Pub Date : 2023-11-01DOI: 10.51383/ijonmes.2023.344
Sabha Hakim Allehyani
In line with the new trend toward reforming the education system in the 21st century, teachers are more willing to accept changes in order to improve performance and achieve success in the educational process. Early Childhood Education (ECE) in Saudi Arabia recently witnessed a huge revolution. Teacher Professional Development (PD) is one of the most influential elements in achieving quality education. The present study focuses on revealing the Professional Development Programs (PDPs) obstacles of kindergarten teachers from their perspectives, as well as their implications for overcoming these obstacles. These obstacles are divided into three main parts include administrative, personal, and digital. The current investigation adopted the exploratory approach, where a total of (n=102) kindergarten teachers in the city of Mecca, in Saudi Arabia, participated in this study by filling out a self-administered questionnaire. Results showed that all kindergarten teachers admitted that they faced several obstacles in their professional practices, which hindered the quality of their practices. Most kindergarten teachers reported a lack of motivation and adequate training opportunities, influencing their reluctance to participate in PDPs. However, they revealed their positive attitudes and willingness to implement a variety of strategies and practices that contribute to their own PD. It recommends that decision-makers and government agencies consider the needs and capabilities of kindergarten teachers during training and involve them in the professional planning and development process to ensure that the training outputs are more effective in their professional practice.Keywords;Administrative, digital obstacles, children, implications, kindergarten teachers, training program.
{"title":"Facing Forward: Obstacles and Implications for Kindergarten Teachers' Professional Development","authors":"Sabha Hakim Allehyani","doi":"10.51383/ijonmes.2023.344","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.344","url":null,"abstract":"In line with the new trend toward reforming the education system in the 21st century, teachers are more willing to accept changes in order to improve performance and achieve success in the educational process. Early Childhood Education (ECE) in Saudi Arabia recently witnessed a huge revolution. Teacher Professional Development (PD) is one of the most influential elements in achieving quality education. The present study focuses on revealing the Professional Development Programs (PDPs) obstacles of kindergarten teachers from their perspectives, as well as their implications for overcoming these obstacles. These obstacles are divided into three main parts include administrative, personal, and digital. The current investigation adopted the exploratory approach, where a total of (n=102) kindergarten teachers in the city of Mecca, in Saudi Arabia, participated in this study by filling out a self-administered questionnaire. Results showed that all kindergarten teachers admitted that they faced several obstacles in their professional practices, which hindered the quality of their practices. Most kindergarten teachers reported a lack of motivation and adequate training opportunities, influencing their reluctance to participate in PDPs. However, they revealed their positive attitudes and willingness to implement a variety of strategies and practices that contribute to their own PD. It recommends that decision-makers and government agencies consider the needs and capabilities of kindergarten teachers during training and involve them in the professional planning and development process to ensure that the training outputs are more effective in their professional practice.Keywords;Administrative, digital obstacles, children, implications, kindergarten teachers, training program.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135270627","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}
Pub Date : 2023-10-31DOI: 10.51383/ijonmes.2023.348
Betül Akyürek Tay, Nazire Çiçek
The social studies course can be described as an ongoing process that is attempted to prepare the individuals for life through transfer of culture and ensures the socialization of the individuals. It is thought that students’ beliefs and attitudes towards this course are essential for achieving the objectives of the course. The objective of this research is to determine the attitudes and belief levels of 4th grade students towards the social studies course with respect to various variables and to review the relationship between attitudes and belief levels towards the social studies course. During the research, descriptive survey and relational survey models, which are both quantitative research methods, were used in combination. The study population consists of primary school students throughout Turkey in their 4th grade during the 2022-2023 academic year. 1326 primary school students in the 4th grade were selected from 7 geographical regions of Turkey by utilizing the simple random method and constitute the sample group of the study. The research data were collected using the “Social Studies Course Attitude Scale” and the “Social Studies Course Belief Scale”. As a result of the study, it was determined that there was a positive and moderate relationship between the students’ attitudes and beliefs towards the social studies course, and it was noted that students’ attitudes and beliefs towards social studies course were significantly high.
{"title":"Attitudes and Beliefs of 4th Grade Primary School Students towards Social Studies Course","authors":"Betül Akyürek Tay, Nazire Çiçek","doi":"10.51383/ijonmes.2023.348","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.348","url":null,"abstract":"The social studies course can be described as an ongoing process that is attempted to prepare the individuals for life through transfer of culture and ensures the socialization of the individuals. It is thought that students’ beliefs and attitudes towards this course are essential for achieving the objectives of the course. The objective of this research is to determine the attitudes and belief levels of 4th grade students towards the social studies course with respect to various variables and to review the relationship between attitudes and belief levels towards the social studies course. During the research, descriptive survey and relational survey models, which are both quantitative research methods, were used in combination. The study population consists of primary school students throughout Turkey in their 4th grade during the 2022-2023 academic year. 1326 primary school students in the 4th grade were selected from 7 geographical regions of Turkey by utilizing the simple random method and constitute the sample group of the study. The research data were collected using the “Social Studies Course Attitude Scale” and the “Social Studies Course Belief Scale”. As a result of the study, it was determined that there was a positive and moderate relationship between the students’ attitudes and beliefs towards the social studies course, and it was noted that students’ attitudes and beliefs towards social studies course were significantly high.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","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":"135927935","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}
Pub Date : 2023-10-18DOI: 10.51383/ijonmes.2023.338
Abdullah Eker, Mustafa KARNAS, Beyza ALPAYDIN
Since the beginning of civil war in Syria, Türkiye has been receiving millions of Syrian refugees. Based on the reports of Ministry of National Education (MONE) in Türkiye, more than one million refugees in Türkiye are at school age. Children are one of the most effected groups from the refugee flow. The related literature indicated that lack of communication and language skills, limited support by parents, economic and cultural differences were reported as educational challenges that typically developing Syrian refugee children in Türkiye have been experiencing. There are few studies explored the educational challenges that Syrian refugee children with disabilities have ben experiencing. Thus, this study explored the educational challenges that Syrian refugee children with disabilities experiencing. A structured and a semi-structured interviews were conducted with eight parents of refugee children with disabilities and eight teachers of students. This study found that, language and communication barriers, cultural differences, economic issues, limited cooperation, and lack of educational materials were the challenges regarding education of refugee children with disabilities. This study provided implications for practice and suggestions for future research.Keywords: Educational Challenge, Syrian, Refugee, Disability, Parent, Teacher
{"title":"Educational Challenges that Syrian Refugee Students with Disabilities Experience","authors":"Abdullah Eker, Mustafa KARNAS, Beyza ALPAYDIN","doi":"10.51383/ijonmes.2023.338","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.338","url":null,"abstract":"Since the beginning of civil war in Syria, Türkiye has been receiving millions of Syrian refugees. Based on the reports of Ministry of National Education (MONE) in Türkiye, more than one million refugees in Türkiye are at school age. Children are one of the most effected groups from the refugee flow. The related literature indicated that lack of communication and language skills, limited support by parents, economic and cultural differences were reported as educational challenges that typically developing Syrian refugee children in Türkiye have been experiencing. There are few studies explored the educational challenges that Syrian refugee children with disabilities have ben experiencing. Thus, this study explored the educational challenges that Syrian refugee children with disabilities experiencing. A structured and a semi-structured interviews were conducted with eight parents of refugee children with disabilities and eight teachers of students. This study found that, language and communication barriers, cultural differences, economic issues, limited cooperation, and lack of educational materials were the challenges regarding education of refugee children with disabilities. This study provided implications for practice and suggestions for future research.Keywords: Educational Challenge, Syrian, Refugee, Disability, Parent, Teacher","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135943721","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}
Pub Date : 2023-10-14DOI: 10.51383/ijonmes.2023.337
Emine Kahraman
Purpose of this research is to analyze the scientific studies conducted from 2015-2023 the past to the present by using the meta-analysis method in STEM education and to reveal the general trend in this field. Scientific studies determined within the scope of the study were examined using bibliometric and content analysis methods, which are among the systematic compilation methods. At first access is gained to the WoS database and a subject-based search was conducted using the keywords "STEM education" and "Meta-analysis." In this context, a total of 38 scientific studies containing these relevant keywords were found in the search. The collected data were initially analyzed based on descriptive attributes in the WoS database. Subsequently, the listed publications were analyzed using the bibliometric analysis tool VOSviewer for bibliographic attributes, including citation counts, co-citation, co-authorship, co-occurrence, and bibliographic coupling analysis types, based on authors, institutions, and countries. Finally, out of these scientific publications, 18 articles were evaluated through content analysis. It was found that the most prominent keywords associated with the examined concepts included technology-related terms like "computer-based learning," "digital game-based learning," "academic achievement," "active learning," and "problem-centered instruction." Furthermore, the general focus of the scientific studies appears to be on determining the impact of a method in STEM education on student performance.
{"title":"Bibliometric and content analysis of meta-analysis studies in the field of STEM education","authors":"Emine Kahraman","doi":"10.51383/ijonmes.2023.337","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.337","url":null,"abstract":"Purpose of this research is to analyze the scientific studies conducted from 2015-2023 the past to the present by using the meta-analysis method in STEM education and to reveal the general trend in this field. Scientific studies determined within the scope of the study were examined using bibliometric and content analysis methods, which are among the systematic compilation methods. At first access is gained to the WoS database and a subject-based search was conducted using the keywords \"STEM education\" and \"Meta-analysis.\" In this context, a total of 38 scientific studies containing these relevant keywords were found in the search. The collected data were initially analyzed based on descriptive attributes in the WoS database. Subsequently, the listed publications were analyzed using the bibliometric analysis tool VOSviewer for bibliographic attributes, including citation counts, co-citation, co-authorship, co-occurrence, and bibliographic coupling analysis types, based on authors, institutions, and countries. Finally, out of these scientific publications, 18 articles were evaluated through content analysis. It was found that the most prominent keywords associated with the examined concepts included technology-related terms like \"computer-based learning,\" \"digital game-based learning,\" \"academic achievement,\" \"active learning,\" and \"problem-centered instruction.\" Furthermore, the general focus of the scientific studies appears to be on determining the impact of a method in STEM education on student performance.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135805954","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}
Pub Date : 2023-10-09DOI: 10.51383/ijonmes.2023.343
Adile Emel Sardohan Yıldırım
The aim of this study is to adapt the Turkish version of the The Questionnaire on Attitudes towards Disability in Higher Education (QAD-HE) developed by Fuentes, Pérez-Padilla, Fuente, and Aranda (2021) into the national literature by conducting validity and reliability studies. In this context, the study included findings related to the validity and reliability of the adapted scale. A total of 606 individuals from a state university participated in the study. Of the participants, 535 were students, and 71 were teachers. The findings of the analyses revealed that The Questionnaire on Attitudes towards Disability in Higher Education (QAD-HE), which was adapted within the scope of the research, contains 27 items and has a two-dimensional structure as "egalitarian attitudes" and "prejudiced attitudes.” The findings showed that the The Questionnaire on Attitudes towards Disability in Higher Education can be used to determine attitudes towards individuals with disabilities studying or working in higher education in Turkey.
{"title":"Adaptation of the The Questionnaire on Attitudes towards Disability in Higher Education into Turkish: Validity and Reliability Study","authors":"Adile Emel Sardohan Yıldırım","doi":"10.51383/ijonmes.2023.343","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.343","url":null,"abstract":"The aim of this study is to adapt the Turkish version of the The Questionnaire on Attitudes towards Disability in Higher Education (QAD-HE) developed by Fuentes, Pérez-Padilla, Fuente, and Aranda (2021) into the national literature by conducting validity and reliability studies. In this context, the study included findings related to the validity and reliability of the adapted scale. A total of 606 individuals from a state university participated in the study. Of the participants, 535 were students, and 71 were teachers. The findings of the analyses revealed that The Questionnaire on Attitudes towards Disability in Higher Education (QAD-HE), which was adapted within the scope of the research, contains 27 items and has a two-dimensional structure as \"egalitarian attitudes\" and \"prejudiced attitudes.” The findings showed that the The Questionnaire on Attitudes towards Disability in Higher Education can be used to determine attitudes towards individuals with disabilities studying or working in higher education in Turkey.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135196414","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}
Pub Date : 2023-10-04DOI: 10.51383/ijonmes.2023.342
Gülcihan Yazçayır
The purpose of this study was to examine teachers ’ e-learning instructional design and practices for deaf/hard of hearing students during the COVID-19 period. For this reason, this study is assumed to serve as a reference point for the development of accessible e-learning instruction for teachers of deaf/hard of hearing students. This study is a quantitative research in survey design. During the COVID-19 pandemic, education and communication were maintained thanks to e-learning, which has become an integral part of education. Since it was intended to establish the attitudes, thoughts, and behaviors of the sample over a specific time period, a cross-sectional design was used. The data collection tool was an online survey developed by the researcher. The participants of the study were 138 teachers. However, neither before nor throughout the COVID-19 period, 13 of the participating teachers had no experience with e-learning. Therefore, they did not answer the questions related to e-learning in the third part of the survey. Descriptive statistics were used to analyze the data. As a result, it was determined that teachers of deaf/hard of hearing students were unprepared for the e-learning process. They require assistance with the instructional design for e-learning.
{"title":"Teachers' instructional design for e-learning of deaf and hard of hearing students","authors":"Gülcihan Yazçayır","doi":"10.51383/ijonmes.2023.342","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.342","url":null,"abstract":"The purpose of this study was to examine teachers ’ e-learning instructional design and practices for deaf/hard of hearing students during the COVID-19 period. For this reason, this study is assumed to serve as a reference point for the development of accessible e-learning instruction for teachers of deaf/hard of hearing students. This study is a quantitative research in survey design. During the COVID-19 pandemic, education and communication were maintained thanks to e-learning, which has become an integral part of education. Since it was intended to establish the attitudes, thoughts, and behaviors of the sample over a specific time period, a cross-sectional design was used. The data collection tool was an online survey developed by the researcher. The participants of the study were 138 teachers. However, neither before nor throughout the COVID-19 period, 13 of the participating teachers had no experience with e-learning. Therefore, they did not answer the questions related to e-learning in the third part of the survey. Descriptive statistics were used to analyze the data. As a result, it was determined that teachers of deaf/hard of hearing students were unprepared for the e-learning process. They require assistance with the instructional design for e-learning.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135647609","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}
Pub Date : 2023-10-03DOI: 10.51383/ijonmes.2023.339
Özcan EKİCİ
Many events that occur in the world affect not only the place where they occur, but also many regions in the world.This situation necessitates the evaluation of the developments and changes in the world with a universal perspective rather than taking into account the national interests of each country. The universal evaluation of the problems experienced has led to the emergence of global citizenship. With global citizenship, individuals interact with other people and become sensitive to different events. The individual's interaction with other people and forming public opinion about the events that occur can be realized more quickly and more easily with social media, which is preferred by all societies globally. For this reason, the aim of the research is to determine 'the effect of social media on global citizenship' in line with the views of social studies teachers. Phenomenology, one of the qualitative research methods, was preferred in this study. The participants of the study were 22 social studies teachers working in secondary schools in Diyarbakır city center. In order to obtain the data, a semi-structured interview form developed by the researcher by consulting expert opinions was used. As a result of the research, it was concluded that the use of social media affects global citizenship awareness in terms of reaching the whole world, being aware of differences, combating social inequalities, interacting with different cultures, producing solutions to social problems, creating awareness, being sensitive, facilitating information sharing, critical thinkingand creating a sense of trust.
{"title":"The Impact of Social Media on Global Citizenship According to Social Studies Teachers","authors":"Özcan EKİCİ","doi":"10.51383/ijonmes.2023.339","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.339","url":null,"abstract":"Many events that occur in the world affect not only the place where they occur, but also many regions in the world.This situation necessitates the evaluation of the developments and changes in the world with a universal perspective rather than taking into account the national interests of each country. The universal evaluation of the problems experienced has led to the emergence of global citizenship. With global citizenship, individuals interact with other people and become sensitive to different events. The individual's interaction with other people and forming public opinion about the events that occur can be realized more quickly and more easily with social media, which is preferred by all societies globally. For this reason, the aim of the research is to determine 'the effect of social media on global citizenship' in line with the views of social studies teachers. Phenomenology, one of the qualitative research methods, was preferred in this study. The participants of the study were 22 social studies teachers working in secondary schools in Diyarbakır city center. In order to obtain the data, a semi-structured interview form developed by the researcher by consulting expert opinions was used. As a result of the research, it was concluded that the use of social media affects global citizenship awareness in terms of reaching the whole world, being aware of differences, combating social inequalities, interacting with different cultures, producing solutions to social problems, creating awareness, being sensitive, facilitating information sharing, critical thinkingand creating a sense of trust.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135789717","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}
Pub Date : 2023-09-25DOI: 10.51383/ijonmes.2023.340
Fatih KAYA
This study aimed to examine the satisfaction levels of pre-service social study teachers regarding distance education. Based on this purpose, survey and causal comparison models, which are among the quantitative research approaches, were preferred together. The study population consists of students in the Social Studies Teaching undergraduate program. The sample consisted of 238 pre-service Social Studies teachers studying in the Social Studies Teacher Education program at İnönü University, who were selected from the population using the simple random sampling method. The data of the study were obtained by using the "satisfaction scale" developed by Ilgaz (2008). The data collected with the satisfaction scale used to determine the satisfaction of pre-service social studies teachers with distance education were examined for normality before being analyzed. In this direction, skewness and kurtosis values were examined (Gürbüz Şahin, 2017). It was determined that the skewness and kurtosis values obtained because of the analysis were within the "±1.5" range determined according to Tabachnick and Fidell (2013). The determined values show that the scale data meet the normal distribution criteria. Therefore, unrelated samples t-test and ANOVA, which are parametric tests, were used in the analysis because of the research, it was concluded that the satisfaction levels of pre-service teachers regarding distance education were high.
本研究旨在探讨职前社会研究教师对远程教育的满意度。基于这一目的，我们选择了调查模型和因果比较模型这两种定量研究方法。研究人群包括社会研究教学本科专业的学生。本研究采用简单随机抽样方法，选取İnönü大学社会研究教师教育专业职前社会研究教师238名。本研究的数据采用Ilgaz(2008)开发的“满意度量表”获得。用满意度量表收集的数据用于确定职前社会研究教师对远程教育的满意度，在分析之前检验其正态性。在这个方向上，检验了偏度和峰度值(g rb z Şahin, 2017)。根据Tabachnick和Fidell(2013)确定，通过分析获得的偏度和峰度值在“±1.5”范围内。确定的数值表明，尺度数据符合正态分布标准。因此，在分析中使用了参数检验的不相关样本t检验和方差分析，因为研究得出结论，职前教师对远程教育的满意度较高。
{"title":"Satisfaction Levels of Social Studies Teacher Candidates with Regard to Distance Education","authors":"Fatih KAYA","doi":"10.51383/ijonmes.2023.340","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.340","url":null,"abstract":"This study aimed to examine the satisfaction levels of pre-service social study teachers regarding distance education. Based on this purpose, survey and causal comparison models, which are among the quantitative research approaches, were preferred together. The study population consists of students in the Social Studies Teaching undergraduate program. The sample consisted of 238 pre-service Social Studies teachers studying in the Social Studies Teacher Education program at İnönü University, who were selected from the population using the simple random sampling method. The data of the study were obtained by using the \"satisfaction scale\" developed by Ilgaz (2008). The data collected with the satisfaction scale used to determine the satisfaction of pre-service social studies teachers with distance education were examined for normality before being analyzed. In this direction, skewness and kurtosis values were examined (Gürbüz Şahin, 2017). It was determined that the skewness and kurtosis values obtained because of the analysis were within the \"±1.5\" range determined according to Tabachnick and Fidell (2013). The determined values show that the scale data meet the normal distribution criteria. Therefore, unrelated samples t-test and ANOVA, which are parametric tests, were used in the analysis because of the research, it was concluded that the satisfaction levels of pre-service teachers regarding distance education were high.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924719","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}
Pub Date : 2023-09-25DOI: 10.51383/ijonmes.2023.335
FATİH KOÇAK, Özge Çevik, HASAN KIZILKAYA
This research aims to analyze the views of parents of children diagnosed with autism spectrum disorder (ASD) regarding their burnout, using the meta-synthesis method. A total of 456 articles published between 2010 and 2023, utilizing qualitative methodologies, were analyzed, resulting in the examination of 10 studies. Google Scholar, DergiPark, ERIC, EBSCO, EBCSCO Academic Search Ultimate, Elsevier, SCOPUS, Web of Science (WOS), and Wiley databases were utilized for study selection. The subject headings and keywords used in the searches were: 'autism spectrum disorder, parent, family, burnout, child, perspective, qualitative research.' Content analysis was the preferred method during the data analysis. Using content analysis, the sampling methods, research purposes, data collection tools, and attained results in the studies were examined. The identified data were interpreted based on frequency and occasionally presented using tables and graphs. The findings were categorized under identified themes based on the collected data. The studies examined within the scope of the research were evaluated as a whole and five themes were reached: getting support, isolation, disruption of daily routine, anxiety and emotional outbursts. The study's conclusions also provide recommendations for educators, parents, and future research directions.Keywords: Autism Spectrum Disorder (ASD), Parent, Mother, Father, Burnout, Meta-Synthesis
本研究旨在运用综合分析方法，分析自闭症谱系障碍(ASD)患儿家长对其职业倦怠的看法。利用定性方法，对2010年至2023年间发表的456篇文章进行了分析，结果对10项研究进行了检查。研究选择使用了Google Scholar、DergiPark、ERIC、EBSCO、EBCSCO Academic Search Ultimate、Elsevier、SCOPUS、Web of Science (WOS)和Wiley数据库。搜索中使用的主题标题和关键词是:“自闭症谱系障碍、父母、家庭、倦怠、孩子、观点、定性研究”。在数据分析中，内容分析是首选的方法。采用内容分析，对研究的抽样方法、研究目的、数据收集工具和取得的结果进行了检查。确定的数据根据频率进行解释，偶尔使用表格和图表。根据收集到的数据，将调查结果分类为确定的主题。在研究范围内审查的研究被作为一个整体进行评估，并达到五个主题:获得支持，孤立，日常生活中断，焦虑和情绪爆发。该研究的结论也为教育工作者、家长和未来的研究方向提供了建议。关键词:自闭症谱系障碍，父母，母亲，父亲，倦怠，元综合
{"title":"Views of Parents with A Child Diagnosed with Autism Spectrum Disorder on Their Burnout: A Meta-Synthesis Study","authors":"FATİH KOÇAK, Özge Çevik, HASAN KIZILKAYA","doi":"10.51383/ijonmes.2023.335","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.335","url":null,"abstract":"This research aims to analyze the views of parents of children diagnosed with autism spectrum disorder (ASD) regarding their burnout, using the meta-synthesis method. A total of 456 articles published between 2010 and 2023, utilizing qualitative methodologies, were analyzed, resulting in the examination of 10 studies. Google Scholar, DergiPark, ERIC, EBSCO, EBCSCO Academic Search Ultimate, Elsevier, SCOPUS, Web of Science (WOS), and Wiley databases were utilized for study selection. The subject headings and keywords used in the searches were: 'autism spectrum disorder, parent, family, burnout, child, perspective, qualitative research.' Content analysis was the preferred method during the data analysis. Using content analysis, the sampling methods, research purposes, data collection tools, and attained results in the studies were examined. The identified data were interpreted based on frequency and occasionally presented using tables and graphs. The findings were categorized under identified themes based on the collected data. The studies examined within the scope of the research were evaluated as a whole and five themes were reached: getting support, isolation, disruption of daily routine, anxiety and emotional outbursts. The study's conclusions also provide recommendations for educators, parents, and future research directions.Keywords: Autism Spectrum Disorder (ASD), Parent, Mother, Father, Burnout, Meta-Synthesis","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924720","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}
Pub Date : 2023-09-12DOI: 10.51383/ijonmes.2023.308
Ramazan DİVRİK
The present study aims to investigate the effects of teaching mathematics supported by problem posing strategies on 4th-grade students’ problem-posing skills. The study also seeks to determine students’ views about the process. To this end, the study employed the explanatory sequential design, one of the mixed methods that incorporate collecting quantitative data and qualitative data. The study group consisted of 4th-grade students studying in two different classrooms of a public school located in the west of Türkiye in the 2021-2022 academic year. The data were collected through a “Problem-Posing Skills Test” and a “Semi-Structured Interview Form.” The research concludes that teaching mathematics supported by problem posing strategies improves students’ problem-posing skills. In addition, this method was more effective than the one used in the control group in developing students' structured, semi-structured, and free problem-posing skills. At the end of the interviews, it was determined that teaching mathematics supported by problem posing strategies was an innovative, student-centered, and emotionally stimulating technique. It was also found that the students had more difficulty in semi-structured and free problem-posing tasks.
{"title":"Effect of Teaching Mathematics Supported by Problem-posing Strategies on Problem-posing Skills","authors":"Ramazan DİVRİK","doi":"10.51383/ijonmes.2023.308","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.308","url":null,"abstract":"The present study aims to investigate the effects of teaching mathematics supported by problem posing strategies on 4th-grade students’ problem-posing skills. The study also seeks to determine students’ views about the process. To this end, the study employed the explanatory sequential design, one of the mixed methods that incorporate collecting quantitative data and qualitative data. The study group consisted of 4th-grade students studying in two different classrooms of a public school located in the west of Türkiye in the 2021-2022 academic year. The data were collected through a “Problem-Posing Skills Test” and a “Semi-Structured Interview Form.” The research concludes that teaching mathematics supported by problem posing strategies improves students’ problem-posing skills. In addition, this method was more effective than the one used in the control group in developing students' structured, semi-structured, and free problem-posing skills. At the end of the interviews, it was determined that teaching mathematics supported by problem posing strategies was an innovative, student-centered, and emotionally stimulating technique. It was also found that the students had more difficulty in semi-structured and free problem-posing tasks.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135936240","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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