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 Erişim2024Developing a Teacher Nomination Scale for Gifted Children in Primary Schools
Bildiren, Ahmet; Kirisçi, Nilgun; Kavruk, Sevinc Zeynep; Yildirim, Yildiz; Bikmaz-Bilgen, Ozge; Dildegmez, Bahtiyar
Introduction: The aim of this study is to develop a teacher nomination scale for gifted students in primary schools. The developed scale is theoretically based on Renzulli's Three-Ring Conception of Giftedness Theory. Method: In this study, a Teacher Nomination Scale for Gifted Children in Primary Schools (TNSG-P) was developed to identify gifted children attending primary school. The descriptive survey design was used in this study. In study 1, the exploratory factor analysis (EFA) using principal axis method was conducted. In study 2, the confirmatory factor analysis (CFA) using robust maximum likelihood estimation method was carried out. In study 3, the validity of the scale was tested. Findings: A pilot study involving 507 participants was carried out using the 89-item trial form. After the pilot phase, 50 items remained in the scale. A confirmatory factor analysis was conducted on the 50-item scale in a sample of 225 participants. This showed that the fit indices of the scale had a perfect fit and the second level three- factor structure of the scale with 27 items was confirmed. In the validity analysis of the scale, gifted students and typical students were compared and a statistically significant difference was obtained in favor of the gifted students. Cronbach's alpha and stratified Cronbach's alpha, McDonald's omega, composite reliability coefficients and average variance extracted (AVE) values regarding the reliability of the scale were also examined. The reliability coefficients for both the overall scale and its subscales were found to be above .95. Discussion: The findings have revealed that the Teacher Nomination Scale for Gifted Children in Primary Schools is a valid assessment instrument and gives reliable scores in identifying gifted children.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Health Services Students' Knowledge of Sexually Transmitted Diseases
Akbaba, Ozge; Selçuk, Ezgi Demirturk
Background: : The rising incidence of sexually transmitted diseases (STDs) among young people is a significant public health issue. This study aims to assess the level of knowledge of sexually transmitted diseases among students at a vocational health school. Methods: : A descriptive study was conducted at a university in eastern Turkey from January to June 2024. The sample consisted of 621 students who agreed to participate. Data were collected from a sociodemographic form and the Sexually Transmitted Diseases Knowledge Questionnaire. Results: : Knowledge was higher among males, second-year students, those in the emergency and disaster management program, those with previous education about STDs, and those familiar with prevention methods (p < 0.05). Human immunodeficiency virus/AIDS was the most commonly recognized disease (64.3%), and 61% of students reported having received information about sexually transmitted diseases at school. Conclusion: : The mean total score of the students was 7.11 +/- 5.94. The level of knowledge of sexually transmitted diseases is low. Effective educational interventions are essential for future healthcare providers to improve health education and implement preventive measures.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024A/R/Tographic Investigation into Artistic Development Processes of Undergraduate Art Education Students
Basyurt, Mine; Taskesen, Selma
This qualitative study investigates the artistic development processes of undergraduate art education students through an a/r/tographic approach, aiming to determine the role of portfolio preparation within these processes. This research, conducted during the 2022-2023 academic year, took place in a workshop course for 4th-year students in the Department of Art and Art Education at a medium-sized university, involving 10 volunteer students. The study group was selected through criterion (purposive) sampling. Data collection included educational development files (portfolios) prepared by students during the inquiry process, a question pool, a/r/tographic reflections gathered through a semi-structured interview form developed with input from field experts, as well as peer and expert evaluations and student artworks produced at the study's conclusion. Qualitative data analysis was employed to examine data related to the a/r/tographic process-an art-based research method. Accordingly, content analysis was used to evaluate student, peer, and expert reviews of the educational development files (portfolios). The students' artistic and a/r/tographic inquiry processes were analyzed using descriptive analysis. Findings indicated that students were generally satisfied with the self-evaluation approach of their educational development files (portfolios). Peers and experts who reviewed these files suggested that, although valuable, the portfolios could be further improved. It was observed that students engaged with the a/r/tographic process both deliberately and also demonstrated varied perspectives through their artist identities, self-expression.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024A Hadith That Appears to Contradict the Narrations Regarding the Transmission of Knowledge: The Case of Muaz B. Jabal
Batmaz, Merve
Islam has given a great deal of importance to the learning and teaching of knowledge. As is known, the first revelation was revealed with the command Read!. With this verse, Allah Ta'ala commanded the Prophet (pbuh) in particular and all Muslims in general reading and learning. As a result of the great importance that Islam gives to knowledge and learning, the Prophet constantly encouraged Muslims to learn and teach every necessary knowledge whether its religious or scientific without discriminating between men and women in this regard. In addition to his recommendations on learning knowledge and teaching it to others, in some of his hadiths, the Messenger of Allah (pbuh) asked his Companions to conceal some of the things they knew or some of the Companions themselves preferred to hide some of the things they knew from people. The narrations on the subject are in apparent contradiction to the hadiths on communicating knowledge. A proper understanding of the issue depends on understanding the Prophet's method of education. He (pbuh) did human upbringing in the most beautiful way. This, of course, was realized through his method of instruction and training. The Prophet preferred various ways in his education of his companions. These include methods such as asking questions, giving answers, explaining with an example, observing the situation of the interlocutor, writing and drawing, and using similes. When classical hadith works are examined, there are many hadiths that show the Prophet's method of education and teaching. Inspired by these hadiths, the muhaddithis opened titles in their works that point to the Prophet's method of instruction and training. For example, al-Bukh & amacr;r & imacr; opened several chapters in his main section on knowledge that refer to the Prophet's method. Among these chapters, there are two main chapters that are relevant to our topic. These titles are: Sub-chapter: Whoever leaves out some choices, fearing that some people's understanding of them will fall short and they will fall into something worse and Subchapter: Who assigns knowledge to some people but not to others, because he does not want them to understand. It is possible that these titles were inspired by the Prophet's method of instruction and discipline. The hadith that concerns our subject of study is also mentioned under one of these headings. When the content of the hadith in question is examined, it is seen that the Prophet told Mu'& amacr;z b. Jabal that hell is forbidden to the one who testifies that there is no god, but Allah and that Muhammad is the Messenger of Allah. Mu'& amacr;z b. Jabal asked for permission to inform the people of this good news, but the Prophet refused, saying, If you inform them, they will trust this information. So Mu'& amacr;z b. Jabal concealed this information from people for a while. Such different narrations about learning and teaching knowledge necessitated a holistic view of the hadiths and the Prophet's method of education. A fragmentary approach to hadiths is one of the biggest obstacles to correct understanding. In this study, firstly, the concept of knowledge and the importance of knowledge given by the Prophet was briefly discussed, and then the Prophet's method of education was analyzed. In determining this, al-Bukh & amacr;r & imacr;'s Sahih, one of our most basic hadith sources, was preferred. Again, the subject was explained by opening titles on the Prophet's attitude towards the generality of the Companions and his attitude towards some of the Companions. As a result of the research, it has been seen that the answer to the question of how the narrations against the transmission of knowledge should be understood is within the Prophet's method of education. In this context, it was seen that the Prophet's method of education was effective in the of the between Mu'& amacr;z b. Jabal and the
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024BOOSTING LANGUAGE LEARNING WITH MCII STRATEGY: A QUASI- EXPERIMENTAL STUDY ON SECONDARY STUDENTS
Caner-Yildirim, Sonay
Background and Purpose: Foreign language learning has long been a topic of research, with pedagogical challenges frequently examined. While self-regulation is recognized as critical to student motivation and success, the effectiveness of specific self-regulatory strategies in foreign language learning merits further investigation. This study sought to explore the impact of a self-regulatory strategy, mental contrasting with implementation intentions (MCII), on the foreign language learning performance of secondary students. Methodology: This quasi-experimental study involved 47 fifth-grade students attending a foreign language course at a secondary school. Participants were assigned to an MCII group (n=27) or a comparison group (n=20). The MCII group received instruction on identifying goals, envisioning the best outcome, anticipating obstacles, and creating plans to overcome them. The comparison group received instruction on identifying goals and envisioning the best outcome. Grade point averages in the English course from the first and second semesters were used as pre-test and post-test measures. A general linear model was used to analyse the data. Findings: MCII group performed significantly better in the foreign language course at the end of the semester than the comparison group, with a medium effect size (eta 2p 2 p = .11). Participants in the MCII condition achieved higher GPA difference scores (M= 8.15, SD = 10.05) than those in the comparison condition (M= 2.82, SD= 6.17). Contributions: MCII strategy fosters goal-directed behaviour, goal striving, and ultimately, goal achievement. Practitioners can create and use MCII forms tailored to students' grade levels to enhance their goal striving and achievement in foreign language learning.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024The Effect of Montessori Approach-Based Stem Activities on the Academic Self-Respect of Preschool Students
Samur, Esila; Yalcin, Sema Altun
This research aims to explore the effect of Montessori approach-based STEM activities on preschool pupils' academic self-esteem. The mixed method, which is one of the methods in qualitative and quantitative data are used together in the research. The participants consisted of 63 preschool pupils studying in kindergarten. In the research, the analysis of quantitative data was obtained by statistical methods, and the analysis of qualitative data was obtained by content analysis. As a result of the findings obtained at the end of the research, it was determined that there was a significant difference between the pre-and post-test scores of the academic self-esteem scale. According to the data obtained from the development observation form, the Montessori approach was based on the STEM activities of the preschool pupils; data analysis revealed that there were positive developments in social and emotional development, cognitive development, motor development, language development and self-care skills. According to analysis of the semistructured teacher interview, the preschool pupils in the study have improved problem solving skills; they can use the desired material with the desired feature and quality, and they act in a more balanced and coordinated manner. Their communication with their peers has also improved, they can remember previous information by focusing their attention, and their psychomotor skills have increased.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024The Effect of STEM Education on the Hypothetical-Creative Reasoning Skills of the Pre-school Pre-service Teachers
Çakir, Zehra; Yalçin, Sema Altun
The study aims to explore the effect of STEM education on the hypothetical-creative reasoning skills of the pre-school pre-service teachers. The pre-school pre-service teachers were educated with STEM education for 14 weeks within the scope of the study. A mixed-method was employed in the study. The quantitative data were collected with the Hypothetical-creative Reasoning Skills Inventory in the study. The hypothetical-creative reasoning Inventory was applied to the pre-school pre-service teachers as a pre-test before the STEM education and a post-test after the STEM education. The qualitative data were obtained with a semi-structured interview form applied to the pre-school pre-service teachers. At the end of the study, it was found that STEM education developed the pre-school pre-service teachers' hypothetical-creative reasoning skills. The qualitative data also supported this result. The pre-school pre- service teachers claimed that they used the steps of determining the situation, collecting necessary data, suggesting solutions, doing research, analysing data, evaluating, that is, scientific problem solving during STEM education.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2024Investigation of play skills of children with typical development and language and speech disorders according to demographic variables
Barmak, Elife; Aysu, Burçin; Aydoğdu, Fatih; Aral, Neriman; Uysal, Halil Tayyip
The purpose of this study was to examine the play skills of children with typical development and those with speech and language disorders (SLD) based on gender, the presence of siblings, and parents’ education levels. There were 270 children included in the study's sample. In the study, ‘The Play Behaviour Scale’ was used. Reticent behaviour scores of girls with SLD were significantly higher than those of boys, and scuffle play, scores of typically developing boys were significantly higher than those of girls. The social play scores of children with SLD were statistically significant when they had a sibling. Children whose parents had a high school education or less had considerably higher scuffle play ratings than children whose parents had a university degree or above. Consequently, it was observed that demographic variables influenced the play skills of children with SLD. Defining these children's play behaviours based on various variables will be beneficial for creating intervention programmes.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Developing a Scale to Determine the Knowledge of the Pre-service Teachers Related to Mathematical Modelling
Bekdemir, Mehmet; Sağlam Kaya, Yasemin; Manouchehri, Azita
This study aims to develop a scale to determine the pre-service teachers’ knowledge about the mathematical modelling process. A survey method, among the quantitative research methods, was employed in the study. The data were collected from 380 pre-service mathematics teachers in the pilot study and 348 pre-service teachers in the main part of the study. The construct validity of the Mathematical Modelling Scale (MMS) that was developed, was verified with the exploratory and confirmatory factor analyses. As a result of the analyses, a scale with 13 items in 5-point Likert type related to the mathematical modelling process and three sub-dimensions as “Model (1-3 items)”, “Modelling Process (4-9 items)” and “Curriculum (10-13 items)” was developed whose validity and reliability was verified. With the MMS, data can be collected from pre-service mathematics teachers as well as teachers. In addition, data collected with the MMS can be evaluated as a whole or the scores of the participants can be evaluated individually.
RDL Kalıcı Kaydıİncele - Review ArticleYalnız künye2024A Meta-Analysis of the Graduated Guidance Procedure
Tekin-Iftar, Elif; Ault, Melinda Jones; Collins, Belva C.; Olcay, Seray; Degirmenci, H. Deniz; Aydın, Orhan
We conducted a descriptive analysis and meta-analysis of single-case research design (SCRD) studies investigating the effectiveness of the graduated guidance procedure. Once we identified studies through electronic databases and reference lists, we used What Works Clearinghouse (WWC) Standards to evaluate each study. Then, we described studies in terms of various descriptive variables, calculated effect sizes through three non-parametric effect size methods, and analyzed results across studies. Results showed 11 of the 27 studies met WWC Standards or met standards with reservation. Of the 11, seven studies resulted in a large effect. We found the graduated guidance procedure to be an evidence-based practice when evaluating the findings against contemporary evidence standards. However, this review also showed that the majority of the reviewed studies (n = 20) had no effects and only one third of the studies had moderate or strong effects. Implications for researchers and practitioners are discussed.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Is the socialization purpose of a social studies course being realized?: A Q-method research investigating secondary school students' socialization perceptions
Bayram, Hüseyin; Pala, Şenol Mail
This research examined how effectively the social studies course achieves its intended purpose of socialization. The research was conducted using the Q-method. The participant group of the research was formed by the criterion sampling method. The participant group consisted of a total of forty-eight students, with sixteen from the fifth grade, sixteen from the sixth grade and sixteen from seventh grade, who were studying at secondary schools in the center of a province in Turkey. Data were collected with a list and a Q-matrix was developed by the researcher and analyzed using the PQ-Method 2.35 program. At the end of the research, it was determined that secondary school students' socialization perceptions were grouped under seven factors and were all different from each other. As a result, it was revealed that the purpose of the social studies course was not realized. Based on the results and limitations of the research, recommendations were developed to examine secondary school students' socialization perceptions with larger participant groups.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Ninth-Grade Students’ Conceptual Understanding of the Number Line
Ünal, Zehra E.; Ala, Aslı M.; Kartal, Gamze; Özel, Serkan; Geary, David C.
Sixty (35 girls and 25 boys) 9th-grade students’ conceptual understanding of the number line was qualitatively assessed through verbal explanations and visual representations. The assessment included an open-ended question focused on students’ number line descriptions and the explanations coalesced around six features: sequential ordering (i.e., numbers are sequentially represented), positivity-negativity of numbers (i.e., the number line contains positive and negative numbers), non-centrality (i.e., zero does not have to be in the center), infinity, increment flexibility (i.e., number line increments can vary), and continuity (i.e., numbers can be placed anywhere between minus infinity and plus infinity without breaks). The students’ explanations show that these six features emerge in five successive stages in the conceptual understanding of the number line. These stages are (1) no knowledge, (2) sequential ordering and positivity-negativity, (3) infinity and non-centrality, (4) incremental flexibility, and (5) continuity. The last two stages were not found in most descriptions. The results suggest that students’ understanding of the number line is incomplete and may be overestimated by commonly used quantitative assessments of number line knowledge.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2024The Impact of Shared Book Reading on Children’s Phonological Awareness Skills: A Meta-analysis
Parpucu, Nurbanu; Ezmeci, Fulya
This research aims to explore a meta-analysis of experimental studies examining the effect of shared book reading on children’s phonological awareness skills. An initial pool of 3397 articles was identified from 17 databases. After removing 396 duplicated articles, 3,001 were screened for titles and abstracts, whereas 2,964 inadequate articles were excluded. A total of 37 articles were screened for full-text versions through manual searching. Finally, eight articles with experimental design satisfied the inclusion criteria. For this purpose, eight experimental studies with a pretest-posttest control group were explored by the meta-analysis method. In addition, the duration of intervention, the number of books, the person that applied for the program (teacher, family, interventionist), and the type of intervention (individual, small group, whole group, small + whole group) variables were investigated as moderator variables. In the results of the research, it was concluded that shared book reading affects phonological awareness. However, no significant effect was found between the phonological awareness skills of children in terms of moderator variables.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2024Tracing the Modernisation Project of Turkey in Textbook Images (1923–1945)
Coşğun Kandal, Sena
When the Turkish Republic was founded, it inherited a Western-oriented modernisation project from its predecessor, the Ottoman Empire. The republican ruling class was determined to further this legacy, and education was used as a tool for the eventuation of this project. One of the essential elements of this tool was textbook images. This article explores the relationship between textbook images and the modernisation project embraced by the ruling class. The study examines, by using Barthian semiology, 16 textbook images selected from 44 primary school textbooks taught between 1923 and 1945 in five thematic categories: men and boys, etiquette, women and girls, teachers, and architecture. Our analysis reveals that textbook images were deliberately edited to shape students’ perceptions, attitudes and lifestyles in alignment with the ideals of modernisation.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2024Examining interactive videos in an online flipped course context
Polat, Hamza; Taslibeyaz, Elif
During the COVID-19 pandemic, there was an increase in the use of online courses, which required improvements in their effectiveness. To address this, the online flipped model was suggested as a solution, and this study aimed to assess the efficacy of using interactive instructional videos within an online flipped course design. The study employed a quasi-experimental method and involved fifty-five voluntary students. The experimental group watched interactive educational videos with pop-up questions for six weeks before live courses; meanwhile, the control group watched linear instructional versions of the same videos. The same online learning activities were carried out in both groups during the online live classes for each week. Independent sample t-tests were performed to assess whether there were any differences in the learning performance, lecture engagement, sustained attention, mental effort, positive emotions, and satisfaction scores between the interactive group and the control group. The results indicated that the use of interactive videos in the online flipped model improved learning performance and reduced cognitive load, but did not significantly affect lecture engagement, sustained attention, positive emotion, and satisfaction.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement
Ateş, Hüseyin; Köroğlu, Mustafa
Background: Online collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain. Objectives: The study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation. Methods: A quasi-experimental design with a pretest-posttest control group was used in this study. A total of 60 eighth-grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry-based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale. Results: The experimental group demonstrated significantly higher post-test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools. Conclusions: The findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2024A Journey from Preschool to Primary School Literacy Process
İlhan Beyaztaş, Dilek; Aşkın Tekkol, İlkay
Preschool teachers and primary school teachers must work in harmony and carry out consistent practices with each other in the process of teaching literacy. This study aims to determine the practices of preschool teachers in the literacy preparation process and the opinions of primary school teachers on the level of readiness of students from preschool education for the literacy process. In the study, the descriptive research method was used. The study group consisted of 21 primary schools and 27 preschool teachers working and volunteering in kindergarten and primary school institutions affiliated with the Directorate of National Education in Kastamonu province of Turkey. The study applied two separate interview forms to preschool and primary school teachers as a data collection tool. Results showed that preschool teachers have deficiencies in preschool education curriculum, early literacy studies, and primary school curricula. It was also revealed that preschool teachers carry out wrong practices, especially in helping students feel the sounds. As for the results of primary school teachers about the drawbacks of preschool education, it was determined that preschool teachers teach letters, and students who start the first grade have problems holding pencil. It was revealed that the expectations of primary school teachers from preschool teachers were focused on helping students feel and differentiate sounds instead of teaching letters and developing small muscle skills and pencil-holding skills. According to the research results, it was determined that preschool teachers do not collaborate with primary school teachers.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Tailoring English for pharmaceutical purposes: Insights from a needs analysis
Karahan İlter, Ogün; Yeşilyurt, Savaş
Developing an English for Specific Purposes [ESP] course necessitates a focused approach during the needs analysis phase, as it aims to address the specific language skills required by a particular community of practice. This study conducted a targeted needs analysis to support the development of an English for Pharmaceutical Purposes [EPP] course within an EFL context. As a part of an action research project, the researchers identified learning outcomes derived from this preliminary phase of ESP course design. To achieve this, semi-structured interviews were conducted with faculty members at a pharmacy faculty, alongside a document analysis of existing EPP syllabi from Turkish universities and pharmacy-specific English coursebooks. The findings from interviews reveal that, given the EFL context, certain English for Academic Purposes [EAP] skills are critical in addition to the language competencies needed for pharmaceutical contexts such as pharmacy stores, pharmaceutical companies, international collaborations, international hospitals, and pharmaceutical laboratories. Additionally, the context-driven learning outcomes identified through document analysis can assist ESP practitioners in selecting domain-specific topics and tasks for EPP syllabus design, while also integrating them with interview-based learning outcomes. Recognizing the context-specific nature of ESP, the proposed learning outcomes aim to provide ESP practitioners with a practical framework for designing tailored courses.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024The correlation between children’s health literacy level and healthy eating self-efficacy
Kasimoğlu, Necla; Gürarslan Baş, Nazan
Background The school environment provides an important opportunity for children and educators to develop health education and health literacy the ability to make rational health decisions and identify and determine factors that affect health. The aim of this study is to determine the correlation between health literacy and eating self-efficacy levels of primary school students and the affecting factors. Methods The study was conducted with 486 fourth graders studying in a primary school located in eastern Turkey between September 2021 and June 2022. The data were collected through face-to-face interviews using the Personal Information Form, the Health Literacy for School-Age Children Scale (HLSAC), and the Healthy Eating Self-Efficacy Scale for Children (HESES-C). Data were analyzed by number, percentage, mean, independent samples t-test, non-parametric Mann–Whitney U and Kruskal–Wallis tests, and Pearson’s correlation tests. Results The gender of the students and the education level of their mothers had a statistically significant correlation with their mean HESES-C and HLSAC scores scores (p<0.05). There was a significant negative correlation between the students’ HLSAC and their HESES-C mean scores. Conclusions According to the findings of the study, the students had a moderate level of health literacy and a low level of healthy eating self-efficacy. There was a negative relationship between health literacy levels and healthy eating self-efficacy.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Harnessing the power of social media: transforming nursing education for unmatched academic success
Erden, Yasemin; Aydın Kahraman, Handan; Çiftçi, Bahar
Aim: This study aimed to determine the effect of social media-supported learning on the academic achievement of nursing students and their social media usage levels in nursing education. Background: Using social media in nursing education enables students to experience interactive learning, strengthening learning outcomes and creating an enriched learning environment with up-to-date information. Method: The study was conducted as a randomized controlled study. CONSORTchecklist was completed. The subject of parenteral drug administration was explained interactively to all students by the same instructors for a total of 12 h for weeks. After the theoretical course, each skill was demonstrated by the instructor in the laboratory setting in a 24-h laboratory course with the demonstration method in line with the checklists. After the training was completed, the students filled out the necessary forms. Videos and informative images about parenteral drug applications were shared with the intervention group for 4 weeks through an Instagram page created for social media-supported learning. Questions and answers were shared on the subject every day in the story section. The answer to the question was shared in the story section the next day with explanations. At the end of the 4th training week, the students were asked to complete the necessary forms as a post-test. Changes in academic achievement and social media usage after the intervention were measured using achievement tests and the Social Media Scale in Nursing Education. Data were analyzed with SPSS 23.0. Normality was tested using the Shapiro–Wilk test. Independent t-tests and the Chi-Square test for categorical variables were used for normally distributed continuous variables. Pre-test and post-test comparisons within groups were evaluated with the Paired t-test if normality was met, or the Wilcoxon test. The effect size was calculated using Cohen’s d. Results: After social media-supported learning, it was found that the difference between the post-test mean scores of the nursing students in the intervention and control group was statistically significant(p < 0.001). It was also found that the average of the exam results after the training increased compared to the average before the training, and the difference between the two scores was statistically significant(p < 0.001). Conclusion: Social media-supported education positively affected the academic achievements of nursing students and the level of social media use in nursing education.
RDL Kalıcı Kaydıİncele
