The noise phenomenon at school is one of the factors that may negatively affect school climate. Purpose In this study, the noise sensitivity and coping efforts of classroom teachers who intensely experienced noise phenomenon in their school were determined using basic qualitative research. Method Semi-structured interviews were conducted with the teachers selected for the study group. The collected data were analyzed using thematic analysis. Findings showed that loud noise at school might lead to hypersensitivity in teachers, migraine and prolonged severe headache, difficulty in communicating, tinnitus, difficulty in focusing on lessons, adverse effects on communication and interaction within the family, excessive tiredness and getting distracted, and a reduced tolerance limit, as well as feeling tired and angry. The findings suggest that teachers are in search of a quiet environmentto get away from the noise in the school. They reluctantly try to get used to the noise, and they think of retiring early from the profession. It was understood that teachers acted in various ways to cope with the noise, such as verbally warning noisy students, plugging their ears, closing the door/windows, and going out to the schoolyard to get away from the noise inside the building. Implications the teachers suggested improving the acoustics of the school, using visual stimuli with lights instead of bell sounds, raising the awareness of parents about noise and arranging the schoolyard in such a way that students can release their energies without causing noise.
Noise-sound waves with high energy-is a significant element influencing the school climate today. The research took place in two primary schools in Bursa in the 2016-2017 academic year. Pre-service teachers were instructed about the process, who conducted the "Noise Map" activity with 4 th-grade students in primary schools. The purpose is to describe the condition regarding noise by students, teachers and pre-service teachers through their experiences and views. Data collection tools consisted of participant journals, observation forms, teacher and student interview forms and noise maps. Case study and 'holistic single-unit design' were used as qualitative research methods. The 7E Model, a constructivist education
To constitute awareness of climate change, hearing the solutions of students in their words and seeing visual products by creating experiences in schools is vital. This case study was limited to sequential implementations of climate change in the natural sciences teaching process in 5th grade. After an education process on using Pixton, 12 students transformed their learning into digital comics. This research aimed to reveal the problems created by students through digital stories about climate change, solutions they suggested for climate problems, and aesthetic subtleties they applied to express themselves. Digital comics created by students, researcher notes, observations, and students’ view forms were used as data collection tools. Finally, vital solutions to problems such as global climate change, pollution, destruction of the natural environment, and extinction of living creatures were created by students during this case. Important solutions consisting of preventing global warming, making peace with nature, vital measures and efforts to protect the soil were suggested. Besides, interesting aesthetic subtleties such as storification, positioning of the characters, place preferences, expression of emotions, and time depiction were applied. Teachers can use comics to see students’ tendencies, raise awareness, encourage them, and help them develop solutions for current socio-scientific problems. Keywords: case study, digital comics, digital story, digital storytelling, secondary school students
Issue date: 15 April 2023 Original Paper: Alp, G., & Coskun Onan, B. (2023). Using comics for climate change in science education: Students' solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215 Abstract. Erratum for “Alp, G., & Coskun Onan, B. (2023). Using comics for climate change in science education: Students' solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215”. Keywords: erratum This document presents the appendices belonging to the published article.
From prehistoric times to today, human beings have used the circle as a means of symbolic expression in their mythological, religious and sociological expressions. The visual database of the history of civilization is replete with many records of the integrative, powerful and impeccable symbolic quality of the circle. From the circular phenomenon of the sun whose divine existence is questioned in primitive religions to the iconographic elements of the gothic period, the circle is often a symbol of holiness in pictorial narratives. Based on the circular gathering of communities in temples such as Göbeklitepe, a similar trend is also observed in urbanization in the modern world. Circular arrangements, which are used for their strong symbolic structure, especially from Gothic period works to miniatures, can be seen as an important composition type that contains sociological data. The circle form of tondo paintings, which became widespread in parallel with the thought of Early Renaissance and Humanism, suggests that the viewer is moved to the same affect as the artist with the act of seeing the outside world from a circular frame, as well as the relationship with the circularity of seals, money and jewelry from ancient times to the present. The perception of the external world, which has become individualized in Renaissance paintings, is also a proof of the expression of humanism through the eyes of the beholder. The perception of the external world, which has become individualized in Renaissance paintings, is also a proof of the expression of humanism through the eyes of the beholder. The fact that the artists benefit from the integrity of the circle form, which carries strong symbolic archetypes in terms of emotion and expression, has led them to a different process in which they seek various ways of expressing this integrity. In this process, the structure of the eye and the act of seeing were examined in various plastic analyzes of modernism, and it began to be the main concern in the context of philosophy and ontology. Although the eye is the starting point of perception, it has started to gain value as scientific data that reveals the communicative power of the circular data of expression and as a subject that represents this power in art, and has been addressed as a subject by many artists. In this study, a qualitative research method was used, the literature was searched for the purpose of the study, the documents were examined and reliable internet sources were found. In the context of research, the aim was to conduct a theoretical discussion about the the circle form approached as a topic in art and a plastic conjunction, the act of seeing, and the relationship with the eye. For this purpose, it is presented through the approaches in the works of the artists who treat the eye as a subject in the history of art.
Based on the learning outcomes, values, skills/proficiency and job safety for grades 6, 7 and 8 from the 2017 Visual Arts Course Curriculum (MEB, 2017), outcomes related to three-dimensional work have been associated with care, love, responsibility and inquiry and activities “My Money”, “Abstract Sculpture” and “Talking Emojis” have been planned. They have been completed with visually rich presentations and step by step implementation phases and presented to the subject teachers intended for practices. In the data collection process, the activities were observed by the researcher, audio and video recording made and right after the activities interviews with the students and teachers were made and student work was collected to examine documentation. Data obtained during the data collection process have been analyzed with thematic analysis method and taking into consideration the basic characteristic of multiple case study and the themes obtained have been evaluated with the theme titles; “Connections”, “Internalization” and “Realization”. Among the outcomes of the results of the research are the facts that the bases of skill/proficiency, value and job safety are important at activity planning and that rich presentations and step by step applications can transfer the relevant outcomes of the students into behavior. It is also attention-grabbing that students, who gain the values of respect, love and care for their environment through three-dimensional work, can transfer mathematical, digital, social skills and those related to citizenship to their lives.
Nietzsche’nin ifade ettiği eğretileme kavramı, günlük konuşma diline önemli ölçüde yerleşmiş, sıkça kullanılan fakat ifadede yarattığı olanakların farkında olunmayan bir kavramdır. Eğretileme ile yapılan şey, benzetmelerden yararlanarak ve anlatıma, anlama güç katarak dil aracılığı ile hakikati meydana getirmektir. Eğretileme konuşma dilini zenginleştirmekte ve öznel ifadelere imkân tanıyarak anlama derinlik kazandırmaktadır. Dil yapısı nedeniyle Türkçe, kültürel çeşitliliği ve bu çeşitliliğin sanatta kullanımı bağlamında eğretilemelere geniş bir zemin sağlamaktadır. Günlük kullanım dilinin yanı sıra sanat eserlerinde de eğretileme ile sıkça karşılaşmak mümkündür. Yazınsal ve görsel sanatlarda ifadeye katılan derinlik, dilin eğretilemeli kullanımları yoluyla daha da artmaktadır. Sanat tarihinde eğretilemelere en sık başvurulan alanlar imge yaratma ve anlamı derinleştirme olanaklarındaki benzerlikleri nedeniyle resim ve şiir alanları olmuştur. Eğretileme her ne kadar benzetme gibi görünse de yalnızca bu tanımlamayla sınırlı değildir. Eğretileme benzetmenin daha üstünde bir kavramdır. Eğretileme ile anlama güç katarken farklı hakikatlere kapılar aralanmaktadır. Çağdaş sanat, malzeme ve dil kullanım çeşitliliği nedeniyle ayrı bir olgu olarak varlık kazanmıştır. Çağdaşlık ve dolayısıyla postmodernite, Nietzsche’nin “Hakikat” ve “Eğretileme” kavramı anlaşıldığı takdirde sağlam temellere oturmaktadır. Nietzsche’yi anlamak, eğretilemeyi anlamak, ironiyi anlamak, çağdaş sanatı ve postmodernizmi anlamaktır. Bu çalışmada, çağdaş sanat yapıtlarına eğretileme bağlamında yaklaşılarak çözümlemeler yapılmış ve yeni oluşan anlamlara yoğunlaşılmıştır.
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