Comparing Effects of Different Applications on Pre-Service Teachers: A Meta–Analysis

Abstract

This study attempts to reveal whether different applications have effects on retention and attitude of pre-service teachers studying in various branches in Turkey through meta-analysis. Studies carried out between 2005 and 2015 in national and international area, 324 (218 articles, 106 theses) were chosen. However, 23 studies (9 retention and 14 attitude) that met inclusion criteria were analyzed by using the MetaWin program. The effect sizes of different applications on retention and attitude were calculated. In terms of retention scores, while Learning Together Technique had the highest effect size (d= 2,0606 -a huge level-), the Jigsaw Technique had the lowest one (d= 0,5461-a medium level-). In terms of attitude scores, while Transformative Learning Theory had the highest effect size (d= 1,4760-a huge level-), Problem Based Learning had the lowest one (d= 0,0212-negligible) among the applications included in the study according to the classification of Thalheimer and Cook.

Measuring What Matters: Assessing Creativity, Critical Thinking, and the Design Process

“…NAGC standards emphasize both creative and critical thinking as these process skills are beneficial at both individual and societal levels. Specifically, creativity promotes healthy psychological functioning (e.g., Rasulzada & Dackert, 2009), student intrinsic motivation and creative self-efficacy (Beghetto, 2006), learning and long-term knowledge retention, and prepares students to make meaningful societal contributions (e.g., Elaldi & Batdi, 2016; Gajda, Karwowski, & Beghetto, 2017). Likewise critical thinking improves an individual’s ability to analyze and synthesize knowledge to form cohesive arguments, promote intrinsic motivation, and prepare students to solve real-world problems (Dilley, Kaufman, Kennedy, & Plucker, 2015; Kong, 2006).…”

Pengaruh Pemberdayaan Psikologis dalam Meningktkan Kreativitas Guru dalam Pembelajaran

“…Hal ini menuntut kreativitas guru dalam pengajaran sehinggga dapat mengembangkan kreativitas siswa untuk mengembangkan potensi dirinya. Membina kreativitas di dalam kelas berpotensi meningkatkan fungsi psikologis yang sehat dari siswa (misalnya, Rasulzada & Dackert, 2009), pembelajaran dan retensi pengetahuan jangka panjang (misalnya, Elaldi & Batdi, 2016;Gajda, Karwowski, & Beghetto, 2017), dan motivasi intrinsik dan efikasi diri yang kreatif (Beghetto, 2006). Untuk mencapai hal ini, maka kreativitas guru menjadi aspek yang sangat penting, sejalan dengan tuntutan pembelajaran di abad 21 yaitu komunikasi, berpikir kritis & pemecahan masalah, kolaborasi, serta kreativitas & inovasi (Jules dan Sundberg, 2018).…”

Measuring Teacher Creativity-Nurturing Behavior and Readiness for 21st Century Classroom Management

“…In the Malaysian context, the current form of assessment which emphasizes on examinations does little to encourage our young minds to explore further because the teaching and learning are skewed towards memorization of facts (Karpudewan & Chong Keat, 2017). This should not be the case, as creativity has a fundamental role in the learning process and specifically greater retention of knowledge (Elaldi & Batdi, 2016;Gajda, Karwowski & Beghetto, 2017).…”