Nana Boahen Mensah, Emmanuel Barton Odro, Derek A. Williams
Robust understanding of geometry is important for students’ future studies in mathematical sciences, many careers, and for understanding the world around them. Therefore, the aim of this study was to understand the geometric thinking levels of 9th graders in Ghana before they enter the Senior High School. This study used the van Hiele theory (Van Hiele-Geldof, 1957) to understand geometric thinking levels of 400 9th graders in western Ghana. These students were given the van Hiele Geometry Test (VHGT) developed by Usiskin (1982). The results showed that 56.2% of 9th graders demonstrated thinking at the pre-visualization level, 30.75%of the graders attained level 1(visualization), 12.5% reached level 2 and only 0.5% demonstrated level 3 thinking. These findings indicate that students are struggling to meet the Ministry of Education’s curriculum standards. Additional analysis points to reasoning about properties of geometric figures using definitions and informal deductive reasoning, instead of relying on visual characteristics of diagrams as a specific obstacle for students. Recommendations are made for improving the teaching and learning geometry based on our findings.
{"title":"Examination of 9th Graders' Levels of Geometric Thinking","authors":"Nana Boahen Mensah, Emmanuel Barton Odro, Derek A. Williams","doi":"10.46328/ijres.3184","DOIUrl":"https://doi.org/10.46328/ijres.3184","url":null,"abstract":"Robust understanding of geometry is important for students’ future studies in mathematical sciences, many careers, and for understanding the world around them. Therefore, the aim of this study was to understand the geometric thinking levels of 9th graders in Ghana before they enter the Senior High School. This study used the van Hiele theory (Van Hiele-Geldof, 1957) to understand geometric thinking levels of 400 9th graders in western Ghana. These students were given the van Hiele Geometry Test (VHGT) developed by Usiskin (1982). The results showed that 56.2% of 9th graders demonstrated thinking at the pre-visualization level, 30.75%of the graders attained level 1(visualization), 12.5% reached level 2 and only 0.5% demonstrated level 3 thinking. These findings indicate that students are struggling to meet the Ministry of Education’s curriculum standards. Additional analysis points to reasoning about properties of geometric figures using definitions and informal deductive reasoning, instead of relying on visual characteristics of diagrams as a specific obstacle for students. Recommendations are made for improving the teaching and learning geometry based on our findings.","PeriodicalId":43178,"journal":{"name":"International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83689112","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}
Comparative education is very important in terms of addressing the similarities, differences, interactions, and interaction levels of education systems. In comparative education studies the similarities and differences between the education systems implemented by the countries under consideration are investigated and presented within the framework of certain criteria. This study aims to compare Iranian and Turkish special education systems in terms of aims and principles. In the study, a qualitative study based on the document/document analysis method is adopted to compare the special education principles of the two countries. In this study, which focuses on the aims and principles of special education in Turkey and Iran, the data were collected using the relevant laws, regulations, legislation, theses, books, articles, publications, and websites of ministries and institutions. The obtained data were analyzed by descriptive analysis method in terms of similarities and differences in accordance with document analysis in comparative education. According to the results, Iran and Turkey have a similar general purpose in special education: to prepare the individual for society and the future. The main purpose of special education is to meet the educational needs of individuals with special needs. While the Turkish special education approach is more family-oriented and cares about the child’s environment, the Iranian special education approach focuses on the individual in need of special education.
{"title":"Comparative Analysis of Iranian and Turkish Special Education in Terms of Aims and Principles","authors":"Hasan Kizilkaya, Mehrossâdat Vosough Matin","doi":"10.46328/ijres.3235","DOIUrl":"https://doi.org/10.46328/ijres.3235","url":null,"abstract":"Comparative education is very important in terms of addressing the similarities, differences, interactions, and interaction levels of education systems. In comparative education studies the similarities and differences between the education systems implemented by the countries under consideration are investigated and presented within the framework of certain criteria. This study aims to compare Iranian and Turkish special education systems in terms of aims and principles. In the study, a qualitative study based on the document/document analysis method is adopted to compare the special education principles of the two countries. In this study, which focuses on the aims and principles of special education in Turkey and Iran, the data were collected using the relevant laws, regulations, legislation, theses, books, articles, publications, and websites of ministries and institutions. The obtained data were analyzed by descriptive analysis method in terms of similarities and differences in accordance with document analysis in comparative education. According to the results, Iran and Turkey have a similar general purpose in special education: to prepare the individual for society and the future. The main purpose of special education is to meet the educational needs of individuals with special needs. While the Turkish special education approach is more family-oriented and cares about the child’s environment, the Iranian special education approach focuses on the individual in need of special education.","PeriodicalId":43178,"journal":{"name":"International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83566226","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}
Elif Alkar, İrem Namli Altintas, Remziye Dalkilic Kaya
The present study aims to reveal the views of secondary school teachers in various fields about their job satisfaction and highlight the factors affecting their job satisfaction. The study was conducted in some public secondary schools in the central districts of Diyarbakir province in the fall semester of the 2022-2023 academic year. There were 25 teachers in the participant group, of whom 7 were female and 18 were male. The data in this study, in which a phenomenological design was used, were collected using the semi-structured interview technique. The data analysis, which employed two different methods, namely descriptive and content analysis, was completed with a computer-aided qualitative analysis program. As far as the results obtained in the study are concerned, it can be said that the teachers predominantly had negative views about their job satisfaction. The outstanding factors for teachers’ job satisfaction were intrinsic motivation, physical conditions of the school, communication with the school administration, socio-economic level, and respect for the profession. In this sense, it is believed that strong communication established between the school administration and teachers, the improvement of the physical conditions in schools, and fair wage policies will contribute positively to the job satisfaction of teachers.
{"title":"A Qualitative Research Study on the Professional Job Satisfaction of Secondary School Teachers in Various Fields","authors":"Elif Alkar, İrem Namli Altintas, Remziye Dalkilic Kaya","doi":"10.46328/ijres.3245","DOIUrl":"https://doi.org/10.46328/ijres.3245","url":null,"abstract":"The present study aims to reveal the views of secondary school teachers in various fields about their job satisfaction and highlight the factors affecting their job satisfaction. The study was conducted in some public secondary schools in the central districts of Diyarbakir province in the fall semester of the 2022-2023 academic year. There were 25 teachers in the participant group, of whom 7 were female and 18 were male. The data in this study, in which a phenomenological design was used, were collected using the semi-structured interview technique. The data analysis, which employed two different methods, namely descriptive and content analysis, was completed with a computer-aided qualitative analysis program. As far as the results obtained in the study are concerned, it can be said that the teachers predominantly had negative views about their job satisfaction. The outstanding factors for teachers’ job satisfaction were intrinsic motivation, physical conditions of the school, communication with the school administration, socio-economic level, and respect for the profession. In this sense, it is believed that strong communication established between the school administration and teachers, the improvement of the physical conditions in schools, and fair wage policies will contribute positively to the job satisfaction of teachers.","PeriodicalId":43178,"journal":{"name":"International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82321921","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 reveal the solutions of pre-service teachers to contextual problems related to number bases other than the base ten. Furthermore, it was intended to investigate which issues pre-service teachers discussed about their learning in the problem-solving process, including context, and about student learning in their future teaching practices. To achieve this, task-based interviews were held with 12 pre-service primary school teachers. During semi-structured one-on-one task-based interviews, some questions were asked to reveal pre-service teachers’ way of thinking about the problems and their reflection on the learning. In this context, data were obtained from the audio recordings and the students' written responses. Besides, researchers’ notes are used as supporting documents for the validation of the data collection process. The main findings of the study revealed that context is a facilitator for preservice teachers in understanding number bases other than base ten. They gained insight and provided instructional explanations on how to teach the student by understanding the different number bases. Furthermore, context enabled preservice teachers to reflect on how to teach better by considering their own learning processes.
{"title":"Preservice Teachers’ Reflections on Learning Number Bases and Teaching Base Ten","authors":"Zerrin Toker, Serife Yazar Koldas","doi":"10.46328/ijres.3277","DOIUrl":"https://doi.org/10.46328/ijres.3277","url":null,"abstract":"This study aimed to reveal the solutions of pre-service teachers to contextual problems related to number bases other than the base ten. Furthermore, it was intended to investigate which issues pre-service teachers discussed about their learning in the problem-solving process, including context, and about student learning in their future teaching practices. To achieve this, task-based interviews were held with 12 pre-service primary school teachers. During semi-structured one-on-one task-based interviews, some questions were asked to reveal pre-service teachers’ way of thinking about the problems and their reflection on the learning. In this context, data were obtained from the audio recordings and the students' written responses. Besides, researchers’ notes are used as supporting documents for the validation of the data collection process. The main findings of the study revealed that context is a facilitator for preservice teachers in understanding number bases other than base ten. They gained insight and provided instructional explanations on how to teach the student by understanding the different number bases. Furthermore, context enabled preservice teachers to reflect on how to teach better by considering their own learning processes.","PeriodicalId":43178,"journal":{"name":"International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87577858","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}
Pedro Donizete Colombo Júnior, Martha Marandino, Graziele Scalfi
This qualitative study investigated perceptions of STSE topics manifested by adults visiting four biodiversity exhibits at the Royal Ontario Museum (ROM) in Toronto, Canada. Seven visitors were observed by researchers during their visits and completed post-visit interviews. The theoretical perspective on STSE relationships expounded by Pedretti and Nazir (2011) and Steele (2014) was adopted for the analysis portion of this investigation. Results indicate that the exhibits were able to communicate their central messages on the relationship between human beings and the natural world and the relationship between science and society, as well as reveal some of the effects that these messages had on the public. However, results also support the assertion that some of the intended STSE concepts were not perceived by the participants. Moreover, we identified limitations regarding adult visitors’ abilities to perceive science and technology as human activities embedded in a social, historical and moral context.
本定性研究调查了在加拿大多伦多皇家安大略博物馆(ROM)参观四个生物多样性展览的成年人对STSE主题的看法。研究人员观察了7位来访者的访问过程，并完成了访问后的访谈。本研究的分析部分采用了Pedretti and Nazir(2011)和Steele(2014)对STSE关系的理论视角。结果表明，这些展品能够传达关于人与自然世界的关系以及科学与社会的关系的核心信息，并揭示这些信息对公众的一些影响。然而，结果也支持了一些预期的STSE概念没有被参与者感知的断言。此外，我们还确定了成年游客将科学技术视为嵌入社会、历史和道德背景下的人类活动的能力的局限性。
{"title":"Biodiversity and Science, Technology, Society and Environment (STSE): Visitor Perceptions at a Science and Natural History Museum","authors":"Pedro Donizete Colombo Júnior, Martha Marandino, Graziele Scalfi","doi":"10.46328/ijres.3211","DOIUrl":"https://doi.org/10.46328/ijres.3211","url":null,"abstract":"This qualitative study investigated perceptions of STSE topics manifested by adults visiting four biodiversity exhibits at the Royal Ontario Museum (ROM) in Toronto, Canada. Seven visitors were observed by researchers during their visits and completed post-visit interviews. The theoretical perspective on STSE relationships expounded by Pedretti and Nazir (2011) and Steele (2014) was adopted for the analysis portion of this investigation. Results indicate that the exhibits were able to communicate their central messages on the relationship between human beings and the natural world and the relationship between science and society, as well as reveal some of the effects that these messages had on the public. However, results also support the assertion that some of the intended STSE concepts were not perceived by the participants. Moreover, we identified limitations regarding adult visitors’ abilities to perceive science and technology as human activities embedded in a social, historical and moral context.","PeriodicalId":43178,"journal":{"name":"International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80289528","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}
Providing opportunities for youth who have been ‘pushed out’ of traditional schools to re-engage is an issue of social justice. The lack of equitable learning opportunities in the traditional science classroom is a contributing factor to youth being pushed out. Alternative education programs have the potential to support youth who have been ‘pushed out; to re-engage in science. This study investigated the factors that may contribute to the academic achievement of students in their class-based science courses at Xinaxtli Charter School, an alternative education program for youth who have been ‘pushed out’ in Southern California. A phenomenological research study using interviews was conducted. Students identified the Xinaxtli science classrooms as a critical and equitable science learning space with these components: educators who develop authentic relationships with students, a learning space that embodies an epistemological pluriverse inclusive of multiple perspectives and values the knowledge students bring to the classroom, the use of culturally relevant science that empowers students to make informed decisions, a localized-critical-action-based curriculum, and a wide array of equitable learning practices to re-engage students. Findings from this study underscore that a paradigm shift must occur in science education for critical and equitable learning opportunities to become commonplace.
{"title":"Re-engaging Youth Who Have Been Pushed Out, In The Science Classroom","authors":"Anthony Pena","doi":"10.46328/ijres.3111","DOIUrl":"https://doi.org/10.46328/ijres.3111","url":null,"abstract":"Providing opportunities for youth who have been ‘pushed out’ of traditional schools to re-engage is an issue of social justice. The lack of equitable learning opportunities in the traditional science classroom is a contributing factor to youth being pushed out. Alternative education programs have the potential to support youth who have been ‘pushed out; to re-engage in science. This study investigated the factors that may contribute to the academic achievement of students in their class-based science courses at Xinaxtli Charter School, an alternative education program for youth who have been ‘pushed out’ in Southern California. A phenomenological research study using interviews was conducted. Students identified the Xinaxtli science classrooms as a critical and equitable science learning space with these components: educators who develop authentic relationships with students, a learning space that embodies an epistemological pluriverse inclusive of multiple perspectives and values the knowledge students bring to the classroom, the use of culturally relevant science that empowers students to make informed decisions, a localized-critical-action-based curriculum, and a wide array of equitable learning practices to re-engage students. Findings from this study underscore that a paradigm shift must occur in science education for critical and equitable learning opportunities to become commonplace.","PeriodicalId":43178,"journal":{"name":"International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85779648","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}
One of the reasons why students fail in mathematics courses is that the problems used in the lessons are abstract. In this context, it is important to embody the problems used in the lessons. Fermi problems are open-ended problems, a type of problem that reflects real-life situations that are solved by making a series of predictions. In the future, with these problems involving real-life situations, it is today’s pre-service mathematics teachers who are primarily responsible for carrying out an effective teaching process in school mathematics. This research was carried out within the scope of the case study design, which is one of the qualitative research designs, which aims to determine the errors made by primary school mathematics teacher candidates in their performance and solutions to solve the Fermi problem. The study group of the study consisted of 44 pre-service teachers studying in the 4th grade in the department of primary school mathematics teaching in a province located in the southern region of Turkey in the 2022-2023 academic year. As a result of the research, it was concluded that the scores obtained by the pre-service mathematics teachers from the solutions of Fermi problems were not at the desired level, and the performance of the teacher candidates was at a medium level. From the error detection, it was find that the source of this situation is mostly due to the weakness in the dimensional estimation process.
{"title":"Determination of Mistakes Made by Pre-Service Mathematics Teachers in Fermi Problem-Solving Performance and Solutions","authors":"Zübeyde Er","doi":"10.46328/ijres.3293","DOIUrl":"https://doi.org/10.46328/ijres.3293","url":null,"abstract":"One of the reasons why students fail in mathematics courses is that the problems used in the lessons are abstract. In this context, it is important to embody the problems used in the lessons. Fermi problems are open-ended problems, a type of problem that reflects real-life situations that are solved by making a series of predictions. In the future, with these problems involving real-life situations, it is today’s pre-service mathematics teachers who are primarily responsible for carrying out an effective teaching process in school mathematics. This research was carried out within the scope of the case study design, which is one of the qualitative research designs, which aims to determine the errors made by primary school mathematics teacher candidates in their performance and solutions to solve the Fermi problem. The study group of the study consisted of 44 pre-service teachers studying in the 4th grade in the department of primary school mathematics teaching in a province located in the southern region of Turkey in the 2022-2023 academic year. As a result of the research, it was concluded that the scores obtained by the pre-service mathematics teachers from the solutions of Fermi problems were not at the desired level, and the performance of the teacher candidates was at a medium level. From the error detection, it was find that the source of this situation is mostly due to the weakness in the dimensional estimation process.","PeriodicalId":43178,"journal":{"name":"International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81887690","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}
Mothers of children with special needs have various difficulties, mostly as direct caregivers of the child. The level of coping with these difficulties is also related to the psychological resilience of mothers. Although there are many coping mechanisms to protect the psychological resilience of people, humor is one of them. For this purpose, it was aimed to examine the relationship between the levels of coping with humor and psychological resilience of mothers who have children with special needs. The study group of this research, which was designed according to the relational survey model, consisted of 480 mothers with children with special needs, whose educational examinations were completed by applying to various Guidance and Research Centers in Istanbul in the spring semester of the 2022-2023 academic year. In the study, Coping with Humor Scale and Brief Psychological Resilience Scale were used as data collection tools. In the study, the relationships and differences between the variables were examined through the ANOVA test, Pearson correlation coefficient and regression analysis. As a result of the correlation analysis, it was found that there was a positive, moderate, and significant relationship between the mothers' scores on coping with humor and psychological resilience scores. As a result of the regression analysis, it was found that the level of coping with the difficulties brought by this situation through humor predicts the psychological resilience of mothers who have children with special needs. As a result of the study, it was seen that humor is an important coping tool in increasing the psychological resilience of mothers with children with special needs, and various suggestions were made for educators and mental health professionals.
{"title":"Investigation of the Relationship between Humor Use and Psychological Resilience of Mothers with Special Needs Children","authors":"Semih Cayak, Ozge Erduran Tekin","doi":"10.46328/ijres.3227","DOIUrl":"https://doi.org/10.46328/ijres.3227","url":null,"abstract":"Mothers of children with special needs have various difficulties, mostly as direct caregivers of the child. The level of coping with these difficulties is also related to the psychological resilience of mothers. Although there are many coping mechanisms to protect the psychological resilience of people, humor is one of them. For this purpose, it was aimed to examine the relationship between the levels of coping with humor and psychological resilience of mothers who have children with special needs. The study group of this research, which was designed according to the relational survey model, consisted of 480 mothers with children with special needs, whose educational examinations were completed by applying to various Guidance and Research Centers in Istanbul in the spring semester of the 2022-2023 academic year. In the study, Coping with Humor Scale and Brief Psychological Resilience Scale were used as data collection tools. In the study, the relationships and differences between the variables were examined through the ANOVA test, Pearson correlation coefficient and regression analysis. As a result of the correlation analysis, it was found that there was a positive, moderate, and significant relationship between the mothers' scores on coping with humor and psychological resilience scores. As a result of the regression analysis, it was found that the level of coping with the difficulties brought by this situation through humor predicts the psychological resilience of mothers who have children with special needs. As a result of the study, it was seen that humor is an important coping tool in increasing the psychological resilience of mothers with children with special needs, and various suggestions were made for educators and mental health professionals.","PeriodicalId":43178,"journal":{"name":"International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135464741","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}
Niina Fred, K. Mikkonen, S. Pramila‐Savukoski, K. Hylkilä, H. Kuivila
School exhaustion among upper secondary school students has increased at an alarming rate in recent years. There is evidence that this exhaustion affects students’ ability to study, and that students experience their studies as burdensome. Distance learning has further weakened students’ ability to study. This study aimed to describe upper secondary students' experiences of how exercise breaks affect their studying and well-being. The data were collected through thematic interviews with 15 first-year upper secondary students in the spring of 2021. The data were analyzed by inductive content analysis. The results indicate that exercise breaks positively influenced students’ subjective experiences of their studying ability and well-being. This insight could be relevant to planning secondary education, teacher training, and school health care, along with the development of services to support well-being among upper secondary students.
{"title":"Upper Secondary School Students’ Experiences of How Exercise Breaks Affect their Well-being and Ability to Study: A Qualitative Study","authors":"Niina Fred, K. Mikkonen, S. Pramila‐Savukoski, K. Hylkilä, H. Kuivila","doi":"10.46328/ijres.3210","DOIUrl":"https://doi.org/10.46328/ijres.3210","url":null,"abstract":"School exhaustion among upper secondary school students has increased at an alarming rate in recent years. There is evidence that this exhaustion affects students’ ability to study, and that students experience their studies as burdensome. Distance learning has further weakened students’ ability to study. This study aimed to describe upper secondary students' experiences of how exercise breaks affect their studying and well-being. The data were collected through thematic interviews with 15 first-year upper secondary students in the spring of 2021. The data were analyzed by inductive content analysis. The results indicate that exercise breaks positively influenced students’ subjective experiences of their studying ability and well-being. This insight could be relevant to planning secondary education, teacher training, and school health care, along with the development of services to support well-being among upper secondary students.","PeriodicalId":43178,"journal":{"name":"International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89345526","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 the study is to determine the level of parents’ attitudes towards their children's use of information and communication technologies and to obtain parental views on the use of technology. To this end, the study was carried out with parents whose children were studying at primary and secondary school levels. Data were collected from 417 guardians for the quantitative dimension of the study, which was designed with a mixed methodological approach in which qualitative and quantitative models were used together, and interviews were conducted with 10 parents in the same sample group for the qualitative dimension. For the analysis of the data, descriptive statistics, independent sample t-test, one-way analysis of variance (ANOVA) and multiple comparison tests and descriptive analysis technique was used. The results of the analysis of the data showed that the attitudes of the parents towards their children's use of technology were at a "good" level. In the study, no significant difference was found between the attitudes of parents towards their children's use of technology and the gender variables, while there was a significant difference between the variables of age, educational level, occupation, computer usage skills and computer usage time. The study also addressed which technological device their children use for which purpose, the technology-assisted applications used by their children for educational purposes, and the support given by parents to their children in terms of knowledge, skills, time management and safe use when using technology, and the positive and negative aspects of technology use, and various suggestions were made to parents for the correct and effective use of technology by parents.
{"title":"Parents’ Attitudes and Opinions towards Their Children's Use of Technology","authors":"Fatma Akgun","doi":"10.46328/ijres.3157","DOIUrl":"https://doi.org/10.46328/ijres.3157","url":null,"abstract":"The aim of the study is to determine the level of parents’ attitudes towards their children's use of information and communication technologies and to obtain parental views on the use of technology. To this end, the study was carried out with parents whose children were studying at primary and secondary school levels. Data were collected from 417 guardians for the quantitative dimension of the study, which was designed with a mixed methodological approach in which qualitative and quantitative models were used together, and interviews were conducted with 10 parents in the same sample group for the qualitative dimension. For the analysis of the data, descriptive statistics, independent sample t-test, one-way analysis of variance (ANOVA) and multiple comparison tests and descriptive analysis technique was used. The results of the analysis of the data showed that the attitudes of the parents towards their children's use of technology were at a \"good\" level. In the study, no significant difference was found between the attitudes of parents towards their children's use of technology and the gender variables, while there was a significant difference between the variables of age, educational level, occupation, computer usage skills and computer usage time. The study also addressed which technological device their children use for which purpose, the technology-assisted applications used by their children for educational purposes, and the support given by parents to their children in terms of knowledge, skills, time management and safe use when using technology, and the positive and negative aspects of technology use, and various suggestions were made to parents for the correct and effective use of technology by parents.","PeriodicalId":43178,"journal":{"name":"International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76201553","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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