Ömer Faruk Sönmez, Hüseyin Mertol, Nurmagambetova Botagoz Amangeldi̇novna, Murzatayeva Altynai Kanatova, Mukhametkairov Arslanbek Erbolatovi̇ch, Najmeddinov Ahmad Rahmatovi̇ch
This research aims to examine the awareness of child rights among students at a state university in Kazakhstan. The study aims to measure the level of knowledge future educators have on child rights. Qualitative research methods were used in the study, and semi-structured interviews were conducted for comprehensive data collection. The interview form used was a semi-structured interview form called "Preschool Teachers' Awareness of Child Rights Form", developed by the researchers. The research was conducted on a sample of 20 students from the university's preschool education department, and interviews were conducted specifically on child rights awareness. Descriptive analysis, a method of qualitative data analysis, was used to interpret the collected data. The results of the research showed that the students' levels of awareness varied, and a significant percentage had in-depth knowledge about the international child rights frameworks established by UNICEF. However, deficiencies were identified in their understanding of how these rights are applied in educational settings. The study emphasized the role of the curriculum in increasing awareness and suggested areas for improvement. In light of the findings, various recommendations were presented, such as incorporating comprehensive modules on child rights into teacher education curricula and organizing continuous professional development sessions for in-service teachers. Additionally, it was emphasized that workshops and seminars at the university level should be organized to address the identified knowledge gaps.
{"title":"The Views of Kazakh Teacher Candidates on Children's Rights","authors":"Ömer Faruk Sönmez, Hüseyin Mertol, Nurmagambetova Botagoz Amangeldi̇novna, Murzatayeva Altynai Kanatova, Mukhametkairov Arslanbek Erbolatovi̇ch, Najmeddinov Ahmad Rahmatovi̇ch","doi":"10.17275/per.24.7.11.1","DOIUrl":"https://doi.org/10.17275/per.24.7.11.1","url":null,"abstract":"This research aims to examine the awareness of child rights among students at a state university in Kazakhstan. The study aims to measure the level of knowledge future educators have on child rights. Qualitative research methods were used in the study, and semi-structured interviews were conducted for comprehensive data collection. The interview form used was a semi-structured interview form called \"Preschool Teachers' Awareness of Child Rights Form\", developed by the researchers. The research was conducted on a sample of 20 students from the university's preschool education department, and interviews were conducted specifically on child rights awareness. Descriptive analysis, a method of qualitative data analysis, was used to interpret the collected data. The results of the research showed that the students' levels of awareness varied, and a significant percentage had in-depth knowledge about the international child rights frameworks established by UNICEF. However, deficiencies were identified in their understanding of how these rights are applied in educational settings. The study emphasized the role of the curriculum in increasing awareness and suggested areas for improvement. In light of the findings, various recommendations were presented, such as incorporating comprehensive modules on child rights into teacher education curricula and organizing continuous professional development sessions for in-service teachers. Additionally, it was emphasized that workshops and seminars at the university level should be organized to address the identified knowledge gaps.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"11 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965763","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 present study aims to examine the perceptions of xenophobia among students in higher education institutions in Türkiye. In this study, a correlational research design was used. The research data were obtained from 512 Nevşehir Hacı Bektaş Veli University students. The convenience sampling technique was utilized to select the participants. The Xenophobia Scale developed by Van Der Veer et al. (2011) and adapted into Turkish by Özmete et al. (2018) was used to collect data. Binary logistic regression was used to analyze the data. The initial findings indicated that the participants exhibited a generally high perception of xenophobia. It is considered that this is a situation that should be taken into consideration in terms of migration policies and the social dynamics of the country. Logistic regression results showed that gender, age, school level, faculty type, traveling abroad, income, the place of growth, migration, multiculturalism, empathy education, being married to a foreigner, and having foreign friend variables did not predict the xenophobia perceptions of the participants. These results show the complexity of xenophobia perceptions of university students in Türkiye and that these perceptions may not be explained only by demographic variables in current research. Therefore, more in-depth analyses and consideration of different demographic variables or sociocultural factors may be necessary in future research.
本研究旨在考察土耳其高等教育机构学生对仇外心理的看法。本研究采用了相关研究设计。研究数据来自内夫谢希尔-哈奇-贝克塔什-韦利大学的 512 名学生。研究采用了方便抽样技术来选择参与者。数据收集采用了由 Van Der Veer 等人（2011 年）编制、由 Özmete 等人（2018 年）改编为土耳其语的仇外心理量表。数据分析采用二元逻辑回归法。初步研究结果表明，参与者对排外情绪的认知度普遍较高。人们认为，在制定移民政策和国家社会动态时应考虑到这一情况。逻辑回归结果显示，性别、年龄、学校级别、教师类型、出国旅行、收入、成长地、移民、多元文化、移情教育、与外国人结婚以及有外国朋友等变量并不能预测参与者的排外感知。这些结果表明了土耳其大学生仇外观念的复杂性，而且在目前的研究中，这些观念可能无法仅用人口统计学变量来解释。因此，在今后的研究中可能有必要对不同的人口统计学变量或社会文化因素进行更深入的分析和考虑。
{"title":"Xenophobia Perceptions of Turkish University Students: An Investigation According to Various Variables","authors":"Barış Eri̇çok, Duran Mavi","doi":"10.17275/per.24.3.11.1","DOIUrl":"https://doi.org/10.17275/per.24.3.11.1","url":null,"abstract":"The present study aims to examine the perceptions of xenophobia among students in higher education institutions in Türkiye. In this study, a correlational research design was used. The research data were obtained from 512 Nevşehir Hacı Bektaş Veli University students. The convenience sampling technique was utilized to select the participants. The Xenophobia Scale developed by Van Der Veer et al. (2011) and adapted into Turkish by Özmete et al. (2018) was used to collect data. Binary logistic regression was used to analyze the data. The initial findings indicated that the participants exhibited a generally high perception of xenophobia. It is considered that this is a situation that should be taken into consideration in terms of migration policies and the social dynamics of the country. Logistic regression results showed that gender, age, school level, faculty type, traveling abroad, income, the place of growth, migration, multiculturalism, empathy education, being married to a foreigner, and having foreign friend variables did not predict the xenophobia perceptions of the participants. These results show the complexity of xenophobia perceptions of university students in Türkiye and that these perceptions may not be explained only by demographic variables in current research. Therefore, more in-depth analyses and consideration of different demographic variables or sociocultural factors may be necessary in future research.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"15 s2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967520","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 shield analogy, which teachers have developed to protect themselves naturally against the difficulties that arise in the teaching process, is one of the most effective expressions used to express teacher immunity. Teacher immunity and reflective teaching are very important constructs that can affect language teachers’ practices and professional development. Therefore, this study aimed to investigate how reflection on teaching practice influences the teaching immunity of pre-service EFL (English as a Foreign Language) teachers. It also investigated factors influencing the changes in the teaching immunity of pre-service EFL teachers. The participants were six pre-service EFL teachers at a state university in Turkey. Data were collected through reflection forms during teaching practice and follow-up interviews with the participants. The content analysis method was used to analyse the collected data. The findings revealed that reflecting on teaching practice raised teachers’ awareness about their instructional practice, affective factors, and professional development. Additionally, the results indicated that teaching responsibilities, coping strategies, and contextual factors were the three main factors influencing the changes in the teaching immunity of teachers. It would be fair to state that reflecting on teaching practice may help teachers be resilient to burnout, open to change, tolerate negative behaviours, and, thus, increase their instructional effectiveness.
{"title":"Teaching Immunity of Language Teachers: A Reflective Approach","authors":"Fadime Yalçın Arslan, Gamze Almacioğlu","doi":"10.17275/per.24.6.11.1","DOIUrl":"https://doi.org/10.17275/per.24.6.11.1","url":null,"abstract":"The shield analogy, which teachers have developed to protect themselves naturally against the difficulties that arise in the teaching process, is one of the most effective expressions used to express teacher immunity. Teacher immunity and reflective teaching are very important constructs that can affect language teachers’ practices and professional development. Therefore, this study aimed to investigate how reflection on teaching practice influences the teaching immunity of pre-service EFL (English as a Foreign Language) teachers. It also investigated factors influencing the changes in the teaching immunity of pre-service EFL teachers. The participants were six pre-service EFL teachers at a state university in Turkey. Data were collected through reflection forms during teaching practice and follow-up interviews with the participants. The content analysis method was used to analyse the collected data. The findings revealed that reflecting on teaching practice raised teachers’ awareness about their instructional practice, affective factors, and professional development. Additionally, the results indicated that teaching responsibilities, coping strategies, and contextual factors were the three main factors influencing the changes in the teaching immunity of teachers. It would be fair to state that reflecting on teaching practice may help teachers be resilient to burnout, open to change, tolerate negative behaviours, and, thus, increase their instructional effectiveness.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966907","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}
Decoding skills of individuals can be observed in different fields, one of which is information and communication technologies (ICT). Within the scope of the current study decoding skills are a new concept. There is no measurement tool available in the literature. At this point, the researchers aimed (1) to develop the ICT-Decoding Skills Scale and to conduct a validity and reliability study and (2) to identify undergraduate preservice teachers’ level of ICT-Decoding skills, studying in faculties of education. The participants of the study involved a total of 1580 faculty of education students studying in 59 different universities in Turkey. The ICT-Decoding Skills Scale is a 4-factor, 5-point Likert-type scale comprising of 23 items. CFA results showed that model fit indices were calculated as the following: [χ2=897.841; df=219; χ2/df=4.100 p<.001; GFI=.873; AGFI=.840; CFI=.938; NFI=.920; NNFI(TLI)=.928; RMSEA=.070; RMR=.068; SRMR=.060]. When the internal consistencies were analyzed, Cronbach’s Alpha value for the overall scale was (α=.94). As to address the second aim of the study, the ICT-decoding skills of preservice teachers were examined. Preservice teachers’ ICT-decoding skills were found to be at a high level in the overall scale. However, in the subscales, they were observed to have medium and low levels of skills. Similarly, low levels of sensemaking, debugging and problem-solving skills were observed in their Coding Skills. At this point, preservice teachers are suggested to be supported in advanced technical skills, safety and social skills in digital environment and coding skills in addition to basic digital skills.
{"title":"The Development of the Decoding Skills Scale in Information and Communication Technologies and an Investigation of Preservice Teachers in This Framework","authors":"Hakan Akgül, Özden Şahin İzmirli","doi":"10.17275/per.24.5.11.1","DOIUrl":"https://doi.org/10.17275/per.24.5.11.1","url":null,"abstract":"Decoding skills of individuals can be observed in different fields, one of which is information and communication technologies (ICT). Within the scope of the current study decoding skills are a new concept. There is no measurement tool available in the literature. At this point, the researchers aimed (1) to develop the ICT-Decoding Skills Scale and to conduct a validity and reliability study and (2) to identify undergraduate preservice teachers’ level of ICT-Decoding skills, studying in faculties of education. The participants of the study involved a total of 1580 faculty of education students studying in 59 different universities in Turkey. The ICT-Decoding Skills Scale is a 4-factor, 5-point Likert-type scale comprising of 23 items. CFA results showed that model fit indices were calculated as the following: [χ2=897.841; df=219; χ2/df=4.100 p<.001; GFI=.873; AGFI=.840; CFI=.938; NFI=.920; NNFI(TLI)=.928; RMSEA=.070; RMR=.068; SRMR=.060]. When the internal consistencies were analyzed, Cronbach’s Alpha value for the overall scale was (α=.94). As to address the second aim of the study, the ICT-decoding skills of preservice teachers were examined. Preservice teachers’ ICT-decoding skills were found to be at a high level in the overall scale. However, in the subscales, they were observed to have medium and low levels of skills. Similarly, low levels of sensemaking, debugging and problem-solving skills were observed in their Coding Skills. At this point, preservice teachers are suggested to be supported in advanced technical skills, safety and social skills in digital environment and coding skills in addition to basic digital skills.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"27 5‐6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967684","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}
Concepts change at an incredibly fast rate for human beings and more specifically in the world of education and whence for society. To cite an example, there exist conceptualizations ‘issued’ such as Industry 4.0 or University 5.0. The very standpoint here arguably directs the focus to andragogy “at the brink of the post-anthropocene” (Wallin, 2017) in a rather inevitable fashion. Integrating the salient elements of the notion post-anthropocene into andragogy of Vocational Education and Training (VET) and ensuring the ‘sustainability’ of learning and teaching related practicum in this regard is deemed essential considering “growing ecological awareness in the era of the Anthropocene could also productively influence all spheres of life-ecology, economics, education, politics and the social sphere–in the interest of sustaining the planet” (Le Grange, 2019, p.1). In this direction, this paper intends to discuss the optimal means through which the VET given to the marginal groups in Türkiye as part of a project entitled “Professional Skills Development Project (MESGEP)” can be enriched towards raising an awareness about the climate crisis and about the other ecological issues awaiting to be confronted. It is hoped that with the new amendments to made to the available curricula, the individuals as the participants of the project can gain more consciousness about ecological crises and adopt the relevant skills. Thereupon, it is thought that educating disadvantaged groups in this way will not only point to equal opportunity in education but also attempt to alter the previously held belief, which pinpointed environmental pollution is indeed an externality of education.
{"title":"Enhancing the Professional Skills Development Project (MESGEP): An Attempt to Facilitate Ecological Awareness","authors":"Adem Yilmaz","doi":"10.17275/per.24.2.11.1","DOIUrl":"https://doi.org/10.17275/per.24.2.11.1","url":null,"abstract":"Concepts change at an incredibly fast rate for human beings and more specifically in the world of education and whence for society. To cite an example, there exist conceptualizations ‘issued’ such as Industry 4.0 or University 5.0. The very standpoint here arguably directs the focus to andragogy “at the brink of the post-anthropocene” (Wallin, 2017) in a rather inevitable fashion. Integrating the salient elements of the notion post-anthropocene into andragogy of Vocational Education and Training (VET) and ensuring the ‘sustainability’ of learning and teaching related practicum in this regard is deemed essential considering “growing ecological awareness in the era of the Anthropocene could also productively influence all spheres of life-ecology, economics, education, politics and the social sphere–in the interest of sustaining the planet” (Le Grange, 2019, p.1). In this direction, this paper intends to discuss the optimal means through which the VET given to the marginal groups in Türkiye as part of a project entitled “Professional Skills Development Project (MESGEP)” can be enriched towards raising an awareness about the climate crisis and about the other ecological issues awaiting to be confronted. It is hoped that with the new amendments to made to the available curricula, the individuals as the participants of the project can gain more consciousness about ecological crises and adopt the relevant skills. Thereupon, it is thought that educating disadvantaged groups in this way will not only point to equal opportunity in education but also attempt to alter the previously held belief, which pinpointed environmental pollution is indeed an externality of education.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966862","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 examined how the perceptions of war and peace and the perceptions of both countries towards each other are handled in the textbooks corresponding to social studies course in Russia and Ukraine. The analysis of the compared textbooks in terms of targeted images is also related to the current Russia-Ukraine war. In this study designed as qualitative research, the data were obtained through descriptive analysis. The first finding of the study revealed that in the textbooks analysed in terms of the frequency of use of the concepts of war and peace and the target country-nation expression; the concept of war is more frequent than the concept of peace at all grade levels in both countries. The second finding showed that in general, the Ukrainian-Ukraine image in Russian social studies textbooks is neutral, while the Russian-Russia image in Ukrainian history textbooks is negative. Another finding of the study is that the Russian and Ukrainian social studies textbooks use various visuals that evoke the concepts of war and peace. The last finding of the study revealed that various metaphors, implicit messages, or slogan-like expressions in terms of the concept of war, peace and target country-nation were encountered in the textbooks corresponding to social studies course in Russia and Ukraine.
{"title":"Perceptions of War-Peace and Ukraine-Russia in Textbooks Corresponding to Russia and Ukraine Social Studies Course","authors":"Yiğit Cebeci̇, Hüseyin Çalişkan, Mehmet Uymaz","doi":"10.17275/per.24.4.11.1","DOIUrl":"https://doi.org/10.17275/per.24.4.11.1","url":null,"abstract":"This study examined how the perceptions of war and peace and the perceptions of both countries towards each other are handled in the textbooks corresponding to social studies course in Russia and Ukraine. The analysis of the compared textbooks in terms of targeted images is also related to the current Russia-Ukraine war. In this study designed as qualitative research, the data were obtained through descriptive analysis. The first finding of the study revealed that in the textbooks analysed in terms of the frequency of use of the concepts of war and peace and the target country-nation expression; the concept of war is more frequent than the concept of peace at all grade levels in both countries. The second finding showed that in general, the Ukrainian-Ukraine image in Russian social studies textbooks is neutral, while the Russian-Russia image in Ukrainian history textbooks is negative. Another finding of the study is that the Russian and Ukrainian social studies textbooks use various visuals that evoke the concepts of war and peace. The last finding of the study revealed that various metaphors, implicit messages, or slogan-like expressions in terms of the concept of war, peace and target country-nation were encountered in the textbooks corresponding to social studies course in Russia and Ukraine.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"67 s96","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967616","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 research aimed to determine the effect of active learning methods on middle school students' entrepreneurship skills in social studies lessons. A mixed method experimental design was adopted in the research. The research study group consisted of 59 middle school students, 29 of whom were in the experimental group and 30 in the control group. A multilevel mixed-method sampling strategy was used to determine the study group. In the research, Entrepreneurship Scale for Middle School Students, semi-structured interviews, anecdotal records, and a checklist were used as data collection tools. In order to determine the effectiveness of active learning methods, one-way covariance analysis, in which the pre-test scores were determined as the covariate, was employed between the post-test scores of the experimental and control groups. The inductive analysis approach was adopted in the analysis of qualitative data. It was found that the active learning methods had a significant and positive effect on the experimental group. The students stated that the active learning methods applied in the social studies lessons contributed to developing their entrepreneurial skills, establishing a competitive environment among the students and the group work opportunity. Furthermore, the students found active learning methods fun and instructive, increasing participation and motivation for the lesson.
{"title":"The Effect of Active Learning Methods on Middle School Students’ Entrepreneurship Skills in Social Studies Course","authors":"Önder ERYILMAZ, Merve DİLEK, Handan DEVECİ","doi":"10.17275/per.23.91.10.6","DOIUrl":"https://doi.org/10.17275/per.23.91.10.6","url":null,"abstract":"This research aimed to determine the effect of active learning methods on middle school students' entrepreneurship skills in social studies lessons. A mixed method experimental design was adopted in the research. The research study group consisted of 59 middle school students, 29 of whom were in the experimental group and 30 in the control group. A multilevel mixed-method sampling strategy was used to determine the study group. In the research, Entrepreneurship Scale for Middle School Students, semi-structured interviews, anecdotal records, and a checklist were used as data collection tools. In order to determine the effectiveness of active learning methods, one-way covariance analysis, in which the pre-test scores were determined as the covariate, was employed between the post-test scores of the experimental and control groups. The inductive analysis approach was adopted in the analysis of qualitative data. It was found that the active learning methods had a significant and positive effect on the experimental group. The students stated that the active learning methods applied in the social studies lessons contributed to developing their entrepreneurial skills, establishing a competitive environment among the students and the group work opportunity. Furthermore, the students found active learning methods fun and instructive, increasing participation and motivation for the lesson.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"24 36","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135371613","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 was to create a concept test with established reliability and validity to show seventh-grade students’ conceptual comprehension of the science course’s “Pure Matter and Mixtures” unit. The survey model, which is one of the quantitative research methodologies, was used to perform the research. The research group comprises 7th (n=272) and 8th (n=282) grade pupils studying in Ankara province’s Çankaya and Yenimahalle districts throughout the autumn and spring semesters of the 2021-2022 academic year. The first stage of the test questions was multiple-choice with four possibilities, and the second stage was open-ended with the rationale for the question written. Expert comments were sought to guarantee the test’s face and content validity. The hypothesis testing approach was employed to assess construct validity, and the test was found to be construct-valid. As a consequence of the analysis performed before the pilot deployment for the 35-question exam, 9 questions were deleted from the test, yielding a 26-question test. The discrimination of question 21 was discovered to be 0,27 as a result of the test’s actual implementation. The decision was made to delete this question from the tests, and the test was completed with 25 questions. The actual implementation resulted in a KR-20 reliability coefficient of 0,83, a mean item difficulty of 0,56, and a mean item discrimination of 0,49. In light of the results of the present research, a high discrimination, medium difficulty, and reliable concept exam consisting of 25 questions was developed to measure conceptual understanding as well as misconceptions.
{"title":"The Development of a Concept Test for “Pure Matter and Mixtures” Unit","authors":"Begüm Dilara CİVANGÖNÜL, Ayşe SERT ÇIBIK","doi":"10.17275/per.23.87.10.6","DOIUrl":"https://doi.org/10.17275/per.23.87.10.6","url":null,"abstract":"The purpose of this study was to create a concept test with established reliability and validity to show seventh-grade students’ conceptual comprehension of the science course’s “Pure Matter and Mixtures” unit. The survey model, which is one of the quantitative research methodologies, was used to perform the research. The research group comprises 7th (n=272) and 8th (n=282) grade pupils studying in Ankara province’s Çankaya and Yenimahalle districts throughout the autumn and spring semesters of the 2021-2022 academic year. The first stage of the test questions was multiple-choice with four possibilities, and the second stage was open-ended with the rationale for the question written. Expert comments were sought to guarantee the test’s face and content validity. The hypothesis testing approach was employed to assess construct validity, and the test was found to be construct-valid. As a consequence of the analysis performed before the pilot deployment for the 35-question exam, 9 questions were deleted from the test, yielding a 26-question test. The discrimination of question 21 was discovered to be 0,27 as a result of the test’s actual implementation. The decision was made to delete this question from the tests, and the test was completed with 25 questions. The actual implementation resulted in a KR-20 reliability coefficient of 0,83, a mean item difficulty of 0,56, and a mean item discrimination of 0,49. In light of the results of the present research, a high discrimination, medium difficulty, and reliable concept exam consisting of 25 questions was developed to measure conceptual understanding as well as misconceptions.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"24 34","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135371614","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}
Pub Date : 2023-11-01DOI: 10.17275/per.23.100.10.6
Alper ALTUNÇEKİÇ, Togay Seçkin BİRBUDAK
Distance education is a type in which individuals can realize their learning activities in line with their current technological possibilities, independent of time and space concepts, sharing information and documents with technological tools and applications, and establishing communication and interaction. Self-efficacy is knowing and believing in one's abilities to do a job. Self-efficacy belief levels towards online learning environments are important factors affecting the educational process. For this reason, determining students' self-efficacy levels in distance education processes is accepted as an essential factor in increasing the quality of educational activities. This study aimed to determine the distance education self-efficacy belief levels of prospective history teachers and the distance education self-efficacy belief levels according to variables such as readiness, gender, grade, and disadvantage. Within the scope of the research, two different scales were used with 109 history teacher candidates from different grade levels of 4 different state universities with the appropriate or convenient sampling method. As a result of the research, no significant difference was found in readiness, gender, and grade variables. Another finding of the study was that disadvantages such as mobile data and internet problems had a negative effect on self-efficacy belief levels. In addition to these, it was investigated whether pre-service teachers' online readiness level was related to self-efficacy belief level and a positive relationship was found between readiness level and self-efficacy belief level.
{"title":"The Determination of History Teacher Candidates' Distance Education Self-Efficacy Belief Levels According to Different Variables","authors":"Alper ALTUNÇEKİÇ, Togay Seçkin BİRBUDAK","doi":"10.17275/per.23.100.10.6","DOIUrl":"https://doi.org/10.17275/per.23.100.10.6","url":null,"abstract":"Distance education is a type in which individuals can realize their learning activities in line with their current technological possibilities, independent of time and space concepts, sharing information and documents with technological tools and applications, and establishing communication and interaction. Self-efficacy is knowing and believing in one's abilities to do a job. Self-efficacy belief levels towards online learning environments are important factors affecting the educational process. For this reason, determining students' self-efficacy levels in distance education processes is accepted as an essential factor in increasing the quality of educational activities. This study aimed to determine the distance education self-efficacy belief levels of prospective history teachers and the distance education self-efficacy belief levels according to variables such as readiness, gender, grade, and disadvantage. Within the scope of the research, two different scales were used with 109 history teacher candidates from different grade levels of 4 different state universities with the appropriate or convenient sampling method. As a result of the research, no significant difference was found in readiness, gender, and grade variables. Another finding of the study was that disadvantages such as mobile data and internet problems had a negative effect on self-efficacy belief levels. In addition to these, it was investigated whether pre-service teachers' online readiness level was related to self-efficacy belief level and a positive relationship was found between readiness level and self-efficacy belief level.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"26 22","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135371858","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}
Machine Translation Post-Editing (MTPE) has emerged as a productivity-enhancing practice in the language service industry, where human editors correct the output of machine translation systems. To ensure that students of translation possess the necessary skills for MTPE, it is essential to understand their self-efficacy in this domain. This research paper aims to assess students' self-efficacy in translation learning, specifically in the context of MTPE, and explore the factor structure, psychometric properties, and internal associations of their self-efficacy. The study utilized a modified survey adapted from the Scale for Assessing Translators' Self-Efficacy and collected responses from 65 undergraduate students in a Chinese university. The survey data underwent reliability and validity analyses, including exploratory factor analysis, to assess the measurement tool's consistency, stability, and construct validity. The results indicated a high reliability of the scale (Cronbach's Alpha = 0.914) and revealed three primary dimensions of self-efficacy: Decision-making of MTPE, Communicative Competence of MTPE, and Strategic Competence of MTPE, and the strong inter-correlations suggests that they collectively measure the construct of translators' self-efficacy of MTPE, providing insights into the skills and abilities required for effective MTPE. The findings contribute to the development of psychometric tools for further research in translation and promote pedagogical reform to align with evolving market trends emphasizing human-machine collaborative translation.
{"title":"Scaling Students’ Self-Efficacy on Machine Translation Post-Editing: Psychometric Properties of the Scale and Their Associations","authors":"Qing Lİ, Tai-yi HUANG","doi":"10.17275/per.23.98.10.6","DOIUrl":"https://doi.org/10.17275/per.23.98.10.6","url":null,"abstract":"Machine Translation Post-Editing (MTPE) has emerged as a productivity-enhancing practice in the language service industry, where human editors correct the output of machine translation systems. To ensure that students of translation possess the necessary skills for MTPE, it is essential to understand their self-efficacy in this domain. This research paper aims to assess students' self-efficacy in translation learning, specifically in the context of MTPE, and explore the factor structure, psychometric properties, and internal associations of their self-efficacy. The study utilized a modified survey adapted from the Scale for Assessing Translators' Self-Efficacy and collected responses from 65 undergraduate students in a Chinese university. The survey data underwent reliability and validity analyses, including exploratory factor analysis, to assess the measurement tool's consistency, stability, and construct validity. The results indicated a high reliability of the scale (Cronbach's Alpha = 0.914) and revealed three primary dimensions of self-efficacy: Decision-making of MTPE, Communicative Competence of MTPE, and Strategic Competence of MTPE, and the strong inter-correlations suggests that they collectively measure the construct of translators' self-efficacy of MTPE, providing insights into the skills and abilities required for effective MTPE. The findings contribute to the development of psychometric tools for further research in translation and promote pedagogical reform to align with evolving market trends emphasizing human-machine collaborative translation.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135371236","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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