{"title":"Yabancı Dil Olarak Türkçe Öğretiminde Çoklu Ortam Materyallerinin Kullanımı","authors":"Murat Inal, Recep Çakir","doi":"10.47157/JIETP.954946","DOIUrl":"https://doi.org/10.47157/JIETP.954946","url":null,"abstract":"","PeriodicalId":322328,"journal":{"name":"Journal of Interdisciplinary Education: Theory and Practice","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125133237","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}
Epistemological beliefs refer to individuals’ beliefs about the nature of knowledge and knowledge acquisition. This paper aims at examining studies on epistemological beliefs in educational sciences in Turkey and presenting an in- depth analysis of these studies in terms of type, research design, year, data collection tools, discipline, study group, model used and associated variables. A qualitative research design was used in this study and a total of 195 articles, 43 doctoral theses and 94 MSc theses were examined using the document analysis method. Content analysis was conducted on the obtained data. The findings obtained in the present study revealed that the number of epistemological beliefs studies in educational sciences in the Turkey Context has increased year after year and teacher candidates were the most preferred sample among researchers. There were relatively few studies on primary and high school students, gifted students, faculty members, and teachers. a majority of the studies were on science and classroom education. It was found that in studies where quantitative research methods were mostly used, data were generally collected through scales. It was determined that unlike one-dimensional developmental models, Turkish researchers generally use Schommer's multidimensional epistemological belief system. The findings of the current study pointed out that epistemological beliefs were related to many key variables in the teaching-learning process. Based on the obtained results, the current picture of the epistemological beliefs studies on education in the Turkey context was presented and some suggestions for future research were made.
{"title":"A Content Analysis of Epistemological Beliefs in Education in the Turkey Context (2002-2020)","authors":"Servet Üztemur, Emre Sevigen, Birsel Arikan, Vakıfa Gül Çelik","doi":"10.47157/JIETP.846148","DOIUrl":"https://doi.org/10.47157/JIETP.846148","url":null,"abstract":"Epistemological beliefs refer to individuals’ beliefs about the nature of knowledge and knowledge acquisition. This paper aims at examining studies on epistemological beliefs in educational sciences in Turkey and presenting an in- depth analysis of these studies in terms of type, research design, year, data collection tools, discipline, study group, model used and associated variables. A qualitative research design was used in this study and a total of 195 articles, 43 doctoral theses and 94 MSc theses were examined using the document analysis method. Content analysis was conducted on the obtained data. The findings obtained in the present study revealed that the number of epistemological beliefs studies in educational sciences in the Turkey Context has increased year after year and teacher candidates were the most preferred sample among researchers. There were relatively few studies on primary and high school students, gifted students, faculty members, and teachers. a majority of the studies were on science and classroom education. It was found that in studies where quantitative research methods were mostly used, data were generally collected through scales. It was determined that unlike one-dimensional developmental models, Turkish researchers generally use Schommer's multidimensional epistemological belief system. The findings of the current study pointed out that epistemological beliefs were related to many key variables in the teaching-learning process. Based on the obtained results, the current picture of the epistemological beliefs studies on education in the Turkey context was presented and some suggestions for future research were made.","PeriodicalId":322328,"journal":{"name":"Journal of Interdisciplinary Education: Theory and Practice","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133438460","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}
M. Kandemir, Eda Bozdemir, Yunus Hayran, Zahide Tonga, Asli Kandemir
ARTICLE INFO The aim of the study is to develop a scale that is capable of measuring to determine the sleep deprivation levels of children and adolescents. To study the validity and reliability of the Sleep Deprivation Scale for Children and Adolescents, two separate research groups were formed with the appropriate sampling method based on accessibility and availability. The first stage research group, in which the structure validity was determined, consisted of a total of 201 people, 77 (38.3%) male and 124 (61.7%) female. The second stage research group, in which the emerging structure was confirmed, consisted of 254 people, 8 (34.6%) male and 166 (65.4%) female. As a result of the analyzes made for the sampling adequacy of the scale, while Kaiser-Meyer-Olkin (KMO) = .94; Bartlett Test result was found to be χ2 = 1833.03 (p <.00). As a result of the Explanatory Factor Analysis (EFA), It has been found that the scale has a single factor structure. In addition, it was found that the single factor structure of the scale explained 54.48% of the variance and the internal consistency reliability coefficient was .94. Then, the verification of the one-dimensional structure was started. As a result of the Confirmatory Factor Analysis (CFA), It was seen that the Chi-Square / Degrees of Freedom (254.94 / 65), 3.92; RMSEA values was .07 and the RMR values was .027. When the fit coefficients obtained for the tested model are examined, it is seen that CFI = .94, GF3 = .91, AGFI = .91, IFI = .96, NFI = .94 and TLI = .97. According to the data obtained, it can be said that a valid and reliable scale has been developed. Article History: Received: 06.02.2021 Received in revised form: 07.03.2021 Accepted: 10.03.2021 Available online: 06.01.2021 Article Type: Standard Paper
{"title":"Sleep Deprivation Scale for Children and Adolescents","authors":"M. Kandemir, Eda Bozdemir, Yunus Hayran, Zahide Tonga, Asli Kandemir","doi":"10.47157/JIETP.875187","DOIUrl":"https://doi.org/10.47157/JIETP.875187","url":null,"abstract":"ARTICLE INFO The aim of the study is to develop a scale that is capable of measuring to determine the sleep deprivation levels of children and adolescents. To study the validity and reliability of the Sleep Deprivation Scale for Children and Adolescents, two separate research groups were formed with the appropriate sampling method based on accessibility and availability. The first stage research group, in which the structure validity was determined, consisted of a total of 201 people, 77 (38.3%) male and 124 (61.7%) female. The second stage research group, in which the emerging structure was confirmed, consisted of 254 people, 8 (34.6%) male and 166 (65.4%) female. As a result of the analyzes made for the sampling adequacy of the scale, while Kaiser-Meyer-Olkin (KMO) = .94; Bartlett Test result was found to be χ2 = 1833.03 (p <.00). As a result of the Explanatory Factor Analysis (EFA), It has been found that the scale has a single factor structure. In addition, it was found that the single factor structure of the scale explained 54.48% of the variance and the internal consistency reliability coefficient was .94. Then, the verification of the one-dimensional structure was started. As a result of the Confirmatory Factor Analysis (CFA), It was seen that the Chi-Square / Degrees of Freedom (254.94 / 65), 3.92; RMSEA values was .07 and the RMR values was .027. When the fit coefficients obtained for the tested model are examined, it is seen that CFI = .94, GF3 = .91, AGFI = .91, IFI = .96, NFI = .94 and TLI = .97. According to the data obtained, it can be said that a valid and reliable scale has been developed. Article History: Received: 06.02.2021 Received in revised form: 07.03.2021 Accepted: 10.03.2021 Available online: 06.01.2021 Article Type: Standard Paper","PeriodicalId":322328,"journal":{"name":"Journal of Interdisciplinary Education: Theory and Practice","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132564602","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}
ARTICLE INFO In this study 5th, 6th, 7th and 8th grade middle school students’ views on common heritage was examined. This study was conducted in descriptive survey design. As generalization was not aimed one of the purposive sampling methods, convenient sampling was used. Within this scope, there are 127 5th grades, 59 6th grades, 59 7th grades and 85 8th grades, in total 330 middle school students in the study group. Data was collected in written by a data collection tool that consisted of open ended questions about their opinions and information questions with pictures of common heritage. Descriptive statistics what is used for data analysis. Besides, simple frequency and percentage calculations used to digitalize qualitative findings. According to the results obtained in the study, students’ common heritage descriptions and literal descriptions show similarity. Students described the importance of the protection of the common heritage as cultural, historical and universal values, to hand down to the next generations, contribution to tourism and development social relations. The students described common heritage’s contribution to humanity as tourism, economy, social relations, knowledge acquisition and cultural. The students stated that the factors that cause common heritage to extend are human, reckless behaviours of people, environmental pollution, wars, and urban architecture planning. They stated that the precautions that must be taken are security, awareness raising activities, legal protection and non-governmental organizations. Students specified individual precautions as security and non-governmental organizations. When students’ recognition level of the pictures of common heritage elements evaluated, it was seen that the least known common heritage element is Divriği Ulu Mosque, and the most known common heritage elements are Leaning Tower of Pisa and Statue of Liberty. Article History: Received: 23.01.2021 Received in revised form: 17.02.2021 Accepted: 25.02.2021 Available online: 06.01.2021 Article Type: Standard Paper
{"title":"Middle School Students’ Views On Common Heritage","authors":"Cemil Cahit Yeşibursa, Esra Üçarkuş","doi":"10.47157/JIETP.866835","DOIUrl":"https://doi.org/10.47157/JIETP.866835","url":null,"abstract":"ARTICLE INFO In this study 5th, 6th, 7th and 8th grade middle school students’ views on common heritage was examined. This study was conducted in descriptive survey design. As generalization was not aimed one of the purposive sampling methods, convenient sampling was used. Within this scope, there are 127 5th grades, 59 6th grades, 59 7th grades and 85 8th grades, in total 330 middle school students in the study group. Data was collected in written by a data collection tool that consisted of open ended questions about their opinions and information questions with pictures of common heritage. Descriptive statistics what is used for data analysis. Besides, simple frequency and percentage calculations used to digitalize qualitative findings. According to the results obtained in the study, students’ common heritage descriptions and literal descriptions show similarity. Students described the importance of the protection of the common heritage as cultural, historical and universal values, to hand down to the next generations, contribution to tourism and development social relations. The students described common heritage’s contribution to humanity as tourism, economy, social relations, knowledge acquisition and cultural. The students stated that the factors that cause common heritage to extend are human, reckless behaviours of people, environmental pollution, wars, and urban architecture planning. They stated that the precautions that must be taken are security, awareness raising activities, legal protection and non-governmental organizations. Students specified individual precautions as security and non-governmental organizations. When students’ recognition level of the pictures of common heritage elements evaluated, it was seen that the least known common heritage element is Divriği Ulu Mosque, and the most known common heritage elements are Leaning Tower of Pisa and Statue of Liberty. Article History: Received: 23.01.2021 Received in revised form: 17.02.2021 Accepted: 25.02.2021 Available online: 06.01.2021 Article Type: Standard Paper","PeriodicalId":322328,"journal":{"name":"Journal of Interdisciplinary Education: Theory and Practice","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116561263","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 to evaluate the students' opinions about the process of applying machine learning with code blocks by using controlled machine learning algorithms and the platform used by 6th grade students. The study was undertaken in mixed methods design. In the qualitative part, one group pre-test post-test design, which is one of the weak experimental designs, was used. To analyze students’ points from the achievement test, Wilcoxon Signed Ranks Test was used. As for the quantitative part, students’ views about the implementation process were studied via an open-ended question form. The data were categorized according to the interview questions and sub-themes were identified. The analysis showed that there is a significant difference between the pre and post-tests. Secondary school students' views on code blocks and machine learning education were examined under two themes, positive and negative. Looking at the sub-themes of the positive theme, the frequency of those who think that the environment is efficient, the environment is easy to use and the environment is Scratch-based is found to be the highest. The limited number of people was the most frequently stated negative opinion. When asked about the benefits of machine learning to their personal development, the majority thinks that it contributes to their development, when asked about the benefits and harms of machine learning, the most expressed opinion in the positive theme is that it is useful. When the opinions of the students about the general ease-difficulty of machine learning were taken, the majority of them thought that it is easy. There are limitations on the platform. For this reason, comparisons with Machine Learning for Kids can be made using different platforms that have no restrictions. Since the literature on machine learning with code blocks for children is limited both at national and international levels, it can be said that it is a field of study that needs further research. Article History: Received: 01.10.2020 Received in revised form: 10.11.2020 Accepted: 11.11.2020 Available online: 01.12.2020 Article Type: Standard Paper
{"title":"Students’ Views on Machine Learning with Code Blocks and the Evaluation of the Platform Used","authors":"Öznur Ayazoğlu, E. Soylu, Hakkı Bağcı","doi":"10.47157/jietp.803708","DOIUrl":"https://doi.org/10.47157/jietp.803708","url":null,"abstract":"In this study, it was aimed to evaluate the students' opinions about the process of applying machine learning with code blocks by using controlled machine learning algorithms and the platform used by 6th grade students. The study was undertaken in mixed methods design. In the qualitative part, one group pre-test post-test design, which is one of the weak experimental designs, was used. To analyze students’ points from the achievement test, Wilcoxon Signed Ranks Test was used. As for the quantitative part, students’ views about the implementation process were studied via an open-ended question form. The data were categorized according to the interview questions and sub-themes were identified. The analysis showed that there is a significant difference between the pre and post-tests. Secondary school students' views on code blocks and machine learning education were examined under two themes, positive and negative. Looking at the sub-themes of the positive theme, the frequency of those who think that the environment is efficient, the environment is easy to use and the environment is Scratch-based is found to be the highest. The limited number of people was the most frequently stated negative opinion. When asked about the benefits of machine learning to their personal development, the majority thinks that it contributes to their development, when asked about the benefits and harms of machine learning, the most expressed opinion in the positive theme is that it is useful. When the opinions of the students about the general ease-difficulty of machine learning were taken, the majority of them thought that it is easy. There are limitations on the platform. For this reason, comparisons with Machine Learning for Kids can be made using different platforms that have no restrictions. Since the literature on machine learning with code blocks for children is limited both at national and international levels, it can be said that it is a field of study that needs further research. Article History: Received: 01.10.2020 Received in revised form: 10.11.2020 Accepted: 11.11.2020 Available online: 01.12.2020 Article Type: Standard Paper","PeriodicalId":322328,"journal":{"name":"Journal of Interdisciplinary Education: Theory and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129171404","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：