This study seeks to determine the perceptions of technology self-efficacy and attitudes toward using technological equipment among preschool teachers. In this investigation, a sequential explanatory mixed method was employed. Participants included 118 teachers from nationwide preschool education organizations affiliated with the Ministry of National Education (MoNE). The Use of Technology in Early Childhood Education Questionnaire (Blackwell et al., 2013), the Self-efficacy Scale of Technology Usage in Education [SECTUE] (Doğru, 2017), and the Attitude Scale for the Use of Technological Equipment in Preschool Education [ASUTEP] (Kol, 2012) were utilized as quantitative data collection instruments. The researchers created a semi-structured interview form to collect qualitative data. Most teachers have a favorable view of the use of technology in preschool education and a high level of self-confidence in using technology. The study's quantitative findings indicate that variables such as gender, professional experience, type of organization, school district, education level, and the school's technology policy do not affect preschool teachers' attitudes toward technology and their perceptions of self-efficacy. In contrast, age and education level significantly affect attitudes and self-efficacy, respectively. Additionally, there is no correlation between attitude and self-efficacy. The qualitative data, including the concepts and teachers' thoughts derived from semi-structured interviews, were discussed with the quantitative data. Teachers' willingness to use technology in their classrooms, positive attitudes, and self-efficacy perceptions are indicators that teacher support can be provided in the process of technology integration in preschool education.
{"title":"Preschool Teachers' Technology Use: Attitudes and Perceptions of Self-Efficacy","authors":"Mukaddes BÖLÜK YILDIRIM, Bilal Atasoy","doi":"10.51535/tell.1372041","DOIUrl":"https://doi.org/10.51535/tell.1372041","url":null,"abstract":"This study seeks to determine the perceptions of technology self-efficacy and attitudes toward using technological equipment among preschool teachers. In this investigation, a sequential explanatory mixed method was employed. Participants included 118 teachers from nationwide preschool education organizations affiliated with the Ministry of National Education (MoNE). The Use of Technology in Early Childhood Education Questionnaire (Blackwell et al., 2013), the Self-efficacy Scale of Technology Usage in Education [SECTUE] (Doğru, 2017), and the Attitude Scale for the Use of Technological Equipment in Preschool Education [ASUTEP] (Kol, 2012) were utilized as quantitative data collection instruments. The researchers created a semi-structured interview form to collect qualitative data. Most teachers have a favorable view of the use of technology in preschool education and a high level of self-confidence in using technology. The study's quantitative findings indicate that variables such as gender, professional experience, type of organization, school district, education level, and the school's technology policy do not affect preschool teachers' attitudes toward technology and their perceptions of self-efficacy. In contrast, age and education level significantly affect attitudes and self-efficacy, respectively. Additionally, there is no correlation between attitude and self-efficacy. The qualitative data, including the concepts and teachers' thoughts derived from semi-structured interviews, were discussed with the quantitative data. Teachers' willingness to use technology in their classrooms, positive attitudes, and self-efficacy perceptions are indicators that teacher support can be provided in the process of technology integration in preschool education.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139211932","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 the process of the COVID-19 pandemic, the traditional face-to-face education system was transitioned to a distance education system. Undoubtedly, this significant change in the education field has affected teachers and students the most. Therefore, shedding light on the experiences of teachers and students in online classes is believed to contribute to the success of future distance education practices. For this purpose, in this study, the experiences and views of English teachers and high school students regarding the instructional technologies used in online teaching were investigated. The phenomenological design, which is one of the qualitative research designs, was used in the study. Twenty English teachers and thirty high school students participated in the study from the schools within the research permission. A semi-structured interview form developed by the researcher was used in the study. The findings obtained from the interviews were analyzed using content analysis method. It was found that in the early stages of distance education, teachers and students faced difficulties in adapting to technology usage. Teachers who were interested in technology usage experienced fewer challenges in using instructional technologies and materials. Students who had internet and device access and were motivated to attend classes benefited more from online class opportunities. Students mentioned that using lesson materials that appealed to their interests would be a driving force for their participation in online classes, while teachers stated that they had to use various instructional technologies to actively engage their students in classes and, therefore, they improved their technology proficiency.
{"title":"REFLECTIONS ON ONLINE INSTRUCTIONAL TECHNOLOGIES AND MATERIALS USED DURING THE COVID-19 PANDEMIC","authors":"Lale Bi̇çer, Erkan Tekinarslan","doi":"10.51535/tell.1358714","DOIUrl":"https://doi.org/10.51535/tell.1358714","url":null,"abstract":"In the process of the COVID-19 pandemic, the traditional face-to-face education system was transitioned to a distance education system. Undoubtedly, this significant change in the education field has affected teachers and students the most. Therefore, shedding light on the experiences of teachers and students in online classes is believed to contribute to the success of future distance education practices. For this purpose, in this study, the experiences and views of English teachers and high school students regarding the instructional technologies used in online teaching were investigated. The phenomenological design, which is one of the qualitative research designs, was used in the study. Twenty English teachers and thirty high school students participated in the study from the schools within the research permission. A semi-structured interview form developed by the researcher was used in the study. The findings obtained from the interviews were analyzed using content analysis method. It was found that in the early stages of distance education, teachers and students faced difficulties in adapting to technology usage. Teachers who were interested in technology usage experienced fewer challenges in using instructional technologies and materials. Students who had internet and device access and were motivated to attend classes benefited more from online class opportunities. Students mentioned that using lesson materials that appealed to their interests would be a driving force for their participation in online classes, while teachers stated that they had to use various instructional technologies to actively engage their students in classes and, therefore, they improved their technology proficiency.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139233666","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 the present study is to uncover the understanding of the students who struggle with high-stakes tests and to investigate the variations in their perceptions, taking into account the dimensions of variation. Phenomenography was chosen as the research method for this purpose. The study involved 18 students who prepared for three different high-stakes tests (LGS, YKS, and KPSS) during the 2021-2022 school year. Data were collected through semi-structured interviews. The researchers examined what students experienced while preparing for their high-stakes tests, how they felt, and they understood their tests. After phenomenographic analysis, the researchers identified six different ways of understanding related high-stakes tests. These are, parting of the ways which determine the direction of their lives; frightening; a time of strains; at an inconvenient time; an experience that improves me; an opportunity to succeed through striving. It is clear that age, experience, and number of retakes of the test are critical in forming these understandings.
{"title":"Students’ Understandings Related to Their Upcoming High-Stakes Tests: A Phenomenographic Study","authors":"Aslı Özaslan, Ömer Beyhan","doi":"10.51535/tell.1288890","DOIUrl":"https://doi.org/10.51535/tell.1288890","url":null,"abstract":"The aim of the present study is to uncover the understanding of the students who struggle with high-stakes tests and to investigate the variations in their perceptions, taking into account the dimensions of variation. Phenomenography was chosen as the research method for this purpose. The study involved 18 students who prepared for three different high-stakes tests (LGS, YKS, and KPSS) during the 2021-2022 school year. Data were collected through semi-structured interviews. The researchers examined what students experienced while preparing for their high-stakes tests, how they felt, and they understood their tests. After phenomenographic analysis, the researchers identified six different ways of understanding related high-stakes tests. These are, parting of the ways which determine the direction of their lives; frightening; a time of strains; at an inconvenient time; an experience that improves me; an opportunity to succeed through striving. It is clear that age, experience, and number of retakes of the test are critical in forming these understandings.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139235115","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 the research is to investigate the relationship between teacher candidates’ lifelong learning tendencies and self-directed learning skills. The research was conducted by the relational research method. The sample contains 529 teacher candidates who were selected by maximum diversity sampling method. In the research, “Personal Information Form” was used to obtain information about demographic characteristics of teacher candidates. “Lifelong Learning Tendencies (LLT)” scale developed by Diker-Coşkun (2009) was used to determine the lifelong learning tendencies of teacher candidates and “Self-Directed Learning Skills (SDLS)” scale developed by Aşkın Tekkol and Demirel (2018) was used to determine self-directed learning skills. Descriptive statistics, t-test, ANOVA and correlation analyzes were used to find answers to the research questions. As a result of the research, LLT and SDLS of teacher candidates are at high levels. Additionally, it was revealed that the LLT scores of teacher candidates differ significantly according to gender, CGPA (Cumulative Grade Points Average) of teacher candidates and their reasons for choosing departments. When the SDLS of teacher candidates examined, it is found that SDLS of teacher candidates did not differ significantly according to gender. Also, it was revealed that the SDLS scores of teacher candidates differ significantly according to CGPA of teacher candidates and their reasons for choosing departments. Furthermore, the relationships between the sub-dimensions of the variables are examined by Pearson correlation analysis and the analysis revealed generally positive and moderately to highly significant relationships between different dimentions of LLT and SDLS of prospective teachers.
{"title":"Relationship Between Lifelong Learning Tendencies and Self-directed Learning Skills of Teacher Candidates","authors":"Dilek Beypinar, Sadık Yüksel Sivaci","doi":"10.51535/tell.1364894","DOIUrl":"https://doi.org/10.51535/tell.1364894","url":null,"abstract":"The aim of the research is to investigate the relationship between teacher candidates’ lifelong learning tendencies and self-directed learning skills. The research was conducted by the relational research method. The sample contains 529 teacher candidates who were selected by maximum diversity sampling method. In the research, “Personal Information Form” was used to obtain information about demographic characteristics of teacher candidates. “Lifelong Learning Tendencies (LLT)” scale developed by Diker-Coşkun (2009) was used to determine the lifelong learning tendencies of teacher candidates and “Self-Directed Learning Skills (SDLS)” scale developed by Aşkın Tekkol and Demirel (2018) was used to determine self-directed learning skills. Descriptive statistics, t-test, ANOVA and correlation analyzes were used to find answers to the research questions. As a result of the research, LLT and SDLS of teacher candidates are at high levels. Additionally, it was revealed that the LLT scores of teacher candidates differ significantly according to gender, CGPA (Cumulative Grade Points Average) of teacher candidates and their reasons for choosing departments. When the SDLS of teacher candidates examined, it is found that SDLS of teacher candidates did not differ significantly according to gender. Also, it was revealed that the SDLS scores of teacher candidates differ significantly according to CGPA of teacher candidates and their reasons for choosing departments. Furthermore, the relationships between the sub-dimensions of the variables are examined by Pearson correlation analysis and the analysis revealed generally positive and moderately to highly significant relationships between different dimentions of LLT and SDLS of prospective teachers.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"7 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139263378","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 employed a qualitative research methodology to examine the design features and program elements utilized in the videos of a popular educational YouTube channel called “Basfi ile Deneysel Bilim” (Experimental Science with Basfi). The primary objective was to identify these features and elements by analysing the top ten videos on the channel, based on view counts, likes, and comments. Data collection was conducted using a thematic analysis matrix as the instrument. During the initial phase of data analysis, a descriptive examination of the videos was performed in terms of Mayer’s principles of multimedia learning. Subsequently, content analysis was conducted to analyse the program elements present in the videos. The findings of this research revealed that the educational videos on the YouTube channel partially adhered to Mayer’s multimedia design principles and incorporated some program elements. Therefore, it is recommended that multimedia design principles and program elements be taken into account when creating educational content for YouTube. Additionally, it is suggested that elements tailored to the nature of the YouTube platform should be included. Finally, the study provides recommendations to content developers regarding factors to consider in video production. This research holds significance for individuals involved in producing educational content for YouTube, as well as researchers working in the domains of content production processes and content design.
{"title":"Content Analysis of an Educational YouTube Channel for Secondary School Students in Terms of Design and Program Elements","authors":"Çiğdem Ceylan, Gökçe BECİT İŞÇİTÜRK, Özden Şahin İzmirli","doi":"10.51535/tell.1324247","DOIUrl":"https://doi.org/10.51535/tell.1324247","url":null,"abstract":"This study employed a qualitative research methodology to examine the design features and program elements utilized in the videos of a popular educational YouTube channel called “Basfi ile Deneysel Bilim” (Experimental Science with Basfi). The primary objective was to identify these features and elements by analysing the top ten videos on the channel, based on view counts, likes, and comments. Data collection was conducted using a thematic analysis matrix as the instrument. During the initial phase of data analysis, a descriptive examination of the videos was performed in terms of Mayer’s principles of multimedia learning. Subsequently, content analysis was conducted to analyse the program elements present in the videos. The findings of this research revealed that the educational videos on the YouTube channel partially adhered to Mayer’s multimedia design principles and incorporated some program elements. Therefore, it is recommended that multimedia design principles and program elements be taken into account when creating educational content for YouTube. Additionally, it is suggested that elements tailored to the nature of the YouTube platform should be included. Finally, the study provides recommendations to content developers regarding factors to consider in video production. This research holds significance for individuals involved in producing educational content for YouTube, as well as researchers working in the domains of content production processes and content design.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139264145","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}
Science and Art Centers (BİLSEM) are educational institutions affiliated with the Ministry of National Education that focus on the education of gifted individuals. In BİLSEM centers, primary school teachers are responsible for implementing specialized and enriched curricula designed for gifted students in 2nd, 3rd, and 4th grades. As a result, the professional development needs of primary school teachers at BİLSEM centers differ from those in regular primary schools. When primary school teachers are recruited to work at BİLSEM centers, they need specific training on topics such as the characteristics, needs, and education of gifted individuals. To address this, an annual orientation program is conducted at the beginning of the academic year for primary school teachers assigned to BİLSEM centers. This program is organized by the Department for the Development of Special Abilities under the General Directorate of Special Education and Guidance Services of the Ministry of National Education. However, it is essential for teachers to continue their professional development throughout their tenure and actively participate in in-service training activities. Recognizing the significance of continuous professional development in the teaching profession, this study aims to identify the areas where primary school teachers at BİLSEM centers require professional development and provide recommendations for incorporating these needs into future professional development activities. The research data for this study were collected using the Classical Delphi Technique. Academicians working in the field of Classroom Education or Special Abilities, who conduct research on gifted individuals, and primary school teachers who work with gifted students participated in this data collection process. The data obtained were analyzed through descriptive analysis and content analysis. The study revealed that primary school teachers working at BİLSEM centers require professional development training in various content areas, including recognizing gifted students, understanding relevant legislation, implementing enriched and differentiated education for gifted individuals, exploring education-teaching models, and fostering family involvement in the educational process. Based on these identified needs, it is strongly recommended that policy makers develop and implement professional development programs specifically tailored to primary school teachers employed at BİLSEM centers.
{"title":"Determining the Professional Development Needs of Primary School Teachers Working in Science and Art Centers","authors":"Turgay Öntaş, Seda Çarikçi, Kader ARKAN SEZGİN","doi":"10.51535/tell.1337283","DOIUrl":"https://doi.org/10.51535/tell.1337283","url":null,"abstract":"Science and Art Centers (BİLSEM) are educational institutions affiliated with the Ministry of National Education that focus on the education of gifted individuals. In BİLSEM centers, primary school teachers are responsible for implementing specialized and enriched curricula designed for gifted students in 2nd, 3rd, and 4th grades. As a result, the professional development needs of primary school teachers at BİLSEM centers differ from those in regular primary schools. When primary school teachers are recruited to work at BİLSEM centers, they need specific training on topics such as the characteristics, needs, and education of gifted individuals. To address this, an annual orientation program is conducted at the beginning of the academic year for primary school teachers assigned to BİLSEM centers. This program is organized by the Department for the Development of Special Abilities under the General Directorate of Special Education and Guidance Services of the Ministry of National Education. However, it is essential for teachers to continue their professional development throughout their tenure and actively participate in in-service training activities. Recognizing the significance of continuous professional development in the teaching profession, this study aims to identify the areas where primary school teachers at BİLSEM centers require professional development and provide recommendations for incorporating these needs into future professional development activities. The research data for this study were collected using the Classical Delphi Technique. Academicians working in the field of Classroom Education or Special Abilities, who conduct research on gifted individuals, and primary school teachers who work with gifted students participated in this data collection process. The data obtained were analyzed through descriptive analysis and content analysis. The study revealed that primary school teachers working at BİLSEM centers require professional development training in various content areas, including recognizing gifted students, understanding relevant legislation, implementing enriched and differentiated education for gifted individuals, exploring education-teaching models, and fostering family involvement in the educational process. Based on these identified needs, it is strongly recommended that policy makers develop and implement professional development programs specifically tailored to primary school teachers employed at BİLSEM centers.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"36 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139267139","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}
Since it makes the learner autonomous, self-regulation in online learning environments is of great importance in terms of ensuring effective learning. In this context, the aim of the research is to compare the self-regulated online learning of education faculty students according to some variables and to reveal the relationship between their self-regulated online learning and learning approaches. For this purpose, firstly, the general view of students' self-regulated online learning and learning approaches was determined. After that, self-regulated online learning averages were compared according to their gender and academic averages, and finally, the relationship between self-regulated online learning and learning approaches was presented. The research is conducted using a relational screening model. The study group of the research, which continues their education through distance education due to the pandemic in the 2021-2022 academic year; consisted of a total of 376 students who studied in different departments of the education faculty of a large state university in Konya.As a result of the research findings, students' self-regulated online learning corresponds to an above-average value and their self-regulated online learning differs according to their gender and academic achievement. It has been found that there is a moderately positive correlation between the deep learning approach and self-regulated online learning skills, and a low negative correlation between the surface learning approach and self-regulated online learning skills.
{"title":"Investigation of self-regulated online learning according to some demographic variables and their relationship to learning approaches","authors":"Işıl Sönmez","doi":"10.51535/tell.1304278","DOIUrl":"https://doi.org/10.51535/tell.1304278","url":null,"abstract":"Since it makes the learner autonomous, self-regulation in online learning environments is of great importance in terms of ensuring effective learning. In this context, the aim of the research is to compare the self-regulated online learning of education faculty students according to some variables and to reveal the relationship between their self-regulated online learning and learning approaches. For this purpose, firstly, the general view of students' self-regulated online learning and learning approaches was determined. After that, self-regulated online learning averages were compared according to their gender and academic averages, and finally, the relationship between self-regulated online learning and learning approaches was presented. The research is conducted using a relational screening model. The study group of the research, which continues their education through distance education due to the pandemic in the 2021-2022 academic year; consisted of a total of 376 students who studied in different departments of the education faculty of a large state university in Konya.As a result of the research findings, students' self-regulated online learning corresponds to an above-average value and their self-regulated online learning differs according to their gender and academic achievement. It has been found that there is a moderately positive correlation between the deep learning approach and self-regulated online learning skills, and a low negative correlation between the surface learning approach and self-regulated online learning skills.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139270045","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}
Many phenomena and events in which children are included are suitable to be researched and discovered by children within the scope of science education. Children ask many questions while researching the scientific facts and phenomena they are curious about and learn new concepts. In this process, it is essential to teach the concepts children will learn and the new education to be formed. Therefore, this study aimed to examine the concept of cloud, which mainly attracts children's attention, and the current conceptual knowledge and misconceptions about cloud formation. For this purpose, the phenomenology pattern was used in the research. The study group consisted of 60-72 month-old children studying in an independent kindergarten affiliated with the Ministry of National Education in Antalya. A total of 12 children and one teacher were included in the study. The research used the 'Personal Information Form', ‘Children's Scientific Concepts Evaluation Form' and 'Teacher Interview Form for Science Education' as data collection tools for children and their teachers. The data were analyzed by the descriptive analysis method. Findings obtained from children were presented in the form of themes by coding. As a result of the research, it was determined that children had concept deficiencies and misconceptions about the formation of the cloud and that there were errors in the formation of meaning. In addition, teachers' suggestions were made to evaluate and change children's misconceptions.
{"title":"Misconceptions in 5-6 Year Old Children: Formation of a Cloud","authors":"Hacer Tekerci̇, Buse Hançer, Aylin Sop","doi":"10.51535/tell.1261695","DOIUrl":"https://doi.org/10.51535/tell.1261695","url":null,"abstract":"Many phenomena and events in which children are included are suitable to be researched and discovered by children within the scope of science education. Children ask many questions while researching the scientific facts and phenomena they are curious about and learn new concepts. In this process, it is essential to teach the concepts children will learn and the new education to be formed. Therefore, this study aimed to examine the concept of cloud, which mainly attracts children's attention, and the current conceptual knowledge and misconceptions about cloud formation. For this purpose, the phenomenology pattern was used in the research. The study group consisted of 60-72 month-old children studying in an independent kindergarten affiliated with the Ministry of National Education in Antalya. A total of 12 children and one teacher were included in the study. The research used the 'Personal Information Form', ‘Children's Scientific Concepts Evaluation Form' and 'Teacher Interview Form for Science Education' as data collection tools for children and their teachers. The data were analyzed by the descriptive analysis method. Findings obtained from children were presented in the form of themes by coding. As a result of the research, it was determined that children had concept deficiencies and misconceptions about the formation of the cloud and that there were errors in the formation of meaning. In addition, teachers' suggestions were made to evaluate and change children's misconceptions.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126309485","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 develop a scale for measuring lifelong learning skills in both young and adult individuals. A total of 275 participants, ranging in age from 14 to 55, took part in the study. The first step in creating the scale item pool involved conducting a thorough literature review. Existing scales related to the subject were examined, and based on these findings, an initial 18-item form was developed. The scale item pool was then presented to two experts who are academicians in the field of lifelong learning, as well as a scale development expert. Their input was taken into account, resulting in corrections and refinements to the scale trial form. Following this, the revised scale trial form was administered to the participants. To assess the construct validity of the scale, an exploratory factor analysis was conducted. This analysis revealed that 7 items needed to be removed from the scale. Ultimately, the scale was found to consist of five factors. The first factor included 5 items, while the remaining factors consisted of 3 items each. Next, a confirmatory factor analysis was performed to determine the relationships between the factors, the relationships between the variables and the factors, the relationships between the factors themselves, and the degree to which the factors explained the model. The Cronbach's alpha reliability coefficient for the scale was found to be .646. Based on these results, the Lifelong Learning Motivation Scale (LLMSS) was developed to address the existing gap in the literature and provide a useful tool for future research and applications related to lifelong learning.
{"title":"Lifelong Learning Motivation Scale (LLMS):Validity and Reliability Study","authors":"Ertugrul Usta","doi":"10.51535/tell.1309487","DOIUrl":"https://doi.org/10.51535/tell.1309487","url":null,"abstract":"The aim of this study is to develop a scale for measuring lifelong learning skills in both young and adult individuals. A total of 275 participants, ranging in age from 14 to 55, took part in the study. The first step in creating the scale item pool involved conducting a thorough literature review. Existing scales related to the subject were examined, and based on these findings, an initial 18-item form was developed. The scale item pool was then presented to two experts who are academicians in the field of lifelong learning, as well as a scale development expert. Their input was taken into account, resulting in corrections and refinements to the scale trial form. Following this, the revised scale trial form was administered to the participants. To assess the construct validity of the scale, an exploratory factor analysis was conducted. This analysis revealed that 7 items needed to be removed from the scale. Ultimately, the scale was found to consist of five factors. The first factor included 5 items, while the remaining factors consisted of 3 items each. Next, a confirmatory factor analysis was performed to determine the relationships between the factors, the relationships between the variables and the factors, the relationships between the factors themselves, and the degree to which the factors explained the model. The Cronbach's alpha reliability coefficient for the scale was found to be .646. Based on these results, the Lifelong Learning Motivation Scale (LLMSS) was developed to address the existing gap in the literature and provide a useful tool for future research and applications related to lifelong learning.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"223 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129749109","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}
Objective: The COVID-19 pandemic has had a negative impact on individuals both psychologically and socially. The current research shows that problematic technology use and mental health problems increased during the pandemic period. Method: In this study, studies examining the relationship between problematic technology use and mental health problems in the COVID-19 pandemic were examined and a meta-analysis was conducted. The present meta-analysis focused on the problematic technology use (i.e., internet addiction, smartphone addiction, social media addiction, and game addiction) and mental health problems in the COVID-19 pandemic. Searches were conducted for relevant studies using the ProQuest, PubMed, Science Direct, Scopus, Web of Science, ERIC, and TR Dizin databases. A total of 56 studies met the inclusion criteria. A total of 53,047 participants were reached in these studies. Results: Rosenthal’s classic fail-safe N analysis reveals that the meta-analysis result is statistically significant (p=.000). Moreover, the fact that the Begg and Mazumdar rank correlation is not significant indicates the absence of publication bias (p=0.28). In addition, no missing studies were found in Duval and Tweedie’s trim and fill analysis. The results demonstrated that problematic technology use was moderately positively correlated with mental health problems (r=0.33, n=53.047). In addition, the Q statistic (1833.059) examined to control heterogeneity shows that all variables are heterogeneous. The results of the I2 statistic (93.4%) show that a high level of heterogeneity has been achieved. Discussion: This finding shows that problematic technology use was associated with various mental health problems during the pandemic period.
目的:新冠肺炎大流行对个人心理和社会产生了负面影响。目前的研究表明，在大流行期间，有问题的技术使用和精神健康问题有所增加。方法:本研究对COVID-19大流行中有问题的技术使用与心理健康问题之间关系的研究进行了调查，并进行了荟萃分析。本荟萃分析侧重于COVID-19大流行中有问题的技术使用(即网络成瘾、智能手机成瘾、社交媒体成瘾和游戏成瘾)和心理健康问题。使用ProQuest、PubMed、Science Direct、Scopus、Web of Science、ERIC和TR Dizin数据库对相关研究进行检索。共有56项研究符合纳入标准。这些研究共涉及53047名参与者。结果:Rosenthal的经典故障安全N分析显示，meta分析结果具有统计学意义(p=.000)。此外，Begg和Mazumdar等级相关性不显著表明不存在发表偏倚(p=0.28)。此外，在Duval和Tweedie的修剪和填充分析中没有发现缺失的研究。结果显示，有问题的技术使用与心理健康问题呈中度正相关(r=0.33, n=53.047)。此外，为控制异质性而检验的Q统计量(1833.059)表明，所有变量都是异质性的。I2统计量(93.4%)的结果表明，已经实现了高度的异质性。讨论:这一发现表明，在大流行期间，有问题的技术使用与各种心理健康问题有关。
{"title":"The Relationship between Problematic Technology Use and Mental Health Problems in the COVID-19 Pandemic: A Meta-Analysis","authors":"Erdal Hamarta, Önder Baltaci, Ö. Akbulut, M. Akat","doi":"10.51535/tell.1283101","DOIUrl":"https://doi.org/10.51535/tell.1283101","url":null,"abstract":"Objective: The COVID-19 pandemic has had a negative impact on individuals both psychologically and socially. The current research shows that problematic technology use and mental health problems increased during the pandemic period. \u0000Method: In this study, studies examining the relationship between problematic technology use and mental health problems in the COVID-19 pandemic were examined and a meta-analysis was conducted. The present meta-analysis focused on the problematic technology use (i.e., internet addiction, smartphone addiction, social media addiction, and game addiction) and mental health problems in the COVID-19 pandemic. Searches were conducted for relevant studies using the ProQuest, PubMed, Science Direct, Scopus, Web of Science, ERIC, and TR Dizin databases. A total of 56 studies met the inclusion criteria. A total of 53,047 participants were reached in these studies. \u0000Results: Rosenthal’s classic fail-safe N analysis reveals that the meta-analysis result is statistically significant (p=.000). Moreover, the fact that the Begg and Mazumdar rank correlation is not significant indicates the absence of publication bias (p=0.28). In addition, no missing studies were found in Duval and Tweedie’s trim and fill analysis. The results demonstrated that problematic technology use was moderately positively correlated with mental health problems (r=0.33, n=53.047). In addition, the Q statistic (1833.059) examined to control heterogeneity shows that all variables are heterogeneous. The results of the I2 statistic (93.4%) show that a high level of heterogeneity has been achieved. \u0000Discussion: This finding shows that problematic technology use was associated with various mental health problems during the pandemic period.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130228113","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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