Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale

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Foundations Of Education

The effect of mind mapping on young children’s critical thinking skills

This study questions the definitions and the characteristics of critical thinking via sur-veying the related literature; furthermore within the framevrark of approaches in teaching critical thinking, it claims for the necessity of teaching these skills. Besides, the role of teacher, the importance of provid-ing appropriate school and classroom envi-ronment and the methods and strategies adoptable in teaching critical thinking will be evaluated.

Eleşti̇rel düşünme ve öğreti̇mi̇

In this research was examined the effects of STEAM education seventh grade students’ academic achievement, STEAM attitude and scientific creativity. In this research, it was used embedded experimental mixed method. The research was conducted in a middle school in Istanbul in the academic year of 2017-2018. The study group was consisted 33 students in the control group and 30 students in the experimental group. The STEAM activities developed using the 5E model for the “Reflection in the Mirror and Absorption of Light” unit by the researchers. The activities were applied in the experimental group for five weeks. In the result of the research, it was determined that the experimental group students’ academic achievement and overall STEAM attitudes were with intermediate effect size and significantly improved according to the control group students. It was also determined that the scientific creativity of the students in the experimental group developed throughout the process. Extended English summary is in the end of Full Text PDF (TURKISH) file.OzetBu arastirmada STEAM yaklasiminin yedinci sinif ogrencilerinin akademik basari, STEAM tutum ve bilimsel yaraticiliklarina etkisi incelenmistir. Arastirmada gomulu deneysel karma yontem kullanilmistir. Istanbul’daki bir ortaokulda 2017-2018 egitim-ogretim yilinda yapilan arastirmanin calisma grubu; kontrol grubunda 33, deney grubunda 30 ogrenciden olusmaktadir. Deney grubunda “Aynalarda Yansima ve Isigin Sogrulmasi” unitesine yonelik 5E modeli kullanilarak arastirmacilar tarafindan gelistirilen STEAM etkinlikleri, bes hafta suresince uygulanmistir. Unite boyunca “STEAM dehasi-Leonardo da Vinci” temasi islenmistir. Veri toplama araclari olarak; uniteye yonelik “Akademik Basari Testi”,“STEAM Tutum Testi” ve “Bilimsel Yaraticilik Rubrigi” kullanilmistir. Arastirmanin sonucunda deney grubu ogrencilerinin kontrol grubu ogrencilerine gore akademik basarilarinin ve genel STEAM tutumlarinin orta duzeyde bir etkiyle anlamli olarak gelistigi belirlenmistir. Ayrica deney grubu ogrencilerinin bilimsel yaraticilik duzeylerinin surec boyunca gelistigi sonucuna varilmistir.

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The effects of STEAM (STEM+ Art) activities 7th grade students’ academic achievement, STEAM attitude and scientific creativities STEAM (STEM+Sanat) etkinliklerinin 7. sınıf öğrencilerinin akademik başarı, STEAM tutum ve bilimsel yaratıcılıklarına etkisi

The purpose of this research is to reveal the levels of affection for children, teaching motivations and self-efficacy beliefs of the teacher candidates studying in special education, pre-school and primary school teaching departments based on their gender, classroom and academic branches to showcase the correlations between the levels of the teachers’ affection for children, their self-efficacy beliefs and teaching motivations. The study group was determined with the criterion sampling method. 368 teacher candidates participated in this study: 108 from special education department, 136 from pre-school department and 136 from primary school teacher department. The data were collected by means of ‘Barnett Liking Children, Teaching Motivations and Perception of Teacher Self-efficacy Scales’. The data were analyzed using independent group t-tests, one –way analysis of variance, Pearson’s correlation analysis and simple linear regression analysis. The results show that the teacher candidates from the three departments have a high level of affection for children. Their motivations to teach and self-efficacy beliefs are higher than the average value. It is revealed that there is an average positive correlation between liking children and teacher self-efficacy in using teaching strategies. However, the data results disclosed that the teacher candidates’ self-efficacy beliefs, students’ participation, teaching motivations, and teaching strategies predict their affection for children significantly and positively. Teacher candidates should be enabled to establish direct experiences with the group they shall work with in order to develop the self-efficiency beliefs of them.

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A Study on Teacher Candidates’ Self-Efficacy, Motivation and Affection Levels for Children

The construct that came into our lives with the term ‘philosophy for children’ (P4C) in 1970s is a method of developing critical thinking in children through philosophical dialogue created by the American philosopher Matthew Lipman. This approach is improved in cooperation with the enrichment of a group’s point of view. The approach of philosophy for children is also known as ‘philosophy with children’ (PwC) promoted by different philosophers who have worked in this field in addition to Lipman’s studies. The purpose of this study is to understand the effectiveness of philosophy with children curriculum on critical thinking. With this purpose, the following questions were asked: “What are the effects of the ‘philosophy with children’ curriculum on development of children’s critical thinking skills?”, “Does the effectiveness of the ‘philosophy with children’ curriculum vary based on the type of school they attend?”, “What are the opinions of the children who participated in the ‘philosophy with children’ curriculum regarding this program?” The study used a quasi-experimental design without a control group. The pre-test and post-test data of the groups were collected using the “Scale of Critical Thinking through Philosophical Inquiry” developed for pre-school children. Additionally, in order to achieve social validity for the research, semi-structured interviews were conducted with the study group and the 3 teachers who acted as observers along the study. According to the findings, it was seen that the ‘philosophy with children’ curriculum was effective on critical thinking skills. According to the pre-test data, there was no significant difference between the critical thinking scores of the children at state school and the children at private school before the start of the program. After the implemented program, in the light of the post-test outcomes, the critical thinking scores of both groups were observed to increase. In both experimental groups, the overall scores and sub-scale scores of critical thinking were found “medium” in the pre-test, and “high” in the post-test. The analysis on the opinions of the students and the teachers on the program revealed that they generally had positive impressions.

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Çocuklarla Felsefe Öğretim Programı’nın Okul Öncesi Dönemdeki Çocukların Eleştirel Düşünme Becerileri Üzerindeki Etkililiği

Bu arastirmanin amaci, ogretmen adaylarinin oz-yeterlilik algilari ile kaynastirma egitimine bakis acilari arasindaki iliskiyi incelemektir. Betimsel turde tarama (survey) modeli kullanilan arastirmanin evrenini Dokuz Eylul Universitesi Buca Egitim Fakultesinde lisans egitimi goren 3. sinif ogretmen adaylari, orneklemini ise Buca Egitim Fakultesi Ilkogretim Bolumu, Ortaogretim Fen ve Matematik Alanlari, Ortaogretim Sosyal Alanlari, Turkce Egitimi, Yabanci Diller Egitimi, Guzel Sanatlar Egitimi, PDR, Bilgisayar ve Ogretim Teknolojileri Egitimi bolumlerinden Kasti orneklem yontemi ile secilen birer sube olusturmustur. Arastirmanin verileri; arastirmaci tarafindan gelistirilen Demografik Bilgi Formu, Tschannen-Moranand Hoy (1998) tarafindan gelistirilen; Capa, Cakiroglu ve Sarikaya (2005) tarafindan Turkceye uyarlanarak gecerlik ve guvenirlik calismasi yapilan Ogretmen Oz-yeterlilik Olcegi, Aksut, Battal ve Yaldiz (2005) tarafindan gelistirilen Kaynastirma Egitimi Anketi ile toplanmistir. Bu arastirmada, oz-yeterlilik algilari ile cinsiyet arasinda farklilik anlamli bulunmustur. Ogretmen adaylarinin kaynastirma egitimine iliskin yeterlilikleri ile cinsiyet, ogrenim gordukleri bolum, kaynastirma egitimi dersi alma arasinda farklilik anlamli bulunmustur. Ogretmen Ozyeterlilik Algilari ile Kaynastirma Egitimi Yeterliligi arasindaki iliski anlamli bulunmustur. Ogretmen adaylarinin oz-yeterlilik algilari kaynastirma egitimi yeterliliklerini pozitif yonlu artirmaktadir.

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Öğretmen Adaylarının Öz-Yeterlilik Algıları Ve Kaynaştırma Eğitimine Bakış Açıları

Accepted: 30.03.2014 The aim of this study is to investigate the relationship between the achievement goal orientations and self-efficacy beliefs of the candidate teachers. Moreover, another aim of the study is to determine whether the self-efficacy beliefs and the achievement goal orientations of the candidate teachers differ according to their gender, grades and departments. The study was carried out with the students of Faculty of Education who are studying at 2 and 4 th

The Relationship Between the Achievement Goal Orientation and the Self Efficacy Beliefs of the Candidate Teachers

http://www.ijar.lit.az/pdf/ijar/2013(22B-42).pdf

Vesile Yildiz Demirtaş

Papers

A Study on Teacher Candidates’ Self-Efficacy, Motivation and Affection Levels for Children

Çocuklarla Felsefe Öğretim Programı’nın Okul Öncesi Dönemdeki Çocukların Eleştirel Düşünme Becerileri Üzerindeki Etkililiği

Öğretmen Adaylarının Öz-Yeterlilik Algıları Ve Kaynaştırma Eğitimine Bakış Açıları

The Relationship Between the Achievement Goal Orientation and the Self Efficacy Beliefs of the Candidate Teachers

Self-regulation strategies of the six- year- old pre school children