Basics of qualitative research: Grounded theory procedures and techniques

Flip your classroom: Reach every student in every class every day

EDITORIAL BOARD Robert Davison Aviles, Bradley University Harley E. Baker, California State University–Channel Islands Jean-Guy Blais, Universite de Montreal, Canada Catherine Y. Chang, Georgia State University Robert C. Chope, San Francisco State University Kevin O. Cokley, University of Missouri, Columbia Patricia B. Elmore, Southern Illinois University Shawn Fitzgerald, Kent State University John J. Fremer, Educational Testing Service Vicente Ponsoda Gil, Universidad Autonoma de Madrid, Spain Jo-Ida C. Hansen, University of Minnesota Charles C. Healy, University of California at Los Angeles Robin K. Henson, University of North Texas Flaviu Adrian Hodis, Victoria University of Wellington, New Zealand Janet K. Holt, Northern Illinois University David A. Jepsen, The University of Iowa Gregory Arief D. Liem, National Institute of Education, Nanyang Technological University Wei-Cheng J. Mau, Wichita State University Larry Maucieri, Governors State College Patricia Jo McDivitt, Data Recognition Corporation Peter F. Merenda, University of Rhode Island Matthew J. Miller, University of Maryland Ralph O. Mueller, University of Hartford Jane E. Myers, The University of North Carolina at Greensboro Philip D. Parker, University of Western Sydney Ralph L. Piedmont, Loyola College in Maryland Alex L. Pieterse, University at Albany, SUNY Nicholas J. Ruiz, Winona State University James P. Sampson, Jr., Florida State University William D. Schafer, University of Maryland, College Park William E. Sedlacek, University of Maryland, College Park Marie F. Shoffner, University of Virginia Len Sperry, Florida Atlantic University Kevin Stoltz, University of Mississippi Jody L. Swartz-Kulstad, Seton Hall University Bruce Thompson, Texas A&M University Timothy R. Vansickle, Minnesota Department of Education Steve Vensel, Palm Beach Atlantic University Dan Williamson, Lindsey Wilson College F. Robert Wilson, University of Cincinnati

measurement and evaluation in counseling and Development

Kahoot! is a game-based learning platform used to review students' knowledge, for formative assessment or as a break from traditional classroom activities. It is among the most popular game-based learning platforms, with 70 million monthly active unique users and used by 50% of US K-12 students. Since the platform was released in 2013, many studies have been published on the effect of using Kahoot! in the classroom, but so far, no systematic analysis of the results. This article presents the results of a literature review on the effect of using Kahoot! for learning and, more specifically, on how Kahoot! affects learning performance, classroom dynamics, students' and teachers' attitudes and perceptions, and students' anxiety. The literature review includes 93 studies, and the main conclusion is that Kahoot! can have a positive effect on learning performance, classroom dynamics, students' and teachers' attitudes, and students’ anxiety. However, there are also studies where Kahoot! has little or no effect. The main challenges mentioned by students include technical problems such as unreliable internet connections, hard to read questions and answers on a projected screen, not being able to change answer after submission, stressful time-pressure for giving answers, not enough time to answer, afraid of losing, and hard to catch up if an incorrect answer had been given. Further, the main challenges mentioned by teachers include getting the difficulty level of questions and answers right, problems related to network connectivity, scoring based on how quickly the students answer reducing student reflection and cause some students to guess without thinking, that some students can have a problem with failing a quiz, and some teachers find it challenging to use the technology.

The effect of using kahoot! for learning – A literature review

The impact of gamification on learning and instruction: A systematic review of empirical evidence

The purpose of the present study was to investigate the reflections of gamification activities that are used as a formative assessment tool based on academic achievement and student engagement in learning environments. It was also aimed to investigate whether the utilization of the gamification tool led to a difference in academic achievement and student engagement. Three research groups were determined; two experimental groups where 7E instructional model gamified with Kahoot and Quizizz was implemented and a control group where conventional 7E instruction method was implemented. The groups were determined by random assignment of 97 pre-service teachers who took scientific research methods course in the 2017–2018 academic year spring semester. However, since only 71 of the assigned pre-service teachers voluntarily participated in the study, the study data included 71 pre-service teachers. At the beginning and the end of the six-week-long instruction activities, the academic achievement test and student engagement scale on the content instructed in the six-week-long scientific research methods course were applied. Furthermore, in-depth views of pre-service teachers were obtained with focus group interviews. Therefore, the study was conducted with mixed design principles. The study findings demonstrated that the scientific research methods academic achievement x student engagement × group interaction model (Wilks's lambda = .819, F[2, 66] = 7.301, p

Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz

Fen Öğretiminde Okul Dışı Öğrenme Ortamları

The present study aimed to provide a digital story development experience for pre-service science teachers in the “instructional technologies and material development” course and to determine the impact of these experiences on their views on digital storytelling. Simultaneous parallel design, one of the mixed methods in which both quantitative and qualitative data were collected, was used in the study. Quantitative and qualitative findings are presented in different sections and both were interpreted in the discussion section. The quantitative study data were collected from 50 pre-service teachers, while the qualitative data were collected from 16 pre-service teachers. Quantitative data were collected by a survey and the qualitative data were collected in interviews. Descriptive/inferential statistics were employed in the analysis of the survey data. The steps of the analysis, coding, and categorization were adopted in the study for qualitative data. The positive effect of digital storytelling on the 21st-century skills of pre-service teachers was revealed by both quantitative and qualitative data. Furthermore, it was determined that pre-service teachers considered digital storytelling as advantageous since it provided meaningful and permanent learning, was fun and motivational; however, it also had disadvantages since it was time-consuming and required technological knowledge. It was revealed that they experienced certain difficulties in scriptwriting, finding the related images/videos and photographs, and finalizing the recording, and they considered that most, if not all, topics in the science course were suitable for digital storytelling. For pre-service teachers to acquire 21st-century skills, digital storytelling should be employed in several courses including the teaching practice course, and pre-service teachers should gain experience in preparing the students for digital storytelling.

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Digital Storytelling: Developing 21st Century Skills in Science Education.

The present study aimed to improve the experiences of pre-service science teachers in content development using Web 2.0 tools and to determine the effects of these experiences on their self-efficacy beliefs in content development via Web 2.0 tools. The present study was conducted with a mixed design that included empirical and phenomenological methods. Forty-two pre-service science teachers participated in the study. During the implementation, pre-service teachers developed content using Web 2.0 tools such as Kahoot, Quizizz, Powtoon, Emaze, MindMeister and Toondoo and shared the content with the class using Edmodo. “Self-Efficacy Belief Scale on Fast Content Development via Web 2.0” was used as pre- and post-tests. Findings demonstrated that pre-service teachers’ self-efficacy beliefs and all sub-dimensions of content development via Web 2.0 tools improved as a result of the implementation. The views of them were grouped under seven themes; prejudice, satisfaction, awareness, fun, infrastructure problems, language problems and tool problems. Additionally, when the mean of item responses were examined, it was seen that the highest one was about preparing worksheet self-efficacy belief.  Furthermore, it was determined that pre-service teachers were happy to participate in the implementation, recognized ways to integrate technology in their fields, and had fun while developing content.

/pdf/the-experiences-of-pre-service-science-teachers-in-uwytfc0mej.pdf

The Experiences of Pre-service Science Teachers in Educational Content Development Using Web 2.0 Tools

Bu calismanin amaci aday ogretmenlerin aday ogretmen yetistirme programina iliskin goruslerinin gorev oncesi ve sonrasi karsilastirilarak ortaya cikarilmasidir. Calisma nitel arastirma deseninde betimsel yontem ile tasarlanmis olup veri toplama asamasi cercevesinde ise boylamsal arastirma sureci gerceklestirilmistir. Calisma grubu, amacli orneklem kapsamindaki maksimum cesitlilik orneklem turune dayali olarak gonullu aday ogretmenler arasindan secilmistir. Veri toplamanin ilk surecinde (gorev oncesi) veriler, arastirmacilar tarafindan gelistirilen yapilandirilmis gorusme formlarinin 14 aday ogretmene uygulanmasi ile toplanmistir. Calismanin ikinci veri toplama sureci (gorev sonrasi) ilk veri toplama surecinden bir yil sonra ayni orneklemden ulasilabilen 11 aday ogretmene uygulanmistir. Iki farkli donemde yapilan gorusmelerden elde edilen verilere gore, aday ogretmenlerin bu surece iliskin egitim programini faydali gordukleri ve surecin devam etmesini istedikleri, bunun yani sira surecte belirttikleri eksikliklerin tamamlanmasinin gelecekteki aday ogretmenlerin yararina olacagini dusundukleri belirlenmistir. Ayrica, aday ogretmenlerin ozellikle danisman ogretmenlerden meslege iliskin bilgi ve beceri kazandiklari; ancak, surec icerisinde idari ve sinif ici faaliyetlere iliskin form doldurmaktan memnun kalmadiklari ve asli ogretmen olduktan sonra buna iliskin bir fayda gormedikleri arastirma sonucunda ortaya cikmistir.

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Gülden Gürsoy

Papers

Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz

Fen Öğretiminde Okul Dışı Öğrenme Ortamları

Digital Storytelling: Developing 21st Century Skills in Science Education.

The Experiences of Pre-service Science Teachers in Educational Content Development Using Web 2.0 Tools

A longitudinal study on pre and post service views of teacher candidates on teacher candidate training program