Action Research Model Research Articles

Improving the way we do action research in quality improvement

After three decades of action research (AR) there are still questions about its application and contribution in comparison to traditional research methods. The aim of this paper is to explore and critique how two action research frameworks can be employed when improving healthcare processes. We also investigate the role of the Researcher in Residence when using AR in health operations management. Using Problem Resolving Action Research and Collaborative Action Research models we identify the benefits and challenges of conducting AR. To improve the reporting of action research we offer revised guidelines developed within the context of healthcare improvement that will assist both academics and practitioners when undertaking AR. The study also clarifies the important role of the researcher in residence which will assist academics and practitioners by providing consistency to terminology and understanding when undertaking AR research.

Chronic pain, complexity and a suggested role for the osteopathic profession

Chronic pain is common and has a substantial impact on individuals’ lives and the society in which they live. However, current strategies for managing chronic pain have low to moderate efficacy. We present a complexity informed model of managing chronic pain.The authors propose that the biological, psychological and social factors influencing the experience of chronic pain can be framed as elements of a complex system (when ‘system’ is understood as a mental model of a set of relationships in the world) and discuss the advantages of this approach.The ‘Learning Cycles’ framework of Human Learning Systems is suggested as an appropriate approach to managing chronic pain. There are five elements of the Learning Cycle; ‘understanding the system’, ‘co-design’, ‘experimentation exploration’, ‘embedding and influencing’ and ‘system stewardship’. The authors describe how this could be implemented in osteopathic practice.The implications of a complexity approach with respect to evidence-informed as opposed to evidence-based practice is briefly discussed. Further, the opportunity for osteopathy to be at the vanguard of broader movement for change in public service and healthcare is highlighted.Applying Learning Cycles to the context of managing chronic pain requires further research to explore its utility. Learning Cycles provide an action-research model that would supply the rich data by which to understand the efficacy of chronic pain management. Implications for practice•Using a complexity informed approach (Human Learning Systems' Learning Cycles) in the management of chronic pain.•Structured and efficient way of providing a co-produced, person specific approach to practice.•Practical way of incorporating biological, psychological and social factors influencing the person's experience of chronic pain into management, without assuming causal weighting.•Epistemological implications for research and the current understanding of hierarchy of evidence.

Online Games and English as a Foreign Language Vocabulary Learning Among Eighth-Grade Students

The limited vocabulary knowledge of eighth-grade students from a public institution in Loja inhibits the proper development of English skills. The present research aimed to increase vocabulary knowledge through the implementation of online games among eighth-grade students between 12 and 13 years old at a public institution in Loja, Ecuador. The investigation employed a mixed method following a practical action research model through five stages; initial reflection, planning, action, observation, and reflection, with the participation of 25 Ecuadorian eighth graders chosen by purposeful sampling. Pre- and post-tests, questionnaires, reflective journals, and peer observations collected both quantitative and qualitative data. The pretest and posttest measured students’ knowledge about their vocabulary, whereas the other instruments attempted to describe students’ perceptions regarding the use of online games to learn vocabulary. Quantitative information was analyzed through descriptive statistics and qualitative information through a thematic analysis. The results showed a difference of 3.07 points between the pretest and posttest, which denoted a significant increase in the knowledge of various aspects of vocabulary such as form, meaning, and use. Moreover, eighth graders perceived the online games; Educandy, Genially, Vocabulary Spelling City, Wordwall, and especially Blooket, as innovative and fun educational resources that increased their motivation and active participation while acquiring new vocabulary. Hence, it was concluded that online games were effective in improving vocabulary because they created a dynamic educational environment. This study contributes to the educational field by highlighting new digital tools to improve English language proficiency.

Improving Students' Collaboration Skills Using the RADEC Learning Model in Elementary School Science Learning

The learning model has an influence on the success of achieving learning objectives. One of the learning models that can improve the skills of students is the RADEC learning model. The syntax contained in the RADEC learning model can help learner-centered learning, namely Read, Answer, Discuss, Explain and Create (RADEC). Currently, collaboration is one of the learning activities that is very popular with students, where currently collaboration skills are found in the 4C skills of the 21st century, however, there are still many students who are still passive in collaborative learning activities. Science and Technology is one of the lessons in the current independent curriculum. This research aims to improve collaboration skills in students using the RADEC learning model. This research uses a classroom action research (PTK) model which is carried out in two cycles consisting of four stages starting from planning, action, observation and reflection. The implementation of learning in this research was carried out using the syntax contained in the RADEC learning model. The selection of research subjects was carried out through purposive sampling techniques and the research subjects in this study were class IV B students with a total of 32 students. Data collection techniques in research are observation and interviews. The results of this research showed an increase from the implementation of cycle I, namely at meeting one and meeting 2 there was an increase of 6.6% and in cycle 2 at meeting 1 and meeting 2 there was an increase of 13.34%. Based on the results of this research, it can be seen that implementing learning using the RADEC learning model can improve students' collaboration skills in science learning. Based on the research that has been done, it can be said that the RADEC learning model can improve student collaboration skills in the learning process which is marked by the fulfillment of collaboration skill indicators by students.

‘Call Me by My Name’: inclusive actor training for second language users

Among efforts to decolonise and decenter the actor training studio, practitioners and scholars consider the barriers for students who speak English as a Second Language (ESL) and undertake text-based actor training in English. This essay draws on Pierre Bourdieu’s concepts of linguistic capital and habitus to examine the agency of ESL student actors in developing their acting skills in distinct ways, often against their embodied linguistic structures. Through a phenomenological assessment of how the linguistic habitus and capital of the student work in tandem with their training habitus and capital, the essay highlights the inevitable anxiety involved. A participatory action research model invites ESL acting students to embrace and lead the development of their acting skills alongside their language skills. Actionable interventions, such as the icebreaker exercise ‘Call Me by My Name’, prompt actor training institutions to develop pedagogies and curricula that acknowledge the individualised needs of ESL students and celebrate their contribution to English-speaking training. Giving the agency to ESL students to shape English-language actor training creates standards for what might be inclusive actor training for ESL student actors.

PENDAMPINGAN MUJAHADAH DAN ISTIGHOSAH UNTUK MENINGKATKAN KECERDASAN SPIRITUAL KEAGAMAAN SANTRI DAN MASYARAKAT

Abstract : This Mujahadah and Istighosah activity was carried out in order to guard and develop the spirituality of the community and students in the Raudhatul Ulum Campurejo Bojonegoro Islamic Boarding School. A person's spiritual level sometimes rises, sometimes falls, so efforts are needed to stabilize this condition. For example, there is a student who has just entered the boarding school and is naughty at first, then after being at the boarding school and graduating, he becomes an obedient child. This cannot be separated from the efforts of a kyai or ustadz, namely dhohir and inner efforts. Dhohir's efforts include teaching, directing, educating and so on. Meanwhile, inner efforts are prayer, penance, mujahadah, istighosah and so on. These two efforts must be carried out in balance. So we, as a community service team, want to hold Mujahadah and Istighosah assistance activities to improve the religious spirituality of the community and students in the Raudhatul Ulum Campurejo Islamic Boarding School, Bojonegoro. The Community Service method used is the Participatory Action Research model. Namely, the mentor goes directly to the field to oversee the mentoring process from the beginning to the end of the activity. The stages or steps that will be taken in carrying out mujahadah and Istighosah assistance to increase religious spiritual intelligence are as follows: Identification of needs and goals, Determining companions, Gathering information, Forming groups or clusters, Preparing programs and schedules, Implementing mujahadah and istighosah practices, Teaching mujahadah and istighosah material, Monitoring and evaluation, Support and motivation and finally program evaluation
 Keywords: Mujahadah, Istighosah, Spiritual intelligence 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

The Implementation of Culturally Responsive Teaching to Improve Students' Learning Outcomes and Activity

This study aims to determine the increase in students’ learning outcomes and activity through the implementation of Culturally Responsive Teaching (CRT) to solubility and solubility product material in Class XI-MIPA G SMAN 1 Kediri. This research was conducted using the classroom action research model developed by Kemmis and Taggart which consisted of plan, action, observe, and reflect in two cycles. The data obtained was in the form of quantitative data, namely learning outcomes and qualitative data, namely observation sheets. Quantitative data analysis was carried out using descriptive statistical techniques with percentage formulas and descriptions for qualitative data. In the pre-action, students’ learning outcomes and activity were obtained with a mean of 57.2 and 63.8. In Cycle I, students’ learning outcomes increased by an average of 80.0 and students’ activity increased by an average of 71.4, while students’ learning outcomes increased by 89.1 and students’ activity increased by 91.4 in Cycle II. The results showed that the implementation of CRT can improve students’ learning outcomes and activity in Class XI-MIPA G SMAN 1 Kediri.

Implementation and Impact of an Adapted Digital Perioperative Competency-Building Tool to Enhance Teaching, Learning And Feedback in Postgraduate Competency-Based Medical Education

The purpose of this educational intervention was to introduce, iteratively adapt, and implement a digital formative assessment tool in a surgical speciality. The study also evaluated the intervention's impact on perioperative teaching, learning, feedback, and surgical competency. A participatory action research model with a mixed methods approach. This study was performed over 10 months in an institutional hospital in South Africa with a general surgery department. Twelve supervising surgical trainers/faculty and 12 surgical trainees/residents consented to participate in the intervention. The first 4 months of the intervention focused on relationship building, a multi-stakeholder contextual needs assessment and training sessions to support a shared mindset and shift in the teaching and learning culture. The final adapted perioperative competency-building tool comprised a 23-item assessment with four open-text answers (Table 1). Over the following 6-month period, 48 workplace-based competency-building perioperative evaluations were completed. Most trainees took less than 5 minutes to self-assess (67%) before most trainers (67%) took less than 5 minutes to give oral feedback to the trainee after the perioperative supervised learning encounter. On average, the digital tool took 6 minutes to complete during the bidirectional perioperative teaching and learning encounter with no negative impact on the operational flow. All trainers and trainees reported the training and implementation of the digital tool to be beneficial to teaching, learning, feedback, and the development of surgical competency. Analysis of the completed tools revealed several trainees showing evidence of progression in surgical competency for index procedures within the speciality. The focus groups and interviews also showed a change in the teaching and learning culture: more positively framed, frequent, structured, and specific feedback, improved accountability, and trainee-trainer perioperative readiness for teaching. Highlighted changes included the usefulness of trainee self-assessment before perioperative trainer feedback and the tool's value in improving competency to Kirkpatrick Level 4. Implementing an adapted digital Workplace-Based Assessment (WBA) tool using a participatory action research model has proven successful in enhancing the effectiveness of supervised perioperative teaching and learning encounters. This approach has improved teaching and feedback practices, facilitated the development of surgical competency, and ultimately impacted the overall culture to Kirkpatrick level 4. Importantly, it has positively influenced the trainee-trainer relationship dynamic. Based on these positive outcomes, we recommend using this effective method and our relationship-centred framework for implementing formative competency-building tools in future studies. By doing so, larger-scale and successful implementation of Competency-Based Medical Education (CBME) could be achieved in various contexts. This approach can potentially enhance teaching and learning encounters, promote competency development, and improve the overall educational experience for surgical trainees and trainers.

Assessment of the Library Collection of the Central Luzon State University Library: Basis of the Collection Development Program

Objective – The collection assessment project of the University Library is significant in determining whether the quantity of the collection meets the regulatory standard of the Commission on Higher Education (CHED) for academic libraries. This study specifically sought to find the level of library collection compliance in terms of major subject courses, to determine the curricular programs that are compliant with the standard or have a high rate of compliance, and to identify the curricular programs that should be prioritized in acquiring additional book titles. Methods – The assessment was conducted using an action research model of iterative reflection and improvement. It follows the four steps for carrying out the research: plan, act, observe, and reflect, as proposed by Davidoff and Van den Berg (1990). Furthermore, we employed CHED Memorandum Order (CMO) No. 22, Series of 2021, Section 4 (b.4-5) to analyze the collection's compliance based on its quantity. The data was presented using a table and percentage. Results – There are 32 undergraduate curricular programs offered at Central Luzon State University, which include 1,055 major subject courses. More than half of major subject courses (57.3%) on various curricular programs are non-compliant with CHED criteria, including 17.63% of major subject courses with zero titles copyrighted within the last five years. Findings also reveal that only 6 (18.75%) of the total programs were able to reach above 70% compliance with CHED standards, and there are 23 curricular programs with title gaps of 50% or higher that need to be prioritized in the acquisition of book titles. Conclusion – The library collection assessment technique is crucial for identifying gaps in the collection and determining areas where additional resources may be required. As the findings indicate that more than half of the major subject courses do not meet the requirements set by CHED, the librarians have been investigating ways to acquire additional academic sources to fill this gap. However, their current efforts are not yet enough to meet the requirements. A long-term plan for gradually building up the collection has been devised.

“I notice I'm getting more involved, interested, and excited about my future topic.” Action research as a transition from research steps to navigating graduate students' scholarly dispositions

Graduate students often approach research with predefined steps emphasising procedural aspects that occasionally expose their inadequate preparation for research as social practice. The purpose of this paper is to show how an action research (AR) methodology, in conjunction with English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL), has facilitated the scaffolding of explicit formal, rhetorical, procedural, and strategic knowledge in research discourse. We followed a cyclical action research model consisting of 1) recognising students' limited understanding of research as a social practice, 2) developing interventions to promote understanding of how language is structured, represented, and negotiated in scientific discourse, 3) results of the intervention, and 4) reflection. Thematic analysis of six participants' data, including their tasks, reflections, and draft proposals, revealed a discernible progression towards scholarly thinking, transformative learning, and the embodiment of scholarly identity. Integrating ESP and SFL frameworks enhanced our ability to guide students through research-specific discourses, moving beyond a purely theoretical understanding to engage in authentic practices. This approach contributed to the cultivation of Communities of Practice (CoP) in which student-faculty collaboration fostered a shared scholarly mindset and facilitated the gradual integration of students into these academic communities.

Penerapan Model Pembelajaran Berbasis Maslah Untuk Meningkatkan Hasil Belajar Siswa Kelas XI Pada Materi Hukum Pascal

Research on the problem based learning model on Pascal's law material aims to determine student learning outcomes in class XII. This research is classroom action research that uses Kurt Lewin's model or method. Kurt Lewin's classroom action research model consists of several stages, namely planning, action, observation and reflection. In this research, two cycles of research were carried out. Model based learning is often called problem based learning. By providing problems, it is hoped that students can be active in searching for and finding solutions to the problems given. With problem-based learning, educators try to invite students to be active in learning activities. Based on the results of data analysis, it was found that this learning experienced an increase in the percentage of learning completion and an increase in the class average. So the percentage of students who do not complete has decreased. The data results in cycle I showed that student learning completeness was 82.35% and in cycle II it rose to 88.48%. In cycle II the average student score was 76.47 and in cycle II the average student score rose to 85.25%. Meanwhile, the percentage of student failure to complete in cycle I was 17.65% and in cycle II it decreased to 11.52%. From the data results it can be concluded that the use of model based learning in Pascal's law material for class XII students can improve student learning outcomes.

Participatory Action Research in the Development of Higher Education with Digital Media

The digitalisation of higher education has versatile potential for students and especially for pre-service teachers. Unfortunately, this potential is insufficiently used in higher education institutions. This article displays a project focusing on developing university teacher education with digital media. For this purpose, the applied model of Participatory Action Research for Higher Education will be illustrated, reflected, and discussed to share the findings and experiences of the process and facilitate future development projects. Furthermore, conditions for success, challenges, and recommendations based on this project will be provided.

PEEL : JOURNAL ENGLISH EDUCATION, AND LINGUISTIC

This study aims to determine the improvement of students' language learning outcomes by using the Kahoot! application. This study applies the classroom action research (CAR) model Kemmis and Mc Taggart with which consists of 4 stages, namely planning, action, observation, and reflection. Researchers used exercises with Simple Present Continuous Tense material as pretest and post-test instruments. The research findings show that the Kahoot Application can improve student learning outcomes. The results of this study indicate that the percentage of posttest completeness (after the Kahoot application is applied) is 100% greater.

UPAYA PENINGATAN KEAKTIFAN BELAJAR MAHASISWA PADA PERKULIAHAN MOTOR BAKAR MAHASISWA PRODI PTM FKIM UNS MELALUI PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING

<p class="abstrak"><em>This research aims to determine the application of the Problem Based Learning (PBL) learning model in an effort to improve student learning activity in the 2022 2th Semester Student Internal Combustion Motor course, Mechanical Engineering Education Study Program, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta.This research is a classroom action research (CAR) model by Kemmis and Mc. Taggart with 3 cycles that focuses on action in an effort to increase student learning activities in the Fuel Motor course. Data collection techniques using the observation method. Furthermore, the research subjects were students of the Class A Combustion Motorcycle Lecture Semester 2 of the 2023 Mechanical Engineering Education Study Program with a total of 42 Class A Combustion Motorcycle Lecture students. The analysis used in this research is a qualitative descriptive analysis technique. Based on the research results, by implementing the Problem Based Learning (PBL) learning model, student learning activity improved. And to find out the results of improving student learning activities, students Based on research, it shows that student activity and learning outcomes in the Fuel Motor course in class A PTM FKIP UNS are relatively low. Based on data obtained at the pre-cycle stage, the percentage of all indicators was 38.44%, cycle 1 the percentage of all indicators was 68.06% and cycle 2 the percentage of all indicators was 78.04%. And cycle 3 the percentage of all indicators is 82.06%.This research produces the following conclusions. The results of the analysis and discussion of the research based on research observation, the following conclusions can be drawn: The application of the Problem Based Learning (PBL) learning model can improve student learning activity in the PTM FKIP UNS Internal Combustion Motor course 2th Semester 2023</em></p>

MENINGKATKAN KETERAMPILAN MENULIS DIALOG PADA MATA PELAJARAN BAHASA INDONESIA MELALUI PENDEKATAN COOPERATIVE LEARNING SISTEM STAD PADA SISWA KELAS III MI PULOERANG LAKBOK KABUPATEN CIAMIS

One of the problems faced by the teacher is the passivity of students in class, in group study in class to express opinions, it can be said that the students' abilities are not yet fluent. not optimal, Indonesian learning achievement is still low, especially in formative tests, summative students are not yet brave enough to answer questions or express opinions, the use of models or approaches in learning is not maximized. The research model is a procedure that describes how this research is carried out. In this class action research, the researcher used the action research model developed by Kemmis and McTaggart (1990:11). Based on the success indicator, namely 75% of the class population scored above the KKM, the action in cycle II was successful. As many as 16 students (88.89%) scored above the KKM. The learning process is further improved, namely students have done peer tutoring and students are more active in learning activities with the teacher. Giving material that has been repeated makes students understand more about the material presented by the teacher. Students who better understand the meaning of the activities carried out by the teacher help friends who do not understand. Thus cooperative learning is achieved. In the pre-action, the dialogue writing skills of class III MI Puloerang Lakbok students were still low. Students who can achieve KKM only 3 children (16.67%). After carrying out the STAD type cooperative learning actions in the first cycle, it produced 8 students (44.44%). Furthermore, in cycle II, there were 16 students (88.89%) who succeeded in achieving the KKM. BIBLIOGRAPHY Anita Lie. 2002. Cooperative Learning. Jakarta: Gramedia. Dimyati dan Mudjiono.2009. Belajar dan pembelajaran, Jakarta Rineka Cipta Haryadi dan Zamzani. 1996/ 1997. Peningkatan Keterampilan Berbahasa Indonesia, Jakarta. DepDikBud Dirjen Dikti PPTK Isjoni. 2009. Cooperative Learning. Bandung : Alfabeta Kemmis, San Mc. Taggart, R.1990. The Action Reseach Planner. Deakin University Larry King Bill GILBERT. 2007 Seni berbicara, Jakarta : PT Gramedia Pustaka Utama Slamet, 2008. Keterampilan-Keterampilan Berbahasa Indonesia. Surakarta: UNS Press. Suharjono, 1995. Pedoman Karya Tulis Ilmiah, Jakarta : Dep. P & K Suharjono. 2007. PTK sebagai Kegiatan Pengembangan Profesi Guru, Jakarta : Bumi Aksara Suharsimi Arikunto. 2006 Penelitian Tindakan Kelas, Jakarta : PT Bumi Aksara. UU RI No. 20 tahun 2003 tentang SISDIKNAS. Bandung : Fokus Media UU RI No 14 tahun 2005 tentang guru dan dosen. Jakarta : Novindo Pustaka Mandiri

Peningkatan Aktivitas Belajar dan Hasil Belajar Matematika dengan Menggunakan Media Puzzle Pada Operasi Hitung Bilangan Kelas IV SDN 054932 Rantau Panjang

This study aims to increase the activity and results of learning mathematics by using puzzle media in arithmetic operations for class IV SDN 054932 Rantau Panjang. The design of this research is Classroom Action Research (CAR) model Mc. Kemmis and Taggart, namely research conducted for two cycles. The data collection instruments used were tests and observations. Data analysis techniques in this study used qualitative and quantitative data. Based on the results of the research, it is known that before being given class action the learning activities are unsatisfactory, the learning outcomes are not complete as much as 60% and the lack of use of learning media. So the researcher conducted a class action by using a puzzle media. The results of the optimal use of puzzle media are evident from the results of teacher observations in cycle I meeting one reaching 72% (good enough) increasing in meeting two reaching 78% (good), while for Cycle II meeting one reaching 74% (good enough) increasing in meeting two reached 80% (good), and in cycle III meeting one reached 94% (very good) increased at meeting two reached 98% (very good). For student activity in cycle I, meeting one reached 70% (good enough) increased at meeting two, reaching 76% (good), while in cycle II, meeting one reached 72% (good enough) and increased at meeting two to 86% (very good ). And in cycle III meeting one reached 92% (very good) increased at meeting two reached 98% (very good). Student learning outcomes in cycle I meeting one reached 45% (not good) increased at meeting two to 50% (poor), while in cycle II meeting one reached 72% (very good) increased in meeting two to 78% (very good ), and in cycle III the first meeting reached 81% (very good) increased at the second meeting to reach 90% (very good). Thus it can be concluded that using puzzle media in learning mathematics in arithmetic operations can increase activity and learning outcomes.

Implementation of think pair square type cooperative learning to improve collaboration skills in high schools


 
 
 
 Think Pair Square Style Cooperative Education encourages each student to become a proficient and independent learner. Given that this learning emphasizes 21st-century skills such as critical thinking, creativity, and teamwork. It was such as necessary to assess how effectively the application of this method enhances students' critical thinking abilities in the real world. The objective of this project is to improve student cooperation in cell biology classes by implementing a cooperative learning model similar to the Think Pair Square. The Classroom action research model was developed by Kemmis and McTaggar, which served as the framework for the procedure employed in this study. The outlines of the four stages of classroom action research are technique—planning, implementation, observation, and reflection. This instructional approach is seen to be beneficial as it enables students to share their thoughts and helps them see alternative problem-solving approaches. Students can seek explanations from other students to explain how to solve the problem if they are struggling with that. From the Data results, there were rising scores in the form of scoring that serve as evidence for this. Students' collaboration skills scored an average of 1.6 (level 1, or basic level) in the pre-cycle, 2 (level 2, or medium level), and 3.56 (level 3, or trained level) in cycle 2. Think Pair Square's implementation at SMA in Bandung could improve collaboration both within and outside of the classroom, foster more active dialogue and idea exchange, and promote student contact.
 
 
 

Improving mathematics learning outcomes on fraction material using pbl-based petis (automatic fraction) media for elementary school students

This research aims to improve mathematics learning outcomes, especiallyfraction material, in grade 4 students at SDN 2 Banaran by using PETIS (AutomaticFractions) media based on problem based learning. This research has three cycles, eachcycle consisting of four stages, namely planning, action, observation and reflection inaccordance with the classroom action research model of Stephen Kemmis and RobynMcTaggarat. The data collection techniques used are document studies, questionnaires,interviews, observations and tests. Meanwhile, the data analysis techniques used are datareduction, data exposure, and data conclusion. An important finding in this classroomaction research is that there was an increase in the percentage of classical completenessand the average class score in each cycle which ultimately reached the indicator ofresearch success. Details of this increase include cognitive diagnostic assessmentactivities, student learning outcomes have a classical completion percentage of 36.84%which is classified as poor with an average class score of 59.47. In the first cycle, studentlearning outcomes had a classical completion percentage of 47.36% which was classifiedas sufficient with an average class score of 67.36. In cycle II, student learning outcomeshad a classical completion percentage of 63.15%, which was classified as good, with anaverage class score of 77.89. In cycle III, student learning outcomes had a classicalcompletion percentage of 84.21% which was classified as very good with an average classscore of 84.21.

Addressing the Subjugation of Knowledge in Educational Settings through Structuration of Teacher Research

Building on critical sociological models and action research traditions, our work theorizes a structurated model of action research to address the subjugation of knowledge within educational settings. We focus on the interplay between structure and agency and how these dimensions can co-evolve in teacher research. In this article, we examine how teachers and researchers engaged in collaborative inquiry communities inhabit a complicated role within educational structures. The authors outline and detail rich cases that illustrate the dense particulars of knowledge subjugation within educational structures—these range from the denigration of immigrant students’ credentials to the suppression of indigenous languages. The testimonies of practitioners and students are presented to underscore the inchoate and contradictory conditions that inform educational systems and the meaningful alternative practices that might contravene inequitable structures. The possibilities for recognizing the corrosive mechanisms of knowledge subjugation potentiate resistant parallel structures that invite meaningful inquiry-based methods.

Okul Öncesi Dönem Çocuklarının Çevre ve Geri Dönüşüm Farkındalığı Üzerine Bir Eylem Araştırması

The aim of the study was to determine how applied recycling studies carried out in the preschool period (60-72 months) affected children's awareness of the concepts of environment and recycling. Action research model was used in the research in which qualitative research design was adopted. The study group of the research consisted of eight preschool children studying in a kindergarten class of a public school affiliated with the Ministry of National Education in Boztepe District of Kırşehir Province. Data of the research; It was obtained through student drawings and semi-structured interview forms. Data were analyzed using the MAXQDA data analysis program. As a result of the research, it was observed that children's environmental awareness changed positively and they especially paid attention to the integrity of nature with living things. It was determined that there was a positive change in the children's knowledge of the concepts of "not garbage" and "reused" and that they expressed these concepts correctly. Keywords: Environmental awareness, recycling, preschool