Teaching has a complex feature being both a cognitive activity as well as a social behavior; thus, it is highly crucial to monitor how teachers develop and govern their habits and behavioral tendencies in the classroom. Teachers’ mental government has been the focus of educational research for a long time, because it is known to drive their actions. Considering teacher cognition as a powerful asset to develop and govern the habits of teaching, this paper adopts a conceptual review approach and presents a comprehensive and integrated literature review on teacher cognition along with its historical basis, key components, conceptual domains, origins, and driving forces. Building upon the empirical and theoretical literature compiled over a four-decade period, the paper presents a tripartite model regarding the conceptual domains of teacher cognition. As it is influenced by contextual circumstances surrounding teachers’ personal and professional lives, the concept of teacher cognition is revisited with regard to three origins and three driving forces. In this regard, the paper reconsiders teacher cognition in terms of the ways it is constructed and the ways it is oriented to action, and finally concludes with implications for teacher education.
{"title":"Teacher cognition: A powerful phenomenon developing and governing habits of teaching","authors":"Mustafa Öztürk","doi":"10.19128/TURJE.801945","DOIUrl":"https://doi.org/10.19128/TURJE.801945","url":null,"abstract":"Teaching has a complex feature being both a cognitive activity as well as a social behavior; thus, it is highly crucial to monitor how teachers develop and govern their habits and behavioral tendencies in the classroom. Teachers’ mental government has been the focus of educational research for a long time, because it is known to drive their actions. Considering teacher cognition as a powerful asset to develop and govern the habits of teaching, this paper adopts a conceptual review approach and presents a comprehensive and integrated literature review on teacher cognition along with its historical basis, key components, conceptual domains, origins, and driving forces. Building upon the empirical and theoretical literature compiled over a four-decade period, the paper presents a tripartite model regarding the conceptual domains of teacher cognition. As it is influenced by contextual circumstances surrounding teachers’ personal and professional lives, the concept of teacher cognition is revisited with regard to three origins and three driving forces. In this regard, the paper reconsiders teacher cognition in terms of the ways it is constructed and the ways it is oriented to action, and finally concludes with implications for teacher education.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45932864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bu calismanin amaci, hem Dogu hem de Bati kulturlerinden egitimcilerin etik liderligi nasil tanimladiklarini ve etik liderlerle hangi ozellikleri iliskilendirdiklerini incelemektir. Bu calisma ayni zamanda egitimcilerin etik olarak gordukleri ornekleri arastirmakta, Covid-19, yuksek teknoloji, goc gibi onemli olaylarin onlarin etik algilarini degistirip degistirmedigine iliskin sorulari yanitlamakta ve son olarak katilimcilarin etik olmayan davranislara karsi gosterdikleri tepkileri incelemektedir. Bu nitel calismada fenomenolojik desen kullanilmistir. Dogu ve Bati ulkelerinden 51 ogretmen ve akademisyene acik uclu sorular yoneltilmis ve bir kismiyla yari yapilandirilmis gorusmeler gerceklestirilmistir. Bulgular; durustluk, saygi, adalet ve adalet gibi bazi etik liderlik niteliklerinin her iki kulturde de vurgulandigini gostermektedir. Esneklik, dindarlik, sorumluluk gibi ozellikler Dogu orneklemindeki egitimciler tarafindan ifade edilirken, Bati ornekleminde mantiksallik, takim ruhu ve dinleme becerisi vurgulanmistir. Katilimcilar, etik olarak algiladiklari olaylari dostane yaklasim, esitlik, baskalarinin haklarini savunma ve hakli icin durma gibi cesitli temalar etrafinda aciklamistir. Katilimcilar etik olmayan eylemlere iliskin farkli tepkilerini belirtmis ve genel olarak etigin tarih boyunca degismedigine inanmaktadirlar.
本研究的目的是研究东西方文化的教育工作者如何定义道德领导，以及他们将哪些特征与道德领导联系在一起。本研究还探讨了教育工作者的道德例子，试图回答Covid-19、高科技、移民等重大事件是否改变了他们的道德观念，最后考察了他们对不道德行为的反应。本质性研究采用现象学研究设计。数据收集采用半结构化访谈和开放式调查对来自东方和西方国家的51名教育工作者进行。研究结果表明，诚实、尊重、公平和公正等道德领导特质在两种文化中都得到了认可。东方样本的教育工作者强调了灵活性、宗教性和责任感等其他属性，而西方样本的教育工作者则强调了理性、团队精神和倾听能力。参与者围绕几个主题讲述了他们的道德领导经验，其中一些主题是友好的态度、平等、捍卫他人的权利和维护权利。他们详细说明了对不道德行为的不同反应，并主要认为道德贯穿历史始终不变。(PsycInfo Database Record (c) 2022 APA，版权所有)(土耳其语)Bu calismanin amaci, hem Dogu hem de Bati kulturlerinden egitimcilerin etik liderligi nasil tanimladiklarini ve etik liderlerle hangi ozellikleri iliskilendirdiklerini inelemektir。但是，calisma ayni zamanda egitimcilarin eakarak gordukleri or nekkirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri - kirkiri。但是，没有任何一种悲观的现象是不可能发生的。在此基础上，研究人员提出了一种新的研究方法，即在不同的条件下，采用不同的方法研究不同类型的遗传因子。bulgululanddigi gostermektedir的“bulgulanddigi”译为未确定词的双语例句Esneklik, dindarlik, sorumluluk gibi ozelliker Dogu orneklemindeki egitimciler tarafindinade edilirken, Bati ornekleminde mantiksallik, takim ruhu ' ve dinleme becerisi vurgulanmistir。Katilimcilar, etik olarak algiladiklari olaylari dostane yaklasim, esitliki, baskalinin haklarini savunma, hakli icin durma gibi, tealar etrafinaciklamist。Katilimcilar etik olmayan eylemlere iliskin farkli tepkilerini belirtmis ve基因要素olarak etigin tarih boyunca degismedigine inanmaktadirlar。(PsycInfo数据库记录(c) 2022 APA，版权所有)
{"title":"Ethical leadership in educational organizations: A cross-cultural study","authors":"Ahmet Gocen","doi":"10.19128/turje.811919","DOIUrl":"https://doi.org/10.19128/turje.811919","url":null,"abstract":"Bu calismanin amaci, hem Dogu hem de Bati kulturlerinden egitimcilerin etik liderligi nasil tanimladiklarini ve etik liderlerle hangi ozellikleri iliskilendirdiklerini incelemektir. Bu calisma ayni zamanda egitimcilerin etik olarak gordukleri ornekleri arastirmakta, Covid-19, yuksek teknoloji, goc gibi onemli olaylarin onlarin etik algilarini degistirip degistirmedigine iliskin sorulari yanitlamakta ve son olarak katilimcilarin etik olmayan davranislara karsi gosterdikleri tepkileri incelemektedir. Bu nitel calismada fenomenolojik desen kullanilmistir. Dogu ve Bati ulkelerinden 51 ogretmen ve akademisyene acik uclu sorular yoneltilmis ve bir kismiyla yari yapilandirilmis gorusmeler gerceklestirilmistir. Bulgular; durustluk, saygi, adalet ve adalet gibi bazi etik liderlik niteliklerinin her iki kulturde de vurgulandigini gostermektedir. Esneklik, dindarlik, sorumluluk gibi ozellikler Dogu orneklemindeki egitimciler tarafindan ifade edilirken, Bati ornekleminde mantiksallik, takim ruhu ve dinleme becerisi vurgulanmistir. Katilimcilar, etik olarak algiladiklari olaylari dostane yaklasim, esitlik, baskalarinin haklarini savunma ve hakli icin durma gibi cesitli temalar etrafinda aciklamistir. Katilimcilar etik olmayan eylemlere iliskin farkli tepkilerini belirtmis ve genel olarak etigin tarih boyunca degismedigine inanmaktadirlar.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"10 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67597891","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}
STEM yaklasimi ile ilgili artan sayida calisma, sonuclarin butuncul ve karsilastirmali olarak degerlendirilmesini gerektirmektedir. Bu calisma, okul oncesi donemde STEM yaklasiminin kullanildigi deneysel calismalarin kumulatif sonuclarini arastirmayi ve degerlendirmeyi amaclamaktadir. Calismada meta-analiz yontemi kullanilmistir. STEM egitimi ile ilgili cok sayida calismaya ragmen, “okul oncesi”, “erken cocukluk” ve “deneysel calisma” anahtar sozcukleriyle sinirli sayida calismaya erisilmistir. Elde edilen etki buyuklugu (0,556), meta-analiz calismalarinda kullanilan siniflandirmaya gore orta dereceli kabul edilebilecek duzeydedir. Sonuclar STEM calismalarinin cocuklarin ogrenmesi ve gelisimi uzerinde olumlu etkileri bulundugunu, bununla birlikte, okul oncesi alaninda STEM ile ilgili daha fazla deneysel calismaya ihtiyac oldugunu gostermektedir. Okul oncesi ogretmenlerinin siniflarinda STEM uygulamalari tasarlamalari ve uygulamalari icin tesvik edilebilecegi onerilebilir. Daha fazla arastirma icin, meta-analizin sonuclari icerik analizi ile desteklenebilir ve diger sinif seviyeleri icin benzer bir calisma yapilabilir.
{"title":"A meta-analysis on STEM studies in early childhood education","authors":"Seçil Yücelyigit, Zerrin Toker","doi":"10.19128/TURJE.783724","DOIUrl":"https://doi.org/10.19128/TURJE.783724","url":null,"abstract":"STEM yaklasimi ile ilgili artan sayida calisma, sonuclarin butuncul ve karsilastirmali olarak degerlendirilmesini gerektirmektedir. Bu calisma, okul oncesi donemde STEM yaklasiminin kullanildigi deneysel calismalarin kumulatif sonuclarini arastirmayi ve degerlendirmeyi amaclamaktadir. Calismada meta-analiz yontemi kullanilmistir. STEM egitimi ile ilgili cok sayida calismaya ragmen, “okul oncesi”, “erken cocukluk” ve “deneysel calisma” anahtar sozcukleriyle sinirli sayida calismaya erisilmistir. Elde edilen etki buyuklugu (0,556), meta-analiz calismalarinda kullanilan siniflandirmaya gore orta dereceli kabul edilebilecek duzeydedir. Sonuclar STEM calismalarinin cocuklarin ogrenmesi ve gelisimi uzerinde olumlu etkileri bulundugunu, bununla birlikte, okul oncesi alaninda STEM ile ilgili daha fazla deneysel calismaya ihtiyac oldugunu gostermektedir. Okul oncesi ogretmenlerinin siniflarinda STEM uygulamalari tasarlamalari ve uygulamalari icin tesvik edilebilecegi onerilebilir. Daha fazla arastirma icin, meta-analizin sonuclari icerik analizi ile desteklenebilir ve diger sinif seviyeleri icin benzer bir calisma yapilabilir.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42559887","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}
Arastirmada ogretmen adaylarinin duran dalga kavramina yonelik kavramsal anlamalarinin belirlenmesi amaclanmistir. Ogretmen adaylarinin duran dalgaya yonelik kavramsal anlamalari fenomenoloji deseni araciligiyla belirlenmis ve onlarin bu fenomene yukledikleri anlamin ve o kavrami nasil algiladiklarinin, deneyimlediklerinin ortaya konmasi hedeflenmistir. Arastirma 13 ogretmen adayi ile yurutulmustur. Arastirmada veri toplama araci olarak ogretmen adaylarinin demografik ozelliklerinin belirlenmesi icin bir kapali uclu sorudan ve duran dalgaya yonelik kavramsal anlamalarin belirlenmesi icin bes acik uclu sorudan yararlanilmistir. Veriler ogretmen adaylari ile bireysel olarak gerceklestirilen yari yapilandirilmis gorusmelerle toplanmistir. Arastirmada ogretmen adaylarindan gelen yanitlar farklilik gosterdiginden, ‘Answer Sculptures’ modeli tercih edilerek yeni bir harita araciligiyla betimlenerek analiz edilmistir. Arastirma sonucunda ogretmen adaylarinin duran dalga kavramina yonelik kavramsal anlamalarinda sorunlar oldugu, eksik bilgiye ve bilimsel olmayan goruslere de sahip olduklari belirlenmistir. Duran dalga kavramini sadece birkac ogretmen adayinin tam olarak anlamlandirdigi ortaya cikmistir.
{"title":"Pre-Service Teachers’ Conceptual Understanding of the Standing Wave Concept","authors":"Işıl Aykutlu, Sevim Bezen, C. Bayrak","doi":"10.19128/TURJE.744113","DOIUrl":"https://doi.org/10.19128/TURJE.744113","url":null,"abstract":"Arastirmada ogretmen adaylarinin duran dalga kavramina yonelik kavramsal anlamalarinin belirlenmesi amaclanmistir. Ogretmen adaylarinin duran dalgaya yonelik kavramsal anlamalari fenomenoloji deseni araciligiyla belirlenmis ve onlarin bu fenomene yukledikleri anlamin ve o kavrami nasil algiladiklarinin, deneyimlediklerinin ortaya konmasi hedeflenmistir. Arastirma 13 ogretmen adayi ile yurutulmustur. Arastirmada veri toplama araci olarak ogretmen adaylarinin demografik ozelliklerinin belirlenmesi icin bir kapali uclu sorudan ve duran dalgaya yonelik kavramsal anlamalarin belirlenmesi icin bes acik uclu sorudan yararlanilmistir. Veriler ogretmen adaylari ile bireysel olarak gerceklestirilen yari yapilandirilmis gorusmelerle toplanmistir. Arastirmada ogretmen adaylarindan gelen yanitlar farklilik gosterdiginden, ‘Answer Sculptures’ modeli tercih edilerek yeni bir harita araciligiyla betimlenerek analiz edilmistir. Arastirma sonucunda ogretmen adaylarinin duran dalga kavramina yonelik kavramsal anlamalarinda sorunlar oldugu, eksik bilgiye ve bilimsel olmayan goruslere de sahip olduklari belirlenmistir. Duran dalga kavramini sadece birkac ogretmen adayinin tam olarak anlamlandirdigi ortaya cikmistir.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48391955","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}
Academic self-control refers to the individual's self-control behaviors in the academic field. The study reported in this article aims to develop a valid and reliable instrument for evaluating the academic self-control behaviors of secondary school students between the ages of 11-14. The study sample consists of 1087 students (female n = 545; male n = 539; unreported n = 3) in Ankara, Turkey. As a result of the Principal Component Analysis (PCA) conducted to evaluate the construct validity of the Academic Self-Control Scale (ASCS), two factors named "academic perseverance" and "academic attention" were determined. These factors explained 47.11% of the variance in the participants’ academic self-control scores. Additionally, Confirmatory Factor Analysis (CFA) results confirmed the suitability of the factor structure. The Academic Perseverance Scale was used for criterion validity, and a positive correlation (.74) was found. The internal consistency reliability measured using Cronbach Alpha was found .81. The test-retest reliability result was .93. These findings indicate that the ASCS could be used to assess academic self-control of secondary school students.
{"title":"ACADEMIC SELF-CONTROL SCALE FOR SECONDARY SCHOOL STUDENTS: A VALIDITY AND RELIABILITY STUDY","authors":"Hanife Büyük, Selahiddin Öğülmüş, E. Kapçi","doi":"10.19128/turje.778117","DOIUrl":"https://doi.org/10.19128/turje.778117","url":null,"abstract":"Academic self-control refers to the individual's self-control behaviors in the academic field. The study reported in this article aims to develop a valid and reliable instrument for evaluating the academic self-control behaviors of secondary school students between the ages of 11-14. The study sample consists of 1087 students (female n = 545; male n = 539; unreported n = 3) in Ankara, Turkey. As a result of the Principal Component Analysis (PCA) conducted to evaluate the construct validity of the Academic Self-Control Scale (ASCS), two factors named \"academic perseverance\" and \"academic attention\" were determined. These factors explained 47.11% of the variance in the participants’ academic self-control scores. Additionally, Confirmatory Factor Analysis (CFA) results confirmed the suitability of the factor structure. The Academic Perseverance Scale was used for criterion validity, and a positive correlation (.74) was found. The internal consistency reliability measured using Cronbach Alpha was found .81. The test-retest reliability result was .93. These findings indicate that the ASCS could be used to assess academic self-control of secondary school students.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49185543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bu arastirmanin amaci, Yasam Doyumu Olcegi’nin Turkce versiyonunun, universite ogrenci ornekleminde cinsiyete ve zamana gore olcme degismezligine sahip olup olmadigini belirlemektir. Arastirmanin ilk calisma grubunu 500 universite ogrencisi (366 kadin, 134 erkek), ikinci calisma grubunu ise dort ay arayla uc kez uygulama yapilan 388 ogrenci (296 kadin, 92 erkek) olusturmaktadir. Cinsiyete gore ve boylamsal olcme degismezligi icin dogrulayici faktor analizi kullanilmistir. Cinsiyete gore olcme degismezligi sonuclarina gore, yasam doyumu olcegindeki tum maddelerin bicimsel, metrik ve olcek olcme degismezligine sahip oldugu bulunmustur. Bir baska deyisle kiz ve erkek gruplarin maddelere ayni sekilde yanit verdigi ve bu gruplardan elde edilen puanlarin karsilastirilabilir oldugu elde edilmistir. Zamana gore ise tam olcme degismezligine sahip oldugu elde edilmistir. Bu da universite ogrencileri icin dort aylik zaman araliklarinda faktor oruntulerinin esitligi, faktor yukleri, kesisimler ve artik varyansin ayni sekilde belirlendigi anlamina gelir. Yasam Doyumu Olcegi Turk universite ogrencileri icin boylamsal ortalama ve cinsiyet karsilastirmalari yapmak icin kullanilabilir.
{"title":"Measurement Invariance of the Satisfaction with Life Scale Across Gender and Time","authors":"Çiğdem Akın Arıkan, Selen Demirtaş Zorbaz","doi":"10.19128/turje.774452","DOIUrl":"https://doi.org/10.19128/turje.774452","url":null,"abstract":"Bu arastirmanin amaci, Yasam Doyumu Olcegi’nin Turkce versiyonunun, universite ogrenci ornekleminde cinsiyete ve zamana gore olcme degismezligine sahip olup olmadigini belirlemektir. Arastirmanin ilk calisma grubunu 500 universite ogrencisi (366 kadin, 134 erkek), ikinci calisma grubunu ise dort ay arayla uc kez uygulama yapilan 388 ogrenci (296 kadin, 92 erkek) olusturmaktadir. Cinsiyete gore ve boylamsal olcme degismezligi icin dogrulayici faktor analizi kullanilmistir. Cinsiyete gore olcme degismezligi sonuclarina gore, yasam doyumu olcegindeki tum maddelerin bicimsel, metrik ve olcek olcme degismezligine sahip oldugu bulunmustur. Bir baska deyisle kiz ve erkek gruplarin maddelere ayni sekilde yanit verdigi ve bu gruplardan elde edilen puanlarin karsilastirilabilir oldugu elde edilmistir. Zamana gore ise tam olcme degismezligine sahip oldugu elde edilmistir. Bu da universite ogrencileri icin dort aylik zaman araliklarinda faktor oruntulerinin esitligi, faktor yukleri, kesisimler ve artik varyansin ayni sekilde belirlendigi anlamina gelir. Yasam Doyumu Olcegi Turk universite ogrencileri icin boylamsal ortalama ve cinsiyet karsilastirmalari yapmak icin kullanilabilir.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46281195","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 aimed to investigate the questions included in the 11th grade Philosophy Coursebook prepared in 2018 by the Ministry of Education in Turkey in terms of higher-order thinking skills. Document analysis was utilized in the study, and frequencies and percentages were used in answering the first sub-research question. Cognitive processes domain of Revised Bloom’s Taxonomy was utilized in conducting analyses to answer the second sub-research question. And Moodley’s (2013) categorization supported the analyses to answer the third sub-research question. The results suggested that the distribution of warm-up, practice, discussion, text analysis, writing, and measurement and evaluation questions were organized in a similar systematic across the coursebook. As a result of the research, not only summative but also formative assessment methods were included in the coursebook. Most of the questions were in the understand level of cognitive processes. The book included only a limited number of questions on the ‘apply’, ‘analyze’, and ‘create’ levels included in Revised Bloom’s Taxonomy. Most of the questions were designed for the mid-level of the cognitive domain and the low-level questions were the second most frequently used questions. Only 6.1 % of the questions were designed for high-levels of the cognitive domain. Last but not least sample questions for the analyze, evaluate, and create dimensions were prepared in an effort to encourage more frequent uses of such types of questions.
{"title":"Analysis of the questions in 11th Grade Philosophy Coursebook in terms of higher-order thinking skills","authors":"Tuba Acar Erdol","doi":"10.19128/turje.695928","DOIUrl":"https://doi.org/10.19128/turje.695928","url":null,"abstract":"The present study aimed to investigate the questions included in the 11th grade Philosophy Coursebook prepared in 2018 by the Ministry of Education in Turkey in terms of higher-order thinking skills. Document analysis was utilized in the study, and frequencies and percentages were used in answering the first sub-research question. Cognitive processes domain of Revised Bloom’s Taxonomy was utilized in conducting analyses to answer the second sub-research question. And Moodley’s (2013) categorization supported the analyses to answer the third sub-research question. The results suggested that the distribution of warm-up, practice, discussion, text analysis, writing, and measurement and evaluation questions were organized in a similar systematic across the coursebook. As a result of the research, not only summative but also formative assessment methods were included in the coursebook. Most of the questions were in the understand level of cognitive processes. The book included only a limited number of questions on the ‘apply’, ‘analyze’, and ‘create’ levels included in Revised Bloom’s Taxonomy. Most of the questions were designed for the mid-level of the cognitive domain and the low-level questions were the second most frequently used questions. Only 6.1 % of the questions were designed for high-levels of the cognitive domain. Last but not least sample questions for the analyze, evaluate, and create dimensions were prepared in an effort to encourage more frequent uses of such types of questions.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"9 1","pages":"222-245"},"PeriodicalIF":1.2,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44741659","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 understand prospective teachers’ (PTs) preparedness to teach before they actually start working in the profession. In particular, the causal effects of “understanding the learner” and “techno-pedagogical competency” on “forming effective learning environments” by “designing the instructional process” were investigated. Structural equation modeling was carried out to estimate the effects of these variables on effective learning environments. A cross-sectional survey design was used with 314 PTs who were studying in a state university in Turkey in the 2019-2020 spring semester. For the purpose of this study, Preparedness to Teach scale was used to obtain the data after investigating the scale for validity and reliability properties. The results suggested that understanding the learner had both direct and indirect effects on forming effective learning environments. That is, the better PTs could understand the learner, the more appropriately they could design the instructional process and, ultimately, form an effective learning environment. However, techno-pedagogical competency had only indirect impacts on forming an effective learning environment. This finding suggests that the higher-competency PTs had in techno-pedagogy, the more effectively they could establish a learning environment by properly designing the instructional process.
{"title":"The impact of understanding learners and techno-pedagogical competency on effective learning environments by designing the instructional process","authors":"Ragip Terzi","doi":"10.19128/turje.746953","DOIUrl":"https://doi.org/10.19128/turje.746953","url":null,"abstract":"This study aims to understand prospective teachers’ (PTs) preparedness to teach before they actually start working in the profession. In particular, the causal effects of “understanding the learner” and “techno-pedagogical competency” on “forming effective learning environments” by “designing the instructional process” were investigated. Structural equation modeling was carried out to estimate the effects of these variables on effective learning environments. A cross-sectional survey design was used with 314 PTs who were studying in a state university in Turkey in the 2019-2020 spring semester. For the purpose of this study, Preparedness to Teach scale was used to obtain the data after investigating the scale for validity and reliability properties. The results suggested that understanding the learner had both direct and indirect effects on forming effective learning environments. That is, the better PTs could understand the learner, the more appropriately they could design the instructional process and, ultimately, form an effective learning environment. However, techno-pedagogical competency had only indirect impacts on forming an effective learning environment. This finding suggests that the higher-competency PTs had in techno-pedagogy, the more effectively they could establish a learning environment by properly designing the instructional process.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44412162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study was intended to examine the extent to which soft skill development varied among the university students by gender via their participation in co-curricular activities (CCAs). Moreover, the study aimed to find out whether there was a significant difference between male and female students concerning soft skill development. The study has shown that males have developed diverse personal skills and social skills, that is, soft skills more than females excepting one which is presentation skill. The study has pointed out that soft skill development significantly varies among the students by gender excepting presentation skill development. The study has proposed that the significant difference between male and female students regarding soft skill development may be attributed to their difference in participating in various CCAs. Since the males are more likely to participate in CCAs, they are more likely to develop diverse soft skills than the females. The study has indicated that Muslim female students face several personal and social barriers including lack of confidence, conservative family values, and people’s negative attitudes to participate in CCAs, which requires proper policy to address.
{"title":"Does soft skill development vary among the students? A gender perspective","authors":"Md. Roknuzzaman Siddiky","doi":"10.19128/turje.658198","DOIUrl":"https://doi.org/10.19128/turje.658198","url":null,"abstract":"The study was intended to examine the extent to which soft skill development varied among the university students by gender via their participation in co-curricular activities (CCAs). Moreover, the study aimed to find out whether there was a significant difference between male and female students concerning soft skill development. The study has shown that males have developed diverse personal skills and social skills, that is, soft skills more than females excepting one which is presentation skill. The study has pointed out that soft skill development significantly varies among the students by gender excepting presentation skill development. The study has proposed that the significant difference between male and female students regarding soft skill development may be attributed to their difference in participating in various CCAs. Since the males are more likely to participate in CCAs, they are more likely to develop diverse soft skills than the females. The study has indicated that Muslim female students face several personal and social barriers including lack of confidence, conservative family values, and people’s negative attitudes to participate in CCAs, which requires proper policy to address.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"9 1","pages":"205-221"},"PeriodicalIF":1.2,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44962959","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 develop the Internet Literacy Self-Efficacy Scale (ILSEF) that can be used to examine pre-service teachers’ beliefs in their capabilities to perform recent web functionalities. The data was collected from eight different departments and all grade levels of the faculty of education at a state university in Turkey. Two different samples were used to develop and validate the instrument. The first and second samples consisted of 174 and 150 pre-service teachers, respectively. In an effort to explore the factorial structure, exploratory and confirmatory factor analyses were run. Construct validity was also checked by convergent and discriminant validity. A four-factor structure with 16 items was obtained: trustworthiness, creation, technical knowledge, and getting information. This structure accounted for 65.40% of the total variance. The reliability Cronbach alpha coefficients of the scale were calculated as ranging from .90 to .71. The results provided some evidence that the scores obtained from the Internet Literacy Self-Efficacy Scale are valid and reliable in assessing pre-service teachers’ self-efficacy beliefs in terms of the Internet use knowledge and skills.
{"title":"Development of internet literacy self-efficacy scale for pre-service teachers","authors":"Nehir Yasan Ak","doi":"10.19128/turje.664706","DOIUrl":"https://doi.org/10.19128/turje.664706","url":null,"abstract":"This study aims to develop the Internet Literacy Self-Efficacy Scale (ILSEF) that can be used to examine pre-service teachers’ beliefs in their capabilities to perform recent web functionalities. The data was collected from eight different departments and all grade levels of the faculty of education at a state university in Turkey. Two different samples were used to develop and validate the instrument. The first and second samples consisted of 174 and 150 pre-service teachers, respectively. In an effort to explore the factorial structure, exploratory and confirmatory factor analyses were run. Construct validity was also checked by convergent and discriminant validity. A four-factor structure with 16 items was obtained: trustworthiness, creation, technical knowledge, and getting information. This structure accounted for 65.40% of the total variance. The reliability Cronbach alpha coefficients of the scale were calculated as ranging from .90 to .71. The results provided some evidence that the scores obtained from the Internet Literacy Self-Efficacy Scale are valid and reliable in assessing pre-service teachers’ self-efficacy beliefs in terms of the Internet use knowledge and skills.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46622759","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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