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
- ArticleAçık Erişim2025Technology in Fictional Children’s Books; [Kurgusal Nitelikli Çocuk Kitaplarında Teknoloji]
Desteguloglu, Bilge; Yilmaz, Oğuzhan
The study was carried out to determine the positive and negative elements of technology in fictional children’s books. Document analysis design was used in the study. The study analyzed eight children books, taking into account criteria such as expert opinion, content, topicality and suitability for the child. After the documents used in the study were obtained, the relevant data were subjected to descriptive analysis on the focus of “positive views regarding technological devices” and “negative views regarding technological devices”. The study results revealed a significant number of views regarding positive and negative technology. However, the study also concluded that the existence of negative views was more common in the books. It was also argued that the positive views regarding the technological devices in children’s books are considered to facilitate life, contribute to personal development and offer to have a good time, while the negative views stand out as emotional distress, psychological harm and physical damage.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2025Shifting Dynamics: Who Holds the Reins in Decision-Making With Artificial Intelligence Tools? Perspectives of Gen Z Pre-Service Teachers
Merzifonluoglu, Ayse; Gunes, Habibe
Artificial intelligence (AI) is significantly shaping education and currently influencing pre-service teachers' academic and professional journeys. To explore this influence, the present study examines 389 Generation Z pre-service teachers' attitudes towards AI and its impact on educational decision-making at two state universities, using an explanatory sequential mixed-methods research design. Quantitative data were collected through the General Attitudes to Artificial Intelligence Scale (GAAIS) and an AI decision-making survey. It was followed by qualitative data gathered via semi-structured interviews to enrich the statistical trends with deeper thematic insights. SPSS was used for quantitative data analysis while MAXQDA was employed for a systematic analysis of the qualitative data. The analysis revealed that female pre-service teachers held more positive attitudes towards AI, with higher levels of AI knowledge contributing to these attitudes. Negative attitudes, however, were independent of gender, academic discipline or AI familiarity. Findings also reveal that AI tools, particularly ChatGPT, are primarily used as advisors, and pre-service teachers often adapt AI's suggestions to their preferences. AI is predominantly preferred for assignments, reports, projects and presentations. In AI acceptance, time and effort savings, innovative suggestions and unbiased recommendations are stated as key factors. However, there are ongoing trust concerns highlighting the necessity of keeping final decisions under human control. Based on these findings, comprehensive AI training for teachers and students in higher education is suggested.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2025Development and revision of the nonverbal ability test for identifying gifted programs in Türkiye(BNV-II)
Bіldіren, Ahmet; Çіtіl, Mahmut; Dіldeğmez, Bahtiyar; Kavruk, Sevinç Zeynep; Akçayır, İrem
The present study aims to develop the Bildiren Nonverbal Ability Test, Second Version (BNV-II), intended for the identification of gifted children at the primary school level. The first version of the test was originally created as a paper-and-pencil assessment. However, to reduce the risk of individuals becoming overly familiar with the test items due to repeated annual administration without modifications, the BNV-II was revised into a digital format for tablet use, incorporating updated items. In the initial phase of the study, the test was constructed in two forms, A and B, and administered to a pilot sample of 1,360 children aged 6–10 years old, drawn from various locations across Türkiye. The final version of the test was determined through an item difficulty, item discrimination, and item-total score correlation analysis. A norming study was subsequently conducted, involving a total of 6,567 children in Türkiye. The sample for Form A comprised 1,560 females (48%) and 1,659 males (52%), while Form B included 1,628 females (49%) and 1,720 males (51%). Reliability was assessed using test-retest, split-half, KR-20, and KR-21 methods, with standard error, standard deviation, and reliability coefficients calculated. Content, construct, and criterion-related validity were evaluated. The KR-20 reliability coefficient was 0.92 for both forms, and test-retest reliability was 0.91. Parallel-form reliability was 0.86, while correlations between BNV-II total scores and those of NNAT-I, TONI-3, and RSPM were 0.85, 0.86, and 0.77, respectively. These results confirm the BNV-II as a reliable and valid tool for identifying gifted children in Türkiye.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2025The mediating digital literacy and the moderating role of academic support in the relationship between artificial intelligence usage and creative thinking in nursing students
Agaoglu, Ferhat Onur; Bas, Murat; Tarsuslu, Sinan; Ekinci, Lokman Onur; Agaoglu, Nihat Bugra
Background: Artificial intelligence can be an important tool in developing creative thinking while supporting individualized learning and problem-solving skills in educational processes. However, the effect of artificial intelligence on creative thinking may differ depending on factors such as students’ digital literacy level and the academic support they receive. In this context, how artificial intelligence can encourage creative thinking in educational processes and how this process is shaped by digital literacy and academic support stands out as an issue to be investigated. Purpose: This study artificial intelligence to determine the effect of artificial intelligence use on creative thinking skills in nursing students, the mediating role of digital literacy in this effect, and the situational mediating effect of academic support. Method: This cross-sectional and descriptive correlational study was conducted with 426 nursing students from three universities in different regions of Turkey during the fall semester of 2024–2025. Simple random sampling method was used. Data were collected through demographic information form and four valid and reliable scales. Result: Research findings show that using artificial intelligence substantially and significantly affects Creative Thinking (β = 0.70, p < 0.001). Digital literacy plays mediating role in this relationship, indirectly strengthening the effect of artificial intelligence use on creative thinking (β = 0.422, LLCI = 0.357, ULCI = 0.490). As a moderating factor of this relationship, the academic support creates a more limited effect at low levels of academic support (Effect = 0.224). At the same time, it maximizes this effect at high levels of support (Effect = 0.298). Conclusion: The effect of artificial intelligence use on Creative Thinking is significantly strengthened by the mediating role of digital literacy and the moderating role of academic support. These findings suggest that developing digital skills and strengthening academic support mechanisms are critical to integrating artificial intelligence technologies into educational processes. © The Author(s) 2025.; Artificial intelligence significantly increases the creative thinking tendencies of nursing students both directly and through digital literacy. The academic support is a critical factor that strengthens the development of creative thinking skills by regulating the effect of artificial intelligence usage on digital literacy. Integrating artificial intelligence applications into the curriculum and developing digital literacy skills in nursing education programs can potentially increase the creative thinking and problem-solving competencies of 21st-century health professionals.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2025Making meaning of rural teaching: A phenomenological study of teachers' daily life experiences
Kaşkaya, Alper; Ünlü, İhsan; Kılıç, Mehmet Fatih
Rural teachers' experiences in village schools represent a critical dimension of educational development. This phenomenological study explored the meanings that teachers attribute to being a teacher in village schools through their daily lived experiences. The study examined how classroom teachers working in village schools construct meaning from their experiences across four dimensions: managing basic needs and social integration, participating in daily village life, developing teacher-community relationships, and structuring time outside school hours. Data were collected through in-depth interviews with 11 classroom teachers (4 female, 7 male) working in multigrade village schools across seven provinces in Türkiye and analyzed using phenomenological methods. The findings reveal that teachers' meaning-making processes are deeply influenced by their cultural alignment with the community, gender dynamics, and physical infrastructure arrangements. While teachers have developed effective strategies for managing basic needs, their sense of professional identity and meaning is significantly shaped by the degree of their community integration. The physical separation of teacher housing from village centers emerged as a critical factor in how teachers interpret their role and position within the community. Teachers sharing cultural similarities with their assigned communities demonstrated more positive meaning-making patterns and deeper understanding of their professional role. Gender emerged as a crucial factor in how teachers construct meaning from their experiences, particularly in accessing and interpreting community spaces and relationships. The study provides significant insights into how rural teachers interpret and make meaning of their professional experiences, suggesting that successful rural teaching involves complex processes of professional identity construction and meaning-making beyond mere adaptation to physical conditions. These findings have important implications for understanding rural teacher identity development and designing support systems that address both practical and existential aspects of rural teaching.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2025The mediating role of isolation and marginalization in the effect of trust in school principals on organizational commitment: physical education and sports teachers
Seçer, Emrah; Malli, Ahmet Yavuz; Eki̇nci̇, Hasan Buğra; Esentürk, Oğuz Kaan
Purpose: This study examines how teachers' perceptions of their principal's trust in them are associated with their organizational commitment, with a particular focus on the mediating role of marginalization and isolation. Methodology: Data were collected from 247 physical education and sports teachers using validated instruments measuring perceived principal trust, organizational commitment, and marginalization and isolation. Confirmatory factor analysis and bootstrap mediation analyses were conducted. Results: The findings revealed that perceived principal trust was positively associated with organizational commitment and negatively associated with marginalization and isolation. Higher levels of perceived trust corresponded with lower feelings of marginalization and isolation, which in turn were linked to more substantial organizational commitment. The indirect effect of marginalization and isolation was statistically significant, providing support for the mediation hypothesis. Conclusion: Acknowledging the study's cross-sectional design, the results suggest that leadership practices aimed at enhancing teachers' perception of being trusted are crucial for mitigating feelings of marginalization and fostering organizational commitment. Practical implications involve promoting leadership behaviors that not only build trust but also actively and clearly signal it, thereby creating a more inclusive and supportive school environment where all teachers feel valued.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2025Cultural adaptation and psychometric validation of the university of the West England interprofessional questionnaire (UWE-IP) for Turkish health education programs: a cross-sectional study
Gürsoy, Ersan; Gökmen, Derya; Hayme, Serhat; Eroğlu, Şafak; Nas, Mehmet Akif
Background: The objective of this study was to assess the accuracy and consistency of the University of the West England Interprofessional Questionnaire (UWE-IP) in Turkish health education settings. The aim was to evaluate its efficacy in gauging interprofessional attitudes among students from diverse healthcare fields. Methods: A cross-sectional study was conducted with 391 students from medical, nursing, and home care technician programs who participated in clinical internships. The UWE-IP was utilized to evaluate the psychometric properties of the scale, utilising exploratory factor analysis (EFA) to establish the internal structure and reliability. Results: The original four-factor structure of the UWE-IP scale was refined to a three-factor model, encompassing ‘communication and teamwork,’ ‘interprofessional learning,’ and a combined ‘interprofessional interaction and relationships’ factor. This revised structure demonstrated sound reliability and validity y, with a Cronbach’s alpha of 0.80. The factor loadings varied between 0.044 and 0.746, demonstrating a strong level of support for the scale’s reliability in assessing interprofessional attitudes in the Turkish setting. Conclusions: The study affirms the validity and reliability of the UWE-IP scale for implementation in Turkish health education, highlighting its significance in assessing and improving interprofessional education. The cultural adaptation of the scale represents an important step forward in evaluating multidisciplinary training results, thereby contributing to improved healthcare services and patient outcomes in Turkey.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2025Modeling ChatGPT Adoption Among Undergraduates: An Integrated UTAUT2 and Digital Competence Framework
Caner-Yıldırım, Sonay
While Generative Artificial Intelligence (GenAI) technologies like ChatGPT are revolutionizing education by offering unique interaction opportunities and prompting legislative shifts toward AI literacy, there remains a significant gap in understanding the factors that influence their acceptance and effective use in educational settings. In particular, the impact of students’ digital competencies and motivational factors on their acceptance and utilization of GenAI tools is not well understood. This study investigates how these variables influence undergraduate students’ acceptance and use of ChatGPT as an informal learning tool, aiming to advance understanding of GenAI adoption in higher education. By integrating the Digital Competence Framework (DigComp) with the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), this research provides a comprehensive analysis of factors affecting students’ intention to use and actual use of ChatGPT. Data were collected from 544 undergraduate students using adapted UTAUT2 scales and digital competence measures aligned with DigComp. Confirmatory Factor Analysis (n = 140) validated the adapted UTAUT2, and Structural Equation Modeling (n = 404) explored relationships between variables. The findings reveal that habit, hedonic motivation, performance expectancy, and facilitating conditions significantly predict students’ intention to use ChatGPT, while behavioral intention, problem-solving skills, and ethical considerations positively influence actual use. Notably, the study highlights the critical role of problem-solving and ethical awareness—in the adoption of GenAI tools. These results suggest that existing digital competence frameworks may need updating to include GenAI-specific competencies such as prompt-writing skills, managing ongoing dialogs with GenAI tools, and critically evaluating AI-generated content.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2025Pioneering virtual assessments: Augmented reality and virtual reality adoption among teachers
Köroğlu, Mustafa
This investigation elucidates the adoption and integration of Augmented Reality (AR) and Virtual Reality (VR) technologies within educational assessments, focusing on the distinctions between pre-service and in-service teachers. Leveraging an integrated theoretical framework that combines the General Extended Technology Acceptance Model for E-Learning (GETAMEL) with the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), this study rigorously examines the multifaceted factors influencing educators' acceptance and utilization of these emergent technologies. Data were meticulously gathered from a sample of 862 teachers—457 pre-service and 405 in-service—via detailed surveys tailored separately for AR and VR technologies. Employing confirmatory factor analysis and structural equation modeling, the study validates the measurement model and evaluates the hypothesized relationships within the framework. Results underscore significant pathways, accentuating the roles of perceived ease of use, perceived enjoyment, and social influence in shaping educators’ intentions to adopt AR and VR technologies. Notably, the analysis reveals divergent perceptions and integration strategies between pre-service and in-service teachers concerning these technologies. While pre-service teachers predominantly value usability and enjoyment, in-service teachers focus on the pragmatic integration and benefits of AR and VR in existing pedagogical practices. The findings furnish critical insights for policymakers, educational technology developers, and practitioners, aiming to amplify the efficacy and appeal of AR and VR applications in educational settings.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2025Indication of Scaffolding in Mathematical Modeling
Çakmak Gürel, Zeynep
This study investigates whether the dynamically generated scaffolding provided by experts at the end of each modeling task was used effectively as a scaffold to foster preservice teachers’ mathematical modeling competencies. The contingent support at the end of each modeling activity was used as the scaffold to foster preservice teachers’ mathematical modeling competence. The study employed the teaching experiment method involving three experts and 33 preservice teachers in a secondary education program over eight weeks. Four modeling activities were conducted to examine changes in various aspects of scaffolding. The results provide evidence that the scaffolding given at the end of each modeling activity carried over to subsequent tasks and had the potential to significantly enhance the preservice teachers’ modeling competencies.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2025Teachers' Perceptions of the Curriculum Changes: The Case of the New Social Studies Curriculum in Northern Iraq
Qolamani, Khalid Ilias Basheer; Kaya, Erol; Ünlü, İhsan; Kaşkaya, Alper
This study aims to examine how social studies teachers in Iraq's Erbil, Sulaymaniyah, and Duhok regions interpret and respond to the newly implemented social studies curriculum. The study was designed using a case study approach within qualitative research methods. Twenty teachers working in public schools in Sulaymaniyah, Duhok, and Erbil participated in the research. Using semi-structured interviews, the research examines the motivations behind reform efforts, theoretical foundations of curriculum objectives, challenges encountered during development and implementation, and educators' perspectives on anticipated outcomes. The findings provide important insights for policymakers and practitioners seeking to improve social studies education to develop civically engaged and socially aware students who can navigate diversity and contribute to community development. Several key patterns emerged, including the multiple ways teachers learned about the new curriculum, their opinions on syllabus and textbook clarity, their understanding of core curriculum goals, their comparisons between former and current curricula, and their views on essential student learning outcomes. The study highlights the complexity of curriculum reform and the need for clear communication, comprehensive educational materials, and an integrated, analytical approach to social studies education. These insights can inform future curriculum revisions, guide teacher development programs, and affect policies aimed at strengthening social studies instruction.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2025Perceptions, challenges, and opportunities of qualitative research among inexperienced medical academics
Gürsoy, Ersan; Vatansever, Mehmet
Background: Although qualitative research is vital to healthcare, it remains underused in medical academia.This study therefore aims to examine in depth the perceptions of medical faculty academics without prior experience in conducting qualitative research, the challenges they face, and the potential contributions of these methods to health research. Methods: The research is based on a descriptive qualitative study conducted with twelve faculty members specialising in various medical disciplines in three different provinces in Türkiye. Participants were selected using a combination of purposive and snowball sampling methods to ensure a diverse and relevant sample. Face-to-face and Zoom interviews were carried out using structured interview techniques, and data collection continued until data saturation was achieved. The interview data were audio-recorded, transcribed, and analysed using the thematic analysis method. The study followed the “Consolidated Criteria for Reporting Qualitative Research” (COREQ) checklist to ensure comprehensive reporting of the qualitative research process. Results: Academics acknowledge the significant value of qualitative research in the field of health; however, they are unable to use these methods effectively due to problems such as a lack of practical experience, limited institutional support, and inadequate training programs.Participants also pointed out that they required targeted mentoring and hands-on training to address these issues. Some participants expressed concerns about the time-intensive nature of qualitative studies, which often conflicts with their existing professional responsibilities. Others emphasised the lack of recognition and incentives for qualitative research within institutional policies, further discouraging engagement. Despite these barriers, several participants also highlighted the complementary nature of qualitative and quantitative methods, particularly in addressing complex health problems. Conclusions: Integrating qualitative methodologies into medical faculties can support a deeper understanding of complex health problems. Our findings highlight the need for enhanced hands-on training and stronger institutional support to enable inexperienced academics to engage more effectively with qualitative research.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2025Turkish Adaptation of Social Media Questionnaire for Nursing Training
Erden, Yasemin; Dogan, Sevgi; Aydın Kahraman, Handan; Çiftçi, Bahar
Background and Purpose: The use of social media in education has many effects such as rapid dissemination of information, crowdsourced information sharing, learning, and social interaction. In the study, it was aimed to determine the validity and reliability of the Social Media Questionnaire for Nursing Training (SMQNT), which can be used to determine the effect of social media in nursing education. Methods: The data of this methodological study were obtained from 262 nursing students. Confirmatory factor analysis (CFA) was used to determine the scale’s factor structure, while Cronbach’s alpha, test–retest method, and split-half reliability method were used for reliability. Results: In line with the results of the CFA, it was determined that the scale had 13 items and a three-factor structure as “attitudes,” “use,” and “contrast information.” Similar to the original scale, a three-factor establishment was approved. SMQNT Cronbach’s alpha was found to be.87, while Cronbach’s alpha was found to be.658 for the “F1” factor,.760 for the “F2” factor, and.688 for the “F3” factor. Conclusions: As a result of this study, the Turkish form of SMQNT was a valid and reliable measurement instrument.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2025Exploring Different Types of Academic Procrastination in Adolescents: A Latent Profile Analysis
Ciminli, Alaattin
Academic procrastination is a significant problem commonly observed among students, leading to negative outcomes such as academic failure and school dropout. This study aimed to explore the different latent profiles of academic procrastination behavior in adolescents and examine the criteria for belonging to these profiles in relation to sociodemographic factors (gender and grade level). The data were collected from a sample of 381 adolescents [214 (56.1%) female, 167 (43.9%) males] attending high schools in Turkey. The participants were aged between 14 and 18. The data collection instruments included the Personal Information Form, Academic Self-Efficacy Scale, Trait Hope Scale, Academic Procrastination Scale, Self-Esteem Scale, and Career Anxiety Scale. All participants and their parents were informed about the purpose of the study, and written consent forms were obtained. In the study, the Latent Profile Analysis (LPA) was employed to identify the latent profiles, and multiple regression analysis was used to examine the relationships between latent profiles and sociodemographic variables. The Latent Profile Analysis revealed three latent profiles: “non-procrastinators (NP),” “moderate procrastinators (MP),” and “apathetic procrastinators (AP).” The criteria for belonging to these three profiles were found to be statistically insignificant according to sociodemographic variables (gender and grade level). These profiles provide new perspectives on interventions aimed at reducing academic procrastination behavior. Exploring students’ unique behavior patterns through these profiles can offer opportunities to prevent negative outcomes such as course failure, absenteeism, and school dropout.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2025The effects of mediation and corrective feedback on L2 writing development
Özturan, Tuba; Uysal, Hacer Hande
This study explored the effects of Mediation-based Feedback and Direct Corrective Feedback on the linguistic accuracy and rhetorical development of EFL university students’ writing. A quasi-experimental design involved two L2 writing classes (mediation group vs. correction group), each receiving feedback across three writing tasks: pre-test, post-test, and delayed post-test. The mediation group received dialogic, adaptive mediation aligned with learners’ Zones of Proximal Development, while the correction group received teacher-led direct corrections. Quantitative analyses revealed that the mediation group outperformed the correction group in linguistic accuracy, with statistically significant differences and a large effect size. Within-group comparisons showed that mediation led to moderate improvements in linguistic accuracy, while direct corrective feedback produced small yet meaningful gains. No significant between-group differences were found for rhetorical development; however, direct corrective feedback yielded sustained medium effect size gains, while the mediation group demonstrated initial progress that regressed over time. The study contributes to research on feedback by highlighting the benefits and limitations of mediation and correction in L2 writing development.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2025Exploring meaning-making in instructional technology: A phenomenological study of english language teaching students
Erbas, Cagdas; Ture, Ersin; Sapanca, Hamza Fatih
The benefits that different technologies provide to the educational processes have been experienced by educators for years. The advantages hat teachers gain from computers, the internet, different software and technologies that change and develop every passing day have caused students to develop different skills and have also made it a necessity for teachers to be able to use these systems. As a result of these requirements, as a result of the studies of the Higher Education Council and the Ministry of National Education, which regulate higher education in Turkey, courses addressing technology education and the integration of technology into the course have been added to the process. This study aims to understand the technology-based meanings developed by teacher candidates taking the Instructional Technologies (IT) course. Within the scope of the study designed according to Husserl's phenomenology understanding, the study was conducted by 12 English Language Teaching undergraduate students and 3 researchers. It has been observed that the socio-cultural capital of the primary subjects of the study, English Language Teaching students, has shaped their lives along with their technological capital in the post-truth period. It has been seen that gods with high technology skills have created digital victims through digital world tools. It has been observed that people who were victims in the past can become resisters who engage in passive resistance against the digital world, while individuals who were not victims in the past but were aware of their victimization can become characters who actively resist the process.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Harmanlanmış öğretime yönelik hazırbulunuşluk ölçek uyarlaması: fen bilimleri öğretmenlerinin hazırbulunuşluk düzeyleri
Yilmaz, Ozkan; Bulut, Taner
Bu çalışmanın amacı, harmanlanmış öğrenme ortamlarını oluşturan ve yöneten öğretmenlerin hazırbulunuşluk düzeylerini incelemek için bir ölçek uyarlamaktır. Araştırmada, Archibald, Graham ve Larsen (2021) tarafından hazırlanan "Blended Teaching Readiness Survey" ölçeği kullanılarak Fen Bilimleri Öğretmenlerinin çevrimiçi ve harmanlanmış öğrenme yetkinliklerini belirlemek amaçlanmıştır. Orijinal ölçekte hesaplanan Cronbach Alfa güvenirlik katsayısı α= 0.85 olarak bulunmuştur. Ölçek uyarlanma sürecinde, öncelikle yabancı dil alanında uzman ve yurtdışında deneyime sahip üç uzmandan görüş alınmıştır. Ölçek daha sonra Türkçe'ye çevrilmiş ve hem orijinal hem de Türkçe versiyonları, yabancı dil uzmanlarının yanı sıra Türk dili uzmanlarının görüşüne sunulmuştur. Uzmanlardan gelen geri bildirimlere göre düzenlemeler yapılmış ve son halini verilmiştir. Ölçek bu haliyle, 260 Fen BilimleriÖğretmenine uygulanmıştır. Ölçeğin faktör analizi sonucunda, dört bileşenli bir yapıda olduğu belirlenmiştir. Dört bileşen ve güvenirlik katsayıları şu şekildedir: (1) Çevrimiçi entegrasyon α= 0,95, (2) Öğretimin kişiselleştirilmesi α= 0,94, (3) Eğilimler α= 0,91, (4) Çevrimiçi etkileşim α= 0,93. Toplamda 43 madde içeren ölçeğin genel güvenirlik katsayısı α= 0,98 olarak hesaplanmıştır. Orijinal ölçek beş faktörden oluşurken, uyarlanan ölçek dört faktörlü bir yapıya sahiptir. Uyarlanmış ölçek, Fen Bilimleri öğretmenlerinin harmanlanmış öğrenmeye yönelik hazırbulunuşluk düzeylerini ölçebilecek yüksek güvenirlik değerine sahip bir yapıya sahiptir. Güvenirlik ve geçerlik çalışmaları tamamlanan bu ölçek ile Fen Bilimleri öğretmenlerinin hazırbulunuşluk düzeyleri çeşitli değişkenler açısından incelenmiş, sonuçlar ve öneriler sunulmuştur.
RDL Kalıcı Kaydıİncele - Review ArticleAçık Erişim2024Din Eğitiminde Denetim: Malta Mariam AlBatool School Örneği ve Türkiye`deki Denetim Uygulamaları ile Karşılaştırılması
Göksu, Mehmet
Amaç, Din eğitiminin denetiminin yurtdışındaki uygulamaları hakkında bilgi vermek, Türkiye’deki denetim uygulamaları ile kıyaslamak ve benzer/ farklı yönlerini ortaya koymaktır. Araştırma, Malta ada ülkesinde 2007 yılından beri faaliyet gösteren ve Malta Eğitim Bakanlığına bağlı tek İslami eğitim kurumu olan Özel Meryem El-Betül Okuluna (Mariam AlBatool School) ve Erzincan il merkezinde bulunan bir İmam Hatip Ortaokuluna ait denetim raporları ile sınırlıdır. Araştırma doküman incelemesi yöntemiyle yapılmıştır. Öncelikle Malta ve Türkiye`deki denetim sistemleri incelenmiş, 2018 yılında Malta Eğitim Bakanlığı Eğitimde Kalite ve Standartlar Direktörlüğü görevlileri tarafından hazırlanan Mariam AlBatool School denetim raporu ile 2021 yılında Türkiye Cumhuriyeti Millî Eğitim Bakanlığı Teftiş Kurulu Başkanlığı bakanlık müfettişleri tarafından hazırlanan İmam Hatip Ortaokulu denetim raporu karşılaştırmalı olarak tetkik edilmiştir. Elde edilen bulgular neticesinde Malta ve Türkiye’de formal öğretimle birlikte din eğitimi veren eğitim kurumlarının denetim uygulamaları arasında birtakım benzerlikler yanında bazı farklı uygulamaların yapıldığı da tespit edilmiştir.
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 - ArticleAçık Erişim2024Görsel sanatlar öğretiminde görsel kültür eğitimi etkinliği: van gogh’un arles’daki yatak odası
Taşkesen, Selma; Akar Ayaydin, Zeynep
Bu araştırmada ortaokul 7. sınıf öğrencileri ile bir görsel kültür imgesi olarak ele aldıkları Van Gogh’un “Yatak Odası” adlı eseri üzerinden görsel kültür imgelerinin öğrencilerin sanatsal çalışmalarına nasıl yansıdığının incelenmesi amaçlanmaktadır. Bu araştırma sanat temelli nitel bir araştırmadır. Çalışma grubu 2022-2023 Eğitim Öğretim Yılı’nda Doğu Anadolu Bölgesi’nde bir ortaokulda öğrenim gören 7. sınıf öğrencilerinden oluşturulmuştur. Bu araştırma veri toplama aracı olarak beş sorudan oluşan çalışma yaprağı ve sürece ilişkin olarak sanatsal ürünlerden oluşturulmuştur. Bu araştırmanın ilk verileri çalışma yaprağı ile toplanmıştır. Daha sonra öğrencilere “Bu eserin sanatçısı siz olsaydınız eseri nasıl yapardınız?” sorusundan yola çıkılarak resimler yaptırılmış ve sonra araştırmanın ikinci verilerine ulaşılmıştır. Süreç sonunda ise öğrencilerin yapmış oldukları kendi resimleri ile ilgili fikirleri de çalışma yaprağına eklenmiştir. Araştırma verilerinin çözümlenmesi nitel veri analizi olan betimsel analiz ile yapılmıştır. Araştırma sonucunda öğrencilerin sanatsal çalışmalarında daha çok yaşadıkları ortam ve toplumsal kültürlerine bağlı kaldıkları ve bazı öğrencilerin ise yaşadıkları olayları yansıtmak amacıyla resimleri ile birtakım mesajlar vermek istedikleri görülmektedir. Öğrencilerin kendi görsel kültür imgeleri ile oluşturdukları kompozisyonları hem renk hem şekil hem de kompozisyon unsurları bağlamında başarılı bir şekilde yansıttıkları görülmüştür. Çalışma yapılan okul müdüründen, öğretmenler ve öğrencilerden alınan olumlu dönütler sonucunda görsel sanatlar öğretmenlerimizin görsel kültür konusunda bilgilenmesi ve görsel sanatlar dersinde daha fazla görsel kültür uygulaması yapılması önerilmektedir.
RDL Kalıcı Kaydıİncele
