This research aimed to analyze the bibliometric properties of literature on sustainability within the educational sphere. Utilizing a descriptive survey approach alongside bibliometric analysis, the study evaluated the scholarly outputs and foundational dynamics of this area. Data sourced from the Web of Science (WoS) database facilitated the examination of 1,587 articles on sustainability in education. Employing descriptive statistical methods, the study mapped out the thematic landscape of sustainability in education. It encompassed distribution assessments of scholarly works by geographical location, identified leading scholars, pivotal publications, and key journals, and conducted co-authorship evaluations to delineate the scholarly network. Moreover, analyses of trending topics and strategic diagrams, coupled with word cloud visualizations, were executed. The research unveiled those scholarly discussions on sustainability in education commenced in 1995, expanding over the ensuing three decades to encompass 1,587 articles authored by 4,169 contributors across 492 distinct outlets. The United States emerged as the foremost contributor to this body of research. Drawing on these insights, the study offered directions for future inquiries and practical applications in the field. .
{"title":"Bibliometric Analysis of Studies on Sustainability in Education","authors":"M. E. Usta, Ümit Doğan, Seyfettin Abdurrezzak","doi":"10.30786/jef.1498481","DOIUrl":"https://doi.org/10.30786/jef.1498481","url":null,"abstract":"This research aimed to analyze the bibliometric properties of literature on sustainability within the educational sphere. Utilizing a descriptive survey approach alongside bibliometric analysis, the study evaluated the scholarly outputs and foundational dynamics of this area. Data sourced from the Web of Science (WoS) database facilitated the examination of 1,587 articles on sustainability in education. Employing descriptive statistical methods, the study mapped out the thematic landscape of sustainability in education. It encompassed distribution assessments of scholarly works by geographical location, identified leading scholars, pivotal publications, and key journals, and conducted co-authorship evaluations to delineate the scholarly network. Moreover, analyses of trending topics and strategic diagrams, coupled with word cloud visualizations, were executed. The research unveiled those scholarly discussions on sustainability in education commenced in 1995, expanding over the ensuing three decades to encompass 1,587 articles authored by 4,169 contributors across 492 distinct outlets. The United States emerged as the foremost contributor to this body of research. Drawing on these insights, the study offered directions for future inquiries and practical applications in the field. \u0000.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797230","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 purpose of this study is to determine the effect of a digital educational game application on the attention skills of 5-6-year-old children. The research, planned with a quasi-experimental design and pre-test post-test control groups, measured children's attention skills using the ‘Concentration Test for Five-Year-Old Children’ (Frankfurter Test Für Funjahrige Konzentration–FTF-K). The study used the MentalUp application, a digital educational game designed to improve the attention skills of preschool children. Sixteen different types of mini-games supporting 13 different attention skills were included in the study. A total of 40 children aged 5-6 years were divided into two groups based on gender. The preschool children were instructed to complete the application in a quiet classroom environment following a pre-post-test design. The results indicated that the digital educational game application significantly improved the children's attention skills. While there was no significant change from pre- to post-test scores for the control group, the attention skills of the children in the experimental group were positively affected. The findings extend the current knowledge on attention skills in preschool children, highlighting the necessity of incorporating digital educational games into classroom practices to support attention skills at an early age. This study also provides valid evidence for the dissemination of digital educational games among preschool children.
本研究旨在确定一款数字教育游戏应用程序对 5-6 岁儿童注意力的影响。研究计划采用准实验设计和前测后测对照组，使用 "五岁儿童注意力测试"（Frankfurter Test Für Funjahrige Konzentration-FTF-K）测量儿童的注意力技能。研究使用了 MentalUp 应用程序，这是一款旨在提高学龄前儿童注意力的数字教育游戏。研究包括 16 种不同类型的小游戏，支持 13 种不同的注意力技能。共有 40 名 5-6 岁的儿童按性别分为两组。学龄前儿童在安静的教室环境中按照前测-后测设计完成应用程序。结果表明，数字教育游戏应用明显提高了儿童的注意力。虽然对照组儿童的前测成绩与后测成绩没有明显变化，但实验组儿童的注意力技能却受到了积极影响。研究结果扩展了目前关于学龄前儿童注意力技能的知识，强调了将数字教育游戏纳入课堂实践的必要性，以帮助儿童从小提高注意力技能。这项研究还为在学龄前儿童中推广数字教育游戏提供了有效证据。
{"title":"From Play to Concentration: The Effect of Digital Educational Games on Preschool Children’s Attention Skills","authors":"Aylin Sop, Buse Hançer","doi":"10.30786/jef.1459318","DOIUrl":"https://doi.org/10.30786/jef.1459318","url":null,"abstract":"The purpose of this study is to determine the effect of a digital educational game application on the attention skills of 5-6-year-old children. The research, planned with a quasi-experimental design and pre-test post-test control groups, measured children's attention skills using the ‘Concentration Test for Five-Year-Old Children’ (Frankfurter Test Für Funjahrige Konzentration–FTF-K). The study used the MentalUp application, a digital educational game designed to improve the attention skills of preschool children. Sixteen different types of mini-games supporting 13 different attention skills were included in the study. A total of 40 children aged 5-6 years were divided into two groups based on gender. The preschool children were instructed to complete the application in a quiet classroom environment following a pre-post-test design. The results indicated that the digital educational game application significantly improved the children's attention skills. While there was no significant change from pre- to post-test scores for the control group, the attention skills of the children in the experimental group were positively affected. The findings extend the current knowledge on attention skills in preschool children, highlighting the necessity of incorporating digital educational games into classroom practices to support attention skills at an early age. This study also provides valid evidence for the dissemination of digital educational games among preschool children.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"11 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796818","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}
Social studies lesson purposes to provide students in primary and middle school levels with knowledge, skills and values related to daily life. The realization of this purpose of the social studies course is possible with the design of effective learning processes. In this research, whether the aforementioned purpose of the social studies lesson is realized or not is examined within the scope of middle school students experiences. The participant group of the research, in which narrative inquiry design from qualitative research methodology was used, included three middle school students. A semi structured interview forn that developed by the researcher was used to collect the data, and descriptive analysis technique was used in the analysis process. At the end of the research, it was determined that effective social studies teaching depends on the teaching style used in the classroom, the personality of the teachers and the use of various equipments in the lessons. In addition, in the study it was concluded that lessons in which students learn effectively contribute to students' academic achievement, participation in class and preparation for class. Depending on the results obtained in the research, recommendations for researchers and education planners were developed.
{"title":"Effective Learning Experiences of Middle School Students in Social Studies Lesson: A Narrative Inquiry","authors":"Hüseyin Bayram","doi":"10.30786/jef.1471634","DOIUrl":"https://doi.org/10.30786/jef.1471634","url":null,"abstract":"Social studies lesson purposes to provide students in primary and middle school levels with knowledge, skills and values related to daily life. The realization of this purpose of the social studies course is possible with the design of effective learning processes. In this research, whether the aforementioned purpose of the social studies lesson is realized or not is examined within the scope of middle school students experiences. The participant group of the research, in which narrative inquiry design from qualitative research methodology was used, included three middle school students. A semi structured interview forn that developed by the researcher was used to collect the data, and descriptive analysis technique was used in the analysis process. At the end of the research, it was determined that effective social studies teaching depends on the teaching style used in the classroom, the personality of the teachers and the use of various equipments in the lessons. In addition, in the study it was concluded that lessons in which students learn effectively contribute to students' academic achievement, participation in class and preparation for class. Depending on the results obtained in the research, recommendations for researchers and education planners were developed.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"181 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828592","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 examine the relationship between motivation levels and anxiety levels of preschool children. Relational Screening Model was used in the research. The sample of the study consists of 48-72 months old children attending kindergartens and nursery classes of official primary schools affiliated with the Ministry of National Education in the central districts of Palandöken and Yakutiye in Erzurum province in the fall semester of the 2023-2024 academic year. The study data were collected using the "Personal Information Form", the "Motivation Scale for Preschool Children" and the "Anxiety in Preschool Children Scale (Teacher Form)". As a result of the study, it was determined that the motivation levels of the children did not differ according to the variables of gender and school type, and the anxiety levels of the children did not differ according to the gender variable (p>0.05), while the anxiety levels of the children differed significantly according to the variables of school type (p
{"title":"Motivation in Preschool Children: The Predictive Effect of Anxiety Level","authors":"Mehlika Köyceğiz Gözeler, Saide Özbey","doi":"10.30786/jef.1436993","DOIUrl":"https://doi.org/10.30786/jef.1436993","url":null,"abstract":"This study aimed to examine the relationship between motivation levels and anxiety levels of preschool children. Relational Screening Model was used in the research. The sample of the study consists of 48-72 months old children attending kindergartens and nursery classes of official primary schools affiliated with the Ministry of National Education in the central districts of Palandöken and Yakutiye in Erzurum province in the fall semester of the 2023-2024 academic year. The study data were collected using the \"Personal Information Form\", the \"Motivation Scale for Preschool Children\" and the \"Anxiety in Preschool Children Scale (Teacher Form)\". As a result of the study, it was determined that the motivation levels of the children did not differ according to the variables of gender and school type, and the anxiety levels of the children did not differ according to the gender variable (p>0.05), while the anxiety levels of the children differed significantly according to the variables of school type (p","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828043","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 main purpose of this study is to analyze teaching methods and teaching techniques. 96 books in Turkish literature whose context directly focuses on teaching methods and teaching techniques, were analyzed using the document analysis method. In the present study, it is concluded that there is a multitude of teaching methods and teaching techniques in Turkish literature (62 methods, 371 techniques), there is confusion in distinguishing between method and technique, there is no universally applicable criterion for every situation to distinguish between method and technique, there are teaching methods and teaching techniques with unclear and ambiguous implementation steps. As a result of the interpretation of the results following recommendations were made: 1. The findings of the present study can be utilized in determining the content of the Teaching Principles and Methods course. 2. Studies can be conducted to clearly define the terms teaching method and teaching technique, to establish criterion or criteria which will put forward the difference between them. 3. Research can be conducted focusing on identifying the criterion or criteria that an implementation must meet to deserve the status of and teaching method or teaching technique. Keywords: Teaching method, teaching technique, method and technique diversity, document analysis.
{"title":"Diversity of Teaching Methods and Techniques in Turkish Literature: Problems and Suggestions","authors":"Ebru Aras, Muhittin Çalışkan","doi":"10.30786/jef.1493882","DOIUrl":"https://doi.org/10.30786/jef.1493882","url":null,"abstract":"The main purpose of this study is to analyze teaching methods and teaching techniques. 96 books in Turkish literature whose context directly focuses on teaching methods and teaching techniques, were analyzed using the document analysis method. In the present study, it is concluded that there is a multitude of teaching methods and teaching techniques in Turkish literature (62 methods, 371 techniques), there is confusion in distinguishing between method and technique, there is no universally applicable criterion for every situation to distinguish between method and technique, there are teaching methods and teaching techniques with unclear and ambiguous implementation steps. As a result of the interpretation of the results following recommendations were made: 1. The findings of the present study can be utilized in determining the content of the Teaching Principles and Methods course. 2. Studies can be conducted to clearly define the terms teaching method and teaching technique, to establish criterion or criteria which will put forward the difference between them. 3. Research can be conducted focusing on identifying the criterion or criteria that an implementation must meet to deserve the status of and teaching method or teaching technique. \u0000 \u0000Keywords: Teaching method, teaching technique, method and technique diversity, document analysis.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"39 S177","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141683277","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}
In today's world, both globalization and developments in science and technology have led many professions to adopt an intercultural structure on the international stage. To be efficient and successful in business life, it is now necessary to have a strong command of international jargon as well as knowledge and experience in the relevant profession. It has become a necessity to be able to thrive in the business world, where competition is increasing day by day, to follow professional developments at a global scale, and to keep up with innovations and changes. Proficiency in a vocational foreign language is seen as an important need to achieve these goals. In this study, a textbook prepared for teaching French as a vocational foreign language for A1/A2 beginner level, following the standards in the Common European Framework of Reference for Languages, was examined. Document analysis technique was used while examining the book. The chapters and the tasks, activities, and practices that comprise these chapters have been identified. Also, their contributions to improving both linguistic and communicative skills in professional fields have been revealed. Finally, suggestions were made on how the findings from this study could be integrated into different stages of educational institutions. Keywords: Vocational foreign language teaching, communicative skills, business life.
{"title":"Vocational Foreign Language Teaching for Business Life: A Document Analysis","authors":"Gizem Köşker","doi":"10.30786/jef.1403359","DOIUrl":"https://doi.org/10.30786/jef.1403359","url":null,"abstract":"In today's world, both globalization and developments in science and technology have led many professions to adopt an intercultural structure on the international stage. To be efficient and successful in business life, it is now necessary to have a strong command of international jargon as well as knowledge and experience in the relevant profession. It has become a necessity to be able to thrive in the business world, where competition is increasing day by day, to follow professional developments at a global scale, and to keep up with innovations and changes. Proficiency in a vocational foreign language is seen as an important need to achieve these goals. In this study, a textbook prepared for teaching French as a vocational foreign language for A1/A2 beginner level, following the standards in the Common European Framework of Reference for Languages, was examined. Document analysis technique was used while examining the book. The chapters and the tasks, activities, and practices that comprise these chapters have been identified. Also, their contributions to improving both linguistic and communicative skills in professional fields have been revealed. Finally, suggestions were made on how the findings from this study could be integrated into different stages of educational institutions. \u0000 \u0000Keywords: Vocational foreign language teaching, communicative skills, business life.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"57 s200","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141682115","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 research aimed to examine the effects of Web 2.0 tools on mathematics achievement and retention in 6th-grade Algebraic Expressions. The study employed a quasi-experimental design with a pre-test post-test control group design, one of the quantitative research methods. It was conducted during the 2023-2024 academic year with 88 students—44 in the experimental group and 44 in the control group—studying in the 6th grade of a public school in the Yenimahalle District of Ankara. The experimental group was instructed using Web 2.0 tools for three weeks, while the control group was taught following the textbook. The "Algebraic Expressions Achievement Test" was used to determine academic success. Data were analyzed using SPSS 22.0. Independent Samples t-test, Repeated Measures ANOVA, and Benferroni multiple comparison tests were used in the analysis process. The results showed that there was a significant difference in favor of experimental group between the post-test mean scores of algebraic expressions of the experimental and control groups. As a result, the use of Web 2.0 tools in teaching algebraic expressions in mathematics is more effective in increasing students' academic success and retention compared to current teaching methods.
本研究旨在探讨 Web 2.0 工具对六年级代数表达式的数学成绩和保持率的影响。研究采用了定量研究方法之一的前测后测对照组准实验设计。研究在 2023-2024 学年进行，对象是安卡拉市耶尼玛哈勒区一所公立学校六年级的 88 名学生--实验组 44 名，对照组 44 名。实验组使用 Web 2.0 工具进行为期三周的教学，而对照组则按照教科书进行教学。采用 "代数表达式成就测试 "来确定学习成绩。数据使用 SPSS 22.0 进行分析。分析过程中使用了独立样本 t 检验、重复测量方差分析和 Benferroni 多重比较检验。结果表明，实验组和对照组的代数表达式的后测平均分之间存在显著差异，实验组更胜一筹。因此，与当前的教学方法相比，在数学代数表达式教学中使用 Web 2.0 工具能更有效地提高学生的学业成功率和保持率。
{"title":"The Effect of Teaching with Web 2.0 Tools on Mathematics Achievement and Retention","authors":"Çiğdem Yilmaz, Aliye Erdem, Işılay Gürel Taş","doi":"10.30786/jef.1490427","DOIUrl":"https://doi.org/10.30786/jef.1490427","url":null,"abstract":"This research aimed to examine the effects of Web 2.0 tools on mathematics achievement and retention in 6th-grade Algebraic Expressions. The study employed a quasi-experimental design with a pre-test post-test control group design, one of the quantitative research methods. It was conducted during the 2023-2024 academic year with 88 students—44 in the experimental group and 44 in the control group—studying in the 6th grade of a public school in the Yenimahalle District of Ankara. The experimental group was instructed using Web 2.0 tools for three weeks, while the control group was taught following the textbook. The \"Algebraic Expressions Achievement Test\" was used to determine academic success. Data were analyzed using SPSS 22.0. Independent Samples t-test, Repeated Measures ANOVA, and Benferroni multiple comparison tests were used in the analysis process. The results showed that there was a significant difference in favor of experimental group between the post-test mean scores of algebraic expressions of the experimental and control groups. As a result, the use of Web 2.0 tools in teaching algebraic expressions in mathematics is more effective in increasing students' academic success and retention compared to current teaching methods.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"121 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141682970","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 effective implementation of STEM education relies on qualified and well-educated teachers who employ good practices for integrated STEM education. Quality STEM education equips children with the necessary skills to address 21st-century challenges, playing a critical role in developing critical thinking, communication, collaboration, creativity, problem-solving, and responsibility. Preschool and primary school teachers were recommended to attend STEM Professional Development (PD). This study aimed to determine the impact of the EarlySTEM Leader Teacher PD Program on teachers' ability to design STEM lesson plans. Researchers analyzed the STEM lesson plans prepared by preschool and primary school teachers (n=33) who participated in the integrated STEM PD program. The plans were evaluated using the Authentic Problems of Knowledge Society (APoKS) rubric. The findings showed that the STEM PD program positively influenced teachers' lesson planning skills, specifically when writing the APoKS. The implications of the study were discussed in detail. Keywords: EarlySTEM education, teachers’ professional development, early childhood, primary school, preschool
{"title":"Developing Teachers’ Integrated STEM Education Knowledge and Lesson Planning Skills: A Professional Development Model for Preschool and Primary School Teachers","authors":"Defne Yabaş, Tuğba Abanoz","doi":"10.30786/jef.1404946","DOIUrl":"https://doi.org/10.30786/jef.1404946","url":null,"abstract":"The effective implementation of STEM education relies on qualified and well-educated teachers who employ good practices for integrated STEM education. Quality STEM education equips children with the necessary skills to address 21st-century challenges, playing a critical role in developing critical thinking, communication, collaboration, creativity, problem-solving, and responsibility. Preschool and primary school teachers were recommended to attend STEM Professional Development (PD). This study aimed to determine the impact of the EarlySTEM Leader Teacher PD Program on teachers' ability to design STEM lesson plans. Researchers analyzed the STEM lesson plans prepared by preschool and primary school teachers (n=33) who participated in the integrated STEM PD program. The plans were evaluated using the Authentic Problems of Knowledge Society (APoKS) rubric. The findings showed that the STEM PD program positively influenced teachers' lesson planning skills, specifically when writing the APoKS. The implications of the study were discussed in detail. \u0000 \u0000Keywords: EarlySTEM education, teachers’ professional development, early childhood, primary school, preschool","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"67 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141385677","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 this study is to determine whether the learning outcomes in individualized education programs (IEP) have any learning outcome value, whether they are included in the science education curriculum, and how the learning outcomes are distributed according to the revised Bloom taxonomy (RBT) knowledge and cognitive process dimension levels. The IEPs from 49 science teachers working in 7 different regions of Turkey which they prepared at the 5th, 6th, 7th and 8th grade levels were requested and IEPs were analyzed using the document analysis method. It was concluded as a result of the analyzes that, 6% of the learning outcomes in the IEPs did not have any learning outcome value, and that 55% of the 2883 learning outcomes that had a learning outcome value consisted of those included in the science education curriculum. It was determined that the learning outcomes in the IEPs were at the level of conceptual knowledge at the most and at the level of meta-cognitive knowledge at the least from the knowledge dimension levels of RBT additionally, they were at the understanding level at the most and at the creating and evaluating level at the least from cognitive process dimension levels of RBT.
{"title":"INVESTIGATION OF THE SCIENCE INDIVIDUALIZED EDUCATION PROGRAMS’ LEARNING OUTCOMES ACCORDING TO THE REVISED BLOOM TAXONOMY","authors":"S. L. Zorluoğlu, Nazlı Gün","doi":"10.30786/jef.1379690","DOIUrl":"https://doi.org/10.30786/jef.1379690","url":null,"abstract":"The aim of this study is to determine whether the learning outcomes in individualized education programs (IEP) have any learning outcome value, whether they are included in the science education curriculum, and how the learning outcomes are distributed according to the revised Bloom taxonomy (RBT) knowledge and cognitive process dimension levels. The IEPs from 49 science teachers working in 7 different regions of Turkey which they prepared at the 5th, 6th, 7th and 8th grade levels were requested and IEPs were analyzed using the document analysis method. It was concluded as a result of the analyzes that, 6% of the learning outcomes in the IEPs did not have any learning outcome value, and that 55% of the 2883 learning outcomes that had a learning outcome value consisted of those included in the science education curriculum. It was determined that the learning outcomes in the IEPs were at the level of conceptual knowledge at the most and at the level of meta-cognitive knowledge at the least from the knowledge dimension levels of RBT additionally, they were at the understanding level at the most and at the creating and evaluating level at the least from cognitive process dimension levels of RBT.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"34 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141384971","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 this study is to examine the experiences of students with hard of hearing in inclusive education, their teachers and their parents regarding the distance education. This research was designed with the phenomenological approach from qualitative research methods. The participants consisted of students with hard of hearing who are in the inclusive education, their parents and teachers. The data were collected through semi-structured interviews, one of the qualitative data collection techniques. In the study, it was determined that students with hard of hearing show reluctant and irregular participation in online courses. On the other hand, it was concluded that online courses were not adapted to the special needs of student with hard of hearing and they did not receive support special education services. All parents of students with hard of hearing were unable to participate in the distance education. Distance education could be used in only support education or not at all unless it is necessary. The anxiety disorder, anger control problems and behavioural disorders brought on by adolescence increased with the decrease in socialisation in COVID-19-related closures.
{"title":"Investigation of Distance Education Processes of Students with Hard of Hearing in Inclusive Education","authors":"Gülcihan Yazçayır, Gamze Ak","doi":"10.30786/jef.1370404","DOIUrl":"https://doi.org/10.30786/jef.1370404","url":null,"abstract":"The aim of this study is to examine the experiences of students with hard of hearing in inclusive education, their teachers and their parents regarding the distance education. This research was designed with the phenomenological approach from qualitative research methods. The participants consisted of students with hard of hearing who are in the inclusive education, their parents and teachers. The data were collected through semi-structured interviews, one of the qualitative data collection techniques. In the study, it was determined that students with hard of hearing show reluctant and irregular participation in online courses. On the other hand, it was concluded that online courses were not adapted to the special needs of student with hard of hearing and they did not receive support special education services. All parents of students with hard of hearing were unable to participate in the distance education. Distance education could be used in only support education or not at all unless it is necessary. The anxiety disorder, anger control problems and behavioural disorders brought on by adolescence increased with the decrease in socialisation in COVID-19-related closures.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"9 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141265399","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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