The aim of this study is to reveal the perspectives of teachers working in Science and Art Centers (BİLSEM) and elementary-level students attending these schools in İzmir province regarding distance education. The research, which utilized the qualitative research method of phenomenology, was conducted in five Science and Art Centers located in İzmir during the second semester of the 2020-2021 academic year. Thirteen teachers and 35 elementary school students working in these centers participated in the study, which took place in April and May. The data was collected through structured interviews with the teachers and semi-structured and structured interviews with the students, using open-ended questions developed by the researcher. The data was analyzed using a descriptive approach. The findings of the study indicate that teachers employed various online communication tools and different methods and techniques in distance education. It was observed that no quantitative evaluation was conducted in BİLSEM; however, teachers resorted to various methods for tracking what was taught. Based on the findings from the teachers, it was concluded that university education, postgraduate education, and similar factors contributed to gaining technological competence. Although the students had positive feelings toward distance education, it was found that they still preferred face-to-face education.
{"title":"Perspectives of Science and Art Center (BİLSEM) Teachers and Students on Distance Education: The Example of İzmir Province","authors":"Fatma Törün, Aylin Mentiş Köksoy","doi":"10.14689/enad.35.1743","DOIUrl":"https://doi.org/10.14689/enad.35.1743","url":null,"abstract":"The aim of this study is to reveal the perspectives of teachers working in Science and Art Centers (BİLSEM) and elementary-level students attending these schools in İzmir province regarding distance education. The research, which utilized the qualitative research method of phenomenology, was conducted in five Science and Art Centers located in İzmir during the second semester of the 2020-2021 academic year. Thirteen teachers and 35 elementary school students working in these centers participated in the study, which took place in April and May. The data was collected through structured interviews with the teachers and semi-structured and structured interviews with the students, using open-ended questions developed by the researcher. The data was analyzed using a descriptive approach. The findings of the study indicate that teachers employed various online communication tools and different methods and techniques in distance education. It was observed that no quantitative evaluation was conducted in BİLSEM; however, teachers resorted to various methods for tracking what was taught. Based on the findings from the teachers, it was concluded that university education, postgraduate education, and similar factors contributed to gaining technological competence. Although the students had positive feelings toward distance education, it was found that they still preferred face-to-face education.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"108 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83352668","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}
To mitigate the negative impacts of COVID-19 on the distance education Harmony course, a contemporary educational strategy with experimental content has been developed in this study. This research uses a mixed-methods sequential explanatory design, combining (a) a pretest-posttest control group design and (b) a qualitative study to comprehend the potential quantitative changes resulting from the use of the flipped learning model, station technique, and technology combination. The technology combination is built with the Bandlab social music platform, YouTube lesson support platform, QR codes, and Zoom Breakout Rooms. The study examines how these approaches affect students' success in the harmony lesson, their attitudes towards the lesson, and their learning experiences. The study sample consists of music teaching 2nd-grade students (control group n=41 & experimental group n=44). The experimental procedure takes nine weeks and includes three stages. After the learning sessions, individual semi-structured interviews were conducted with the experimental group students. As a result, positive improvements were achieved in students' attitudes towards the lesson, their success levels, and their learning experiences.
{"title":"The Combination of Flipped Learning, Station Technique and Technology in Harmony Lesson: Evaluating Student’s Achievement, Attitude and Views","authors":"Ali Korkut Uludag","doi":"10.14689/enad.35.1695","DOIUrl":"https://doi.org/10.14689/enad.35.1695","url":null,"abstract":"To mitigate the negative impacts of COVID-19 on the distance education Harmony course, a contemporary educational strategy with experimental content has been developed in this study. This research uses a mixed-methods sequential explanatory design, combining (a) a pretest-posttest control group design and (b) a qualitative study to comprehend the potential quantitative changes resulting from the use of the flipped learning model, station technique, and technology combination. The technology combination is built with the Bandlab social music platform, YouTube lesson support platform, QR codes, and Zoom Breakout Rooms. The study examines how these approaches affect students' success in the harmony lesson, their attitudes towards the lesson, and their learning experiences. The study sample consists of music teaching 2nd-grade students (control group n=41 & experimental group n=44). The experimental procedure takes nine weeks and includes three stages. After the learning sessions, individual semi-structured interviews were conducted with the experimental group students. As a result, positive improvements were achieved in students' attitudes towards the lesson, their success levels, and their learning experiences.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"100 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75660121","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 qualitative collective case study aimed to explore the perceptions and expectations towards relatively low performances in licensure exams among Health Sciences students at Harar Health Sciences College, from multiple perspectives. The study involved 15 participants, who were selected using purposive sampling, and data was collected through face-to-face one-on-one interviews using open-ended questionnaires and analyzed thematically. The study found that language barriers, poor reading habits, a lack of guidance and advisory services, a lack of study time, poor communication, and the absence of up-to-date learning materials were the major reasons for low performance in licensure examinations. The study recommends providing up-to-date materials, challenging assignments, focusing on professional courses from entry to the profession, and creating strong guidance, advisory, monitoring, and evaluation services to improve students' academic success. The study's findings highlight a knowledge gap and may serve as a basis for stakeholders to improve students' academic success. However, the study has limitations, such as its inability to generalize the findings to the source population, the absence of related published data, and the exclusion of other stakeholders such as parents and employers. The study recommends a mixed-method or follow-up study incorporating other stakeholders to yield better findings.
{"title":"Experiences and Expectations of Health Sciences Students towards Licensing Examination: A Collective Case Study","authors":"Abdusamed Mohammed, Furo Beshir","doi":"10.14689/enad.35.1563","DOIUrl":"https://doi.org/10.14689/enad.35.1563","url":null,"abstract":"This qualitative collective case study aimed to explore the perceptions and expectations towards relatively low performances in licensure exams among Health Sciences students at Harar Health Sciences College, from multiple perspectives. The study involved 15 participants, who were selected using purposive sampling, and data was collected through face-to-face one-on-one interviews using open-ended questionnaires and analyzed thematically. The study found that language barriers, poor reading habits, a lack of guidance and advisory services, a lack of study time, poor communication, and the absence of up-to-date learning materials were the major reasons for low performance in licensure examinations. The study recommends providing up-to-date materials, challenging assignments, focusing on professional courses from entry to the profession, and creating strong guidance, advisory, monitoring, and evaluation services to improve students' academic success. The study's findings highlight a knowledge gap and may serve as a basis for stakeholders to improve students' academic success. However, the study has limitations, such as its inability to generalize the findings to the source population, the absence of related published data, and the exclusion of other stakeholders such as parents and employers. The study recommends a mixed-method or follow-up study incorporating other stakeholders to yield better findings.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"25 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87076949","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 understand the effect of inequality patterns on students' transition to university on the axis of social class positions and the role of universities in perpetuating these inequalities. The conceptual framework is discussed within the economic and cultural capital framework, which forms the center of Pierre Bourdieu's "reproduction theory". The single-case embedded design, which is a type of qualitative research method, was used in the study. The study consisted of 38 students studying engineering, social sciences, and language at Ankara Yıldırım Beyazıt and Bilkent Universities during the 2020-2021 academic year. The research data were collected through in-depth interviews using a semi-structured interview form. Data were analyzed using MAXQDA 2018 Analytics Pro qualitative analysis program with descriptive structural analysis and visualized with two case models. The results obtained in the study are as follows: Parents' income level, education level, occupation and educational values affect students' transition to university. Students' cultural capital shapes their preparation process for university, their choice of department/university, and results in unequal positions in their placement at the university. While the majority of AYBU students see university education as an activity that will enable them to work in the public sector and earn a regular income, the majority of Bilkent students see university education as an investment that will enable them to work in the private sector and earn a high income and prestige in the future. As a result of the study, it was suggested that the dependence on the central exam be reviewed to lessen the effect of social and economic factors on the transition to higher education.
{"title":"Inequalities in the Transition to University: A Qualitative Study on the Social Class Position","authors":"Orhan Samet Pence, Meliha Demet Ulusoy","doi":"10.14689/enad.35.1717","DOIUrl":"https://doi.org/10.14689/enad.35.1717","url":null,"abstract":"This study aims to understand the effect of inequality patterns on students' transition to university on the axis of social class positions and the role of universities in perpetuating these inequalities. The conceptual framework is discussed within the economic and cultural capital framework, which forms the center of Pierre Bourdieu's \"reproduction theory\". The single-case embedded design, which is a type of qualitative research method, was used in the study. The study consisted of 38 students studying engineering, social sciences, and language at Ankara Yıldırım Beyazıt and Bilkent Universities during the 2020-2021 academic year. The research data were collected through in-depth interviews using a semi-structured interview form. Data were analyzed using MAXQDA 2018 Analytics Pro qualitative analysis program with descriptive structural analysis and visualized with two case models. The results obtained in the study are as follows: Parents' income level, education level, occupation and educational values affect students' transition to university. Students' cultural capital shapes their preparation process for university, their choice of department/university, and results in unequal positions in their placement at the university. While the majority of AYBU students see university education as an activity that will enable them to work in the public sector and earn a regular income, the majority of Bilkent students see university education as an investment that will enable them to work in the private sector and earn a high income and prestige in the future. As a result of the study, it was suggested that the dependence on the central exam be reviewed to lessen the effect of social and economic factors on the transition to higher education.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"28 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90604915","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}
Distance education, which has become the only option for continuing education due to the COVID-19 pandemic, has become a platform that needs to be explored and used effectively for both students and faculty members. The study aims to reveal the problems experienced in the transition to online education during the COVID-19 process and to search for solutions. Using a basic qualitative research design, the study was conducted with 10 faculty members who had experience with the online education process at Akdeniz University Faculty of Communication. The data collected through a semi-structured interview form created by the researcher were analyzed by content analysis. The study revealed that the online education process interrupted the social relations and interaction between the student and the instructor, but technically facilitated the academics' adaptation to the process by increasing their technological skills and that the academics were satisfied with the distance education platforms offered by their institutions. Academics who survived the acclimation period said they had adapted to the new system and suggested that face-to-face and online education should be implemented in a hybrid form in the future.
{"title":"Opinions of Academicians on Online Education: The Case of Akdeniz University Faculty of Communication in the COVID-19 Process","authors":"Gülten Adalı Aydin, Sukru Aydin","doi":"10.14689/enad.34.864","DOIUrl":"https://doi.org/10.14689/enad.34.864","url":null,"abstract":"Distance education, which has become the only option for continuing education due to the COVID-19 pandemic, has become a platform that needs to be explored and used effectively for both students and faculty members. The study aims to reveal the problems experienced in the transition to online education during the COVID-19 process and to search for solutions. Using a basic qualitative research design, the study was conducted with 10 faculty members who had experience with the online education process at Akdeniz University Faculty of Communication. The data collected through a semi-structured interview form created by the researcher were analyzed by content analysis. The study revealed that the online education process interrupted the social relations and interaction between the student and the instructor, but technically facilitated the academics' adaptation to the process by increasing their technological skills and that the academics were satisfied with the distance education platforms offered by their institutions. Academics who survived the acclimation period said they had adapted to the new system and suggested that face-to-face and online education should be implemented in a hybrid form in the future.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"106 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84131282","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, what and how phenomenography as a thinking and research approach is synthesized with a theory-based and practice-oriented approach. In phenomenographic studies conducted in the national context, following steps unsuitable for the epistemology and practices of the approach lead to a false perception of the approach in the external reader, and inconsistent information stacks may occur. This study aims to provide a more accurate understanding of phenomenographic thinking and to use it more appropriately as a research method. Thus, the basic principles, concepts, jargon, and reasoning styles about how phenomenographic research can be carried out are presented in depth. Furthermore, this study aims to make the phenomenography approach more visible and applicable to the syntheses it offers. Initially, the philosophy, theoretical foundations, and basic concepts of the phenomenographic approach were discussed in this context. Then, syntheses were shared about choosing the case to be researched, determining the participant group, structuring the data collection tool, performing the data collection process, determining the researcher’s position, managing and analyzing the data, and ensuring the validity and reliability conditions. In addition, case studies from leading researchers in the field of phenomenography were examined for exemplification. Finally, suggestions were made to researchers who will carry out studies based on the phenomenographic perspective.
{"title":"Phenomenographic Thinking and Research: A Theoretical and Methodological Perspective","authors":"Y. Soysal, Vildan Saruhan","doi":"10.14689/enad.34.1663","DOIUrl":"https://doi.org/10.14689/enad.34.1663","url":null,"abstract":"In this study, what and how phenomenography as a thinking and research approach is synthesized with a theory-based and practice-oriented approach. In phenomenographic studies conducted in the national context, following steps unsuitable for the epistemology and practices of the approach lead to a false perception of the approach in the external reader, and inconsistent information stacks may occur. This study aims to provide a more accurate understanding of phenomenographic thinking and to use it more appropriately as a research method. Thus, the basic principles, concepts, jargon, and reasoning styles about how phenomenographic research can be carried out are presented in depth. Furthermore, this study aims to make the phenomenography approach more visible and applicable to the syntheses it offers. Initially, the philosophy, theoretical foundations, and basic concepts of the phenomenographic approach were discussed in this context. Then, syntheses were shared about choosing the case to be researched, determining the participant group, structuring the data collection tool, performing the data collection process, determining the researcher’s position, managing and analyzing the data, and ensuring the validity and reliability conditions. In addition, case studies from leading researchers in the field of phenomenography were examined for exemplification. Finally, suggestions were made to researchers who will carry out studies based on the phenomenographic perspective.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83156680","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}
Although being exposed to prejudice, stereotype and discrimination reduces the self-esteem and quality of life of individuals, the effect of it on secondary school students is not fully understood. This study aimed to reveal the meaning, structure and essence of secondary school students' experiences of being exposed to prejudice, stereotype and discrimination. The present study was conducted with phenomenology, one of the qualitative research designs. Maximum variety and criterion sampling from one of the purposive sampling strategies were used to determine the participants. In this study, research participants consisted of 12 students studying in 7th and 8th grades in two public schools in Ankara, Turkiye. Research data were collected by semi-structured interview method. Within the scope of this study, 24 in-depth interviews were conducted with each participant twice. In data analysis, phenomenological analysis, bracketing, listing key phrases, developing sets of meanings, textural description, structural description, and extracting essences, were used. The findings showed that the students exposed to prejudice, stereotyping and discrimination suffered from self-esteem and self-confidence, their academic motivation decreased, they developed sympathy for the in-group and antipathy to the out-group and they were in search of equality and justice.
{"title":"Experiences of Prejudice, Stereotype, and Discrimination Exposure of Secondary School Students","authors":"O. Guleryuz, Bahadır Kilcan","doi":"10.14689/enad.34.1688","DOIUrl":"https://doi.org/10.14689/enad.34.1688","url":null,"abstract":"Although being exposed to prejudice, stereotype and discrimination reduces the self-esteem and quality of life of individuals, the effect of it on secondary school students is not fully understood. This study aimed to reveal the meaning, structure and essence of secondary school students' experiences of being exposed to prejudice, stereotype and discrimination. The present study was conducted with phenomenology, one of the qualitative research designs. Maximum variety and criterion sampling from one of the purposive sampling strategies were used to determine the participants. In this study, research participants consisted of 12 students studying in 7th and 8th grades in two public schools in Ankara, Turkiye. Research data were collected by semi-structured interview method. Within the scope of this study, 24 in-depth interviews were conducted with each participant twice. In data analysis, phenomenological analysis, bracketing, listing key phrases, developing sets of meanings, textural description, structural description, and extracting essences, were used. The findings showed that the students exposed to prejudice, stereotyping and discrimination suffered from self-esteem and self-confidence, their academic motivation decreased, they developed sympathy for the in-group and antipathy to the out-group and they were in search of equality and justice.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"85 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83260931","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 purpose of this research was to examine the perspectives of academicians on distance education activities during the pandemic from various aspects. The research study was carried out using a case study design, which is one of the qualitative research methods. The perspectives of 24 academicians working at a state university were explored, and the data collected through an online platform using a structured interview form were analyzed by utilizing the content analysis method. The findings were reported in the form of themes, sub-themes, and codes, supported by participant expressions. Results indicated that academicians faced infrastructure-related problems during the pandemic process, which arose from various aspects. They expressed that distance education applications would be appropriate to use, especially in social sciences, theoretical courses, and crowded classrooms in the post-pandemic period. However, using distance education in math, sciences, and engineering may be inconvenient and create an inequality of opportunity. Academicians also stated that they experienced technical issues during the distance education process, open-to-abuse exams, low participation in classes, and problems in accessing education for students. They emphasized that encountering cases of cheating and plagiarism regarding the measurement and evaluation processes is an important deficiency. Furthermore, academicians made suggestions regarding distance education applications such as maintaining the hybrid teaching model, examining the practices of leading universities, introducing a new model, integrating virtual classroom applications into the process, or introducing existing interactive systems into the system.
{"title":"Academician Perspective on the Implementation of Distance Education in Universities during the COVID-19 Pandemic","authors":"Burak Asma, İbrahim Hakkı Tezci","doi":"10.14689/enad.34.912","DOIUrl":"https://doi.org/10.14689/enad.34.912","url":null,"abstract":"The purpose of this research was to examine the perspectives of academicians on distance education activities during the pandemic from various aspects. The research study was carried out using a case study design, which is one of the qualitative research methods. The perspectives of 24 academicians working at a state university were explored, and the data collected through an online platform using a structured interview form were analyzed by utilizing the content analysis method. The findings were reported in the form of themes, sub-themes, and codes, supported by participant expressions. Results indicated that academicians faced infrastructure-related problems during the pandemic process, which arose from various aspects. They expressed that distance education applications would be appropriate to use, especially in social sciences, theoretical courses, and crowded classrooms in the post-pandemic period. However, using distance education in math, sciences, and engineering may be inconvenient and create an inequality of opportunity. Academicians also stated that they experienced technical issues during the distance education process, open-to-abuse exams, low participation in classes, and problems in accessing education for students. They emphasized that encountering cases of cheating and plagiarism regarding the measurement and evaluation processes is an important deficiency. Furthermore, academicians made suggestions regarding distance education applications such as maintaining the hybrid teaching model, examining the practices of leading universities, introducing a new model, integrating virtual classroom applications into the process, or introducing existing interactive systems into the system.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"94 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85854482","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}
With the Covid-19 pandemic, it has been attempted to conduct distance education at all grades in the world. This study aims to examine the distance education processes of preschool teachers in Turkey. The instrumental case study was used in the research with ten female private kindergarten teachers selected using the snowball and convenience sampling method. Interviews were conducted with a semi-structured form on the Zoom platform. It was concluded that teachers experienced infrastructure and technical problems, increased workload in distance education, and had economic difficulties. During online education, teachers felt that they were monitored by parents and had privacy concerns. Teachers had problems in classroom management, experienced anxiety with increased screen time and could not adapt measurement and evaluation practices. The requirements for distance preschool education were divided into four categories: knowledge, interaction, physical space and material. The recommendations for limitations and future research are indicated in the study.
{"title":"Distance Education Experiences of Preschool Teachers during the COVID-19 Pandemic in Turkey","authors":"Elif Zeynep Ozbey, Oğuz Keleş","doi":"10.14689/enad.34.834","DOIUrl":"https://doi.org/10.14689/enad.34.834","url":null,"abstract":"With the Covid-19 pandemic, it has been attempted to conduct distance education at all grades in the world. This study aims to examine the distance education processes of preschool teachers in Turkey. The instrumental case study was used in the research with ten female private kindergarten teachers selected using the snowball and convenience sampling method. Interviews were conducted with a semi-structured form on the Zoom platform. It was concluded that teachers experienced infrastructure and technical problems, increased workload in distance education, and had economic difficulties. During online education, teachers felt that they were monitored by parents and had privacy concerns. Teachers had problems in classroom management, experienced anxiety with increased screen time and could not adapt measurement and evaluation practices. The requirements for distance preschool education were divided into four categories: knowledge, interaction, physical space and material. The recommendations for limitations and future research are indicated in the study.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"44 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83707777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this research was to examine prospective mathematics teachers’ completion processes of mathematical proofs supported by key ideas in the field of abstract algebra. Prospective teachers were asked to complete the parts of a proof left incomplete using those key ideas. It was decided together with three academics who are experts in the field of algebra which theorems to use and which proof sections to leave missing in the proof completion form. The proof completion form consisted of 5 proofs and was applied to 5 participants. The participants' processes of completing the proofs were evaluated in semi-structured interviews supported by the think-aloud method. Interviews were recorded by video and transcribed, and descriptive analysis was performed. The findings obtained were analyzed with think-aloud protocols. According to the results, key ideas can be said to play an active role in the proof process and the teaching of proof. In addition, developing activities consisting of proofs supported by key ideas can contribute to prospective teachers’ abilities to prove without memorization and internalize proof processes.
{"title":"Investigation of Prospective Mathematics Teachers’ Proof Completion Processes Supported By Key Ideas","authors":"Aysun Yeşilyurt Çetin, Ramazan Dikici","doi":"10.14689/enad.34.1741","DOIUrl":"https://doi.org/10.14689/enad.34.1741","url":null,"abstract":"The aim of this research was to examine prospective mathematics teachers’ completion processes of mathematical proofs supported by key ideas in the field of abstract algebra. Prospective teachers were asked to complete the parts of a proof left incomplete using those key ideas. It was decided together with three academics who are experts in the field of algebra which theorems to use and which proof sections to leave missing in the proof completion form. The proof completion form consisted of 5 proofs and was applied to 5 participants. The participants' processes of completing the proofs were evaluated in semi-structured interviews supported by the think-aloud method. Interviews were recorded by video and transcribed, and descriptive analysis was performed. The findings obtained were analyzed with think-aloud protocols. According to the results, key ideas can be said to play an active role in the proof process and the teaching of proof. In addition, developing activities consisting of proofs supported by key ideas can contribute to prospective teachers’ abilities to prove without memorization and internalize proof processes.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84470592","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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