The purpose of this study is to determine the views of students attending Science and Art Centers (SAC) about Socratic research seminars. This qualitative study was conducted with nine undergraduate students. Individual interviews were conducted with students after the seminars, which spanned 10 weeks, about their opinions of the seminars. As a result of the content analysis, it was found that students rated the Socratic research process as a process in which they can freely express their thoughts, have a scientific experience that contributes to their development, individual differences come out, a good method is used for the development of the discussion, questions and discussions about science are held. In addition, students believe that at the end of the seminars, they can ask better questions both quantitatively and qualitatively, change their ideas, question themselves, develop their sense of curiosity, emphatically respond to different opinions and make philosophical inquiries.
{"title":"The Views of Science and Art Center (SAC) Students Regarding Socratic Inquiry Seminars","authors":"A. Bahtiyar, Bilge Can","doi":"10.14689/enad.28.1","DOIUrl":"https://doi.org/10.14689/enad.28.1","url":null,"abstract":"The purpose of this study is to determine the views of students attending Science and Art Centers (SAC) about Socratic research seminars. This qualitative study was conducted with nine undergraduate students. Individual interviews were conducted with students after the seminars, which spanned 10 weeks, about their opinions of the seminars. As a result of the content analysis, it was found that students rated the Socratic research process as a process in which they can freely express their thoughts, have a scientific experience that contributes to their development, individual differences come out, a good method is used for the development of the discussion, questions and discussions about science are held. In addition, students believe that at the end of the seminars, they can ask better questions both quantitatively and qualitatively, change their ideas, question themselves, develop their sense of curiosity, emphatically respond to different opinions and make philosophical inquiries.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"38 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79276858","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 aimed to investigate the similarities and differences between curriculum and textbook contents of Life Sciences course in Turkey and World Around course in Russia. To that end, curriculum and textbooks of Life Sciences and World Around in effect in both countries in the academic year of 2019-2020 were examined. In the present study, using the intertwined single-case design of qualitative research designs, document review was opted for as the measure. The data achieved were subjected to descriptive content analysis. Codes, categories and themes utilized in the analysis of curriculum and textbooks were shaped in accordance with the contents of curriculum and textbooks in light of similar studies in the literature. Main features of the curriculum and textbooks and how subjects were presented were examined within the framework of activity and assessment practices. Turkish and Russian Life Sciences Curriculum and textbooks were similar overall but had some differences concerning content. Consequently, it was concluded that it would be more relevant to integrate certain activities and methods that would bring the students closer to real life into the Turkish Life Sciences textbooks.
{"title":"Life Science Curriculum and Textbooks: The Comparison of Turkey and Russia","authors":"Nur UTKUR GULLUHAN, E. Guseinova","doi":"10.14689/enad.28.4","DOIUrl":"https://doi.org/10.14689/enad.28.4","url":null,"abstract":"This study aimed to investigate the similarities and differences between curriculum and textbook contents of Life Sciences course in Turkey and World Around course in Russia. To that end, curriculum and textbooks of Life Sciences and World Around in effect in both countries in the academic year of 2019-2020 were examined. In the present study, using the intertwined single-case design of qualitative research designs, document review was opted for as the measure. The data achieved were subjected to descriptive content analysis. Codes, categories and themes utilized in the analysis of curriculum and textbooks were shaped in accordance with the contents of curriculum and textbooks in light of similar studies in the literature. Main features of the curriculum and textbooks and how subjects were presented were examined within the framework of activity and assessment practices. Turkish and Russian Life Sciences Curriculum and textbooks were similar overall but had some differences concerning content. Consequently, it was concluded that it would be more relevant to integrate certain activities and methods that would bring the students closer to real life into the Turkish Life Sciences textbooks.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"8 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74253287","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 aimed to improve special education and inclusion courses given to pre-service teachers in a primary mathematics education program at a university in Turkey. The aim was to enhance their knowledge and skills and present solutions to problems occurring in courses given during the term and changes in the sense of efficacy of preservice teachers. For this purpose, the research used qualitative and quantitative data collection methods based on the action research method. Shorter course duration and intense content were among the most important problems faced by the instructor. The course curriculum was adapted in line with the needs of primary school mathematics teachers. It was aimed to increase the effectiveness of teaching by providing a variety of materials. Pre-service teachers had the opportunity to gain experience working with special needs students by teaching them origami shapes in the special education and inclusion course. The data obtained from the scales at the end of the process revealed that teachers’ sense of efficacy showed improvement regarding inclusion. Pre-service teachers were pleased to have such a course and offered suggestions to the course instructor. Based on the findings, the elements for improving this education are discussed, and suggestions are presented.
{"title":"Improving Special Education and Inclusion Course in Primary Mathematics Teacher Education Program","authors":"Canan SOLA OZGUC","doi":"10.14689/enad.28.7","DOIUrl":"https://doi.org/10.14689/enad.28.7","url":null,"abstract":"This study aimed to improve special education and inclusion courses given to pre-service teachers in a primary mathematics education program at a university in Turkey. The aim was to enhance their knowledge and skills and present solutions to problems occurring in courses given during the term and changes in the sense of efficacy of preservice teachers. For this purpose, the research used qualitative and quantitative data collection methods based on the action research method. Shorter course duration and intense content were among the most important problems faced by the instructor. The course curriculum was adapted in line with the needs of primary school mathematics teachers. It was aimed to increase the effectiveness of teaching by providing a variety of materials. Pre-service teachers had the opportunity to gain experience working with special needs students by teaching them origami shapes in the special education and inclusion course. The data obtained from the scales at the end of the process revealed that teachers’ sense of efficacy showed improvement regarding inclusion. Pre-service teachers were pleased to have such a course and offered suggestions to the course instructor. Based on the findings, the elements for improving this education are discussed, and suggestions are presented.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"22 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80899990","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 basic qualitative research aims to reveal the meaning of outdoor learning activities experienced by social studies teacher candidates. The study focused on the experiences of teacher candidates using a social constructivist perspective. The study group of this basic qualitative research consists of 16 social studies teacher candidates who took the Special Teaching Methods II course in a state university in the 2018 2019 academic year. The research data were obtained from the semi-structured interview and the observation notes of the researcher. The data were analyzed using the content analysis method. The findings of this study revealed that even just going out of the classroom has educational potential, that outdoor learning facilitates both experiential and participatory learning and creates a more inclusive environment. In addition, in this study, it was found that outdoor learning may develop skills such as problem-solving, critical thinking, perception of space, change and continuity, observation, communication and cooperation which are vital in teaching social studies. Teachers cannot include it in the program without having personal experience in outdoor learning. The prerequisite of all teacher education programs should be learning environments that model the pedagogical expectations of teacher candidates. For this reason, outdoor learning should be accepted and supported as an integral part of the entire school curriculum.
{"title":"Outdoor Social Studies Experiences of Teacher Candidates","authors":"F. Bozkurt","doi":"10.14689/enad.28.8","DOIUrl":"https://doi.org/10.14689/enad.28.8","url":null,"abstract":": This basic qualitative research aims to reveal the meaning of outdoor learning activities experienced by social studies teacher candidates. The study focused on the experiences of teacher candidates using a social constructivist perspective. The study group of this basic qualitative research consists of 16 social studies teacher candidates who took the Special Teaching Methods II course in a state university in the 2018 2019 academic year. The research data were obtained from the semi-structured interview and the observation notes of the researcher. The data were analyzed using the content analysis method. The findings of this study revealed that even just going out of the classroom has educational potential, that outdoor learning facilitates both experiential and participatory learning and creates a more inclusive environment. In addition, in this study, it was found that outdoor learning may develop skills such as problem-solving, critical thinking, perception of space, change and continuity, observation, communication and cooperation which are vital in teaching social studies. Teachers cannot include it in the program without having personal experience in outdoor learning. The prerequisite of all teacher education programs should be learning environments that model the pedagogical expectations of teacher candidates. For this reason, outdoor learning should be accepted and supported as an integral part of the entire school curriculum.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"17 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79154963","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}
:Organizational environments are environments where conflicts of interest are intense due to business and human interactions. Various problems are experienced in these environments due to both business and human interaction and interpersonal relations. These problems cause various psychological and physical health problems in the employees and organizational health problems such as reduced job satisfaction and damage to work peace in organizations. This study examined the problem of "organizational ostracism," an example of negative behavior in organizations. The study discussed the causes of ostracism and its effects on the ostracized person. The study was designed according to the descriptive phenomenological pattern, one of the qualitative research designs. The sample of the study was determined according to the purposeful sampling technique. The study data were collected through in-depth interviews from 19 faculty members with different titles and positions working in various departments of public universities. The research results were presented and interpreted as "code," "sub-theme," and "main theme." At the end of the examination, organizational exclusion; It was understood that it was caused by jealousy, ethnic, political and trade union discrimination. The impact of organizational ostracism on the individual excluded; intention to quit, feeling of burnout, and psychosomatic disorders were grouped under the main themes. Findings showed that organizational ostracism harms organizational and individual performance. The research results show that ostracism is an important organizational behavior problem that disrupts organizational and individual health and job satisfaction.
{"title":"A Phenomenological Study on the Antecedents and Consequences of Organizational Ostracism","authors":"H. Tutar, Nuran OZTURK BASPINAR","doi":"10.14689/enad.28.14","DOIUrl":"https://doi.org/10.14689/enad.28.14","url":null,"abstract":":Organizational environments are environments where conflicts of interest are intense due to business and human interactions. Various problems are experienced in these environments due to both business and human interaction and interpersonal relations. These problems cause various psychological and physical health problems in the employees and organizational health problems such as reduced job satisfaction and damage to work peace in organizations. This study examined the problem of \"organizational ostracism,\" an example of negative behavior in organizations. The study discussed the causes of ostracism and its effects on the ostracized person. The study was designed according to the descriptive phenomenological pattern, one of the qualitative research designs. The sample of the study was determined according to the purposeful sampling technique. The study data were collected through in-depth interviews from 19 faculty members with different titles and positions working in various departments of public universities. The research results were presented and interpreted as \"code,\" \"sub-theme,\" and \"main theme.\" At the end of the examination, organizational exclusion; It was understood that it was caused by jealousy, ethnic, political and trade union discrimination. The impact of organizational ostracism on the individual excluded; intention to quit, feeling of burnout, and psychosomatic disorders were grouped under the main themes. Findings showed that organizational ostracism harms organizational and individual performance. The research results show that ostracism is an important organizational behavior problem that disrupts organizational and individual health and job satisfaction.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"66 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89202007","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 aims to determine how education unions that have the most members in Turkey include the aims and activities in their statutes in terms of the functions of the unions. Furthermore, it aims to identify how the determined purposes and activities are distributed according to unions and the functions of the unions. The study is a qualitative research in the type of document analysis. Purpose and functions of the unions; their perspectives on politics and democracy, labour relations, education and development have been studies on the dimensions of socio-economic and socio-psychological functions. In the study, 27 evaluators selected from four groups as academicians, union managers, education administrators, and teachers were asked to classify items related to goals and activities in five categories. Based on the evaluators’ classification, the Fleiss Kappa coefficient was found. At this stage, it was observed that the Fleiss Kappa value indicated a significant agreement. In the study, the constitutions of the four education unions with the highest number of members were examined in five dimensions. The data were analysed using the five-stage content analysis method. As a result, it is possible to suggest that education unionism in Turkey has an organisational mentality that emphasises social and political issues. It is concluded that it is necessary to conduct qualitative studies which aim to determine the purposes of unions, their determined goals, and which mission they have undertaken.
{"title":"A Study on the Evaluation of Education Unions in Terms of Purposes and Activities Stated in their Constitutions","authors":"Engin Dilbaz, T. Erkiliç","doi":"10.14689/enad.28.10","DOIUrl":"https://doi.org/10.14689/enad.28.10","url":null,"abstract":"This study aims to determine how education unions that have the most members in Turkey include the aims and activities in their statutes in terms of the functions of the unions. Furthermore, it aims to identify how the determined purposes and activities are distributed according to unions and the functions of the unions. The study is a qualitative research in the type of document analysis. Purpose and functions of the unions; their perspectives on politics and democracy, labour relations, education and development have been studies on the dimensions of socio-economic and socio-psychological functions. In the study, 27 evaluators selected from four groups as academicians, union managers, education administrators, and teachers were asked to classify items related to goals and activities in five categories. Based on the evaluators’ classification, the Fleiss Kappa coefficient was found. At this stage, it was observed that the Fleiss Kappa value indicated a significant agreement. In the study, the constitutions of the four education unions with the highest number of members were examined in five dimensions. The data were analysed using the five-stage content analysis method. As a result, it is possible to suggest that education unionism in Turkey has an organisational mentality that emphasises social and political issues. It is concluded that it is necessary to conduct qualitative studies which aim to determine the purposes of unions, their determined goals, and which mission they have undertaken.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"51 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74246725","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}
A/r/tographic inquiry is an art-based research method widely used abroad; this method has not yet become widespread in our country's undergraduate and graduate arts education. To reinvent the results of my a/r/tographic work, which I conducted by visualising the electroacoustic work “Symbolic Gestures” by Malaysian composer and academician Valerie Ross in 2017, with this study I invite my students to an a/r/tographic investigation (understanding/interpretation with artist identity). I aim to reveal intercultural and interdisciplinary creative learning experiences for my students with the methods and techniques (theorising/theory with researcher identity) that I discovered while questioning the transformative role of music in my creative process, and re-question my teaching and learning identities (practice with a teacher identity) through artistic practices. This study reveals a 6-week intercultural and interdisciplinary a/r/tographic inquiry in 2018-2019 with 12 undergraduate and 4 graduate students studying research and art. The research data consists of video and audio recordings, photographs, artistic products, student views, observation notes, diaries, and the work named Symbolic Gestures. The data were interpreted with an a/r/tographic inquiry approach. At the end of the research, the transformative role of music in visual arts education has produced significant results in the experiences of knowing, creating, metaphorical thinking, intuitive listening, and seeing in depth in undergraduate and graduate art students. The provocative, transformative, and convertible role of music can be used in learning, creating, and teaching experiences in visual arts education.
{"title":"The Transformative Role of Music in Visual Arts Education: Rediscovering Intercultural and Interdisciplinary Possibilities through A/r/tographic Inquiry","authors":"A. Guler","doi":"10.14689/enad.28.9","DOIUrl":"https://doi.org/10.14689/enad.28.9","url":null,"abstract":"A/r/tographic inquiry is an art-based research method widely used abroad; this method has not yet become widespread in our country's undergraduate and graduate arts education. To reinvent the results of my a/r/tographic work, which I conducted by visualising the electroacoustic work “Symbolic Gestures” by Malaysian composer and academician Valerie Ross in 2017, with this study I invite my students to an a/r/tographic investigation (understanding/interpretation with artist identity). I aim to reveal intercultural and interdisciplinary creative learning experiences for my students with the methods and techniques (theorising/theory with researcher identity) that I discovered while questioning the transformative role of music in my creative process, and re-question my teaching and learning identities (practice with a teacher identity) through artistic practices. This study reveals a 6-week intercultural and interdisciplinary a/r/tographic inquiry in 2018-2019 with 12 undergraduate and 4 graduate students studying research and art. The research data consists of video and audio recordings, photographs, artistic products, student views, observation notes, diaries, and the work named Symbolic Gestures. The data were interpreted with an a/r/tographic inquiry approach. At the end of the research, the transformative role of music in visual arts education has produced significant results in the experiences of knowing, creating, metaphorical thinking, intuitive listening, and seeing in depth in undergraduate and graduate art students. The provocative, transformative, and convertible role of music can be used in learning, creating, and teaching experiences in visual arts education.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"43 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86700349","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 examined the lifestyle of a typical village settlement and its reflection on the education of children in primary school and the meaning of being a child and student in the village from a sociological perspective. The research aimed to explore how village culture and experiences affect students’ educational life in this context. This research was not the product of an external observation, but rather it was based on the impressions and experiences from a teacher’s perspective. The ethnographic pattern was preferred because the research focused on examining children’s life/learning process within the culture of a village and on the interpretation and reflection of the thoughts and behaviours presented by the people involved in this culture. Observations, participant observations, interviews, and focus group interviews were used in the data collection process. The study revealed that cultural understanding affects many areas. Students and the life experiences of the village have also deeply affected the status of being a student.
{"title":"Being a Student in a Village Primary School from an Ethnographic Perspective","authors":"Isa Gungor, Beyhan Nazli KOCBEKER EID","doi":"10.14689/enad.28.6","DOIUrl":"https://doi.org/10.14689/enad.28.6","url":null,"abstract":"This research examined the lifestyle of a typical village settlement and its reflection on the education of children in primary school and the meaning of being a child and student in the village from a sociological perspective. The research aimed to explore how village culture and experiences affect students’ educational life in this context. This research was not the product of an external observation, but rather it was based on the impressions and experiences from a teacher’s perspective. The ethnographic pattern was preferred because the research focused on examining children’s life/learning process within the culture of a village and on the interpretation and reflection of the thoughts and behaviours presented by the people involved in this culture. Observations, participant observations, interviews, and focus group interviews were used in the data collection process. The study revealed that cultural understanding affects many areas. Students and the life experiences of the village have also deeply affected the status of being a student.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"86 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90322853","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 aims to identify the main problems experienced by adults with visual impairments regarding the use and accessibility of orientation and mobility skills and offer solutions for these problems. For this purpose, the knowledge of individuals with visual impairment on orientation and mobility skills and the problems they experience while using these skills and using public transport were discussed. Additionally, the skills they most need and want to learn, and the environment, people, and teaching style they want when being taught these skills were examined in detail according to the participants’ opinions. In the study, phenomenology design, one of the qualitative research methods, was used. 17 adults participated in the research, which would provide the most diversity for demographic information such as age, gender, and educational status. The research data were collected with the interview form tool consisting of semi-structured questions. The interviews were deciphered and transferred to the MAXQDA program, which is a computer-aided qualitative data analysis program for analysis. The descriptive analysis method was used in the analysis of the obtained data. As a result of the study, it was found that the level of education in orientation and mobility is quite low and they need to be trained. They suffer accidents due to lack of education, architectural/environmental precautions, inadequacy of measures taken for transportation, lack of assistive technology, attitude of people and lack of training of sighted guides. O&M programs can be developed for adults that include various indoor and outdoor routes and using transport.
{"title":"Orientation and Mobility Problems of Adults with Visual Impairment and Suggestions for Solutions","authors":"Banu Altunay, Gülistan Yalçın, Menekşe Uysal Saraç","doi":"10.14689/enad.28.13","DOIUrl":"https://doi.org/10.14689/enad.28.13","url":null,"abstract":": This research aims to identify the main problems experienced by adults with visual impairments regarding the use and accessibility of orientation and mobility skills and offer solutions for these problems. For this purpose, the knowledge of individuals with visual impairment on orientation and mobility skills and the problems they experience while using these skills and using public transport were discussed. Additionally, the skills they most need and want to learn, and the environment, people, and teaching style they want when being taught these skills were examined in detail according to the participants’ opinions. In the study, phenomenology design, one of the qualitative research methods, was used. 17 adults participated in the research, which would provide the most diversity for demographic information such as age, gender, and educational status. The research data were collected with the interview form tool consisting of semi-structured questions. The interviews were deciphered and transferred to the MAXQDA program, which is a computer-aided qualitative data analysis program for analysis. The descriptive analysis method was used in the analysis of the obtained data. As a result of the study, it was found that the level of education in orientation and mobility is quite low and they need to be trained. They suffer accidents due to lack of education, architectural/environmental precautions, inadequacy of measures taken for transportation, lack of assistive technology, attitude of people and lack of training of sighted guides. O&M programs can be developed for adults that include various indoor and outdoor routes and using transport.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"39 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74222195","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 was conducted to create an egalitarian change in middle school students perspectives on gender roles. The study group consists of 15 girls and 14 boys in 6th-grade aged 11-12 in a public middle school. Action research, one of the qualitative research methods, was used in the study. A questionnaire form prepared by the researchers following the sub-problems of the research were used as a data collection tool. Descriptive analysis was used in data analysis. According to the findings, it was observed that under the current circumstances, middle school students adopted traditional gender roles. After implementing the action plan, it was determined that the participant’s perspectives on gender roles changed in favour of gender equality. As a result of the study, it is suggested that the awareness of gender equality, which is the basis of the socio-economic development of the countries, should be brought to the individuals through schools, and educational environments should be arranged following this acquisition.
{"title":"Gender Equality Awareness among Middle School Students","authors":"Aslı Yeşil, F. A. BALCI KARABOGA","doi":"10.14689/enad.28.3","DOIUrl":"https://doi.org/10.14689/enad.28.3","url":null,"abstract":"This research was conducted to create an egalitarian change in middle school students perspectives on gender roles. The study group consists of 15 girls and 14 boys in 6th-grade aged 11-12 in a public middle school. Action research, one of the qualitative research methods, was used in the study. A questionnaire form prepared by the researchers following the sub-problems of the research were used as a data collection tool. Descriptive analysis was used in data analysis. According to the findings, it was observed that under the current circumstances, middle school students adopted traditional gender roles. After implementing the action plan, it was determined that the participant’s perspectives on gender roles changed in favour of gender equality. As a result of the study, it is suggested that the awareness of gender equality, which is the basis of the socio-economic development of the countries, should be brought to the individuals through schools, and educational environments should be arranged following this acquisition.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"2 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78477732","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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