Naşide Nur KARAMAN, Mustafa SEVER, F. Çağlayan DİNÇER
The effective continuation of the learning process depends on the teacher's interaction with children. Teachers must be facilitative in this interaction process while guiding children's learning. This study focuses on determining how teachers' classroom practices are reflected in the learning environment in the context of Vygotsky's cultural-historical theory. The study was designed as a case study from qualitative research models. All six teachers who constituted the study's data set worked in the same preschool education institution. Each teacher was observed for five days during the half-day period at the school using the non-participant observer technique. The observations were followed according to the "Teacher Observation Form" prepared by the researchers. This form included five headings: "Use of Language", "Use of Mediators," "Shared Activity," "Zone of the Proximal Development," and "Play." Content analysis was used to analyze the observations. As a result, it was concluded that teachers need to be informed about Vygotsky's cultural-historical theory in terms of theory and practice and that they need to share practices in the theory infrastructure.
{"title":"Evaluation of Teacher's Classroom Practices in the Context of Vygotsky's Cultural-Historical Theory","authors":"Naşide Nur KARAMAN, Mustafa SEVER, F. Çağlayan DİNÇER","doi":"10.14689/enad.36.1719","DOIUrl":"https://doi.org/10.14689/enad.36.1719","url":null,"abstract":"The effective continuation of the learning process depends on the teacher's interaction with children. Teachers must be facilitative in this interaction process while guiding children's learning. This study focuses on determining how teachers' classroom practices are reflected in the learning environment in the context of Vygotsky's cultural-historical theory. The study was designed as a case study from qualitative research models. All six teachers who constituted the study's data set worked in the same preschool education institution. Each teacher was observed for five days during the half-day period at the school using the non-participant observer technique. The observations were followed according to the \"Teacher Observation Form\" prepared by the researchers. This form included five headings: \"Use of Language\", \"Use of Mediators,\" \"Shared Activity,\" \"Zone of the Proximal Development,\" and \"Play.\" Content analysis was used to analyze the observations. As a result, it was concluded that teachers need to be informed about Vygotsky's cultural-historical theory in terms of theory and practice and that they need to share practices in the theory infrastructure.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to ensure that graduate students from plastic arts disciplines (sculpture, graphics, painting, ceramics) can develop their critical analysis skills through their jewelry design practices from the perspective of their own art disciplines. A group of 25 students participated in the study, which was planned for three hours a day, one day a week, for a total of 28 weeks during the autumn and spring semesters of 2021-2022. In the study, we conducted interviews with designers, artists, and academicians about their production processes. The participants in the study were given the opportunity to experience jewelry design projects in a digital environment by teaching and using the “Nomad Sculpt” software. The participants presented their own jewelry design projects with the criticism system developed by Feldman which consists of description, formal analysis, interpretation and judgement stages, and dialogues in which learning processes questioned with this research program were also included in the evaluation process. This process was evaluated with an analytical approach by a committee of faculty members involved in the project. The study aimed to explore and reveal the efficiency of the interdisciplinary working processes of the participating students across all artistic production stages, the awareness of the principles and elements of art, and the connections between artistic production and theoretical knowledge. Some of the results obtained from the study were that the participants who expected to improve their design skills met these expectations, and that the participants in the study were able to produce discourse on their artistic productions with the attainment of interdisciplinary work.
{"title":"Management of Artistic Practice Pedagogies of Interdisciplinary Art Students With Critical Analysis Learning Method","authors":"Önder YAĞMUR","doi":"10.14689/enad.36.1809","DOIUrl":"https://doi.org/10.14689/enad.36.1809","url":null,"abstract":"This study aims to ensure that graduate students from plastic arts disciplines (sculpture, graphics, painting, ceramics) can develop their critical analysis skills through their jewelry design practices from the perspective of their own art disciplines. A group of 25 students participated in the study, which was planned for three hours a day, one day a week, for a total of 28 weeks during the autumn and spring semesters of 2021-2022. In the study, we conducted interviews with designers, artists, and academicians about their production processes. The participants in the study were given the opportunity to experience jewelry design projects in a digital environment by teaching and using the “Nomad Sculpt” software. The participants presented their own jewelry design projects with the criticism system developed by Feldman which consists of description, formal analysis, interpretation and judgement stages, and dialogues in which learning processes questioned with this research program were also included in the evaluation process. This process was evaluated with an analytical approach by a committee of faculty members involved in the project. The study aimed to explore and reveal the efficiency of the interdisciplinary working processes of the participating students across all artistic production stages, the awareness of the principles and elements of art, and the connections between artistic production and theoretical knowledge. Some of the results obtained from the study were that the participants who expected to improve their design skills met these expectations, and that the participants in the study were able to produce discourse on their artistic productions with the attainment of interdisciplinary work.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133101","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}
Higher education institutions are responsible for producing individuals with the knowledge, skills, and values to contribute to the improvement of society’s quality of life. Environmental education is also one of the leading permanent solutions for environmental problems. The aim of this research is to understand teacher candidates’ perceptions of the concept of “environment.” In this context, a case study, as one of the qualitative research methods, was used. The participants consisted of 36 students enrolled in the primary school teaching department at a state university. The data collection tools included a word association test, metaphor, and drawing techniques. These data collection tools were applied before and after an environmental education course that participants attended for 14 weeks. From the research findings, it is understood that the participants’ mental structures for the concept of “environment” shifted from being living creature-oriented to being pollution-oriented by the end of the environmental education course.
{"title":"Assessment of Changes in Teacher Candidates’ Perceptions of the Concept of the Environment","authors":"İsmail DÖNMEZ, Salih GÜLEN","doi":"10.14689/enad.36.1657","DOIUrl":"https://doi.org/10.14689/enad.36.1657","url":null,"abstract":"Higher education institutions are responsible for producing individuals with the knowledge, skills, and values to contribute to the improvement of society’s quality of life. Environmental education is also one of the leading permanent solutions for environmental problems. The aim of this research is to understand teacher candidates’ perceptions of the concept of “environment.” In this context, a case study, as one of the qualitative research methods, was used. The participants consisted of 36 students enrolled in the primary school teaching department at a state university. The data collection tools included a word association test, metaphor, and drawing techniques. These data collection tools were applied before and after an environmental education course that participants attended for 14 weeks. From the research findings, it is understood that the participants’ mental structures for the concept of “environment” shifted from being living creature-oriented to being pollution-oriented by the end of the environmental education course.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133105","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}
T The aim of our study is to compare the effectiveness of Cognitive Behavioral Therapy (CBT) and Mindfulness-Based Acceptance Intervention (MBA) in decreasing the anxiety of students, which negatively impacts academic achievement. A mixed-methods design was employed in the study. The experimental part is a quasi-experimental one including the pre-test, post-test, and control group. Data were collected by through a semi-structured interview to reveal the effectiveness of the experimental part. According to the results of the study, it was concluded that the experimental group scores decreased significantly compared to the control group. However, no significant difference was found between the experimental groups. In the qualitative part of the study, a case study was employed to reveal the outcomes achieved by the participants in the group sessions. The data was analyzed using descriptive statistics. The results indicated that MBA was effective in recuing test anxiety along with CBT.
{"title":"The Quasi-experimental in Mixed Method: Mindfulness-Based Acceptance Therapy and Cognitive Behavioral Therapy in Test Anxiety","authors":"Engin BÜYÜKÖKSÜZ, Raşit AVCI","doi":"10.14689/enad.36.1810","DOIUrl":"https://doi.org/10.14689/enad.36.1810","url":null,"abstract":"T The aim of our study is to compare the effectiveness of Cognitive Behavioral Therapy (CBT) and Mindfulness-Based Acceptance Intervention (MBA) in decreasing the anxiety of students, which negatively impacts academic achievement. A mixed-methods design was employed in the study. The experimental part is a quasi-experimental one including the pre-test, post-test, and control group. Data were collected by through a semi-structured interview to reveal the effectiveness of the experimental part. According to the results of the study, it was concluded that the experimental group scores decreased significantly compared to the control group. However, no significant difference was found between the experimental groups. In the qualitative part of the study, a case study was employed to reveal the outcomes achieved by the participants in the group sessions. The data was analyzed using descriptive statistics. The results indicated that MBA was effective in recuing test anxiety along with CBT.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133106","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}
Aylin AKINLAR, Merih UĞUREL KAMIŞLI, Hilal Seda YILDIZ, Aras BOZKURT
This review paper explores the relationship between migration and issues of social justice, inequalities, and access to education which have been exacerbated recently with the emergence of the Coronavirus (COVID-19) pandemic and have taken on a new dimension with the digitalization of education specifically for refugees among other immigrants. It addresses the use of Technology Enhanced Learning (TEL) and Information and Communication Technologies (ICTs) in practices of inclusion and adaptation of refugees. Additionally, this scoping literature review introduces accessible, sustainable, and effective practices that could help displaced adults and children overcome the adverse effects and inequalities experienced by migration. The idea that critical pedagogy provides a firm ground and implications for multicultural education is emphasized. Solutions and recommendations regarding program, curricula, and syllabi development are presented to create a more inclusive educational ecosystem for displaced people.
{"title":"Bridging the Digital Divide in Migrant Education During the COVID-19 Era: Through the Lenses of Critical Pedagogy Lens and Inclusive Education","authors":"Aylin AKINLAR, Merih UĞUREL KAMIŞLI, Hilal Seda YILDIZ, Aras BOZKURT","doi":"10.14689/enad.36.1646","DOIUrl":"https://doi.org/10.14689/enad.36.1646","url":null,"abstract":"This review paper explores the relationship between migration and issues of social justice, inequalities, and access to education which have been exacerbated recently with the emergence of the Coronavirus (COVID-19) pandemic and have taken on a new dimension with the digitalization of education specifically for refugees among other immigrants. It addresses the use of Technology Enhanced Learning (TEL) and Information and Communication Technologies (ICTs) in practices of inclusion and adaptation of refugees. Additionally, this scoping literature review introduces accessible, sustainable, and effective practices that could help displaced adults and children overcome the adverse effects and inequalities experienced by migration. The idea that critical pedagogy provides a firm ground and implications for multicultural education is emphasized. Solutions and recommendations regarding program, curricula, and syllabi development are presented to create a more inclusive educational ecosystem for displaced people.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133109","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 main purpose of this study is to describe the cultural capital possessed by graduates of different types of high schools and how that capital shapes educational processes. Accordingly, the study focuses on the cultural capital of graduates of public and private high schools and the strategies they have implemented throughout their educational processes. The research problem of this study is the elucidation of the inequalities created by cultural capital between private and public high school graduates. The study was conducted with a multiple case design due to the qualitative methodology adopted. The sample of the study was selected using maximum variation sampling in accordance with the chosen qualitative method. A semi-structured interview form was administered to 45 participants, 23 of whom had studied in private high schools and 22 of whom had studied in public high schools. MAXQDA 2022 software was used to analyze the data. As a result, it was concluded that private high school graduates and their parents had more institutional cultural capital than public high school graduates. In terms of educational processes, it was observed that participants with higher levels of familial institutional cultural capital preferred schools providing high-quality education rather than schools located closer to home for enrollment. Therefore, it is recommended that state policies be established to remedy the deficiencies of students with low levels of familial cultural capital.
{"title":"A Multiple Case Study on the Reflection of Cultural Capital on Educational Strategies: Private and Public High School Graduates","authors":"Cem Serkan ATLI, Yıldız AKPOLAT","doi":"10.14689/enad.36.1845","DOIUrl":"https://doi.org/10.14689/enad.36.1845","url":null,"abstract":"The main purpose of this study is to describe the cultural capital possessed by graduates of different types of high schools and how that capital shapes educational processes. Accordingly, the study focuses on the cultural capital of graduates of public and private high schools and the strategies they have implemented throughout their educational processes. The research problem of this study is the elucidation of the inequalities created by cultural capital between private and public high school graduates. The study was conducted with a multiple case design due to the qualitative methodology adopted. The sample of the study was selected using maximum variation sampling in accordance with the chosen qualitative method. A semi-structured interview form was administered to 45 participants, 23 of whom had studied in private high schools and 22 of whom had studied in public high schools. MAXQDA 2022 software was used to analyze the data. As a result, it was concluded that private high school graduates and their parents had more institutional cultural capital than public high school graduates. In terms of educational processes, it was observed that participants with higher levels of familial institutional cultural capital preferred schools providing high-quality education rather than schools located closer to home for enrollment. Therefore, it is recommended that state policies be established to remedy the deficiencies of students with low levels of familial cultural capital.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133104","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}
Araştırmanın amacı ilkokul 3. sınıf öğrencilerine Beden Eğitimi ve Oyun dersi kapsamında programda yer alan sorumluluk, sabır, dürüstlük değerleri ile ilgili farkındalık kazandırılması noktasında eğitsel oyunların etkililiğinin ortaya çıkarılmasıdır. Çalışmada nitel bir araştırma deseni olan eylem araştırması türlerinden birisi olan teknik/bilimsel/işbirlikçi eylem araştırması kullanılmıştır. Araştırmanın çalışma grubunu İstanbul’da bir devlet okulunda öğrenim gören 23 ilkokul 3. sınıf öğrencisi oluşturmaktadır. Çalışma grubu belirlenirken tipik durum örneklemesi yöntemi kullanılmıştır. Uygulama sürecinde değerlendirme yapmak için öğrenci görüşmeleri, araştırmacı gözlemleri, ses ve video kayıtlarından yararlanılmıştır. Ortaya çıkan nitel veriler betimsel analiz tekniği ile çözümlenmiştir. Araştırmanın sonunda beden eğitimi ve oyun dersinde eğitsel oyunlar ile gerçekleştirilen eğitimin öğrencilerde sorumluluk, sabır, dürüstlük değerleri ile ilgili farkındalık kazandırdığı tespit edilmiştir. Ayrıca öğrencilerin süreçle ilgili olumlu düşüncelere sahip olduğu, yapılan etkinliklerden keyif aldıkları gözlenmiştir. Araştırma sonuçlarından yola çıkarak gelecekte yapılacak çalışmalarda eylem süresinin daha uzun sürmesi, etkisi incelenen oyun sayısının artırılması, eğitsel oyunlarla değerler eğitimi konusunun tüm sınıf ve derslerde araştırılması önerilmektedir.
{"title":"Beden Eğitimi ve Oyun Dersinde Eğitsel Oyunlarla Değerler Eğitimi","authors":"Büşra USTA, Bilal YORULMAZ","doi":"10.14689/enad.36.1573","DOIUrl":"https://doi.org/10.14689/enad.36.1573","url":null,"abstract":"Araştırmanın amacı ilkokul 3. sınıf öğrencilerine Beden Eğitimi ve Oyun dersi kapsamında programda yer alan sorumluluk, sabır, dürüstlük değerleri ile ilgili farkındalık kazandırılması noktasında eğitsel oyunların etkililiğinin ortaya çıkarılmasıdır. Çalışmada nitel bir araştırma deseni olan eylem araştırması türlerinden birisi olan teknik/bilimsel/işbirlikçi eylem araştırması kullanılmıştır. Araştırmanın çalışma grubunu İstanbul’da bir devlet okulunda öğrenim gören 23 ilkokul 3. sınıf öğrencisi oluşturmaktadır. Çalışma grubu belirlenirken tipik durum örneklemesi yöntemi kullanılmıştır. Uygulama sürecinde değerlendirme yapmak için öğrenci görüşmeleri, araştırmacı gözlemleri, ses ve video kayıtlarından yararlanılmıştır. Ortaya çıkan nitel veriler betimsel analiz tekniği ile çözümlenmiştir. Araştırmanın sonunda beden eğitimi ve oyun dersinde eğitsel oyunlar ile gerçekleştirilen eğitimin öğrencilerde sorumluluk, sabır, dürüstlük değerleri ile ilgili farkındalık kazandırdığı tespit edilmiştir. Ayrıca öğrencilerin süreçle ilgili olumlu düşüncelere sahip olduğu, yapılan etkinliklerden keyif aldıkları gözlenmiştir. Araştırma sonuçlarından yola çıkarak gelecekte yapılacak çalışmalarda eylem süresinin daha uzun sürmesi, etkisi incelenen oyun sayısının artırılması, eğitsel oyunlarla değerler eğitimi konusunun tüm sınıf ve derslerde araştırılması önerilmektedir.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133107","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}
Çocuklar için felsefe eğitimi (ÇİFE), özünde felsefi bir durum barındıran uyaran yardımıyla düşünme süreçlerinde çocuklara eşlik etmeyi sağlayan bir yaklaşımdır. Konuyla ilgili yapılan çalışmalar incelendiğinde genellikle ÇİFE ve düşünme becerileri arasındaki ilişkinin sorgulandığı, çalışma grubunu okul öncesi dönem katılımcılarının oluşturduğu görülmektedir. ÇİFE temelinde gerçekleştirilen bu araştırmada, Covid-19 salgını sürecinde uzaktan eğitim kapsamında ilkokul ikinci sınıf Türkçe dersiyle bütünleştirilen ÇİFE uygulamalarının nasıl gerçekleştirildiğini; karşılaşılan sorunları ve sorunların çözümlerini; uygulamaya dair öğretmen/öğrenci görüşlerini belirlemek amaçlanmıştır. Temel dil becerilerine odaklanılması, uygulamalarda karşılaşılan sorun ve çözümlere yer verilmesi, uzaktan eğitim kapsamında gerçekleştirilmesi sebebiyle bu araştırma literatürdeki diğer çalışmalardan ayrılmaktadır. Nitel araştırma yöntemlerinden durum çalışması modelinde, bütüncül tek durum çalışması olarak desenlenen araştırma, 2020-2021 eğitim öğretim yılında Bilecik ili Pazaryeri ilçesindeki bir ilkokulda gerçekleştirilmiştir. Katılımcılar amaçlı örnekleme yöntemlerinden ölçüt örneklemeyle belirlenmiştir. Veriler 7 kız, 6 erkek toplam 13 öğrenciden ve sınıf öğretmeninden toplanmıştır. Ölçüt örneklemedeki en önemli etken uygulamayı gerçekleştirecek olan öğretmenin ÇİFE alanında eğitim almış olmasıdır. Araştırmanın verileri araştırmacı ve öğretmen günlükleri, video kayıtları, katılımlı ve sistemli gözlemler, öğrencilerle ve sınıf öğretmeniyle yapılan yarı yapılandırılmış görüşmeler ve öğrenci ürünleriyle toplanmıştır. Veriler betimsel analiz yoluyla çözümlenmiş olup araştırma sorularına uygun temalaştırma yapılarak sunulmuştur. Sınıf içi uygulamalar öncesinde araştırmacı ve uygulamayı gerçekleştiren sınıf öğretmeni işbirliğiyle uyaran olarak kullanılabilecek iyi örnekler seçilmiştir. Örnekler arasından daha önce yapılan araştırmalarda kullanılan eserler elenmiş ve seçilen eserlerin yayınevlerinden yazılı izin alınmıştır. Etkinlik planları Türkçe dersiyle bütünleştirilerek yazılmıştır. Veri toplama araçları hazırlanmıştır. Ders planları ile veri toplama araçları için beş uzmandan görüş alınmış ve gerekli güncellemeler yapılmıştır. Öğrencilerin yapılacak çalışma hakkında bilgilendirilmesiyle sınıf içi uygulamalara başlanmıştır. 12 farklı uyaran üzerinden 25 ders saatinde çocuklar için felsefe oturumları gerçekleştirilmiştir. Öğrenci ve öğretmen görüşmeleri yapılarak sınıf içi uygulamalar tamamlanmıştır. Ulaşılan veriler betimsel analiz yoluyla incelenmiştir. Veriler arasından ilgili olmayanlar ayıklanmış, analiz için bir çerçeve oluşturulmuştur. Araştırmanın alt soruları ana tema olarak kullanılmıştır. Bulgular tanımlanmış, yorumlanmıştır. Bir alan uzmanından tutarlılık incelemesi için görüş alınmış, sınıf öğretmeniyle teyit toplantısı yapılmıştır. İkisiyle de görüş birliği sağlanmıştır. Analiz sonucunda ilkokul ikinci sınıf Türkçe dersinde ÇİFE uygulamaları; dikkat toplama
{"title":"Uzaktan Eğitim Kapsamında İlkokul İkinci Sınıf Türkçe Dersinde Çocuklar İçin Felsefe Eğitimi","authors":"Münevver KAYAALP, Şerife Dilek BOYACI","doi":"10.14689/enad.36.1649","DOIUrl":"https://doi.org/10.14689/enad.36.1649","url":null,"abstract":"Çocuklar için felsefe eğitimi (ÇİFE), özünde felsefi bir durum barındıran uyaran yardımıyla düşünme süreçlerinde çocuklara eşlik etmeyi sağlayan bir yaklaşımdır. Konuyla ilgili yapılan çalışmalar incelendiğinde genellikle ÇİFE ve düşünme becerileri arasındaki ilişkinin sorgulandığı, çalışma grubunu okul öncesi dönem katılımcılarının oluşturduğu görülmektedir. ÇİFE temelinde gerçekleştirilen bu araştırmada, Covid-19 salgını sürecinde uzaktan eğitim kapsamında ilkokul ikinci sınıf Türkçe dersiyle bütünleştirilen ÇİFE uygulamalarının nasıl gerçekleştirildiğini; karşılaşılan sorunları ve sorunların çözümlerini; uygulamaya dair öğretmen/öğrenci görüşlerini belirlemek amaçlanmıştır. Temel dil becerilerine odaklanılması, uygulamalarda karşılaşılan sorun ve çözümlere yer verilmesi, uzaktan eğitim kapsamında gerçekleştirilmesi sebebiyle bu araştırma literatürdeki diğer çalışmalardan ayrılmaktadır. Nitel araştırma yöntemlerinden durum çalışması modelinde, bütüncül tek durum çalışması olarak desenlenen araştırma, 2020-2021 eğitim öğretim yılında Bilecik ili Pazaryeri ilçesindeki bir ilkokulda gerçekleştirilmiştir. Katılımcılar amaçlı örnekleme yöntemlerinden ölçüt örneklemeyle belirlenmiştir. Veriler 7 kız, 6 erkek toplam 13 öğrenciden ve sınıf öğretmeninden toplanmıştır. Ölçüt örneklemedeki en önemli etken uygulamayı gerçekleştirecek olan öğretmenin ÇİFE alanında eğitim almış olmasıdır. Araştırmanın verileri araştırmacı ve öğretmen günlükleri, video kayıtları, katılımlı ve sistemli gözlemler, öğrencilerle ve sınıf öğretmeniyle yapılan yarı yapılandırılmış görüşmeler ve öğrenci ürünleriyle toplanmıştır. Veriler betimsel analiz yoluyla çözümlenmiş olup araştırma sorularına uygun temalaştırma yapılarak sunulmuştur. Sınıf içi uygulamalar öncesinde araştırmacı ve uygulamayı gerçekleştiren sınıf öğretmeni işbirliğiyle uyaran olarak kullanılabilecek iyi örnekler seçilmiştir. Örnekler arasından daha önce yapılan araştırmalarda kullanılan eserler elenmiş ve seçilen eserlerin yayınevlerinden yazılı izin alınmıştır. Etkinlik planları Türkçe dersiyle bütünleştirilerek yazılmıştır. Veri toplama araçları hazırlanmıştır. Ders planları ile veri toplama araçları için beş uzmandan görüş alınmış ve gerekli güncellemeler yapılmıştır. Öğrencilerin yapılacak çalışma hakkında bilgilendirilmesiyle sınıf içi uygulamalara başlanmıştır. 12 farklı uyaran üzerinden 25 ders saatinde çocuklar için felsefe oturumları gerçekleştirilmiştir. Öğrenci ve öğretmen görüşmeleri yapılarak sınıf içi uygulamalar tamamlanmıştır. Ulaşılan veriler betimsel analiz yoluyla incelenmiştir. Veriler arasından ilgili olmayanlar ayıklanmış, analiz için bir çerçeve oluşturulmuştur. Araştırmanın alt soruları ana tema olarak kullanılmıştır. Bulgular tanımlanmış, yorumlanmıştır. Bir alan uzmanından tutarlılık incelemesi için görüş alınmış, sınıf öğretmeniyle teyit toplantısı yapılmıştır. İkisiyle de görüş birliği sağlanmıştır. Analiz sonucunda ilkokul ikinci sınıf Türkçe dersinde ÇİFE uygulamaları; dikkat toplama","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133103","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 forest school approach, implemented in an increasing number of schools globally, offers opportunities for children to explore and engage in activities in natural settings. In the preschool period, considered critical for children's overall development at the beginning of their lives, being intertwined with nature supports children’s becoming active learners. In early years education, in this manner, programs are formed based on children's developmental and individual needs through the Preschool Education Program developed by the Ministry of National Education and implemented in 2013 to engage students actively. As all early-year institutions in Turkey are required to follow the guidelines in this program, this study aims to examine the connection between the program and the forest school approach to highlight similarities and differences so that the place of the forest school approach in the program can be understood. The data consisted of program documents and an extensive literature review on the forest school approach. In addition, in order to analyze the data, we engaged in document analysis. Results showed that the preschool program and the forest school approach coincided. Therefore, it is suggested that preschool programs in early years classrooms should include more nature-related activities.
{"title":"The Connection Between Forest School and Preschool Programs: A Comparison Study","authors":"FİLİZ AYDEMİR, Vahide YİĞİT GENÇTEN","doi":"10.14689/enad.36.1711","DOIUrl":"https://doi.org/10.14689/enad.36.1711","url":null,"abstract":"The forest school approach, implemented in an increasing number of schools globally, offers opportunities for children to explore and engage in activities in natural settings. In the preschool period, considered critical for children's overall development at the beginning of their lives, being intertwined with nature supports children’s becoming active learners. In early years education, in this manner, programs are formed based on children's developmental and individual needs through the Preschool Education Program developed by the Ministry of National Education and implemented in 2013 to engage students actively. As all early-year institutions in Turkey are required to follow the guidelines in this program, this study aims to examine the connection between the program and the forest school approach to highlight similarities and differences so that the place of the forest school approach in the program can be understood. The data consisted of program documents and an extensive literature review on the forest school approach. In addition, in order to analyze the data, we engaged in document analysis. Results showed that the preschool program and the forest school approach coincided. Therefore, it is suggested that preschool programs in early years classrooms should include more nature-related activities.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined university students' knowledge levels, experiences, opinions, preferences, and suggestions for improving online psychological counseling services with a phenomenological qualitative research design. The data were collected in two stages using the Online Counseling Interview Form (OCIF) developed by the researchers. In the pre-COVID-19 period, researchers interviewed ten university students, and during COVID-19, they reached out to 11 more students. Descriptive analysis showed that students' knowledge levels and experiences increased, and most students were eager to use online counseling services. Moreover, students provided worth-stressing information about their preferences and suggestions regarding the announcement, design, and implementation of online counseling to improve online counseling services in universities.
{"title":"Online Counseling through the Eyes of University Students","authors":"Funda BARUTÇU-YILDIRIM, Selin ONAYLI, Nureda TAŞKESEN","doi":"10.14689/enad.36.1694","DOIUrl":"https://doi.org/10.14689/enad.36.1694","url":null,"abstract":"This study examined university students' knowledge levels, experiences, opinions, preferences, and suggestions for improving online psychological counseling services with a phenomenological qualitative research design. The data were collected in two stages using the Online Counseling Interview Form (OCIF) developed by the researchers. In the pre-COVID-19 period, researchers interviewed ten university students, and during COVID-19, they reached out to 11 more students. Descriptive analysis showed that students' knowledge levels and experiences increased, and most students were eager to use online counseling services. Moreover, students provided worth-stressing information about their preferences and suggestions regarding the announcement, design, and implementation of online counseling to improve online counseling services in universities.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133102","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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