This paper focused on qualitative research on children’s rights in primary schools. This study aimed to reconceptualize and interpret research findings to develop new insights rather than simply ...summarizing articles. The study adopted meta-synthesis, which is a qualitative research design. The sample consisted of 21 qualitative studies: 14 scientific articles from the International Scientific Indexing (n = 9) or the Social Sciences Citation Index (n = 5), and seven national theses (one Ph.D. thesis and six master’s theses). Data were analyzed using inductive content analysis. The results show that most research on students’ rights in primary schools addresses the right to participation but that some studies focus also on raising students’ awareness of the right to education and children’s rights. However, there is no research on other rights. Studies also make three recommendations: School staff should have a certain degree of literacy concerning children’s rights; schools should adopt approaches based on children’s rights; all segments of society should participate in training on children’s rights. We also made some suggestions based on our results.
The aim of this study is to determine preschool teachers’ science education activities, problems they encounter and solutions they devise, and methods and techniques they use during those activities. ...Phenomenology, which is a qualitative research design, was used. The study sample consisted of 15 female preschool teachers of primary schools in the central district of the city of Muş, during the 2017–2018 academic year. Participants were recruited using criterion sampling, which is a purposeful sampling method. Study inclusion criteria were: (1) teaching children aged 60–66 months, (2) at least 3 years of professional experience, (3) voluntary participation, and (4) observations made in classrooms. Data were collected using a semi-structured interview form and through structured observations in participants’ classrooms. Three teachers were excluded from the study because they gave superficial answers to probe questions. Twelve teachers were interviewed and observed. Structured observations were conducted weekly by the researchers for a 4 month period on specific dates in the classrooms of interviewees, and field notes were taken during each observation. Data were analyzed using inductive content analysis. To get a general idea for data coding, all interview transcriptions and field observation notes were read several times and video recordings were examined again and again. Interview and observational data were coded in the light of the sub-objectives of the study. Results show that materials in science centers are different from those that participants think should be available in science centers. Participants take into account such factors as children, budget parameters, and curriculum in making material selections. They mostly use direct instruction methods and demonstrate experiments in science activities. Observations show that there is a difference between theory and practice. Problems considered to be caused by physical conditions are actually due to the use of wrong methods. Participants are of the opinion that child-centered activities, into which recyclable materials and out-of-class settings are integrated, should be used to increase the quality of science education.
This study investigated whether the Science on Stage, a theatre and drama project, taught middle-school students more about the lives and discoveries of great scientists and whether it helped them ...develop positive views and attitudes towards the science course and scientists. This 8-month study employed an embedded design. The sample consisted of 20 eight graders. Quantitative data were collected using a Scientists Success Test, a Scale of Attitude towards the Science Course, and a Questionnaire of Views on Scientists, and then, were analysed using a one-sample t-test and Wilcoxon signed ranks test. Qualitative data were collected through interviews with a semi-structured interview form developed by the researchers, and then, were analysed using inductive content analysis. The Science on Stage helped participants learn more about the lives and discoveries of great scientists but had no impact on their attitudes towards the science course and scientists. It contributed not only to the history of science but also to academic and personal development. It helped participants recognise scientific facts and develop social and academic skills and made them more curious and motivated about science and art. The study discussed the results with reference to the literature and made suggestions for future research.
At the basic education level, content related to disasters is included in the scope of courses such as Life Sciences, Science, and Social Studies. Studies reveal that teachers and pre-service ...teachers who conduct these courses are not equipped with the necessary technological and pedagogical skills. It is predicted that integrating disasters and disaster education, which have an interdisciplinary structure, with Web 2.0 technologies, one of today's digital learning tools, will make significant contributions to making disaster education effective. In this framework, the study aimed to design a "Digital Disaster Education Program" in an online learning environment for pre-service primary school, science and social sciences teachers. The study consists of three main parts: designing, implementing, and evaluating the Digital Disaster Education Program. Taba (Grassroots Rationale) model was used in the design of the program. The program, which had a five-day implementation period in the online environment, was repeated three times on different dates and with different participants within a year. In each implementation, 24 pre-service social studies, 24 pre-service science, and 24 pre-service primary school teachers (72 pre-service teachers in total) from across Turkey participated voluntarily. The digital disaster education materials developed by the participants during the program were evaluated with an analytical rubric. As a result, an example of Web 2.0 supported online disaster education programme based on Taba Model has emerged. After the evaluation process, some of the participant products were entitled to receive support by being projected toThe Scientific and Technological Research Council of Türkiye (TÜBİTAK), which is one of the reflections of the positive results of the process. At the end of the study, suggestions were presented for the acquisition of disaster education and digital teaching skills in the pre-service process.
This study aims to evaluate the effectiveness of the online version of the First Step to Village Schools (FSVS) Program in Turkey, which seeks to fill the knowledge and practice gap of prospective ...teachers, via mixed-methods research. Participants were volunteer university students from various faculties of education. In the quantitative part of the study, a single group pre-test/post-test design was used. Researchers developed the Rural School Teaching and Communication scale (KOIO), the Professional Knowledge and Skills scale (MBBO) and the Personal-Interpersonal Skills scale (KSBO). The SPSS program was used to analyze the quantitative data. During the qualitative data collection, prospective teachers were asked 3 open-ended questions as part of the post-test and a phenomenological design was used. The inductive content analysis technique was used for the analysis of the qualitative data. The results show that the FSVS program contributed to teacher candidates' development in professional knowledge and skills and individual-social skills such as teaching and communication in rural areas. The experience of prospective teachers achieved during the FSVS program is interpreted as a transition from a lack of readiness to a state of readiness to teach in a village.
Afetlerle ilgili yapılan araştırmalarda disiplinlerarası çalışmaların ön plana çıktığı görülmektedir. Bu araştırmalarda öğretmenlerin bilgi eksikliklerinin afet eğitimine yönelik uygulamalarda sorun ...teşkil ettiği ifade edilmekte, afet eğitimi araştırmalarının disiplinlerarası anlayışla zenginleştirilmesi önerilmektedir. Bu bağlamda çalışmada öğretmenlerin disiplinlerarası afet eğitimine ilişkin farkındalıkları, afet eğitimi ve disiplinlerarası öğretime ilişkin algılarının ayrı ayrı belirlenmesi yoluyla ortaya çıkarılması amaçlanmıştır. Bu çalışmada nitel tarama yöntemi kullanılmıştır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen ve 11 açık uçlu sorudan oluşan bir form kullanılmıştır. Araştırmanın katılımcılarını fen bilimleri, sosyal bilgiler ve sınıf öğretmenliği branşlarında görev yapan 107 öğretmen oluşturmaktadır. Araştırma sonucunda öğretmenlerin disiplinlerarası öğretimin; birden fazla disiplinin ilişkilendirilmesi ve disiplinlerarası işbirliği gibi genel özelliklerini belirttikleri ancak disiplinlerarası öğretimi uygulama sürecine nasıl entegre edecekleri konusunda bilgi eksiklikleri ve yanılgılı anlamalarının olduğu belirlenmiştir. Bununla birlikte öğretmenler, afet eğitimiyle ilgili nitelikli etkinlik içeriklerinin olmamasını, buna bağlı olarak da hem kendilerinin hem de öğrencilerinin nitelikli eğitim alamamalarını yaşanılan en önemli sorunlar olarak ifade etmişlerdir.
It is seen that interdisciplinary studies come to the forefront in the research on disasters. In these studies, it is stated that teachers' lack of knowledge poses a problem in disaster education practices and it is suggested that disaster education research should be enriched with an interdisciplinary approach. In this context, this study aimed to reveal teachers' awareness of interdisciplinary disaster education by determining their perceptions of disaster education and interdisciplinary teaching separately. Qualitative survey method was used in this study. A form developed by the researchers and consisting of 11 open-ended questions was used as a data collection tool. The participants of the study consisted of 107 teachers working in the branches of science, social studies and classroom teaching. As a result of the research, it was determined that teachers stated the general characteristics of interdisciplinary teaching such as the association of more than one discipline and interdisciplinary cooperation, but they lacked knowledge and had misconceptions about how to integrate interdisciplinary teaching into the implementation process. In addition, teachers stated that the lack of qualified activity contents related to disaster education and the inability of both themselves and their students to receive qualified education as the most important problems experienced.
In this study, it is aimed to determine teachers„ views of classroom management in theory and practice to help the development and implementation of new strategies to improve classroom management ...skills and to increase the quality of preschool education. The study sample consisted of 20 preschool teachers (19 women; 1 men) who have been working in public and private kindergartens within the central district of Muş in Turkey for 1 to 17 years. According to results, participants’ self- assessments of using reward and punishment strategies in classroom management show that Teacher Determination is the most important factor in the structuring, determination and implementation of all other strategies used in classroom management. It is recommended that new approaches be developed in classroom management based on digitalization and Education 4.0. Teachers should be trained on different management strategies such as robot teachers, gamification and inverted classes.
The interdisciplinary aspect of natural disasters requires their correlation with more than one discipline and orientation for understanding and teaching the inevitable nature of disasters. This ...study aimed to design a teacher training program called the Interdisciplinary Disaster Education Program (IDEP) and reveal its effect on improving teachers' natural disaster literacy. Furthermore, teachers' opinions about program were examined. The mixed-method design was used in the study. The study participants consisted of 36 teachers (science, classroom, and social studies teachers) working on different subjects. Data were obtained using the Natural Disaster Literacy Scale and the survey for the IDEP. The data collected from the scale were analyzed using two-way mixed ANOVA. The qualitative data collected from the survey were subjected to content analysis. The results indicated that the IDEP statistically improved teachers' natural disaster literacy. Moreover, the survey results highlighted that different instructional activities (experiments, modeling, workshops, rock/soil analysis, coding, augmented reality, and STEM applications, etc.) related to natural disasters contributed to a lot of professional and personal knowledge of teachers, particularly disaster management.
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