Analysis of high school students’ cognitive structures related to musical genre via word association test

Özer, Burcu

doi:10.18844/cjes.v15i1.4557

Cited by 3 publications

(3 citation statements)

References 5 publications

(10 reference statements)

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“…It is explicit that teachers perceived this topic as a global issue since the COVID-19 pandemic has spread over whole countries after 2019, and the experiences of diverse nations were also typical. Only Sert (2021) reported that COVID-19 was a global issue that coincided with the current study findings under the infectious diseases category; however, the anti-vaccination topic under this category did not exist in any of the studies in the literature as a global issue.…”

Section: Discussionsupporting

confidence: 75%

“…Reviewing the national literature (Artun & Özseygeç, 2020;Atabek-Yiğit et al, 2019;Durmuş, 2020;Egüz et al, 2017;Güdürü, 2021;Gürbüz, 2015;Gürbüz, 2022;Kan, 2009;Kayaalp et al, 2021;Konakay & Ergen, 2021;Uyanık, 2012;Uymaz, 2021;Palaz, 2017;Palaz & Akbaba, 2018;Sert, 2021;Şeyihoğlu et al, 2018;Yazıcı, 2013;Yiğit, 2019) and international literature (Alazzi, 2011;Bonnie et al, 2021;Bourn & Hunt, 2011;Canziani et al, 2021;Chou, 2020;Danielraja, 2019;Hashizaki & Kawaguchi, 2012;Mahler, 2020;Sabancı et al, C. (2017). Trumper, 2020Wongchantra & Nuangchalerm, 2011), focusing on global issues, revealed that studies nationally and internationally carried out by a wide sample range from primary and secondary school students, pre-service teachers, and social studies teachers to the Social Studies Curriculum taught in Turkey and abroad.…”

Section: Introductionmentioning

confidence: 99%

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Perspectives of social studies teachers on global issues

Tarhan

2024

Pedagogical Perspective

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This qualitative study aimed to disclose the perspectives of eight volunteer social studies teachers on global issues employed in secondary schools in Denizli province with different socioeconomic and socio-cultural structures and assessed how they reflect their notions in the classrooms. The study used a semi-structured interview form to collect data. The issue-specific data collected from the interviews was presented as a table with themes, categories, and codes, along with actual quotations from the teachers who provided their responses. Accordingly, the study divided the identified global issues into six categories: 'Nature-Related Issues,' 'Informatics-Related Issues,' 'Politics-Related Issues,' 'Economy-Related Issues,' 'Health-Related Issues,' and 'Popular Culture-Related Issues.' Teachers appeared to perform various awareness-raising activities in the classroom to bring these issues to their student's attention. Analyzing the views of social studies teachers supporting all these categories revealed that they discussed global issues from many dimensions, albeit failed to address topics such as education, racism, war, colonialism, human rights, domestic violence, nuclear energy and its use, extinct animals, or the ozone layer's depletion. Contrary to the current literature, however, teachers explicitly expressed the issues related to child labor, informatics, and popular culture as problems at the global level.

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Section: Discussionsupporting

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Perspectives of social studies teachers on global issues

Tarhan

2024

Pedagogical Perspective

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“…While using WAT, students are asked to write the word or group of words that come to their mind within the framework of a stimulus word in a very short time and then form a sentence (Çetinkaya, Sönmez & Topçam, 2020;Kostova & Radoynovska, 2010). When the relevant studies are examined, it is seen that the WAT is used to determine students' cognitive structures (Çetin & Timur, 2020;Ozer, 2020), conceptual changes (Hovardas & Korfiatis, 2006), and perceptions (Uluçınar Sağır, 2017). For example, WAT was used to determine the perceptions of students from different levels on the concepts of environmental pollution (Kalaycı, 2020), technology (Çetin & Timur, 2020), AIDS (Ekici & Kurt, 2014), social studies, and social sciences (Deveci, Köse & Bayır, 2014) and current, resistance and voltage concepts (Balbağ & Karademir, 2020).…”

Section: Introductionmentioning

confidence: 99%

Gifted Students’ Beliefs about Knowledge and Learning

Nacaroğlu

Kızkapan

2021

J. Sci. Learn.

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Epistemological beliefs can be defined shortly as beliefs about the source, certainty, organization of knowledge, and beliefs on ability and speed of learning. Word association tests (WAT) are practical alternative assessment and evaluation tools that can reveal students' thoughts on different concepts. In this regard, this research aims to investigate the gifted students' beliefs about "knowledge" and "learning" concepts by using WAT. Phenomenology design was utilized in the research. The study was carried out with 118 gifted students studying at Science and Art Center in Turkey's Central East Anatolia Region in the 2018-2019 academic year. The word association test was used as a data collection tool. In this context, participants were given the concepts "knowledge" and "learning" and asked to write their associations about these concepts. They were then asked to make a sentence about each concept. Deductive content analysis was used to analyze the data. The research findings revealed that most students have sophisticated epistemological beliefs in specific knowledge, simple knowledge, source of knowledge, and quick learning dimensions. However, it has been found that the number of students in the sophisticated and naive categories of innate ability dimension is approximately equal.

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Müzi̇k Öğretmen Adaylarinin ‘Koro’ Kavramina Yöneli̇k Bi̇li̇şsel Yapilari

Özaydın

2022

Milli Eğitim Dergisi

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This study aimed to examine the cognitive structures of music teacher candidates related to the concept of ‘choir’. The data of this study, which was designed with a case study as one of the qualitative research methods, were collected from 110 pre-service music teachers through convenience sampling. Independent word association test and draw-write technique were used as data collection tools, and the obtained data were analyzed by content analysis method. Independent word association test produced findings regarding the following six categories; ‘classification of human voices’, ‘factors affecting vocal integrity’, ‘rules of singing’, ‘musical singing’, ‘complementary elements’ and ‘elements of vocal education in choir’ whereas the findings draw-write technique are similarly grouped under these categories, but no examples of the category of elements of vocal education in the choir were found. As a result of the research, it was found that there was an academic level cognitive structuring based on categories in the cognitive structures of the music teacher candidates related to the concept of ‘choir’, but there was a lack of knowledge in the category of the ‘elements of vocal education in the choir’, that they did not have sufficient scientific knowledge in making sentences, and that some participants held misconceptions about the definition of the choir and the concept of diaphragm-assisted breathing. In line with the results obtained from the research, it is recommended that the elements and functions of vocal education in the choir and the use of diaphragm-assisted breathing need to be taught with concrete expressions, supported through visual diagrams to ensure cognitive learning, and in this respect, active learning strategies should be applied. It is recommended to carefully focus on the conceptualization of the choir, the importance of the mental and physical preparation process and the necessity of speaking exercises before choral work.

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Analysis of high school students’ cognitive structures related to musical genre via word association test

Cited by 3 publications

References 5 publications

Perspectives of social studies teachers on global issues

Perspectives of social studies teachers on global issues

Gifted Students’ Beliefs about Knowledge and Learning

Müzi̇k Öğretmen Adaylarinin ‘Koro’ Kavramina Yöneli̇k Bi̇li̇şsel Yapilari

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