International Journal of Progressive Education

Journal Information
ISSN : 15545210
Current Publisher: Pen Academic Publishing (10.29329)
Total articles ≅ 159
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International Journal of Progressive Education; doi:10.29329/ijpe

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.
Ken Chuaphalakit, Bhornsawan Inpin, Prarthana Coffin, Mae Fah Luang University
International Journal of Progressive Education, Volume 15, pp 103-118; doi:10.29329/ijpe.2019.212.8

Abstract:The current study investigated the quality of feedback produced via anonymous online peer feedback activity in a Thai EFL writing classroom. It also explored how the students perceived the anonymous online peer feedback activity. Peer feedback tasks, questionnaires, and an interview were used to collect the information. The results from the peer feedback tasks showed that the quality of peer feedback significantly improved. The results from the questionnaires showed that the students agreed that the online peer feedback activity helped them to improve their writing although there were some problems that should be improved. The follow-up interview revealed that the anonymity of the writers or the feedback givers would not affect how most students would react to the writings or feedbacks. It could be noted from the study that sufficient training must be provided before implementing the anonymous online peer feedback activity. The findings provide new evidence for scholars and instructors who are interested in implementing an anonymous online peer feedback in a Thai classroom.
Abdullah Balıkçı, Sezen Tofur
International Journal of Progressive Education, Volume 15, pp 358-370; doi:10.29329/ijpe.2019.212.23

Abstract:The purpose of this study is to examine the social activities in Turkish Education System from the viewpoint of the school administrators. Qualitative method and case study design were conducted in the study. The sample of the study is composed of 10 school administrators, who were selected through convenience sampling and snowball sampling. Data were collected through the semi-structured interview form, observations, and document analysis. Descriptive analysis technique was used to analyze the data. According to the findings of the research, the participants evaluated the social activity as the activities that affect the environment and the students and are desired to affect them and stated that all the stakeholders take on the responsibility for this purpose. The main factor in the quantitative and qualitative differentiation of social activities in schools is the perspective of the school staff who direct and manage these activities. Social activities regulations are generally simple in terms of language and have a structure that facilitates work. Based on the results obtained, it can be suggested to make a regulation that brings a separate lesson time to the club work in the legislation and to carry out the studies that examine the subject from the perspective of the other stakeholders who contribute to education.
Eyüp Bozkurt, Fırat Universty
International Journal of Progressive Education, Volume 15, pp 149-161; doi:10.29329/ijpe.2019.212.11

Abstract:Values are concepts that influence and direct individuals’ behaviors. Because values directly influence society’s structure, values education also takes an important place. Both children’s games and values education have a structure that can diversify values education and make it entertaining during learning. In this study, it was aimed to reveal the perceptions of classroom teachers regarding values education with children’s games. Within the scope of this aim, 272 classroom teachers were investigated for their perceptions. The study adopts a survey model and is of a descriptive quality. In the investigation of the study results, it was stated that teachers could conduct values education with children’s games and children’s games could be used in the educational environment as well as the fact that computer games make individuals antisocial. Additionally, the teachers who participated in the study stated that games ensured acting according to facts by filtering events and cases from a logical process, provided creative and innovative thinking and that teachers should know what games mean for children and how important is games’ influence in their development. The participating teachers also reported that children’s games include many elements of values that we brought from past to present and they reflected the cultural values of society.
Emin Ibili, Afyonkarahisar Health Sciences University
International Journal of Progressive Education, Volume 15, pp 42-57; doi:10.29329/ijpe.2019.212.4

Abstract:The aim of this study was to explain the relationship between cognitive load and the effects of augmented reality (AR) learning environments. To achieve this aim, firstly, the studies of systematic literature reviews on the potential and limitations of AR learning environments were examined. Afterwards, the effect of AR was categorized in terms of (1) pedagogical effect, (2) instructional design, (3) motivation and (4) interaction interfaces. Finally, the relationship between cognitive load and the emerging categories related to the potential and limitations of AR was explained and recommendations were presented. From a pedagogical point of view, AR helps to reduce extraneous cognitive load and to increase germane cognitive load. On the other hand, the effect of AR systems, which are difficult to use and complex in terms of instructional design, on cognitive load was revealed. Some teaching methods and design principles that can be effective as solutions were presented. In addition, the effects of motivational stimuli on the prevention or extension of cognitive capacity among students were described. Finally, the potential and limitations of AR interaction interfaces on cognitive load were explained. The results of this research provide important clues for AR developers and instructional designers in terms of reducing cognitive load and the elimination of working memory limitations.
Munise Seckin Kapucu, Eskisehir Osmangazi University
International Journal of Progressive Education, Volume 15, pp 70-91; doi:10.29329/ijpe.2019.212.6

Abstract:The purpose of this study is to examine students' experience of design-based research in science applications courses. The study was carried out during the fall semester of the 2018-2019 academic year in the science application course. The participants of the study were 44 eighth grade students attending in two classes of a secondary school located in Odunpazarı district of Eskisehir. In the study, a design-based research method was used. The students were asked to describe a problem from daily life during the application phase of the study. Afterwards, they were expected to design products to solve this problem. Data collection tools of this study were the Reflection Form for Design Steps, which was developed by the researcher, and the Self-Assessment Form included in the Technology Design Course Curriculum. The application was completed in an eight-week period. Content analysis was used to analyze the obtained data. It is seen that students have mostly departed from their own life in the identification of the problem, and the ideas that they have generated were about problem solving, new ideas, and making life easier. Students followed the stages of the design process such as research, design, problem identification, and drawing sketches. Regarding the evaluation of their experience during the design process, most of the students stated that they learned how to design, but they found it difficult to combine materials. Students stated that next time they would pay more attention to choosing design features, identifying the problem, and finding interesting products. Research can be carried out to examine the skills that are thought to be effective in the design process such as decision making, critical thinking, and problem solving. Within the scope of the 2023 Education Vision, it is planned to establish “Design-Skill Workshops”. With such an application, students' design skills can be improved.
Fazilet Karakuş, Mersin University
International Journal of Progressive Education, Volume 15, pp 257-272; doi:10.29329/ijpe.2019.212.17

Abstract:The purpose of the study is to analyze gifted and talented students’ project performances and views about them. In the study, explanatory sequential design, which is one of the mixed method research designs, was applied. In the quantitative phase of the study, project performances of the students were identified, while, in the qualitative phase, their views on their performances were determined. The study group consisted of the students who were enrolled in the Support Program at a Science and Arts Center during the 2017-2018 education year. According to quantitative findings, during the project preparation process, the students exhibit “fairly good” performance in producing ideas from science-related life, producing ideas for their needs and creating hypothesis about the problem. In qualitative findings, the students are seen to have no difficulty in producing ideas, as a result of which they can immediately produce ideas on their own. As regards to the project process and project content, they are observed to show “fairly good” performance in self-deciding on the sources and materials to be used for testing the hypothesis and sharing the research findings with the teacher and class while showing “satisfactory” performance in testing the hypothesis. The students stated that they did research, tested hypothesis and made inferences for hypothesis testing. They performed “fairly good” in using fluent and clear language in presentation, making the presentation within the given time and making eye contact with the audience. They expressed their opinion that they made an effective presentation as well as they were not satisfied with the presentation.
Bengü Türkoğlu, Necmettin Erbakan University
International Journal of Progressive Education, Volume 15, pp 315-344; doi:10.29329/ijpe.2019.212.21

Abstract:This study aimed to examine the influence of the ‘Board Game Based Cognitive Training Programme’ (BGBCTP) on the cognitive development of the second and third graders among primary school children. BGBCTP is based on educational board games for second and third graders and aims to help them develop cognitive skills. Mixed method was used and it was carried out within the framework of embedded design. A quasi-experimental pretest-posttest design was the quantitative data gathering method and a case study was the qualitative one. The participant group consisted of 120 children (60 in the experimental group, 60 in the control group). The interviews were conducted with twenty grade teachers who carried out the training programme in the experimental group. The General Information Form, The Thurstone Primary Mental Abilities Test 7-11 (PMA 7-11) and “Semi-structured Interview Form” were used to collect data. PMA 7-11 was used to statistically test the influence of BGBCTP on the development of second and third graders’ cognitive skills. BGBCTP was used by the researcher with the children in the experimental group in a ‘regular and controlled’ manner, for 12 weeks, 2 days in a week, 1 hour each day (a total of 24 hours), in addition to their daily activities in their regular environment. For quantitative data analysis, the dependent-samples t-test was carried out for in-group comparisons, whereas the independent-samples t-test was used for intergroup comparisons. For qualitative data analysis, a descriptive analysis approach was used. The quantitative research findings indicated that the BGBCTP has had a significantly positive effect on the cognitive developments of the children in the experimental group. Besides the qualitative research findings revealed that the BGBCTP has a positive effect on children’s linguistic, shape-space, reasoning, discrimination and numerical abilities. In conclusion, BGBCTP is an effective programme on the cognitive development of children.
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.