The aim of this study was to search for the links between adolescent career anxiety, career decision-making self-efficacy, and adjective-based personality traits, as well as to see how predictive adjective-based personality qualities are for career anxiety and decision-making self-efficacy. A total of 710 students, 511 girls (72%) and 199 boys (28%) from various high schools in Istanbul, Turkey, made up the research group. Predictive correlational model was used in the analysis of the data while Career Anxiety Scale, Career Decision-Making Self-Efficacy Scale and Adjective-Based Personality Scale were used as data collection tools. After providing the normality assumptions and checking extreme values, data analysis was carried out. Standard multiple regression analysis was performed to examine the predictive potential of personality traits based on adjectives on career anxiety and career decision-making self-efficacy, while Pearson Correlation analysis was utilized to determine the relationship between the variables. As a result of the study, several significant correlations between adolescent career anxiety, career decision-making self-efficacy, and adjective-based personality traits were discovered. It was also discovered that adjective-based personality traits predicted career anxiety and competence expectation in career decision-making.
{"title":"How do personality traits influence adolescents' career anxiety and self-efficacy in making career decisions?","authors":"Osman Söner, Olcay Yılmaz","doi":"10.51535/tell.1161175","DOIUrl":"https://doi.org/10.51535/tell.1161175","url":null,"abstract":"The aim of this study was to search for the links between adolescent career anxiety, career decision-making self-efficacy, and adjective-based personality traits, as well as to see how predictive adjective-based personality qualities are for career anxiety and decision-making self-efficacy. A total of 710 students, 511 girls (72%) and 199 boys (28%) from various high schools in Istanbul, Turkey, made up the research group. Predictive correlational model was used in the analysis of the data while Career Anxiety Scale, Career Decision-Making Self-Efficacy Scale and Adjective-Based Personality Scale were used as data collection tools. After providing the normality assumptions and checking extreme values, data analysis was carried out. Standard multiple regression analysis was performed to examine the predictive potential of personality traits based on adjectives on career anxiety and career decision-making self-efficacy, while Pearson Correlation analysis was utilized to determine the relationship between the variables. As a result of the study, several significant correlations between adolescent career anxiety, career decision-making self-efficacy, and adjective-based personality traits were discovered. It was also discovered that adjective-based personality traits predicted career anxiety and competence expectation in career decision-making.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"64 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":"123336779","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 which aims to reveal the opinions of secondary school students about the order of importance of root values and in which course can be better taught, was carried out with 322 secondary school students who were selected in accordance with the easily accessible sampling method during their education in the spring semester of the 2021-2022 academic year in Mamak and Çankaya districts of Ankara. The data of the study were collected with the "Idea Determination Form about in which course the root values will be taught better" and "The Form for determining the order of importance of the root values" created by the researchers. The SPSS program was used in the analysis of the data obtained from the participants by going to the schools previously determined by the researchers. In the analysis of the data, the findings part of the research was created by using the frequency values in line with the participant answers. When looking at the results of the study, it was determined that the root values that the students in the participant group considered the most important among the root values were justice, patriotism and honesty respectively while the root values that they considered the least important were self-control, patience and responsibility. On the other hand, it was determined that the courses that the participants considered the most important in gaining the root values were respectively religious culture and moral knowledge, Turkish and social studies, and the least important courses were music, foreign language and visual arts. Based on these results, it can be suggested that planning and implementation of regulations should be made by underlining that all the lessons in secondary schools are important and necessary in terms of root values, considering that all the root values in the programs have the same importance for individuals and they are complementary to each other.
{"title":"Student Opınions on the Order of Importance of the Root Values and in Which Course They Can be Taught Better","authors":"Ümit Yel, Bahadır Kilcan, Sadettin Erbaş, Zeynep YAYLACI KILIÇ, Tuğba Kilcan, Tevfik Palaz","doi":"10.51535/tell.1169820","DOIUrl":"https://doi.org/10.51535/tell.1169820","url":null,"abstract":"This study which aims to reveal the opinions of secondary school students about the order of importance of root values and in which course can be better taught, was carried out with 322 secondary school students who were selected in accordance with the easily accessible sampling method during their education in the spring semester of the 2021-2022 academic year in Mamak and Çankaya districts of Ankara. The data of the study were collected with the \"Idea Determination Form about in which course the root values will be taught better\" and \"The Form for determining the order of importance of the root values\" created by the researchers. The SPSS program was used in the analysis of the data obtained from the participants by going to the schools previously determined by the researchers. In the analysis of the data, the findings part of the research was created by using the frequency values in line with the participant answers. When looking at the results of the study, it was determined that the root values that the students in the participant group considered the most important among the root values were justice, patriotism and honesty respectively while the root values that they considered the least important were self-control, patience and responsibility. On the other hand, it was determined that the courses that the participants considered the most important in gaining the root values were respectively religious culture and moral knowledge, Turkish and social studies, and the least important courses were music, foreign language and visual arts. Based on these results, it can be suggested that planning and implementation of regulations should be made by underlining that all the lessons in secondary schools are important and necessary in terms of root values, considering that all the root values in the programs have the same importance for individuals and they are complementary to each other.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121359165","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 present lifelong learning program proposals based on an event or phenomenon that pre-service teachers have experienced. The research is a qualitative study and phenomenology was determined as the research design. The study group consists of 62 pre-service teachers studying at the education faculty of a state university. Criterion sampling method was adopted. 4 demographic (gender, age, department and grade level) questions were asked in order to obtain the program proposals of the pre-service teachers for the lifelong learning needs of the society and the participants were asked to make a lifelong learning program proposal by describing the event or phenomenon they experienced. The data obtained were collected online in the 2020-2021 academic year. No qualitative analysis program was used, and the analyzes were carried out by the researchers. Frequency analysis was done for the lifelong learning programs proposed by the participants and the lifelong learning programs recommended by the participants and the experienced events or phenomena were coded by content analysis. It was seen that computer course (N=7) and farming education (N=7) come to the fore among the lifelong learning programs proposed by the participants. It was determined that the lifelong learning programs proposed by the participants were related to profession, technology, personal development, health and environment, handicrafts, education, law, art and sports. Based on the findings, it can be said that the need for lifelong learning is closely related to the conditions of the society and the environment in which they live.
{"title":"Program Proposals of Pre-Service Teachers for the Lifelong Learning Needs of the Society","authors":"R. Ş. Tatik, Burak Ayçiçek","doi":"10.51535/tell.1146896","DOIUrl":"https://doi.org/10.51535/tell.1146896","url":null,"abstract":"The purpose of this study is to present lifelong learning program proposals based on an event or phenomenon that pre-service teachers have experienced. The research is a qualitative study and phenomenology was determined as the research design. The study group consists of 62 pre-service teachers studying at the education faculty of a state university. Criterion sampling method was adopted. 4 demographic (gender, age, department and grade level) questions were asked in order to obtain the program proposals of the pre-service teachers for the lifelong learning needs of the society and the participants were asked to make a lifelong learning program proposal by describing the event or phenomenon they experienced. The data obtained were collected online in the 2020-2021 academic year. No qualitative analysis program was used, and the analyzes were carried out by the researchers. Frequency analysis was done for the lifelong learning programs proposed by the participants and the lifelong learning programs recommended by the participants and the experienced events or phenomena were coded by content analysis. It was seen that computer course (N=7) and farming education (N=7) come to the fore among the lifelong learning programs proposed by the participants. It was determined that the lifelong learning programs proposed by the participants were related to profession, technology, personal development, health and environment, handicrafts, education, law, art and sports. Based on the findings, it can be said that the need for lifelong learning is closely related to the conditions of the society and the environment in which they live.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"30 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134044562","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 current study reveals whether there is a significant relationship between the level of teachers' use of educational technologies and classroom management anxiety. In the study, Levels of Educational Technology Usage scale and Classroom Management Anxiety scale were used as data collection tools. In the results of the research, it was determined that there was a significantly weak and negative relationship between the level of teachers' use of educational technologies and their classroom management concerns. It was also inferred that the use of educational technologies explained approximately 11% of the total variance of classroom management anxiety. When the levels of teachers' use of educational technologies were examined according to the variables of gender, age, and educational status, it was determined that there was a significant difference, but no significant difference was found according to the school type variable. Additionally, when the classroom management anxiety of the teachers was examined, it was seen that there was a significant difference as per the gender variable, while there was no significant difference as per the educational status, school type and age variables.
{"title":"Understanding Teachers’ Classroom Management Anxiety: The Role of Educational Technology Usage in Classrooms","authors":"Osman Kayhan","doi":"10.51535/tell.1148725","DOIUrl":"https://doi.org/10.51535/tell.1148725","url":null,"abstract":"The current study reveals whether there is a significant relationship between the level of teachers' use of educational technologies and classroom management anxiety. In the study, Levels of Educational Technology Usage scale and Classroom Management Anxiety scale were used as data collection tools. In the results of the research, it was determined that there was a significantly weak and negative relationship between the level of teachers' use of educational technologies and their classroom management concerns. It was also inferred that the use of educational technologies explained approximately 11% of the total variance of classroom management anxiety. When the levels of teachers' use of educational technologies were examined according to the variables of gender, age, and educational status, it was determined that there was a significant difference, but no significant difference was found according to the school type variable. Additionally, when the classroom management anxiety of the teachers was examined, it was seen that there was a significant difference as per the gender variable, while there was no significant difference as per the educational status, school type and age variables.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127931769","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}
Hülya Gülay Ogelman, Hande Güngör, B. Sarı, N. Durkan
The study attempts to identify the perceptions of preschool pre-service teachers who take the environmental education in early childhood course about the concept of the environment through metaphor analysis. A phenomenological design, one of the most common qualitative designs, was employed in the study. The study group consists of 70 pre-service teachers in the first measurement and 49 pre-service teachers in the final measurement, who took the environmental education in early childhood course in the third year of the education faculty of a public university in the Turkey in the 2021-2022 academic year. The study was designed as a longitudinal study since the data was administrated to the participants in two stages: before they began the early childhood environmental education course (first measurement) and after they completed it (second measurement). To assess the participants' metaphors for the concept of "environment", participants were asked to complete the sentence “I think the environment...... like, because.......”. Content analysis, one of the qualitative research methods, was used to analyze the data. As a result of the research, it was determined that pre-school teacher candidates produced 48 metaphors in the first measurement and 34 metaphors in the second measurement for the concept of "environment". In the research, it was determined that the metaphors produced in the first measurement and the second measurement formed 19 categories and 12 of them were common. In the second measurement, different from the first measurement, the new categories created are 7 categories: obscurity, valuable, sensitivity, inclusive, coordination, guidance and responsibility.
{"title":"Preschool Teachers' Metaphoric Perceptions of the Concept of \"Environment\": A Longitudinal Analysis","authors":"Hülya Gülay Ogelman, Hande Güngör, B. Sarı, N. Durkan","doi":"10.51535/tell.1165587","DOIUrl":"https://doi.org/10.51535/tell.1165587","url":null,"abstract":"The study attempts to identify the perceptions of preschool pre-service teachers who take the environmental education in early childhood course about the concept of the environment through metaphor analysis. A phenomenological design, one of the most common qualitative designs, was employed in the study. The study group consists of 70 pre-service teachers in the first measurement and 49 pre-service teachers in the final measurement, who took the environmental education in early childhood course in the third year of the education faculty of a public university in the Turkey in the 2021-2022 academic year. The study was designed as a longitudinal study since the data was administrated to the participants in two stages: before they began the early childhood environmental education course (first measurement) and after they completed it (second measurement). To assess the participants' metaphors for the concept of \"environment\", participants were asked to complete the sentence “I think the environment...... like, because.......”. Content analysis, one of the qualitative research methods, was used to analyze the data. As a result of the research, it was determined that pre-school teacher candidates produced 48 metaphors in the first measurement and 34 metaphors in the second measurement for the concept of \"environment\". In the research, it was determined that the metaphors produced in the first measurement and the second measurement formed 19 categories and 12 of them were common. In the second measurement, different from the first measurement, the new categories created are 7 categories: obscurity, valuable, sensitivity, inclusive, coordination, guidance and responsibility.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123097723","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}
Süleyman Barbaros Yalci̇n, Ersoy Çarkit, Merve Gül Koçakoğlu
Drawing on the Life Design approach, the present study, it was aimed to examine the mediating role of resilience between career adaptability and life satisfaction in Turkish university students. Of the participants, 226 (78.7%) were female and 61 (21.3%) were male university students. The ages of the participants ranged from 19 to 37, with a mean age of 21.23 (SD = 2.36). The mediating role of resilience in the association between career adaptability and life satisfaction was tested drawing on the structural equation modelling. In this study, it was found that resilience has a partial mediator role in the relationship between career adaptability and life satisfaction. This finding shows that career adaptability positively predicts life satisfaction both directly and indirectly through resilience in university students. Based on the findings of this study, it can be said that it is easier for university students with high career adaptability to adapt to adverse conditions and recover themselves. Thus, these university students may evaluate their lives as more satisfactory. The results of this study are discussed and theoretical and practical implications are presented.
{"title":"The Mediating Role of Resilience between Career Adaptability and Life Satisfaction","authors":"Süleyman Barbaros Yalci̇n, Ersoy Çarkit, Merve Gül Koçakoğlu","doi":"10.51535/tell.1159130","DOIUrl":"https://doi.org/10.51535/tell.1159130","url":null,"abstract":"Drawing on the Life Design approach, the present study, it was aimed to examine the mediating role of resilience between career adaptability and life satisfaction in Turkish university students. Of the participants, 226 (78.7%) were female and 61 (21.3%) were male university students. The ages of the participants ranged from 19 to 37, with a mean age of 21.23 (SD = 2.36). The mediating role of resilience in the association between career adaptability and life satisfaction was tested drawing on the structural equation modelling. In this study, it was found that resilience has a partial mediator role in the relationship between career adaptability and life satisfaction. This finding shows that career adaptability positively predicts life satisfaction both directly and indirectly through resilience in university students. Based on the findings of this study, it can be said that it is easier for university students with high career adaptability to adapt to adverse conditions and recover themselves. Thus, these university students may evaluate their lives as more satisfactory. The results of this study are discussed and theoretical and practical implications are presented.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131071358","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 positive and negative aspects of primary teaching reading and writing through distance education during the Covid-19 Pandemic period from the eyes of primary school 1st-grade teachers. The case study was determined as the method of the study. The participants were ten primary school teachers who teach 1st grades in a primary school located in one of the central districts of Mersin province. A semi-structured interview form was used to obtain data in line with the purpose of the study. The findings showed more negative aspects in teaching reading and writing with distance education. Among the negativities, the most mentioned issue by the participant teachers was the problematic writing of the students. In addition, they also highlighted the situations such as not being able to contact the students, indifference of the parents, not obeying the classroom rules such as unauthorized speaking and raising their hands. According to the opinions of the participants, it was stated that the use of distance education is not suitable for teaching reading and writing skills in general, and face-to-face education is needed for this. The problems encountered in this process are presented under four main headings. These are: "Problems originating from parents, technical problems, problems related to the learning-teaching process, and problems related to the learning environment". In order to overcome the problems faced by the teachers, Trying to involve parents more in the process has been the most used solution.
{"title":"Teachers' Opinions on Teaching Primary Reading and Writing through Distance Education During the Covid-19 Pandemic Period","authors":"S. Özdemir, Firdevs GÜNDOĞAN ÖNDERÖZ","doi":"10.51535/tell.1123629","DOIUrl":"https://doi.org/10.51535/tell.1123629","url":null,"abstract":"This study aimed to examine the positive and negative aspects of primary teaching reading and writing through distance education during the Covid-19 Pandemic period from the eyes of primary school 1st-grade teachers. The case study was determined as the method of the study. The participants were ten primary school teachers who teach 1st grades in a primary school located in one of the central districts of Mersin province. A semi-structured interview form was used to obtain data in line with the purpose of the study. The findings showed more negative aspects in teaching reading and writing with distance education. Among the negativities, the most mentioned issue by the participant teachers was the problematic writing of the students. In addition, they also highlighted the situations such as not being able to contact the students, indifference of the parents, not obeying the classroom rules such as unauthorized speaking and raising their hands. According to the opinions of the participants, it was stated that the use of distance education is not suitable for teaching reading and writing skills in general, and face-to-face education is needed for this. The problems encountered in this process are presented under four main headings. These are: \"Problems originating from parents, technical problems, problems related to the learning-teaching process, and problems related to the learning environment\". In order to overcome the problems faced by the teachers, Trying to involve parents more in the process has been the most used solution.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122137598","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 rapid development of technology and the effective use of technology in education systems have revealed the concept of technology leadership. In this study, a total of 32 master's and doctoral dissertations on 'technology leadership' published in the National Thesis Center of Turkey (YÖKTEZ) between 2009-2020 were examined. PRISMA (2009) model was preferred in the selection of published thesis studies. This review was carried out using the Scopping Review method of Arksey and O'Malley (2005). In this direction, the scope of the research consisted of 28 master's and 1 doctoral thesis ‘in the field of education and training’, ‘the language of publication is Turkish’, which ‘has the conditions of publication and permission’. Of the examined studies, 26 were conducted using quantitative, 2 qualitative and 1 mixed research method. In the sample distributions in the studies, it is seen that there are 52% teacher participants and 24% administrator participants. When the findings of the studies were examined, it was determined that school administrators' self-efficacy regarding technology leadership, role perceptions and teacher views on technology leadership were the most researched dependent variables. In studies on ISTE (International Society for Technology in Education) and NETS-A (National Educational Technology Standards for Administrators) standards, it has been concluded that school administrators are seen as technology leaders. When the literature is examined, it is seen that the studies on technology leadership in education have increased in recent years, but doctoral studies are not sufficient in the general distribution.
{"title":"Trends in 'Technology Leadership' Research in Education: Scoping Review","authors":"Özgen Korkmaz, Asena Özge Kutlu, Şifanur Yavuz","doi":"10.51535/tell.1088511","DOIUrl":"https://doi.org/10.51535/tell.1088511","url":null,"abstract":"The rapid development of technology and the effective use of technology in education systems have revealed the concept of technology leadership. In this study, a total of 32 master's and doctoral dissertations on 'technology leadership' published in the National Thesis Center of Turkey (YÖKTEZ) between 2009-2020 were examined. PRISMA (2009) model was preferred in the selection of published thesis studies. This review was carried out using the Scopping Review method of Arksey and O'Malley (2005). In this direction, the scope of the research consisted of 28 master's and 1 doctoral thesis ‘in the field of education and training’, ‘the language of publication is Turkish’, which ‘has the conditions of publication and permission’. Of the examined studies, 26 were conducted using quantitative, 2 qualitative and 1 mixed research method. In the sample distributions in the studies, it is seen that there are 52% teacher participants and 24% administrator participants. When the findings of the studies were examined, it was determined that school administrators' self-efficacy regarding technology leadership, role perceptions and teacher views on technology leadership were the most researched dependent variables. In studies on ISTE (International Society for Technology in Education) and NETS-A (National Educational Technology Standards for Administrators) standards, it has been concluded that school administrators are seen as technology leaders. When the literature is examined, it is seen that the studies on technology leadership in education have increased in recent years, but doctoral studies are not sufficient in the general distribution.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"1985 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130489117","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}
{"title":"The Effect of Code. Org Activities on Computational Thinking and Algorithm Development Skills","authors":"A. Oluk, R. Çakır","doi":"10.51535/tell.960476","DOIUrl":"https://doi.org/10.51535/tell.960476","url":null,"abstract":"","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129251257","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 development of technology, there have been developments in the field of education as in every field. Among these developments, it can be said that the most important developments regarding educational environments are reality technologies. These technologies can be divided into three categories as virtual reality, augmented reality and mixed reality. Since mixed reality, one of these technologies, is a combination of virtual and augmented reality, it is thought that studies in this field will contribute to studies in other realities. In this study, the articles using mixed reality technologies were systematically examined. After the examination, the articles were evaluated and classified according to the criteria determined. With the study, the distributions of the articles on mixed reality in the field of education between years 2016-2020 in the Web of Science database were found according to the determined criteria and inferences were made about these distributions. As a result of the study, it was concluded that most of the articles were published in 2020 and 2018. In addition to this result, it was determined that quantitative articles were much more than qualitative articles. It was seen that experimental-applied study was mainly chosen as the type of article. Science was found to be the most preferred learning area. It was seen that the undergraduate level was the most chosen sample level. It was determined that the questionnaire was the most chosen data collection tool. Finally, it was concluded that “50-99” and “0-24” are the most selected sample ranges in mixed reality research in education. to in
随着技术的发展，教育领域和其他领域一样都有了发展。在这些发展中，可以说教育环境最重要的发展是现实技术。这些技术可以分为三类:虚拟现实、增强现实和混合现实。由于混合现实技术是虚拟现实和增强现实的结合，因此人们认为该领域的研究将有助于其他现实的研究。在本研究中，系统地检查了使用混合现实技术的文章。检查后，根据确定的标准对文章进行评估和分类。通过研究，根据确定的标准找到了Web of Science数据库中2016-2020年混合现实教育领域文章的分布情况，并对这些分布情况进行了推断。研究结果显示，大部分论文发表于2020年和2018年。除了这个结果之外，还确定定量文章远远多于定性文章。可以看出，文章类型主要选择了实验应用研究。科学被发现是最受欢迎的学习领域。可以看出，本科层次是被选择最多的样本层次。确定问卷是最常用的数据收集工具。最后得出结论:“50-99”和“0-24”是混合现实教育研究中选择最多的样本范围。在
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