This study aims to investigate the effect of conscientiousness and gender on digital game addiction in high school students. This study has been conducted to 470 students from three vocational schools and four common high schools in Siirt in 2017-2018 academic year through a relational survey method. In this research, conscientiousness sub-dimension of The Big Five Inventory and Digital Game Addiction scale have been used. It has also been determined that conscientiousness and gender are significant predictors of digital game addiction, and both of the variables are able to explain approximately 12% of digital game addiction. Depending on this, this study has attempted to observe low level conscientiousness and gender (in case of being male) affect digital game addiction negatively in high school students. In addition to this, it has aimed to show that gender and low conscientiousness are the possible risk factors for students in term of digital game addiction. For this reason, the students’ traits of conscientiousness, particularly of male students, must be developed. Sense of responsibility is related to conscientiousness. Therefore, the traits of conscientiousness might be developed by enhancing the adolescents’ sense of responsibility, and hence some positive outcomes can be acquired against the digital game addiction.
{"title":"The Effect of Conscientiousness as Personality Trait and Gender on Digital Game Addiction in High School Students","authors":"A. Kesici","doi":"10.30786/jef.543339","DOIUrl":"https://doi.org/10.30786/jef.543339","url":null,"abstract":"This study aims to investigate the effect of conscientiousness and gender on digital game addiction in high school students. This study has been conducted to 470 students from three vocational schools and four common high schools in Siirt in 2017-2018 academic year through a relational survey method. In this research, conscientiousness sub-dimension of The Big Five Inventory and Digital Game Addiction scale have been used. It has also been determined that conscientiousness and gender are significant predictors of digital game addiction, and both of the variables are able to explain approximately 12% of digital game addiction. Depending on this, this study has attempted to observe low level conscientiousness and gender (in case of being male) affect digital game addiction negatively in high school students. In addition to this, it has aimed to show that gender and low conscientiousness are the possible risk factors for students in term of digital game addiction. For this reason, the students’ traits of conscientiousness, particularly of male students, must be developed. Sense of responsibility is related to conscientiousness. Therefore, the traits of conscientiousness might be developed by enhancing the adolescents’ sense of responsibility, and hence some positive outcomes can be acquired against the digital game addiction.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":"1 1","pages":"43-53"},"PeriodicalIF":0.4,"publicationDate":"2020-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48466224","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 classify the methodological tendencies and outputs of the studies conducted on the use of Scratch software in education with their main lines and to examine them in a comprehensive and holistic way. A literature review was conducted based on different databases in line with the purpose of the study and we accessed 76 different studies within this scope. Document review steps were followed to explain the data obtained in the study and to access the necessary concepts and relations. Meta-thematic analyses were performed to complement the data obtained, and qualitative findings were obtained by referring to common codes and themes of qualitative studies. The results of the study indicate that the use of Scratch software in education was found to have positive effects on motivation, self-efficacy, attitude, higher-level thinking, and academic success. In addition, materializing software teaching by freeing it from its abstract and complex structure, enabling students to acquire 21st-century skills at an early age, encouraging students to trust themselves by boosting their interest and motivation can be defined as some of the positive aspects of the Scratch software. The limitations of the Scratch software were determined as being unsuitable for advanced coding, limited code structure, and difficulty in understanding the logic of some basic structures.
{"title":"Investigation of the Studies on the Use of Scratch Software in Education","authors":"Tarık Talan","doi":"10.30786/jef.556701","DOIUrl":"https://doi.org/10.30786/jef.556701","url":null,"abstract":"The aim of this study is to classify the methodological tendencies and outputs of the studies conducted on the use of Scratch software in education with their main lines and to examine them in a comprehensive and holistic way. A literature review was conducted based on different databases in line with the purpose of the study and we accessed 76 different studies within this scope. Document review steps were followed to explain the data obtained in the study and to access the necessary concepts and relations. Meta-thematic analyses were performed to complement the data obtained, and qualitative findings were obtained by referring to common codes and themes of qualitative studies. The results of the study indicate that the use of Scratch software in education was found to have positive effects on motivation, self-efficacy, attitude, higher-level thinking, and academic success. In addition, materializing software teaching by freeing it from its abstract and complex structure, enabling students to acquire 21st-century skills at an early age, encouraging students to trust themselves by boosting their interest and motivation can be defined as some of the positive aspects of the Scratch software. The limitations of the Scratch software were determined as being unsuitable for advanced coding, limited code structure, and difficulty in understanding the logic of some basic structures.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48101337","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 investigate the relationship between teachers' creative thinking tendencies and individual innovativeness characteristics. This study used correlational survey model and was carried out with 283 teachers from different branches working in Turkey. "Critical Thinking Dispositions Scale" developed by Ozgenel and Cetin (2017), "Individual Innovativeness Scale" adapted into Turkish by Kilicer and Odabasi (2010) were used as data collection tools. In data analysis; descriptive statistics (arithmetic mean and standard deviation), differential statistics (t test and ANOVA), Pearson Product Moments Correlation Coefficient and simple linear regression analysis were used. The results show that teachers' creative thinking tendencies are at high level and individual innovativeness characteristics are in the "early adopters" and "early majority" categories. While teachers' creative thinking tendencies and individual innovativeness characteristics did not change significantly according to gender, it was determined that teachers who had 16 years and more experience had a higher level of creative thinking tendencies and individual innovative scores than teachers who had between 1-5 years. A moderate, positive and significant relationship was found to be between teachers' creative thinking tendencies and individual innovativeness characteristics.
{"title":"The Investigation of the Relationship between Teachers’ Creative Thinking Tendencies and Individual Innovativeness Characteristics","authors":"I. Kozikoğlu, Bedirhan Ahmet Küçük","doi":"10.30786/jef.437852","DOIUrl":"https://doi.org/10.30786/jef.437852","url":null,"abstract":"This study aims to investigate the relationship between teachers' creative thinking tendencies and individual innovativeness characteristics. This study used correlational survey model and was carried out with 283 teachers from different branches working in Turkey. \"Critical Thinking Dispositions Scale\" developed by Ozgenel and Cetin (2017), \"Individual Innovativeness Scale\" adapted into Turkish by Kilicer and Odabasi (2010) were used as data collection tools. In data analysis; descriptive statistics (arithmetic mean and standard deviation), differential statistics (t test and ANOVA), Pearson Product Moments Correlation Coefficient and simple linear regression analysis were used. The results show that teachers' creative thinking tendencies are at high level and individual innovativeness characteristics are in the \"early adopters\" and \"early majority\" categories. While teachers' creative thinking tendencies and individual innovativeness characteristics did not change significantly according to gender, it was determined that teachers who had 16 years and more experience had a higher level of creative thinking tendencies and individual innovative scores than teachers who had between 1-5 years. A moderate, positive and significant relationship was found to be between teachers' creative thinking tendencies and individual innovativeness characteristics.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43046941","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 research is to demonstrate the effect of various mind games, played by students identified as gifted in the elementary school age, on their analytical thinking, critical thinking and decision making skills. To fulfill this aim, the research made use of experimental research pattern and used single group, pre/post-test experimental pattern, which counts among weak experimental patterns. The study group of the research consists of 22 students in a private school located in Cankaya, Ankara in the academic year of 2016-2017. While the inclusion of the private school to the research involved the usage of the convenience sampling method, the inclusion of the gifted students to the research was done through purposive sampling methodology. In this research, various tests: “ACD test” and “Kakuro test” for gifted students were prepared by researchers and used in the research to measure high-level thinking skills of gifted students. In the process, various games: “Rat a Tat Cat” and “Sleeping Queens” were played and effects of these games on students' analytical thinking, critical thinking and decision-making skills were examined. Research outcomes demonstrated improvement in the analytical thinking, critical thinking and decision-making skills of the gifted students as a result of the various mind games they played.
{"title":"The Effects of Mind Games on Higher Level Thinking Skills in Gifted Students","authors":"Özlem Baş, Okan Kuzu, Bilge Gök","doi":"10.30786/jef.506669","DOIUrl":"https://doi.org/10.30786/jef.506669","url":null,"abstract":"The aim of this research is to demonstrate the effect of various mind games, played by students identified as gifted in the elementary school age, on their analytical thinking, critical thinking and decision making skills. To fulfill this aim, the research made use of experimental research pattern and used single group, pre/post-test experimental pattern, which counts among weak experimental patterns. The study group of the research consists of 22 students in a private school located in Cankaya, Ankara in the academic year of 2016-2017. While the inclusion of the private school to the research involved the usage of the convenience sampling method, the inclusion of the gifted students to the research was done through purposive sampling methodology. In this research, various tests: “ACD test” and “Kakuro test” for gifted students were prepared by researchers and used in the research to measure high-level thinking skills of gifted students. In the process, various games: “Rat a Tat Cat” and “Sleeping Queens” were played and effects of these games on students' analytical thinking, critical thinking and decision-making skills were examined. Research outcomes demonstrated improvement in the analytical thinking, critical thinking and decision-making skills of the gifted students as a result of the various mind games they played.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45454243","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 was to assess the charges brought against teachers in criminal courts in Turkey. A qualitative research method was used in the study. The study used the document analysis method because it involved the study of legal documents. In order to determine what cases against teachers were brought to trial between 2004 and 2018, charges filed against teachers were obtained via www.kazanci.com and www.LegalBank.com. databases. The themes in the study were determined in accordance with the Turkish Criminal Law as crimes against the person, crimes against the nation and the state, and crimes against society. The study was initiated as a result of the fact that cases of violence in schools have increased rapidly in recent years. One factor in this is offenses committed by teachers, and this situation will cause grave social problems in the future if no measures are taken. It was found that most charges brought against teachers in the criminal courts were cases related to crimes against the person. This was followed by crimes against the nation and state and crimes against society. The curriculum of Faculties of Education should include courses such as human rights, education law, anger control and conflict management to raise teachers’ awareness of these issues.
{"title":"Assessment of Criminal Charges Brought Against Teachers","authors":"Meltem Ökdem","doi":"10.30786/jef.486282","DOIUrl":"https://doi.org/10.30786/jef.486282","url":null,"abstract":"The aim of this study was to assess the charges brought against teachers in criminal courts in Turkey. A qualitative research method was used in the study. The study used the document analysis method because it involved the study of legal documents. In order to determine what cases against teachers were brought to trial between 2004 and 2018, charges filed against teachers were obtained via www.kazanci.com and www.LegalBank.com. databases. The themes in the study were determined in accordance with the Turkish Criminal Law as crimes against the person, crimes against the nation and the state, and crimes against society. The study was initiated as a result of the fact that cases of violence in schools have increased rapidly in recent years. One factor in this is offenses committed by teachers, and this situation will cause grave social problems in the future if no measures are taken. It was found that most charges brought against teachers in the criminal courts were cases related to crimes against the person. This was followed by crimes against the nation and state and crimes against society. The curriculum of Faculties of Education should include courses such as human rights, education law, anger control and conflict management to raise teachers’ awareness of these issues.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47535687","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 investigate the 10th, 11th and 12th grade science high school students’ perceptions of science high schools where they are educated. The study, which is carried out by using qualitative research methods, is a based on multiple case study model. The study group of the study consisted of 69 students studying at 10th, 11th and 12th grades. An interview form prepared by the researchers was used as a data collection tool. The data were analysed by using descriptive analysis and content analysis approaches. As a result of data analysis, it was concluded that science high school students mostly choose science high schools because of their qualified education and teachers. It has been found out that science high schools, in general, aim at educating qualified students, and enabling them to enter good universities. It has been further concluded that the students’ social opportunities and experimental training in school environment should be augmented. With the students’ opinions, it has emerged that science high schools are advantageous in terms of their level of achievement, qualified education, and good prospects; and disadvantageous in terms of high expectation and psychological pressure resulting from some other factors.
{"title":"Science High School Students’ Perceptions of Science High Schools in Turkey","authors":"Ata Pesen, Behçet Oral, Uğur Epçaçan","doi":"10.30786/jef.524932","DOIUrl":"https://doi.org/10.30786/jef.524932","url":null,"abstract":"The aim of this study is to investigate the 10th, 11th and 12th grade science high school students’ perceptions of science high schools where they are educated. The study, which is carried out by using qualitative research methods, is a based on multiple case study model. The study group of the study consisted of 69 students studying at 10th, 11th and 12th grades. An interview form prepared by the researchers was used as a data collection tool. The data were analysed by using descriptive analysis and content analysis approaches. As a result of data analysis, it was concluded that science high school students mostly choose science high schools because of their qualified education and teachers. It has been found out that science high schools, in general, aim at educating qualified students, and enabling them to enter good universities. It has been further concluded that the students’ social opportunities and experimental training in school environment should be augmented. With the students’ opinions, it has emerged that science high schools are advantageous in terms of their level of achievement, qualified education, and good prospects; and disadvantageous in terms of high expectation and psychological pressure resulting from some other factors.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43719344","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}
Ayşe Berna Sari Arasil, F. Turan, B. Metin, Hande Sinirlioğlu Ertaş, N. Tarhan
Today many universities provide courses on positive psychology. Previous studies have showed that the positive psychology course may serve to improve well-being of students. However, previous studies had limitations in sample size and sample characteristics. In the current study, we aimed to assess the beneficial effect of a compulsory positive psychology course on well-being, happiness, emotional expressiveness, life satisfaction, emotional intelligence and social intelligence in addition to experiences in close relationships. In total 308 undergraduate students (Mean age = 20, SD = 3; 237 female, 71 male) who took the positive psychology course volunteered to participate and filled in self-report questionnaires before and after the course (14 weeks later). The results showed that the participants’ overall happiness and emotional expressiveness increased after taking the positive psychology course. We conclude that positive psychology course is not only instructive, but it may also serve to increase happiness and emotional abilities of students.
{"title":"Positive Psychology Course: A Way to Improve Well-Being","authors":"Ayşe Berna Sari Arasil, F. Turan, B. Metin, Hande Sinirlioğlu Ertaş, N. Tarhan","doi":"10.30786/jef.591777","DOIUrl":"https://doi.org/10.30786/jef.591777","url":null,"abstract":"Today many universities provide courses on positive psychology. Previous studies have showed that the positive psychology course may serve to improve well-being of students. However, previous studies had limitations in sample size and sample characteristics. In the current study, we aimed to assess the beneficial effect of a compulsory positive psychology course on well-being, happiness, emotional expressiveness, life satisfaction, emotional intelligence and social intelligence in addition to experiences in close relationships. In total 308 undergraduate students (Mean age = 20, SD = 3; 237 female, 71 male) who took the positive psychology course volunteered to participate and filled in self-report questionnaires before and after the course (14 weeks later). The results showed that the participants’ overall happiness and emotional expressiveness increased after taking the positive psychology course. We conclude that positive psychology course is not only instructive, but it may also serve to increase happiness and emotional abilities of students.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":"1 1","pages":"15-23"},"PeriodicalIF":0.4,"publicationDate":"2020-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49023818","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}
Values which may be defined differently in various disciplines are the main determinants of decision making process for people. In this framework teachers, as one of the most fundamental actor of formal education institution, and their values will be the determinant of the quality for teaching-learning process and products.The purpose of this research is to determine the value priorities of teacher candidates in Turkey. Rokeach Value Survey (RVS) was used as a data collection tool. The rank order judgements scaling technique was used in order to analyze the research data. In this technique, it is determined that how a person prioritizes values rather than whether a value is possessed by the person. The RVS consists of two alphabetically ordered lists of 18 values as terminal and instrumental values.When the terminal values in RVS are analyzed using the scaling technique based on ranking judgments, the most commonly (predominantly) preferred value by teacher candidates is “family security”, while the least commonly preferred terminal value is “pleasure”. Among the instrumental values in the RVS, the most commonly (predominantly) preferred value is the “honesty”, while the least commonly preferred one is the “obedience”.
{"title":"Value Priorites of Teacher Candidates: Using A Scaling Technique for Value Ranking","authors":"Cengiz Aslan","doi":"10.30786/jef.647117","DOIUrl":"https://doi.org/10.30786/jef.647117","url":null,"abstract":"Values which may be defined differently in various disciplines are the main determinants of decision making process for people. In this framework teachers, as one of the most fundamental actor of formal education institution, and their values will be the determinant of the quality for teaching-learning process and products.The purpose of this research is to determine the value priorities of teacher candidates in Turkey. Rokeach Value Survey (RVS) was used as a data collection tool. The rank order judgements scaling technique was used in order to analyze the research data. In this technique, it is determined that how a person prioritizes values rather than whether a value is possessed by the person. The RVS consists of two alphabetically ordered lists of 18 values as terminal and instrumental values.When the terminal values in RVS are analyzed using the scaling technique based on ranking judgments, the most commonly (predominantly) preferred value by teacher candidates is “family security”, while the least commonly preferred terminal value is “pleasure”. Among the instrumental values in the RVS, the most commonly (predominantly) preferred value is the “honesty”, while the least commonly preferred one is the “obedience”.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":"1 1","pages":"53-63"},"PeriodicalIF":0.4,"publicationDate":"2020-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44614923","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 at developing a scale to measure the level at which schools stand for offering sustainable education. In addition, it was aimed to examine teachers' views on sustainable education disposition against school type or gender. This study is a descriptive survey and consists of two stages. As the first step, a sustainability scale was developed by the researcher to determine the level of sustainable education. Exploratory and confirmatory factor analyzes along with reliability checks were conducted. Explanatory factor analysis was performed with the data from 209 teachers working at schools in Şarkisla and Yildizeli districts and the scale was found to be one-dimensional with 32 items. Following the explanatory process, the scale was applied to 152 participants in Susehri district for confirmatory factor analysis. The latter analysis was performed on the data obtained from the study group and the goodness-of-fit test was found within the acceptable limits. According to results, it can be inferred that the teachers have a high level of disposition to sustainable education. It was found out that teachers' views on sustainable education disposition differ between genders in favor of males.
{"title":"Developing Sustainable Education Disposition Scale and Teacher Views regarding the Education Disposition","authors":"Fatma Köybaşı","doi":"10.30786/jef.483133","DOIUrl":"https://doi.org/10.30786/jef.483133","url":null,"abstract":"This study aimed at developing a scale to measure the level at which schools stand for offering sustainable education. In addition, it was aimed to examine teachers' views on sustainable education disposition against school type or gender. This study is a descriptive survey and consists of two stages. As the first step, a sustainability scale was developed by the researcher to determine the level of sustainable education. Exploratory and confirmatory factor analyzes along with reliability checks were conducted. Explanatory factor analysis was performed with the data from 209 teachers working at schools in Şarkisla and Yildizeli districts and the scale was found to be one-dimensional with 32 items. Following the explanatory process, the scale was applied to 152 participants in Susehri district for confirmatory factor analysis. The latter analysis was performed on the data obtained from the study group and the goodness-of-fit test was found within the acceptable limits. According to results, it can be inferred that the teachers have a high level of disposition to sustainable education. It was found out that teachers' views on sustainable education disposition differ between genders in favor of males.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43913318","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}
In this study it is aimed to investigate the perceptions of the teacher candidates regarding democracy. Within this research phenomenology pattern, which is one of the qualitative research patterns, was used. The study group of the research consists of 222 teacher candidates who attend Elementary Education, Mathematics Education, Science Education, Social Studies Education and Preschool Education, determined with criterion sampling method among junior and senior teacher candidates. The quantitative data was analysed with content analysis method. The metaphors regarding democracy were categorized “democracy as vital needs”, “democracy as material”, “democracy as nutritional source”, “democracy as the symbol of freedom”, “democracy as abstract thinking”, “democracy as balance”, and “democracy as negativity” considering the connection that the teacher candidates related with democracy. Teacher candidates, who participated in the research, from different departments explained democracy with metaphors regarding equality, respect, life source and freedom concepts. It is seen that the teacher candidates did not focus on especially cooperation and responsibility concepts. Also as a result of the research it is determined that more than half of the teacher candidates did not participate in a democratic activity in lessons at school all of their student- life.
{"title":"The Investigation of Metaphoric Perceptions of Teacher Candidates Regarding Democracy","authors":"G. Sezer, Pınar Bağçeli Kahraman","doi":"10.30786/JEF.527477","DOIUrl":"https://doi.org/10.30786/JEF.527477","url":null,"abstract":"In this study it is aimed to investigate the perceptions of the teacher candidates regarding democracy. Within this research phenomenology pattern, which is one of the qualitative research patterns, was used. The study group of the research consists of 222 teacher candidates who attend Elementary Education, Mathematics Education, Science Education, Social Studies Education and Preschool Education, determined with criterion sampling method among junior and senior teacher candidates. The quantitative data was analysed with content analysis method. The metaphors regarding democracy were categorized “democracy as vital needs”, “democracy as material”, “democracy as nutritional source”, “democracy as the symbol of freedom”, “democracy as abstract thinking”, “democracy as balance”, and “democracy as negativity” considering the connection that the teacher candidates related with democracy. Teacher candidates, who participated in the research, from different departments explained democracy with metaphors regarding equality, respect, life source and freedom concepts. It is seen that the teacher candidates did not focus on especially cooperation and responsibility concepts. Also as a result of the research it is determined that more than half of the teacher candidates did not participate in a democratic activity in lessons at school all of their student- life.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41643713","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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