Bu çalışmada farklı tür ve zorluklardaki çoktan seçmeli okuduğunu anlama sorularının çözümünde kullanılan iki farklı soru çözme stratejisinin başarı, soru çözme süresi, odaklanma sayısı ve okunulan alana tekrar geri dönme sayısı üzerindeki etkisinin araştırılması amaçlanmıştır. Tam deneysel olarak yürütülen bu çalışmada 28 katılımcı rastgele olarak iki gruba ayrılmıştır. Önce soru kökü stratejisini (Ö-SkS) kullanan grup, soruları önce soru kökünü okuyarak, önce paragraf stratejisini (Ö-PS) kullanan grup ise, soruları önce paragrafı okuyarak çözmüşlerdir. Çalışmadan elde edilen sonuçlara göre Ö-SkS grubunun soru kökü alanında harcadığı süre, odaklanma sayısı ve okunulan alana geri dönme sayısı Ö-PS grubuna göre anlamlı olarak daha fazladır. Sonuç olarak, uygulamada yaygın olarak tavsiye edilenin aksine, paragraf sorusu çözerken önce soru kökünün okunmasının başarı ve soru çözme süresi açısından avantaj sağlamadığı gibi, Ö-SkS kullanımının soru kökü alanında harcanan süreyi, odaklanma sayısını ve okunulan alana geri dönme sayısını anlamlı derecede artırdığı ortaya çıkmıştır.
The goal of this study is to determine the effectiveness of mind games played by secondary school sixth grade students as classroom activities in math and grammar courses on their perceived problem-solving skills and achievements. In the quantitative part of the study, the nonequivalent groups pre-test-post-test control group design from single-factor quasi experimental designs was used. Qualitative data collection and analysis approaches have also been used to support and explain quantitative data. The study's sample group, which was formed using a convenience sampling method, consisted of 48 sixth grade secondary school students who studied in a moderately developed city center in Turkey and their teachers. An achievement test, perceived problem-solving skills scale and semistructured interview guide were used as the data collection tools. According to the findings, the students in the experimental group who played mind games showed development in their perceived problem-solving skills and achievements compared to the control group. The opinions of the teachers and students on the effects of the mental practices were also found to be positive.
The purpose of the study is to investigate the concern developments of first-time distance education instructors using the concerns-based adoption model (CBAM). This study used stages of concern (SoC), a component of CBAM, as its theoretical framework. A descriptive case study was implemented, which focused on the adaptation processes of nine instructors lecturing for the first time via distance education. The instructors attended a two-day training, which was designed based on their initial concerns. Then instructors implemented their courses for four weeks via distance education. While the informational and personal stages (self-concerns) decreased compared to the initial findings, the consequence stage increased in intensity. However, self-concerns remained predominant in the process despite the reduction in self-concerns and increase in the consequence stage. Based on the findings, the implications for distance education and recommendations for addressing the instructors' concerns are discussed. Recommendations for alleviating the concerns of first-time distance education instructors include: the provision of ongoing concern-based interventions that incorporate technological, pedagogical, and content knowledge; providing working examples related to distance education from which instructors can learn vicariously; and encouraging collaboration among instructors.The purpose of the present study is to investigate the initial concerns of the instructors switching from face-to-face to distance education and assess how their concerns evolve throughout the process of implementation. The following research questions guided the study:
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