PedPer   |  e-ISSN: 2822-4841

Volume 2 Issue 1 (June 2023)

Issue Information

Volume 2 Issue 1 (Issue Information)

pp. i - vi   |  DOI: 10.29329/pedper.2023.559



Original Articles

Examining the mistake of first-grade primary school students regarding time measurement

Galip Genç & Gizem Nur Rençber

pp. 1 - 21   |  DOI: 10.29329/pedper.2023.559.1


This study aimed to determine the mistakes of first-year primary students regarding time measurement, which is the sub-learning area of measurement in Math’s class. In accordance with this aim, the study was conducted as a case study, which is one of the qualitative methods. In order to collect the data in the study, non-participant observations made online in the classroom environment, semi-structured interviews with the students individually via video conference, and all the homework assigned to the students by the classroom teacher during the process related to the subject were utilized as document review. In the analysis of the data obtained, content analysis was used. In the light of the findings, it was determined that the students made mistakes in showing and saying half hours and exact hours involving hour and minute hand, in the yesterday-today-tomorrow relationship, and in the week-month relationship.

Keywords: Mathematics, time measurement, first-grade primary school students.

Improving reading fluency and reading comprehension with readers theatre  

Semra Köse & Pınar Kanık Uysal

pp. 22 - 35   |  DOI: 10.29329/pedper.2023.559.2


This study was conducted with the aim of revealing the contribution of instruction carried out according to the readers theatre method in improving the reading fluency and reading comprehension skills of students at different reading levels. Since the aim was to reveal the implementation process of the readers theatre method, action research, was used in the study. The research was conducted with fifth grade students attending a secondary school located in the eastern region of Turkey. During the research process, a total of six action plans were prepared, and four of these plans were implemented within a period of 8 lesson hours, while two of them were implemented within a period of 12 lesson hours. As data collection tools in the study, reading comprehension test and reading fluency audio recordings were used. The Wilcoxon signed-rank test was used in the analysis of the quantitative data. As a result of the study, it was concluded that the readers theatre method contributed to the development of reading fluency and reading comprehension of students.


Keywords: Reading, reading fluency, reading comprehension, readers theatre

Investigation of studies on fraction teaching in primary school

Dilek Erdoğan, Enver Özkan & Nasibe Özkan

pp. 36 - 56   |  DOI: 10.29329/pedper.2023.559.3


This study aimed to examine articles and theses written on ‘Fraction Instruction in Primary School’ and determine the overall state of these studies. Studies conducted within the framework of this purpose were examined according to the year they were published, their types, the distribution of participants at the class level, research methods, and topics. In this study, the document analysis method was used, a qualitative research method. Sixty studies were examined, which were determined according to criteria such as the study context being Turkey, the studies conducted with primary school students, and the fact that fraction teaching was at the centre of the studies. These studies consisted of 25 articles, 28 master’s theses, and seven doctoral theses when examined according to their types between 2002 and 2022. The distribution of these studies according to the years in which they were published revealed that the highest number of studies was conducted in 2019. It was concluded that most of the studies were conducted with fourth graders. Quantitative research methods have been predominantly used in most studies, followed by qualitative research methods and, to a lesser extent, mixed research methods. In terms of topic, most studies have focused on determining the effects of instructional practises and methods on fraction learning achievement. There has also been a concentration on the topics of ‘Students’ Representations and Modelling in Fraction Instruction’ and ‘Students’ Conceptual Misconceptions and Learning Difficulties in Fraction Instruction.’ It is believed that this research will be valuable in identifying existing gaps and proposing innovative solutions for future studies in this area.

Keywords: Primary school, fraction teaching, fractions, document analysis

A scale development study to determine the digital citizenship levels of social studies teachers

Onur Yılmaz & Bilgin Ünal İbret

pp. 57 - 74   |  DOI: 10.29329/pedper.2023.559.4


The aim of this study is to develop a valid and reliable scale to determine the digital citizenship levels of social studies teachers. In the scale development phase, a scale item pool of 79 items was created. The created scale item pool was submitted to expert opinion; 44 items were removed in the first stage and 14 items were removed in the second stage. The draft scale was applied to 321 social studies teachers working in secondary schools affiliated to the Ministry of National Education in Eskisehir province in the 2021-2022 academic year. As a result of exploratory and confirmatory factor analyses, a unique, valid and reliable digital citizenship scale for social studies teachers with 4 factors and 21 items was developed with a total variance explained of 54.959%. Cronbach Alpha coefficient for the whole scale was calculated as 0.91. The data obtained proved that the scale is a valid and reliable scale.

Keywords: Scale, digital citizenship, social studies teachers

Classroom assessment model suggestion for community service practices course: PROFESS T          

Kudret Aykırı

pp. 75 - 90   |  DOI: 10.29329/pedper.2023.559.5


Community service practices course is a compulsory course aims to provide pre-service teachers with a sense of social responsibility theoretically and practically, and aims to develop cooperation, collaboration, effective communication and self-assessment skills during practice.  In the context of current studies, the measurement and assessment system of the course should include process assessment, the introduction of the assessment system at the beginning of the lesson, presenting a standard assessment tool example, individual assessment as well as group assessment, use of alternative assessment tools. This study aims to examine the opinions of social studies pre-service teachers regarding an exemplary classroom assessment model developed for the community service practices course. In this context, the action research method, one of the qualitative research methods, was used in the research. Fifteen social studies pre-service teachers participated in the study. The data were collected through a semi-structured interview form and analyzed with the descriptive analysis technique. As a result of the study, an example of a classroom assessment model, in which each one is a significant component, has emerged for pre-service social studies teachers within the scope of the CSP course. The name of this model is PROFESS T. PROFESS T is a classroom assessment tool derived from the words processfolio (PRO), formative evaluation (FE), service-learning (S), self-assessment (S), and transparency (T). It also means professional transparency. In evaluations, it means “we are not transparent; we must be transparent.”

Keywords: Community service practices, classroom assessment, formative evaluation, service-learning, processfolio, self-assessment, pre-service social studies teachers