Open Journal for Educational Research

117-128

Authors: Hasan Hüseyin Kılınç & Tuğba Andaş

This study aims to evaluate the views of preschool teachers about values education and activities in the preschool education program. Phenomenology design, one of the qualitative research methods, was used in the research. The study group of our research consists of 15 pre-school teachers working in Nevşehir, Turkey. The data of the study were collected with semi-structured interview and analyzed by content analysis. The result of the research demonstrates that the teachers evaluated the values education in five main categories as “creating the foundation”, “educational process”, “behavior”, “responsibility” and “rules”. Some participants found the values education in the pre-school curriculum sufficient. The values that children learn most easily are love, respect, responsibility, tolerance, sharing, honesty and cooperation. In classroom practices, it was concluded that they generally teach the concepts of values education by using visual materials. The majority of the teachers participating in the research suggested that there should be cooperation with the family, teacher, school and environment regarding the values education in the pre-school education program. They also suggested that extra-class activities should be included in the program, in-service training, material support and practical activities should be given more time.

139-154

Authors: Sevgül Çaliş & N. Remziye Ergül

This research aims to determine the opinions of high school students about the Physics and Chemistry courses during the distance education due to the Covid-19 pandemic. 88 students who study in two public schools in Bursa were included in the research by determining through purposive sampling. In the research, we used a special case research design, one of the qualitative research methods, and semi-structured documents containing six open-ended questions we created as a data collection tool. When evaluating the data obtained using content analysis, we found that most participants stated they had difficulties in the problem-solving process in physics and chemistry and could not conduct an experiment. In addition, students talked about the advantages of taking these courses with distance education, such as listening comfortably in a quiet home environment, getting individual education, time to review the lesson, discipline, health, and economy. They also mentioned the disadvantages as not being able to focus on the lesson, not understanding the courses, experiencing internet and technical problems, and not socializing.

165-172

Authors: Asli Koculu, Mustafa Sami Topcu & Ayse Ciftci

In the globalizing world, individuals should be educated well-qualified to be effective citizens and workers by adapting the information society of the 21st century. At this point, STEM education is considered to promote the construction and improvement of 21st century skills and competences needed for individuals’ living in today’s world. In light of this consideration, the purpose of the current research is to examine the effect of STEM education on pre-service science teachers’ (PSTs) perceptions of 21st century skills and competences and problem solving skills. In this research, a one group pre- and post-test design was conducted. The participants of the current study were 26 PSTs at a public university. The data of the study were collected with “21st Century Skills and Competences Scale” and “Problem Solving Inventory”. In the data analysis, the paired sample t test was used. Findings revealed that there is a statistically significant difference among pre- and post-test total and sub-factors scores of PSTs’ perceptions of both 21st century skills and competences and problem solving skills in favor of the post-test scores. These results suggest that STEM education have a potential to improve PSTs’ perceptions of 21st century skills and competences and problem solving skills.

1-18

Authors: Jason Keys, Demetrius N. Booth & Patricia R. Maggard

U.S. Air Force enlisted professional military education shifted traditionally in-person leadership interventions online due to the COVID-19 pandemic. Air Force guidance stated that pre-service faculty training focused on in-person instruction was sufficient for teaching online and that instructors did not require training that included online teaching strategies. This study was conducted to examine the efficacy of pre-service training for military leadership instructors teaching online. Utilizing a conceptual framework of teacher self-efficacy, locus of control theory, and social-cognitive theory, this research examined the experiences of four instructors who graduated pre-service training focused on in-person instruction and taught online directly thereafter. Analyzing data from interviews, observations, and student surveys, results indicated the pre-service training, coupled with the participants' military supervisory background, adequately prepared participants to teach online. Future studies should examine a larger sample size of instructors to identify trends and patterns within the professional military education instructor community.

33-42

Authors: Charalambos Konstantinou & Ioannis Konstantinou

The main issue of this article is education as a meaning “process” and as the requested point (desideratum) in accordance with its role in educational and social reality. More specifically, by illustrating the aspects of this relation, we seek to give prominence to the role of education at an ethical and practical level, concerning not only citizens’ social behavior but educational institutions and wider society, as well. It is our primary intention to highlight education’s relationship with social learning and its effect on students’ social behavior, within the family and school environment. At his point, the practices that the child becomes familiar with within the family, school, and social environment in general and which eventually, play a decisive role in the development of personality and more specific in a person’s behavior, will be discussed. In addition, specific samples of young individuals’ and adults’ social behavior, which reveal the deficiency of education and at the same time concerning prevailing culture and its causes, will be determined. The article is concluded with the final observations, findings, and pedagogical suggestions.

57-68

Authors: Elif Buldu

The purpose of the study was to explore Turkish preschool teachers’ views and implementation of play and playful learning in their own classrooms. Through semi-structured interview questions, the participating teachers’ perspectives were investigated using a phenomenological research approach. A thematic data analysis approach was used to examine the gathered information. The current study’s findings revealed that participating teachers have diverse perspectives on the relationship between play and learning. While many of them highlighted the significance of play for children’s learning and development, only a few of them suggested how they can give a learning opportunity through play. They also noted that arranging the environment to learn through play was challenging for them. The findings emphasized the importance of changing teachers’ stereotypical views of learning and realizing the benefits of playful learning for all children. As a result, the study’s findings indicated the need for new government regulations and teacher training programs to assist teachers’ knowledge and practice in offering playful learning.

89-104

Authors: Elif Ertem Akbas & Kübra Alan

In the world where we always meet geometric constructions, it is a necessity to make sense of the objects belonging to these constructions. In this respect, this study aimed to examine the teaching of volume with the blending of the realistic mathematics education (RME) and GeoGebra. The study group consisted of 12 students attending lessons regularly. In the study, action research was used, and the data obtained were interpreted with descriptive and content analysis. The data collection tools used in the study included semi-structured interview forms, video records, audio records and activity sheets prepared by the researcher in accordance with the RME approach. When the findings were examined, it was concluded that the positive impressions occurring in the visualization and interpretation processes of the students allowed the students to write mathematical sentences as well as to interpret the outputs by making mathematical inferences.

119-130

Authors: Kübra Şengül & Ahmet Demirel

The aim of this study is to examine the effect of classroom debate activities on the argumentativeness of Turkish language teacher candidates. The study group of the research consists of 29 freshman students in the Turkish Language Teaching program. Designed in mixed method, in this study Argumentativeness Scale and Semi-Structured Interview Form were used as data collection tools. The application process of the study took a total five weeks. For the analysis of the quantitative data which was obtained through the Argumentativeness Scale, the pre and post-test scores were compared using the t-test. However, at the end of the application, the opinions of the students were taken through the semi-structured interview form and these data were analyzed using the content analysis technique. As a result of the research, it was determined that there is a significant difference between the argumentativeness pre-test scores and post-test scores of the study group. The findings obtained from the interviews also confirmed that there is a difference in the argumentativeness of the teacher candidates. As a result, it was seen that classroom debate activities carried out in accordance with the rules can motivate prospective teachers to do discussions and reduce their anxiety and fear of discussions. In addition to this, according to the findings, debate activities encourage students to do research, create a competitive environment in the classroom and ensure active participation in the lessons. In line with the research results, suggestions for classroom discussion practices and suggestions for future research have been presented.

141-160

Authors: Nil Duban & Fatma Gül Şen

More than 1.5 billion students and young people worldwide have been affected by school and university closings due to the COVID-19 outbreak. With the closure of schools due to the COVID-19 pandemic in Turkey, a free distance education system was launched by the Ministry of Education on 23 March 2020 with a national level television and internet-based curriculum. The opinions of the children who have just started primary school but whose school has been closed due to the pandemic in the spring term are considered to be necessary. The aim of this study was to determine the perspectives of 1st grade primary school (6.5-7 years old) students on the Coronavirus and its effects. In current study, the perspectives of 1st grade primary school students on Coronavirus and its effects were investigated. In this context, interview and document analysis techniques were used within the scope of qualitative research methods. A total of 16 primary school students from four provinces in different geographical regions of Turkey were included in the study to ensure maximum diversity. These students formed the working group of the research. In the study, semi-structured interviews and pictures drawn by students were used to reveal students’ perspectives on Coronavirus and the effects of the virus. In the research, semi-structured interviews were used for content analysis, and the pictures drawn were utilized for document analysis. In the study, it was assumed that 1st grade primary school students have the consciousness that Coronavirus has tremendous and adverse effects on human life and threatens health. it was concluded that 1st grade primary school students gained awareness about proper handwashing, using masks and gloves as a means of protection from Coronavirus.

177-192

Authors: Mehmet Tamer Kaya

The purpose of this research is to identify the views of social studies teachers working in suptive training courses on courses. In the study, case study pattern which is used frequently in qualitative research has been preferred. To identify the views of social studies teachers about supportive training courses semi-structured interview form has been used. Data has been gathered in 2019-2020 education season and content analysis method has been used in analyzing the data. Study group consists of 21 social studies teachers who both work in secondary schools situated in central Afyonkarahisar and supportive training courses. Most teachers find supportive training courses useful and state the reason of working in them both financial and service score. As to the effects on students while most teachers have mentioned positive effects like equality of opportunity some have stated attention and interest levels of students have decreased due to fatigue. As for the effects on teachers, most have stated positive impacts like financial benefit and service score while some have mentioned negative effects like getting tired. In general teachers have named typical common problems as transportation, nutrition and absenteeism. Accordingly with the findings of the study some suggestions have been made.

207-222

Authors: Serpil Deniz & Birsen Bağçeci

The purpose of this study is to examine the validity and reliability of the Distance Education Attitude Scale for Teachers, which was developed to reveal teachers’ attitudes towards distance education during the COVID-19 outbreak. Statistical analyses were performed on 458 of the collected forms. The study group was randomly divided into two and the EFA process was conducted with 205 participants and the CFA process with 253 participants. KMO and Bartlett tests were performed to determine the suitability of the data for EFA. The KMO value was 0.0885 and the Bartlett test was statistically significant (χ2=3141, df=703, p<0.001). EFA results show that the DEASFT structure consists of 21 items and two factors, and these factors are named as “Benefits of Distance Education” and “Limitations of Distance Education”. CFA was applied on the data of 253 different people to the factor structures obtained as a result of AFA Analyses. One item was dropped from the scale because p values (0.178) is bigger than 0.05. According to fit indices (χ²/df < 1.5, CFI=0.953 > 0.9, TLI=0.942 > 0.9, SRMR=0.0735 < 0.8, RMSEA=0.0427 < 0.05), the scale is validated. The final version of scale has two factors and 20 items. Cronbach Alpha and composite reliability coefficients were calculated for reliability. For factor 1 Cronbach α=0.847 and McDonald’s ω=0.836. For factor 2 Cronbach α=0.815 and McDonald’s ω=0.845. The results of the analysis show that the scale is a valid and reliable measurement tool for determining teachers’ attitudes towards distance education.

245-254

Authors: Mehmet Yavuz & Özlem Gümüşkaya

In the present study, the purpose was to examine the relation between the social support levels, family indomitableness levels and the life satisfaction levels perceived by parents of children with disabilities. The Descriptive-Correlational Research Model was used as the model in the study. The parents of 231 children with disabilities participated in the study. The Pearson Correlation Analysis and Multiple Linear Regression Analysis were made for the analyses of the data. According to the study results, a positive correlation was detected between the perceived social support levels, family indomitableness, and life satisfaction. It was determined that the perceived social support levels and family indomitableness explained 40% (R2) of life satisfaction.

275-288

Authors: Anass Bayaga, Ndamase Nzuzo & Michael J. Bossé

While the coronavirus disease 2019 (COVID-19) is still considered as a pandemic in recent human history, evidence from World Health Organization (2021) so far has recorded a total of 116,521,281 confirmed cases of COVID-19 with 2,589,548 as a total of deaths from over 215 countries or territories worldwide. Recognizing that COVID-19 is not only pandemic since March 11, 2020, but spreading worldwide at unprecedented rate, number of sectors including schools and universities as a measure to minimize person-to-person transmission closed their services. Such an uncertain closure warranted restructuring of services provided by schools and universities. The challenges therefore have necessitated the current research to investigate and alleviate challenges brought about by the COVID-19. In essence, the present research’s aim was to report on early mathematics learners (foundation phase) numerical errors, which is as a consequence of poor learners’ comprehension and teachers’ instructions. Based on the aim, the study was positioned within a cognitive theory in order to examine processing of numerical competence among early mathematics learners. A case study via 80 grade 3 learners with ages 8 and 9 was sampled. A textual analysis was used in unpacking and de-contextualizing processing of numerical competence by early mathematics learners. The evidence revealed learners’ mathematical mistakes were caused from limited reading skills and ill-presented problems via teachers. Due to the need to teach children at home (home school) due to the COVID-19, it is hoped that the findings thus assist audience, including non-academic and parents, who grapple with poor instructions coupled with poor learners’ comprehension.

303-316

Authors: Zeynep Cin Seker

The aim of this study was to examine Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills in terms of the variables of age, professional experience, educational status, and taking course on thinking skills. The screening model was used in the study. The current pandemic process was taken into account and the convenience sampling method was used while determining the study group. Turkish Language teachers forming the study group consisted of 109 females and 68 males. “Teachers’ Self-efficacy towards teaching thinking scale” was used as the data collection tool. The data of the study were analyzed using the statistical package program. In conclusion, no significant difference was found between the Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and gender. It was concluded that Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills differed according to professional experience. It was concluded that there was no significant difference between Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and their educational status. It was concluded that there was a significant difference between Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and taking course on thinking skills.

333-352

Authors: İzzet Şeref & Enes Çinpolat

The purpose of present research is to examine the speaking anxiety observed by the instructors in their students in teaching Turkish as a foreign language settings. For this aim, phenomenology, one of the qualitative research methods, was used. The participants of the research are the instructors working in the Turkish teaching centers of various state universities who were reached through the snowball sampling technique. A semi-structured interview was used to collect the data from these tutorials. To analyze the data a content analysis technique with MAXQDA 2020 program was utilized. Instructors of Turkish as a foreign language stated that material and instructor proficiency are the most common factors in foreign language teaching, while motivation, attitude and anxiety are the most common internal factors. According to the results of the study, speaking is the language skill most affected by anxiety. It was concluded that the most common causes of speaking anxiety experienced by the students were the fear of being ridiculed, the thought of failure, and the lack of personal development. Instructors think that speaking anxiety occurs mostly with a shy attitude while speaking. In addition, the instructors stated that they took various measures to solve this situation in their students who they thought had speaking anxiety. These are mostly creating a flexible and relaxing learning environment, applying interesting activities, and allocating special time for the student.

365-382

Authors: Jale İpek, Sevinç İlgün Çerçi & Gözde Zabzun

In the 21st century we live in, technology is developing rapidly. Inevitably, the technologies used in almost every area of daily life will also reflect in the field of education. Educational technologies, which enable students to grasp abstract concepts more easily and facilitate the teaching process for teachers, have increased their impact in schools. The effects of dynamic geometry software on course success, attractiveness, and concretization in mind have been the subject of different studies. Dynamic geometry software that can visualize algebraic expressions with graphics creates an interdisciplinary working environment with its drawing features. Thanks to Geometer’s Sketchpad (GSP), one of this software, students can dynamically create very different patterns and shapes. Students can realize higher-level cognitive learning thanks to the relationships and inferences they make on these shapes. These and similar patterns that emerged thanks to GSP can increase students’ awareness in different fields by combining different disciplines such as history, mathematics and art. In this study, the drawing stages of the tulip motif, which we come across in important architectural works in the Ottoman and Anatolian Seljuk history, which have been the subject of ornament art, are shown via GSP using both the transformation geometry and functions.

403-418

Authors: Beytullah Karagöz & İzzet Şeref

The aim of present study is to examine the intellectual structure of the reference lists of postgraduate theses on mobile learning in Turkey. In this research, 88 postgraduate theses indexed in the National Thesis Center of the Council of Higher Education were examined. According to the obtained findings, it was determined that the most theses were conducted in 2019. The average number of pages and citations of doctoral theses is higher than that of master’s theses. The supervisors of the master’s theses are mostly Assistant professors while the advisors of doctoral theses are mostly Associate professors and Professors. In both master’s and doctoral theses, citations to journal articles are more common. The most cited journals in master’s theses were Computers and Education, Turkish Online Journal of Educational Technology, British Journal of Educational Technology. The most cited journals in doctoral theses were Computers and Education and British Journal of Educational Technology. Agnes Kukulska-Hulme and John Traxler’s book Mobile Learning: A Handbook for Educators and Trainers is the most cited book in master's theses. Mohamed Ally’s book Mobile Learning: Transforming the Delivery of Education and Training comes first in doctoral dissertations. Mike Sharples has been the most cited author in both types of postgraduate theses.

1-10

Authors: Elisabeta Kafia, Silva Ibrahimi & Ervin Ibrahimi

Today, in the 21st century, an increasing number of children and youth are facing disorders, problems and challenges regarding the nature of learning, psycho-emotional, social behavior, and further on. Today, the educational system faces not only a number of students with difficulties, but also the multitude of severity and complexity of the difficulties themselves. To successfully cope with these difficulties, immediate needs have arisen to redefine the role of the teacher as a leader in the school both in terms of teaching and in the form of reforming the roles and services that day-to-day access to students, parents and the wider community. The focus of this article is to present a broader and supportive view of the teacher leadership and its psychological and social training towards qualitative changes and ever-increasing demand for education-based training as a significant pre-requisite for EU integration.

25-36

Authors: Kamil Uygun & Ahmet Durmaz

The aim of this study is to examine the opinions of social studies teacher candidates about smoking addiction. For the purpose of the study, phenomenological research design, which is one of the designs of qualitative research method, was used. The study group consisted of 20 volunteer teacher candidates (10 male and 10 female) who have been studying at Usak University Faculty of Education in the 2019-2020 academic year and who have been smoking for the last year. Data were collected with a semi-structured interview form. The interview form, which is a data collection tool, was prepared based on the opinions of three experts. 6 open-ended questions were asked to the participants according to expert opinions. The data was analyzed by content analysis.

49-62

Authors: Nives Ličen, Aleksandra Šindić, Jurka Lepičnik Vodopivec & Klara Kožar Rosulnik

The article outlines the emergent cooperation between generations in the local environment. The aim of the research was to identify the key characteristics of learning ecologies that may be used to promote new practices. The theoretical framework was constructed through the concepts of learning ecology, community education, and postformal education. A qualitative research approach was used. Data was collected by means of 10 individual and one focus group interviews. The research revealed that the networks of different actors in the local community are effective approaches for developing intergenerational practices. It is important to connect different types of knowledge (intangible cultural heritage, local knowledge and scientific knowledge, social and emotional knowledge), skills and values, as well as different groups and organizations in the local environment to act and learn together.

77-90

Authors: Şeyda Gül

The aim of this study is to examine the readability levels of the texts on the biology units in the science textbook prepared for the sixth grade. This study, which is based on a qualitative approach, was carried out with the method of document analysis. The textbook examined in the study is Middle School and Imam Hatip Middle School Science Textbook 6, which has been used since the 2018-2019 academic year. Regarding biology topics, the textbook includes in two units (Unit-1: Our Body Systems, Unit 2: Our Body Systems and Health). In the study, the learning outcomes of the units were taken as a basis in the selection of the texts to be analyzed in the textbook. In the study, a total of 22 texts were randomly selected by taking into account the learning outcomes in the curriculum. In addition, it has been paid attention that each text contains at least 100 words. Ateşman readability formula was used to determine the readability levels of the selected texts. According to the findings obtained as a result of the analysis, it was determined that the readability level of the texts for unit-2 was medium, while the readability level of the texts for unit-6 was found to be difficult. In the light of the findings, suggestions were made that the textbooks should be prepared in accordance with the student level in terms of readability and that texts consisting of simpler and shorter sentences should be used more.

105-118

Authors: Isaac Frausto Hernandez

The purpose of this article is to explore the TOEFL (Test of English as a Foreign Language) assessment under its Institutional Testing Program (ITP) modality as it acts as a curriculum artifact along Mexican undergraduate degree programs considered within the exit criteria. A discourse historical approach (DHA) (Wodak, 2008; Wodak & Meyer, 2009) is taken in analyzing the TOEFL ITP assessment to further understand its implementation. The analysis helps reveal the many linguistic and metalinguistic skills and elements that extend beyond what may be traditionally taught in English courses or programs. The analysis also calls for further questioning of how suitable the TOEFL ITP may be in aiming to assess the proficiency level or development of English learners along undergraduate degrees in Mexico. Alternative types of assessment may better aid in providing a different perspective on the knowledge or progress of these students.

77-86

Authors: Ahmet Durmaz

There are many methods and techniques used in social studies education. Some of them are good guides for students in the subjects which they want to learn, but others cannot. Therefore, alternative methods should be used in order to understand the social studies lesson better for students. Poetry and music are some of these alternative forms. In terms of applicability of this method, opinions of teachers of social studies working in various middle schools in Nevşehir province were taken. Qualitative data collection tools were used in the research and descriptive and content analysis methods were used in the analysis of qualitative data. A semi-structured interview form prepared by field experts was used as data collection tool. In addition, other field experts have been consulted for the validity of the form. The data were analyzed using descriptive and content analysis methods. Categorical analysis technique was used in content analysis. In addition, internal reliability of the questionnaire was increased by quantifying qualitative data by making direct citations from the interviews, and by giving examples from teacher opinions about the questions, it was aimed to explain the opinions of the teachers better. The opinions of the teachers, the applicability of poetry and music to social studies course has been put forward. Studies and findings show that teachers’ opinions on the use of poetry and music in social studies are positive.

103-116

Authors: Aikaterini Dima, Eleni Kaiafa & Asterios Tsiaras

The aim of this study is to examine and determine the extent to which educational drama, as an innovative teaching approach, can cultivate critical thinking of students in primary school. Based on the principles of educational drama, 15 theatrical workshops were designed in relation with and corresponding to the culture and interests of the specific age group. The experimental method that was followed, was designed and implemented in three discrete stages including: the pre-research stage, the main research stage and the results extraction stage. The sample comprising 400 students aged 8-10 has been drawn from six different primary schools in Greece, the subjects of which were randomly selected. Five critical thinking skills were studied, including subtraction, induction, observation, reliability, detection and troubleshooting skills. The qualitative and quantitative data collected was next triangulated in order to lead to the desired result. The results confirmed the main research hypothesis, hence educational drama, as an innovative method, can enhance students' critical thinking in primary school.

143-150

Authors: Barış Çiftçi

As a result of scientific and technological developments reflection, improvements on education science moved from teacher centered to student and learning centered system. Learning concept is not only seen a at schools and some learning centers but in all areas and places of life. The aim of this study is to search the achievement and persistency of blended learning method at social studies lesson. With the empirical method used at research, the impact of independent variable examined on experimental group is blended learning method. The independent variable used at control group is face to face learning method. The impact of same dependent variable has been searched on experimental and control group. As a dependent variable the results of social studies academic success test has been searched. For the determined dependent variables, between groups assessment has been applied according to pre-test and post-test scores. The experimental application of the research has been applied to 52 students at 7th grade. 26 students take place from experimental group and 26 students take place from control group. According to the findings, no difference has been found between pre-test scores. According to post test and persistency test a significant difference has been appeared in favor of experimental group which is blended learning method. According to repeated measures analyses results between pre-test and post-test, and between post-test and persistency test; comparison of pre-test and post-test, both effect the student achievement. But according to impact results; the effect of blended learning is larger. According to post-test and persistency score results; it came out that for the persistency of knowledge blended learning is more effective than face to face learning. According to the results of persistency test and final application which is a comparison of blended learning and face to face learning, blended learning group is more effective than face to face learning group. While face to face learning group final application score lessen 12 points, blended learning group score lessen 8 points. It can be confessed that according to the persistency of student achievement, blended learning method is more effective than face to face learning method.