In this study, it was aimed to examine the perception of self-efficacy and the benefit of educators who provide visual arts education regarding distance education applied due to the Coronavirus (Covid-19) pandemic. 68 educators took part in the study, and the data were obtained using the Personal Information Form (KBF), the Perception of Self-Efficacy for Distance Education (PSEDE) and the Perception of Benefit for Distance Education Scale (PBDES). The mean of the teaching staff was found to be 39,91 (SD = 9,53), the mean of Learning Management, which is the sub-factors of the scale, 15,47 (SD = 4,04), Technology Management 17,03 (SD = 3,41), and the mean of Virtual Classroom Management was 7,41 (SD = 2,39). The mean of PBDES was 44,70 (SD = 13,64), as sub-factors of the PBDES; the mean The Effectiveness of Learning Products was calculated as 23,47 (SD = 8,76), the mean of Wealth of Learning Experiences was 7,12 (SD = 3,00) and the mean of Economics of the System was 14,11 (SD = 3,65). There was no correlation between the mean scores of the academic staff on the PSEDE and PBDES. PSEDE and PBDES did not differ according to universities and branches of art. In the study, while there was no statistically significant difference in the perception of self-efficacy towards distance education between faculty members and lecturers, the mean of PBDES of faculty members was lower than that of lecturers. Although it is a method that can be applied in emergencies, it is necessary and important for institutions to organize educational programs that support the readiness of the educators in order to increase the efficiency and usefulness of this education in possible similar situations in the future.
{"title":"The Self-Efficacy and Benefit Perception of Visual Arts Education Instructors towards Distance Education","authors":"Songül Mollaoğlu, Nimet Keser","doi":"10.17556/erziefd.943920","DOIUrl":"https://doi.org/10.17556/erziefd.943920","url":null,"abstract":"In this study, it was aimed to examine the perception of self-efficacy and the benefit of educators who provide visual arts education regarding distance education applied due to the Coronavirus (Covid-19) pandemic. 68 educators took part in the study, and the data were obtained using the Personal Information Form (KBF), the Perception of Self-Efficacy for Distance Education (PSEDE) and the Perception of Benefit for Distance Education Scale (PBDES). The mean of the teaching staff was found to be 39,91 (SD = 9,53), the mean of Learning Management, which is the sub-factors of the scale, 15,47 (SD = 4,04), Technology Management 17,03 (SD = 3,41), and the mean of Virtual Classroom Management was 7,41 (SD = 2,39). The mean of PBDES was 44,70 (SD = 13,64), as sub-factors of the PBDES; the mean The Effectiveness of Learning Products was calculated as 23,47 (SD = 8,76), the mean of Wealth of Learning Experiences was 7,12 (SD = 3,00) and the mean of Economics of the System was 14,11 (SD = 3,65). There was no correlation between the mean scores of the academic staff on the PSEDE and PBDES. PSEDE and PBDES did not differ according to universities and branches of art. In the study, while there was no statistically significant difference in the perception of self-efficacy towards distance education between faculty members and lecturers, the mean of PBDES of faculty members was lower than that of lecturers. Although it is a method that can be applied in emergencies, it is necessary and important for institutions to organize educational programs that support the readiness of the educators in order to increase the efficiency and usefulness of this education in possible similar situations in the future.","PeriodicalId":52714,"journal":{"name":"Erzincan Universitesi Egitim Fakultesi Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this research is to reveal the cognitive structures and explanation situations of secondary school students for life skills. The study is a descriptive survey model in quantitative research methods. The sample of the study consisted of 189 secondary school students. The Word Association Test (WAT) was used as the data collection tool. Six key words (communication, entrepreneurship, teamwork, creativity, analytical thinking, and decision-making) that form life skills were included in order to create the WAT. In the analysis process of WAT, a frequency table has been made to show which words or concepts are repeated for which keyword. According to the frequency table, a conceptual relational network that revealed the cognitive structures of secondary school students was drawn. It was determined that secondary school students could not produce enough words regarding life skills concepts. The number of students who gave answers especially about creative thinking and decision-making concepts was quite limited. Based on the results of the research, it is recommended to develop the diversity of concepts in students' cognitive structures for life skills concepts and their conceptual knowledge of life skills with applied activities in different courses.
{"title":"Ortaokul Öğrencilerinin Yaşam Becerilerine Yönelik Bilişsel Yapılarının İncelenmesi","authors":"Havva Yaman, Merve Bahar Alaca, Sibel Er Nas","doi":"10.17556/erziefd.984094","DOIUrl":"https://doi.org/10.17556/erziefd.984094","url":null,"abstract":"The aim of this research is to reveal the cognitive structures and explanation situations of secondary school students for life skills. The study is a descriptive survey model in quantitative research methods. The sample of the study consisted of 189 secondary school students. The Word Association Test (WAT) was used as the data collection tool. Six key words (communication, entrepreneurship, teamwork, creativity, analytical thinking, and decision-making) that form life skills were included in order to create the WAT. In the analysis process of WAT, a frequency table has been made to show which words or concepts are repeated for which keyword. According to the frequency table, a conceptual relational network that revealed the cognitive structures of secondary school students was drawn. It was determined that secondary school students could not produce enough words regarding life skills concepts. The number of students who gave answers especially about creative thinking and decision-making concepts was quite limited. Based on the results of the research, it is recommended to develop the diversity of concepts in students' cognitive structures for life skills concepts and their conceptual knowledge of life skills with applied activities in different courses.","PeriodicalId":52714,"journal":{"name":"Erzincan Universitesi Egitim Fakultesi Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623332","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}
Pub Date : 2022-07-21DOI: 10.17556/erziefd.1052883
Eyüp Yılmaz
Games based on the emergence of human beings and even before have started to shift from the street to the virtual world with the technological developments and the widespread use of the internet. The first digital game trials that started in the middle of the 20th century for academic purposes began to be produced for commercial purposes in the early 1970s, thus the foundation of the digital game industry, which has reached hundreds of billions of dollars was laid. From this date to present, the game companies, which have entered the race to obtain the largest share of the cake by reaching the highest number of customers, have started to offer games with advanced features day by day. This race, which causes users to play digital games more often and for a long time, also brought the problematique of “the effects of digital games on children’s moral development”. Because, digital games, besides being means of entertainment and pleasure, are very suitable tools to send certain messages to the subconscious of the users. It is seen that especially in new generation digital games, the subliminal messages that are containing the scenes and discourses that evoke sexuality are frequently and that male characters with generally white skin are muscular, strong and inclined to violence and thus achieve success, and female characters with sexy clothes are the most used ones by developers. However, digital games can also contribute to the moral development of children according to their content and production purposes. Therefore, digital game contents should be well analyzed and those with appropriate content should be allowed to be played.
{"title":"From Street Games to Virtual Games: Assessing the Developmental Processes of Digital Games in Terms of Moral Developments of Child Users","authors":"Eyüp Yılmaz","doi":"10.17556/erziefd.1052883","DOIUrl":"https://doi.org/10.17556/erziefd.1052883","url":null,"abstract":"Games based on the emergence of human beings and even before have started to shift from the street to the virtual world with the technological developments and the widespread use of the internet. The first digital game trials that started in the middle of the 20th century for academic purposes began to be produced for commercial purposes in the early 1970s, thus the foundation of the digital game industry, which has reached hundreds of billions of dollars was laid. From this date to present, the game companies, which have entered the race to obtain the largest share of the cake by reaching the highest number of customers, have started to offer games with advanced features day by day. This race, which causes users to play digital games more often and for a long time, also brought the problematique of “the effects of digital games on children’s moral development”. Because, digital games, besides being means of entertainment and pleasure, are very suitable tools to send certain messages to the subconscious of the users. It is seen that especially in new generation digital games, the subliminal messages that are containing the scenes and discourses that evoke sexuality are frequently and that male characters with generally white skin are muscular, strong and inclined to violence and thus achieve success, and female characters with sexy clothes are the most used ones by developers. However, digital games can also contribute to the moral development of children according to their content and production purposes. Therefore, digital game contents should be well analyzed and those with appropriate content should be allowed to be played.","PeriodicalId":52714,"journal":{"name":"Erzincan Universitesi Egitim Fakultesi Dergisi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49114634","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 examine preservice mathematics teachers’ competency levels of technological pedagogical content knowledge (TPACK) and their thoughts on use of technology in education. To that end, the study utilized the mixed design combining the quantitative and qualitative data collection tools. The participants were 65 second-year students studying middle school mathematics teaching at a public university. Data for the quantitative part of the research was collected using the Technological Pedagogical Education Competency (TPACK-deep) Scale while semi-structured interview questions were utilized to collect data for the qualitative part. It was concluded in the analyses that the preservice teachers had advanced TPACK competencies and had rather positive views on the use of technology in education. The preservice teachers evaluated the use of technology in education to be practical and interesting for students. They also reported that technological integration in education would bring advantages such as ensuring the teacher-student communication, practicality, and enrichment of the course content while increasing the responsibilities of teachers.
{"title":"Matematik Öğretmen Adaylarının TPACK Yeterlilik Düzeyleri ve Eğitimde Teknoloji kullanımına Yönelik Görüşleri","authors":"Büşra Uslu, P. Güner","doi":"10.17556/erziefd.994172","DOIUrl":"https://doi.org/10.17556/erziefd.994172","url":null,"abstract":"This study aimed to examine preservice mathematics teachers’ competency levels of technological pedagogical content knowledge (TPACK) and their thoughts on use of technology in education. To that end, the study utilized the mixed design combining the quantitative and qualitative data collection tools. The participants were 65 second-year students studying middle school mathematics teaching at a public university. Data for the quantitative part of the research was collected using the Technological Pedagogical Education Competency (TPACK-deep) Scale while semi-structured interview questions were utilized to collect data for the qualitative part. It was concluded in the analyses that the preservice teachers had advanced TPACK competencies and had rather positive views on the use of technology in education. The preservice teachers evaluated the use of technology in education to be practical and interesting for students. They also reported that technological integration in education would bring advantages such as ensuring the teacher-student communication, practicality, and enrichment of the course content while increasing the responsibilities of teachers.","PeriodicalId":52714,"journal":{"name":"Erzincan Universitesi Egitim Fakultesi Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623649","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}
Pub Date : 2022-06-20DOI: 10.17556/erziefd.1007964
Ferdi Karaönçel, Ersan Çiftci
Sanal ve akustik çalgı eşlikli şarkı öğretimi uygulamalarının şarkı söyleme becerilerine etkisinin ne düzeyde olduğunu tespit etmek bu araştırmanın temel amacını oluşturmaktadır. Araştırmanın yöntemi, nicel araştırma yöntemlerinden tek gruplu öntest-sontest deneysel desene dayalıdır. Öğrencilerin deneysel işlem öncesindeki hazır bulunuşluk seviyelerini belirleyebilmek için, “Şarkı Söyleme Becerisi Değerlendirme Formu” öntest olarak uygulanmış ve alan uzmanları tarafından değerlendirilerek öğrencilerinin seviyeleri belirlenmiştir. Öğrencilere 10 hafta boyunca haftada bir ders saati olacak şekilde hazırlanmış olan program dahilinde Sanal ve Akustik Çalgı Eşlikli (SAÇE) Şarkı Öğretimi Uygulamaları ile eğitim verilmiştir. Uygulama sonrasında öğrencilere “Şarkı Söyleme Becerisi Değerlendirme Formu” sontest olarak tekrar uygulanmış ve alan uzmanları tarafından değerlendirilerek öğrencilerinin seviyeleri belirlenmiştir. Öntest-sontest puanları arasındaki farklılıkların tespiti için Wilcoxen İşaretli Sıralar Testi kullanılmıştır. Araştırma sonucunda, şarkı söyleme becerileri öntest puanlarının düşük bir düzeyde olduğu, SAÇE Şarkı Öğretimi Uygulamaları sonrasında yapılan sontest puanlarına bakıldığında ise şarkı söyleme becerilerinin öntest puanlarına göre anlamlı düzeyde yükseldiği tespit edilmiştir.
Sanal ve akustikçalgıeşliklişarkı。研究工作的方式是基于一组预先确定的测试实验，这是最好的研究方法之一。为了在实验过程之前确定在场的水平，学生们根据“歌曲表现评估表”进行优先排序，并由现场专家进行评估。学生们接受了Sanal和Akustic音乐联合会（SAÇE）歌曲教学应用程序的培训，该应用程序每周准备一小时，为期10周。申请后，学生们在“歌曲渲染表现表”的末尾进行了评估，并由现场专家进行了评估。Öntest sontest puanlarıarasındaki farklılıkların tespiti için Wilcoxen Ilşaretli Sıralar Testi kullanılmıştır。研究结果表明，歌唱能力处于低水平的高分，但当谈到SACHE歌曲训练的终点时，已经发现歌曲技能的最高点正在显著增加。
{"title":"The Effect of Song Teaching Practices with Virtual and Acoustical Instrument Accompaniment on Singing Skills","authors":"Ferdi Karaönçel, Ersan Çiftci","doi":"10.17556/erziefd.1007964","DOIUrl":"https://doi.org/10.17556/erziefd.1007964","url":null,"abstract":"Sanal ve akustik çalgı eşlikli şarkı öğretimi uygulamalarının şarkı söyleme becerilerine etkisinin ne düzeyde olduğunu tespit etmek bu araştırmanın temel amacını oluşturmaktadır. Araştırmanın yöntemi, nicel araştırma yöntemlerinden tek gruplu öntest-sontest deneysel desene dayalıdır. Öğrencilerin deneysel işlem öncesindeki hazır bulunuşluk seviyelerini belirleyebilmek için, “Şarkı Söyleme Becerisi Değerlendirme Formu” öntest olarak uygulanmış ve alan uzmanları tarafından değerlendirilerek öğrencilerinin seviyeleri belirlenmiştir. Öğrencilere 10 hafta boyunca haftada bir ders saati olacak şekilde hazırlanmış olan program dahilinde Sanal ve Akustik Çalgı Eşlikli (SAÇE) Şarkı Öğretimi Uygulamaları ile eğitim verilmiştir. Uygulama sonrasında öğrencilere “Şarkı Söyleme Becerisi Değerlendirme Formu” sontest olarak tekrar uygulanmış ve alan uzmanları tarafından değerlendirilerek öğrencilerinin seviyeleri belirlenmiştir. Öntest-sontest puanları arasındaki farklılıkların tespiti için Wilcoxen İşaretli Sıralar Testi kullanılmıştır. Araştırma sonucunda, şarkı söyleme becerileri öntest puanlarının düşük bir düzeyde olduğu, SAÇE Şarkı Öğretimi Uygulamaları sonrasında yapılan sontest puanlarına bakıldığında ise şarkı söyleme becerilerinin öntest puanlarına göre anlamlı düzeyde yükseldiği tespit edilmiştir.","PeriodicalId":52714,"journal":{"name":"Erzincan Universitesi Egitim Fakultesi Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67620696","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}
Pub Date : 2022-06-20DOI: 10.17556/erziefd.1106345
Zeynep Başçı Namlı, Elif Meral, F. Kayaalp
This study aims to examine the impact of writing-to-learn activities on teaching certain concepts specific to social studies course. A total of eighteen fourth grade students at primary school participated in this study, which was designed according to the intervention mixed methods design. During the implementation process, ten different writing activities were conducted with a focus on different concepts to monitor students’ concept learning processes. Data were collected via an open-ended concept knowledge test, a concept academic achievement test, a structured classroom observation form, and a semi-structured interview form. Quantitative data were analysed using descriptive and predictive statistics, whereas the qualitative data were analysed by content analysis. Writing-to-learn activities show what students have or have not learned, and provide them with feedback, besides serving as a projection on teachers’ own teaching processes, resulting in self-regulation to be adopted by students while writing and by teachers while teaching. It has been concluded that the concepts necessary to learn about active citizenship, especially those that are abstract and difficult to learn such as national sovereignty, democracy, and freedom, are learned more easily through writing-to-learn activities. The factors that constitute success involve the mental effort students spend in the concept learning process, the social studies language designed in a way that different participants are able to comprehend, the feedback on the level of learning the concepts, and the active participation of teachers and students. Writing-to-learn approach can be an alternative method in the social studies course, integrating many concepts with an interdisciplinary approach.
{"title":"Incorporating the Writing-to-Learn Method into the Concept Teaching Process: Intervention Mixed Methods Design","authors":"Zeynep Başçı Namlı, Elif Meral, F. Kayaalp","doi":"10.17556/erziefd.1106345","DOIUrl":"https://doi.org/10.17556/erziefd.1106345","url":null,"abstract":"This study aims to examine the impact of writing-to-learn activities on teaching certain concepts specific to social studies course. A total of eighteen fourth grade students at primary school participated in this study, which was designed according to the intervention mixed methods design. During the implementation process, ten different writing activities were conducted with a focus on different concepts to monitor students’ concept learning processes. Data were collected via an open-ended concept knowledge test, a concept academic achievement test, a structured classroom observation form, and a semi-structured interview form. Quantitative data were analysed using descriptive and predictive statistics, whereas the qualitative data were analysed by content analysis. Writing-to-learn activities show what students have or have not learned, and provide them with feedback, besides serving as a projection on teachers’ own teaching processes, resulting in self-regulation to be adopted by students while writing and by teachers while teaching. It has been concluded that the concepts necessary to learn about active citizenship, especially those that are abstract and difficult to learn such as national sovereignty, democracy, and freedom, are learned more easily through writing-to-learn activities. The factors that constitute success involve the mental effort students spend in the concept learning process, the social studies language designed in a way that different participants are able to comprehend, the feedback on the level of learning the concepts, and the active participation of teachers and students. Writing-to-learn approach can be an alternative method in the social studies course, integrating many concepts with an interdisciplinary approach.","PeriodicalId":52714,"journal":{"name":"Erzincan Universitesi Egitim Fakultesi Dergisi","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67620709","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 araştırmanın amacı, Türkçe öğretmenlerinin hizmet içi eğitim ihtiyaçlarını belirlemektir. Araştırma tarama modeline göre yürütülmüştür. 98 Türkçe öğretmenine hizmet içi eğitim ihtiyaçları anketi uygulanmıştır. Öğretmenlere uygulanan anketlerden elde edilen verilerin betimsel analizi yapılmıştır. Bu veriler alan bilgisi, öğretmenlik meslek bilgisi ve genel kültür temalarına göre üç boyutta incelenmiştir. Araştırma sonucunda elde edilen bulgulara göre öğretmenlerin daha çok etkili iletişim ardından okuma, yazma, konuşma yöntem ve teknikleri eğitimlerine ihtiyaç duydukları belirlenmiştir. Lisans dönemi Türkçe programına baktığımızda bu konuların öğretimine yönelik dersler mevcuttur. Ancak yine de öğretmenlerin bu konularda öğrenme eksiklikleri olduğu belirlenmiştir. Ayrıca öğretmenlerin diksiyon ve beden dili konularında yetersizlik yaşadıkları veya kendilerini geliştirmek istedikleri anlaşılmaktadır. Toplum öğretmenlerden Türkçeyi doğru, güzel ve etkili kullanmalarını beklemektedir. Türkçe öğretmenleri bu beklentinin farkındadır. Dolayısıyla öğretmenler bu konuda kendilerini gelişmek istemektedirler. Salgınla birlikte eğitimde dijitalleşmenin artmasına paralel olarak öğretmenlerin bilgi ve iletişim teknolojileri konusunda hizmet içi eğitim talepleri de artmıştır. Özellikle kadın öğretmenlerin ve hizmet yılı fazla olan öğretmenlerin dijital okuryazarlık becerileri konusunda yetersizlik yaşadıkları anlaşılmaktadır. Genel olarak öğretmenlerin değişime açık oldukları ve kendilerini güncellemek istedikleri söylenebilir.
Bu araştırmanın amacı，türkçeğretmenlerinin hizmet içi eğitim ihtiyaçlarınıbelillemektir。研究扫描模型已运行。98名土耳其教师接受了培训需求调查。分析了教师问卷调查的部分数据。根据信息、职业信息和一般文化主题对这些数据进行了三个维度的研究。根据研究结果，教师们已经确定，在进行更有效的沟通后，他们需要学习、写作、口语方法和技术培训。当我们审视土耳其的里斯本议程时，我们可以从中吸取教训。然而，教师在这方面被诊断为残疾。此外，教师意识到他们在字典和肢体语言方面不够，或者想提高自己。社区教师希望土耳其能够使用良好和有效的用途。Türkçeğretmenleri bu beklenin farkındadır。所以老师们希望在这方面提高自己。除了教育方面的攻击，教师的知识和通信技术也随着数字化的发展而增长。特别是，多年来，女性教师和服务教师在数字扫盲技能方面的生活不足。一般来说，教师对改变持开放态度，并希望更新自己。
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Pub Date : 2022-06-20DOI: 10.17556/erziefd.1092264
Bilal Ferhat Karadağ, A. Göçer
One of the most important conditions for individuals to be able to communicate in a second language is to have well-earned speaking skills. Thus, they can maintain their daily life by realizing interpersonal communication. The aim of research is to improve speaking skills of learners who learn Turkish as a second language by making use of task-based teaching method (TBTM) based on real-life tasks. The research was carried out with the action research design, which is one of qualitative research method designs. Action research process was completed with 8 tasks developed by the researchers and 16 international learners took part in the study group as participants. The data were collected through observations, interviews and documents. The data were analyzed with content analysis. It was seen that the tasks performed with TBTM improved the speaking skills of the learners and made them more productive. It was determined that learners were able to speak more fluently, the accuracy rate in the sentences they formed increased, and they could successfully perform the pronunciations of these words by learning different words. Various suggestions have been presented such as the need to benefit from TBTM on real-life tasks to improve the speaking skills of learners.
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Pub Date : 2022-06-17DOI: 10.17556/erziefd.1103962
Çağla Mürtezaoğlu, Özkan Çıkrıkçı
Adolescent is an important period on the way to become an individual. Studies that will help adolescents complete this period in a healthy way have gained importance in recent years. In this study, it was aimed to determine the relationships between the psychosocial indicators of happiness in adolescents attending high school. Self-efficacy, peer relations, and the need for social approval were considered as psychosocial indicators. The study group of the research consists of 637 high school students. The ages of the students in the research group ranged from 13 to 19 (M=15.56; SD= 1.19). In the study, Adolescent Happiness Scale, Children Self-Efficacy Scale, Peer Relationship Scale, Need for Social Approval Scale and Personal Information Form were used as data collection tools. The research was conducted based on the correlational design in line with the quantitative research paradigm. The results of the analysis show that there are significant relationships between adolescent happiness and self-efficacy, need for peer relationships and social approval, and between self-efficacy and need for peer and social approval. According to the Structural Equation Modeling (SEM) results, it was determined that peer relations and the need for social approval had a partial mediating role in the relationship between adolescent happiness and self-efficacy. Self-efficacy, peer relationships, and the need for social approval explain 54% of the total variance of adolescent happiness. In the study, it was concluded that self-efficacy, peer relations, and the need for social approval, which were considered as psychosocial indicators, were significant predictors of adolescent happiness. The findings were discussed in line with the literature and suggestions were presented.
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Öğrencilerin fen konularına yönelik ders öncesinde sahip oldukları düşünceler, ders içeriklerini hazırlarken dikkate alınmalıdır. Klonlama, biyolojik okuryazarlık bağlamında önemli bir konudur ve medyada genellikle bilimsel gerçeklere uymayan bilgiler halinde yer almaktadır. Bu araştırmada, ortaöğretim öğrencilerinin klonlama konusunda ders öncesinde sahip oldukları düşünceler incelenmiştir. Bu amaçla 6 öğrenci ile yarı yapılandırılmış görüşme ve nitel içerik analizi yapılmıştır. Sonuç olarak klonlama konusu ile ilgili çeşitli öğrenci fikirleri tespit edilmiştir. Öğrenciler, klonlamanın bir canlının kopyasını üretmek olduğunu düşünmektedirler ve genel olarak klonlama olayını açıklamakta zorlanmışlardır. Öğrencilerde klonların sadece yapay olarak, insanlar tarafından üretildiği düşüncesi yaygındır. Araştırma sonucunda ayrıca “Genetik Determinizm”, “Gen ve Çevrenin Birlikte Etkisi”, “Üreme Teknolojisi Olarak Klonlama” ve “Genetik Mühendislik Olarak Klonlama” olmak üzere dört düşünce figürü tespit edilmiştir. Genler hakkında deterministik görüşün öğrencilerin klonlarla ilgili düşüncelerini şekillendirdiği görülmüştür. Öğrencilerin klonlama ile ilgili düşüncelerinin özellikle internet, bilim kurgu filmleri veya sosyal medya gibi informal kaynaklardan etkilendiği görülmüştür. Araştırmanın sonuçları biyoloji eğitimi açısından yorumlanmıştır.
学生们在考虑坏事情之前，在准备课程时应该小心。克隆马是生物学阅读的一个重要主题，在媒体中通常是一种非科学现象。在这项研究中，教师对克隆的预先思考被检验。为此，对六名学生进行了一次半配置的访谈，以模拟nite的内容。因此，学生们对克隆的各种想法都被发现了。Öğrenciler，klonlamanın bir canlının kopyasınāüretmek olduāunu düshünmektediller ve genel olarak klonlama玉兰油ıńaçıklamakta zorlamısh lardır。在学生中，克隆只是人为的，在人们的思想中更为常见。这项研究的结果是，四个数字被确定为“基因决定论”、“性别与环境效应”、“作为Klonlama的建筑技术”和“作为基因工程师的Klonlam”。事实证明，基因的确定性观点塑造了他们对克隆的想法。学生们对克隆的想法尤其受到互联网、科幻电影或社交媒体的影响。研究结果反映在生物学教育中。
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