Mejora de la Permanencia en el Aprendizaje de Vocabulario en Estudiantes de Segundo Grado en Turquía a Través de la Música

Music plays an important role in students' language development. Because the process of acquiring and developing language skills of the individual and the process of learning to make music work have many similarities. In this study, the effect of teaching word with music with the normal intelligence and development level of 2nd grade students on the learning of the meaning of the word and ensuring the permanence of the word has been examined. Quasi-experimental design with experimental control group was used in the study. The research was carried out with 43 second grade students and the data were analyzed with ANOVA test. According to the results of the study, it is concluded that the teaching of vocabulary with music both the meaning of the word and providing the persistence of learning was found to be useful.La música juega un papel importante en el desarrollo del lenguaje de los estudiantes. Porque el proceso de adquirir y desarrollar las habilidades lingüísticas del individuo y el proceso de aprender a hacer que la música funcione tienen muchas similitudes. En este estudio, se ha examinado el efecto de enseñar palabras con música con el nivel normal de inteligencia y desarrollo de los estudiantes de 2º grado en el aprendizaje del significado de la palabra y asegurar su permanencia. Diseño cuasiexperimental con grupo de control experimental se utilizó en el estudio. La investigación se llevó a cabo con 43 estudiantes de segundo grado y los datos se analizaron con la prueba ANOVA. Según los resultados del estudio, se concluye que la enseñanza del vocabulario con música, tanto el significado de la palabra como la persistencia del aprendizaje, resultó ser útil

Examining the Reading Habits, Interests, Tendencies of the Students Studying at the Faculty of Education and Analyzing the Underlying Reason behind Their Preferences

Acquiring the reading skills and using this skill effectively throughout life is possible by a qualified education hence qualified teachers. Therefore; teachers and candidate teachers are suggested to be; acquired the reading skills, focused on information and learning, trained well as individuals having knowledge of their fields and pedagogics. By the context; the aim of the study is suggested as examining the reading habits, interests, tendencies of the students studying at the Faculty of Education and analyzing the underlying reason behind their preferences. The descriptive phenomenology method; one of the qualitative research methods is used in the study. The studying group within the research is occurred by the 10 students from 5 different fields of Education Faculty, who read books constantly. The data acquired is collected by semi-structured interview questions and content analysis method is benefited to analyze the data. According to the results of the study; 140 discourses are observed to be expressed within the 6 themes, due to the reading habits, interests and tendencies of the students studying at the Faculty of Education. The mentioned themes herein, are formed as the following: “book type interested”, “content interested”, “topic interested”, “acquiring the reading habits”, “criteria for preferring books”, “the effect of social environment to prefer books”. While the most expressed theme is revealed as “criteria for preferring books”, the least one is about the reading habits, within the research

İlkokul 2. Sınıf Öğrencilerinin Süreç Temelli Yazma Uygulamalarına İlişkin Görüşlerinin İncelenmesi

Bu araştırmanın amacı ilkokul ikinci sınıf öğrencilerinin süreç temelli yazma yaklaşımı dikkate alınarak gerçekleştirilmiş yazma uygulamalarına ilişkin görüşlerinin ortaya çıkarmaktır. İlkokul 2.sınıf düzeyinde öğrenim gören 20 öğrencinin katıldığı bu araştırma, nitel bir araştırmadır. Araştırmanın verileri yarı yapılandırılmış görüşmeler yoluyla toplanmış, verilerin çözümlenmesinde ise içerik analizi yapılmıştır. Araştırma sonuçlarına göre süreç temelli yazma yaklaşımının iletişim boyutundan kaynaklı olarak öğrencilerin daha başarılı yazma çalışmaları yapmalarına, yazmaya ilişkin olumlu tutum geliştirmelerine ve kendilerini daha iyi bir yazar hissetmelerini yardımcı olduğu görülmüştür. Olumsuz olarak ise yazma çalışmalarının çok uzun sürdüğünü, editörlük çalışması sırasında arkadaşlarının hatalarını bulmak istemediklerini ve yazdıkları yazıları okurken utandıklarını ifade etmişlerdir

Improving writing skills of students in Turkey : A meta-analysis of writing interventions

An important goal of schooling is teaching students how to write. Teachers need access to effective writing practices to meet this goal. For close to 40 years, meta-analyses of writing intervention studies have been used to identify evidence-based practices in writing. Most of the research included in these reviews involved studies conducted in the U.S. and Europe. The current meta-analysis included 77 experimental studies examining the effectiveness of writing interventions conducted in schools in Turkey with 4,891 students in primary grades through college. The writing outcome in all of these studies was quality of students’ writing. The average weighted effect size for teaching writing across all 77 studies was 1.39. The average weighted effect sizes for the five writing treatments tested in four or more studies were 0.92 for peer assistance, 1.55 for pre-writing activities, 1.30 for the process approach to writing, and 1.28 for strategy instruction. Directions for future research and implications for practice are discussed