Secondary Schools In Turkey Research Articles

Transforming communicative tasks into mini-projects

With the action-oriented approach first introduced by the CEFR (Common European Framework of Reference for Languages), the goal of language teaching witnessed a transition from transmission of information (exchange of information) in the classroom to acting together (social action) in and/or outside the classroom and hence from training successful communicators to training social actors. The implementation of the action-oriented approach in language textbooks in the form of mini-projects, however, is an issue not addressed commonly in the field. This study critically analyses the tasks named as ‘projects’ at the end of the first, sixth and eighth units of the English textbook “Ingilizce 7” used in the secondary schools in Turkey to show that they do not reflect the characteristics of mini-projects as a form of the application of the action-oriented approach in language textbooks. Secondly, how these tasks can be transformed into mini-projects is explained.

The Effect of Prediction, Observation, Explanation Supported Project-Based Environmental Education on the Levels of Attitude and Behavior Toward the Environment

This study aims to determine the effect of prediction, observation, explanation supported project based environmental education (POESPBEE) on the attitudes and behaviors levels of eighth grade students compared to teacher-centered environmental education. The study used a quasi-experimental research design including pre-test, post-test and control group. The application step of the study was carried out by the researchers in a ten-week period in 2018-2019 academic year. The study group consisted of eighth grade students attending a state secondary school in Turkey. The study group included 62 students, 34 of whom were in the experimental group and 28 of whom were in the control group. The experimental group was applied the POESPBEE and the control group was applied teacher-centered environmental education. Attitude Scale toward Environment and Behavior Scale toward Environment were administrated as pre-test, post-test and follow-up test to evaluate the attitude and behavior levels of the students in the experimental and control groups toward the environment. Data were analyzed using the independent samples t-test and repeated measures ANOVA. The study found that the POESPBEE provided a significant development on students’ attitude and behavior; however, teacher-centered environmental education could not provide a significant development on the students. Based on this result, it can be claimed that the methods like the POESPBEE, which can change individuals’ attitudes and behaviors toward the environment in positive way, should be used in environmental education.

Examination of Experienced Chemistry Teachers' Usage of Education Information Network (EIN) Contents in their Chemistry Courses

Çevrimiçi bir sosyal eğitim platformu olan Eğitim Bilişim Ağı (EBA), FATİH Projesi'nin bileşenlerinden biridir. e-içeriğin hazırlanmasını ve yönetimini içeren EBA’nın e-içeriği, dersler, e-kitaplar, videolar, simülasyonlar / animasyonlar, sorular, deneyler gibi farklı öğrenme / öğretim materyallerinden oluşur. Bu çalışmada deneyimli kimya öğretmenlerinin EBA kimya dersi e-içeriklerinin derslerinde kullanımlarının incelenmesi amaçlanmıştır. Örneklem, Türkiye'de farklı illerde ve farklı türde ortaöğretim okullarında çalışan 40 (26 kadın ve 14 erkek) deneyimli kimya öğretmeninden oluşmuştur. Veriler, yazarlar tarafından geliştirilen açık uçlu on soruluk bir görüş formu ile toplanmış ve içerik analizi ile analiz edilmiştir. Çalışmada meslek lisesi öğretmenlerinin EBA e-içeriklerinden en fazla yararlanan öğretmenler olduğu belirlenmiştir. Meslek lisesi öğretmenlerinin simülasyon, animasyon ve kimya deneylerini kullanmayı tercih ettikleri, fen lisesi öğretmenlerinin daha çok test sorularından yararlandıkları sonucuna ulaşılmıştır. Çalışma sonunda EBA e-içeriklerinin kimya öğretmenleri tarafından daha etkin kullanılması konusunda önerilere yer verilmiştir.

Investigation of the Aerobic and Power Anaerobic Powers of the Students in Secondary School in Turkey

The aim of this study is to investigate the aerobic and anaerobic powers of students in different grades of the schools and describe the correlation between these powers. Upon the written approval of Samsun National Education Management, this study was carried out with the voluntary participation of 120 females and 120 males aged 11–16, who were healthy and were not active in sports. The total number of the subjects participating in the study was 240. The aerobic and anaerobic power tests of the subjects were determined through Cooper and Wingate tests respectively. All statistical calculations were evaluated through the SPSS 13 package program. The relationship between the aerobic and anaerobic powers of male and female students aged 11, 12, 13, 14, 15, and 16 was examined through Spearman correlation test. The correlations between anaerobic and aerobic powers of the subjects were as follows: 0.06 for 11-year-olds, 0.43 for 12-year-olds, 0.21 for 13-year-olds, 0.24 for 14-year-olds, 0.27 for 15-year-olds, and 0.12 for 16-year-olds in females while 0.13 for 11-year-olds, 0.01 for 12-year-olds, 0.13 for 13-year-olds, 0.43 for 14-year-olds, 0.23 for 15-year-olds, and 0.56 for 16-year-olds in males. In conclusion, no meaningful correlations between the anaerobic and aerobic powers of subjects were found.

The Effect of Teacher Burnout on Organizational Commitment in Turkish Context

The aim of this research is to determine the effect of teachers’ burnout on their organizational commitment. The model of this research is correlational survey model. The participants of the study are 173 teachers working at elementary and secondary schools in Turkey. Maslach Burnout Inventory and Organizational Commitment Scale are used as data collection instruments. For data analysis, Pearson correlation analysis, and basic and multiple regression analysis are applied with SPSS. The findings of the study showed that emotional exhaustion dimension of burnout and compliance dimension of organizational commitment in terms of teachers’ perceptions were found at high level in comparison with other dimensions of burnout and organizational commitment. Also, it is determined that there is a negative, moderate and significant relationship between teachers’ burnout and their organizational commitment. Besides, teachers’ organizational commitment significantly predict their burnout. The findings of this research are discussed with related studies and some implications are presented.

Good teacher perceptions of students attending the pedagogical formation certificate program

<span>A pedagogical formation certificate is required to become a teacher in secondary schools in Turkey. This certificate program, which is required to obtain in addition to a bachelor’s degree from any faculty other than the education faculties, aims at providing the knowledge, capabilities and attitudes required by the profession of teaching. This study aims at determining the perceptions of prospective teachers attending the pedagogical formation program about the properties of a good teacher. Data were collected using a survey comprising an open-ended question and content analysis was conducted to obtain the themes in this study, which adopted a descriptive method. Based on the properties of a good teacher, expressed by the prospective teachers, the themes “personal characteristics”, “enforcement of teaching process”, “establishing a democratic classroom environment” and “assessment and evaluation” are obtained.</span>

Investigation of the 5th Grade Students’ Engagements in Mathematics Course towards Student Opinions

<p style="text-align:justify">The research was conducted to determine the opinions of students (10-11 years) on their engagement to mathematics course. These students are 5th grade students at a secondary school in Turkey. Qualitative research method was used in the research. At the study, designed as case study, a total of seven secondary school students were participated the research. The study group was constituted with “snowball sampling” technique of purposeful sampling methods. The data was collected by a semi-structured interview form. Sixteen-page interviews obtained from the interviews were transferred to the computer. Data analysis was performed in content analysis. Codes were listed as a result of analysis. Common themes were constituted from the codes. As a result of the research, three themes, (cognitive, social and emotional engagement) eleven sub-themes and eighty nine codes were determined. It was seen that the students’ most preferred superficial strategies in terms of cognitive engagement; negative opinions towards group work in terms of social engagement; value given to math course in terms of emotional engagement. Students preferred least getting support sub-theme in terms of cognitive engagement; competitive sub-theme in terms of social engagement; value to the mathematics teacher sub-theme in terms of emotional engagement.</p>

The Impact of Out-of-School Learning Environments on 6th Grade Secondary School Students Attitude Towards Science Course

This study was conducted for the purpose of determining the impacts of out-of-school learning environments on 6th-grade students’ attitudes towards science course. In the study, the quasi-experimental model and pretest-posttest control grouped experimental design was employed. The experimental process step of the study was carried out on 6th-grade students who receive education in a secondary school in Turkey in 2017 and maintained for 18 weeks. 60 students are included in the study group of the research (control group=30, experimental group=30). For the purpose of measuring the attitude scores towards science course, “The Scale of Attitude towards Science Lesson” was used. The experimental phase was performed by science lesson teacher both in the control and experimental groups. No experimental process was applied in the control group. The instruction was provided in accordance with the Science Course Curriculum. While the instruction was provided in line with the control group in the experimental group, out-of-school learning environments were also included in the teaching process. Out-of-school learning environments were specified by considering the learning outcomes in the 6th-grade science curricula. Experimental group students visited out-of-school learning environments with the guidance of the science teacher. Science museum, anatomy museum, planetarium, nature trip, science festivals, energy park and aqua park are among the out-of-school learning environments. As a result of the study, it was seen that the attitudes of the students in the experimental group were increased at a significant level, and no significant improvement was realized in control group students’ attitudes.

The role of abusive supervision in predicting teachers’ withdrawal and revenge responses / El papel de la supervisión abusiva en la predicción de las respuestas de venganza y abandono de los docentes

There has been a growing interest in the phenomenon of abusive supervision in the last two decades through theory development and empirical investigations in management literature. In particular, educational scholars have paid attention to this issue with different terms such as ‘dark side of leadership’, ‘mistreatment’, ‘bullying’ or ‘abusive supervision’. This research provides insights into the relationship of abusive supervision with withdrawal and revenge behaviours of teachers, using a sample of 330 teachers working in public primary and secondary schools in Turkey. Despite its low rate, abusive supervision has a predictive potential on revenge and withdrawal. It was found that as teachers’ teaching experience decreased, withdrawal and revenge tendencies increased. Male teachers tended to respond with withdrawal and revenge more than females when they were abusively supervised. Lastly, primary school teachers were more likely to respond with withdrawal and revenge than secondary school teachers in times of abusive supervision.

Examination of Relationship between Metacognitive Awareness, Problem Solving and Teacher Efficacy Perceptions of Physical Education and Sport Teachers

The aim of this study was to examine the metacognitive awareness, problem solving and teacher efficacy perceptions of physical education and sport teachers in secondary schools in Turkey according to various demographic features and to examine the relationship between these variables. In this study, 133 male (80.12%) and 33 female (17.88%) physical education and sport teachers, who were working in government secondary schools in spring term of 2016-2017 academic year, voluntarily participated in the study. Metacognitive Awareness Inventory, which was developed by Schraw and Dennison (1994) and was translated in Turkish by Akin, Abaci and Cetin, Problem Solving Inventory which was developed by Heppner and Petersen (1982) and was translated in Turkish by Sahin, Sahin and Heppner (1993) and Teachers Sense of Efficacy Scale which was developed by Tschannen-Moran and Woolfolk-Hoy (2001) and was translated in Turkish by Capa, Cakiroglu and Sarikaya (2005) were used to collect the data. Percentage, frequency, independent samples t-test, one-way analysis of variance and Pearson productmoment correlation coefficient statistical techniques were used for data analysis. Analyses of the data revealed that the physical education and sport teachers had a high metacognitive awareness level and teacher efficacy perception and their problem solving perception is at the medium level. There was no significant difference between the sub-dimensions of their metacognitive awareness level, problem solving and efficacy perception of teachers according to the gender, experience and education level. It is mentioned that there was a medium level, meaningful and positive relationship between sub-dimensions of teacher efficacy perception and sub-dimensions of metacognitive awareness but there was no relationship between metacognitive awareness and problem solving. Also, there was a low, meaningful and positive relationship between teacher efficacy and problem solving perceptions.

Motivational Orientations of Secondary School EFL Learners toward Language Learning

This study aimed to examine to what extent Turkish EFL learners’ L2 motivational dispositions which are ideal L2 self, ought-to L2 self and language learning experiences predict their intended effort for language learning. The study was designed from a quantitative perspective in which the participants were given a composite instrument. The study was conducted at a state run secondary school in Turkey and the participants were 254 students including 5 th , 6 th , 7 th and 8 th graders. The results indicated that secondary level Turkish EFL students have high scores on all of the L2 motivation variables. However, the statistical analyses suggested that the participants’ level of ought-to L2 self was significantly higher than their level of ideal L2 self. It was also seen that when the participants got older, their levels of ought-to L2 self appeared to indicate a decreasing trend. Besides, the results asserted that the secondary school students’ intended effort for learning a language was found to be predicted mostly by language learning experiences, then ought-to L2 self and lastly ideal L2 self, according to hierarchical multiple regression analysis. The results were discussed in line with L2 motivational self system studies in the literature and it was concluded that the results in favor of ought-to L2 self might imply the existence of peer or community pressure in language learning process of secondary school EFL students in Turkish context.

The Effect of Science Teaching Enriched With Technological Applications on the Science Achievements of 7th Grade Students

This study aims to research the impacts of science teaching enriched with technological applications on the science course achievement levels of 7th grade students. 13 weeks long research was carried out with 7th grade students studying at a state secondary school in Turkey in 2016. In the study, quasi-experimental method, experimental design with the pretest-posttest control group was used. There were 83 students (control=42, experiment=41) in the study group. “Science Achievement Test” developed by the researchers was used as data collection tool. There are 28 multiple-choice, four-choice items in the achievement test covering subjects taught, and the KR 20 reliability coefficient is 0.78. “Science Achievement Test” was used as the pretest, posttest, and follow-up test. Teaching was carried out by the same science teacher in the science class in both the control and experiment groups. In the control group, student-centered learning approach suitable to the 2013 Science Course Curriculum was given to the students, and no experimental procedure was applied. In the experiment group, 2013 Science Course Curriculum was followed, and teaching was carried out with technology enriched science teaching applications. At the end of the research, it was found that the achievement levels of the experiment group with the technology enriched science teaching applications increased significantly and was higher at a meaningful level than the achievement of the control group students. According to this findings, it can be suggested that technology enriched teaching should also be used in science teaching to address individual differences by enriching teaching.

Investigation of the School Dropout Problem at Level of Primary and Secondary Schools in Turkey.

The concept of education which is becoming more and more important in today’s globalizing world cause the countries to undertake intense efforts to improve their education systems. It was also demonstrated by the studies aimed to improve the education systems that the duration of the students' stay within the existing school system was an important indicator of the quality of education. The international rankings on the prevalence of dropouts for Turkey seem to be bleak. Turkey ranks high in comparison to the countries compared in terms of its high dropout rate. This clearly shows that one of the problems that we have to deal with to improve the quality of the education system is the problem of dropouts. In the present study, the concept of dropout was examined in the light of previous studies. Initially in the study, the concept of dropout was defined, the dropout process and risk, and reasons for dropouts were addressed; and then the prevalence of dropout and its consequences in Turkey were explicated. Article visualizations:

SECONDARY SCHOOL STUDENTS’ PERCEPTIONS AND ATTITUDES ABOUT SCIENTISTS

This research was carried out to determine secondary school students’ perceptions and attitudes towards scientists. The study group consists of 53 fifth and sixth grade students receiving education in a state secondary school in Turkey. Convergent parallel design among mixed research methods was used during the research. Research data were collected using “Questionnaire on attitudes towards scientists” and “Draw A Scientist (DAS)” forms. Descriptive and inferential statistical methods and content analysis were used for analysis of the obtained data. Research findings indicate that, female students and sixth grade students exhibited higher attitude levels towards scientists as compared to male and fifth grade students, respectively. This difference between the attitude levels, however, was not found to be significant. Although female students drew male figures to depict scientists, they were more eager to become scientists as compared to male students. The results obtained from the drawings indicated that students generally perceive scientists as hardworking and smart male individuals wearing gown, glasses or protective glasses, tie or bowtie, mustache with a peculiar hairstyle or with no hair. Majority of students defined the activities of scientists as inventing, discovering, making space research or scientific projects. The results obtained from the inventory showed that, the majority of students depicted scientists as creative, problem-solving individuals that discover new information and design new stuff. Research results also showed that students have stereotyped opinions about scientists and they generally confuse the working fields of scientists with those of engineers. Article visualizations:

Challenges of First Years of Teaching in Turkey: Voices of Novice EFL Teachers

The present study aims to describe the challenges as perceived by novice teachers of English as a foreign language (EFL). The participants of the study were seven (7) novice EFL teachers in public primary and secondary schools in Turkey. The data sources include semi-structured interviews, diary entries, video-recorded classroom observations and stimulated recall interviews. The results, discussed in relation to pre-service and in-service teacher education, suggested that the novice EFL teachers started out their pedagogical journey amid competing and interacting challenges.

The Effectiveness of Modified Multi-Component Cognitive Strategy Instruction in Expository Text Comprehension of Students with Mild Intellectual Disabilities

This study investigates the effectiveness of Modified Multi-Component Cognitive Strategy Instruction (MMCSI) on expository text comprehension skills of students with mild intellectual disability (ID). Three students participated from inclusion classes of three different secondary schools in Turkey. The study was conducted using a multiple probe design across subjects. Expository text comprehension skills of the students were evaluated by using two different approaches: Reading Comprehension Test and Summary Writing. Comprehension scores of the summaries were assessed according to the following dependent variables: length of the summary, main idea scores, and quality. MMCSI was implemented in four phases: text structure instruction, modeling, guided practice, and independent practice. Study results showed that MMCSI was effective in a) improving the students’ comprehension of descriptive texts, b) maintaining comprehension skills, and c) generalizing these skills to texts with different topic areas and structures &nbsp

Starting Teachers’ Integration of ICT into Their Teaching Practices in the Lower Secondary Schools in Turkey

The objective of this study is to investigate the factors influencing the integration of ICT of starting teachers in lower secondary schools in the Turkish context. Both quantitative and qualitative research was implemented for this objective. The participants were selected according to a stratified two-stage sampling design. That is, they were supposed to have graduated from one of the six state universities which were determined according to the population size of the universities in relation to three highest and lowest numbers of studying pre-service teachers. They were teachers who teach Turkish, social sciences, elementary mathematics and science in the lower secondary schools to represent teachers teaching in both social sciences and science teaching branches. The study showed that perceived competence in ICT integration and pedagogical knowledge are significant predictors for starting teachers’ integration of ICT into their teaching practices. Teachers should have opportunities to access to ICT resources to integrate ICT into their teachings effectively. Besides, changes are necessary in curriculum and assessment systems to enable teachers to facilitate teaching with ICT.

Creating opportunities for L2 learning in a prediction activity

In addressing teacher talk and its role in providing opportunities for learning in L2 classrooms, a growing number of studies have investigated different ways teachers manage learner initiatives and demonstrate L2 Classroom Interactional Competence. However, despite their commonness in L2 classrooms, an investigation into pre-listening/watching activities (e.g. prediction activities) is scarce in terms of how learning opportunities are created. Based on a corpus of fourteen 45-min EFL classes videotaped at a secondary school in Turkey, the current paper explores the ways student engagement is enhanced and learning opportunities are enacted in pre-watching activities in meaning and fluency contexts. Drawing on the analyses of detailed transcriptions of such activities and utilizing the micro-analytic lens of multimodal conversation analysis, it is revealed that the teacher creates opportunities for language learning by successfully managing learner initiatives and emergent knowledge gaps; evidenced through the appropriate use of resources like embedded correction, embodied repair, and embodied explanations. Evidence for potential language learning will be shown by tracking students’ use of a phrase in meaningful communicative events. The findings have implications for research on L2 classroom interaction, teacher talk, and instructed language learning.

The presentation of main Islamic Sects in the context of freedom of thought and multi-diversity in course books of "education of religion and ethics" lesson in primary and secondary schools in Turkey

Abstract Religion education which has an important place in the education systems of countries, has a direct influence on political, religious and socio-cultural developments. Emerged under the roof of Islam, sect and groups which adopt different ideologies have been shaped according to the religious understanding of ruling powers or the political conditions. Almost in every country, religious affairs are under the control of governments and acts in accordance, as in Turkey. Unlike Western countries, modern Turkey is not multi-religious and multi-cultural. Hereby, Islam is in the center of religious education in Turkey. The main objective of this paper is to analyze how main Islamic sects are presented in the course books of "Education of Religion and Ethic" lesson served by The Ministry of Education. The course books of "˜Education of Religion and Ethic" lesson are used as resources and scan-analyze method is followed. Keywords: Education of Religion and Ethics, Islam, Islamic Sects, Sunnism, Shiaism, Alevism.

Message from editor

Message from Editor
 Dear Readers,
 It is a great honor for us to publish fourth volume, second issue International Journal of Innovative Research in Education (IJIRE).
 International Journal of Innovative Research in Education welcomes original empirical investigations and comprehensive literature review articles. The journal aims to promote new innovative ideas in all fields of education.
 The journal provides an international platform for researchers, managers, scientists, professionals and professors of educational sciences to publish high quality refereed papers comprising comprehensive leading trends of education.
 Topics on the effect of using writing to learn activities in social studies on students’ academic achievement, assessment and evaluation in math exams through the perspectives of teacher and student, course books of ‘education of religion and ethics’ lesson in primary and secondary schools in Turkey, assessment of the educational roles TV contents play in raising children’s historical consciousness, the effect of led lighting design on visual arts and violence against women and reasons are included into this issue. The topics of the next issue will be different. We will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in the next volume.
 A total number of twenty (20) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of six (6) high quality research papers were selected and accepted for publication for this issue.
 We present many thanks to all the contributors who helped us to publish this issue.
 
 Best regards,
 Assoc. Prof. Dr. Zehra Ozcinar
 Editor – in Chief