Communication Competency in Foreign Languages and Digital Competency in Life Sciences Course Book

This study aims to analyze to what extent the competency of ‘Communication in Foreign Languages’ and ‘Digital Competency’ which are addressed in Turkish Qualifications Framework and instruction programs in Turkey are covered by life sciences course books. The research was performed through the case study method which was within the context of qualitative research models. In the study, life sciences course books which were selected through convenience sampling, approved by the Board of Instruction and Education of the Ministry of National Education of Turkey and used in the first, second and third years of primary schools in the school year of 2018-2019 were examined. As per results obtained from research findings, it was found that the competency of ‘Communication in Foreign Languages’ and ‘Digital Competency’ were insufficiently referred to in course books. On the basis of research findings, recommendations intended for designers, teachers and researchers of instruction programs of life sciences course were presented.

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ENTREPRENEURIAL ORIENTATION, MARKET ORIENTATION AND NETWORKING: IMPACT ON INNOVATION AND FIRM PERFORMANCE

Journal of Developmental Entrepreneurship ◽

10.1142/s1084946715500247 ◽

2015 ◽

Vol 20 (04) ◽

pp. 1550024 ◽

Cited By ~ 4

Author(s):

ROUMA BUCKTOWAR ◽

AKIN KOCAK ◽

KESSEVEN PADACHI

Keyword(s):

Firm Performance ◽

Market Orientation ◽

Entrepreneurial Orientation ◽

Incremental Innovation ◽

Case Study Method ◽

Intangible Resources ◽

Lack Of Information ◽

Research Findings ◽

Multiple Case

The study examines the relationships among entrepreneurial orientation, market orientation and networking on firm performance with radical and incremental innovation as the mediator. The present study draws on the resource-based view theory to provide insights about intangible resources and capabilities among SMEs. The study adopts a subjectivist approach and is based on multiple case study method by conducting interviews with 7 SMEs purposively operating in different sectors. The research findings seem to support both proactive and responsive market orientation (PMO, RMO), entrepreneurial orientation (EO) and networking have positive relationships on firm performance with radical and incremental innovation as the mediator. It appears firms initiating radical innovation take longer for new product performance because of lack of information about customer needs in the market but networking assists in providing market information that enables commercialization of new products. Further, networking among firms drives performance while strong ties are practiced to a lesser extent.

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Trends and Applications of English Language Teaching and Learning in Ukraine Context: A Case-study Method in Teaching English for Specific Purposes for Ukrainian Students

10.31235/osf.io/ntfym ◽

2020 ◽

Author(s):

Serhii Yablokov

Keyword(s):

Professional Training ◽

Research Work ◽

Teaching Experience ◽

Research Field ◽

Educational Process ◽

Foreign Languages ◽

Main Question ◽

Case Study Method ◽

Technological Support

The article is devoted to the analyzing the main methodological principle, which focuses on the technological support of the educational process regarding teaching foreign languages for specific purposes. The law lies in the fact that the methods used in teaching foreign languages should be considered from their most significant effect to achieve educational goals. The research work aims at analyzing the technological support of the process of teaching foreign languages for specific purposes. We consider this support as an essential component of professional training. While working on the paper, we used the following methods of pedagogical research: theoretical analysis and generalization of literature on the research problem; theoretical forecasting methods; a sociological survey (questionnaire, interviews) of students and teachers; testing; mathematical processing of the results of questionnaires and interviews. We developed and used several cases for students of different specialties in our teaching practice. Our development of cases and our teaching experience in the research field proved the effect of the use of the case-study method and its main advantages. We highlight the main question for further developments in the research field as the problems for developing and solving for the effective implementation of this method in teaching practices.

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Trends and Applications of English Language Teaching and Learning in Ukraine Context: A Case-study Method in Teaching English for Specific Purposes for Ukrainian Students

Arab World English Journal ◽

10.24093/awej/elt3.23 ◽

2020 ◽

pp. 282-293

Author(s):

Serhii Yablokov

Keyword(s):

Professional Training ◽

Research Work ◽

Teaching Experience ◽

Research Field ◽

Educational Process ◽

Foreign Languages ◽

Main Question ◽

Case Study Method ◽

Technological Support

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Application features of case study method in teaching a foreign language at high school

Universities for Tourism and Service Association Bulletin ◽

10.12737/17739 ◽

2016 ◽

Vol 10 (1) ◽

pp. 66-73

Author(s):

Наталия Логинова ◽

Nataliya Loginova ◽

Галина Чудайкина ◽

Galina Chudaykina ◽

Валентина Костоварова ◽

...

Keyword(s):

Foreign Language ◽

Interpersonal Communication ◽

Oral Communication ◽

Foreign Languages ◽

Interactive Methods ◽

Difficulty Level ◽

Group Method ◽

Teaching Methodology ◽

Case Study Method

The article is devoted to the application of one of the most modern and actively used interactive methods of teaching foreign languages at non-linguistic University – a case study. Method of case study is focused on students teaching methodology and develops critical thinking and communication skills of interpersonal communication. This method can be used to motivate students to use foreign language more in class. The authors believe that the method of case study is interdisciplinary by its nature and provides an opportunity to apply theoretical knowledge in practice. The article emphasizes that working with cases requires students’ active development of research skills and skills in using multiple data sources. The authors believe that the types of case study can be different, it depends on the difficulty level and language skills of the students, so it’s necessary to choose the right kind of problem of the lesson appropriate to the level of knowledge of this group. Method of case study contributes to the development of skills in written and oral communication, as well as improves skills of cooperation and teamwork. The authors pay attention to the fact that classes using techniques of case study put students in a real situation, teaching them organizational skills such as the ability to hold a business meeting, to negotiate, to prepare and deliver presentations. The article describes the stages of the work, showing the advantages and difficulties of applying case study in the foreign language. When using this method of teaching it is necessary to equip classrooms with modern teaching technical facilities. The aim of this article is to determine the value of case study method as one of interactive methods of teaching foreign languages at the University, to familiarize the reader with the experience of using this method in teaching foreign languages at the Russian state University of tourism and service.

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The Case Study as a Method for Exploring Expert Music Teaching

Brock Education Journal ◽

10.26522/brocked.v15i1.62 ◽

2005 ◽

Vol 15 (1) ◽

Author(s):

Jane Saunders

Keyword(s):

Music Teacher ◽

Music Teaching ◽

Situated Knowledge ◽

Case Study Method ◽

Insider Research ◽

Research Findings

This article explains how the case study method was used in an exploration of the career of an expert music teacher. The contextual and holistic qualities of the case study are discussed. In addition, insider research and the situated knowledge of participants in this case study are considered, leading to a brief summary of the research findings and an explication of the expert music teacher.

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MENJADI MUSLIM MINORITAS DAN POLA PEMBELAJARAN BAHASA ARAB BERBASIS PESANTREN

PAPATUNG: Jurnal Ilmu Administrasi Publik, Pemerintahan dan Politik ◽

10.54783/japp.v2i3.17 ◽

2019 ◽

Vol 2 (3) ◽

pp. 75-82

Author(s):

Bukhori

Keyword(s):

Teaching And Learning ◽

Participant Observation ◽

Primary Source ◽

Foreign Languages ◽

National Education ◽

National Education System ◽

History Of ◽

Research Findings ◽

Arabic And English ◽

Teaching Learning

Abstrak Pesantren memiliki sejarah panjang dalam pengembangan sistem pendidikan nasional di Indonesia. Ini inisiatif diperluas melalui Indonesia, termasuk ke daerah minoritas muslim. Karena itu, makalah ini akan mengeksplorasi bagaimana pesantren terlibat dalam aktivitas mereka dalam mengajar dan belajar bahasa asing. Bahasa asing tersebut adalah Arab dan Inggris. Studi ini hanya akan fokus pada bahasa Arab sebagai sumber utama pemahaman Islam. Penelitian dilakukan di Pesantren Ummi Kalsum, Kabupaten Gunung Sitoli-Nias, Indonesia. Pendekatan kualitatif digunakan selama siklus belajar. Wawancara mendalam dan observasi non-partisipan dilakukan untuk mengumpulkan data. Pengumpulan data dilakukan dari Februari hingga Mei. Temuan penelitian menunjukkan bahwa pesantren melestarikan proses belajar mengajar tradisional Arab. Mereka masih melakukan badongan (individu) dan sorogan (klasik). Selain melakukan ini, mereka melanjutkan strategi dan metode lain untuk meningkatkan keterampilan bahasa siswa. Ada tujuh belas latihan itu pesantren dilakukan. Program-program tersebut terhubung melalui 24 jam antrian lingkungan hidup. Akhirnya, teknik dan kegiatan diterapkan untuk memperluas prestasi bahasa siswa. Kata Kunci: pesantren, pengajaran, belajar, Muslim, sekolah. Abstract Pesantren has a long history of developing the national education system in Indonesia. This initiative was expanded through Indonesia, including to Muslim minority areas. Therefore, this paper will explore how pesantren are involved in their activities in teaching and learning foreign languages. The foreign languages are Arabic and English. This study will only focus on Arabic as the primary source of understanding of Islam. The study was conducted at the Islamic Boarding School Ummi Kalsum, Gunung Sitoli District, Nias, Indonesia. A qualitative approach is used during the learning cycle. In-depth interviews and non-participant observation were conducted to collect data. Data collection is held from February to May. Research findings indicate that pesantren preserve the traditional Arabic teaching and learning process. They still do badongan (individual) and sorogan (classic). In addition to doing this, they continue other strategies and methods to improve students' language skills. Seventeen pesantren exercises were carried out. These programs are connected through 24-hour environmental queues. Finally, techniques and activities are applied to broaden students' language achievement. Keywords: pesantren, teaching, learning, Muslims, schools.

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Qui decideix sobre la música a l’escola? Investigant l’equilibri entre perfils professionals i projectes escolars.

Temps d Educaci� ◽

10.1344/tempseducacio2020.58.11 ◽

2020 ◽

Author(s):

Anna Ma. Sambola ◽

Albert Casals

Keyword(s):

Music Education ◽

Primary Schools ◽

Music Teachers ◽

Qualitative Case Study ◽

Methodological Approach ◽

Mission Statements ◽

Music Teacher ◽

Teaching Staff ◽

School Year

This article reflects on the figure of the music teacher in the design of the school subject music education and as part of primary education mission statements and plans. In this qualitative case study of Joan Juncadella school in Barcelona, the data was collected through a literature review and interviews and observations of music classes and classes in other subjects, during the course of one school year. The data was contrasted with data from the two other primary schools in Barcelona: Nabí and Els Encants. The findings suggest that when specialist (music) teachers have a stable position as members of teaching staff, this has an important influence on the focus of music education that may be even more noticeable than the influence of teachers on the school’s general methodological approach.

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Pembiasaan Tradisi Aswaja sebagai Upaya Pencegahan Radikalisme di Madrasah Aliyah Matholi’ul Huda Kedung Jepara

EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam ◽

10.54180/elbanat.2020.10.1.128-148 ◽

2020 ◽

Vol 10 (1) ◽

pp. 128-148

Author(s):

Fathur Rohman ◽

Hanifa A'la

Keyword(s):

Qualitative Approach ◽

Case Study Method ◽

National Examination ◽

School Year ◽

Three Stages ◽

Participatory Observation

This article discusses the traditional Aswaja practices that implemented in Madrasah Aliyah (MA) Matholi'ul Huda Kedung Jepara as a means of preventing radicalism. There are two issues that will be discussed in this article, namely the forms of the Aswaja tradition that took place in MA Matholi'ul Huda Kedung Jepara and the habituation of the Aswaja tradition within the MA Matholi'ul Huda Jepara. This study was conducted using a qualitative approach with a case study method. The data in this study were collected using participatory observation techniques, interviews, and documentation. The data were then analyzed descriptively qualitatively through three stages, namely presentation, reduction and verification. From the results of this analysis, it is known that the traditions that are accustomed to in MA Matholi'ul Huda Kedung Jepara are khatmil quran, tahlilan, istigtsah, pilgrimage to the grave, and tawassul. Khatmil Qur'an and Tahlilan habituated once a week. While Istighatsah, grave pilgrimage, and tawassul are carried out at the beginning of the school year, before the semester exams, and the National Examination. This traditional habituation is a form of learning so that students have a caring attitude towards tradition and respect for the scholars who have started the tradition. This attitude of caring and respect will in turn be both an antidote and an antidote to the "poison" of radicalism.

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Student opinions on teaching astronomy with hands-on modelsFiziksel modellerle astronomi öğretimine ilişkin öğrenci görüşleri

Journal of Human Sciences ◽

10.14687/jhs.v14i4.4990 ◽

2017 ◽

Vol 14 (4) ◽

pp. 3853 ◽

Cited By ~ 1

Author(s):

Cumhur Türk ◽

Hüseyin Kalkan

Keyword(s):

Science Curriculum ◽

Case Study Method ◽

National Education ◽

Student Opinions ◽

Analysis Technique ◽

Hands On ◽

Study Case ◽

Astronomy Concepts ◽

State Schools

In this study, it was aimed to determine the opinions of the students on the teaching astronomy with models (TAM) by teaching the astronomy concepts in the "Solar System and Beyond" unit of the Science curriculum with hands-on models. Six different "hands-on" models have been developed in this direction. The study group of the study constitutes a total of 40 middle school seventh grade students who are studying in one of the state schools affiliated to the Ministry of National Education in Samsun province. In the study, case study method was used among qualitative research methods. The data of the study were gathered using the Teaching Astronomy with Models Assessment Form (TAMAF) and analyzed using the content analysis technique. As a result of the analysis, students stated that they think that they comprehend the subjects easier and better by using “hands-on” models and therefore make the learning permanent. Besides, the visuality of the models are liked by the students and also the lessons thought with the models are observed to be entertaining and enjoyable. Finally, it was determined that the most favourite models of students are constellations and eclipses. Based on these results, it is proposed to extend and popularize the teaching using the “hands-on” model and to support the curriculums and schools using “hands-on” models.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmada Fen Bilimleri öğretim programında yer alan “Güneş Sistemi ve Ötesi” Ünitesi içerisindeki astronomi kavramlarının fiziksel modeller yardımıyla öğretilmesi sonucu öğrencilerin modellerle astronomi öğretimine (MAÖ) ilişkin görüşlerini belirlemek amaçlanmıştır. Bu doğrultuda altı farklı “hands-on (fiziksel model[1])” model geliştirilmiştir. Araştırmanın çalışma grubunu Samsun ilinde Millî Eğitim Bakanlığına bağlı devlet okullarından birinde öğrenim gören toplam 40 ortaokul 7. sınıf öğrencisi oluşturmaktadır. Araştırmada nitel araştırma yöntemlerinden durum çalışması (örnek olay incelemesi) yöntemi kullanılmıştır. Çalışmanın verileri Modellerle Astronomi Öğretimi Değerlendirme Formu (MAÖDF) kullanılarak elde edilmiş olup, içerik analizi tekniği kullanılarak analiz edilmiştir. Analizler sonucunda öğrenciler, fiziksel modeller sayesinde konuları daha kolay ve iyi kavradıklarını, buna bağlı olarak da kalıcı öğrenme gerçekleştirdiklerini düşündüklerini ifade etmişlerdir. Bunun yanı sıra modellerin görselliğinin öğrenciler tarafından beğenildiği, modellerle yapılan derslerin de eğlenceli ve keyifli geçtiği belirtilmiştir. Son olarak öğrencilerin en çok beğendikleri modellerin takımyıldızları ve tutulmalar modelleri oldukları saptanmıştır. Bu sonuçlardan yola çıkarak, fiziksel model kullanılarak yapılan öğretimin yaygınlaştırılması, bunun içinde öğretim programlarının ve okulların fiziksel modellerle desteklenmesi önerilmiştir.

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Grade Retention Practices in Primary Education in Timor-Leste: A Case Study

10.26686/wgtn.17003344.v1 ◽

2021 ◽

Author(s):

◽

Cidalio Leite

Keyword(s):

Student Teachers ◽

Primary Education ◽

Grade Retention ◽

Grade Level ◽

Primary Schools ◽

Teacher Qualifications ◽

School Year ◽

Conditions For Learning ◽

Timor Leste

<p>Grade retention is the practice of requiring a student who has been in a given grade level for a full school year to remain at that same grade level the following year (Jimerson, 2001; Owings & Kaplan, 2001; Wynn, 2010). Grade retention has always been practised in primary education in Timor-Leste. This study investigates rationales behind grade retention practice in grade 1 primary education in Timor-Leste. A qualitative case study was use to investigate the mechanisms teachers use to retain or promote a student. Teachers‟ beliefs about grade retention, their efforts to prevent students from being retained, and factors that may inhibit students‟ learning are explored. Six teachers and four principals from six primary schools in two districts participated in this study. Analysis of data that were collected by using semi-structure interviews and studying documents relating to the practice of grade retention revealed that grade retention has been inconsistently practised amongst the participating schools in Timor-Leste. Despite having poor classroom conditions for learning and low teacher qualifications, teachers continue to retain low achieving students due to their beliefs that grade retention improves students‟ learning. This study suggests that classroom conditions need to be improved, and teachers‟ qualifications need to be upgraded in order to increase student learning while reducing grade retention.</p>

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