scholarly journals Children’s Perceptions of Tests: A Content Analysis Gokce Bulgan 10.12973/eu-jer.7.2.159 Pages: 159-167 The Relationships between Quality of Work Life, School Alienation, Burnout, Affective Commitment and Organizational Citizenship: A Study on Teachers Huseyin Akar 10.12973/eu-jer.7.2.169 Pages: 169-180 Determination of Teacher Candidates’ Views Concerning V Diagrams Used in General Biology Laboratories Kadriye Kayacan 10.12973/eu-jer.7.2.181 Pages: 181-187 Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study Hakan Sarac 10.12973/eu-jer.7.2.189 Pages: 189-202 The Analysis of Kutadgu Bilig in Terms of Values Education Aysegul Tural 10.12973/eu-jer.7.2.203 Pages: 203-209 Investigating the Resilience Levels of Parents with Children with Multiple Disabilities Based on Different Variables Sinem Kadi, Muzeyyen Eldeniz Cetin 10.12973/eu-jer.7.2.211 Pages: 211-223 Examination of Postgraduate Theses on History Textbooks in Turkey in Terms of Some Variables Eray Alaca 10.12973/eu-jer.7.2.225 Pages: 225-232 Influences of Technology Integrated Professional Development Course on Mathematics Teachers Umit Kul 10.12973/eu-jer.7.2.233 Pages: 233-243 The Book of My Dreams Hatice Degirmenci Gundogmus 10.12973/eu-jer.7.2.245 Pages: 245-249 Student Definitions of Intercultural Competence (IC)- Are They Context-Specific? Nadine Binder, Ozen Odag, Anne Leiser, Lisa Ludders, Karina Karolina Kedzior 10.12973/eu-jer.7.2.251 Pages: 251-265 Investigation of the Visuals Associated with the National identity in Turkish Republic Revolution History and Kemalism Textbooks Mehmet Elban 10.12973/eu-jer.7.2.267 Pages: 267-279 The Interplay of Emotional Instability and Socio-Environmental Aspects of Schools during Adolescence Alexander Lätsch 10.12973/eu-jer.7.2.281 Pages: 281-293 Problems of Gifted and Talented Students Regarding Cursive Handwriting: Parent Opinions Hatice Kadioglu Ates 10.12973/eu-jer.7.2.295 Pages: 295-301 A Study of Curriculum Literacy and Information Literacy Levels of Teacher Candidates in Department of Social Sciences Education Serhat Sural, Nurhak Cem Dedebali 10.12973/eu-jer.7.2.303 Pages: 303-317 Why Should Bilingualized Dictionary of Turkish Be Used in Teaching Turkish as a Foreign Language? Sami Baskin 10.12973/eu-jer.7.2.319 Pages: 319-327 Alternative Observation Tools for the Scope of Contemporary Education Supervision: An Action Research Saadet Kuru Cetin 10.12973/eu-jer.7.2.329 Pages: 329-340 The Reflection of Neoliberal Economic Policies on Education: Privatization of Education in Turkey Arslan Bayram 10.12973/eu-jer.7.2.341 Pages: 341-347 Exploring Prospective Teachers’ Reflections in the Context of Conducting Clinical Interviews Rukiye Didem Taylan 10.12973/eu-jer.7.2.349 Pages: 349-358 Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers Ozlem Ates, Gul Unal Coban, Serap Kaya Sengoren 10.12973/eu-jer.7.2.359 Pages: 359-372 Fraction Multiplication and Division Word Problems Posed by Different Years of Pre-Service Elementary Mathematics Teachers Tuba Aydogdu Iskenderoglu 10.12973/eu-jer.7.2.373 Pages: 373-385 The Effect of 7E Learning Model on Conceptual Understandings of Prospective Science Teachers on "de Broglie Matter Waves" Subject

2018 ◽  
Vol 7 (2) ◽  
Keyword(s):  
Science Teachers ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Intercultural Competence ◽  
Teacher Candidates ◽  
Affective Commitment ◽  
Educational Process ◽  
Quality Of Work Life ◽  
Emotional Instability ◽  
Turkish Republic

scholarly journals The effect of Lego Mindstorm projects on problem solving skills and scientific creativity of teacher candidateÖğretmen adaylarının problem çözme becerilerine ve bilimsel yaratıcılıklarına Lego Mindstorm projelerinin etkisi

2019 ◽  
Vol 16 (1) ◽  
pp. 216
Author(s):  
Berkan Avcı ◽  
Fatma Şahin
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
English Summary ◽  
Scientific Creativity ◽  
Problem Solving Skills ◽  
Grade Levels ◽  
Lego Mindstorms

In this study; the effects of Lego Mindstorms projects on problem solving skills and scientific creativity of teacher candidates were. The study group consisted of 20 pre-service science teachers. The data were collected quantitatively and qualitatively. Problem solving and scientific creativity  test were used as quantitative data collection instruments. , Teacher Participant Interview was used as qualitative data collection tool. The practice with teacher candidates lasted 9 weeks.  In this process, pre-service teachers learned the software. Then, these teacher candidates were presented with the science problems appropriate to different grade levels and produced solutions to these problems with Lego EV3 Education sets.Results of the study, the participating teacher candidates identified Lego Ev3 Education sets as creative (25.6%), functional (18.7%), educational (20.9%), developmental (20.9%) and informative (13.9%). As a result of the projects carried out with the Lego Ev3 education sets, the problem solving skills and scientific creativity of the prospective teachers developed.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmada; Lego Mindstorms projelerinin öğretmen adaylarının problem çözme becerilerine ve bilimsel yaratıcılıklarına etkisi incelenmiştir. Araştırmanın çalışma grubunu Fen Bilgisi 3.sınıf öğrencisi 20 öğretmen adayı oluşturmuştur. Araştırmada nicel ve nitel veriler toplanmıştır. Nicel veri toplama araçları olarak problem çözme envanteri ve bilimsel yaratıcılık testi kullanılmıştır. Nitel veri toplama aracı olarak da öğretmen görüş anketi kullanılmıştır. Araştırmanın uygulama süreci 9 hafta sürmüştür. Bu süreçte önce öğretmen adayları yazılımı öğrenmiştir. Sonra bu öğretmen adaylarına farklı sınıf düzeylerine uygun fen problemleri sunulmuş ve bu problemlere Lego EV3 Education setleri ile çözüm üretmişlerdir.Çalışmanın sonuçları, araştırmaya katılan öğretmen adaylarının Lego Ev3 Education setlerini: yaratıcı (%25.6), işlevsel (%18.7), eğitimde uygulanabilir (%20.9), gelişimsel (%20.9) ve bilgiyi uygulayabilir (%13.9) olarak tanımladıklarını ortaya çıkarmıştır. Lego Ev3 education setleri ile yapılan projeler sonucunda öğretmen adaylarının problem çözme becerileri ve bilimsel yaratıcılıkları gelişmiştir.

scholarly journals The Role of Heuristics in the Reasoning Process of Pre-Service Science Teachers on the “Chemical Structure – Acidity/Basicity Relationship” Topic

2021 ◽  
Vol 68 (3) ◽  
pp. 645-657
Author(s):  
Gülen Önal Karakoyun ◽  
Erol Asiltürk
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Scientific Reasoning ◽  
Chemical Structure ◽  
Chemical Compounds ◽  
Spring Semester ◽  
Research Interviews ◽  
Academic Year

The purpose of this research is to examine the effects of 10 heuristics proposed by Talanquer on the reasoning processes of science teacher candidates on the “chemical structure – acidity-basicity relationship” topic. In this phenomenographic research, interviews were conducted with 30 prospective teachers enrolled in the Science Education Program, Education Faculty, Firat University in the spring semester of the 2018–2019 academic year. In the first stage of the two-stage interview, the participants were asked to rank some chemical compounds according to their increasing acidity strength, while in the second stage, they were asked to rank some chemical compounds according to their increasing basicity strength. In the interviews, participants were also asked to explain in detail the reasons for their ranking. From the answers given by the participants to the questions, six different answer patterns were obtained for acidity strength, while five different answer patterns were obtained for basicity strength. It was determined that all ten heuristics affect the reasoning of the participants, and because of the effects of heuristics, students generally use shortcut strategies instead of scientific reasoning. In addition, this study revealed that although it was not included in the model proposed by Talanquer, periodic trends heuristic also affected the reasoning of the participants on the “chemical structure – acidity/basicity relationship”.

scholarly journals Making the Pedagogical Elements Used by Prospective Mathematics Teachers Visible in Teaching: Scenario Writing Activities

2021 ◽  
Vol 11 (3) ◽  
pp. 81-104
Author(s):  
Cahit Aytekin
Keyword(s):  
Academic Success ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Real Life ◽  
Prospective Mathematics Teachers ◽  
Life Education ◽  
Car Travel

Abstract Introduction: In the reflective writing process, teachers make identification, information, explanation and evaluation activities (Spanneberg, 2009). It is thought that the scenarios written by the teacher candidates in order to teach a certain subject can give them an opportunity to think deeply. However, these teaching scenarios can be a valuable tool for reflective thinking in terms of educational matters such as teaching methods, pedagogy, and beliefs. Methods: In this study, it was investigated whether script writing is an effective tool to make pedagogical elements visible in the prospects of mathematics teachers. Case study pattern, which is one of the qualitative research patterns, was used in the research. For this purpose, thirty prospective mathematics teachers who participated in the study were asked to write two scenarios. The first one is called as “car travel” and the other one is called as “triangles and similarity” scenario. Before the study, some basic frameworks were defined for both scenarios. These are explained to prospective teachers. The “car travel” scenario in this research was given within the scope of the theme which includes only two people and a limited environmental interaction. The second scenario is the triangles and the similarity scenario. In the second scenario, the role of a teacher who conducts applied and real-life education outside of school is defined. Results: In general, it is concluded that script writing activities are very useful in training teachers. The data obtained from both scenarios reveal that the pedagogical elements constructed during the scenario writing activities become concrete in the minds of the prospective teachers. Discussion: It is observed that prospective teachers often include the structure of teaching related to real life in their scenarios. It is stated that teaching in the context of real life increases academic success and students’ interest in the lesson, and thus, the content is learned perceptibly by the students (Acar & Yaman, 2011). Another cognitive element that prospective teachers include in their scenarios is the use of available materials. It is noteworthy that the prospective teachers used real-life tools and materials as materials in the place chosen for the scenarios of their scripts. Limitations: This research is limited to script texts written by thirty prospective teachers. Conclusions: Thanks to this visibility, feedback can be given on the pedagogical elements that the prospective teacher will use in the future.

scholarly journals Checklist on question design for mathematical literacy

2021 ◽  
Vol 11 (1) ◽  
pp. 259-298
Author(s):  
Kemal Özgen
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Measurement Tool ◽  
Mathematical Literacy ◽  
Course Content ◽  
Second Stage ◽  
Prospective Mathematics Teachers ◽  
Process Level

The aim of the first stage of the research was to examine the opinions of prospective mathematics teachers about what features a question prepared to develop and measure ML should have to be effective and qualified. Moreover, it was aimed to determine the degree to which prospective teachers apply these qualifications in questions they design to develop and measure ML. The aim of the second stage of the research was to develop a valid and reliable checklist that can be used in the design of the question to develop and measure ML and to show this tool with an application. The research was conducted as a case study model. The study group consisted of 20 prospective mathematics teachers and five mathematics teachers who took ML courses. Interview forms were applied in order to collect data from the teachers and teacher candidates who took the ML course. Content analysis was used in the analysis of the prospective mathematics teachers' opinions about the qualifications of ML question. In the analysis of the data obtained, content, context, process, level and structure categories were formed for effective and qualified ML question. The checklist was decided to be in five categories and a total of 28 items and three options depending on them. It can be said that the checklist for the ML question design, which was developed and piloted in this study, is a valid and reliable measurement tool. Mathematics teachers and related researchers can use the developed checklist as a guide and guiding tool in designing ML questions.

scholarly journals Development of Preservice Biology Teachers’ Skills in the Causal Process Concerning Photosynthesis

2019 ◽  
Vol 7 (4) ◽  
pp. 51
Author(s):  
Arzu Saka
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Reading Skills ◽  
Causal Process ◽  
Biology Teachers ◽  
Skill Levels ◽  
Carbon Footprints ◽  
Book Format

Photosynthesis is the most effective cycle and sustainable natural process known in nature. Students who learn the subject of photosynthesis well will also make better sense of other issues such as environmental problems, the state of the atmosphere, greenhouse gases, climate changes, carbon footprints and conservation of forests. The aim of this study is to present an example of a worksheet that investigates the skill levels possessed by preservice teachers’ in the causal process, and also to examine their ability to write a photosynthesis equation by means of a history-based approach that also includes reading skills. The study was conducted with the action research method. The study sample consisted of a total of 71 preservice biology teachers. At the first stage, before the implementation of the worksheet, 34 teacher candidates from within the sample were asked a question with a diagram summarising the photosynthesis process. At the second stage, all the prospective teachers were asked for the skill levels they possessed in the causal process to be assessed via implementation of the worksheet. The answers given by the preservice teachers in the defining variables section in particular make up the least answered section of the worksheet. In the section of the worksheet related to making inferences, The students were asked to write the four separate equations by revising them incrementally, and it is striking that the rates of correct answers given for each were high. There is a need for teaching materials to be designed in the field of science at university level and for these to be made available to science teachers in book format.

scholarly journals What are The Difficulties in Learning Percentages? An Overview of Prospective Mathematics Teachers’ Strategies in Solving Percentage Problems

2021 ◽  
Vol 4 (3) ◽  
pp. 260-273
Author(s):  
Herani Tri Lestiana
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Essential Role ◽  
Qualitative Data ◽  
Descriptive Study ◽  
Qualitative Descriptive ◽  
Unit Of Measurement

Many studies showed that teachers and prospective teachers have difficulty solving percentage problems. This research is a qualitative descriptive study that aims to investigate the prospective teachers’ strategies in solving problems on the topic of percentages. A total of 250 students majoring in Mathematics Education and Primary Education at IAIN Syekh Nurjati and IAIN Pekalongan were purposively selected to participate in this study. The results showed that only less than half of the participants (40.1%) could give the correct answer. Qualitative data on the strategies used by prospective teachers on the percent question show that (1) teacher candidates ignore the importance of the % symbol and consider the % symbol only as a unit of measurement, (2) teacher candidates ignore the essential role of the reference quantity in the percent question, (3 ) teacher candidates are not used to solving percent problems related to determining initial values before discounts and assume that any percent problem can be solved using multiplication or division.

scholarly journals Should We Flip the Social Studies Classrooms? The Opinions of Social Studies Teacher Candidates on Flipped Classroom

2017 ◽  
Vol 7 (1) ◽  
pp. 116 ◽  
Author(s):  
Erdi ERDOGAN ◽  
Bulent AKBABA
Keyword(s):  
Social Studies ◽  
Prospective Teachers ◽  
Time Management ◽  
Teacher Candidates ◽  
Flipped Classroom ◽  
Structured Interview ◽  
Educational Process ◽  
Research Approach ◽  
Teaching Process ◽  
The Individual

The technology revolution continues to profoundly influence the educational process. Thus, the traditional teaching process is changing and education which is individualized with technology supported teaching processes comes to the forefront. One of the concrete indicators is the flipped classroom model. The purpose of this study is to determine the opinions of the teacher candidates who continue the undergraduate program of social studies education towards the flipped classroom model and its usability in social studies course. Phenomenology which is one of patterns of the qualitative research approach was used as the individual perceptions of the students were examined in the study. Purposeful sampling method was used in the determining the study group of the research and nine teacher candidates were included in the study with criteria sampling. The data were collected with a semi-structured interview form. Content analysis method was used in the analysis of research data. As a result, teacher candidates have a positive attitude towards technology-supported teaching processes and stated that the use of flipped classroom model in social studies course would solve many problems like time management and absence of in-class practices. Moreover, it has been stated that prospective teachers are not equipped enough to implement this model, and problems may arise due to supervision during the application phase. Finally, teacher candidates stated they wanted to use the flipped classroom model in the teaching process, but that a certain experience has to be provided first.

Beliefs of preschool teacher candidates about the nature of science

2020 ◽  
Vol 8 (4) ◽  
pp. 774-783
Author(s):  
Güzin Özyılmaz ◽  
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Preschool Education ◽  
Preschool Teacher ◽  
Spring Semester ◽  
Teachers Beliefs ◽  
Aim Of Science ◽  
Academic Year

The aim of science education is to enable children to become “science-literate.” Science literacy is defined as taking responsibility for and making decisions about situations requiring scientific understanding and having sufficient knowledge, skills, attitudes and understanding of values to put their decisions into practice. Revealing teachers’ beliefs can help to understand the types of experiences presented by teachers in their classrooms. Inadequate understandings and misbeliefs of teachers shape the first perceptions of children about the NOS when they are formally introduced with science education in their early childhood. Most of the studies were also performed with science teachers and there have been few studies conducted with preschool teachers. Therefore, the present study was directed towards determining NOS beliefs of preschool teacher candidates. To achieve this aim, Nature of Science Beliefs Scale (NOSBS), developed by Özcan and Turgut (2014), was administered to the preschool teacher candidates studying in Preschool Education Department of Buca Education Faculty at Dokuz Eylül University in the spring semester of the 2018-2019 academic year. In the study, the NOS beliefs of the teacher candidates were found to be acceptable in general. While the findings of this study are consistent with those revealed in several relevant studies in the literature

scholarly journals Preparing Teachers to Use New Media Visual Communications in Education

2017 ◽  
Vol 12 (02) ◽  
pp. 4
Author(s):  
Tatyana Yarkova ◽  
Irina Cherkasova ◽  
Albina Timofeeva ◽  
Vladimir Cherkasov ◽  
Vladimir Yarkov
Keyword(s):  
New Media ◽  
Prospective Teachers ◽  
Visual Presentation ◽  
Educational Process ◽  
Visual Content ◽  
Educational Materials ◽  
School Teachers ◽  
Visual Communications ◽  
Training And Education ◽  
Media Technologies

In recent years new media visual communications have become predominant in the built environment of today's children. This study sought to examine the pedagogical potential of visual communications and to find out how the traditional technology in children's training and education contradict the influence of new media technologies on the educational process. The opinions and attitudes of school teachers (N=150) towards the problem as well as documents and teaching materials were analyzed. The research demanded use of direct and indirect observations, questionnaires, self-analysis, and observation of the results of activity. A monitoring protocol, profiles, and materials for meaningful evaluation of products for teaching were developed. The obtained results showed that there is a narrowness of understanding of visual communications by teachers; uniformity in visual presentation of educational materials; lack of a system in multimedia application; and repetition in the creation and use of visual content. The results suggest that it is necessary to change not only the content and methods of training prospective teachers, but also their thinking.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

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