Yazarlar
- Uzunboylu, H(20)
- Yalçın, Sema Altun(15)
- Kanbul, S(14)
- Ozdamli, F(12)
- Pala, Şenol Mail(12)
- Yalçın, Sinan(11)
- Dincer, Ali(10)
- Köroğlu, Mustafa(10)
- Bahar, Hüseyın Hüsnü(9)
- Baş, Fatih(9)
- Cakmak Gürel, Zeynep(9)
- Gonulal, Talip(9)
- Güler, Ebru(9)
- Karadağ, Bilal Ferhat(9)
- Akcamete, G(8)
- Aydoğdu, Fatih(8)
- Babadoan, C(8)
- Bekdemir, Mehmet(8)
- Karahoca, A(8)
- Meral, Meryem(8)
- Oulmu, S(8)
- Taşlıbeyaz, Elif(8)
- Yalçin, Sema Altun(8)
- İneç, Zekeriya Fatih(8)
- Aydogdu, Fatih(7)
- Gürses, Ahmet(7)
- Çıldır, Burcu(7)
- Aral, Neriman(6)
- Dogar, Cetin(6)
- Karakurt, Papatya(6)
- Kaşkaya, Alper(6)
- Kenan, Adem(6)
- Seçer, Emrah(6)
- Taşkesen, Selma(6)
- Özbaş, Mehmet(6)
- Akpinar, Erdal(5)
- Ağirkan, Murat(5)
- Ağırkan, Murat(5)
- Başıbüyük, Adem(5)
- Calp, Şükran(5)
Yayınlar
- ArticleYalnız künye2026Nursing students' clinical experiences of pediatric pain management: A descriptive qualitative study
Bakir, Ebru; Ergün Arslanlı, Sevilay; Tümen, Tuğba
Aim To explore nursing students' clinical experiences in pediatric pain management and identify their educational needs. Background Hospitalized children worldwide continue to experience unrelieved pain despite treatment advances. Undergraduate nursing education is essential for pain management competence; however, research has focused primarily on theoretical knowledge, offering limited insight into real clinical experiences. Design Descriptive qualitative study. Methods Twenty-four third- and fourth-year nursing students participated in individual semi-structured interviews. Data were analyzed using thematic analysis. Results Five themes emerged: (1) Interpreting Pediatric Pain: Gaps in Clinical Recognition and Assessment; (2) Clinical Decision-Making: Difficulties Integrating Assessment and Intervention; (3) Communication as a Relational Strategy; (4) Parental Influence: Balancing Support and Clinical Decision-Making; and (5) Clinical Performance Under Emotional Strain. Students demonstrated gaps in pediatric pain assessment, frequently neglecting its subjective nature and underusing standardized tools. Pharmacological decision-making was largely unrecognized; non-pharmacological strategies were emphasized instead. Although students applied appropriate communication techniques, integrating these into clinical decisions proved difficult. Emotional challenges were prevalent, underscoring the need for self-regulation and reflective practice. Conclusions Nursing students faced considerable challenges meeting the complex demands of pediatric pain management. Deficits in pain assessment and pharmacological competence, combined with overreliance on non-pharmacological approaches, may compromise effective pain care during transition to professional practice. Implications for practice Curriculum developers should design pediatric pain education bridging theory and clinical practice through concept-based, student-centered strategies — including simulation, case-based discussions, and reflective practice — alongside structured, supervised clinical experiences targeting pain assessment, pharmacological decision-making, and family communication.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2026A comparative analysis of human and GenAI-generated feedback on EFL students’ argumentative writing performance
Yıldız, Mine; Topuz, Arif Cem; Polat, Hamza; Taşlıbeyaz, Elif; Kurşun, Engin; Yeşilyurt, Savaş
This study examined the impact of feedback provided by a human tutor (HT) and GenAI on the argumentative writing performance of L2 learners. A total of 59 students participating in the study were divided into two groups randomly: group 1 received feedback from the HT and group 2 received feedback from GenAI in the first task. For the second writing task, the groups were reversed.The mixed-ANCOVA test results revealed that students produced better final drafts after receiving feedback on their argumentative writing. Although GenAI-generated feedback had no significant difference in improving writing components and general writing performance, human-generated feedback promoted students’ language, mechanics, and overall writing scores in their final drafts at a significant level. Therefore, it can be suggested that a balance between the two feedback sources should be achieved to provide EFL learners with effective feedback, promote their writing, and thus decrease HTs’ workload.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2026Effects of Philosophy for Children on Democratic Citizenship Perception: A Mixed-Methods Experimental Study
Şişman, Zehra Betül; Ünlü, İhsan; Kaşkaya, Alper
Contemporary democratic societies face increasing challenges such as polarization and the erosion of public dialogue, underscoring the urgent need to equip young people with democratic citizenship skills. Philosophy for Children (P4C) offers a promising pedagogical framework to meet these challenges; however, empirical evidence of its impact on democratic citizenship remains scarce in non-Western educational contexts. This mixed-methods study examined the effects of a P4C-based education program on seventh-grade students’ perceptions of democratic citizenship in Türkiye. The experimental group participated in a 15-week intervention grounded in Lipman’s 4C model—critical, creative, caring, and collaborative thinking—while the control group followed the conventional Social Studies curriculum. Data were collected through perception scales, classroom observations, reflective journals, and focus group interviews. Findings revealed that P4C practices significantly enhanced students’ democratic understanding, including inquiry, justification, empathy, cooperation, and respect for diverse perspectives. The results suggest that P4C can transform traditional teacher-centered classrooms into democratic communities of inquiry, fostering critical and participatory citizenship. This study contributes to the growing body of research advocating philosophical inquiry in education and provides practical implications for curriculum design, teacher education, and educational policy reform. © The Author(s) 2026. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2026Negotiating Professional Identities in Music Teacher Education: A Triadic Model of Educator, Musician, and Researcher Roles
Kösreli, Saadet
This study examines how academics teaching instrumental and vocal courses in higher music education construct and negotiate their professional identities at the intersection of musician, educator, and researcher roles. While previous research has largely focused on dual-role identity configurations, this study presents a triadic conceptualization of professional identity. Adopting a phenomenological approach, the study is based on semi-structured interviews with 20 academics working in music education departments at universities in Turkey. Data were analyzed using an expanded Colaizzi phenomenological framework. During the interpretive synthesis of the findings, a/r/tography informed the conceptualization of professional identity as a relational process of becoming. The findings reveal that these three identity domains are both mutually reinforcing and in tension. While teaching practices stimulate research production and musical performance enhances pedagogical effectiveness, institutional pressures particularly publication demands, workload intensification, and administrative responsibilities create structural constraints that challenge the sustainability of all three roles simultaneously. The study contributes to the literature by offering a process-oriented and relational understanding of professional identity in performance-based academic fields. It also provides empirical insights into how academics navigate identity multiplicity under contemporary higher education conditions, highlighting the need for institutional policies that recognize and support the integration of artistic, pedagogical, and research practices. © The Author(s) 2026. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2026The role of patterning skills in early mathematical development: an analysis of all dimensions of visual perception
Atıcı, Şeyma; Çamlıbel Çakmak, Özlem; Yurtsever Kılıçgün, Müge
In the early stages of mathematical development, the primary objective is to develop pattern recognition skills by mastering fundamental techniques like sorting and comparison. Numerous pattern structures, such as visual, auditory and spatial patterns, can be created. In this study, we examined the effects of PO-MEP, a pattern-focused mathematics education program for preschool children, on children’s visual perception. The “Pattern-Oriented Mathematics Education Program (PO-MEP)” was developed, and compatible original materials were designed. The program is structured around repeating and growing patterns. Its impact was assessed using a quasi-experimental design, including a pretest, posttest and follow-up test, and a control group. The results show that it had a statistically significant impact on the development of all sub-dimensions of visual perception: hand-eye coordination, figure-ground perception, form constancy, position in space, and spatial relationships. In sum, the program developed the children’s visual perception. Further research may be conducted using different methodologies and age groups to strengthen these findings.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2026Preschool Teachers' Artificial Intelligence Awareness: An Experimental Study
Özenoğlu, Yunus Emre; Aydoğdu, Fatih; Gürsoy, Figen
The application of artificial intelligence (AI) in early childhood education has been increasingly used to support preschool children's development. However, research indicates that preschool teachers often have limited awareness and literacy regarding AI, and studies focusing on improving their AI-related knowledge remain insufficient. Therefore, enhancing preschool teachers' understanding of AI and supporting its effective integration into educational practices is critically important. This study aimed to examine the impact of an artificial intelligence education programme on preschool teachers' AI awareness. The study was conducted using a quasi-experimental pre-test–post-test control group design and included a total of 48 preschool teachers, with 24 assigned to the experimental group and 24 to the control group. Teachers in the experimental group participated in artificial intelligence education applications, while no such interventions were implemented in the control group. Data were collected using measurement tools administered before and after the intervention. The findings revealed a statistically significant increase in artificial intelligence literacy among teachers in the experimental group compared to those in the control group. These results suggest that artificial intelligence–based educational interventions are effective in improving preschool teachers' awareness and understanding of AI, and they highlight the importance of incorporating AI education into professional development programmes for early childhood educators.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2026What Works Against Peer Bullying? A Meta-Analysis of School-Based Interventions in Türkiye
Haspolat, Namık Kemal; Ağırkan, Murat; Ciminli, Alaattin; Koç, Muharrem
Peer bullying remains a persistent global concern with far-reaching implications for students’ psychological, social, and academic development. While numerous interventions have been developed to address this issue, their effectiveness within culturally specific contexts warrants further investigation. This meta-analysis synthesizes 35 empirical studies conducted in Türkiye, encompassing 1,534 participants aged 4 to 17. Using a random-effects model, the findings indicate that intervention programs are associated with reductions in bullying (ES = 0.78) and victimization (ES = 0.74) and improvements in social skills (ES = 0.62) and well-being (ES = 0.83), although effects varied across studies and should be interpreted in light of between-study heterogeneity. Exploratory moderator analyses suggested that effects were associated with educational level and participant type for bullying, and with theoretical background for victimization; however, these subgroup patterns should be interpreted cautiously given the limited number of studies in some categories and the fact that moderators were examined in separate models. In exploratory univariable meta-regression analyses, session duration was associated with bullying effect sizes, whereas the number of sessions was not. These results underscore the importance of developing comprehensive, theoretically informed, and culturally responsive anti-bullying strategies, while also suggesting potential mechanisms and boundary conditions that may inform the adaptation of such interventions beyond the Turkish context.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2026Examining the Mediating Role of Entrepreneurial Intention in the Relationship Between General Self-Efficacy and Career Stress Among Pharmacy Students; [Eczacılık Öğrencilerinde Genel Öz Yeterlilik ve Kariyer Stresi Arasındaki İlişkide Girişimcilik Niyetinin Aracı Rolünün İncelenmesi]
Özkaya, Yağmur; Hakverdi̇, Gülden
This study examined the relationships among general self-efficacy, entrepreneurial intention, and career stress among pharmacy students and tested whether entrepreneurial intention mediated the relationship between general self-efficacy and career stress. The study was conducted with 282 students enrolled in the Faculty of Pharmacy at Erzincan Binali Yıldırım University. The data were analyzed using Pearson correlation analysis and Hayes' PROCESS macro (Model 4). The results showed that general self-efficacy was positively and significantly associated with entrepreneurial intention (r = .46, p < .001) and negatively and significantly associated with career stress (r = -.39, p < .001). Entrepreneurial intention was also negatively and significantly associated with career stress (r = -.41, p < .001). According to the mediation analysis, the total effect of general self-efficacy on career stress was significant and negative (B = -.3868, p < .001). When entrepreneurial intention was included in the model, the direct effect of general self-efficacy on career stress decreased but remained significant (B = -.2567, p = .001). In addition, the indirect effect of general self-efficacy on career stress through entrepreneurial intention was significant (B = -.1301, 95% bootstrap CI [-.2175, -.0664]). The findings suggest that entrepreneurial intention partially mediates the relationship between general self-efficacy and career stress. In this context, students with higher levels of general self-efficacy appear to have stronger entrepreneurial intentions, which may, in turn, be associated with lower levels of career stress.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2026Who Is Ready to Counsel Refugees? Latent Profiles of Prejudice, Labeling, and Counseling Attitudes Among Turkish Counselor Candidates: A Mixture SEM Study
Koc, Muharrem; Ağirkan, Murat; Qin, Sang
This study aimed to explore the associations among Turkish counseling students’ attitudes toward providing psychological counseling to refugees, their multicultural counseling competencies, prejudice against asylum seekers, and tendencies toward labeling refugees. The study group consisted of 362 participants (246 females [68.0%], 116 males [32.0%]) aged 17 to 26 (M=21.1, SD=1.32). Data were analyzed using Mixture Structural Equation Modeling (MSEM), which simultaneously estimated structural relationships among the variables and identified latent subgroups. Results indicated that prejudice against asylum seekers and multicultural counseling competencies were directly associated with attitudes toward giving psychological counseling. Prejudice against asylum seekers and labeling of refugees were directly associated with multicultural counseling competencies, and prejudice against asylum seekers was also directly related to labeling refugees. Indirect associations were also found, including links from prejudice to attitudes via labeling and multicultural counseling competencies. The latent profile component of the MSEM distinguished four subgroups: “Empathetic and Competent Advocates,” “Prejudiced and Disengaged Counselors,” “Reluctant Helpers,” and “Well-Intentioned but Developing.” These findings offer preliminary, education-focused insights into the interplay between prejudice, multicultural counseling competencies, refugee labeling, and attitudes toward psychological counseling among Turkish counseling students, and suggest that targeted counselor-education strategies may help reduce prejudice, strengthen multicultural competencies, and improve attitudes toward working with asylum seekers and refugees.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2026The Effect of Positive Childhood Experiences on Parenting Skills: A Study with Mothers of Primary School Children
Deleş, Bayram; Aral, Neriman
This study addresses a significant gap in understanding the impact of mothers' positive childhood experiences on their parenting skills. The study aims to fill this gap by examining the relationship between mothers' positive childhood experiences and parenting skills. A total of 490 mothers whose children attend private primary schools in various provinces of Türkiye participated in the study using a relational survey model. Data were collected using the ‘General Information Form,’ ‘Positive Childhood Experiences Scale’, and ‘Child Education Competence Scale.’ Statistical analyses were used for the Mann–Whitney U test, Kruskal–Wallis H test, and regression analysis. The findings revealed a significant relationship between mothers' childhood experiences and parenting skills, and mothers who experienced positive parent–child communication and grew up in rural areas had higher parenting skills. In addition, positive childhood experiences positively affected mothers' child education competencies. These results underline the importance of mothers' childhood experiences in shaping their parenting skills and highlight the need for intervention programs and comprehensive family education initiatives to improve parenting skills. This study aims to add valuable information to parenting education and family counseling and ultimately support the healthy development of children.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2026Physical education and sports teachers’ health and well-being: workload, psychological resilience and social support perspective
Seçer, Emrah
Introductıon and aim: The purpose of this study is to examine the relationship between physical education and sports teachers' perceptions of workload and their psychological well-being, and to evaluate the roles of psychological resilience and perceived social support in this relationship. Method: The study employed a correlational survey design, and 276 physical education and sports teachers from public schools in Turkey participated. Data collection tools included the Teacher Workload Scale (TWP), the Connor-Davidson Resilience Scale (CD-RISC), the Psychological Well-being Scale (PWB), and the Perceived Social Support Scale (PSS). The validity of the measurement models was tested using confirmatory factor analysis, and the hypotheses were evaluated using Hayes' Process Macro (Models 1, 4, and 7) and SPSS 25. Results: Under the first hypothesis, the indirect effect of workload on psychological well-being via psychological resilience was significant (b = −0.234, 95% CI [−0.327, −0.142]), explaining approximately 57% of the total variance. In the second hypothesis, perceived social support was found to moderate the relationship between workload and psychological resilience. At high levels of social support, the negative effect of workload on psychological resilience weakened (b = −0.079, 95% CI [−0.184, 0.025]). Within the scope of the third hypothesis, moderates mediation analysis showed that social support significantly mediated the indirect effect of workload on psychological well-being through psychological resilience (b = 0.004, 95% CI [0.001, 0.008]). While negative effects were evident at low levels of social support, they decreased significantly at high levels. Conclusion: The study reveals that the negative effect of teacher workload on psychological well-being operates through psychological resilience, and that perceived social support can mitigate these effects by moderating this process. The findings show that teachers' psychological resilience and social support resources play a critical role in mitigating the negative effects of workload. Educational policies and practices can be designed within the framework of workload management, strengthening social support mechanisms, and resilience-building programs.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2026Navigating the Digital Landscape: Adolescents' Literacy and Privacy Awareness
Kasimoğlu, Necla; Gürol, Ayşe; Gördes Aydoğdu, Nihal
Objective: The research was carried out to determine digital literacy levels and online privacy awareness among adolescents. Methods: The sample of the descriptive and correlational study consisted of 374 adolescents studying at three high schools in the city center of a province in eastern Turkey, between February and March 2022. Results: It was determined that 29.7% of the students participating in the study used the internet for 3–4 hours a day to study or play games. In the study, it was determined that 89% of the students had a membership in social networking sites and 32.6% had three or more social media accounts. It was determined that there is a positive and significant relationship between the level of digital literacy and awareness of online privacy. Conclusion: The findings highlight the widespread use of digital devices and social media among adolescents, underscoring the importance of targeted educational interventions. School nurses should plan digital literacy and privacy education and evaluate its effectiveness to raise awareness.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2026From comfort zone to growth zone: Experiential projects as catalysts for creativity in pre-service teachers
Sevimli-Celik, Serap; Güvelioglu, Elif
This study aimed to analyze the creative experiences of early childhood pre-service teachers enrolled in a semester-long course designed to enhance their creative potential through experiential projects. Using a qualitative research design, this study explored the subjective experiences of 16 pre-service teachers, aged 21 to 23-years-old, who participated in a 14-week course focused on integrating creativity into early childhood education. Data were collected through weekly reflections, project reports, and multimedia documentation, capturing each pre-service teacher's creative journey. The findings revealed four key themes which characterized the pre-service teachers’ creative experiences: (1) learning a new skill, (2) expressing creativity and experiencing a sense of accomplishment, (3) overcoming challenges related to fear and insecurity, and (4) achieving personal fulfillment and professional growth. These open-ended projects fostered an environment where the pre-service teachers could take risks, embrace failure, and reflect on their development, building essential skills such as problem-solving, creative confidence, and resilience. This approach equipped pre-service teachers with the skills and mindset necessary to foster creativity in their future classrooms, supporting both their personal and professional growth.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2026Foundations of reflective teaching process: analysis of knowledge and tendencies of prospective science teachers
Yılmaz, Özkan
Reflective teaching encompasses higher-order cognitive processes throughout the teaching process, enabling educators to adapt their pedagogical approaches to address student needs. This study examined the perceptions and utilization of reflective teaching techniques among prospective science teacher candidates. Qualitative research methodologies, including individual interviews, were employed with fourth-year science students. The interview data were recorded, transcribed, and analyzed using NVivo software to identify thematic patterns and visualize perspectives. While teacher candidates generally demonstrate proficiency in reflective teaching techniques, this study elucidates areas for improvement in instructional planning, assessment practices, student development, and learning management. This study underscores the significance of reflective teaching in developing effective instructional practices and suggests potential avenues for enhancing teacher preparation programs to equip future educators with these essential competencies.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2026Unpacking Profiles of School Burnout in High-Achieving Students in Türkiye: A MSEM Analysis
Ağirkan, Murat; Haspolat, Namık Kemal; Özdoğan, Ahmet Çağlar
Although high-achieving students are often perceived as well-adjusted, there is limited understanding of the varied ways they experience school burnout. Prior research tends to treat burnout as a uniform phenomenon, overlooking subgroups that may differ in psychological risk and academic outcomes. This study addresses this gap by identifying distinct profiles of school burnout and examining their psychological and academic correlates in high-achieving adolescents, defined by their mean grade of 85 or above out of 100 and placement in the top 2%, which earned them admission to science high schools based on their performance on Türkiye’s High School Entrance Exam (LGS). Participants included 443 students (225 females, 50.8%) aged 14 to 19 years (M = 15.9, SD = 1.11). Given the broad age range spanning early to late adolescence, developmental variability in academic expectations and emotional regulation is likely, which may influence how students experience burnout. Using Mixture Structural Equation Modeling (MSEM), in which latent profiles and structural pathways were estimated simultaneously, the study found that parental achievement pressure, self-oriented perfectionism, and socially prescribed perfectionism predicted fear of failure, which in turn negatively impacted grade point average. Both fear of failure and grade point average were significant predictors of burnout, with fear increasing burnout and grade point average serving as a protective factor. Latent Profile Analysis revealed three distinct student profiles: “Calm but Underachieving”, “Burnout Under Pressure”, and “Self-Driven High Achiever”. Three-step regression analyses revealed that psychological symptoms varied meaningfully across profiles. Specifically, the “Calm but Underachieving” group had significantly higher odds of depression compared to the “Self-Driven High Achiever” group, despite reporting lower stress levels. Meanwhile, anxiety levels did not significantly differ across any profile, indicating that anxiety may be a more generalized emotional response among students regardless of their academic engagement. These findings underscore the importance of considering developmental differences and psychological risks unique to high-achieving adolescents. By identifying distinct burnout profiles, this study provides nuanced insights that address gaps in current understanding and support the development of targeted mental health interventions for high-achieving adolescents.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2026Effectiveness of Small-Group Direct Instruction on Science Learning for Students With Mild Intellectual Disability
Demir, Murat; Polat, Recep; Aydin, Orhan; Kenan, Adem
This study examined the effectiveness of direct instruction (i.e., explicit instruction) delivered in a small-group format on the science achievement of students with mild intellectual disability (MID) in the “Support and Movement System” unit, and evaluated maintenance, generalization, and social validity outcomes. A concurrent multiple-baseline design across skills was implemented with three eighth-grade female students attending a special education school. The intervention was delivered by a science teacher using the core components of direct instruction, including attention-getting, modeling, guided practice, and independent practice. Instruction focused on key concepts related to bones, muscles, and joints. Student performance was measured using percentage accuracy scores across the baseline, intervention, post-intervention, and maintenance phases, as well as ongoing generalization data. Social validity data were collected through structured interviews with students, parents, and their special education teacher. Results indicated that baseline performance was low and stable across all participants. Following the introduction of direct instruction, all students demonstrated substantial and stable increases in performance. These gains were largely maintained over time and generalized across different questions. Social validity findings were positive across all respondent groups, indicating that the intervention was perceived as effective, acceptable, and meaningful. Overall, the findings suggest that direct instruction delivered in a small-group format is an effective and feasible approach for supporting science learning in students with MID.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2026Exploring the Impact of Digital React Applications: a Qualitative Study
Pınar, Mehmet Ali; Dönel Akgül Dönel Akgül, Güldem; Geçikli, Esra
This research aims to evaluate students’ perceptions of in-class activities through the implementation of digital REACT applications in the 7th-grade Life Sciences course, specifically focusing on the unit “Reproduction, growth, and development in living beings”. Conducted using a qualitative descriptive design, the study took place during the 2022–2023 academic year at a village middle school in the Akdeniz district of Mersin, Turkey, involving 44 7th-grade students. Two experimental groups were formed: the first group was exposed to digital REACT activities, while the second group experienced only the REACT strategy. Data collection tools included semi-structured interview forms, student diaries, and researcher journals. The findings indicate that both groups of students emphasised the importance of active participation, in-class interaction, and collaboration, showing similar trends. Students reported positive emotions—particularly happiness, enjoyment, increased self-confidence, and a sense of achievement—associated with the implementation of the digital REACT and REACT strategies. The continuous integration of these strategies into Science courses enhanced student satisfaction. Additionally, assessments of how students could apply their knowledge of “Reproduction, Growth, and Development in Living Beings” in daily life highlighted the significance of practical experiences and the applicability of this information in everyday contexts. However, some students expressed dissatisfaction with video activities and reported difficulties in topics such as plant inoculation and memorising Latin terms. The results indicate that students perceive the knowledge they acquired as valuable in daily life, recognising its applicability in areas such as health, career choices, practical use, and overall convenience.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2026Human vs. generative artificial intelligence in writing assessment: investigating feedback alignment, score validity, and teacher agency
Anbreen, Tanzeela; Özturan, Tuba; Shrestha, Prithvi; Maqsood, Ammara
The recent advances in technology, such as the emergence of generative artificial intelligence (GenAI) tools, warrant careful integration into education. In particular, exploring feedback and scores generated by both human raters and GenAI tools is crucial for assessing feedback alignment and score validity in L2 writing assessment. Moreover, L2 writing teachers’ agency in collaborating with these tools is a notable area of research. Given the importance of the topic, this mixed-methods research design aims to address three research questions: The alignment of GenAI and human scores and feedback on the same writing task responses; the justifications for scoring and feedback; and teachers’ agency in negotiating their roles in GenAI-supported assessment contexts. For that purpose, fifty essays (an IELTS retired task for Academic Writing Task 2) were rated by a human rater and ChatGPT-5 using the IELTS Task 2 criteria. The results displayed a strong correlation between human and ChatGPT-5 scores, confirming the scoring validity. Then, the rater was asked, and ChatGPT-5 was prompted to investigate the justifications for their scoring decisions. The findings yielded a contrast between the human rater and ChatGPT-5. These findings were also carefully interpreted following Kane’s argument-based approach to validity. Lastly, the thematic analysis of the semi-structured interview to navigate teachers’ agency in GenAI-mediated writing assessment was in accord with Priestley’s ecological model of agency. Overall, the findings illustrate the need for a hybrid model since blending GenAI-led surface-level evaluation with human-led cognitive, critical, and contextual evaluation is essential for a comprehensive and valid writing assessment.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2026Students' Online Burnout, Fatigue Situations and Associated Factors: A Cross-Sectional Study
Karakurt, Papatya; Firat, Meryem; Memiş, Şeyda Yetginler
Aim: This study was planned to determine online burnout, fatigue states of students and the associated factors. Design: This study was designed as a cross-sectional type of research. The study is of a quantitative type. Methods: The universe of this study consisted of all 890 students studying in the Department of Nursing and Nutrition Dietetics at the Faculty of Health Sciences in the spring semester of the 2023–2024 academic year at a university in the east of Türkiye. The sample of the study consisted of 570 students studying in the 2nd, 3rd and 4th grades. The ‘Introductory Information Form’ was used to collect data, and the ‘Zoom Burnout and Fatigue Scale’ was used to determine the students' online burnout and fatigue status. Percentage, mean, standard deviation, t-test in independent groups, variance (ANOVA) and Pearson correlation analysis were used in the analysis of data. Results: The mean age of the students included in the study was determined to be 21.77 ± 2.01; 40.9% were sophomores. It was determined that the students received 2.86 ± 1.07 points from the total scale. The maximum score obtained from the scale is 5. It was determined that there was a significant difference between the mean scores of the scale and its sub-dimensions according to the difficulty of studying with distance education compared with studying with face-to-face education, difficulty in accessing information sources with distance education and difficulty in using information technologies (p < 0.05). Conclusions: As a result, students are showing average levels of the Zoom Burnout and Fatigue. In line with these findings, it can be suggested that when delivering theoretical courses via distance education, active learning methods should be used, students' access to course materials should be facilitated and their participation should be supported or encouraged. Relevance to Clinical Practice: Since nursing and dietetics are hands-on profession, practices must take place in a hospital setting and face-to-face. Online education should be used as a supplementary tool. Students should apply the online education they receive to their practice. Patient or Public Contribution: Participants provided data but were not involved in the study's design, outcome measures or conduct.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2026Teaching enthusiasm in video lectures: Evidence from two experimental studies
Polat, Hamza; Kursun, Engin; Tasdelen, Ugur; Eygu, Seda; Taslibeyaz, Elif; Karaman, Selcuk
While teaching enthusiasm is crucial in traditional classroom settings, its impact on learning processes in digital learning environments still needs to be explored. This study examines the impact of teaching enthusiasm in instructional videos on cognitive and affective learning outcomes. Two separate experiments were conducted at different times: one with 9th-grade students and another with 10th-grade students. Participants viewed instructional videos including either higher or lower levels of teaching enthusiasm, and their cognitive learning outcomes (retention and transfer), social presence, lecture engagement, and motivation were measured. The study revealed that despite the significant difference between the groups regarding perceived teaching enthusiasm, higher enthusiasm did not significantly impact learning outcomes. The study suggests that increased enthusiasm in lecture videos may not necessarily enhance cognitive and affective learning outcomes. Further studies are needed to explore how instructional enthusiasm affects learning outcomes in different situations and with various types of videos.
RDL Kalıcı Kaydıİncele
