This study was designed to examine the relationship between teachers’ self-efficacy beliefs in using Web 2.0 technologies and their level of proficiency in using Information and Communication Technologies (ICT). The study group comprised of 336 teachers employed in different branches in state schools. Within this scope, “ICT Integration Proficiency for Teachers (TIPS)” and the “Web 2.0 Practical Content Development Self-Efficacy Belief (W2SEBS)” scales were used. The validity of the scales used in the research was tested with confirmatory factor analysis and the scales were seen to be valid. The multiple regression model created for the prediction of Web 2.0 self-efficacy beliefs by information and communication technology integration proficiency was found to be significant. Accordingly, ICT proficiency of teachers is thought to assist in the development of self-efficacy beliefs about the use of Web 2.0 tools.
{"title":"During COVID-19 Pandemic ICT Integration Proficiency as a Predictor of Web 2.0 Self Efficacy Beliefs of Teachers","authors":"Ümit Kul, Salih Birisci, Veli Kutay","doi":"10.14812/cufej.817463","DOIUrl":"https://doi.org/10.14812/cufej.817463","url":null,"abstract":"This study was designed to examine the relationship between teachers’ self-efficacy beliefs in using Web 2.0 technologies and their level of proficiency in using Information and Communication Technologies (ICT). The study group comprised of 336 teachers employed in different branches in state schools. Within this scope, “ICT Integration Proficiency for Teachers (TIPS)” and the “Web 2.0 Practical Content Development Self-Efficacy Belief (W2SEBS)” scales were used. The validity of the scales used in the research was tested with confirmatory factor analysis and the scales were seen to be valid. The multiple regression model created for the prediction of Web 2.0 self-efficacy beliefs by information and communication technology integration proficiency was found to be significant. Accordingly, ICT proficiency of teachers is thought to assist in the development of self-efficacy beliefs about the use of Web 2.0 tools.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45797825","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}
Teacher qualities play a key role in students’ achievement. In general, however, disadvantaged students may not have as much opportunity to benefit from teacher support as advantaged students. Therefore, this study aims to find out the relationship between the teacher qualities and the achievements of high and low socioeconomic level students in math and science literacy, and reading. Data were obtained from the Program for International Student Assessment (PISA) 2018 results. The study is a quantitative analysis using a relational model, with a sample consisting of 25% low socioeconomic level students and 25% high socioeconomic level students. The findings of this study indicate a more positive impact of adaptive instruction, teacher-directed instruction, and disciplinary climate on high socioeconomic students than on low socioeconomic students. However, the impact of teacher cognitive feedback on both student groups' achievement in all domains is negative.
{"title":"The Relationship between the Teacher Qualities Perceived by Students and the Achievements of High and Low Socioeconomic Level Students","authors":"S. İnci̇, Volkan Kaya","doi":"10.14812/cuefd.873723","DOIUrl":"https://doi.org/10.14812/cuefd.873723","url":null,"abstract":"Teacher qualities play a key role in students’ achievement. In general, however, disadvantaged students may not have as much opportunity to benefit from teacher support as advantaged students. Therefore, this study aims to find out the relationship between the teacher qualities and the achievements of high and low socioeconomic level students in math and science literacy, and reading. Data were obtained from the Program for International Student Assessment (PISA) 2018 results. The study is a quantitative analysis using a relational model, with a sample consisting of 25% low socioeconomic level students and 25% high socioeconomic level students. The findings of this study indicate a more positive impact of adaptive instruction, teacher-directed instruction, and disciplinary climate on high socioeconomic students than on low socioeconomic students. However, the impact of teacher cognitive feedback on both student groups' achievement in all domains is negative.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43598218","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; İt is aimed to determine the effect level of achievement goal orientations on lifelong learning tendency. In the study, the general survey model and probability-based random sampling method, which are among the quantitative research methods, were preferred. The sample of the study consisted of a total of 1312 students, 726 female and 586 male, who continue their education in different faculties and vocational schools in the city center of Sivas Cumhuriyet University in the spring semester of the 2020-2021 academic year. The data of the study were obtained by applying the "2x2 Achievement Orientation Scale" developed by Arslan and Akın (2015), which was adapted to Turkish by Elliot and Murayama (2008), and the "Lifelong Learning Disposition Scale" developed by Diker-Coşkun (2009). Research data were analyzed using normality tests, independent groups t test, ANOVA, Tukey, SEM, and CFA statistical methods. In the findings obtained in the research; It is observed that the mean scores obtained by the students from both scales differ significantly according to the variables of gender, type of school, type of education, economic status, place of residence, the type of high school graduated from, and achievement orientation has an effect on lifelong learning.
{"title":"The Effect of University Students' Achievement Orientations on Lifelong Learning Tendencies: A Structural Equation Model Study","authors":"Aysel Arslan","doi":"10.14812/cuefd.936014","DOIUrl":"https://doi.org/10.14812/cuefd.936014","url":null,"abstract":"In this study; İt is aimed to determine the effect level of achievement goal orientations on lifelong learning tendency. In the study, the general survey model and probability-based random sampling method, which are among the quantitative research methods, were preferred. The sample of the study consisted of a total of 1312 students, 726 female and 586 male, who continue their education in different faculties and vocational schools in the city center of Sivas Cumhuriyet University in the spring semester of the 2020-2021 academic year. The data of the study were obtained by applying the \"2x2 Achievement Orientation Scale\" developed by Arslan and Akın (2015), which was adapted to Turkish by Elliot and Murayama (2008), and the \"Lifelong Learning Disposition Scale\" developed by Diker-Coşkun (2009). Research data were analyzed using normality tests, independent groups t test, ANOVA, Tukey, SEM, and CFA statistical methods. In the findings obtained in the research; It is observed that the mean scores obtained by the students from both scales differ significantly according to the variables of gender, type of school, type of education, economic status, place of residence, the type of high school graduated from, and achievement orientation has an effect on lifelong learning.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44369028","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}
Bora Görgün, Özge Balikçi, Kürşat Öğülmüş, M. A. Melekoğlu
Bu çalışmada COVID-19 salgını sürecinde özel öğrenme güçlüğü olan öğrencilerin, ailelerinin ve öğretmenlerinin yaşadıkları sorunların ve gereksinimlerinin belirlenmesi amaçlanmıştır. Çalışma nitel araştırma yöntemlerinden olgu bilim deseniyle gerçekleştirilmiş ve veriler içerik analizi yöntemi ile analiz edilmiştir. Türkiye’nin üç büyük ilinde yaşayan altı özel öğrenme güçlüğü olan öğrenci, çocuğu özel öğrenme güçlüğü olan beş aile ve özel öğrenme güçlüğü olan öğrencilerle çalışan sekiz özel eğitim öğretmeni ile odak grup görüşmeleri gerçekleştirilmiştir. Öğrenciler evde olmanın çok güzel olduğunu ancak derslerin uzunluğunu ve teneffüslerin kısalığını dile getirmişlerdir. Aileler salgın sürecinin başında birlikte vakit geçirmenin çok keyifli olduğunu ancak zamanla öğrencilerin uyku, motivasyon ve uyum problemlerinin ortaya çıktığını, uzaktan eğitimden çocuklarının faydalanamadığını belirtmişlerdir. Özel eğitim öğretmenleri uzaktan eğitimi zor ve yıpratıcı olarak gördüklerini ve uzaktan eğitime hazır olmadıklarını ve toplum olarak bu süreci bir fırsata çevirmek için yeniliklere ihtiyaçları olduğunu dile getirmiştir. Araştırma sonunda uzaktan eğitim sürecinde öğretmenlerin ve ailelerin teknolojik araçların kullanılmasında, öğrenciler için eğitimsel uyarlamaların uzaktan gerçekleştirilmesinde desteğe ihtiyaç duydukları, öğrencilerin ve ailelerin ise psikolojik destek sistemlerine ihtiyaç duydukları sonuçlarına ulaşılmıştır.
在这项研究中，在新冠肺炎疫情期间具有特殊学习能力的学生、家庭和教师旨在确定他们的父母和教师的问题和需求。这项工作是以科学、科学、科学的形式进行的，并使用内部分析方法进行分析。在土耳其的三个主要年份里，一名具有六种特殊学习能力的学生接受了一个由八名私人培训教师组成的小组的采访，他们有五个家庭和特殊学习能力。学生们说回家很美，但他们说上课时间长，呼吸急促。家庭表示，在患病初期共度时光是非常愉快的，但与此同时，学生们表示，睡眠、动机和依从性问题已经出现，孩子们没有从远程教育中受益。Özel eğitimöğretmenleri uzaktan eğitmi zor ve yıpratıcıolarak gördüklerini ve uzaktan eğitime hazır olmadıklarınıve top um olarak bu süreci bir fırsataçevirmek için yeniliklere ihtiyaçlarıolduğunu dile getirmiştir。在研究结束时，教师和家庭需要支持的长期培训过程，以及他们的学生和家庭需要心理支持系统的结果已经实现。
{"title":"Özel Öğrenme Güçlüğü Olan Öğrencilerin, Ailelerinin ve Öğretmenlerinin Gözünden COVID-19 Salgınında Eğitim Süreci","authors":"Bora Görgün, Özge Balikçi, Kürşat Öğülmüş, M. A. Melekoğlu","doi":"10.14812/cuefd.933934","DOIUrl":"https://doi.org/10.14812/cuefd.933934","url":null,"abstract":"Bu çalışmada COVID-19 salgını sürecinde özel öğrenme güçlüğü olan öğrencilerin, ailelerinin ve öğretmenlerinin yaşadıkları sorunların ve gereksinimlerinin belirlenmesi amaçlanmıştır. Çalışma nitel araştırma yöntemlerinden olgu bilim deseniyle gerçekleştirilmiş ve veriler içerik analizi yöntemi ile analiz edilmiştir. Türkiye’nin üç büyük ilinde yaşayan altı özel öğrenme güçlüğü olan öğrenci, çocuğu özel öğrenme güçlüğü olan beş aile ve özel öğrenme güçlüğü olan öğrencilerle çalışan sekiz özel eğitim öğretmeni ile odak grup görüşmeleri gerçekleştirilmiştir. Öğrenciler evde olmanın çok güzel olduğunu ancak derslerin uzunluğunu ve teneffüslerin kısalığını dile getirmişlerdir. Aileler salgın sürecinin başında birlikte vakit geçirmenin çok keyifli olduğunu ancak zamanla öğrencilerin uyku, motivasyon ve uyum problemlerinin ortaya çıktığını, uzaktan eğitimden çocuklarının faydalanamadığını belirtmişlerdir. Özel eğitim öğretmenleri uzaktan eğitimi zor ve yıpratıcı olarak gördüklerini ve uzaktan eğitime hazır olmadıklarını ve toplum olarak bu süreci bir fırsata çevirmek için yeniliklere ihtiyaçları olduğunu dile getirmiştir. Araştırma sonunda uzaktan eğitim sürecinde öğretmenlerin ve ailelerin teknolojik araçların kullanılmasında, öğrenciler için eğitimsel uyarlamaların uzaktan gerçekleştirilmesinde desteğe ihtiyaç duydukları, öğrencilerin ve ailelerin ise psikolojik destek sistemlerine ihtiyaç duydukları sonuçlarına ulaşılmıştır.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46532903","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 study was to develop a test for determining the number sense performance of eighth-grade students. This study was conducted with 405 eighth-grade students. The SPSS 17.0 and LISREL 8.8 software were used for data analysis. Data were analyzed by using the item analysis, exploratory and confirmatory factor analysis, and Cronbach’s alpha reliability tests. As a result of the analyzes, the number sense test was developed, which consists of 38 multiple-choice items and six number sense components and can explain 48.5% of the total variance. Cronbach's alpha reliability coefficients of the number sense test and its sub-components were found to be between 0.72 and 0.82, and the item-total correlations were between 0.30 and 0.47. The first and second-level confirmatory factor analysis results confirmed that the number sense test consisted of six components and that the established models fit well. As a result of this study, it was determined that the number sense test is a valid and reliable measurement tool in determining the number sense performance of eighth-grade students.
{"title":"Development of Number Sense Test for Eighth-Grade Students: A Validity and Reliability Study","authors":"Osman Birgin, E. S. Peker","doi":"10.14812/cuefd.871367","DOIUrl":"https://doi.org/10.14812/cuefd.871367","url":null,"abstract":"The aim of this study was to develop a test for determining the number sense performance of eighth-grade students. This study was conducted with 405 eighth-grade students. The SPSS 17.0 and LISREL 8.8 software were used for data analysis. Data were analyzed by using the item analysis, exploratory and confirmatory factor analysis, and Cronbach’s alpha reliability tests. As a result of the analyzes, the number sense test was developed, which consists of 38 multiple-choice items and six number sense components and can explain 48.5% of the total variance. Cronbach's alpha reliability coefficients of the number sense test and its sub-components were found to be between 0.72 and 0.82, and the item-total correlations were between 0.30 and 0.47. The first and second-level confirmatory factor analysis results confirmed that the number sense test consisted of six components and that the established models fit well. As a result of this study, it was determined that the number sense test is a valid and reliable measurement tool in determining the number sense performance of eighth-grade students.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44564699","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 study is to reveal history students’ regarding the importance of knowing how history is written. The study was carried out with a qualitative methodology in particular basic qualitative research design. The research was carried out with 80 senior students in the department of history and taking pedagogical formation training at two universities located in the east of Turkey in 2017-2018 academic year. The data were collected via both interview and open-ended questions. The results revealed that most of the students do not read any books about historical methodology outside the classroom and show interest in this field. Nearly all of the participants considered it necessary for the students studying in the history department to know how history is written, due to the many contributions they will provide, especially in to do the academic career. More than half of the participants stated that in order to learn history more accurately and to prevent believing in unfounded things, it is necessary for other segments of the society to know how history is written.
{"title":"History Students’ Awareness of “The Importance of Knowing How History is Written","authors":"Ramazan Kaya, Hasan Günal","doi":"10.14812/cuefd.1024209","DOIUrl":"https://doi.org/10.14812/cuefd.1024209","url":null,"abstract":"The purpose of this study is to reveal history students’ regarding the importance of knowing how history is written. The study was carried out with a qualitative methodology in particular basic qualitative research design. The research was carried out with 80 senior students in the department of history and taking pedagogical formation training at two universities located in the east of Turkey in 2017-2018 academic year. The data were collected via both interview and open-ended questions. The results revealed that most of the students do not read any books about historical methodology outside the classroom and show interest in this field. Nearly all of the participants considered it necessary for the students studying in the history department to know how history is written, due to the many contributions they will provide, especially in to do the academic career. More than half of the participants stated that in order to learn history more accurately and to prevent believing in unfounded things, it is necessary for other segments of the society to know how history is written.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42154231","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}
Technological developments are efficient for the entrance of new learning approaches into our lives. Flipped learning model is also one that has been frequently applied recently. This study aims to examine the perspective of mathematics instructors who have applied the flipped learning model in their mathematics lessons. Within this context, eight math instructors who have applied the flipped learning model in their mathematics lessons participated in this study. The method of this study designed qualitatively is case study. The sampling of it was determined as the criterion sample among the purposeful sampling methods. As a result of the study, it was determined that the concepts of taking learning out of the classroom and technological learning stand out in the definitions of flipped learning model of mathematics instructors. Mathematics instructors stated that the flipped learning model is usable in mathematics lessons, but may not be suitable for every subject. In addition, the study gives information about the positive sides of using the flipped learning model in mathematics lessons and the difficulties that can be encountered during the process.
{"title":"Perspectives of Mathematics Instructors on The Flipped Learning Model","authors":"E. Şen","doi":"10.14812/cuefd.884167","DOIUrl":"https://doi.org/10.14812/cuefd.884167","url":null,"abstract":"Technological developments are efficient for the entrance of new learning approaches into our lives. Flipped learning model is also one that has been frequently applied recently. This study aims to examine the perspective of mathematics instructors who have applied the flipped learning model in their mathematics lessons. Within this context, eight math instructors who have applied the flipped learning model in their mathematics lessons participated in this study. The method of this study designed qualitatively is case study. The sampling of it was determined as the criterion sample among the purposeful sampling methods. As a result of the study, it was determined that the concepts of taking learning out of the classroom and technological learning stand out in the definitions of flipped learning model of mathematics instructors. Mathematics instructors stated that the flipped learning model is usable in mathematics lessons, but may not be suitable for every subject. In addition, the study gives information about the positive sides of using the flipped learning model in mathematics lessons and the difficulties that can be encountered during the process.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44958818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bu araştırmanın amacı, Ortak Bilgi Yapılandırma Modeli (OBYM) ile ilgili verilen öğretim sonrası fen bilimleri öğretmen adaylarının ders planlama süreçlerinde meydana gelen değişimi incelemektir. Bu araştırma Özel Öğretim Yöntemleri-II dersi kapsamında bir dönem boyunca süren uygulamalarla yürütülmüştür.Araştırma, öğretmen adaylarının OBYM’ye yönelik öğretim aldıkları teorik, bu modele ilişkin uygulamaların gerçekleştirildiği uygulama aşaması ve teorik ile uygulama aşaması arasında geçişin sağlandığı geçiş aşaması olmak üzere üç aşamadan oluşmaktadır. Araştırmaya 2019-2020 eğitim öğretim yılı, Fen Bilgisi Öğretmenliği Programı 4. sınıfta öğrenim gören 29 öğretmen adayı katılmıştır. Bu araştırmada zayıf deneysel araştırma tasarımlarından tek gruplu son test tasarımı kullanılmıştır. Fen bilimleri öğretmen adaylarının ders planlama süreçlerine yönelik veri toplamak amacıyla ders planı değerlendirme formu geliştirilmiş olup, elde edilen veriler betimsel olarak incelenmiştir. Araştırmadan elde edilen bulgulara göre, ders planlama sürecine ilişkin öğretmen adaylarının verilen öğretimle OBYM’ye göre gelişim gösterdikleri belirlenmiştir. Araştırmadan elde edilen sonuçlar doğrultusundaöğretmen eğitimi programlarında yürütülen derslerde OBYM’ye dayalı uygulamalara yer verilmesi önerilmektedir.
本研究的目的是检验在公共信息配置模型（OBYM）中接受教育后，糟糕的科学候选人在编程过程中的变化。本研究已在第二课的整个课程中进行了应用，在这个模型中，应用程序的应用阶段和理论步骤是允许取得进展的三个步骤。研究年度2019-2020教育年度，不良信息培训计划4。我班的29位老师都参加了。在本研究中，使用了一组实验设计。为了收集从教师候选人到其编程过程的数据，开发了糟糕的科学，并将所获得的数据作为实质性基础进行了分析。Araştırmadan elde edilen bulgular göre，计划者sürecine ilişkinöğretmen adaylarının verilenöretimle OBYM'ye göregelişim gösterdikleri belerlenmiştir。建议将研究结果用于教学计划中基于OBYM的应用。
{"title":"Ortak Bilgi Yapılandırma Modeline Dayalı Öğretimin Öğretmen Adaylarının Ders Planları Üzerine Etkisi","authors":"Selcan SUNGUR ALHAN","doi":"10.14812/cuefd.886372","DOIUrl":"https://doi.org/10.14812/cuefd.886372","url":null,"abstract":"Bu araştırmanın amacı, Ortak Bilgi Yapılandırma Modeli (OBYM) ile ilgili verilen öğretim sonrası fen bilimleri öğretmen adaylarının ders planlama süreçlerinde meydana gelen değişimi incelemektir. Bu araştırma Özel Öğretim Yöntemleri-II dersi kapsamında bir dönem boyunca süren uygulamalarla yürütülmüştür.Araştırma, öğretmen adaylarının OBYM’ye yönelik öğretim aldıkları teorik, bu modele ilişkin uygulamaların gerçekleştirildiği uygulama aşaması ve teorik ile uygulama aşaması arasında geçişin sağlandığı geçiş aşaması olmak üzere üç aşamadan oluşmaktadır. Araştırmaya 2019-2020 eğitim öğretim yılı, Fen Bilgisi Öğretmenliği Programı 4. sınıfta öğrenim gören 29 öğretmen adayı katılmıştır. Bu araştırmada zayıf deneysel araştırma tasarımlarından tek gruplu son test tasarımı kullanılmıştır. Fen bilimleri öğretmen adaylarının ders planlama süreçlerine yönelik veri toplamak amacıyla ders planı değerlendirme formu geliştirilmiş olup, elde edilen veriler betimsel olarak incelenmiştir. Araştırmadan elde edilen bulgulara göre, ders planlama sürecine ilişkin öğretmen adaylarının verilen öğretimle OBYM’ye göre gelişim gösterdikleri belirlenmiştir. Araştırmadan elde edilen sonuçlar doğrultusundaöğretmen eğitimi programlarında yürütülen derslerde OBYM’ye dayalı uygulamalara yer verilmesi önerilmektedir.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49393543","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}
Zekeriya Arslan, Oğuz Emre, Ayşegül ULUTAŞ KESKİNKILIÇ, Kadriye Özyazici
Araştırmanın amacı, okul öncesi eğitim kurumlarının ebeveynlerin beklentilerinin karşılanmasına yönelik hizmet ve kalite düzeyini değerlendirmektir. Araştırma ebeveynlerin cinsiyet, yaş, eğitim düzeyi, çocuk sayısı ve gelir düzeylerinin okul öncesi eğitim kurumlarından aldıkları hizmetin kalitesini hangi boyutlarda değerlendirdiklerini ne derece etkilediğini ortaya koymaktadır. Araştırmanın çalışma grubu 2020-2021 eğitim-öğretim yılında İzmir, Diyarbakır, Zonguldak, Kahramanmaraş ve Karaman illerinde yaşayan 428 anne-baba oluşturmaktadır. Araştırmada, ebeveynlerin okul öncesi eğitim kurumunun beklenti düzeylerini ölçmek amacıyla kişisel bilgi formu ve Servqual Hizmet Kalitesi Ölçeği kullanılmıştır. Ebeveynlerin kurumdan beklentileri artarken, beklentilerin karşılama düzeylerinin de arttığı ve kurumlardan beklentilerini karşılamada algının, kurumdan beklentilerin üzerinde etkisi olduğu görülmüştür.
{"title":"Okul Öncesi Eğitim Kurumlarının Ebeveynlerin Beklentilerini Karşılamadaki Hizmet ve Kalite Düzeyinin Değerlendirilmesi","authors":"Zekeriya Arslan, Oğuz Emre, Ayşegül ULUTAŞ KESKİNKILIÇ, Kadriye Özyazici","doi":"10.14812/cuefd.941065","DOIUrl":"https://doi.org/10.14812/cuefd.941065","url":null,"abstract":"Araştırmanın amacı, okul öncesi eğitim kurumlarının ebeveynlerin beklentilerinin karşılanmasına yönelik hizmet ve kalite düzeyini değerlendirmektir. Araştırma ebeveynlerin cinsiyet, yaş, eğitim düzeyi, çocuk sayısı ve gelir düzeylerinin okul öncesi eğitim kurumlarından aldıkları hizmetin kalitesini hangi boyutlarda değerlendirdiklerini ne derece etkilediğini ortaya koymaktadır. Araştırmanın çalışma grubu 2020-2021 eğitim-öğretim yılında İzmir, Diyarbakır, Zonguldak, Kahramanmaraş ve Karaman illerinde yaşayan 428 anne-baba oluşturmaktadır. Araştırmada, ebeveynlerin okul öncesi eğitim kurumunun beklenti düzeylerini ölçmek amacıyla kişisel bilgi formu ve Servqual Hizmet Kalitesi Ölçeği kullanılmıştır. Ebeveynlerin kurumdan beklentileri artarken, beklentilerin karşılama düzeylerinin de arttığı ve kurumlardan beklentilerini karşılamada algının, kurumdan beklentilerin üzerinde etkisi olduğu görülmüştür.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44352483","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}
Turkey’s most recent primary English language curriculum, which highlights oral skills, mandates communicative English language teaching to young English language learners. Recent primary English curriculum comprises two hours per week of English-as-a-foreign language (EFL) instruction to include listening and speaking only for Grade 2 and very limited reading and writing for Grade 3 onward. While communicative skills are highly emphasized, literacy skills are kept on the back burner as reading and writing are incorporated gradually with minimal reading and writing at earlier grade levels and some literacy practices at upper grade levels. Successful emergent literacy development in English highly depends on young language learners’ phonological (e.g. alliteration, rhyme), phonemic (i.e. sound manipulation), and orthographic awareness (i.e. spelling conventions) in English. The present study investigates to what extent Turkey’s locally-designed primary EFL coursebooks—used in 2018-2021 academic period—cater to the early literacy needs of young learners at grades two, three, and four. The study explores early literacy content in coursebooks in a mixed-methods design: qualitatively with the descriptive content analysis and quantitatively with the frequency of early literacy constructs. The results of those analyses reveal primary English coursebooks do not promote a linguistically sound and pedagogically appropriate integration of literacy skills according to principles of second language (L2) literacy acquisition at primary levels. Turkey’s misaligned early English literacy curriculum, in its current state, sends alarming messages to foreign language policy-makers, material designers, and EFL educators.
{"title":"Turkey’s Primary English-as-a-foreign Language (EFL) Coursebooks: An Investigation of Emergent Literacy Tasks","authors":"Melike ÜNAL GEZER","doi":"10.14812/cuefd.982901","DOIUrl":"https://doi.org/10.14812/cuefd.982901","url":null,"abstract":"Turkey’s most recent primary English language curriculum, which highlights oral skills, mandates communicative English language teaching to young English language learners. Recent primary English curriculum comprises two hours per week of English-as-a-foreign language (EFL) instruction to include listening and speaking only for Grade 2 and very limited reading and writing for Grade 3 onward. While communicative skills are highly emphasized, literacy skills are kept on the back burner as reading and writing are incorporated gradually with minimal reading and writing at earlier grade levels and some literacy practices at upper grade levels. Successful emergent literacy development in English highly depends on young language learners’ phonological (e.g. alliteration, rhyme), phonemic (i.e. sound manipulation), and orthographic awareness (i.e. spelling conventions) in English. The present study investigates to what extent Turkey’s locally-designed primary EFL coursebooks—used in 2018-2021 academic period—cater to the early literacy needs of young learners at grades two, three, and four. The study explores early literacy content in coursebooks in a mixed-methods design: qualitatively with the descriptive content analysis and quantitatively with the frequency of early literacy constructs. The results of those analyses reveal primary English coursebooks do not promote a linguistically sound and pedagogically appropriate integration of literacy skills according to principles of second language (L2) literacy acquisition at primary levels. Turkey’s misaligned early English literacy curriculum, in its current state, sends alarming messages to foreign language policy-makers, material designers, and EFL educators.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48182630","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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