Amaç: Bu çalışma, hemşirelik öğrencilerinin çocuk istismar ve ihmalinin belirti ve risklerini tanılamaya ilişkin bilgi düzeylerini belirlemek amacıyla yapılmıştır. Gereç ve Yöntem: Çalışma tanımlayıcı tipte olup, Ankara’da bulunan bir devlet üniversitesinin Hemşirelik Bölümü’nde okuyan, gönüllü, 2., 3. ve 4. sınıf hemşirelik öğrencileri (N=270) ile gerçekleştirilmiştir. Verilerin toplanmasında, öğrencilerin tanıtıcı özelliklerine ilişkin anket formu, öğrencilerin çocuk istismar ve ihmali ile karşılaşma ve eğitim alma durumlarına ilişkin özellikler formu ve Çocuk İstismarı ve İhmalinin Belirti ve Risklerini Tanılama Ölçeği kullanılmıştır. Verilerin yorumlanmasında frekans tabloları ve tanımlayıcı istatistikler kullanılmıştır. Bulgular: Çalışmada öğrencilerin Çocuk İstismarı ve İhmalinin Belirti ve Risklerini Tanılama Ölçeği puan ortalamaları =3,68±0,36 (min= 2,8, max=4,7) bulunmuştur. Öğrencilerin özellikle istismar ve ihmale yatkın çocukların özellikleri ile ilgili bilgi eksikliklerinin olduğu belirlenmiştir. Yaşları büyük olan, son sınıfta okuyan, çocuk istismarı ve ihmali ile ilgili bilgisi olan, bu konuda eğitim alan ve istismar ve ihmali tanılamada kendini yeterli bulan öğrencilerin bilgi düzeylerinin daha iyi olduğu saptanmıştır Sonuç: Çalışmada hemşirelik öğrencilerinin çocuk istismarı ve ihmalinin belirti ve risklerini tanılamaya ilişkin bilgi düzeylerinin orta düzeyde olduğu belirlenmiştir. Öğrencilerin lisans müfredatlarında konuyla ilgili daha ayrıntılı bilgilere yer verilmesi ve farkındalığın artırılması amacıyla bilimsel etkinliklerin yapılması önerilmektedir.
{"title":"Hemşirelik Öğrencilerinin Çocuk İstismarı ve İhmalinin Belirti ve Risklerini Tanılamaya İlişkin Bilgi Düzeyleri","authors":"Emin Topçu, Ebru EREK KAZAN, Sibel Küçük, Yasemin Murat, Büşra Alpaslan, Hayriye Molozoğlu, Birgül Özkan","doi":"10.5961/higheredusci.907512","DOIUrl":"https://doi.org/10.5961/higheredusci.907512","url":null,"abstract":"Amaç: Bu çalışma, hemşirelik öğrencilerinin çocuk istismar ve ihmalinin belirti ve risklerini tanılamaya ilişkin bilgi düzeylerini belirlemek \u0000amacıyla yapılmıştır. \u0000Gereç ve Yöntem: Çalışma tanımlayıcı tipte olup, Ankara’da bulunan bir devlet üniversitesinin Hemşirelik Bölümü’nde okuyan, gönüllü, \u00002., 3. ve 4. sınıf hemşirelik öğrencileri (N=270) ile gerçekleştirilmiştir. Verilerin toplanmasında, öğrencilerin tanıtıcı özelliklerine ilişkin \u0000anket formu, öğrencilerin çocuk istismar ve ihmali ile karşılaşma ve eğitim alma durumlarına ilişkin özellikler formu ve Çocuk İstismarı \u0000ve İhmalinin Belirti ve Risklerini Tanılama Ölçeği kullanılmıştır. Verilerin yorumlanmasında frekans tabloları ve tanımlayıcı istatistikler \u0000kullanılmıştır. \u0000Bulgular: Çalışmada öğrencilerin Çocuk İstismarı ve İhmalinin Belirti ve Risklerini Tanılama Ölçeği puan ortalamaları =3,68±0,36 (min= \u00002,8, max=4,7) bulunmuştur. Öğrencilerin özellikle istismar ve ihmale yatkın çocukların özellikleri ile ilgili bilgi eksikliklerinin olduğu \u0000belirlenmiştir. Yaşları büyük olan, son sınıfta okuyan, çocuk istismarı ve ihmali ile ilgili bilgisi olan, bu konuda eğitim alan ve istismar ve \u0000ihmali tanılamada kendini yeterli bulan öğrencilerin bilgi düzeylerinin daha iyi olduğu saptanmıştır \u0000Sonuç: Çalışmada hemşirelik öğrencilerinin çocuk istismarı ve ihmalinin belirti ve risklerini tanılamaya ilişkin bilgi düzeylerinin orta \u0000düzeyde olduğu belirlenmiştir. Öğrencilerin lisans müfredatlarında konuyla ilgili daha ayrıntılı bilgilere yer verilmesi ve farkındalığın \u0000artırılması amacıyla bilimsel etkinliklerin yapılması önerilmektedir.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129071436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.5961/higheredusci.984381
Artun Kerem Canaz, Kasım Karakütük
Bu araştırmanın amacı, Türkiye’deki 11 üniversite ve iki bilim örgütünde yürütülen doktora sonrası araştırmaların demografik ve finansal özelliklerini, söz konusu üniversite ve bilim örgütlerinin doktora sonrası araştırmaya ilişkin hukuksal metinlerini ve diğer kaynaklarını inceleyerek ortaya koymaktır. Ayrıca araştırmada, doktora sonrası araştırmanın Türkiye’de başlaması ve gelişimine ilişkin bazı dönüm noktalarını ortaya koymak amaçlanmıştır. Araştırma durum çalışmasıdır. Amaçlı örnekleme yöntemlerinden ölçüt örnekleme ile oluşturulan çalışma grubunu, doktora sonrası araştırma yürüttüğü tespit edilen 11 devlet ve vakıf üniversitesi ile Türkiye Bilimler Akademisi ve Türkiye Bilimsel ve Teknolojik Araştırma Kurumu oluşturmaktadır. Verilerin toplanmasında belge incelemesi kullanılmıştır. Bu veriler çalışma grubundaki örgütlerin yetkilileriyle gerçekleştirilmiş telefon görüşmeleri ve e-posta yazışmalarıyla desteklenmiştir. Elde edilen veriler belge inceleme yöntemi ile çözümlenmiştir. Araştırmanın sonucunda çalışma grubundaki örgütlerde sosyal bilimler, fen ve doğa bilimleri, mühendislik ve tıbbın çeşitli dallarında araştırmalar yürütülmekte olduğu görülmüştür. Bu örgütlerde doktora sonrası araştırma etkinlikleri lisansüstü öğretimden bağımsız biçimde ancak onlarla iç içe yürütülmektedir. Doktora sonrası araştırmaların büyük çoğunluğu fen ve doğa bilimleri ile mühendislik alanlarında yürütülmekte, sosyal bilim alanlarındaki araştırmalar azınlıkta kalmaktadır. Bu örgütlerde doktora sonrası araştırma yürüten araştırmacılar ağırlıkla erkektir. Araştırmaya konu olan örgütlerde yürütülen araştırmaların, kalkınma ile bilimsel teknolojik gelişim elde etme amacıyla ve ağırlıklı olarak kamu kaynaklarıyla yürütüldüğü görülmektedir. Doktora sonrası araştırma etkinliklerinin Türkiye’de giderek daha fazla sayıda üniversitede kendine yer bulacağı öngörülmekte ve bu büyüyen alanın farklı boyutlarına ilişkin çeşitli bilimsel araştırmaların yürütülmesi gerektiği düşünülmektedir.
{"title":"Demografik ve Finansal Boyutlarıyla Türkiye’deki Üniversite ve Bilim Örgütlerinde Doktora Sonrası Araştırma Uygulamaları: Bir Durum Çalışması","authors":"Artun Kerem Canaz, Kasım Karakütük","doi":"10.5961/higheredusci.984381","DOIUrl":"https://doi.org/10.5961/higheredusci.984381","url":null,"abstract":"Bu araştırmanın amacı, Türkiye’deki 11 üniversite ve iki bilim örgütünde yürütülen doktora sonrası araştırmaların demografik ve finansal \u0000özelliklerini, söz konusu üniversite ve bilim örgütlerinin doktora sonrası araştırmaya ilişkin hukuksal metinlerini ve diğer kaynaklarını \u0000inceleyerek ortaya koymaktır. Ayrıca araştırmada, doktora sonrası araştırmanın Türkiye’de başlaması ve gelişimine ilişkin bazı dönüm \u0000noktalarını ortaya koymak amaçlanmıştır. Araştırma durum çalışmasıdır. Amaçlı örnekleme yöntemlerinden ölçüt örnekleme ile \u0000oluşturulan çalışma grubunu, doktora sonrası araştırma yürüttüğü tespit edilen 11 devlet ve vakıf üniversitesi ile Türkiye Bilimler \u0000Akademisi ve Türkiye Bilimsel ve Teknolojik Araştırma Kurumu oluşturmaktadır. Verilerin toplanmasında belge incelemesi kullanılmıştır. \u0000Bu veriler çalışma grubundaki örgütlerin yetkilileriyle gerçekleştirilmiş telefon görüşmeleri ve e-posta yazışmalarıyla desteklenmiştir. Elde \u0000edilen veriler belge inceleme yöntemi ile çözümlenmiştir. Araştırmanın sonucunda çalışma grubundaki örgütlerde sosyal bilimler, fen \u0000ve doğa bilimleri, mühendislik ve tıbbın çeşitli dallarında araştırmalar yürütülmekte olduğu görülmüştür. Bu örgütlerde doktora sonrası \u0000araştırma etkinlikleri lisansüstü öğretimden bağımsız biçimde ancak onlarla iç içe yürütülmektedir. Doktora sonrası araştırmaların büyük \u0000çoğunluğu fen ve doğa bilimleri ile mühendislik alanlarında yürütülmekte, sosyal bilim alanlarındaki araştırmalar azınlıkta kalmaktadır. Bu \u0000örgütlerde doktora sonrası araştırma yürüten araştırmacılar ağırlıkla erkektir. Araştırmaya konu olan örgütlerde yürütülen araştırmaların, \u0000kalkınma ile bilimsel teknolojik gelişim elde etme amacıyla ve ağırlıklı olarak kamu kaynaklarıyla yürütüldüğü görülmektedir. Doktora \u0000sonrası araştırma etkinliklerinin Türkiye’de giderek daha fazla sayıda üniversitede kendine yer bulacağı öngörülmekte ve bu büyüyen \u0000alanın farklı boyutlarına ilişkin çeşitli bilimsel araştırmaların yürütülmesi gerektiği düşünülmektedir.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134167337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.5961/higheredusci.1069518
Talya Özakinci, Uğur Sadi̇oğlu
Stratejik planlama, stratejik yönetimin önemli bir aşaması olmasının yanı sıra kamu yönetiminin bilgi paylaşım araçlarından biri olarak şeffaflık ve hesap verebilirliğe hizmet etmektedir. Bu açıdan kamu kurumlarının hazırladıkları stratejik planların şeffaflık ve hesap verebilirliğe uyumunun ölçülmesi ve söz konusu uyumu etkileyen unsurların belirlenmesi önem taşımaktadır. Bu çalışmanın amacı, üniversitelerin stratejik planlarında şeffaflık ve hesap verebilirliğe uyumu etkileyen faktörleri belirlemektir. Bu amaçla, Türkiye’deki 117 devlet üniversitesinin güncel stratejik planları içerik analizi yöntemi ile incelenmiştir. Çalışmadan elde edilen bulgular; stratejik planlarda şeffaflık ve hesap verebilirliğe uyum ile üniversite yaşı, hazırlanan plan sayısı, URAP (University Ranking by Academic Performance) sıralaması ve stratejik planlarda şeffaflık ve hesap verebilirlik ifadelerinin tekrarlanması arasında anlamlı ilişkiler tespit edilmesini sağlamıştır. Aynı zamanda üniversitelerin stratejik planlarında şeffaflık ve hesap verebilirliğe uyum konusunda eksiklik görülen bölümler tespit edilmiştir.
{"title":"Şeffaflık ve Hesap Verebilirlik Açısından Stratejik Planlar: Türkiye’deki Devlet Üniversitelerinin Stratejik Planlarının İncelenmesi","authors":"Talya Özakinci, Uğur Sadi̇oğlu","doi":"10.5961/higheredusci.1069518","DOIUrl":"https://doi.org/10.5961/higheredusci.1069518","url":null,"abstract":"Stratejik planlama, stratejik yönetimin önemli bir aşaması olmasının yanı sıra kamu yönetiminin bilgi paylaşım araçlarından biri olarak \u0000şeffaflık ve hesap verebilirliğe hizmet etmektedir. Bu açıdan kamu kurumlarının hazırladıkları stratejik planların şeffaflık ve hesap \u0000verebilirliğe uyumunun ölçülmesi ve söz konusu uyumu etkileyen unsurların belirlenmesi önem taşımaktadır. Bu çalışmanın amacı, \u0000üniversitelerin stratejik planlarında şeffaflık ve hesap verebilirliğe uyumu etkileyen faktörleri belirlemektir. Bu amaçla, Türkiye’deki 117 \u0000devlet üniversitesinin güncel stratejik planları içerik analizi yöntemi ile incelenmiştir. Çalışmadan elde edilen bulgular; stratejik planlarda \u0000şeffaflık ve hesap verebilirliğe uyum ile üniversite yaşı, hazırlanan plan sayısı, URAP (University Ranking by Academic Performance) \u0000sıralaması ve stratejik planlarda şeffaflık ve hesap verebilirlik ifadelerinin tekrarlanması arasında anlamlı ilişkiler tespit edilmesini \u0000sağlamıştır. Aynı zamanda üniversitelerin stratejik planlarında şeffaflık ve hesap verebilirliğe uyum konusunda eksiklik görülen bölümler \u0000tespit edilmiştir.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126936316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.5961/higheredusci.1042305
E. Karadağ
Bu çalışmanın amacı Türkiye’deki akademisyenlerin ailelerinden edindikleri kültürel sermayelerini araştırmaktır. Tarama deseninde tasarlanan çalışmanın verileri 14,215 akademisyenden elde edilmiştir. Sonuçlar, akademisyenlerin yarıdan fazlasının annesinin, üçte birinin ise babasının ilkokul veya altı eğitim seviyesinde olduğunu, üçte birinin dört ve üzeri çocuklu ailelerden gelmekte olduğunu ve erken çocukluk dönemlerini köy veya kasabada geçirdiğini ortaya koymuştur. Yine her dört akademisyenden sadece biri okul öncesi eğitim almıştır. Akademisyenlerin ailelerinden edindikleri kültürel sermaye mirasları oldukça düşük olup kadın akademisyenlerin kültürel sermayeleri erkek meslektaşlarından anlamlı olarak yüksektir. Kültürel sermayesi en yüksek akademisyenler hukuk ve mimarlık, planlama ve tasarım alanlarından olup en düşük olanlar ise ilahiyat ile ziraat, orman ve su ürünleri alanlarındadır. Bu sonuçlarda hareketle gelecekteki çalışmalarda, kültürel sermayenin akademik performansa etkisinin değerlendirilmesi önerilmektedir.
{"title":"Türkiye’deki Akademisyenlerin Kültürel Sermayeleri","authors":"E. Karadağ","doi":"10.5961/higheredusci.1042305","DOIUrl":"https://doi.org/10.5961/higheredusci.1042305","url":null,"abstract":"Bu çalışmanın amacı Türkiye’deki akademisyenlerin ailelerinden edindikleri kültürel sermayelerini araştırmaktır. Tarama deseninde \u0000tasarlanan çalışmanın verileri 14,215 akademisyenden elde edilmiştir. Sonuçlar, akademisyenlerin yarıdan fazlasının annesinin, üçte \u0000birinin ise babasının ilkokul veya altı eğitim seviyesinde olduğunu, üçte birinin dört ve üzeri çocuklu ailelerden gelmekte olduğunu ve \u0000erken çocukluk dönemlerini köy veya kasabada geçirdiğini ortaya koymuştur. Yine her dört akademisyenden sadece biri okul öncesi \u0000eğitim almıştır. Akademisyenlerin ailelerinden edindikleri kültürel sermaye mirasları oldukça düşük olup kadın akademisyenlerin kültürel \u0000sermayeleri erkek meslektaşlarından anlamlı olarak yüksektir. Kültürel sermayesi en yüksek akademisyenler hukuk ve mimarlık, planlama \u0000ve tasarım alanlarından olup en düşük olanlar ise ilahiyat ile ziraat, orman ve su ürünleri alanlarındadır. Bu sonuçlarda hareketle gelecekteki \u0000çalışmalarda, kültürel sermayenin akademik performansa etkisinin değerlendirilmesi önerilmektedir.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114534284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, digital literacy levels and lifelong learning tendencies of teachers were investigated. Data were collected from 210 teachers working in public schools in Zonguldak province. Two measurement tools, namely Digital Literacy Scale and Lifelong Learning Tendency Scale, were used in data collection. In the study conducted with the scanning method, the difference between the variables of gender, branch and age of the teachers and digital literacy and lifelong learning tendencies was investigated. In addition, the relationship between teachers’ digital literacy levels and lifelong learning tendencies was examined. Descriptive statistics, independent samples t-test and one-way analysis of variance (ANOVA) were used in the analysis of the data. According to the results obtained from the research, no significant difference was found between the digital literacy levels and lifelong learning tendencies of teachers and gender, educational status (undergraduate-graduate), branch (Classroom teacher-Culture lesson teacher). It was observed that the digital literacy levels of teachers aged 46 and over were lower than those of younger teachers. No significant difference was found between the ages of teachers and their lifelong learning tendencies. It has been observed that there is a medium-level positive relationship between teachers’ lifelong learning tendencies and digital literacy levels.
{"title":"Examination of Teachers’ Digital Literacy Levels and Life Long Learning Tendencies","authors":"bayram gökbulut","doi":"10.5961/jhes.2021.466","DOIUrl":"https://doi.org/10.5961/jhes.2021.466","url":null,"abstract":"In this study, digital literacy levels and lifelong learning tendencies of teachers were investigated. Data were collected from 210 teachers working in public schools in Zonguldak province. Two measurement tools, namely Digital Literacy Scale and Lifelong Learning Tendency Scale, were used in data collection. In the study conducted with the scanning method, the difference between the variables of gender, branch and age of the teachers and digital literacy and lifelong learning tendencies was investigated. In addition, the relationship between teachers’ digital literacy levels and lifelong learning tendencies was examined. Descriptive statistics, independent samples t-test and one-way analysis of variance (ANOVA) were used in the analysis of the data. According to the results obtained from the research, no significant difference was found between the digital literacy levels and lifelong learning tendencies of teachers and gender, educational status (undergraduate-graduate), branch (Classroom teacher-Culture lesson teacher). It was observed that the digital literacy levels of teachers aged 46 and over were lower than those of younger teachers. No significant difference was found between the ages of teachers and their lifelong learning tendencies. It has been observed that there is a medium-level positive relationship between teachers’ lifelong learning tendencies and digital literacy levels.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130335613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The media and mass media, which are used extensively in our age, affect individuals in terms of political, cultural, economic and education. The correct and critical use of media requires media literacy and critical thinking skills, among 21st-century skills. Individuals with these skills are required to interpret, evaluate and analyze the information obtained through mass media with a critical perspective. The concept of media literacy is an interdisciplinary concept that falls under the scope of both communication sciences and educational sciences. The aim of the study is to reveal the media literacy and critical thinking skill levels of teacher candidates and the relationship between media literacy and critical thinking skill levels. The survey model, which is one of the quantitative research methods, was used in the study. The study sample consists of 185 Science, Turkish and Classroom teacher candidates studying at different grade levels in the education faculty of a state university in the 2018-2019 academic year. Data were collected using a personal information form, Media Literacy Scale and Critical Thinking Tendency Scale. In the data analysis, descriptive statistics, Kolmogorov-Smirnov test to look at the normality of the distributions, Mann-Whitney test and Kruskal-Wallis test to look at the difference between the variables were used. As a result of the study, it was found that pre-service teachers’ media literacy and critical thinking skills did not show a significant difference according to gender, duration of internet use and the primary function they sought in TV programs. In addition, while the critical thinking skill level of the pre-service teacher does not differ according to the grade level and department, the media literacy skill levels of the pre-service teachers vary according to the grade level and department. In terms of social media tools, it was found that pre-service teachers with high critical thinking levels preferred to use Twitter more, while pre-service teachers with high media literacy levels preferred Twitter and Facebook. In addition, it has been determined that there is a statistically positive relationship between critical thinking and media literacy levels.
{"title":"Examination of Media Literacy and Critical Thinking Levels of Teacher Candidates in the Age of Global Communication","authors":"elif selcan öztay","doi":"10.5961/jhes.2021.479","DOIUrl":"https://doi.org/10.5961/jhes.2021.479","url":null,"abstract":"The media and mass media, which are used extensively in our age, affect individuals in terms of political, cultural, economic and education. The correct and critical use of media requires media literacy and critical thinking skills, among 21st-century skills. Individuals with these skills are required to interpret, evaluate and analyze the information obtained through mass media with a critical perspective. The concept of media literacy is an interdisciplinary concept that falls under the scope of both communication sciences and educational sciences. The aim of the study is to reveal the media literacy and critical thinking skill levels of teacher candidates and the relationship between media literacy and critical thinking skill levels. The survey model, which is one of the quantitative research methods, was used in the study. The study sample consists of 185 Science, Turkish and Classroom teacher candidates studying at different grade levels in the education faculty of a state university in the 2018-2019 academic year. Data were collected using a personal information form, Media Literacy Scale and Critical Thinking Tendency Scale. In the data analysis, descriptive statistics, Kolmogorov-Smirnov test to look at the normality of the distributions, Mann-Whitney test and Kruskal-Wallis test to look at the difference between the variables were used. As a result of the study, it was found that pre-service teachers’ media literacy and critical thinking skills did not show a significant difference according to gender, duration of internet use and the primary function they sought in TV programs. In addition, while the critical thinking skill level of the pre-service teacher does not differ according to the grade level and department, the media literacy skill levels of the pre-service teachers vary according to the grade level and department. In terms of social media tools, it was found that pre-service teachers with high critical thinking levels preferred to use Twitter more, while pre-service teachers with high media literacy levels preferred Twitter and Facebook. In addition, it has been determined that there is a statistically positive relationship between critical thinking and media literacy levels.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"375 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122773387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to examine the relationship between 21st century skills and emotional intelligence of teacher candidates. In addition, it was investigated whether teacher candidates’ levels of 21st century skills and emotional intelligence differ significantly according to various variables. This research, which was designed according to the relational screening model, was conducted with 312 teacher candidates studying at Inonu University Faculty of Education. “Multidimensional 21st Century Skills Scale” and “Emotional Intelligence Scale” were used to collect data in the study. Descriptive statistics, difference analysis, Pearson Product Moment Correlation Coefficient and regression analysis were used to analyze the data. As a result of the analysis of the research data, it was found that teacher candidates’ 21st century skills and emotional intelligence are at a high level, that the emotional intelligence and 21st century skill levels of teacher candidates do not differ significantly according to gender, but those who have medium and high overall academic success are 21st. century skills and emotional intelligence levels were found to be high and significantly different. In addition, in the study, it was found that there was a significant, medium, positive relationship between 21st century skills and emotional intelligence of teacher candidates, It was concluded that the level of predicting 21st century skills of emotional intelligence is statistically significant. In the process of preparing students for the future, suggestions were made for the development of 21st century skills and emotional intelligence.
{"title":"The Relationship Between Candidates Teachers’ 21st Century Skills and Their Emotional Intelligence Levels","authors":"Murat Canpolat","doi":"10.5961/jhes.2021.472","DOIUrl":"https://doi.org/10.5961/jhes.2021.472","url":null,"abstract":"The aim of this study is to examine the relationship between 21st century skills and emotional intelligence of teacher candidates. In addition, it was investigated whether teacher candidates’ levels of 21st century skills and emotional intelligence differ significantly according to various variables. This research, which was designed according to the relational screening model, was conducted with 312 teacher candidates studying at Inonu University Faculty of Education. “Multidimensional 21st Century Skills Scale” and “Emotional Intelligence Scale” were used to collect data in the study. Descriptive statistics, difference analysis, Pearson Product Moment Correlation Coefficient and regression analysis were used to analyze the data. As a result of the analysis of the research data, it was found that teacher candidates’ 21st century skills and emotional intelligence are at a high level, that the emotional intelligence and 21st century skill levels of teacher candidates do not differ significantly according to gender, but those who have medium and high overall academic success are 21st. century skills and emotional intelligence levels were found to be high and significantly different. In addition, in the study, it was found that there was a significant, medium, positive relationship between 21st century skills and emotional intelligence of teacher candidates, It was concluded that the level of predicting 21st century skills of emotional intelligence is statistically significant. In the process of preparing students for the future, suggestions were made for the development of 21st century skills and emotional intelligence.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130016368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With this research, it is aimed to reveal the reflections of the digital game-based learning environment. The study group of the research consists of 28 mathematics teacher candidates studying at a state university. In the research conducted within the scope of the case study, the data were collected through worksheets used in the process of playing digital games, the opinion form for the games and observations. The research constitutes the 3 week part of the Teaching Mathematics by Game course, which is conducted for 14 weeks, 2 hours theoretical per week. In the designed learning environment, digital games were introduced to pre-service teachers, they were asked to play the games, take notes regarding the game during the game play, and reveal the mathematical results behind the games. After the game activities, teacher candidates were asked to evaluate the games. The data obtained were evaluated qualitatively and the thinking styles of the teacher candidates in the process of playing games and their views on games were presented with direct quotes and screenshots. The findings of the research revealed that the designed learning environment offers prospective teachers unique opportunities to think about mathematically strong contexts and to experience different methods of teaching and learning mathematics. The learning environment provided opportunities for teacher candidates to get to know, play, and understand and evaluate the mathematics behind the games, as well as discuss, think and collaborate in a meaningful context. In the study, it was concluded that educational digital games can become a powerful tool and an effective learning environment for learners, and prospective teachers need a radical approach that makes mathematics teaching interesting.
{"title":"Investigation of Reflections from the Digital Game-Based Learning Environment in Higher Education","authors":"Timur Koparan","doi":"10.5961/jhes.2021.470","DOIUrl":"https://doi.org/10.5961/jhes.2021.470","url":null,"abstract":"With this research, it is aimed to reveal the reflections of the digital game-based learning environment. The study group of the research consists of 28 mathematics teacher candidates studying at a state university. In the research conducted within the scope of the case study, the data were collected through worksheets used in the process of playing digital games, the opinion form for the games and observations. The research constitutes the 3 week part of the Teaching Mathematics by Game course, which is conducted for 14 weeks, 2 hours theoretical per week. In the designed learning environment, digital games were introduced to pre-service teachers, they were asked to play the games, take notes regarding the game during the game play, and reveal the mathematical results behind the games. After the game activities, teacher candidates were asked to evaluate the games. The data obtained were evaluated qualitatively and the thinking styles of the teacher candidates in the process of playing games and their views on games were presented with direct quotes and screenshots. The findings of the research revealed that the designed learning environment offers prospective teachers unique opportunities to think about mathematically strong contexts and to experience different methods of teaching and learning mathematics. The learning environment provided opportunities for teacher candidates to get to know, play, and understand and evaluate the mathematics behind the games, as well as discuss, think and collaborate in a meaningful context. In the study, it was concluded that educational digital games can become a powerful tool and an effective learning environment for learners, and prospective teachers need a radical approach that makes mathematics teaching interesting.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"450 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116073944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined (a) what changes career construction counseling used the Career Construction Interview (CCI), integrated with Interpersonal Process Recall (IPR) brought about on the client (b) how the IPR uncovered insights and unspoken inner experiences during career counseling, and (c) how the CCI prompted the solutions for client’s career problem. The study based on a case study with 24 years-old, the fourth-year student in a private university. Findings revealed that (a) examining role models, early recollections and motto during the CCI uncovered self-awareness and insights about the self, career indecision and motivation needed for the vocational future, (b) the IPR revealed values, the role of significant people on career decision process of the client and the need for approval from them, and (c) the CCI contributed the client’s career decision making process, motivation and taking an action. The study verified the use of the CCI and the IPR in career counseling process, theoretically and brought new, dynamic and meaning making methods to career counseling practices in higher education.
{"title":"Meaning Making Process through the Career Construction Interview: A Case Study","authors":"nurten karacan özdemir","doi":"10.5961/jhes.2021.468","DOIUrl":"https://doi.org/10.5961/jhes.2021.468","url":null,"abstract":"This study examined (a) what changes career construction counseling used the Career Construction Interview (CCI), integrated with Interpersonal Process Recall (IPR) brought about on the client (b) how the IPR uncovered insights and unspoken inner experiences during career counseling, and (c) how the CCI prompted the solutions for client’s career problem. The study based on a case study with 24 years-old, the fourth-year student in a private university. Findings revealed that (a) examining role models, early recollections and motto during the CCI uncovered self-awareness and insights about the self, career indecision and motivation needed for the vocational future, (b) the IPR revealed values, the role of significant people on career decision process of the client and the need for approval from them, and (c) the CCI contributed the client’s career decision making process, motivation and taking an action. The study verified the use of the CCI and the IPR in career counseling process, theoretically and brought new, dynamic and meaning making methods to career counseling practices in higher education.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125493948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study was conducted as descriptive-sectional to investigate the age of menarche and the influencing factors of female students studying in the preparatory class of a state university. The universe of this research was the female students between February 2014-May 2015 in school of foreign languages at a state university. The study was held with all universe instead of sampling selection. 738 female students were voluntary participated into the study. Data were collected by the survey form. The menarche age of the participants is 13,3±1,12 (10-17) years old, and there is statistically significance between menarche age and body mass index (p<.001). The other statistically significance was available between menstrual period and weight change (p<.05). It has been found that the menarche age decreases as the students’ weight and BMI increases and the duration of the menstruation cycle increases. Factors affecting students’ menstruation order were investigated and it was determined that only weight change affects menstruation order. In the study, significant results were found between body mass index and age of menarche.
{"title":"Determination of Menarche Age of Students in Adolescence and Affecting Factors","authors":"tülay kuzlu ayyıldız","doi":"10.5961/jhes.2021.467","DOIUrl":"https://doi.org/10.5961/jhes.2021.467","url":null,"abstract":"The study was conducted as descriptive-sectional to investigate the age of menarche and the influencing factors of female students studying in the preparatory class of a state university. The universe of this research was the female students between February 2014-May 2015 in school of foreign languages at a state university. The study was held with all universe instead of sampling selection. 738 female students were voluntary participated into the study. Data were collected by the survey form. The menarche age of the participants is 13,3±1,12 (10-17) years old, and there is statistically significance between menarche age and body mass index (p<.001). The other statistically significance was available between menstrual period and weight change (p<.05). It has been found that the menarche age decreases as the students’ weight and BMI increases and the duration of the menstruation cycle increases. Factors affecting students’ menstruation order were investigated and it was determined that only weight change affects menstruation order. In the study, significant results were found between body mass index and age of menarche.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124465223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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