This study aims to analyse systematically the articles on teaching biology and concerning style classification which were published in international and national journals according to criteria set. For this purpose, articles of style classification which were conducted in the period between 1990 and 2022 and directed to teaching biology at pre-school, primary school, secondary school and higher education levels were reached. 48 articles published in international journals and 88 articles published in national journals were put to content analysis within the scope of the study. They were considered in terms of their theoretical framework, key words they had, methods they used, types of data sources used in their sample, the countries where they were conducted and the years when they were conducted and the conclusions they reached according to the criteria set in the sub-problems. It was found accordingly that mostly activity-based styles were examined, that “learning style(s)” were the most frequently used key words, that the research mostly used quantitative methods and that they were mostly conducted with the participation of teachers. It was also found that the articles published in international journals were mostly conducted in Turkey. The articles were observed to increase as of 2013. The results of journal articles research analysed in the final sub-problem were given in detail in four categories. This current study makes various recommendations for style classification studies concerning biology teaching.
{"title":"Style Classifications in Biology Teaching: A Systematic Review of Literature","authors":"E. Doğan, Cem Gerçek","doi":"10.30786/jef.1385243","DOIUrl":"https://doi.org/10.30786/jef.1385243","url":null,"abstract":"This study aims to analyse systematically the articles on teaching biology and concerning style classification which were published in international and national journals according to criteria set. For this purpose, articles of style classification which were conducted in the period between 1990 and 2022 and directed to teaching biology at pre-school, primary school, secondary school and higher education levels were reached. 48 articles published in international journals and 88 articles published in national journals were put to content analysis within the scope of the study. They were considered in terms of their theoretical framework, key words they had, methods they used, types of data sources used in their sample, the countries where they were conducted and the years when they were conducted and the conclusions they reached according to the criteria set in the sub-problems. It was found accordingly that mostly activity-based styles were examined, that “learning style(s)” were the most frequently used key words, that the research mostly used quantitative methods and that they were mostly conducted with the participation of teachers. It was also found that the articles published in international journals were mostly conducted in Turkey. The articles were observed to increase as of 2013. The results of journal articles research analysed in the final sub-problem were given in detail in four categories. This current study makes various recommendations for style classification studies concerning biology teaching.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973390","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 current study investigated the effect of a number line training via board games with specific contents, namely numerical and figural, on students’ number line estimation skill, arithmetic performance, and mathematics achievement. A total of 30 first graders (15 in experimental and 15 in control group) participated in the study. There were 2 SLD students, one in each, in the experimental and control groups. Number line training with a board game, Sahibingo® was implemented in the experimental group, while a non-numerical board game, Animalbingo, was used in the control group. Training lasted for 30 minutes a day, one day a week, and 4 weeks (2 hours in total). Results showed that students, including the SLD, in the experimental group improved their number line estimation skills in 0-10 and 0-20 number range, but not in the 0-100 range. Improvements did not reflect in arithmetic performance and mathematics achievement scores. Although there are some improvements in small range number line estimations possibly because of the familiarity there is no improvement in the larger range and in terms of mathematics achievement scores, possibly because of the shorter period of training. It can be concluded that low mathematics achievers’ number sense can be improved via board games with numerical content. Future research may investigate the effect of longer periods and may include other students with special needs.
{"title":"Improving Low Mathematics Achievers’ Number Sense via Number Line Training with Board Games","authors":"M. Sarı, Sinan Olkun","doi":"10.30786/jef.1371037","DOIUrl":"https://doi.org/10.30786/jef.1371037","url":null,"abstract":"The current study investigated the effect of a number line training via board games with specific contents, namely numerical and figural, on students’ number line estimation skill, arithmetic performance, and mathematics achievement. A total of 30 first graders (15 in experimental and 15 in control group) participated in the study. There were 2 SLD students, one in each, in the experimental and control groups. Number line training with a board game, Sahibingo® was implemented in the experimental group, while a non-numerical board game, Animalbingo, was used in the control group. Training lasted for 30 minutes a day, one day a week, and 4 weeks (2 hours in total). \u0000Results showed that students, including the SLD, in the experimental group improved their number line estimation skills in 0-10 and 0-20 number range, but not in the 0-100 range. Improvements did not reflect in arithmetic performance and mathematics achievement scores. Although there are some improvements in small range number line estimations possibly because of the familiarity there is no improvement in the larger range and in terms of mathematics achievement scores, possibly because of the shorter period of training. It can be concluded that low mathematics achievers’ number sense can be improved via board games with numerical content. Future research may investigate the effect of longer periods and may include other students with special needs.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"9 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the professions where social intelligence is significant for improving the quality of education and the social development of students is the teaching profession. In this context, it is important to study leisure satisfaction and the level of social intelligence of teachers in different departments using different parameters. The purpose of this study was to analyze the predictive power of leisure satisfaction on social intelligence. The research group consisted of 283 teachers working in Ankara. The results of the study indicate that both the mean scores for leisure satisfaction and social intelligence differ statistically according to the frequency of teachers’ participation in leisure activities and their preferences. According to correlation analysis, positive and significant relationships were found between leisure satisfaction and social intelligence mean scores. Leisure satisfaction was found to be a significant determinant of teachers’ social intelligence levels according to regression analysis. Consequently, leisure satisfaction and social intelligence were found to increase in teachers who participate more frequently and actively in leisure activities. It was concluded that leisure satisfaction plays a significant role in participants’ social intelligence levels.
{"title":"Leisure Satisfaction as Predictor of Social Intelligence","authors":"Mehmet Doğan, Bülent Gürbüz","doi":"10.30786/jef.1197255","DOIUrl":"https://doi.org/10.30786/jef.1197255","url":null,"abstract":"One of the professions where social intelligence is significant for improving the quality of education and the social development of students is the teaching profession. In this context, it is important to study leisure satisfaction and the level of social intelligence of teachers in different departments using different parameters. The purpose of this study was to analyze the predictive power of leisure satisfaction on social intelligence. The research group consisted of 283 teachers working in Ankara. The results of the study indicate that both the mean scores for leisure satisfaction and social intelligence differ statistically according to the frequency of teachers’ participation in leisure activities and their preferences. According to correlation analysis, positive and significant relationships were found between leisure satisfaction and social intelligence mean scores. Leisure satisfaction was found to be a significant determinant of teachers’ social intelligence levels according to regression analysis. Consequently, leisure satisfaction and social intelligence were found to increase in teachers who participate more frequently and actively in leisure activities. It was concluded that leisure satisfaction plays a significant role in participants’ social intelligence levels.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"72 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251858","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 aims to explore the effect of Montessori approach-based STEM activities on preschool pupils’ academic self-esteem. The mixed method, which is one of the methods in qualitative and quantitative data are used together in the research. The participants consisted of 63 preschool pupils studying in kindergarten. In the research, the analysis of quantitative data was obtained by statistical methods, and the analysis of qualitative data was obtained by content analysis. As a result of the findings obtained at the end of the research, it was determined that there was a significant difference between the pre-and post-test scores of the academic self-esteem scale. According to the data obtained from the development observation form, the Montessori approach was based on the STEM activities of the preschool pupils; data analysis revealed that there were positive developments in social and emotional development, cognitive development, motor development, language development and self-care skills. According to analysis of the semi-structured teacher interview, the preschool pupils in the study have improved problem solving skills; they can use the desired material with the desired feature and quality, and they act in a more balanced and coordinated manner. Their communication with their peers has also improved, they can remember previous information by focusing their attention, and their psychomotor skills have increased. Keywords: Academic self-respect, Montessori approach, preschool student, Stem training.
{"title":"The Effect of Montessori Approach-Based Stem Activities on the Academic Self-Respect of Preschool Students","authors":"Esila Samur, Sema Altun Yalçın","doi":"10.30786/jef.1215075","DOIUrl":"https://doi.org/10.30786/jef.1215075","url":null,"abstract":"This research aims to explore the effect of Montessori approach-based STEM activities on preschool pupils’ academic self-esteem. The mixed method, which is one of the methods in qualitative and quantitative data are used together in the research. The participants consisted of 63 preschool pupils studying in kindergarten. In the research, the analysis of quantitative data was obtained by statistical methods, and the analysis of qualitative data was obtained by content analysis. As a result of the findings obtained at the end of the research, it was determined that there was a significant difference between the pre-and post-test scores of the academic self-esteem scale. According to the data obtained from the development observation form, the Montessori approach was based on the STEM activities of the preschool pupils; data analysis revealed that there were positive developments in social and emotional development, cognitive development, motor development, language development and self-care skills. According to analysis of the semi-structured teacher interview, the preschool pupils in the study have improved problem solving skills; they can use the desired material with the desired feature and quality, and they act in a more balanced and coordinated manner. Their communication with their peers has also improved, they can remember previous information by focusing their attention, and their psychomotor skills have increased. \u0000 \u0000Keywords: Academic self-respect, Montessori approach, preschool student, Stem training.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140080454","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}
Musab Çağin, Sezen ÇİMEN POLAT, Özlem Orhan, Ebru Çeti̇n, Mekki Abdioğlu, İmdat Yarım, H. I. Cicioglu
The present study aims to test the reliability and validity of ÇAĞIN Hand and Foot Reaction Tests. A total of 120 players, 60 under the age of 18 and 60 over the age of 18 who were actively playing football, participated in the study. ÇAĞIN Hand and Foot Reaction Tests were applied to the athletes participating in the study 3 times with 2-week intervals using FitLight Trainer and BlazePod devices. In order to determine the validity of the data obtained from the athletes by applying ÇAĞIN Hand and Foot Reaction Tests, two measurements made with the FitLight Trainer device at different times were compared, and in order to determine the reliability, measurements made with the FitLight Trainer and BlazePod device on different days were compared and analyzed. Paired Simple T-Test in SPSS 26.0 package program was applied to determine both validity and reliability. According to the findings obtained, the validity and reliability correlation coefficients of all 6 tests in the ÇAĞIN Hand and Foot Reaction Tests were found to be r>0.70 (p
{"title":"Reliability and Validity of ÇAĞIN Hand and Foot Reaction Tests Protocol","authors":"Musab Çağin, Sezen ÇİMEN POLAT, Özlem Orhan, Ebru Çeti̇n, Mekki Abdioğlu, İmdat Yarım, H. I. Cicioglu","doi":"10.30786/jef.1386526","DOIUrl":"https://doi.org/10.30786/jef.1386526","url":null,"abstract":"The present study aims to test the reliability and validity of ÇAĞIN Hand and Foot Reaction Tests. A total of 120 players, 60 under the age of 18 and 60 over the age of 18 who were actively playing football, participated in the study. ÇAĞIN Hand and Foot Reaction Tests were applied to the athletes participating in the study 3 times with 2-week intervals using FitLight Trainer and BlazePod devices. In order to determine the validity of the data obtained from the athletes by applying ÇAĞIN Hand and Foot Reaction Tests, two measurements made with the FitLight Trainer device at different times were compared, and in order to determine the reliability, measurements made with the FitLight Trainer and BlazePod device on different days were compared and analyzed. Paired Simple T-Test in SPSS 26.0 package program was applied to determine both validity and reliability. According to the findings obtained, the validity and reliability correlation coefficients of all 6 tests in the ÇAĞIN Hand and Foot Reaction Tests were found to be r>0.70 (p","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"19 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140501487","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}
Instrument education is considered as a significant step in music education all over the world. Instrument education, which is conducted in direct proportion to the principle of progressivity and continuity, starting from a young age, has an important place in the general music education of our country. In this study, it was attempted to identify the requirements and indicators of quality instrument education in order to provide quality instrument training in music lessons offered within the scope of general education. In this study, in which the phenomenological approach, which is one of the qualitative research methods, was adopted, the study group was composed of music teachers working in general music education and the academicians who took an active role in teaching practice courses at universities. There are 7 music teachers and 6 university lecturers in the study group formed in line with this scope. Interviews were carried out with the participants who made up the study group for the quality instrument training in the classroom environment. In the light of the results obtained, it was concluded that in order for quality instrument education to take place in the classroom environment, appropriate environment, sufficient lesson hours, and essential instruments should be provided, the correct methodology should be applied and the played works should be individually or as a group performed at such activities as concerts, auditions, etc. In line with all these results, the things that should happen in order to be able to say that instrument education is qualified in the classroom environment are listed.
{"title":"Quality Instrumental Education in Classroom Environment: Perspectives of Teachers and Academicians","authors":"Sonat Başpinar, Ajda ŞENOL SAKİN","doi":"10.30786/jef.1269510","DOIUrl":"https://doi.org/10.30786/jef.1269510","url":null,"abstract":"Instrument education is considered as a significant step in music education all over the world. Instrument education, which is conducted in direct proportion to the principle of progressivity and continuity, starting from a young age, has an important place in the general music education of our country. In this study, it was attempted to identify the requirements and indicators of quality instrument education in order to provide quality instrument training in music lessons offered within the scope of general education. In this study, in which the phenomenological approach, which is one of the qualitative research methods, was adopted, the study group was composed of music teachers working in general music education and the academicians who took an active role in teaching practice courses at universities. There are 7 music teachers and 6 university lecturers in the study group formed in line with this scope. Interviews were carried out with the participants who made up the study group for the quality instrument training in the classroom environment. In the light of the results obtained, it was concluded that in order for quality instrument education to take place in the classroom environment, appropriate environment, sufficient lesson hours, and essential instruments should be provided, the correct methodology should be applied and the played works should be individually or as a group performed at such activities as concerts, auditions, etc. In line with all these results, the things that should happen in order to be able to say that instrument education is qualified in the classroom environment are listed.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"19 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139385692","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}
Hasan Gökçe, Zeliha Gökçe, Oktay Bektaş, Aslı Saylan Kırmızıgül
This study aims to determine the images of middle school students on robotic coding. For this purpose, the case study design of the qualitative research method was used in the research. The research was carried out with 76 middle school students studying in a district of Kayseri province. A questionnaire consisting of nine open-ended questions was used as a data collection tool. The questions were asked to the participants in the online environment. The data were analyzed by content analysis, which is one of the qualitative data analysis types. In this direction, codes and categories related to the data were determined. The findings of the research are explained through direct quotations. In the research, it was concluded that the students associated the concept of the robot with technology, the students had never encountered a robot before, they wanted to design a robot, the concept of coding was expressed as giving commands, and they wanted to receive coding training. Based on these results, we recommended expanding robotic coding training. Keywords: Coding, image, middle school students, robotic.
{"title":"Robotic Coding Images of Middle School Students","authors":"Hasan Gökçe, Zeliha Gökçe, Oktay Bektaş, Aslı Saylan Kırmızıgül","doi":"10.30786/jef.1274671","DOIUrl":"https://doi.org/10.30786/jef.1274671","url":null,"abstract":"This study aims to determine the images of middle school students on robotic coding. For this purpose, the case study design of the qualitative research method was used in the research. The research was carried out with 76 middle school students studying in a district of Kayseri province. A questionnaire consisting of nine open-ended questions was used as a data collection tool. The questions were asked to the participants in the online environment. The data were analyzed by content analysis, which is one of the qualitative data analysis types. In this direction, codes and categories related to the data were determined. The findings of the research are explained through direct quotations. In the research, it was concluded that the students associated the concept of the robot with technology, the students had never encountered a robot before, they wanted to design a robot, the concept of coding was expressed as giving commands, and they wanted to receive coding training. Based on these results, we recommended expanding robotic coding training. \u0000 \u0000Keywords: Coding, image, middle school students, robotic.","PeriodicalId":513800,"journal":{"name":"Journal of Education and Future","volume":"17 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139385716","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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