This research was carried out to determine the effect of enriched book (z-book) supported instruction on students' academic success towards the pressure unit and their attitudes towards physics. In the research, a quasi-experimental research design with pre-test post-test control group was used. The research was applied to 42 students in two branches of the 10th grade students studying at Vocational and Technical Anatolian High School in the Suluova district of Amasya province in the 2021-2022 academic year. In the research, a physics achievement test consisting of 20 questions, the validity and reliability of which was tested with a pilot application, was used. In the process, the pressure unit was explained to the experimental group students by using Z-book supported teaching. Subject gains were given to the control group by using the current curriculum. At the end of the process, it was analyzed whether there was a significant difference in the academic achievements and attitudes of the students in the experimental group towards the physics course. According to the results of the analysis, it was determined that the academic achievement of the students was significantly different from the students in the experimental group who received e-book supported education from the students in the control group who received traditional lectures. It was concluded that there was no significant change in the attitudes of the students towards the Physics course in both groups
{"title":"The Effect of the Enriched Book (E-Book) Supported Instructions on the Students' Academic Success and Attitude to Physics","authors":"Zeliha Bağçeci̇, Özgen Korkmaz","doi":"10.51535/tell.1206026","DOIUrl":"https://doi.org/10.51535/tell.1206026","url":null,"abstract":"This research was carried out to determine the effect of enriched book (z-book) supported instruction on students' academic success towards the pressure unit and their attitudes towards physics. In the research, a quasi-experimental research design with pre-test post-test control group was used. The research was applied to 42 students in two branches of the 10th grade students studying at Vocational and Technical Anatolian High School in the Suluova district of Amasya province in the 2021-2022 academic year. In the research, a physics achievement test consisting of 20 questions, the validity and reliability of which was tested with a pilot application, was used. In the process, the pressure unit was explained to the experimental group students by using Z-book supported teaching. Subject gains were given to the control group by using the current curriculum. At the end of the process, it was analyzed whether there was a significant difference in the academic achievements and attitudes of the students in the experimental group towards the physics course. According to the results of the analysis, it was determined that the academic achievement of the students was significantly different from the students in the experimental group who received e-book supported education from the students in the control group who received traditional lectures. It was concluded that there was no significant change in the attitudes of the students towards the Physics course in both groups","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130795489","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}
Veysel Bilal Arslankara, Aylin Demi̇r, Ömer Öztaş, Ertugrul Usta
The aim of this study is to develop a reliable and valid scale that aims to measure the hedonic and oedonomic state of happiness of individuals who use digital environments and technologies while using these environments and arising from their use. Digital well-being describes the subjective well-being of individuals in a social environment where digital media and technology are ubiquitous. In this context, a general framework for the link between digital media and technology use and well-being is presented. This framework attempts to identify three important constructs and their interconnections: digital media and technology tools, harms/hedonic happiness and eudonomic happiness. Individuals' digital use story emerges within socio-cultural and technical conditions, shaping environmental conditions. However, it usually causes simultaneous or prolonged harm and benefit. By analysing the studies in domestic and foreign literature, 140 antecedent items were prepared, grouped and transformed into scale statements and 21 items were determined. The scale was applied to 367 digital technology users. As a result of exploratory factor analysis, 16 items grouped in 5 factors and having sufficient factor loadings (>.40) were selected. The construct validity test for whether the scale consisting of 16 items in total measures a general construct (digital well-being) and five sub-dimensions named by experts (personal satisfaction, awareness, safe (responsible) behaviour, personal relaxation, negative emotions) was conducted using confirmatory factor analysis. Spearman Brown, Guttmann Split Half and Cronbach Alpha values were calculated for the reliability of the whole scale and its sub-dimensions. The Digital Well-Being Scale (DWBS), which was determined to be valid and reliable in the analyses, consisting of five sub-factors and 16 items, is intended to be a scale that fills the gap in the literature, can be developed and used. It is important that future studies on digital well-being prioritise identification, measurement and theory development.
{"title":"Digital Well-Being Scale Validity and Reliability Study","authors":"Veysel Bilal Arslankara, Aylin Demi̇r, Ömer Öztaş, Ertugrul Usta","doi":"10.51535/tell.1206193","DOIUrl":"https://doi.org/10.51535/tell.1206193","url":null,"abstract":"The aim of this study is to develop a reliable and valid scale that aims to measure the hedonic and oedonomic state of happiness of individuals who use digital environments and technologies while using these environments and arising from their use. Digital well-being describes the subjective well-being of individuals in a social environment where digital media and technology are ubiquitous. In this context, a general framework for the link between digital media and technology use and well-being is presented. This framework attempts to identify three important constructs and their interconnections: digital media and technology tools, harms/hedonic happiness and eudonomic happiness. Individuals' digital use story emerges within socio-cultural and technical conditions, shaping environmental conditions. However, it usually causes simultaneous or prolonged harm and benefit. By analysing the studies in domestic and foreign literature, 140 antecedent items were prepared, grouped and transformed into scale statements and 21 items were determined. The scale was applied to 367 digital technology users. As a result of exploratory factor analysis, 16 items grouped in 5 factors and having sufficient factor loadings (>.40) were selected. The construct validity test for whether the scale consisting of 16 items in total measures a general construct (digital well-being) and five sub-dimensions named by experts (personal satisfaction, awareness, safe (responsible) behaviour, personal relaxation, negative emotions) was conducted using confirmatory factor analysis. Spearman Brown, Guttmann Split Half and Cronbach Alpha values were calculated for the reliability of the whole scale and its sub-dimensions. The Digital Well-Being Scale (DWBS), which was determined to be valid and reliable in the analyses, consisting of five sub-factors and 16 items, is intended to be a scale that fills the gap in the literature, can be developed and used. It is important that future studies on digital well-being prioritise identification, measurement and theory development.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132000647","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 purpose of this study is to investigate faculty members' views on the current situation and future expectations about distance education after examining the historical development of distance education through the relevant literature. The phenomenology method, one of the qualitative research methods, was used for the study. 11 faculty members who taught via distance education at Bolu Abant İzzet Baysal University during the Covid 19 pandemic participated in the research. Semi-structured interview questions were used as an instrument for data collection. Distance or face-to-face interviews were conducted with the participants for the research purpose. The interviews were analyzed using the content analysis technique. As a result of the analysis, opinions were grouped under six headings: Applications in Distance Education, Advantages of Distance Education, Useful Aspects of Distance Education, Problems in Distance Education, Requirements in Distance Education, and Its Future in Distance Education. It is recommended to support the advantages and useful aspects, meet the requirements, conduct research to solve the problems experienced and conduct studies to meet the expectations for the future.
{"title":"Examining the past of distance education and the views of faculty members on the present and future","authors":"Yunus Özdemir, Erkan Tekinarslan","doi":"10.51535/tell.1190330","DOIUrl":"https://doi.org/10.51535/tell.1190330","url":null,"abstract":"The purpose of this study is to investigate faculty members' views on the current situation and future expectations about distance education after examining the historical development of distance education through the relevant literature. The phenomenology method, one of the qualitative research methods, was used for the study. 11 faculty members who taught via distance education at Bolu Abant İzzet Baysal University during the Covid 19 pandemic participated in the research. Semi-structured interview questions were used as an instrument for data collection. Distance or face-to-face interviews were conducted with the participants for the research purpose. The interviews were analyzed using the content analysis technique. As a result of the analysis, opinions were grouped under six headings: Applications in Distance Education, Advantages of Distance Education, Useful Aspects of Distance Education, Problems in Distance Education, Requirements in Distance Education, and Its Future in Distance Education. It is recommended to support the advantages and useful aspects, meet the requirements, conduct research to solve the problems experienced and conduct studies to meet the expectations for the future.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128646165","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 aimed to examine the mediating role of happiness at school in the relationship between secondary school students' school satisfaction and psychological well-being. A total of 367 secondary school students, including 204 girls (55.6%) and 163 boys (44.4%), participated in the study. While collecting the data for the study, Personal Information Form, Overall School Satisfaction Scale for Children (OSSS-C), Stirling Children’s Well-Being Scale (SCWBS), and School Children's Happiness Inventory (SCHI) were used. First, descriptive statistics of the collected data were calculated and the relationships between the variables were determined by the correlation coefficient. Mediation analysis in the research was made using structural equation modeling. As a result of the analysis, it was seen that the school satisfaction of secondary school students positively predicted both their psychological well-being and their happiness at school. Similarly, secondary school students' happiness at school positively predicted their psychological well-being. In addition, as a result of the structural equation analysis, it was seen that happiness at school has a partial mediator role in the relationship between school satisfaction and the psychological well-being of secondary school students. Bootstrap confidence intervals (%95) were calculated to see if the mediation effect was significant, and it was determined that the results did not include zero and therefore the mediation result was significant. This result can be interpreted as secondary school students' school satisfaction increases their happiness levels at school, and their psychological well-being increases with the increase in their happiness at school. All these results reached in the research draw attention to how important school-based experiences are for the mental health of school-age children.
{"title":"The Relationship Between School Satisfaction and Psychological Well-Being of Secondary School Students: The Mediating Role of Happiness at School","authors":"Faruk Caner Yam","doi":"10.51535/tell.1200847","DOIUrl":"https://doi.org/10.51535/tell.1200847","url":null,"abstract":"This study aimed to examine the mediating role of happiness at school in the relationship between secondary school students' school satisfaction and psychological well-being. A total of 367 secondary school students, including 204 girls (55.6%) and 163 boys (44.4%), participated in the study. While collecting the data for the study, Personal Information Form, Overall School Satisfaction Scale for Children (OSSS-C), Stirling Children’s Well-Being Scale (SCWBS), and School Children's Happiness Inventory (SCHI) were used. First, descriptive statistics of the collected data were calculated and the relationships between the variables were determined by the correlation coefficient. Mediation analysis in the research was made using structural equation modeling. As a result of the analysis, it was seen that the school satisfaction of secondary school students positively predicted both their psychological well-being and their happiness at school. Similarly, secondary school students' happiness at school positively predicted their psychological well-being. In addition, as a result of the structural equation analysis, it was seen that happiness at school has a partial mediator role in the relationship between school satisfaction and the psychological well-being of secondary school students. Bootstrap confidence intervals (%95) were calculated to see if the mediation effect was significant, and it was determined that the results did not include zero and therefore the mediation result was significant. This result can be interpreted as secondary school students' school satisfaction increases their happiness levels at school, and their psychological well-being increases with the increase in their happiness at school. All these results reached in the research draw attention to how important school-based experiences are for the mental health of school-age children.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116476475","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 purpose of this study is to determine teachers' perceptions of gamification approach in education through metaphors. The study group of the research consists of 60 teachers who received "Gamification in Education" training under the Sakarya Provincial Directorate of National Education using the purposive sampling method. In order to collect data in the research, a "metaphor form" was prepared. In metaphor form, teachers said “It is like gamification; because…” were asked to complete the sentence. "Content analysis" method was used in the analysis of the data. The main problem of the research is, which metaphors do teachers use to describe the concept of gamification in education? According to the results of the research, 42 valid metaphors created by the teachers were grouped under 7 categories. Teachers' approach to gamification in education; It has been determined that they perceive it as an inclusive and entertaining approach that reflects real life, increases motivation, facilitates learning, increases imagination and creativity, reaches every child. The metaphors revealed as a result of the research can be used in terms of defining the gamification approach, facilitating its comprehensibility, and creating a rich content in revealing its difference from children's games.
{"title":"Metaphors Developed by Teachers for the Gamification Approach in Education","authors":"Niyazi Aksoy, Elif Aksoy, Ertugrul Usta","doi":"10.51535/tell.1185893","DOIUrl":"https://doi.org/10.51535/tell.1185893","url":null,"abstract":"The purpose of this study is to determine teachers' perceptions of gamification approach in education through metaphors. The study group of the research consists of 60 teachers who received \"Gamification in Education\" training under the Sakarya Provincial Directorate of National Education using the purposive sampling method. In order to collect data in the research, a \"metaphor form\" was prepared. In metaphor form, teachers said “It is like gamification; because…” were asked to complete the sentence. \"Content analysis\" method was used in the analysis of the data. The main problem of the research is, which metaphors do teachers use to describe the concept of gamification in education? According to the results of the research, 42 valid metaphors created by the teachers were grouped under 7 categories. Teachers' approach to gamification in education; It has been determined that they perceive it as an inclusive and entertaining approach that reflects real life, increases motivation, facilitates learning, increases imagination and creativity, reaches every child. The metaphors revealed as a result of the research can be used in terms of defining the gamification approach, facilitating its comprehensibility, and creating a rich content in revealing its difference from children's games.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128295960","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 purpose of this study is to examine pre-service pre-school teachers’ understanding of the nature of science. In this study, phenomenology design, one of the qualitative research methods, was used. A total of 36 pre-service pre-school teachers who were studying in the fourth grade of a university in Turkey in the Preschool Teaching Department of the Faculty of Education in the 2020-2021 spring semester participated in the research. A questionnaire consisting of ten open-ended questions was used in the study. The data were analyzed by content analysis. As a result of this research, it was observed that pre-service pre-school teachers mostly did not have sufficient views on the examined dimensions of the nature of science and they had misconceptions. Based on the results of the research, it can be suggested that postgraduate education, in-service training and workshops focused on the nature of science will be beneficial for teachers and pre-service teachers. In addition, it may be suggested to improve the courses on the nature of science and scientific inquiry and/or add such courses to the undergraduate program. It can be suggested that the courses on the nature of science should be given not only at the undergraduate level, but also in other teaching levels in accordance with the grade level.
{"title":"Exploring pre-service pre-school teachers’ perceptions of the nature of science: A qualitative study","authors":"Nagihan Tanık Önal, Arzu SÖNMEZ ERYAŞAR","doi":"10.51535/tell.1190960","DOIUrl":"https://doi.org/10.51535/tell.1190960","url":null,"abstract":"The purpose of this study is to examine pre-service pre-school teachers’ understanding of the nature of science. In this study, phenomenology design, one of the qualitative research methods, was used. A total of 36 pre-service pre-school teachers who were studying in the fourth grade of a university in Turkey in the Preschool Teaching Department of the Faculty of Education in the 2020-2021 spring semester participated in the research. A questionnaire consisting of ten open-ended questions was used in the study. The data were analyzed by content analysis. As a result of this research, it was observed that pre-service pre-school teachers mostly did not have sufficient views on the examined dimensions of the nature of science and they had misconceptions. Based on the results of the research, it can be suggested that postgraduate education, in-service training and workshops focused on the nature of science will be beneficial for teachers and pre-service teachers. In addition, it may be suggested to improve the courses on the nature of science and scientific inquiry and/or add such courses to the undergraduate program. It can be suggested that the courses on the nature of science should be given not only at the undergraduate level, but also in other teaching levels in accordance with the grade level.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115380776","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}
Today, most educational institutions have become more interested in big data. Because the importance of extracting useful information from educational data to support decision-making on educational issues has increased day by day. In this context, through educational data mining, this research study aims to reveal the association rules among compulsory courses in the Computer Education and Instructional Technology curriculum within the faculty of education of a state university in Turkey. In this context, the research was conducted with data obtained from 258 preservice teachers who had completed all of their compulsory courses (n = 42) for the Computer Education and Instructional Technology curriculum, having graduated from the Computer Education and Instructional Technology program between 2012 and 2020. According to the experimental results, the academic performance of preservice teachers in some courses could be used as a predictor of their academic performance in other courses. Other findings from the study are discussed in detail, and suggestions put forth for future research.
{"title":"Using Big Data in Education: Curriculum Review with Educational Data Mining","authors":"Yusuf Ziya Olpak, M. Yağcı","doi":"10.51535/tell.1192930","DOIUrl":"https://doi.org/10.51535/tell.1192930","url":null,"abstract":"Today, most educational institutions have become more interested in big data. Because the importance of extracting useful information from educational data to support decision-making on educational issues has increased day by day. In this context, through educational data mining, this research study aims to reveal the association rules among compulsory courses in the Computer Education and Instructional Technology curriculum within the faculty of education of a state university in Turkey. In this context, the research was conducted with data obtained from 258 preservice teachers who had completed all of their compulsory courses (n = 42) for the Computer Education and Instructional Technology curriculum, having graduated from the Computer Education and Instructional Technology program between 2012 and 2020. According to the experimental results, the academic performance of preservice teachers in some courses could be used as a predictor of their academic performance in other courses. Other findings from the study are discussed in detail, and suggestions put forth for future research.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132997138","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 the rapid developments in science and technology, today's age has begun to be called the "technology age". With the rapid development of technology, technological devices and innovations have started to take an important place in people's lives in this age. So much so that most innovations have now become a way of life, a way of life for individuals. Undoubtedly, one of the innovations that has become a way of life for people and that has affected their lives to such a great extent has been the "Internet", which enables communication through technological devices. Internet, personal computers, phones, tablets, etc. emerges as a communication network that provides global communication with smart technological devices. Although the Internet has introduced many innovations into our lives, it also contains some risks. This research was carried out to determine the internet risk awareness of parents. For this purpose, the interview form was used. In addition to the questions revealing the descriptive characteristics of the parents in the form, there are questions about whether there are problems encountered in the internet environment and what measures are taken for the problems encountered. In this direction, 20 parents of students studying at a private college in Konya were interviewed. Qualitative research method was used to analyze the obtained data. In the study in which content analysis was used, it was determined that all of the parents used smart phones and used the internet for less than 3 hours a day. In addition, it was concluded that the majority of parents have social media accounts. In the research, it has been determined that not all of the parents have encountered any health-related problems on the internet, but some parents have encountered problems in the social media usage process, communication, banking and trade areas on the internet. In the research, it was determined that the parents resorted to security measures such as "uninstalling the application on the phone, not accepting notifications from unknown accounts, applying to cyber security, keeping privacy settings up-to-date, blocking the person, changing the password" for the problems they encountered during the social media usage process. In the research, it has been determined that the parents who encounter problems with communication on the internet resort to "blocking uncontrolled advertisements, blocking offers from unknown accounts, keeping information safe and not accepting messages from unknown accounts". In the research, it has been determined that the parents who encounter problems with banking transactions on the internet resort to security measures such as "contacting the bank, installing a virus program on their phone, taking other measures regarding banking transactions, and calling the bank by not entering their account". Finally, in the research, it has been determined that the parents who encounter problems related to commerce or shopping transactions on
{"title":"Determining The Internet Risk Awareness of The Parents","authors":"Fatmanur Betül Uçar, A. Çoklar","doi":"10.51535/tell.1156508","DOIUrl":"https://doi.org/10.51535/tell.1156508","url":null,"abstract":"With the rapid developments in science and technology, today's age has begun to be called the \"technology age\". With the rapid development of technology, technological devices and innovations have started to take an important place in people's lives in this age. So much so that most innovations have now become a way of life, a way of life for individuals. Undoubtedly, one of the innovations that has become a way of life for people and that has affected their lives to such a great extent has been the \"Internet\", which enables communication through technological devices. Internet, personal computers, phones, tablets, etc. emerges as a communication network that provides global communication with smart technological devices. Although the Internet has introduced many innovations into our lives, it also contains some risks. This research was carried out to determine the internet risk awareness of parents. For this purpose, the interview form was used. In addition to the questions revealing the descriptive characteristics of the parents in the form, there are questions about whether there are problems encountered in the internet environment and what measures are taken for the problems encountered. In this direction, 20 parents of students studying at a private college in Konya were interviewed. Qualitative research method was used to analyze the obtained data. In the study in which content analysis was used, it was determined that all of the parents used smart phones and used the internet for less than 3 hours a day. In addition, it was concluded that the majority of parents have social media accounts. In the research, it has been determined that not all of the parents have encountered any health-related problems on the internet, but some parents have encountered problems in the social media usage process, communication, banking and trade areas on the internet. In the research, it was determined that the parents resorted to security measures such as \"uninstalling the application on the phone, not accepting notifications from unknown accounts, applying to cyber security, keeping privacy settings up-to-date, blocking the person, changing the password\" for the problems they encountered during the social media usage process. In the research, it has been determined that the parents who encounter problems with communication on the internet resort to \"blocking uncontrolled advertisements, blocking offers from unknown accounts, keeping information safe and not accepting messages from unknown accounts\". In the research, it has been determined that the parents who encounter problems with banking transactions on the internet resort to security measures such as \"contacting the bank, installing a virus program on their phone, taking other measures regarding banking transactions, and calling the bank by not entering their account\". Finally, in the research, it has been determined that the parents who encounter problems related to commerce or shopping transactions on","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126488190","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 aimed to adapt the “Good Teaching Scale” (GTS) developed by Alhija (2017) into Turkish and to test its validity and reliability. The original form of the scale consisted of 5 sub-dimensions and a total of 35 items. The study data were collected from 491 students who enrolled in different postgraduate programs at a higher education institution in Turkey. In order to adapt the scale into Turkish, the language validity was verified, and then EFA and CFA with the different study data were performed for the construct validity of the GTS-Turkish form. Cronbach Alpha and the composite reliability coefficient were calculated to test internal consistency reliability. Results of the factor analysis showed that it was found that the items of the GTS translated into Turkish were collected in a 5-dimensional structure, as in the original scale. The Cronbach's Alpha reliability coefficient was found as .905, and the composite reliability value as .872. The Cronbach's Alpha reliability coefficients of sub-dimensions of GTS-Turkish version were found to vary between .796 and .841. According to the results of the item-total correlation for item discrimination, it was determined that the item discrimination of the scale was at a good level. These findings indicated that, the Good Teaching Scale-Turkish version, which consisted of 35 items, is a valid and reliable measurement tool for measuring the university students’ perceptions of good teaching in Turkey and the perceived characteristics of good teaching in higher education.
{"title":"Adaptation of the Good Teaching Scale into Turkish: Validity and Reliability Study","authors":"İlhan İlter, Gokhan Izgar","doi":"10.51535/tell.1184754","DOIUrl":"https://doi.org/10.51535/tell.1184754","url":null,"abstract":"This study aimed to adapt the “Good Teaching Scale” (GTS) developed by Alhija (2017) into Turkish and to test its validity and reliability. The original form of the scale consisted of 5 sub-dimensions and a total of 35 items. The study data were collected from 491 students who enrolled in different postgraduate programs at a higher education institution in Turkey. In order to adapt the scale into Turkish, the language validity was verified, and then EFA and CFA with the different study data were performed for the construct validity of the GTS-Turkish form. Cronbach Alpha and the composite reliability coefficient were calculated to test internal consistency reliability. Results of the factor analysis showed that it was found that the items of the GTS translated into Turkish were collected in a 5-dimensional structure, as in the original scale. The Cronbach's Alpha reliability coefficient was found as .905, and the composite reliability value as .872. The Cronbach's Alpha reliability coefficients of sub-dimensions of GTS-Turkish version were found to vary between .796 and .841. According to the results of the item-total correlation for item discrimination, it was determined that the item discrimination of the scale was at a good level. These findings indicated that, the Good Teaching Scale-Turkish version, which consisted of 35 items, is a valid and reliable measurement tool for measuring the university students’ perceptions of good teaching in Turkey and the perceived characteristics of good teaching in higher education.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131647073","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}
Considering that all teachers use technology intensively in educational environments, especially after the Covid-19 pandemic, special education teachers are also expected to integrate technology into their lessons effectively and efficiently in the future. Thus, this study aims to determine the attitudes of special education students towards assistive technologies. The data were collected in the 2020-2021 academic year. Participants were 240 special education students from various universities. The data collection tool was an attitude scale consisting of 4 dimensions and 18 items. Findings reported no significant difference in the attitudes towards assistive technologies regarding variables such as the duration of daily Internet use, grade level, and gender. However, a statistically significant difference was found in terms of variables such as the frequency of following technological developments and taking an assistive technology course. Based on scale mean scores, special education students have positive attitudes towards assistive technologies. Given that following the technological developments is effective in developing a positive attitude towards assistive technologies, special education students are recommended to closely follow current technological developments in future. It is considered that students who follow these technological developments will be more beneficial to students with special needs.
{"title":"Special Education Students’ Attitudes towards Assistive Technologies","authors":"Çelebi Uluyol, C. Aslan","doi":"10.51535/tell.1177060","DOIUrl":"https://doi.org/10.51535/tell.1177060","url":null,"abstract":"Considering that all teachers use technology intensively in educational environments, especially after the Covid-19 pandemic, special education teachers are also expected to integrate technology into their lessons effectively and efficiently in the future. Thus, this study aims to determine the attitudes of special education students towards assistive technologies. The data were collected in the 2020-2021 academic year. Participants were 240 special education students from various universities. The data collection tool was an attitude scale consisting of 4 dimensions and 18 items. Findings reported no significant difference in the attitudes towards assistive technologies regarding variables such as the duration of daily Internet use, grade level, and gender. However, a statistically significant difference was found in terms of variables such as the frequency of following technological developments and taking an assistive technology course. Based on scale mean scores, special education students have positive attitudes towards assistive technologies. Given that following the technological developments is effective in developing a positive attitude towards assistive technologies, special education students are recommended to closely follow current technological developments in future. It is considered that students who follow these technological developments will be more beneficial to students with special needs.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130248640","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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