School 6th Grade Research Articles

초등학생이 지각하는 사회적지지가 학업무기력에 미치는 영향

Objectives The chief purpose of this study is to analyze the factors that affect the academic helplessness of elementary school students by focusing on the variables related to social support perceived by them. Methods To analyze the research question, the missing values were considered from the ｢Korean Children and Youth panel Survey 2018｣ third-year data(2020) for the panel of the elementary school 4th grade. Finally, a correlation analysis and multiple regression analysis were performed on the subjects of 490 students in the 6th grade. Results First, grit, parents’ autonomous support, and relationship with friends had statistically significant effects on the academic helplessness of elementary school students. Specifically, it was derived that grit, parents’ autonomous support, and relationship with friends had statistically significant effects on the sub factors of academic helplessness, deficient locus of control and lack of academic motives; grit and relationship with friends had statistically significant effects on lack of positive emotions; gender, grit, and relationship with friends had statistically significant effects on lack of active performance. As a result of analyzing the factors that influence academic helplessness according to the gender of elementary school students, grit and relationship with friends had statistically significant effects on academic helplessness and the four sub factors of academic helplessness for the female student group. On the contrary, grit, parents’ autonomous support, and relationship with friends had statistically significant effects on academic helplessness for the male student group. Grit and parents’ autonomous support had statistically significant effects on deficient locus of control; grit and relationship with friends had statistically significant effects on lack of positive emotions; and grit on lack of academic motives and active performance. Conclusions This study holds significance in exploring the variables that influence academic helplessness of elementary school students around social support and suggesting future research directions and implications of academic helplessness.

The Relationship Between Academic Procrastination Behaviors Of Secondary School Students, Learning Styles And Parenting Behaviors

The study aims to reveal the relationship between academic procrastination behavior and learning styles of the students and parents' child-raising behaviors of parents. The research has a quantitative design and is in correlational survey model. The study group of the study consists of 358 parents and their secondary school students. “Academic Procrastination”, “Alabama Parenting Questionnaire” and "Learning Styles for Elementary School Students” scales were used as data collection tools. The findings show that the procrastination behaviors of secondary school 5th grade students are lower than 6th, 7th and 8th grade students. It is also observed that there is a relationship between academic procrastination behaviors of students and some sub-dimensions of parental behaviors. It can be stated that 6% of the total variance of students' academic procrastination behavior is explained by poor parental follow-up behaviors. In the literature, data regarding parenting style were mostly obtained from how teenagers perceive their parents. Researchers who want to study in this field may reach the teenagers' parents directly. They may also conduct studies that examine the effects of different learning styles and personality traits on procrastination behaviors at other educational levels.

Investigation of Bilingual 7th Grade Students’ Narrative Writings in Terms of the Elements of Coherence and Cohesion

In the current study, the narratives of bilingual middle school 7th grade students who acquired Turkish as a second language were examined in terms of the elements of coherence and cohesion, which are among the criteria of textuality. The study group of the current research is comprised of 20 bilingual 7th grade students attending a middle school in the Mazıdağı district of the city of Mardin in the spring term of the 2020-2021 school year. All the students in the study group are bilingual students who first acquired Kurdish and then Turkish at school or in the social environment. The study is descriptive in nature and was carried out using the survey method. In addition, a document analysis was performed on the narrative writings obtained from the students in the study. The data obtained from the study were analyzed with the measurement tools of the “Coherence Level Evaluation Chart” and the “Cohesion Level Rubric”. In the study, the bilingual 7th grade students were asked to create another story based on a minimal story that was given to them before and combining this short story with the new story they were going to create. The students were asked to put the minimal story given to them in any part of the story according to the plot of the new story they would create. In this way, the effect of bilingualism on the students’ writing coherent and cohesive texts was investigated on the basis of the narrative texts the students had written. In the study, it was determined that the students’ mother tongue was also reflected in their narrative writings and they formed their texts in line with the language schemes they first acquired.

The Effect of Project-Based Learning Approach on Lesson Outcomes, Attitudes and Retention of Learned in Secondary School Music

In this study, the effect of the project-based learning approach applied in the 6th grade music lessons of the secondary school on the students' learning outcomes and their attitudes towards the music lesson was examined. The study was carried out according to the pretest-posttest design with a control group, which is one of the semi-experimental models. The experimental and control groups of the study consisted of 44 (22+22) 6th grade students in secondary school. In the collection of study data, secondary school 6th grade music acquisition test and attitude scales towards music lesson were used. In the experimental group, the project-based learning approach was applied, and in the control group, experimental procedures were applied for 6 weeks in accordance with the instructions of the secondary school 6th grade music lesson curriculum of the Ministry of National Education. In the study, research measurement tools were applied to the experimental and control groups as pretest, posttest and retention test. According to the research findings, students in the experimental group to whom project-based learning approaches were applied achieved significantly higher music lesson achievements, attitudes and retention scores compared to their peers in the control groups.

A Semiotic Analysis of Children's Pictures: “A School Polluted by Noise

In this study, the pictures drawn by primary school students about noise were analyzed semiotically. The study was carried out with 20 primary school 3rd and 4th grade student volunteers. Research data are the pictures drawn by the children and the semi-structured interview records. From the analysis of the students' drawings, three main themes, namely "visual indicator", "sign", and "symbol" are identified in this paper. The reasons for the noise in the school are depicted quite well in the student pictures; noise is reflected as a phenomenon that is disturbing, destructive, threatening physiological-psychological health, and negatively affecting social life and learning in school. However, there were also paintings showing that they perceived sound and noise as the same concept. Students identified calmness in the classroom with the teacher. Findings suggested that activities should be included to improve the sound and noise awareness of the students at the school, initiate awareness in school of silence as a shared social value, and physically improve school acoustic quality.

Investigation of Studies on Critical Thinking Skills for Primary School in Turkey

Eleştirel düşünme becerisinin formal olarak okul hayatında, özellikle ilkokulda kazanılması; öğrencilerin ne düşündüklerini, nasıl düşündüklerini, onları düşünmeye iten nedenleri fark ederek sorgulama yapabilen bireyler olarak yetişmeleri ve bu doğrultuda sorunların üstesinden gelerek doğru kararlar alabilmeleri açısından önem arz etmektedir. Bu çalışmada, Türkiye’de 2018-2021 yılları arasında yürütülen eleştirel düşünme becerisi ile ilgili araştırmaların genel eğilimlerinin belirlenmesi amaçlandığından araştırmanın modeli; analitik araştırmalar başlığı altında yer alan, doküman analizidir. Dokümanların seçiminde, Yüksek Öğretim Kurumu (YÖK) Ulusal Tez Tarama Merkezi, Google Akademik arama motoru, ULAKBİM ve ERİC veri tabanlarından yararlanılmış ve bu kapsamda 41 makale, 23 yüksek lisans tezi ve 7 doktora tezi olmak üzere 71 akademik çalışmaya ulaşılmıştır. Araştırmanın analiz sürecinde betimsel analizden yararlanılmış, çalışmada elde edilen veriler; şekiller ve tablolar yardımıyla frekanslar verilerek yorumlanmıştır. Araştırma sonucunda; çalışmalarda en çok nicel araştırma yöntemlerinden tarama modelinin kullanıldığı, örneklemin ilkokul 4.sınıf öğrencileri olduğu ve en sık kullanılan ölçme aracının; Demir (2006) tarafından geliştirilen Eleştirel Düşünme Ölçeği olduğu belirlenmiştir. Çalışmalarda, eleştirel düşünmeye yönelik uygulamaların en sık Fen Bilimleri ile Türkçe derslerinde yapıldığı görülmüştür. Araştırmanın sonucunda; sınıf öğretmenlerinin eleştirel düşünmeye yönelik farkındalıklarının yüksek, öğretmen adaylarının orta ve ilkokul öğrencilerinin eleştirel düşünmeye yönelik farkındalıklarının ise, yüksek düzeyde olduğu; yapılan uygulamaya dönük çalışmaların tamamının olumlu yönde etkili olduğu ve ele alınan ders kitapları ile öğretim programlarında ise; eleştirel düşünme becerisine yeterli düzeyde yer verilmediği tespit edilmiştir.

E-Worksheet Text of Culinary Procedures to Achieve Writing Elements Competence Based on Prototype Curriculum

The prototype curriculum is a curriculum that is derived from the improvement of the 2013 Curriculum. The prototype curriculum has learning outcomes that must be obtained by students in learning activities. These learning outcomes are classified in each subject. The division of classes based on the prototype curriculum into several phases, namely phase A for the elementary school level 1st and 2nd grade student, phase B for the elementary school level 3rd and 4th grade student, phase C for the elementary level of class th 5th and 6th grade student, phase D for the junior high school level, phase E for level 10th grade student of the high school, and phase F for 11th and 12th grade student of high school. The Indonesian learning in the prototype curriculum is in phase D for the junior high school level in which there are several elements, namely; listening, reading and listening, speaking and presenting, and writing. This study aims to describe the validity of e-worksheet teaching materials texts of Surabaya culinary procedures in terms of the feasibility of the material content and the feasibility of the media. To find out this, the teaching materials for the Surabaya e-worksheet text procedure are validated to material expert lecturers and media experts to find out the quality of the e-worksheet text of the Surabaya culinary procedure in terms of the feasibility of the content of the material and media. In this study, researchers use research and development methods. This study used the ADDIE development model. Data is collected by questionnaire techniques. Based on the results of the discussion, it can be concluded that the feasibility of e-worksheet text of Surabaya culinary procedures in terms of material gets an average percentage of 70% of the percentage interpreted in the decent category. furthermore, the feasibility of e-worksheet text of Surabaya culinary procedures in terms of media gets an average percentage of 91.25% or can be said to be very feasible.

The Effects of Mobile Technology on Learning Performance and Motivation in Mathematics Education.

Due to rapid developments, mobile technologies started to play an essential role in designing seamless learning environments. Due to the availability of mobile technologies, students can access learning materials without being bound by time and place. On the grounds that these applications allow information exchange, time and space limitations such as classrooms or school bells have been eliminated. Therefore, this study aims to assess mobile-assisted seamless learning environments’ effects on students’ success and motivation in the secondary school 7th grade mathematics class algebra unit and student opinions about the application. The research is designed using the descriptive pattern of mixed-method research. The sample of the study is 73 middle school students (30 male and 43 female) in Turkey. Augmented Reality (AR) applications developed in teaching algebra to support individual learning and to utilize mobile technologies, WhatsApp groups were created. Algebra Achievement Test (AAT), Mathematics Motivation Scale (MMS), and semi-structured interview forms were used as data collection tools in the research. The results of the study showed that there were statistically significant differences in favor of the experiment group in AAT and MMS scores. However, no significant difference was found between the groups in intrinsic goal orientation and test anxiety scores, which are motivation sub-dimensions. The findings obtained from AAT, MMS, and the students’ opinions showed that mobile technology applications used in out-of-school learning environments positively affect the learning process.

Mathematical Modeling in Primary School: Students' Opinions and Suggestions on Modeling Activities Applied as a Teaching Experiment

One of the main purposes of teaching mathematics is to enable students to solve real-life problems and relate mathematics to real-life situations. As a way of facilitating the teaching of mathematics, it should be applied in lessons with mathematical modeling activities of real life problems. The aim of this study is to determine the views of primary school 4th grade students who have experienced mathematical modeling activities for 9 weeks and their suggestions for future modeling activities.The participants of the study are 12 students selected by purposive sampling method among 69 students attending the 4th grade of a public school in Konya in the 2019/2020 academic year. As a result of the study, students; In addition to positive opinions such as increasing the interest of mathematical modeling activities in the lesson, increasing their success in mathematics lessons and improving their social skills, they also expressed negative opinions such as long questions, problems in group work and insufficient time.

Investigation of reading comprehension processes of primary school 4th grade students

Reading comprehension is a complex process that requires using many skills together. To increase the quality of this process, many strategies, methods, and techniques are applied, and the operability of the applications is the subject of research. When the studies are investigated, it is seen that the effects of strategies, methods, and techniques on students' reading comprehension skills have been examined many times. However, it is not possible to deal with the reading comprehension process only with strategy effectiveness. When the studies conducted at the international and national levels are examined, it is seen that the studies in which primary school students describe their own mental processes in the reading comprehension process are limited. Therefore, this research, it is aimed to examine which strategies, methods and techniques are used by primary school 4th grade students to understand a text they read. The study was carried out with 25 primary school students studying in two public primary schools in Ardahan city center in the 2020-2021 academic year. The case study model, one of the qualitative research designs, was used in the study. A data collection tool, a semi-structured interview form consisting of open-ended questions was used to determine the methods and techniques used by primary school 4th grade students in the reading comprehension process. While preparing the interview form, first, the relevant literature was reviewed and items were created in order to reveal the activities performed by the students before, during and after reading. The semi-structured interview form consisting of 5 open-ended questions was finalized by consulting the expert opinion for the items created. The data obtained in the study were analyzed by the content analysis method. Acording to the results of the research, it was seen that primary school students most frequently used the methods of examining text images, visualizing what they read, summarizing the text, finding the message the author wanted to convey, and mapping the story in the process of reading comprehension.

The influence of motivational languaging activities on elementary school 3rd and 4th grade English learners

목적 본 연구는 공교육 초기영어 학습자에 해당하는 한국의 초등학교 3⋅4학년을 대상으로 영어 학습 동기 증진 언어하기 활동(Motivational Languaging Activities) 전의 영어 학습 동기 형태와 언어하기 활동 후의 영어 학습 동기 변화 양상을 관찰하는 것을 목적으로 한다. 방법 이를 위하여 초등학생 3학년 2명과 4학년 2명을 대상으로 8주 동안 8회기의 학습 동기 증진 언어하기 활동(MLAs)이 수행되었으며, 언어하기 활동 전⋅후 각 1회, 총 2회의 면담을 실시하였다. 언어하기 활동 전 면담으로 연구 참여자들의 기존 영어 학습 동기를 관찰하였다. 언어하기 활동 1주 당 영어를 능숙하게 구사하는 한국인 모범 사례 인물 1인을 중심으로 모범 사례 읽기와 질문 활동지로 언어하기 활동이 실시되었다. 총 8회의 언어하기 활동 종료 후, 면담을 통하여 연구 참여자들의 영어 학습 동기 변화 양상을 고찰하였다. 언어하기 활동과 면담을 통해 수집된 자료는 근거이론을 바탕으로 분석되었다. 결과 언어하기 활동 전 면담 결과로, 학습자들이 경쟁적 동기와 문화교류 동기를 지닌 것으로 나타났다. 또한, 학습자들이 부모의 영향을 받아 필연적 제 2언어 자아를 형성하고 있음이 관찰되었다. 언어하기 활동 후 학습 동기 변화로, 학습자들의 경쟁적 동기가 소멸되었으며, 문화교류 동기가 증가한 것으로 나타났다. 또한, 학습자마다 언어하기 활동(MLAs)을 개인적인 의미로 주관적으로 내재화하는 정도에 따라 필연적 및 이상적 제 2언어 자아의 상이한 학습 동기 변화 양상이 발견되었다. 언어하기 활동을 주관적으로 유의미하게 내재화한 학습자에게 필연적 제 2언어 자아에서 이상적 제 2언어 자아로의 긍정적 변화가 발현되었다. 결론 이러한 연구 결과는 이상적 제2언어 자아 발현 및 강화를 위해서는 학습자가 학습 환경을 주관적으로 유의미하게 내재화하는 것이 핵심 요인이라는 것을 시사한다. 학습자가 지속적으로 제 2언어 학습의 목표, 이유, 방법 및 방향을 상기하는 것이 중요하며, 학습자의 이상적 제 2언어 발현과 강화를 위해 다양한 실용적인 활동이 제공되어야 할 것이다.

Examination of the sub-text questions in the Turkish lesson primary school 4th grade book according to the Bloom’s Revised Taxonomy

Bu araştırmada Türkçe ders kitabındaki metin altı sorularının Yenilenmiş Bloom Taksonomisine göre göre incelenmesi amaçlanmıştır. Bu amaçla 2021-2022 eğitim-öğretim yılında Türkçe dersi ilkokul 4. sınıf kitabında yer alan metin altı soruları incelenmiştir. Bu inceleme nitel araştırma yöntemlerinden doküman incelemesi yöntemiyle gerçekleştirilmiştir. Verilerin analizinde nitel veri analiz tekniklerinden betimsel analiz kullanılmış, veriler Yenilenmiş Bloom Taksonomisinde belirlenen basamaklara göre değerlendirilmiş ve sınıflandırılmıştır. Araştırmada ders kitabındaki temalar ekseninde bilgilendirici, öyküleyici ve dinleme/izleme metinleri incelenmiştir. Yapılan analizler sonucunda 376 metin altı sorunun yaklaşık olarak %41’i hatırlama, %15’i anlama %33’i uygulama, %2’si analiz, %3’ü değerlendirme, %6’sı yaratma basamağında olduğu tespit edilmiştir. İncelenen ders kitabında hatırlama ve anlama basamağı gibi alt düzey bilişsel becerilere ilişkin sorulara Yenilenmiş Bloom Taksonomisinin son üç basamağındaki üst düzey becerilerin gelişimini amaçlayan sorulardan daha fazla yer verildiği tespit edilmiştir. Üst düzey becerilere ilişkin sorular problem çözebilen, olaylara eleştirel bakabilen, yaratıcı düşünen, duygudaşlık kurabilen bireyler yetiştirilmesine yardımcı olduğundan bu basamaklardaki soru sayılarının daha fazla olması gerektiği önerilmiştir.

İlkokul 4. Sınıf Öğrencilerinin Okuma Sıklığı İle Eleştirel Okuma Becerileri Arasındaki İlişki

Bu araştırmada, ilkokul 4. sınıf öğrencilerinin okuma sıklığı ile eleştirel okuma becerileri arasındaki ilişki incelenmiştir. Araştırmanın amacı ilkokul 4. sınıfta öğrenim gören öğrencilerin okuma sıklığı ile eleştirel okuma beceri düzeylerini cinsiyet, kardeş sayısı, ailenin eğitim düzeyi, anne – babanın iş durumu değişkenlerine göre incelemek ve öğrencilerin okuma sıklığı ile eleştirel okuma becerileri arasında ilişki olup olmadığını tespit etmektir. Araştırmaya Giresun il merkezindeki devlet okullarının 4. sınıfında okuyan toplam 448 öğrenci katılmıştır. Araştırmada veri toplama aracı olarak “Kişisel Bilgiler Formu”, “Eleştirel Okuma Özyeterlilik Algısı Ölçeği” ile “Kişisel Eğilimden Kaynaklanan Okuma Miktarı Ölçeği” kullanılmıştır. İlkokul 4. sınıf öğrencilerinin okuma sıklıkları ile eleştirel okuma becerileri arasındaki ilişkiyi belirlemek amacıyla yapılan bu çalışma nicel araştırma yöntemiyle ve tarama modelinde gerçekleştirilmiştir. Cinsiyetler arasında okuma sıklığı ve eleştirel okuma becerisi arasındaki ilişkiye bakmak için t testi uygulanmış, öğrencilerin anne eğitim durumlarına göre onların sıklık puanları ve ölçek puanları arasında fark olup olmadığı (ANOVA) ile test edilmiştir. Üniversite mezunu olan annelerin çocuklarının ölçek puanları ile ilkokul mezunu, ortaokul mezunu ve okuryazar olmayan annelerin çocuklarının ölçek puanları arasında istatiksel olarak anlamlı fark olup olmadığına bakılmıştır. Öğrencilerin ölçek puanları ile sıklık puan ortalaması arasında istatiksel olarak anlamlı bir ilişki elde edilmiştir. Bu iki değişken arasında orta büyüklükte ve pozitif yönde bir ilişki olduğu görülmektedir.

PENGEMBANGAN APLIKASI MOM (MORAL OF MOSLEM) UNTUK PEMBENTUKAN AKHLAK TERPUJI SISWA KELAS 6 SEKOLAH DASAR

The development of technology in the era of 4.0 is very rapid and commendable moral values that have been rarely found in children today are the background for the development of the MOM application (Moral Of Moslem) as a learning medium that is expected to foster commendable morals in elementary school students in grade 6. This research aims to design and develop a MOM application that is suitable for use in accordance with the 8th lesson of Islamic Religious Education and Budi Pekerti in the 6th grade of elementary school. The method used in this study is Design and Development. This MOM application received an assessment from media experts of 90.75% as well as an assessment from material experts with an average of 93.75% with the interpretation of both being "Excellent". Judging from the assessment the teacher gets 98% with the interpretation of "Excellent", as well as 94.7% students with the interpretation of "Excellent". Based on these data, the development of the MOM application is very well used against the formation of commendable morals of elementary school 6th grade students.

Investigation of the Relationship Between Primary School 4th Grade Students’ Conceptions of Learning and Attitudes towards STEM Education

Bu araştırmanın amacı, ilkokul dördüncü sınıf öğrencilerinin öğrenme anlayışları ve STEM (Science, Technology, Engineering, Mathematics) eğitimine yönelik tutumları arasındaki ilişkinin incelenmesidir. Betimsel bir araştırma olan bu çalışma, ilişkisel tarama modeli kullanılarak gerçekleştirilmiştir. Araştırmanın evrenini, 2019-2020 eğitim öğretim yılında Şanlıurfa ili merkez ilçelerindeki ilkokullarda öğrenim görmekte olan 19.506 dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmanın örneklemini ise, tabakalı örnekleme yöntemi ile seçilen 460 ilkokul dördüncü sınıf öğrencisi oluşturmaktadır. Bu araştırmada veri toplama araçları olarak “İlköğretim Öğrencilerinin Öğrenme Anlayışları Ölçeği” ile “STEM’e Yönelik Tutum Ölçeği” kullanılmıştır. Çalışmadan elde edilen veriler SPSS paket programı ile analiz edilmiştir. Verilerin analizinde; İlişkisiz Örneklemler için t Testi, Kruskal Wallis-H testi, Tukey test ve Mann-Whitney U testi kullanılmıştır. Ayrıca, bağımsız değişkenlerin bağımlı değişkenleri yordama düzeylerini belirlemek amacıyla Çoklu Doğrusal Regresyon Analizi yapılmıştır. Araştırma sonucunda; ilkokul dördüncü sınıf öğrencilerinin öğrenme anlayışlarının ve STEM’e yönelik tutumlarının üst düzeyde olduğu görülmüştür. Ayrıca “bilgiyi kazanma ve kullanma olarak öğrenme”, “kişisel değişim olarak öğrenme” ve “sosyal beceri olarak öğrenme” değişkenlerinin birlikte, STEM’e yönelik tutumlardaki değişimin %31’ini açıkladıkları ve STEM’e yönelik tutumlar üzerinde anlamlı yordayıcılar olduğu görülmüştür.

Examining the Prevalence and Risk Factors of School Bullying Perpetration Among Chinese Children and Adolescents.

Background and ObjectivesSchool bullying threatens the health of children and adolescents, such as mental health disorders, social deviant behaviors, suicidal behaviors, and coping difficulties. The present study aims to address (1) prevalence rates of both traditional and cyber school bullying perpetration, and (2) the associations between self-control, parental involvement, experiencing conflicts with parents, experiencing interparental conflict, and risk behaviors, and school bullying perpetration among Chinese children and adolescents.MethodThis study used data from a national representative school bullying survey (n = 3,675) among children and adolescents from all grades (primary school 4th grade to high school 12th grade) in seven cities in China. Negative binomial regression was used to estimate the effects of these predictive factors on traditional and cyber school bullying perpetration, respectively. Seven control variables were included, such as gender, boarding school, family socioeconomic status, and parents’ education levels.ResultsThe sample comprised 52% female, 18% at boarding school, 70% of the participants’ academic performance was average or above. Approximately 17.3% of the participants reported participating in traditional school bullying against their peers, and 7.8% perpetrated cyberbullying behaviors. Also, after controlling sociodemographic characteristics and high self-control, parental involvement reduced the likelihood of traditional and cyberbullying perpetrating. Experiencing interparental conflict and risk behavior was significantly associated with increased perpetration of traditional and cyber school bullying. We found that having a conflict with parents was significantly associated with cyberbullying perpetration.ImplicationsFindings have implications for practice. Anti-bullying intervention programs targeting this population should consider these factors. For example, school administrators may develop school programs involving parents in the efforts and interventions workshops improving children and adolescents’ levels of self-control. Limitations are also discussed.

Investigation of the Effectiveness of the Research Skills Teaching Program

In this study, it was investigated whether the Research Skills Teaching Program (RSTP) prepared for elementary school 4th grade students was effective in imparting the sub-skills required for conducting the research process to students. To this end, pretest-posttest control group design; one of the quasi-experimental designs; was employed. The study was conducted on the students attending two classes of a state elementary school. In the experimental group, the program developed on the basis of the Big Six Research Skills Model was administered, while no such special application was conducted in the control group. In both of the groups, the Research Skills Test was administered as pretest and posttest and Monitoring Tests. The collected data were analyzed by using Independent Samples t-test and Paired Samples t-test. The responses given by the experimental and control group students to each of the open-ended items in the Monitoring Tests were separately examined. It was found that the activities developed within the context of the teaching program had comprehensive effect on the development of the skills needed to direct the research process. When the number of the students giving the most correct answers in the items in the monitoring tests was examined, it was seen that although there are students finding the most correct answers to the items in the experimental group, their levels of using these strategies were not found to be at the desired level and there are students in the control group finding the most correct answers only for four skills.

Understanding Differential Growth During School Years and Summers for Students in Special Education

Under the Individuals with Disabilities Education Act, schools are required to provide a free appropriate public education to students with disabilities and show that the students are making academic progress. This study compares within- and across-years academic growth from kindergarten to 4th grade for students who were ever in special education (ever-SPED) to students who were never in special education (never-SPED). We use math and reading assessment scores from NWEA’s Growth Research Database. Our dataset contains one cohort of about 4,200 students, assessed up to three times per year for five years. Although ever-SPED students started kindergarten with lower math and reading test scores and grew less in both subjects than never-SPED students during the kindergarten school year, ever-SPED students grew more than never-SPED students during the 1st and 2nd grade school years in math and 1st, 3rd, and 4th grade school years in reading. However, ever-SPED students lost more learning during every summer than never-SPED students. This led the test score disparities between the two to grow from under 0.5 standard deviations in kindergarten to 1.0 standard deviation in 4th grade. These findings suggest that summer learning opportunities are crucial for improving educational outcomes for students with disabilities.

İlkokul 4. Sınıf Öğrencilerinin Kesirler Konusuna Yönelik Çözümleri ve Çözümde Kullandıkları Modeller

Purpose: This study aims to define the solutions towards fractions and solving models case of fourth grade primary schoolstudents.Design/Methodology/Approach: Case study of qualitative research was used in this study. Selected by means of convenientcase sampling, 113 fourth grade primary school students were included in this research. Fractions test developed by theresearchers was applied to the students and the data obtained from the students were analyzed with descriptive analysis.Findings: Primary school 4th grade students were able to rank equal fractions of units and denominators, and add andsubtract operation in fractions and solve problems that require these operations. It was seen that students who could modelfraction types (simple, improper, whole number of fraction) could not determine the fraction of a multiplicity, but they couldshow the fraction of the multiplicity on at model. Students modelling types of fractions (proper, improper, mixed) are notable to define a fraction of multiplicity whereas they seem to determine the fraction on a model.Highlights: It has been determined that students who can model ordering fractions with equal denominators cannot modelordering unit fractions, addition and subtraction, and problems that require these operations.

Determination of the Biomimicry Perceptions of Middle School 7th Grade Students through Drawings

Purpose: The aim of the study is to identify the technological products that middle school 7th grade students intend to designinspired by the characteristics of animals through drawings.Design/Methodology/Approach: Case study, one of the qualitative research methods, was used in this research. The study isconducted in a middle school in the city center of Samsun. The participants of the study consists of 30 students (18 girls, 12boys) studying in the 7th grade of the related school. The worksheet “I choose it myself, I design it myself” was used as datacollection tool. According to the worksheet, students were asked to draw the technological products they thought to design,inspired by the characteristics of the animals, as a picture. Content analysis was used in the analysis of the data of the study.Findings: When the drawings of the technological products made by the students were examined, it was observed that theywere mostly for the designs of military vehicles. It can be stated that the students were impressed by the war games theyplayed on the internet and the war images they saw in the media. In addition, it was determined that students made designdrawings of land vehicles and many technological products that they can use in daily life.Highlights: In the study, it is thought that the students developed their different skills with the technological products theythought to design by detailing the characteristics of the animals they were inspired by and interpreting their own ideas withthe theoretical knowledge they learned. It is important for students to be individuals who are interested in living things theyencounter in daily life, can use science and technology, produce, question and grow up as science literate. Therefore,biomimicry applications can be increased in STEM education. Thus, students can be enabled to design real technologicalproducts inspired by living things.