The aim of this study was to examine blended learning studies published between 2003-2018 in the field of science education with the thematic content analysis method. For this purpose, national and international databases were scanned, and a total of 63 studies, 28 thesis and 35 articles, were examined by thematic content analysis method. The studies were examined considering the themes; “aim”, “method / pattern”, “sample level”, “sample size”, “the subject of blended learning”, “data collection tool”, “data analysis method”, “online system used in blended learning”, “blended learning model”, “result” and “suggestion”. Results showed that the majority of the studies were conducted to determine the effect of blended learning on the related dependent variables such as achievement and attitude. It was found that the sample size of the blended learning studies was mostly small (N<150), these studies were mostly conducted with undergraduate students in biology subjects, and MOODLE was the most used learning management system in these studies. In addition, it was determined that the quantitative methods were mostly preferred in the studies and the achievement/conceptual understanding / skill tests and attitude / motivation scales were frequently used as data collection tools. It was found that any model for the blended learning environmet used in most studies was not specified. In the light of the findings, it is recommended that the future studies should be carried out with large sample size, with grades 3-12 and inservice science teachers, in other areas of science rather than biology and the blended learning models of these studies should be conducted by comparing them with each other.
Some skills and cognitive competencies children own in the preschool period form the basis for reading and writing and affect the achievement in the process of learning to read. One of these competencies is phonological processing skills. In this study, it was aimed to investigate the predictive power of phonological processing skills (phonological awareness, rapid naming, and phonological memory) measured in the fall and spring semesters of kindergarten for the beginning reading achievement in Turkish-speaking children. The participants of the study consisted of 392 children aged between 56.74 and 70.75 months (Mean=66.24, SD = 3.64) who were selected by random sampling from 45 schools representing the lower, middle and upper socioeconomic levels in Ankara. Assessments were made in the fall (K1) and spring (K2) of kindergarten and at the end of the fall semester of first grade (F1). Structural equation modeling was used to determine whether phonological processing skills predicted reading achievement. Results showed that phonological awareness, rapid naming, and phonological memory performances of children increased over time and their contribution to reading differentiated by time. Results revealed important developmental findings regarding the early predictors of reading in Turkish-speaking children.
This study aimed to examine the impact of the CKCM-oriented instructional plan on the fourth grade students’ conceptual growth of organic and non-organic foods. Through a pre-experimental research design (a single group pre-test and post-test design), a total of 20 fourth grade students at a primary school was selected via convenient sampling method. To collect data, the students’ answers to the prediction-observation-explanation (POE) embedded worksheets and a word correlation test (WAT) were used. This study determined a significant difference between the pre- and post-test mean scores of the WAT in favor of the post- test scores. This means that the CKCM-oriented instructional plan has facilitated their conceptual growth of organic and non-organic foods. In light of the results, the current study recommends to support students’ concept growth by preparing the enriched instructional activities through the CKCM and socioscientific issues
Keywords: Nutrients, Science Education, Primary School Fourth Grade Students, Conceptual Growth, Common Knowledge Construction Model
In this research, it was aimed to examine the attitudes and opinions of physical education (PE) teachers towards students with special needs from the framework of Theory of Planned Behavior. The research was designed in a mixed research approach where quantitative and qualitative data collection techniques are used together. The study group consisted of 168 BE teachers working in 37 different secondary schools in Ankara. Data were collected through Personal Information Form, Attitude Scale for Persons Affected by Disability and Semi-Structured Interview Form. Independent groups t-Test, One-way ANOVA and Content Analysis techniques were used for data analysis. According to the quantitative findings of the research, it was determined that PE teachers' attitudes towards students with special needs were positive. Also, it was observed that the variables such as gender, age, seniority, teaching experience with students with special needs and type of students' disability affect PE teachers' attitudes towards students with special needs. According to the qualitative findings of the research, it was evaluated that the majority of PE teachers’ general perspectives towards the inclusion students with special needs in PE course were positive. On the other hand, it was determined that a small number of PE teachers stated negative opinion about the towards the inclusion students with special needs in PE course because of the crowded classes, inappropriate physical structures of schools and classes, and lack of knowledge about students with special needs and their education.
Keywords: Theory of planned behavior, physical education teacher, attitude, students with special needs
The present study investigated the influence of type of language school (public vs. private) and gender on English teachers' job satisfaction within the Iranian community. A sample of 198 English teachers reflected their attitudes toward their sense of job satisfaction by responding to Spector's Job Satisfaction Survey and taking part in the follow-up interviews. The findings revealed that type of language school and gender both contributed to significantly different levels of job satisfaction among Iranian English teachers. The follow-up interviews, as the qualitative phase of the study helped enrich the researchers’ understanding regarding the phenomenon under investigation by discussing in detail the reasons and explanations provided by the teachers as to why they responded to survey items in the questionnaires in certain ways.
Keywords: job satisfaction, English teacher, gender, public school, private school
The aim of this study was to determine the tendency of studies on number sense in Turkey with thematic content analysis. This study was conducted by using document analysis method. In this study, a total of 64 studies (16 master theses, 5 doctoral theses, 39 articles, and 4 conference papers) were analyzed by thematic content analysis on number sense, between 2000-2018 years in Turkey. The studies were examined in terms of publication type, year, sample size, sample group, research method, number sense classification, data collection tool and analysis type, research subject and purpose, number sense components which students performed high and low. Findings were presented descriptively using frequency and percentage of values. Results of the study indicated that studies focusing on the number sense increased since 2015 in Turkey; studies were mostly published as articles, and doctoral theses and conference papers were few; studies mostly carry out with samples between 101-300 and 8th grade or 6-8th grade sample group; more quantitative research method and correlational survey model were used in studies and classification of number sense developed by Kayhan Altay (2010) was preferred. In addition, it was found that open-ended and multiplechoice tests were used together as a data collection tool, and studies mostly focused on determining the general number sense skill and examining number sense components.
Keywords: Mathematics, number sense, number sense component, thematic content analysis
Emotional abuse can be expressed as maltreatment resulting in negative psychological growth and development of the child. Although children are exposed to emotional abuse in many ways today, this situation is not noticed by mothers. In this context, this study examines parental attitudes as a predictor of emotional abuse potential of mothers with 4-6-year-old children. The study group consists of 219 mothers with with 4-6- year-old children. Data were collected through the "Emotional Abuse Potential Scale for Parents with 3-6-Year-Old Children"(EAS). The measurement tools were applied to the mothers by the authors. For data analysis, Pearson Correlation coefficient was analyzed to determine whether there is a significant relationship between the variables, and "multiple regression" analysis was used to determine the predictors of emotional abuse potential. It was found that there is a negative and weak relationship between mothers' behaviors that lead to emotional abuse and their democratic parental attitudes, and a positive and moderate relationship between the same dependent variable and their authoritarian attitudes. Also, mothers' behaviors that prevent emotional abuse has a moderate and positive association with democratic and authoritarian parental attitudes, a weak and negative association with excessive protective attitudes and a weak and positive association with permissive attitudes.
When one considers the fundamentals of individuals’ being a sensitive, tolerant, open to cooperation, responsible and effective citizen, it is not surprising to come across education comprising respectful and ethical values. The aim of our study is to determine students’ characteristics of Respectful and Ethical Mind (REM). Therefore, we inspected Gardner’s Five Minds approach about being happier, peaceful, responsible individuals and active citizens by applying the scientific discipline of REM to our lives. According to the aim of our descriptive study, we analysed Social Studies curricula, observed three middle schools in Turkey and interviewed 23 teachers and 30 students. Some of the impressive results of our research are as below: Teachers think that their students possess the characteristics of justified criticism and helping others the most, whereas they have the characteristics of “respecting others” and “being honest/openness” at a lower degree. According to students’ views, they have all the characteristics of REM at considerably high levels. Students also state that the society should have all the REM characteristics at considerably high levels. However, they believe that the society has these characteristics at medium and low levels. We also put forward some suggestions, which we have developed upon seeing teachers and students’ different attributions about the same concepts of REM.
Keywords: respectful mind, ethical mind, social studies curriculum, secondary school students, five minds
In this research, the violence that teachers are exposed by students, parents, colleagues and directors and their coping strategies have been examined. In this cross-sectional study, scales were conducted on 1020 teachers working for the secondary schools in the central districts of Kayseri city (1/2 sampling). A personal information form containing the demographic and sociocultural characteristics of the teachers together with information on their work life and “The Assessment Scale for Coping Attitudes” (COPE) were used as the data collection tool.
According to the findings, it is determined that teachers use the emotion-focused coping attitudes most intensely. Positive reinterpretation and growth among the emotional coping methods ranks first, planning among the problem-focused coping methods ranks second and active coping method ranks third. The most frequently used one among the non-functional coping methods is problem-focused and emotion revealing method. Significant relations have been found between the sub-dimensions of the demographic characteristics of the teachers and coping strategies. Findings related to that by whom teachers are exposed violence (students, parents, colleagues, directors) and what kind of violence they are exposed (psychological, verbal, physical, sexual) have been discussed in the frame of coping strategies.
Significant findings were also obtained in terms of intercultural comparisons as a result of investigating teachers' coping strategies on a large scale in terms of socio - demographic and violence variables. In addition, both teachers and other educational stakeholders have come up with highly variable, interrelated links to addressing the linkages of coping strategies and dimensions of violence.
The aim of this study was to investigate the development of preservice science teachers (PST) about teaching the nature of science (NOS). The research was carried out with the participation of 41 PST that are in the 3rd grade. The research continued through one school semester in the “Nature of Science and History of Science” course. In this process, PSTs' views on the NOS, the importance of teaching the NOS, and its place in the curriculum, the Common Knowledge Construction Model and the Context-Based Teaching approach are taught. Then, the PSTs were prepared a lesson plan and present these lesson plans with micro teaching method. Data resources included the pre-post open-ended questions about teaching NOS, semi-structured interviews and participant journals. Results showed that the PSTs knowledge about the teaching of NOS content, value of teaching NOS and the content of NOS teaching increased.
Keywords: nature of science, nature of science teaching, nature of science and teaching, common knowledge construction model, context-based teaching approach
The aim of this study is to investigate the mediating role of collectivist coping styles in the relationship between childhood trauma and healing. This research is a descriptive study. The participants of the study were 348 individuals aged from 18 to 45 years selected by simple random sampling. “Demographic Information Form”, “Childhood Trauma Scale” and “Collectivist Coping Styles” were employed to obtain study data. Data were analyzed with Bootstrap method (Multiple Mediation Model). According to the results of the study, in the relationship between childhood trauma and healing, religion and spirituality, family support and private emotional outlets which are sub-dimensions of collectivist coping styles were found to have a partial mediator role. However, avoidance/detachment and acceptance, reframing and striving which are sub-dimensions of collectivist coping styles were not found to mediate the relationship between childhood trauma and healing. The findings of the research have been discussed according to literature and various suggestions have been made.
Determining the motivation levels of the students is important in individual instrument courses, which is one of the main field courses in professional music education institutions. The aim of this study is to determine the students’ motivational levels in vocational music education in relation to the individual instrument course, and whether the motivation levels of the students differ according to the various demographic variables and whether these variables differ depending on the situations in which they may be related. The survey model from descriptive methods was used in the study. The data of the study was obtained from 255 participants consisting of students receiving vocational music education from Atatürk University. The “Individual Instrument Course Motivation Scale” and the “Personal Information Form” were used as a data collection tool in the study to determine the demographic features of the participants. The scale data obtained were analyzed using the relevant statistical tests. As a result, the scores obtained from the individual instrument course motivation scale showed that the study groups’ overall motivation was high. While the motivation levels for the individual instrument course differed slightly according to gender and time allocated to study the instrument; it was concluded that factors such as age, graduated high school or faculty type, instrument type, having a suitable environment to work with a personal instrument and student’s parents' education and income levels did not show any difference. When viewed by grade level, scale scores showed that sophomores were more motivated than other classes. Based on these results, it may be suggested for the teacher to give students reinforcements and feedback that will positively affect motivation in accordance with their education level and age (elementary school, secondary school, high school, university) in instrument training.
Keywords: Vocational music education, Individual instrument course, Motivation
This study aimed to identify the expectations of three stakeholders (pre-service teachers, supervisor teacher, and mentor faculty member) from other stakeholders and the process of field experience course that was recently revised. The clinical supervision model emphasized that these three stakeholders should work collaboratively. According to the Expectancy Violation theory, every individual have expectations from cases or people that they have some sort of relation and individual’s motivation is directly affected by violation of these expectations. Therefore, the findings of this study shed light on identifying whether the stakeholders will carry out the field experience course in a harmonious and efficient manner. For this reason, focus group interviews were conducted with five different groups, in total 18 science pre-service teachers who enrolled in teaching practice courses. Five faculty members and four supervisor teachers who supervised the participant pre-service teachers were also interviewed. Stakeholders' expectations were first evaluated individually, and then violation and compliance across all stakeholders’ expectations were analyzed. The findings showed that the stakeholders of field experience course have many expectations from the course and the other stakeholders. In addition to this, the stakeholders’ expectations were cross-examined and expectancy violations were determined especially on some basic issues.
Keywords: Field Experience Course, Clinical Supervision Model (CSM), Expectancy Violation Theory, Teacher Education
This study was carried out to examine the effect of differentiated teaching applications on gifted and talented students’ writing skills. For this purpose, The Integrated Program Model - ICM, which is based on critical thinking adapted to our country, has been applied to gifted students and the writing skills of these students have been analyzed. The study group consisted of 11 experimental and 11 control group students who were enrolled to Düzce BİLSEM and who had outstanding talents at the age of the 10 - 11. In order to match the experimental and control groups the WISC-R which was carried out by RAM and CTB Writing Assessment scores were used. Besides in the analysis of the data, non-parametric Mann Whitney U-test was used to test whether there were any significant differences between inter groups or in-groups. The Wilcoxon Signed-Rank Test was performed in order to find out whether there is a significant difference between the holistic and analytic scores of the experimental group students’ writing skills –descriptive/narrative writing- before and after the applications. According to the findings, it can be said that the Turkish teaching applications with gifted and talented students are effective in increasing the writing skills (narrative writing, descriptive writing) or revealing their existing writing skills.
Music is a universal phenomenon as well as a distinctive element of culture. In recent years, the social and unifying power of music has been revealed by numerous studies. Developmental research points to the early emergence of the social significance of music and shows that music facilitates the development of positive social attitudes and behaviors through different mechanisms starting in the first months of life. This article examines the recent developmental literature focusing on the social implications of music and reviews studies that explore the role of music in the early social and emotional communication, the social effects of music making and rhythmic synchronization and the importance of music in one’s social and cultural identity. The musical intervention and education programs developed in light of these findings to facilitate the social skills and attitudes of infants, children and youngsters are evaluated. Suggestions for better understanding the targeted social implications of music education programs are provided.
Keywords: Music Psychology, Music Education, Social Development