Logical thinking includes scientific knowledge and skills to understand hypotheses that depend on theory, statistic, cause and effect. Logical thinking and using reasoning skills play an important role for students academic achievement, understanding scientific concepts and nature of science. The students who can use these skills can construct hypothesis, and test this correct or incorrect into their mind. Moreover, they can solve higher order problem and transfer reasoning skills to different or new problems. This situation is important for science education since students should these skills effectively in physics, chemistry and biology courses. In the present study, science and primary education prospective teachers reasoning levels were determined and investigated whether there were effect of some variables such as mother-father education state, classroom level, gender on prospective teachers reasoning levels. Hence Lawson’s Science Reasoning Test was applied to 795 science and primary education teacher candidates in Turkey. It was found that the science and primary education teacher candidates reasoning levels were slightly below medium-level and there was no significant meaning between science and primary education teacher candidates’ reasoning levels. The effect of some variables on teacher candidates reasoning level are detailed in the section of finding.
The purpose of this study is to provide a general picture regarding general and skill-based Language Assessment Knowledge (LAK) level of English teachers working in Turkish higher education context by using Language Assessment Knowledge Scale (LAKS). 542 EFL teachers working in higher education context participated in the study. The statistical findings revealed that in terms of LAK level of the teachers, the participants got, on average, 25 out of 60. The results of one sample t-test revealed that the score the teachers got form the scale was significantly lower than half of the total score. It was also found that the teachers were the most knowledgeable in assessing reading whereas they had the lowest score in assessing listening. Besides, except for being a testing office member or not, no significant impact of demographic features was found on LAK level of the participants. Finally, the present study offers several suggestions both for future studies and for policy makers to improve EFL teachers’ language assessment literacy
Keywords: Language assessment knowledge, EFL teachers, assessment literacy
In this study, Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS), which was originally developed by Tian, Wang and Heubner (2015), was adapted into Turkish and the predictive role of school climate and self-efficacy on subjective well-being in school was investigated. Study group consisted of 757 secondary school students. The data analyzed by confirmatory factor analysis (CFA), pearson correlation, cronbach alpha internal consistency coefficient and multi linear regression analysis techniques. The result of CFA confirmed the constructs with two factors. Cronbach alpha coefficient was calculated as .84. The results of criterion-related validity study showed that there was statistically significant positive correlation between BASWBSS and multidimensional student life satisfaction. The results of multi linear regression analysis showed that school climate (supportive teacher behaviors, success-orientedness, secure learning setting and positive peer interaction) and self-efficacy (academic, social and emotional efficacy) accounted for 60% of change in subjective well-being in school. While the contributions of supportive teacher behaviors, secure learning setting and positive peer interaction, academic efficacy and emotional efficacy to the regression model were significant, the contributions of success-orientedness and social efficacy were not significant. Obtained findings were discussed in the light of related literature and suggestions were offered.
Keywords: subjective well-being, school climate self-efficacy, school satisfaction
The purposes of this study are to examine how the information-giving meetings (decomposed environment) and workshops in which mentally retarded students teach a skill to their normally developing peers, affect the social acceptance level of normally developing students toward mentally retarded students and whether the self –esteem scores of mentally retarded students differ according to the attendance to the workshop activity (as a tutor peer). This research was conducted in İstanbul with 7th and 8th grade students in a secondary school and mentally retarded students of a special education center. In this study experimental group consists of 12 mentally retarded and 70 normally developing students and control group consists of 13 mentally retarded and 35 normally developing students. Workshop and information-giving activities which are developed by researchers were conducted with the students of the experimental group. The activities used in this study consist of workshop activities which were applied in 3 different days and 2 sessions of information-giving activity on the same day. In the study, pre-test/post-test control grouped experimental design is used. The research data have been gathered with Social Acceptance Scale and Piers-Harris Children’s Self-Concept Scale, and have been analyzed with SPSS 17 program. The results from the data analysis revealed that workshop activities which were held with normally developing students have a positive effect on enhancing the social acceptance of normally developing students toward their mentally retarded peers. Furthermore results from the data analysis showed that, self-esteem scores of mentally retarded students don’t differ according to the participation to workshop activities
Keywords: Mentally Retarded Individual, Social Acceptance, Self-Esteem, Peer Tutoring
It is aimed to provide knowledge skills of social scientists to the students by suggesting them the use of evidence in the learning activities in various sections of the Social Studies course curriculum. In this respect, it is necessary to demonstrate the effectiveness and functionality of evidence-based teaching activities at primary school level. It was also worth investigating the effectiveness of unifying the Storyline approach developed in Scotland at the beginning of 1980s and the of evidence-based teaching, in the teaching process. To this end, in this research, the effects of evidence-based teaching activities integrated with the Storyline approach on student products and the students' views on the teaching process in question were tried to be determined. In the study, data were collected from work sheets, camera records, teacher and student diaries. For data analysis, "content analysis" was used, which is one of the qualitative data analysis types. As reported by the results of the research, a significant proportion of the products realized by the students are "very qualified" and "qualified". In addition to this, students have been able to work more successfully in visual evidence-based teaching activities. It was also found that students' opinions on the evidence-based teaching process integrated with the Storyline approach were positive.
Keywords: Social Studies, Storyline Approach, Evidence- based Teaching
In this study it is aimed to improve reading and writing abilities of a second grade student with dyslexia by using Fernald method and sonorous and repeatedly reading strategies. The study in which action research was used as a qualitative research design was conducted in the spring term of 2015-2016 school year. In order to determine the reading failures, The Informal Reading Inventory was used and to determine the readability of the writing Multidimensional Legibility Scale was used. In the identification study related to reading, students couldn’t read the second grade text and he was anxious. At the end of the applications it was understood that student could only read 30 words of the 92-words second grade text and it was determined that he made 6 misreading mistakes and 2 adding mistakes. The reading motivation of the student increased after the application, he began reading loudly and he was able to determine the letters which he can read or can’t. After the application, both in sight-writing and dictate writing studies it was realized that the readability level of the participant improved medium level.
This study aims to examine the effect of flipped classroom on academic achievement through meta-analysis method. The studies taking place within the scope of this study consist of the published articles in scientific journals, master's and doctoral theses which have the necessary statistical data. The studies were obtained from various databases such as “EBSCOhost, ProQuest, JSTOR, Google Scholar, TÜBİTAK ULAKBIM Social Sciences Database, Council of Higher Education National Thesis Center and ERIC” by using keywords such as “flipped classroom”, “flipped learning”, “academic achievement”. Within the scope of inclusion criteria, 54 studies were obtained. The data set was determined as 80 since more than one academic achievement was studied in 12 studies out of 54 studies. The results of the study reveal that there is a positive effect of flipped classroom approach on academic achievement compared to traditional classroom. Besides, there is not a significant difference according to implementation period. The effect of flipped classroom on academic achievement is higher in small groups, and there is a significant difference between the groups according to studies being national/international.
Word frequency studies can be described as studies conducted to determine which words are used more frequently in written or verbal texts in a language. In this study, it was aimed to do a word frequency study on the 6th class Turkish textbook for 2017. In this way, it was desired to determine word frequency for refugee students having education with Turkish students in the schools of Ministry of National Education. Document analysis method was applied in the study, data were processed through content analysis and revealed descriptively. 14.999 words were analyzed in total. Analyzed words were classified as nouns, verbs, gerunds, adjectives, adverbs, prepositions, conjunctions, pronouns and exclamations. It was determined that nouns were used most frequently among these word types. Verbs, adjectives, gerunds, conjunctions, adverbs, pronouns, prepositions an exclamations followed this. It was determined that nouns had the largest range. Gerunds, verbs, adjectives, adverbs, conjunctions, pronouns, exclamations and prepositions followed this in terms of range. It was determined that the most frequently used words were mostly at A1 level.
One of the goals of this research is to investigate how lesson analysis activities for the School Experience course supported the development of teacher candidates’ knowledge of teaching. The second goal of this research is to reveal how applications involving lesson analysis reflected on the teacher candidates’ teaching practices. Designed as qualitative research, the study was conducted with mathematics teacher candidates. The data collection tools were the candidates’ lesson analysis reports and end-of-term assessment reports, video recordings of the candidates’ teaching practices, classroom observation, field notes, and interviews conducted with the candidates. The data were analyzed by mean of content analysis method. The study concluded that the lesson analysis activities supported the creation of a consciousness that teacher candidates should consider a lesson in mathematics teaching from the point of view of the student. Besides that, it was observed that the candidates started noticing when the learners understood easily, or had difficulty, and what should pay attention when teaching. Suggestions have been made to make the School Experience course more effective in the teacher training process.
Keywords: lesson analysis, School Experience Course, teacher candidate
The purpose of this study was to investigate the difference between university students’ cultural intelligence who have participated in Erasmus Student Mobility program and students’ who have not when their personality trait “openness to experience” is controlled. Data were collected from 450 students at a public university in Ankara studying in different disciplines and at varying grade levels through, Cultural Intelligence Scale, and Openness to Experience subscale of Big Five Inventory Scale. MANCOVA results indicated that participating in Erasmus Program has a statistically significant effect on all sub-dimensions of cultural intelligence (metacognitive, cognitive, motivational, and behavioral), when openness to experience personality trait is controlled. Moreover, the results showed that openness to experience personality trait is a statistically significant covariate for the study.
Keywords: Cultural intelligence, Erasmus Student Mobility Program, openness to experience, university students, internationalization
In this study, which is a meta-analysis study, the effect of educators’ marital status and their gender in their organizational silence was examined. In the research, a sample group containing 7514 people was established from 20 independent studies gathered together in which relationships between organizational silence and gender were discussed; a sample group containing 2919 people was established from 9 independent studies gathered together in which relationships between organizational silence and marital status were discussed. In the study, effect direction and general effects of studies within the scope of this research were calculated according to random effect model. As a result of the analysis, it was understood that general effect of gender and marital status on organizational silence was at a very weak level. In addition, it was understood that women experienced more organizational silence compared to men, and married ones did more than singles.
The aim of this study was to examine problems that parents and teachers encountered during which family participation fulfills in preschool education thoroughly, with limited participants by using qualitative data collection tools. The study was conducted with two teachers who worked in an independent kindergarten affiliated to the Directorate of National Education in the province of Çukurova, Adana and the parents of 28 children from the class of these teachers. This study was conducted as a case study of qualitative research designs. Interview and observation were used as data collection tools in the research. Content analysis was used to analyze the data. As a result of the research, it has been determined that the participating teachers do not have sufficient knowledge and awareness about the problems they have experienced in terms of family participation with parents, family participation barriers, responsibility for family-school communication in terms of family participation and increasing parental involvement. It was determined that parents were willing to communicate with the school and participate in their children's education, but that they had no information about how they could participate, were not adequately supported by the school and the teacher, and had communication problems with the school management and teachers in terms of family involvement. It has been determined that both teachers and parents have some barriers in terms of family involvement.
The study aimed to explore the relationship between ethical climate and organizational commitment and intent to leave school levels of teachers. This study used a survey-based correlational design. The sample of this study consists of 259 teachers in 24 schools that were selected randomly with cluster sampling method from the middle schools in the center of Hatay during the 2017-2018 academic year. Data of this study were collected by “Elementary School Ethical Climate Index”, “Organizational Commitment Scale” and “Intent to Leave School Scale”. According to structural equation modelling, ethical climate has a positive effect on teachers’ organizational commitment levels and however has a negative effect on teachers’ intent to leave school levels. Organizational commitment partially mediates the relationship between ethical climate and intent to leave. Based on the research results, it is helpful for school managers to build an ethical climate in their schools to constitute positive work environment and develop positive attitudes of teachers towards job and school.
Keywords: Ethical climate, organizational commitment, intent to leave.
Character strengths, as the positive traits a person owns, celebrates and frequently exercises, generate a crucial area of interest for both researchers and the practitioners in the educational or psychology related fields because of its important effect on psychological health and well being. Regarding to its impact on positive character development in children, this current study aims at investigating the character strengths in 100 fundamental literary works recommended to secondary school students. The study was based on qualitative research and the data gained by document inquiry was analyzed with the use of content analysis. 22 literary works are chosen randomly and distributed to 5 different researchers to analyze them in accordance with the theory of character strengths and virtues developed by Peterson and Seligman as totally 24 character strengths and 6 virtues. The findings are discussed in relation to the relevant literature, aiming at making contributions to the development of literary works improving psychological wellness and character development of children.
Keywords: Secondary School Students, 100 Fundamental Literary Works, Character Strengths
ABSTRACT: The aim of this study is to determine the knowledge levels of preservice physics teachers about special relativity and examine them in terms of the variables of age and gender. The population of the research consists of 138 (58%) female and 100 (42%) male 238 students in total from the preservice teachers. The preservice teachers had an age range of 18-37 and an age average of 21,33. The study was conducted within the scope of screening model, which is among descriptive research methods. In the study, the data were collected by using the two-stage “Relativity Concept Inventory”, which was developed by Aslanides and Savage and adapted into Turkish by the rese-archers. Two-way multivariate analysis of variance (MANOVA) was used since the effect of several independent variable on several dependent variable was investigated in the study. According to the findings, it can be said that the knowledge level of preservice teachers about special relativity is "low". The level of knowledge of preservice teachers showed no statistically different patterns ac-cording to gender but showed different patterns according to age. About the variable of age; no significant difference was determined for preservice teachers that had not studied special relativity at the level of undergraduate. Furthermore, the knowledge levels were observed to increase accor-ding to age in preservice teachers that had studied special relativity at the level of undergraduate.
Keywords: special relativity, pre-service teachers, knowledge level