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(searched for: doi:10.29329/*)
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Yeliz Temli Durmuş, Uşak University
International Journal of Progressive Education, Volume 15, pp 301-314; doi:10.29329/ijpe.2019.212.20

Abstract: Every human confronts daily moral problems, and education process enhances problem solving skills. Especially novice teachers hesitate between making decisions about creating extra time for moral education or focusing on students’ academic success and cover the units of a curriculum. The aim of this study is to investigate early childhood education teachers’ experiences and observations related to ethical dilemmas and teachers’ efforts for promoting moral education of children. This qualitative study was conducted in Uşak, a small city in the west of Turkey, and 28 early childhood education teachers voluntarily participated in the study. The findings showed that teachers and families affect students’ moral perceptions, and ethical issues create a major difficulty in moral education. The limitations for moral education were listed as family effect, lack of effective role models in students’ life, media, and ignorance of national values. According to the participants, families raise selfish people deliberately because they believe someone else can shoulder responsibilities for their children in the future and their children can lead a comfortable life. Another theme is Endangered Values which participant teachers are anxious about losing such as justice, honesty, friendships, tolerance, and kindness.
Hacer Ulu, Afyon Kocatepe Üniversitesi
International Journal of Progressive Education, Volume 15, pp 273-287; doi:10.29329/ijpe.2019.212.18

Abstract: In this research, creative writing of 4th grade students in terms of children’s gender, attendance of a keeping a diary, mother’s educational background, father’s educational background and the number of books read were examined. The sample of this study consisted of 4th grade students. It was drawn from 6 primary schools in the city of Afyonkarahisar. 182 students participated in the study which took place in the spring term of the academic year 2017-2018. To collect the study data and answer the research questions, ‘Writing Success’ and ‘Scale for Assessing Story Elements’ scales were used. To analyze data, Mann Whitney U and Kruskal Wallis-tests were used. While texts written by students were evaluated according to subdimensions of originality, fluency of thoughts, flexibility of thoughts, lexical richness, sentence structure, organization, accuracy of style and grammar, it was found that their levels were close to average, their averages were found to be lower in terms of main character, locale, time, starter event, aim, initiative, result and reaction when examined in terms of narrative text writing of story elements. When the students’ scores obtained from ‘Writing Success Scale’ and ‘Scale for Assessing Story Elements’ were evaluated, a significant difference was found in favor of the girls in terms of gender, and in favor of dairy writers in terms of keeping a dairy. According to the number of books read, there was a significant difference found in the favor of those reading at least three books compared to those who read a month in both assessment tools. In both assessment tools, there were no significant differences in terms of parents’ educational background
Özden Demir, Kafkas Üniversitesi, Ahmet Doğanay, Çukurova University
International Journal of Progressive Education, Volume 15, pp 131-148; doi:10.29329/ijpe.2019.212.10

Abstract: In this study is the identification of the relationships between metacognition, self-regulation, social intelligence, lifelong learning trends which should be possessed by teachers in this regard, the general purpose of this study is to explore how much pre-service teachers’ lifelong learning trends are predicted by metacognition, self-regulation, social intelligence variables. The study was designed according to procedural model in relational screening method. The study was conducted with 443 2nd and 4th year pre-service teachers who were enrolled in Kafkas and Çukurova University Education Faculty, Pre-school Teaching Department and Classroom Teaching Department. Multiple regression analysis was performed for the analysis of the data collected using the Metacognition Scale, Self-regulated Learning Scale based on Zimmerman’s Model, Social Intelligence Scale, Lifelong Learning Trends Scale. Analysis results showed that total scores of the Lifelong Learning Trends Scale were significantly predicted by the Self-reflection subscale of Self-Regulated Learning Scale and by the Social Knowledge, Social Skill, Social Awareness subscales of the Tromso Social Intelligence Scale; motivation subscale was significantly predicted by the Forethought, Self-Reflection subscales of the Self-Regulation Scale, Social Knowledge, Social Skill subscales of the Tromso Social Intelligence Scale.
Gulbin Ozkan, Unsal Umdu Topsakal, Yildiz Technical University
International Journal of Progressive Education, Volume 15, pp 219-229; doi:10.29329/ijpe.2019.212.9

Abstract: The aim of this research is to determine Students' Views on the ethnobotany-Based Nature Education Program and the impact this program makes on their attitudes towards the plant. The research was conducted on 7th-grade students in a state school in İstanbul. 15 ethnobotany based activities were performed throughout Nature Education. The data collection tools were: an activity evaluation form composed of open-ended questions and conducted at the end of each activity, a Plant Attitude Questionnaire conducted both before and after the implementation and semi-structured student interviews (n=5) performed at the end of the implementation. The answers students gave on the evaluation form and in interviews were analyzed qualitatively in order to determine their views on the activities. The themes formed as a result of data analysis were demonstrated within the tables. The data collected through the Plant Attitude Questionnaire were analyzed quantitatively. At the end of the research, it was found out that most of the students have positive views on ethnobotanic based activities. Moreover, it was revealed that students’ scores of the attitudes towards the plant demonstrated a meaningful change throughout the study. The data collected with the help of the research were discussed and some suggestions were presented.
Emel Tüzel Işeri, Tokat Gaziosmanpaşa University
International Journal of Progressive Education, Volume 15, pp 58-69; doi:10.29329/ijpe.2019.212.5

Abstract: Schools exist to prepare students for life and to ensure students’ success. School principals are the most important people in terms of achieving schools’ goals. Principals are expected to have goals and work in line with the main aims and principles of National Education. The aim of this study is to determine newly appointed school principals’ reasons for becoming principals and to explore the expectations and goals of their schools. The research data were collected using semi-structured interview forms that were applied during the pre-service training of 40 school principals who were assigned as school principals for the first time in a province in the Black Sea region of Turkey at the beginning of the academic year. A qualitative research method and a content analysis technique were used for data analysis. The results show that most participants became school principals because they wanted to realize their educational ideals and goals. Participants' most important goal for their schools was to improve student qualification. Most of the participants’ expectations about their schools’ recognition in their school districts were about their schools’ success.
Ayşegül Çelik, Yozgat Bozok Üniversitesi
International Journal of Progressive Education, Volume 15, pp 92-102; doi:10.29329/ijpe.2019.212.7

Abstract: The purpose of this study is to determine whether there is a relationship between the thinking styles of prospective teachers and their attitudes towards learning. Relational screening model was used in this research analyzing the relationship between the thinking styles of prospective social studies and classroom teachers and their attitude towards learning. The research sample is composed of 191 prospective social studies and classroom teachers studying in a state university located in Central Anatolia Region for academic year. Rational-Experiential Thinking Styles Questionnaire and The Scale of Attitudes towards Learning chosen as purpose-oriented were used in the study. Unrelated samples t test, one-way analysis of variance and pearson correlation analysis were performed in the data analysis. A negatively significant relation was ascertained between the cognitive requirement sub-dimension of the thinking styles questionnaire of prospective teachers and the sub-dimensions of the nature of learning, expectations about learning and openness to learning belonging to the scale of attitudes towards learning. There was no significant relation observed between the intuitive belief sub-dimension of the thinking styles questionnaire and the sub-dimensions of the nature of learning, expectations about learning, openness to learning and concern about learning belonging to the scale of attitudes towards learning.
Abdulhamit Karademir, Mus Alparslan University / Faculty of Education, Berrin Akman, Hacettepe University / Faculty of Education
International Journal of Progressive Education, Volume 15, pp 198-215; doi:10.29329/ijpe.2019.212.14

Abstract: Practice: An Inquiry-Based Mathematics Activities Module (IBMAM) was developed in accordance with the developmental characteristics, interests, needs, and expectations of preschoolers. The aim of the study was to determine the effect of the IBMAM on preschoolers’ numbers and operations skills. A quasi-experimental method, which was a pretest-posttest design with control group, was used. The students of a kindergarten were randomly assigned to three groups: experimental, control, and placebo. Measurements were made on the three groups before and after the IBMAM. The study took place in the academic year of 2016-2017, and the sample consisted of 57 students (19 participants in each group) of a kindergarten in Sincan, Ankara, affiliated to the Ministry of National Education. Interviews were conducted with 18 kindergartens in the same district for the needs analysis. The kindergarten was the study field of choice due to its sufficient number of students and low socioeconomic status and to the students’ willingness to participate in the study. Math activities were performed in three classes with children 60–72 months of age. For 6 weeks, the experimental group performed the 30-activity IBMAM, the control group performed no activities, and the placebo group performed Turkish reading activities unrelated to mathematics (TRAUM). Data were collected using the Test of Early Mathematics Ability (TEMA-3). In the current study, 3x3 (three groups: experiment, control, placebo groups with 3 measurements: pretest, posttest, follow up test) experimental mixed design (factorial-split-plot) ANOVA was performed to determine the effect of IBMAM on preschoolers’ math skills. Research Findings: Results show that the IBMAM had a positive and lasting effect on preschoolers’ number and operations skills. IBMAM provided the experimental group participants with the opportunity to be engaged in small-group activities in which they were able to have math experiences and inquire about them. This process allowed them to enhance math concepts, learn new ones, and learned in meaningful ways in which they used their math skills. They structured the concepts and skills that they had learned by inquiring, researching, and experiencing, which promoted their curiosity and interest in learning.
Gazanfer Anlı, Bursa Technıcal Unıversıty
International Journal of Progressive Education, Volume 15, pp 371-379; doi:10.29329/ijpe.2019.212.24

Abstract: The aim of this study is to examine the relationship between sense of classroom community and interpersonal sensitivity in high school students. The research population was composed of 409 students from an Anatolian high school located in Ümraniye county of Istanbul city. The sample consisted of 208 females and 201 male students and the mean age was 15.37. The data were obtained by using the Classroom Community Index and Interpersonal Sensitivity Scale. The descriptive statistics, Pearson correlation coefficient and path analysis were used in the analysis of the data. There were significant and negative correlations among high school students' sense of classroom community and interpersonal worry and dependency, unassertive interpersonal behavior and low self-esteem levels which are the subscales of the interpersonal sensitivity. Results of the path analysis indicated that interpersonal sensitivity had a significant, negative predictive role on sense of classroom community. This analysis also stated that the fit indices for the proposed structural model were good (χ2/df = 1.61, SRMR = 0.01, GFI = 0.99, RMSEA = 0.039, CFI = 0.99, TLI = 0.98).
Bekir Güler, Bartın University, Mehmet Şahin, Dokuz Eylül University
International Journal of Progressive Education, Volume 15, pp 1-18; doi:10.29329/ijpe.2019.212.1

Abstract: The purpose of this study was to investigate the effect of inquiry-based experiments on pre-service science teachers’ science process skills. The study group consisted of 60 pre-service teachers in total, enrolled in the undergraduate program of Science Teacher Education, Faculty of Education at a state university. The study which used randomized quasi-experimental design with pre-test – post-test and control group, designed as a mixed method study. Experimental practices were performed within a 10-week period. Science Process Skills Observation Form, developed by the researchers, was used as data collection tool in the study. IBM SPSS Statistics software was used for the analysis of quantitative data and content analysis was employed for analyzing the qualitative data. As a result of the analyses, inquiry-based experiments were more successful than confirmatory ones in terms of improving the science process skills of pre-service teachers. It is estimated that the results of this study will significantly contribute to the planning processes of teacher education programs as well as to the future studies on inquiry-based learning.
Tugay Tutkun, Çanakkale Çanakkale Onsekiz Mart Üniversitesi
International Journal of Progressive Education, Volume 15, pp 32-41; doi:10.29329/ijpe.2019.212.3

Abstract: Commonly described by psychologists; anxiety is a psychological construct, as a state of apprehension, a vague fear that is only indirectly associated with an object (Scovel, 1991). A small amount of anxiety is believed to be needed for learners since it improves performance which is known as facilitating anxiety. Statistics anxiety is a feeling of anxiety when taking a statistics course or doing statistical analysis (Cruise, Cash, & Bolton, 1985). In general, statistics anxiety is a debilitating anxiety which negatively affect students’ performance. Statistics is one of the compulsory courses in most graduate programs. Students entering to these graduate programs especially in social sciences such as education, usually do not have any math and statistical background which creates a negative perception towards statistics related courses. These negative feelings and perceptions are thought to be affect their level of success. The aim of this study is, therefore, to determine the anxiety related views of graduate students towards statistics course. Qualitative content analysis with purposeful sampling is used in the study. To this end, the research data were obtained with the help of 26 graduate students studying in Department of Educational Sciences at Çanakkale Onsekiz Mart University in the academic years of 2017-2018. A semi-structured interview form was used for data collection which aims to determine the anxiety related views of graduate students. Analysis of the results revealed five themes of statistics anxiety; (1) importance of the course, (2) math skills, (3) computer skills, (4) exam stress, and (5) foreign language skills. It can be concluded that defining and understanding the source of anxiety related behaviors will help to conduct more effective and efficient statistics courses.
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