As society navigates complex socioscientific issues (SSI) in an increasingly digitalized world, science education faces evolving challenges and opportunities. This study aimed to conduct a literature review by systematically analyzing and synthesizing existing research and publications on SSI pedagogy and the digital age. The steps involved in this method include: identifying the research scope, searching and selecting relevant literature, analyzing and synthesizing relevant literature, identifying gaps and trends, and critical evaluation and interpretation. The study explores the intersection of SSI pedagogy and the digital age, shedding light on both emerging trends and uncharted frontiers. The review delves into the dynamic landscape of SSI education, emphasizing the integration of digital technologies as a means to engage students in authentic, real-world problem-solving. It examines the role of technology in enhancing SSI learning experiences, from virtual simulations to online collaborative platforms. Furthermore, the review critically evaluates the impact of digital tools on student decision-making, argumentation skills, and ethical reasoning in the context of socioscientific dilemmas. This review also addresses the challenges and opportunities of teaching SSI in online and blended learning environments, particularly in light of the global shift toward remote education. In summary, this review informs educators, and researchers, and underscores the pivotal role of digital technologies in preparing students to navigate the complex socioscientific challenges of the 21st century.
{"title":"Teaching socioscientific issues in the digital age: Emerging trends and unexplored frontiers","authors":"D. Karışan, D. Zeidler","doi":"10.19128/turje.1384524","DOIUrl":"https://doi.org/10.19128/turje.1384524","url":null,"abstract":"As society navigates complex socioscientific issues (SSI) in an increasingly digitalized world, science education faces evolving challenges and opportunities. This study aimed to conduct a literature review by systematically analyzing and synthesizing existing research and publications on SSI pedagogy and the digital age. The steps involved in this method include: identifying the research scope, searching and selecting relevant literature, analyzing and synthesizing relevant literature, identifying gaps and trends, and critical evaluation and interpretation. The study explores the intersection of SSI pedagogy and the digital age, shedding light on both emerging trends and uncharted frontiers. The review delves into the dynamic landscape of SSI education, emphasizing the integration of digital technologies as a means to engage students in authentic, real-world problem-solving. It examines the role of technology in enhancing SSI learning experiences, from virtual simulations to online collaborative platforms. Furthermore, the review critically evaluates the impact of digital tools on student decision-making, argumentation skills, and ethical reasoning in the context of socioscientific dilemmas. This review also addresses the challenges and opportunities of teaching SSI in online and blended learning environments, particularly in light of the global shift toward remote education. In summary, this review informs educators, and researchers, and underscores the pivotal role of digital technologies in preparing students to navigate the complex socioscientific challenges of the 21st century.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140471441","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}
Sadık Taner Güdük, Hüseyin Eş, Ayse YENİLMEZ TÜRKOĞLU
The aim of this research, which was conducted through the use of Q methodology, was to examine eighth grade students’ perspectives on power plants (PPs). Suggesting that variables can be replaced by individuals in factor analysis and thus interpersonal factor analysis can be done, Q methodology is a method that aims to examine individuals’ self-referenced perspectives by revealing the differences and commonalities of these perspectives; that is, where they are positioned relative to each other in a holistic structure. In this research, a total of 35 Q-statements were presented to a number of 19 eight-grade students, who were attending to a public middle school and were voluntarily participated in the study. Students’ Q-sorts resulted in a two-factor solution, meaning that two perspectives emerged towards PPs. The perspectives were named as economy-oriented and science and technology-oriented. Students holding the economy-oriented perspective pointed out to the positive impact of PPs on economy, while others holding the science and technology-oriented perspective specified the contribution of PPs to scientific and technological development.
{"title":"Öğrencilerin enerji santrallerine ilişkin bakış açılarının Q yöntemi ile araştırılması","authors":"Sadık Taner Güdük, Hüseyin Eş, Ayse YENİLMEZ TÜRKOĞLU","doi":"10.19128/turje.1313485","DOIUrl":"https://doi.org/10.19128/turje.1313485","url":null,"abstract":"The aim of this research, which was conducted through the use of Q methodology, was to examine eighth grade students’ perspectives on power plants (PPs). Suggesting that variables can be replaced by individuals in factor analysis and thus interpersonal factor analysis can be done, Q methodology is a method that aims to examine individuals’ self-referenced perspectives by revealing the differences and commonalities of these perspectives; that is, where they are positioned relative to each other in a holistic structure. In this research, a total of 35 Q-statements were presented to a number of 19 eight-grade students, who were attending to a public middle school and were voluntarily participated in the study. Students’ Q-sorts resulted in a two-factor solution, meaning that two perspectives emerged towards PPs. The perspectives were named as economy-oriented and science and technology-oriented. Students holding the economy-oriented perspective pointed out to the positive impact of PPs on economy, while others holding the science and technology-oriented perspective specified the contribution of PPs to scientific and technological development.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140473055","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}
Video clubs, which are accepted as one of the video-based professional development models, are environments where teachers come together to analyze class videos and develop discourses based on these analyses. This study aims to examine the development of secondary school mathematics teachers' skills to notice student mathematical thinking through a video club design. The study was conducted in the context of a video club with five secondary mathematics teachers that lasted for 12 weeks. The data collection tools of the research, which use the case study from qualitative research designs are video club discussion meetings, written notes taken by teachers while monitoring video lessons and reports containing reflective opinion. The data obtained were analyzed in a theoretical framework. The findings reveal that teachers participating in the video club process focused more on student thinking in the actor dimension, adopted an interpretive analytical approach based on student mathematical thinking in the following weeks and presented pedagogical suggestions based on student thinking by detailing their interpretations. In addition, the findings indicate that the transitions between dimensions that teachers noticed may be related. Research results support that the video club is an efficient process for improving teachers' noticing skills.
{"title":"Video kulübü aracılığıyla öğrencinin matematiksel düşünmesine dayalı öğretmenin fark etmesinin desteklenmesi","authors":"Gülşah ÖZDEMİR BAKİ, Levent Akgün","doi":"10.19128/turje.1289734","DOIUrl":"https://doi.org/10.19128/turje.1289734","url":null,"abstract":"Video clubs, which are accepted as one of the video-based professional development models, are environments where teachers come together to analyze class videos and develop discourses based on these analyses. This study aims to examine the development of secondary school mathematics teachers' skills to notice student mathematical thinking through a video club design. The study was conducted in the context of a video club with five secondary mathematics teachers that lasted for 12 weeks. The data collection tools of the research, which use the case study from qualitative research designs are video club discussion meetings, written notes taken by teachers while monitoring video lessons and reports containing reflective opinion. The data obtained were analyzed in a theoretical framework. The findings reveal that teachers participating in the video club process focused more on student thinking in the actor dimension, adopted an interpretive analytical approach based on student mathematical thinking in the following weeks and presented pedagogical suggestions based on student thinking by detailing their interpretations. In addition, the findings indicate that the transitions between dimensions that teachers noticed may be related. Research results support that the video club is an efficient process for improving teachers' noticing skills.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140476757","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 paper analyzed the effect of learner-centered methods (cooperative learning, drama and project-based learning) on learners' attitudes towards English lesson. Meta-analysis method was used in the study. 24 studies (25 effect sizes) were discovered through literature review. Analyzes were done using random effects model. Learner-centered methods in foreign language teaching had a large (g=0.925, 95% CI [0.642-1.209], p<.0.000) effect on learners' attitudes towards English lesson. The publication bias was interpreted both visually through Funnel plot and statistically via Rosenthal Classic fail-safe N and Orwin fail-safe N methods. Year of publication, the place of the research, publication type, the method applied, language skill, teaching level, experimental application duration and sample size were identified as moderators. It was concluded that Q-value for the effect sizes for publication year, language skill and teaching level was statistically meaningful and effective on the heterogeneity of effect sizes. One of the remarkable results was that the longer the experimental application period, the more effective it was in increasing positive attitudes towards the lesson.
本文分析了以学习者为中心的方法（合作学习、戏剧和基于项目的学习）对学习者英语课堂态度的影响。研究采用了元分析法。通过文献回顾发现了 24 项研究（25 个效应大小）。分析采用随机效应模型。外语教学中以学习者为中心的方法对学习者的英语课堂态度有较大影响（g=0.925，95% CI [0.642-1.209]，p<0.000）。通过漏斗图直观地解释了发表偏倚，并通过罗森塔尔经典失效安全 N 法和奥文失效安全 N 法在统计学上解释了发表偏倚。发表年份、研究地点、发表类型、应用的方法、语言技能、教学水平、实验应用时间和样本量被确定为调节因素。结果表明，发表年份、语言技能和教学水平的效应量 Q 值在统计学上是有意义的，而且对效应量的异质性是有效的。其中一个显著的结果是，实验应用时间越长，对提高学生对课程的积极态度越有效。
{"title":"Effectiveness of learner-centered methods in elevating positive attitudes towards English: Meta-analysis study","authors":"Burhan Üzüm, Ramazan Özbek","doi":"10.19128/turje.1283335","DOIUrl":"https://doi.org/10.19128/turje.1283335","url":null,"abstract":"This paper analyzed the effect of learner-centered methods (cooperative learning, drama and project-based learning) on learners' attitudes towards English lesson. Meta-analysis method was used in the study. 24 studies (25 effect sizes) were discovered through literature review. Analyzes were done using random effects model. Learner-centered methods in foreign language teaching had a large (g=0.925, 95% CI [0.642-1.209], p<.0.000) effect on learners' attitudes towards English lesson. The publication bias was interpreted both visually through Funnel plot and statistically via Rosenthal Classic fail-safe N and Orwin fail-safe N methods. Year of publication, the place of the research, publication type, the method applied, language skill, teaching level, experimental application duration and sample size were identified as moderators. It was concluded that Q-value for the effect sizes for publication year, language skill and teaching level was statistically meaningful and effective on the heterogeneity of effect sizes. One of the remarkable results was that the longer the experimental application period, the more effective it was in increasing positive attitudes towards the lesson.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140474799","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 aimed to investigate student teachers' perceived competence in educational research, along with teacher educators' and graduates' opinions and suggestions regarding research in an initial English language teacher education program at a state university in Türkiye. To this end, this case study employed a mixed-method design to explore data from 70 student teachers, nine graduates, and six teacher educators through surveys and interviews. We observed that the student teachers perceive themselves as competent in designing, conducting, and reporting research, and their competence was also acknowledged by the graduates and teacher educators. All the participants highlighted the importance of research for teachers; however, some had reservations. They found the context too academically oriented and emphasized the need to introduce the inherent link between teaching and research, which seemed to be obscure especially for the student teachers. We conclude that introducing action research early on is an ideal way to address and embrace all the diverse perceptions, orientations, interests, and motivations about research in initial teacher education.
{"title":"Research competence in initial teacher education: Perceptions, orientations, and suggestions","authors":"F. Gümüşok, Gülden TANER-YAVUZ, G. Balikçi","doi":"10.19128/turje.1317964","DOIUrl":"https://doi.org/10.19128/turje.1317964","url":null,"abstract":"This study aimed to investigate student teachers' perceived competence in educational research, along with teacher educators' and graduates' opinions and suggestions regarding research in an initial English language teacher education program at a state university in Türkiye. To this end, this case study employed a mixed-method design to explore data from 70 student teachers, nine graduates, and six teacher educators through surveys and interviews. We observed that the student teachers perceive themselves as competent in designing, conducting, and reporting research, and their competence was also acknowledged by the graduates and teacher educators. All the participants highlighted the importance of research for teachers; however, some had reservations. They found the context too academically oriented and emphasized the need to introduce the inherent link between teaching and research, which seemed to be obscure especially for the student teachers. We conclude that introducing action research early on is an ideal way to address and embrace all the diverse perceptions, orientations, interests, and motivations about research in initial teacher education.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140471536","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}
Ferhat KARAKAYA, Canan BİLGİLİ, Neslihan SOYSAL, Mehmet YILMAZ
Considering both the ecological niches of fungi and the different benefits they provide to humans, it is expected that students have a high level of scientific knowledge about living things in this kingdom. In the study, it was aimed to examine the learning of secondary school students about living things in the fungi kingdom. The research, which was carried out as a case study, was carried out with 52 secondary school students studying in the Central Anatolia Region of Türkiye in the 2022-2023 academic years. In the research, it was determined that the students had misconceptions and lack of knowledge about the classification of living things in the fungi kingdom, their diet, ecological functions and their effects on human life. The students stated that fungi take place in the world of plants, feed by photosynthesis and are used in making yogurt. According to these results, it is recommended to conduct studies on textbooks, teaching methods and teachers that cause students' misconceptions about living things in the fungi kingdom.
{"title":"Investigation of secondary school students' learning about the fungi kingdom","authors":"Ferhat KARAKAYA, Canan BİLGİLİ, Neslihan SOYSAL, Mehmet YILMAZ","doi":"10.19128/turje.1334348","DOIUrl":"https://doi.org/10.19128/turje.1334348","url":null,"abstract":"Considering both the ecological niches of fungi and the different benefits they provide to humans, it is expected that students have a high level of scientific knowledge about living things in this kingdom. In the study, it was aimed to examine the learning of secondary school students about living things in the fungi kingdom. The research, which was carried out as a case study, was carried out with 52 secondary school students studying in the Central Anatolia Region of Türkiye in the 2022-2023 academic years. In the research, it was determined that the students had misconceptions and lack of knowledge about the classification of living things in the fungi kingdom, their diet, ecological functions and their effects on human life. The students stated that fungi take place in the world of plants, feed by photosynthesis and are used in making yogurt. According to these results, it is recommended to conduct studies on textbooks, teaching methods and teachers that cause students' misconceptions about living things in the fungi kingdom.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135808906","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}
Self-regulation, which is also evaluated as children’s ability to direct their attention, emotions, and behaviors towards learning tasks, forms the basis of healthy social and academic development from early ages. This study aims to investigate the attention, emotion, and behavior regulation practices for self-regulation in the preschool period from the perspective of teachers. A qualitative research design employing a case study approach was used. The study included 22 participants. A semi-structured interview form consisting of two sections was used as the data collection tool in the research. In the first part of the research form, demographic questions about participants’ age, professional experience, education level, and the type of institution they worked, were included. The second part of the research form included experience-based questions aimed to examine the practices that participants applied for attention regulation, emotion regulation and behavior regulation. The data obtained were gathered under three themes as attention regulation, emotion regulation and behavior regulation. The findings of the study revealed that preschool teachers conducted self-regulation activities in class for attention regulation, emotion regulation and behavior regulation. The preschool teachers mostly carried out classroom activities such as games, drama, stories, free time, and music in the classroom. They used different strategies to enable children to be actively involved, take responsibility in these activities, and carried out practices that would create a positive classroom atmosphere for teacher-child and child-child interaction.
{"title":"Supporting self-regulation in the preschool period: A case study of teachers' practices","authors":"Sema ÖNGÖREN","doi":"10.19128/turje.1228285","DOIUrl":"https://doi.org/10.19128/turje.1228285","url":null,"abstract":"Self-regulation, which is also evaluated as children’s ability to direct their attention, emotions, and behaviors towards learning tasks, forms the basis of healthy social and academic development from early ages. This study aims to investigate the attention, emotion, and behavior regulation practices for self-regulation in the preschool period from the perspective of teachers. A qualitative research design employing a case study approach was used. The study included 22 participants. A semi-structured interview form consisting of two sections was used as the data collection tool in the research. In the first part of the research form, demographic questions about participants’ age, professional experience, education level, and the type of institution they worked, were included. The second part of the research form included experience-based questions aimed to examine the practices that participants applied for attention regulation, emotion regulation and behavior regulation. The data obtained were gathered under three themes as attention regulation, emotion regulation and behavior regulation. The findings of the study revealed that preschool teachers conducted self-regulation activities in class for attention regulation, emotion regulation and behavior regulation. The preschool teachers mostly carried out classroom activities such as games, drama, stories, free time, and music in the classroom. They used different strategies to enable children to be actively involved, take responsibility in these activities, and carried out practices that would create a positive classroom atmosphere for teacher-child and child-child interaction.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135768818","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}
Since the civil war broke out in Syria, millions of refugees have had to migrate to Türkiye and neighboring countries. Thus, refugee students have become a serious problem for many countries. The current study used a phenomenological approach to explore inclusive leadership behaviors in Turkish schools serving refugee pupils. The descriptive analysis technique was adopted in this study, in which School administrators and teachers participated. Findings have shown that the most common problems faced by school administrations while involving refugee students in educational activities are language difficulties, poor academic achievement, absenteeism, and adaptation problems experienced by refugee students. To involve refugee students in education, the practices carried out by school administrators are guidance and cooperation, employment of Syrian teachers, sports and cultural activities, establishment of integration classes, and translator support. As expected, the research findings showed that there is no exclusion against refugee students in Türkiye due to inclusive leadership practices carried out by school administrators and cultural and religious similarities between refugee students and Turkish students.
{"title":"Mülteci öğrencilerin öğrenim gördükleri okullarda kapsayıcı liderlik: Türkiye örneği","authors":"Ali CULHA, Kemal NAZLI","doi":"10.19128/turje.1247323","DOIUrl":"https://doi.org/10.19128/turje.1247323","url":null,"abstract":"Since the civil war broke out in Syria, millions of refugees have had to migrate to Türkiye and neighboring countries. Thus, refugee students have become a serious problem for many countries. The current study used a phenomenological approach to explore inclusive leadership behaviors in Turkish schools serving refugee pupils. The descriptive analysis technique was adopted in this study, in which School administrators and teachers participated. Findings have shown that the most common problems faced by school administrations while involving refugee students in educational activities are language difficulties, poor academic achievement, absenteeism, and adaptation problems experienced by refugee students. To involve refugee students in education, the practices carried out by school administrators are guidance and cooperation, employment of Syrian teachers, sports and cultural activities, establishment of integration classes, and translator support. As expected, the research findings showed that there is no exclusion against refugee students in Türkiye due to inclusive leadership practices carried out by school administrators and cultural and religious similarities between refugee students and Turkish students.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135765854","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 investigate preservice English teachers’ motivations for choosing the teaching career, and their student burnout levels. The correlation between these variables, and the participants’ perspectives about student burnout reasons in English Language Teaching departments were examined. The sample consisted of 466 preservice English teachers at two different state universities in Türkiye. This study adopted a concurrent mixed method study design, and the data were gathered via a questionnaire, an inventory, and a structured interview. The quantitative data were analyzed through descriptive and correlation analyses, while qualitative data were subjected to qualitative content analysis. The findings suggested that the participants’ most frequent motivations for choosing the teaching career were intrinsic motivations, yet their burnout levels were high. The participants’ career motivations correlated negatively with their burnout levels. Participants mostly reported assignments, difficulty of courses, and oral presentations as their burnout reasons. At the end of this paper, the individuals desiring to study ELT were recommended to have strong motivations to study ELT and be aware of its heavy workload.
{"title":"Preservice English teachers’ burnout levels and motivations to choose the teaching career","authors":"Onat KÜÇÜK","doi":"10.19128/turje.1205560","DOIUrl":"https://doi.org/10.19128/turje.1205560","url":null,"abstract":"This study aims to investigate preservice English teachers’ motivations for choosing the teaching career, and their student burnout levels. The correlation between these variables, and the participants’ perspectives about student burnout reasons in English Language Teaching departments were examined. The sample consisted of 466 preservice English teachers at two different state universities in Türkiye. This study adopted a concurrent mixed method study design, and the data were gathered via a questionnaire, an inventory, and a structured interview. The quantitative data were analyzed through descriptive and correlation analyses, while qualitative data were subjected to qualitative content analysis. The findings suggested that the participants’ most frequent motivations for choosing the teaching career were intrinsic motivations, yet their burnout levels were high. The participants’ career motivations correlated negatively with their burnout levels. Participants mostly reported assignments, difficulty of courses, and oral presentations as their burnout reasons. At the end of this paper, the individuals desiring to study ELT were recommended to have strong motivations to study ELT and be aware of its heavy workload.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135769010","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 is a review of the book titled "Teaching Students to Decode the World: Media Literacy and Critical Thinking Across the Curriculum," written by the founders of Project Look Sharp, an organization that has been working for many years to integrate media literacy into the educational process in the United States. The book aims to provide information on how media literacy can be utilized as a method across various subjects, particularly seeking to bring a different perspective to educational applications. The ideas presented in the book should be considered innovative approaches in the context of educational practice. The book conveys a contemporary approach to media literacy education. Considering the impact of new media on the daily lives of new generations, employing media literacy as a method across different subjects can be highly effective. Evaluating media content from various sources as a media literate individual can thus be facilitated more consciously. The importance of the constructivist media decoding (CMD) process and inquiry-based interpretation is emphasized in this book, and applications related to this process are shared. With its alignment with novel educational approaches, this book can be regarded as a valuable resource in the educational process.
{"title":"Book Review: Teaching students to decode the world: Media literacy and critical thinking across the curriculum (Chris Sperry & Cyndy Scheibe)","authors":"Ayşe Aslı SEZGİN BÜYÜKALACA","doi":"10.19128/turje.1299712","DOIUrl":"https://doi.org/10.19128/turje.1299712","url":null,"abstract":"This is a review of the book titled \"Teaching Students to Decode the World: Media Literacy and Critical Thinking Across the Curriculum,\" written by the founders of Project Look Sharp, an organization that has been working for many years to integrate media literacy into the educational process in the United States. The book aims to provide information on how media literacy can be utilized as a method across various subjects, particularly seeking to bring a different perspective to educational applications. The ideas presented in the book should be considered innovative approaches in the context of educational practice. The book conveys a contemporary approach to media literacy education. Considering the impact of new media on the daily lives of new generations, employing media literacy as a method across different subjects can be highly effective. Evaluating media content from various sources as a media literate individual can thus be facilitated more consciously. The importance of the constructivist media decoding (CMD) process and inquiry-based interpretation is emphasized in this book, and applications related to this process are shared. With its alignment with novel educational approaches, this book can be regarded as a valuable resource in the educational process.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46858610","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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