Home
Author Guide
Editor Guide
Reviewer Guide
Special Issue
Introduction
Special Issues List
Published Issues
journal menu
Aims and Scope
Editorial Board
Indexing Service
Article Processing Charge
Open Access Policy
Publication Ethics
Editorial Process
Subscription
Contact Us
General Information
ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
E-mail
questions or comments to
IJLT Editorial Office
.
Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
Read More
]
What's New
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
2023-12-13
IJLT will adopt Article-by-Article Work Flow from 2024. For the Bimonthly journal, each issue will be released at the end of the issue month.
Home
>
Published Issues
>
2016
>
Volume 2, No. 1, June 2016
>
A Study on the Inquiry Skills of Social Studies Teacher Candidates
Zafer Çakmak, Cengiz Taşkıran, and Birol Bulut
Department of Social Studies Education, Faculty of Education, Firat University, Elazig, Turkey
Abstract
—The objective of this study is to determine the views of social studies teacher candidates on inquiry skills. “Inquiry Skills Scale” developed by Karademir, Ç.A. and Saracaloğlu, A.S. containing 14 items was applied to the participants to determine their views on inquiry skills. The study was conducted in the fall semester of 2014-2015 academic year. The sample of the study consisted of 174 students attending Elazig Firat University, Faculty of Education, Department of Social Studies Teaching. The surveys distributed to the students were then collected and analyzed. In the analysis of the collected data via the survey forms to determine the views of pre-service teachers on inquiry skills independent t-test and one-way variance analysis (ANOVA) were utilized. For the analysis, gender, class, academic GPA, mother’s and father’s educational background of the social studies pre-service teachers were assigned as independent variables. Results of the analysis demonstrated that there was a statistically significant difference between the inquiry skills of social studies teacher candidates based on gender, class and academic grade points average, while there was no evidence of a significant difference based on mother’s educational background and father’s educational background.
Index Terms
—skill, inquiry skills, social studies education
Cite: Zafer Çakmak, Cengiz Taşkıran, and Birol Bulut, "A Study on the Inquiry Skills of Social Studies Teacher Candidates," International Journal of Learning and Teaching, Vol. 2, No. 1, pp. 58-62, June 2016. doi: 10.18178/ijlt.2.1.58-62
T303
PREVIOUS PAPER
Technology Usage in School Management: Electronic School
NEXT PAPER
Motivation in E-Learning: How Do We Keep Learners Motivated in an E-Learning Environment?