Pub Date : 2023-06-30DOI: 10.51383/ijonmes.2022.300
Bilal Şimşek
The aim of this study is to analyse the effects of the multimodal texts created from print texts through addition of digital mode on the students’s summarizing skills. Through the ROAR the digital modes were integrated into the print texts and the multimodal texts were produced. There are two such texts, one of them is an informative text, and the other one is a narrative text. The participants of the study were 128 seventh grade secondary school students from Antalya province (Türkiye) whose ages range between 12 and 13. They were randomly assigned to the experimental and control groups. At the pre-test step both groups read and summarized the print texts. At the post-test step the experimental group read and summarized the multimodal texts created by adding a digital mode whereas the control group the print texts. The results showed that there was a significant difference in favor of the experimental group in the total scores and content scores concerning the informative and narrative texts. On the other hand, it is found that the form and style scores from the informative and narrative texts did not differ significantly between the groups. In addition, in the post-test results of the experimental group, there was a significant difference in favor of the narrative text. The results suggest that the use of the multimodal texts have positive effects on the participants’ summarizing skills.
{"title":"The Effects of the Digitally Supported Multimodal Print Texts on Students’ Summarization Skills","authors":"Bilal Şimşek","doi":"10.51383/ijonmes.2022.300","DOIUrl":"https://doi.org/10.51383/ijonmes.2022.300","url":null,"abstract":"The aim of this study is to analyse the effects of the multimodal texts created from print texts through addition of digital mode on the students’s summarizing skills. Through the ROAR the digital modes were integrated into the print texts and the multimodal texts were produced. There are two such texts, one of them is an informative text, and the other one is a narrative text. The participants of the study were 128 seventh grade secondary school students from Antalya province (Türkiye) whose ages range between 12 and 13. They were randomly assigned to the experimental and control groups. At the pre-test step both groups read and summarized the print texts. At the post-test step the experimental group read and summarized the multimodal texts created by adding a digital mode whereas the control group the print texts. The results showed that there was a significant difference in favor of the experimental group in the total scores and content scores concerning the informative and narrative texts. On the other hand, it is found that the form and style scores from the informative and narrative texts did not differ significantly between the groups. In addition, in the post-test results of the experimental group, there was a significant difference in favor of the narrative text. The results suggest that the use of the multimodal texts have positive effects on the participants’ summarizing skills.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368750","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 : 2023-06-30DOI: 10.51383/ijonmes.2023.241
Belgin Bağrıaçık, Serap Emir
This study aims to investigate the effect of gifted students' art education on their professional preferences. The survey model, one of the quantitative research models, was used. A total of 320 students from the Çukurova Science and Art Center art field and general talent field, which were determined by the convenience sampling method, constitute the research sample group. The occupational preference inventory prepared by Atli and Kendal (2017) was used in the research. The inventory comprises six sub-dimensions: investigative, entrepreneurial, artistic, social, realistic, and traditional. Independent Sample t-Test and Anova Test were applied for the analyses, and Cohen's d and Eta Square tests were applied to calculate the effect level in meaningful data. As a result of the research on general talent and art students, it has been determined that there are significant differences in gender, school type, school level, and age.
{"title":"The Effect of The Art Education Status of Gifted Students on Their Professional Preferences","authors":"Belgin Bağrıaçık, Serap Emir","doi":"10.51383/ijonmes.2023.241","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.241","url":null,"abstract":"This study aims to investigate the effect of gifted students' art education on their professional preferences. The survey model, one of the quantitative research models, was used. A total of 320 students from the Çukurova Science and Art Center art field and general talent field, which were determined by the convenience sampling method, constitute the research sample group. The occupational preference inventory prepared by Atli and Kendal (2017) was used in the research. The inventory comprises six sub-dimensions: investigative, entrepreneurial, artistic, social, realistic, and traditional. Independent Sample t-Test and Anova Test were applied for the analyses, and Cohen's d and Eta Square tests were applied to calculate the effect level in meaningful data. As a result of the research on general talent and art students, it has been determined that there are significant differences in gender, school type, school level, and age.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368742","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 : 2023-06-30DOI: 10.51383/ijonmes.2023.291
Gaylon Davenport, John R Slate
In this investigation, the extent to which differences were present in the mathematics achievement by the ethnicity/race of Grade 3 students in Texas were analyzed. Data obtained from the Texas Education Agency Public Education Information Management System for all Texas Grade 3 students who took the State of Texas Assessment of Academic Readiness Mathematics exam were examined for the 2016-2017, 2017-2018, and 2018-2019 school years. In all three years analyzed, statistically significant differences were revealed in overall mathematics achievement and in all four Mathematics Reporting categories. Inferential statistical analyses revealed a clear stair-step effect. Asian students were the highest performing ethnic/racial group in all four Mathematics Reporting categories and all three performance level standards, followed by White, Hispanic, and Black students. Suggestions for future research and implications for policy and practice were provided.
{"title":"Ethnic/Racial Differences in Mathematics Performance of Texas Grade 3 Students: A Statewide, Multiyear Study","authors":"Gaylon Davenport, John R Slate","doi":"10.51383/ijonmes.2023.291","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.291","url":null,"abstract":"In this investigation, the extent to which differences were present in the mathematics achievement by the ethnicity/race of Grade 3 students in Texas were analyzed. Data obtained from the Texas Education Agency Public Education Information Management System for all Texas Grade 3 students who took the State of Texas Assessment of Academic Readiness Mathematics exam were examined for the 2016-2017, 2017-2018, and 2018-2019 school years. In all three years analyzed, statistically significant differences were revealed in overall mathematics achievement and in all four Mathematics Reporting categories. Inferential statistical analyses revealed a clear stair-step effect. Asian students were the highest performing ethnic/racial group in all four Mathematics Reporting categories and all three performance level standards, followed by White, Hispanic, and Black students. Suggestions for future research and implications for policy and practice were provided.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368745","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 : 2023-06-30DOI: 10.51383/ijonmes.2022.247
Nicola Robertson
This conceptual paper introduces the idea of the walled garden of pedagogy. I will come to delineate it as a desirable and necessary feature of education given that it offers a protective space for pedagogical practice and rehearsal. This paper critiques a previous conceptualisation of a walled garden introduced by unschooling advocate John Holt (in relation to the raising of children), in which such a metaphorical construction is described as a prison. The limitations of Holt’s conceptualisation are used to then build upon the concepts of pedagogical reduction and Yves Chevallard’s notion of “la transposition didactique” to argue that educators in practice inevitably build walled gardens from pedagogical foundations. It is argued, and thus recommended, that it is the gradual introduction of risk that separates the pedagogical walled garden from the conceptualisation of the childhood prison. It is imperative that educators understand their responsibility for leveraging the inevitable protective element and the necessary risk required in education.
{"title":"The Walled Garden of Pedagogy: Leveraging Protection and Risk in Education","authors":"Nicola Robertson","doi":"10.51383/ijonmes.2022.247","DOIUrl":"https://doi.org/10.51383/ijonmes.2022.247","url":null,"abstract":"This conceptual paper introduces the idea of the walled garden of pedagogy. I will come to delineate it as a desirable and necessary feature of education given that it offers a protective space for pedagogical practice and rehearsal. This paper critiques a previous conceptualisation of a walled garden introduced by unschooling advocate John Holt (in relation to the raising of children), in which such a metaphorical construction is described as a prison. The limitations of Holt’s conceptualisation are used to then build upon the concepts of pedagogical reduction and Yves Chevallard’s notion of “la transposition didactique” to argue that educators in practice inevitably build walled gardens from pedagogical foundations. It is argued, and thus recommended, that it is the gradual introduction of risk that separates the pedagogical walled garden from the conceptualisation of the childhood prison. It is imperative that educators understand their responsibility for leveraging the inevitable protective element and the necessary risk required in education.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368748","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 : 2023-06-30DOI: 10.51383/ijonmes.2022.216
Emrullah Akcan, Karen Blaha
Culturally Responsive Education (CRE) has been found to be an effective method of teaching because it focuses on academic success for all students, cultural competencies, and sociopolitical aspects and has been proven effective among school cultures that are diverse in demographics. The aim of this research is to reveal opinion of primary school teachers about the Culturally responsive education practices used in the life studies courses. Within the scope of this aim, culturally responsive practices used in the USA were implemented in classrooms in Turkey, and at the end of these practices, teachers' opinions on these applications were examined. In this study, phenomenology, one of the qualitative research methods, was used. This qualitative research design tries to explain what exactly the experiences of many people about a certain concept or event mean. The working group of this research consists of 14 primary school teachers. In order to collect the main data of the research, interviews were conducted with the teachers using a semi-structured interview form. These collected data were transferred to the computer and analyzed with the help of the MAXQDA 2020 software. In addition to the main data of the research, sociometry and sociogram techniques were used to collect additional data. According to the data obtained, it was determined that these practices had two main effects. One of these main effects is the effect on students and the other is the effect on teachers.
{"title":"Opinion of primary school teachers about the Culturally responsive education practices used in the life Studies Lessons: Implementation of the practices used in the US to Turkey","authors":"Emrullah Akcan, Karen Blaha","doi":"10.51383/ijonmes.2022.216","DOIUrl":"https://doi.org/10.51383/ijonmes.2022.216","url":null,"abstract":"Culturally Responsive Education (CRE) has been found to be an effective method of teaching because it focuses on academic success for all students, cultural competencies, and sociopolitical aspects and has been proven effective among school cultures that are diverse in demographics. The aim of this research is to reveal opinion of primary school teachers about the Culturally responsive education practices used in the life studies courses. Within the scope of this aim, culturally responsive practices used in the USA were implemented in classrooms in Turkey, and at the end of these practices, teachers' opinions on these applications were examined. In this study, phenomenology, one of the qualitative research methods, was used. This qualitative research design tries to explain what exactly the experiences of many people about a certain concept or event mean. The working group of this research consists of 14 primary school teachers. In order to collect the main data of the research, interviews were conducted with the teachers using a semi-structured interview form. These collected data were transferred to the computer and analyzed with the help of the MAXQDA 2020 software. In addition to the main data of the research, sociometry and sociogram techniques were used to collect additional data. According to the data obtained, it was determined that these practices had two main effects. One of these main effects is the effect on students and the other is the effect on teachers.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368743","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 : 2023-06-30DOI: 10.51383/ijonmes.2022.266
Sara Movahedazarhouligh, Hengameh Kermani, Jale Aldemir
Young children are perfectly adapted to learning STEM concepts. A growing body of research indicates that experiences with science, Technology, Engineering, and Mathematics (STEM) are critical in preparing young children to think critically, creatively, and solve problems. These are valuable skills young children need to succeed in school, work, and life. This raising awareness of STEM education needs has led to a push for STEM integration in early childhood (EC) settings while giving limited attention to the teaching of STEM in the EC field and targeted STEM professional development programs. The purpose of this qualitative study was to explore the EC teachers’ pedagogical beliefs and practices about STEM integrated curriculums and STEM teaching in pre-K settings after attending a series of STEM integration teacher professional development programs. The data collected from interviews with EC teachers revealed that they were positively impacted by the STEM-integrated professional development, resources, and materials available to implement the STEM units. According to the teachers’ beliefs, children were also positively impacted by their teacher’s professional learning and high confidence in teaching STEM-related topics and activities. A discussion of the findings and implications for future research and practice is presented.
{"title":"STEM Integrated Curriculums in Early Childhood Education: An Exploration of Teachers’ Pedagogical Beliefs and Practices","authors":"Sara Movahedazarhouligh, Hengameh Kermani, Jale Aldemir","doi":"10.51383/ijonmes.2022.266","DOIUrl":"https://doi.org/10.51383/ijonmes.2022.266","url":null,"abstract":"Young children are perfectly adapted to learning STEM concepts. A growing body of research indicates that experiences with science, Technology, Engineering, and Mathematics (STEM) are critical in preparing young children to think critically, creatively, and solve problems. These are valuable skills young children need to succeed in school, work, and life. This raising awareness of STEM education needs has led to a push for STEM integration in early childhood (EC) settings while giving limited attention to the teaching of STEM in the EC field and targeted STEM professional development programs. The purpose of this qualitative study was to explore the EC teachers’ pedagogical beliefs and practices about STEM integrated curriculums and STEM teaching in pre-K settings after attending a series of STEM integration teacher professional development programs. The data collected from interviews with EC teachers revealed that they were positively impacted by the STEM-integrated professional development, resources, and materials available to implement the STEM units. According to the teachers’ beliefs, children were also positively impacted by their teacher’s professional learning and high confidence in teaching STEM-related topics and activities. A discussion of the findings and implications for future research and practice is presented.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"364 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368749","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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