Issue Information Volume 2 Issue 1 (Issue Information)pp. i - vi | DOI: 10.29329/pedper.2023.559 Abstract Keywords: | |
Original Articles Examining the mistake of first-grade primary school students regarding time measurementGalip Genç & Gizem Nur Rençber pp. 1 - 21 | DOI: 10.29329/pedper.2023.559.1 Abstract
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 Abstract 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 Abstract 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 Abstract
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 Abstract
Keywords: Community service practices, classroom assessment, formative evaluation, service-learning, processfolio, self-assessment, pre-service social studies teachers |