Research Article
Beliefs and Practices in Teaching Grammar Instruction: Babile Primary School in Focus
Ashenafi Shimeles Shumiye*
Issue:
Volume 13, Issue 4, December 2024
Pages:
78-88
Received:
24 August 2024
Accepted:
19 September 2024
Published:
10 October 2024
Abstract: The researcher conducted this study to seek and to illuminate the methodologies and strategies employed by English language teachers in grammar instruction at Babile Primary School. By engaging in a comparative analysis of the pedagogical beliefs and practical approaches of two seasoned English as a foreign language teachers, the study investigated the subtleties of their teaching methodologies and the various factors that shape their classroom decisions. This examination of the congruence or divergence between their beliefs and instructional methods reveals significant insights into the intricate belief systems of these English as a foreign language teachers and their implications for teaching practices. The analysis indicates that the English as a foreign language teachers at Babile Primary School maintain complex belief frameworks regarding grammar instruction; however, these beliefs do not consistently align with their actual teaching methods. The research identified numerous factors influencing the teachers' classroom decisions, many of which are intricately tied to the specific educational context of Babile Primary School. These results underscore the multifaceted nature of teaching English as a foreign language, highlighting the necessity of understanding and addressing the underlying influences that affect instructional practices. The findings sought to illuminate the nuanced ways in which educators navigate their roles and adapt their approaches to meet the needs of their students in an ever-evolving educational landscape.
Abstract: The researcher conducted this study to seek and to illuminate the methodologies and strategies employed by English language teachers in grammar instruction at Babile Primary School. By engaging in a comparative analysis of the pedagogical beliefs and practical approaches of two seasoned English as a foreign language teachers, the study investigated...
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Research Article
The Importance of Child Education in the Context of Establishing a New Nation and New Society in Bekir ÇOBANZADE’s Works
Ozlem Altın*
Issue:
Volume 13, Issue 4, December 2024
Pages:
89-95
Received:
29 July 2024
Accepted:
2 September 2024
Published:
18 October 2024
Abstract: The idea of establishing a new nation and new society reflected in Bekir Sıtkı ÇOBANZADE’s ideology and poetry is an extension of İsmail Bey Gaspıralı’s national renaissance and rebirth movement. The concept of national renaissance and rebirth initiated by the Tercüman newspaper primarily influenced the children, who represented the new society that the Crimean Tatar people, seeking to return to their roots and escape Russian imperialism, aimed to establish. The Usûl-u Cedit education system was used to transform young Tatar children into heroic Turkish and Muslim people fighting against Russian imperialism. This system strengthened the rebirth process of Crimean Tatar children who were weakened by Russian imperialism. During this process, in 1905, Çobanzade initiated the Yaş Tatar movement along with young people like Numan Celebi Cihan and Hasan Mirza Cergeyev. In his poem “Anan Kayda,” published here, he aimed to raise Crimean Tatar children under Russian imperialism into children who would fight against fate and the Russification policy within the poetics of the New Nation and New Society to be established. For the Crimean Tatar people, avoiding the loss of their true selves, the only way out is to create an enlightened and educated segment built on their ideals and national identity. Therefore, in his poems, Çobanzade created a child prototype. The most well-known of these prototypes is a girl named Esma. The poet designed the political panorama of the era through Esma. He desired to raise a new nation and new society that were free from the calamities and oppression the people were facing.
Abstract: The idea of establishing a new nation and new society reflected in Bekir Sıtkı ÇOBANZADE’s ideology and poetry is an extension of İsmail Bey Gaspıralı’s national renaissance and rebirth movement. The concept of national renaissance and rebirth initiated by the Tercüman newspaper primarily influenced the children, who represented the new society tha...
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Research Article
Into the Buzzing World: Integrating Artwork with Fieldwork to Learn About Bees
Luyao Huang,
Xue Fang,
Daihu Yang*,
Zhanjun Wang,
Min He,
Hualun Chu,
Qing Zhang
Issue:
Volume 13, Issue 4, December 2024
Pages:
96-101
Received:
27 August 2024
Accepted:
6 October 2024
Published:
12 November 2024
DOI:
10.11648/j.ijeedu.20241304.13
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Abstract: This article describes a pedagogical approach that integrated artistic expression with experiential fieldwork to enhance pupils’ learning of bees. Initially, pupils were tasked with creating an artwork of a bee or bees based on their preconceived notions, allowing teachers to identify their prior ideas of bees. Afterward, an immersive field activity was conducted to provide pupils with an opportunity to close-up observe live honey and native bees in canola fields and their pollination processes. Through teacher-guided explorations, pupils systematically inspected the morphology of various bee species, relating their external structures to associated functions. The fieldwork allowed for detailed observations of bees’ features, such as the proboscis, antennae, and legs, and their roles in nectar collection and pollen distribution. In addition, exposure to honey and native bees informed pupils of the differences in their stinging, nesting and sociality. Pupils’ summative reflections post-fieldwork suggest that the immersive fieldwork enabled multi-sensory modes of learning barely available in a traditional classroom setting. By juxtaposing the new insights from field observations with the prior ideas of bees embodied in their initial artworks, pupils achieved gains in both their conceptual understandings and perceptual knowledge about bees. Pupils acknowledged deeper understandings of bee anatomy, pollination processes and the diversity within bee species. This approach to learning about bees epitomizes the value of empirical investigation for advancing pupils’ scientific practices and understanding life science core ideas of how animals' external structures fulfill various functions and of how plants and pollinators are interdependent, as highlighted in the Next Generation Science Standards. The integration of artwork creation and experiential fieldwork exemplifies an effective pedagogical approach for enhancing pupils' engagement and learning of biological ideas.
Abstract: This article describes a pedagogical approach that integrated artistic expression with experiential fieldwork to enhance pupils’ learning of bees. Initially, pupils were tasked with creating an artwork of a bee or bees based on their preconceived notions, allowing teachers to identify their prior ideas of bees. Afterward, an immersive field activit...
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