Süleyman Yaman, Belgin Bal İncebacak, Aslı SARIŞAN TUNGAÇ
The aim of this study is to develop a rubric to determine the qualifications of teachers, one of the most important elements of education. There are many measurement tools in the literature. One of the alternative and authentic assessment tools is rubrics, also known as rubrics. Rubrics have been defined in many studies in the literature. In the study, the rubric development stages suggested by Goodrich Andrade were taken into account. The rubric was created after the reliability studies of the rubric form were completed. In the research, an analytical rubric with 37 items was developed to be used in determining ‘the qualified teacher.’ The Cronbach alpha reliability coefficient of the developed measurement tool was found to be .96. Based on the results obtained from the research, it can be stated that the developed rubric is a valid and reliable measurement tool that can be used in the qualitative evaluation of teachers teaching all levels. The findings showed that the rubric had high agreement and reliability values among different stakeholder groups. Therefore, it can be said that this study provides a basis for Türkiye in determining teacher qualifications for science education, especially in the field of education. The developed rubric serves as a valid and reliable measurement tool, contributing to the objective assessment of teacher performance across all levels of the education process.
{"title":"Determination of Teacher Qualifications from the Perspective of Stakeholders: Rubric Development Study","authors":"Süleyman Yaman, Belgin Bal İncebacak, Aslı SARIŞAN TUNGAÇ","doi":"10.17275/per.24.58.11.4","DOIUrl":"https://doi.org/10.17275/per.24.58.11.4","url":null,"abstract":"The aim of this study is to develop a rubric to determine the qualifications of teachers, one of the most important elements of education. There are many measurement tools in the literature. One of the alternative and authentic assessment tools is rubrics, also known as rubrics. Rubrics have been defined in many studies in the literature. In the study, the rubric development stages suggested by Goodrich Andrade were taken into account. The rubric was created after the reliability studies of the rubric form were completed. In the research, an analytical rubric with 37 items was developed to be used in determining ‘the qualified teacher.’ The Cronbach alpha reliability coefficient of the developed measurement tool was found to be .96. Based on the results obtained from the research, it can be stated that the developed rubric is a valid and reliable measurement tool that can be used in the qualitative evaluation of teachers teaching all levels. The findings showed that the rubric had high agreement and reliability values among different stakeholder groups. Therefore, it can be said that this study provides a basis for Türkiye in determining teacher qualifications for science education, especially in the field of education. The developed rubric serves as a valid and reliable measurement tool, contributing to the objective assessment of teacher performance across all levels of the education process.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"5 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649621","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}
Ömer Faruk İslim, Şenol Namlı, Nese Sevim, Bilal Özçakır, Zsolt Lavicza
The aim of this study is to explore the application of augmented reality technology in mathematics education. To accomplish this, papers related to Augmented Reality (AR) and mathematics, indexed in the Web of Science, ERIC, and SCOPUS databases from January 2010 to June 2024, were analysed. The review process identified a total of 645 items: 415 from the Web of Science, 113 from the ERIC, and 117 from the SCOPUS. Following the application of our relevance criteria, unrelated articles were removed, resulting in a final selection of 96 articles for examination in this study. The findings indicate a year-on-year increase in publications, reflecting the growing prominence of AR in the field. However, there seems to be a recent trend of stabilization, which may be temporary. Also, most of these studies were conducted with middle school or university students. Based on the reviewed papers, there is a trend that AR applications are generally prepared for the geometry and measurement topics of mathematics courses. Although there are some limitations such as insufficient technical infrastructure, operating system incompatibility, and the shift of attention to software rather than content, AR can positively affect students’ attitudes and interest towards mathematics, motivation, spatial ability, creative thinking skills, high-level strategy use, and self-efficacy.
本研究旨在探索增强现实技术在数学教育中的应用。为此，我们分析了 2010 年 1 月至 2024 年 6 月期间在 Web of Science、ERIC 和 SCOPUS 数据库中收录的与增强现实（AR）和数学相关的论文。审查过程共确定了 645 个项目：其中 415 个来自 Web of Science，113 个来自 ERIC，117 个来自 SCOPUS。根据我们的相关性标准，删除了不相关的文章，本研究最终选择了 96 篇文章进行研究。研究结果表明，发表的文章逐年增加，反映出 AR 在该领域的地位日益突出。不过，最近似乎出现了稳定趋势，这可能是暂时的。此外，这些研究大多是针对中学生或大学生进行的。从已审查的论文来看，AR 应用一般是为数学课程中的几何和测量主题准备的。虽然存在一些局限性，如技术基础设施不足、操作系统不兼容、关注点转向软件而非内容等，但AR能对学生的数学态度和兴趣、学习动机、空间能力、创造性思维能力、高级策略使用和自我效能产生积极影响。
{"title":"Augmented Reality in Mathematics Education: A Systematic Review","authors":"Ömer Faruk İslim, Şenol Namlı, Nese Sevim, Bilal Özçakır, Zsolt Lavicza","doi":"10.17275/per.24.52.11.4","DOIUrl":"https://doi.org/10.17275/per.24.52.11.4","url":null,"abstract":"The aim of this study is to explore the application of augmented reality technology in mathematics education. To accomplish this, papers related to Augmented Reality (AR) and mathematics, indexed in the Web of Science, ERIC, and SCOPUS databases from January 2010 to June 2024, were analysed. The review process identified a total of 645 items: 415 from the Web of Science, 113 from the ERIC, and 117 from the SCOPUS. Following the application of our relevance criteria, unrelated articles were removed, resulting in a final selection of 96 articles for examination in this study. The findings indicate a year-on-year increase in publications, reflecting the growing prominence of AR in the field. However, there seems to be a recent trend of stabilization, which may be temporary. Also, most of these studies were conducted with middle school or university students. Based on the reviewed papers, there is a trend that AR applications are generally prepared for the geometry and measurement topics of mathematics courses. Although there are some limitations such as insufficient technical infrastructure, operating system incompatibility, and the shift of attention to software rather than content, AR can positively affect students’ attitudes and interest towards mathematics, motivation, spatial ability, creative thinking skills, high-level strategy use, and self-efficacy.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"60 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649641","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}
Murat Çoban, Arif Cem Topuz, Ahmet Karabulut, T. Chiu
Virtual Reality (VR) stands at the forefront of transformative educational technologies in the 21st century, promising to redefine traditional learning paradigms. This research delves into the impact of VR on higher education students' Reading Comprehension (RC) skills, contrasting it with conventional paper-based reading environments. By conducting a comparative analysis of RC skills among students engaged in reading a selected narrative through VR glasses and those using a paper-based format, this study offers valuable insights into the efficacy and challenges of VR in enhancing reading comprehension. A cohort of 98 undergraduate students participated in this study, which employed a mixed-methods research approach to scrutinize the differences in RC outcomes between the experimental (VR) and control (paper-based) groups. The findings reveal a notable disparity in RC scores, with the control group outperforming their VR counterparts, highlighting the need for further investigation into the obstacles faced by students when reading in a VR setting. Qualitative analysis sheds light on the underlying reasons for the diminished RC levels observed in the VR group, providing a nuanced understanding of the interaction between medium and comprehension. The implications of this research are far-reaching, offering crucial guidance to educational technologists, curriculum designers, policy makers, and educators contemplating the integration of VR into educational frameworks. By identifying the constraints and potential of VR in reading instruction, this study paves the way for optimizing VR-based learning environments to foster higher levels of reading comprehension among students.
{"title":"Comparing Realities: A Study on the Impact of Virtual Reality versus Paper-Based Reading on Higher Education Students' Comprehension Skills","authors":"Murat Çoban, Arif Cem Topuz, Ahmet Karabulut, T. Chiu","doi":"10.17275/per.24.47.11.4","DOIUrl":"https://doi.org/10.17275/per.24.47.11.4","url":null,"abstract":"Virtual Reality (VR) stands at the forefront of transformative educational technologies in the 21st century, promising to redefine traditional learning paradigms. This research delves into the impact of VR on higher education students' Reading Comprehension (RC) skills, contrasting it with conventional paper-based reading environments. By conducting a comparative analysis of RC skills among students engaged in reading a selected narrative through VR glasses and those using a paper-based format, this study offers valuable insights into the efficacy and challenges of VR in enhancing reading comprehension. A cohort of 98 undergraduate students participated in this study, which employed a mixed-methods research approach to scrutinize the differences in RC outcomes between the experimental (VR) and control (paper-based) groups. The findings reveal a notable disparity in RC scores, with the control group outperforming their VR counterparts, highlighting the need for further investigation into the obstacles faced by students when reading in a VR setting. Qualitative analysis sheds light on the underlying reasons for the diminished RC levels observed in the VR group, providing a nuanced understanding of the interaction between medium and comprehension. The implications of this research are far-reaching, offering crucial guidance to educational technologists, curriculum designers, policy makers, and educators contemplating the integration of VR into educational frameworks. By identifying the constraints and potential of VR in reading instruction, this study paves the way for optimizing VR-based learning environments to foster higher levels of reading comprehension among students.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"51 s178","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141682256","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}
Excessive attachment to social media, a constant desire to be online, being driven by uncontrollable motivation, and the negative impact of this situation on other significant areas of life are considered as social media addiction. In this study, the Social Media Addiction Scale Student Form (SMAS-SF), previously developed in Türkiye to determine students' levels of social media addiction, was adapted into Azerbaijani Turkish. The SMAS-SF is a five-point likert-type scale consisting of 29 items that can be grouped under four factors. The study group consisted of a total of 1,074 students aged 18-26 studying at different universities in Baku. The sample of the study was determined using the convenient sampling method, one of the non-probabilistic sampling determination types. Within the scope of the validity and reliability studies of the scale, expert opinion, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), item total correlations, lower and upper group mean differences, and internal consistency coefficient and stability analyses were performed. As a result of the analyses, it was found that the original structure of the SMAS-SF, consisting of 29 items and 4 dimensions, was confirmed, and significant evidence was provided that it can be used as a valid and reliable measurement tool to determine the level of social media addiction among university students aged 18-26. The lowest possible score that can be obtained from the scale is 29, and the highest score is 145. A high score may indicate a high level of social media addiction in students.
{"title":"Adaptation of the Social Media Addiction Scale into Azerbaijani Turkish: Validity and Reliability Study","authors":"Aydan Malikova, Cengiz Şahin","doi":"10.17275/per.24.48.11.4","DOIUrl":"https://doi.org/10.17275/per.24.48.11.4","url":null,"abstract":"Excessive attachment to social media, a constant desire to be online, being driven by uncontrollable motivation, and the negative impact of this situation on other significant areas of life are considered as social media addiction. In this study, the Social Media Addiction Scale Student Form (SMAS-SF), previously developed in Türkiye to determine students' levels of social media addiction, was adapted into Azerbaijani Turkish. The SMAS-SF is a five-point likert-type scale consisting of 29 items that can be grouped under four factors. The study group consisted of a total of 1,074 students aged 18-26 studying at different universities in Baku. The sample of the study was determined using the convenient sampling method, one of the non-probabilistic sampling determination types. Within the scope of the validity and reliability studies of the scale, expert opinion, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), item total correlations, lower and upper group mean differences, and internal consistency coefficient and stability analyses were performed. As a result of the analyses, it was found that the original structure of the SMAS-SF, consisting of 29 items and 4 dimensions, was confirmed, and significant evidence was provided that it can be used as a valid and reliable measurement tool to determine the level of social media addiction among university students aged 18-26. The lowest possible score that can be obtained from the scale is 29, and the highest score is 145. A high score may indicate a high level of social media addiction in students.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141680520","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 examines the effect of school principals' empowering leadership according to teachers' perceptions of teachers' psychological ownership and work engagement. The study sample consists of 463 teachers. The relational survey model, one of the quantitative research methods, was used in the study. Empowering Leadership Scale, Psychological Ownership Scale and Work Engagement Scale were used to collect the data. As a result of the research, according to teachers' perceptions, the empowering leadership levels of school principals and teachers' psychological ownership and work engagement levels were found to be high. Teachers' psychological ownership and work engagement levels show significant differences according to age, seniority, and education level variables. A significant positive relationship was found between the empowering leadership of school principals and teachers' psychological ownership. A medium-level positive significant relationship was found between the empowering leadership of school principals and teachers' work engagement. Empowering leadership characteristics of school principals significantly positively affect teachers' psychological ownership and work engagement. The study emphasized the role of empowering leadership in understanding teachers' work engagement and psychological ownership. Based on the results, school principals are recommended to demonstrate empowerment leadership behaviors to build an understanding of teachers' work engagement and psychological ownership.
{"title":"The Effect of Empowering Leadership Characteristics of School Principals According to Teachers' Perceptions on Teachers' Psychological Ownership and Work Engagement","authors":"Esra Töre, Burak Uzun","doi":"10.17275/per.24.40.11.3","DOIUrl":"https://doi.org/10.17275/per.24.40.11.3","url":null,"abstract":"This study examines the effect of school principals' empowering leadership according to teachers' perceptions of teachers' psychological ownership and work engagement. The study sample consists of 463 teachers. The relational survey model, one of the quantitative research methods, was used in the study. Empowering Leadership Scale, Psychological Ownership Scale and Work Engagement Scale were used to collect the data. As a result of the research, according to teachers' perceptions, the empowering leadership levels of school principals and teachers' psychological ownership and work engagement levels were found to be high. Teachers' psychological ownership and work engagement levels show significant differences according to age, seniority, and education level variables. A significant positive relationship was found between the empowering leadership of school principals and teachers' psychological ownership. A medium-level positive significant relationship was found between the empowering leadership of school principals and teachers' work engagement. Empowering leadership characteristics of school principals significantly positively affect teachers' psychological ownership and work engagement. The study emphasized the role of empowering leadership in understanding teachers' work engagement and psychological ownership. Based on the results, school principals are recommended to demonstrate empowerment leadership behaviors to build an understanding of teachers' work engagement and psychological ownership.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"60 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140985081","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 aim of this study is to determine the impact of literacy preparation activities conducted during the pre-school period on primary school literacy instruction from the perspective of classroom teachers. The design of the study was determined as a case study, which is one of the qualitative research types. The research group was determined through purposive sampling. In order to ensure maximum diversity, interviews were conducted with a total of 14 teachers, consisting of one male and one female from each of Türkiye seven regions. Considering the aim of the study, it was taken into account that teachers should have experience in literacy instruction. Therefore, teachers who had conducted teaching activities in first grade elementary school classrooms for at least three times were included in the study. A semi-structured interview form was used as the data collection tool in the research. The interviews were analyzed using a data analysis software. As a result of the analyses, 4 themes, 13 categories, and 58 codes were identified. According to the findings of the study, the teachers believe that literacy preparation activities conducted during the pre-school period have a positive impact on primary school. It is also among the general opinions of those teachers that literacy preparation activities are more effective and functional in pre-school compared to previous years. The classroom teachers expressed that pre-school teachers should not deviate from the curriculum, and teaching literacy in pre-school may lead to some difficulties in primary school. Finally, the classroom teachers believe that beyond academic skills, imparting social adjustment and self-regulation skills to children during pre-school is more crucial for readiness in primary school.
{"title":"The Influence of Pre-school Literacy Preparation Studies on Primary School Literacy Instruction","authors":"Cüneyit Akar, Şerife Cengiz, Mustafa Ulutaş","doi":"10.17275/per.24.45.11.3","DOIUrl":"https://doi.org/10.17275/per.24.45.11.3","url":null,"abstract":"The aim of this study is to determine the impact of literacy preparation activities conducted during the pre-school period on primary school literacy instruction from the perspective of classroom teachers. The design of the study was determined as a case study, which is one of the qualitative research types. The research group was determined through purposive sampling. In order to ensure maximum diversity, interviews were conducted with a total of 14 teachers, consisting of one male and one female from each of Türkiye seven regions. Considering the aim of the study, it was taken into account that teachers should have experience in literacy instruction. Therefore, teachers who had conducted teaching activities in first grade elementary school classrooms for at least three times were included in the study. A semi-structured interview form was used as the data collection tool in the research. The interviews were analyzed using a data analysis software. As a result of the analyses, 4 themes, 13 categories, and 58 codes were identified. According to the findings of the study, the teachers believe that literacy preparation activities conducted during the pre-school period have a positive impact on primary school. It is also among the general opinions of those teachers that literacy preparation activities are more effective and functional in pre-school compared to previous years. The classroom teachers expressed that pre-school teachers should not deviate from the curriculum, and teaching literacy in pre-school may lead to some difficulties in primary school. Finally, the classroom teachers believe that beyond academic skills, imparting social adjustment and self-regulation skills to children during pre-school is more crucial for readiness in primary school.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"104 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986143","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 aim of this study is to develop an in-class gender role perception scale for preschool teachers. The study group of the research consists of 493 pre-school teachers working in independent kindergartens, kindergartens within primary schools and kindergartens within secondary schools in Nevşehir, Kırşehir, Niğde and Aksaray provinces of Turkey. The content validity of the scale was ensured by expert opinions. Construct validity was ensured by both exploratory and confirmatory factor analyses. KMO and Bartlett tests were used to determine the suitability of the created items for factor analysis, and these tests were found to be significant at the p <.05 level. With the factor analysis performed to reveal the factor structure of the scale items, a structure consisting of 4 sub-dimensions and 42 items was determined: "general gender discourses in fairy tales and stories, gender role characteristics, gender-specific behavioral reactions and gender". In the reliability analysis of the scale items, Spearman-Brown and Guttman Split-Half reliability coefficients were calculated and these coefficients were found to be suitable for all sub-dimensions. Cronbach's Alpha (α) values were calculated and the resulting coefficient value was found suitable for reliability. Confirmatory factor analysis was performed and the fit indices confirmed the structure created by the factor analysis.
{"title":"A Scale Development Study to Determine Preschool Teachers' Perception of Gender Roles in the Classroom","authors":"Seçil Yıldız, N. Erkan","doi":"10.17275/per.24.41.11.3","DOIUrl":"https://doi.org/10.17275/per.24.41.11.3","url":null,"abstract":"The aim of this study is to develop an in-class gender role perception scale for preschool teachers. The study group of the research consists of 493 pre-school teachers working in independent kindergartens, kindergartens within primary schools and kindergartens within secondary schools in Nevşehir, Kırşehir, Niğde and Aksaray provinces of Turkey. The content validity of the scale was ensured by expert opinions. Construct validity was ensured by both exploratory and confirmatory factor analyses. KMO and Bartlett tests were used to determine the suitability of the created items for factor analysis, and these tests were found to be significant at the p <.05 level. With the factor analysis performed to reveal the factor structure of the scale items, a structure consisting of 4 sub-dimensions and 42 items was determined: \"general gender discourses in fairy tales and stories, gender role characteristics, gender-specific behavioral reactions and gender\". In the reliability analysis of the scale items, Spearman-Brown and Guttman Split-Half reliability coefficients were calculated and these coefficients were found to be suitable for all sub-dimensions. Cronbach's Alpha (α) values were calculated and the resulting coefficient value was found suitable for reliability. Confirmatory factor analysis was performed and the fit indices confirmed the structure created by the factor analysis.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983020","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, large amounts of data are produced in every field, and these data have become a strategic asset for individuals, businesses, states, and societies. Data literacy involves the skills of using these data effectively. The first aim of the current study is to determine in which years and in which periods more research has been conducted on education and data literacy, reveal the trends in this field over time, and understand what is at the forefront in education and data literacy by analyzing changes in research trends. The second aim of this study is to understand which topics have a wider impact in the field by examining the content of the most cited studies, and to evaluate the potential for collaboration by analyzing the collaborative tendencies and main topic focuses of authors and organizations. This study adopted a science mapping method to examine the relationship in the field of education and data literacy and reveal a general condition of the research on this subject. Data for this study were collected through the Web of Science (WoS) database. As a result of the analysis, an apparent increase in research on education and data literacy since 2011 was examined, and a trend that peaked in 2020 but rose again in 2022 was identified. It was shown that technology and big data-oriented studies have gained importance in thematic evolution. This analysis provides a valuable resource for understanding the current state in the field of education and data literacy and identifying strategies for potential areas of future development.
{"title":"Data Literacy and Education: A Science Mapping Study","authors":"Çağrı Demirtaş","doi":"10.17275/per.24.43.11.3","DOIUrl":"https://doi.org/10.17275/per.24.43.11.3","url":null,"abstract":"Nowadays, large amounts of data are produced in every field, and these data have become a strategic asset for individuals, businesses, states, and societies. Data literacy involves the skills of using these data effectively. The first aim of the current study is to determine in which years and in which periods more research has been conducted on education and data literacy, reveal the trends in this field over time, and understand what is at the forefront in education and data literacy by analyzing changes in research trends. The second aim of this study is to understand which topics have a wider impact in the field by examining the content of the most cited studies, and to evaluate the potential for collaboration by analyzing the collaborative tendencies and main topic focuses of authors and organizations. This study adopted a science mapping method to examine the relationship in the field of education and data literacy and reveal a general condition of the research on this subject. Data for this study were collected through the Web of Science (WoS) database. As a result of the analysis, an apparent increase in research on education and data literacy since 2011 was examined, and a trend that peaked in 2020 but rose again in 2022 was identified. It was shown that technology and big data-oriented studies have gained importance in thematic evolution. This analysis provides a valuable resource for understanding the current state in the field of education and data literacy and identifying strategies for potential areas of future development.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"27 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With today’s developing technology, students’ ways of living, learning, and working have been changing rapidly, leading them to acquire new approaches related to technology. The main objective of this study is to identify the views of secondary school students regarding technology. The participants of the study, which was designed as a qualitative study, consisted of 5th grade students studying at a state secondary school in the district of Yalova, Turkey in the fall semester of the 2023-2024 academic year. The data of the study, which consisted of students’ pictures and written expressions, were analyzed with the content analysis technique. As far as the emerging results are concerned, while the students emphasized the more useful and entertaining aspects of technology as its positive features, they expressed their opinions on the lack of social communication, energy insufficiency and environmental damage as technology’s negative features. In the students’ perceptions, it can be seen that technology makes their lives easier, but that the harms to personal health, social communication and the environment are taken into account. Since the study was carried out with 5th grade students, perception of technology at different age and grade levels is a matter of interest for future research. In this sense, it is possible to recommend identifying the direction of the trends with studies to be conducted with different age levels.
{"title":"The Perception of Technology in Secondary School Students’ Drawings and Expressions","authors":"Ali Yalçın, Elif Alkar","doi":"10.17275/per.24.44.11.3","DOIUrl":"https://doi.org/10.17275/per.24.44.11.3","url":null,"abstract":"With today’s developing technology, students’ ways of living, learning, and working have been changing rapidly, leading them to acquire new approaches related to technology. The main objective of this study is to identify the views of secondary school students regarding technology. The participants of the study, which was designed as a qualitative study, consisted of 5th grade students studying at a state secondary school in the district of Yalova, Turkey in the fall semester of the 2023-2024 academic year. The data of the study, which consisted of students’ pictures and written expressions, were analyzed with the content analysis technique. As far as the emerging results are concerned, while the students emphasized the more useful and entertaining aspects of technology as its positive features, they expressed their opinions on the lack of social communication, energy insufficiency and environmental damage as technology’s negative features. In the students’ perceptions, it can be seen that technology makes their lives easier, but that the harms to personal health, social communication and the environment are taken into account. Since the study was carried out with 5th grade students, perception of technology at different age and grade levels is a matter of interest for future research. In this sense, it is possible to recommend identifying the direction of the trends with studies to be conducted with different age levels.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"16 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140982765","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 investigate parental involvement in children's mathematics education, with a particular focus on the subject of circles, in the absence of tailored support programs for parents in this area. In this study, the action research method was used. The study sample consisted of voluntary participants among the parents of 6th-grade students. The data collection tools of the study consisted of achievement tests administered to students and their parents, semi-structured interviews with students and parents after the program, and observations of the participants. We found that parents could learn the subjects depending on their level of education, they could be helpful to their children through their existing knowledge, they understood their children better and their beliefs that they could help their children increased. Likewise, children's belief that their parents could help them strengthened, and their academic success in the subject of circles also increased. Consequently, children experience greater happiness in student-centered lessons and display increased proficiency. Moreover, when faced with parts of the subject that they did not understand, they could quickly seek assistance from their parents. Furthermore, the children and parents expressed satisfaction with this study and a desire to continue training.
{"title":"Examining the Effect of Parental Support and Education Provided to Parents","authors":"Ahmet Şükrü Özdemir, Ahmet İnci","doi":"10.17275/per.24.42.11.3","DOIUrl":"https://doi.org/10.17275/per.24.42.11.3","url":null,"abstract":"The study aims to investigate parental involvement in children's mathematics education, with a particular focus on the subject of circles, in the absence of tailored support programs for parents in this area. In this study, the action research method was used. The study sample consisted of voluntary participants among the parents of 6th-grade students. The data collection tools of the study consisted of achievement tests administered to students and their parents, semi-structured interviews with students and parents after the program, and observations of the participants. We found that parents could learn the subjects depending on their level of education, they could be helpful to their children through their existing knowledge, they understood their children better and their beliefs that they could help their children increased. Likewise, children's belief that their parents could help them strengthened, and their academic success in the subject of circles also increased. Consequently, children experience greater happiness in student-centered lessons and display increased proficiency. Moreover, when faced with parts of the subject that they did not understand, they could quickly seek assistance from their parents. Furthermore, the children and parents expressed satisfaction with this study and a desire to continue training.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"46 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983881","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：