No abstract

In this study the investigators used two different approaches to investigate preservice teachers’ Technological Pedagogical Content Knowledge (TPACK) competencies and self-regulated learning skills (SRL). The first study was conducted at Ahmet Keleşoğlu Education Faculty, Necmettin Erbakan University (NEU), Konya, Turkiye and the second study was conducted at Arkansas Tech University (ATU), Arkansas, the United States. The data from the participants at NEU was collected from 375 preservice teachers to examine the correlation among preservice teachers’ TPACK competencies, SRL and their gender and years of study. Although the findings revealed that preservice teachers’ TPACK competencies differed by their gender and year of study, there was no significant difference in their SRL skills. Finally, the results indicated that there were positive and significant relationships between the preservice teachers’ TPACK competencies and their self-regulated learning skills. The data from the ATU participants was collected from 66 preservice teachers (54 undergraduates, 12 graduate). The ATU study examined the impact of employing project-based learning (PBL) on students’ TPACK competencies, self-efficacy (SE), and SRL in different learning environments. The findings indicated that the use of PBL does enhance preservice teachers’ SRL skills in all learning environments. Finally, the findings indicated that students’ TPACK competencies significantly increased after using PBL.

Bu çalışma ile, ortaokul öğrencilerinin engellilere yönelik tutumlarının belirlenmesi amacıyla Engellilere Yönelik Tutum Ölçeğinin geliştirilmesi için yapılan çalışmalar açıklanmaya çalışılmıştır. Bu kapsamda alan yazın taraması ve uzman görüşleri doğrultusunda 50 maddelik 5’li Likert tipi soru bankası hazırlanmıştır. Soru bankasından ise yine uzman görüşleri doğrultusunda 10 madde elenerek 40 maddelik deneme bataryası oluşturulmuştur. Genel tarama modeline uygun yürütülen araştırmada ortaokul öğrencileri arasından küme örnekleme yoluyla belirlenen 5-8. Sınıflarda öğrenim gören 2082 öğrenciden veriler toplanmıştır. Elde edilen veriler istatistik programları ile analiz edilmiştir. Ölçeğin güvenirlik analizinde Cronbach alfa değerinin 0.85 olarak hesaplanmış, buna göre güvenirliğin yüksek derecede olduğu belirlenmiştir. Kaiser-Meyer Olkin (KMO=0,91) ve Bartlett Küresellik Testi (χ2 = 15228,66) ile verilerin analiz için uygunluğu belirlendikten sonra yapılan açımlayıcı faktör analizi ile ölçeğin “Arkadaşlık”, Korku ve kaygı “ve “Akademik başarı” olarak üç faktör ve 21 maddeden oluştuğu tespit edilmiştir. Ölçeğin alt boyutlarının güvenirlik katsayılarının “Arkadaşlık” için 0,85, “Korku ve kaygı” alt boyutu için 0,77 ve “Akademik başarı” alt boyutu için ise 0,74 olarak tespit edilmiştir. Engellilere Karşı Tutum Ölçeğinin açımlayıcı faktör analizi ile keşfedilen üç faktörlü yapısı, doğrulayıcı faktör analizi (DFA) ile test edilmiş ve tüm ölçütlerde “kabul edilebilir” ve “iyi uyum“ değerleri ortaya çıkmıştır. Ölçeğin değer ve diğer duyuşsal eğitimlerin etkisini belirlemek amacıyla kullanılabileceği düşünülmektedir.

In this study, the effectiveness of the learning stations technique and experimental investigations are tested by comparing this method to the traditional teaching method. A meta-analytical impact analysis method was used to calculate the effect size of the learning stations technique on academic achievement. Studies conducted in Turkey between the years 2000 and 2018 were included in this study. Eight selection criteria were identified and 13 studies that met the meta-analyze criteria were selected for the meta-analysis. The data was processed using the Comprehensive Meta Analysis (CMA) program. Results showed that the effect size of the learning stations technique on academic achievement was .84. According to Cohen et al. (2000), this is a large effect size. The impact levels of the teaching practices are organized according to the learning stations technique according to teaching stage, application duration, research type, and course type. A significant difference was found between the effect size values calculated according to course type. The results showed that the learning stations technique is more effective than the traditional teaching method.

The aim of this study is to investigate the effects of reflective thinking-based teaching activities on academic achievement, retention and attitude towards English course in secondary school English classes. The research was carried out with pre-test-post-test design with experimental-control groups. The study was carried out in a private secondary school for 8 weeks in Konya, in 2016-2017 academic year. The study included a total of 35 students in the fifth grade, which included 18 students in the experimental group and 17 in the control group. In the experimental group, reflective teaching activities were used and in the control group the activities on the teacher’s guide book based on the current curriculum were used. There was a significant difference between the post-test and retention scores of the experimental and control groups. However, experimental teaching practices did not lead to a significant difference in students’ attitudes towards the course. It was found that reflective teaching practices had an impact on students’ success and retention in secondary school English lessons. Keywords: English teaching as foreign language, reflective teaching, academic achievement, attitudes towards English, attitude scale for English lesson