This descriptive study is aimed to determine the scientific attitude levels of academics who are working in different fields at universities. The Scale of Instructors’ Scientific Attitudes was used in order to obtain data. The research population is 6807 academics working at four public universities and two foundation universities in Izmir/Türkiye. The research sample includes 678 in total, 341 women, 337 men at these universities. The SPSS Statistics 23 programme was used for analysis. The data has been analyzed by using arithmetic mean, standard deviation, t- Test, and One-Way ANOVA hen the difference was found significant and LSD Test of Significance were used in order to determine which groups create differences. Scientific attitude levels of academics vary according to titles, university type and their fields. Accordingly, while academic titles progress, the level of scientific attitude also increases. Regarding levels of scientific attitudes, the findings were discussed in favor of instructors working at state universities and in the fields of communication technology, natural sciences and mathematics.
{"title":"Öğretim Elemanlarının Bilimsel Tutum Düzeyleri","authors":"Halil Güçer, Necla ŞAHİN FIRAT","doi":"10.52911/itall.1410506","DOIUrl":"https://doi.org/10.52911/itall.1410506","url":null,"abstract":"This descriptive study is aimed to determine the scientific attitude levels of academics who are working in different fields at universities. The Scale of Instructors’ Scientific Attitudes was used in order to obtain data. The research population is 6807 academics working at four public universities and two foundation universities in Izmir/Türkiye. The research sample includes 678 in total, 341 women, 337 men at these universities. The SPSS Statistics 23 programme was used for analysis. The data has been analyzed by using arithmetic mean, standard deviation, t- Test, and One-Way ANOVA hen the difference was found significant and LSD Test of Significance were used in order to determine which groups create differences. Scientific attitude levels of academics vary according to titles, university type and their fields. Accordingly, while academic titles progress, the level of scientific attitude also increases. Regarding levels of scientific attitudes, the findings were discussed in favor of instructors working at state universities and in the fields of communication technology, natural sciences and mathematics.","PeriodicalId":340105,"journal":{"name":"Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140091334","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 study aims to research the effect of an introductory programming course equipped with math-based programming activities on computational thinking skills and self-efficacy. A static-groups pre-test post-test quasi-experimental design was used. One hundred seventy-six 6th-grade students of a public school participated in the study. Eighty-nine of these students were in the experimental group, and 87 were in the control group. While the students in the experimental group received introductory programming education with Math-supported activities, the students in the control group received programming education with traditional course activities. Equivalent programming activities were carried out in both groups. Data were collected via two scales; Computational Thinking Test and Self-Efficacy Perception Scale for Computational Thinking Skills. After the study was completed, post-test scores were analyzed by ANCOVA analysis by controlling pre-test scores. The findings indicated no difference between the two groups regarding computational thinking test performance. Similarly, no conclusion stated a difference between the groups’ perceptions of self-efficacy of computational thinking. According to these results, evaluations regarding the positive and negative effects of using mathematics and programming together in an elementary programming education, which is thought to be related to Computational Thinking Skills, were reached at the skills of the study.
{"title":"Matematik Destekli Programlamaya Giriş Eğitiminin Bilgi İşlemsel Düşünme Üzerindeki Etkisi","authors":"Muradiye Bozal, Polat Şendurur","doi":"10.52911/itall.1394556","DOIUrl":"https://doi.org/10.52911/itall.1394556","url":null,"abstract":"The study aims to research the effect of an introductory programming course equipped with math-based programming activities on computational thinking skills and self-efficacy. A static-groups pre-test post-test quasi-experimental design was used. One hundred seventy-six 6th-grade students of a public school participated in the study. Eighty-nine of these students were in the experimental group, and 87 were in the control group. While the students in the experimental group received introductory programming education with Math-supported activities, the students in the control group received programming education with traditional course activities. Equivalent programming activities were carried out in both groups. Data were collected via two scales; Computational Thinking Test and Self-Efficacy Perception Scale for Computational Thinking Skills. After the study was completed, post-test scores were analyzed by ANCOVA analysis by controlling pre-test scores. The findings indicated no difference between the two groups regarding computational thinking test performance. Similarly, no conclusion stated a difference between the groups’ perceptions of self-efficacy of computational thinking. According to these results, evaluations regarding the positive and negative effects of using mathematics and programming together in an elementary programming education, which is thought to be related to Computational Thinking Skills, were reached at the skills of the study.","PeriodicalId":340105,"journal":{"name":"Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning","volume":"26 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139863210","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 study aims to research the effect of an introductory programming course equipped with math-based programming activities on computational thinking skills and self-efficacy. A static-groups pre-test post-test quasi-experimental design was used. One hundred seventy-six 6th-grade students of a public school participated in the study. Eighty-nine of these students were in the experimental group, and 87 were in the control group. While the students in the experimental group received introductory programming education with Math-supported activities, the students in the control group received programming education with traditional course activities. Equivalent programming activities were carried out in both groups. Data were collected via two scales; Computational Thinking Test and Self-Efficacy Perception Scale for Computational Thinking Skills. After the study was completed, post-test scores were analyzed by ANCOVA analysis by controlling pre-test scores. The findings indicated no difference between the two groups regarding computational thinking test performance. Similarly, no conclusion stated a difference between the groups’ perceptions of self-efficacy of computational thinking. According to these results, evaluations regarding the positive and negative effects of using mathematics and programming together in an elementary programming education, which is thought to be related to Computational Thinking Skills, were reached at the skills of the study.
{"title":"Matematik Destekli Programlamaya Giriş Eğitiminin Bilgi İşlemsel Düşünme Üzerindeki Etkisi","authors":"Muradiye Bozal, Polat Şendurur","doi":"10.52911/itall.1394556","DOIUrl":"https://doi.org/10.52911/itall.1394556","url":null,"abstract":"The study aims to research the effect of an introductory programming course equipped with math-based programming activities on computational thinking skills and self-efficacy. A static-groups pre-test post-test quasi-experimental design was used. One hundred seventy-six 6th-grade students of a public school participated in the study. Eighty-nine of these students were in the experimental group, and 87 were in the control group. While the students in the experimental group received introductory programming education with Math-supported activities, the students in the control group received programming education with traditional course activities. Equivalent programming activities were carried out in both groups. Data were collected via two scales; Computational Thinking Test and Self-Efficacy Perception Scale for Computational Thinking Skills. After the study was completed, post-test scores were analyzed by ANCOVA analysis by controlling pre-test scores. The findings indicated no difference between the two groups regarding computational thinking test performance. Similarly, no conclusion stated a difference between the groups’ perceptions of self-efficacy of computational thinking. According to these results, evaluations regarding the positive and negative effects of using mathematics and programming together in an elementary programming education, which is thought to be related to Computational Thinking Skills, were reached at the skills of the study.","PeriodicalId":340105,"journal":{"name":"Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning","volume":"19 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139803579","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}
C. Çelebi, Fatih Yilmaz, Ugur Demir, Ferhat Karakuş
The purpose of this research is to adapt the Artificial Intelligence Literacy Scale (AILS) developed by Wang et al. (2022) into Turkish and study its validity and reliability. The scale aims to measure the artificial intelligence literacy levels of non-expert adults. The research data were gathered from 402 participants, and the researchers did Confirmatory Factor Analysis (CFA) to test the validity of the adapted scale, and to test the reliability, they adopted Cronbach’s alpha technique. The adapted scale consists of 12 items and 4 factors, as is the case in the original version. CFA results indicate that X^2/df =1.82, RMSEA = 0.04, RMR = 0.03, NFI = 0.95, CFI = 0.98, GFI = 0.96 and AGFI = 0.94. Considering CFA results, it is concluded that the adapted scale is a good fit. As for reliability, as far as the factors are concerned, the internal consistency results are 0.72, 0.74, 0.76, and 0.72, respectively. Additionally, α=0.85 for the whole scale. Consideringly, the scale and its factors are adequately reliable, and the adapted scale can be used in Turkish culture.
{"title":"Artificial Intelligence, AI literacy, Digital literacy, AI literacy scale","authors":"C. Çelebi, Fatih Yilmaz, Ugur Demir, Ferhat Karakuş","doi":"10.52911/itall.1401740","DOIUrl":"https://doi.org/10.52911/itall.1401740","url":null,"abstract":"The purpose of this research is to adapt the Artificial Intelligence Literacy Scale (AILS) developed by Wang et al. (2022) into Turkish and study its validity and reliability. The scale aims to measure the artificial intelligence literacy levels of non-expert adults. The research data were gathered from 402 participants, and the researchers did Confirmatory Factor Analysis (CFA) to test the validity of the adapted scale, and to test the reliability, they adopted Cronbach’s alpha technique. The adapted scale consists of 12 items and 4 factors, as is the case in the original version. CFA results indicate that X^2/df =1.82, RMSEA = 0.04, RMR = 0.03, NFI = 0.95, CFI = 0.98, GFI = 0.96 and AGFI = 0.94. Considering CFA results, it is concluded that the adapted scale is a good fit. As for reliability, as far as the factors are concerned, the internal consistency results are 0.72, 0.74, 0.76, and 0.72, respectively. Additionally, α=0.85 for the whole scale. Consideringly, the scale and its factors are adequately reliable, and the adapted scale can be used in Turkish culture.","PeriodicalId":340105,"journal":{"name":"Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning","volume":"12 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139131807","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}
Nowadays, with the widespread use of mobile devices and the internet, the age range of users has decreased to the preschool period. Games in application stores do not always contain educational content. The content encountered is important for children who spend some of their time playing games on mobile devices. In line with this, the present study aimed to examine the support status of mobile applications for children regarding the acquisitions in the Preschool Curriculum. The sample of the study, in which the document analysis method was employed, consists of 24 mobile applications for children in the Google Play Store. While examining the applications, the data were processed into the Application Review Form created on Google Forms by the researcher, and all the data were analyzed at the end of the review process. According to the study results, it was revealed that the examined mobile applications could support 28 acquisitions out of a total of 63 acquisitions in the Preschool Curriculum and the highest number of supportable acquisitions belonged to the cognitive development domain. It was concluded that mobile applications were insufficient to support the acquisitions in other development domains and mobile applications could be used as an educational tool only for some acquisitions, and suggestions were presented in this direction.
如今，随着移动设备和互联网的广泛使用，用户的年龄范围已缩小到学龄前阶段。应用程序商店中的游戏并不总是包含教育内容。对于花部分时间在移动设备上玩游戏的儿童来说，所接触到的内容非常重要。有鉴于此，本研究旨在考察儿童移动应用程序在学前课程学习方面的支持情况。本研究采用文献分析法，研究样本包括 Google Play 商店中的 24 款儿童移动应用程序。在研究这些应用程序时，研究人员将数据处理到在谷歌表单上创建的应用程序审查表中，并在审查过程结束时对所有数据进行分析。研究结果表明，在学前教育课程的 63 项学习内容中，所审查的移动应用程序可支持 28 项学习内容，而可支持学习内容最多的是认知发展领域。得出的结论是，移动应用程序不足以支持其他发展领域的习得，移动应用程序只能用作某些习得的教育工具，并提出了这方面的建议。
{"title":"Investigation of Mobile Applications for Children to Support the Acquisitions in the Preschool Education Program","authors":"Şuheda Betül Nur Özlevent, Bengü Türkoğlu","doi":"10.52911/itall.1385301","DOIUrl":"https://doi.org/10.52911/itall.1385301","url":null,"abstract":"Nowadays, with the widespread use of mobile devices and the internet, the age range of users has decreased to the preschool period. Games in application stores do not always contain educational content. The content encountered is important for children who spend some of their time playing games on mobile devices. In line with this, the present study aimed to examine the support status of mobile applications for children regarding the acquisitions in the Preschool Curriculum. The sample of the study, in which the document analysis method was employed, consists of 24 mobile applications for children in the Google Play Store. While examining the applications, the data were processed into the Application Review Form created on Google Forms by the researcher, and all the data were analyzed at the end of the review process. According to the study results, it was revealed that the examined mobile applications could support 28 acquisitions out of a total of 63 acquisitions in the Preschool Curriculum and the highest number of supportable acquisitions belonged to the cognitive development domain. It was concluded that mobile applications were insufficient to support the acquisitions in other development domains and mobile applications could be used as an educational tool only for some acquisitions, and suggestions were presented in this direction.","PeriodicalId":340105,"journal":{"name":"Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning","volume":"177 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139169177","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}
Öğrenme stratejilerinin geliştirilmesi kadar öğrencilerin bu becerilere ne düzeyde sahip olduklarının belirlenmesi de önemlidir. Bu kapsamda çalışmanın amacı, uzaktan eğitim ortamlarındaki öğrenenlerin ihtiyaç duydukları öğrenme stratejilerinin kullanım durumunu belirlemek için Meijs ve arkadaşları (2019) tarafından geliştirilen aracı Türkçe’ye uyarlamaktır. İkinci amaç ise, uyarlanan ölçekten elde edilecek verileri çeşitli değişkenler açısından analiz ederek Türkiye’deki uzaktan eğitim ortamlarında öğrencilerin öğrenme stratejilerini kullanma durumlarını ortaya koymaktır. Bu çalışmada, öğrencilerin uzaktan eğitime yönelik kullandıkları öğrenme stratejilerini tümüyle ortaya koymak amaçlı tarama çalışması deseni kullanılmıştır. Araştırmada veri toplama aracı olarak, öğrencilerin demografik ve diğer bilgilerini içeren kişisel bilgi formu ve MSQL-B DE ölçeği kullanılmıştır. Bu çalışmada AFA ve DFA birlikte kullanılmıştır. Doğrulayıcı Faktör analizinden elde edilen parametreler de modelin uyumlu olduğunu göstermiştir. Bulgular incelendiğinde ortalamalara göre karmaşık bilişsel strateji kullanımı en yüksek ortalamaya sahiptir. Basit bilişsel strateji kullanımı, akademik düşünme ve zaman, mekân ve çaba yönetimi sırasıyla kullanılan stratejilerdir. Başkalarıyla iletişim stratejisi diğerlerine göre en az kullanılan strateji olarak belirlenmiştir. Araştırmanın sonuçları uzaktan eğitim sürecinde öğrenme stratejilerinin kullanımı konusunda literatürden edinilen veriler doğrultusunda farklı öğelerle mümkün olabildiğince zengin bir içerik sağlamaktadır. Gelecek çalışmalarda uzaktan eğitimde öğrenme stratejilerine yönelik farklı öğelerin çalışılması durumu söz konusu olabileceği gibi işin içerisine ders işleme süreci ve akademik başarı gibi etkenler de dahil edilebilir.
在制定学习策略的同时，确定学生掌握这些技能的水平也很重要。在这种情况下，本研究的目的是将 Meijs 等人（2019 年）开发的工具改编成土耳其语，以确定学习者在远程教育环境中所需学习策略的使用情况。第二个目的是分析从改编量表中获得的各种变量数据，并揭示土耳其远程教育环境中学生使用学习策略的状况。本研究采用调查研究设计，以全面揭示学生在远程教育中使用的学习策略。数据收集工具是个人信息表（包括学生的人口统计和其他信息）和 MSQL-B DE 量表。本研究同时使用了 EFA 和 CFA。确认性因素分析所获得的参数也表明该模型是兼容的。对研究结果进行分析，根据平均值，复杂认知策略使用的平均值最高。简单认知策略使用、学术思考和时间、空间与精力管理分别是使用的策略。与其他策略相比，与他人交流的策略被确定为使用最少的策略。研究结果提供了尽可能丰富的内容，与从有关远程教育过程中学习策略使用的文献中获得的数据相一致，包含了不同的要素。在今后的研究中，可以研究与远程教育中学习策略相关的不同要素，还可以将课程处理过程和学业成功等因素纳入研究范围。
{"title":"Yükseköğretim Öğrencilerinin Uzaktan Eğitimde Öğrenme Stratejilerini Kullanma Durumlarının İncelenmesi","authors":"Akça Okan Yüksel, Ekmel Çetin, Bilal Atasoy","doi":"10.52911/itall.1376749","DOIUrl":"https://doi.org/10.52911/itall.1376749","url":null,"abstract":"Öğrenme stratejilerinin geliştirilmesi kadar öğrencilerin bu becerilere ne düzeyde sahip olduklarının belirlenmesi de önemlidir. Bu kapsamda çalışmanın amacı, uzaktan eğitim ortamlarındaki öğrenenlerin ihtiyaç duydukları öğrenme stratejilerinin kullanım durumunu belirlemek için Meijs ve arkadaşları (2019) tarafından geliştirilen aracı Türkçe’ye uyarlamaktır. İkinci amaç ise, uyarlanan ölçekten elde edilecek verileri çeşitli değişkenler açısından analiz ederek Türkiye’deki uzaktan eğitim ortamlarında öğrencilerin öğrenme stratejilerini kullanma durumlarını ortaya koymaktır. Bu çalışmada, öğrencilerin uzaktan eğitime yönelik kullandıkları öğrenme stratejilerini tümüyle ortaya koymak amaçlı tarama çalışması deseni kullanılmıştır. Araştırmada veri toplama aracı olarak, öğrencilerin demografik ve diğer bilgilerini içeren kişisel bilgi formu ve MSQL-B DE ölçeği kullanılmıştır. Bu çalışmada AFA ve DFA birlikte kullanılmıştır. Doğrulayıcı Faktör analizinden elde edilen parametreler de modelin uyumlu olduğunu göstermiştir. Bulgular incelendiğinde ortalamalara göre karmaşık bilişsel strateji kullanımı en yüksek ortalamaya sahiptir. Basit bilişsel strateji kullanımı, akademik düşünme ve zaman, mekân ve çaba yönetimi sırasıyla kullanılan stratejilerdir. Başkalarıyla iletişim stratejisi diğerlerine göre en az kullanılan strateji olarak belirlenmiştir. Araştırmanın sonuçları uzaktan eğitim sürecinde öğrenme stratejilerinin kullanımı konusunda literatürden edinilen veriler doğrultusunda farklı öğelerle mümkün olabildiğince zengin bir içerik sağlamaktadır. Gelecek çalışmalarda uzaktan eğitimde öğrenme stratejilerine yönelik farklı öğelerin çalışılması durumu söz konusu olabileceği gibi işin içerisine ders işleme süreci ve akademik başarı gibi etkenler de dahil edilebilir.","PeriodicalId":340105,"journal":{"name":"Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning","volume":"6 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139183181","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}
Socioscientific issues are complex dilemmas that lack clear-cut answers. The purpose of this current study was to investigate in-service science teachers' perspectives on vaccination, consider a socioscientific issue, and assess their views regarding its significance in science education and potential integration into the curriculum. Forty-nine in-service science teachers participated in this study, using convenient sampling, and collected their responses to six open-ended questions administered online. Teachers were asked whether they discuss everyday topics in the classroom, and most teachers confirmed that they integrate daily-life subjects into their lessons. Similarly, in response to questions about including science-related topics not covered in the curriculum, the majority expressed their willingness to engage in these discussions, especially regarding vaccination. Regarding their ability to provide information about vaccination, a significant portion of science teachers reported feeling confident in their capacity to do so. Additionally, when asked about the importance of students' knowledge about vaccination and its integration into the curriculum, 39 teachers advocated for its inclusion, seven opposed it, and two acknowledged its significance but not integration into the curriculum. Notably, when questioned about the difficulty of explaining vaccination-related topics, 32 teachers indicated they would not encounter challenges. This research underscores the pivotal role of science teachers in fostering informed discussions about vaccination and highlights the potential benefits of integrating this crucial subject into science education. The findings of this study underscore science teachers' recognition of the importance of addressing socioscientific issues, such as vaccination, in the curriculum, provided that appropriate adjustments are made.
{"title":"Fen Bilgisi Öğretmenlerinin Aşı ve Aşı Konusunun Fen Bilimleri Öğretim Programına Dahil Edilmesine İlişkin Bakış Açıları","authors":"Mukaddes Yeni̇gün, Ayla ÇETİN DİNDAR","doi":"10.52911/itall.1369579","DOIUrl":"https://doi.org/10.52911/itall.1369579","url":null,"abstract":"Socioscientific issues are complex dilemmas that lack clear-cut answers. The purpose of this current study was to investigate in-service science teachers' perspectives on vaccination, consider a socioscientific issue, and assess their views regarding its significance in science education and potential integration into the curriculum. Forty-nine in-service science teachers participated in this study, using convenient sampling, and collected their responses to six open-ended questions administered online. Teachers were asked whether they discuss everyday topics in the classroom, and most teachers confirmed that they integrate daily-life subjects into their lessons. Similarly, in response to questions about including science-related topics not covered in the curriculum, the majority expressed their willingness to engage in these discussions, especially regarding vaccination. Regarding their ability to provide information about vaccination, a significant portion of science teachers reported feeling confident in their capacity to do so. Additionally, when asked about the importance of students' knowledge about vaccination and its integration into the curriculum, 39 teachers advocated for its inclusion, seven opposed it, and two acknowledged its significance but not integration into the curriculum. Notably, when questioned about the difficulty of explaining vaccination-related topics, 32 teachers indicated they would not encounter challenges. This research underscores the pivotal role of science teachers in fostering informed discussions about vaccination and highlights the potential benefits of integrating this crucial subject into science education. The findings of this study underscore science teachers' recognition of the importance of addressing socioscientific issues, such as vaccination, in the curriculum, provided that appropriate adjustments are made.","PeriodicalId":340105,"journal":{"name":"Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276622","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, sosyal bilgiler öğretmenliği öğretmen adaylarının okul dışı öğrenme ortamlarından kabul edilebilecek hafıza mekânlarını tanımasını, sosyal bilgiler eğitimi ile ilişkilendirmesini sağlamak ve hafıza mekânlarını alanlarında nasıl kullanacaklarını onlara göstermektir. Araştırmada nitel araştırma modellerinden eylem araştırması kullanılmıştır. Araştırmada veri toplama aracı olarak, araştırmacı tarafından geliştirilen, “Görüşme Formu 1” ve “Görüşme Formu 2” kullanılmıştır. Uygulama süreci başlamadan önce araştırmacı, sosyal bilgiler öğretmenliği son sınıf öğretmen adaylarına Görüşme Formu 1’i uygulamıştır. Uygulanan formun incelenmesi sonucunda sorulara yetersiz cevap veren öğretmen adaylarından gönüllü 23 kişi çalışma grubu olarak belirlenmiştir. Çalışma grubu ile 30 oturum ve toplam 57 saat uygulama yapılmıştır. Her oturum sonunda öğretmen adaylarından uygulama ile ilgili dönütler alınmıştır. 30 oturum sonunda çalışma grubuna “Görüşme Formu 2” uygulanmış ve tüm süreçle ilgili değerlendirme yapılmıştır. Çalışma grubundan elde edilen veriler, betimsel analiz ve içerik analizinden yararlanılarak çözümlenmiştir. Araştırmanın sonuçları genel olarak değerlendirildiğinde, uygulamalar sonunda çalışma grubundaki sosyal bilgiler öğretmenliği öğretmen adaylarının hepsinin hafıza mekânlarını açıklayabildiği söylenebilir. Ayrıca okul dışı öğrenme ortamları içerisinde hafıza mekânlarını belirleyebildiklerini, sosyal bilgiler dersi kazanımlarıyla hafıza mekânlarını ilişkilendirebildiklerini ve hafıza mekânlarını kullanarak okul dışı öğrenme ortamlarına yönelik ders planı hazırlayabildiklerini söylemek mümkündür.
{"title":"Hafıza Mekanlarının Sosyal Bilgiler Öğretiminde Kullanılması","authors":"Hilal Mert, N. Akhan","doi":"10.52911/itall.1367664","DOIUrl":"https://doi.org/10.52911/itall.1367664","url":null,"abstract":"Bu araştırmanın amacı, sosyal bilgiler öğretmenliği öğretmen adaylarının okul dışı öğrenme ortamlarından kabul edilebilecek hafıza mekânlarını tanımasını, sosyal bilgiler eğitimi ile ilişkilendirmesini sağlamak ve hafıza mekânlarını alanlarında nasıl kullanacaklarını onlara göstermektir. Araştırmada nitel araştırma modellerinden eylem araştırması kullanılmıştır. Araştırmada veri toplama aracı olarak, araştırmacı tarafından geliştirilen, “Görüşme Formu 1” ve “Görüşme Formu 2” kullanılmıştır. Uygulama süreci başlamadan önce araştırmacı, sosyal bilgiler öğretmenliği son sınıf öğretmen adaylarına Görüşme Formu 1’i uygulamıştır. Uygulanan formun incelenmesi sonucunda sorulara yetersiz cevap veren öğretmen adaylarından gönüllü 23 kişi çalışma grubu olarak belirlenmiştir. Çalışma grubu ile 30 oturum ve toplam 57 saat uygulama yapılmıştır. Her oturum sonunda öğretmen adaylarından uygulama ile ilgili dönütler alınmıştır. 30 oturum sonunda çalışma grubuna “Görüşme Formu 2” uygulanmış ve tüm süreçle ilgili değerlendirme yapılmıştır. Çalışma grubundan elde edilen veriler, betimsel analiz ve içerik analizinden yararlanılarak çözümlenmiştir. Araştırmanın sonuçları genel olarak değerlendirildiğinde, uygulamalar sonunda çalışma grubundaki sosyal bilgiler öğretmenliği öğretmen adaylarının hepsinin hafıza mekânlarını açıklayabildiği söylenebilir. Ayrıca okul dışı öğrenme ortamları içerisinde hafıza mekânlarını belirleyebildiklerini, sosyal bilgiler dersi kazanımlarıyla hafıza mekânlarını ilişkilendirebildiklerini ve hafıza mekânlarını kullanarak okul dışı öğrenme ortamlarına yönelik ders planı hazırlayabildiklerini söylemek mümkündür.","PeriodicalId":340105,"journal":{"name":"Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139317670","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}
Computer-assisted mathematics education (CAME) continues to be the focus of interest for today's educators. This study aimed to investigate the impact of teaching with dynamic mathematics learning objects (DMLO) in CAME on pre-service mathematics teachers' motivation and cognitive load. The sample of the study, which used an explanatory design, one of the mixed research methods, consisted of 24 pre-service mathematics teachers. The experimental group participated in learning activities with DMLO prepared as part of CAME. The results of the study showed that CAME using DMLO significantly impacted the motivation and cognitive load of pre-service teachers. The visuals and graphics used were evaluated as interesting, fun and engaging by the pre-service teachers. The results were analyzed along with the qualitative data obtained in accordance with the pre-service mathematics teachers' opinions and experiences, and the reasons for the quantitative results were explained. DMLOs can be offered to higher education students taking mathematics courses in different departments of universities. In addition to regular teaching, it may be useful to ensure the use of DMLOs as extracurricular materials through mobile devices.
计算机辅助数学教育（CAME）一直是当今教育工作者关注的焦点。本研究旨在探讨在计算机辅助数学教育（CAME）中使用动态数学学习对象（DMLO）进行教学对职前数学教师的学习动机和认知负荷的影响。研究采用了混合研究方法之一的解释性设计，样本由 24 名职前数学教师组成。实验组参加了作为 CAME 一部分而准备的 DMLO 学习活动。研究结果表明，使用 DMLO 的 CAME 极大地影响了职前教师的学习动机和认知负荷。所使用的视觉和图形被职前教师评价为有趣、好玩和引人入胜。根据职前数学教师的意见和经验，对结果和定性数据进行了分析，并解释了定量结果的原因。DMLOs 可以提供给在大学不同院系学习数学课程的大学生。除常规教学外，确保通过移动设备将 DMLOs 用作课外材料也是有益的。
{"title":"Dinamik Matematik Öğrenme Nesnelerin Kullanımının Matematik Öğretmen Adaylarının Motivasyon ve Bilişsel Yük Düzeylerine Etkisi","authors":"Cihan Orak, Sevda Küçük, Aslan Gülcü","doi":"10.52911/itall.1344964","DOIUrl":"https://doi.org/10.52911/itall.1344964","url":null,"abstract":"Computer-assisted mathematics education (CAME) continues to be the focus of interest for today's educators. This study aimed to investigate the impact of teaching with dynamic mathematics learning objects (DMLO) in CAME on pre-service mathematics teachers' motivation and cognitive load. The sample of the study, which used an explanatory design, one of the mixed research methods, consisted of 24 pre-service mathematics teachers. The experimental group participated in learning activities with DMLO prepared as part of CAME. The results of the study showed that CAME using DMLO significantly impacted the motivation and cognitive load of pre-service teachers. The visuals and graphics used were evaluated as interesting, fun and engaging by the pre-service teachers. The results were analyzed along with the qualitative data obtained in accordance with the pre-service mathematics teachers' opinions and experiences, and the reasons for the quantitative results were explained. DMLOs can be offered to higher education students taking mathematics courses in different departments of universities. In addition to regular teaching, it may be useful to ensure the use of DMLOs as extracurricular materials through mobile devices.","PeriodicalId":340105,"journal":{"name":"Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning","volume":"2015 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139336452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to determine the opinions of primary teachers about the implementation of STEM-based applications in early algebra teaching. In the research, the phenomenology design, which is one of the qualitative research method designs, was used. The study group of the research was determined by using the criterion sampling technique, which is one of the purposive sampling techniques. The study group consists of 5 primary teachers who have received STEM education and have implemented STEM-based applications in early algebra teaching. A semi-structured interview form was used to collect the data for the research. The qualitative data obtained at the end of the research were described with the content analysis method. In light of the findings, the majority of the teachers noted that STEM-based applications in early algebra teaching can be given from the first grade of primary school. The teachers, who indicated that STEM-based activities are applicable in early algebra teaching, stated that these applications will have advantages such as gaining a positive attitude towards the mathematics lesson, providing fun learning environments, facilitating learning, and embodying abstract subjects. In addition, teachers commented that they experienced difficulties such as a lack of materials, crowded classrooms, dense curriculum, and insufficient technological infrastructure. Teachers suggest that teachers and administrators who will carry out STEM-based practices in early algebra teaching should conduct research, take STEM education, and apply it in their classrooms.
{"title":"Erken Cebir Öğretiminde STEM Temelli Uygulamaların Yürütülmesine İlişkin Sınıf Öğretmeni Görüşlerinin İncelenmesi","authors":"Demet Aydoğan, Yasemin Büyükşahin","doi":"10.52911/itall.1277799","DOIUrl":"https://doi.org/10.52911/itall.1277799","url":null,"abstract":"The purpose of this study is to determine the opinions of primary teachers about the implementation of STEM-based applications in early algebra teaching. In the research, the phenomenology design, which is one of the qualitative research method designs, was used. The study group of the research was determined by using the criterion sampling technique, which is one of the purposive sampling techniques. The study group consists of 5 primary teachers who have received STEM education and have implemented STEM-based applications in early algebra teaching. A semi-structured interview form was used to collect the data for the research. The qualitative data obtained at the end of the research were described with the content analysis method. In light of the findings, the majority of the teachers noted that STEM-based applications in early algebra teaching can be given from the first grade of primary school. The teachers, who indicated that STEM-based activities are applicable in early algebra teaching, stated that these applications will have advantages such as gaining a positive attitude towards the mathematics lesson, providing fun learning environments, facilitating learning, and embodying abstract subjects. In addition, teachers commented that they experienced difficulties such as a lack of materials, crowded classrooms, dense curriculum, and insufficient technological infrastructure. Teachers suggest that teachers and administrators who will carry out STEM-based practices in early algebra teaching should conduct research, take STEM education, and apply it in their classrooms.","PeriodicalId":340105,"journal":{"name":"Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129126951","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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