https://ressat.org/index.php/ressat/issue/feed Research in Social Sciences and Technology 2020-07-13T22:42:17+00:00 Bulent Tarman btarman@gmail.com Open Journal Systems <p><em><strong>Research in Social Sciences and Technology (RESSAT)</strong></em> is an international journal that aims to publish scholarly work in the social sciences, technology, and their impact on education. The journal publishes original research articles, review articles, editorials, and book reviews.</p> <p>&nbsp;The RESSAT is an open access journal, with free access for each visitor. The journal uses an online submission system to ensure the international visibility and the rigid peer review process. The journal is published twice a year in online version.</p> <p>The overarching goal of the journal is to disseminate origianl research findings that make significant contributions to different areas of social sciences and technology with emphasis on education. The aim of the journal is to promote the work of academic researchers in social sciences, education and technology.</p> <p><strong>Focus and Scope</strong></p> <p><img src="/public/site/images/btarman/2018_v3_issue_31.png" width="266" height="385"></p> <p>The topics related to this journal include but are not limited to:</p> <ul> <li class="show"><em>General Education</em></li> <li class="show"><em>History</em></li> <li class="show"><em>Geography</em></li> <li class="show"><em>Philosophy</em></li> <li class="show"><em>Law&nbsp;</em></li> <li class="show"><em>Economic</em></li> <li class="show"><em>Political Science</em></li> <li class="show"><em>Sociology. criminology. demography</em></li> <li class="show"><em>Communication and Culture</em></li> <li class="show"><em>Educational Assessment and Evaluation</em></li> <li class="show"><em>Intercultural Communication</em></li> <li class="show"><em>International and Comparative Education</em></li> <li class="show"><em>Transnationalism in Education</em></li> </ul> https://ressat.org/index.php/ressat/article/view/476 Editorial: Reflecting in the shade of pandemic 2020-07-13T22:42:12+00:00 Bulent Tarman btarman@ressat.org <p>I hope this editorial note finds you well and healthy, especially amid the uncertainty due to COVID-19. We are concerned about our children, families, neighbors, colleagues, and ourselves. We are contending with daily reports of death presented as the centerpiece headline news while we are dealing with grief and uncertainty. The impact of this current pandemic on society, in general, is increasingly visible, and we find ourselves in a permanent state of transformation due to the dizzying proliferation of technologies. This pandemic expedites the vital role of Information and Communication Technology (ICT) that drives the modern world in education as well as in all other areas. On the other hand, as schools and higher education institutions rapidly move their learning, teaching, and assessment online in response to the worldwide pandemic, academics feel improvised, inefficiently supported, and deeply fearful.</p> 2020-05-17T00:00:00+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/421 Development of Adaptation Tools for Pupils on the Autism Spectrum in Microsystems 2020-07-13T22:42:16+00:00 Alvyra Galkiene alvyra.galkiene@vdu.lt Giedre Puskoriene giedre.vilnius@yahoo.com <p>This research investigates the possibilities for the development of adaptation tools for pupils on the autism spectrum (AS), studying in the first and second forms, within their microsystems. Five mothers and five teachers of children on the AS participated in the research, and their insights help reveal the process of moving from one microsystem to another for a child on the AS. Children studying in the first and second forms were chosen because children experience a particularly significant social turning-point during this period. The following question is raised: How do synergy-driven processes taking place in the microsystems of pupils on the AS contribute to the development of the adaptation processes in these children? The research data was collected via semi-structured interviews and underwent qualitative content analysis. The research results reveal that the development of adaptation tools in children on the AS is determined by a mesosystem that covers various combinations of microsystems, and the synergy between the factors of the microsystems creates conditions for a child’s gradual transfer from one microsystem to another, perceiving the mechanisms of its functioning, and adapting within them. A mesosystem, which evolves on the school campus, within a family, and with specialists, not only encourages the development of adaptation tools in a child on the AS but also helps mothers to restore their inner harmony and actively engage in their children’s education process. In the microsystem of their peers, children on the AS acquire fundamental instruments for participation in community activities. </p> 2020-05-17T00:00:00+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/404 Unravelling Cooperative Learning in Higher Education 2020-07-13T22:42:16+00:00 Raymond Chee-Yen Loh raymond_loh@tmc.edu.sg Chin-Siang Ang austin_ang119@hotmail.com <p>Teaching and learning have evolved over the years. While the use of lecture is still the dominant mode of teaching in educational institutions, there has been consensus that students need to be active in learning, for which traditional styles of teaching may not be well suited. This calls for an alternative instructional mode: cooperative learning to promote active learning among students. In higher education, interest in cooperative learning has gained momentum since the early 1980s, and this kind of teaching and learning can be conducted in many ways. The purpose of this study is to provide an overview of existing evidence pertinent to cooperative learning. In this review, cooperative learning is defined and elements inherent in this pedagogy are discussed. Theoretical perspectives relating to cooperative learning are also outlined. The outcomes pertaining to cooperative learning are then presented, followed by the influence of context on cooperative learning. This review is organized and structured as such to serve as a basis of reference for further research in the field.</p> 2020-05-17T00:00:00+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/390 #Education: The Potential Impact of Social Media and Hashtag Ideology on the Classroom 2020-07-13T22:42:17+00:00 Ellen Watson ellen.watson@ualberta.ca <p>Common on social media platforms, the hashtag (#) organizes users’ ideas, emotions, and comments. Originally used to create a searchable platform, the hashtag and its ideology present interesting considerations for changes to education. As students using social media today most certainly use hashtags to converse, hashtag-informed teaching could connect education to students’ worlds instead of forcing students to fit into the pre-defined world of education. Prevalent in post-secondary education, K-12 educators have recently begun to integrate social media tools into their classrooms, but what are the pedagogical implications of the ideologies of these tools? In response, this study asked the following question: “How can the hashtag inform the K-12 classroom?” Using a systematic literature review and thematic analysis, this study analyzed eight articles that discussed the use of hashtags with K-12 students. Findings indicated four themes that could inform the alignment of K-12 classrooms with hashtag ideology: encouraging voice and user-generated content, the potential of self-organization, network hetero/homogeneity, and connecting to space without a common physical space. Suggestions are provided as to how classrooms (and education) may consider restructuring to better reflect hashtag ideology, meeting students in their social media-driven world.</p> 2020-05-17T00:00:00+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/433 The relationship between family involvement and academic variables 2020-07-13T22:42:15+00:00 Marta Camarero-Figuerola marta.camarero@urv.cat Jorge-Manuel Dueñas jorgemanuel.duenas@urv.cat Ana-Inés Renta-Davids anaines.renta@urv.cat <p>Family involvement refers to the different activities and actions that families can do to provide support to their offspring in education. In recent years, studies that evaluate the influence of family involvement on education have increased. Therefore, a review of the literature was carried out to examine the scientific evidence on this subject. Specifically, the review focused on adolescence because this is a possibly conflictive time in schooling, in which family-adolescent relationships usually go through large changes. The study results suggest that family participation is a variable that protects against academic failure. This relationship is stronger in vulnerable populations and ethnic minorities.</p> 2020-05-17T00:00:00+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/423 The Impact of Teacher-Initiated Activities on Identifying and Verbalizing Ways of Metacognitive Monitoring and Control in Six-Year-Old Children 2020-07-13T22:42:15+00:00 Ona Monkeviciene ona.monkeviciene@vdu.lt Jelena Vildziuniene jelena.vildziunine@vdu.lt Galina Valinciene galina.valinciene@vdu.lt <p>The qualitative research presented in this article attempts to show the impact of teacher-initiated activities on six-year-old children’s metacognitive monitoring and control abilities. The metacognitive model is discussed, research findings that substantiate the development of separate components of metacognitive regulation are analyzed, and the educational ways that promote metacognitive development in children are systematized. The outcomes of the research show that teacher-initiated activities stimulate and encourage children to find and apply more diverse ways of metacognitive monitoring and control. After teacher-initiated activities, the target group children demonstrated, identified, and verbalized the following ways of acting and learning that had not been noticed in their self-initiated activities in the area of metacognitive monitoring, namely, thinking while doing, modelling, acting by scheme/without a scheme, and activity by self-created strategies. In the area of metacognitive control, the children showed the ability to challenge themselves to do better than before, think and do as a continuous, unbroken control and implementation process, and control performance consistency.</p> 2020-05-17T00:00:00+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/434 Scaffolding Problem Solving in Teaching and Learning The DPACE Model - A Design Thinking Approach 2020-07-13T22:42:14+00:00 Malliga K Govindasamy mallikagovin@ipgm.edu.my Ngu Moi Kwe moikwe@ipgm.edu.my <p>Problem solving is a basic skill needed to function effectively in the working environment. Teachers are no exception to this professional demand. It is of utmost importance for teacher education programs to prepare pre-service teachers with this fundamental competency. The DPACE model is a preliminary effort by two teacher educators to enhance the problem-solving skills among pre-service teachers. The model was developed using the design thinking approach with reference to Vygotsky’s constructivism and grounded by questions as scaffolds to facilitate internalization of knowledge that teachers need to assist them in addressing and expanding their problem-solving boundaries. The main structure of the model consists of five domains developed with reference to computational thinking concepts. Each domain consists of open-ended questions formulated according to Bloom’s ordering of cognitive skills, taking pre-service teachers progressively toward better understanding of the problem and creating an efficient solution. This model was applied among 62 pre-service teachers enrolled in the TSLB3152 course at the Teacher Education Institute International Languages Campus, Kuala Lumpur, Malaysia. In total, 86.67% of the respondents reported that the DPACE model helped them in their problem-solving task and almost 78% of them scored an A grade in their coursework tasks facilitated using the DPACE model. Efforts are needed to further refine the questions and field test the model in other courses or situations with the hope that this ongoing teacher education effort will create a paradigm shift in the quest toward mastery of 21st century skills among pre-service teachers.</p> 2020-05-17T00:00:00+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/444 Comparing Pre-service Civic Education Teachers’ TPACK Confidence Across Course Modes 2020-07-13T22:42:14+00:00 Imam Fitri Rahmadi imamrahmadi@unpam.ac.id Eti Hayati dosen01391@unpam.ac.id Aulia Nursyifa aulianursyifa@unpam.ac.id <p>Integrating technology into learning and instruction processes is inevitable in this modern world, so it is of pivotal importance that all teachers should master TPACK confidently. Unfortunately, the approaches toward teacher education programs in many countries, specifically in Indonesia, do not yet integrate TPACK in the curriculum. This study aimed at comparing pre-service civic education teachers’ TPACK confidence across three course modes—Regular A, B, and C—of a pre-service teacher education program in Indonesia. Involving 90 pre-service civic education teachers, a self-report measure survey is used as the research method. The result revealed that Regular A and C pre-service civic education teachers report an almost equal level of TPACK confidence while the Regular B pre-service civic education teachers report a lower level of TPACK confidence. Academic and practical implications of these findings are discussed, and insights for future teacher education programs are provided.</p> 2020-05-17T00:00:00+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/451 Multidimensional Analysis of the Teaching Process of the Critical Thinking Skills 2020-07-13T22:42:13+00:00 Seyat Polat seyatpolat@gmail.com <p>This study aims to evaluate critical thinking skills in a multidimensional way. Based on this objective, the level of teachers’ critical thinking skills, how they conceptualize critical thinking, their practices of critical thinking in the classroom, and if the critical thinking is referred enough in the curriculum are analyzed in this research. In terms of the research objective, this study is mixed-method: The relational model was used for the quantitative part of the research, and the case study method was used for the qualitative part. The research data was collected in the academic year 2013-2014. The study group from which quantitative data was collected consists of 323 males and 377 females, totaling 700 teachers, and the other study group from which the qualitative data was collected involves 16 teachers working at two primary and two elementary schools.</p> 2020-05-17T00:00:00+00:00 ##submission.copyrightStatement##