The aim of this research is to develop a valid and reliable measurement tool that can measure the collaboration between stakeholders in schools. In the study, data were collected from two different groups for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to determine the construct validity of the scale. There are 600 teachers in the first study group and 960 teachers in the second study group. Participating teachers were selected by simple random sampling from those working at public primary school, secondary school and high school levels. The content validity of the research was provided in line with expert opinions. As a result of the analysis, a structure was obtained where the scale consisted of 38 items, explained 71.78% of the total variance, and the fit indices were at an acceptable level. Since the scale focuses on the level of collaboration between stakeholders in schools, the dimensions are named as "school principal-stakeholder collaboration", "teacher-colleague collaboration", "parent-teacher collaboration" and "school guidance service-stakeholder collaboration". The rotated factor load values of the items in the School Collaboration Scale ranged between .61 and .85. The item-total correlations ranged between .48 and .86. Cronbach's Alpha internal consistency coefficient for the 1st dimension is .96, the 2nd dimension is .95, the 3rd dimension is .94, and the 4th dimension is .95. The total Cronbach's Alpha value of the scale is .97. As a result of the analysis, it was concluded that the school collaboration scale developed is a valid and reliable measurement tool that can be used to measure the level of collaboration at all school levels.
{"title":"Developing the School Collaboration Scale Validity and Reliability Study","authors":"Numan Saylık, G. Arastaman","doi":"10.33711/yyuefd.1079626","DOIUrl":"https://doi.org/10.33711/yyuefd.1079626","url":null,"abstract":"The aim of this research is to develop a valid and reliable measurement tool that can measure the collaboration between stakeholders in schools. In the study, data were collected from two different groups for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to determine the construct validity of the scale. There are 600 teachers in the first study group and 960 teachers in the second study group. Participating teachers were selected by simple random sampling from those working at public primary school, secondary school and high school levels. The content validity of the research was provided in line with expert opinions. As a result of the analysis, a structure was obtained where the scale consisted of 38 items, explained 71.78% of the total variance, and the fit indices were at an acceptable level. Since the scale focuses on the level of collaboration between stakeholders in schools, the dimensions are named as \"school principal-stakeholder collaboration\", \"teacher-colleague collaboration\", \"parent-teacher collaboration\" and \"school guidance service-stakeholder collaboration\". The rotated factor load values of the items in the School Collaboration Scale ranged between .61 and .85. The item-total correlations ranged between .48 and .86. Cronbach's Alpha internal consistency coefficient for the 1st dimension is .96, the 2nd dimension is .95, the 3rd dimension is .94, and the 4th dimension is .95. The total Cronbach's Alpha value of the scale is .97. As a result of the analysis, it was concluded that the school collaboration scale developed is a valid and reliable measurement tool that can be used to measure the level of collaboration at all school levels.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85998613","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}
A qualified education depends on both the realization of the objectives expected from it and the level of satisfaction of those who benefit from this service. Determination of student satisfaction has an important place in determining the quality of the service offered in terms of higher education institutions. In this context, the aim of this study is to develop a measurement tool that can be used to measure the satisfaction levels of university students. For this purpose, “University Students Satisfaction Scale” (U-SSS) was developed. Exploratory Factor Analysis (EFA) was conducted on 1569 university students, and Confirmatory Factor Analysis (CFA) was performed on 1337 university students. As a result of the EFA, a structure consisting of 40 items with four factors (i. Social, Cultural and Physical Facilities of the University, ii. Facilities of the Educational Program, iii. University Service Area and iv. University Perception) was obtained. The variance was explained 58.219%. The Cronbach's alpha (α) internal consistency coefficient for 40 items in the final scale form was found to be .94. The structure obtained as a result of DFA was confirmed. As a result of the study, it has been determined that “University Students Satisfaction Scale” (U-SSS) is a measurement tool that can measure university students' satisfaction in a valid and reliable way.
一种合格的教育既取决于预期目标的实现，也取决于受益于这种服务的人的满意程度。学生满意度的确定在决定高等教育机构提供的服务质量方面具有重要地位。在此背景下，本研究的目的是开发一个测量工具，可以用来衡量大学生的满意度水平。为此，制定了大学生满意度量表(U-SSS)。对1569名大学生进行探索性因子分析(EFA)，对1337名大学生进行验证性因子分析(CFA)。作为全民教育的结果，一个由40个项目组成的结构有四个因素(1 .大学的社会、文化和物质设施;教育项目的设施;获得了大学服务区域(University Service Area)和大学感知(University Perception)。方差解释率为58.219%。最终量表中40个条目的Cronbach's alpha (α)内部一致性系数为0.94。DFA得到的结构得到了证实。通过研究，确定了“大学生满意度量表”(U-SSS)是一种有效可靠的衡量大学生满意度的测量工具。
{"title":"University Student Satisfaction Scale: Validity and Reliability Study","authors":"H. Özok, M. Kayri, F. Tanhan","doi":"10.33711/yyuefd.1108292","DOIUrl":"https://doi.org/10.33711/yyuefd.1108292","url":null,"abstract":"A qualified education depends on both the realization of the objectives expected from it and the level of satisfaction of those who benefit from this service. Determination of student satisfaction has an important place in determining the quality of the service offered in terms of higher education institutions. In this context, the aim of this study is to develop a measurement tool that can be used to measure the satisfaction levels of university students. For this purpose, “University Students Satisfaction Scale” (U-SSS) was developed. Exploratory Factor Analysis (EFA) was conducted on 1569 university students, and Confirmatory Factor Analysis (CFA) was performed on 1337 university students. As a result of the EFA, a structure consisting of 40 items with four factors (i. Social, Cultural and Physical Facilities of the University, ii. Facilities of the Educational Program, iii. University Service Area and iv. University Perception) was obtained. The variance was explained 58.219%. The Cronbach's alpha (α) internal consistency coefficient for 40 items in the final scale form was found to be .94. The structure obtained as a result of DFA was confirmed. As a result of the study, it has been determined that “University Students Satisfaction Scale” (U-SSS) is a measurement tool that can measure university students' satisfaction in a valid and reliable way.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74304892","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}
Günümüzde birçok ülke, eğitim, sürdürülebilir kalkınma ve kapsayıcı büyüme alanlarındaki iyileştirmeler için oluşturacakları politikalarda bireyleri bilimsel okuryazar bireyler olarak yetiştirmeyi hedeflemektedir. Bu amaçla, bilimsel bilginin bilim insanları tarafından nasıl yaratıldığını, bilginin hangi aşamalardan geçerek bugünkü haline ulaştığını ve bilimin insani boyutunu anlamak için bilim tarihini fen öğretiminde kullanmanın gerekliliği vurgulanmaktadır. Gerçekleştirilen çalışmayla bilim tarihinin ve fen alanında bilime yön vermiş Türk-İslam alimlerinin fen bilimleri öğretim programına ve buna yönelik hazırlanan ders kitaplarına ne düzeyde dahil oldukları araştırılmıştır. Doküman analizi yönteminin kullanıldığı bu çalışma kapsamında 2018 Fen Bilimleri Dersi Öğretim Programı ve 2020-2021 eğitim öğretim yılında Milli Eğitim Bakanlığı’na bağlı ortaokullarda okutulan 8 ders kitabı incelenmiştir. Çalışmada fen bilimleri öğretim programında ve ders kitaplarında bilim tarihine katkı sağlayan İslam alimlerine ayrılan bölümün yeterli olmadığı, hem fen kitaplarında hem de medya organlarında sıkça adı geçen bilim insanlarının Batı kökenli olduğu sonucuna ulaşılmıştır. Öğretmenlere 'bilim tarihi' alanında hem hizmet öncesi hem de hizmet içi eğitimler verilerek bilim tarihinin olabildiğince eksiksiz öğrenilebilmesi ve gelecek nesillere öğretilebilmesi sağlanabilir. Öğretmen ve öğrencilerin, bilim tarihini öğretime dahil etmeleri için yeterli belge ve materyale sahip olmaları sağlanabilir. Bunun yanı sıra derslerde bilim tarihine yer verilmesi ve öğrencilerin sürece aktif olarak katılmalarıyla da öğrencilere tarih bilinci kazandırılabilir.
{"title":"The Place of Turkish-Islamic Scholars in Science Textbooks and Curriculum","authors":"Pelin Yildirim, G. Keçeci","doi":"10.33711/yyuefd.1064898","DOIUrl":"https://doi.org/10.33711/yyuefd.1064898","url":null,"abstract":"Günümüzde birçok ülke, eğitim, sürdürülebilir kalkınma ve kapsayıcı büyüme alanlarındaki iyileştirmeler için oluşturacakları politikalarda bireyleri bilimsel okuryazar bireyler olarak yetiştirmeyi hedeflemektedir. Bu amaçla, bilimsel bilginin bilim insanları tarafından nasıl yaratıldığını, bilginin hangi aşamalardan geçerek bugünkü haline ulaştığını ve bilimin insani boyutunu anlamak için bilim tarihini fen öğretiminde kullanmanın gerekliliği vurgulanmaktadır. Gerçekleştirilen çalışmayla bilim tarihinin ve fen alanında bilime yön vermiş Türk-İslam alimlerinin fen bilimleri öğretim programına ve buna yönelik hazırlanan ders kitaplarına ne düzeyde dahil oldukları araştırılmıştır. Doküman analizi yönteminin kullanıldığı bu çalışma kapsamında 2018 Fen Bilimleri Dersi Öğretim Programı ve 2020-2021 eğitim öğretim yılında Milli Eğitim Bakanlığı’na bağlı ortaokullarda okutulan 8 ders kitabı incelenmiştir. Çalışmada fen bilimleri öğretim programında ve ders kitaplarında bilim tarihine katkı sağlayan İslam alimlerine ayrılan bölümün yeterli olmadığı, hem fen kitaplarında hem de medya organlarında sıkça adı geçen bilim insanlarının Batı kökenli olduğu sonucuna ulaşılmıştır. Öğretmenlere 'bilim tarihi' alanında hem hizmet öncesi hem de hizmet içi eğitimler verilerek bilim tarihinin olabildiğince eksiksiz öğrenilebilmesi ve gelecek nesillere öğretilebilmesi sağlanabilir. Öğretmen ve öğrencilerin, bilim tarihini öğretime dahil etmeleri için yeterli belge ve materyale sahip olmaları sağlanabilir. Bunun yanı sıra derslerde bilim tarihine yer verilmesi ve öğrencilerin sürece aktif olarak katılmalarıyla da öğrencilere tarih bilinci kazandırılabilir.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85534149","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}
It is important for pre-service teachers to have communication skills so that they can exchange information more healthily with students, parents, peers, and administrators. It is essential for pre-service teachers to gain communication skills at the beginning of their careers to be successful in their professional life. Based on this idea, the current research aims to examine the effect of life skills education guidebook on pre-service science teachers' use of communication skills. Simple experimental method was employed in the research. The research group consists of twelve pre-service science teachers studying in the third grade. The life skills education guidebook was used within the scope of the research. Interviews were used as data collection tool in the study. The data obtained from the pre- and post-interviews were subjected to content analysis within the framework of certain key concepts. It was determined that the life skills education guidebook increased the communication skills of only two candidates from the inadequate level to the weak level. It can be suggested that the life skills education guidebook be expanded and carried out with longer-term practices so that pre-service science teachers can use their communication skills at a good level.
{"title":"Investigation of the Effect of Life Skills Education Guidebook on Pre-service Science Teachers' Use of Communication Skills","authors":"Şeyma Nur Bekar, Arzu KİRMAN BİLGİN, Sibel Er Nas","doi":"10.33711/yyuefd.1098294","DOIUrl":"https://doi.org/10.33711/yyuefd.1098294","url":null,"abstract":"It is important for pre-service teachers to have communication skills so that they can exchange information more healthily with students, parents, peers, and administrators. It is essential for pre-service teachers to gain communication skills at the beginning of their careers to be successful in their professional life. Based on this idea, the current research aims to examine the effect of life skills education guidebook on pre-service science teachers' use of communication skills. Simple experimental method was employed in the research. The research group consists of twelve pre-service science teachers studying in the third grade. The life skills education guidebook was used within the scope of the research. Interviews were used as data collection tool in the study. The data obtained from the pre- and post-interviews were subjected to content analysis within the framework of certain key concepts. It was determined that the life skills education guidebook increased the communication skills of only two candidates from the inadequate level to the weak level. It can be suggested that the life skills education guidebook be expanded and carried out with longer-term practices so that pre-service science teachers can use their communication skills at a good level.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"239 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76774977","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}
Bu araştırmanın amacı Sağlık Bilimleri Fakültesinde öğrenim gören öğrencilerinin online yaratıcı drama dersine ilişkin tutum düzeyleri ve online derse ilişkin görüşlerini belirlemektir. Karma model olarak desenlenen araştırmada 40 öğrencinin bulunduğu bir grup ile 13 haftalık yaratıcı drama çalışması uygulanmıştır. Yaratıcı drama oturumları 2021-2022 eğitim öğretim güz dönemi boyunca toplamda 13 hafta olmak üzere 26 ders saat uygulanmıştır. Drama çalışması sonunda 40 öğrenciye yaratıcı drama dersinin katkısını belirlemek için ders sonunda değerlendirmeleri, görüşme formu, yaratıcı dramaya yönelik tutum ölçeği ve uzaktan öğrenmeye yönelik tutum ölçeği uygulanmıştır. Araştırmada elde edilen nitel verilerin analizinde içerik analizi kullanılmıştır. Nicel verilerin analizinde istatistiksel analizler kullanılmıştır. Araştırma bulguları, yaratıcı dramanın öğrencilerin kendilerini daha iyi ifade etmelerinde, uzaktan eğitimde sürekli pasif ders dinleme yerine aktif şekilde sürece dahil oldukları için daha motive olmuş şekilde ders dinledikleri için dersin çok etkili olduğunu ifade etmişlerdir. Aynı zamanda katılımcılar her hafta dersin gelmesini beklediklerini, kendilerini iyi hissettiklerini ifade etmişlerdir.
{"title":"The Online Creative Drama Experience from the Perspective of Students in the Faculty of Health Sciences","authors":"Belgin Bal İncebacak","doi":"10.33711/yyuefd.1076547","DOIUrl":"https://doi.org/10.33711/yyuefd.1076547","url":null,"abstract":"Bu araştırmanın amacı Sağlık Bilimleri Fakültesinde öğrenim gören öğrencilerinin online yaratıcı drama dersine ilişkin tutum düzeyleri ve online derse ilişkin görüşlerini belirlemektir. Karma model olarak desenlenen araştırmada 40 öğrencinin bulunduğu bir grup ile 13 haftalık yaratıcı drama çalışması uygulanmıştır. Yaratıcı drama oturumları 2021-2022 eğitim öğretim güz dönemi boyunca toplamda 13 hafta olmak üzere 26 ders saat uygulanmıştır. Drama çalışması sonunda 40 öğrenciye yaratıcı drama dersinin katkısını belirlemek için ders sonunda değerlendirmeleri, görüşme formu, yaratıcı dramaya yönelik tutum ölçeği ve uzaktan öğrenmeye yönelik tutum ölçeği uygulanmıştır. Araştırmada elde edilen nitel verilerin analizinde içerik analizi kullanılmıştır. Nicel verilerin analizinde istatistiksel analizler kullanılmıştır. Araştırma bulguları, yaratıcı dramanın öğrencilerin kendilerini daha iyi ifade etmelerinde, uzaktan eğitimde sürekli pasif ders dinleme yerine aktif şekilde sürece dahil oldukları için daha motive olmuş şekilde ders dinledikleri için dersin çok etkili olduğunu ifade etmişlerdir. Aynı zamanda katılımcılar her hafta dersin gelmesini beklediklerini, kendilerini iyi hissettiklerini ifade etmişlerdir.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"453 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75823713","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 main purpose of this research is an in-dept analysis of the opinions of teachers who have received the certificate of merit and school administrators on the reward. The study uses the phenomenology pattern, which is one of qualitative research patterns. Data collection process was conducted between May-June of the Academic Year 2020-2021. The study group consists of 14 elementary school teachers and 10 school administrators determined using the criterion sampling method, which is one of purposeful sampling methods. Research data was collected using semi-structured interview forms prepared by the researchers. The content analysis method was used to analyze the data. It was determined that the teachers were rewarded the certificate based on projects, social and cultural activities, teacher performance, improving the physical equipment of the school, increasing the success level of students, carrying out social service and use of union and personal relationships. On the other hand, some school administrators and teachers stated that there was not fair practice in the process of rewarding the certificate of merit. For teachers, being rewarded the certificate of merit was evaluated in various ways by their colleagues and school administrators. In addition, the majority of the teachers stated that they were motivated more as a result of receiving the certificate of merit. The majority of the teachers who received the certificate of merit also stated that the reward did not provide any benefits apart from some partial financial gain. Moreover, they expressed that they were motivated more after receiving the certificate. All teachers agreed that the certificate of merit should be rewarded, and they are supported by the opinions of school administrators in this regard. Overall, the participants emphasized that there should be clear criteria and fair practice in the process of rewarding the certificate of merit.
{"title":"Analysis of the views of primary school teachers and administrators regarding the certificate of merit","authors":"Sezgin Temel, Yaşar Çeli̇k","doi":"10.33711/yyuefd.1073689","DOIUrl":"https://doi.org/10.33711/yyuefd.1073689","url":null,"abstract":"The main purpose of this research is an in-dept analysis of the opinions of teachers who have received the certificate of merit and school administrators on the reward. The study uses the phenomenology pattern, which is one of qualitative research patterns. Data collection process was conducted between May-June of the Academic Year 2020-2021. The study group consists of 14 elementary school teachers and 10 school administrators determined using the criterion sampling method, which is one of purposeful sampling methods. Research data was collected using semi-structured interview forms prepared by the researchers. The content analysis method was used to analyze the data. It was determined that the teachers were rewarded the certificate based on projects, social and cultural activities, teacher performance, improving the physical equipment of the school, increasing the success level of students, carrying out social service and use of union and personal relationships. On the other hand, some school administrators and teachers stated that there was not fair practice in the process of rewarding the certificate of merit. For teachers, being rewarded the certificate of merit was evaluated in various ways by their colleagues and school administrators. In addition, the majority of the teachers stated that they were motivated more as a result of receiving the certificate of merit. The majority of the teachers who received the certificate of merit also stated that the reward did not provide any benefits apart from some partial financial gain. Moreover, they expressed that they were motivated more after receiving the certificate. All teachers agreed that the certificate of merit should be rewarded, and they are supported by the opinions of school administrators in this regard. Overall, the participants emphasized that there should be clear criteria and fair practice in the process of rewarding the certificate of merit.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85926334","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}
Bu araştırmanın amacı Türkiye’de öz düzenleme ile ilgili yapılan araştırmaların incelenmesi ve bu alanda nasıl bir eğilim olduğunun ortaya konulmasıdır. Araştırma kapsamında 2000-2020 yılları arasında gerçekleştirilen ve amaçlı örnekleme yöntemi ile seçilen 295 araştırma analiz edilmiştir. Araştırma sonucunda öz düzenlemeye yönelik araştırmaların 2010 yılı ve sonrasında büyük bir artış gösterdiği, örneklem büyüklüğü açısından en fazla 101-300 örneklem grubuyla, en fazla üniversite öğrencileriyle, en az ilkokul düzeyinde çalışıldığı ayrıca en fazla nicel çalışmaların, en az ise nitel çalışmaların yapıldığı saptanmıştır. Araştırmalardan elde edilen en önemli sonuçlardan biri çok fazla eğitim programlarının uygulanmadığı ve eğitimlerin sınırlı kaldığı, eğitim programlarını çoğunlukla araştırmacıların uyguladıkları, öğretmenlerin ise eğitim programlarının uygulayıcısı olarak çok fazla yer almadıkları yönündedir. Araştırmalardan elde edilen öneriler açısından da öğrencilere öz düzenleme konusunda farklı etkinlik ve bilgilendirme çalışmalarının ayrıca öğretmen, çocuk ve ailelerine yönelik öz düzenleme konusunda eğitim, seminer, konferans düzenlenmesinin önerildiği sonucuna ulaşılmıştır.
{"title":"Investigation of The General Trends in The Studies Conducted on Self-Regulation in Turkey","authors":"Cansu Tutkun, Tunahan Filiz, Fikrinaz Akbaba","doi":"10.33711/yyuefd.1067613","DOIUrl":"https://doi.org/10.33711/yyuefd.1067613","url":null,"abstract":"Bu araştırmanın amacı Türkiye’de öz düzenleme ile ilgili yapılan araştırmaların incelenmesi ve bu alanda nasıl bir eğilim olduğunun ortaya konulmasıdır. Araştırma kapsamında 2000-2020 yılları arasında gerçekleştirilen ve amaçlı örnekleme yöntemi ile seçilen 295 araştırma analiz edilmiştir. Araştırma sonucunda öz düzenlemeye yönelik araştırmaların 2010 yılı ve sonrasında büyük bir artış gösterdiği, örneklem büyüklüğü açısından en fazla 101-300 örneklem grubuyla, en fazla üniversite öğrencileriyle, en az ilkokul düzeyinde çalışıldığı ayrıca en fazla nicel çalışmaların, en az ise nitel çalışmaların yapıldığı saptanmıştır. Araştırmalardan elde edilen en önemli sonuçlardan biri çok fazla eğitim programlarının uygulanmadığı ve eğitimlerin sınırlı kaldığı, eğitim programlarını çoğunlukla araştırmacıların uyguladıkları, öğretmenlerin ise eğitim programlarının uygulayıcısı olarak çok fazla yer almadıkları yönündedir. Araştırmalardan elde edilen öneriler açısından da öğrencilere öz düzenleme konusunda farklı etkinlik ve bilgilendirme çalışmalarının ayrıca öğretmen, çocuk ve ailelerine yönelik öz düzenleme konusunda eğitim, seminer, konferans düzenlenmesinin önerildiği sonucuna ulaşılmıştır.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79883627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, it was aimed a systematic re-examination of qualitative studies related to the classroom management. For this purpose, it was examined ten journals published by education faculties. In conclusion, 14 qualitative studies, which exactly met the criteria were examined. These studies were analyzed by using thematic synthesis method. As a result of thematic synthesis, four main themes emerged. These themes were the context of classroom management, factors affecting classroom management, disruptive behaviors, and coping with disruptive behaviors. The sub-themes related to classroom management main theme were strategies, approaches, dimensions, and competencies. The factors affecting classroom management were students, teachers, parents, school management, physical insufficiency, and socio-economic structure. The sub-themes related to the disruptive behaviors main theme were breaking the rules, disrupting the flow of the lesson, rudeness and disrespectfulness, emotional instability, verbal violence, indifference, and physical violence. In addition, the sub-themes related to the coping with disruptive behaviors main theme are tolerance, guidance, communication, cooperation, verbal warning, enforcement of sanctions, giving responsibility, and reaction. According to the meta-synthesis results, it may be said that synthesized qualitative studies mostly emphasize on the scope of classroom management, the factors affecting classroom management, and management of disruptive behaviors in classroom.
{"title":"Türkiye’de Eğitim Fakültesi Dergilerinde Sınıf Yönetimini İnceleyen Çalışmaların Analizi: Bir Meta-Sentez Çalışması","authors":"Şenol Sezer, Ertuğ Can","doi":"10.33711/yyuefd.1069563","DOIUrl":"https://doi.org/10.33711/yyuefd.1069563","url":null,"abstract":"In this study, it was aimed a systematic re-examination of qualitative studies related to the classroom management. For this purpose, it was examined ten journals published by education faculties. In conclusion, 14 qualitative studies, which exactly met the criteria were examined. These studies were analyzed by using thematic synthesis method. As a result of thematic synthesis, four main themes emerged. These themes were the context of classroom management, factors affecting classroom management, disruptive behaviors, and coping with disruptive behaviors. The sub-themes related to classroom management main theme were strategies, approaches, dimensions, and competencies. The factors affecting classroom management were students, teachers, parents, school management, physical insufficiency, and socio-economic structure. The sub-themes related to the disruptive behaviors main theme were breaking the rules, disrupting the flow of the lesson, rudeness and disrespectfulness, emotional instability, verbal violence, indifference, and physical violence. In addition, the sub-themes related to the coping with disruptive behaviors main theme are tolerance, guidance, communication, cooperation, verbal warning, enforcement of sanctions, giving responsibility, and reaction. According to the meta-synthesis results, it may be said that synthesized qualitative studies mostly emphasize on the scope of classroom management, the factors affecting classroom management, and management of disruptive behaviors in classroom.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79244438","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}
It is designed to teach to teach from exemplary design, which is used to make use of the design technique in science. A teaching can be created with educable games within the trainings from the 6th and from this education for the gains from the movement. 4 out of 4 educational games for the units and their use have been developed, implemented and shared. The application is prepared for what will be done with the training by taking the videos made with the implementation of 37 training classes in the 2019-2020 education stage. Regarding the action and the intended study, it was completed and completed with targeted group interviews with students and analyzed with NVivo12. In the research, it was benefited from the introduction of educational games in an environment where learning is embodied as a three-dimensional useful, benefiting from use without increasing interest and attention. Instructional games with scientific stories should be taught to textbooks by teaching an educational practice.
{"title":"English Title Educational Games with Scientific Stories and Teacher and Student Opinions on Science Teaching","authors":"Melike BEKER BAŞ, O. Karamustafaoğlu","doi":"10.33711/yyuefd.1075698","DOIUrl":"https://doi.org/10.33711/yyuefd.1075698","url":null,"abstract":"It is designed to teach to teach from exemplary design, which is used to make use of the design technique in science. A teaching can be created with educable games within the trainings from the 6th and from this education for the gains from the movement. 4 out of 4 educational games for the units and their use have been developed, implemented and shared. The application is prepared for what will be done with the training by taking the videos made with the implementation of 37 training classes in the 2019-2020 education stage. Regarding the action and the intended study, it was completed and completed with targeted group interviews with students and analyzed with NVivo12. In the research, it was benefited from the introduction of educational games in an environment where learning is embodied as a three-dimensional useful, benefiting from use without increasing interest and attention. Instructional games with scientific stories should be taught to textbooks by teaching an educational practice.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88252733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this research, it was aimed to examine whether digital stories affect the listening skills and motivation of learning Turkish in undergraduate students learning Turkish as a foreign language in Belarus. The explanatory sequential design was used in this research, which was conducted with the mixed method. The sample of the research consisted of 15 experiments learning Turkish as a foreign language at the Faculty of Translation and Interpretation of Minsk State Linguistic University in Belarus; It consists of 30 students at the A2 level, including 15 controls. The data of this research, which had an 8-week implementation period, were collected with the "Listening Achievement Test" developed by Tozlu (2017), the "Motivation Scale for Learning Turkish as a Foreign Language" developed by Sevim (2019), and the "Semi-Structured Interview Form" prepared by the researcher. Mann Whitney U test, t-Test, and two-way analysis of variance (ANOVA) were used in the quantitative data analysis of the study; Qualitative data analysis was done with content analysis. In the quantitative results of the study, it was determined that the experimental group students trained with digital stories performed better in listening skills than the control group trained with the current program. In addition, at the end of the application, it was determined that the motivation of the experimental group students learn Turkish increased positively compared to the control group students. According to the qualitative results of the research, students; stated that they found listening activities enjoyable, useful and instructive thanks to the digital stories used in Turkish lessons, they liked to listen, they learned Turkish culture, their knowledge of Turkish increased, they learned more Turkish words, and listening to Turkish conversations on video had a positive effect on their pronunciation.
{"title":"The Effect of Digital Stories on Listening Skills and Motivation to Learn Turkish in Teaching Turkish as a Foreign Language","authors":"Erkan Aydin","doi":"10.33711/yyuefd.1075557","DOIUrl":"https://doi.org/10.33711/yyuefd.1075557","url":null,"abstract":"In this research, it was aimed to examine whether digital stories affect the listening skills and motivation of learning Turkish in undergraduate students learning Turkish as a foreign language in Belarus. The explanatory sequential design was used in this research, which was conducted with the mixed method. The sample of the research consisted of 15 experiments learning Turkish as a foreign language at the Faculty of Translation and Interpretation of Minsk State Linguistic University in Belarus; It consists of 30 students at the A2 level, including 15 controls. The data of this research, which had an 8-week implementation period, were collected with the \"Listening Achievement Test\" developed by Tozlu (2017), the \"Motivation Scale for Learning Turkish as a Foreign Language\" developed by Sevim (2019), and the \"Semi-Structured Interview Form\" prepared by the researcher. Mann Whitney U test, t-Test, and two-way analysis of variance (ANOVA) were used in the quantitative data analysis of the study; Qualitative data analysis was done with content analysis. In the quantitative results of the study, it was determined that the experimental group students trained with digital stories performed better in listening skills than the control group trained with the current program. In addition, at the end of the application, it was determined that the motivation of the experimental group students learn Turkish increased positively compared to the control group students. According to the qualitative results of the research, students; stated that they found listening activities enjoyable, useful and instructive thanks to the digital stories used in Turkish lessons, they liked to listen, they learned Turkish culture, their knowledge of Turkish increased, they learned more Turkish words, and listening to Turkish conversations on video had a positive effect on their pronunciation.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77468863","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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