Research Article
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The Impact of the Contents of Educational Informatics Network on Classroom Participation of Students in Teaching the Subject of the Musculoskeletal System

Year 2020, Volume: 8 Issue: 15, 224 - 240, 25.03.2020
https://doi.org/10.18009/jcer.684362

Abstract

The purpose of this research is to determine the impact of the contents of Educational Informatics Network on participation of students in teaching the subject of musculoskeletal system. In the study, the quasi-experimental design is preferred. Furthermore, the opinions of the students are given a place which added qualitative dimension to the study. The data set used in the study was gathered from the Classroom Participation Inventory. In the analysis of the data, descriptive statistical techniques, normality analyses and independent t-test were used. At the end of the study, a significant difference was found in favor of the experimental group. Considering mean scores the experimental group for affective participation, cognitive participation and non-participating were more than the ones of the control group. According to students' views, it was determined that the EIN contents are beneficial and helpful for learning terms better, and the classes are enjoyable.

Thanks

I would like to thank the science teachers and students of Buca Gazi Middle School for their contributions in conducting the study and gathering the data.

References

  • Açıkgöz, G. (2018). The effect of educational informatıcs network (EIN) assisted maths teaching on academic achievement of seventh grade students. (Published master’s thesis). Kastamonu University, Kastamonu.
  • Aktaş, S. (2015). The effect of the smart board usage on students‟ academic achievement and continuance of knowledge ın science and technology lesson. (Published master’s thesis). Kastamonu University, Kastamonu.
  • Alabay, A. (2015). A research into secondary education teachers' and students' views on EBA (educatıon informatıon network) usage. (Published master’s thesis). İstanbul Aydın University, İstanbul.
  • Ateş, M., Çerçi, A. & Derman, S. (2015). Content analysis of Turkish course videos in educational informatics Network. Sakarya University Journal of Education, 5(3), 105-117. doi: 10.19126/suje.18755.
  • Aydoğan, Ş. (2016). The effect of instruction supported by EIN on fourth grade students’ misconceptions about the subjects of heat-temperature and melting–dissolution. (Published master’s thesis). Ömer Halisdemir University, Niğde.
  • Azar, A. (2001). Analysis of university students' misconceptions about electricity. (pp. 345-350). Paper Presented at the Science Education Symposium. Maltepe University, İstanbul.
  • Bolat, Y. (2016). The flipped classes and education information network (EIN). Journal of Human Sciences, 13(2), 3373-3388. doi:10.14687/jhs.v13i2.3952.
  • Can, A. (2016). Quantitative data analysis in scientific research process with SPSS (4th Ed.). Ankara: Pegem Academy.
  • Community For Science Education in Europe (SCIENTIX) (2015). Scientix 2 results how scientix adds value to STEM education. Retrieved from http://www.scientix.eu/about.
  • Çakmak, Z., & Taşkıran, C. (2017). Views of social studies teachers on education informatıon network (EIN) platform. International Journal of Turkish Education Sciences, 5(9), 284-295.
  • Demirci, C. (2003). The effect of the active learning approach on the achievement. Hacettepe University Journal of Education, 25, 38-42.
  • Eryılmaz, S., & Uluyol, Ç. (2015). Evaluation of FATIH project in the consideration of 21st century skills. Gazi University Journal of Gazi Education, 35(2), 209-229.
  • Eurydice (2011). Mathematics education in Europe: Commonchallenges and national policies. education, audiovisual and culture executive agency. Retrieved from http://eacea.ec./.
  • George, D., & Mallery, P. (2003). SPSS for windows, step by step: A simple guide and reference 11.0 update (4th ed.). Boston: Allyn & Bacon.
  • Kana, F., & Aydın, V. (2017). Secondary school teachers and students visions on educational informatıon network. Journal of Social and Humanities Sciences Research, 4(3), 1494-1504.
  • Karasar, N. (2015). Scientific research method (28. Ed.). Ankara: Nobel Publishing.
  • Kartal, T. (2007). The effect of the method of active learning of elementary science teaching success, attitudes, of the students’ and keeping in mind. (Published master’s thesis). Selçuk University, Konya.
  • Kaya, D. (2018). The effect of flipped learning model on middle school students’ classroom engagement in teaching mathematics. Sakarya University Journal of Education, 8(4), 232-249, doi: 10.19126/suje.453729.
  • Kendirli, H. (2017). The effect of (EIN ) educatıon network in education applicatıons on seventh grade students' interest on science course. (Published master’s thesis). Niğde Ömer Halisdemir University, Niğde.
  • Kiras, B. (2013). Effect of active learning methods on student’s achievement, attitude and creativity. (Unpublished master’s thesis). İstanbul University, İstanbul.
  • Ministry of National Education (MoNE) (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 1,2,3,4,5,6,7 ve 8. sınıflar) [Science course curriculum (primary and secondary school 1,2,3,4,5,6,7 and 8th grades]. Ankara. Retrieved from http://mufredat.meb.gov.tr/.
  • Ministry of National Education (MoNE) (2019a). FATİH project. Retrieved from http://fatihprojesi.meb.gov.tr/.
  • Ministry of National Education (MoNE) (2019b). Education information network, Retrieved from http://www.eba.gov.tr/hakkimizda.
  • National Council of Teachers of Mathematics (NCTM) (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: NCTM.
  • Organisation for Economic Co-operation and Development (OECD) (2016). PISA 2015 results in focus. OECD, Paris. Retrieved from http://www.oecd.org/pisa/.
  • Rivard, L. P., & Straw, S. B. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education 84, 566-593.
  • Sever, M. (2014). Adapting classroom engagement inventory into Turkish Culture. Education and Science, 39(176), 171-182. doi:10.15390/EB.2014.3627.
  • Shy-Jong, J. (2007). A study of students’ construction of science knowledge: Talk and writing in a collaborative group. Educational Research, 49(1), 65-81.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston MA: Pearson.
  • Timur, B., Yılmaz, Ş., & İşseven, A. (2017). Secondary school students’ opinion for using the system of education information network (EIN). Asian Journal of Instruction, 5(1), 44-54.
  • Tolan-Sürbahanlı, Y. (2018). Examining activities in the secondary school 5th grade science textbook and the EIN lesson within the scope of the new curriculum and developing an alternative activity. (Published doctoral thesis). Atatürk University, Erzurum.
  • Trends in International Mathematics and Science Study (TIMSS) (2016). Highlights from TIMSS and TIMSS advanced 2015. Retrieved from https://nces.ed.gov/timss/timss2015/.
  • Tutar, M. (2015). The evaluation of teachers’ perceptions towards education information network. (Published master’s thesis). Karadeniz Teknik University, Trabzon.
  • URL-1: www.eba.gov.tr
  • Ünal, B. B. & Hastürk, H. G. (2018). The effect of the use of the EIN in science course on the success of the middle school students about the circulatings. International Journal of Humanities and Education, 4(7), 327-342.

The Impact of the Contents of Educational Informatics Network on Classroom Participation of Students in Teaching the Subject of the Musculoskeletal System

Year 2020, Volume: 8 Issue: 15, 224 - 240, 25.03.2020
https://doi.org/10.18009/jcer.684362

Abstract

The purpose of this research is to determine the impact of the contents of Educational Informatics Network on participation of students in teaching the subject of musculoskeletal system. In the study, the quasi-experimental design is preferred. Furthermore, the opinions of the students are given a place which added qualitative dimension to the study. The data set used in the study was gathered from the Classroom Participation Inventory. In the analysis of the data, descriptive statistical techniques, normality analyses and independent t-test were used. At the end of the study, a significant difference was found in favor of the experimental group. Considering mean scores the experimental group for affective participation, cognitive participation and non-participating were more than the ones of the control group. According to students' views, it was determined that the EIN contents are beneficial and helpful for learning terms better, and the classes are enjoyable.

References

  • Açıkgöz, G. (2018). The effect of educational informatıcs network (EIN) assisted maths teaching on academic achievement of seventh grade students. (Published master’s thesis). Kastamonu University, Kastamonu.
  • Aktaş, S. (2015). The effect of the smart board usage on students‟ academic achievement and continuance of knowledge ın science and technology lesson. (Published master’s thesis). Kastamonu University, Kastamonu.
  • Alabay, A. (2015). A research into secondary education teachers' and students' views on EBA (educatıon informatıon network) usage. (Published master’s thesis). İstanbul Aydın University, İstanbul.
  • Ateş, M., Çerçi, A. & Derman, S. (2015). Content analysis of Turkish course videos in educational informatics Network. Sakarya University Journal of Education, 5(3), 105-117. doi: 10.19126/suje.18755.
  • Aydoğan, Ş. (2016). The effect of instruction supported by EIN on fourth grade students’ misconceptions about the subjects of heat-temperature and melting–dissolution. (Published master’s thesis). Ömer Halisdemir University, Niğde.
  • Azar, A. (2001). Analysis of university students' misconceptions about electricity. (pp. 345-350). Paper Presented at the Science Education Symposium. Maltepe University, İstanbul.
  • Bolat, Y. (2016). The flipped classes and education information network (EIN). Journal of Human Sciences, 13(2), 3373-3388. doi:10.14687/jhs.v13i2.3952.
  • Can, A. (2016). Quantitative data analysis in scientific research process with SPSS (4th Ed.). Ankara: Pegem Academy.
  • Community For Science Education in Europe (SCIENTIX) (2015). Scientix 2 results how scientix adds value to STEM education. Retrieved from http://www.scientix.eu/about.
  • Çakmak, Z., & Taşkıran, C. (2017). Views of social studies teachers on education informatıon network (EIN) platform. International Journal of Turkish Education Sciences, 5(9), 284-295.
  • Demirci, C. (2003). The effect of the active learning approach on the achievement. Hacettepe University Journal of Education, 25, 38-42.
  • Eryılmaz, S., & Uluyol, Ç. (2015). Evaluation of FATIH project in the consideration of 21st century skills. Gazi University Journal of Gazi Education, 35(2), 209-229.
  • Eurydice (2011). Mathematics education in Europe: Commonchallenges and national policies. education, audiovisual and culture executive agency. Retrieved from http://eacea.ec./.
  • George, D., & Mallery, P. (2003). SPSS for windows, step by step: A simple guide and reference 11.0 update (4th ed.). Boston: Allyn & Bacon.
  • Kana, F., & Aydın, V. (2017). Secondary school teachers and students visions on educational informatıon network. Journal of Social and Humanities Sciences Research, 4(3), 1494-1504.
  • Karasar, N. (2015). Scientific research method (28. Ed.). Ankara: Nobel Publishing.
  • Kartal, T. (2007). The effect of the method of active learning of elementary science teaching success, attitudes, of the students’ and keeping in mind. (Published master’s thesis). Selçuk University, Konya.
  • Kaya, D. (2018). The effect of flipped learning model on middle school students’ classroom engagement in teaching mathematics. Sakarya University Journal of Education, 8(4), 232-249, doi: 10.19126/suje.453729.
  • Kendirli, H. (2017). The effect of (EIN ) educatıon network in education applicatıons on seventh grade students' interest on science course. (Published master’s thesis). Niğde Ömer Halisdemir University, Niğde.
  • Kiras, B. (2013). Effect of active learning methods on student’s achievement, attitude and creativity. (Unpublished master’s thesis). İstanbul University, İstanbul.
  • Ministry of National Education (MoNE) (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 1,2,3,4,5,6,7 ve 8. sınıflar) [Science course curriculum (primary and secondary school 1,2,3,4,5,6,7 and 8th grades]. Ankara. Retrieved from http://mufredat.meb.gov.tr/.
  • Ministry of National Education (MoNE) (2019a). FATİH project. Retrieved from http://fatihprojesi.meb.gov.tr/.
  • Ministry of National Education (MoNE) (2019b). Education information network, Retrieved from http://www.eba.gov.tr/hakkimizda.
  • National Council of Teachers of Mathematics (NCTM) (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: NCTM.
  • Organisation for Economic Co-operation and Development (OECD) (2016). PISA 2015 results in focus. OECD, Paris. Retrieved from http://www.oecd.org/pisa/.
  • Rivard, L. P., & Straw, S. B. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education 84, 566-593.
  • Sever, M. (2014). Adapting classroom engagement inventory into Turkish Culture. Education and Science, 39(176), 171-182. doi:10.15390/EB.2014.3627.
  • Shy-Jong, J. (2007). A study of students’ construction of science knowledge: Talk and writing in a collaborative group. Educational Research, 49(1), 65-81.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston MA: Pearson.
  • Timur, B., Yılmaz, Ş., & İşseven, A. (2017). Secondary school students’ opinion for using the system of education information network (EIN). Asian Journal of Instruction, 5(1), 44-54.
  • Tolan-Sürbahanlı, Y. (2018). Examining activities in the secondary school 5th grade science textbook and the EIN lesson within the scope of the new curriculum and developing an alternative activity. (Published doctoral thesis). Atatürk University, Erzurum.
  • Trends in International Mathematics and Science Study (TIMSS) (2016). Highlights from TIMSS and TIMSS advanced 2015. Retrieved from https://nces.ed.gov/timss/timss2015/.
  • Tutar, M. (2015). The evaluation of teachers’ perceptions towards education information network. (Published master’s thesis). Karadeniz Teknik University, Trabzon.
  • URL-1: www.eba.gov.tr
  • Ünal, B. B. & Hastürk, H. G. (2018). The effect of the use of the EIN in science course on the success of the middle school students about the circulatings. International Journal of Humanities and Education, 4(7), 327-342.
There are 35 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Gökçe Ok 0000-0002-2753-178X

Publication Date March 25, 2020
Submission Date February 4, 2020
Acceptance Date March 10, 2020
Published in Issue Year 2020 Volume: 8 Issue: 15

Cite

APA Ok, G. (2020). The Impact of the Contents of Educational Informatics Network on Classroom Participation of Students in Teaching the Subject of the Musculoskeletal System. Journal of Computer and Education Research, 8(15), 224-240. https://doi.org/10.18009/jcer.684362

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