Eğitim Bilimleri Araştırmaları - III
Educational Sciences Research - III
Contributor(s): Önder Baltacı (Editor)
Subject(s): Education, Sociology, School education, Vocational Education, Social Informatics, ICT Information and Communications Technologies, Sociology of Education, Distance learning / e-learning
Published by: Özgür Yayın Dağıtım Ltd. Şti.
Keywords: educational sciences; education; teacher training; digital literacy; technology; blended learning;
Summary/Abstract: This book aims to present the current research of scientists by bringing together studies related to sub-disciplinary areas specific to the basic field of educational sciences and teacher training. It has turned into a series in line with the intense demand from the academicians of this field. Our book aims to be a source of inspiration especially for academicians who want to conduct research in the field of educational sciences and teacher training. We also think that it can be used as a useful resource for readers. We would like to thank the authors and everyone who contributed to book's preparation.
- E-ISBN-13: 978-975-447-650-7
- Print-ISBN-13: 978-975-447-650-7
- Page Count: 196
- Publication Year: 2023
- Language: Turkish, English
Eğitimin Bireysel ve Toplumsal Yararları
Eğitimin Bireysel ve Toplumsal Yararları
(The Individual and Societal Benefits of Education)
- Author(s):Sevgi Ernas, İsa Bahat
- Language:Turkish
- Subject(s):Economy, Education, Sociology, State/Government and Education, Sociology of Education
- Page Range:1-19
- No. of Pages:19
- Keywords:education; educational sciences; Individuals; Societal Benefits;
- Summary/Abstract:Although developments in economics, science, and technology have influenced the field of education, the belief in the individual and societal benefits of education has remained unchanged. The determination of the benefits of education revolves around debates on whether education serves as an economic function and whether it is a consumption and/or investment good. Considering that the primary aim of education is to nurture individuals, the qualities of the individuals to be cultivated will turn them into producers and consumers under the influence of the economy. To determine the individual and societal benefits of education, the private and social returns of education are calculated. In this section, the costs, benefits, returns, and cost-benefit ratios of public/private education in Turkey are discussed.
Öğretmen Gözüyle Hizmet içi Eğitim Etkinlikleri
Öğretmen Gözüyle Hizmet içi Eğitim Etkinlikleri
(In-Service Training Activities From A Teacher's Perspective)
- Author(s):Levent Berber, Yurdagül Günal
- Language:Turkish
- Subject(s):Education, School education, Vocational Education
- Page Range:21-40
- No. of Pages:20
- Keywords:education; In-Service Training Activities; teacher's perspective;
- Summary/Abstract:The aim of this study is to examine teachers' views on in-service training activities in depth. Phenomenological design was used in the study within the framework of qualitative research method. The study group of the research consists of 2 school administrator and 8 teachers working in different public schools in the 2022-2023 academic year. The study group of the research was selected using the convenience sampling method. The study group of the research was selected by the easily accessible situation sampling method. In this study, the “semi-structured interview technique”, which is included in the interview method, hiç is one of the data collection methods in qualitative research, was used. The data obtained after the interview with the researchers were analyzed by the content analysis method and the themes were obtained. The codes obtained from the semi-structured interviews were also interpreted within the framework of the themes obtained in line with the purpose of the research. In the research teachers have mainly stated that inservice training activities are useful and should be carried out regularly and periodically in order to adapt to the changes in science and technology in educational implications. As a result of research, it is provided that inservice training activities in order to be effective and efficient, educators, expert in their field, using practical training method and inservice training should take into the consideration the subjects they need.
ERIC İndekste “Eğitim Programları ve Öğretim” ile “Öğretmen Eğitimi” Konusundaki Çalışmaların İncelenmesi
ERIC İndekste “Eğitim Programları ve Öğretim” ile “Öğretmen Eğitimi” Konusundaki Çalışmaların İncelenmesi
(Examination of Studies on “Educational Programs and Teaching” and “Teacher Education” in ERIC Index)
- Author(s):Murat Korucuk
- Language:Turkish
- Subject(s):Education, School education, Vocational Education, State/Government and Education
- Page Range:41-58
- No. of Pages:18
- Keywords:education; educational programs; teaching; teacher education; curriculum; ERIC Index;
- Summary/Abstract:With this study, it is aimed to examine the studies carried out on the curriculum and instruction and teacher education in the ERIC index. The studies were examined in terms of the concepts in which they were defined, the education level at which the study was conducted, the origin of the study, study groups, data collection tools, research type and analysis techniques. Thus, it is aimed that this study will contribute to other studies, researchers and practitioners in the field of curriculum and instruction and teacher education. Document analysis technique was used in the study. The data in this study were obtained from the Education Resources Information Center (ERIC) website. In this context, 26 studies that were reached by using the keywords "Curriculum and Instruction" and "Teacher Education" in the search made in the ERIC search engine were evaluated. Content analysis was used to evaluate the obtained data in detail. In the results of working; the most defined word in the studies was “Foreign Countries”; the education level where most of the researches are conducted is secondary education; Turkey is the country where most of the studies are conducted; the study group from which the most data was obtained in the studies was students and teacher candidates; survey is the most used data collection tool in research; the most preferred type of research in studies is quantitative designs; it was determined that the most applied analysis technique in the studies was content analysis. In order to make the contribution of the study to the field more concrete, suggestions have been developed based on the results of the study.
21. Yüzyıl Becerileri ve Harmanlanmış Öğrenme
21. Yüzyıl Becerileri ve Harmanlanmış Öğrenme
(21st Century Skills and Blended Learning)
- Author(s):Sibel Ergün Elverici
- Language:Turkish
- Subject(s):Education, School education, Present Times (2010 - today), Sociology of Education, Distance learning / e-learning
- Page Range:59-73
- No. of Pages:15
- Keywords:education; blended learning; 21st century; skills;
- Summary/Abstract:21st century skills are skills that include communication, creativity, critical thinking and collaboration and are claimed to make individuals better prepared for the future. Blended learning, on the other hand, is characterized as a model that offers different learning experiences to students and provides learning opportunities integrated with technology by going beyond traditional classroom environments. Blended learning, which combines face-to-face teaching and online learning for a specific purpose, supports students to solve real-life problems, actively participate and learn in context by using online resources and interactive Web 2.0 materials. Research show that 21st century skills targeted and supported in blended learning environments positively affect students' academic achievement, interest levels and motivation. It is thought that blended learning environments are important for students to make sense of information and make connections by providing active participation in the learning process. It is also believed that examining the blended learning approach and 21st century skills will contribute to raising awareness on the subject which will lead to integrating these approaches and skills with each other and raising more equipped individuals.
Öğretmen Adaylarının Dijital Okuryazarlık Düzeylerinin Demografik Değişkenlere Göre Değişimi
Öğretmen Adaylarının Dijital Okuryazarlık Düzeylerinin Demografik Değişkenlere Göre Değişimi
(Examining Pre-service Teachers' Digital Literacy Levels According to Demographic Variables)
- Author(s):Rıdvan Ata, Muhammet Mustafa Alpaslan
- Language:Turkish
- Subject(s):Education, School education, ICT Information and Communications Technologies, Sociology of Education
- Page Range:75-88
- No. of Pages:14
- Keywords:education; Pre-service teachers; digital literacy; ICT;
- Summary/Abstract:The purpose of this study is to examine the level of digital literacy of pre-service teachers according to demographic variables. For this purpose, a quantitative research model, the causal comparative research model, was used. 402 (270 female, 132 male) teacher candidates from different branches studying at a university in the Aegean region participated in the study. Personal information form and Digital Literacy Scale were used as data collection tools. The data were analyzed using standard deviation, independent sample t-test, one-way ANOVA, and post-hoc tests. According to the results, it is seen that the pre-service teachers participating in the study have a high level of digital literacy and a positive attitude towards ICT usage. However, as many teacher candidates have high scores on the technical sub-dimension, it is seen that they perceive digital literacy more technology-driven. In addition, there is no statistically significant difference between female and male teachers and between class levels in terms of digital literacy levels, but there is a statistically significant difference between teacher candidates who entered university according to their language score and those who entered according to their equal weight score. In this regard, although the perception and attitudes of teacher candidates towards digital literacy are at a high level, more practical activities can be organized to develop digital literacy skills. Course content and teaching-learning processes can be redesigned accordingly to improve the digital literacy competencies of teacher candidates. Additionally, more in-depth and experimental research should be conducted on how foreign language skills of teacher candidates who entered university according to their language score affect their digital literacy skills.
Dijital Çözümlerle Yenilikçi Fen Öğretimi: Öğrenme Ortamları ve Teknolojiler
Dijital Çözümlerle Yenilikçi Fen Öğretimi: Öğrenme Ortamları ve Teknolojiler
(Innovative Science Education with Digital Solutions: Learning Environments and Technologies)
- Author(s):Özkan Yilmaz
- Language:Turkish
- Subject(s):Education, School education, ICT Information and Communications Technologies, Sociology of Education, Distance learning / e-learning
- Page Range:89-125
- No. of Pages:37
- Keywords:education; ICT; technological advancements; technology; science education;
- Summary/Abstract:Rapid technological advancement has led to significant changes and transformations in the field of education. This transformation has facilitated active student participation by making learning processes more interactive and diversifying learning environments to make them more engaging. This situation positively impacts students' learning motivation and outcomes. "Innovative Science Teaching with Digital Solutions" provides teachers with the opportunity to deliver more effective science education to their students by using digital technologies. Students can better understand science topics and access learning materials more easily through online educational resources. Teachers can utilize various digital tools to track students' progress and intervene in the learning process according to their needs. This technological development also brings about a change in learning environments. Traditional classroom settings are being replaced by online interactive learning environments that students can access from anywhere. As a result, students can manage their learning processes at their own pace and choose learning materials based on their individual needs. This study thoroughly examines the topic of "Innovative Science Teaching with Digital Solutions: Learning Environments and Technologies."
Ölçme ve Değerlendirmede Temel Kavramlar
Ölçme ve Değerlendirmede Temel Kavramlar
(Fundemantal Concepts in Measurement and Evaluation)
- Author(s):Esra Eminoğlu Özmercan
- Language:Turkish
- Subject(s):Methodology and research technology
- Page Range:127-141
- No. of Pages:15
- Keywords:statistical operations; measurement; evaluation;
- Summary/Abstract:Measurement and evaluation are used to obtain valid and reliable measurement results in all fields. Measurement is assigning numbers or symbols to events based on an established set of rules resulting from observations. There are three types of measurement: direct, indirect, and derived. There are two units in measurement, the natural unit, and the defined unit. Units also have the characteristics of equality, generality, and usability. Another important concept related to units and scales is zero points in measurement. Zero, which means absence, is real zero; Even though it is not exact zero, the value accepted as zero is called nominal zero. There are four levels of measurement: nominal, ordinal, interval, and ratio scales. This classification, which is given in order from the least to the most information. The nominal scale is classified into separate groups based on attributes according to their names or types. Mathematical/statistical operations are not performed on the measurement scores obtained from this scale. In the ordinal scale, the sizes of the attributes are arranged according to hierarchical order in ascending or descending order depending based on certain attributes. Equal spacing of the measured attribute according to a definite starting point and the amount of having a definite attribute is on an interval scale. Zero does not mean absence in the measurement scores on the interval scale. Statistical operations such as mean, and standard deviation can be applied to the measurement scores. In the ratio scale, the true zero point is considered the initial point of the scale. All of the statistical operations can be performed at this scale.
Examine the Attitudes of Teachers Against Statistics Participating in Statistics Education in Nature
Examine the Attitudes of Teachers Against Statistics Participating in Statistics Education in Nature
(Examine the Attitudes of Teachers Against Statistics Participating in Statistics Education in Nature)
- Author(s):Semra Türkan, Gamze Kadılar, Halil Süel, Ceren Ünal, Kürşad Özkan
- Language:English
- Subject(s):Education, Pedagogy
- Page Range:143-161
- No. of Pages:19
- Keywords:education; teachers; statistics science; statistics education; statistics teaching;
- Summary/Abstract:In this study, the benefits of the Learn Statistics in Nature project carried out within the scope of the scientific and technological research council of Turkey unlike classical education, emphasize on the benefits of statistics teaching in nature. Thirty-six teachers from different branches participated. The activities related to the natural applications and examples of statistics were carried out. A statistical attitude scale developed by Zumbrun (2015) for teachers in 2015 was applied to the teachers who participated in the project at the end of the activities in order to determine their attitudes towards statistics science, statistics education, and statistics teaching.
Ortaokul Öğrencilerinin Bilgi İşlemsel Düşünme Becerileri ile 21.Yüzyıl Becerileri Arasındaki İlişki
Ortaokul Öğrencilerinin Bilgi İşlemsel Düşünme Becerileri ile 21.Yüzyıl Becerileri Arasındaki İlişki
(The Relationship between Middle School Students' Computational Thinking Skills and 21st-Century Skills)
- Author(s):Sefa Alper Kanatlı, Halit Karalar
- Language:Turkish
- Subject(s):Education, Social Informatics, ICT Information and Communications Technologies, Distance learning / e-learning
- Page Range:163-178
- No. of Pages:16
- Keywords:education; skills; computational thinking skills; 21st-century skills;
- Summary/Abstract:To prepare today's students confidently for the future, it is necessary to equip them with different skills. Among these skills, 21st-century skills and computational thinking skills are crucial. While there are views suggesting that computational thinking skills contribute to the development of 21st-century skills, the relationship between these two skill sets remains uncertain. This study aims to examine the relationship between middle school students' computational thinking skills and 21st-century skills. In other words, it investigates whether there is a relationship between students' computational thinking skills and 21st-century skills and whether computational thinking skills serve as a meaningful predictor of 21st-century skills. Conducted with the participation of 328 eighth-grade students using a correlational survey design, this research employed the "Computational Thinking Scale" and the "21st-Century Skills Scale" to collect data, which were then analyzed using descriptive statistics, Pearson correlation coefficient analysis, and multiple linear regression analysis. The research findings indicate that students have a high perception of both computational thinking and 21st-century skills. Moreover, a positive and significant relationship was found between computational thinking skills and 21st-century skills. The study also reveals that the abstraction, decomposition, algorithmic thinking, evaluation, and generalization skills that constitute computational thinking significantly predict 21st-century skills, explaining 72% of the variance in 21st-century skills. When examining the standardized regression coefficients, it can be concluded that evaluation, algorithmic thinking, generalization, decomposition, and abstraction skills are significant predictors of 21st-century skills in order of importance.
Ortaokul Matematik Öğretmenlerinin Dijital Okuryazarlık ile Sınıflarında Teknoloji Kullanım Düzeyleri Arasındaki İlişki
Ortaokul Matematik Öğretmenlerinin Dijital Okuryazarlık ile Sınıflarında Teknoloji Kullanım Düzeyleri Arasındaki İlişki
(The Relationship Between Middle School Mathematics Teachers' Digital Literacy and Their Levels of Technology Use in the Classroom)
- Author(s):Sevgi Karabıyık, Halit Karalar, Cabir Serhat Aydın
- Language:Turkish
- Subject(s):Education, School education, Social Informatics, ICT Information and Communications Technologies, Distance learning / e-learning
- Page Range:179-196
- No. of Pages:18
- Keywords:education; technology; digital literacy; classroom; teachers;
- Summary/Abstract:Digital literacy is an essential skill that teachers need to effectively use technology in their classrooms. The relationship between middle school mathematics teachers' digital literacy and their levels of technology use in the classroom is important for facilitating the effective use of technology in educational processes. However, there is a lack of sufficient empirical studies examining the meaningful relationship between these two skills. This study aims to investigate the relationship between middle school mathematics teachers' digital literacy and their levels of technology use in the classroom. The research was conducted using a correlational survey model, and 132 middle school teachers participated voluntarily, selected through convenient sampling method. Data were collected using a personal information form, a digital literacy scale, and a scale for determining the level of technology use in mathematics classes. The collected data were analyzed using descriptive statistics, Pearson correlation coefficient analysis, and multiple linear regression analysis. The research findings indicate that middle school mathematics teachers have a high level of digital literacy and a moderate level of technology use in mathematics classes. Furthermore, a significant positive correlation at a moderate level was found between these two skills. The study also revealed that the sub-dimensions of digital literacy, namely attitude, technical, cognitive, and social variables, together significantly predicted the levels of technology use in middle school mathematics teachers' classes, explaining 36% of the variance in technology use. According to the importance order, it was determined that the social, attitude, and cognitive sub-dimensions were significant predictors of technology use in mathematics teachers' classes, while the technical sub-dimension was not a significant predictor.