This study was conducted to demonstrate the effect of the layered curriculum on the academic achievement of the 9th grade students in English lesson. Based on quantitative research method, pretest-posttest matched with control group pattern, one of the quasi-experimental designs, was used in the study. The study group consisted of 67 ninth grade students stdying at Atatürk Anatolian High School, in the city center of Siirt, during 2016-2017 academic year. The applications to be conducted within the scope of the layered curriculum were prepared according to the unit-Seven Wonders. After the unit, in which the activities of the layered currciulum were going to be carried out was determined, an academic achievement test based on the learning outcomes of the unit was formed. After carrying out the reliability and validity procedures, the academic achievement test was conducted to the experimental and control groups as pretest and posttest. Following the pretest, the students in the experimental group did the activities having been prepared according to the layered curriculum for 6 weeks. The students in the control group, on the other hand, did the activities in their textbooks. At the end of the experimental process, both the experimental and the control group were required to take the academic achievement test as posttest.
This study was conducted to determine self-efficacy levels of English Language teachers in terms of creative drama usage. Thereby the self-efficacy of the language teachers in terms of drama usage was analyzed according to such variables as type of the school they are working, gender, length of service and any course or lesson taken about creative drama. The participants were 156 teachers working within the borders of Siirt Province, a Southeastern town in Turkey in 2015-2016 educational years and taking part in the study voluntarily. A Scale created by Can & Canturk-Gunhan [11] called "Self Efficacy Scale in terms of Creative Drama Usage" was used to collect data. The Cronbach Alpha Reliability level was found to be 0,96. The data collected in the study was analyzed according to independent samples t-Test, one way analysis of variance (ANOVA test), and Mann-Whitney U test in SPSS program. The results of the study show that there did not appear a meaningful difference of self-efficacy levels in terms of creative drama usage according to gender, school type or any course or lesson taken for drama usage but there was a meaningful difference as for the length of teaching years.
Education is an important element that determines and influences a country's social, economic and cultural development levels. The education system and the other sub-dimensions existing in the society mutually influence each other and affect the social structure, economy and employment. From this point of view, the aim of present study is to examine the impact of the German education system on the social and cultural structure in the country and its relationship with employment and economy. The data was obtained by literature review and subjected to detailed document analysis. In the light of the data obtained, it was seen that the German education system and the reforms made in the system especially after 2003 affected the traditional German family structure and as a result women took part in the business life more. Another result of the study revealed that the strict selectivity and almost impossible transition between the tracks in German education system has caused a social stratification in German society. On the other hand, it is discovered that the importance of the German education system on vocational education and dual vocatioal education system have made great contributions to the country both in terms of employment and economy.
The perceptions of gifted students about different environments in which they receive education are important for creating the right learning environments for them. Thus, the aim of this study is to map the perceptions of gifted students about school and Science and Art Center (SAC) through metaphors. One of the qualitative research models called the phenomenological model was used in the study. This research was carried out with 63 students who were identified as gifted and enrolled in the Science and Art Center in Siirt province during the spring semester of the 2017-2018 academic year. In order to elicit students' perceptions about concepts of "School" and "SAC", a form with the statements "School is like………., because………." and "SAC is like………., because………." was given to the students. Content analysis was used to analyze the data. Findings revealed that gifted students produced 30 different metaphors related to the concept of "school" and 31 different metaphors related to "SAC" concept. Similar metaphors in relation to the "School" and "SAC" concepts were observed to have been used such as second home, home of education, entertainment center and useful book. However, it was determined that the environment in school and SAC didn't form completeness, that's to say, the school was expressed with both negative and positive metaphors while SAC was totally mentioned with positive metaphors.
Öğrenme ortamındaki her bireyin farklı zekâ alanlarına sahip olduğu ve birbirinden farklı öğrenme yollarını tercih ettiği düşünüldüğünde, bireylerin yabancı dil öğrenmeye duyduğu gereksinimi karşılamak için yabancı dil öğretiminin yapılacağı ortamın etkili ve verimli bir şekilde düzenlenmesi gerekir. Öğrenme ortamında öğrencilerin aktif olmaları ve kendi öğrenmelerinin sorumluluğunu almaları öğrenmeyi daha kalıcı hale getirmektedir. Bütün bunların ışığında, bu çalışma ile öğrenme ortamını tekdüzelikten kurtarıp öğrenmeyi zevkli hale getiren basamaklı öğretim programının 9. sınıf İngilizce dersinde uygulanmasının öğrencilerin görüşlerine etkisinin incelenmesi amaçlanmıştır. Nitel araştırma yöntemine dayalı olan çalışmada, çalışma grubunu 2016-2017 akademik yılında Siirt il merkezinde bulunan bir Anadolu Lisesinin 9. Sınıfında okumakta olan toplam 34 öğrenci oluşturmaktadır. 9. Sınıf İngilizce dersi Seven Wonders (Dünyanın 7 Harikası) ünitesine yönelik hazırlanan Basamaklı öğretim programı etkinlikleri doğrultusunda planlanmıştır. Yapılan etkinliklere dair öğrencilerden sözlü savunma istenmiş ve yaptıkları etkinliklerin fotoğrafları çekilmiştir. Alınan sözlü savunmalar yoluyla öğrencilerin öğrenip öğrenmedikleri kontrol edilmiş ve uygulama hakkındaki fikirleri alınmıştır. Bu savunmalar ve öğrenci ürünleri daha sonra yarı yapılandırılmış görüşme formlarına paralel olarak doküman incelemesi yoluyla analiz edilmiştir. Yapılan analizler sonucunda tema, kategori ve kodlar oluşturulmuş ve güvenilirlik için uzman görüşüne sunulmuştur. Yapılan analizlere göre bilgiler frekans ve yüzde kullanılarak tablolar üzerinde gösterilmiştir. Çalışma sonucunda; öğrencilerin basamaklı öğretim programını öğrenci merkezli bulduğu; kendilerinin araştırma, sunum yapma, grup çalışması ve planlama gibi akademik becerilerinin; okuma, yazma, konuşma, dinleme ve dilbilgisi gibi dil becerilerinin gelişmesine katkı sağladığını ifade etmişlerdir. Aynı zamanda, öğrencilerin etkinlikleri seçerken kolay olma, becerilere uygunluk, öğretici olma gibi kriterlere dikkat ettikleri gözlenmiştir. Etkinlikleri hazırlarken araştırma yöntemlerini kullandıklarını ifade eden öğrenciler öğrenme stillerine uygun etkinlikleri tercih ettiklerini dile getirmişlerdir.
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