Bu arastirmada vatandaslik egitimini etkileyen okul, cevre, ogrenci, ogretmen ve program kaynakli faktorlerin ortaogretim ogretmenlerinin algilarina ve deneyimlerine gore degerlendirilmesi amaclanmistir. Arastirma nitel bir arastirma olup, olgu bilime gore desenlenmistir. Katilimcilar maksimum cesitlilik ornekleme gore secilmistir. Arastirmanin calisma grubu 2017-2018 egitim ogretim yilinda Gaziantep ilinin Şahinbey ilcesinde 3 farkli ortaogretim kurumunda gorev yapan 8 cografya, tarih ve felsefe ogretmeninden olusmustur. Arastirmada veriler yari yapilandirilmis gorusme formu yoluyla toplanmistir. Veriler icerik analizi yoluyla analiz edilmistir. Veriler arasindaki iliskiler nedensel aglarla kurulmus ve gosterilmistir. Arastirmadan ortaya cikan sonuclar katilimci ogretmenlerin vatandaslik ve vatandaslik egitimi kavramlarini birey, devlet, hak, sorumluluk vb. olmak uzere literaturle benzer kodladiklari gorulmektedir. Arastirmada katilimcilarin tamaminin ogretim sureclerinde vatandaslik bilgi ve becerisine yonelik calismalar yaptiklari anlasilmaktadir. Vatandaslik egitimi surecinde ogretim programlarinin izlendigi ve informal (plansiz) egitim yoluyla da destek alindigi gorulmektedir. Katilimcilara gore vatandaslik egitimi uzerinde okul, cevre, ogrenci, ogretmen ve program kaynakli olumlu ve olumsuz bircok faktor etkilidir.
在这种背景下，学校、环境、剧院、剧院和基于程序的因素旨在减少环境参与者的算法和体验。这次调查是为了提高人们的认识而发出的正式呼吁。Katilimcilar maksimum cesitlilik or kleme gore secilmitir。2017-2018年，该研究小组由八个铭文、日期和哲学发展组成，描绘了2017-2018年加沙上海省初期的三个不同东正教组织。在调查中，数据是以半成品gorusme的形式收集的。无法使用对等分析来分析数据。建立了数据与特征之间的关系。毫无疑问，调查结果包括，凶手对公民权利和公民权利的解释，如政府、权利、责任等，在文学方面是有限的。在调查中，凶手描述说，他们在人类知识和技能方面取得了普遍的进步。根据暂时的现实，食人魔计划以非正式（无计划）活动的形式得到监测和维护。暗杀者有积极和消极的因素，包括学校、环境、边界、放大倍数和节目。
{"title":"Factors affecting citizenship education according to perceptions and experiences of secondary-school teachers","authors":"Burcu Gürkan, A. Doğanay","doi":"10.19128/turje.592720","DOIUrl":"https://doi.org/10.19128/turje.592720","url":null,"abstract":"Bu arastirmada vatandaslik egitimini etkileyen okul, cevre, ogrenci, ogretmen ve program kaynakli faktorlerin ortaogretim ogretmenlerinin algilarina ve deneyimlerine gore degerlendirilmesi amaclanmistir. Arastirma nitel bir arastirma olup, olgu bilime gore desenlenmistir. Katilimcilar maksimum cesitlilik ornekleme gore secilmistir. Arastirmanin calisma grubu 2017-2018 egitim ogretim yilinda Gaziantep ilinin Şahinbey ilcesinde 3 farkli ortaogretim kurumunda gorev yapan 8 cografya, tarih ve felsefe ogretmeninden olusmustur. Arastirmada veriler yari yapilandirilmis gorusme formu yoluyla toplanmistir. Veriler icerik analizi yoluyla analiz edilmistir. Veriler arasindaki iliskiler nedensel aglarla kurulmus ve gosterilmistir. Arastirmadan ortaya cikan sonuclar katilimci ogretmenlerin vatandaslik ve vatandaslik egitimi kavramlarini birey, devlet, hak, sorumluluk vb. olmak uzere literaturle benzer kodladiklari gorulmektedir. Arastirmada katilimcilarin tamaminin ogretim sureclerinde vatandaslik bilgi ve becerisine yonelik calismalar yaptiklari anlasilmaktadir. Vatandaslik egitimi surecinde ogretim programlarinin izlendigi ve informal (plansiz) egitim yoluyla da destek alindigi gorulmektedir. Katilimcilara gore vatandaslik egitimi uzerinde okul, cevre, ogrenci, ogretmen ve program kaynakli olumlu ve olumsuz bircok faktor etkilidir.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"9 1","pages":"106-133"},"PeriodicalIF":1.2,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49360493","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 ustkavramsal faaliyetleri aktif hale getirici etkinliklerin geleneksel ogretimle karsilastirildiginda 7. sinif ogrencilerinin sosyal bilgiler dersindeki hukuk konularina iliskin kavramsal anlamalarina ve sosyal bilgiler dersindeki kavramlara iliskin tutumlarina etkisini arastirmaktir. Bu arastirma yari deneysel arastirma deseni kullanarak tasarlanmistir. Calisma grubu uygun ornekleme yontemi kullanarak olusturulmustur. Bu calisma bir sosyal bilgiler ogretmeninin dort sinifinda gerceklestirilmistir. Siniflardan ikisi deney ve diger iki sinif da kontrol grubu olarak rastgele atanmistir. Bu dort sinif, Ankara ilinin merkez ilcesinde okumakta olan toplam 114 7. sinif ogrencisinden olusmaktadir. Deney grubundaki katilimcilara ustkavramsal faaliyetleri aktif hale getiren ogretim etkinlikleri uygulanirken, kontrol grubunda ise mevcut olan geleneksel ogretim programi kullanilmistir. Olcme araci olarak arastirmaci tarafindan gelistirilen hukukla ilgili kavramsal anlama testi ve ogrencilerin kavramlara iliskin tutumlarini belirlemek uzere bir tutum olcegi kullanilmistir. Elde edilen sonuclara gore, ustkavramsal faaliyetleri kolaylastiran etkinliklerin, ogrencilerin hukuk ilintili kavramlara yonelik kavramsal anlamalari ve tutumlari uzerinde daha olumlu bir etkisi oldugunu gostermektedir.
{"title":"The effect of metaconceptual teaching activities on 7th grade students’ understandings of and attitudes towards law related concepts","authors":"Osman Sabancı, Şefika Kurnaz, Nejla Yürük","doi":"10.19128/turje.657698","DOIUrl":"https://doi.org/10.19128/turje.657698","url":null,"abstract":"Bu calismanin amaci ustkavramsal faaliyetleri aktif hale getirici etkinliklerin geleneksel ogretimle karsilastirildiginda 7. sinif ogrencilerinin sosyal bilgiler dersindeki hukuk konularina iliskin kavramsal anlamalarina ve sosyal bilgiler dersindeki kavramlara iliskin tutumlarina etkisini arastirmaktir. Bu arastirma yari deneysel arastirma deseni kullanarak tasarlanmistir. Calisma grubu uygun ornekleme yontemi kullanarak olusturulmustur. Bu calisma bir sosyal bilgiler ogretmeninin dort sinifinda gerceklestirilmistir. Siniflardan ikisi deney ve diger iki sinif da kontrol grubu olarak rastgele atanmistir. Bu dort sinif, Ankara ilinin merkez ilcesinde okumakta olan toplam 114 7. sinif ogrencisinden olusmaktadir. Deney grubundaki katilimcilara ustkavramsal faaliyetleri aktif hale getiren ogretim etkinlikleri uygulanirken, kontrol grubunda ise mevcut olan geleneksel ogretim programi kullanilmistir. Olcme araci olarak arastirmaci tarafindan gelistirilen hukukla ilgili kavramsal anlama testi ve ogrencilerin kavramlara iliskin tutumlarini belirlemek uzere bir tutum olcegi kullanilmistir. Elde edilen sonuclara gore, ustkavramsal faaliyetleri kolaylastiran etkinliklerin, ogrencilerin hukuk ilintili kavramlara yonelik kavramsal anlamalari ve tutumlari uzerinde daha olumlu bir etkisi oldugunu gostermektedir.","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":"44735149","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 has attempted to investigate the predictability of university students’ personality traits, cultural values, stress coping strategies, negative automatic thoughts and gender on their professional/formal psychological help seeking attitudes. This research has been carried on with the participation of a total of 1284 university students. Predictive correlational method was used. To collect data, valid and reliable measurements were conducted. The hierarchical multiple regression analysis has been used to evaluate the data. As predictors of the psychological help seeking attitude, conscientious and agreeable students have more positive attitudes, but negative-valent and open ones have more negative attitudes. Students who use seeking social support and avoidance stress coping strategies have more positive attitudes, but who use keep-to-self have more negative attitudes. Collectivist and female participants’ help seeking attitudes are more positive. With these variables, 14% of the attitude of seeking psychological help is explained. The findings of the study were associated to Theory of Planned Behavior and discussed in the light of literature.
{"title":"The prediction of personality, culture and coping strategies on university students psychological help seeking attitudes","authors":"İsmail Yelpaze, A. A. Ceyhan","doi":"10.19128/turje.611402","DOIUrl":"https://doi.org/10.19128/turje.611402","url":null,"abstract":" This study has attempted to investigate the predictability of university students’ personality traits, cultural values, stress coping strategies, negative automatic thoughts and gender on their professional/formal psychological help seeking attitudes. This research has been carried on with the participation of a total of 1284 university students. Predictive correlational method was used. To collect data, valid and reliable measurements were conducted. The hierarchical multiple regression analysis has been used to evaluate the data. As predictors of the psychological help seeking attitude, conscientious and agreeable students have more positive attitudes, but negative-valent and open ones have more negative attitudes. Students who use seeking social support and avoidance stress coping strategies have more positive attitudes, but who use keep-to-self have more negative attitudes. Collectivist and female participants’ help seeking attitudes are more positive. With these variables, 14% of the attitude of seeking psychological help is explained. The findings of the study were associated to Theory of Planned Behavior and discussed in the light of literature.","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":"46493817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined (a) the availability of basic science materials in children’s home environment, (b) the frequency of parents’ involvement in informal science activities with their children, (c) the level of opportunities parents offered their children for learning basic science subjects, and (d) the effect of grade level on parental support for children’s science learning. In this cross-sectional survey study, data were collected from 735 parents in a city in the north region of Turkey. Results revealed that most children did not have basic science materials at home. Parental support for making science trips was especially low. The parents supported their children’s learning most in the area of health, security, and nutrition. The MANOVA results indicated that the parents of middle school children supported their children significantly less to do science and nature activities compared to the parents of preschool and elementary school children. The middle school children were also less likely to be supported by their parents to learn science subjects related to matter, energy, and livings compared to preschool children. The parents of preschool children offered more opportunities for their children to learn science subjects related to sky compared to the parents of elementary and middle school children.
{"title":"Children’s science learning outside school: Parental support","authors":"Rahime Cobanoglu, Gülfem Dilek Yurttaş Kumlu","doi":"10.19128/turje.613091","DOIUrl":"https://doi.org/10.19128/turje.613091","url":null,"abstract":"This study examined (a) the availability of basic science materials in children’s home environment, (b) the frequency of parents’ involvement in informal science activities with their children, (c) the level of opportunities parents offered their children for learning basic science subjects, and (d) the effect of grade level on parental support for children’s science learning. In this cross-sectional survey study, data were collected from 735 parents in a city in the north region of Turkey. Results revealed that most children did not have basic science materials at home. Parental support for making science trips was especially low. The parents supported their children’s learning most in the area of health, security, and nutrition. The MANOVA results indicated that the parents of middle school children supported their children significantly less to do science and nature activities compared to the parents of preschool and elementary school children. The middle school children were also less likely to be supported by their parents to learn science subjects related to matter, energy, and livings compared to preschool children. The parents of preschool children offered more opportunities for their children to learn science subjects related to sky compared to the parents of elementary and middle school children.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"9 1","pages":"46-63"},"PeriodicalIF":1.2,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44847741","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}
Doga bilimlerini anlamada en onemli mihenk taslarindan biri yapi fonksiyonu belirler temasidir. Diger taraftan Turkiye'de yakin zamanda revize edilen fen programinda ise ogrencilerin feni diger disiplinlerle butunlestirerek teoriyi pratige ve urune donusturebilmelerine yardimci olacak fen ve muhendislik uygulamalarina vurgu yapilirken; dogada ya da tasarlanmis dunyada tekrar eden oruntulere ve yapi ve islev arasindaki iliskilere herhangi bir sinif duzeyinde vurgu yapilmamistir. Bu acigi kapatmak icin calismada, besinci sinif fen bilimleri dersi Canlilar Dunyasi unitesinde yapi ve fonksiyon iliskisine dayanan butunlestirilmis biyomimikri STEM etkinligi gelistirmek amaclanmistir. Bu calisma, 21 besinci sinif ogrencisinin insanliga ait bir problemi cozmek icin organizmalara ait bir yapiyi taklit ederek muhendislik tasarim sureci ile ilgili deneyimlerini aktaran bir durum calismasidir. Calismanin carpici bir sonucu ise, ogrencilerin organizmalardaki yapi ve fonksiyon arasindaki tamamlayici iliski yoluyla biyomimikriyi tasarim cozumlerine dahil etmeyi basarabilmeleridir.
{"title":"Developing biomimicry STEM activity by querying the relationship between structure and function in organisms","authors":"A. Gencer, Hilmi Doğan, Kadir Bilen","doi":"10.19128/turje.643785","DOIUrl":"https://doi.org/10.19128/turje.643785","url":null,"abstract":"Doga bilimlerini anlamada en onemli mihenk taslarindan biri yapi fonksiyonu belirler temasidir. Diger taraftan Turkiye'de yakin zamanda revize edilen fen programinda ise ogrencilerin feni diger disiplinlerle butunlestirerek teoriyi pratige ve urune donusturebilmelerine yardimci olacak fen ve muhendislik uygulamalarina vurgu yapilirken; dogada ya da tasarlanmis dunyada tekrar eden oruntulere ve yapi ve islev arasindaki iliskilere herhangi bir sinif duzeyinde vurgu yapilmamistir. Bu acigi kapatmak icin calismada, besinci sinif fen bilimleri dersi Canlilar Dunyasi unitesinde yapi ve fonksiyon iliskisine dayanan butunlestirilmis biyomimikri STEM etkinligi gelistirmek amaclanmistir. Bu calisma, 21 besinci sinif ogrencisinin insanliga ait bir problemi cozmek icin organizmalara ait bir yapiyi taklit ederek muhendislik tasarim sureci ile ilgili deneyimlerini aktaran bir durum calismasidir. Calismanin carpici bir sonucu ise, ogrencilerin organizmalardaki yapi ve fonksiyon arasindaki tamamlayici iliski yoluyla biyomimikriyi tasarim cozumlerine dahil etmeyi basarabilmeleridir.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"9 1","pages":"64-105"},"PeriodicalIF":1.2,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42350784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to explore how prospective middle school mathematics teachers think critically about a newspaper article that reported the findings of a statistical research. Participants of the study were four fourth-year students enrolled at the mathematics teacher education program of a public university. To investigate the research question of the study, case study method was employed. In-depth semi-structured interviews were done to examine participants’ critical thinking processes. The findings of the study indicated that prospective mathematics teachers made use of a variety of critical thinking processes (comprehending, making connections, inferring ideas, critiquing, and self-reflecting) and provided clues about the interrelated nature of these processes. This study would shed light on the characterization of critical thinking in the context of statistical literacy by suggesting a blended framework. It also suggests the design of the tasks including media articles to promote both statistical literacy and critical thinking in statistics education courses for prospective mathematics teachers.
{"title":"Prospective mathematics teachers’ critical thinking processes about scientific research: Newspaper article example","authors":"M. Kus, E. Çakıroğlu","doi":"10.19128/turje.605456","DOIUrl":"https://doi.org/10.19128/turje.605456","url":null,"abstract":"This study aimed to explore how prospective middle school mathematics teachers think critically about a newspaper article that reported the findings of a statistical research. Participants of the study were four fourth-year students enrolled at the mathematics teacher education program of a public university. To investigate the research question of the study, case study method was employed. In-depth semi-structured interviews were done to examine participants’ critical thinking processes. The findings of the study indicated that prospective mathematics teachers made use of a variety of critical thinking processes (comprehending, making connections, inferring ideas, critiquing, and self-reflecting) and provided clues about the interrelated nature of these processes. This study would shed light on the characterization of critical thinking in the context of statistical literacy by suggesting a blended framework. It also suggests the design of the tasks including media articles to promote both statistical literacy and critical thinking in statistics education courses for prospective mathematics teachers.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"9 1","pages":"22-45"},"PeriodicalIF":1.2,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43759453","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 arastirmada 2017 yilinda guncellenen ortaokul Ingilizce ogretim programlarinin Stake’in (1967) uygunluk-olasilik modeli baglaminda degerlendirilmesi amaclanmistir. Arastirmada karma arastirma deseni benimsenmistir ve bu baglamda veri cesitliligi saglamak icin ucgenleme teknigi kullanilmistir. Arastirmada dokuman analizi, gorusme, yapilandirilmis anket ve sinif ici gozlemler seklinde dort farkli veri toplama araci kullanilmistir. Anket verileri Turkiye’nin farkli illerinde calisan 96 Ingilizce ogretmeninden toplanmis, gorusmeler Ankara ilinde bir devlet ortaokulunda calismakta olan 7 Ingilizce ogretmeni ile yapilmistir. Diger yandan, sinif ici gozlemler ayni okulda dort farkli sinif duzeyinde gerceklestirilmistir. Arastirma sonuclari ogretmenlerin guncellenen Ingilizce ogretim programlarini uygun ve etkili bulduklarini gostermistir. Ancak sinif ici gozlemler, kuram-uygulama bagini saglamada onemli problemler oldugunu gostermistir. Bu nedenle hedeflenen ile uygulanan arasinda onemli bir fark mevcut ise oncelikle yabanci dil olarak Ingilizce dil egitimi politika belgesi hazirlanmasi ve bu dogrultuda tum paydaslari kapsayacak sekilde ozgun bir yabanci dil ogretim ekosistemi amaclanmasi gerekmektedir.
{"title":"Evaluation of the 2017 updated secondary school English curriculum of Turkey by means of theory-practice link","authors":"E. Aksoy","doi":"10.19128/turje.575392","DOIUrl":"https://doi.org/10.19128/turje.575392","url":null,"abstract":"Bu arastirmada 2017 yilinda guncellenen ortaokul Ingilizce ogretim programlarinin Stake’in (1967) uygunluk-olasilik modeli baglaminda degerlendirilmesi amaclanmistir. Arastirmada karma arastirma deseni benimsenmistir ve bu baglamda veri cesitliligi saglamak icin ucgenleme teknigi kullanilmistir. Arastirmada dokuman analizi, gorusme, yapilandirilmis anket ve sinif ici gozlemler seklinde dort farkli veri toplama araci kullanilmistir. Anket verileri Turkiye’nin farkli illerinde calisan 96 Ingilizce ogretmeninden toplanmis, gorusmeler Ankara ilinde bir devlet ortaokulunda calismakta olan 7 Ingilizce ogretmeni ile yapilmistir. Diger yandan, sinif ici gozlemler ayni okulda dort farkli sinif duzeyinde gerceklestirilmistir. Arastirma sonuclari ogretmenlerin guncellenen Ingilizce ogretim programlarini uygun ve etkili bulduklarini gostermistir. Ancak sinif ici gozlemler, kuram-uygulama bagini saglamada onemli problemler oldugunu gostermistir. Bu nedenle hedeflenen ile uygulanan arasinda onemli bir fark mevcut ise oncelikle yabanci dil olarak Ingilizce dil egitimi politika belgesi hazirlanmasi ve bu dogrultuda tum paydaslari kapsayacak sekilde ozgun bir yabanci dil ogretim ekosistemi amaclanmasi gerekmektedir.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"9 1","pages":"1-21"},"PeriodicalIF":1.2,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47982218","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 was to analyze and compare analytic rubric and general impression scoring in peer assessment. A total of 66 university students participated in the study and six of them were chosen as peer raters on a voluntary basis. In the research, students were supposed to prepare a sample study within the scope of scientific research methods course and were also expected to present their studies in class. While the students were giving a presentation, their course instructor and peer raters conducted scoring, firstly by using the analytic rubric and subsequently by using general impressions. Collected data were analyzed using the Rasch model. Consequently, it was found that students were distinguished from one another at a highly reliable rate using both scoring methods. Additionally, it was discovered that the differences between students’ ability levels were better revealed when analytic rubric was used. It was ascertained that there was a high level positive correlation between the ability estimations obtained from the scores performed by the peers and the instructor, regardless of the scoring method used. Finally, it was determined that ability estimations, corresponding peer raters’ analytic rubric and general impression scoring, held a positive and highly strong relation.
{"title":"An analysis of scoring via analytic rubric and general impression in peer assessment","authors":"N. Öztürk, Mlelek Gülşah Şahin, M. İlhan","doi":"10.19128/turje.609073","DOIUrl":"https://doi.org/10.19128/turje.609073","url":null,"abstract":" The aim of this research was to analyze and compare analytic rubric and general impression scoring in peer assessment. A total of 66 university students participated in the study and six of them were chosen as peer raters on a voluntary basis. In the research, students were supposed to prepare a sample study within the scope of scientific research methods course and were also expected to present their studies in class. While the students were giving a presentation, their course instructor and peer raters conducted scoring, firstly by using the analytic rubric and subsequently by using general impressions. Collected data were analyzed using the Rasch model. Consequently, it was found that students were distinguished from one another at a highly reliable rate using both scoring methods. Additionally, it was discovered that the differences between students’ ability levels were better revealed when analytic rubric was used. It was ascertained that there was a high level positive correlation between the ability estimations obtained from the scores performed by the peers and the instructor, regardless of the scoring method used. Finally, it was determined that ability estimations, corresponding peer raters’ analytic rubric and general impression scoring, held a positive and highly strong relation.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42686162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to determine the effect of augmented reality (AR) applications on academic success through meta-analytic and thematic analysis. 51 items from 45 studies conducted between 2013 and 2019 were examined in different databases on the effect size of AR in relation on academic success, education level, and duration of the application. The effect size was found to exist at a medium level, considered to be significant which means that AR has positive effect on academic success. In terms of thematic analysis, with reference to common codes and themes found in qualitative studies conducted both nationally and internationally, qualitative findings were obtained. An emphasis on the effect of AR on learning, class environment and affective dimensions was made, together with a consideration of some limitations. It was stated that learning environments could be arranged in such a way that students could be motivated through the use of AR, leading to permanent and solid learning. Therefore, careful and planned use of AR can be said to encourage success.
{"title":"Augmented reality applications: A Meta-analysis and thematic analysis","authors":"V. Batdı, Tarık Talan","doi":"10.19128/turje.581424","DOIUrl":"https://doi.org/10.19128/turje.581424","url":null,"abstract":" The purpose of this study is to determine the effect of augmented reality (AR) applications on academic success through meta-analytic and thematic analysis. 51 items from 45 studies conducted between 2013 and 2019 were examined in different databases on the effect size of AR in relation on academic success, education level, and duration of the application. The effect size was found to exist at a medium level, considered to be significant which means that AR has positive effect on academic success. In terms of thematic analysis, with reference to common codes and themes found in qualitative studies conducted both nationally and internationally, qualitative findings were obtained. An emphasis on the effect of AR on learning, class environment and affective dimensions was made, together with a consideration of some limitations. It was stated that learning environments could be arranged in such a way that students could be motivated through the use of AR, leading to permanent and solid learning. Therefore, careful and planned use of AR can be said to encourage success.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45328920","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 ortaokul ogrencilerinin orantisal akil yurutmeleri arastirilmis ve oran ve oranti konulari icin guclu ve zayif yonlerinin bilissel bir tanisal degerlendirmesi saglanmistir. Yirmi iki coktan secmeli madde iceren bir orantisal akil yurutme testi log-linear bilissel tani modeli perspektifinden faydalanilarak gelistirilmistir. Test, ortaokul ogrencilerinin oran ve oranti problemlerini cozmeleri icin gerekli olan dort temel bilissel beceri etrafinda tasarlanmistir. Bu beceriler sirasiyla oran, dogru orantili iliski, ters orantili iliski ve orantisal olmayan iliski kavramlarini anlamayi icermektedir. Test 282 yedinci sinif ogrencisine uygulanmis ve toplanan veriler Mplus yazilimi kullanilarak analiz edilmistir. Yapilan analizler neticesinde ogrencilerin en cok (yaklasik 62%) dogru orantili iliskileri tanima becerisine ve en az (yaklasik 48%) ters orantili iliskileri tanima becerisine sahip olduklari gorulmustur. Ayrica, ogrencilerin 25%’inin dort temel becerinin hicbirisine sahip olmadiklari, 39,1%’inin ise butun becerilere sahip olduklari gorulmustur. Bunlara ek olarak, pek cok ogrencinin orantisal iliskileri orantisal olmayanlardan ayirt etmede zorlandiklari gorulmustur. Elde edilen bulgular yorumlanarak ogrencilerin guclu ve zayif yonleri ile ilgili tanisal geri bildirimler verilmistir.
{"title":"A diagnostic assessment to middle school students’ proportional reasoning","authors":"Muhammet Arıcan","doi":"10.19128/turje.522839","DOIUrl":"https://doi.org/10.19128/turje.522839","url":null,"abstract":" Bu calismada ortaokul ogrencilerinin orantisal akil yurutmeleri arastirilmis ve oran ve oranti konulari icin guclu ve zayif yonlerinin bilissel bir tanisal degerlendirmesi saglanmistir. Yirmi iki coktan secmeli madde iceren bir orantisal akil yurutme testi log-linear bilissel tani modeli perspektifinden faydalanilarak gelistirilmistir. Test, ortaokul ogrencilerinin oran ve oranti problemlerini cozmeleri icin gerekli olan dort temel bilissel beceri etrafinda tasarlanmistir. Bu beceriler sirasiyla oran, dogru orantili iliski, ters orantili iliski ve orantisal olmayan iliski kavramlarini anlamayi icermektedir. Test 282 yedinci sinif ogrencisine uygulanmis ve toplanan veriler Mplus yazilimi kullanilarak analiz edilmistir. Yapilan analizler neticesinde ogrencilerin en cok (yaklasik 62%) dogru orantili iliskileri tanima becerisine ve en az (yaklasik 48%) ters orantili iliskileri tanima becerisine sahip olduklari gorulmustur. Ayrica, ogrencilerin 25%’inin dort temel becerinin hicbirisine sahip olmadiklari, 39,1%’inin ise butun becerilere sahip olduklari gorulmustur. Bunlara ek olarak, pek cok ogrencinin orantisal iliskileri orantisal olmayanlardan ayirt etmede zorlandiklari gorulmustur. Elde edilen bulgular yorumlanarak ogrencilerin guclu ve zayif yonleri ile ilgili tanisal geri bildirimler verilmistir.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46630169","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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