Out Of Class Activities Research Articles

Teachers’ Perceptıons of Their Technological Competence in Learning and Teaching Process

This study determines Turkish in-service teachers’ perceptions of their technological competence in learning and teaching process. In the study, case study method was employed. The participants of the study consisted of 23 in-service teachers working in Turkey during 2019-2020 academic year. The questionnaire technique was used in obtaining the data. For this purpose, six open-ended questions were prepared. In the analysis of the data, content analysis was employed. The findings of the study showed that most of the teachers use technology in preparing the course content and presenting it to the students, for in-class and out-of class activities. It was also obtained that most of the teachers feel inadequate in using technology in education. Lastly, teachers indicated that online systems used during pandemic process enabled the continuity of education, provided opportunity for teachers to improve themselves, increased family support and provided flexibility.

PEMBINAAN NILAI-NILAI PENDIDIKAN MULTIKULTURAL DI SDN 54 ANAK AIR, PADANG

This study describes how to foster multicultural education values at SDN 54 Anak Air. The type of research used is qualitative research with a descriptive approach. Research data were collected through observation, interviews and documentation studies. Data analysis was carried out by reducing data, presenting data and drawing conclusions. Test the validity of the data is done by triangulation of data sources. The research findings show that the interaction of students from different cultures in grades one, two and three tends to be awkward and closed. Meanwhile, the interaction at the further grade level is very intimate and tends to be open. The interaction of students with students from different cultures has shown an appreciation for cultural differences. So that in the interaction the values of multicultural education have been built, namely the value of tolerance and the value of equality. The interaction of teachers with students of different cultures shows the development of the values of multicultural education, namely the value of tolerance, democracy, the value of equality and the value of justice. Activities held at SDN 54 Anak Air both in-class and out-ofclass activities at SDN 54 Anak Air have included the values of multicultural education. The understanding of the teachers at SDN 54 Anak Air towards multicultural education is theoretically still lacking, however in their actions and treating students of different cultures it contains the values of multicultural education.

Out of Class Language Learning Environments and Experiences Used by Learners of Turkish as a Foreign Language

In this study, learning environments and experiences used by Turkish learners (learners of Turkish) as a foreign language in listening, speaking, reading and writing processes were investigated. For this reason, out of class language learning environments and experiences used by 98 foreign students who completed their Turkish education in Eskisehir Osmangazi University Turkish Teaching, Application and Research Center (ESOGU TOMER) were described with respect to the variable of geographical location. In this study, a case study format based on the qualitative research approach is used. A focus group interview is used to determine the language learning environments and experiences of the learners and the data were explained through descriptive analysis. Data from the result of the descriptive analysis show that out of class language learning environments and experiences of the learners do not differ according to the variable of geographical region; it is determined that out of class language learning environments and experiences activities vary according to individual differences. It is obtained that out of class activities change according to individual differences. To improve their language skills they used TV series, movies, music, and communicating with Turks. They prefer to use social media for their writing skills. Out of the lessons, not much was done by the learners in terms of reading.

English

The aim of this study is to find out young Turkish students’ opinions about living thing concept in detail and to investigate the criteria used by the students to define this concept. The study sample consisted of randomly selected 140 students studying at the 3rd, 4th and 5th grades in four different primary and middle schools located in the western part of Turkey. The data of the study were collected with the help of “Living Thing Conception Questionnaire” which was adapted from Rolland (1994) and developed by the researchers. Qualitative methods were utilized in data analysis. As a result, of the analysis, it appeared was seen that the students tended to explain the concept of living things via anthropomorphism and a number of misconceptions were determined in at this respect. These misconceptions could be It is thought that those results can be originated from Turkish cultural structure and formal education system. In order to correct remove such misconceptions, teachers should consider them during teaching process and teaching/learning process should be supported with appropriate activities such as out of class activities. Thus, the misconceptions of the students related to living things with anthropomorphic roots can be overcome. Key words: Living thing conception, misconception, anthropomorphism.

Development of PE classes applying flipped learning strategies: Based on sportscasting model

Purpose The purpose of this study was (1) to develop and to apply flipped learning strategies in Physical Education(PE) classes based on Sportscasting Model and (2) to examine the responses of students after PE lesson. Methods Participants were 10<sup>th</sup> high school students(N=216, male=115, female=101) in high school. Instruction strategies of flipped learning was developed after theoretical investigation, and the unit plans for curling and instructional materials were developed and applied. Open-ended questionnaires and in-depth interviews were used to collect the data. Qualitative content analysis combined with of structures in lesson was used to analyze the data. Results Results showed that (1) 11 instruction strategies of flipped learning were developed, (2) and the unit plan combining out-of class activities and in-class activities organically based on Sportscasting Model and instructional materials for unit of curling were developed and applied. In step of sportscasting, forcing relationship method-sportscasting based on the survey of students was developed and applied. (3) And 31 factors of Sportscasting Model and 15 factors of flipped learning were drawn from the analysis of questionnaires and interviews. Conclusion And to conclude, this research has a value of early study to develop and apply instruction strategies of flipped learning, the unit plan and instructional materials for combining Sportscasting Model with flipped learning organically. Discussions were provided in terms of the development of flipped learning applied in PE classes and responses of students.

An Empirical Evaluation of Forensic Accounting Education in Nigeria Tertiary Institutions

Fraud and corruption are gargantuan twin brothers that have limited the growth and infrastructure development of many nations and led many firms to the road of bankruptcy. Detecting fraud has become a high priority in the accounting profession and the failure of statutory audit to detect, prevent and reduce misappropriation of corporate fund give rise to the profile and need of forensic accounting in Nigeria. Accounting programs around the world have been revising their curricula to include courses in “fraud/forensic” accounting. This study examined the prospects and challenges of fraud and forensic accounting integration into curriculum in Nigeria tertiary institutions. The study thus involves (i) determining if inclusion of forensic accounting as a course to the existing accounting/auditing course will increase student expertise and (ii) examining the effect of administrative support in developing and integrating fraud/forensic accounting into existing accounting curriculum. To achieve this, a total of 160 copies of questionnaire were distributed among selected stakeholders in accounting education (such as, school administrators, accounting faculty members and students within the selected tertiary institutions in Nigeria). In addition, survey research method was used to obtain primary data that were collated, analyzed, summarized and interpreted accordingly, with the aid of statistical tools such as percentile average, frequency distribution and Chi-square. The study revealed that most respondents prefer fraud and forensic accounting (FFA) to be integrated into existing accounting curriculum by offering a separate FFA courses. Also, findings from the study confirmed that inclusion of forensic accounting as a course will increase student expertise, skepticism and fraud judgement. Based on the findings of this study, further study should be carried out in the process of teaching and learning how fraud and forensics accounting can be integrated. Moving away from lecture and move toward teaching approaches conveying critical skills such as, cases that teach dealing with uncertainty, analytical skills, ethical reasoning, and oral and written communication. Also, faculty must have consulting, internship, residency, or other real-world experiences that allow them to understand the changes taking place. Educators should use creative ways to involve business professionals in the educational process, and to exploit the potential of out-of class activities, such as internships and service-learning assignments.

Out of class—out of mind? The use of a virtual learning environment to encourage student engagement in out of class activities

AbstractWith increasing student numbers and a diverse student body, it is crucial to consider a range of methods to engage students in learning and teaching activities. This project was used to encourage 1st‐year undergraduate students to engage in out of class activities between taught sessions. The project used a virtual learning environment (VLE) known as Wolverhampton Online Learning Framework (WOLF) to encourage collaborative working within learning sets. The central aim was to investigate the potential to improve communication and mutual support between students and also to encourage students to make links between taught sessions. They were given weekly tasks that needed to be completed within their learning sets and they then posted the work in folders within WOLF by a set time. This allowed for timely feedback from the tutor and it facilitated sharing of resources across the sets. The final element involved students using their new knowledge to peer‐teach the whole group in short presentations at the beginning of the next taught session. Feedback was collected in three ways, including focus groups, module feedback forms and a short questionnaire about the use of the VLE. Overall, the students' feedback was positive and they commented on gaining a number of skills including, using technology, group working and presentations. In addition to this, the overall pass rate for the module was higher and the average student grade had also increased.

Nepamokinė veikla kaip sutrikusio regėjimo paauglių socialinių įgūdžių ugdymo veiksnys

Lektorė, socialinių mokslų (edukologija) daktarėMykolo Romerio universitetoSocialinio darbo katedraAteities g. 20, LT-08303 VilniusEl. paštas: ritara@takas.lt Iškeliama regėjimo neįgalumą turinčių paauglių socialinių įgūdžių ugdymo problema, kaip svarbi asmens socialinės integracijos į visuomenę sąlyga. Straipsnyje svarbiausias dėmesys skiriamas nepamokinei veiklai, kaip svarbiam pedagoginiam veiksniui, determinuojančiam socialinių įgūdžių raidą. To siekiant atskleidžiamas veiklos tikslingumo, asmeninio ir socialinio reikšmingo savarankiškumo ir santykių humaniškumo ryšys su socialiniais įgūdžiais (intrapersonaliniais, interpersonaliniais bei veiklos ir bendradarbiavimo). Nemažai vietos straipsnyje skiriama sutrikusio regėjimo paauglių nepamokinės veiklos ypatumams atskleisti.

Protocols and Guidelines for Health Promoting Schools

Schools make a substantial contribution to a student's health and well-being. It is much more than health classes in the curriculum. The way the school is organised and conducted has an impact. So too, do the various out of class activities that schools undertake. There are many factors that contribute to how a school can enhance the health and well being of its students. A considerable body of evidence has emerged in the last twenty years to inform governments, schools, Non Government Organisations (NGO's), teachers, parents and students about effective school health programmes. School programmes that are integrated, holistic and strategic appear to produce better health and education outcomes than those which are mainly information based and implemented only in the classroom. The Health Promoting School (HPS) is an internationally accepted approach to addressing school health. In some parts of the world it is called Co-ordinated School Health. The HPS approach is strategic and involves all those key components which impact on a student's health and well being. If HPS are planned and implemented wisely and thoroughly, then students will gain considerable benefits whilst at school, and more importantly in their future adult lives. The following Protocols and Guidelines for Health Promoting Schools have been produced by analysing research and evaluation evidence. Also examined were those quality practices and initiatives of international organisations such as the World Health Organization (WHO), the US Centers for Disease Control and Prevention (CDC), the International Union for Health Promotion and Education (IUHPE) and others. Those factors which contribute significantly to the design, implementation, and evaluation and monitoring of HPS, have been summarised. These evidence based Protocols and Guidelines are presented in the following format to assist governments, schools, NGO's, and other interested groups and individuals to be more effective and strategic in their efforts to enhance school health programmes.

Incorporating Problem-Based Experiential Teaching in the Agriculture Curriculum

There is an urgent need for students in agriculture and natural resource management to develop competencies to solve problems in multiple-goal situations. Useful materials for problem-based experiential teaching are being incorporated into curricula and courses at agricultural universities worldwide. A forestry and an agronomy course at Iowa State University have incorporated problem-based team projects on real-world situations as a means of providing students with integrative and meaningful experiential learning. Teams pick their own problems, identify the subject matter competencies required to confront the problems, decide on team membership based on these competencies, and spend a significant portion of a semester in out-ofclass activities researching their problems and developing recommendations to confront the problems. Teams present their recommendations before an audience composed of class members and/or clients for whom they have developed their analyses and recommendations. Grades are assigned in a way that recognizes both the effectiveness of a team in meeting its assignment and the contribution of each individual to team activities. Student evaluations of these courses indicate that students recognize the integrative nature of the problem-based team activities and appreciate the practical value of this teaching approach.