Hurrian Education

Effect of Cooperative Jigsaw II and Subject Jigsaw Techniques on Learning in Science Class

Yusuf Karadeniz — 2025-06-26

The aim of this study is to determine the effects of Subject Jigsaw and Jigsaw II methods on the academic success of students in teaching the Force and Motion unit. Sample of the study was selected from Regional Boarding Secondary School located in Posof district of Ardahan province and Imam Hatip Secondary School located in the same district in the fall semester of 2016-2017 academic year. The Subject Jigsaw Method (SG, n=20) was applied to the 7A branch of the first selected secondary school and the Jigsaw II method was applied to the 7B branch (JG, n=20); The teacher-centered teaching method was applied to the 7A branch of the second selected secondary school as the Control Group (CG, n=17). In the study, Force and Energy Achievement Test (FEAT), Module Tests (Module A, Module B, Module C and Module D) were used as measurement tools. Descriptive statistics, one-way Analysis of Variance (ANOVA) were used for data analysis. According to the data obtained as a result of the application, cooperative learning methods contribute positively to the students' science learning levels in learning the concepts in the "Force and Energy" unit. As a result, it was determined that the effects of Subject Jigsaw and Jigsaw II methods on the students' academic success were similar to each other and these students were more successful than students who received education with the traditional method.

Pre-service Teachers’ Knowledge and Opinions About Students at Risk for Dyscalculia

Gülnisa Demirel — 2025-10-18

The purpose of this study is to examine the opinions and knowledge of primary school mathematics pre-service teachers about students with learning disabilities in mathematics. The data collection tool of this study, which was conducted by adopting the case study method from qualitative research methods, is 8 semi-structured questions prepared by the researchers and an expert mathematics educator in the field. In this study, which was carried out within the scope of the 2209/A University students research projects support program, a collective seminar was given to a total of 66 volunteer primary school mathematics pre-service teachers about dyscalculia risk groups. After the basic awareness of the pre-service teachers about dyscalculia risk groups was established, their current information and opinions were obtained with the semi-structured opinion form prepared with the help of Google Forms. The obtained data were examined with the help of content analysis. In the light of the findings, it was seen that almost all of the pre-service teachers knew about mathematics learning disabilities and their results. In addition, it was seen that the pre-service teachers who were informed about the basic causes of mathematics learning disabilities had sufficient knowledge about the methods and techniques they should apply when they encountered this problem. On the other hand, almost half of the participants did not see themselves as sufficient due to their lack of current experience. In line with the findings of the study, it is recommended that especially primary school mathematics pre-service teachers and classroom teachers should be informed more about the subject and that joint projects should be carried out with the help of institutions and organizations where pre-service teachers can gain experience.

Teachers’ Perspectives on the Flipped Classroom Model

Fatma Cumhur — 2025-12-24

This study aims to examine mathematics teachers’ views on the flipped classroom model. In this context, the teachers included in the study were first provided with information about the model; subsequently, their perspectives were explored in depth through targeted interview questions. The study was conducted using an embedded case study design, one of the qualitative research methods. The participants consisted of 10 primary and middle school mathematics teachers working in public and private schools. The teachers were selected using the convenience sampling method, which is a type of purposive sampling. Data were collected through interviews, and the content obtained was analyzed using descriptive analysis, a commonly employed method in qualitative data analysis. The interview questions consisted of eight open-ended questions, arranged from general to specific. The analysis process was organized under eight thematic categories in line with the research questions. Some of the teachers reported that they consciously or unconsciously implemented the flipped classroom model in their lessons. They emphasized that the model could enhance students’ readiness levels, self-confidence, motivation, and retention of learning. However, they also noted that ineffective implementation of the model may lead to misconceptions and the development of various prejudices. Additionally, the teachers stated that the flipped classroom model may yield more efficient outcomes particularly at the middle school level and in geometry topics.