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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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