{"title":"Görsel Sanatlar Öğretmenlerinin Öğrenci İzleme, Ders Ölçme ve Değerlendirme Yaklaşımları","authors":"Vedat Özsoy, Nuray Mamur","doi":"10.30964/auebfd.947399","DOIUrl":"https://doi.org/10.30964/auebfd.947399","url":null,"abstract":"","PeriodicalId":32482,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84324213","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":"Which Competences Do Language Teachers Need? An Evaluation of Competency Frameworks","authors":"Aysel Deregözü","doi":"10.30964/auebfd.762175","DOIUrl":"https://doi.org/10.30964/auebfd.762175","url":null,"abstract":"","PeriodicalId":32482,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi","volume":"108 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72502867","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 was conducted to determine whether the positive youth development based classroom guidance program affected life skills of primary school students positively. As a quantitative method, a 2x3 split plot pretest –posttest control group semi-experimental design was used. Participants included the fourth-grade students who are attending a public school in Turkey. The experimental group was given the positive youth development based classroom guidance program (12 weeks classroom guidance, 12 weeks workshop training) developed by the researchers. The Life Skills Scale was utilized to determine the life skill levels of the participants. The effects of the guidance program were analyzed by a mixed design ANOVA (2x3). The findings of the research study indicate that the positive youth development-based guidance program had a significant effect on students’ relationships and social interests. The training program implemented has shown that the participants in the experimental group provide an increase in life skills related to the dimension of relationship (managing differences, resolving conflicts, cooperating, social skills and communication), social interest (involving others, empathy, sharing and nurturing relationships). Additionally, a statistically significant difference was observed between the post-test and follow-up test scores of the students in the experimental group. It was found that the effect continued for a month after the training was given to the experimental group.
{"title":"The Effects of Positive Youth Development Based Classroom Guidance Program on Life Skills of Primary School Students","authors":"Günnur Özbay, Serap Nazli","doi":"10.30964/auebfd.663635","DOIUrl":"https://doi.org/10.30964/auebfd.663635","url":null,"abstract":"This study was conducted to determine whether the positive youth development based classroom guidance program affected life skills of primary school students positively. As a quantitative method, a 2x3 split plot pretest –posttest control group semi-experimental design was used. Participants included the fourth-grade students who are attending a public school in Turkey. The experimental group was given the positive youth development based classroom guidance program (12 weeks classroom guidance, 12 weeks workshop training) developed by the researchers. The Life Skills Scale was utilized to determine the life skill levels of the participants. The effects of the guidance program were analyzed by a mixed design ANOVA (2x3). The findings of the research study indicate that the positive youth development-based guidance program had a significant effect on students’ relationships and social interests. The training program implemented has shown that the participants in the experimental group provide an increase in life skills related to the dimension of relationship (managing differences, resolving conflicts, cooperating, social skills and communication), social interest (involving others, empathy, sharing and nurturing relationships). Additionally, a statistically significant difference was observed between the post-test and follow-up test scores of the students in the experimental group. It was found that the effect continued for a month after the training was given to the experimental group.","PeriodicalId":32482,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi","volume":"237 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72913801","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":"Institutionalization at Universities: Case Study of the Focal Institution and the Spawning Institutions","authors":"İ. Öztürk, A. Balcı","doi":"10.30964/auebfd.972066","DOIUrl":"https://doi.org/10.30964/auebfd.972066","url":null,"abstract":"","PeriodicalId":32482,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77995876","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 effectiveness of emergency remote teaching (ERT), which started quite unprepared due to the Covid-19 epidemic, has begun to be questioned all over the world. In this study, social, cognitive, and teaching presence in this process was investigated. The research was carried out in a mixed research method with a quantitative relational survey model and a qualitative descriptive analysis. Data were collected using an online tool consisting of a research community scale, demographic information form, and open-ended questions about their experiences. 83.7% of the study group were female (n = 128) and 16.3% were male (n = 25); The average age is 21. The impact of gender and learning management systems (LMS) on teaching cognitive and social presence was examined by Mann Withey-U and the relationship among them is examined with the Spearman-Brown coefficient. Student opinions were analyzed with descriptive analysis and coded with an approach based on scale factors and reported with direct quotations. As a result, it was seen that the students perceived the teaching presence higher than the other presences. Cognitive presence has a positive and high relationship with teaching presence; it has a moderate and positive relationship with social presence. In addition cognitive and teaching presence differed significantly by gender. According to the LMS, there was no significant difference in all three elements. 47% of the students preferred face-to-face, 45.8% chose blended learning, whereas only 7.2% opted for completely online teaching.
{"title":"Covid 19 Sürecinde Acil Uzaktan Öğretime Devam Eden Öğrenci Gruplarının Araştırma Topluluğuna Evrilmesi","authors":"Ebru Kuşcu, Adnan Ömerustaoğlu","doi":"10.30964/auebfd.947964","DOIUrl":"https://doi.org/10.30964/auebfd.947964","url":null,"abstract":"The effectiveness of emergency remote teaching (ERT), which started quite unprepared due to the Covid-19 epidemic, has begun to be questioned all over the world. In this study, social, cognitive, and teaching presence in this process was investigated. The research was carried out in a mixed research method with a quantitative relational survey model and a qualitative descriptive analysis. Data were collected using an online tool consisting of a research community scale, demographic information form, and open-ended questions about their experiences. 83.7% of the study group were female (n = 128) and 16.3% were male (n = 25); The average age is 21. The impact of gender and learning management systems (LMS) on teaching cognitive and social presence was examined by Mann Withey-U and the relationship among them is examined with the Spearman-Brown coefficient. Student opinions were analyzed with descriptive analysis and coded with an approach based on scale factors and reported with direct quotations. As a result, it was seen that the students perceived the teaching presence higher than the other presences. Cognitive presence has a positive and high relationship with teaching presence; it has a moderate and positive relationship with social presence. In addition cognitive and teaching presence differed significantly by gender. According to the LMS, there was no significant difference in all three elements. 47% of the students preferred face-to-face, 45.8% chose blended learning, whereas only 7.2% opted for completely online teaching.","PeriodicalId":32482,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83536806","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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