This study investigates the needs of pre-service and in-service German language teachers to improve their Classroom Interactional Competences (CIC). The current study also explores the frequency of interactional resources through opinions of the pre-service and in-service German teachers. The data of the study were gathered through “the survey of Needs and Situation Analysis about Classroom Interactional Competence”. A total of 63 German language teachers participated in the study; 22 pre-service and 41 in-service teachers in 2016-2017 academic year. In this study, Independent Sample T-test was conducted to scrutinize the relation between the needs and frequency of interactional features within SPSS 23.0 statistical program. In this study, MAXQDA 11 qualitative data analysis program was used to examine the general opinions of the participants about CIC and its interactional properties, and the data were thematized via the inductive content analysis. The findings of this study have revealed that there is a match between the needs and frequency of the CIC features. The participants of the study have also emphasized the significant role of CIC in foreign language education and the necessity of CIC within both pre-service and in-service education. This study makes an important contribution to classroom interaction and teacher education.
Keywords: classroom interaction, foreign language education, teacher education, German language teaching
The periodic table is an introduction to the elements and is important in terms of chemistry education. In many chemistry teaching programs around the world, effective use of periodic table is aimed. However, considering the characteristics of the periodic table, it is not possible to encounter with a way or a method to use them in the literature. For this reason, the aim of this study is to draw attention to the nature of the periodic table, and to open a door to think that this nature is advantageous in terms of chemistry education. For this purpose, the historical development and present situation of the periodic table are briefly mentioned and the concepts of periodic law, periodic system and periodic table are analyzed from a philosophical point of view. Afterwards, in the light of the methodological and epistemological aspects of the historical development of the periodic table, periodic law and periodic system relations is discussed in the context of the chemistry education for the effective use of periodic table. In this discussion, the hypothetical-deductive method was pointed that might be compatible for the effective use of the periodic system, and some suggestions for chemistry education have been given.
Keywords: chemistry education, nature of chemistry knowledge, hypothetical-deductive method, history and philosophy of science, periodic system
Business professionals, who use English language in their daily interactions at global corporate companies in Turkey, have been educated within the paradigm of teaching and learning of English as a Foreign Language (EFL). However, as most of their interactions in business world take place with speakers of other languages in multilingual/cultural settings, these professionals’ use of English language as Lingua Franca (ELF) may commence to function in different domains with different purposes and communicative outcomes within the paradigm of (B)ELF. However, how business professionals in Turkey use and conceptualize English language in their daily business domains and how they position themselves as users of English and BELF have not been investigated. With this aim in mind, we conducted a research with 19 business professionals currently working at global companies in Istanbul. The data was collected through a background questionnaire administered with 19 business professionals and semi- structured interviews with five informants working in top positions at those companies which serve global customers. The findings of the study revealed that business professionals in Turkey are in a state of flux between the two paradigms – i.e. EFL and ELF toward the construction of BELF because EFL and ELF co-exist in their minds.
The qualitative case studies in socioscientific issues (SSI) focus on teachers' perceptions and opinions on teaching SSI, rather than individual teachers' involvement in teaching SSI. Thus, there is a need for in-depth case studies that focus on teachers' practices of teaching SSI and how these practices are influenced by teachers' deeper beliefs and motivations. This study investigated secondary school science teachers' design and implementation of SSI-based instruction. Using a multiple case study design, the participants were three secondary science teachers. The data collected through semi-structured interviews, observational field notes, and reflective journals in this study. The data analysis procedure occurred in three stages: open coding, identification of patterns and categories, and building themes. The findings revealed that one participant embraced the inclusion of social aspects such as ethics and values in SSI instruction, whereas the other two participants intentionally excluded the social aspects and only focused on scientific data and findings in order to present the issue in a less biased and controversial way. In addition, teachers' epistemological and pedagogical beliefs about science and socioscientific issues, as well as the social and cultural structure of their school and community, strongly influenced their SSI-focused instructional practices.
Keywords: Socioscientific issues, beliefs, teaching practices, case studies
In the literature, the importance of early literacy experiences provided at home by parents to the development of early literacy skills is often expressed. Therefore, the study was aimed at identifying the possible relationships between home early literacy experiences and children’s print awareness skills. The participants of the study comprised 60 preschool children (48-68 months) whose native language is Turkish. The Home Early Literacy Environment Questionnaire (HLEQ) used for the assessment of home literacy skills were conveyed to the parents by the preschool teachers. The Early Childhood Print Awareness Checklist used for the assessment of children’s print awareness skills were individually administered to each child. The results displayed a variation in early literacy skills within 48-68 months and indicated that variables pertaining to “writing” might have been effective in this variation. Another prominent finding was that demographic variables such as parental education and frequency of participation in social activities, as well as, most of the HLEQ variables correlated with each other at varying strengths. Similar studies specific to the Turkish language should be conducted in order to identify various predictors of both home literacy skills and print awareness. The study results are discussed in light of the existing literature.
Keywords: home literacy, print awareness, early literacy
Having leadership skills is considered as a factor that increases effectiveness in education. Creative drama leaders are defined as those who plan and direct drama process and lead participants in drama. In this respect, it can be stated that creative drama has some qualities that creative drama leaders should have. Designed in a screening style, this research aims to reveal the opinions of creative drama participants on the qualities that an effective creative drama leader should have. The research was carried out with 1st and 5th stage participants in the Trabzon branch of the Contemporary Drama Center. 25 participants from the 1st stage and 28 participants from the 5th stage involved in the research. The data collected with semi-structured interview form were analyzed by content analysis method. The research found that 1st stage participants have 22 views, 5th stage participants have 8 views, and they jointly have 23 common views, regarding the personal qualities that creative drama leaders should have. It also found that 1st stage participants have 25 views, 5th stage participants have 17 views, and they jointly have 17 common views, regarding the occupational qualities that creative drama leader should have.
Keywords: Creative drama, leadership, creative drama leadership, participant
The aim of this study is to evaluate the participation of university students in physical activities based on sport and the effects of quality of life on the students’ academic achievement and socialization. The sample of the study is composed of 1057 students from different departments who are in their second year or upper classes at Osmangazi University in the academic year of 2013-2014. Cooper physical activity scale was used to determine the level of participation to physical activities based on sport, WHOQOL BREF scale was used to detect the quality of life, grade point average was used to decide the academic success and socialization scale of physical activity based on sport was used to determine socialization levels.
In the light of the findings obtained, a significant relation (p<0.01) in a positive way has been determined between physical activities based on sports and quality of life (0.57), between joining in physical activities based on sports and academic standing (0.43), between joining in physical activities based on sports and socializing (0.31), between quality of life and academic standing (0.31), between quality of life and socializing with the physical activities based on sports (0.44).
Keywords: Physical activity, the quality of life, academic success, socialization, university student
Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers’ cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers’ language learning cognitions may predict their language teaching practices. The data were collected from 606 instructors teaching English in various higher education institutions in Turkey through a cross-sectional inventory and then analyzed primarily through canonical correlation analysis. During the data analysis process, multivariate normality; linearity (among variables and linear composites); homoscedasticity; and multicollinearity were also evaluated. The general results indicated that the participants having competence-oriented approaches and executive learner preferences would exhibit adherence to traditional (conservative) pedagogy, but divergence from communicative practices in instructional planning and error correction. Similarly, the participants disfavoring legislative learners would tend to diverge from communicative practices in instructional planning and error correction; on the contrary they would reflect a tendency towards traditional (conservative) pedagogy.
Keywords: teacher cognition, teacher action, language teaching, language learning
This paper aims to investigate the effects of perceptions of organizational justice and organizational culture on knowledge sharing whilst testing the mediating role of organizational culture. The study sample was amassed through the Altınordu, Aybastı, Çatalpınar, Fatsa ve Gölköy districts of Ordu/Turkey. The sample was consisted of 511 educational employees’ that divised of 286 males and 225 females. As a data collection tool, self administered questionnaires were conducted. In order to test the hypothesized relationships, correlation alayses, hierarchical regression analyses and Sobel tests were executed. The results demonstrated that higher levels of organizational justice perceptions lead to higher levels organizational culture. Additionally, the results of the regression analyses depict that only procedural and interactional justice perceptions positively effects knowledge sharing. The mediating tests have revealed that organizational culture was a full mediating variable between procedural justice, interactional justice and knowledge sharing.
The aim of this study is to develop a scale to measure the career barriers of university students. In the scope of the study, pilot study on the scale of 25 students; explanatory factor analysis (EFA) on 387 students; confirmatory factor analysis (CFA) on 573 students and test-retest reliability on 21 students. An explanatory and confirmatory factor analysis was performed for the construct validity of the scale. The Perceived Career Barrier Scale was used for the criterion-related validity study. Parallel analysis has been used to determine the number of factors for CBS. In the reliability studies of the scale, item total correlation, Cronbach's Alpha internal consistency coefficient, test-retest correlation, composite reliability and average variance extracted values were calculated. According to the results of EFA and CFA, the coefficients of internal consistency were .79-.75 for the first dimension, .71-.63 for the second dimension; .71-.68 for the third dimension and .52-.50 for the fourth dimension of the scale. Also, the internal consistency coefficient was .84. Correlation coefficients (r) corrected for test retest reliability were found to be .93 for the first dimension, .81 for the second dimension, .89 for the third dimension, and .65 for the fourth dimension.
Keywords: career, career barriers, perceived career barrier, scale development, university student.
This study researches the causes of the risk behaviours committed by adolescents, the risk factors in their lives and the protective factors against such risks. This qualitative study has been developed in a a phenomenological design. As such, the data has been collected through interviews with a total of 47 students. A semi-structured interview, prepared in line with the theoretical information, was utilized in this study as the data gather. The data is analysed using the content analysis method. The results have been considered under the general features such as family, friendship relations, whereas the causes revealed with effect to each dimension of risk behaviours have been assessed under the light of the respective literature.
Keywords: alcohol and cigarette use, eating habits, suicide tendency, school dropout, drug use, antisocial behaviour
In this research, it is aimed to analyze the role of grade and gender variables on the effects of reading anxities of 6th, 7th and 8th grade students on their attitudes towards Turkish course through structural equation modeling. In the research carried out by the relational screening model, the study group formed by simple random sampling consisted of 409 6th, 7th and 8th grade students. “Reading Anxiety Scale” developed by Melanlıoğlu (2014) and “Attitude Scale Towards Turkish Course” developed by Ünal and Köse (2014) were used in the collection of the data. Data were analyzed by structural equation modeling and SPSS 23 and AMOS 22.0 software were used in the analysis of data. In the study, central tendency and distribution measures (frequency, percentage, mean, kurtosis and skewness) were calculated for descriptive statistics and demographic variables. The Maximum Likelihood method has been preferred in predicting the parameters related to the models formed to examine the role of grade and gender on the effect of participants' reading anxieties regarding the attitudes towards Turkish course. As a result of the analysis, the goodness of fit indices of χ2/df, CFI, GFI, TLI, NFI, IFI, RMSEA and SRMR were used in examining the goodness of fit values. As a result of the research, it has been found that hypothesis models were valid and reading anxiety explained 5% of the attitudes towards Turkish course. Besides, it has also been determined that reading anxiety explained the 5%, 4%, 3% of attitudes towards Turkish course in 6th, 7th and 8th grades respectively, while it explained 9% of it in the model formed for male students and 5% in the model created for female students.
Keywords: Reading anxiety, attitude towards Turkish course, 6th, 7th and 8th grade students, structural equation modeling, gender, grade level.
This study aims to research the separate and collective (direct or indirect) effects of work-family conflict (independent variable) and job satisfaction (mediating variable) perceived by teachers on life satisfaction (dependent variable). Primary and elementary school teachers working in the District of Muratpasa of the Province of Antalya were involved in the study. Data was gathered from 330 teachers for this purpose. Three different data collection tools, Life Satisfaction Scale, Job Satisfaction Scale and Work-Family Conflict Scale were used to acquire data within the scope of the study. A path analysis was formed by establishing a structural equation modeling in accordance with the purpose of the study. Data collected within the scope of the study shows that work interference with family does not have a direct effect on life satisfaction; family interference with work (FIW) does not have a direct effect on job satisfaction, either. WIF affects job satisfaction negatively and directly and this effect can predict life satisfaction. In other words, there is the mediating role of job satisfaction on the effect of life satisfaction of work-family conflict.
Keywords: Work-family conflict, job satisfaction, life satisfaction
This study aimed to compare open ended questions test and modified test based on multiple choice questions in terms of psycometric features, student performance. Multiple choice questions tests were modified from open ended questions tests which were developed towards two units in 4th grade Science and Social Sciences lessons. Open ended questions tests and multiple choice questions tests for each lessons were compared in terms of item difficulty, item discrimination, reliability, student performance and cognitive levels. Research data was obtained from 5th grade secondary school students who study in Samsun at 2016-2017 academic year. Research results show that there was significant differences between different tests formats according to item difficulty, item discrimination, students perfomance, gender and application level in cognitive domain.
Keywords: Open ended questions test, Multiple choice test, Psychometric
The social validity is assessments toward the importance, efficiency, suitability of an application and level of impact it has created. To identify the social validity of an application, it is required to evaluate the meaning of the objectives that are set out, suitability of the methods and processes used and the importance of the impacts that are created. The objective of this study is to provide an example by using the different data collection methods and different evaluation approaches for the social validity findings towards the a) social importance of the objectives, b) process applied, c) the social importance of the impact that is created. For the purposes of determining the validity of research, the data has been collected with subjective measurement and social comparison approach. Research data has been collected through semi-structured interview form and scales. The data has been categorized under three topics such as the social importance of the objectives, the process applied, and the social importance of the impact that is created. Taking the social validity data findings into account, the research, which has been carried out both in the aspects of purpose, process, and the result, asserts that Check-In/Check-Out is a method/approach to be assessed in the creation of a solution to the active participation behaviors of the students.
Keywords: Social validity, subjective measurement, social comparison, active class participation