This research aims to explore prospective teachers' curriculum literacy in terms of several variables. The research has utilized the cross-sectional survey model, which is one of the descriptive survey models. The research sample holds a total of the fourth-grade 383 prospective teachers who study at teacher training programs and who have been selected by simple random sampling method. This research has been collected through personal information form and curriculum literacy scale. Descriptive statistics and multivariate analysis of variance (MANOVA) have been used during data analysis.Research results have revealed that prospective teachers have a "high" level of views regarding curriculum literacy dimensions-reading and writing. No significant difference has been identified across reading and writing dimensions in terms of gender and department. A statistically significant difference has been determined across the dimension of reading in favour of those receiving the course; however, the dimension of writing is free from any significant difference. Based upon the research findings, various recommendations have been provided. Qualitative researches carried out in order to analyze prospective teachers' curriculum literacy in depth will contribute to the relevant literature. Comparative studies that explore teachers' and prospective teachers' curriculum literacy may be conducted.
<p>This research aims to explore the effectiveness of interdisciplinary education program based on multicultural education on the tolerance value, attitude and critical thinking skills of the fourth grade primary school students. Single group pre-posttest design has been used in the study. The research has been carried out with 30 fourth-grade students, at a primary school located within the district of Karakocan in Elazig during the 2015-2016 academic year. Among the participants, 15 are females and 15 are males. The research has employed Tolerance Attitude Scale developed by Kaptan-Yarar, tolerance value and critical thinking story tests and scoring rubrics. Descriptive statistics and dependent samples t-test have been used during data analysis. Research results have revealed a statistically significant difference between critical thinking scoring rubric, tolerance value scoring rubric and tolerance attitude scale pretest-posttest scores in favor of posttest. Based on these results, it can be said that the interdisciplinary curriculum developed based on multicultural education improves students' critical thinking skills, tolerance value and attitudes.</p>
Teaching programs based on contemporary learning-teaching approaches have been regulated since the 2005-2006 academic year in Turkey. Nevertheless, the researches conducted in Turkey suggested that teachers mostly use traditional teaching-learning approaches in their classroom activities. Therefore, this research aimed at enhancing the students’ academic achievement through the use of argumentation and scenario based learning approaches among the contemporary teaching-learning approaches in order to guide teachers. Experimental design with pre-test and post-test control group was used in the present research. This research was conducted with 45 fourth grade primary school students. The research was conducted with two experimental groups and one control group. Activities related to argumentation-based teaching were administered to the experimental group 1, activities with scenario-based learning method for the experimental group 2, and those of the existing curriculum for the control group. The research deployed an academic achievement test based on the unit of "Let’s Solve the Riddle of Our Body". Independent samples t-test, one-way analysis of variance (ANOVA) and covariance analysis (ANCOVA) were used during data analysis. Research results revealed that the academic achievement of the students was significantly influenced by the activities related to argumentation-based teaching and scenario-based learning method.
The present study aims investigating the relation between educational philosophies adopted by prospective teachers and their teaching-learning conceptions. In the study, relational screening model was used. In the study, simple random sampling method was used. The study included 431 prospective teachers studying in divisions of elementary school teaching, science, social studies, Turkish, preschool, English, psychological consultancy and guidance and computer teaching. The data in the study were collected by using the scale of teaching- learning conceptions and the scale of philosophic preference assessment. Descriptive statistics, multi-linear regression analysis and Pearson product moment correlation analysis took place in data analyses. As a result, it was seen that the prospective teachers responded as “I agree” to the contemporary educational philosophy dimension of the educational philosophy that they adopted while they responded as “I agree in part” to the traditional educational philosophy and as “I agree” to the constructive sub-dimension of the teaching-learning conceptions’ scale and as “I agree in part” to the traditional sub-dimension. It was determined that there is a relation at low and moderate levels in the directions of positive and negative between the scores of the prospective teachers in the educational philosophy they adopted and their scores in teaching-learning conceptions while sub-dimensions of traditional and contemporary educational philosophies of the scale of philosophic preference assessment that they adopted has a significant relation with the teaching-learning conceptions.
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