scholarly journals Grammar Teaching in the Turkish Language Course Curriculum: An Examination in the Context of Acquisitions, Activity, and Teachers’ Opinions

2021 ◽  
Vol 10 (2) ◽  
pp. 28
Author(s):  
Hülya Kodan ◽  
Kürşad Kara
Keyword(s):  
Primary School ◽  
Mother Tongue ◽  
Structured Interview ◽  
Ministry Of Education ◽  
Teaching Process ◽  
National Education ◽  
Grammar Teaching ◽  
Grammar Acquisition ◽  
Turkish Language ◽  
Document Review

This research aimed to reveal teachers’ opinions about how the grammar-teaching process is related to the acquisitions in the curriculum, activities, and acquisitions presented in the textbooks teaching in mother tongue, the study reviewed different textbooks from four publishers, Cem, Sonuç, Koza, and Ministry of National Education (MEB) publications prepared for the 2018 primary school Turkish language course curriculum and Education Information Network (EBA) of the Turkish Ministry of Education. Moreover, opinions of ten primary school teachers who have taught all grades regarding the teaching process for grammar acquisition were investigated. The study conducted a case study method, which is one of the qualitative research techniques. Besides, a document analysis was conducted to obtain the research findings. Structured interview protocol and document review were used as the data collection tool. The findings of the study revealed that acquisition in the learning areas of reading and writing for grammar in the curriculum was not clearly and transparently identified, and the limits of the teaching framework were not specified. The study findings also revealed that information was transferred only in the majority of the grammar activities in the textbooks. Also, classroom teachers reported that they used different methods on the subjects they could embody in the teaching process, but they claimed to have difficulties in teaching abstract concepts.

scholarly journals The Evaluation of the Performed Activities According to ELVES Method

2018 ◽  
Vol 6 (3a) ◽  
pp. 54
Author(s):  
Aliye Erdem
Keyword(s):  
Primary School ◽  
Lesson Plan ◽  
Structured Interview ◽  
Ministry Of Education ◽  
New Horizons ◽  
School Year ◽  
Listening Skill ◽  
Content Analysis Method ◽  
The Social ◽  
The Individual

Listening habit has an important share in the individual perceiving his/her environment and the world properly and complying with the social environment he/she lives. Because listening is an important skill which enables the individual to use the communication skills he/she learned both at school and out of school properly and to understand correctly what he/she listened. Listening which is one of the comprehension skills is the key to success besides expanding new horizons to humans. Listening which is the basic way of communication and learning is the first comprehension activity in the individual’s life. Thus the skills and habits related to listening activity which is seen in every field of life are acquired naturally. Nevertheless these skills and habits which are acquired naturally are not adequate for the individual to get prepared for life. Even though the listening is an inborn skill, the gaining and improving of listening skill requires an education process. One of the methods which is aimed at improving of listening skill which is the most used language skill in daily life is ELVES (Excite-Listen-Visualize-Extend-Savor) method. In this research, a lesson plan according to ELVES method was prepared and applied aimed at improving of listening skill in primary school 4. grade Turkish lesson. Applied lesson plan was evaluated based on the opinions of the students. In this direction, the purpose of this study is the evaluation of the activities in primary school 4. grade Turkish lesson according to ELVES method based on the opinions of the students. In this research, semi-structured interview which is among the qualitative research method was used. A total of 19 primary school 4. grade students consisting of 10 male and 9 female in a public school affiliated to Ministry of Education in Çankaya sub-province of Ankara province participated in the research conducted in the spring term of 2016-2017 school year. In the research, convenience sampling which is among purposive sampling methods was used. The data acquired in the study was analysed according to content analysis method and the data was analysed as tables. In the consequence of the study; it was determined that primary school 4. grade students liked the activities which were conducted according to ELVES method in Turkish lesson, comprehended what they listened, participated in lessons actively and enjoyed the lesson.

scholarly journals What are Teachers’ and Students’ Views of the Learning-teaching Process? A Study on Turkish Language and Literature

2021 ◽  
Vol 12 (3) ◽  
pp. 28
Author(s):  
Hüma Nayman ◽  
Sertel Altun
Keyword(s):  
Learning Strategies ◽  
Structured Interview ◽  
Research Approach ◽  
Reading Habit ◽  
Prior Learning ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Language And Literature ◽  
Teachers And Students ◽  
Turkish Language

This study aims to examine teachers’ and students’ views of learning-teaching on Turkish Language and Literature course. Also, this study aims to determine the prior learning-teaching strategies of teachers and students. It was designed by qualitative research approach, phenomenology design. In the study, there are two participant groups; teachers and students. In sampling for both teachers and students, convenient sampling of purposive sampling type was used. Semi-structured interview questions were used as a data collection tool. Accordingly, content analysis was deemed proper to analyze the data. As a result, teachers’ and students’ views on learning and teaching are compatible with each other in a general framework such as self-study, students’ involvement, active lesson process, teaching the lesson as art and especially the importance of reading habit. However; in the learning-teaching process, teachers’ most strong emphasis was on individual differences, different/active methods implementations during the lesson and; whereas students’ emphasis was on learning strategies such as memorizing, coding, doing research, observing and teachers’ interest in them. It can be seen in the findings that teachers tend to teach the course by enabling learners to participate and students would like to have an active lesson process. Teachers and students share a similar idea on the fact that the Turkish Language and Literature course is an art; so, the learning-teaching process should be formed accordingly. According to the findings teachers’ and students check the understanding by productivity and test results. Conclusively, teachers and students are keen on an active teaching environment; reading habit is one of the most important skill as the course’s attainment, however exam pressure can limit their actions.

scholarly journals The Educational Innovation Comparison of a Techno teaching Analysis in Primary School between Indonesia and Taiwan

2020 ◽  
Vol 1 (1) ◽  
pp. 27-40
Author(s):  
Mochamad Yusuf Efendi ◽  
Suryawahyuni Latief ◽  
Hsieh Nancy Lien
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Innovation ◽  
Teaching Experience ◽  
Instructional Delivery ◽  
Ministry Of Education ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
Personal Competencies

The quality of education in Indonesia is still far from being expected. It is different from Taiwan. The government and people realize that a strong commitment to build and develop a national education system is a key determinant of the success of the state to maintain students’ achievement. The purpose of this study is to respond the correlation of teacher teaching experience (TTE) and instructional delivery on teacher’s competence (TCC), classroom curriculum (CC), and personal competencies (PC) by examining teachers in the primary schools from Taiwan and Indonesia. This study explores the differences between Taiwan and Indonesia cohort in TCC, CC, PC and correlation between TTE and TCC, CC, PC to bring learners` achievement. The results shown that the TCC, CC, PC are different from Taiwan and Indonesia. Then, TEE is statistically significant on TCC, CC, and PC. The techno teaching of each country is compiled by the ministry of education, and then the primary school is given the authority to develop techno teaching or students’ achievement in accordance with the conditions of each region and students’ demand in Indonesia which includes a teacher’s competencies that are supported to succeed the education especially in primary school.

scholarly journals The Contribution of Cluster Resource Centers for Inclusion: The Case of Atse Sertse Dingil Cluster Primary School, Ethiopia

2019 ◽  
Vol 7 (2) ◽  
pp. 31
Author(s):  
Mebrat Gedfie ◽  
Dawit Negassa
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Collaborative Work ◽  
Structured Interview ◽  
Educational Needs ◽  
Vital Role ◽  
Special Educational Needs ◽  
Resource Center ◽  
Trained Manpower ◽  
Document Review

The purpose of this study was to assess the contributions of cluster resource centers in the implementation of inclusive education of children with special educational needs, and more specifically visually impaired children in Atse Sertse Dingil Cluster Primary School. A qualitative approach with case study design was used to elicit the required information from the principal, itinerant teacher, regional advisor and regular teachers. The study involved seven participants. The data collected through semi-structured interview guide and document review was analyzed thematically. Findings indicate that participants have varied levels of understanding and use of resource centers for inclusion. The resource center did not address the diverse needs of children with special educational needs and teachers adequately. The result showed that the resource center plays a vital role in professional development of teachers in implementing inclusive education even if much focus was given to knowledge development of teachers. It also confirmed that the regional advisor and itinerant teacher in collaboration with the principal of the school tried to mobilize the community for the education of children with special educational needs through organizing dialogues and workshops though there was limitation. The study revealed that the resource center did not function adequately in supporting the education of children with special educational needs because of financial, attitudinal, materials and trained manpower related barriers. Therefore, such measures as allocation of sufficient funds, awareness raising trainings on issues of inclusion such as skill trainings and collaborative work among stakeholders need to be taken by the school and the education office.

scholarly journals Comparative Examination of the Primary School Science Curricula in Turkey (Curricula of 1992, 2001, 2005, 2013 and 2017)

2018 ◽  
Vol 7 (2) ◽  
pp. 261 ◽  
Author(s):  
Hülya Hamurcu
Keyword(s):  
Primary School ◽  
Science Curriculum ◽  
Educational Status ◽  
School Science ◽  
School Level ◽  
National Education ◽  
Science Curricula ◽  
Measurement And Evaluation ◽  
Primary School Science ◽  
Document Review

In the present study, the science course curricula of 1992, 2001, 2005, 2013 and 2017 taught at the primary school level in Turkey have been examined comparatively in terms of four main elements (Target, Content, Educational Status, and Measurement and Evaluation). The reason for investigating the science curriculum at five key years was to identify and examine main changes in the system. To this end, the main elements of the curricula were presented in a table. The similarities and differences between the curricula in question were determined and interpreted as a result of the evaluations. The study was carried out using the document review technique, among qualitative research methods. The science curricula published by the Ministry of National Education were analysed in the study. The curricula of the afore-mentioned years were first analysed separately in the process, and then the results were re-investigated by being gathered together. Therefore, it was attempted to ensure the consistency of the data. The results achieved show that the curricula cannot be realized as expected due to certain problems encountered in the process of implementation despite overall positive developments (the fact that teachers are not informed sufficiently, infrastructure problems, crowded classes, the lack of technological equipment, etc.) 

scholarly journals PENERAPAN NILAI-NILAI MURNI DALAM PENGAJARAN DAN PEMBELAJARAN SIMPULAN BAHASA MELAYU TAHAP 1 SEKOLAH RENDAH: ANALISIS PRAGMATIK

2021 ◽  
Vol 4 (1) ◽  
pp. 148-168
Author(s):  
Muhamad Khairul Anam Ishak ◽  
Wan Muna Ruzanna Wan Mohammad
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Moral Values ◽  
Ministry Of Education ◽  
Analysis Method ◽  
National Education ◽  
Education Philosophy ◽  
Pragmatic Analysis ◽  
Level 1 ◽  
Cross Reference

This study discusses the implementation of moral values in the National Education Philosophy (1996), through teaching and learning of Malay idioms that were retrieve from the Primary School Bahasa Melayu textbooks. This is a fully quantitative study of text analysis based on Primary School Bahasa Melayu Level 1 textbooks that have been published by Ministry of Education from 2016 until 2018. Overall, there are 19 idioms that have been found in these textbooks. Each idiom can be classified into six theme of moral values based on National Education Philosophy such as hardworking (6 frequencies, 31.58%), love (5 frequencies, 26.32%), independent (4 frequencies, 21.05%), respect (2 frequencies, 10.53%), simplicity (1 frequency, 5.26%) and gratitude (1 frequency, 5.26%).  To analyze these idioms data, the researcher uses pragmatic analysis method from Relevances Theory by Sperber and Wilson (1986) and Bridging Cross Reference by Kempson (1986). This study proves that the use of idioms in teaching and learning process manages to implement positive values towards students in producing the perfect human resources in every aspect of life. In conclusion, the implementation of moral values through teaching and learning of idioms can be executed formally and informally by the teachers to students since primary school. Keywords: Idioms, textbooks, pragmatics analysis, moral values, learning and processes.   Abstrak: Kajian ini membincangkan penerapan nilai-nilai murni dalam Falsafah Pendidikan Kebangsaan (1996), melalui pengajaran dan pembelajaran (PdP) simpulan bahasa yang diambil daripada buku teks Bahasa Melayu Sekolah Rendah. Kajian ini berbentuk kualitatif sepenuhnya berdasarkan analisis teks iaitu Buku Teks Bahasa Melayu Sekolah Kebangsaan Tahap 1 yang telah diterbitkan oleh Kementerian Pendidikan Malaysia pada tahun 2016 sehingga tahun 2018. Keseluruhannya, terdapat 19 simpulan bahasa yang telah dikesan dalam buku teks ini. Setiap simpulan bahasa ini dapat dikelaskan kepada nilai-nilai murni dalam FPK seperti kerajinan (6 kekerapan, 31.58%), kasih sayang (5 kekerapan, 26.32%), berdikari (4 kekerapan, 21.05%), hormat-menghormati (2 kekerapan, 10.53%), kesederhanaan (1 kekerapan, 5.26%) dan kesyukuran (1 kekerapan, 5.26%). Bagi menganalisis data simpulan bahasa ini, pengkaji memanfaatkan analisis pragmatik iaitu Teori Relevans oleh Sperber dan Wilson (1986) dan Rangka Rujuk Silang oleh Kempson (1986). Kajian ini membuktikan bahawa penggunaan simpulan bahasa dalam proses PdP mampu menerapkan nilai-nilai yang positif dalam diri pelajar sehingga mampu melahirkan modal insan yang sempurna dalam semua aspek kehidupan. Kesimpulannya, penerapan nilai-nilai murni dalam PdP simpulan bahasa dapat diterapkan oleh guru kepada pelajar secara formal dan tidak formal di peringkat sekolah rendah lagi. Kata kunci: Simpulan bahasa, buku teks, nilai-nilai murni, analisis pragmatik, proses pengajaran dan pembelajaran.

scholarly journals Adaptation of internal audit system to supervisory system in the provincial directorate of national education and a model proposal

2020 ◽  
Vol 10 (1) ◽  
pp. 103-146
Author(s):  
Ali Erkan Barış ◽  
Gülsün Atanur Baskan
Keyword(s):  
Public Schools ◽  
Internal Audit ◽  
Structured Interview ◽  
Ministry Of Education ◽  
National Education ◽  
Supervisory System ◽  
Audit System ◽  
Education Data ◽  
Supervision Model ◽  
Education Directors

The aim of this research is to provide a supervision model for provincial directorates of national education in accordance with contemporary audit approaches. The study is designed as a mixed research method. The participants of the study include 4082 people; 3576 teachers, 452 administrators (10 provincial/district national education directors and assistant directors, 11 branch managers, 431 school principals and assistant principals) and 10 education supervisors working in public schools and institutions in Nevşehir in 2017 and 44 education supervisors working in the ministry of education. Data collection tools were developed by the researcher. The quantitative data were collected by the Adoption and Applicability Scale of the Internal Audit System (AASIAS). Qualitative data were collected through semi-structured interview form. Results of the study showed that the participants adopted the internal audit system to a great extent and found it applicable in provincial directorates of national education. In addition, the opinions of the participants were integrated into the internal audit system and a supervision model was developed for the purpose, structure and process dimensions of provincial directorates of national education.

Effective instructional design for value dominant education in Malaysian public universities

2008 ◽  
Vol 5 (2) ◽  
pp. 61
Author(s):  
MOHD NOR MAMAT ◽  
Fattawi Mokhtar
Keyword(s):  
Instructional Design ◽  
Environmental Ethics ◽  
Holistic Education ◽  
Environmental Attitude ◽  
National Education ◽  
Instructional Activities ◽  
Attitude Test ◽  
Ethics Course ◽  
Education Today ◽  
Document Review

Education is an important medium to ensure sustainability of human civilization. Holistic education must contain three main objectives to be achieved; cognitive, psychomotor and affective domains which involve knowledge transfer, skill enhancement and value or attitude inculcation. Our national education today regardless in primary, secondary or tertiary level seems to be more on producing graduates with knowledge and skill, but not much on value as major. This doesn't mean that value-education should be dominant in educational curriculum but it could be dominant within specific value dominant courses. Ethics or moral courses are among value-dominant courses that must prioritize value or attitude effects as main objectives. This needs different and specific instructional design (ID) in which value become major objectives in learning outcomes, activities, evaluation and etc. The study selected environmental ethics course as a case study. The study has recognized unique instructional activities for three different groups in UiTM A, UiTM B and UPSI (n=108). ID also includes learning objectives, learning object and content itself, other than instructional activities. All these have been identified using document review and interviews. The effects of environmental attitude (EA) have been measured using New Environmental Paradigm (NEP) which is endorsed by UNESCO and Behaviour-based Environmental Attitude Test by F J. Kaiser (2007) at the end of the semester to identify the effects of environmental paradigm and attitude. In this study, the result ofEA would be correlated with the different unique objectives, contents and activities to recognize the best ID for producing value effects, which is the environmental attitude. This led to few main findings as the best practices; religious elements, practical contents and environmental-related activities which have affected much on student's paradigm and attitude towards environment.

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