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 Görüntüleme 91
 İndirme 21
(DO) SPOKEN WORDS FLY AND WRITTEN WORDS REMAIN (?) AN ANALYSIS ON THE IMPACTS OF USING WRITING-TO-LEARN ACTIVITIES IN THE SOCIAL STUDIES CLASS ON COGNITIVE LEARNING AND STUDENTS’ VIEWS
2020
Dergi:  
International Journal of Eurasian Education and Culture
Yazar:  
Özet:

This study aims to examine the impacts of writing-to-learn activities used for social studies teaching on the academic achievement of secondary school students by reporting student views. Using the mixed methods design, the study included 99 6th graders (experimental group n = 32, control group 1 n = 33, control group 2 n = 34) in three different classes of the same school. During the testing, the experimental group was given multiple writing-to-learn activities (i.e. writing a diary, a story, a letter, a fairy tale, and preparing a crossword puzzle), while the control groups were taught through the practices indicated by the current curriculum. In order to determine the impact of writing to learn activities on students ' cognitive learning, the researcher-developed academic achievement test together with a semi-structured interview form reflecting student views on writing to learn activities was used as a data collection tool. The quantitative data were analyzed by descriptive and predictive statistics, while the qualitative data were analyzed by content analysis. The academic achievement of the experimental group was higher than that of the control groups. The experimental group stated that writing-to-learn activities were quite effective on learning since the activities were interesting, intriguing, and entertaining. Writing-to-learn activities can be used to provide students with knowledge and skills concerning the social studies course, contributing to academic achievement.

Anahtar Kelimeler:

(DO) SPOKEN WORDS FLY AND WRITTEN WORDS REMAIN (?) AN ANALYSIS ON THE IMPACTS OF USING WRITING-TO-LEARN ACTIVITIES IN THE SOCIAL STUDIES CLASS ON COGNITIVE LEARNING AND STUDENTS’ VIEWS
2020
Yazar:  
Özet:

This study aims to examine the impacts of writing-to-learn activities used for social studies teaching on the academic achievement of secondary school students by reporting student views. Using the mixed methods design, the study included 99 6th degrees (experimental group n = 32, control group 1 n = 33, control group 2 n = 34) in three different classes of the same school. During the testing, the experimental group was given multiple writing-to-learn activities (i.e. writing a diary, a story, a letter, a fairy tale, and preparing a crossword puzzle), while the control groups were taught through the practices indicated by the current curriculum. In order to determine the impact of writing to learn activities on students' cognitive learning, the researcher-developed academic achievement test together with a semi-structured interview form reflecting student views on writing to learn activities was used as a data collection tool. The quantitative data were analyzed by descriptive and predictive statistics, while the qualitative data were analyzed by content analysis. The academic achievement of the experimental group was higher than that of the control groups. The experimental group stated that writing-to-learn activities were quite effective on learning since the activities were interesting, intriguing, and entertaining. Writing-to-learn activities can be used to provide students with knowledge and skills concerning the social studies course, contributing to academic achievement.

Anahtar Kelimeler:

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International Journal of Eurasian Education and Culture

Alan :   Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler

Dergi Türü :   Uluslararası

Metrikler
Makale : 385
Atıf : 142
2023 Impact/Etki : 0.026
International Journal of Eurasian Education and Culture