Teaching-learning Conceptions Research Articles

The implementation of the elective subject "Public Health" in the final year for medical students at Göttingen University Medical Center: results of the UNITE project

International and national frameworks and initiatives call for strengthening the training of health professionals in the public health service (PHS) through cooperation with universities. The German Medical Licensing Regulations of 21st Sep 2021 provides for an integration of PHS into undergraduate medical training in the final year since 1st May 2022. The present study presents the procedure and results of the final year elective Public Health (PH) implementation for medical students at the University Medical Center Göttingen (UMG) in cooperation with the local PHS. In the twelve-month project UNITE (07/21-06/22), the final year elective PH was implemented in seven steps: analysis of the framework conditions, conception of the elective, preparation of a logbook, pilot phase with five students in one-week rotations, public relations for students, introduction of a medical didactic training for staff of the health department and implementation of the elective PHS with students. A cooperation agreement between UMG and the Health Department regulates the training of medical students. Students complete four-week rotations in the areas of public health service and funeral services, paediatric and adolescent medical service, infection control and social psychiatric service. The logbook for students contains learning objectives for individuals specialised in services for self-assessment of the acquired competences. The didactics training was implemented with high learning success of the participating staff. So far three final year students have successfully completed the elective. The implementation of final year elective PHS strengthens the anchoring of public health topics in the education of medical students in Göttingen and makes PHS more visible as a professional perspective. Essential for the successful implementation were the establishment of a continuous cooperation between the university and the health department, student-oriented teaching-learning concept with a logbook suitable for the location, a trained multiprofessional team in the health department, and the evaluation of the elective for quality assurance and further development of the training. The concept presented here can help other locations in establishing the final year elective in PH and can be adapted to specific local conditions.

Comparison of epistemological beliefs, teaching-learning conceptions, and self-efficacy of pre-service and in-service EFL teachers

Comparison of epistemological beliefs, teaching-learning conceptions, and self-efficacy of pre-service and in-service EFL teachers

The Relationship between Teaching-Learning Conceptions and Sense of Self-Efficacy of Pre-Service EFL Teachers

Teachers’ teaching-learning conceptions and sense of selfefficacy are important constructs that can affect each other and directly influence the effectiveness of teaching. This study investigates the relationship between teachinglearning conceptions and sense of self-efficacy of preservice EFL teachers using a mixed-method research design. The quantitative data were collected from 374 4th grader pre-service teachers who were studying ELT in state universities. This study used the Turkish versions of the Teaching and Learning Conceptions Questionnaire and Teacher Sense of Efficacy Scale. Open-ended questions were used to gather qualitative data from 42 pre-service teachers who consented to respond. Descriptive statistical techniques and content analysis were used for the data analysis. The study found that teachers adopted a constructivist conception more than a traditional one. The results also suggest that the pre-service teachers have high level of self-efficacy beliefs. The results showed that preservice teachers' teaching-learning conceptions and sense of self-efficacy were related. High and positive correlations were found between their constructivist conception and efficacy for student engagement, efficacy for instructional strategies, and efficacy for classroom management. The preservice teachers felt efficacious in instructional strategies, student involvement, and classroom management. Their traditional conception is negatively correlated to their efficacy for student engagement.Taking the results into consideration, implications and suggestions were formulated for the main stakeholders of language teacher education.

유아교사의 수업전문성 함양을 위한 창의융합 교수-학습 지표 개발

This study developed a teaching-learning indicator for creativity confluence as a guideline for early childhood teachers to perform creative confluence classes with instructional expertise. This study came about in three stages. In the first stage, creative confluence class and FGI were conducted on domestic and foreign literature analysis; and the concept and component of teaching-learning of creative confluence for early childhood. In the second stage of indicator development, the first and second Delphi surveys confirmed the content validity (CVI) and consensus of the survey items and developed the provisional indicator. In the third stage of the indicator completion, there was confirmation of content validity (CVI) and agreement on the components and indicators of teaching-learning of creative confluence for early childhood were confirmed through the expert content validity verification. as results of this study was confirmed that a creative confluence teaching-learning indicator for cultivating instructional expertise of early childhood teachers, the components required for performance in professional creative confluence classes were 'teacher's creative confluence class ability, creative confluence class design, creative confluence class execution, creative confluence class evaluation, creative confluence class environment.

Pre-service English language teachers' critical thinking tendencies and their teaching-learning conceptions

As critical thinking is considered a conscious and mental process and also introduced in educational contexts, critical thinking skills and practices can be related to teachers’ conceptions of teaching-learning. Thus, this study firstly aimed to reveal pre-service teachers’ level of critical thinking and their teaching-learning conceptions, and then analyze the correlation between these two variables. The study was conducted at Çanakkale Onsekiz Mart University with Department of English Language Teaching 3rd and 4th grade pre-service teachers. On the strength of the study’s aim, it was designed as a non-experimental, mixed method with single and correlational scanning models. Therefore, the data were collected through the “California critical thinking tendency scale,” and the “Teaching-learning conceptions scale”, and finally open-ended questions prepared by the researcher related to transformational conception. For the data analysis, descriptive and correlational statistics were used via SPSS Package Program v.21.0. According to the results of the study, while pre-service teachers’ level of critical thinking is moderate, they are more inclined to the constructivist conception and there is a correlation between these two variables. The obtained data from open-ended questions reveal that most of the pre-service teachers relate transformational concepts with social development, conscious individuals and democratic values and they want to use this kind of conception during their teaching profession.

The Mediating Role of Self-Directed Learning Readiness in the Relationship Between Teaching-Learning Conceptions and Lifelong Learning Tendencies

In this study, the mediating role of readiness for self-directed learning in the relationship between pre-service teachers’ teaching-learning approach and lifelong learning skills was examined. The study group consisted of 800 pre-service teachers studying in different universities in Turkey. Data were collected with three different scales. The analysis of the data was carried out using structural equation modelling. According to the findings obtained and the results of the mediation analysis, it is clear that the readiness of self-directed learning in the relationship between constructivist teaching-learning, which is one of the learning teaching approaches, and lifelong learning tendencies has a full mediating role. However, there was no significant relationship between traditional teaching-learning approach and lifelong learning tendencies and readiness for self-directed learning. As a result, the type of learning-teaching approach affects readiness for self-directed learning and therefore lifelong learning tendencies.

Teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips: The mediating role of lifelong learning

This study aimed to examine whether lifelong learning has a mediating role in the relationship between teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips. Structural Equation Modeling was used to determine this relationship. The study sample consisted of 341 teacher candidates. The study data were collected using the Teaching and Learning Conceptions Questionnaire, the Self-Efficacy Belief Scale for Planning and Organizing Educational Out-of-school Trips, and the Lifelong Learning Scale. Participants' ages ranged from 18 to 30 (M = 23.26; SD = 2.62). According to the findings of the study, positive and significant relationships were found between teacher candidates' teaching-learning conceptions and lifelong learning and their self-efficacy in organizing out-of-school trips. The structural equation model of the study was confirmed. In conclusion, teacher candidates' lifelong learning tendencies were found to strengthen the relationship between teaching-learning conceptions and self-efficacy in organizing out-of-school trips.

Predictive Validity of Teaching Efficacy Beliefs on Teaching-Learning Conceptions: A Study of Physical Education Teacher Candidates

This study aimed to determine the relationship between the teaching efficacy of physical education teacher candidates and their teaching-learning conceptions and to determine the validity of the level of teaching efficacy predicting teaching-learning conceptions. The study group consisted of 433 teacher candidates studying in physical education and sport teaching departments. The study revealed that teacher candidates’ teaching efficacy levels and their adoption of constructivist conceptions were high and that teacher efficacy levels were important predictors of teaching-learning conceptions.

A Relational Study of Pre-Service Teachers' Epistemological Beliefs, Educational Philosophy Tendencies and Teaching-Learning Conceptions

The aim of this study is to analyze, using a path analysis model, the predictive relationships among pre-service teachers’ epistemological beliefs, their educational philosophy tendencies and their teaching-learning conceptions. A relational screening model and predictive correlational design were used in this study. The sample of this study consisted of 1621 pre-service teachers from the faculty of education in a state university in Turkey. The Epistemological Beliefs Scale adapted by Deryakulu & Büyüköztürk (2005), the Teaching-Learning Conceptions Scale adapted by Aypay (2011), and the Educational Philosophy Tendency Scale developed by researchers were all used as data collection tools. Path analysis was used to calculate predictive relationships among pre-service teachers’ epistemological beliefs, their educational philosophy tendencies, and their teaching-learning conceptions. Study findings indicate that pre-service teachers’ epistemological beliefs and their educational philosophy tendencies are statistically significant predictors of their teaching-learning conceptions. The findings also indicated that pre-service teachers’ epistemological beliefs are statistically significant predictors of their educational philosophy tendencies. In this context, predictive relationships among variables were scrutinized and a number of suggestions were made in light of these findings.

Caracterização e concepções de ensino-aprendizagem do corpo docente de um curso de medicina em desenvolvimento

Objetivo: Caracterizar o corpo docente de um curso de medicina e suas concepções de ensino-aprendizagem em relação ao preconizado pelas Diretrizes Curriculares Nacionais (DCN). Métodos: Considerando que apenas a aprovação e a publicação das DCN não garantem sua implementação e que possa haver resistências às práticas inovadoras de ensino, este trabalho aplicou aos docentes o questionário COLT, através do qual obteve-se as concepções conscientes e inconscientes de aprendizado e ensino dos entrevistados no que se refere a centralização do professor, apreciação de metodologias ativas e orientação para a prática profissional. Resultados: O corpo docente é majoritariamente composto por mulheres, médicas, com pós-graduação e dedicação de tempo entre docência e outras atividades laborais. Os resultados permitem recomendar que os professores se envolvam mais com o desenvolvimento docente, na missão de formar profissionais que contribuam para a reorientação do sistema de saúde. Conclusão: O corpo docente pesquisado apresenta concepções de ensino-aprendizagem relativas à centralização do professor, apreciação de metodologias ativas e orientação para prática profissional adequadas ao perfil exigido pelas DCN, embora ainda sejam necessárias mais capacitações para torná-lo mais agente de mudança conceitual.

Teaching-learning conceptions, teaching motivation, and perceptions towards ICT: A research in Turkish public high schools

The purpose of this research was to examine the correlation amongst teaching-learning conceptions, teaching motivation, and perceptions towards ICT of teachers. While the present research adopted predictive design, the sample was consisted of teachers (n = 268) working in public high schools. In this research, teaching-learning conceptions, teaching motivation, and perceptions towards ICT scales were used. In the research, the correlations amongst teachers’ teaching-learning conceptions, teaching motivation, and perceptions towards ICT in teaching and learning process were calculated by conducting Pearson product-moment correlation analysis, and linear multiple regression analysis was used to identify the variables that predict perceptions towards ICT of the participating teachers. It was found in the research that there were significant correlations amongst teaching-learning conceptions, teaching motivation, and perceptions towards ICT. Also, constructivist teaching-learning conception and extrinsic teaching motivation were seen to predict perceptions of teachers towards ICT significantly.

The Relationships between Middle School Teachers’ Epistemological Beliefs and Learner Autonomy Support Behaviours: The Role of Teaching-Learning Conceptions as the Mediating Variable

This study aims to reveal the predictive and explanatory relationships amongst the middle school teachers’ epistemological beliefs, their teaching-learning conceptions and their learner autonomy support behaviours on the suggested model. Designed as a multi-factorial complex predictive correlational study, this paper employs 345 middle school teachers actively teaching various subject in the center of Manisa province in 2017-2018 academic year. “ Epistemic Belief Inventory ” was used to determine teachers’ epistemological beliefs, while “ Teaching-Learning Conceptions Scale ” was utilised to determine their teaching–learning approaches. On the other hand, Learner Autonomy Support Scale ” was used to find out the participants’ learner autonomy support behaviors. The structural equation modeling was utilised to test the suggested model. The findings have indicated that middle school teachers’ sophisticated epistemological beliefs predict constructivist teaching-learning conceptions and learning autonomy support behaviours in a meaningful way positively while predicting the traditional teaching –learning conceptions negatively. Constructivist teaching-learning conceptions predict learner autonomy support behaviours meaningfully and positively. It was seen that there is not any relationship between traditional teaching learning conceptions and learner autonomy support behaviours. Another significant result is that constructivist teaching-learning conceptions have a mediating effect on sophisticated epistemological beliefs and learner autonomy support behaviours. The results reveal that teachers’ epistemological beliefs have a direct influence on their teaching learning conceptions and learner autonomy support behaviours.

Pre-service Science Teachers’ Teaching Beliefs: Responding to ‘Which’, ‘How’ and ‘Why’ Questions

ABSTRACTThis study was conducted to explore a comprehensive belief system model of pre-service science teachers’ (PSTs’) beliefs and to examine the reasons why and how these beliefs are in/consistent with each other. A sequential explanatory research design guided the study, with a quantitative approach being followed by a qualitative one. Participating in the quantitative research were 955 PSTs. The results of a structural equation modeling analysis of the dataset indicated that PSTs’ depressive beliefs were related to their epistemological beliefs and that these latter beliefs predicted their teaching-learning conceptions. Twelve PSTs participated in a follow-up research that employed a multiple case research design. Results, at this step, indicated that there was a relationship between a PST’s beliefs and experiences. Furthermore, if any inconsistencies between experiences and peripheral beliefs existed, the relationship was biased toward experiences. Therefore, the experience-biased calibration determined that central beliefs have a greater influence on peripheral beliefs than vice versa. Given these results, certain implications are presented.

TEACHING-LEARNING CONCEPTIONS AND PEDAGOGICAL COMPETENCE PERCEPTIONS OF TEACHERS: A CORRELATIONAL RESEARCH

The objective of this research is to examine the relationship between teachers’ teaching-learning conceptions and pedagogical competence perceptions and to reveal the related findings. The research was designed in the relational survey model. The study group of the research is composed of teachers who work in elementary and secondary public schools in Karaman district of Turkey (n = 223). In the research, it was found that there are positive or negative relationships between teachers’ teaching-learning conceptions and pedagogical competence perceptions sub-dimensions. In addition, according to regression analysis, it was seen that the model was significant as a whole and teachers’ teaching-learning conceptions and pedagogical competence perceptions were significantly associated. It was understood that the teachers’ teaching-learning conceptions explained 42% of their pedagogical competence perceptions. According to the findings of the research, it was observed that teachers mostly had traditional teaching-learning conceptions and there was no significant relationship between their traditional teaching-learning conceptions and their pedagogical competence perceptions except the first dimension. It was found that there was a significantly positive relationship between their teaching-learning conceptions and their pedagogical competence perceptions among teachers who have constructivist teaching-learning conception. According to these findings, teachers’ pedagogical competence perception levels decrease as their teaching-learning conceptions move towards the traditional conceptions, and pedagogical competence perception levels increases as their teaching-learning conceptions move towards constructivism. When all these results are taken into consideration, teachers should be educated in accordance with the constructivist teaching-learning conception in line with their contemporary educational philosophies, models and conceptions.

Challenge-based learning: an I-semester for experiential learning in Mechatronics Engineering

An Educational Innovation approach denominated, “I-semester,” for Mechatronics Engineering students was designed, implemented and evaluated. The teaching–learning concept applied herein is interactive, experiential, motivates students and encourages their creativity to provide solutions to real-world challenges. Within the frameworks of competency-based education (CBE) and challenge-based learning (CBL), learning experiences were designed consisting of educational modules and challenges focused on developing disciplinary and transversal competencies during an academic semester. The modules provided theoretical and practical knowledge, whereas challenge activities promoted the development of competencies and the generation of creative–solution proposals. This educational research effort included a formal methodology that started with a problem statement and a hypothesis, followed by the method and an experiment that consisted of the I-semester implementation with a sample of students enrolled in the Mechatronic Engineering program at Tecnologico de Monterrey. The methodology, the development of the experiment and the findings through the analysis of gathered data could contribute to educational research focused on CBE–CBL approaches in educational programs for undergraduate engineering students.

The Relationship between Teachers' Educational Beliefs and Teaching-Learning Conceptions: A Mixed Method Study

The aim of this study is; determining the relationship between teachers’ education beliefs and their teaching-learning conceptions. A mixed method has been used to reach the overall aim of the research. In the study, explanatory sequential design was used as mixed method design. In this context, quantitative data were collected and analysed at the first stage. In the second stage, qualitative data were collected to help explain the findings obtained after the analysis of the quantitative data. The study group of the quantitative dimension of the study constitutes 301 high school teachers who are working in secondary education institutions in the provincial centers of Mersin province during the 2015-2016 educational year and voluntarily participating in the research. The qualitative study group consists of 45 teachers from the quantitative dimension. Education Beliefs Scale, Teaching-Lerning Conceptions Questionnaire and Interview Form were used in collecting research data. In the study, the analysis of the data was carried out in two stages: analysis of quantitative data and analysis of qualitative data. Anova was used to examine whether the educational beliefs of teachers and their teaching-learning conceptions differed according to the service year variable and t-test was used to see if it varied according to the gender variable. The relationship between teachers' educational beliefs and teaching-learning conceptions was examined by Pearson's correlation coefficient. Multiple linear regression analysis has been used to determine how teachers perceive their teaching-learning conception of educational beliefs. Content analysis was used for the analysis of qualitative data. It has been determined in the research that there is a significant relationship between teachers' educational beliefs and teaching-learning conceptions. In the study, it was determined that teachers' educational beliefs were a significant predictor of constructivist and traditional teaching-learning conceptions.

PERENCANAAN PEMBELAJARAN BAHASA ARAB DI PERGURUAN TINGGI PARIWISATA

This study aims to analyze the lesson plans of Arabic teaching-learning in STIE Pariwisata YAPARI. The researcher hopes that this research can describe the Arabic teaching-learning concept in tourism College. The research uses qualitative approach with descriptive analysis. The research subjects were an Arabic lecturer, and 11 students on their fourth semester. The data were collected by interview and document analysis as triangulation. The result showed that the planning of Arabic teaching-learning can be categorized as good. The vision-mission of institution, curriculum, lesson plan, and academic management were connected well. There were some problems: The campus had no written guideline of lesson plans writing and less of credit semester system. The recommendations of this research were: the campus should make guideline of lesson plans writing and the addition of the number of credit semester system.

Investigating the relation between educational philosophies adopted by prospective teachers and their teaching-learning conceptions

The present study aims investigating the relation between educational philosophies adopted by prospective teachers and their teaching-learning conceptions. In the study, relational screening model was used. In the study, simple random sampling method was used. The study included 431 prospective teachers studying in divisions of elementary school teaching, science, social studies, Turkish, preschool, English, psychological consultancy and guidance and computer teaching. The data in the study were collected by using the scale of teaching- learning conceptions and the scale of philosophic preference assessment. Descriptive statistics, multi-linear regression analysis and Pearson product moment correlation analysis took place in data analyses. As a result, it was seen that the prospective teachers responded as “I agree” to the contemporary educational philosophy dimension of the educational philosophy that they adopted while they responded as “I agree in part” to the traditional educational philosophy and as “I agree” to the constructive sub-dimension of the teaching-learning conceptions’ scale and as “I agree in part” to the traditional sub-dimension. It was determined that there is a relation at low and moderate levels in the directions of positive and negative between the scores of the prospective teachers in the educational philosophy they adopted and their scores in teaching-learning conceptions while sub-dimensions of traditional and contemporary educational philosophies of the scale of philosophic preference assessment that they adopted has a significant relation with the teaching-learning conceptions.

Introduction to Fundamental Concepts of Spectroscopy Using the Lhires III Spectrograph

This article proposes and analyzes the use of the high-resolution Lhires III spectrograph as a pedagogical tool for teaching-learning concepts of optical spectroscopy. A methodology was developed and it was tested in a population of 20 students from different engineering programs at the Technological University of Pereira, Colombia. The methodology was implemented through a guide, which describes the 3 experiments that are part of the methodological proposal. Upon completion of the guide, students were asked to respond to a test. The Hake gain coefficient was used to measure the learning evolution of students and verify the methodology proposed in this study. 85% of the students affirmed they would like to explore in more depth the concepts of spectroscopy. Although more analysis may be required to verify the findings, these preliminary results show the experiments carried out with the Lhires III allow students to strengthen knowledge acquired in the classroom, fostering interest in science both at high school and university levels.

Indicators for Assessing the Quality of a Blended University Course

The quality of university education has always been a major concern for all participants involved in the teaching-learning process. The ability to objectively analyze the quality of a subject and to diagnose the aspects that have to be improved has become a necessity, and even more, with the arrival of the European Higher Education Area. The subjects that have always been taught in classroom have suffered a substantial transformation, as current methodologies include online support. Besides, there is a major change in the teaching-learning concept, focusing the main role in the student. This entire situation requires new quality models.