International Online Journal of Primary Education (IOJPE)

Message from the Editor

2025-06-29T14:18:17+00:00

I am very pleased to inform you that we have published the second issue in 2025. 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 The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to International Online Journal of Primary Education (IOJPE).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): Sweden and Turkey.

Prof. Dr. Nergüz BULUT SERİN

Editor in Chief

The complete issue

2025-06-29T14:20:30+00:00

The countries of the authors contributed to this issue (in alphabetical order):

Sweden and Turkey.

THINKING SKILLS AND LEARNING STRATEGIES: USING THE MYSTERY APPROACH WITHIN PRIMARY EDUCATION

2024-12-15T21:55:49+00:00

Early critical thinking and sustainability awareness development is crucial for equipping future generations to handle global issues in an increasingly complicated and interconnected society. This study examined how 9-year-old primary school students applied their knowledge through a collaborative Mystery assignment, demonstrating a Thinking Skill Learning Strategy within education for sustainable development. The Mystery Learning Strategy supported holistic and pluralistic educational approaches, fostering critical thinking, social interaction, and individual development within a socio-cultural framework. Inspired by lesson study principles and based on participatory observations, the findings revealed that while the Mystery approach is dynamic and engaging, it requires careful facilitation to be effective. The study demonstrated that collaboration and critical reasoning were fostered among students. By working in groups, sharing ideas, and building on one another’s suggestions, students engaged in communication, active listening, and the integration of diverse perspectives. Future research could investigate the long-term effects of the mystery approach on developing critical thinking skills and enhancing sustainability awareness in younger students.

Keywords: Critical thinking, envisionment, learning strategies, play-based learning, primary education.

REFERENCES

Aiono, S. M. (2015). Hitting the ground running: Meeting the national standards at age 5. New Zealand Education Review, 6(3), 1-12.

Aiono, S. M. (2020). An ınvestigation of two models of professional development to support effective teaching through play practices in the primary classroom (Unpublished doctoral dissertation). Massey University, Manawatū, New Zealand.

Baumfield, V., Bethel, A., Boyle, C., Katene, W., Knowler, H., & Koutsouris, G. (2022). How lesson study is used in initial teacher education: an international review of literature. Teacher Development, 26(3), 356.372. https://doi.org/10.1080/13664530.2022.2063937

Bergen, D. (2009). Play as the learning medium for future scientists, mathematicians and engineers. American Journal of Play, 1, 413-428.

Biesta, G. (2020). Risking ourselves in education: qualification, socialization, and subjectification revisited. Educational Theory. 89-104. https://doi-org.ezproxy.ub.gu.se/10.1111/edth.12411

Bingham, A. J. (2023). From data management to actionable findings: A five-phase process of qualitative data analysis. International Journal of Qualitative Methods, 22, https://doi.org/10.1177/16094069231183620

Blucher, M. E. (2017). Stakeholder perspectives of play-based learning in the first year of primary school: A case study in Aotearoa (Unpublished doctoral dissertation). New Zealand. Massey University.

Briggs, M. (2012). Play-based learning in the primary school. Sage.

Cáceres, M., Nussbaum, M., & Ortiz, J. (2020). Integrating critical thinking into the classroom: A teacher’s perspective. Thinking Skills and Creativity, 37, 1-18. https://doi.org/10.1016/j.tsc.2020.100674

Council of Europe. (2023). Guide for Fostering a Democratic School Culture.

Drisko, J. W., & T. Maschi. (2015). Content analysis. Oxford University Press.

Ehlers, N., Havekes, H., & Nolet, R. (eds.), (2008). Living and Learning in Border Regions. Cross border Learning Activities. Issues - Methods - Places. Volkshochschule, Aachen.

Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165–184. https://doi.org/10.1007/s11245-016-9401-4

ERIC. (2013). Ethical research involving children. UNICEF Office of Research. https://childethics.com/

Facione, P. A. (2009). Critical thinking: What it is and why it counts. California Academic Press.

Häggström, M. (2020). Estetiska erfarenheter i naturmöten. En fenomenologisk studie av upplevelser av skog, växtlighet och Undervisning [Aesthetical experiences in direct nature meetings. A Phenomenological study on experiences of forest, plants and education] (Unpublished doctoral dissertation). Acta Universitatis Gothoburgensis.

Häggström, M., & Schmidt, C. (2020). Enhancing children’s literacy and ecological literacy through critical place-based pedagogy. Environmental Education Research, 26(12), 1729-1745. https://doi.org/10.1080/13504622.2020.1812537

Jickling, B., Blenkinsop, S., Timmerman, N., & De Danann Sitka-Sage, M. (Eds.), (2018). Wild Pedagogies Touchstones for Re-Negotiating Education and the Environment in the Anthropocene. Palgrave MacMillan.

Karkdijk, J., van der Schee, J., & Admiraal, W. (2021). Strategies used by small student groups to understand a geographical mystery. Journal of research and didactics in geography, 1(10), 5-21. https://doi.org/10.4458/3945-01

Langer, J. (2011). Envisioning literature. Literary understanding and literature ınstruction. Teachers College Press.

Leat, D. (2001). More teaching thinking through geography. Chris Kington Publishing.

Leat, D., & Nichols, A. (1999). Theory into practice. Mystery Makes You Think. The Geographical Association.

Lund, E. (2021). Historiedidaktikk [History didactics]. Universitetsforlaget

Macchi, S., & Ridle, C. (2012). Who done it? Connecting murder mysteries to the communication classroom. Communication Teacher, 26(2), 104-108. https://doi.org/10.1080/17404622.2011.644307

McNaughton, M. J. (2014). From acting to action. Developing global citizenship through global storylines drama. The Journal of Environmental Education, 45(1), 16-36. https://doi.org/10.1080/00958964.2013.804397

Maude. A. (2018) Geography and powerful knowledge: a contribution to the debate. International Research in Geographical and Environmental Education, 27(2), 179-190. https://doi.org/10.1080/10382046.2017.1320899

National Agency for Education. (2022). Curriculum for compulsory school, preschool class and school-age educare – Lgr22. Skolverket.

O’Reilly, C., Devitt, A., & Hayes, N. (2022). Critical thinking in the preschool classroom - A systematic literature review. Thinking Skills and Creativity, 46, 1-20. https://doi.org/10.1016/j.tsc.2022.101110

Pedersen Dalland, C., Bjørnestad, E., & Andersson-Bakken, E. (2021). Observasjon som metode i barnehage- og klasseromsforskning [Observation as method in preschool and primary school research]. In E. I. Andersen Bakken & C. Pedersen Dalland (eds), Metoder i klasseromsforskning. Forskningsdesign, datainnsamling og analyse. [Methods in Classroom Research: Research Design, Data Collection, and Analysis]. (125- 152). Universitetsforlaget.

Simonovic, B., Vione, K., Stupple, E., & Doherty, A. (2023). It is not what you think it is how you think: A critical thinking intervention enhances argumentation, analytic thinking and metacognitive sensitivity. Thinking Skills and Creativity, 49, 1-11. https://doi.org/10.1016/j.tsc.2023.101362

Susanti, R. (2024). Effective strategies in developing critical thinking skills in elementary school age children. West Science Interdisciplinary Studies, 02(04), 732-736.

Swedish Research Council. (201). Good research practice. Vetenskapsrådet.

Tryggvason, Á., Öhman, J., & Van Poeck, K. (2023). Pluralistic environmental and sustainabilityeducation – a scholarly review. Environmental Education Research, 29(10), 1460-1485. https://doi.org/10.1080/13504622.2023.2229076

Thornberg, R., & Elvstrand, H. (2012). Children's experiences of democracy, participation, and trust in school. International Journal of Educational Research, (53), 44-54. http://dx.doi.org/10.1016/j.ijer.2011.12.010

UNESCO. (2020). Education for sustainable development. A roadmap. ESD for 2030. UNESCO.

Yuan, R., Liao, W., Wang, Z., Kong, J., & Zhang, Y. (2022). How do English-as-a-foreign-language (EFL) teachers perceive and engage with critical thinking: A systematic review from 2010 to 2020. Thinking Skills and Creativity, 43, 1-15. https://doi.org/10.1016/j.tsc.2022.101002

Vincent-Lancrin, S. (2023). Fostering and assessing student critical thinking: From theory to teaching practice. European Journal of Education, 58, 354–368. https://doi-org.ezproxy.ub.gu.se/10.1111/ejed.12569

Vincent-Lancrin, S., González-Sancho, C., Bouckaert, M., de Luca, F., Fernández-Barrerra, M., Jacotin, G., Urgel, J., & Vidal, Q. (2019). Fostering Students' creativity and critical thinking in education: What it means in school. OECD Publishing.

Vygotskij, L. S. (1995). Fantasi och kreativitet i barndomen [Imagination and Creativity in Childhood]. Daidalos.

Willingham, D.T. (2020). How can educators teach critical thinking? American Educator, 1, 41-51.

DIGITAL CITIZENSHIP EDUCATION SUPPORTED BY BLENDED LEARNING IN PRIMARY SCHOOL

2025-06-29T14:03:12+00:00

This study aims to reveal the impact of blended learning (BL) supported digital citizenship (DC) education on students' DC, digital literacy (DL), and information communication technologies (ICT) skills. In this context, the aim was to answer the question: How does BL-supported DC education impact primary school students' DC, DL, and ICT? This research was conducted using a quasi-experimental design, one of the quantitative research designs. The research study group consisted of 82 fourth-grade primary school students, divided into control and experimental groups. The research presented BL-supported DC education activities to the experimental group and DC education activities to the control group using the direct explanation method. DC education, as an intervention, was applied to the study group for 11 weeks. Data were collected through DC, DL, and ICT scales. The data obtained through the scales were analyzed with t-tests for dependent and independent samples. According to the results, the DC, DL, and ICT scores of the experimental group, which participated in the BL-supported education, among the two groups that received DC education, were higher than the control group who participated in the education given with plain instruction. BL students' digital skills were more affected. These results underscore the significance of BL-supported DC education.

Keywords: Blended learning, digital citizenship, digital literacy, information technologies, communication technologies.

REFERENCES

Akinwale, J. O., Issa, A. R., & Omotunde, C. (2017). Assessment of ICT literacy needs and competency level of pre-service teachers in the University of Lagos. International Journal for Innovative Technology Integration in Education, 1(1), 9-14.

Aldemir, C., & Avşar, M. N. (2020). Pandemi döneminde dijital vatandaşlik uygulamaları [Digital citizenship applications in the pandemic era]. Eurasian Journal of Researches in Social and Economics (EJRSE), 7(5), 148-169.

Blaj-Ward, L. & Winter, K., (2019). Engaging students as digital citizens. Higher Education Research and Development, 38(5), 879–892. https://doi.org/10.1080/07294360.2019.1607829

Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45, 100722. https://doi.org/10.1016/j.iheduc.2019.100722

Bouilheres, F., Le, L.T.V.H., McDonald, S., Nkhoma, C., & Jandug-Montera, L. (2020). Defining student learning experience through blended learning. Education and Information Technologies, 25, 3049–3069. https://doi.org/10.1007/s10639-020-10100-y

Bozkurt, A., & Sharma, R. C. (2021). In Pursuit of the Right Mix: Blended Learning for Augmenting, Enhancing, and Enriching Flexibility. Asian Journal of Distance Education, 16(2), i-vi.

Brandau, M., Dilley, T., Schaumleffel, C., & Himawan, L. (2021). Digital citizenship among Appalachian middle schoolers: the common sense digital citizenship curriculum, Health Education Journal, 81(2), 157-169, https://doi.org/10.1177/00178969211056429

Buchholz, B. A., DeHart, J., & Moorman, G. (2020). Digital citizenship during a global pandemic: moving beyond digital literacy. Journal of Adolescent & Adult Literacy, 64(1), 11-17. https://doi.org/10.1002/jaal.1076

Cambridge. (2022). Dictionary. https://dictionary.cambridge.org/dictionary/english

Capuno, R., Suson, R., Suladay, D., Arnaiz, V., Villarin, I., & Jungoy, E. (2022). Digital citizenship in education and its implication. World Journal on Educational Technology: Current Issues. 14(2), 426-437.

Casa-Todd, J. (2018). Reflections on digital citizenship. Teacher Librarian, 45(3), 15–18. https://doi.org/10.18844/wjet.v14i2.6952

Choi, M. (2016). A concept analysis of digital citizenship for democratic citizenship education in the internet age. Theory & Research in Social Education, 44(4), 565–607. https://doi.org/10.1080/00933104.2016.1210549

Choi, M., Glassman, M., & Cristol, D. (2017). What ıt means to be a citizen in the ınternet age: development of a reliable and valid digital citizenship scale. Computers & Education, 107, 100–112. https://doi.org/10.1016/j.compedu.2017.01.002

Dilek, H., & Gürel, D. (2024). 2024 taslak sosyal bilgiler dersi öğretim programının dijital vatandaşlık ve boyutları açısından incelenmesi. [Exploring the 2024 draft social studies curriculum in terms of digital citizenship and its dimensions] Bartın University Journal of Educational Research, 8(2), 163-184.

Dotterer, G., Hedges, A., & Parker, H. (2016). Fostering digital citizenship in the classroom. The Education Digest, 82(3), 58.

Eid, M., & Ward, S. (2009). Ethics, New Media and Social Networks. Global Media Journal, 2(1), 1-4.

Fu, J. S. (2013). ICT in Education: A critical literature review and its implications. International Journal of Education and Development Using Information and Communication Technology, 9(1), 112–125. https://eric.ed.gov/?id=EJ1182651

Gleason, B., & Von Gillern, S. (2018). Digital citizenship with social media: Participatory practices of teaching and learning in secondary education, Journal of Educational Technology & Society, 21(1), 200-212

Godfrey, R. V. (2016). Digital citizenship: paving the way for family and consumer sciences. Journal of Family & Consumer Sciences, 108(2). https://doi.org/10.14307/JFCS108.2.18

Jost, N. S., Jossen, S. L., Rothen, N., & Martarelli, C. S. (2021). The advantage of distributed practice in a blended learning setting. Education and Information Technologies, 26, 3097–3113. https://doi.org/10.1007/s10639-020-10424-9

Görmez, E. (2017). İlkokul sosyal bilgiler programinin dijital vatandaşlık ve alt boyutları açısından yeterliliği [The competency of the primary school social studies curriculum in terms of the digital citizenship and its sub-dimensions]. The Journal of Academic Social Science Studies, 7(60), 1–15. https://doi.org/10.9761/JASSS7220

Holland, L. M. (2017). The perceptions of digital citizenship in middle school learning. (Unpublished Doctoral Dissertation). Carson-Newman University, Jefferson.

Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital citizenship in K-12: It takes a village. Tech Trends, 55(4), 37–47. https://doi.org/10.1007/s11528-011-0510-z

Hrastinski, S. (2019). What do we mean by blended learning? Tech Trends 63, 564–569. https://doi.org/10.1007/s11528-019-00375-5

Hui, B., & Campbell, R. (2018). Discrepancy between learning and practicing digital citizenship. Journal of Academic Ethics, 16(2), 117–131. https://doi.org/10.1007/s10805-018-9302-9

Karakuyu, A., & Ocak, G. (2024). Dijital vatandaş farkındalık ölçeği geliştirme çalışması [Developing the digital citizen awareness scale]. Cumhuriyet International Journal of Education, 13(2), 316-326. https://dx.doi.org/10.30703/cije. 1266237

Karakuyu, A., & Ocak, G. (2024). Dijital vatandaşlık dersine yönelik ihtiyaçların belirlenmesi [Determination of the needs for digital citizenship course]. Gazi University Gazi Faculty of Education Journal (GUJGEF), 44(3), 2097-2135. https://doi.org/10.17152/gefad.1428139

Kim, M., & Choi, D. (2018). Development of youth digital citizenship scale and implication for educational setting. Journal of Educational Technology & Society, 21(1), 155-171. http://www.jstor.org/stable/26273877

Koç, N. E., & Koç, E. (2021). Pandemi dönemi’nde türkiye’de dijital vatandaşlik olgusu [Digital citizenship case in turkey during pandemic period]. Turkish Online Journal of Design Art and Communication, 11(3), 1019-1035. https://dergipark.org.tr/en/pub/tojdac/issue/62647/929579

Krutka, D. G., & Carpenter, J. P. (2017). Digital citizenship in the curriculum. Educational Leadership, 75(3), 50-55.

Lauricella, A.R., Herdzina, J., & Robb, M. (2020). Early childhood educators’ teaching of digital citizenship competencies, Computers & Education, 158, 103989. https://doi.org/10.1016/j.compedu.2020.103989.

Martin, A. (2005). DigEuLit – a European framework for digital literacy: A progress report. Journal of e-Literacy, 2(2), 130–136.

Martin, F., Gezer, T., & Wang, C. (2019). Educators’ perceptions of student digital citizenship practices, Computers in the Schools, 36(4), 238-254. https://doi.org/10.1080/07380569.2019.1674621

Meyers, E. M., Erickson, I., & Small, R. V. (2013). Digital literacy and informal learning environments: an introduction. Learning, Media and Technology, 38(4), 355–367. https://doi.org/10.1080/17439884.2013.783597

Mohammadyari, S., & Singh, H. (2015). Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers & Education, 82, 11-25. https://doi.org/10.1016/j.compedu.2014.10.025

Monk, E. F., Guidry, K. R., Pusecker, K. L., & Ilvento, T. W. (2020). Blended learning in computing education: It is here but does it work?. Education and Information Technologies, 25, 83–104. https://doi.org/10.1007/s10639-019-09920-4

Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016

Öngören, H. (2022). Türkiye’de internet kullanım eğilimi ve dijital vatandaşlık algısının insan hakları bağlamında incelenmesi [Investigation of Internet Usage Trend and Digital Citizenship Perception in Turkey in the Context of Human Rights]. TİHEK Academic Journal, 5(9), 47-82. https://dergipark.org.tr/tr/pub/tihek/issue/72572/1117445

Öztürk M., (2021). Dijital vatandaşlık araştırmalarının incelenmesi: Kavramsal ve yöntemsel eğilimler [Examining digital citizenship studies: conceptual and methodological trends]. Journal of Higher Education and Science, 11(2), 385-393. https://doi.org/10.5961/jhes.2021.457

Pedersen, A. Y., Nørgaard, R. T., & Köppe, C. (2018). Patterns of inclusion: Fostering digital citizenship through hybrid education. Journal of Educational Technology & Society, 21(1), 225-236.

Preddy, L. (2016). The critical role of the school librarian in digital citizenship education. Knowledge Quest, 44(4), 4.

Rasheed, R. A., Kamsin, A., & Abdullah, N.R. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 1–17. https://doi.org/10.1016/j.compedu.2019.103701

Ribble, M. (2015). Digital Citizenship in Schools: Nine Elements All Students Should Know (3^rd ed.). Washington DC: International Society for Technology in Education.

Şahin, A., Asal Özkan, R., & Turan, B. N. (2022). İlkokul öğrencilerine yönelik dijital okuryazarlık ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması [Development of the digital literacy scale for primary school students: a study of validity and reliability]. Journal of Mother Tongue Education, 10(3), 619-630. https://doi.org/10.16916/aded.1109283

Saleem, T. A. (2018). Digital citizenship and its activation means in educational institutions. In International Forum of Teaching and Studies, 14(2), 39-53.

Schou, J., & Hjelholt, M. (2018). Digital citizenship and neo-liberalization: governing digital citizens in Denmark. Citizenship Studies, 22(5), 507-522. https://doi.org/10.1080/13621025.2018.1477920

Şen, A. T. (2025). Dijital vatandaşlık: bir ölçek uyarlama çalışması [Digital citizenship: a scale adaptation study]. Cankırı Karatekin University Journal of the Faculty of Economics and Administrative Sciences, 15(1), 108-128. https://doi.org/10.18074/ckuiibfd.1447631

Sevigen, M., & Yılar, M. B. (2022). Türkiye’de eğitim alanında yazılan dijital vatandaşlık konulu lisansüstü tezlerdeki eğilimler [Trends in graduate theses on digital citizenship written in the field of education in Turkey]. International Journal of New Approaches in Social Studies, 6(1), 47-70. https://doi.org/10.38015/sbyy.1108752

Smyth, S., Houghton, C., Cooney, A., & Casey, D. (2012). Students' experiences of blended learning across a range of postgraduate programmes. Nurse Education Today, 32(4), 464–468. https://doi.org/10.1016/j.nedt.2011.05.014

Soriani, A. (2018). From media education to digital citizenship: origins, perspectives and policy ımplementations in the school systems across europe. Journal of Theories and Research in Education, 13(3), 85-122.

Stripling, B. (2010). Teaching students to think in the digital environment: digital literacy and digital inquiry. School Library Monthly, 26(8), 16-19.

Erol, M., & Kocakülah, M. S. (2024). Fen eğitiminde harmanlanmış öğrenme yaklaşımının kullanımı: sistematik bir derleme [Use of blended learning approach on science education: a systematic review]. The Journal of Buca Faculty of Education, 62, 3249-3271. https://doi.org/10.53444/deubefd.1498835

Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6^th ed.). Boston, MA: Pearson.

Tan, B., & Merey, Z. (2021). Ortaokul öğrencilerinin internet kullanımına ilişkin görüşlerinin dijital vatandaşlık kapsamında incelenmesi [Investigation of private school and public school students' views on internet use within the scope of digital citizenship]. YYU Journal of Education Faculty, 18(1), 162-193. https://doi.org/10.33711/yyuefd.859561

Thomas, S. N. (2018). Promoting digital citizenship in first-year students: framing ınformation literacy as a tool to help peers. College and Undergraduate Libraries, 25(1), 52-64. https://doi.org/10.1080/10691316.2017.1329675

Tonbuloğlu, B., & Tonbuloğlu, İ. (2023). Trends and patterns in blended learning research (1965–2022). Education and Information Technologies, 28, 13987–14018. https://doi.org/10.1007/s10639-023-11754-0

Tutar, H., Erdem, A. T., & Şahin, N. (2024). Dijital vatandaşlık ölçeği (DVÖ): Geçerlilik ve güvenirlik çalışması [Digital citizenship scale (DCS): Validity and reliability study]. Alanya Academic Review Journal, 8(1), 310-327. https://doi.org/10.29023/alanyaakademik.1337114

Wang, X., & Xing, W. (2018). Exploring the influence of parental involvement and socioeconomic status on teen digital citizenship: A path modeling approach. Journal of Educational Technology & Society, 21(1), 186-199.

Wu, Y. C. J., Pan, C. I., & Yuan, C. H. (2017). Attitudes towards the use of information and communication technology in management education. Behaviour & Information Technology, 36(3), 243-254. https://doi.org/10.1080/0144929X.2016.1212928

THE RELATIONSHIP BETWEEN MATHEMATICS MOTIVATION AND MATHEMATICS PROBLEM-SOLVING SKILLS OF PRIMARY SCHOOL STUDENTS

2025-06-29T14:08:51+00:00

This study investigated the relationship between primary school students’ mathematics motivation and problem-solving skills in mathematics. A total of 429 students were selected through convenience sampling, using a relational survey model. Data were collected using the Mathematics Problem-solving Achievement Test and the Mathematics Course Motivation Scale using the relational survey model. The research results showed that fourth-grade primary school students’ mathematics problem-solving scores were at the ‘Needs Improvement’ level although they have high motivation in mathematics. Secondly, their motivation towards mathematics did not differ regarding teacher turnover and the mother's educational status while, but it significantly differs concerning the father's education status. Namely, those whose fathers are graduates of primary school and university performed better than those whose fathers are graduates from middle school. It was also found that their mathematics problem-solving achievement scores did not differ regarding teacher turnover but differed significantly with respect to mothers' educational status (in favour of university graduates compared to middle school and high school graduates; in favour of primary school graduates compared to high school graduates) and fathers' educational status (in favour of university graduates compared to high school graduates). This study found a weak but statistically significant positive relationship between their motivation towards mathematics and problem-solving skills. Lastly, this study revealed that the mathematics motivation of fourth-grade primary school students accounted for 7% of the increase in mathematics problem-solving success scores.

Keywords: Mathematics, motivation, problem solving, primary school.

REFERENCES

Akdemir, Ö. (2006). İlköğretim öğrencilerinin matematik dersine yönelik tutumları ve başarı güdüsü [Elementary students' attitudes towards mathematics lesson and achievement motivation] (Unpublished master's thesis). İzmir Dokuz Eylül University.

Al Shabibi, A., & Alkharusi, H. (2018). Mathematical problem-solving and metacognitive skills of 5th grade students as a function of gender and level of academic achievement. Cypriot Journal of Educational Science, 13(2), 385-395.

Artut, Y. D. D. P. D., & Tarım, Y. D. D. D. K. (2006). Investigation of solution strategies and error types of elementary school students' levels of solving non-routine verbal problems. Çukurova University Journal of Institute of Social Sciences, 15(2), 39-50.

Baş, T. D., & Şahin, Ç. (2024). Investigation of the relationship between primary school students' motivation, anxiety levels and self-efficacy towards mathematics course. International Journal of Science and Education, 7(1), 1-16.

Bozkurt, E., & Bircan, M. A. (2015). Analysis of relationship between primary fifth grade srudents' math motivation with academic achievement of math. International Journal of Turkish Education Sciences, 2015(5), 201-220.

Büyüköztürk, Ş. (2012). Data analysis handbook for social sciences. Pegem A Publishing.

Creswell, J. W. (2014). Research design. (Trans. M. Bursal, p.155-183). Eğiten Kitap.

Demir, M. K., & Arı, E. (2013). Investigation of pre-service teachers' academic motivation levels in terms of various variables. Theory and Practice in Education, 9(3), 265-279.

Dursun, Ş., & Dede, Y. (2004). Factors affecting students' success in mathematics in terms of mathematics teachers' views. Journal of Gazi Faculty of Education, 24(2), 217-230.

Dündar, S. (2015). Investigation of pre-service teachers' exercises related to the subject of series and their ability to solve non-routine problems. Kastamonu Journal of Education, 23(3), 1293-1310.

Ergen, Y. (2020). Does mathematics fool us? A study on fourth grade students' nonroutine maths problem solving skills. Issues in Educational Research, 30(3), 828-848.

George, D., & Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update, 10th Edition, Boston: Pearson.

Gurbetoğlu, A. (2018). Bilimsel araştırma yöntemleri [Scientific research methods]. http://agurbetoglu.com/files/BAY%209.%20Ara%C5%9Ft%C4%B1rman%C4%B1n%20Y%C3%B6ntemi.pdf

Habtamu S. B., Mulugeta A. A., & Mulugeta W. G. (2022). The effect of cooperative problem-solving method on students' motivation towards learning algebra. Pedagogical Research, 7(2), em0123. https://doi.org/10.29333/pr/11906

Hadi, S., Herman, T., & Hasanah, A. A. N. (2018). Students’ difficulties in solving mathematical problems. International Journal of Educational Science and Research, 8(1), 55-64.

In'am, A., & Sutrisno, E. S. (2021). Strengthening Students' Self-Efficacy and Motivation in Learning Mathematics through the Cooperative Learning Model. International Journal of Instruction, 14(1), 395-410.

Kara, Y., & Özkaya, A. (2022). Investigation of the relationship between secondary school students' mathematics motivation, attitudes and achievement. International Journal of Educational Studies in Mathematics, 9(1), 33-48.

Karaman, H., & Mutluer, S. E. (2023). Investigation of primary school students' mathematics motivation in terms of various variables. Journal of Korkut Ata Turkiyat Research, 11, 798-809.

Karaşar, B., & Kapçı, G. E. (2016). Examining school attachment and academic success in terms of different variables. Ankara University Journal of Faculty of Educational Sciences (JFES), 49(1), 21-42.

Kaya, D. (2019). Predicting seventh grade students' mathematics achievement: the role of motivation, self-regulated learning strategies and metacognitive awareness. Ondokuz Mayis University Journal of Education Faculty, 38(1), 1-18.

Kesici, A., & Aşılıoğlu, B. (2017). The effect of affective characteristics of secondary school students towards mathematics and the stress they experience before the transition from basic education to secondary education teog exams on mathematics achievement. Ahi Evran University Kırşehir Faculty of Education Journal, 18(3), 394-414.

Kesici, A. (2018). Examining the effect of high school students' mathematics motivation on mathematics achievement. Ondokuz Mayis University Journal of Education Faculty, 37(2), 177-194.

Kılıç, F. (2022). Sekizinci sınıf öğrencilerinin matematiğe ilişkin tutum ve motivasyon düzeyleri ve LGS başarı puanları arasındaki ilişki [Eighth grade students attitudes and motivation levels regarding mathematics and the relationship between LGS success scores] (Unpublished master's thesis). Adnan Menderes University.

Koşar, Ö., & Yılmaz, M. (2020). Mathematical beauty: the ideal established with numbers. International Journal of Social and Humanities Sciences Research (JSHSR), 7(62), 3487-3502.

Külünk Akyurt, G. (2019). İlkokul 4. sınıf öğrencilerinin matematik motivasyonu, kaygısı ve başarısı arasındaki ilişkinin incelenmesi [An analysis of between mathematics motivation, anxiety and achievement of 4th graders] (Unpublished master's thesis). Ordu University.

Mamolo, L. A. (2022). Online Learning and Students’ Mathematics Motivation, Self‐Efficacy, and Anxiety in the “New Normal”. Education Research International, 2022(1), 9439634.

MoNE (2023). Ministry of National Education Measurement and Evaluation Regulation Frequently asked questions about written and practical exams. https://www.meb.gov.tr/meb_iys_dosyalar/2023_09/27091626_SSS.pdf

MoNE (2018). Mathematik [in Turkish]. Ankara. https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=329

NCTM, (2000). Curriculum and evaluation standards for school mathematics. NCTM Publications.

OECD (2018). PISA 2018 results: What students know and can do. OECD Publishing.

OECD (2022). PISA 2022 results: Excellence and equity in education. OECD Publishing.

Özdemir, Ş. N., (2021). 8. sınıf öğrencilerinin matematik öz yeterlik algıları ile motivasyon ve kaygı düzeyleri arasındaki ilişkilerin incelenmesi [Investigation of the relationship between 8th grade students' perceptions of mathematics self efficacy and their motivation and anxiety levels]. (Unpublished master's thesis). Siirt University.

Özsoy, G. (2005). The relationship between problem solving skills and mathematics achievement. Gazi University Gazi Education Faculty Journal, 25(3), 179-190.

Pohan A. M., Asmin A., & Menanti A. (2020). The effect of problem based learning and learning motivation of mathematical problem solving skills of class 5 students at sdn 0407 mondang. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(1), 531-539.

Ramnarain, U. (2014). Empowering educationally disadvantaged mathematics students through a strategies-based problem solving approach. The Australian Educational Researcher, 41(1), 43-57.

Sarı, M. H., & Ekici, G. (2018). Determination of affective variables affecting mathematics achievement and arithmetic performance of 4th grade primary school students. OPUS International Journal of Society Researches, 8(15), 1562- 1594.

Senemoğlu, N., (2007). Development, learning and teaching: From theory to practice, Ankara: Gönül Matbaacılık.

Süren, N. (2019). Kaygı ve motivasyonun matematik başarısına etkisinin incelenmesi [Investigation of the effect of anxiety and motivation on mathematics achievement] (Unpublished master's thesis). Balıkesir University.

Tahiroğlu, M., & Çakır, S. (2014). İlkokul 4. Sınıflara yönelik matematik motivasyon ölçeğinin geliştirilmesi [Development of mathematics motivation scale related to elementary education 4th grade]. Journal of Ahi Evran University Kırşehir Faculty of Education, 15(3), 29-48.

Tayfur Y. C. (2022). İlkokul 4. sınıf öğrencilerinin dört işlem becerileri ile problem çözme başarıları arasındaki ilişkinin incelenmesi [Examining the relationship between fourth grade students abilities of operations and problem solving abilities] (Unpublished master's thesis). Gazi University.

Türk, C., (2021). İlkokul 4. sınıf öğrencilerinin matematik kaygı ve motivasyon düzeyleri ile matematik ders başarısı arasındaki ilişki [The relationship between mathematics anxiety and motivation levels of primary school 4th grade students and mathematics course achievement] (Unpublished master's thesis). Kahramanmaraş Sütçü İmam University.

Yenilmez, K., & Duman, Ö. A. (2008). Student views on the factors affecting mathematics achievement in primary education. Manas University Journal of Social Sciences, 10(19), 251-268.

Yerlikaya, İ. (2014). Investigation of primary and secondary school students' motivation for education in terms of various variables. Journal of History School, 7(19),773-795.

Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2014). İlkokul ve ortaokul matematiği: gelişimsel yaklaşımla öğretim. Nobel Akademik.

PRE-SCHOOL TEACHERS' OPINIONS ON THE USE OF OUT OF SCHOOL LEARNING ENVIRONMENTS IN THE MATHEMATICS TEACHING

2025-06-29T14:14:06+00:00

This research was conducted to examine the views of preschool teachers regarding out-of-school learning environments for mathematics activities and their usage of these environments. The research was conducted out using a phenomenological design, one of the qualitative research methods. The study group consisted of 42 preschool teachers working in preschool education institutions affiliated with the Ministry of National Education, determined on a voluntary basis. The research data were collected through a semi-structured interview form created by the researchers. The analysis of the obtained data was done by content analysis method. The research results revealed that preschool teachers have sufficient knowledge about out‑of‑school learning environments where mathematics activities can be implemented and that they use various out-of-school learning environments. The preschool teachers participating in the research stated that they found out-of-school learning environments beneficial for math activities but faced various difficulties during the implementation process. Positive teacher opinions were found regarding out-of-school learning environments increasing children's interest in mathematics and developing their problem-solving skills. It was revealed that teachers use these environments most often for reasons such as connecting with daily life (making it concrete), learning by doing and experiencing, permanent learning, and being engaging.

Keywords: Preschool, mathematics, activity, out-of-school learning.

REFERENCES

Anders, Y., & Rossbach, H. G. (2015). Preschool teachers’ sensitivity to mathematics in children’s play: The influence of math-related school experiences, emotional attitudes, and pedagogical beliefs. Journal of Research in Childhood Education, 29(3), 305–322. https://doi.org/10.1080/02568543.2015.1022233

Ata Doğan, S., & Akman, B. (2023). Okul öncesi öğretmenlerinin matematik etkinliklerinde iç ve dış mekân kullanımına ilişkin görüşleri ve uygulamaları [Preschool teachers' views and practices regarding the use of indoor and outdoor spaces in mathematics activities]. Milli Egitim journal, 52(238), 621–654. https://doi.org/10.37669/milliegitim.1108799

Ata-Doğan, S., & Boz, M. (2019). Okul öncesi öğretmenlerinin dış mekân oyunları hakkındaki görüşleri ve uygulamalarının incelenmesi [An investigation of preschool teachers' views on outdoor games and their practices]. Elementary Education Online, 18(2), 681–697. https://doi.org/10.17051/ilkonline.2019.562033

Ay, Y., Anagün, Ş. S., & Demir, M. Z. (2015). Sınıf öğretmeni adaylarının fen öğretiminde okul dışı öğrenme hakkındaki görüşleri [The opinions of pre-service primary school teachers about out-of-school learning in science teaching]. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(15), 103–118. https://doi.org/10.7827/TurkishStudies.8913

Baki, A., & Hacısalihoğlu Karadeniz, M. (2013). Okul öncesi eğitim programının matematik uygulama sürecinden yansımalar [Reflections from the application process of mathematics in preschool education curriculum]. Kastamonu Education Journal, 21(2), 619–636.

Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. National Institute for Early Education Research.

Björklund, C., van den Heuvel-Panhuizen, M., & Kullberg, A. (2020). Research on early childhood mathematics teaching and learning. ZDM Mathematics Education, 52, 607–619. https://doi.org/10.1007/s11858-020-01177-3

Bostan Sarıoğlan, A., & Küçüközer, H. (2017). Fen bilgisi öğretmen adaylarının okul dışı öğrenme ortamları ile ilgili görüşlerinin araştırılması [A study on pre-service science teachers' views on out-of-school learning environments]. Journal of Research in Informal Environments, 2(1), 1–15.

Buchholtz, N. (2023). Technology-enhanced mathematics trails for out-of-school learning of the application of mathematics. In Technology integration and transformation in STEM classrooms (p. 147–164). IGI Global. https://doi.org/10.4018/978-1-6684-5920-2.ch008

Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2019). Bilimsel araştırma yöntemleri [Scientific research methods] (27th edition). Ankara: Pegem Academy.

Clements, D. H., & Sarama, J. (2020). Learning and teaching early math: The learning trajectories approach (3rd ed.). Routledge. https://doi.org/10.4324/9781003083528

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.

Çepni, O., & Aydın, F. (2015). Sosyal bilgiler öğretmenlerinin sınıf dışı okul ortamlarına ilişkin görüşleri [Social studies teachers' opinions on out-of-class school settings]. The Journal of Academic Social Science Studies, 75, 317–335. http://dx.doi.org/10.9761/JASSS3061

Çıtak, Ş., & Arabacı, N. (2017). Okul öncesi dönemdeki çocukların “oyun" ve “açık alan (bahçe)" etkinlikleri ile ilgili görüşlerinin incelenmesi ve örnek bir bahçe düzenleme çalışması [Investigation of preschool children's opinions on "play" and "outdoor (garden)" activities and a sample garden arrangement study]. Mediterranean Journal of Educational Research (MJER), 11(21), 28–43.

Davies, R., & Hamilton, P. (2016). Assessing learning in the early years’ outdoor classroom: Examining challenges in practice. Education 3-13, 46(1), 117–129. https://doi.org/10.1080/03004279.2016.1194448

Ergin Aydoğdu, A. S., Aydoğdu, M. Z., & Aktaş, V. (2023). Okul dışı öğrenme ortamlarıyla ilgili matematik öğretmenlerinin görüşleri [The opinions of mathematics teachers about out-of-school learning environments]. Buca Faculty of Education Journal, (55), 60–78. https://doi.org/10.53444/deubefd.1171301

Ernst, J. (2013). Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers. Environmental Education Research, 20(6), 735–752. https://doi.org/10.1080/13504622.2013.833596

Ginsburg, H. P., & Golbeck, S. L. (2004). Thoughts on the future of research on mathematics and science learning and education. Early Childhood Research Quarterly, 19(1), 190–200. https://doi.org/10.1016/j.ecresq.2004.01.013

Hsieh, W. Y., & McCollum, J. A. (2018). Teachers’ perceptions of early math concepts learned from unit blocks: A cross-cultural comparison. Early Child Development and Care, 189(12), 1954–1969. https://doi.org/10.1080/03004430.2018.1423562

Hunter, J., Syversen, K. B., Graves, C., & Bodensteiner, A. (2020). Balancing outdoor learning and play: Adult perspectives of teacher roles and practice in an outdoor classroom. The International Journal of Early Childhood Environmental Education, 7(2), 34–50.

İnce, S., & Akcanca, N. (2021). Okul öncesi eğitimde okul dışı öğrenme ortamlarına yönelik ebeveyn görüşleri [Parent views on out-of-school learning environments in preschool education]. Mehmet Akif Ersoy University Journal of Education Faculty, (58), 172–197.

Jidovtseff, B., Kohnen, C., Belboom, C., Dispa, C., & Vidal, A. (2021). Outdoor education practices in Belgian preschools and relationships with both environmental and personal factors. Journal of Physical Education and Sport, 21(Supp. 1), 530–536. https://doi.org/10.7752/jpes.2021.s1058

Karakuş, H., & Aktın, K. (2023). Okul öncesi eğitimde okul dışı öğrenme ortamlarının kullanım durumu [The use of out-of-school learning environments in preschool education]. Bogazici University Journal of Education, 40(2), 71–99. https://doi.org/10.52597/buje.1016324

Karamustafaoğlu, S., Ayvalı, L., & Ocak, Y. (2018). Okul öncesi eğitimde informal ortamlara yönelik öğretmenlerin görüşleri [Teachers’ opinions on informal environments in pre-school education]. Journal of Research in Informal Environments, 3(2), 38–65.

Kelton, M. L. (2015). Math on the move: A video-based study of school field trips to a mathematics exhibition [Unpublished doctoral dissertation]. San Diego State University. https://escholarship.org/uc/item/9r90x9zv

Kılıç, Ç., & Özcan, Z. Ç. (2020). Okul öncesi öğretmenlerinin ve ebeveynlerin okul öncesinde verilen matematik eğitimine yönelik görüşleri [Opinions of pre-school teachers and parents about preschool mathematics education]. Medeniyet Eğitim Araştırmaları Dergisi, 4(1), 46–55.

Kır, H., Kalfaoğlu, M., & Aksu, H. H. (2021). Matematik öğretmenlerinin okul dışı öğrenme ortamlarının kullanımına yönelik görüşleri [Mathematics teachers' opinions on the use of out-of-school learning
environments]. International Journal of Educational Studies in Mathematics, 8(1), 59–76. https://doi.org/10.17278/ijesim.839925

Koç, D. (2017). Okul öncesi dönemde matematik eğitimi: Öğretmen uygulamaları ve görüşleri üzerine bir durum çalışması [Mathematics education ın early childhood education: A case study on teacher practices and views] (Unpublished master thesis). Uludağ University.

Li, X. (2021). Investigating U.S. preschool teachers’ math teaching knowledge in counting and numbers. Early Education and Development, 32(4), 589–607. https://doi.org/10.1080/10409289.2020.1785226

Magnuson, K. A., Meyers, M. K., Ruhm, C. J., & Waldfogel, J. (2004). Inequality in preschool education and school readiness. American Educational Research Journal, 41(1), 115–157. https://doi.org/10.3102/00028312041001115

McClintic, S., & Petty, K. (2015). Exploring early childhood teachers’ beliefs and practices about preschool outdoor play: A qualitative study. Journal of Early Childhood Teacher Education, 36(1), 24-43. https://doi.org/10.1080/10901027.2014.997844

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.

MoNE, (2019). Okul dışı öğrenme ortamları kılavuzu [Out-of-school learning environments guide]. https://istanbul.meb.gov.tr/www/okul-disi-ogrenme-ortamlari-kilavuzlari/icerik/2807

Moustakas, C. (1994). Phenomenological research methods. SAGE Publications. https://doi.org/10.4135/9781412995658

Ocak, İ., & Korkmaz, Ç. (2018). Fen bilimleri ve okul öncesi öğretmenlerinin okul dışı öğrenme ortamları hakkındaki görüşlerinin incelenmesi [An examination of the views of science and pre-school teachers on nonformal learning environments]. International Journal of Field Education, 4(1), 18–38.

Oktay, A., & Unutkan, Ö. P. (2003). İlköğretime hazır oluş ve okul öncesi eğitimle ilköğretimin karşılaştırılması [School readiness and comparison of preschool education with primary education]. M. Sevinç (Ed.), Gelişim ve eğitimde yeni yaklaşımlar [New approaches in development and education ] (p. 145–155). İstanbul: Morpa Publishing.

Orçan-Kaçan, M., & Karayol, S. (2017). Okul öncesi öğretmenlerinin matematik eğitimi için ayırdıkları süre ve matematik eğitimine ilişkin görüşleri [Time allocation in teaching math in preschools and preschool teachers’ views on teaching math]. The Journal of International Educational Sciences, 4(12), 172–186.

Pekince, P., & Avcı, N. (2016). Okul öncesi öğretmenlerinin erken çocukluk matematiği ile ilgili uygulamaları: Etkinlik planlarına nitel bir bakış [Pre-school teachers’ applications related to early childhood mathematics: A qualitative look at activity plans]. Kastamonu Education Journal, 24(5), 2391–2408.

Tantekin Erden, F., & Tonga, F. E. (2020). Okul öncesi öğretmenlerinin matematik eğitimine ilişkin görüşleri: Matematik öğretimi, cinsiyet farklılıkları, öğretmenin rolü [Early childhood teachers’ views on mathematics
education: teaching mathematics, gender differences, teachers role]. Balıkesir University The Journal of Social Sciences Institute, 23(44), 845–862. https://doi.org/10.31795/baunsobed.698618

Thiel, O. (2010). Teachers’ attitudes towards mathematics in early childhood education. European Early Childhood Education Research Journal, 18(1), 105–115. https://doi.org/10.1080/13502930903520090

Yazlık, D. Ö., & Öngören, S. (2018). Okul öncesi öğretmenlerinin matematik etkinliklerine ilişkin görüşlerinin ve sınıf içi uygulamalarının incelenmesi [An analysis of preschool teachers’ opinions and in-class practices regarding mathematical activities]. Kırşehir Ahi Evran University Faculty of Education Journal, 19(2), 1264–1283. https://dergipark.org.tr/tr/pub/kefad/article/850593

Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (9th ed.). Ankara: Seçkin Publishing.

Yıldız, E. (2022). Okul öncesi öğretmenlerinin okul dışı öğrenme ortamlarını kullanma durumlarının değerlendirilmesi [Evaluation of preschool teachers' use of out-of-school learning environments]. Journal of Bayburt Education Faculty (BAYEF), 17(33), 94-127. https://doi.org/10.35675/befdergi.826566

Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M. R., Espinosa, L. M., Gormley, W. T., Ludwig, J., Magnuson, K. A., Phillips, D., & Zaslow, M. J. (2013). Investing in our future: The evidence base on preschool education. Society for Research in Child Development.