Opinions Of Teachers Research Articles

Service-based learning experiences of pre-service Turkish teachers: Language teaching to Syrian refugees

With this study we aimed at determining the service-learning experiences of pre-service Turkish language teachers in teaching Turkish to Syrian refugee students. The Community Service Practices course plays an important role in the integration of pre service teachers in the society. A phenomenological design was used in the study in which we investigated the opinions of pre service teachers about the service-learning processes. The study was conducted with 23 pre-service Turkish language teachers in Kilis 7 Aralık University. The community service practice was realised in a state school where Syrian secondary school students receive education. Interviews were conducted to collect data from the participants, and the content analysis method was used to analyse the data obtained from the interviews. Themes were formed by classifying and interpreting the data. In the study, the experiences of pre-service teachers with students, the teaching process, teaching environment, students, and service-based learning process were analysed. The results indicate that pre-service teachers developed their awareness, took social responsibility, attained occupational experience, and improved their communication with the refugees during the Community Service Practices course. Considering the results obtained it could be argued that service-learning practices have significant benefits for pre-service teachers and students.

Issues Surrounding Teachers’ Readiness in Implementing the Competency-Based ‘O’ Level Geography Syllabus 4022 in Zimbabwe

The qualitative study, which involved a multiple case study design, focused on the issues surrounding the readiness of teachers to implement the competency-based O-Level Geography Syllabus 4022 in the Zimbabwe secondary school system. In adopting a multiple case study design, the research sought to solicit the opinions of all Geography teachers in the Kwekwe district of Zimbabwe on their readiness to implement the competency-based O-Level Geography Syllabus 4022. A technique involving an analysis of primary documents published by MoPSE was done, and ten in-depth interviews with Geography teachers drawn from two secondary schools and two Focus Group Discussions (FDGs) from the same schools were adopted to generate data. The study established that the updated O-Level Geography Syllabus 4022 was introduced without enough consideration of the readiness of teachers for its implementation. It also emerged from the study that the breadth and depth of the issues surrounding teacher readiness to implement an updated syllabus require action to be taken from several fronts to ensure that the subject community is ready for its rapid delivery. Finally, the research paper recommends massive advocacy and sensitisation of O-Level Geography teachers who are at the helm of the user system to allow for effective delivery of the O-Level Geography Syllabus 4022 in the secondary school sector in Zimbabwe.

Examination of Some Values in the Book of Dede Korkut in the School Environment: Opinions of High School Principal and Teachers

Dede Korkut Kitabı (Hikâyeleri), İslamiyet öncesi dönemdeki Oğuzların yaşamlarından kesitler sunan epik bir destandır. Dede Korkut Hikâyeleri, eğitim sistemimizde ve Türk eğitim tarihi alanında incelenen ve incelenmesi gereken bir eser özelliği taşımaktadır. Bu araştırmanın amacı, Dede Korkut Hikâyeleri’nde ön plana çıkan bazı değerlerin (istişare, cesaret, sosyal dayanışma ve birliktelik, cömertlik-yardımseverlik ve misafirperverlik, sevgi ve saygı, estetik anlayış) liselerde müdür ve öğretmenler için nasıl bir anlam ifade ettiğini incelemektir. Araştırma, nitel araştırma desenlerinden olgu bilim (fenomenoloji) deseni uygulanarak yürütülmüştür. Araştırmanın çalışma grubunu, Gaziantep ilinin Nizip ilçesindeki liselerde görev yapmakta olan toplam 47 okul yöneticisi ve öğretmen oluşturmaktadır. Araştırma verileri, yarı yapılandırılmış görüşme tekniğiyle yüz yüze toplanmıştır. Toplanan nitel veriler içerik analizine tabi tutularak bulgular elde edilmiştir. Dede Korkut Hikâyeleri’nde geçen ve incelenen değerlerin okul ortamında toplumsal duyarlılığı artırabileceği, birlik ve beraberlik duygularını pekiştirebileceği, öğrencilere liderlik ve girişimcilik özellikleri kazandırabileceği gibi sonuçlara ulaşılmıştır. Dede Korkut Hikâyeleri’nin okul ortamlarında daha iyi anlaşılabilmesine yönelik çeşitli öneriler geliştirilmiştir.

Zalety i wady nauczania zdalnego w czasie pandemii COVID-19 w opinii nauczycieli szkół w województwie wielkopolskim

Distance learning in all types of schools from March 2020 to the beginning of June 2021 (with a short break in September 2020) was forced by the COVID-19 pandemic. Previously, in Poland, this form of teaching was used sporadically, basically only for extra-curricular activities. The vast majority of teachers did not have any experience in this field. The large-scale introduction of new forms of distance learning and knowledge transfer and enforcement methods created a number of challenges and opened up new opportunities. The presented study attempts to identify the advantages and disadvantages of distance learning during the COVID-19 pandemic in the opinion of primary and secondary school teachers in the Wielkopolska region. The analysis was carried out based on empirical material obtained from questionnaires addressed to all teachers from the Wielkopolska region (703 questionnaires were received). The survey results allowed the diagnosis of positive and negative aspects of distance learning. Among advantages, teachers pointed to growing computer competencies and time and money savings due to no need to travel to work. In turn, as disadvantages were demonstrated, the lowering of teaching quality because of the lack of direct contact with pupils and health problems resulting from decreased physical activity and long-term staying at the computer desk. The teachers’ experience in identifying the advantages and disadvantages of distance learning is undoubtedly an excellent and reliable source of information that can be used in the future to improve the distance learning process. The applied approach allowed to obtain representative results, which may transpose into generalizations on the scale of the entire country.

Opinions of Teachers Regarding the Turkish Education of Bilingual Turkish Children in Greece

Turks living in Greece are able to receive education in their mother tongue within the framework of minority rights. The mother tongue education of bilingual children has a significant effect on the development of the other language. The greatest responsibility in this regard lies with teachers. The experiences of the teachers who teach the mother tongue of the Turkish minority in Greece, their in-class activities, identifying problems related to curriculum and the students and finding solutions to these problems are important for the education and future of Turkish children in the region. The aim of this study is to determine the problems encountered in mother tongue education and to offer solutions by seeking the opinions of the teachers who teach Turkish in Greece about the lessons, students, in-class practices, curriculums and textbooks. “Phenomenological design”, a qualitative research method, was used in this study. The sample group consisted of 23 teachers who teach Turkish to Turkish students between the ages of 6-15 in Greece. A semi-structured interview form was used. Descriptive analysis was applied to the data obtained from the interviews.The theme, codes and categories were identified.For this study, the theme was determined as “Turkish Teaching in Greece” and the categories were identified as “Language Skills”, Reflections of Bilingualism”, “Materials – Tools and Instruments for Lessons”, “Classroom Activities which Students Enjoy” and “Problems Related to the Education System”. Findings of the research discussed general problems regarding the education of Turkish students in Greece, the impact of bilingualism, teacher proficiency, lack of materials and minority status.

Teaching Practice Course During the COVID-19 Pandemic in Turkey: From the Perspective of Primary School Mathematics Pre-service Teachers, Practice Teachers, and Practice Instructors

The aim of this study is to evaluate the teaching practice course within the scope of an unusual mathematics course from the perspective of pre-service teachers, practice teachers, and practice instructor. This research was carried out with the help of action research, which is one of the qualitative research patterns. In this research, the researcher is personally involved in the process, and with a qualitative approach, the teaching practice course is aimed to be evaluated by all the people involved in the process (pre-service teacher, practice teacher, practice instructor). The sample of the study consists of eight pre-service teachers, two practice teachers, and one practice instructor. The data of the study were collected during 2 semesters, including the fall and spring semesters of the 2020-2021 academic year. According to the results obtained, practice teachers and the practice instructor generally expressed negative opinions about the teaching practice course being conducted during the pandemic process, while pre-service teachers expressed both positive and negative opinions. When the negative opinions of pre-service teachers, practice teachers, and the practice instructor regarding the teaching practice course were examined, it was seen that negative opinions usually arose depending on the learning environment. In this study, the teaching practice course was evaluated in the dimensions of pre-service teachers, practice teachers, and the practice instructor. Students can also be involved in this process in the next studies.

Qualitative Evaluation of the Science Curriculum Applied in Science and Art Centers (SACs) for Gifted Students in Turkey Within the Framework of the CIPP Approach

This study was conducted using a qualitative approach as it aimed to evaluate the Science and Art Center Science Curriculum (SACSC), which was updated in 2020, within the framework of the context, input, process, and product (CIPP) approach by taking the opinions of science teachers working in Science and Art Centers (SACs) in Turkey. The data were collected according to the qualitative data collection method and a structured interview form was used as a data collection tool. The findings showed that science teachers working in SACs have generally negative views on SACSC based on the context dimension of the CIPP Model, while their views are generally positive based on input, process, and product dimensions. Based on the results of the research, it is recommended to conduct other comparative studies between the SACSC and similar curricula in other countries in order to reveal the relationship between the program components and the needs of children and society.

SINIF ÖĞRETMENLERİNİN SESLİ OKUMAYA YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ

Developing reading skill that is one of the basic language skills in primary school years is important for a student to become a good reader in the following years. When the literature is examined, it can be seen that there are many methods to improve reading skills such as reading comprehension, reading fluency, and reading motivation. Reading aloud is one of these methods. Primary school teachers can read aloud to their students, and students can read aloud in class so that their friends and teachers can hear them. While reading aloud, teachers become a model for their students, stop reading at the appropriate points during reading by making explanations, ask questions, talk about the answers given by their students, and this interactive process can improve students' reading skills. This research aims to reveal the opinions of primary school teachers about reading aloud in the context of both reading aloud to their students and students’ reading aloud, and the types of activities they have done about reading aloud. The study group of the research consists of 452 primary school teachers, 316 of whom are female and 136 of whom are male, working in Ankara and are in different grade levels. Research data were collected through a questionnaire prepared by the researcher. As a result of the analysis of the answers given by the teachers to the questions, it was revealed that the teachers found reading aloud activities essential, and even if they did reading aloud with different methods, they did not performed these activities in a way to contribute to the development of students' reading skills. Keywords: Reading, reading aloud, reading aloud in primary school

Is an Online Creative Drama Lesson Possible? Preschool Prospective Teachers’ Opinions on the Effectiveness of Online Creative Drama Lessons

This study aims to determine the opinions of preschool pre-service teachers on the adequacy of online drama lessons throughout the COVID-19 pandemic. A descriptive survey model of the qualitative research methods was used and online drama lessons were run over a 12-week-period. Participants of the research were 64 pre-school prospective teachers who studied as senior students at a Turkish state university. In order to investigate the online applicability and effectiveness of practice-based drama lessons during this critical COVID-19 pandemic time, lesson planning has been avoided, considering that the elements that should be included in formal drama teaching should also be included in online drama. In the process of data collection, prior to online lesson, objectives and outcomes of online drama practices were designated with senior pre-service teachers in the department of pre-school education at a state university. The three researchers administered online lessons devised in accordance with the determined objectives and outcomes to eighty pre-school students. And they focused on the alignment of the dramatic structure constituents with function and the adequacy of the activities in the preparatory stage for the transition to the dramatization stage. Furthermore, activities in the dramatization stage and evaluation stage were examined in terms of adequacy in meeting the outcomes. Lesson plans were structured with the consideration that elements that are present in the formal drama instruction must be included in online drama practices, as well. Regarding the results obtained in the end of the study, it can be concluded that all the said elements were successfully reflected in the lessons. So, teachers can apply drama processes online in their classes and drama researchers can conduct studies regarding the effects of online drama lesson on different learning stages.

Opinions and evaluations of mathematics teachers on concrete models of their design in the context of positive psychology.

The purpose of this study is to investigate the opinions and evaluations of pre-service mathematics and pre-service primary school teachers regarding the concrete models of their design during the COVID-19 Pandemic in the context of positive psychology. In this study, a mixed research method, in which quantitative and qualitative research methods are used together was used. The participant group of the study consists of 441 pre-service mathematics and pre-service primary school teachers studying at universities. For the conduct of the qualitative research, 44 pre-service teachers were selected using the purposive sampling method. “Mathematics Teaching Practices Enriched with Concrete Models Perception Scale” developed by the researchers was used to collect the quantitative data to reveal the opinions of teachers regarding mathematics teaching practices enriched with concrete models. In this study, open-ended questions were used to obtain qualitative data, and the data were evaluated with content analysis. According to the results of the study, it was determined that the majority of the pre-service teachers had positive perceptions of concrete models. Pre-service teachers argued that they would use concrete models in their professional lives and that these models were indispensable for mathematics education. In addition, advantages and disadvantages for mathematics educators regarding the use of concrete models are presented.

PRESCHOOL EDUCATORS’ OPINIONS AND PRACTICES DURING THE IMPLEMENTATION OF EMERGENCY REMOTE TEACHING DUE TO THE PANDEMIC OF COVID-19

One of the consequences of the pandemic of Covid-19 was the closure of schools, forcing the implementation of education online. The present research project focuses on Greek preschool education and aims to analyze the actions, practices, and opinions of preschool education teachers during the Emergency Remote Teaching (ERT) in the school years 2019-2021. Moreover, the present study aims to compare the consecutive school closures and highlight their similarities and differences concerning the implementation of the ERT in Greek preschool education. The research project is taking into consideration multiple variables of the preschool teachers’ experience, such as the educational practices, partnership with parents, received support, perceived pros, and cons, suggestions for improvement of the ERT, as well as the attitudes and opinions on ERT and how it affected traditional teaching and the potential future complementary use of distance learning in kindergarten. The research was conducted with qualitative means.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0555/a.php" alt="Hit counter" /></p>

Examination of the Opinions of Pre-School Teachers Regarding the COVID-19 Pandemic Period's Reflection of Pre-School Education

In this study, it was aimed to examine the opinions of preschool teachers about the distance education process in preschool education in the COVID-19 pandemic. The research is designed as a case study, one of the qualitative research designs. The working group consists of 22 preschool teachers. A semi-structured interview form was used as a data collection tool. The data obtained in the research were examined separately by the two researchers and content analysis was carried out. Miles and Huberman's formula was used to calculate reliability among researchers and the harmony was found to be 86. When the views of the preschool teachers who participated in the study are investigated, it is seen that the teachers carried out distance education activities through "the use of technology and the cooperation of the family" during the COVID-19 pandemic. During this process, teachers stated that they had problems with "children, families, participation and technology". It is seen that there are teachers who use different methods and techniques when preparing daily plans, as well as teachers who cannot perform activities that support social development. All preschool teachers participating in the research think that the COVID-19 pandemic process has negative effects on children such as social-emotional development, physical and psychological violence in the family environment. In distance education, it is seen that families support children especially in "preparing a learning environment". Teachers expressed that the COVID-19 pandemic process leads to a different experience in their professional development and that they use new methods and techniques.

Principal and Vice Principal Selection Model Based on the Opinions of Principals and Teachers: Problems and Solution

Araştırma, 5 Şubat 2021 tarihinde resmî gazetede yayınlanarak yürürlüğe giren Millî Eğitim Bakanlığına bağlı eğitim kurumlarına yönetici seçme ve görevlendirme yönetmeliğini tartışmaya açmayı amaçlamıştır. Araştırma ile Millî Eğitim Bakanlığına bağlı ortaöğretim kurumlarına (ortaokul, lise) yönetici seçme ve görevlendirme yöntemiyle ilgili mevcut durum tespit edilip, veriler doğrultusunda bir model önerisi sunulmuştur. Nicel araştırma yöntemlerinden betimsel tarama ve anket uygulaması modelinde tasarlanan araştırmada, random usulüyle seçilen 351 katılımcı araştırma örneklemine alınmıştır. Araştırmanın verileri İstanbul ili Bahçelievler, Esenler, Güngören ve Şişli’de bulunan ortaöğretim kurumları eğitim yöneticisi, okul yöneticisi ve öğretmenlerden elde edilmiştir. Çalışmada katılımcıların cinsiyetlerinin yöneticilik yapma tutumu ve yönetici becerileri ve yetkinlik düzeyleri üzerinde etkili olduğu tespit edilmiştir. Kadın katılımcıların yönetici olmak için bireylerin daha üst düzey beceri ve yetkilere sahip olması gerektiğini düşünmektedir. Mesleki kıdem düzeylerine göre yöneticilik yapma tutumu, yönetici atama kriteri, yönetici becerileri ve yetkinlik düzeylerinin farklılık gösterdiği saptanmıştır. Araştırma mesleki kıdemin artmasının yöneticilik yapma isteğini azalttığını ortaya koymuştur. Çalışma katılımcıların yöneticilik yapma tutumları arttığında, yönetici beceri ve yeterlilik kriterlerinin de artış göstereceğini ortaya koymuştur. Araştırma ile yönetici adaylarının iletişim becerilerinin ölçüleceği mülakat sınavlarının gerekli olduğu ve niteliğinin arttırılması gerektiği sonucuna varılmıştır. Çalışma sonuçlarından hareketle politika belirleyiciler için uygulamaya dönük bir model önerisi sunulmuştur.

Opinions of Social Studies Teachers on Educational Films in Solving Classroom Problems

Bu çalışma eğitim içerikli filmlerin sosyal bilgiler öğretmenlerinin sınıf içi uygulamalarına etkisini ortaya koymak için yapılmıştır. Çalışmada nitel araştırma yöntemi kullanılmış; durum çalışması şeklinde desenlenmiştir. Araştırmada katılımcı grup sosyo-ekonomik farklılıklardan kaynaklı sınıf içi sorunların çözümünde eğitim içerikli filmlerden en az birini izleyen sosyal bilgiler öğretmenleridir. Bu amaçla İzmir ilindeki ortaokullarda görev yapan sosyal bilgiler öğretmenlerinden veri toplanmıştır. Veri toplama sürecinde araştırmaya katılan dokuz öğretmenin tamamının “Özgürlük Yazarları” filmini izlediği ortaya çıkmıştır. Bu nedenle yarı yapılandırılmış görüşme formu bu filme göre düzenlenerek veri toplanmıştır. Toplanan veriler içerik analizi yöntemiyle analiz edilmiştir. İzlenen filmin, öğrencilerin gelişimini destekleyen bir yaklaşım geliştirme ve öğrenciyle iletişim kurma boyutunda öğretmenlik mesleğine katkı sağladığı görülmüştür. Sınıf içi sorunların çözümünde film, değer ve beceri öğretimi alanında öğretmenleri motive etmiştir. Ayrıca filmi izleyen öğretmenler öğrencilerin dezavantajlarının göz önüne alınarak eğitim sürecinin yapılandırılma konusunda da filmden etkilenmiştir. Filmin akılda kalıcı sahnelerinin içeriği ise öğrenciyi kazanma ve öğretmen niteliklerine ilişkin sahnelerdir.

Examining the Opinions and Usage Levels of Teachers Working in Secondary Education Institutions Related to Education Information Network

Bu araştırmanın amacı, ortaöğretim kurumlarında görev yapan öğretmenlerin Eğitim Bilişim Ağına (EBA) ilişkin görüşlerini ve kullanım düzeylerini belirlemeyi amaçlamaktadır. Araştırma, tarama modeli kullanılarak altı okulda görev yapan 195 ortaöğretim öğretmeninin katılımı ile gerçekleştirilmiştir. Araştırmanın verileri, Öğretmenlerin EBA’ya Katılım Düzeyi ve EBA Hakkındaki Görüşleri Anketi kullanılarak toplanmıştır. Araştırma sonuçlarına genel olarak bakıldığında öğretmenlerin EBA’ya ilişkin görüşlerinin olumsuz olmasa da üst düzeyde olumlu olduğu da söylenememektedir. Çünkü öğretmenler EBA’ya ilişkin öğrenmeyi destekleme, derslerin öğretim programına uygunluk ve farklı öğrenme stillerine sahip öğrencilere hitap etme bakımından olumlu görüşe sahipken dersleri için EBA içerikleri, okul internet altyapısı ve öğretmede karşılaşılabilecek güçlükleri telafi etme bakımından olumsuz görüşe sahiptirler. Ayrıca EBA’yı kullanırken öğretmenler öğrencileri araştırmaya yönlendirme, derslerde video, animasyon, simülasyon ve diğer görsellerden yararlanma imkânlarını yüksek düzeyde kullanırken EBA’daki sorulardan yararlanma, EBA’da içerik ve kaynak paylaşma imkânlarını düşük düzeyde kullanmaktadırlar. Bu sonuçlar doğrultusunda EBA içerikleri zenginleştirilmeli, okulların internet altyapısı iyileştirilmeli ve öğretmenlerin EBA kullanımları teşvik edilmelidir.

Examination of Technology Leadership Competencies of School Managers in The Process of Distance Education According to Teacher's Opinions

Bu araştırmanın amacı, 2019 yılında ülkemizde etkileri görülmeye başlamış olan COVID-19 pandemisinden dolayı uygulanan uzaktan eğitim sürecinde okul yöneticilerinin teknoloji liderliği yeterliklerine ilişkin öğretmen görüşlerini incelemektir. Araştırmada nitel araştırma yöntemlerinden olgubilim yaklaşımı tercih edilmiş, görüşme tekniğinden faydalanılmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim öğretim yılında Artvin ili Merkez ilçesindeki ana sınıfı, ortaokul ve liselerde görev yapan ve rastgele seçilen 16 öğretmen oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacı tarafından önceden hazırlanmış 7 sorunun bulunduğu yarı yapılandırılmış gözlem formu kullanılmıştır. Veriler araştırmacı tarafından pandemi koşullarına uygun bir ortamda öğretmenlerle yüz yüze görüşmelerle toplanmıştır. Verilerin analizinde, nitel araştırma yöntemlerinden içerik analizi tekniği kullanılmıştır. Araştırmanın bulguları uzaktan eğitim sürecinde okul müdürlerinin teknoloji liderliği yeterliklerine ait öğretmen görüşlerinden oluşmaktadır. Bu görüşler; alınan önlemler, mesleki gelişimi desteklemek, zaman yönetimi, öğretmenlerin görev ve sorumlukları, yöneticilerin teknoloji liderliği yeterlikleri, değişkenler bazında teknoloji liderliği rolü, öğrencinin derse devam takibi olmak üzere 7 alt temada kümelenmiştir. Araştırmanın sonucuna göre, okul müdürlerinin COVID-19 sürecinde sergiledikleri teknoloji liderliği davranışları öğretmenler tarafından yetersiz bulunmuştur.

Perspectives on the Effectiveness of Madrid’s Regional Bilingual Programme: Exploring the Correlation between English Proficiency Level and Pre-Service Teachers’ Beliefs

This study aims to examine the opinions of prospective pre-primary and primary teachers about Madrid’s regional Bilingual Programme in Spain, assessing the correlations between their self-perceived level of English and their positioning concerning the effectiveness of the regional programme. Although there is a growing body of research in the field of education on how CLIL (Content and Language Integrated Learning) provisions impact in-service teachers’ attitudes concerning bilingual education, there is a dearth of literature on the way student teachers depict the teaching reality. Thus, this paper explores pre-service teachers’ beliefs towards the Bilingual Programme via an ad hoc questionnaire, administered to a non-probabilistic sample of 170 undergraduate students at the Universidad Autónoma de Madrid. The data collected were explored using Chi-square and Somers’ D tests. The results show that the self-perceived English level, greatly determined by prior bilingual schooling, has a strong influence on their perceptions about the Bilingual Programme. The findings also indicate that, although the learning experience at the pre-primary stage is valued positively by students, the acquisition of curricular contents in primary education is seen as negatively affected due to English medium instruction.

Construction and Validation of Evaluation Instruments for Science Learning Programs Based on Context, Input, Process, And Product (CIPP) Models

This study aims to develop an evaluation instrument for science learning program in junior high schools based on the CIPP (Context, Input, Process, Product) evaluation model. This research uses the exploratory sequential mix method for instrument development. The qualitative stage was carried out through in-depth interviews with five principals and ten teachers. The qualitative stage aims to analyze needs in the field and explore the opinions of school principals and teachers regarding the evaluation of science learning programs. Researchers distributed instruments to 112 participants for the quantitative stage of the validation test. The instrument was validated in three stages. The first stage is the face validity test, the second stage is the Exploratory Factor Analysis (EFA) test, and the last stage is the Confirmatory Factor Analysis (CFA) test. The results of face validity conducted with two experts stated that each indicator developed had followed the flow of the Context, Input, Process, and Product (CIPP) model. Exploratory Factor Analysis Test Based on scree plot data, it was found that there was a fault after the four components, and the researcher decided to take four elements with a total variance of 50.95%. The confirmatory Factor Analysis (CFA) test showed that from 47 items, only 35 items were declared valid. This research has positive implications for the practice of integrated science learning at the junior high school level in Indonesia. Principals and teachers can use this CIPP-based evaluation instrument to evaluate the effectiveness of the integrated science learning process that has been carried out so far

Training teachers in science subjects through STEAM technologies

The trainings given to produce from learning methods and techniques to problem-solving provide permanence in learning. There is a need for regulations so that they can develop the necessary knowledge and skills regarding science, technology, engineering, arts and mathematics (STEAM) education and increase the STEAM workforce in the country. In order for the education to be supported by technology, the teachers who provide education should have the qualification for these technologies. In this study, it is aimed to determine the opinions of prospective teachers studying in the science department, who are important stakeholders of the learning–teaching process, about STEAM education, which attracts great attention in the world. It is a prerequisite for this study for them to have taken the STEAM application in their courses. It is thought that this study, which deals with an up-to-date teaching approach, will be important for programme developers and science educators and to determine the opinions of prospective teachers who will give education in the future about this technology. The study is a case study from the qualitative research method design. For the research data, open-ended questions were prepared by the researchers, after obtaining expert opinions. The study group of the research consisted of 45 senior students studying science teaching at a private university. As a result of the research, it was concluded that the STEAM application was effective in teaching. It was stated that positive gains were achieved in students with the inclusion of art in the science, technology, engineering and mathematic activity. It was concluded that some preparations should be made before and during the implementation of the STEAM activity.
 
 Keywords: Technology, STEAM education, science, pre-service teacher, teaching;
 

The importance of game technology in primary education

The importance of gamification in education is supported by the studies conducted. It is very important to teach our students to use technology effectively during the trainings. Technology is just as important in teaching one to use it in the right direction. This study aimed to determine the current situation in the research process and the opinions of teachers and students in its implementation. The main purpose of the research is to determine the importance of game technology in primary schools affiliated to the state institution. In order to achieve the purpose of this study, interviews were conducted with 32 students and 4 teachers. The universe was selected on a voluntary basis. Research questions were created by taking the expert opinions from the researcher. The findings obtained from the research were explained using the content analysis method by thematisation. It has been concluded that students and teachers have positive opinions about game technology. It has been concluded that they want to use game technology in all courses. They noted that students and teachers sometimes have problems caused by a lack of information in a negative way. In this case, it can be corrected with in-service trainings being given.
 
 Keywords: Technology, learning, elementary school, student, teacher, game technology;