Sürdürülebilir Kalkınma Amaçları
Yayınlar
- Book ChapterYalnız künye2025The Integration of Entrepreneurship-Based Robotics into Classrooms
Meral, Meryem; Yalçın, Sema Altun
This chapter aims to demonstrate how educational robotics can be integrated with entrepreneurship within classroom settings. In this context, implementation steps that encompass the integration of entrepreneurship and educational robotics have been developed. The formulation of these steps is based on the engineering design process and the sub-dimensions of entrepreneurship. Additionally, each step has been supported by literature reviews. “Fischer Technik” LEGO set and the “Robo Pro” interface have been incorporated into the design of this educational robotics framework. Due to its user-friendliness and lack of complex programming languages, the LEGO set was chosen for younger age groups.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Trends in studies on educational robotics in recent years: a content analysis
Yalçın, Sema Altun; Meral, Meryem
This study aims to analyze the general trends in educational robotics in recent years. The document analysis method was preferred in this research. Accordingly, the content of 100 articles published in the field of educational robotics in recent years was analyzed in terms of methodology, sample characteristics, robotic tools used, commonly covered topics, and findings. The study revealed that Lego Mindstorms, Arduino, Python, and Scratch are the most commonly used robotic tools in educational robotics. It was observed that students predominantly participated in the studies, with a focus on university and middle school levels. Moreover, the analysis indicated that quantitative studies mostly employed scales and questionnaires, whereas qualitative studies frequently used interviews and observation forms as measurement tools. The most frequently examined variables in these studies were computational thinking, problem-solving, creativity, academic achievement, collaboration, and motivation. While the findings generally emphasized the positive effects of educational robotics and its significance for integration into other domains, the challenges of educators’ knowledge and experience in robotics, infrastructure and technical issues, and difficulties in practical implementation were also identified as disadvantages.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2024The Effect of STEM Education on the Pre-school Pre-service Teachers’ Lifelong Learning Tendencies
Yalçın, Paşa; Çakır, Zehra; Yalçın, Sema Altun
The research aims to explore the effect of STEM education on pre-service teachers' lifelong learning tendencies. 22 pre-service teachers studying in the 4th grade participated in the research. The research was carried out within the scope of the STEM education elective course given in the pre-school teaching department in the faculty of education. A methods approach was employed in the research. In the research, in which the explanatory mixed design was applied, the quantitative data were collected with the Lifelong Learning Tendency Scale. Qualitative data were obtained with a semi-structured interview form. At the end of the study, it was determined that STEM education had a positive effect on the pre-service teachers' lifelong learning tendencies and developed their lifelong learning skills. It was found, with STEM education, that producing machines, robots, and vehicles with simple materials contributed to their seeing the materials around them with different eyes and their desires to learn and produce new things. It was also stated that they contributed to self-directed learning, increased their willingness to explore and research, and activated their learning by doing and experiencing skills. It was concluded that they enjoyed doing the activities, which made the information permanent and created their desire to use these activities in their lessons in order to create fun and permanent learning environments in the future.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024The Effect of STEM-Based Robotic Coding Education on Primary School Students’ Decision-Making Skills
Çakır, Zehra; Yalçın, Sema Altun; Meral, Meryem; Samur, Esila
This study aimed to determine the effectiveness of STEM-based robotic coding education for primary schoolers in terms of their decision-making skills. Mixed method was preferred in the research. Pretest-posttest control group designs were used in the quantitative phase, and the case study was used in the qualitative phase of the research. The study sample consisted of 65 third graders. Pre-testing of experimental and control group students was performed using the decision-making skill scale. STEM-based robotic coding training was given to the experimental group for 6 weeks. Afterwards, the decision-making skill scale was applied as a post-test to both the experimental and control group. Quantitative data were analyzed with the paired and independent samples t-test. A statistically significant increase was observed in the experimental group students’ decision-making skills in favor of the post-test. There was no significant difference between the pre-and post-test scores of the control group students. An interview with 15 experimental group students was conducted in order to collect qualitative data, and the interview results were analyzed using the content analysis technique. According to the qualitative findings, robotic coding education positively affected the students’ decision-making, problem-solving, and willingness to share ideas. Suggestions were made based on the results.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Water footprint awareness and knowledge levels of pre-service teachers
Yalçın, Sema Altun; Acaray, Ceren
In the research, pre-service teachers' awareness and current knowledge levels about the concept of water footprint were examined.The study group of the research consists of 57 pre- service teachers studying at the faculty of education of a state university. Within the scope of the study, data were collected with the semi-structured 'Water Footprint Interview Form' consisting of 8 open-ended questions developed by the researcher. The data obtained were explained by content analysis. The data were presented and evaluated as meaningful codes and categories. The results obtained show that the pre-service teachers trying to participate have low awareness of the concept of water footprint and do not have sufficient knowledge. In order to improve water footprint awareness, it is recommended to examine the opinions of students in different age groups.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Artırılmış Gerçeklik Teknolojisi Kullanımının Fen Eğitiminde Öğrenci Başarılarına ve Derse Karşı Motivasyonlarına Etkisi
Yalçın, Paşa; Yalçın, Sema Altun; Sarıyıldız, Saliha
Bu çalışmanın amacı 7. sınıf Fen Bilimleri dersi "Saf Madde ve Karışımlar" ünitesinde artırılmış gerçeklik teknolojisi kullanılmasının öğrencilerin akademik başarılarına ve derse karşı motivasyonlarına etkisini araştırmaktır. Çalışma 2019-2020 eğitim-öğretim yılında 7. sınıfta öğrenim gören 76 öğrenci ile gerçekleştirildi. Araştırmada nicel ve nitel yaklaşımların birlikte yer aldığı karma yöntem kullanıldı. Araştırmada ön test-son test kontrol gruplu yarı deneysel desen kullanılarak nicel veriler, öğrenciler ile yarı yapılandırılmış görüşmeler yapılarak da nitel veriler elde edildi. Kontrol grubunda dersler MEB müfredat programının öngördüğü şekilde işlenirken, deney grubunda programın öngördüğü şeklin yanında artırılmış gerçeklik uygulamaları da eklenerek işlendi. Ön test ve son test olarak "Saf Madde ve Karışımlar Ünitesi Akademik Başarı Testi", "Fen Bilimleri Dersine Yönelik Motivasyon Ölçeği" kullanıldı. Nitel verilerin elde edilmesinde ise araştırmacı tarafından oluşturulan "Artırılmış Gerçeklik Öğrenci Görüşme Soruları" kullanılarak yarı yapılandırılmış bir şekilde görüşmeler gerçekleştirildi. Araştırma sonucunda derslerde artırılmış gerçeklik öğrenme materyali kullanımının öğrencilerin akademik başarılarını ve derse karşı olan motivasyonlarını artırdığı tespit edilmiştir. Ayrıca öğrencilerle yapılan görüşmeler, derslerde artırılmış gerçeklik uygulamasının kullanılmasını eğlenceli, dikkat çekici, merak uyandırıcı ve anlamayı kolaylaştırıcı olarak bulduklarını göstermektedir.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2023Fizik Öğretiminde Yaşam Temelli Öğrenme Kullanımının Fen Bilgisi Öğretmen Adaylarının Konuları Gerçek Yaşamla İlişkilendirme Düzeylerine Etkisi
Yalçın, Paşa; Yalçın, Sema Altun
Çalışmada; fen bilgisi öğretmen adaylarına yaşam temelli öğrenme kullanılarak fizik öğretimi gerçekleştirilmesinin onların konuları gerçek yaşamla ilişkilendirme düzeyleri üzerine etkisi araştırılmıştır. Öğretmen adaylarının fizik konularını müzik, matematik ve spor dersleri ile ilişkilendirme düzeyleri araştırılmıştır. Çalışmada, dördüncü sınıfa devam etmekte olan 30 fen bilgisi öğretmen adayı ile bir yıl boyunca uygulamalar gerçekleştirilmiştir. Çalışma deneysel nitelikte olup veriler deneysel işlemin tek bir grup üzerinde etkisinin ön-test ve son-test kullanılarak incelendiği zayıf deneysel desenler kapsamında ele alınan tek grup ön-test son-test desen kullanılmıştır. Veriler, öğrenme alanlarının yaşam temelli öğrenme uygulamalarına ilişkin açık uçlu anketler yardımıyla toplanmıştır. Bu anketler katılımcı öğretmen adaylarının etkinlikler öncesi ve sonrasında fiziğin gerçek yaşamla ilişkisi hakkındaki bilgilerini ve gelişimlerini belirleyebilmek amacıyla hazırlanmıştır. Nitel araştırma konusunda bilgi sahibi dört fen eğitimi araştırmacısının ortak görüşleri doğrultusunda hazırlanan anket her bir öğrenme alanı için”…………öğrenme alanının gerçek hayatla ilişkisi var mıdır? Varsa bildiğiniz tüm kullanım alanlarını yazarak nasıl kullanıldığını açıklayınız.” şeklindeki sorudan oluşmaktadır. Çalışmanın sonucunda; fen bilgisi öğretmen adaylarının fizik konularını günlük yaşamla daha rahat ilişkilendirdikleri, yeni bağlamlar oluşturdukları ve daha önce farkına varmadıkları ilişkilerin farkına vardıkları tespit edilmiştir. Günlük olaylardaki fiziğin farkına varma, olayları fizik açısından yorumlayabilme ve fizik kurallarının uygulama alanlarını anlama ve yorumlama becerilerin geliştiği söylenebilir.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2023Öğretmen Adaylarının Fen Okuryazarlıkları ile Aşı Tereddütleri Arasındaki İlişkinin İncelenmesi
Yalçın, Paşa; Yalçın, Sema Altun; Eker, Hakan
Bilim ve teknolojinin hayatımızın her alanına nüfuz ettiği çağımızda; çevre, (hava, su ve topak) kirliliği arttı. Nükleer, termik, hidroelektrik, fosil enerji kaynakları ve bunların yan etkileri ile bulaşıcı hastalıklar; AIDS (Edinsel Bağışıklık Yetersizliği Sendromu), EBOLA, KUŞ GRİBİ, KKKA (Kırım-Kongo Kanamalı Ateşi) çok daha yaygınlaştı. Teknolojinin olumsuz gelişmeleri, çevre sorunları ile mücadele etmek ve hastalıklara karşı aşılama gibi önleyici konularda makul kararlar alarak sorunlar ile başa çıkabilmenin en iyi yolu nitelikli fen okuryazar bireyler yetiştirmektir. Ayrıca küresel bir sorun haline gelen COVID-19’a karşı en büyük silah olarak güvenilir aşı görülmekle birlikte aşıların hızlı ve yeterli miktarda üretilmesi, dağıtılması, planlanması ve üretilen aşıların yüksek oranda uygulanarak toplumsal bağışıklığın sağlanması gerekmektedir. Geliştirilen aşıların yüksek oranda uygulanmasını etkileyen faktörlerden birisi de aşı tereddütüdür. Bu araştırmada lisan son sınıf öğrencilerinin fen okuryazarlık düzeyleri ile aşı tereddüttü arasındaki ilişkinin belirlenmesi amaçlandı. Bu amaçla Doğu Anadolu Bölgesi’nin orta ölçekli bir ilinde bulunan üniversitesinin Eğitim Fakültesinde öğrenim gören 235 lisans son sınıf öğrencisine "Fen Okuryazarlık Ölçeği" ve "Pandemilerde Aşı Tereddütü Ölçeği" gönüllülük esasına göre ve etik kurallara uygun olarak uygulandı. Veriler, SPSS 25,0 programı ile analiz edildi. Araştırma nicel araştırma desenlerinden tarama (tanımlayıcı) ve ilişki arayıcı araştırma şeklinde gerçekleştirildi. Elde edilen veriler kullanılarak hedef kitlenin fen okuryazarlık düzeyleri ile aşı tereddütleri arasındaki ilişki istatistiksel olarak incelendi. Öğretmen adaylarının aşı tereddüt düzeylerinin ortalama düzeyde olduğu ve fen okuryazarlık düzeyleri ile aşı tereddütleri arasında düşük düzeyde ve negatif yönde anlamlı bir ilişki olduğu bulundu.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2022The Effect of Entrepreneurship-Based STEM Education on Secondary School Students’ Self-Regulation Skills
Yalçın, Sema Altun; Meral, Meryem
This research was carried out to determine the effect of entrepreneurship-based STEM education on secondary school students’ self-regulation skills. The sample of the study consisted of 20 students studying in the 8th grade in the 2019-2020 academic year. Mixed method was preferred and single group pre-test-post-test model was used in the study. “Perceived Self-Regulation Skills Scale” was used to obtain quantitative data. The open-ended “Semi-structured interview form” was used to obtain qualitative data. Pre-and post-test means of quantitative data were compared by paired-sample t test and content analysis method was used to compare the pre-and post-test means of qualitative data. Entrepreneurship-based STEM education was provided to the students for 8 weeks. As a result of the research, there was no significant difference between the pre-and post-test scores of the students’ self-regulation skills, however, there was an increase in favor of the post test. In the qualitative data related to self-regulation skills, an increase was also observed in favor of the post-test regarding the the concept of self-efficacy and the sub-dimensions of self-regulation skills, called “openness” and “seeking”.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2022Ortaokul öğrencilerinin girişimcilik becerilerinin Girişimcilik Temelli STEM Eğitimi Açısından İncelenmesi: Karma yöntem çalışması
Yalçın, Sema Altun; Meral, Meryem
Bu çalışma ortaokul öğrencilerinin girişimcilik becerilerini E-STEM eğitimi açısından araştırmak amacıyla yapılmıştır. Araştırmanın evrenini kırsal kesimdeki ortaokul öğrencileri oluşturmaktadır. Tek grup ön ve son test deseninin kullanıldığı araştırmanın örneklemini 20 sekizinci sınıf öğrencisi oluşturmuştur. Araştırmada karma yöntem tercih edilmiştir. Nicel verileri elde etmek için girişimcilik ölçeği kullanılmıştır. Nitel verilerin elde edilmesi için yarı yapılandırılmış görüşme formu kullanılmıştır. Öğrencilere 8 hafta boyunca E-STEM eğitimi verilmiştir. Nicel verilerin ön ve son test ortalamaları bağımlı örneklem t testi ile karşılaştırılmış ve nitel verilerin analizinde içerik analizi yöntemi kullanılmıştır. Sonuç olarak, öğrencilerin girişimcilik becerileri ve girişimcilik alt boyutlarına ait puanları genel artış anlamlı olmasa da son test lehine yükselmiştir. Ayrıca nitel verilere göre E-STEM etkinliklerinin alt boyutlara olumlu etkisi olduğu görülmüştür.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2021The Investigation of the Effect of Montessori Approach-based STEM Activities on the Problem-solving Skills of Pre-service Preschool Teachers
Çakır, Zehra; Yalçın, Sema Altun
This research was conducted to determine whether there is any effect of the Montessori approach-based STEM activities on the development of the problem-solving skills of pre-service preschool teachers or not. The mixed-method was employed in the research. The sample of the research consisted of 50 pre-service teachers, who were taking education in the Preschool Teacher Training Department of the Faculty of Education. A single grouped pretest-posttest pattern was created to determine the difference in the problem-solving skills of the pre-service teachers in the research. The quantitative data gathered during the process of the research were analysed with the statistical methods; the qualitative data were analysed with the content analysis. The “Problem Solving Scale” and the “Semi-structured Protocol Form” were used to collect the quantitative data in the research. Qualitative data prepared to support quantitative data consists of the open-ended semi-structured protocol form. The participants were educated with the Montessori approach-based STEM education for 14 weeks. In the results reached as a result of the research, it was observed that there was a significant difference between the pre-test and post-test scores of problem-solving skills and the qualitative analysis results supported the quantitative results.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2021The Effects of Montessori Approach Based STEM Activities on Pre-service Teachers' Attitudes Towards Science and Science Teaching
Çakır, Zehra; Yalçın, Sema Altun
In this study, it was aimed to determine the effect of STEM activities prepared on the basis of the Montessori education approach philosophy on pre-school teacher candidates' attitudes towards science and science teaching. Mixed method was used in the study. The sample group consists of 50 pre-school teacher candidates in total. In the study, a single group pre-test post-test pattern was created to collect quantitative data. The study lasted 14 weeks in total. In the study, "Science Attitude Scale" and "Science Attitude Scale" were used as quantitative data collection tools. In order to collect the qualitative data of the study, the "semi-structured interview form" prepared by the researcher based on the items of the scales used in quantitative terms was used. The quantitative data obtained in the study were analyzed using the statistical (paired sample t test) method, and the qualitative data were analyzed by content analysis. In the results of working; It has been determined that STEM activities based on Montessori approach have a positive effect on pre-school teacher candidates' attitudes towards science and science teaching. The results obtained from the qualitative data showed that there were positive improvements in teacher candidates' attitudes towards science and science teaching and the quantitative results were of high quality.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2020Eğitim Fakültesinde Verilmekte Olan Dersler ile KPSS Sınavının İçeriğinin Örtüşme Durumuna İlişkin Fen Bilgisi Öğretmen Adayı Görüşleri
Yalçın, Sinan; Yalçın, Sema Altun; Yilmaz, Zeynel Abidin
Bu çalışma, Kamu Personeli Seçme Sınavı’nın (KPSS) içeriği ile eğitim fakültelerinde verilen derslerin içeriklerinin örtüşme durumlarını fen bilgisi öğretmen adaylarının görüşleri doğrultusunda incelemeyi amaçlamıştır. Bu amaçla Bayburt Üniversitesi ve Erzincan Binali Yıldırım Üniversitesi eğitim fakültelerinin matematik ve fen bilimleri eğitimi bölümü fen bilgisi öğretmenliği anabilim dalında öğrenim görmekte olan toplam 14 son sınıf öğrencisi ile yarı yapılandırılmış görüşme yapılmıştır. Bu çalışma nitel araştırma yaklaşımı doğrultusunda yürütülmüş olup, durum çalışması yöntemi kullanılmıştır. Elde edilen veriler içerik analizine tabi tutulmuştur. Araştırma sonuçlarına göre öğretmen adayları eğitim fakültesinde verilen derslerin işlenme biçiminin öğrencileri KPSS'ye hazırlamakta yetersiz olduğunu ifade etmişlerdir. Ayrıca öğretmen adayları KPSS'nin içeriği ile eğitim fakültesinde verilen derslerin içeriğinin kısmen örtüşmekte olduğunu belirtmişlerdir. Öğretmen adayları eğitim fakültesinde verilen derslerin KPSS’de başarılı olmak için yeterli olmadığını ve KPSS’de istenilen başarının elde edilebilmesi için eğitim fakültelerinde verilen eğitimlerde bazı değişikliklerin yapılması gerektiğini belirtmişlerdir. Bu değişikler doğrultusunda bazı derslerin verildiği dönemlerin değiştirilebileceği, KPSS’deki soruların eğitim fakültesindeki uygulamaları da içeren süreçleri de göz önünde bulunduran sorularla zenginleştirilebilebileceği önerilmektedir.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2020The Effect of Montessori Approach Based STEM Activities on Pre-School Teacher Candidates’ Critical Thinking Tendencies
Yalçın, Paşa; Çakır, Zehra; Yalçın, Sema Altun
This study was conducted to determine whether Montessori approach-based STEM activities influenced the critical thinking tendencies of pre-school candidate teachers. In addition, the aim of this study is to teach teachers of Montessori and STEM trainings and to train teachers who are experts in these areas in the future. In this research quantitative and qualitative analyzes used together in a way which was called a mixed method. The sample of the study consisted of pre-service teachers in the Education Faculty of a middle-sized province of Eastern Anatolia in the 2017-2018 academic year. To determine the change in the critical thinking tendencies of pre-school teacher candidates in the research a single group pre-test post-test design of the pre-experimental design was formed. The analysis of the quantitative data obtained during the research was done by statistical methods. The analysis of the qualitative data of the research was done by content analysis. “Critical Thinking Disposition” scale was used to obtain quantitative data and to obtain qualitative data a “semi-structured interview form” was used. The qualitative data supporting the quantitative data consist of 7 open- ended semi-structured interview forms. In this study Montessori approach-based STEM was conducted for 14 weeks for pre-school teachers. The results of the study showed that there was a significant difference between the pre-test and post-test scores of critical thinking tendencies. According to this difference it can be said that Montessori approach-based STEM activities which are applied to pre-school teacher candidates have developed positive thinking tendencies of teacher candidates. High level thinking skills of pre-school teacher candidates have also been identified as positive development.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2020The Effect of STEM Education on Pre-Service Science Teachers' Problem Solving Skills
Yalçın, Sema Altun; Öztürk, Safiye Ceren
The purpose of this research; to examine the effect of STEM education on pre service svience teachers’ problem solving skills. For this purpose, lessons and interviews with STEM applications were held with 30 preservice teachers studying in Erzincan Binali Yıldırım University, Faculty of Education, Department of Science Education. In the study using mixed method; In order to measure problem solving skills with quantitative data, the problem solving scale was applied as a single group pretest-posttest. In order to obtain qualitative data, focus group interview technique was applied. During the focus group interview, open-ended questions were used by the researcher, which could contribute to the detailed research of quantitative data. The questions were prepared in parallel with the sub-dimensions of the scale used for this purpose, and the expert opinion was obtained and finalized. In the study, it was determined that STEM education has a positive contribution to the development of pre-service teachers' problem solving skills. In the development of pre-service teachers' problem solving skills; It was determined that they thought it was because they had to solve the problems they encountered during STEM education. It has been determined that they think that STEM Education has an effect on some of the individual characteristics that form the basis of problem solving skills. These; They stated that they are willing, patient and courageous against problem solving, taking responsibility, making decisions, expressing their ideas freely even to people with opposite thoughts and defending when necessary. It is also stated that STEM contributes to a wide variety of new developments in individuals with its versatile structure. They think that they will contribute to both their own development and the students they will teach. They emphasized that STEM is an effective method for generating solutions to real-life problems and discovering and developing multi-faceted solutions, as it provides individuals with interdisciplinary thinking skills, provides experiences in working in cooperation, and provides a basis for finding solutions to life-related problem.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2020Pre-school teacher candidates' views on stem applications based on montessori approach
Çakır, Zehra; Yalçın, Sema Altun
The aim of this study is to determine the pre-school teachers' opinions about Montessori approach based STEM activities. In the study, during the fall semester of the 2017-2018 academic year, the education faculty of a state university pre-school teacher studied at the 3rd grade and 50 teachers were trained and 15 people were interviewed. In the research, case studies pattern based on the effects of the program, one of the qualitative research methods, was used. “Montessori approach based STEM applications Interview Form” was used as a qualitative data tool developed by the researcher in the study. Qualitative data were analyzed using content analysis method. As a result of data analysis, it was determined that pre-service teachers about Montessori approach based STEM applications have a positive opinion and they intend to use these applications in their lessons in the future. In addition, it is seen that these practices improve the cognitive and psycho-motor features of prospective teachers. It has been changed in the perspective of preservice teachers towards science and technology in their daily lives.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2018Evaluation of attitudes and knowledge of teachers regarding the concept of radiation
Yalçın, Paşa; Karenoğulları, Tuğba; Yalçın, Sema Altun
The purpose of this study is to try to determine the attitude and knowledge levels of teachers regarding radiation. The sample of the research consists of 274 teachers from various branches working in primary and secondary schools in a city with a population of 250 000. Personal data survey and the scale of attitude towards the radiation concept prepared by Torun, Yalçın, and Altun Yalçın (2011) were used in order to collect data. The data obtained were transferred to the SPSS 15 package program and analyzed. Evaluation was done with respect to gender of teachers in the sample, the faculty they graduated from, the institution they work at and the school level they work at and independent t-test was used to compare their opinions obtained. The One-way variance analysis (ANOVA) was used in order to determine whether there are any differences between group variables related to the education branches of teachers in the sample, and the Kruskal-Wallis test was used to determine if there are differences between group variables related to the region of the university of graduation and the educational status of teachers. According to the results of the study, no significant differences were found among teachers in terms of the variables of the level of education, the region of the university of graduation, the faculty of graduation, the institution of employment and the level of education, while significant differences were found in variables the gender of teachers and their education branch.
RDL Kalıcı Kaydıİncele