H. Eşici, Ahmet Ayaz, Defne Yetim, S. Çağlar, Nurşen Bedir
The purpose of the current study was to examine teachers' career needs and psychosocial experience during the COVID-19 pandemic within the phenomenological pattern of qualitative research methods The data collection process included individual interviews and an online survey form As a result of the research, four main themes were obtained The first of these themes concerned the effects of the COVID-19 process on teachers These effects were divided into both positive and negative effects The second main theme focused on the needs of teachers In this process, teachers felt the need for psychological support, in-service training and support for infrastructure The third main theme was the professional life of teachers and school counselors In this process, teachers and school counselors continued their education, teaching and support processes by adapting them to the online environment The last main theme was the problems experienced in this process and the proposed solutions Participants highlighted problems in this period, particularly the access of students to education Recommendations were made as part of the research results to strengthen the educational training activities offered by teachers in the COVID-19 period
{"title":"Teachers in COVID-19 period: Psychological effects, practices and career needs","authors":"H. Eşici, Ahmet Ayaz, Defne Yetim, S. Çağlar, Nurşen Bedir","doi":"10.19128/TURJE.855185","DOIUrl":"https://doi.org/10.19128/TURJE.855185","url":null,"abstract":"The purpose of the current study was to examine teachers' career needs and psychosocial experience during the COVID-19 pandemic within the phenomenological pattern of qualitative research methods The data collection process included individual interviews and an online survey form As a result of the research, four main themes were obtained The first of these themes concerned the effects of the COVID-19 process on teachers These effects were divided into both positive and negative effects The second main theme focused on the needs of teachers In this process, teachers felt the need for psychological support, in-service training and support for infrastructure The third main theme was the professional life of teachers and school counselors In this process, teachers and school counselors continued their education, teaching and support processes by adapting them to the online environment The last main theme was the problems experienced in this process and the proposed solutions Participants highlighted problems in this period, particularly the access of students to education Recommendations were made as part of the research results to strengthen the educational training activities offered by teachers in the COVID-19 period","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41660849","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 calismada sinif ogretmenlerinin motivasyonunu oz-belirleme kurami perspektifinden incelemek, motivasyona etki eden degiskenleri ve etkenleri belirlemek amaclanmistir. Arastirma karma yontem desenlerinden aciklayici desenle yurutulmustur. Arastirma Erzurum ilinin tum ilcelerini kapsayan 39 okuldan 414 ogretmenle yurutulmustur. Ayni grubun icinden 30 ogretmenle ise arastirmanin nitel boyutu yurutulmustur. Veriler “Cok Boyutlu Is Motivasyonu Olcegi” ve “Ogretmen Gorusme Formu” ile toplanmistir. Nicel veriler betimleyici istatistiki teknikler, t testi, tek yonlu ANOVA testiyle; nitel veriler ise icerik analiziyle cozumlenmistir. Sonuclar, ogretmenlerin icsel motivasyon ortalamalarinin dissal motivasyonundan yuksek oldugunu gostermistir. Ogretmenlerin motivasyonunun cinsiyet, yas, kidem yili, sinif mevcudu, yerlesim yeri degiskenleri acisindan farklilik gosterdigi belirlenmistir. Ayrica sonuclar dissal motivasyon etkenlerinin icsel motivasyon etkenlerinden fazla oldugunu; dissal etkenlerin cogunlukla olumsuz, icsel etkenlerin ise cogunlukla olumlu etkenlerden olustugunu gostermistir. Ogretmenlerin olumlu anlamda en buyuk motivasyon etkeninin ogrenciler oldugu, motivasyonu dusuren en buyuk etkenin ise sinif kalabalikligi oldugu ortaya konulmustur. Gelecekte, farkli okul turlerinden ogretmenlerinden de dahil edildigi, daha buyuk bir orneklemle daha kapsamli sonuclar elde edilebilir.
在这场灾难中，年级毕业生的动机是从这个角度探索自决规则，确定激励他们的学位和效果。这叫做铁氮的酸性断裂。当Arastirma Erzurum完成小学教育时，她在414所学校接受教育。在同一组中，开口的氮气被四舍五入到30度。数据采用“Cok-size Is Motivation Olcegi”和“Ogretemen Gorusme Form”进行收集。良好的数据信号统计技术，t检验，单因子方差分析检验；nitel数据通过冰山分析进行解释。因此，建筑师的积极性动机高于政治动机。建筑师的动机是性、疼痛、肾脏年龄、年级年龄、位置与退化不同。此外，研究结果还超过了设计动机的物理动机效应；阅读障碍活动带来的不舒服影响是懦弱和积极影响的产物。从积极的方面来说，最重要的动机效应是动机是最有动机的效应是班级是公共的。未来，包括地理学家在内的不同学校之旅可以获得更全面的结果。
{"title":"Motivation and motivational factors of primary school teachers from the Self-Determination Theory perspective","authors":"Vahit Yıldız, Durmus Kilic","doi":"10.19128/TURJE.832203","DOIUrl":"https://doi.org/10.19128/TURJE.832203","url":null,"abstract":"Bu calismada sinif ogretmenlerinin motivasyonunu oz-belirleme kurami perspektifinden incelemek, motivasyona etki eden degiskenleri ve etkenleri belirlemek amaclanmistir. Arastirma karma yontem desenlerinden aciklayici desenle yurutulmustur. Arastirma Erzurum ilinin tum ilcelerini kapsayan 39 okuldan 414 ogretmenle yurutulmustur. Ayni grubun icinden 30 ogretmenle ise arastirmanin nitel boyutu yurutulmustur. Veriler “Cok Boyutlu Is Motivasyonu Olcegi” ve “Ogretmen Gorusme Formu” ile toplanmistir. Nicel veriler betimleyici istatistiki teknikler, t testi, tek yonlu ANOVA testiyle; nitel veriler ise icerik analiziyle cozumlenmistir. Sonuclar, ogretmenlerin icsel motivasyon ortalamalarinin dissal motivasyonundan yuksek oldugunu gostermistir. Ogretmenlerin motivasyonunun cinsiyet, yas, kidem yili, sinif mevcudu, yerlesim yeri degiskenleri acisindan farklilik gosterdigi belirlenmistir. Ayrica sonuclar dissal motivasyon etkenlerinin icsel motivasyon etkenlerinden fazla oldugunu; dissal etkenlerin cogunlukla olumsuz, icsel etkenlerin ise cogunlukla olumlu etkenlerden olustugunu gostermistir. Ogretmenlerin olumlu anlamda en buyuk motivasyon etkeninin ogrenciler oldugu, motivasyonu dusuren en buyuk etkenin ise sinif kalabalikligi oldugu ortaya konulmustur. Gelecekte, farkli okul turlerinden ogretmenlerinden de dahil edildigi, daha buyuk bir orneklemle daha kapsamli sonuclar elde edilebilir.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42928984","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}
{"title":"Ethnic-based cyberbullying: The role of adolescents’ and their peers’ attitudes towards immigrants","authors":"D. Ergin, Gülendam Akgül, N. G. Karaman","doi":"10.19128/TURJE.879347","DOIUrl":"https://doi.org/10.19128/TURJE.879347","url":null,"abstract":"","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47913277","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 the present study was to examine the levels of anxiety, depression and coping of adolescents during the Covid-19 pandemic The study was carried out with 3058 students (2080 females, 978 males) who are continuing their secondary and high school educations at Sahinbey District of Gaziantep Personal Information Form, The Revised Child Anxiety and Depression Scale - Child Version and Coping Scale for Children and Adolescents were used for data collection Independent Samples t-Test and One-Way ANOVA were used for data analysis Based on the results of the study;the ratios of adolescents with high depression, anxiety as well as depression and anxiety were 45 6%, 48 6% and 47 12% respectively in the present study It was determined that women, adolescents at high school, those with parents having low education level, individuals with separated parents, those with increased social media use and adolescents with number of siblings greater than three have higher anxiety and depression levels Adolescents with high levels of depression and anxiety were found to use more avoidant and negative coping strategies It can be stated that the prevalence of mental health problems of adolescents during the epidemic process is high and that studies in the field of mental health of adolescents are needed
{"title":"Depression-anxiety and coping strategies of adolescents during the Covid-19 pandemic","authors":"Fulya Türk, A. Kul, Erdal Kılınç","doi":"10.19128/TURJE.814621","DOIUrl":"https://doi.org/10.19128/TURJE.814621","url":null,"abstract":"The aim of the present study was to examine the levels of anxiety, depression and coping of adolescents during the Covid-19 pandemic The study was carried out with 3058 students (2080 females, 978 males) who are continuing their secondary and high school educations at Sahinbey District of Gaziantep Personal Information Form, The Revised Child Anxiety and Depression Scale - Child Version and Coping Scale for Children and Adolescents were used for data collection Independent Samples t-Test and One-Way ANOVA were used for data analysis Based on the results of the study;the ratios of adolescents with high depression, anxiety as well as depression and anxiety were 45 6%, 48 6% and 47 12% respectively in the present study It was determined that women, adolescents at high school, those with parents having low education level, individuals with separated parents, those with increased social media use and adolescents with number of siblings greater than three have higher anxiety and depression levels Adolescents with high levels of depression and anxiety were found to use more avoidant and negative coping strategies It can be stated that the prevalence of mental health problems of adolescents during the epidemic process is high and that studies in the field of mental health of adolescents are needed","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49584605","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}
{"title":"Feridun Oral's children's books' peritextual features and their text readability levels","authors":"Bilge Gök, Fahri Temizyürek, Özlem Baş, Özgür Sirem","doi":"10.19128/TURJE.808967","DOIUrl":"https://doi.org/10.19128/TURJE.808967","url":null,"abstract":"","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41273547","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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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