International Journal of Learning and Teaching https://sproc.org/ojs/index.php/ijlt <p align="justify"><strong>International Journal of Learning and Teaching (IJLT)</strong> is an international, multi-disciplinary and double blind peer-reviewed journal. IJLT provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and teaching.</p> <p align="justify">&nbsp;</p> <p align="justify">The journal is under the review of Scopus and Web of Science (ESCI). If the journal is accepted to be indexed, your article will also be included in these indexes.</p> en-US Authors who publish with this journal agree to the following terms:<br /><br /><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by/3.0/" target="_new"><span>Creative Commons Attribution License</span></a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See<a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new"><span>The Effect of Open Access</span></a>).</li></ol> ijlt.editorial@gmail.com (Assoc. Prof. Dr. Olga Pilli) ijlt.editorial@gmail.com (Ahmet Yılmaz) Wed, 30 Jan 2019 00:00:00 +0000 OJS 3.1.1.4 http://blogs.law.harvard.edu/tech/rss 60 EDITORIAL https://sproc.org/ojs/index.php/ijlt/article/view/4042 <p>Dear Readers,</p> <p>It is the great honor for us to publish 11th volume, 1th issue of International Journal of Learning and Teaching.</p> <p>International Journal of Learning and Teaching (IJLT) is an international and multi-disciplinary which aims to provide a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and teaching. IJLT covers all aspects of education; trends in education, the emerging and educational settings, instructional design, learning-teaching methods and applications, instructional multimedia, new education environments, theoretical principles, assessment and evaluation and related fields.</p> <p>A total number of twenty (33) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of four (4) high quality research papers were selected and accepted for publication.</p> <p>Aim of this issue is to give the researchers an opportunity to share the results of their academic studies. There are different research topics discussed in the articles.</p> <p><strong>&nbsp;</strong></p> <p>The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2019 Volume.</p> <p>I would like to present many thanks to all the contributors who helped to publish this issue.</p> <p>&nbsp;</p> <p>Best regards,</p> <p><strong>Prof. Dr. Hafize Keser</strong></p> <p><strong>&nbsp;Editor – in Chief</strong></p> Prof. Dr. Hafize Keser ##submission.copyrightStatement## https://sproc.org/ojs/index.php/ijlt/article/view/4042 Wed, 30 Jan 2019 00:00:00 +0000 Implementation of collaborative learning to enhance problem solving expertise in entropy in high school teaching https://sproc.org/ojs/index.php/ijlt/article/view/852 <p class="Default">Improving problem solving abilities is a major challenge for teachers generally and mainly in chemistry and physics, Such concepts as entropy require a lot of work from bo sides, and often students and teachers feel powerless to advance in their search for expertise acquisition, In this article, we try to implement a new perspective based on the theoretical model of expertise development, Vygotsky’s theory and collaborative learning. Didactic problems is not a technical issue that can be solved by introducing content changes only. In fact, didactic issues are more complex than that. We think that didactic researchers and specialists will have to react as program engineers but also as social actors able to empower the actors to be autonomous in the learning processes and the problem solving issues. Team supervises work, in Vygotsky’s perspective can help students achieve their proximal zone development. The criterion referenced theory is also another important aspect in our approach, it make the focus on the criteria to be achieved on the distribution of group norms. On the other side, historical, ideological and linguistic issues cannot be missed to bring a comprehensive analysis of didactic problems.</p> <div>Keywords: Collaborative learning, entropy, didactic, problem solving</div> Hafid Sokrat, Soumia Tamani, Mohamed Radid ##submission.copyrightStatement## https://sproc.org/ojs/index.php/ijlt/article/view/852 Wed, 30 Jan 2019 00:00:00 +0000 Lebanese secondary physics teachers’ attitudes towards the use of ICT https://sproc.org/ojs/index.php/ijlt/article/view/3891 <div>Information and communication technology (ICT) is increasingly widespread, influencing educational systems worldwide. ICT educational tools can be a transformative tool that may facilitate meaningful learning in physics courses if educators are willing to embrace it with a positive attitude. The attitude of physics teachers has a tremendous effect on ICT integration in physics classrooms. This research paper is aimed to examine the attitudes towards the use of ICTs among Lebanese secondary physics teachers. A sample of 141 secondary physics teachers was assessed for their ICTs’ attitude using a Likert type questionnaire. The questionnaire focused on the teachers’ affect towards ICT, aware of usefulness and their confidence to use ICT. The results of both descriptive and inferential statistics showed a positive attitude towards ICT andno gender, years of experience or age differences among physics teachers’ attitudes. Implications for teacher training and suggestions for further research are provided.</div> <div>&nbsp;</div> <div>Keywords: Information and communication technology (ICT), ICT implementation, ICT attitude, Lebanese secondary physics teachers</div> Fouad Mounier Yehya, Aziz M. Barbar, Suzanne Abou-Rjeily ##submission.copyrightStatement## https://sproc.org/ojs/index.php/ijlt/article/view/3891 Wed, 30 Jan 2019 00:00:00 +0000 The relationship between emotional intelligence and self-concept and educational achievement of Tehran students https://sproc.org/ojs/index.php/ijlt/article/view/3573 <p>This study conducted with the aim of investigating the relationship between emotional intelligence and self-concept as well as educational achievement of Tehran students. Descriptive correlational research used as a research design. Selected samples, after receiving information about research goals and giving their consent to participation, collaborated with the researcher. First, using multi-stage cluster sampling, districts 1, 4, and 17 were selected among 22 districts of Tehran randomly. Then, two high schools (one girls' high school and one boy’s high school) were chosen from each of districts. 200 students were recruited. Emotional intelligence and Tennessee self-concept questionnaires were completed by participants and then analysis of data carried out using correlation matrix and Multiple Regression. The results showed that self-concept and educational achievement have a significant relationship with emotional intelligence. Also, emotional intelligence could predict self-concept and educational achievement.</p> <p><em>Keywords</em>: emotional intelligence, self-concept, educational achievement</p> Zahra Shams ##submission.copyrightStatement## https://sproc.org/ojs/index.php/ijlt/article/view/3573 Wed, 30 Jan 2019 00:00:00 +0000 Integrating digital tools for teaching of writing expression in Turkish language https://sproc.org/ojs/index.php/ijlt/article/view/1031 <p>Web 2 is one of the most important tools among the internet users. In this paper, the answer is given to a question “how can it be integrated social web tools into education?” and it’s focused on written expression of Turkish teaching for adults. Students are selected from different profession departments. Each week they focused on a different subject. There are 2 hours regular, a few practical lectures. Students were asked to voluntarly use integrated applications. A few students were refused to use some tools for different reasons. Privacy setting is offered students as follows;1. To share their writing expression as a public, 2. To share their writing expression as inside the friends, 3.To share their writing expression as assistants and instructor for evaluation, 4.To share their comment and likes about friends’ writing expression, 5. To share their opinion in class but it is too limited because of not enough time.</p> <p>Keywords: Turkish Language, writing expression, motivation, learning strategies, self-regulation.</p> <p>&nbsp;</p> Mehmet Ali Eroglu ##submission.copyrightStatement## https://sproc.org/ojs/index.php/ijlt/article/view/1031 Wed, 30 Jan 2019 00:00:00 +0000