Research Findings: This study explores the beliefs, self-reported practices, and observed practices of Turkish preschool teachers toward children’s peer relationship problems as well as the gap between their beliefs and practices. Five female teachers of 5-year-old children were selected as participants for this multiple case study. Approximately 79 hr of observation was conducted on the children’s daily routines and activities in a natural classroom environment, which specifically included the teachers’ problem-solving strategies while confronting peer relationship problems. The participants were also interviewed regarding their beliefs and strategies for solving peer relationship problems. The findings of this qualitative investigation indicated that the teachers’ beliefs and self-reported practices included both teacher- and child-related factors. However, the observed practices included several teacher-initiated strategies; child-initiated strategies appeared, albeit less than teacher-initiated ones. This affirms the teachers’ stress on children’s role in managing peer problems. Although some of the teacher practices and beliefs were consistent, certain inconsistencies may indicate the presence of external constraints. Practice or Policy: The results of this study highlight the importance of teacher education programs providing preservice and in-service teachers with the knowledge and skills required to understand children’s peer relationships, guide their interactions, and apply appropriate intervention strategies for various peer relationship problems. 相似文献
This study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges, postsecondary credits) were far less common. In addition, MOOC participants' intentions to receive both free and paid certificates were consistently and positively related to perceived learning and course completion, net other factors. (Keywords: massive open online courses, MOOCs, motivation, incentives, microcredentials, certificates of completion) 相似文献
This study investigated the longitudinal changes in the attitudes of pre‐service primary education teachers towards the teaching profession as they progressed through training. The results indicate that there is a significant difference in pre‐service teachers’ attitudes towards the profession between their freshman and senior years. Moreover, the findings obtained through interview data have shown that both positive and negative changes occur in pre‐service teachers’ attitudes towards teaching throughout their education, and these changes are observed to be related to teaching practice, cooperating teachers, teacher education institutions and teacher educators. 相似文献
Education and Information Technologies - The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One... 相似文献
This paper examines listening comprehension skills of visually impaired students (VIS) using computerised adaptive testing (CAT) and reader-assisted paper-pencil testing (raPPT) and student views about them. Explanatory mixed method design was used in this study. Sample is comprised of 51 VIS, in 7th and 8th grades. 9 of these students were interviewed for determining student views about tests. Results indicated that scores obtained from CAT are significantly lower than scores obtained from raPPT. Additionally, a positive and high correlation was found between scores of CAT and raPPT. This result suggests that similar ability estimations were made by CAT and raPPT. Another finding is CAT made more reliable predictions, and was completed in shorter duration using fewer items. In qualitative part, student views were gathered through interviews and content analysis revealed three themes as technical features, test features, and psychological effects. In general, students reported positive views about CAT. VIS prefer CAT due to its listening/control options, shorter test durations, clarity of reading, and fairness of test, elimination of dependency to reader. Study provides implications for test developers and test-users to consider CAT as a multi-accommodation for VIS through its advantages. 相似文献
Background: Determining individuals’ views of the nature of science is quite important for researchers since it is both a component of scientific literacy and a fundamental aim of science education.
Purpose: This study aims to develop a NOSvs for assessing prospective teachers’ views of the nature of science and to analyse their psychometric properties.
Sample: A total of 565 prospective teachers participated in the study.
Design and methods: The Kaiser–Meyer–Olkin (KMO) Index and Bartlett’s Sphericity Test were used in this study. Confirmatory factor analysis (CFA) was performed to determine the construct validity of the scale. Cronbach’s Alpha (α) coefficient was calculated for the reliability of the study.
Results: It was consequently found that the KMO was larger than .50. That Bartlett’s Sphericity Test was also statistically significant. The items with item-total correlations smaller than .30 were removed from the scale. Cronbach’s α values calculated for each sub-scale were above .70. In consequence of the first CFA performed, fit indices were found to be below the expected level. For this reason, three more items with the least item-total correlations were removed from the scale. Following the CFA, the final form of the scale included 36 items and five sub-scales. 相似文献
This study investigated the effect of conceptual change text-oriented instruction over traditional instruction on students' understanding of solution concepts (e.g., dissolving, solubility, factors affecting solubility, concentrations of solutions, types of solutions, physical properties of solutions) and their attitudes towards chemistry. The sample of this study consisted of 87 undergraduate students from two classes enrolled in an introductory chemistry course. One of the classes was assigned randomly to the control group, and the other class were assigned randomly to the experimental group. During teaching the topic of solution concepts in the chemistry curriculum, a conceptual change text-oriented instruction was applied in the experimental group whereas traditional instruction was followed in the control group. The results showed that the students in the experimental group performed better with respect to solution concepts. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups towards chemistry. 相似文献
Interpersonal cognitive problem solving, one of the most crucial social skills, is a life-long competency that must be supported from the early years of life. In this study, the opinions of 55 Turkish pre-school teachers and 53 Flemish pre-school teachers who work with 3–6-year-old children in private and public pre-schools in metropolitan cities of both countries were obtained using the Teacher's Interpersonal Problem Solving Questionnaire. When the results were considered, it was noticed that Turkish pre-school teachers tend to solve problems as soon as they emerge. They usually prefer to suggest a solution to the problem or give advice. On the contrary, pre-school teachers in Belgium express that they analysed problems together with the children and guided children to produce various solutions. It was revealed that few Turkish and Flemish teachers have specific training in improving interpersonal problem-solving skills in children. 相似文献
Background: A substantial review study of concept cartoons reports that few studies have indicated their functions. For this reason, the present study illuminates the extent to which concept cartoon-embedded worksheets (through constructivist context) accomplish these functions in conceptual learning.
Purpose: The purpose of the study is to determine the effect of the concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s Laws of Motion.
Sample: Within a quasi-experimental research design with control group, the sample consisted of 102 grade 9 students (aged 15–16 years) enrolled in an Anatolian High School. They were randomly assigned to control (52 students) and experimental groups (50 students).
Design and methods: While the control group followed the existing physics instruction, the experimental one was exposed to the concept cartoon-embedded worksheets. To collect data, two scales (Newton’s Laws of Motion Test –NLMT– and Interview about Instances –IAI) were employed.
Results: The results indicated that the experimental group performed better than did the control group.
Conclusions: It can be deduced that the concept cartoon-embedded worksheets are effective in improving grade 9 students’ conceptual understanding and in replacing their alternative conceptions with scientific ones. 相似文献
