scholarly journals PRESERVICE SOCIAL STUDIES TEACHERS’ OPINIONS ABOUT MOBILE AUGMENTED REALITY APPLICATIONS

2021 ◽  
Author(s):  
Nail Değirmenci ◽  
Yusuf İnel
Keyword(s):  
Preservice Teachers ◽  
Augmented Reality ◽  
Social Studies ◽  
Personal Information ◽  
Mobile Augmented Reality ◽  
State University ◽  
Spring Semester ◽  
Learning Retention ◽  
Content Analysis Method ◽  
Group Interviews

The aim of this study is to reveal the opinions of social studies preservice teachers about their experiences during an action research on mobile augmented reality. In line with the aim of the study, a total of 46 preservice teachers (25 female, 21 male) studying in the second year of a social studies education program of a state university in the spring semester of the 2018-2019 academic year were determined as the study group. In the data collection phase of the research; focus group interviews, researcher diaries, observation reports were used. During the interview data analysis, the content analysis method was used. The findings obtained from the interviews were also supported by the observation and researcher diaries. Finally, the data about the devices that the participants have and their level of using these devices were collected through the personal information form, and then tabulated and interpreted. The knowledge background of the participants required to perform Mobile Augmented Reality (MAR) activities was found to be inadequate. The participants reported that the use of AR on mobile devices increases accessibility, fosters interest, supports active participation, and improves perception. On the other hand, they reported that that its use in education concretizes the abstract concepts, ensures learning retention, enhances success and encourages collaborative learning. The MAR was also found to be perception-changing, enjoyable, motivating, growth-enhancing, and facilitative from students’ perspective. From educators’ perspective, the findings indicate that MAR increases productivity, supports the resourcefulness of the teacher, and keeps the teacher social.

scholarly journals Social Studies Preservice Teachers’ Views on and Experiences with WebQuest

2019 ◽  
Vol 7 (4) ◽  
pp. 131 ◽  
Author(s):  
Fitnat Gürgil ◽  
Mertcan Ünal ◽  
Bülent Aksoy
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Undergraduate Students ◽  
Prospective Teachers ◽  
Teaching Profession ◽  
Research Approach ◽  
State University ◽  
Spring Semester ◽  
Teaching Activities ◽  
Weak Factor

The current study aims to determine prospective teachers’ opinions about WebQuest applications by both introducing them to the WebQuest teaching materials and obtaining their experiences in the WebQuest design process. This study employs phenomenology as a qualitative research approach. The study was conducted in the spring semester of the 2017-2018 academic year with the third year undergraduate students in the social studies education department of a state university in Ankara. Two different data collection tools, a Peer Evaluation Form and an Interview Form, were used. Content analysis was used to analyze the data obtained. According to the findings of the study, social studies preservice teachers think that teacher supervision of Webquest teaching activities is advantageous. Preservice teachers defined the specific principles of WebQuest teaching activities as a weak factor. Additionally, preservice teachers emphasized that WebQuest teaching activities are difficult to implement in environments where Internet and computer facilities are not available. Even though almost half of the participants stated that they wanted to include WebQuest teaching activities in their classes when they started the teaching profession, they expressed about their concerns.

scholarly journals Teacher Candidates’ Opinions about the Use of Museums as Educational Environments in Social Studies Lessons

2021 ◽  
Vol 9 (1) ◽  
pp. 33
Author(s):  
Salih Uslu
Keyword(s):  
Data Collection ◽  
Social Studies ◽  
Teacher Candidates ◽  
Personal Information ◽  
Educational Environment ◽  
Study Group ◽  
Educational Environments ◽  
Content Analysis Method ◽  
Social Studies Teacher ◽  
Question Form

The aim of this study is to determine the opinions of teacher candidates regarding the use of museums in social studies lessons as an educational environment. The study group of the research was determined through purposeful sampling method. The study group consists of 114 teacher candidates studying in the social sciences teaching department at the education faculty of a public university during the 2019-2020 academic year. In this case study, a personal information form and an open-ended question form developed by the researcher were used as data collection tools. The data obtained from the answers given by teacher candidates to the data collection tools were analysed by using content analysis method. When the research results were examined in general, it was seen that Social Studies Teacher Candidates mostly explained the benefits that using museums as an educational environment were “ensuring permanent learning”, “enabling students to learn better by seeing/living” and “providing information about the past”. According to another result obtained from the research, Social Studies Teacher Candidates based the problems that they might face while using museums as an educational environment on “the possibility that students may give harm to historical documents and objects”, “financial impossibilities” and “difficult to control the classroom”.

scholarly journals Investigation of the Prospective Science Teachers' Views on the Problems and Solutions Regarding Science and Technology

2020 ◽  
Vol 13 (2) ◽  
pp. 128-141
Author(s):  
Fulya ZORLU
Keyword(s):  
Focus Group ◽  
Science Teachers ◽  
Science And Technology ◽  
State University ◽  
Information Communication ◽  
Focus Group Interviews ◽  
Content Analysis Method ◽  
Problems And Solutions ◽  
Group Interviews ◽  
Prospective Science Teachers

Abstract: The aim of this study was to investigation of the prospective science teachers' views on the problems (as are the waste of natural resources, the information pollution, sharing information without confirming their validity of information, communication problems among people, spending extra time and money, the laziness, the obesity, the environmental pollution, the global warming etc.) and solutions regarding science and technology. Research method of this study was case study method. The four second year prospective science teachers attending education faculty of a state university were participated to this study. The data tools of this research were used questions in focus group interviews. The data obtained from the focus group interviews were analyzed using content analysis method. According to the results obtained from this study, prospective science teachers were expressing many problems within the framework of individual, social and environmental on science and technology sourced problems. Considering the results obtained from this study, it can be said that the solutions suggested by the prospective science teachers to solve the science and technology sourced problems are limited and can be improved.

scholarly journals The analysis of pre-service social studies teachers' academic self-efficacy

2016 ◽  
Vol 6 (4) ◽  
pp. 413-446 ◽  
Author(s):  
Osman Sabanci ◽  
Salih Uslu
Keyword(s):  
Social Studies ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Personal Information ◽  
Social Studies Teachers ◽  
State University ◽  
Exam Preparation ◽  
Social Studies Teacher ◽  
Efficacy Research ◽  
Academic Self Efficacy

The purpose of this study is to determine the pre-service social studies teachers' academic self-efficacy. Research data were obtained from a total of 433 pre-service teachers who studied at the department of social studies at a state university in Ankara in 2013-2014 academic years. In this research involving the use of mixed method, "Academic Self-Efficacy Scale" developed by Jerusalem and Schwarzer (1981) and adapted to Turkish by Yılmaz, Gürçay and Ekici (2007) and "Personal Information Form" and "Academic Self-Efficacy Oriented Opinion Form" developed by researchers were used. It has been concluded on the quantitative dimension of the research that academic self-efficacy of the pre-service teachers shows statistically significant differences in terms of gender variable, and it does not show statistically significant differences in terms of class, daily study time and regular use of the library, reason for choosing social studies teacher education program and the number of books that they read other than textbooks after starting the college. On the qualitative dimension of the research the obtained data supported the pre-service teachers in terms of "feeling competent in the academic sense", "study and exam preparation habits" and "college expectations".

scholarly journals Examination of Preservice Teachers’ Views on Peer Learning

2021 ◽  
Vol 10 (3) ◽  
pp. 149
Author(s):  
Jale IPEK
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Training Programs ◽  
Personal Information ◽  
Total Duration ◽  
Peer Learning ◽  
Learning Method ◽  
Spring Semester ◽  
Block Based ◽  
Using Data

This study aimed to examine the preservice teachers’ views on the process after entering Code.org and block-based programming (Scratch) training programs, which are carried out by the peer learning method. The study group of the research consists of 41 preservice teachers at the Computer Education and Instructional Technologies departments of a state university and took the Special Teaching Methods 2 course in the spring semester of the 2017-2018 academic year. Considering the criteria determined by the researcher, 7 preservice teachers were selected as educators. As students, 34 preservice teachers participated in the study. In this study, a qualitative research method was used to determine the opinions of preservice teachers on the Code.org and Scratch training programs, which are carried out by the peer learning method. As a data collection tool, the opinion form for the Code.org training programs, the structure of opinion determination on the Scratch training programs, and the personal information form were used. The total duration of the study consists of eight weeks. Data from the preservice teachers were collected weekly using data collection tools and a content analysis technique used in the analysis of the data. At the end of the study, the opinions of the preservice teachers on the study conducted with the peer learning method were determined. It can be said that preservice teacher generally has positive views on peer learning and are satisfied with the peer learning method.

Exploring Antecedents to Adopt Mobile Augmented Reality Applications

2021 ◽  
pp. 285-303
Author(s):  
İrem Eren Erdoğmuş ◽  
Pelin Şerefhan Doğanay ◽  
Görkem Vural
Keyword(s):  
Augmented Reality ◽  
Technology Acceptance ◽  
Purchase Intention ◽  
Marketing Research ◽  
Positive Influence ◽  
Mobile Augmented Reality ◽  
Group Interviews ◽  
Acceptance Model ◽  
Willingness To Use ◽  
Future Of Marketing

The concept of augmented reality (AR) is a topic of increasing importance for the future of marketing. Research, especially on AR in mobile devices, is still in its infancy; therefore, this study explored the user motivations to employ mobile augmented reality applications against the hindrance of perceived risks and tried to understand user acceptance and willingness to use this technology and possible marketing-related outcomes. In-depth interviews were carried on with 16 participants as well as three mini focus group interviews with 12 participants. The underlying theories utilized were the technology acceptance model (TAM) and the uses and gratifications (U&G). The results showed that entertainment, obtaining information, experiential qualities, socialization, and personal motivations acted as gratifications in the adoption of AR applications, which exerted positive influence on brand interest, image, and purchase intention of the users.

scholarly journals SOCIAL STUDIES TEACHER CANDIDATES’ PERCEPTION OF URBAN ENVIRONMENT: THE EXAMPLE OF AFYONKARAHISAR, TURKEY

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Ceren Utkugün
Keyword(s):  
Social Studies ◽  
Urban Environment ◽  
Teacher Candidates ◽  
Research Result ◽  
Mental Image ◽  
Sampling Strategy ◽  
Research Approach ◽  
State University ◽  
Spring Semester ◽  
Social Studies Teacher

<p>This research was conducted to determine social studies teacher candidates’ perceptions of the urban environment of Afyonkarahisar. The study group of the research, which was designed according to the basic qualitative research approach, was 100 teacher candidates generated from a purposeful sampling strategy among the 1st and 4th grade teacher candidates studying at the Department of Social Studies Education at a state university at the beginning of the spring semester of the 2019-2020 academic year. Four questions were employed in the questionnaire consisting of open-ended questions such as “What features do you look for in the city you want to live in?”, “How would you describe Afyonkarahisar?”, “What are the first 5 words that come to your mind when you say Afyonkarahisar?”and “What are the positive and negative aspects of Afyonkarahisar?”. In the last chapter, the teacher candidates were asked to draw a mental image they visualized when Afyonkarahisar was mentioned. The obtained data were analyzed using the content analysis method, presented in the form of content tables, expressed in frequencies, and supported with direct quotations from the teacher candidates’ opinions. According to the findings obtained from the research result; the prominent concepts in the minds and drawings of the teacher candidates have been urban, historical, and gastronomic factors. In Afyonkarahisar descriptions of the teacher candidates, there were negative qualifications such as underdeveloped, small, dirty, and boring and positive qualifications such as quiet/calm, livable, at an important junction point in terms of transportation to other cities, affordable and ideal for students.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0771/a.php" alt="Hit counter" /></p>

scholarly journals Examining pre-service social studies teachers’ sensitivity levels based on various variables

2019 ◽  
Vol 8 (3) ◽  
pp. 369
Author(s):  
Ayşegül Çelik
Keyword(s):  
Social Studies ◽  
Personal Information ◽  
Quantitative Model ◽  
Social Studies Teachers ◽  
Scale Analysis ◽  
State University ◽  
Demographic Information ◽  
The Social ◽  
General Average ◽  
Academic Year

<span>The purpose of this study is to determine whether or not pre-service Social Studies teachers’ interpersonal sensitivity levels significantly vary depending on various variables. The study employed the quantitative model to determine pre-service Social Studies teachers’ sensitivity levels. The survey model was used as a quantitative model. The study group consists of 80 pre-service teachers studying in the Social Studies Teaching department of a state university located in the Central Anatolian Region of Turkey. The study used a personal information form to find out the pre-service teachers’ demographic information. The personal information form includes descriptive information about age, gender, and grade. The study also used the sensitivity. The scale analysis was made via SPSS. The data were analyzed through independent samples t-test and one-way analysis of variance (ANOVA). The data were collected by the researcher in the 2018-2019 academic year. The pre-service Social Studies teachers’ general average of consciousness was found to be high.</span>

scholarly journals DETERMINING THE DRAMA LESSON PLAN PREPARATION LEVELS OF SOCIAL STUDIES PRESERVICE TEACHERS

2021 ◽  
Vol 13 (1) ◽  
pp. 157-176
Author(s):  
Nadire Emel AKHAN ◽  
Samet ÇİÇEK ◽  
Gülten KOCAAĞA
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Quantitative Research ◽  
Lesson Plan ◽  
Descriptive Study ◽  
Lesson Plans ◽  
State University ◽  
Senior Year ◽  
Distance Education System ◽  
Academic Year

The aim of the study is to determine the level of social studies preservice teachers to prepare a lesson plan by using the drama method. The sample of the research consisted of a total of 240 preservice teachers, 80 for each academic year in the 2017-2018, 2018-2019 and 2019-2020 academic years taking the final year last-term Drama course, who were studying in the senior year of social studies teaching at a state university. The research is a descriptive study based on the quantitative research method. The lesson plans prepared by the preservice teachers using the drama method at the end of the drama lesson were evaluated with the "Drama Lesson Plan Rubric (DLPR)" developed by Korkut (2020). When the results of the study are evaluated in general, it is possible to say that the pre-service teachers' levels of preparing drama lesson plans differ by years, and that their level of preparing a drama lesson plan in the 2019-2020 academic year decreased compared to the previous years. It is possible to interpret this situation as a result of the fact that the drama lesson, which is an applied lesson, was given through the simultaneous distance education system due to the pandemic in 2020. Keywords: Social Studies, preservice teacher, drama, lesson plan

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