Browsing by Subject "Theory of Knowledge"

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Open Access
An exploratory study into student and teacher perspectives of how the theory of knowledge course supports language development
(2017-06) Örge, Denizcan
The Theory of Knowledge (TOK) is one of the most challenging courses offered by the International Baccalaureate Diploma Programme (IBDP). By design, TOK is a course that requires students to exhibit a high level of English language proficiency. However, since students whose first language is not English also take this course, it is not known if and how TOK teachers support students' language development. To that end, the purpose of this exploratory study is to gain insights into language teaching practices implemented by teachers of the Theory of Knowledge (TOK) course. Language supports and teaching techniques of teachers were investigated in eight IBDP schools: six from Turkey, one from Lebanon and one from Sweden. Data collection from 305 students and 18 teachers took place via student and teacher surveys that were developed to look into classroom practices considerate of multilingualism and international-mindedness. The surveys yielded a response rate of 85%. Students' level of English, number of languages spoken and the school type they attended were used as factors to analyze language teaching practices. The results of the study reveal that the most popular language teaching practices are whole class discussion, small group discussion groupwork and use of visual aids, as reported by students. The results of the study also indicate that pairwork and Q&A are used more commonly in national schools than international schools. Language supports used for students’ language development are implemented more effectively in national schools, in comparison with international schools.
Open Access
An exploratory study of a student-centered course in International Baccalaureate Diploma Programme (İBDP) schools : how is theory of knowledge (TOK) implemented to support intercultural sensitivity?
(2017-04) Özakman, Tansu
This study investigated the factors that affect students’ intercultural sensitivity scores and their self-rated Theory of Knowledge (TOK) aims along with their perspectives on the implementation of TOK. The participants were 305 International Baccalaureate Diploma Programme (IBDP) year 1 students from six different schools in Turkey, one in Sweden and one in Lebanon. A questionnaire was used to collect data and was composed of four sections: open-ended and multiple-choice questions to collect demographic information; a Likert item scale to gather information about participant school culture and international mindedness; another Likert item scale about TOK classrooms; and Intercultural Sensitivity Scale. Both qualitative and quantitative analysis were done in order to explore students’ perspectives on their school culture, implementation of TOK course, their self-rated intercultural sensitivity scores and TOK outcomes. The qualitative analysis contributed to the exploration of the participant school cultures and differences between the participant students. In addition, quantitative analysis, a one-way ANOVA and independent samples t test, helped to explore students’ self-rated IS scores and TOK aims. The findings indicated that there is a statistically significant difference between students’ self-rated IS scores and their perceptions on TOK aims achieved. The results showed that students with higher IS scores have more positive attitudes about implementation of TOK course as they have higher self-rated TOK aims. According to the findings, international experience and school type influence students’ IS scores. Even though it was assumed that students in international schools would have higher self-rated IS, it was discovered that students in national schools have relatively higher IS scores. However, in terms of students’ self-rated TOK aims, it was revealed that students’ international experience and the school type do not influence their self-rated TOK outcomes. The study contributes to the existing literature by having studied IS level differences between students who have more international travel experience and those who have less international travel experience and students from schools with mostly national peers and those who have more international peers. It also contributes to TOK literature by exploring factors such as IS scores, international travel experience and school type, which may affect students’ self-rated TOK aims.
Open Access
Theory of knowledge and the Turkish national curriculum : the dynamics of a new relationship
(2012) Harris, Glyn
This is an exploratory research study focusing on the International Baccalaureate’s Theory of Knowledge (TOK) programme in Turkish schools, all of whom deliver the Turkish National Curriculum. In the study 26 staff and students from four private schools in Ankara, Turkey, completed surveys and interviews. The results show that although the TOK course provides many opportunities to address issues with student and teacher autonomy, and to fulfil newly reformed aims of The National Ministry of Education (MEB), difficulties with MEB course load and lack of collaboration mean that TOK is perceived and implemented as a periphery course. The study also reveals issues of communication within the schools, particularly in respects to the MEB curriculum reforms, and developments concerning the IB programme in Turkey.