Effect of Jigsaw method on students’ scientific attitude in laboratory course: Comparison of Anderson-Rubin and raw factor scores

Hatice Türköz, Adem Akkuş — Tue, 26 Dec 2023 00:00:00 +0300

Aim of this study is to investigate the effect of Jigsaw on students’ scientific attitude. Study design is qualitative methods’ pre experimental nonequivalent groups posttest design. In this research design, pre-condition of the groups are unknown. Only the after condition of the groups are investigated and results are about after procedure. Sample of the study consisted of students who studied at elementary science education program. With respect to research design, students were divided randomly into two groups for laboratory course. First group studied with respect to Jigsaw method while second groups studied with respect to traditional method. After completing the semester students were asked to respond scientific attitude scale. Only volunteered students were involved in the study. Thus, sample of the study consists of 10 students from the traditional group and 17 students from the jigsaw group. Number of the sample is 27 in total. Non parametric analyses were run for group comparisons. Data for statistics are based on raw scale scores and Anderson-Rubin factor scores. Analyses results showed that there is no significant difference between the groups in terms of scientific attitudes. However, Anderson-Rubin factor scores gave more sensitive p value when compared with raw factor scores.

Job Ethics in Distance Education: Teachers' Responsibilities and Contributions

Cemal Tatlı — Thu, 26 Oct 2023 00:00:00 +0300

The rigorous consideration of ethical principles at every stage of educational practice is an important factor determining the quality of learning. Ethical approach in education contributes positively to students' character development. It enables students to grow up as honest and respectful individuals. In this context, the study aimed to determine the ethical principles that a teacher should consider in the stages of planning the teaching, preparing course content, teaching the course and testing situations in the distance education process. In the study, phenomenology, one of the qualitative research method designs, was used. In this direction, interviews were conducted with 12 teachers working in different schools and having experience in teaching distance education courses. The interview data were analyzed by content analysis method. In this framework, principles were determined, and categories were created from similar codes. In the analysis process, 4 themes were created based on the interview questions. Under the theme of instructional planning, three main categories were identified: planning, communication and students. Under the theme of course content development, two main categories were created: scientificity and intellectual property rights. Under the theme of course teaching, two main categories were identified: teacher roles and teacher qualifications. In the theme of exam situations, the categories of feedback, timeliness, student readiness, reliability and validity were formed. The results of this research will be an important guide to improve the quality of distance education by determining in which areas teachers should be careful in order to create an educational environment based on ethical values.

Hurrian Education

Effect of Jigsaw method on students’ scientific attitude in laboratory course: Comparison of Anderson-Rubin and raw factor scores

Job Ethics in Distance Education: Teachers' Responsibilities and Contributions