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- 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
- ArticleAçık Erişim2019Biology Teachers' Practices of Formative Assessment: A Case of the Identifying Learning Gap Element
Bayrak, Naci; Çalik, Muammer; Dogan, Salih
One of the most important elements of formative assessment is 'identifying the learning gap'. This study aimed at examining biology teachers' practices of formative assessment via the 'identifying learning gap' element; The sample of the current study consisted of a total of 27 biology teachers drawn from the city of Erzurum, Turkey. The data from semi-structured interviews were exposed to content analysis. The results showed that even though the teachers focused on the students' pre-existing knowledge at the beginning of the course, they disregarded their individual differences and alternative conceptions that would influence their learning. Also, it was elicited that they were pitfalls at individual assessments and learning difficulties of their students. In light of the results, the present study recommends that biology teachers be fostered to attend pre-service and in-service education for formative assessment.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2019Social Network-Based Visual Culture Instructional Activity in Visual Arts Education: Examining Hieronymus Bosch's 'The Garden of Earthly Delights'
Güler, Ebru; Eristi, S. Duygu Bedir
This study aims to examine the development and implementation of social network-based visual culture activities in the workshop courses that are part of the curricula in fine arts high schools. In their visual culture activities, students of fine arts high schools have used social media and social networks as examples of web 2.0 technologies. Social networks allow people from different communities to come together and communicate. Communication technologies such as social networks and internet subject people to a communicative and visual bombardment. Given that visual cultures in contemporary society are spread mostly via media products, there is a need to approach and consider visual culture in terms of its connection with media products. In this context, visual arts activities that aim to improve the critical thinking skills of students, to associate their visual literacy skills with their technological literacy skills in this technological age, and to support their visual awareness were utilized. The study focused on The Garden of Earthly Delights of Hieronymus Bosch, and required the students to complete a collage piece entitled The Garden of Earthly Delights Today in three weeks by associating the original work with the present day. The social network-based visual culture activity for the study was implemented within the Two-Dimensional Art Workshop (2DAW) course, and made use of a participatory action research design. Nine 11th grade students from a fine arts high school participated in the study, for which data was collected from the researcher notes, researcher diaries, student diaries, semi-structured interviews and documents. A content analysis was used in the analysis of the data, and the study findings showed that, thanks to the utilization of visual culture activities based in critical pedagogy, the students acquired a critical perspective and were able to criticize these activities in their environments on the basis of society, religion, race, gender and power. Based on the findings of the study, it is recommended that visual culture education in fine arts high schools incorporate activities that allow students to express themselves, to engage in critical questioning and to draw upon their own life experiences.
RDL Kalıcı Kaydıİncele - ReviewYalnız künye2019Autonomy In Second Language Learning: Managing The Resources
Dincer, Ali; Isik, Tuba
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2019Citizenship Courses during Ataturk Period: Historical Process, Textbooks and Programs
Cosgun Kandal, Sena
The ideology, educational programs, and objectives of the Early Republican Period as well as the textbooks in line with these objectives did not suddenly emerge. They all have roots to be sought in the world history and the Ottoman Empire. For this reason, in this article, firstly a brief introduction about the emergence of the citizenship formation in the world, the beginning and formation of raising citizens and the citizenship courses in the Ottoman Empire are discussed; then an evaluation is carried out within the scope of the citizenship course in Ataturk Period, its place in the education program and the textbooks, in an effort to create a framework on the evolution of citizenship education in Ataturk Period.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2019Ottoman educational institutions during and after 18th century; [18. Yüzyil ve sonrasi osmanli eğitim kurumlari]
Taştekin, Osman
The main purpose of this study is to become acquainted with the educational insti-tutions in Ottoman Empire during and after the 18th century. In this respect, special attention is given to which initiatives were taken in terms of education and which educational institu-tions were established during the aforementioned period. The need to comply with the West in terms of science, culture, reasoning, and technological advancements has led to the ques-tioning of the current madrasah system. Upon revising the educational system of the mad-rasah, which had difficulties in being productive and attaining to the necessities of the time, there have been initiatives primarily to establish and structure military schools. These at-tempts to reform education was intensively seen as from the early 18th century. The above-mentioned changes and progress have gained momentum with the Tanzimat era. It was ob-served that during this period, many schools were established beyond military; education levels were clarified and; females were given right to study. Similar to Tanzimat era during the first Constitutional Monarchy and Autocracy eras, positive contributions toward educa-tional reforms were made. However, beginning from the middle of the second Constitutional Monarchy era, the economic and social complications that the state was going through had a negative impact on the educational system and the practicality of the educational institutions. Summary: Education has been the most important factor in determining the social, economic, and cultural level of a society. The level of development, which is the determinant of the su-periority of the nations to each other over the world, varies according to the importance given to education. To be a pioneer in the scientific sense, to be able to have technological opportu-nities, to make people live more comfortable and peaceful, to have more power in the eco-nomic field and to ensure the continuity of the nation that depending on all these, it will be possible with the understanding of education that can read the time and future well. The fact that world states are superior to each other in different periods of history is directly related to their understanding of education. It can be said that in the centuries following the begin-ning of the new age, especially the Western nations have taken a more positive step at this subject. The changes in both mental and action spheres such as XVI. century Renaissance movements, XVIII. century enlightenment movement and finally the industrial revolution triggered the development in the scientific and technological field. In these periods the im-portance given to thinking and the freedom of thought has been the main factor of the pro-gress in the scientific field. The European nations, which went beyond their religion-based bigotry and prioritized the free and secular understanding, have become superior to other nations of the world. However, it is not quite possible to say that in the same periods the Ot-toman Empire was able to adapt with the same speed to such accelerations of change and development that placed in Europe. One of the main reasons for this situation and perhaps most importantly is that the educational concept in the Ottoman Empire remained within a static structure in the last centuries. In particular, the matters such as the madrasa being away from productivity, the limitation of the understanding of the science only with religious sci-ences, has led to the problem of inability to adapt to the rapid transformation that in Europe. The first steps towards eliminating this weakness noticed by the state executives over time has been taken through the improvement and transformation of the Ottoman educational in-stitutions. It is possible to say that the first attempts as to these restructures of education, which is also called as Westernization or modernization by the educational historians, has begun in the period of Sultan III. Selim. In the context of the Nizam-i Cedid movement, a num-ber of positive initiatives in education, such as the improvement of madrasas, the opening of military schools and translation activities, constitute the core of the changes that will take place in later periods. Immediately afterwards, in the period of II. Mahmut, making the read-ing and writing education compulsory, opening of Western-style junior high school, establish-ing medical and vocational schools that provide education at higher education level are con-sidered as positive innovations of the period. The time interval from the proclamation of the Tanzimat edict until the First Constitutional monarchy is the period in which the institution-alization and structuring towards education in the Ottoman Empire is at the highest level. Besides many educational institutions in this process where the ministry responsible for ed-ucation and training is established and the regulation containing the arrangements regarding this field is put into force, one of the most important initiatives made is laying the foundations of the Dar al-Funun (Ottoman University) which is considered as the first university in this land. The fact that many educational institutions established in this period that are the roots of today's educational institutions is important in terms of demonstrating the accuracy of the initiatives within the mentioned period. In Mesrutiyet (the First Constitutional Monarchy) and the subsequent period of Mutlakiyet (Autocracy), contributions were provided on previ-ous positive structuring. However, the social and economic problems experienced in the country since the second half of II. Mesrutiyet (the 2nd Constitutional Monarchy) have been effective in the inability of continuing innovations towards education. In this study, the educational institutions established in the Ottoman Empire before and after the Tanzimat period were discussed. The aim is not just to reveal what these schools are. It was also aimed to emphasize which areas in which schools are required to be based on which needs, which obstacles are encountered during the change of mentality in education, regula-tory activities foreseen to overcome obstacles and to what extent they have been successful. In this regard, the signals of change as to the structure of educational institutions, which could be the source of most of the republic period, started from the beginning of 1700s and contin-ued until World War II period. During this period of more than a hundred years, the political periods related to the structure and functioning of the state have also been influential in the structuring of educational institutions. In fact, the Reorganization (Tanzimat) period, which is known as 'reform' in the mentioned process, is considered as the stage where the change and transformation concerning education is the most. It is seen that the process of westerni-zation still continues even though it is not with the same acceleration in the Constitutional Monarchy and Autocracy periods after the Reorganization period. When looking at the facility of educational institutions in chronological order, it is determined that there is a dominated understanding that prioritizes to train military staff in the military field and to have a compe-tent army with the technological possibilities of the time, in other words, to create a strong defence system against the foreign powers of the country. Indeed, for the first time in order to give technical information about modern military, Hendesehane opened and started to op-erate in Istanbul in 1734 by Mahmut I; Muhendishane-i Bahri-i Humayun, the school of the first military maritime was opened in 1775 in order to provide modern education; Muhendishane-i Berri-i Humayun was founded in 1795 in Istanbul, in order to train artillery and military officer (military engineer); Mekteb-i Harbiye, which was opened in 1835 to train officers, and Mense-i Kuttab-i Askeri, which was established to train military scribes, contrib-uted to the contemporary construction of the army. In the mentioned period, the most im-portant change outside the military area was in the health area. In this sense, in order to meet the medical doctor needs of the army, Tibhane-i Amire was established in 1827. In 1867, the first civilian medical school, Mekteb-i Tibbiye-i Mulkiye, started education and training. An-other important innovation movement for education was in the field of law. In this context, the School Law was established in 1880. In order to train competent staff in administrative staff, the schools of the Mekteb-i Mulkiye, the schools of teacher, the schools that enable women to do education, the improvement of schools that train the clergy and the regulations based on this take attention as educational activities carried out in the mentioned period.
RDL Kalıcı Kaydıİncele - Conference ObjectYalnız künye2019Veteran principals’ views over the effect of positive discipline on classroom management for novice teachers
Kayalar, Fethi; Özbaş, Mehmet; Yalçın, Sinan; Uslu, Turgut; Erçetin, S.S.; Potas, N.
One of the most effective ways to manage problematic students misbehaving in the classroom is positive discipline rather than punishment or rewards. Through positive discipline, novice teachers do not only enjoy peaceful and efficient classroom environment, but they also encounter less trouble in managing the classroom and enable students to learn well and adapt their behaviours to meet expectations in courses. The outcomes of positive discipline applied in classroom include students’ own self-discipline, consistent communication, selfregulation, self-confidence, self-respect and respect for others, reinforcement of expectations and long-term solution. The aim of this study is to evaluate the views of the experienced school principals over encouraging novice teachers to practice positive discipline strategies and determine their roles on this issue. We asked two open-ended questions to the participant principals to obtain the data: “What are the discipline issues in classroom environment” and “What should novice teachers do to place positive discipline in classroom?” We used a qualitative research method to evaluate and compare the views of the principals and to determine their suggestions on encouraging novice teachers to achieve smooth management in classroom environment. The research was carried out with the participation of ten school principals managing various primary schools, secondary schools and high schools in some cities in Turkey. From the data obtained from principals, we can argue that the principals have the most important roles for novice teachers to develop positive discipline strategies in the classroom by making the suggestions that novice teachers should not run away from misbehaving students, not fight back and not scare and punish them for their unwanted misbehaviours.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2019Challenges of english language teaching in high schools in Turkey and possible suggestions to overcome them
Demir Ayaz, Aycan; Ozkardas, Sinem; Ozturan, Tuba
The English language curriculum prepared by the Ministry of National Education for high schools in Turkey seems to be satisfactory in theory, but the related studies about the attitudes of actual practitioners towards English classes in high schools are not detailed and comprehensive enough. This study aims to fill this gap. To do so, qualitative research was conducted with 13 English language teachers and 55 high school students from different parts of Turkey. They were asked for their opinions, applications, observations, and challenges of the English language teaching system in their high schools and some suggestions for the problematic issues were requested from them via open-ended questions. The data were analyzed descriptively; the results showed that most teachers are not satisfied with the coursebooks, crowded classes, quite limited class hours, and unmotivated students. Their main suggestions cover the privatization of education, having language libraries, labs, speaking clubs, and more lesson hours for English and decreasing the number of students in each classroom. Additionally, teachers want to attend international seminars to become aware of the latest methods/sources. Students have some valuable suggestions for the improvements as well. Nearly all of the students are unhappy about the coursebooks; thus, they suggest them to be revised. They also want to join international projects and improve their language skills. As a result of the study, suggestions covering many issues like coursebooks, assessment, teacher training, and European projects were proposed with an aim to diminish the gap between theories and applications in real classes.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2019Gender perceptions of the primary school 4th graders regarding “children’s rights”; [İlkokul dördüncü sınıf öğrencilerinin “çocuk hakları” temelinde toplumsal cinsiyet algıları]
Aksoy, Naciye; Nurlu Ustun, Ozge; Coban Sural, Ulku
Problem Statement and Purpose: It is crucial to determine the gender stereotypes, learned at an early age and limiting the freedom and rights of individuals to initiate the change in the egalitarian direction at an early age. Therefore, the present study aimed to investigate the 4th-grade primary school students’ perceptions towards gender (in)equality based on children rights and to assess whether the perceptions differ by gender. Method: This study was conducted using a descriptive survey method. The study group, which were assigned using a convenience sampling strategy, comprised by.570 4th grade students, 264 of whom were girls and 306 were boys, from six districts of Ankara Province. The research data were obtained by a data collection tool that was developed by the researchers drawing on the books, namely The Declaration of Girls' Rights and The Declaration of Boys' Rights by Élizabeth Brami and Estelle Billion-Spagnol, which were written for children. Data were analyzed using frequency, percentage and Chi-square test. Findings: Overall results of this study suggested that the primary school fourth-grade students failed to consider professions, plays, toys, colors, daily life skills, academic, artistic, and sportive activities based on "rights", that they had explicit stereotypical approaches, and that girls had more equalitarian perception than boys regarding gender roles. Implications for Further Research and Practice: Efforts should be made to eliminate all kinds of sexist items and practices from the content and functioning of the education (e.g. programs, books, teacher behaviors, spaces, activities). Steps should be taken to increase the awareness of families and society in general about gender equality.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2019Investigating the academic motivations and academic achievements of pre-service visual arts teachers*
Taskesen, Selma
In this study, it was aimed to investigate the academic motivations and academic achievements of pre-service visual arts teachers in the Division of Art Education in the Department of Fine Arts in the Faculty of Education in terms of some variables. The study group consisted of 127 (79 female/ 48 male) students in the division of art education. As the data collection tool, the “Academic Motivation Scale (AMS)”, developed by Vallerand et al. and then, translated into Turkish for university students by Karaguven, was used to find out the academic motivations of students, and the personal information form was used to get the personal information of students in the study. In the research, in which the relational screening method was used, the descriptive analysis was applied to determine the motivation levels of pre-service visual arts teachers; independent sampling t-test to compare their average scores according to gender; one-way variance analysis to test according to the class variable, and Pearson Correlation test to determine the relationship between their academic motivation and academic achievement. The findings of the study show that the intrinsic and extrinsic motivations of pre-service visual arts teachers are at a good level. It was found that the amotivation levels of pre-service visual arts teachers were at a low level. As the average scores according to gender were investigated, the meaningful difference was encountered in favour of female participants for intrinsic motivations. It was found that the intrinsic motivations of females related to the achievement were higher. An increase, from 1st year to 4th years students, was observed in terms of the academic motivation levels of pre-service visual arts teachers according to the class variable. However, no meaningful difference was encountered between the average scores of the students' academic motivations according to the class variable. It was found that the relationship between academic motivation and academic achievement was low.
RDL Kalıcı Kaydıİncele - Conference ObjectYalnız künye2019Investigation of the critical leadership scores of candidate teachers by parental education levels
Özcan, Mehmet; Gür, Recep; Eranıl, Anıl Kadir; Eriçok, Barış; Erçetin, S.S.; Potas, N.
The quality of the family environment in which candidate teachers have been raised plays an important role in shaping their future. Therefore, it is extremely important to investigate the teachers who have an essential role in shaping the society and what kind of family structure they have come from. In this context, the importance of the concepts family and teacher in terms of their influence on the students makes the parental education status of the candidate teachers a topic worth studying. In this regard, the aim of this study is to investigate the effect of parental education level of candidate teachers on the levels of critical leadership. The present study has been designed as a survey model. The study group includes 497 students studied at Nevşehir Hacı Bektaş Veli University in 2015–2016 academic year. Critical leadership scale was used as data collection tool. In this study, while the critical leadership scores of the candidate teachers did not differ significantly according to the mother’s education level, there was a significant difference in the paternal education level. When examining that the difference in the paternal education level results from which pairwise group, there was a significant difference between the critical leadership scores of candidate teachers whose fathers graduated from “primary school university” and “secondary school university.” This difference has been found in favor of candidate teachers who graduated from primary school and secondary school, respectively. We can infer from these results that while the paternal education level reduces, the critical thinking levels of candidate teachers increase.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2019An empirical research on the effects of the education levels of theology faculty students on their hope levels (erzincan binali yildirim university theology faculty case); [I˙lahiyat fakültesi öğrencilerinin öğrenim düzeylerinin umut düzeylerine etkisine dair ampirik bir araştirma (erzincan binali yildirim üniversitesi I˙lahiyat fakültesi örneği)]
Kandemir, Fatih
The current study aims to examine the hope levels of theology students in the con-text of their education level. The correlational (relational) screening method was used in this study. The sample of the study consists of a total of 429 students (328 girls, 101 boys) stud-ying at the Faculty of Theology at Erzincan Binali Yildirim University. Hope levels of the stu-dents were determined by Karaca-Kandemir Hope Scale developed by Karaca and Kandemir. The scale consists of three sub-dimensions: goal-oriented, hope and significance, and stabi-lity. One-way analysis of variance (ANO-VA) was used for data analysis. According to the fin-dings obtained as a result of the analysis, it is seen that the education levels of the Theology Faculty students cause differentiation in terms of goal-oriented and stability which are sub-dimensions of hope; however, it was found that the scale did not cause any difference in terms of hope and meaningfulness subscale and total hope levels. This finding did not corroborate the research hypothesis that the higher the education level of theology faculty students, the higher their hope level. The results, however, give an idea that theology education can have a positive effect on students' hope levels. Summary: Hope, which is a fundamental feature of human existence, has many functions, both individually and socially. Hope, which is one of the main characteristics that distinguish hu-man beings from other beings, is one of the most powerful tools that help create and imple-ment future designs of individuals and societies. It is possible to see this powerful effect of hope in the object of all human works and actions such as art, literature, and architecture. However, despite the expressed impact of hope, religion, which accompanies it in the existen-tial journey of humanity and is one of its most influential sources of motivation, has the po-tential to produce a highly useful function on hope. Because religion demands the individual to be future-oriented rather than the past. This demand of religion does not mean that the past actions of the individual and society have no importance. While building the future of the individual and society on lessons learned from the past, religion orders that he should not be a prisoner of his past and that he hopes for the energy he has produced by taking shelter in the attributes of Allah, Most Gracious and Merciful. For this reason, the Qur'an equates des-pair of Allah's mercy with coming out of religion (Yusuf 12 / / 87). Despite the strong relations between religion and hope, empirical studies on the issue are not yet adequate. However, in recent times, especially with the effect of Positive Psychology, it is a fact that empirical studies have been carried out to determine the relationship of these emo-tions with religiosity about positive emotions such as patience, optimism, empathy, and self-regulation. One of the positive emotions expressed is hope. However, it is seen that some em-pirical studies have been conducted on the relationship between hope and religiosity. However, apart from these studies, empirical studies on higher education levels are needed in order to reveal the relationship between hope and religiosity in a healthier way. Because of the strong relationship between religion and hope, it is expected that there will be an inc-rease in parallel with the religious education taken in higher education. From this point of view, this study primarily aims to reveal the strong connection between religion and hope. The main problem of this study, which is based on the primary hypothesis that learning reli-gion at a higher education level, will increase the level of hope of students, is the relationship between theology education and hope. In this study, which was conducted to determine the hope levels of the students of the Faculty of Theology, the method of collecting information related to the questionnaire technique used in the screening model was used. The population of the study consists of 744 students enrolled in Erzincan Binali Yildirim Uni-versity Theology Faculty in the fall semester of 2018-2019 academic year. The sample group of the research is 429 students in the faculty during the application period. Accordingly, 144 (33.6%) of the total students in the sample group were in the "preparatory class, " 79 (18.4%) were in the "first grade", and 78 (18.2%) were in the "second grade, " while 60 (14.0%) were in the "third grade, " 68 (15.9%) were in the "fourth grade. " "Personal Data Questionnaire" and "Karaca-Kandemir's Hope Scale" were used as data collec-tion instruments. In the "Personal Data Questionnaire, " there are questions about the learning levels of the working group. Karaca-Kandemir's Hope Scale, which is used in the study, is a scale developed by Karaca and Kandemir based on their cultural codes to determine the hope levels of individuals. The scale is a 5-point Likert type and consists of three sub-dimensions: "goal-oriented, " "hope and meaningfulness, " and "stability. " Of the 13 items in the scale, 8 (1, 2, 4, 5, 7, 9, 10 and 12) had a positive sentence structure such as "Dreaming about the future excites me, " 5 of them (3, 6, 8, 11 and 13) it has a negative sentence structure such as "I cannot bring the end of a job easily after starting a job. " In the scoring phase of the hope scale, negative sentences were reversed. While the lowest score that can be obtained from the "goal-oriented" dimension of the scale is 5, the highest score is 25; the lowest score that can be obtained from the dimension of "hope and meaningfulness" is 4, the highest score is 20; the lowest score that can be obtai-ned from the "stability" sub-dimension is 4, while the highest score is 20. As a result, the lowest score that can be obtained from the total of the scale is 13, and the highest score is 65. Low scores from the scale indicate that the individual's level of hope is low, and high scores indicate high levels of hope. In order to determine the differentiation between class levels, Single Factor Analysis of Vari-ance-ANOVA was applied to the data set. As a result of the analysis, multiple comparisons were made between the means with statistically significant differences. For this purpose, Post Hoc LSD and Tukey HSD tests were used to determine the source of the difference. The signi-ficance level of ".05 " was taken as a criterion for all these operations. In the research, it was seen that the education they received from the Faculty of Theology students caused a differentiation in the "goal-oriented and stability" sub-dimension of hope; however, "hope and meaningfulness" subscale and "total hope" did not cause any differentia-tion. This result did not confirm the research hypothesis that "the level of hope differs accor-ding to class (education) level and the level of hope increases as the level of education (edu-cation) increases hope. However, in the "goal-oriented" dimension of hope, the second and third-grade students of fourth-grade students; In terms of "stability" dimension, the fact that the first-grade students scored significantly higher than the preparatory class students gives an important idea that the education received in the Faculty of Theology can have an effect on hope. However, it is thought that similar studies that will be conducted with a large sample group and centering on all dimensions and hopes of religiosity will produce remarkable re-sults.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2019The development and validation of an attitude towards MALL instrument
Gonulal, Talip
In light of increasing interest in mobile-assisted language learning (MALL) and recent calls for more replication studies in second language research, the present study aimed to develop and validate an attitudinal instrument to measure language learners’ attitudes towards MALL. In doing so, the present study partially and conceptually replicated Vandewaetere and Desmet’s (Comput Assist Lang Learn 22(4):349–380, 2009) computer-assisted language learning attitude scale. The attitude towards MALL (A-MALL) instrument, consisting of 20 items, was validated across a sample of 244 participants with diverse educational and demographic backgrounds. Principal components analysis and confirmatory factor analyses were conducted to examine the psychometric features of the items, and to determine the underlying factor structure. The results revealed a five-factor solution, which was largely in line with the tripartite model of attitude (i.e., affective, cognitive and behavioral components). Further, the A-MALL instrument exhibited good reliability and validity. Finally, the limitations of the study and the future use of the A-MALL instrument in second language research are discussed.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2019Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development
Dincer, Ali; Yeşilyurt, Savaş; Noels, Kimberly A.; Vargas Lascano, Dayuma I.
This study examines the antecedents and outcomes of classroom engagement of 412 Turkish English as a Foreign Language (EFL) learners. Grounded in self-determination theory and the self-system model of motivation, this mixed-methods study examined the relations between context (perceived autonomy-support from the instructor), self (basic psychological needs), action (behavioral, emotional, agentic, and cognitive engagement), and outcome (achievement and absenteeism). The results of structural equation modeling supported the hypothesized model and showed that learners’ perception of their teachers’ autonomy-support within the classroom predicted their need satisfaction, which in turn predicted self-determined engagement. Engagement predicted achievement and absenteeism within English courses. Semi-structured interviews showed patterns consistent with the quantitative results, and also that students felt their engagement would best be supported in classes with a positive social atmosphere. As well, their comments underscored the important role of language teachers in supporting learners’ psychological need satisfaction, classroom engagement, and positive academic outcomes. The findings suggest strategies for English language educators to bolster students’ engagement within the classrooms, including students who seem to be unmotivated, reluctant language learners.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2019A research on the art needs of music teacher candidates
Ulucay, Taner
This study aims to determine the art need levels of music teacher candidates with regards to sex and grade level variables. The data of the research were obtained from 102 music teacher candidates studying in the Department of Music Education at Erzincan Binali Yildirim University, Faculty of Education. Descriptive screening method was used in this study. The data was gathered through a ‘Scale of Need for Art Education’ developed by Taskesen (2017). The data were analysed by using SPSS Statistics 22 Programme and shown in tables. The data findings given in the tables were commented fastidiously. As a result of the study, no significant difference was found between the scores of need for art education with regards to students’ grade levels. As well, there was no significant difference between the scores of the need for art education with regards to sex despite the fact that the number of female students was higher than the number of male students.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2019What is the relationship between teaching approaches of instructors and learning approaches of teacher candidates?
Ilhan-Beyaztas, Dilek
The aim of this study is to determine the relationship between the way that teacher candidates perceive the teaching approaches used by the instructors at the faculty of education and the learning approaches they prefer. The study group of this research was composed of 525 students from different departments of the faculty of education to determine the relationship between the teaching approaches and the learning approaches. As a result of the research, it was determined that the means of Information Transfer-Teacher - Focused (IT-TF) approach were higher than Conceptual Change-Student-Focused (CC-SF) scores across university departments and grade levels. It was also determined that the means of the deep and strategic learning approach across university departments, genders and grade levels were higher than the mean scores of the surface learning approach. In addition, there was a strong, positive and significant relationship between the mean score of IT-TF and the mean score of CC-SF, whereas it was found that there was a small, positive and significant relationship between the mean scores of IT-TF and CC-SF and DLA and SLA.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2019The use of instagram as a mobile-assisted language learning tool
Gonulal, Talip
The present study sought to explore how English language learners (ELLs) used Instagram, a popular social networking site, for language learning purposes and to reveal their attitudes towards and experiences in using it as a mobile-assisted language learning (MALL) tool. Special interest was also placed on whether there were any distinct ELL profiles in using Instagram for independent and informal language learning. In this mixed-methods study, both quantitative and qualitative data were concurrently collected through an online comprehensive survey consisting of three sections. Ninety-seven Instagram using ELLs took part in this study. Basic descriptive statistics and a cluster analysis were conducted on the quantitative data, and a thematic analysis on the qualitative data. The results showed that Instagram has the potential to help ELLs to improve overall language skills in general, and vocabulary and communication skills in particular. Further, ELLs’ experiences in using Instagram as a MALL tool for informal language learning were largely positive. Additionally, two different language learner profiles (i.e., novice and experienced) emerged based on Instagram use habits and orientations. Overall, this study indicated that social networking platforms and MALL applications can be used as an effective mobile language learning tool.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2018The effects of technological developments on accounting education: a case study on teaching staff
Kaya, Abdulkadir; Güney, Selami
Just as technological developments have affected all aspects of life, they also have had a great impact on the accounting profession. Accounting which was previously done manually are now mostly done in the computer environment with the advent of computerized accounting. Computerized accounting has recently become very popular because of its accuracy, speed, convenience and reliability. Using computerized accounting system in financial reporting also provides managers, executives and investors with accurate, reliable, quick current financial information to support decision making. Technology has also affected the field of education today.Recently,new universities have been opened in accordance with the law numbered 5467 in the Eastern Anotalia and Black Sea regions in Turkey. Most of these universities have the Economics and Administrative Sciences Faculties, the curriculums of which involve accounting courses. The study population consists of 120 teaching staff working at the Accounting and Finance Departments of these newly established universities in the Eastern Anatolia and Black Sea region. In the study, a questionnaire containing 25 questions has been used in the collection of the data. SPSS statistical package program has been used for the analysis of data in the study. Chi-Square analysis was carried out with the aim of detecting the relation between the demographic characteristics of the academic staff who participated in the study and their responses to the questions about Accounting Training. The study has been conducted with the objective of determining the opinions of the academic staff about whether some changes should be made in the curriculum of accounting education to keep up with the developments in technology and communication, about whether the education provided is appropriate to the developments in the information system, about whether the analysis capacities of the package programs used are sufficient, about whether verbal and written communication skills are important, about whether course presentations and materials used are appropriate to the recent developments, and about whether the practice of internship is necessary. As a result, it has been concluded that the use of teaching techniques that develop the logical mental and financial analysis skills of students and have a content covering the practical aspect of accounting processes are more effective in learning.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2018Müzede Eğitim Etkinliklerinin Öğrencilerin Yazma Becerilerine Etkisi
Çıldır, Burcu
Bu çalışmanın amacı, müze eğitimi etkinliklerinin 8. sınıf öğrencilerinin yazılı anlatım becerisi erişi düzeylerine etkisi olup olmadığının araştırılmasıdır. Araştırma deneme modelinde hazırlanmıştır. Türkçe öğretiminde müzede eğitim etkinliklerinin öğrencilerin yazılı anlatım becerisine ilişkin bilgi düzeyinde bir gelişme sağlamadığı; buna karşın uygulama ve toplam erişiler bağlamında geleneksel uygulamalara göre daha etkili olduğu saptanmıştır. Çalışmanın sonucunda; müzede eğitim etkinliklerinin birlikte yürütüldüğü öğrencilerin yazılı anlatım (kompozisyon) yazma becerilerinin de olumlu yönde geliştiği belirlenmiştir. Yazılı anlatım becerisinin geliştirilmesinde kalıp uygulamalar yerine çağdaş yaklaşımlar yeğlenerek öğrenme ortamları çeşitlendirilmelidir.
RDL Kalıcı Kaydıİncele - Review ArticleAçık Erişim2018The Effects of Music Genres Listened by High School Students on Their Tendency of Violence
Uluçay, Taner
The aim of this study is to find out whether there is any effect of the music genre listened by high school students, who are expected to feel the most intense violence tendency in the age range of 15-18 years, on their tendency to violence. High school students from seven different cities located in seven regions in Turkey participated in the study. A ''Tendency of Violence Scale'' developed by Gökay, Bayat, and Türkçapar in 1998 to be used in the study titled “Intra-familial and Community Violenc”, and a “Music Listening Habits” questionnaire from a “Music Experience Survey” developed by the researcher were applied to a total of 1909 participants. As a result, it was concluded that the genres of music listened by the students significantly affected the level of violence tendency and Arabesque, which contains the content of despair intensively, increases the level of tendency of violence with a high volume.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2018Sınıf Eğitimi Öğrencilerinin İngilizce Öğretimine Yönelik Öz-Yeterlik İnançları
Beyaztaş, Dilek İlhan
Bu çalışmanın amacı, sınıf eğitimi anabilim dalında öğrenim gören öğrencilerin İngilizceöğretimine yönelik ö-yeterlik inançlarının belirlenmesidir. Bu kapsamda sınıf eğitimi anabilimdalı dördüncü sınıfta öğrenim gören ve gönüllü olan otuz öğrenci ile yarı yapılandırılmışgörüşmeler yapılmıştır. İçerik analizi sonucunda, dört öğrencinin İngilizce öğretiminde kendisiniyeterli, yirmi altı öğrencinin ise kendisini İngilizce öğretimi konusunda yetersiz bulduğu tespitedilmiştir. İngilizce öğretiminde öz-yeterlik inancı düşük olan öğrencilerin ifadeleriincelendiğinde, özellikle konuşma-telaffuz, cümle kurma-yazma ve derse uygun hazırlık yapmanoktasında problem yaşayacaklarını düşündüklerini ifade etmişlerdir. Sınıf Eğitimi Öğrencileri;İngilizce öğretimine yönelik öz-yeterlik inançlarının düşük olmasının nedenini, teorik ve ezberedayalı eğitim verilmesine ve İngilizce derslerinin etkileşim ve uygulama olmadan gramerağırlıklı verilmesine bağlamıştır.
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