Improving Professional Competence of Economic Educators in Creating Learning Videos Through Online Training Scenarios
Tri Nugroho Budi Santoso Dwi Iga Luhsasi Arief SadjiartoPages: 373-380
This article aims to determine the effectiveness of online training scenarios in improving the professional competence of teachers in developing learning videos. The article also analyzes the applied online training scenarios to find out the performance of the training that has been carried out. The approach used in this research is a mixed-method (Mixed Methods Research) as a form of combination between quantitative research methods and qualitative research methods. Qualitative research uses an effectiveness test through a pair sample t-test, while the qualitative method is SWOT analysis to describe the process of running online training scenarios. The sampling technique used is Cluster Random Sampling and data collection by observation, interviews, documentation, and questionnaires. From the paired samples test results, it is known that the value of sig (2-tailed) is 0.000 < 0.05. So it can be concluded that there is an average difference between the teacher's ability to develop learning videos before and after participating in online training. The SWOT analysis carried out is also known for the strength of online training scenarios having easy access, the efficiency of use, material wealth, and creating a sense of security during a pandemic. In terms of opportunities, teachers can improve technological literacy, and there are opportunities to develop new training scenarios that online training scenarios can integrate into the education system. Weaknesses to watch out for include participants' unrepresented emotions, boredom arising, and the need for standardization of the required facilities. The challenges that online training scenarios must prepare for the best solution are the disruption of the internet network, the need for appropriate devices, and the need for an understanding of digital citizenship ethics.
View it in PDFDeveloping Short Movie for Increase Character of Patriotism in Childhood
Wisnu Kristanto Mustaji Bachtiar Syaiful BachriPages: 381-384
This study aims to develop a character of patriotism in childhood based short movies. Movieplayed by early childhood. The research and development short movie of patriotism in childhooduses a cycle of R&D stages from Dick, Carey and Carey which is taken in 10 stages. Based on dataanalysis in the field test, it shows that t-count is smaller than t-table (0.75>2.110). Thus Ho isrejected and Ha is accepted. The results show that there is a significant difference between theexperimental class and the control class that use this short movie and not use short movies. Usinga short movie in the lesson can improve children's abilities in the field of patriotism in childhood.The conclusion is that early childhood who use short movies are more interested and moremotivated to attend lessons, especially in the aspects of patriotism in childhood values.
View it in PDFPedagogical Practices for Dyslexic Learners in Moroccan EFL Classroom
Fatima Zahra EL ARBAOUIPages: 385-395
Dyslexia is a specific learning disability that affects not only students’ first-language literacy skills but also foreign language learning. It is characterized by difficulties with accurate and/or fluent word recognition as well as poor spelling and decoding abilities. It does not indicate a lack of intelligence or idleness, but rather it is a typical condition that influences the manner the brain processes written and spoken language. In order to ensure that dyslexic students successfully acquire the necessary levels of foreign language proficiency, they need additional support. A total of forty-seven teachers took part anonymously in an online study. A questionnaire was used to provide a descriptive account of the training requirements of EFL teachers who face the challenge of teaching dyslexic students within the mainstream classroom in the six largest universities in Morocco. The findings indicated that foreign language teachers often lack adequate understanding of the nature of dyslexia and the challenges it poses in foreign language learning, and they are unfamiliar with the relevant teaching techniques and methods to support dyslexic students’ language learning processes. However, they expressed their interest in some courses that would help them expand their knowledge and skills and be able to teach dyslexic students more effectively and inclusively
View it in PDFInvestigation of Teacher Perception Levels of Organizational Cynicism and Organizational Loneliness
Seyfettin ABDURREZZAK Yalçın Varol YILDIZBAŞ Ramazan ÖZKUL Ümit DOĞANPages: 396-406
This research was conducted to determine the organizational cynicism and organizational loneliness perception levels of teachers in the distance education process. In the research, it was tried to determine whether the opinions of the teachers differed significantly according to gender, branch, marital status and professional seniority. In this context, the relational survey model was preferred as the research model. The population of the research consists of 3735 teachers working in Edirne province in the 2020-2021 academic year. The sample of the study consists of 324 teachers selected by easily accessible sampling method. Organizational Cynicism Scale and Loneliness at Work Scale were used to collect data. Descriptive statistics were made on the collected data. As a result of the research; it was determined that teachers' perceptions of organizational cynicism in the distance education process differed significantly according to gender, branch and professional seniority variables, but did not differ significantly according to the marital status variable. It was determined that teachers' organizational loneliness perceptions differed significantly according to gender, marital status and branch variables, but did not differ significantly according to professional seniority variable. It has been determined that there is a positive and moderate relationship between teachers' perceptions of organizational cynicism and organizational loneliness. Organizational cynicism was found to be a significant predictor of organizational loneliness. As a result of the research, the importance of supporting teachers' organizational cynicism and organizational loneliness perceptions with qualitative studies was emphasized especially in terms of better understanding in the distance education process.
View it in PDFPsychological Resilience Levels and Career Barriers Regarding University Students*
Yasin Timur Süleyman BalcıPages: 407-421
Current study was conducted for examining psychological resilience levels and career barriers of university students, who continue their education online due to the Covid-19 pandemics. This study was performed by applying the correlational survey model of research type. Participants of the research include 461 university students, 288 women and 173 men, who continue their education online in the 2020-2021 academic year under the influence of the Covid-19 pandemics period. "Career Barriers Scale" and "Adult Resilience Scale" were implemented for collecting data in the research. It was found that career barrier levels of university students were positively related to their psychological resilience levels and to the self-perception, future perception, structural style, and social resources sub-dimensions of the psychological resilience. Additionally, it was found that psychological resilience is negatively correlated with family harmony sub-dimension. Moreover, psychological resilience level and career barriers of university students did not indicate meaningful difference with regard to gender and grade level variables
View it in PDFCurriculum Literacy Perception Level of Teachers
Gizem Gündoğan İsmail Şan Ahmet UyarPages: 422-434
The main purpose of this study is to determine the curriculum literacy levels of the teachers. For this purpose, the study was designed as correlational research. The participants of the study consisted of 447 teachers working in Birecik district of Şanlıurfa. The data were collected using the “Curriculum Literacy Scale” developed by Bolat (2017). In analyzing the data, measures of central tendency (mode, median, arithmetic mean) were used to determine teachers’ curriculum literacy perception levels. Mann Whitney U test was used to determine whether their perception level differed according to gender variable. Kruskal Wallis H test was used for measurements related to the school level, year of work experience, and age variables. As a result of the study, it was found that the reading perception level (X̄=89.86), writing perception level (X̄=85.57) and curriculum literacy level of teachers were at a very high level (X̄=87.79). Curriculum literacy perception levels of the teachers were found to differ according to gender variable. On the contrary, no significant difference was obtained between curriculum literacy levels and age, school level, year of work experience and postgraduate education status variables.
View it in PDFExamination of the Relationship Between Fear of Growing up and Identity Styles in Emerging Adulthood
Esat Şanlı Ahmet Alperen YılmazPages: 435-445
The aim of this research is to examine the relationship between the fear of growth and identity styles of individuals in emerging adulthood. The study group of the research is between the ages of 18-30, 219 women, 194 men, including 413 people. “Demographic Information Form”, “Fear of Growth Scale” and “Identity Styles Scale – 5” were used in the research. Data were analysed by stepwise regression analysis. Results of study showed that diffuse avoidance-oriented identity style are significantly higher in males and in non-working individuals. Fear of growing up was a significant predictor for identity styles. Results showed that the fear of growing up explains the avoidant identity style the most. Suggestions were made in line with the findings of the study.
View it in PDFDevelopment, Validity and Reliability of Significance Quest Scale (SQS)
Ekrem Sedat ŞAHİN Sümeyye DERİNPages: 446-458
This study aimed to develop a measurement instrument to find out significance quest levels of adults and to test its psychometric properties. 621 people (385 females, 236 males) aged 18 years and older participated in the study. The results of confirmatory factor analysis were χ2 /sd= 1.89; RMSEA=.065, GFI=.86; IFI=.91; TLI=.92 and CFI=.92 and the scale was found to consist of 26 items with a four factor structure. Face validity value of the scale was found as .90, while convergent validity was found as .67. Cronbach alpha coefficient calculated to find out the internal consistency of the scale was found as .95, while test retest correlation coefficient calculated to find out invariance was found as .84. Based on these values, it can be stated that the scale is a valid and reliable measurement instrument to find out the significance quest levels of adults.
View it in PDFWorksheets in Early Childhood Education: A Dilemma for Teachers and Pre-Service Teachers
Zeynep Ceren ŞimşekPages: 459-474
The study aimed to determine the opinions of preschool teachers and preservice teachers on the use of worksheets within the scope of literacy preparation practices. It was conducted with 30 preschool teachers and 30 preservice preschool teachers. Under the guidance of the research questions, it has been determined that there are differences in the purposes, reasons, and ways of using the worksheets of the teachers and preservice teachers. According to this, teachers used writing sheets more, while preservice teachers avoided book studies and worksheets. As a result of the content analysis, 4 themes emerged to discuss the rationales prompting the use of worksheets by the participants and rationales preventing the use of the worksheets. These themes are conceptualized as effects on academic skills, effects on social life skills, effects on motor skills, and effects on parents.
View it in PDFA Corpus-Based Study of Conjunction Use by the Turkish EFL Learners
Nermin PUNAR ÖZÇELİKPages: 475-483
The language learning process includes and follows some stages and skills, such as reading, listening, speaking, and writing. According to scholars, speaking and writing are the most difficult skills to master in English language learning. To date, the studies focused on the importance of these skills and investigated how to develop them. All aside, writing skill consists of various aspects, and appropriate conjunction use is among them. The present paper tries to illuminate the use and the frequency of conjunction use by Turkish English language learners in their final exam mini-essay writings administering a small corpus-based study. Based on the results, the study discusses the potential reasons behind their preference for conjunction use. In conclusion of the study, “and”, “but”, “because”, and “if” are the most common conjunctions (with the use of over 100) among other conjunctions.
View it in PDFModular Learning Approach during the Covid-19 Pandemic in Quirino, Philippines
Eleanor G. GaringanPages: 484-493
To survive in the insecurity and challenging world, learners ought to be ready to excel the 21st century skills to work out troubles vigorously. Self-discipline ability acts a vital role in learners' accomplishment. The study aimed to determine the profile of respondents in terms of sex, age, and ethnic affiliation, determine the satisfaction in the use of module in the implementation of modular learning approach during the period of pandemic, and evaluate the significant difference on the satisfaction in the use of module when they are grouped by profile. Questionnaire was used to gather information from the respondents. The data were statistically analyzed using mean, t-test and test all were employed in SPSS. It is concluded that the respondents are satisfied in the use of module. Sex, age, and ethnic affiliation affects the use of module by the LTS, CWTS, and ROTC students. However, the performance of the students in the use of the modules can be conducted regularly, tasks may be updated and be reviewed to improve the content of the modules. More activities be developed in the lessons to enhance more on students’ skills and ability, train teachers on the modern strategy of the modules, provide references and books that enriches the subject and helps carrying out the strategy of the modules, focus on the researches that have importance to develop the teaching methods and connecting them to technology applications in teaching, find the impact of using module on students' achievement, and exploring connections between modular learning and flipped instruction.
View it in PDFStudent Perspectives on The Effective Use of New Media in Field Education Courses and The Development of Language Skills
Yıldırım TUĞLUPages: 494-511
The aim of this study is to enhance the efficiency of teaching field education courses in the Department of German Language Teaching by utilizing new media tools within the classroom setting. The study used a mixed research method, which gathered data from both quantitative and qualitative sources. The participants included a total of 160 (119 female and 41 male) sixth semester students studying at Trakya University. Data were gathered using questionnaire and a structured interview form. Frequency distribution was utilized to evaluate the quantitative data, while content analysis was performed to categorize the responses of the qualitative data. According to the study results, it is emphasized that new media technologies primarily allow students to have easier access to course materials and resources, make information permanent, engage in active learning, collaborate, and think creatively. Pre- and post-test results show that field education courses supported by new media have a positive impact on the development of fundamental language skills and partial language skills. In particular, the percentage and frequency values for the development of listening skills, vocabulary, and audio-visual skills are higher with the use of new media in field education. It is recommended that such applied studies should be designed by field experts, and efforts should be made to increase awareness among teacher candidates and graduates about practices that enhance learners' motivation.
View it in PDFExamination on Readiness of Pre-service Social Studies Teachers for Online Learning
Eray Alaca Sema AgbalPages: 512-520
This research aims to examine the readiness of pre-service social studies teachers for online learning. It was investigated whether the readiness of pre-service social studies teachers for online learning varies by gender, grade, way of getting internet access, device used in online learning, and level of computer use. In the academic year 2021–2022, 94 pre-service social studies teachers from a public university in Turkey’s Eastern Black Sea region compose the sample for the study. The data were collected using the "Readiness Scale for Online Learning," which had been translated into Turkish. The survey model, one of the quantitative research designs, was employed for the analysis of the data obtained within the scope of the study. The SPSS program was used to analyze the data. The collected data were tabulated and interpreted. As a result, it was observed that the readiness level of pre-service social studies teachers for online learning was above the average.
View it in PDFUniversity Students’ Career Decision Regret: A Mixed-Method Research
Sena Kılıç Yurdagül GünalPages: 521-531
This research aims to determine the factors affecting university students’ regrets regarding career decisions. The study utilized a mixed-method approach, specifically an explanatory sequential mixed design, which is one of the mixed-method designs. The quantitative phase involved 249 undergraduate students enrolled in the 2022–2023 academic year at Trabzon University Faculty of Education, while the qualitative phase included five students selected from this sample group using the criterion sampling method. The researchers collected quantitative data using the “Career Decision Regret Scale”, adapted into Turkish by Erdurcan and Kırdök, along with a “Personal Information Form” developed by the researchers. Qualitative data was gathered through semi-structured interviews. Based on the quantitative findings, significant differences in university students’ levels of career decision regret were observed in relation to gender and academic year, while no statistically significant difference was found based on department. The qualitative findings identified four main themes influencing students’ regrets about career decisions: occupational, family, environmental, and psychological factors. The research findings were discussed in the context of existing literature, and recommendations for future research were provided.
View it in PDFAdaptation of the Early Childhood Reading Motivation Scale to Turkish: A Validity and Reliability Study
Selva Bakkaloğlu Gülhiz PiltenPages: 532-545
The aim of this study is to adapt the Early Childhood Reading Motivation Scale to Turkish. A general survey model was used as the research method. The study group of the research consists of 571 primary school students aged 6-7 years. The Early Childhood Reading Motivation Scale to be adapted into Turkish was used as the data collection tool, while the Reading Skills Assessment Scale was used in the external criterion validity analysis. The SPSS 22.0 and LISREL 8.5 statistical software programs were used for data analysis. Following the validity and reliability analyses, it was concluded that the Early Childhood Reading Motivation Scale is a valid and reliable scale for measuring reading motivation in primary school students aged 6-7. When the literature was examined, it was seen that there were not enough scale development or adaptation studies to examine early childhood reading motivation. In this sense, it is thought that this study will have an important place in the literature.
View it in PDFDigital Reading Attitudes of Pre-Service Teachers
Rabia ASAN Arzu ŞAHANPages: 546-554
This study explored the attitudes of pre-service teachers of two different groups majoring in numerical and verbal fields towards digital reading in terms of different variables. By examining variables such as daily digital reading time, daily print reading time, number of books read from digital devices, the level of digital reading attitudes of pre-service teachers in numerical and verbal fields were examined and the findings are discussed. The survey model was used in the research. Participants were selected using the convenience sampling method, one of the non-random sampling methods, and consisted of 100 pre-service teachers, 56 of whom were majoring in Mathematics Education and 44 in Social Studies Education at a state university in Central Anatolia. The Attitude Scale towards Digital Reading for Pre-Service Teachers developed by Yurdakal and Susar Kırmızı (2021) was used as the data collection tool. The findings showed that although the digital reading attitudes of respondents showed statistically significant differences in their daily reading duration from printed sources, reading books from any kind of digital devices, digital reading competencies and the number of books they read in a year, there were no significant differences according to the program they were studying, daily digital reading duration and electronic text which can be read in an internet-free environment. In line with the results, some suggestions are provided for educators regarding digital reading which it is believed will improve the quality of education.
View it in PDFDo Mathematics Teachers' Preferences on Teaching Methods and Materials Change in Online Education? Case of Probability
Eyüp SEVIMLI Mukaddes İnan TUTKUNPages: 555-568
This study examines changes in the methods and materials used by middle school mathematics teachers in teaching probability content during the transition from face-to-face to online education and difficulties in terms of teaching methods and materials used in this process. 35 middle school mathematics teachers’ lesson plans for both face-to-face and online classrooms were analyzed according to their content, and the reason for the changes in teaching practices of the teachers was evaluated through interviews. Findings of the study revealed that the use of lecture-based and demo & practice methods increased with the transition from face-to-face to online education in probability teaching. It has been also determined that the situations that limit the use of different teaching methods are the low motivation of the students and the difficulties of the teachers in the classroom management process. In addition, the use of concrete manipulatives has been replaced by videos and other digital teaching tools with the transition from face-to-face to online education in probability teaching. Other reflections of compulsory transitions to online education on teaching practice were discussed in terms of teaching the subject of probability and within the framework of in-service teachers' training.
View it in PDFOpinions of Education Administrators on Political Behaviors Exhibited with the Willingness to Legal Power
Yalçın Varol YILDIZBAŞ Sevim ÖZTÜRKPages: 569-581
A basic qualitative research model was used in this study, which aims to determine the views of educational administrators on political behaviors exhibited by the desire to gain legal power. The study group consists of 3 provincial deputy directors, 3 district directors, 6 branch managers, 11 school principals and 7 deputy principals working in Van Provincial Directorate of National Education and central districts in Turkey in the 2020-2021 academic year, using the maximum diversity sampling method. The data collection tool is a semi-structured interview form developed by the researchers. As a result of the research, the participants stated that individual reasons came to the fore in the willingness to legal power, they had more social benefits, and they had a positive effect on their professional and career development. They stated that the use of power out of purpose has negative consequences, the society imposes the meaning of respect and dignity on legal power, teachers and other institution employees see it as a service authority, competence and merit are not taken as the basis, political behaviors have to be exhibited, and the criteria are not objective. Accordingly, it is recommended to consider the criteria of competence and merit in educational administration.
View it in PDFTurkish Primary School Teachers’ Self-Efficacy Perceptions for 21st Century Skills, Use of Teaching Skills and of Educational Technology: A SEM Approach
Beril CEYLAN Alev ATES COBANOGLU Şengül Saime ANAGUN Belgin ARSLAN CANSEVER Pınar CAVASPages: 582-595
The Present cross-sectional survey study aims to examine, through a SEM approach, the relationship among self-efficacy perceptions for 21st century skills, teaching skills use and educational technology use of teachers. 438 Turkish primary school teachers participated in the study. A SEM approach revealed that Educational technology use (ETUS) is a significant predictor of 21st century teaching skills (TS) and self-efficacy perceptions of teachers for 21st century skills (SEP). Also, 21st century teaching skills are a significant predictor of self-efficacy perceptions for 21st century skills. It is considered that the results can contribute to studies regarding 21st century skills of primary school teachers and use of instructional technology.
View it in PDFMathematics Teachers' Knowledge on Misconceptions and Solution Suggestions: Ratio-Proportion Topic
Ahsen Seda BulutPages: 596-609
The aim of this study is to determine the knowledge of secondary school mathematics teachers about their possible misconceptions about ratio-proportion and their solutions to these misconceptions. In the study, a special case study that is one of the qualitative research methods was conducted. Twelve middle school mathematics teachers were included in the study. Besides, data were collected using a semi-structured interview form developed by the researcher. According to the findings obtained through the content analysis, misconceptions were evaluated in 8 categories and the solutions offered for misconceptions were evaluated in 3 categories. The findings indicate that teachers did not mention some of the misconception types mentioned in the literature on ratio and proportion. In addition, it was observed that approximately half of the participant teachers were aware of the misconceptions mentioned, while the other half expressed only a few types of misconceptions. The solution suggestions of the teachers were generally compatible with the methods stressed in the literature. However, it was determined that these solution suggestions were stated by a small number of teachers. From this point of view, it is thought that it is necessary for teachers to obtain information to increase their awareness of misconceptions that they may observe in students.
View it in PDFThe Adaptation of the State Self-Compassion Scale Long and Short Form to Turkish Culture: Validity and Reliability Study
Durmuş Ümmet Halil Ekşi Halil ÜnalPages: 610-622
Study 1. This study aimed to examine the psychometric properties of the Turkish version of the State Self-Compassion Scale-Long Form (SSCS-L). The research was conducted on 536 individuals. As a result of the linguistic equivalence study, a positive significant correlation ranging from r=.384 to .909 was found between the original and Turkish items of the study. As a result of CFA, fit index values were found as (χ2/sd= 386.886/120=3.224, p=.00), RMSEA=.064, NFI=.915, CFI=.939, IFI=.940, RFI=.892, GFI=.923 and SRMR=.046. The Self-Compassion Scale was used to test the criterion-related validity. Spearman's rank correlation coefficient was found to be .841. The internal consistency coefficient of the factors of the scale was calculated between .742 and .923. The item-total correlations ranged from .39 to .80, while the item discrimination index values of the upper-lower group ranged between 8.22 and 22.3. The research findings demonstrated that the State Self-Compassion Scale-Long Form is a valid and reliable instrument in Turkish culture.Study 2. This study aimed to examine the psychometric properties of the Turkish version of the State Self-Compassion Scale-Short Form (SSCS-S). The research was conducted on 536 individuals. As a result of the linguistic equivalence study, a positive significant correlation ranging from r=.505 to .797 was found between the original and Turkish items of the study. As a result of CFA, fit index values were found as (χ2/sd= 31.660 /9=3.518, p=.00), RMSEA=.075, NFI=.954, CFI=.967, IFI=.967, RFI=.924, GFI=.979 and SRMR=.033. The Self-Compassion Scale was used to test the criterion-related validity. Spearman's rank correlation coefficient was found to be .873. Cronbach's alpha coefficient was calculated .782 for the scale. The item-total correlations ranged from .36 to .64, while the item discrimination index values (t) of the upper-lower group ranged between 12.69 and 21.65. The research findings demonstrated the State Self-Compassion Scale-Short Form is a valid and reliable instrument in Turkish culture.
View it in PDFThe Effect of Reading Comprehension Skills on Mathematics and Science According to PISA Data
Ömer Cem KARACAOGLU Yusuf KASAPPages: 623-637
The aim of the study is to determine whether the reading comprehension skill has an effect on mathematics and science achievement, and which variables affect the success and to what extent. In line with this purpose, the sub-problems of the research were the student characteristics measured in the PISA student questionnaire, the important variables that predicted the students' science achievement in terms of reading comprehension and mathematics scores, and the important variables that predicted students' mathematics achievement in terms of student characteristics and reading comprehension scores measured in the PISA student questionnaire. Since the aim of the study was to determine the variables that are important in predicting PISA mathematics and science achievement in scales measuring students' affective characteristics and tests measuring achievement levels, the type of research was determined as a relational quantitative research design. The sample of the research consists of 6,890 students studying in 186 schools representing 12 regions in Turkey, selected by PISA in PISA 2018 application by stratified random sampling method from a population of 1.038.993 people from Turkey. In the research, the OECD database, which was opened for sharing in 2020, was used during the data collection phase. In the study, variables belonging to 2018 PISA data were used to predict mathematics and science achievement. The data were analyzed by data mining and quantitative data analysis methods. In the analysis of the data, SPSS Modeler and WEKA programs were used as a basis and in a systematic way, respectively. Excel and SPSS programs; SPSS Modeler and WEKA were used as utilities while transferring data and calculating some statistics. In the light of research findings, reading comprehension skill was determined as the most basic skill for science and mathematics success. In addition, mathematical literacy positively affects science achievement.
View it in PDFDigital Technology in Preschool Education: A Systematic Review
Nevra Atış-Akyol Rabia Turanoğlu Nurbanu ParpucuPages: 638-658
Studies on digital technology have become increasingly important for restructuring education both in the world and in Türkiye. The rapid increase studies concerning digital technology in the field of preschool education in recent years reveal the need for a systematic review study that will guide future studies by evaluating the current situation of digital technology studies in Türkiye. Within the scope of the research, the studies to be included in the systematic review were examined with the determined keywords between 2017-2022 and determined by examining based on the inclusion-exclusion criteria. 136 studies were included in the research and examined based on publication dates, research method, participant type, analysis method used and the subject of the study. The data were analysed by content analysis. The results showed that studies on digital technology in the preschool period have increased in recent years, content analysis is used more in parallel with the qualitative research method, documents are frequently reviewed, and the most frequently discussed subject is the use of technology in education.
View it in PDFMedia Mediation and Conscious Awareness of Mothers in Preschool Children's Use of Media Tools Investigation
Büşra YILDIRIM İsa KAYAPages: 659-670
This study was carried out to research the roles of mothers' conscious awareness and media mediation in the use of media tools by preschool children. The study was carried out using the relational screening model. The method used in the study is quantitative research. The study group consisted of mothers of 371 children attending preschool education in the academic year 2020-2021. The data were collected using the Demographic Information Form, Conscious Awareness Scale and Early Childhood Parent Media Mediation Scale. Pearson Correlation Analysis and simple regression analysis were used for data analysis. Following the study, a low/medium strength, significant correlation to the negative was found between the mothers' conscious awareness and lower dimensions of media mediation, while conscious awareness of media mediation roles predicted the active interpretative sub-dimension by 18%, restrictive inhibitory sub-dimension by 2%, restrictive limiting sub-dimension by 13%, active restricting sub-dimension by 4%, restrictive supportive sub-dimension by 14%, and active supportive sub-dimension by 19%.
View it in PDFThe Effect of Lesson Plans Based on IB Education Philosophy and UbD Model on Student Achievement: A Study From Turkey
Zühal YÜKSEL Nadir ÇELİKÖZ Haci Bekir AKIN Saide Hicran BOZKURTPages: 671-681
This study was made based on some discussions attempting to improve the quality of education by creating appropriate learning areas, differentiating education according to each student's interests, learning styles, and multiple intelligences. The aim of the study is the implementation and analysis of social studies lesson plans prepared in accordance with "UbD" and ‘’IB Planner’’ for 3rd grade students. The study was conducted using a nested-mixed design within the framework of mixed method research. In the quantitative dimension of the study, pretest-posttest control group experimental model data were used. In the qualitative dimension, the data based on the feedbacks of teachers who are the implementers of the lesson plans were used. The study group of the quantitative dimension consisted of 320 students in the 3rd grade of a public primary school who voluntarily participated in the study. The study group of the qualitative dimension consists of 36 primary school teachers who are the implementers of the prepared lesson plan. The findings of the study show that the social studies lesson plans prepared based on the IB Planner and the UbD model made a significant difference in favor of the experimental group on both student accomplishment (posttest) and student achievement(pretest-posttest). The qualitative findings obtained from the teachers' feedback on the prepared and implemented plans indicated that the plans included enriched activities and were comprehensively prepared to appeal to all students, including students with special needs and gifted students in the same class. In addition, it was observed that the differentiated content in IB and UbD lesson plans was not limited to methods and techniques, but also included assessment and evaluation techniques. Both quantitative and qualitative findings revealed that the plans were designed in such a way that students could effectively acquire the prescribed behavior. Moreover, the implementation of the plans improved students' social skills, self-management skills, communication skills, research and thinking skills, increased their self-confidence and raised their achievement.
View it in PDFThe Relationship between Teachers' Professional Learning, School Culture, and Teachers’ Demographic Characteristics
Nilay Kınay Kuru Erkan TabancalıPages: 682-696
The professional development of teachers, which has been identified to have a significant impact on student achievement, is a frequently discussed topic, but the factors that influence teachers' professional learning remain unclear. Clarifying the aspects that affect teachers' professional learning can help support professional learning in schools. Understanding the relationship between school culture and teachers' professional learning, as well as other factors that may affect teachers' professional learning, can assist to the development of strategies aimed at improving teacher qualifications, which is one of the most important components of education systems, and consequently increasing student achievement.This research was carried out to examine the relationship between teachers' professional learning and school culture. The research was carried out with 361 teachers working in official primary, secondary, and high schools in Bakırköy district of Istanbul province in the 2022-2023 academic year. The research is descriptive and designed as a quantitative study based on the relational survey model. The data of the study were collected with the "Teacher Professional Learning Scale" and the "School Culture Scale". The data were collected face to face and online. Statistical programs such as SPSS v26.0, normality test (Kolomogorov Smirnov), descriptive statistics (frequency analysis, descriptive statistics), independent group comparison (independent sample t-test, One Way ANOVA), Pearson Correlation Analysis, and multivariate regression analysis were used for the analysis of the data obtained.In the study, it was found that teachers have a high score of professional learning and there is a very strong positive correlation between the score of professional learning and the score of school culture. It was also found that teacher collaboration and goal integrity, as dimensions of school culture, have a positive effect on professional learning, while collaborative leadership has a negative effect. Based on the findings of the research, some recommendations have been presented for practitioners and policy makers.
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