The Use of Standardized Feedback for Teaching Material Preparation: The Opinions of Preservice Science Teachers
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| Title: | The Use of Standardized Feedback for Teaching Material Preparation: The Opinions of Preservice Science Teachers |
|---|---|
| Language: | English |
| Authors: | Kahraman, Emine (ORCID |
| Source: | Eurasian Journal of Educational Research. 2020 (90):83-102. |
| Availability: | ANI Publishing Company. Kizilirmak Sokak 10/A Bakanliklar, Ankara, Turkey 06440. Tel: +90-312-425-8150; Fax: +90-312-425-8111; e-mail: aniyayincilik@aniyayincilik.com.tr; Web site: http://www.ejer.com.tr |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Science Teachers, Feedback (Response), Individual Activities, Group Activities, Student Attitudes, Undergraduate Students, Teacher Developed Materials |
| ISSN: | 1302-597X |
| Abstract: | Purpose: The present study aims to investigate the opinions of preservice science teachers about using standardized feedback in preparing education materials, including their opinions about oral, written and e-feedback and the effectiveness of individual and group work. The preservice teachers were also informed about the applicability of standardized feedback in other undergraduate courses. Research Methods: Case study design, a qualitative research method, was used in this study. This study was conducted in the "Learning Technologies and Material Design" course with the participation of 43 junior preservice teachers enrolled in the science education department of a public university. Findings: According to the results of the research, preservice science teachers are positive about the use of the standardized feedback process while preparing class materials. Among these views, it boosted the quality of learning, corrected erroneous information and raised their grades. The most important disadvantage was that the candidates did not want to redo the class material. Since the feedback givers and receivers were in mutual interaction, they stated that the most effective feedback was oral feedback. The second most effective was written feedback because it contained information, while the least effective was e-feedback. The candidates thought that standardized feedback was effective and promoted permanent learning in the studies conducted both individually and in groups. Implications for Research and Practice: Standardized feedback can also be used in undergraduate education, projects, teaching materials and laboratory classes. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1284524 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: The Use of Standardized Feedback for Teaching Material Preparation: The Opinions of Preservice Science Teachers – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kahraman%2C+Emine%22">Kahraman, Emine</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0721-9545">0000-0002-0721-9545</externalLink>)<br /><searchLink fieldCode="AR" term="%22Koray%2C+Ozlem%22">Koray, Ozlem</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1804-0871">0000-0003-1804-0871</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Eurasian+Journal+of+Educational+Research%22"><i>Eurasian Journal of Educational Research</i></searchLink>. 2020 (90):83-102. – Name: Avail Label: Availability Group: Avail Data: ANI Publishing Company. Kizilirmak Sokak 10/A Bakanliklar, Ankara, Turkey 06440. Tel: +90-312-425-8150; Fax: +90-312-425-8111; e-mail: aniyayincilik@aniyayincilik.com.tr; Web site: http://www.ejer.com.tr – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2020 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Activities%22">Individual Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Activities%22">Group Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Developed+Materials%22">Teacher Developed Materials</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1302-597X – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The present study aims to investigate the opinions of preservice science teachers about using standardized feedback in preparing education materials, including their opinions about oral, written and e-feedback and the effectiveness of individual and group work. The preservice teachers were also informed about the applicability of standardized feedback in other undergraduate courses. Research Methods: Case study design, a qualitative research method, was used in this study. This study was conducted in the "Learning Technologies and Material Design" course with the participation of 43 junior preservice teachers enrolled in the science education department of a public university. Findings: According to the results of the research, preservice science teachers are positive about the use of the standardized feedback process while preparing class materials. Among these views, it boosted the quality of learning, corrected erroneous information and raised their grades. The most important disadvantage was that the candidates did not want to redo the class material. Since the feedback givers and receivers were in mutual interaction, they stated that the most effective feedback was oral feedback. The second most effective was written feedback because it contained information, while the least effective was e-feedback. The candidates thought that standardized feedback was effective and promoted permanent learning in the studies conducted both individually and in groups. Implications for Research and Practice: Standardized feedback can also be used in undergraduate education, projects, teaching materials and laboratory classes. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2021 – Name: AN Label: Accession Number Group: ID Data: EJ1284524 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1284524 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 83 Subjects: – SubjectFull: Preservice Teachers Type: general – SubjectFull: Science Teachers Type: general – SubjectFull: Feedback (Response) Type: general – SubjectFull: Individual Activities Type: general – SubjectFull: Group Activities Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Teacher Developed Materials Type: general Titles: – TitleFull: The Use of Standardized Feedback for Teaching Material Preparation: The Opinions of Preservice Science Teachers Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kahraman, Emine – PersonEntity: Name: NameFull: Koray, Ozlem IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 1302-597X Numbering: – Type: issue Value: 90 Titles: – TitleFull: Eurasian Journal of Educational Research Type: main |
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