|  e-ISSN: 2147-5156

Volume 4 Issue 2 (December 2015)

Original Articles

Primary School Teachers’ Professional Values from the Perspective of Teaching Experts

Nermin Karabacak , Mehmet Kucuk, Isa Korkmaz

pp. 66 - 100


The aim of this study is to explain primary school teachers’ professional values from the perspective of experts through metaphor. The study group consisted of, school administrators, primary school teachers, education inspectors, parents and the professoprs and associated proffesors working at the state universities and also experts in the field of elementary school teaching and total of 53 experts. For the study, in order to explain primary school teachers’ professional values all the participants were interviewed personally and they were asked to complete a sentence "primary teacher ... should look like, because ……"  by only focusing one metaphor. Data were analyzed via computer-aided qualitative data preparation (NVivo 11) program. As a result of this study, participants' metaphors about primary teachers were grouped under eight theme and they presented by supported with their image. The results of this research focused on two points; in particular; "teaching profession professional values", in special "primary school teaching professional values".

Keywords: Primary school teacher, professional values, metaphor

Design of Technology Assisted Material Which Can Be Used in Problem Solving Process: Example of Force and Motion

Seyhan Eryilmaz Toksoy, Ali Riza Akdeniz

pp. 101 - 125


Problem solving is often seen as a component of evaluation, but it is also a learning area.  An indicator of this situation is using pre-post test that place to problem solving while researching the effects of implementation of different teaching methods on achievement. Problem solving is an individual process; each student can solve the problem by using different problem-solving steps and also may have difficulty in performing in these steps. It is known that teachers cannot help each student during problem solving process at the same time in current learning environment. In this process, students should be supported without affecting their own problem-solving strategies. Not only students should be allowed to create their own problem-solving strategies but also they should be ensured to reach needed support.  In this study it is aimed to determine the assistances that should be in a material that students can use during problem solving process and to design the technology-assisted problem solving material offers the opportunity to reach these assistances. In the study, problem solving material regarding "Force and Motion" unit in 10th grade physics curriculum is designed by using design phases mentioned in the literature. This material has been used by 11 students and their opinions received after the application of material. At the end of the study the material that students can use without having difficulty in problem solving process was designed. Conclusions that this material provides individual problem-solving environment, accessing information easily, opportunity of solving more problems, presenting different solutions, and drew students ‘attention, contribute to permanent learning by making students active were reached. Students’ recommendations relating to the properties that should be in this material were identified.

Keywords: Individual learning, force and motion, problem solving, design of technology assisted material

An Intervention for Environmental Awareness: Ecopedagogy-Based Outdoor Environmental Education

Emel Okur-Berberoglu, Sukran Yalcin-Ozdilek, Mustafa Yunus Eryaman, Selcuk Uygun, Zeynep Cetinkaya-Edizer

pp. 126 - 138


Recently outdoor education has become an important teaching method in order to increase environmental awareness. The aim of this research is to evaluate the effectiveness of an ecopedagogy-based outdoor environmental education program on the environmental awareness of in-service teachers. The research conducted on analysing the participants’ reflective writings at the beginning and end of the program by content analysis. It is found that ecopedagogy-based outdoor environmental education is effective in order to increase environmental awareness and biodiversity awareness of in-service teachers.

Keywords: Environment education, outdoor education, ecopedagogy, environmental awareness, case study, teacher education

Social Inequalities as Determinant of Variations in Parental Expectation for Involvement in Education of Learners with Special Needs (SENs) in Nigeria

Olusegun Emmanuel Afolabi

pp. 139 - 154


Although parent’s involvement is growing in popularity all over the world, little systematic research has focused on parents’ expectation for involvement in education of learners with special educational needs (SENs) in inclusive education. Grounded in the parental involvement literature, and using the Ecological and Hoover-Dempsey and Sandler model (1995) as theoretical and conceptual frameworks, this study investigate why there were considerable variations in parents’ expectations for involvement in education of learners with ( SENs)in Nigeria. The investigation is based on this research question: Do family structural characteristics, such as gender, marital status and education have significant influence on parental expectations for involvement in inclusive education in Nigeria?Employing a quantitative research method, this study gathered data from 372 parents of learners with SENs in 10 regular primary schools inIbadan, Oyo State, Nigeria, and used a survey instrument on Parental Involvement in Inclusive Education (PII) for data collection.The study found that socio-cultural and economic values attached to marital status, education and gender, influenced the expectation of parents if learners with SENs on involvement in education of their children in inclusive education in Nigeria. Finally the study recommended that government and educational administrators should embrace actions and programmes that promote parental expectations for  involvement by establishing  parents ‘ support groups, where parents of learners with SENs can share their knowledge and work together as a team to promote their children’s learning in inclusive education .

Keywords: Parent involvement, expectations, socio-inequalities, family structural characteristics, inclusive education