International Journal of Progressive Education

Journal Information
ISSN : 15545210
Current Publisher: Pen Academic Publishing (10.29329)
Total articles ≅ 116
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Latest articles in this journal

International Journal of Progressive Education; doi:10.29329/ijpe

Nejla Gürefe, Usak University, Gülfem Sarpkaya Aktaş, Aksaray University
International Journal of Progressive Education, Volume 15, pp 1-15; doi:10.29329/ijpe.2019.203.1

Abstract:In this study, it was aimed to reveal the explanatory strategies that preservice teachers use in the process of explaining the concept of divisibility by zero. It was investigated how the concept of divisibility by zero, which can be used in expressing the case where the denominator is present in the definition of important concepts of the secondary school curriculum such as the fraction and rational number, is defined and explained. A scale consisting of three open-ended questions, in which it was questioned what the definition of the concept of divisibility by zero is and how this concept can be explained to the secondary school/high school student, was used as a data collection instrument. The data were collected through this scale and the content analysis method was adopted in the data analysis. As a result of the analyses made, it was determined that the preservice teachers use the rule strategy the most on the subject of divisibility by zero.
International Journal of Progressive Education, Volume 15, pp 27-46; doi:10.29329/ijpe.2019.203.3

Abstract:The changes occurred in science and technology affect the content of education directly. In alignment with this change, the upbringing of students from an early age to be able to adapt and improve in alignment with the changing life conditions, to take learning responsibilities, to solve problems, to be able to think critically, to be entrepreneurial and to have communication skills is directly realted to models and methods used in their learning environments. With self-regulated education that emerged in alignment with this perspective, students follow a path that is cognitively, motivationally and behaviorally active during their education. The purpose of this study is to identify the effects of self-regulation based strategic reading on the comprehension, reading motivation and self-regulation skills of 5th grade students. The study was conducted in two middle schools that are in the middle level socioeconomically in the city of Aksaray. An experimental model with pre-test and post-test control group was used in the study. Paired groups were assigned to expeiment and control groups randomly in alignment with the research design. In the test group, a program geared towards improving self-regulation based reading skills was used while the current education program is used in the control group. Reading comprehension scale, motivation and learning strategies scale, reading motivation scale, and reading strategies scale were used as data collection instruments. The findings showed that self-regulation based strategic reading education has an effect on reading comprehension, motivation and self-regulation skills.
Kemal Kurak, Çanakkale Onsekiz Mart Üniversitesi
International Journal of Progressive Education, Volume 15, pp 66-72; doi:10.29329/ijpe.2019.203.5

Abstract:The aim of this study is to investigate fanaticism activities and fanaticism levels of physical education teachers as football supporters. The sample of the study consists of a total of 1292 teachers, 754 males and 538 females, who were working as physical education teachers in the cities of Gaziantep, Malatya, Elazığ and Kahramanmaraş in the 2017-2018 education period. Within the scope of this study, the “Football Supporter Fanaticism Scale” (FSFS), which includes 13-items, was used. The data obtained in the data collection period were analyzed using SPSS software. The physical education teachers in the study were investigated for their fanaticism, age, gender, marital status and years of professional experience. It was determined that the participants consisted of 17.6% of fanatics, 35.8% of team supporters and 46.6% of football spectators.
Önder Baltacı, Ahi Evran University
International Journal of Progressive Education, Volume 15, pp 73-82; doi:10.29329/ijpe.2019.203.6

Abstract:The purpose of this study is to examine how well university students’ social anxiety, happiness and loneliness levels explain their levels of social media addiction. The research was designed as a correlational survey model. The research group consisted a total of 312 university students, 165 female (53%) and 147 male (47%), attending at a state university in Turkey during the 2017-2018 academic year. The data collected using a Personal Information Form, a Social Media Addiction Scale, a Social Anxiety Scale, the short form of the Oxford Happiness Questionnaire, and the short form of the UCLA Loneliness Questionnaire. Pearson correlation and hierarchical regression analysis were conducted in SPSS to investigate the relationship between students’ social media addiction and their social anxiety, happiness, and loneliness levels. The findings showed that there was a positive relationship between students’ social media addiction levels and their social anxiety and loneliness levels. On the other hand, there was a negative relationship between students’ social media addiction levels and their happiness levels. According to these findings, social media addiction variable significantly predicted by the social anxiety and happiness variables, but it did not significantly predicted by the loneliness variable. The findings were discussed in the light of the relevant literature and recommendations were presented.
Selda Şan, Nurhak Cem Dedebali, Sinop University, Education Sciences, Iskender Daşdemir
International Journal of Progressive Education, Volume 15, pp 96-107; doi:10.29329/ijpe.2019.203.8

Abstract:When considered the basis of social studies, it can be seen that citizenship and citizenship-related issues are of vital importance. After the industrial revolution and immigration, education was considered as a solution to keep people together healthily who have serious problems with each other and are from different cultures. Within the context of this solution, raising citizens capable of living in society was aimed and this duty was given to social studies education programs. During the time, different forms and perceptions of citizenship have emerged and expectations of countries/governments from their citizens have changed. In the course of globalization, perceptions and expectations of citizens also have been transformed. In past, raising citizens obeying the state was the aim, today the expectation is to raise citizens who can carry their states, nations and even the world to higher levels and who can criticize, explore, solve problems and develop themselves at a national and universal level. Since human beings have to live together with different cultures and nations, they are expected to respect different ones from themselves and to be loyal to democratic values with a sense of tolerance. Today, the concept of citizenship cannot be considered without democracy and values of democracy. It is also important to reveal what social studies candidate teachers understand from the combination of citizenship and democracy concepts, which have crucial place in the nature of social studies and its education. For this reason, the aim of this research is to reveal the opinions of social studies candidate teachers on democracy and citizenship. This research is carried out using a qualitative research method. Social studies candidate teachers educated at Ege University makes up the study group of this research. In the study, opinions of social studies candidate teachers were received using a questionnaire consisting of open-ended questions. The research is carried out with 165 participants in total based on a voluntary basis. However, blank and meaningless data is eliminated and thus data of 135 participants is used in total. Data is collected with an open-ended questionnaire and is analyzed using content analysis method. In the result of the research, social studies candidate teachers defined citizenship as duties and responsibilities and they defined democracy rights-liberties and duties-responsibilities when they defined the concepts of democracy and citizenship. It can be said that according to social studies candidate teachers, democracy gives the meaning of rights and liberties to citizenship concept. They expressed a relation between two concepts and mentioned basic values/characteristics of democracy such as equality, justice, tolerance, freedom. However, results of this study demonstrate the necessity of a license program or teacher education program that handles the citizenship with a multi-dimensional and constructivist approach.
Zafer Güney, İstanbul Aydın Üniversitesi
International Journal of Progressive Education, Volume 15, pp 142-156; doi:10.29329/ijpe.2019.203.11

Abstract:The need for methods, techniques and approaches that we can develop high-level thinking skills in important activities increases day by day in order to achieve effective use of technology and change in information and communication technologies. In particular, the diversity, complexity of technical skills and to gain technical skills required to be learned in schools and through applications in industry is important. Teaching the programming as a technical skill during instructional design process (ID) and how effective and meaningful teaching can be taught is an important problem. Thus, instructional design models have been developed for the solution of learning problems in systemic, systematic and appropriate learning conditions and especially for the development of technical skills (van Merriënboer (1997). The instructional design model (4C/ID) activity mentioned here can be used for teaching the importance of instructional and technological stages by combining and supporting another multimedia project design, development and evaluation model. This study presents technical skills only by pointing to the future developers and designers of programming that an instructional design approach can be used to develop other programming skills. In addition, through ten steps proposed for complex learning (van Merriënboer & Kirschner 2007) and steps in achieving complex cognitive, high-level, algorithm based limited coding, technical skills, it is to provide a new different approach to program developers, instructors and designers by planning and discussing the design of the process within a basic frame as to be in four stages (van Merriënboer & Kirschner 2007). The purpose of this study is to adapt the principles of the model for teaching technical skills by using four-component instructional design model (4C/ID) within software programming. In this study, theoretical framework for teaching complex technical skills, learning theories and problem solving in programming are given. The relationships between components of 4C/ID model presented for teaching programming skills. At the end of study, the ID model components and their applications for future programming skills were indicated.
Pınar Karaman, Ibrahim Demirci, Atilla Özdemir, Sinop University, Suleyman Demirel University
International Journal of Progressive Education, Volume 15, pp 187-199; doi:10.29329/ijpe.2019.203.14

Abstract:This study examines the structural relationship among motivation, deep learning approach, and academic achievement of middle school students in Turkey. Participants were 746 seventh grade and eighth grade students enrolled in public middle schools in Sinop and Ankara, Turkey. Motivated Strategies for Learning Questionnaire, Study Process Questionnaire (R-SPQ-2F) and GPA scores of participants were used in the study. Data were analyzed by Structural Equation Modeling. The results of the study revealed that motivational variables are related with the use of deep learning approach which is related with higher GPA. Path analyses demonstrated that deep learning approach fully mediated the relationship between students’ motivational variables and academic achievement. Self-efficacy, task value, and intrinsic goal orientation as the indirect effects through deep learning approach on academic achievement were strong predictors in the model.
Esra Uçak, Pamukkale University
International Journal of Progressive Education, Volume 15, pp 215-228; doi:10.29329/ijpe.2019.203.16

Abstract:The present study aims to investigate the opinions of prospective science teachers about the use of QR codes in the teaching materials that they prepared in the “Instructional Technologies and Material Development” course. The study group consists of 38 (32 female, 6 male) 3rd-year prospective science teachers who attended the “Instructional Technologies and Material Development” course in the fall semester of the 2018-2019 academic year, and who chose to use QR codes academic year, and who chose to use QR codes in the teaching materials. In this case study, the data were collected through semi-structured interviews. The data were analyzed by the content analysis method. The study revealed the perspectives of prospective science teachers on the use of QR codes in the teaching materials they prepared, in the learning process, its advantages, disadvantages, and effects of QR codes on the materials prepared.
Ordu University, Ilker Aydın
International Journal of Progressive Education, Volume 15, pp 200-214; doi:10.29329/ijpe.2019.203.15

Abstract:This study aiming to determine the frequency of use of words in the narrative texts in which the best examples of standard language use are displayed ranks 268 stories compiled from the prominent names of Turkish story-writing. Frequency analyses were made on a corpus of approximately 450 thousand words and the frequency of use of words were tried to be listed according to their lexical categories. The words ranking at a certain percentage (about 2%-4%) were scored. It was observed that general words and grammatically functional words had higher frequencies, and the wordswere used with their antonyms. In terms of Turkish, categorization of words according to their positions in the sentence and their affixations, possible categorization of words in more than one lexical category, and variable meanings which homonyms gain in context were found as the most significant problems in frequency analysis and corpus formation.