The effects of Web 2.0 supported environmental education on self-efficacy belief regarding environmental education and environmental awareness

Küçükaydın, Menşure Alkış; Ulum, Hakan

doi:10.1007/s10639-023-11783-9

Cited by 3 publications

(2 citation statements)

References 42 publications

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“…Teachers can simultaneously follow and provide feedback as students edit or comment on the text. There are so many web 2.0 tools available for creating and managing e-portfolios in writing training (Küçükaydın & Ulum, 2023). When looking at the most popular and frequently used of these tools, Google tools stand out (Lee & Rabu, 2022;Gupta & Pathania, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Opinions of Students Learning Turkish as a Foreign Language on the Use of E-Portfolio in Writing Lessons

Eryılmaz

2023

IJELS

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This study aims to investigate the opinions of students learning Turkish as a foreign language on the use of the e-portfolio method in writing classes. During the implementation phase of this case study, two methods were used concurrently. The first method was face-to-face instruction centered on the coursebook. The second method was the e-portfolio method utilizing digital tools. After the implementation, data regarding the participants’ opinions were collected through interview technique, and the collected data were analyzed through content analysis. According to the research findings, there is a diversity of opinions among students regarding digital writing practices. Generation Z students tend to evaluate digital writing more positively. Language control and support are positively received by students. It has been observed that digital writing offers spatial and temporal independence, enhances student-teacher and student-student interaction, and contributes to collaboration and skill development in the context of peer learning. It is concluded that digital writing increases learning motivation and generally improves Turkish writing skills. As a teaching tool, in addition to textbooks and notebooks, the use of digital resources, especially e-portfolio creation tools and dictionaries, which offer unlimited variety, has become a necessity. Based on the study results, it is recommended to use a hybrid approach where traditional and digital writing-based e-portfolio methods are used together in education. Accordingly, curriculum should be updated, digital tools should be used more effectively, and technology infrastructure should be improved. Centers or courses teaching Turkish as a foreign language should take the initiative for infrastructure improvements. In this context, it is recommended that researchers in the field of online teaching of writing, speaking, listening, and reading skills conduct studies and educators develop applications.

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Section: Literature Reviewmentioning

confidence: 99%

Opinions of Students Learning Turkish as a Foreign Language on the Use of E-Portfolio in Writing Lessons

Eryılmaz

2023

IJELS

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“…Identification of problems that are often found regarding education is the low learning outcomes of students (Küçükaydın & Ulum, 2023). After conducting research, the answer will be more or less the same, namely low interest in learning.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of PJBL (Project Based Learning) Based Microteaching Modules Student Learning Results on Basic Teaching Skills Material

Fimansyah,

Daud,

Rulyani

et al. 2023

J. Edu. Rev. Resch

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This study aims to test the module's effectiveness on student learning outcomes in microteaching courses. The type of research used is Pre-Experimental with a one-group pretest-posttest design. In this study, the treatment given was using teaching modules on essential teaching skills material. The research took place in the anthropology education study program, faculty of social sciences, State University of Medan. With research subjects totalling 30 students who received microteaching courses in the 2022/2023 academic year. Before getting the treatment, students were given a pretest, and after being given the treatment, a posttest was conducted with 50 questions in the form of objective or multiple-choice questions. The increase in learning outcomes was analyzed using the N-Gain formula. Based on the results of the N-Gain analysis, the average value was 0.41. There was an increase in student learning outcomes after using the microteaching module based on the PjBL (Project Learning) learning model on essential teaching skills material with a moderate category.

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Environmental Teaching Supported by Web 2.0-Based Digital Games for a Sustainable Life

Arslan,

Karakuş

2024

Sustainability

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Students’ ability to exhibit positive behavior towards their environment plays a major role in building a sustainable world in the future. It is important to offer students, who are the subjects of the digital age, a more interactive and customized technology-focused learning experience. This study aims to reveal how environmental education supported by digital games affects middle school students’ knowledge, environmentally responsible behaviors, and levels of digital literacy for a sustainable life. The participants in the research comprised 54 students studying at the fifth-grade level of secondary school. The research was conducted with a pre-test–post-test control group quasi-experimental design, which was one of the quantitative research methods. In the research, environmental education based on digital games created with Web 2.0 tools was carried out. Study data were collected through an environmental knowledge test, an environmentally responsible citizen behavior scale, and a digital literacy scale. Study data were analyzed using appropriate statistical analysis using a statistical program. The research results revealed that environmental education supported by digital games is effective. It was determined that students’ knowledge level, environmental behavior, and digital literacy scores increased. Based on the research results, it is recommended that digital games be used to achieve more qualified learning.

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The effects of Web 2.0 supported environmental education on self-efficacy belief regarding environmental education and environmental awareness

Cited by 3 publications

References 42 publications

Opinions of Students Learning Turkish as a Foreign Language on the Use of E-Portfolio in Writing Lessons

Opinions of Students Learning Turkish as a Foreign Language on the Use of E-Portfolio in Writing Lessons

Effectiveness of PJBL (Project Based Learning) Based Microteaching Modules Student Learning Results on Basic Teaching Skills Material

Environmental Teaching Supported by Web 2.0-Based Digital Games for a Sustainable Life

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