Primary School Teaching Program Research Articles

Determination of the Nutritional Habits of the Primary Teacher Candidates for the Game and Physical Activities Teaching Course

Today, countries implement policies and programs for childhood obesity. However, the effect of classroom teachers in preventing obesity is in a position to be a role model for students. Therefore, the awareness of the pre-service classroom teachers about nutrition and their nutritional behaviors have an important place on the students. On the other hand, a regular and correct nutrition behavior that the teacher candidates who are trained in the primary school teaching program will receive can gain this behavior to the students they will teach. In addition, there is a balanced and regular eating habit in the physical activity and nutrition section of the Physical Education and Play Lesson Curriculum in primary schools. In this study, it was aimed to examine the dietary habits of primary school teacher candidates. For this purpose, the questionnaire revealing the eating habits was applied to the primary school teacher candidates. In the analysis of the data, percentage and frequency tests were performed with the SPSS program. In the research results; it was discovered that most of the primary school teacher candidates did not receive nutrition education, did not have alcohol and smoking habits, and did not engage in any sports activities. It has been stated that almost all of the primary school teacher candidates have the habit of breakfast, but they skip meals, and the most skipped meal is lunch. They stated that the reason for skipping meals was that they did not have the opportunity. It was seen that the majority of the participants consume less than two liters of water per day and less than five cups of tea/coffee per day. As a result of the study, it was determined that the primary school teacher candidates’ nutritional habits and knowledge levels were deficient.

A Multi-Directional Assessment Related to E-Sports as A New Game Experience Field and Socialising Tool

The aim of the research is to examine e-sports as a new game experience and socialization tool from a multidimensional perspective. The case study model, one of the qualitative research methods, was used in the study. The working group of this research consists of 22 teacher candidates studying at İnönü University, Faculty of Education, Department of Primary Education, Primary School Teaching Program in the 2020-2021 academic year. A total of 22 students, 10 males and 12 females, participated in the study. The students were determined by sampling criteria, one of the purposeful sampling methods, among those who have experience in e-sports. Data were collected with a semi-structured interview form developed by the researchers. While creating the form, support was received from 3 field experts. The interview form consisting of 4 open-ended questions prepared by the researcher was used for data collection in this study. The data collected in this study were analyzed by content analysis. According to the findings of the research, it was determined that the teacher candidates define e-sports as online participation-based digital games that require more internet use. While some of the teacher candidates' expressed the view that e-sports socialized, others argued that digital games cause screen addiction and disconnect the individual from sociality.

Rethinking Principles of School Mathematics during the COVID-19 Pandemic: A Multiple-Case Study on Higher Education Courses Related to Teaching Mathematics

The study was carried out with prospective teachers (PTs) in Primary School Teaching Program in a private university (n=43) and Middle School Mathematics Teaching program in a public university (n=46). In this paper, multiple-case study was adopted to explore PTs’ opinions and to reveal the differences between two universities in terms of taking a mathematics education course through online teaching when the COVID-19 pandemic was very first appeared. The content of the course was based on the principles of school mathematics which were put forth by National Council of Teachers of Mathematics [NCTM]. Hence, the principles were used as the themes in the data analysis. For this purpose, a survey was used to explore the advantages and the challenges faced in online teaching from the PTs’ perspective. The analysis of the data showed that the PTs at both universities had both positive and opposing views towards online mathematics education course as mandated by the pandemic. Besides, the technology principle in NCTM was found to be a principle in which the other principles were organized and applied according to it. PTs’ reflections on the learning and teaching principles in practice were at the forefront. The reflections regarding the assessment and the equity principle were not among the principles that were frequently mentioned. Discussion on and suggestions for overcoming the challenges were elaborated on.

Pre-Service Primary Teachers’ Opinions on Team-Games-Tournaments

The aim of this study is to determine pre-service primary teachers’ opinions regarding the implementation of teams-games-tournaments (TGT). For this purpose, the action research method, which is one of the qualitative research methods, was employed. The study group in the research consisted of 30 students who attended Artvin Çoruh University College of Education Elementary Education Department Primary School Teaching Program. Qualitative data was collected by interview forms with open-ended questions. With the answers the participants gave to the interview questions, they shared their opinions about advantages and disadvantages of the method and their suggestions about using the method in their future classes. Participants found positive interdependence and learning in heterogeneous groups, which are among the common features of cooperative learning, useful and necessary. Participants also stated the features of causing noise, making classroom management more difficult, sharing responsibility and rewards unfairly, and difficulty of implementing the method in crowded classes as disadvantages of the method.

Primary School Teacher Candidates' Experiences Regarding Problem-Based Stem Applications

Bu araştırmada, sınıf öğretmenliği programında eğitim gören öğretmen adaylarının Fen ve Teknoloji Öğretimi I dersinde gerçekleştirilen probleme dayalı Stem uygulamasını nasıl deneyimledikleri ve süreç içinde hangi becerileri işe koştuklarının ortaya konulması amaçlanmıştır. Araştırma nitel araştırma yaklaşımlarından durum çalışması ile gerçekleştirilmiştir. Bu araştırmada amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Bu kapsamda bir üniversitenin eğitim fakültesinde sınıf öğretmenliği programında üçüncü sınıfında öğrenim gören ve Fen ve Teknoloji öğretimi dersini alan 41 sınıf öğretmeni adayı katılmıştır. Araştırmanın verileri, yarı yapılandırılmış görüşme ve gözlem yolu ile toplanmıştır. Araştırmada verilerin çözümlenmesinde betimsel analiz tekniği kullanılmıştır. Sınıf öğretmeni adaylarının Fen ve Teknoloji Öğretimi I dersi kapsamında yaptıkları STEM etkinliği ile ilgili gerçekleştirilen görüşmeler ve kaydedilen videolardan ulaşılan veriler, “Sınıf Öğretmeni Adaylarının STEM Uygulama Sürecinde Yaptıkları Çalışmalar”, “STEM Uygulama Sürecinde Sınıf Öğretmeni Adaylarının İşe Koştukları Beceriler ve Duyuşsal Özellikler”, “STEM Uygulama Sürecine İlişkin Sınıf Öğretmeni Adaylarının Görüşleri” temaları altında bulgular biçiminde sunulmuştur. Araştırma sonucunda, öğretmen adaylarının gerçek yaşam bağlamında sunulan bir mühendislik tasarım görevi kapsamında gerek mühendislik tasarım basamaklarını takip ettiklerini gerekse de disiplinler arası becerileri kullandıkları görülmüştür.

Flipped Classroom Experiences of Preservice Teachers: Implications from a Mathematics Course

The purpose of this research was to analyze the process of teaching mathematics through the flipped classroom model based on preservice teacher opinions. The study group consisted of 16 preservice teachers from a primary school teaching program at a state university in Turkey who agreed to participate voluntarily. The research was designed as a practical action research study. After the five-week implementation period, two separate focus group discussions occurred with the volunteer preservice teachers. Consequently, in addition to the positive contribution to learner responsibility made by the flipped classroom, it was also observed that the in-class teamwork processes contributed to make the mathematics course entertaining. Moreover, peer learning was implemented, and the sense of belonging made a positive contribution to academic achievement in a teamwork process. In addition, preservice teachers started to see the academician as a role model at the end of the implementation process; this was a valuable result in terms of pedagogical contribution. Further research, gamification are used or environments enriched with virtual reality applications can be performed.

Sınıf Öğretmeni Adaylarının Kesir ve Kesir Öğretim Bilgilerinin İncelenmesi

Bu çalışmanın amacı sınıf öğretmeni adaylarının ke-sir ve kesir öğretim bilgileri nasıldır sorusuna yanıt aramaktır. Çalışma bir devlet üniversitesinin Sınıf Öğretmenliği Progra-mına devam eden 7 son sınıf öğrencisiyle yürütülmüştür. Ça-lışmanın verileri Kesir öğretim bilgisi soruları (KÖBS) ile toplanmıştır. KÖBS; iki çoktan seçmeli, bir eşleştirme ve beş açık uçlu sorudan oluşmakta olup, toplamda ikişer şıklı sekiz soruyu içermektedir. Sorular; kesir bilgisi, kesirlerle işlemler ve öğrenci hataları giderilmesi, kesirlerde karşılaştırmanın öğretimi ve olası öğrenci düşüncelerinin tahmini, kesir işlemle-ri ile ilgili problem kurma ve çözümü modelleme konularını kapsamaktadır. Soruların hazırlanmasında mevcut literatür taranmış ve soruların çoğunluğu benzer çalışmalarda kullanı-lan problemlerin uyarlanmasından oluşturulmuştur. Veri toplama aracından elde edilen veriler nitel veri olup; analizinde betimsel analiz ve içerik analizi yaklaşımı kullanılmıştır. Elde edilen verilerin analizinden; öğretmen adaylarının kesirlerle işlemler ve problem kurma, kesrin farklı anlamları, işlemsel ve kavramsal sorulara uygun yanıtlar verebilme, öğrencilerin kesirler konusundaki muhtemel düşüncelerini tahmin edebilme noktasında sıkıntılar yaşadığı sonuçlarına ulaşılmıştır.

Views of teacher candidates about slowmation: Biology units sample

The purpose of this study was to discover the views of teacher candidates on the use of Slowmation in education. Fifty-one students from the Primary School Teaching Program took part in the study. An explanatory approach to the combined method, which enables both quantitative and qualitative research, was used in the study. In order to collect the quantitative data, the teacher candidates were surveyed using the Slowmation Opinion Scale. For the collection of the qualitative data, six of the teacher candidates were asked semi-structured questions during a focus group interview. The teacher candidates prepared slowmations devoted to elementary 4th and 5th grade biology subjects. The prepared slowmations were presented and the survey was carried out. In light of the data obtained, a focus group interview was conducted and the data compiled from the scale was expanded. According to the data, the student teachers defined the slowmations as enjoyable, rewarding, educational, creative, informative and stimulating. According to the qualitative data, on the other hand, they remarked that slowmations should be used in accordance with course requirements and would be more effective when implemented on groups of younger learners. They also stated that preparing slowmations had been difficult initially, particularly in the designing of the subject to be presented.

An Investigation of Mathematics Anxiety of Primary School Teachers

The purpose of this study is to determine the level of mathematics anxiety in primary school teachers in Turkey and to investigate the influence of a number of variables over the anxiety level. 559 teachers were participated in the study. In this study, mathematics Anxiety Scale Intended for Teachers and Candidate Teachers (MKO-O) was used as the data collection tool. For data analysis, t test, analysis of variance (ANOVA), and Tukey test were applied. According to the research results, we have found that total anxiety scores for teachers were at the “I am anxious a little” level. Also, there was a significant difference between teachers’ anxiety level and gender variable, and female teachers’ anxiety levels were found to be higher than male teachers. Additionally, teachers’ anxiety levels decreased as their age and tenure increased. According to the variable of the program of study, the anxiety levels of teachers who graduated from primary school teaching program were lower than the graduated teachers from other programs. Moreover, it is found that the anxiety levels of mathematics teachers who like their job were lower than those who do not like their job.

SINIF ÖĞRETMENİ ADAYLARININ BAKIŞ AÇISINDAN "HOŞGÖRÜ DEĞERİ"

The purpose of this study is to understand the view points of primary school teacher candidates about tolerance value. The study group was comprised of 14 senior pre-service teachers who study Primary School Teaching Program at the Faculty of Education of a state university. The data for the study were collected through interviews and analysed thematically. Results of the study indicate that primary school teacher candidates understand tolerance as being respectful to differences between people, being patient/being thoughtful, being patient for the negative situations, being lovely and respectful, being cheerful, developing empathy, not violating some one’s area of freedom, being able to express thoughts freely. Prospective primary school teachers emphasized the importance of tolerance as a must for a peaceful society and social life. The participants also indicated that in the developing of i

Sınıf Öğretmeni Adaylarının Birleştirilmiş Sınıf Kavramına İlişkin Metaforları

The purpose of the present study was to determine the teacher candidates’ perceptions related to ‘multigrade classes’ concept through metaphors. The study was conducted with the students who studied at their fourth (final) year in the Primary School Teaching Program, Faculty of Education at University of Bayburt in 2013-2014 academic year. The participants of the study were composed of 78 teacher candidates in total, 36 of them were girls and 42 of them were boys. The data collected in the research were obtained through an interview form in which there was an incomplete sentence like “The multigrade classes resemble…because ...” In the process of collecting data, the teacher candidates were asked to write metaphors related to multigrade classes with the first justifications coming to their minds. In this study, phenomenology design, one of the qualitative research methods, was used and the research data were analyzed by means of the content analysis technique. According to the findings, the teacher candidates developed 60 different and valid metaphors in total about multigrade classes. The metaphors were classified under six different conceptual categories. These categories were classified in the form of multigrade classes as diversity in social-cognitive level and abilities, the process of challenging struggle, complementary-supportive service environment, source of life, family atmosphere and hierarchical order. It was found that the most preferred metaphors developed by the teacher candidates were extended family, family, flower garden, lush forest and Ashura

Eğitim Fakültesi Son Sınıf Öğrencilerinin Aile Katılımı ile İlgili Görüşleri

This study has aimed to determine the knowledge, skills, and views held by pre-service teachers attending different teacher training programs about parent involvement. A total of 520 4th year students receiving education in primary school teaching and in branch teaching programs participated in the study. Data were collected by the Parent Involvement Survey developed by Epstein and Dauber. This survey contains both open-ended questions and Likert-type items regarding the dimensions of parent involvement. A mixed research model was employed in this study. MANOVA, ANOVA and t-test were used. Qualitative data were thematically analyzed. The results show that although participants generally have positive opinions about parent involvement, participants from the primary school teaching program have higher averages in all dimensions. There is a significant difference between groups in regard to the 1st, 2nd, 3rd, 4th, and 7th dimensions, but not in terms of the 5th, 6th, and 8th, dimensions. According to the results, branch teachers working with middle school students have more limited knowledge and less positive views on this subject. While they believe that the subject of parent involvement should be included in teacher training processes, they also think that parent involvement is not sufficiently supported at schools due to reasons stemming from both teachers and families.

Primary Schoool Teacher Canditates’ Opinions On Cheating in Exams

The purpose of this study is to examine opinions of primary school teachers candidates about what kinds of actions or activities are being considered as cheating. In this study, students are the cheating at the exams shapely need which they heard and their shapely cheating reason has been investigated. The research was conducted on senior students studying in Canakkale Onsekiz Mart University Faculty of Education Primary School Teaching Programme. Out of a population of 194 students 179 were selected to constitute the sample. In the study a scale developed by the researcher has been used. Obtained data has been estimated statistically and necessary interpretation has been done. Results of the study indicated that 43% of the primary school teacher candidates had never attempted to cheat in the exams and that 35% of the cheaters thought that the questions had been tempting them to cheat.

Allergie und Schule – Was juckt mich das?Ein Grundschulprojekt in Bielefeld zur Gesundheitsförderung bei allergischen Krankheiten

According to KiGGS the 12-month prevalence of asthma, hay fever and atopic dermatitis for 7-10-year-old children amounts to 16.7%. Primary school children are not at home with their disease, in everyday school life many detrimental and stigmatising aspects can be observed. In an interdisciplinary primary school project in Bielefeld between 2008 and 2010 the prevalence, disease knowledge and health attitudes of children in the 3rd school year were recorded; an appropriate approach to these diseases was also to be provided. In classes of the 3rd school year a 2-hour teaching unit on allergic diseases was carried out. Before and after (1st + 2nd examination time points [ETP]) the children were questioned about their knowledge and attitudes to allergic diseases and their general opinions about health. The parents were similarly questioned. In 2008, 23 schools with 64 classes and 1 345 children participated in the project, the average age of the children was 8.9 years. Data were obtained for 1 216/1 211 children at the 1st and 2nd ETPs, respectively. 336 (27.6%)/367 (30.3%) stated that they had an allergic disease, of these 16.6%/17.3% had an allergy, 5.1%/5.9% asthma and 4.0%/6.6% atopic dermatitis (the parents reported 15.1%, 5.4% and 7.8%). Clear deficits were found in disease knowledge but could be markedly improved. In comparison to KiGGS data published in 2007, our prevalence rates for allergies are higher - albeit with a wider definition of allergy; the numbers for asthma and atopic dermatitis are comparable. The knowledge deficits among children indicate the necessity for further information. The project was continued in 2011 and should be implemented in the primary school teaching programme.

THE STUDY OF PRIMARY SCHOOL TEACHER CANDIDATES’ OPINIONS TOWARDS MIDTERM AND FINAL EXAMINATIONS

In this study views of primary school teacher candidates on midterm and final examinations have been investigated. The research was conducted on senior students studying in Canakkale Onsekiz Mart University Faculty of Education Primary School Teaching Programme. Out of a population of 244 students 179 were selected to constitute the sample. In the study a scale developed by the researcher has been used. Results of the study indicated that the primary school teacher candidates were administered mostly written exams, that they preferred to take multiple choice exams, that they deemed an exam period of 45-60 minutes appropriate, that the exams were directed to measure the memorization ability, that they had begun to prepare for the exams a few days prior to the exam dates, that they considered the questions to have been mostly comprehensible, that they thought that the exam instructions had been usually adequate.