Pub Date : 2023-11-28DOI: 10.46827/ejes.v10i12.5115
S. Syahrir, Fahrul Arfandi M. Nur, Musdalifa As, P. Pujirianto
Learning styles are complex ways in which students most effectively understand, process, store, and remember what they are trying to learn. Students who know their type of learning style can make it easier for them to choose and sort out the right learning resources so that they can support students' independence in learning and help students develop metacognitive skills, namely the ability to understand and regulate their own learning process or with the term self-regulated learning. This research aims to: 1) Describe students' learning styles; 2) describe students' learning independence; and 3) analyze the correlation between students' learning styles and students' learning independence. The research method used is quantitative research of correlational type with associative method. This research was conducted at State Junior High Schools 14 of Yogyakarta and State Junior High Schools 15 of Yogyakarta. The study population was 8th grade students with a sample size of 79 students. Data collection techniques and instruments used questionnaires designed based on learning styles (VAK). The results showed that: 1) Students' learning styles are dominated by visual learning styles as many as 47 students, auditory 23 students, and kinesthetic 9 students. 2) learning independence with a presentation above the average 7.9%, average 19%, below average 30.02%, and low 9.48% so it can be concluded that the learning independence of 8th grade students is below average. 3) The chi-square statistical test shows (chi-square = 3.774, df = 6, p = 0.707) from the results it can be concluded that there is no significant relationship between "learning style" and "learning independence". Article visualizations:
{"title":"THE CORRELATION BETWEEN VISUAL, AUDITORY, AND KINESTHETIC (VAK) LEARNING STYLES ON LEARNING INDEPENDENCE OF 8TH GRADE STUDENTS IN STATE JUNIOR HIGH SCHOOLS IN YOGYAKARTA CITY, INDONESIA","authors":"S. Syahrir, Fahrul Arfandi M. Nur, Musdalifa As, P. Pujirianto","doi":"10.46827/ejes.v10i12.5115","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5115","url":null,"abstract":"Learning styles are complex ways in which students most effectively understand, process, store, and remember what they are trying to learn. Students who know their type of learning style can make it easier for them to choose and sort out the right learning resources so that they can support students' independence in learning and help students develop metacognitive skills, namely the ability to understand and regulate their own learning process or with the term self-regulated learning. This research aims to: 1) Describe students' learning styles; 2) describe students' learning independence; and 3) analyze the correlation between students' learning styles and students' learning independence. The research method used is quantitative research of correlational type with associative method. This research was conducted at State Junior High Schools 14 of Yogyakarta and State Junior High Schools 15 of Yogyakarta. The study population was 8th grade students with a sample size of 79 students. Data collection techniques and instruments used questionnaires designed based on learning styles (VAK). The results showed that: 1) Students' learning styles are dominated by visual learning styles as many as 47 students, auditory 23 students, and kinesthetic 9 students. 2) learning independence with a presentation above the average 7.9%, average 19%, below average 30.02%, and low 9.48% so it can be concluded that the learning independence of 8th grade students is below average. 3) The chi-square statistical test shows (chi-square = 3.774, df = 6, p = 0.707) from the results it can be concluded that there is no significant relationship between \"learning style\" and \"learning independence\". Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"121 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139218419","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 : 2023-11-28DOI: 10.46827/ejes.v10i11.5119
Erkan Konca, Turhan Onarlioğlu
The interest in Physical Education and Sports Departments in Turkey is increasing every year and the number of faculties and colleges providing education in this field is increasing day by day. Special aptitude exams are held for student recruitment and the physical abilities of the candidates are tested in these exams. In Sivas Cumhuriyet University, the School of Physical Education and Sports was transformed into the Faculty of Sports Sciences. There are Physical Education and Sports Teaching, Coaching Education, and Sports Management departments within the faculty. Student admission is done by special aptitude exam every year. In recent years, there has not been a unity in the examinations of Physical Education and Sports Schools throughout Turkey, so there is a need for a scientific evaluation of the examination systems. In this study, the accuracy of different exam systems in our country is investigated and the effect of exam parameters on passing the exam is examined. Article visualizations:
{"title":"ANALYSIS OF STUDENT SELECTION FOR SPORT SCIENCES FACULTIES: THE CASE OF SIVAS REPUBLIC UNIVERSITY, TURKEY","authors":"Erkan Konca, Turhan Onarlioğlu","doi":"10.46827/ejes.v10i11.5119","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5119","url":null,"abstract":"The interest in Physical Education and Sports Departments in Turkey is increasing every year and the number of faculties and colleges providing education in this field is increasing day by day. Special aptitude exams are held for student recruitment and the physical abilities of the candidates are tested in these exams. In Sivas Cumhuriyet University, the School of Physical Education and Sports was transformed into the Faculty of Sports Sciences. There are Physical Education and Sports Teaching, Coaching Education, and Sports Management departments within the faculty. Student admission is done by special aptitude exam every year. In recent years, there has not been a unity in the examinations of Physical Education and Sports Schools throughout Turkey, so there is a need for a scientific evaluation of the examination systems. In this study, the accuracy of different exam systems in our country is investigated and the effect of exam parameters on passing the exam is examined. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139218683","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 : 2023-11-25DOI: 10.46827/ejes.v10i12.5114
Ramazan Çevik, Murat Bilgin, Mehmet Şahin
In order to prevent referee mistakes in volleyball, Video Challenge System has been used in our country since 2015. The aim of the research is to examine the functionality of this system from the perspective of Classification Volleyball Referees assigned in the Efeler and Sultans Leagues and to offer opinions and suggestions for the development of the system. The research was carried out with the screening model, which is one of the quantitative research methods. Participants were reached with a 20-question Video Challenge System Questionnaire, which was developed for the purpose of collecting data in the research. The sample of the research consists of a total of 67 people who participated in the interim seminar with the participation of A and AB Classification volleyball referees in Ankara on 18 December 2021, with a physical questionnaire. The analysis of the data was made with the SPSS 26.0 program and the data on demographic variables were analyzed according to frequency analysis. When the findings of the study are examined; 91.1% of A and AB Classification Volleyball Referees said that the Video Challenge System contributed positively to the course of the match, 98.5% found the VCS applied in our country useful, 94% said that the referees were more comfortable in the matches played with VCS. observed that, 98.6% of them stated that VCS minimized the wrong decisions in numbers that could affect the match or set result, 91.1% stated that VCS directly positively affected the set or match result in competitions with high game quality, and 97%. They stated that the VCS facilitated the work of the referees in terms of making decisions, especially in the most difficult moments of the match. As a result, it has been concluded that the satisfaction of the referees who referee the Efeler and Sultans League matches, which are the highest level leagues of the Turkish Volleyball Federation, with the Video Challenge System is at a very high level. With the results obtained, it is thought that the Video Challenge System has a positive contribution to the fair conclusion of the matches and the surrender of the right. Article visualizations:
为了防止排球裁判犯错，我国自 2015 年起开始使用视频挑战系统。本研究旨在从分配到埃菲勒和苏丹联赛的排球分级裁判员的角度考察该系统的功能，并为该系统的发展提出意见和建议。研究采用了定量研究方法之一的筛选模式。研究人员向参与者发放了一份包含 20 个问题的视频挑战系统问卷，该问卷是为收集研究数据而编制的。研究样本包括参加 2021 年 12 月 18 日在安卡拉举行的有 A 级和 AB 级排球裁判员参加的临时研讨会的共 67 人，他们都收到了实物问卷。数据分析采用 SPSS 26.0 程序，人口统计学变量数据按照频率分析法进行分析。研究结果显示，91.1% 的 A 级和 AB 级排球裁判员表示视频挑战系统对比赛过程有积极的促进作用，98.5% 的裁判员认为在我国应用的视频挑战系统非常有用，94% 的裁判员表示在使用视频挑战系统的比赛中更加舒适。他们表示，在做出决定方面，尤其是在比赛最困难的时刻，VCS 为裁判的工作提供了便利。因此，可以得出结论，在土耳其排球联合会的最高级别联赛--埃菲勒联赛和苏丹联赛中担任裁判的裁判员对视频挑战系统的满意度非常高。根据所获得的结果，我们认为视频挑战系统对比赛的公平结束和交出权利做出了积极贡献。 文章可视化：
{"title":"EVALUATION OF VIDEO CHALLENGE SYSTEM IN VOLLEYBALL FROM THE POINTS OF CLASSIFICATION REFEREES","authors":"Ramazan Çevik, Murat Bilgin, Mehmet Şahin","doi":"10.46827/ejes.v10i12.5114","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5114","url":null,"abstract":"In order to prevent referee mistakes in volleyball, Video Challenge System has been used in our country since 2015. The aim of the research is to examine the functionality of this system from the perspective of Classification Volleyball Referees assigned in the Efeler and Sultans Leagues and to offer opinions and suggestions for the development of the system. The research was carried out with the screening model, which is one of the quantitative research methods. Participants were reached with a 20-question Video Challenge System Questionnaire, which was developed for the purpose of collecting data in the research. The sample of the research consists of a total of 67 people who participated in the interim seminar with the participation of A and AB Classification volleyball referees in Ankara on 18 December 2021, with a physical questionnaire. The analysis of the data was made with the SPSS 26.0 program and the data on demographic variables were analyzed according to frequency analysis. When the findings of the study are examined; 91.1% of A and AB Classification Volleyball Referees said that the Video Challenge System contributed positively to the course of the match, 98.5% found the VCS applied in our country useful, 94% said that the referees were more comfortable in the matches played with VCS. observed that, 98.6% of them stated that VCS minimized the wrong decisions in numbers that could affect the match or set result, 91.1% stated that VCS directly positively affected the set or match result in competitions with high game quality, and 97%. They stated that the VCS facilitated the work of the referees in terms of making decisions, especially in the most difficult moments of the match. As a result, it has been concluded that the satisfaction of the referees who referee the Efeler and Sultans League matches, which are the highest level leagues of the Turkish Volleyball Federation, with the Video Challenge System is at a very high level. With the results obtained, it is thought that the Video Challenge System has a positive contribution to the fair conclusion of the matches and the surrender of the right. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"34 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139237613","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 : 2023-11-23DOI: 10.46827/ejes.v10i12.5111
Li-Wei Wei
Within the sphere of educational psychology, the impact of perfectionism on academic anxiety and flexibility has been closely examined, especially in the context of Chinese postgraduates. The current study analyzed these phenomena within a cohort of 218 postgraduates from a private international Chinese college in Thailand, reflecting an amalgam of Eastern academic culture and postgraduate educational expectations. Results indicated a notable degree of academic anxiety (X=3.70, SD=.75), alongside moderate levels of flexibility (X=2.94, SD=.84) and perfectionist behavior (X=3.23, SD=1.01). Disaggregating data by educational level, Masters students presented with moderate anxiety (X=3.38, SD=.87), low flexibility (X=2.53, SD=.74), and low perfectionism (X=2.74, SD=.66), whereas Ph.D. students exhibited significantly higher anxiety and perfectionism (X=4.51 and X=4.48, SD=.84 respectively), yet demonstrated greater flexibility (X=3.99, SD=.71). Gender and profession proved to be insubstantial factors in influencing these constructs. Contrastingly, educational level was a potent differentiator, with significant disparities evident. The interrelations highlighted a negative correlation between academic anxiety and flexibility (r=-.121), but a positive correlation between academic anxiety and perfectionist tendencies (r=.424). Flexibility and perfectionist behavior were also positively correlated (r=.153). To mitigate the adverse impacts of perfectionism, the study advocates for cognitive-behavioral interventions to reshape perfectionist thought patterns and bolster adaptive coping strategies. It encourages cultivating an educational ethos that emphasizes learning and psychological welfare over impeccable achievement and suggests normalizing mental health discourse within academic environments to alleviate the stigma surrounding perfectionism and anxiety. Article visualizations:
{"title":"SELF-INVESTIGATION INTO REPERCUSSIONS OF PERFECTIONIST BEHAVIOR ON ACADEMIC ANXIETY AND FLEXIBILITY AMONGST CHINESE POSTGRADUATES","authors":"Li-Wei Wei","doi":"10.46827/ejes.v10i12.5111","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5111","url":null,"abstract":"Within the sphere of educational psychology, the impact of perfectionism on academic anxiety and flexibility has been closely examined, especially in the context of Chinese postgraduates. The current study analyzed these phenomena within a cohort of 218 postgraduates from a private international Chinese college in Thailand, reflecting an amalgam of Eastern academic culture and postgraduate educational expectations. Results indicated a notable degree of academic anxiety (X=3.70, SD=.75), alongside moderate levels of flexibility (X=2.94, SD=.84) and perfectionist behavior (X=3.23, SD=1.01). Disaggregating data by educational level, Masters students presented with moderate anxiety (X=3.38, SD=.87), low flexibility (X=2.53, SD=.74), and low perfectionism (X=2.74, SD=.66), whereas Ph.D. students exhibited significantly higher anxiety and perfectionism (X=4.51 and X=4.48, SD=.84 respectively), yet demonstrated greater flexibility (X=3.99, SD=.71). Gender and profession proved to be insubstantial factors in influencing these constructs. Contrastingly, educational level was a potent differentiator, with significant disparities evident. The interrelations highlighted a negative correlation between academic anxiety and flexibility (r=-.121), but a positive correlation between academic anxiety and perfectionist tendencies (r=.424). Flexibility and perfectionist behavior were also positively correlated (r=.153). To mitigate the adverse impacts of perfectionism, the study advocates for cognitive-behavioral interventions to reshape perfectionist thought patterns and bolster adaptive coping strategies. It encourages cultivating an educational ethos that emphasizes learning and psychological welfare over impeccable achievement and suggests normalizing mental health discourse within academic environments to alleviate the stigma surrounding perfectionism and anxiety. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"264 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245271","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 : 2023-11-20DOI: 10.46827/ejes.v10i12.5110
Lhoussine Qasserras
This paper explores the complex landscape of interactive reading practices, with a particular focus on pre-while-post reading stages, sub-reading skills, top-down and bottom-up processing, and intensive and extensive reading strategies. Together, these components are crucial in shaping effective reading pedagogy. The article reaffirms the multifaceted nature of interactive reading, highlighting the importance of a balanced and diverse approach to education. Insights gained from previous research underscore the transformative potential of this approach, providing a pathway to foster a generation deeply passionate about the literary realm. The findings emphasize the significance of a holistic engagement with various reading strategies. An ongoing exploration of these methodologies presents a promising trajectory, not only enriching English language teaching but also nurturing a profound appreciation for the power of reading among learners. As such, the study contributes to the constant conversation on effective reading instruction, providing a foundation for future r Article visualizations:esearch and practice in this area.
{"title":"BEYOND THE WORDS: THE ART AND SCIENCE OF TEACHING READING INTERACTIVELY","authors":"Lhoussine Qasserras","doi":"10.46827/ejes.v10i12.5110","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5110","url":null,"abstract":"This paper explores the complex landscape of interactive reading practices, with a particular focus on pre-while-post reading stages, sub-reading skills, top-down and bottom-up processing, and intensive and extensive reading strategies. Together, these components are crucial in shaping effective reading pedagogy. The article reaffirms the multifaceted nature of interactive reading, highlighting the importance of a balanced and diverse approach to education. Insights gained from previous research underscore the transformative potential of this approach, providing a pathway to foster a generation deeply passionate about the literary realm. The findings emphasize the significance of a holistic engagement with various reading strategies. An ongoing exploration of these methodologies presents a promising trajectory, not only enriching English language teaching but also nurturing a profound appreciation for the power of reading among learners. As such, the study contributes to the constant conversation on effective reading instruction, providing a foundation for future r Article visualizations:esearch and practice in this area.","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"125 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139256911","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 : 2023-11-16DOI: 10.46827/ejes.v10i12.5109
Joseph Xhuxhi, Carmen Romero-García
The Komisioni Kombëtar i Edukimit Katolik Shqiptar (KKEKSH) aims to reform education in Albania. In 2022 it established a relationship with Stella Maris College (SMC) in Madrid, Spain. As part of this relationship, a teacher exchange program was established between the SMC and the KKEKSH. This exchange aims to share good practices in the field of using active methodologies in the classroom and explore the impact of such an exchange program on the professional identity of Albanian primary teachers. In the first week of June 2023, a group of three SMR teachers visited three Albanian Catholic schools for a week. Based on this experience, three theoretical constructs are analysed to explore the experience of the Albanian teacher: transformative learning, agency, and hybridization. A mixed methodology was used, based on a case study of the experience of Albanian teachers during the visit of the Spanish teachers. Two questionnaires were designed and shared online with the Albanian teachers who participated in the experience to collect information about, 1) a qualitative pre-visit questionnaire sought to explore the views of initial teacher identity and agency, 2) a mixed qualitative with Likert style quantitative post-visit questionnaire sought to explore changes in teacher identify and agency as result of the Spanish teacher visit. A constant comparative analysis, a percentage frequency of mentions and a basic SPSS analysis of the data were performed. The results show that by providing teachers with a space for reflection in their daily practice, the way they conceptualize their pedagogical knowledge changes. Communication between Spanish and Albanian teachers created a space for the hybrid identity of the participants to be scrutinized and evaluated. The participants in this study, after having been exposed to different points of view and practices in education, begun to take steps to incorporate active methodologies, alternative assessment approaches in their educational practice and adaptation of the curriculum to make it more accessible to their students, so that students become the "focus" and "priority" of what they do. It is concluded that it is necessary to work in local dialogue, firstly within the school and through the creation of local communities, in both cases to allow different knowledge and experiences to promote the creation of collaborative pedagogical knowledge. We demonstrate that the tension that arises in the hybrid identities of the participants strengthens their individual agency within the neoliberal micromanaged education system the participants find themselves in. Article visualizations:
Komisioni Kombëtar i Edukimit Katolik Shqiptar (KKEKSH)旨在改革阿尔巴尼亚的教育。2022 年，它与西班牙马德里的 Stella Maris 学院（SMC）建立了合作关系。作为合作关系的一部分，SMC 与 KKEKSH 建立了教师交流计划。交流的目的是分享在课堂上使用积极方法的良好实践，并探讨这种交流计划对阿尔巴尼亚小学教师专业身份的影响。在 2023 年 6 月的第一周，由三名小学教师组成的小组访问了三所阿尔巴尼亚天主教学校，为期一周。基于这一经历，分析了三个理论建构，以探讨阿尔巴尼亚教师的经历：变革性学习、代理和混合。在对阿尔巴尼亚教师在西班牙教师访问期间的经历进行案例研究的基础上，采用了混合方法。设计了两份问卷，并与参与体验的阿尔巴尼亚教师在线分享，以收集以下信息：1）访问前定性问卷，旨在探索教师最初的身份认同和代理观点；2）访问后混合定性和李克特式定量问卷，旨在探索西班牙教师访问后教师身份认同和代理的变化。对数据进行了恒定比较分析、提及频率百分比分析和基本的 SPSS 分析。结果表明，通过为教师提供日常实践中的反思空间，他们对教学知识的概念化方式发生了变化。西班牙教师和阿尔巴尼亚教师之间的交流为审视和评价参与者的混合身份创造了空间。本研究的参与者在接触了不同的教育观点和实践之后，开始采取措施，在教育实践中采用积极的方法和替代性评估方法，并对课程进行调整，使学生更容易接受，从而使学生成为他们工作的 "重点 "和 "优先事项"。结论是，有必要开展地方对话，首先是在学校内部，其次是通过建立地方社区，在这两种情况下，允许不同的知识和经验促进合作教学知识的创造。我们证明，参与者的混合身份所产生的张力加强了他们在新自由主义微观管理教育体系中的个人能动性。 文章可视化：
{"title":"A CASE STUDY EXPLORATION OF ALBANIAN PRIMARY SCHOOL TEACHER EXPERIENCE WHEN VISITED BY SPANISH PRIMARY SCHOOL TEACHERS","authors":"Joseph Xhuxhi, Carmen Romero-García","doi":"10.46827/ejes.v10i12.5109","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5109","url":null,"abstract":"The Komisioni Kombëtar i Edukimit Katolik Shqiptar (KKEKSH) aims to reform education in Albania. In 2022 it established a relationship with Stella Maris College (SMC) in Madrid, Spain. As part of this relationship, a teacher exchange program was established between the SMC and the KKEKSH. This exchange aims to share good practices in the field of using active methodologies in the classroom and explore the impact of such an exchange program on the professional identity of Albanian primary teachers. In the first week of June 2023, a group of three SMR teachers visited three Albanian Catholic schools for a week. Based on this experience, three theoretical constructs are analysed to explore the experience of the Albanian teacher: transformative learning, agency, and hybridization. A mixed methodology was used, based on a case study of the experience of Albanian teachers during the visit of the Spanish teachers. Two questionnaires were designed and shared online with the Albanian teachers who participated in the experience to collect information about, 1) a qualitative pre-visit questionnaire sought to explore the views of initial teacher identity and agency, 2) a mixed qualitative with Likert style quantitative post-visit questionnaire sought to explore changes in teacher identify and agency as result of the Spanish teacher visit. A constant comparative analysis, a percentage frequency of mentions and a basic SPSS analysis of the data were performed. The results show that by providing teachers with a space for reflection in their daily practice, the way they conceptualize their pedagogical knowledge changes. Communication between Spanish and Albanian teachers created a space for the hybrid identity of the participants to be scrutinized and evaluated. The participants in this study, after having been exposed to different points of view and practices in education, begun to take steps to incorporate active methodologies, alternative assessment approaches in their educational practice and adaptation of the curriculum to make it more accessible to their students, so that students become the \"focus\" and \"priority\" of what they do. It is concluded that it is necessary to work in local dialogue, firstly within the school and through the creation of local communities, in both cases to allow different knowledge and experiences to promote the creation of collaborative pedagogical knowledge. We demonstrate that the tension that arises in the hybrid identities of the participants strengthens their individual agency within the neoliberal micromanaged education system the participants find themselves in. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"123 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268297","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 : 2023-11-14DOI: 10.46827/ejes.v10i12.5104
Gamze Hastürk, Seda Nasirliel
The aim of this study is to examine the effect of the GEMS (Great Exploration in Math and Science) approach on the scientific process skills of the students in the "Force and Energy" unit of the seventh grade science course of secondary school. The study was designed according to the semi-experimental pattern with pre-test post-test control group from quantitative data analysis methods. The study group of the study consists of 32 seventh grade students. The application studies lasted a total of 4 weeks. In the experimental group (N=16), the GEMS-based learning program was processed, and in the control group (N=16), the courses were taught according to the 2018 science curriculum. As a data collection tool, the scientific process skill test (SPST) consisting of 26 multiple-choice items was used before and after the application. The SPSS package program was used in the analysis of the findings. In the SPST data analysis obtained from the scales of the groups, independent samples "Mann Whitney U test" and "Wilcoxon signed rows test" were used. As a result of the research, it was seen that SPST scores showed a statistically significant difference in the experimental group where the courses based on the GEMS-based learning program were carried out compared to the control group where the courses were processed according to the 2018 science curriculum. In the experimental group where the courses based on the GEMS approach were conducted, it was concluded that the scientific process skill test scores were high. According to the results obtained from the study, in-service training should be provided to teachers in order to use the GEMS (Great Exploration in Math and Science) based learning program more effectively, and it may be recommended to prepare guidebooks for GEMS approach for science teachers. Article visualizations:
本研究旨在考察 GEMS（数学与科学大探索）方法对中学七年级科学课程 "力与能量 "单元中学生科学过程技能的影响。本研究按照半实验模式设计，采用定量数据分析方法进行前测后测对照组。研究小组由 32 名七年级学生组成。应用研究共持续 4 周。在实验组（N=16）中，处理了基于GEMS的学习程序，在对照组（N=16）中，按照2018年科学课程进行课程教学。作为数据收集工具，在应用前后使用了由26个选择题组成的科学过程技能测试（SPST）。分析结果时使用了SPSS软件包程序。在对各组量表获得的 SPST 数据进行分析时，使用了独立样本 "曼-惠特尼 U 检验 "和 "Wilcoxon 符号行检验"。研究结果表明，与按照 2018 年科学教学大纲进行课程设置的对照组相比，基于 GEMS 学习方案进行课程设置的实验组的 SPST 分数显示出显著的统计学差异。结论是，在开展基于GEMS教学法课程的实验组中，科学过程技能测试得分较高。根据研究得出的结果，为了更有效地使用基于GEMS（Great Exploration in Math and Science）的学习课程，应为教师提供在职培训，并可建议为科学教师编写GEMS方法指导手册。 文章可视化：
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Pub Date : 2023-11-11DOI: 10.46827/ejes.v10i12.5099
Pasara Namsaeng, Eric A. Ambele
Intercultural competence is a contemporary pedagogy in Thai tertiary education. The current study aims to explore the potentials of employing intercultural competence to promote critical thinking in Thai tertiary education. There are two constructs being reviewed: intercultural competence and critical thinking. The origin and benefits of intercultural competence are first discussed, followed by its frameworks. Then the challenges of teaching intercultural competence in Thai tertiary education are raised, followed by general knowledge of critical thinking. After that, the interconnection between intercultural competence and critical thinking is provided as a claim of the potentials of intercultural competence in enhancing critical thinking. This academic article proposes that there are five reasons why intercultural competence potentially enhances critical thinking. First, its matching characteristics of ‘holistic’ and ‘judiciousness’ in culture and critical thinking’s frameworks. Second, the shared characteristic of both constructs is that they are learnable through inquisitive, truth-seeking, and analytical skills. Third, the open-mindedness of CT skills as a dynamic process of thinking. Fourth, the confidence in reasoning towards ethnocentrism with high determination. Finally, the aforementioned aspects are mutually and systematically supportive of one another. With all these elements, there is high potential for using intercultural competence instruction to promote critical thinking in tertiary students. Article visualizations:
{"title":"POTENTIALS OF INTERCULTURAL COMPETENCE IN PROMOTING CRITICAL THINKING IN THAI TERTIARY EDUCATION","authors":"Pasara Namsaeng, Eric A. Ambele","doi":"10.46827/ejes.v10i12.5099","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5099","url":null,"abstract":"Intercultural competence is a contemporary pedagogy in Thai tertiary education. The current study aims to explore the potentials of employing intercultural competence to promote critical thinking in Thai tertiary education. There are two constructs being reviewed: intercultural competence and critical thinking. The origin and benefits of intercultural competence are first discussed, followed by its frameworks. Then the challenges of teaching intercultural competence in Thai tertiary education are raised, followed by general knowledge of critical thinking. After that, the interconnection between intercultural competence and critical thinking is provided as a claim of the potentials of intercultural competence in enhancing critical thinking. This academic article proposes that there are five reasons why intercultural competence potentially enhances critical thinking. First, its matching characteristics of ‘holistic’ and ‘judiciousness’ in culture and critical thinking’s frameworks. Second, the shared characteristic of both constructs is that they are learnable through inquisitive, truth-seeking, and analytical skills. Third, the open-mindedness of CT skills as a dynamic process of thinking. Fourth, the confidence in reasoning towards ethnocentrism with high determination. Finally, the aforementioned aspects are mutually and systematically supportive of one another. With all these elements, there is high potential for using intercultural competence instruction to promote critical thinking in tertiary students. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"95 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279799","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 : 2023-11-11DOI: 10.46827/ejes.v10i12.5102
Martha Naisiae Kesuna, Beatrice N. Manyasi, Anne W. Maina
Early childhood education, also referred to as preschool education is essential to children’s social, physical, emotional, and cognitive growth. Learning can be made more effective when the teachers have the right instructional materials. The study was guided by the following research questions: how were visual instructional materials utilized in teaching pre-reading skills among preschool children? and how were realia instructional materials utilized in the teaching of pre-reading skills among preschool learners? The study adopted a descriptive survey design and data was collected using questionnaires, interviews, and observation schedules. The findings of the study revealed that visual instructional materials for teaching pre-reading skills were available but not adequate in most of the schools, hence affecting the effective teaching of pre-reading skills among the learners. The study further established that most preschools lacked adequate realia materials for teaching pre-reading skills. It was concluded that Preschool teachers should attend relevant workshops, seminars, vocational and teacher professional development courses, to acquire pedagogical skills, besides effective utilization of Visual and Realia instructional materials in teaching pre-reading skills to preschool learners. Emphasis should be on pedagogical content knowledge. Article visualizations:
{"title":"UTILIZATION OF VISUAL AND REALIA INSTRUCTIONAL MATERIALS IN ENHANCING ACQUISITION OF PRE-READING SKILLS AMONG PRESCHOOL LEARNERS IN NAROK COUNTY, KENYA","authors":"Martha Naisiae Kesuna, Beatrice N. Manyasi, Anne W. Maina","doi":"10.46827/ejes.v10i12.5102","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5102","url":null,"abstract":"Early childhood education, also referred to as preschool education is essential to children’s social, physical, emotional, and cognitive growth. Learning can be made more effective when the teachers have the right instructional materials. The study was guided by the following research questions: how were visual instructional materials utilized in teaching pre-reading skills among preschool children? and how were realia instructional materials utilized in the teaching of pre-reading skills among preschool learners? The study adopted a descriptive survey design and data was collected using questionnaires, interviews, and observation schedules. The findings of the study revealed that visual instructional materials for teaching pre-reading skills were available but not adequate in most of the schools, hence affecting the effective teaching of pre-reading skills among the learners. The study further established that most preschools lacked adequate realia materials for teaching pre-reading skills. It was concluded that Preschool teachers should attend relevant workshops, seminars, vocational and teacher professional development courses, to acquire pedagogical skills, besides effective utilization of Visual and Realia instructional materials in teaching pre-reading skills to preschool learners. Emphasis should be on pedagogical content knowledge. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"38 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279902","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 : 2023-11-11DOI: 10.46827/ejes.v10i12.5098
Robert-Abel Ngwama Bindele
Une action pédagogique ne peut réussir sans la mise en épreuve des acquis des bénéficiaires de cette action. Cette mise à l’épreuve requiert des instruments d’évaluation qui permettraient à l’enseignant, à l’organisateur de l’enseignement ou à tout chercheur, d’une part, de diagnostiquer les difficultés d’apprentissage et à l’apprenant, d’autre part de comprendre ses erreurs et de le corriger. Notre étude aborde une problématique intéressante en orientation scolaire car elle touche un aspect important du processus enseignement-apprentissage ; celui lié à l’évaluation des apprentissages des élèves en langue française. Après administration d’une épreuve pédagogique en français, le constat est amer. La quasi-totalité des élèves qui arrivent à la fin du cycle primaire connaissent d’importantes lacunes en français.An educational action cannot succeed without testing the acquired knowledge of the beneficiaries of this action. This test requires evaluation instruments which would allow the teacher, the education organizer or any researcher, on the one hand, to diagnose learning difficulties and the learner, on the other hand to understand its errors and correct it. Our study addresses an interesting issue in educational guidance because it affects an important aspect of the teaching-learning process; that linked to the evaluation of students’ learning in French. After administering an educational test in French, the findings are bitter. Almost all students who reach the end of the primary cycle experience significant gaps in French. Article visualizations:
{"title":"EVALUATION DE L’APPRENTISSAGE DU FRANÇAIS DANS LES ECOLES PRIMAIRES DE MONT-NGAFULA A KINSHASA, D. R. CONGO / LEARNING ASSESSMENT FRENCH IN PRIMARY SCHOOLS FROM MONT-NGAFULA TO KINSHASA, D. R. CONGO","authors":"Robert-Abel Ngwama Bindele","doi":"10.46827/ejes.v10i12.5098","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5098","url":null,"abstract":"Une action pédagogique ne peut réussir sans la mise en épreuve des acquis des bénéficiaires de cette action. Cette mise à l’épreuve requiert des instruments d’évaluation qui permettraient à l’enseignant, à l’organisateur de l’enseignement ou à tout chercheur, d’une part, de diagnostiquer les difficultés d’apprentissage et à l’apprenant, d’autre part de comprendre ses erreurs et de le corriger. Notre étude aborde une problématique intéressante en orientation scolaire car elle touche un aspect important du processus enseignement-apprentissage ; celui lié à l’évaluation des apprentissages des élèves en langue française. Après administration d’une épreuve pédagogique en français, le constat est amer. La quasi-totalité des élèves qui arrivent à la fin du cycle primaire connaissent d’importantes lacunes en français.An educational action cannot succeed without testing the acquired knowledge of the beneficiaries of this action. This test requires evaluation instruments which would allow the teacher, the education organizer or any researcher, on the one hand, to diagnose learning difficulties and the learner, on the other hand to understand its errors and correct it. Our study addresses an interesting issue in educational guidance because it affects an important aspect of the teaching-learning process; that linked to the evaluation of students’ learning in French. After administering an educational test in French, the findings are bitter. Almost all students who reach the end of the primary cycle experience significant gaps in French. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"10 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279749","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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