scholarly journals Examining the Relationship Between Turkish Teacher Candidates’ Metacognitive Learning Strategies and Critical Listening Attitudes

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 145-153
Author(s):  
Fatih Can
Keyword(s):  
Learning Strategies ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Survey Design ◽  
Attitude Scale ◽  
Grade Point ◽  
Metacognitive Learning ◽  
Faculty Of Education ◽  
Listening Behaviors ◽  
The Relationship

This study aims at examining the relationship between Turkish teacher candidates’ metacognitive learning strategies and critical listening attitudes as well as determining whether theircritical listening attitudes and the use of metacognitive learning strategies vary with gender, age, year in college, and grade point average (GPA). Accordingly, a correlational survey design was used. The sample of the study consists of 191 Turkish teacher candidates studying at the Turkish teacher education program of Amasya University, Faculty of Education. The Metacognitive Learning Strategies Determining Scale developed by Gündoğan Çöğenli & Güven (Bilişüstü…) and the Critical Listening Attitude Scale developed by Taşkın were used as data collection tools. The data were analyzed using statistical package software SPSS 22.0. T-test, ANOVA, and correlation analysis were performed. A positive correlation was determined between Turkish teacher candidates’ critical listening behaviors and the use of metacognitive learning strategies.We believe that the findings of this study will contribute to determining critical listening attitudes.

scholarly journals Teacher candidates attitudes towards the stem and sub-dimensions of stem

2019 ◽  
Vol 14 (2) ◽  
pp. 322-344
Author(s):  
Ezgi Pelin Yıldız ◽  
Ayşe Alkan ◽  
Metin Cengel
Keyword(s):  
21St Century ◽  
Teacher Candidates ◽  
Attitude Scale ◽  
Study Group ◽  
Science Technology ◽  
And Mathematics ◽  
Faculty Of Education ◽  
The Relationship ◽  
Academic Year ◽  
One Way Anova

The developments in science and technology have led to changes in the expectations of countries from the future and the individuals. In the 21st century, focusing on innovative approaches in the education system has become compulsory to raise individuals who question, find rapid and effective solutions to problems and who could think scientifically. One of these approaches is Science, Technology, Engineering and Mathematics (STEM) training. The aim of this study is to evaluate the relationship between STEM and STEM sub-dimensions. The study group consists of 204 teacher candidates from different departments of the Faculty of Education of Sakarya University during the academic year 2018/2019. To collect data, the attitude scale for STEM and the sub-dimensions of STEM were used in the study. One-way ANOVA was used in this correlation for parametric tests. According to the results of the study, there is a positive and significant relationship between STEM and all STEM sub-dimensions based on the data collected from teacher candidates. Keywords: STEM, sub-dimensions, teacher candidates.  

Sexual Education and Teacher Candidates' Attitudes Towards Sexuality

2010 ◽  
Vol 20 (1) ◽  
pp. 81-90 ◽  
Author(s):  
Isik Gursimsek
Keyword(s):  
Teacher Candidates ◽  
Sexuality Education ◽  
Coastal Region ◽  
Sexual Attitude ◽  
Attitude Scale ◽  
Sexual Education ◽  
Post Test ◽  
Faculty Of Education ◽  
The Relationship ◽  
Academic Year

AbstractThe aim of this study is to investigate teacher candidates' attitudes related to sexuality and homosexuality and to determine the relationship between these attitudes and course attendance, gender and cultural background. The sample of the study consist of teacher candidates that have (n= 302) and have not (n= 176) attended the sexual education course during the 2006–2007 academic year at a faculty of education in Izmir — a city in the western coastal region of Turkey. The Sexual Attitude Scale (SAS) and the Homosexuality Attitude Scale (HAS) were used to gather data at pre-test and post-test levels. Results demonstrate that sexuality education has a positive effect on participants' attitudes towards sexuality. In contrast, the course does not have any influence on candidates approach to homosexuality.

scholarly journals An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

2017 ◽  
Vol 10 (4) ◽  
pp. 53
Author(s):  
Ozgul Balci
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Future Research ◽  
Language Learning Strategies ◽  
Freshman Students ◽  
Faculty Of Education ◽  
Education In Turkey ◽  
The Relationship

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and “Big 16 Learning Modality Inventory” by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson’s correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

scholarly journals Transition to Distance Education in COVID-19 Period: Turkish Pre-Service Teachers’ E-Learning Attitudes and Readiness Levels

2021 ◽  
Vol 7 (1) ◽  
pp. 296
Author(s):  
Tarık Balcı ◽  
Ceren Nur Temiz ◽  
Ahmet Haktan Sivrikaya
Keyword(s):  
Teacher Candidates ◽  
Negative Attitude ◽  
Attitude Scale ◽  
Learning Readiness ◽  
Learning Attitudes ◽  
E Learning ◽  
Faculty Of Education ◽  
Teachers Attitudes ◽  
Online Learning Readiness ◽  
Academic Year

In this study, pre-service teachers’ attitudes and readiness towards e-learning during the COVID-19 pandemic were examined. This research was carried out in the Fall Semester of the 2020-2021 Academic Year, with the participation of 519 pre-service teachers from Balıkesir University Necatibey Faculty of Education and Faculty of Sport Sciences, Department of Physical Education and Sports Education. In the collection of data, the General Attitude Scale towards e-learning developed by Haznedar and Baran (2012) and the Online Learning Readiness Scale adapted to Turkish Culture by İlhan and Çetin (2013), were used. In this study, it was found that pre-service teachers had a negative attitude towards e-learning and that they considered themselves competent in terms of e-learning readiness. There was no difference in terms of e-learning attitudes and readiness of the teacher candidates according to the department they studied. In addition, it was found that there was a significant relationship between pre-service teachers’ attitudes towards e-learning and their readiness, and that e-learning readiness was an effective factor in the adoption of the e-learning process.

scholarly journals Proficiency Perceptions and Attitudes of Pre-Service Teachers on İnformation and Communication Technologies

2018 ◽  
Vol 12 (1) ◽  
pp. 24
Author(s):  
İlhami Arseven ◽  
Ahmet Turan Orhan ◽  
Ayla Arseven
Keyword(s):  
Information And Communication Technologies ◽  
Teacher Candidates ◽  
Communication Technologies ◽  
Attitude Scale ◽  
Internet Usage ◽  
Usage Frequency ◽  
Significant Difference ◽  
Computer Ownership ◽  
Information And Communication ◽  
Faculty Of Education

The aim of this study is to examine teacher candidates’ perceptions of their own proficiency in using information and communication technologies and their attitudes towards information and communication technologies in terms of gender, major, internet usage frequency and computer ownership. The study group consists of 336 teacher candidates, 98 male (29%) and 238 female (71%) senior students, in different departments at Cumhuriyet University Faculty of Education during the 2017-2018 academic year. The “Proficiency Perception Scale for Using Information and Communication Technologies” and “The Attitude Scale for Information and Communication Technologies” developed by different researchers were administered to the candidate teachers. As a result of the findings obtained from the research, there was no significant difference between proficiency levels of the teacher candidates regarding the use of information and communication technologies. Besides, there was not significant difference between the means of attitude towards information and communication technologies in terms of majors and the internet usage frequency, and between the mean proficiency perception scores of using information and communication technologies with regard to gender. It was ascertained that there was a slightly meaningful difference between the attitudes scores for information and communication technologies in favor of males in terms of gender, and as to computer ownership, there was a low level of difference between both attitude and perception scores in favor of computer owners. The findings are discussed within the scope of literature.

scholarly journals Modeling Wording Effects Does Not Help in Recovering Uncontaminated Person Scores: A Systematic Evaluation With Random Intercept Item Factor Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
María Dolores Nieto ◽  
Luis Eduardo Garrido ◽  
Agustín Martínez-Molina ◽  
Francisco José Abad
Keyword(s):  
Factor Analysis ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Model Fit ◽  
Systematic Evaluation ◽  
Grade Point ◽  
Independent Variables ◽  
Random Intercept ◽  
Item Factor Analysis ◽  
The Relationship

The item wording (or keying) effect consists of logically inconsistent answers to positively and negatively worded items that tap into similar (but polarly opposite) content. Previous research has shown that this effect can be successfully modeled through the random intercept item factor analysis (RIIFA) model, as evidenced by the improvements in the model fit in comparison to models that only contain substantive factors. However, little is known regarding the capability of this model in recovering the uncontaminated person scores. To address this issue, the study analyzes the performance of the RIIFA approach across three types of wording effects proposed in the literature: carelessness, item verification difficulty, and acquiescence. In the context of unidimensional substantive models, four independent variables were manipulated, using Monte Carlo methods: type of wording effect, amount of wording effect, sample size, and test length. The results corroborated previous findings by showing that the RIIFA models were consistently able to account for the variance in the data, attaining an excellent fit regardless of the amount of bias. Conversely, the models without the RIIFA factor produced increasingly a poorer fit with greater amounts of wording effects. Surprisingly, however, the RIIFA models were not able to better estimate the uncontaminated person scores for any type of wording effect in comparison to the substantive unidimensional models. The simulation results were then corroborated with an empirical dataset, examining the relationship between learning strategies and personality with grade point average in undergraduate studies. The apparently paradoxical findings regarding the model fit and the recovery of the person scores are explained, considering the properties of the factor models examined.

scholarly journals The Relationship Between Candidates Teachers’ 21st Century Skills and Their Emotional Intelligence Levels

2021 ◽  
Vol 11 (3) ◽  
pp. 527-535
Author(s):  
murat canpolat
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
21St Century ◽  
Teacher Candidates ◽  
21St Century Skills ◽  
Intelligence Scale ◽  
Skill Levels ◽  
Faculty Of Education ◽  
High Level ◽  
The Relationship

The aim of this study is to examine the relationship between 21st century skills and emotional intelligence of teacher candidates. In addition, it was investigated whether teacher candidates’ levels of 21st century skills and emotional intelligence differ significantly according to various variables. This research, which was designed according to the relational screening model, was conducted with 312 teacher candidates studying at Inonu University Faculty of Education. “Multidimensional 21st Century Skills Scale” and “Emotional Intelligence Scale” were used to collect data in the study. Descriptive statistics, difference analysis, Pearson Product Moment Correlation Coefficient and regression analysis were used to analyze the data. As a result of the analysis of the research data, it was found that teacher candidates’ 21st century skills and emotional intelligence are at a high level, that the emotional intelligence and 21st century skill levels of teacher candidates do not differ significantly according to gender, but those who have medium and high overall academic success are 21st. century skills and emotional intelligence levels were found to be high and significantly different. In addition, in the study, it was found that there was a significant, medium, positive relationship between 21st century skills and emotional intelligence of teacher candidates, It was concluded that the level of predicting 21st century skills of emotional intelligence is statistically significant. In the process of preparing students for the future, suggestions were made for the development of 21st century skills and emotional intelligence.

scholarly journals The Relationship between Prospective Social Studies Teachers’ Attitudes towards Gender Roles and Entrepreneurship Levels

2020 ◽  
Vol 8 (4) ◽  
pp. 64
Author(s):  
Fadime Seçgin ◽  
Ayşegül Tural
Keyword(s):  
Gender Roles ◽  
Social Studies ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Gender Role Attitudes ◽  
Attitude Scale ◽  
Social Studies Teachers ◽  
Black Sea Region ◽  
Teachers Attitudes ◽  
The Relationship

Social studies is an important course to include current issues and associate them with life. Within the course, the concept of gender and supporting the entrepreneurship of individuals are noteworthy. Since it is an interdisciplinary course, the recognition of gender roles, and understanding correctly and developing the concept of entrepreneurship are emphasized in the course content. The aim of this study is to determine the relationship between the prospective social studies teachers’ attitudes towards gender roles considered to play an important role in the emergence of entrepreneurial skills and their entrepreneurship levels. For this purpose, the study was carried out using a relational screening model. The study group consisted of 222 prospective teachers studying in social studies teacher education program at a university located in the Central Black Sea Region of Turkey during the 2016-2017 academic year. In the study, Gender Roles Attitude Scale developed by Zeyneloğlu (2008) and University Students Entrepreneurship Scale developed by Yılmaz and Sünbül (2009) were used as data collection tools. As a result of the study, it was found that there is a significant relationship between the participants’ egalitarian gender role attitudes and entrepreneurship levels.

scholarly journals Science Teacher Candidates’ Learning and Studying Strategies in the Context of Self-regulation

2017 ◽  
Vol 6 (4) ◽  
pp. 161
Author(s):  
Ozkan Yilmaz
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Teacher Candidates ◽  
Self Regulation ◽  
Strategic Learning ◽  
Education Students ◽  
Individual Study ◽  
Faculty Of Education ◽  
Question Form ◽  
Mathematics And Science

This study investigated the students’ individual study and learning strategies. Toward this purpose, open ended question form was administered to 40 university students who have enrolled department of mathematics and science education, faculty of education. Students were selected randomly in all level of class. Qualitative research method was used in the research. All data collection was gathered by personally-written document. Results showed that students use various strategies in learning and studying. But, some strategies are not primarily related to one of ten of the components of strategic learning. Educators must not assume that university students already have skills and habits; they should help and teach them. 

The Role of Metacogntion and Knowledge Transfer in Self-Directed Learning

2018 ◽  
pp. 141-159
Author(s):  
Gina J. Mariano ◽  
Kirsten Batchelor
Keyword(s):  
Critical Thinking ◽  
Knowledge Transfer ◽  
Learning Strategies ◽  
Albert Einstein ◽  
Multiple Perspectives ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Metacognitive Learning ◽  
The Relationship

Education is what remains after one has forgotten everything he learned in school. This quote by Albert Einstein embodies the essence of the relationship between metacognition and self-directed learning. It is important for students to remember what they learn in school, but many forget the information because they have not been taught metacognitive learning strategies. The learning strategies we teach students supports them in their effort to become good learners. In this chapter, we discuss the relationships between metacognition and knowledge transfer, critical thinking and self-directed learning. It brings together multiple perspectives on metacognition and knowledge transfer and discusses instructor strategies to engage students in metacognitive learning strategies.

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