The study investigated the effectiveness of the project writing training
developed and implemented for pre-service primary teachers. A case study
was adopted in the research. The participants of the study were 17 students
of the department of primary school teaching at nine different universities in
Turkey. In this context, an online project preparation training was given to
participant pre-service primary teachers. The prepared training was
presented to pre-service teachers as theoretical and practical. At the end of
this process, pre-service teachers were provided to prepare project proposals
under the guidance of academic consultancy. A semi-structured interview
form developed by the researchers was used to collect the research data. The
obtained data were subjected to descriptive and content analysis. Within the
scope of the research, it was determined that the participant pre-service
teachers had positive opinions about the planning of the developed education
and its contribution to them. It was concluded that some of the participants
had negative opinions about the duration, timing and onlineness of
the training.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
Teaching Design Strategies in Higher Educationijtsrd
Higher education is one such activity which can convert population into human resource. Country's strength in the world today is its young population and will determine its future progress. Education not only improves the facilities and skills of people but also dramatically contributes to their physical well being. The new teaching pedagogy lays emphasis on applying higher level thinking skills through relevant design projects, improving team working skills and awareness of issues relating to ethics and professionalism. Outcome based educational experience to the students at all levels. Teaching design technology in the classroom can combine a personalized learning experience for each student, based on each student's strengths. But active learning technologies also reduce the teaching workload in higher level education. This paper starts with nature of higher education statement and the motivation for this study. Next, teaching design strategies, learning paradigm, theories, evaluation performance are described. Analysis of teaching techniques and conclusion are followed in the last section. Moe Moe Thu | Reenu | Su Wityi Aung "Teaching Design Strategies in Higher Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd26602.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/26602/teaching-design-strategies-in-higher-education/moe-moe-thu
The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.
This study was a step toward the creation of an e-module to creat flips bookbased
exposition
texts
for
junior
high
schools.
The
purpose
of
this
study
was
to
offer an examination of students' demands when creating exposition
papers. A survey was used for the investigation. The data for this inquiry
was gathered through a questionnaire. In this study, a Likert scale was
utilized to examine students' attitudes, opinions, and perceptions of the built
electronic module. This research made use of a checklist-style questionnaire
with a range of assessments of 1 to 5. The questionnaire was distributed to
students from four junior high schools. This sampling technique was based
on the sampling quota established by the researcher. The data analysis
technique involved converting the category value into an assessment score
and examining the result. According to the findings, 61.5% of students had
difficulties in interpreting the material of exposition text, and the rest of
80.1% desired that the exposition text writing content be presented using
entertaining, interactive, and innovative learning methods. This showed the
need for the preparation of electronic modules for writing flip book-based
exposition texts.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
Currently, we are facing the rapid development of information and
communication technology (ICT) that characterizes the 21st century.
Challenges, problems, life, and careers in the 21st century can be
successfully faced if we master the 21st century skills. However, nowadays
it is still very rare to develop a 21st century skill measurement model, so it is
necessary to develop test instruments to measure 21st century skills. The
development of test instruments to measure 21st century skills in Indonesia
is still very open by paying attention to the clarity of the instrument in
describing real phenomena and complete data as material for problem
solving. Based on the description above, the researchers developed a
multiple-choice test based on experimental activities to measure students’
21st century skills which are creativity, critical thinking, collaboration,
communication (4Cs) in heat and heat transfer using research and
development (R&D) methods with the analyze, design, develop, implement,
and evaluate (ADDIE) stage. Development begins with conducting literature
and field studies, designing and making videos of experiment activities,
compiling open-ended questions, distributing them to 12th graders of
science, analyzing answers based on references, developing answer options,
developing multiple choice tests, conducting validation by experts, and
testing limited to students. The product of this research is expected to be
used by educators and students for independent learning activities or as an
example to develop multiple choice tests based on experimental activities to
measure 21st century skills in other physics materials and other subjects.
Value clarification technique (VCT) and teaching and contextual learning (CTL) are learning models that are rarely compared in history learning. Hence, the purpose of this study was to find: i) The differences in student learning outcomes using the VCT model and the CTL learning model; ii) Differences in student learning outcomes between the use of the VCT learning model and CTL learning model for students who have high learning motivation; iii) Differences in learning outcomes between the use of VCT and CTL learning models for students who have low learning motivation; and iv) The interaction effect between the use of learning models and students' learning motivation on learning outcomes. This study employed a quasi-experimental quantitative approach with a 2×2 factorial design. The data analysis technique used a two-way analysis of variance at a significance level (α) of 0.05. The population in this study was all students of class X of social science (IPS). The study's research showed that: i) There were significant differences in learning outcomes between students who used the VCT and CTL learning models; ii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have high learning motivation; iii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have low learning motivation; and iv) The used of the VCT and CTL learning models for students with high learning motivation was associated with better learning outcomes.
Hybrid project-based learning effectively develops academic writing skills in preparation for a gradual return to face-to-face instruction after a two-year pandemic triggered by Coronavirus Disease 2019 (COVID-19). Since this hybrid project-based learning initiative is a pioneering effort, it is essential to reflect on the program's successes and identify areas for improvement. This case study aims to explore the lecturers' and students' reflections on using hybrid project-based learning in academic writing courses. In-depth interviews and end-of-semester reflection were utilized to obtain data. Thematic analysis was conducted using the qualitative data analysis (QDA)miner lite software for data reduction. the findings revealed three prominent themes that emerged in this lecturers’ reflections: i) integrating varied learning modalities; ii) fostering critical thinking and involvement; and iii) improving competencies, as they were also crucial to boosting professional development. Meanwhile, students portray hybrid project-based learning as challenging and rewarding and fosters a sense of value and acceptability among students. This research has transformative implications for curriculum development and instructional practices in higher education, especially academic writing.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
Teaching Design Strategies in Higher Educationijtsrd
Higher education is one such activity which can convert population into human resource. Country's strength in the world today is its young population and will determine its future progress. Education not only improves the facilities and skills of people but also dramatically contributes to their physical well being. The new teaching pedagogy lays emphasis on applying higher level thinking skills through relevant design projects, improving team working skills and awareness of issues relating to ethics and professionalism. Outcome based educational experience to the students at all levels. Teaching design technology in the classroom can combine a personalized learning experience for each student, based on each student's strengths. But active learning technologies also reduce the teaching workload in higher level education. This paper starts with nature of higher education statement and the motivation for this study. Next, teaching design strategies, learning paradigm, theories, evaluation performance are described. Analysis of teaching techniques and conclusion are followed in the last section. Moe Moe Thu | Reenu | Su Wityi Aung "Teaching Design Strategies in Higher Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd26602.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/26602/teaching-design-strategies-in-higher-education/moe-moe-thu
The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.
This study was a step toward the creation of an e-module to creat flips bookbased
exposition
texts
for
junior
high
schools.
The
purpose
of
this
study
was
to
offer an examination of students' demands when creating exposition
papers. A survey was used for the investigation. The data for this inquiry
was gathered through a questionnaire. In this study, a Likert scale was
utilized to examine students' attitudes, opinions, and perceptions of the built
electronic module. This research made use of a checklist-style questionnaire
with a range of assessments of 1 to 5. The questionnaire was distributed to
students from four junior high schools. This sampling technique was based
on the sampling quota established by the researcher. The data analysis
technique involved converting the category value into an assessment score
and examining the result. According to the findings, 61.5% of students had
difficulties in interpreting the material of exposition text, and the rest of
80.1% desired that the exposition text writing content be presented using
entertaining, interactive, and innovative learning methods. This showed the
need for the preparation of electronic modules for writing flip book-based
exposition texts.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
Currently, we are facing the rapid development of information and
communication technology (ICT) that characterizes the 21st century.
Challenges, problems, life, and careers in the 21st century can be
successfully faced if we master the 21st century skills. However, nowadays
it is still very rare to develop a 21st century skill measurement model, so it is
necessary to develop test instruments to measure 21st century skills. The
development of test instruments to measure 21st century skills in Indonesia
is still very open by paying attention to the clarity of the instrument in
describing real phenomena and complete data as material for problem
solving. Based on the description above, the researchers developed a
multiple-choice test based on experimental activities to measure students’
21st century skills which are creativity, critical thinking, collaboration,
communication (4Cs) in heat and heat transfer using research and
development (R&D) methods with the analyze, design, develop, implement,
and evaluate (ADDIE) stage. Development begins with conducting literature
and field studies, designing and making videos of experiment activities,
compiling open-ended questions, distributing them to 12th graders of
science, analyzing answers based on references, developing answer options,
developing multiple choice tests, conducting validation by experts, and
testing limited to students. The product of this research is expected to be
used by educators and students for independent learning activities or as an
example to develop multiple choice tests based on experimental activities to
measure 21st century skills in other physics materials and other subjects.
Value clarification technique (VCT) and teaching and contextual learning (CTL) are learning models that are rarely compared in history learning. Hence, the purpose of this study was to find: i) The differences in student learning outcomes using the VCT model and the CTL learning model; ii) Differences in student learning outcomes between the use of the VCT learning model and CTL learning model for students who have high learning motivation; iii) Differences in learning outcomes between the use of VCT and CTL learning models for students who have low learning motivation; and iv) The interaction effect between the use of learning models and students' learning motivation on learning outcomes. This study employed a quasi-experimental quantitative approach with a 2×2 factorial design. The data analysis technique used a two-way analysis of variance at a significance level (α) of 0.05. The population in this study was all students of class X of social science (IPS). The study's research showed that: i) There were significant differences in learning outcomes between students who used the VCT and CTL learning models; ii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have high learning motivation; iii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have low learning motivation; and iv) The used of the VCT and CTL learning models for students with high learning motivation was associated with better learning outcomes.
Hybrid project-based learning effectively develops academic writing skills in preparation for a gradual return to face-to-face instruction after a two-year pandemic triggered by Coronavirus Disease 2019 (COVID-19). Since this hybrid project-based learning initiative is a pioneering effort, it is essential to reflect on the program's successes and identify areas for improvement. This case study aims to explore the lecturers' and students' reflections on using hybrid project-based learning in academic writing courses. In-depth interviews and end-of-semester reflection were utilized to obtain data. Thematic analysis was conducted using the qualitative data analysis (QDA)miner lite software for data reduction. the findings revealed three prominent themes that emerged in this lecturers’ reflections: i) integrating varied learning modalities; ii) fostering critical thinking and involvement; and iii) improving competencies, as they were also crucial to boosting professional development. Meanwhile, students portray hybrid project-based learning as challenging and rewarding and fosters a sense of value and acceptability among students. This research has transformative implications for curriculum development and instructional practices in higher education, especially academic writing.
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
This research aimed to analyze the effectivity of students’ worksheet based on multiple representation in order to increase creative thinking skills for second years students of junior high school. It used quasi-experiment with nonequivalent control group design. The population of this research was students of class VII SMPN 3 Langsa, academic year of 2017/2018. Then, the samples were students of class VII-1 and VII-2 elected using simple random sampling method. Basically, the effectivity can be seen from students’ creative thinking skills analyzed by using average n-gain and independent sample T test. Furthermore, the result showed that there was an average difference for n-gain and significant score between control class and experiment class. Therefore, the students’ worksheet based on multiple representations can be used for increasing creative thinking skills of students.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
The quality improvement of human resources in the society 5.0 era in the 21st century is closely related to technology, and one of the ways this can be achieved is by using YouTube. Therefore, this research determined the differences in student cognitive learning outcomes and critical thinking before and after applying the YouTube-assisted discovery model in German Language Education Study Program at Pattimura University, Indonesia. A pseudo-experiment a pretest and posttest unequal control group design was used to obtain 20 2nd semester students who took the course Strukturen und Wortschatz zur Aufbaustufe A2.1. Furthermore, the sample determination used a proportional sampling technique. Data collection was done using the instrument in the form of essays tests to determine the cognitive learning and critical thinking outcomes, questionnaire sheets, and interviews. The paired T-test showed a value of p=0.000<α=0.05, indicating significant differences in cognitive learning outcomes and critical thinking skills before and after applying the YouTube-assisted discovery learning model. This was confirmed by an increase in the cognitive test scores and critical thinking of students after applying the learning model. Therefore, the results can be applied to other concepts in German language learning.
The article deals the different type of project-based learning and its pedagogical principles. The importance of project-based learning method and its effectiveness was written here. Saidova M.R and Ergasheva D.K 2020. Differentiated instruction, project-based learning, constructivist pedagogy principles . International Journal on Integrated Education. 2, 6 (Mar. 2020), 209-212. DOI:https://doi.org/10.31149/ijie.v2i6.157. Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/157/153 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/157
Purpose and Content of Distance LearningYogeshIJTSRD
The article deals with strengthening the learning motivation of learners, to develop the skills and abilities of independent learning. M. Botirov | Sh. Ziyaev "Purpose and Content of Distance Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Research Development and Scientific Excellence in Academic Life , March 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38752.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38752/purpose-and-content-of-distance-learning/m-botirov
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students’ motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students’ and teacher’ responses to questionnaires revealed that the students’ motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners’ viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the research are provided along with suggestions.
Critical thinking of students is needed in 21st century learning, the fact is the acquisition in the field is still low. Therefore this study aims to improve students' critical thinking skills using the inquiry model assisted with the ethnoconstructivism module. Methodology uses a quantitative design of a quasi-experimental pretest-posttest non-equivalent control group design with a total sample of 64 students taken by purposive sampling technique. There were significant differences in terms of students' critical thinking between the control class and the experimental class. It can be underlined that the inquiry model with ethnoconstructivism has a significant influence on the way students think about cultural values compared to traditional groups.
Positive online learning experiences during the COVID-19 pandemic remain
debatable in the literature where students and instructors have been enforced
to shift from conventional face-to-face meetings to virtual learning. This
study aims to explore English for specific purposes (ESP) students’
experiences during online learning, along with their concerns on learning
attainment and personal adaptations. A qualitative case-study method was
employed through interviews with students (n=19) from three private
universities in Indonesia. The obtained data were analyzed through thematic
analysis. Results showed that students of different departments approached
ESP differently, but they similarly reported facing difficulties in reaching the
learning objectives. They also experienced burnout from excessive online
learning and found themselves hardly adapting to various instructors’
strategies. These findings revealed the need to revisit online ESP delivery
classes in higher education. Implications for the future design of online ESP
learning courses and instructor professional development are discussed.
Challenge Based Learning: Innovative Pedagogy for Sustainability through e-L...May Portuguez
Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication.
Project-Based Learning Guided Lesson Study Improve the Achievement of Learnin...iosrjce
The research impact project-based learning guided lesson study in Seminar Accounting Education
course has been conducted in 2012. The research was focused to improve student achievement of learning
outcomes in Seminar Accounting Education course at Department of Accounting, State University of Malang.
The learning outcome were defined on skill levels, the exploration ability and reviewing issues (contemporary)
in the field of accounting education both conceptual and factual, creating of research proposal, and final grade.
The research approach was classroom action research guided lesson study. The data were analyzed by
comparing student score with the minimum requirement score and the improvement of score from cycle 1 to
cycle 2. The implementation of project-based learning guided lesson study improved the ability of student to
create research proposal. The average score achieved by the students has surpassed the minimum requirement
(75) in the cycle 1 and 84% of the students have surpassed the minimum requirement, and in the cycle 2, 100%
of the students have surpassed the minimum requirement.
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
Theoretical Basis of the Use of Innovative Technologies to Increase the Effic...ijtsrd
The current stage of human development is characterized by the rapid development of globalization processes. From an economic point of view, globalization means the formation and development of a system of economic relations that covers the entire space of the world economy. Therefore, in the context of globalization, the problem of forming an active person who can make independent decisions, set and implement goals, and consciously evaluate their own activities is becoming urgent. Ensuring that the educational process is organized on the basis of developmental technologies is one of the urgent tasks today. Now the teacher must not only teach knowledge and develop practical skills, but also teach students to learn, research and make decisions independently. Rakhimova Charoskhon Odiljonovna "Theoretical Basis of the Use of Innovative Technologies to Increase the Efficiency of the Educational Process" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46304.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/46304/theoretical-basis-of-the-use-of-innovative-technologies-to-increase-the-efficiency-of-the-educational-process/rakhimova-charoskhon-odiljonovna
This study aimed to determine the effectiveness of using an interactive emodule
to reduce students’ misconceptions on salt hydrolysis material at
grade XI in senior high school. This study implemented a pre-experiment
with one group pretest-posttest research design, which utilized one class as
the experimental class. Samples were selected by using purposive sampling
technique, and it was obtained one class as the experimental class, namely
class XI in State Madrasah Aliyah 1 Pekanbaru, Riau, Indonesia. Before
giving the treatment, the sample was administered a pretest and after the
treatment, they were given a posttest. The pretest and posttest questions
occupied three-tier multiple choice questions. The reduction of
misconceptions on Salt Hydrolysis material after using the interactive emodule
was
16.21%.
The
study
found
that
interactive
e-modules
effective
to
reduce
misconceptions
on
salt
hydrolysis
material
was
significant.
Implementing a proper learning model during the post COVID-19 pandemic
is fundamental for learning quality enhancement, specifically for students'
conceptual mastery. The research aims to develop a Complexity ScienceProblem
Based
Learning
(CS-PBL)
model
assisted
by
the
Sistem
Informasi
Pengelola
Pembelajaran (SIPEJAR) e-learning platform that is valid,
practical, and effective to enhance students' conceptual mastery during the
post COVID-19 pandemic. The research and development model were
adapted from Plomp & Nieven consisted of three phases: preliminary
research, prototyping phase, and assessment phase. The first phase research
result was that the learning process in during COVID-19 pandemic was less
interactive, which led to less effective learning. The students' score on
conceptual mastery was in the poor category. The second phase resulted in a
book of CS-PBL model assisted by SIPEJAR and supporting instruments
considered valid by three experts. The third phase result was that the CSPBL
model assisted by SIPEJAR was considered practical in the learning
process implementation. The CS-PBL model can enhance students'
conceptual mastery where the N-gain was sufficiently effective. It is
concluded that the CS-PBL model assisted by SIPEJAR was considered
valid, practical, and effective to enhance students' conceptual mastery during
the post COVID-19 pandemic.
Educational technology is part of a scientific that is mostly engaged in
education. Actually, this scientific has significant benefits, especially in the
field of education. However, many people do not understand the role of
educational technology in education. This can be seen from the diverse
perspectives of society on educational technology. When it is associated with
educational technology science, there are many views of the community that
are very opposite to the scientific clusters of educational technology taught
from lectures. So, the purpose of this study was to find out the various
perspectives of society regarding educational technology itself. This paper is
presented with the addition of theoretical educational technology clumps.
This research employed a descriptive qualitative approach. This study used
indirect interviews, which means giving unstructured questions but still
focusing on what will be researched. The subjects in this study were six
participants who were people outside the educational technology scientific
clump. In addition, the author also conducted a literature review which was
taken from six articles from three different journals. The results of this study
reveal a diverse picture of views on educational technology. All participants
argue that educational technology has a significant role, but in terms of the
dominant conception they still do not understand it like other scientific. From
the results it can be a separate challenge for educational technology. It can be
used as an alternative reference in improving the quality of educational
technology, either through formal education or other forms.
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
More Related Content
Similar to Effectiveness of the project writing training developed for pre-service primary teachers
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
This research aimed to analyze the effectivity of students’ worksheet based on multiple representation in order to increase creative thinking skills for second years students of junior high school. It used quasi-experiment with nonequivalent control group design. The population of this research was students of class VII SMPN 3 Langsa, academic year of 2017/2018. Then, the samples were students of class VII-1 and VII-2 elected using simple random sampling method. Basically, the effectivity can be seen from students’ creative thinking skills analyzed by using average n-gain and independent sample T test. Furthermore, the result showed that there was an average difference for n-gain and significant score between control class and experiment class. Therefore, the students’ worksheet based on multiple representations can be used for increasing creative thinking skills of students.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
The quality improvement of human resources in the society 5.0 era in the 21st century is closely related to technology, and one of the ways this can be achieved is by using YouTube. Therefore, this research determined the differences in student cognitive learning outcomes and critical thinking before and after applying the YouTube-assisted discovery model in German Language Education Study Program at Pattimura University, Indonesia. A pseudo-experiment a pretest and posttest unequal control group design was used to obtain 20 2nd semester students who took the course Strukturen und Wortschatz zur Aufbaustufe A2.1. Furthermore, the sample determination used a proportional sampling technique. Data collection was done using the instrument in the form of essays tests to determine the cognitive learning and critical thinking outcomes, questionnaire sheets, and interviews. The paired T-test showed a value of p=0.000<α=0.05, indicating significant differences in cognitive learning outcomes and critical thinking skills before and after applying the YouTube-assisted discovery learning model. This was confirmed by an increase in the cognitive test scores and critical thinking of students after applying the learning model. Therefore, the results can be applied to other concepts in German language learning.
The article deals the different type of project-based learning and its pedagogical principles. The importance of project-based learning method and its effectiveness was written here. Saidova M.R and Ergasheva D.K 2020. Differentiated instruction, project-based learning, constructivist pedagogy principles . International Journal on Integrated Education. 2, 6 (Mar. 2020), 209-212. DOI:https://doi.org/10.31149/ijie.v2i6.157. Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/157/153 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/157
Purpose and Content of Distance LearningYogeshIJTSRD
The article deals with strengthening the learning motivation of learners, to develop the skills and abilities of independent learning. M. Botirov | Sh. Ziyaev "Purpose and Content of Distance Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Research Development and Scientific Excellence in Academic Life , March 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38752.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38752/purpose-and-content-of-distance-learning/m-botirov
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students’ motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students’ and teacher’ responses to questionnaires revealed that the students’ motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners’ viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the research are provided along with suggestions.
Critical thinking of students is needed in 21st century learning, the fact is the acquisition in the field is still low. Therefore this study aims to improve students' critical thinking skills using the inquiry model assisted with the ethnoconstructivism module. Methodology uses a quantitative design of a quasi-experimental pretest-posttest non-equivalent control group design with a total sample of 64 students taken by purposive sampling technique. There were significant differences in terms of students' critical thinking between the control class and the experimental class. It can be underlined that the inquiry model with ethnoconstructivism has a significant influence on the way students think about cultural values compared to traditional groups.
Positive online learning experiences during the COVID-19 pandemic remain
debatable in the literature where students and instructors have been enforced
to shift from conventional face-to-face meetings to virtual learning. This
study aims to explore English for specific purposes (ESP) students’
experiences during online learning, along with their concerns on learning
attainment and personal adaptations. A qualitative case-study method was
employed through interviews with students (n=19) from three private
universities in Indonesia. The obtained data were analyzed through thematic
analysis. Results showed that students of different departments approached
ESP differently, but they similarly reported facing difficulties in reaching the
learning objectives. They also experienced burnout from excessive online
learning and found themselves hardly adapting to various instructors’
strategies. These findings revealed the need to revisit online ESP delivery
classes in higher education. Implications for the future design of online ESP
learning courses and instructor professional development are discussed.
Challenge Based Learning: Innovative Pedagogy for Sustainability through e-L...May Portuguez
Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication.
Project-Based Learning Guided Lesson Study Improve the Achievement of Learnin...iosrjce
The research impact project-based learning guided lesson study in Seminar Accounting Education
course has been conducted in 2012. The research was focused to improve student achievement of learning
outcomes in Seminar Accounting Education course at Department of Accounting, State University of Malang.
The learning outcome were defined on skill levels, the exploration ability and reviewing issues (contemporary)
in the field of accounting education both conceptual and factual, creating of research proposal, and final grade.
The research approach was classroom action research guided lesson study. The data were analyzed by
comparing student score with the minimum requirement score and the improvement of score from cycle 1 to
cycle 2. The implementation of project-based learning guided lesson study improved the ability of student to
create research proposal. The average score achieved by the students has surpassed the minimum requirement
(75) in the cycle 1 and 84% of the students have surpassed the minimum requirement, and in the cycle 2, 100%
of the students have surpassed the minimum requirement.
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
Theoretical Basis of the Use of Innovative Technologies to Increase the Effic...ijtsrd
The current stage of human development is characterized by the rapid development of globalization processes. From an economic point of view, globalization means the formation and development of a system of economic relations that covers the entire space of the world economy. Therefore, in the context of globalization, the problem of forming an active person who can make independent decisions, set and implement goals, and consciously evaluate their own activities is becoming urgent. Ensuring that the educational process is organized on the basis of developmental technologies is one of the urgent tasks today. Now the teacher must not only teach knowledge and develop practical skills, but also teach students to learn, research and make decisions independently. Rakhimova Charoskhon Odiljonovna "Theoretical Basis of the Use of Innovative Technologies to Increase the Efficiency of the Educational Process" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46304.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/46304/theoretical-basis-of-the-use-of-innovative-technologies-to-increase-the-efficiency-of-the-educational-process/rakhimova-charoskhon-odiljonovna
This study aimed to determine the effectiveness of using an interactive emodule
to reduce students’ misconceptions on salt hydrolysis material at
grade XI in senior high school. This study implemented a pre-experiment
with one group pretest-posttest research design, which utilized one class as
the experimental class. Samples were selected by using purposive sampling
technique, and it was obtained one class as the experimental class, namely
class XI in State Madrasah Aliyah 1 Pekanbaru, Riau, Indonesia. Before
giving the treatment, the sample was administered a pretest and after the
treatment, they were given a posttest. The pretest and posttest questions
occupied three-tier multiple choice questions. The reduction of
misconceptions on Salt Hydrolysis material after using the interactive emodule
was
16.21%.
The
study
found
that
interactive
e-modules
effective
to
reduce
misconceptions
on
salt
hydrolysis
material
was
significant.
Implementing a proper learning model during the post COVID-19 pandemic
is fundamental for learning quality enhancement, specifically for students'
conceptual mastery. The research aims to develop a Complexity ScienceProblem
Based
Learning
(CS-PBL)
model
assisted
by
the
Sistem
Informasi
Pengelola
Pembelajaran (SIPEJAR) e-learning platform that is valid,
practical, and effective to enhance students' conceptual mastery during the
post COVID-19 pandemic. The research and development model were
adapted from Plomp & Nieven consisted of three phases: preliminary
research, prototyping phase, and assessment phase. The first phase research
result was that the learning process in during COVID-19 pandemic was less
interactive, which led to less effective learning. The students' score on
conceptual mastery was in the poor category. The second phase resulted in a
book of CS-PBL model assisted by SIPEJAR and supporting instruments
considered valid by three experts. The third phase result was that the CSPBL
model assisted by SIPEJAR was considered practical in the learning
process implementation. The CS-PBL model can enhance students'
conceptual mastery where the N-gain was sufficiently effective. It is
concluded that the CS-PBL model assisted by SIPEJAR was considered
valid, practical, and effective to enhance students' conceptual mastery during
the post COVID-19 pandemic.
Educational technology is part of a scientific that is mostly engaged in
education. Actually, this scientific has significant benefits, especially in the
field of education. However, many people do not understand the role of
educational technology in education. This can be seen from the diverse
perspectives of society on educational technology. When it is associated with
educational technology science, there are many views of the community that
are very opposite to the scientific clusters of educational technology taught
from lectures. So, the purpose of this study was to find out the various
perspectives of society regarding educational technology itself. This paper is
presented with the addition of theoretical educational technology clumps.
This research employed a descriptive qualitative approach. This study used
indirect interviews, which means giving unstructured questions but still
focusing on what will be researched. The subjects in this study were six
participants who were people outside the educational technology scientific
clump. In addition, the author also conducted a literature review which was
taken from six articles from three different journals. The results of this study
reveal a diverse picture of views on educational technology. All participants
argue that educational technology has a significant role, but in terms of the
dominant conception they still do not understand it like other scientific. From
the results it can be a separate challenge for educational technology. It can be
used as an alternative reference in improving the quality of educational
technology, either through formal education or other forms.
Similar to Effectiveness of the project writing training developed for pre-service primary teachers (20)
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.
Incorporating ethnoscience into lessons through the ethnoscience-students’ worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students’ worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students’ responses are more influenced by science learning. In addition, the ethnoscience-integrated students’ worksheets (SW) variable indirectly affects students’ responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students’ problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).
This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.
The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
This study aims to investigate Indonesian senior high school teachers’ perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers’ and students’ English abilities, learners’ needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.
The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smileproject as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
This study examined the role of technology integration and teachers' professional competence in developing 21st-century learning. Present studies show a significant gap between technology integration and teachers’ competency in developing 21st-century learning. This study highlights the pivotal roles of technology integration and teacher competence in modern education. In an era where technology has transformed teaching and learning, understanding the synergy between these two factors is crucial for educational advancements. The study employs a descriptive quantitative approach. It seeks to understand the current state of technology integration and teacher competence by collecting data from in-service teachers within the English teacher's forum. The data collection methods encompass questionnaires and interviews to gain comprehensive insights into the subject matter. The research design of this study primarily relies on a descriptive approach, which involves the systematic collection and analysis of data to describe and understand the existing situation. The data-gathering process, through questionnaires and interviews, ensures a comprehensive exploration of the research questions. The results show that technology integration and teacher competency significantly influence the development of 21st-century learning.
Aware of the various issues involved in assessing learning, but also of the difficulties encountered in classroom practice of this pedagogical act, we set out in this article to explore and analyze the assessment practices of secondary school mathematics teachers and the conceptions they underlie. The study was conducted from a systemic perspective. We therefore targeted three aspects in our study: the conceptual, the institutional, and the docimological. Analysis of the attitudes declared by a random sample of mathematics teachers enabled us to confirm that pedagogical, and in particular cognitive, issues do not represent a priority for them in assessment practices. They focus more on the organizational aspect of examinations, with a remarkable lack of concern for docimological considerations to give credibility to the assessments carried out.
This study aimed to investigate decreasing student academic stress in distance learning during the COVID-19 pandemic, transition period, and new normal era by giving a self-help module to students. This research employed an experimental approach with a group pre-test post-test design with quantitative analytics. The perceived academic stress scale (PASS) and module evaluation scale were utilized to assess students' academic stress levels and their understanding of the module. The subjects consisted of one male student and thirty-seven female students, as the school was dominated by female students. This study indicated that students' academic stress levels during the pandemic and the new normal were in the medium range (18.82 - 19.97). The results showed that there was no significant difference in academic stress between the pandemic and the transition period (t = 1.322, p > 0.05) and the data between the pandemic and the new normal (t = -1.426, p > 0.05), while between the transition period and the new normal, it showed a significant difference (t = -4.189, p < 0.05). The study recommends that schools develop future guidance and counseling programs to help students cope with stress and build resilience. This study's findings can inform policy decisions and academic interventions to support students' mental health and academic success during challenging times.
The aim of this research is to investigate the influence of flipbook learning media, learning interest, and learning motivation on junior high school students' learning outcomes. The method used is the regression method with a quantitative approach. This research was conducted at Junior High School1 Yogyakarta with a sample of 64 class VIII social studies students. Data collection consists of interviews, observations, and documentation. Prerequisite test analysis consists of tests for normality, multicollinearity, and heteroscedasticity. Hypothesis testing using simple regression, and multiple regression. The research results show that there is an influence: i) flipbook learning media on learning outcomes with a tcount of 73.33, a significance value of 0.000 < 0.005, ii) interest in learning on learning outcomes with a tcount of 33.678, a significance value of 0.000 < 0.005, iii) learning motivation on learning outcomes with a tcount of 30.678, a significance value of 0.000 < 0.005, and iv) flipbook learning media, learning interest, and learning motivation together on learning outcomes with Fcount 47.879 > Ftable 2.77 with a significance of 0.000 < 0.005. The conclusion is that the use of flipbook learning media, increasing interest in learning, and strengthening learning motivation can support each other to achieve optimal learning outcomes for students.
Intrapreneurship skill has considered as the alternative learning outcomes of entrepreneurship education. However, entrepreneurship teachers need a complex learning program to develop intrapreneurship among business students. At the same time, The Ministry of Education and Culture of The Republic of Indonesia recommends university teachers implement case methods to deliver complex learning environments and build critical skills among students. Therefore, this study aims to i) examine the effect of micro small medium enterprise (MSME) cases on the intrapreneurship of business students, ii) investigate the influence of MSME cases on flow experience in entrepreneurship education and iii) investigate the effect of flow experience during entrepreneurship education on intrapreneurship skill. We used field experiments on entrepreneurship and digital business student in business development courses. The result indicates that the case method effectively developed student intrapreneurship skill and flow experience during the course positively impacting student intrapreneurship skill.
Mathematical beliefs and metacognitive knowledge play significant roles in solving mathematical problems; thus, this study aims to investigate the influence of middle school students' beliefs on their metacognitive knowledge when solving geometry problems. This study utilizes both quantitative and qualitative research methods. A linear regression test was used to determine the effect of middle school students' beliefs on their metacognitive knowledge. The results of the quantitative research analysis were followed up with a qualitative research approach to describe the metacognitive knowledge of students who have high and low confidence in solving geometric problems. This research involved 352 middle school students in the Tarakan area. Based on the results of linear regression, it is known that the beliefs of middle school students have a positive effect on their metacognitive knowledge when solving geometric problems. In addition, it was found that students with different beliefs could solve a given geometry problem, but the approach to solving it varied among subjects. Middle school students have diverse beliefs, but these variations do not affect their capacity to apply their metacognitive knowledge at every stage
of solving mathematical problems.
A comprehensive examination of the impact of instructional leadership provided by school principals on teacher commitment was carried out across different nations, including Indonesia. This research employed a literature review approach, scrutinizing journal articles that delved into the connection between the instructional leadership of school principals and teacher commitment. After applying predefined criteria to 120 chosen articles in this domain, only 15 articles met the specified criteria and were subsequently incorporated into the review. The findings of the literature review revealed that the instructional leadership of school principals and the resulting organizational commitment have a positive, and mostly said statistically significant, effect on teacher organizational commitment in various countries.
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career aspirations are believed to have their own characteristics. In today's
society, the current condition of female students' career expectations is apprehensive. Most of the female students do not have any professional
characteristics, such as career aspirations. This research involving 109 female students from various cultural contexts will divide their findings into
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from societies that place a matriarchal emphasis on gender have expectations
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comparative analysis. The test results show F = 75.011 for career expectations on self-efficacy and F = 145.467 for outcome expectation (OE).
0.000 is a significant value for both variations.
Indonesian universities are implementing various strategies to improve the quality and quantity of scientific publications. Sriwijaya University has restructured its research and community service grant services by implementing e-services through the new generation management information system of the institute of research and community service (SIM LPPM NG). Numerous studies have been performed to determine the factors that influence lecturer performance, particularly in scientific journals. The purpose of this research is to utilize a model to investigate the impact of system quality, information quality, and service quality on user satisfaction and performance. For partial least squares structural equation modelling (PLS-SEM), 280 respondents comprised the dataset. The results demonstrated that system quality, information quality, and service quality influence user satisfaction. Individual performance is influenced by the level of user satisfaction. According to the findings of this study, the DeLone and McLean information system success model can be used to evaluate obligatory e-services that are integrated.
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Effectiveness of the project writing training developed for pre-service primary teachers
1. Journal of Education and Learning (EduLearn)
Vol. 16, No. 3, August 2022, pp. 308~317
ISSN: 2089-9823 DOI: 10.11591/edulearn.v16i3.20519 308
Journal homepage: http://edulearn.intelektual.org
Effectiveness of the project writing training developed
for pre-service primary teachers
Güler Göçen Kabaran, Sedat Altıntaş
Department of Curriculum and Instruction, Faculty of Education, Muğla Sıtkı Koçman University, Muğla, Turkey
Article Info ABSTRACT
Article history:
Received Mar 15, 2022
Revised Jul 30, 2022
Accepted Aug 31, 2022
The study investigated the effectiveness of the project writing training
developed and implemented for pre-service primary teachers. A case study
was adopted in the research. The participants of the study were 17 students
of the department of primary school teaching at nine different universities in
Turkey. In this context, an online project preparation training was given to
participant pre-service primary teachers. The prepared training was
presented to pre-service teachers as theoretical and practical. At the end of
this process, pre-service teachers were provided to prepare project proposals
under the guidance of academic consultancy. A semi-structured interview
form developed by the researchers was used to collect the research data. The
obtained data were subjected to descriptive and content analysis. Within the
scope of the research, it was determined that the participant pre-service
teachers had positive opinions about the planning of the developed education
and its contribution to them. It was concluded that some of the participants
had negative opinions about the duration, timing and onlineness of
the training.
Keywords:
Pre-service teachers
Project management
Project preparation training
Project writing
This is an open access article under the CC BY-SA license.
Corresponding Author:
Sedat Altıntaş
Department of Curriculum and Instruction, Faculty of Education, Muğla Sıtkı Koçman University
Kötekli, Kötekli Mevkii, 48000 Menteşe/Muğla, Turki
Email: sedataltintas@mu.edu.tr
1. INTRODUCTION
Teachers have a great influence on the training of qualified individuals. Teachers can be seen as
people who contribute to the development of students and are role models for the development of students as
versatile individuals. Teacher quality and teaching quality are closely related, and teaching quality is the most
important indicator of teacher quality [1]. A highly qualified teacher has the ability to best manage the
teaching process and design the best instruction for their students. In addition, these teachers are
knowledgeable about learning and make informed decisions not only with their classroom and school
evidence, but also with theory and research [2]. For this reason, teachers need to be open to innovations,
develop themselves professionally and integrate the changes in education into their teaching-learning
process. In addition, teachers should also have the skills of planning, managing and solving problems to deal
with problematic situations they encounter. The pre-service training of teachers and the studies they have
done contribute to their ability to demonstrate these competences in their professional life.
Globally, teacher education programs have a responsibility to give prospective teachers the best
prerequisites for working as teachers [3]. Providing teachers with a scientific research skill before starting
their profession can also be considered as an aim of these programs and an indicator of qualified teaching.
When teachers do not have sufficient experience and knowledge, they cannot make use of the scientific
project preparation process effectively [4]. In this regard, it can be said that a project work that pre-service
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teachers will carry out during their undergraduate education will contribute to their mastery of the necessary
professional knowledge, skills and competences in the pre-service period.
A project is generally defined as a set of activities with a definite start and end point, with a clearly
defined purpose, scope and budget [5]. Thomas, states that the project includes the tasks of identifying a
problem, creating a design, solving a problem, making a decision, collaborating and coming up with a
tangible product or presentation [6]. Project works enable individuals to produce an original product on real-
life tasks that require higher-order thinking skills such as researching, problem solving and using what they
have learned [7]. Creswell defines research projects as steps used to gather and analyze information to
understand any problem or issue [8]. Through project works, students are guided to explain ideas to others,
organize results, make predictions, answer questions and show data in graphs [9]. In addition, the projects
provide students with the opportunity to learn by living with the ability to conduct scientific research [10].
Through project practice, students experience a realistic learning environment and apply theory to solve
practical problems, thus gaining professional knowledge closely related to thinking, action, and context [11].
Projects allow students to collaborate and seek answers to guiding questions, increase their perception of
their talent by using digital applications, and enable them to produce concrete products as project outputs
[12]. In this respect, it can be said that project studies contribute to individuals in many different ways.
Individuals trained by teachers continue to live as members of society.
The structure and dynamics of the 21st
century society differ from previous generations. Teachers
should raise individuals who adapt to this change and should be able to ensure the development of students.
Teacher education should provide teachers with opportunities to develop their 21st
century skills and the
abilities to carry these skills into their future classrooms [13]. In the 21st
century, not only academic skills are
needed, but also skills such as digital literacy, creative thinking, effective communication and productivity
needed in an increasingly complex society [14]. In this context, undergraduate students develop themselves
in many ways by being involved in a scientific research process through project works. It can be said that
project works will contribute to pre-service teachers in terms of gaining many skills such as critical thinking,
problem solving, reasoning, analysis, interpretation, information synthesis, creativity and research skills,
which are among the 21st
century teacher skills. For this reason, it is an important for pre-service teachers to
experience a project preparation, planning and execution process while receiving undergraduate education.
The Scientific and Technological Research Council of Turkey (TUBITAK) is an organization that
supports scientific research, activity and project works with the purpose of promoting, directing and
popularizing science and technology in Turkey. This important organization, which was established to
support and encourage scientific and technological research and development projects, was established on
24-07-1963 [15]. There are different support programs for undergraduate students in terms of scholarship and
project work.
One of these supports, TUBITAK 2209-A University Students Domestic Research Projects Support
tries to encourage undergraduate students to conduct research by means of projects. With this project support,
students prepare a scientific project for a problem they are curious about in a field of study they are interested
in, and thus gain many academic skills. In this connection, it is thought that it is important to create
awareness of undergraduate students about the relevant support program and to carry out studies that will
enable them to have knowledge and experience on how to prepare a project. It is especially considered to be
important that students studying at education faculties should learn how to prepare projects so that they can
gain this culture and provide the appropriate guidance to their prospective students for them to prepare
projects. In the study conducted by Metin Peten et al. it was aimed to improve the skills of pre-service
science teachers in writing/preparing and applying projects for TUBITAK Support Programs [16].
Before the project preparation training application developed within the scope of the research, the
projects suggested by the pre-service teachers were examined and they reached the conclusion that the pre-
service teachers did not know what research, research-development and knowledge research project types
meant, the project type was chosen and determined incorrectly, and the project purpose was not expressed in
clear sentences. In order for pre-service teachers to manage the project process they will have their students
make in the future correctly, they must first be competent about project construction and management
processes [17]. In this context, a project writing training was developed and implemented for pre-service
primary teachers in the current study. The purpose of the study was to investigate the effectiveness of the
project writing training developed and implemented for pre-service primary teachers.
2. RESEARCH METHOD
2.1. Research model
A case study was adopted in the research. It is stated that the case study is a qualitative approach in
which one or a few situations limited in a certain period of time are examined in depth with data collection
tools such as observations, interviews and documents, and the themes related to this situation are defined
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[18]. In this context, an online project writing training was organized for pre-service primary teachers in
the research, and in this process, they were provided with theoretical and practical knowledge and skills on
this subject.
2.2. Study group
The participants of the current study were 17 students of the department of primary school teaching
at nine different universities in Turkey. Criterion sampling, one of the purposive sampling methods, was used
to determine the participants. It is stated by Büyüköztürk et al. that the participants of the criterion sampling
method consist of people, objects or situations having the desired characteristics related to the research
problem being studied [19]. In this respect, the criterion of being studying in the department of primary
school teaching of education faculties was taken into account in the determination of the participants. The
applications received through the project web page were evaluated and it was determined that 21 participants
met the criteria. However, for various reasons, some participants could not attend the training and a total of
17 pre-service teachers took part in the study group. The universities where the pre-service teachers in the
research study group studied are shown in Figure 1. The figure shows that the research participants came
from nine different universities.
Figure 1. Universities where the participants studied
2.3. Research process
Within the context of the current study, a project writing training was planned for pre-service
primary teachers. In this context, TÜBİTAK 2209-A University Students Research Projects Support Program
was taken as reference and it was decided to provide training for this type of project that pre-service teachers
can carry out during their undergraduate education. Then, academic studies and projects for undergraduate
students on the issues of project development, project preparation and project management were examined.
At the same time, an activity plan was determined by taking into account the scope of the project preparation
in education course, which is one of the pedagogical content knowledge courses in education faculties.
Expert opinion was obtained from two experts in the field of curriculum and instruction and primary
education regarding the determined training plan. The subjects in the training plan were revised according to
expert opinions. Later, field experts who could provide this training were determined and lesson plans were
prepared by the trainers. The activity program developed within the scope of the research is given in Table 1.
41%
11%
12%
6%
6%
6%
6%
6%
6%
Muğla Sıtkı Koçman University Kırıkkale University
Bartın University Yozgat Bozok University
Ege University Necmettin Erbakan University
Sakarya University Recep Tayyip Erdoğan University
İstanbul Aydın Üniversitesi
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Table 1. Project writing training activity program
Hour 1st day 2st day 3st day 4st day 5st day
09:00-09:45 Opening and
introduction of
training
Problem state in
scientific research
Online game and
event workshop
Preparation of project
proposal form
Presentation of
project proposals
10:00-10:45 Meet event Literature search Project
management
Preparation of project
proposal form
Presentation of
project proposals
11:00-11:45 The nature of
scientific research
What is a project? Project
management
Preparation of project
proposal form
Presentation of
project proposals
12:00-12:45 Scientific research
ethics
I have an idea 2209 a project
application
Preparation of project
proposal form
Presentation of
project proposals
14:00-14:45 Creative thinking
workshop I
Scientific research
methods and design
Presentation and
poster preparation
Preparation of project
proposal form
Planning the project
15:00-15:45 Creative thinking
workshop II
Scientific research
methods and design
Presentation and
poster preparation
Preparation of project
proposal form
Planning the project
16:00-16:45 Research trends in
classroom education
Scientific research
methods and design
Reporting of
research results
Preparation of project
presentations
Evaluation of the
project
17:00-17:45 Research trends in
classroom education
Scientific research
methods and design
Reporting of
research results
Designing the project
poster
Evaluation of the
project
When Table 1 is examined, the content of the activity program developed within the scope of the
research is seen. The activity program was implemented online for five days, eight sessions every day. The
program includes both theoretical and practical lessons. Within the scope of the activity program, there was a
total of 112 hours of lessons, of which 28 hours were theoretical and 84 hours were practical. In addition, it
was aimed to develop the thinking skills of the participants and to get them to reflect these ways of thinking
to the project proposals with the workshops. In the activity program, the content that the pre-service teachers
would need for project development was presented in the first three days interactively by the field experts.
During the process, the project ideas of the participants were developed. On the fourth day, they developed
these ideas under the guidance of academic advisors and carried out the works of preparing a project proposal
form, preparing a presentation and preparing a poster regarding their ideas. These works were also carried out
online, but all the groups and advisors worked in separate online rooms. On the last day, all the participants
made their project proposal presentations one by one and their projects were evaluated by the field experts
who were also the trainers. In this process, trainings and academic consultancy were carried out by nine
different academicians. The distribution of trainers according to their titles and fields is shown in Figure 2.
Figure 2. Titles and fields of trainers
As seen in Figure 2, project writing training was given by experts in the field of Classroom
Education, Curriculum and Instruction, and Mathematics and Science Education. There were six of the
academicians who gave the training were Prof. Dr., two of them Assoc. Dr. and one of them Dr. has the title.
In the evaluation of the effectiveness of the program implemented within the scope of the research, success
criteria and participant opinions were taken as basis. In this context, the success criterion, which is the first
method, was determined as the complete completion of a project proposal form by the participants at the end
Classroom
Education
67%
Curriculum and
Instruction
22%
Mathematics and
Science
11%
Classroom Education Curriculum and Instruction Mathematics and Science
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of the training. There were 17 pre-service teachers who participated in the training completed a project
proposal form and these project proposals evaluated by academic advisors at the end of the training. The
subjects of the developed project proposals are various topics such as: i) Children's games related to the field
of classroom education, ii) Classroom management during the pandemic process; iii) Artistic competencies;
iv) Digital stories; v) Activity-based applications; vii) Peer interaction; viii) Creative drama; ix) Values
education; x) Reading skills; xi) Mathematics teaching; xii) Philosophy with children; and xiii) Reading on
the screen has been determined. In this context, the experts in the project stated that the success criterion was
met. The project proposals developed by the participant teacher candidates were directed to apply to the
TUBITAK 2209-A support program. Participant opinions, which is the second method in evaluating the
effectiveness of the project training, are presented in the findings section by analyzing the data.
2.4. Data collection tools
In order to obtain the research data, interviews were conducted with the participant classroom
teacher candidates. An interview form was prepared by the researchers to be used in the interviews. For the
prepared interview form, first of all, the literature was scanned and draft questions were prepared. Expert
opinions were taken for the draft form and necessary arrangements were made and the form was given its
final form. The form included four open-ended questions for the participants to evaluate the process. The
interview form was applied to the participants online through the Socrative application. Answering the
interview form took an average of 50 minutes.
2.5. Data analysis
Descriptive and content analysis was carried out for the data obtained within the scope of the
research. In this context, first of all, the responses to the form were classified. Later, the coding processes
were carried out independently by the researchers. The percentage of agreement was calculated for the
codings and a consensus was reached between the researchers. Afterwards, the themes and sub-themes were
created and the findings obtained from the analysis of the data were revealed.
3. RESULTS AND DISCUSSION
According to the data obtained from the interview form, it was determined that the participating pre-
service primary teachers expressed various opinions about the project writing activity developed and
implemented. These opinions were gathered under three themes: i) Planning of the training; ii) Its
contribution to the participants; and iii) The shortcomings of the training. Information on the themes and sub-
themes obtained is presented in Figure 3.
Figure 3. Theme and sub-themes
When Figure 3 is examined, it is seen that the theme of planning training of four sub-themes:
content, program, process and trainers. It was determined that the theme of contributions to the participants
consisted of three sub-themes: cognitive, affective and social. It is seen that the theme of shortcomings
consists of the sub-themes of lack of time, timing and face-to-face education.
3.1. Planning of the training
Within the context of the project planning theme, the participants expressed their opinions about the
content, program, implementation process and trainers of the training developed and implemented. In this
context, the participants stated that the content of the training is rich, suitable for the purpose of writing a
project, can contribute to the closure of knowledge gaps, is versatile and qualified and combines theory and
practice. The following are statements from some of the trainees:
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“The content of the project I participated in consisted of exactly what we needed. There was no
missing or excess content. A rich content was prepared that included the information we needed to
have about writing a project” (K2)
“The project content was prepared with a high instructive quality. Each lesson in the project had a
meaning and a reason and I left each lesson with additional knowledge” (K9)
“Our project was a multi-faceted project in which we received plenty of theoretical information, as
well as practical, and spent fun times in different workshops” (K5)
The participants stated positive and negative opinions about the program of the training. As positive
opinions, the participants stated that the lessons and lesson times in the activity program were sufficient, the
planning and the breaks between the activities were appropriate, and they stated that the activity program
served the purpose. The following are the statements of the participants:
“We were introduced to project writing processes through trainings and presentations. We were
informed about many subjects such as the method of the project, data collection tools and data
analysis included in the activity program. In this sense, I think the training program was very
adequate and appropriate” (K1)
“I thought that I could not improve myself during the pandemic, and then I came across such a
magnificent project. I can say that the planning of the project, the lesson times were very sufficient
and moved us away from the negative effects of the pandemic” (K13)
“Providing us with the opportunity to practice on the 4th day of the project, I think, was the most
crucial part. We experienced learning by doing and living in the best way and received constructive
feedback. We easily saw our mistakes” (K8)
“The fact that the project was long, that is, from morning to evening, was a bit tiring even if there
were breaks. I felt a little tired in front of the computer; all the other things were very good” (K10)
It was determined that the participants expressed generally positive opinions about the
implementation process.The participants stated that the implementation process was efficient, instructive,
beneficial and productive. In this context, Here are some statements from the participants:
“I can say that the project implementation process was conducted with maximum efficiency. We had
a very good experience in this process” (K3)
“Although I did not have any knowledge on writing a project before, I now feel more equipped and
familiar with the field. In this sense, I think this process was very instructive and beneficial for us”
(K11)
“At the beginning of the training, I never had a TÜBİTAK project idea, but during this process I had
an idea and I had the opportunity to ask questions that occurred in my mind” (K16)
It was determined that the participants expressed generally positive opinions about the trainers. The
participants, who expressed their opinions about the trainers under this theme, stated that the trainers who
taught them theoretically and practically are experts in their fields, experienced, understanding, self-
sacrificing, motivating and patient. Here are some statements from the participants:
“The trainers were successful people in their field and answered the questions posed
enthusiastically. During this process, I could easily reach my trainers for the issues I was curious
about or the problems I encountered while creating my project draft” (K1)
“Our trainers motivated us to reach the best and richest content, keeping us standing like the
skeleton of a building with their high energy. All of them were valuable and expert in their fields”
(K5)
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“I took it as a course at my university before, but it is very important to have different professors
and to benefit from their experiences. In addition, they answered all our questions very patiently
during this process” (K13)
The participants generally expressed positive opinions about the content of the training, the
program, the implementation process and the characteristics of the trainers within the scope of planning of
the training. Project work is a process that requires the systematic use of scientific research skills. In this
context, students seek solutions to problems by questioning, holding discussions, making predictions,
designing plans, collecting and analyzing data, making inferences, presenting their ideas and findings to
others and presenting products [9]. In this regard, it is important to include the information that the
participants need, such as information about the project and scientific research processes in the content of a
training on writing a project.
Correspondingly, it is thought that it is important that the content prepared within the context of the
study includes the information that will be needed on this subject in general. It can be said that the content of
the training developed within the context of the study can be used as an example in the courses to be given on
project preparation or in similar trainings. It is also of great importance that the content of the training
program is organized and designed according to the most appropriate approach. It can be said that the linear
content arrangement approach is preferred in the program prepared for the developed training. In this
approach, it is stated that there are sequential, related, consecutive, prerequisite learning units [20]. In this
context, it is thought that the content that the participants should have for the project writing process was
planned in a way that would facilitate their learning and satisfaction was ensured in this regard. Project works
represent an open-ended learning environment with activities involving teacher-student and student-student
interactions [21]. In this regard, it is important to prepare a process in which participants can feel and
experience this environment in the training given on project preparation. One of the biggest factors here is the
characteristics of the people who give the training.
However, it is stated that there are difficulties in project preparation processes such as managing
time and materials, working independently and working with others [22]. However, at this point, it is possible
to get rid of both the prejudices and to solve the problems related to the project management process with the
right mentoring. In fact, within the context of the current study, the participants stated that the trainers’
experience, correct guidance and positive attitudes contributed to the development of their self-confidence as
well as provided meaningful learning.
3.2. Contributions to the participants
The participants stated that the project training made cognitive, emotional and social contributions
to them. The participants stated that they gained in-depth information about the types of project, the concept
of project, the project development process, the use of scientific language, data collection, the review of
resources, academic writing, the development of a project idea and the preparation of a project poster and
presentation in the cognitive contribution dimension of this training. Here are some statements from
the participants:
“Through the project I participated in, I gained knowledge and skills about what kind of projects
there are at Tübitak, which university students can participate in, how to search resources, how to
prepare a project draft, how to limit the project idea, how to choose a project method and many
more” (K12)
“I saw the current problems in life and the problems that I may encounter in my professional life
from a broader perspective. When I asked myself what I could do to solve these problems, my
suggestions became my sub-problems such as the applicability of these ideas. But with the lessons
we took in the process, I learned how to deal with these problems and through which stages projects
that we can develop for problem solving should go” (K5)
It was determined that the participants thought that the training provided positively contributed to
them affective. The participants stated that the training carried out made affective contributions to them such
as increasing self-confidence, awareness and willingness. Here are some statements from the participants:
“It was a stepping stone for me to be academically successful. It increased my self-confidence and
improved my belief that I can achieve something” (K16)
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“I started to feel more confident in project writing. Although I am currently writing a project, this is
a project that I have attempted to write individually. I actually climbed the stairs with this training to
reach the top. My confidence in writing more realistic and grounded projects has increased” (K8)
It was determined that the participants thought that the training provided positively contributed to
them social.The participants stated that the training had some social contributions such as better
communication, peer relations, cooperation and interaction. Here are some statements from the participants:
“I have met new people; we helped each other by communicating with each other through social
networks such as WhatsApp and Instagram. It contributed to the development of my communication
skills” (K1)
“At the same time, the communication between us and with pre-service teachers from different
universities who participated in the project benefited us socially” (K9)
One of the important findings obtained within the context of the current study is the contributions of
this training to the participants. Based on their own experiences, the participants stated that they achieved
significant cognitive, affective and social outcomes. As a result of the study conducted by Bourner et al. it
was revealed that the students stated that their skills of working with different people, doing research,
conducting data analysis, planning and organizing a study, using time effectively, making verbal and written
presentations and problem solving improved through group and project works [23]. The project development
process has positive effects on the knowledge [24] and skills of pre-service teachers [25], [26]. In this
respect, it is thought that it is important to provide them with such an experience before starting their
professional life. At the same time, it is stated that the project development process also affects the
construction of the personal and professional identities of the participants, that this process teaches
cooperation and acceptance of the other and encourages the establishment of friendly relations [27].
Participants can obtain positive affective, social and cognitive outcomes with the qualified processes they are
involved in while developing a project. This, in turn, contributes to the development of positive attitudes
towards project work and the development of collective working awareness.
3.3. Short comings
Some of the participants stated that there were shortcomings such as insufficient time, timing and
face-to-face training for the project training developed and implemented. Regarding the inadequacy of time,
some participants thought that this training should be more than five days. In this regard, one participant
expressed his/her opinions:
“I think the time set for the project is insufficient. Although the goals of the project were achieved,
we worked really hard. Although I think that five days were enough for the training, it would be nice
if the participants were given a few more days to develop a project and come up with a product”
(K3)
In terms of timing, some participants stated that it was tiring for them to have all day classes in the
activity program and that the program should be planned to be spread over two weeks. This situation is one
of the negative situations stated for the training carried out. There was one participant stated that too many
lessons in a day tired them a lot:
“In general there are only time-related problems. In general, since all TÜBİTAK projects are
carried out in a short time, the time allocated to the project can be very long during the day. This
causes us to get tired after a while. I would prefer this training to spread over two weeks” (K10)
Some of the participants expressed a negative opinion about the online training and emphasized that
face-to-face training could be more productive. Some participants think that this training will be more
effective if it is face-to-face. There was one of the participants expressed his/her opinions about the delivery
of this training face-to-face:
“In my opinion, what was missing in the project was the creation of a face-to-face training
environment by project participants, project managers and trainers” (K16)
Within the context of the study, it was determined that there are some situations that the participants
described as the shortcomings in the training developed and implemented. In this context, the participants
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stated that the training period could be longer, spread over a wider period of time, and that the training could
be conducted face-to-face. The main problems encountered in the study conducted by Fındık Coşkunçay and
Bingöl to determine the problems experienced during the mentor-supported one-to-one R&D project writing
training process were generally identified as the original value, work areas, awareness of responsibility,
training duration, project team, participation in training and mentoring. the appointment process [28]. In the
project development process, the participants should have knowledge not only about the project, project types
and project management, but also about the scientific research process and the methods used in the related
process.
Therefore, the lack of preliminary information on these subjects causes a project writing training to
be insufficient for them in terms of time. A course giving information about scientific research methods is
offered in the department of primary school teaching. However, two class hours allocated to this course a
week are thought to be not sufficient for both content and practice [29]. It can be said that the reason for the
insufficient time of the training for the participants is due to the inadequacy of their scientific research skills.
In addition, some of the participants thought that it would be more efficient to give this training face-to-face.
Giving face-to-face training on project writing processes will definitely have positive effects. It is thought
that the collective awareness required by the project works and the outputs to be obtained will be more when
more face-to-face interaction is provided.
4. CONCLUSION
As a result, in the current study, a project writing training was developed and implemented for pre-
service primary teachers. The training was evaluated on the basis of the opinions of the participants and it
was determined that the participants’ opinions on this training were generally positive. Given the positive
effects of project work on students, it is considered important to develop the competence of writing projects
in pre-service teachers through both courses and these trainings. In order to train individuals equipped with
21st
century skills and to be role models for them, pre-service teachers should be provided with meaningful
experiences on this subject by using the results of such studies.
ACKNOWLEDGEMENTS
This study was produced from project number 1129B372100019 supported by TUBITAK.
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BIOGRAPHIES OF AUTHORS
Güler Göçen Kabaran currently works at the Curriculum and Instruction
Department of Muğla Sıtkı Koçman University in Turkey. Her main research interest is digital
learning, techno-pedagogical education, digital storytelling, digital material design, teacher
education, curriculum and active learning approach. She can be contacted at email:
gulergocen@mu.edu.tr.
Sedat Altıntaş is a research assistant in department of Curriculum and
Instruction. He has been working at Muğla Sıtkı Koçman University, Faculty of Education. He
continues his doctorate education in the field of curriculum and instruction. His research
interests are program development and evaluation, mathematics education, teacher training,
learning and teaching techniques, digital materials, distance education and math literacy. He
can be contacted at email: sedataltintas@mu.edu.tr.