october 2012 - TOJET the Turkish online journal of educational ...

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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 King, A. (1991). Effects of training in strategic questioning on children's problem-solving performance. Journal of Educational Psychology, 83(3), p307-17. King, A. (1992). Facilitating elaborative learning through guided student-generated questioning. Educational Psychologist, 27(1), 111-126. King, A. (1993). Effects of guided cooperative questioning on children’s knowledge construction. Journal of Experimental Education, 61(2), 127-148. King, A. (1994) Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31(2), 338–368. Koch, A., & Eckstein, S. G. (1991). Improvement of reading comprehension of physics texts by students’ question formulation. International Journal of Science Education,13(4), 473-486. Kuminek, P. A., & Pilkington, R. M. (2001). Helping the tutor facilitate debate to improve literacy using CMC. Proceedings of the Second IEEE International Conference on Advanced Learning Technologies (ICALT'01) , Madison, USA. Langston, M. C., & Graesser, A. C.(1993). The "Point and Query" interface: Exploring knowledge by asking questions. Journal of Educational Multimedia and Hypermedia, 2(4), 355-367. Liao, Y.C. (2007). The effects of QBISS-supported instruction on students’ learning outcomes and attitudes. Unpublished master’s thesis, National Taiwan Normal University, Taipei. Markman, E.(1979). Realizing that you do not understand:Elementary school children’s awareness of inconsistencies. Child Development, 50(3), 643-655. Ng´ambi, D., & Hardman, J. (2004). Towards a knowledge-sharing scaffolding environment based on learners’ questions. British Journal of Educational Technology, 35(2), 187-196. Pedrosa de Jesus, H., Almeida, P., and Watts, M. (2004). Questioning styles and students’ learning: Four case studies. Educational Psychology, 24(4), 531-548. Pedrosa de Jesus, H., Teixeira-Dias, J. J. C., & Watts, M.(2003). Questions of chemistry. International Journal of Science Education, 25(8), 1015-1034. Pressley, M., Ghatala, E. S., Woloshyn, V., & Pirie, J. (1990). Being really, really certain you know the main idea doesn't mean you do. Yearbook of the NationalReading Conference, 39, 249-256. Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: a review of intervention studies. Review of Educational Research, 66(2),181-221. Scardamalia, M. & Bereiter, C. (1992). Text-based and knowledge-based questioning by children. Cognition and Instruction, 9(3), 177–199. Schmidt, H. G. (1993). Foundations of problem-based learning: Rationale and description. Medical Education, 17, 11-16. Shodell, M.(1995). The question-driven classroom: student questions as course curriculum in biology. American Biology Teacher, 57(5), 278-281. Van der Meij, H. (1988). Constraints on question asking in classrooms. Journal of Educational Psychology. 80(3), 401-405. Wu, M. L., & Tu, C. T. (2006). SPSS & the Application and Analysis of Statistics (2nd ed.). Taipei: Wu-Nan Book Inc. Wang, C. H. (2008). Effects of Questioning-Based Instructional Support System on Students' After-School Learning. Unpublished master’s thesis, National Taiwan Normal University, Taipei. Yeh, Y. C. (2003). Critical Thinking Test-LevelⅠGuide. Taipei, Psychological Publishing Co. Yu, F.Y.; Liu, Y. H.,& Chan, T. W. (2005). A web-based learning system for question-posing and peer assessment. Innovations in Education and Teaching International, 42(4), 337–348. Copyright © The Turkish Online Journal of Educational Technology 335
USING BLENDED LEARNING IN DEVELOPING STUDENT TEACHERS TEACHING SKILLS Isman, Aytekin Professor of Computer and Educational Technology, Faculty of Education, Sakarya University, Isman@sakarya.edu.tr Abanmy, Fahad AbdulAziz Associate Professor of Islamic Education, Curricula and instruction Department, Teachers College, King Saud University, dr.fabanmy@ksu.edu.sa Hussein, Hisham Barakat Associate Professor of Mathematics Education, Curricula and Instructional Department, Teachers College, King Saud University, Riyadh, Saudi Arabia, Email: hbisher@hotmail.com , Website: http://hishamh.net Al Saadany, Mohammed Abdelrahman Associate Professor of Educational Technology, Educational Technology Department, College of Specific Education, Port Said University, Port Said, Egypt Teachers College, King Saud University, Riyadh, Saudi Arabia, Email: dr.malsaadany@gmail.com ABSTRACT The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21) – Science (15) – computer (20) – Quran (15)). The research is limited to the students of practical course in the second term of (2010/2011) academic year. Additionally, it investigates teaching skills that are not excelled by student teachers. The research uses observation skill card for teaching skills with prepost applied, while preparing and implementing a suggested proposal for developing skills of teaching implementation of student teachers, Results of statistical treatment indicated that there were significant differences between means of pre-post treatment in Experimental groups in favor of post treatment. As Students thought, these results indicated that Blended Learning helped them to improve their Teaching skills. More details of the results are discussed in the study. Keywords: Blended E- Learning, Teaching Skills, Student Teachers, Teacher Preparation. INTRODUCTION Skills of teaching implementation are one of the most important skills which should be excelled by the teacher. These skills should be acquired by students in educational colleges before they enter the educational field. Different mentors, who were inspecting student teachers in field education, have noticed that student teachers suffers from a weakness in teaching implementation skills, as well as they need to practice these skills effectively, which is definitely a barrier in front of achieving teaching goals effectively and quickly. After exploring past literatures in educational studies, it becomes clear that the problem of unskillful student teachers was discussed by many researchers, and they make use of different strategies and entries in order to help student teachers transcend this problem and develop their skills. Some researchers have achieved success and others have failed in their experiments, and the problem is standing still. There were trials to investigate the efficacy of using blended E- learning model, in order to develop student teachers skills in teaching implementation, because they have studied teaching methods curriculums earlier which pave the way to use E-learning in the reassessment of theoretical part of delivery skills, using normal summer education in training students on skills of teaching implementation. Moreover, they asked students to do home works and assignments that will be delivered electronically across electronic management system. E-learning is considered as an excellent substitute for delivering educational services for learners everywhere and anywhere, as it does not have the normal obstacles of traditional education inside classrooms and labs, therefore, it complements the existent teaching styles. Also E-learning has specific characteristics: effectiveness, originality, centered around the learner, individual management, usability, direct electronic support, cost 336
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