect students' well-being: a sense of belonging, harmonious relationships, and positive student-teacher interactions. The results of this study suggest that the development of students' well-being can be promoted by creating a school climate that fits these three criteria. This research was only conducted at the secondary level. The use of subjects at various levels of education, ranging from the level of primary education to higher education, needs to obtain more in-depth information about the development of student well-being in school toward the future.
{"title":"Exploring Student and Teacher Perspectives on Well-being Development: A Mixed-methods Investigation","authors":"Rahmat Aziz, Mulyadi Mulyadi̇, Retno Mangestuti, M. S. Hady, Esa Nur Wahyuni","doi":"10.17275/per.24.12.11.1","DOIUrl":"https://doi.org/10.17275/per.24.12.11.1","url":null,"abstract":"Attaining and sustaining student well-being is an essential goal in educational practice. Schools have a strategic role to play in developing students' well-being. This study aims to examine the role of schools in developing student well-being and to explore students' and teachers' opinions about such development. This study used a mixed-method sequential explanatory design. Quantitative data was collected from one thousand nine hundred and seventy-two students from eleven junior high schools in East Java Province, Indonesia. Qualitative data were collected from four students and four teachers. Descriptive analysis and regression analysis techniques were used to analyse the quantitative data, while thematic analysis was used to analyse the qualitative data. The hypothesis that school climate affects students' well-being was accepted. This study also found that three school climate characteristics affect students' well-being: a sense of belonging, harmonious relationships, and positive student-teacher interactions. The results of this study suggest that the development of students' well-being can be promoted by creating a school climate that fits these three criteria. This research was only conducted at the secondary level. The use of subjects at various levels of education, ranging from the level of primary education to higher education, needs to obtain more in-depth information about the development of student well-being in school toward the future.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"36 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157275","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}
Mine Yildiz, Meryem ÖZDEMİR CİHAN, E. Kurşun, Selçuk Karaman, Elif Akan, Ömer Yilar
This study aims to compare the reading skills of individuals who learned reading through the Phonics Method (PM) and those who learned reading through the Whole Language Method (WLM) in terms of silent and oral reading performance and processes. A causal-comparative design was followed to reveal the causal relationship between the methods of teaching reading and individuals’ silent and oral reading processes and performance. The data were collected from 136 undergraduate students in Türkiye in the 2019-2020 academic year through two reading comprehension tests and prosodic assessment of oral reading skills to evaluate their L1 reading performance, and an eye-tracking system to evaluate their silent and oral reading processes. According to the teaching literacy method, no significant difference was obtained in the participants' silent and oral reading comprehension tests. However, the PM group demonstrated better prosodic reading skills compared to the WLM group. Similarly, their silent and oral reading processes showed a significant difference in favour of the PM group. Therefore, it can be concluded that the readers who learned reading through the PM had a more favorable reader profile, particularly regarding their reading processes. This study provides direct and cogent support to the discussions in the literature on the effectiveness of these teaching reading methods.
本研究旨在比较通过语音教学法（Phonics Method，PM）学习阅读的学生和通过全语言教学法（Whole Language Method，WLM）学习阅读的学生在默读和口语阅读表现和过程方面的阅读技能。研究采用因果比较设计，以揭示阅读教学法与个人默读和口语阅读过程和表现之间的因果关系。数据收集自2019-2020学年图尔基耶的136名本科生，通过两种阅读理解测试和口语阅读技能的拟声评估来评价他们的L1阅读表现，并通过眼动跟踪系统来评价他们的默读和口语阅读过程。根据识字教学法，参与者的默读和口语阅读理解测试没有显著差异。然而，与 WLM 组相比，PM 组表现出更好的拟声阅读能力。同样，他们的默读和口语阅读过程也显示出明显的差异，PM 组更胜一筹。因此，可以得出这样的结论：通过 PM 学习阅读的读者具有更有利的读者特征，尤其是在阅读过程方面。这项研究为文献中有关这些阅读教学法有效性的讨论提供了直接而有力的支持。
{"title":"Whole Language Method or Phonics Method for Better Reading? An Eye-tracking Study","authors":"Mine Yildiz, Meryem ÖZDEMİR CİHAN, E. Kurşun, Selçuk Karaman, Elif Akan, Ömer Yilar","doi":"10.17275/per.24.8.11.1","DOIUrl":"https://doi.org/10.17275/per.24.8.11.1","url":null,"abstract":"This study aims to compare the reading skills of individuals who learned reading through the Phonics Method (PM) and those who learned reading through the Whole Language Method (WLM) in terms of silent and oral reading performance and processes. A causal-comparative design was followed to reveal the causal relationship between the methods of teaching reading and individuals’ silent and oral reading processes and performance. The data were collected from 136 undergraduate students in Türkiye in the 2019-2020 academic year through two reading comprehension tests and prosodic assessment of oral reading skills to evaluate their L1 reading performance, and an eye-tracking system to evaluate their silent and oral reading processes. According to the teaching literacy method, no significant difference was obtained in the participants' silent and oral reading comprehension tests. However, the PM group demonstrated better prosodic reading skills compared to the WLM group. Similarly, their silent and oral reading processes showed a significant difference in favour of the PM group. Therefore, it can be concluded that the readers who learned reading through the PM had a more favorable reader profile, particularly regarding their reading processes. This study provides direct and cogent support to the discussions in the literature on the effectiveness of these teaching reading methods.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"18 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965811","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}
Videos are commonly used in education. Benefitting from instructional videos in learning processes empowers students’ academic outcomes. In spite of this, educators have no consensus on optimal video length. There is a need to cease speculations on optimal video length since most of them have been relying only on context-based tips or best practices. Therefore, the purpose of this study is to delve into the optimal video length discussion through the lens of perceived learning and flow experience. We employed repeated measure experimental design with randomization of treatment order for each participant. Twenty-eight university students from two big cities in Türkiye volunteered to participate in the study. Short, medium, and long videos were compared via Friedman test. Results of this study substantiated instructional video length does not seem to affect students’ perceived learning and their overall flow experience. However, they tend to concentrate and focus better on short videos. We call for an end to optimal video length discussion for videos shorter than 10 minutes, especially in terms of learning. The implications relying on the findings were discussed in terms of differences between “thinking to be in flow” and “being actually in flow.” The recommendations are given in detail in the full text.
{"title":"Optimal Video Length Effect on Flow Experience and Perceived Learning: A Repeated Measure Experimental Design with Randomization","authors":"Ömer Demir, B. Birgili","doi":"10.17275/per.24.9.11.1","DOIUrl":"https://doi.org/10.17275/per.24.9.11.1","url":null,"abstract":"Videos are commonly used in education. Benefitting from instructional videos in learning processes empowers students’ academic outcomes. In spite of this, educators have no consensus on optimal video length. There is a need to cease speculations on optimal video length since most of them have been relying only on context-based tips or best practices. Therefore, the purpose of this study is to delve into the optimal video length discussion through the lens of perceived learning and flow experience. We employed repeated measure experimental design with randomization of treatment order for each participant. Twenty-eight university students from two big cities in Türkiye volunteered to participate in the study. Short, medium, and long videos were compared via Friedman test. Results of this study substantiated instructional video length does not seem to affect students’ perceived learning and their overall flow experience. However, they tend to concentrate and focus better on short videos. We call for an end to optimal video length discussion for videos shorter than 10 minutes, especially in terms of learning. The implications relying on the findings were discussed in terms of differences between “thinking to be in flow” and “being actually in flow.” The recommendations are given in detail in the full text.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"10 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965848","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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