ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing an Attitude Scale for the Profession of Physical Education Teaching (ASPPET)
Author: Unlu, Huseyin
Date: 2011-00-00
Type: Journal Articles
Subjects: Physical Education,Factor Structure,Measures (Individuals),Factor Analysis,Physical Education Teachers,Attitude Measures,Psychometrics,Likert Scales,Preservice Teacher Education,Student Teacher Attitudes,Test Validity,Item Analysis,Test Reliability,Program Validation

In this study, the development of a Likert-type attitude scale for the profession of physical education teaching (ASPPET) was aimed. The group of the study was consisted of totally 556 pre-service physical education teachers. In order to determine the structural validity of ASPPET, an exploratory and confirmative factor analyses were performed. A two-factor structure was determined as a result of the factor analysis. It was seen that while the first factor of the scale was consisted of positive and 13 items, the second factor was consisted of negative and 10 items. While the first factor explained 30.77% of the total variance and the second factor explained 23.30% of the total variance; it was seen that two lower factors explained 54.08% of the total variance together. The high adaptive values obtained as a result of the confirmative factor analysis showed that the two-factor structure of the scale was confirmed. Internal consistency coefficients of Cronbach alpha were calculated; it was determined as 90 for the first lower factor; 86 for the second lower factor and 88 for the whole scale. It was concluded that the scale, which was obtained from these findings, was a valid and reliable scale in measuring the attitude directed at the profession of physical education teaching.
Comparison of the Level of Using Metacognitive Strategies during Study between High Achieving and Low Achieving Prospective Teachers
Author: Doganay, Ahmet
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Strategies,Semi Structured Interviews,Metacognition,Content Analysis,Comparative Analysis,High Achievement,Low Achievement,Measures (Individuals),Multivariate Analysis,Qualitative Research,Student Attitudes,Foreign Countries,Teacher Education,Statistical Analysis

The main purpose of this study is to compare the level of using metacognitive strategies during study between high achieving and low achieving prospective classroom teachers. This study was designed as a mixed method study. Metacognitive Learning Strategies Scale developed by Namlu (2004) was used to measure the use of metacognitive strategies during study. In addition, a semi-structured interview was conducted with selected prospective classroom teachers to find out how they used metacognitive strategies in their learning. All the prospective classroom teachers studying at Caucasus University and Cukurova University, Faculty of Education were the target population of the study. The sample consisted of 690 prospective classroom teachers randomly selected from the population. A sample consisting of 30 prospective teachers was selected from the sample to interview. In analyzing quantitative data, MANOVA and two-factor ANOVA statistical techniques were used. Content analysis technique was conducted in analyzing the qualitative data. Findings of the study indicated that there was a significant difference between high achieving and low achieving prospective classroom teachers in using metacognitive strategies in their learning favoring high achieving prospective classroom teach.
A Study on Primary Classroom and Social Studies Teachers' Perceptions of Moral Education and Their Development and Learning
Author: Temli, Yeliz
Date: 2011-00-00
Type: Journal Articles
Subjects: Ethical Instruction,Credentials,Research Design,Statistical Data,Foreign Countries,Moral Values,Social Studies,Teaching Methods,Teacher Attitudes,Preservice Teacher Education,Inservice Teacher Education,Questionnaires,Elementary School Teachers,Interpersonal Relationship,Family School Relationship

The purpose of this study was to examine teachers' perceptions of moral education, to what extent teacher education, both pre-service and in-service, prepared teachers to deal with morality and moral education in their professional classrooms through a cross-sectional survey research design. The data were collected through a questionnaire that included items on demographic background information and open-ended items that aimed at exploring the teachers' perceptions on the matter. The participants were a representative number of primary classroom teachers and teachers with different social credentials (N= 824) in 15 provinces of Turkey where high increasing population rates were observed based on national statistical data retrieved from the Turkish Statistical Institute. Findings showed that most teachers regarded moral education as essential and wanted to deal with it in their classes, yet they complaint that both in-service and pre-service preparation had given minimum pedagogical emphasis on this matter. Teachers thought that helping students acquire global values and leaving personnel moral dispositions out of the class were important assets during formal education, whereas they urged a need on how to teach those values. Cooperation among schools, family, media, and people with whom learners were in a close relationship were found essential in the implementation of moral education. (Contains 3 tables and 4 notes.)
An Analysis of the Idea of State in Textbooks from Ottoman Empire to the Republic in Terms of the Relation between Education and Power
Author: Dogan, Necmettin
Date: 2011-00-00
Type: Journal Articles
Subjects: Textbooks,Democracy,Social Change,Political Influences,Political Power,Educational Change,Textbook Content,Textbook Evaluation,Textbook Research,Politics of Education,Intellectual History,Historiography,Foreign Countries,Political Socialization,European History,State Government,Cultural Influences,Content Analysis

The concept of state has a specific importance for Turkish-political culture. However, the influence of textbooks in constructing the state concept in Turkish culture from Ottoman to modern Turkish Republic has not been adequately researched. In this paper, the relation between the state perception in Turkish culture and textbooks from Ottoman to the early Republic is analyzed by employing the theories of Gramsci, Althusser and Foucault. As suggested by Gramsci, Althusser and Foucault, there is strong relationship between education and political power and reproduction and redistribution of knowledge. Moving from this point, present study also argues that the changes in state perception in textbooks should be analyzed in terms of sociological changes in the late Ottoman and the early Republican period. While justice (adalet) has been an important component of Turkish-Islamic political culture, sultan was the key element of the administration of law. Sultan was also a determining concept of Ottoman political culture and responsible for administering justice. As the new emerging elites attempted to change traditional state perception after the Tanzimat, the textbooks written under the rule of Abdulhamit II and Union and Progress Party (Ittihat ve Terakki Partisi) reflect the political and social change of the Empire. As state gained further prominence in the early republican period, another concept entered into the Turkish political discourse: democracy. It is possible to trace such changes in textbooks.
Examination of the Effects of the Montessori Method on Preschool Children's Readiness to Primary Education
Author: Kayili, Gokhan
Date: 2011-00-00
Type: Journal Articles
Subjects: School Readiness,Preschool Education,Preschool Children,Reading Readiness,Montessori Method,Program Effectiveness,Foreign Countries,Social Development,Attention

This study examined the effects of the Montessori Method on preschool children's readiness to primary education. The research group is composed of five-six year olds attending SU MEF Ihsan Dogramaci Application Nursery School in 2009-2010 school year in Selcuklu county of Konya. The participants composed of five-six year olds were unbiasedly chosen. A total of 50 children were included in the study, 25 being in the experimental group and 25 being in the control group. In the study, Metropolitan Readiness Test was used to determine preschool  school children's school readiness levels, B form of PKBS Preschool and Kindergarten Behavior Scale was used to determine preschool children's social skills, FTF-K attention gathering skills test for five-year old children was used to determine preschool children's attention gathering skills. The tests were administered to children before and after experimentation, and it was applied to experimental group again six weeks later. Mann Whitney U test and Wilcoxon signed-rank test were used to analyze the data. The general conclusion of the results obtained is that The Montessori Method makes positive contribution to preschool children's readiness to primary school and is more efficient than current preschool education program.
An Examination of Balanced Literacy Instructional Model Implemented to Youths with Hearing Loss
Author: Uzuner, Yildiz
Date: 2011-00-00
Type: Journal Articles
Subjects: Literacy Education,Whole Language Approach,Skill Development,Hearing Impairments,College Students,Instructional Effectiveness,Vocational Schools,Action Research,Foreign Countries

Recently, the balanced literacy approach, a combination of whole language and skill development approaches has received attention in literacy instruction. The purpose of this school-based action research was to create a balanced literacy environment, and to describe the impacts of the various instructional activities based on the balanced literacy approach on literacy development of the youths with hearing loss attending a vocational school for the handicapped, Anadolu University, Turkey. This study was conducted between 2005 Fall Term and 2009 Spring Term. The volunteer students and the school instructors were the main participants of the study. Eight experienced faculty members of the school continuously and systematically reviewed the data. An ongoing qualitative (inductive and descriptive) and quantitative (descriptive ) data analyses were applied to various kind data sources. This article summarizes the emerged literacy instruction model and some of the achievements. This action research effort provided some improvements for the literacy instructional programs applied in the School and the literacy performance of the hearing impaired students. Based on the outcomes of the study efforts, it is also expected that this set of data would provide basis for creating literacy curricula and the area of literacy of hearing impaired students in Turkey and abroad. (Contains 3 figures.)
A Comparative Investigation of the Previous and New Secondary History Curriculum: The Issues of the Definition of the Aims and Objectives and the Selection of Curriculum Content
Author: Dinc, Erkan
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Secondary School Curriculum,Curriculum Evaluation,Curriculum Research,Course Content,Educational Objectives,Educational Philosophy,Educational Change,Position Papers,Comparative Analysis,Content Analysis,Educational Policy,Politics of Education,Relevance (Education)

Discussions on history teaching in Turkey indicate that the previous versions of the history curriculum and the pedagogy of history in the country bear many problems and deficiencies. The problems of Turkish history curriculum mainly arise from the perspectives it takes and the selection of its content. Since 2003, there have been extensive educational changes, including the alterations of primary social studies and secondary history curricula. The major goal of the preparation and projected practice of the new history curriculum is to overcome the problems and deficiencies of history teaching. This paper examines the documents of the new Turkish secondary school history curriculum and compares it with the previous state of history teaching in the country. A qualitative document analysis technique was employed to descriptively examine the content of the curriculum documents. It has been found out that most of the problems and deficiencies observed in the previous versions have still been existent in the current one.
The Level of Realizing Geographical Skills in Geography Lessons
Author: Unlu, Mehmet
Date: 2011-00-00
Type: Journal Articles
Subjects: Geography Instruction,Geography,Grade 9,Grade 12,Geographic Location,Locational Skills (Social Studies),Spatial Ability,Skill Analysis,Skill Development,Student Centered Curriculum,Knowledge Level,Achievement Gains,Achievement Rating,Foreign Countries,Lesson Observation Criteria

Learning geography for an individual starts with the relationship between human and location. This relationship develops depending on gaining some skills which are necessary for understanding and using the geographical location as effective as possible. One of the main goals of high school geography education is to enable individuals to gain skills which will increase their spatial perceptions. This geography curriculum whose main elements are skills, concepts, values, and attitudes and which has also been used since 2005 has been prepared according to this aim. Thus, availability of geographical skills exclusive to geography lessons shows that. The aim of this research is to study realization levels of geographical skills which are eight in total. Therefore, realization levels of the skills 9th and 12th grade students gained in geography lessons have been detected and compared to each other. For that reason, a scale developed by the researcher was conducted to the 9th and 12th grade students and the results have statistically been discussed. According to available results, it has been found out that skills realization level of 9th grade students is rather low and 12th grade students' realization level developed dramatically. However, some skills have developed in 9th grade or 12th grade as acquisition belonging to the lesson is unequal. Within the framework of the findings of the study, it is has been suggested that in order to increase the realization level of geographical skills, &quot;skill-based&quot; activities which will be a guide to the teachers during the learning-teaching process should be focused. Besides, it should be noted that, in order to stop unequal skill developments, the acquisitions in which each skill is represented in each grade in the educational program.
Using Heroes as Role Models in Values Education: A Comparison between Social Studies Textbooks and Prospective Teachers' Choice of Hero or Heroines
Author: Yazici, Sedat
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Role Models,Textbooks,Values,Values Education,Social Studies,Religious Factors,Gender Differences,Preferences,Citizenship Education,Elementary School Curriculum,National Curriculum,Preservice Teacher Education,Comparative Analysis,Correlation,Predictor Variables,Questionnaires,Content Analysis,College Students,Student Attitudes,Educational Principles,Role of Education,Textbook Content,Textbook Research

This study explores the relationships between the frequency and identities of heroes as role models used in the social studies textbooks in teaching 20 core values and prospective teachers' preferences of heroes. The findings indicated that there are striking similarities and differences between these two variables. For gender variable, 97.4% of heroes found in the textbooks were male and 2.6% was female, whereas all the heroes preferred by prospective teachers were male. Moreover, 73.6% of heroes in the textbooks were national and 26.4% was universal; 75% of prospective students' preferences were national and 25% was international. However, the study indicated that there is a low level of congruence between the two variables in terms of the identities of the heroes. While Ataturk was the most frequently used role model in the textbooks, prospective teachers' preferences of role models for the basic values constituted of Ataturk and religious heroes.
Description of Primary Education 1st Grade Students' Forms of Holding a Pencil as well as Their Grip and Compression Strengths
Author: Temur, Turan
Date: 2011-00-00
Type: Journal Articles
Subjects: Private Schools,Elementary Education,Grade 1,Males,Foreign Countries,Elementary School Students,Handwriting,Females,Gender Differences,Handedness,Psychomotor Skills,Research Methodology,Statistical Analysis,Object Manipulation,Human Body

This study aimed to examine how first grade students in primary education held and gripped a pencil and their compressive strength using a descriptive research method. The participants of the research comprises first grade students attending a private school in the city center of Ankara (n=79). All of the four different sections in this private school were included in the research. In terms of the variable of holding the pencil, the following results were obtained with regard to the first grade students: Ratio of students keeping their index fingers below the 90[degrees] angle is more than half of the students participating in the research, 60% of the students positioned their forearms outward up to an angle of 45[degrees], 80% of the students grasped the pencil with thumb and index finger, 63% of the students positioned their thumbs on the pencil, while half of the students grasped the pencil from the mid-point, 38.5% of the students grasped it from the upper point, the Grip and compressive strengths of the first grade students were also determined in the study. Accordingly, the grip strengths of first grade students were in the range of 4-16.10 (kg) and grip strength varies by gender in favor of the males. One of the findings obtained in the study is that writing speed varies by gender. Accordingly, females write faster than males.
The Effect of Conceptual Change Approach to Eliminate 9th Grade High School Students' Misconceptions about Air Pressure
Author: Akbas, Yavuz
Date: 2011-00-00
Type: Journal Articles
Subjects: Control Groups,Concept Mapping,Research Design,Test Results,Scores,Grade 9,Misconceptions,High School Students,Teaching Methods,Foreign Countries,High Schools,Experimental Groups,Pretests Posttests,Geography,Geography Instruction

The aim of this study was to determine the effectiveness of teaching based on conceptual change overcome misconceptions of 9th grade high school students about the subject of air pressure. The sampling of the study was formed with two classes of 9th grade students from a general high school in the city-center of Trabzon. A quasi-experimental method was used in the study as a research design. One of the classes that was selected for the study was chosen as a control group (n=45), and the other class was chosen as an experiment group (n=45). While conceptual change texts and concept maps were used to teach air pressure subject to the experiment group, traditional teaching methods were used to teach the same subject to the control group. For the purpose of collecting data, Success Test and Concept Test were implemented. The control and experiment groups' pre-test and post-test scores were analyzed by t test. Analysis of the data showed that there was not a statistically significant difference between the control and the experiment group in the pre-test in terms of the concept understanding achievement. However, post-test results showed that th re was a significant difference in favor of the experiment group. It was concluded that teaching methods and materials based on conceptual change were more effective than traditional teaching methods to teach air pressure subject.
The Effects of Ecology-Based Summer Nature Education Program on Primary School Students' Environmental Knowledge, Environmental Affect and Responsible Environmental Behavior
Author: Erdogan, Mehmet
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Environmental Education,Ecology,Content Analysis,Summer Programs,Affective Behavior,Student Behavior,Public Agencies,Outdoor Education,Questionnaires,Statistical Analysis,Student Attitudes,Pretests Posttests,Program Effectiveness,Qualitative Research

The purpose of the study was to assess the effects of ecology-based nature education program on elementary school students' environmental knowledge, environmental affect, and responsible environmental behavior. A total number of 64 elementary school students including 26 females and 38 males who participated in summer natural education organized in Ankara in 2008 and supported by TUBITAK was the sample of this study which was designed as pretest- posttest experimental study. A series of data collection instruments was administrated to the sample at the beginning and at the end to assess students' knowledge, affect, and behavior regarding to environment. Qualitative data were subjected to content analysis whereas quantitative data were analyzed using repeated measures of ANCOVA and t-test. This study showed that ecology-based nature education program contributed significantly to children's responsible environmental behavior. Although students' posttest environmental knowledge and affect scores were higher than those of pretest scores, no significant effect of nature education program on environmental knowledge and affect were observed. (Contains 1 table.)
Investigation of Environmental Topics in the Science and Technology Curriculum and Textbooks in Terms of Environmental Ethics and Aesthetics
Author: Lacin Simsek, Canan
Date: 2011-00-00
Type: Journal Articles
Subjects: Environmental Education,Textbooks,Grade 8,Ethics,Aesthetics,Grade 6,Grade 7,Technology,Science Education

In order to solve environmental problems, it is thought that education should be connected with values. For this reason, it is emphasized that environmental issues should be integrated with ethical and aesthetic values. In this study, 6th, 7th and 8th grade science and technology curriculum and textbooks were investigated to find out how much environmental ethics and environmental aesthetics were mentioned in the topics related to environmental education. In the study, a descriptive methodology had been followed; the data were gathered through document analysis and analyzed in line with the determined themes. The themes related to environmental ethics are respect, value, responsibility, participation and compensation. For environmental aesthetics the aesthetic aspects of the visuals, the emphasis on the beauty of nature and the harmony between pictures and the topic were assessed. At the end of the study, it was found that both in the curriculum and in the textbooks environmental topics are generally explained through a nature-centered approach. However, it was seen that environmental ethics and aesthetics were not mentioned enough. It was determined that responsibility and participation elements of environmental ethics were emphasized but respect, value and compensation elements were neglected.