Investigation of Relationships between the Preservice Science Teachers’ Life Skills and Metacognitive Awareness

Zorlu, Yusuf; Zorlu, Fulya; Dinç, Sümeyye

doi:10.17522/balikesirnef.511546

Cited by 13 publications

(19 citation statements)

References 31 publications

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“…This result indicates a need for longitudinal studies on the factors that may affect life skills, considering the attributes of both the departments and the teacher candidates who study there. Since life skills have an impact on the prediction of many variables like success (Chien et al, 2012;Cronin et al, 2019;Erduran Avcı & Korur, 2019, June), metacognitive awareness (Zorlu et al, 2019), and self-efficacy (Koyuncu, 2018;Kozikoğlu & Altunova, 2018), it is vital to make students gain them from the early ages. One of the dominant factors in student's learning during the formal learning process is teachers.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of teacher candidates’ life skills in terms of departments and grade levels

Avci¹,

Korur²,

Turgut³

2021

International Journal of Assessment Tools in Education

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The purposes of this research were (i) testing the factor and model structure of the life-skills scale (LSS) on teacher candidates and (ii) inspecting the life skills of teacher candidates according to their departments and grade levels. The participants consisted of 518 teacher candidates, all of whom were students in their sophomore or senior years in the education faculty of a state university. The data were collected through the LSS, which has 83 items. The confirmatory factor analysis of LSS verified the ten-factor structure for the teacher candidates (aged between 18 and 25). There were no statistically significant differences in the mean value of teacher candidates' life skills according to the grade variable. On the contrary, there were statistically significant differences in the dependent variables according to the department. Future directions of research regarding the educational outcomes of life skills were discussed.

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Section: Discussionmentioning

confidence: 99%

Evaluation of teacher candidates’ life skills in terms of departments and grade levels

Avci¹,

Korur²,

Turgut³

2021

International Journal of Assessment Tools in Education

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“…Yaşam Becerileri Ölçeğinden elde edilen bulgulara göre bölümler bazında öğretmen adaylarının görüşlerinin denk ve orta seviyede olduğu sonucuna ulaşılmıştır (Tablo 1-3). İlgili alanyazın incelendiğinde bu araştırmadan elde edilen sonuçlar ile paralellik gösteren çalışmalar olduğu görülmektedir (Özdemir, 2015;Turgut, 2019;Zorlu, Zorlu ve Dinç, 2019). Özdemir (2015) araştırmasında, fen bilgisi öğretmenlerinin "Yaşam Becerileri" kavramını farklı kavramlarla karıştırdıkları ve genel olarak orta düzeyde bilgiye sahip oldukları sonucuna ulaşmıştır.…”

Section: )unclassified

“…Bu noktada model ve modelleme, bilişötesi farkındalık ve yaşam becerileri konularını birlikte ve lisans düzeyinde bölümler bazında inceleyen çalışmaların yeterli düzeyde olmadığı görülmektedir. Ayrıca model ve modelleme yaşam becerileri kazandırmada (Batı, 2014;Zorlu ve Sezek, 2019), model ve modelleme ile yaşam becerileri de bilişötesi farkındalıkları geliştirmede etkilidir (Hıdıroğlu ve Bukova-Güzel, 2015;Özer-Keskin, 2010;Zorlu, Zorlu ve Dinç, 2019). Bu bağlamda model ve modelleme, yaşam becerileri ve bilişötesi farkındalık konularının birlikte incelenebileceği düşünülebilir.…”

Section: Introductionunclassified

“…When investigated in the literature on life skills, it was observed that research sample groups were usually composed of teachers and students. In the literature, teachers' thoughts about life skills were determined, and internal and external factors affecting the development of life skills of the students were investigated (Erduran-Avcı and Kamer, 2018;Özata-Yücel and Kanyılmaz, 2018;Özdemir, 2015;Zorlu, Zorlu and Dinç, 2019).…”

mentioning

confidence: 99%

“…At this point, it is observed that studies investigating model and modeling, metacognitive awareness and life skills subjects together and on the basis of undergraduate-level departments are not sufficient. In addition, model and modeling to acquire life skills (Batı, 2014;Zorlu and Sezek, 2019), model and modeling and life skills are also effective in developing metacognitive awareness (Hıdıroğlu and Bukova-Güzel, 2015;Özer-Keskin, 2010;Zorlu, Zorlu and Dinç, 2019). In this context, it can be considered that model and modeling, life skills and metacognitive awareness can be investigated together.…”

mentioning

confidence: 99%

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Fen Bilgisi, Sınıf ve Okulöncesi Öğretmen Adaylarının Model ve Modelleme, Yaşam Becerileri ve Bilişötesi Farkındalıklarına Ait Görüşlerinin İncelenmesi

Zorlu¹

2020

TurkishStudies

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In this study, the prospective teachers in the department of elementary science (EST), primary school (PST) and preschool (PT) teacher should determine their views on model and modeling, life skills and metacognitive awareness and aimed to be investigated according to the department. The survey research method was used in this study. The sample of the study was found in the 3rd grade 148 (45 EST, 53 PST and 50 PT prospective teachers) and the 4th grade 268 (51 EST, 94 PST and 123 PT prospective teachers) of the faculty of education at a state university in the Western Anatolia region of Turkey in the 2018-2019 academic year. Research data were obtained using the Model and Modeling Scale, Life Skills Scale and Metacognitive Awareness Inventory. The data obtained from the scales were analyzed by multiple variances (MANOVA) and investigated according to the departments. When the findings of the study were investigated, the elementary science prospective teachers had better views on the model and modeling than the primary school and preschool prospective teachers. According to the findings from the Metacognitive Awareness Inventory, the knowledge and the elementary science and preschool prospective teachers' metacognitive awareness was better than that of the primary school prospective teachers. According to the findings obtained from the Life Skills Scale, the prospective teachers' views were equal on the basis of the departments. In addition, the elementary science, primary school and preschool prospective teachers' are not sufficiently adequate according to their views on model and modeling, life skills and metacognitive awareness. High-level thinking with more use of learning models, methods and techniques in which they can model in undergraduate education * Bu çalışma Yusuf Zorlu'nun danışmanlığında Yaşar Gökçek tarafından yazılan "Öğretmen adaylarının model ve modelleme ile yaşam becerilerine ait görüşlerinin bilişötesi farkındalıklarıyla arasındaki ilişkilerin incelenmesi" başlıklı yüksek lisans tezinden türetilmiştir. * Bu çalışmanın verileri 2018-2019 eğitim-öğretim yılında toplanmış ve dergiye 2019 yılında gönderilmiştir.

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Research in Global Learning: Methodologies for global citizenship and sustainable development education

2023

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List of figures and tables ix List of contributors xi List of abbreviations xv Acknowledgements xvii General introduction 1 Douglas Bourn Part I: Relationship of policy to practice 11 1 Grounding PISA: comparing views of the PISA global competence questionnaire across the centre and periphery in Israel 15 Heela Goren 2 Ethnography and sustainable learning in Jamaica 35 Romina De Angelis 3 Bridging practice and policy through post-positivist realism: understanding primary school teachers' agency for global citizenship education in South Korea 53 Kyoungwon Lee Part II: Opportunities and constraints within different education systems and the role of teachers 71 4 Understanding global learning through the lens of global citizenship education in Kazakhstan 75 Natalya Hanley ContEnts vi 5 Global learning as a pedagogical approach to develop the purpose and value of primary science education Amy Strachan 6 Global learning enabling teacher voices in one Greek primary school: mixed methods including action research and interviews Giannis Efthymiou 7 Framing the 'other': examining social studies textbooks in Pakistan using critical discourse analysis Aamna Pasha Part III: Global citizenship, internationalisation and sustainable development in higher education 8 The value of multiple case studies in researching internationalisation of higher education Monika Kraska Birbeck 9 Global citizenship education in higher education in Ghana: the added value of case study to global learning Simon Eten Angyagre 10 Analysis of teacher education curriculum in Turkey regarding education for sustainable development Nese Soysal Part IV: Perspectives and voices of young people and students 11 A longitudinal study on Chinese international students' perception of global citizenship during study in the UK Xi Tao 12 Personalised and dynamic: life experiences tailor how young people engage locally and globally

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Investigation of Relationships between the Preservice Science Teachers’ Life Skills and Metacognitive Awareness

Cited by 13 publications

References 31 publications

Evaluation of teacher candidates’ life skills in terms of departments and grade levels

Evaluation of teacher candidates’ life skills in terms of departments and grade levels

Fen Bilgisi, Sınıf ve Okulöncesi Öğretmen Adaylarının Model ve Modelleme, Yaşam Becerileri ve Bilişötesi Farkındalıklarına Ait Görüşlerinin İncelenmesi

Research in Global Learning: Methodologies for global citizenship and sustainable development education

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