One of the greatest goals of the 21st century is the acquisition of high-level skills through the STEM course designs to provide skill-assisted transformation in learning processes. The purpose of this research; The aim of this course is to examine the views of teachers about STEM course designs supported by traditional Turkish games adapted to primary school social studies course. Each teacher who participated in the research was able to videotape all his practices and fill out the observation forms. Through the obtained data, it was shared with the teachers whether the achievements of the course were realized or not. After these practices, the opinions of the teachers towards the research were obtained through a semi-structured interview form. Descriptive analysis technique was applied on the collected data. According to the findings obtained at the end of the study, it was stated by the participants that their students developed a significant sense in cognitive, affective and psychomotor aspects. Keywords: Design, Senior Skill, 2023 Vision Document, Traditional Games, Game Based Learning;
İnsan yapısı gereği her daim iletişimde ve etkileşim halinde olmak ister. Birey içinde olduğu zaman diliminde kendi ihtiyaçlarına cevap verilmesi yani temas kurması için bulunduğu ailede ve çevrede bulamadığı iletişim ve etkileşimi sanal alemde kurmaya çalışabilir. Peki temas ne kadar olacak?, kiminle olacak? bunun bir dengesi var mı?. Bu sorulara verilecek cevaplar değişken olup maalesef bunun optimum bir ayarı bulunmamaktadır. Günümüzde
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In today's technology-driven era, the significance of continuous learning has grown exponentially, as individuals are required to acquire and develop new information and skills. This need has given rise to the concept of lifelong learning, which emphasizes the ongoing process of learning regardless of age, time, and location. This study aims to investigate the lifelong learning competencies of teachers, who play a crucial role in the learning processes of individuals, considering various variables. Convenience sampling was used to select 329 teachers, and they were administered the 'Lifelong Learning Competency Scale' developed by Hürsen (2011). The scale comprises sub-dimensions such as 'self-management competencies', 'learning to learn competencies', 'initiative and entrepreneurial competencies', 'knowledge acquisition competencies', 'digital competencies', and 'decision-making competencies'. Data analysis was performed with the JAMOVI program using descriptive statistics, Independent Sample t-Test, ANOVA, Pearson Correlation Analysis, and regression analysis. The findings of the study indicated that teachers' lifelong learning competencies were at a high level, particularly the 'self-management competencies' sub-dimension, which demonstrated exceptional results. The remaining sub-dimensions also displayed high competency levels. Furthermore, the study concluded that teachers' lifelong learning competencies did not exhibit significant differences based on their gender, marital status, or the type of school they worked in.
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