This study examines the informal reasoning of science teachers about energy-related local socioscientific issues and the factors influencing their informal reasoning. Since socioscientific issues are open-ended and do not have a clear solution, socioscientific reasoning is considered important in discussions on these issues. Thirty-eight science teachers from the Central Anatolian Region of Türkiye took part in this qualitative descriptive study. Three scenarios were used in relation to energy-related local socioscientific issues (nuclear power plants, thermal insulation, and solar energy) for teachers’ reasoning. The teachers engaged in a reasoning process that focused on proposing solutions to local controversial dilemmas. Researchers asked teachers whether they agreed with these scenarios and to explain their reasons. Data were analysed using content analysis. Teachers' informal reasoning patterns were classified into three: rationalistic, emotive and intuitive reasoning. Also, factors influencing their reasoning were grouped according to SEE-STEP. The results of the study indicated that the science teachers mostly used rationalistic reasoning about the local socioscientific issues and environmental and economic factors affected their reasoning. Finally, the implications for reasoning on local socioscientific issues are discussed.
{"title":"Fen bilimleri öğretmenlerinin enerji içerikli yerel sosyobilimsel konular hakkında informal muhakemeleri ve informal muhakemelerini etkileyen etmenler","authors":"Nurcan Tekin, O. Aslan","doi":"10.19128/turje.1241954","DOIUrl":"https://doi.org/10.19128/turje.1241954","url":null,"abstract":"This study examines the informal reasoning of science teachers about energy-related local socioscientific issues and the factors influencing their informal reasoning. Since socioscientific issues are open-ended and do not have a clear solution, socioscientific reasoning is considered important in discussions on these issues. Thirty-eight science teachers from the Central Anatolian Region of Türkiye took part in this qualitative descriptive study. Three scenarios were used in relation to energy-related local socioscientific issues (nuclear power plants, thermal insulation, and solar energy) for teachers’ reasoning. The teachers engaged in a reasoning process that focused on proposing solutions to local controversial dilemmas. Researchers asked teachers whether they agreed with these scenarios and to explain their reasons. Data were analysed using content analysis. Teachers' informal reasoning patterns were classified into three: rationalistic, emotive and intuitive reasoning. Also, factors influencing their reasoning were grouped according to SEE-STEP. The results of the study indicated that the science teachers mostly used rationalistic reasoning about the local socioscientific issues and environmental and economic factors affected their reasoning. Finally, the implications for reasoning on local socioscientific issues are discussed.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47824675","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 develop educational software for the instrument (guitar) training course through gamification. The study was carried out by basing on the design and development research method and the processes included in the analysis, design, development, implementation, and evaluation phases of the method are considered as the sub-problems of the study. In each phase, interview techniques were used and the participants were determined according to the requirements of the phases. The results reveal that students find the education with traditional methods in instrument education boring and therefore their motivation is low. As a result of the studies carried out to offer solutions to the existing problems related to motivation in instrument (guitar) education, a mobile application called Gitarist was developed and the application was revealed as a product. In the implementation phase, it was concluded that the application developed through gamification techniques had motivation-enhancing effects on students. In line with the results, some suggestions were made for technology-supported studies to be carried out in the future.As a result of the studies carried out in line with the requirements of the analysis, design, development, implementation, and evaluation phases, the final version of the mobile application called Gitarist was formed and the application was revealed as a product.
{"title":"A study on educational software development through gamification in guitar education","authors":"Tuncay Aras, Ajda Aylin Can","doi":"10.19128/turje.1162940","DOIUrl":"https://doi.org/10.19128/turje.1162940","url":null,"abstract":"This study aims to develop educational software for the instrument (guitar) training course through gamification. The study was carried out by basing on the design and development research method and the processes included in the analysis, design, development, implementation, and evaluation phases of the method are considered as the sub-problems of the study. In each phase, interview techniques were used and the participants were determined according to the requirements of the phases. The results reveal that students find the education with traditional methods in instrument education boring and therefore their motivation is low. As a result of the studies carried out to offer solutions to the existing problems related to motivation in instrument (guitar) education, a mobile application called Gitarist was developed and the application was revealed as a product. In the implementation phase, it was concluded that the application developed through gamification techniques had motivation-enhancing effects on students. In line with the results, some suggestions were made for technology-supported studies to be carried out in the future.As a result of the studies carried out in line with the requirements of the analysis, design, development, implementation, and evaluation phases, the final version of the mobile application called Gitarist was formed and the application was revealed as a product.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48172188","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 ascertain academicians' opinions about out-of-school learning, awareness of it, and competency to plan learning activities in such situations for the purpose of teaching in out-of-school learning environments (OSLEs). The research group of this study, which was conducted as a case study, consists of 56 academics in the physics, chemistry, biology, and science education programs of education faculties in Türkiye. The Out-of-School Learning Environments Regulation Scale and a form containing four questions were used to data collection. The results from the scale, the average score was calculated as 4.41 for academics with experience in teaching OSLEs and 3.82 for academics without such experience. The qualitative results indicate that academics mostly prefer to focus on environmental education, astronomy, living things and life, and recycling issues through out-of-school learning activities and use different types of OSLEs such as science center, recycling facility and observatory. To conclude, despite the academics' high level of competency in performing out-of-school learning activities, it is evident that they underutilize these activities in their teaching.
{"title":"Academics’ perspective on out-of-school learning environments","authors":"A. Aslan, Demet Batman, Ümmü Gülsüm Durukan","doi":"10.19128/turje.1182732","DOIUrl":"https://doi.org/10.19128/turje.1182732","url":null,"abstract":"This study aims to ascertain academicians' opinions about out-of-school learning, awareness of it, and competency to plan learning activities in such situations for the purpose of teaching in out-of-school learning environments (OSLEs). The research group of this study, which was conducted as a case study, consists of 56 academics in the physics, chemistry, biology, and science education programs of education faculties in Türkiye. The Out-of-School Learning Environments Regulation Scale and a form containing four questions were used to data collection. The results from the scale, the average score was calculated as 4.41 for academics with experience in teaching OSLEs and 3.82 for academics without such experience. The qualitative results indicate that academics mostly prefer to focus on environmental education, astronomy, living things and life, and recycling issues through out-of-school learning activities and use different types of OSLEs such as science center, recycling facility and observatory. To conclude, despite the academics' high level of competency in performing out-of-school learning activities, it is evident that they underutilize these activities in their teaching.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41807381","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 examine the components of collective argumentation of pre-service middle school mathematics teachers during geometric construction activities. To scrutinize this issue, case study research was utilized. The participants were 14 pre-service middle school mathematics teachers who worked collectively by forming four groups. During the data collection process, the groups worked on four geometric construction tasks by using compass-straightedge or GeoGebra. The findings presented that the collective argumentation processes were depicted by means of eleven components. In more detail, the six components of Toulmin’s argument model which are data, warrant, claim, backing, rebuttal, and qualifier were insufficient to represent collective argumentation. Instead of claim, the term conclusion was used in this study since the associated data and warrant were provided in the argumentation. The collective argumentation processes of the groups involved not only the mentioned six components but also the five additional components, which were named conclusion/data, target conclusion, guidance, challenger, and objection. The new components might be used while investigating the argumentation process in other disciplines.
{"title":"Components of collective argumentation in geometric construction tasks","authors":"Esra Demiray, M. Işıksal, Elif Saygı","doi":"10.19128/turje.1176981","DOIUrl":"https://doi.org/10.19128/turje.1176981","url":null,"abstract":"This study aims to examine the components of collective argumentation of pre-service middle school mathematics teachers during geometric construction activities. To scrutinize this issue, case study research was utilized. The participants were 14 pre-service middle school mathematics teachers who worked collectively by forming four groups. During the data collection process, the groups worked on four geometric construction tasks by using compass-straightedge or GeoGebra. The findings presented that the collective argumentation processes were depicted by means of eleven components. In more detail, the six components of Toulmin’s argument model which are data, warrant, claim, backing, rebuttal, and qualifier were insufficient to represent collective argumentation. Instead of claim, the term conclusion was used in this study since the associated data and warrant were provided in the argumentation. The collective argumentation processes of the groups involved not only the mentioned six components but also the five additional components, which were named conclusion/data, target conclusion, guidance, challenger, and objection. The new components might be used while investigating the argumentation process in other disciplines.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45027868","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 presents the development of a mathematical creativity test and exploration of its psychometric properties. The study was conducted in six public schools and a high ability center between 2015 and 2018. The sample of the study included 1129 middle school students. The Mathematical Creativity Test (MCT) consists of problem posing, making conjecture, and proof subtests. Each test has two items. The scores of the MCT are composed of fluency, flexibility, and creativity quotient. For construct validity, EFA yielded a 3-factor solution, namely, problem posing, making conjecture, and proof subtests. CFA confirmed the 3-factor solution, and all fit indices were found to be good. For criterion validity, one-way ANOVA for independent samples was conducted in different classes, and it showed that there was a significant difference, and Pearson's correlation coefficient was investigated between MCT scores and the report card grades of the mathematics lesson. There was a strong and positive correlation between the two variables. The internal consistency and the interrater reliability of the test scores were high.
{"title":"Ortaokul öğrencilerine yönelik Matematiksel Yaratıcılık Testi’nin (MYT) geliştirilmesi","authors":"Bilge BAL SEZEREL, Uğur Sak","doi":"10.19128/turje.1037694","DOIUrl":"https://doi.org/10.19128/turje.1037694","url":null,"abstract":"This study presents the development of a mathematical creativity test and exploration of its psychometric properties. The study was conducted in six public schools and a high ability center between 2015 and 2018. The sample of the study included 1129 middle school students. The Mathematical Creativity Test (MCT) consists of problem posing, making conjecture, and proof subtests. Each test has two items. The scores of the MCT are composed of fluency, flexibility, and creativity quotient. For construct validity, EFA yielded a 3-factor solution, namely, problem posing, making conjecture, and proof subtests. CFA confirmed the 3-factor solution, and all fit indices were found to be good. For criterion validity, one-way ANOVA for independent samples was conducted in different classes, and it showed that there was a significant difference, and Pearson's correlation coefficient was investigated between MCT scores and the report card grades of the mathematics lesson. There was a strong and positive correlation between the two variables. The internal consistency and the interrater reliability of the test scores were high.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42744883","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}
Listening strategies are enacted plans that one can use to better understand, learn, remember, and comprehend a target language. The present study aims to examine how the process of listening strategy instruction may be implemented in the teaching of Turkish to L2 learners. The study was a qualitative one, conducted with the action research method on an online platform, Zoom. Five Turkish L2 learners participated in the study. The results show that students used the listening strategies in various frequencies and combinations during the implementation process. Throughout the implementation process, the least used strategies were relating with prior information, performance evaluation, monitoring, and inferencing, while the most frequently used strategies were note-taking, determining keywords, translating, and prediction. The students stated that prediction, note-taking, and planning were the most useful strategies for them during the implementation process. Also, the use of authentic videos in online listening strategy instruction lessons contributed to students' learning in diverse areas of interest, particularly learning new vocabulary, and thus motivate them.
{"title":"İkinci dil olarak Türkçe öğretiminde çevrim içi dinleme stratejileri öğretimi","authors":"Ayşegül Sefer, Ahmet Benzer","doi":"10.19128/turje.1032406","DOIUrl":"https://doi.org/10.19128/turje.1032406","url":null,"abstract":"Listening strategies are enacted plans that one can use to better understand, learn, remember, and comprehend a target language. The present study aims to examine how the process of listening strategy instruction may be implemented in the teaching of Turkish to L2 learners. The study was a qualitative one, conducted with the action research method on an online platform, Zoom. Five Turkish L2 learners participated in the study. The results show that students used the listening strategies in various frequencies and combinations during the implementation process. Throughout the implementation process, the least used strategies were relating with prior information, performance evaluation, monitoring, and inferencing, while the most frequently used strategies were note-taking, determining keywords, translating, and prediction. The students stated that prediction, note-taking, and planning were the most useful strategies for them during the implementation process. Also, the use of authentic videos in online listening strategy instruction lessons contributed to students' learning in diverse areas of interest, particularly learning new vocabulary, and thus motivate them.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45807685","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 there has been a recent surge of interest in financial literacy some inadequacies based on interdisciplinary approach in teachers' instructional practices within the scope of financial education draw attention. This research focused on improving the teaching process of elementary school teachers by integrating financial literacy into an interdisciplinary approach to social studies teaching. Research was conducted in three elementary schools with low socioeconomic status in three different cities in Türkiye. The data obtained from reflection forms, student products, and semi-structured interview forms were analyzed using MAXQDA 2020 program. As a result of examining views on the instructional practices implemented, participants indicated that they contributed to developing various instructional competencies, such as the acquisition of interdisciplinary skills, the effective use of information technologies, observing the effects of interdisciplinary, and preparing original materials and activities. In addition, participants indicated that the activities implemented provided students with opportunities to learn new financial concepts, new skills, sustained and meaningful learning, active participation, transfer to real life, positive feedback from parents, learning, and reinforcement with fun.
{"title":"İlkokullarda disiplinlerarası finansal okuryazarlık öğretimi üzerine bir eylem araştırması","authors":"B. Sel","doi":"10.19128/turje.1057732","DOIUrl":"https://doi.org/10.19128/turje.1057732","url":null,"abstract":"Although there has been a recent surge of interest in financial literacy some inadequacies based on interdisciplinary approach in teachers' instructional practices within the scope of financial education draw attention. This research focused on improving the teaching process of elementary school teachers by integrating financial literacy into an interdisciplinary approach to social studies teaching. Research was conducted in three elementary schools with low socioeconomic status in three different cities in Türkiye. The data obtained from reflection forms, student products, and semi-structured interview forms were analyzed using MAXQDA 2020 program. As a result of examining views on the instructional practices implemented, participants indicated that they contributed to developing various instructional competencies, such as the acquisition of interdisciplinary skills, the effective use of information technologies, observing the effects of interdisciplinary, and preparing original materials and activities. In addition, participants indicated that the activities implemented provided students with opportunities to learn new financial concepts, new skills, sustained and meaningful learning, active participation, transfer to real life, positive feedback from parents, learning, and reinforcement with fun.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46536150","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 çalışmada, İngilizceyi yabancı dil olarak öğrenen çocukların sınıflarında öğretmenler tarafından uygulanan dil polisliği uygulamaları incelenmektedir. İngilizceyi yabancı dil olarak öğrenen çocukların sınıflarında gerçekleştirilen dil polisliği çalışmaları oldukça sınırlıdır. Böylece, bu çalışmayla genişleyen çevreden İngilizceyi yabancı dil olarak öğrenen çocukların sınıflarıyla alanyanızdaki ilgili boşluğu ele alma ve düzenek değiştirme alanyazınına katkıda bulunma hedeflenmiştir. Veriler, Türkiye'deki iki özel okulda üç farklı sınıftan alınan 270 dakikalık video kayıtlarından oluşmaktadır ve söz konusu veriler, Konuşma Analizi yöntemiyle incelenmiştir. Sonuçlar, sadece Türkçe ve sadece İngilizcenin kullanılmasının yanı sıra kalıplaşmış ifadeler yoluyla da dil polisliğin başlatılmasından önce ve sonra iki dilli bir ortamın varlığını göstermiştir. Sınıfta yalnızca-İngilizce politikasının katı bir ödül ve ceza politikasıyla uygulandığı bazı ortaokul bağlamlarının aksine (Amir & Musk, 2013), kaydedilen derslerin çoğunda ana dil ve ikinci dil sorunsuz bir şekilde kullanılmıştır. Elde edilen bulgular doğrultusunda, çocuklara İngilizce öğretimi, dil polisliği ve ortaokul seviyesinde düzenek değiştirme konularında çeşitli çıkarımlar sunulmaktadır.
{"title":"Türkiye’de İngilizceyi yabancı dil olarak öğrenen çocukların sınıflarında öğretmenlerin gerçekleştirdiği dil polisliği incelemesi","authors":"Esra Yatağanbaba, Alia Ami̇r, Rana Yildirim","doi":"10.19128/turje.1057548","DOIUrl":"https://doi.org/10.19128/turje.1057548","url":null,"abstract":"Bu çalışmada, İngilizceyi yabancı dil olarak öğrenen çocukların sınıflarında öğretmenler tarafından uygulanan dil polisliği uygulamaları incelenmektedir. İngilizceyi yabancı dil olarak öğrenen çocukların sınıflarında gerçekleştirilen dil polisliği çalışmaları oldukça sınırlıdır. Böylece, bu çalışmayla genişleyen çevreden İngilizceyi yabancı dil olarak öğrenen çocukların sınıflarıyla alanyanızdaki ilgili boşluğu ele alma ve düzenek değiştirme alanyazınına katkıda bulunma hedeflenmiştir. Veriler, Türkiye'deki iki özel okulda üç farklı sınıftan alınan 270 dakikalık video kayıtlarından oluşmaktadır ve söz konusu veriler, Konuşma Analizi yöntemiyle incelenmiştir. Sonuçlar, sadece Türkçe ve sadece İngilizcenin kullanılmasının yanı sıra kalıplaşmış ifadeler yoluyla da dil polisliğin başlatılmasından önce ve sonra iki dilli bir ortamın varlığını göstermiştir. Sınıfta yalnızca-İngilizce politikasının katı bir ödül ve ceza politikasıyla uygulandığı bazı ortaokul bağlamlarının aksine (Amir & Musk, 2013), kaydedilen derslerin çoğunda ana dil ve ikinci dil sorunsuz bir şekilde kullanılmıştır. Elde edilen bulgular doğrultusunda, çocuklara İngilizce öğretimi, dil polisliği ve ortaokul seviyesinde düzenek değiştirme konularında çeşitli çıkarımlar sunulmaktadır.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45900905","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}
Proje tabanlı öğrenme, sınıf dışına uzanan ve özgün ürünlerle sonuçlandırılan araştırma içerikli, iletişimsel ve yaratıcı görevlerin gerçek hayat temelli olarak kullanımını içerir. Proje tabanlı öğrenme yükseköğrenim düzeyinde yabancı dil olarak İngilizce öğrenimini ilerletecek bir araç olarak kullanılabilir ancak bu konuda Türk yükseköğrenim bağlamlarında az sayıda araştırma vardır. Bu çalışma yükseköğrenim düzeyinde yabancı dil olarak İngilizce öğrenen hazırlık öğrencileri için araştırma, çeviri, yaratıcılık ve etkileşim ögelerini içeren bir proje tabanlı öğrenme modeli geliştirmekte ve modelin algılanan etkinliğini araştırmaktadır. Veriler anketler ve mülakatlar aracılığıyla toplanmış ve istatiksel ve tematik analizler yoluyla analiz edilmiştir. Sonuçlar uygulama öncesi ve sonrasında öğrencilerin sözlü sunum becerileri, konuşma akıcılığı, konuşma özgüveni, yazımda yaratıcılık, görsel ya da görsel-işitsel ürün üretmedeki yaratıcılık ve zaman yönetimine ilişkin algılanan yeterliliklerinde önemli farklar olduğunu ortaya koymuştur. Ayrıca, öğrencilerin araştırma yazımı ve çeviriyi proje tabanlı öğrenme sayesinde deneyimlediği belirtilmiştir. Ancak proje tabanlı öğrenme süreci ağır iş yükü nedeniyle zorlayıcı da bulunmuştur. Modelin yükseköğrenim düzeyindeki sınıflar dahil, yabancı dil olarak İngilizce öğretilen her çeşit bağlamda kullanılması tavsiye edilmiştir.
{"title":"Yükseköğrenim düzeyinde proje tabanlı yabancı dil olarak İngilizce öğrenimi: Araştırma, çeviri, yaratıcılık ve etkileşim","authors":"Elif KEMALOĞLU ER","doi":"10.19128/turje.1061653","DOIUrl":"https://doi.org/10.19128/turje.1061653","url":null,"abstract":"Proje tabanlı öğrenme, sınıf dışına uzanan ve özgün ürünlerle sonuçlandırılan araştırma içerikli, iletişimsel ve yaratıcı görevlerin gerçek hayat temelli olarak kullanımını içerir. Proje tabanlı öğrenme yükseköğrenim düzeyinde yabancı dil olarak İngilizce öğrenimini ilerletecek bir araç olarak kullanılabilir ancak bu konuda Türk yükseköğrenim bağlamlarında az sayıda araştırma vardır. Bu çalışma yükseköğrenim düzeyinde yabancı dil olarak İngilizce öğrenen hazırlık öğrencileri için araştırma, çeviri, yaratıcılık ve etkileşim ögelerini içeren bir proje tabanlı öğrenme modeli geliştirmekte ve modelin algılanan etkinliğini araştırmaktadır. Veriler anketler ve mülakatlar aracılığıyla toplanmış ve istatiksel ve tematik analizler yoluyla analiz edilmiştir. Sonuçlar uygulama öncesi ve sonrasında öğrencilerin sözlü sunum becerileri, konuşma akıcılığı, konuşma özgüveni, yazımda yaratıcılık, görsel ya da görsel-işitsel ürün üretmedeki yaratıcılık ve zaman yönetimine ilişkin algılanan yeterliliklerinde önemli farklar olduğunu ortaya koymuştur. Ayrıca, öğrencilerin araştırma yazımı ve çeviriyi proje tabanlı öğrenme sayesinde deneyimlediği belirtilmiştir. Ancak proje tabanlı öğrenme süreci ağır iş yükü nedeniyle zorlayıcı da bulunmuştur. Modelin yükseköğrenim düzeyindeki sınıflar dahil, yabancı dil olarak İngilizce öğretilen her çeşit bağlamda kullanılması tavsiye edilmiştir.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42619762","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 the impact of inquiry-based indoor and outdoor mathematics activities on pre-school children’s geometric and spatial thinking skills. Thirty-two children between 48 and 66 months old participated in the study. The study employed as a quasi-experimental research model and employed Non-equivalent Control Group Design. The design included one control group and two experimental groups. The control group continued regular curriculum activities while Experimental Group 1 was exposed to inquiry-based mathematics activities in the classroom, and Experimental Group 2 engaged in the same activities but outdoors, along with the regular curriculum activities. The Geometric and Spatial Thinking Skills Test was used as a data collection tool. According to the results of the study, inquiry-based mathematics activities contribute to preschoolers’ geometric and spatial thinking skills. The impact of inquiry-based mathematics activities on experimental groups were similar to each other. Some recommendations for further studies and implementations were made following the results of this study.
{"title":"Çocuklarının geometrik ve uzamsal düşünme becerilerini geliştirmeye yönelik sorgulama temelli matematik etkinlikleri","authors":"H. Korkmaz, Arif Yılmaz","doi":"10.19128/turje.949930","DOIUrl":"https://doi.org/10.19128/turje.949930","url":null,"abstract":"This study aimed to investigate the impact of inquiry-based indoor and outdoor mathematics activities on pre-school children’s geometric and spatial thinking skills. Thirty-two children between 48 and 66 months old participated in the study. The study employed as a quasi-experimental research model and employed Non-equivalent Control Group Design. The design included one control group and two experimental groups. The control group continued regular curriculum activities while Experimental Group 1 was exposed to inquiry-based mathematics activities in the classroom, and Experimental Group 2 engaged in the same activities but outdoors, along with the regular curriculum activities. The Geometric and Spatial Thinking Skills Test was used as a data collection tool. According to the results of the study, inquiry-based mathematics activities contribute to preschoolers’ geometric and spatial thinking skills. The impact of inquiry-based mathematics activities on experimental groups were similar to each other. Some recommendations for further studies and implementations were made following the results of this study.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45697605","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：