Sürdürülebilir Kalkınma Amaçları

• 2

• MakaleAçık Erişim2022/r/munzur/2497
  The impact of reflective practices on pre-service science teachers’ classroom teaching practices

  Kılıç, Aygün

  This case study attempts to explore the impact of the reflective practices (reflection in, on, and for action) on pre-service science teachers’ (PSTs’) classroom teaching practices. To this end, ten PSTs majoring in Science Teacher Education Program participated in this study. In the study, the author designed a classroom teaching practice process based on reflective practices. This process was carried out during the teaching practicum course with the pre-service teachers participating in the research. At the beginning and end of the study, classroom observations, field notes, classroom observation instruments, teaching video records, and lesson plans were used as data collection tools in determining PSTs' classroom teaching practices. The qualitative and quantitative results of this study indicated that there was a significant change in favor of post-classroom practice results between PSTs' pre-and post-classroom teaching practices. Given these results, the classroom practice process based on the reflective practices carried out in the research plays an important role in the development of PSTs' classroom teaching practices.

  • 
  AtıfScopus20·OpenAlex24

  İncele
• MakaleAçık Erişim2021/r/munzur/2536
  The evaluation of collaborative synchronous learning environment within the framework of interaction and community of inquiry: An experimental study

  Aslan, Alper

  This study aims to investigate a collaborative synchronous learning environment in terms of students‟ community of inquiry perceptions (cognitive, social, and teaching presences) and interaction levels. This quantitative study was conducted with the participation of fifty-nine freshmen (twenty-nine in the control group and thirty in the experimental group) in the department of Information Technologies at a university. The study lasted nine weeks, including two weeks of data collection and seven weeks of implementation procedure. After the implementation, the Community of Inquiry Scale and the Online Course Interaction Level Determination Scale were administered to the participants. The results revealed that co-operative synchronous learning experiences positively influenced students‟ community of inquiry perceptions and interaction levels in the experimental group. Further results and implications are discussed at the end.

  • 
  AtıfScopus17·OpenAlex21

  İncele