International Online Journal of Primary Education (IOJPE)

Message from the Editor

2025-03-31T01:03:34+00:00

I am very pleased to inform you that we have published the fourth issue in 2024. As an editor of International Online Journal of Primary Education (IOJPE), this issue is the success of our authors, very valuable reviewers who undertook the rigorous peer review of the manuscripts, and those of the editorial board who devoted their valuable time through the review process. In this respect, I would like to thank to all reviewers, researchers and the editorial board members. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to International Online Journal of Primary Education (IOJPE). For any suggestions and comments on IOJPE, please do not hesitate to send me e-mail. The countries of the authors contributed to this issue (in alphabetical order): Germany, Iran, and Turkey.

Prof. Dr. Nergüz BULUT SERİN

Editor in Chief

The complete issue

2025-03-31T01:05:31+00:00

The complete issue Volume 14 Issue 1

ENHANCING COMPREHENSION OF EARTH SCIENCE CONCEPTS THROUGH DIGITAL ANIMATION AND INCLUSIVE DISCOURSE

2025-03-31T00:49:05+00:00

Earth science concepts can be challenging for children to grasp due to their abstract nature. This study explores the potential of 3D computer animation as an engaging and effective medium to communicate various earth science processes to young learners. By creating age-appropriate, scientifically accurate visualizations of geological features and phenomena, including tectonic plate movement and volcanic eruptions, this research aims to facilitate a deeper understanding of these concepts. Recognizing the importance of clear communication, the study emphasizes the use of inclusive discourse to accompany the animations, ensuring effective and accessible dissemination of information. This includes adapting the scientific content and terminology to make it more digestible for children and using a narrative style that fosters curiosity and engagement. The findings of this study have important implications for science education, showcasing the potential of 3D animation as a valuable tool for communicating complex scientific concepts to young learners and fostering an early interest in earth science. By adopting an inclusive discourse that bridges the gap between scientific knowledge and children's understanding, we can promote scientific literacy and create a more engaging learning experience.

Keywords: Earth science education, 3D animation, inclusive discourse, scientific comprehension, visual learning.

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Conrad, D., & Libarkin, J. C. (2021). Using conceptual metaphor theory within the model of educational reconstruction to identify students’ alternative conceptions and improve instruction: A plate tectonics example. Journal of Geoscience Education, 70, 262 - 277. https://doi.org/10.1080/10899995.2021.1983941

Dang, S. (2024). Empowering students through inclusive language teaching practices. Lloyd Business Review. https://doi.org/10.56595/lbr.v3i2.34

Faerm, S.,and Quinn, K. (2023) Reflective teaching practices and inclusive learning environments, in Derek Jones, Naz Borekci, Violeta Clemente, James Corazzo, Nicole Lotz, Liv Merete Nielsen, Lesley-Ann Noel (eds.), The 7th International Conference for Design Education Researchers, 29 November - 1 December 2023, London, United Kingdom. https://doi.org/10.21606/drslxd.2024.012

Franconeri, S. L., Padilla, L. M., Shah, P., Zacks, J. M., & Hullman, J. R. (2021). The science of visual data communication: What works. Psychological Science in the Public Interest, 22, 110 - 161. https://doi.org/10.1177/15291006211051956

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Lin, L., & Atkinson, R. K. (2011). Using animations and visual cueing to support learning of scientific concepts and processes. Comput. Educ., 56, 650-658. https://doi.org/10.1016/j.compedu.2010.10.007

Metzger, E. P. (2024). Reimagining geoscience education for sustainability. Earth Science, Systems and Society. https://doi.org/10.3389/esss.2024.10116

McLure, F. I., Won, M., & Treagust, D. F. (2021). What students’ diagrams reveal about their sense-making of plate tectonics in lower secondary science. International Journal of Science Education, 43, 2684 - 2705. https://doi.org/10.1080/09500693.2021.1983922

Mountney, N. P. (2009). Improving student understanding of complex spatial-temporal relationships in Earth Sciences using computer animation and visualization. Planet, 22, 72 - 77. https://doi.org/10.11120/plan.2009.00220072

Nind, M. (2005). Inclusive education: discourse and action. British Educational Research Journal, 31, 269-275. https://doi.org/10.1080/0141192052000340251

Rex, L. A. (2003). Loss of the Creature: The Obscuring of Inclusivity in Classroom Discourse. Communication Education, 52, 30 - 46. https://doi.org/10.1080/03634520302464

Roozafzai, Z. S., & Zaeri, P. (2024 a). Digital dynamics: Exploring the intersection of AI, animation, and personalized learning. i-manager’s Journal of Educational Technology, 21(1), 1-10. https://doi.org/10.26634/jet.21.1.20850

Roozafzai, Z. S., & Zaeri, P. (2024 b). From Text to Visual: Analyzing the Influence of Graphic Design on English Language Storytelling. I-manager’s Journal on Humanities & Social Sciences, 4(2), 50-61. https://doi.org/10.26634/jhss.4.2.20847

Nygård Larsson, P., & Jakobsson, A. (2019). Meaning-making in science from the perspective of students’ hybrid language use. International Journal of Science and Mathematics Education, 18, 811-830. https://doi.org/10.1007/s10763-019-09994-z

Richmond, G., & Striley, J. (1996). Making meaning in classrooms: Social processes in small‐group discourse and scientific knowledge building. Journal of Research in Science Teaching, 33, 839-858. https://doi.org/10.1002/(SICI)1098-2736(199610)33:8%3C839::AID-TEA2%3E3.0.CO;2-X

Salehi, S., Ballen, C. J., Trujillo, G., & Wieman, C. E. (2021). Inclusive instructional practices: Course design, implementation, and discourse. Frontiers in Education. https://doi.org/10.3389/feduc.2021.602639

Salimpour, S., Tytler, R., Eriksson, U., & Fitzgerald, M. (2021). Cosmos visualized: Development of a qualitative framework for analyzing representations in cosmology education. Physical Review Physics Education Research, 17(1), 013104. https://doi.org/10.1103/PHYSREVPHYSEDUCRES.17.013104

Strømme, T. A., & Mork, S. M. (2020). Students’ conceptual sense-making of animations and static visualizations of protein synthesis: a sociocultural hypothesis explaining why animations may be beneficial for student learning. Research in Science Education, 51, 1013 - 1038. https://doi.org/10.1007/s11165-020-09920-2

Yerrick, R., & Gilbert, A. (2011). Constraining the discourse community: How science discourse perpetuates marginalization of underrepresented students. Journal of Multicultural Discourses, 6, 67-91. https://doi.org/10.1080/17447143.2010.510909

Zaeri, P., & Roozafzai, Z. S. (2024 a). Identifying as the Protagonist: Presence-inducing gameplay, linguistic elements, and self-perception in first-person narrative games. Global Journal of Design Art and Education, 14(2), 59–79. https://doi.org/10.18844/gjae.v14i2.9393

Zaeri, P., & Roozafzai, Z. S. (2024 b). Visual arts as a catalyst for social change: Communicating powerful messages. International Journal of Arts and Humanities, 6(1), 268-274. https://doi.org/10.25082/IJAH.2025.01.001

Zaeri, P., & Roozafzai, Z. S. (2024 c). Technology-enhanced art and sustainable discourse practices. International Journal of Culture and Art Studies, 8(2), 109-120. https://doi.org/10.32734/ijcas.v8i2.16654

PRIMARY SCHOOL TEACHER CANDIDATES' PERSPECTIVES ON CLASSROOM ENVIRONMENT DESIGN

2025-03-31T00:53:47+00:00

The purpose of this research is to explore prospective teachers’ perspectives on the physical arrangement of an ideal classroom as a learning environment. A phenomenological design was used in this study to reveal the views of prospective teachers about the components and features of an ideal, desired classroom environment. Fifteen teacher candidates in their 4th year in the departments of primary education, science education, and social studies education participated in the research. In the study, two main themes (My classroom, My Advantages) along with ten sub-themes were created regarding the classroom environments envisioned by the prospective teachers. As a result of the analysis, six (6) sub-themes were identified under the theme of "My Classroom": technology-supported classroom, laboratory classroom, well-equipped classroom, interactive classroom, naturebased classroom, and flexible classroom. Under the theme of "My Advantages", four (4) sub-themes were identified: one-to-one teaching, active participation, activity-based learning, and attention-grabbing features. The findings show that teacher candidates believe that the physical environment of classrooms should be different from the traditional classroom layout. They are aware of the importance of providing individualized attention to students and have designed technologically equipped, spacious, and flexible classrooms where they can implement engaging activities that will sustain their students' interests.

Keywords: Ideal classroom environment, design, phenomenology, primary school.

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ANALYSIS OF COMMUNICATIONAL DIFFERENCES OF PRIMARY SCHOOL STUDENTS WITH SPEECH AND LANGUAGE DISABILITY

2025-03-31T00:51:35+00:00

The communicational differences of primary school students with language and speech disabilities were examined in this study. In the study where a nested single case design was used, interviews were conducted with 28 teacher and 35 students. The open-ended questionnaire form and semi-structured interview form developed by the researcher were used in the study. The open-ended questionnaire form was applied to the students, and the semi-structured interview form was applied to the teachers. The data obtained in the study was subjected to content analysis. As a result of the research, it was seen that primary school children encounter different problems (delayed speech, voice disorders, articulation, etc.) depending on their grade level. Students mostly use written communication in their communication processes. Students often feel alone in the communication process. They solve communication problems by getting support from teachers and families. The teacher also tries to solve the communication problems of the student's language and speech disabilities by using various activities in the learning process.

Keywords: Communication, communicative differences, disability, language barrier, speech barrier.

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STORYTELLING WITH FINGER PUPPETS IN PRIMARY EDUCATION: IDENTIFYING STORY ELEMENTS AND LISTENING STRATEGIES

2025-03-31T00:58:48+00:00

It is possible for students to listen to the texts selected in a way that can attract their interest in accordance with their level and to share the main points in the text with their friends and teachers through narration. It is important to determine which elements primary school students utilize in the process of understanding the stories they listen to and which strategies they use in the listening process. In this study, it was aimed to determine which listening strategies third grade primary school students used to understand the stories they listened to from their classmates in the oral storytelling process and which story elements they identified in the listening process. In this direction, using finger puppets, the students were asked to be paired with their classmates and to tell the stories they read to each other in turn. Then, in the listening process to understand the story; “what are the listening strategies they use?” and “what are the story elements they can detect?” questions were sought to be answered. The research was conducted as a cross-sectional survey design. The study group of the research consisted of 100 students studying in the 3rd grade of primary school. A form consisting of closed and open-ended questions was used as a data collection tool. Two narrative texts were used in the data collection process. Descriptive analysis was used to analyze the research data. According to the results of the research, it was determined that the majority of the students had deficiencies in using listening strategies. While they could more easily identify the character, place, and time elements in the story they listened to, it was observed that they could not pay attention to the initiating event, plot, and sequence of events. It was also determined that some students were confused about the story elements. This situation suggests that students' active listening skills should be improved and suggestions for future studies are presented in this context.

Keywords: Finger puppets, oral telling, listening strategies, story elements.

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