Yılmaz, Tuba; Başaran, Yağmur Koç

The rapid advancement of digitalization today has made the intensive use of technology a factor that could have profound effects on individuals' lifestyles and professional approaches. In this context, the technology habits of higher education administrators and the potential of these habits to reach addiction levels have emerged as a significant subject of study. The main aim of the research is to determine the administrators' awareness of technology addiction, the effects of this situation on their work performance, and to propose potential solutions. The study utilized a qualitative method, conducting in-depth, semi-structured interviews with 26 administrators. Participants were selected from different management levels, and the data obtained were analyzed through descriptive analysis to create themes. The results indicate that administrators could not fully clarify the concept of technology addiction but indicated that excessive use. Particularly, the lack of control in mobile phone and social media use stands out, while some administrators stated that technology facilitates work processes, others expressed that constant connectivity disrupts work-life balance. In this direction, the importance of awareness training, digital detox practices, and effective technology management strategies has been emphasized.

Murat, Murat; Demirci, Ömer

Bu araştırmanın amacı, ilkokul 2. sınıf öğrencilerinin sayı hissi düzeylerini belirlemek ve bu düzeyi scratch yazılımı destekli ve oyun temelli etkinliklerle geliştirmektir. Araştırma, açımlayıcı sıralı desen ile karma yöntem olarak yürütülmüştür. Çalışma grubunun belirlenmesinde ölçüt örnekleme ve kolay ulaşılabilir durum örnekleme yöntemlerinden yararlanılmıştır. Bu doğrultuda araştırmanın çalışma grubunu 2021–2022 eğitim öğretim yılı bahar döneminde Türkiye’nin İç Anadolu Bölgesi’nde yer alan bir ilkokulun 2. sınıfında öğrenim gören 14 öğrenci oluşturmuştur. Öğrencilere 7 hafta boyunca hazırlanan ders planları çerçevesinde scratch tabanlı etkinlikler ile birlikte oyun temelli etkinlikler uygulanmıştır. Araştırmada, sayı hissi bileşenleri ve öğretim programında yer alan “Sayılar ve İşlemler” öğrenme alanı dikkate alınarak geliştirilen Sayı Hissi Testi (SHT) ön test ve son test olarak uygulanmış, öğrencilerin teste verdikleri yanıtlara göre yarı yapılandırılmış görüşmeler yapılmıştır. Elde edilen veriler, Wilcoxon işaretli sıralar testi ve betimsel analizle değerlendirilmiştir. Bulgular, ön-test ve son test puanları arasında son test lehine istatistiksel olarak anlamlı bir fark olduğunu göstermiştir. Ayrıca öğrencilerin süreç sonunda kural temelli stratejiler yerine sayı hissi temelli stratejiler kullandıkları belirlenmiştir. Bu sonuçlar scratch destekli ve oyun temelli etkinliklerin öğrencilerin sayı hissi becerilerini geliştirmede etkili olduğunu düşündürmektedir. Bu nedenle sayı hissinin erken yaşlardan itibaren scratch gibi bilgisayar yazılımları ve oyunlar ile geliştirilebileceği önerilebilir.

Demir, Fatih; Bahar, Hüseyın Hüsnü; Malkoç, Musa

Learners use various strategies to acquire new knowledge, skills or attitudes. In this context, it can be said that secondary school students also use various strategies in the learning-teaching process. It is important that the methods, techniques, and practices that teachers will use are appropriate for students' learning strategies in order to realize effective teaching. This study aims to determine the level of secondary education students' use of learning strategies and the level of secondary education students' use of learning strategies in terms of some variables. The population consists of 13762 secondary education students studying in Erzincan province in the 2023-2024 academic year, and the sample consists of 1247 secondary education students studying in secondary education institutions located in Erzincan city centre and a district and selected by a decisional way. Data were collected from the sample through a personal information form and the ACRA-shortened learning strategies scale. Descriptive statistics, factorial ANOVA, correlation and stepwise regression analyses were used to analyse the data. In the study, it was determined that secondary school students mostly used explanation and metacognitive strategies, and that female students benefited from learning strategies more than male students. When the type of school is taken into consideration, it was found that Anatolian High School students used explanation and metacognitive strategies more than Science High School and Fine Arts High School students, and Social Sciences High School students more than Fine Arts High School students. Anatolian High School students used to learn supportive strategies more than Science High School and Fine Arts High School students, Vocational and Technical Anatolian High School students more than Science High School and Fine Arts High School students. Anatolian High School students used repeating and organizing strategies more than Science High School, Social Sciences High School and Vocational and Technical Anatolian High School students, Social Sciences High School students more than Science High School and Fine Arts High School students. In addition, some of the results of the study revealed that secondary school students who frequently use explanation and metacognitive strategies are students with high academic achievement.

Kösreli, Saadet

Bu araştırma, müzik öğretmenlerinin lisans eğitimlerinde almış oldukları alan bilgisi derslerinin mesleki kullanılabilirliğine ilişkin görüşlerini tespit etmeyi amaçlamaktadır. Eğitim fakültelerine bağlı müzik eğitimi bölümlerinin lisans öğretim programı “Öğretmenlik Meslek Bilgisi”, “Alan Bilgisi” ve “Genel Kültür” dersleri olmak üzere üç kategoriden oluşmaktadır. Bu üç kategori içerisinde “Alan Bilgisi” derslerinin en çok ders saati ve krediyi içermesi nedeniyle bu derslerde edinilen bilgi ve becerilerin mesleki kullanılabilirliği araştırmanın temel problemini oluşturmaktadır. Araştırmanın çalışma grubunu 2006-2007 eğitim öğretim yılında yürürlüğe giren program ile öğrenim görmüş ve daha sonra Millî Eğitim Bakanlığına bağlı okullara atanmış on yedi müzik öğretmeni oluşmaktadır. Nitel araştırma tekniklerinden durum çalışması yönteminin kullanıldığı bu araştırmada veriler yedi sorudan meydana gelen yarı yapılandırılmış bir görüşme formunun uygulanmasıyla elde edilmiş ve betimsel analiz yöntemiyle çözümlenerek yorumlanmıştır. Araştırmada elde edilen bulgular kapsamında, müzik öğretmenlerinin lisans öğretim programı “Alan Bilgisi” derslerinde edindikleri bilgileri çalışma hayatlarında aktif olarak kullandıkları sonucuna varılmış, ayrıca lisans müfredatına ve hizmet içi eğitime eklenmesini istedikleri dersler tespit edilmiştir. Bunun yanı sıra çalıştıkları MEB’e bağlı okullardaki fiziki şartların yetersizliği, enstrüman tedarik sorunu, ders saatlerinin azlığı gibi nedenlerle aldıkları eğitimleri yeterince uygulayamadıklarını da ifade etmişlerdir.

Engin, Cennet; Aktaş, Halil Han

This study investigates the perceptions and experiences of ninth-grade students concerning the hidden curriculum at a science high school in Ankara, focusing on how cultural capital influences its manifestation. A qualitative case study was employed, utilizing semi-structured interviews and observations. Throughout a 20-week period, 34 interviews were conducted with 17 purposively selected participants, one at the beginning and one at the end of the study, complemented by 10 days of observation over biweekly school visits. The collected data underwent content analysis, involving thorough reading, coding, and theme identification. The findings highlight that the cultural capital of students shaped their experiences and perceptions of the hidden curriculum, influencing their access to and use of social and material resources at school. Notably, students viewed their school primarily as a preparatory ground for exams rather than an institution aligned with the broader educational goals for science high schools. Additionally, the study observed differences in the experiences of boarder and extern students. The findings suggest that educators need to develop inclusive strategies that recognize and integrate students' varying cultural capital to foster a more emancipatory educational environment. Additionally, the study highlights the need for boarding schools to establish a participatory culture for extern students.

Korkmaz, Burak Can; Ari, Ahmet Emin

In recent years, there has been a substantial increase in the number of students enrolling in higher education institutions worldwide. In this respect, full-time working PhD students emerged as a new trend. However, working at a job while studying for a doctorate degree can be challenging. In this context, this research aimed to investigate the difficulties full-time working PhD students face in doctoral education. A phenomenological approach was used in this study. This study used the criterion sampling method to select a sample of full-time PhD students. The data was collected through semi-structured interviews with 20 participants, consisting of open-ended questions. According to the analysis of research data, the challenges experienced by full-time working PhD students during their doctoral education are "time management problems", "workplace problems arising from high expectations and negative attitudes", "transportation and attendance problems", "problems performing and focusing" "problems getting support and help". Individuals who work in a related field to the one in which they study, as well as those currently employed in higher education institutions, reported fewer challenges during their doctoral education. It has been determined that the most common problem is time management. Psychoeducation programs can be helpful them to adapt to challenging time schedules.

Taşlıbeyaz, Elif; Koç, Ayhan

This study aimed to examine the pre-service teachers’ experiences in preparing and using analogies within a programming course to better understand and evaluate the concepts. The research design of this study was identified as a case study. The 21 participants of the study took an elective introductory programming (Python) course at a state university over 14 weeks. They prepared analogies during the course, and 11 of them attended a focus group interview at the end of the course. The data collection tools used in the study included a questionnaire in which learners indicated the topics they found challenging within the programming course, the analogies they created based on programming education, and interview questions that explored their views at the end of the course. These data were analyzed descriptively. The results indicated that although learners experienced difficulties in understanding algorithms, programming logic, and learning loops, the use of analogies in programming education offered positive contributions.

Çelik, Oğuzhan

This study aims to examine the structural relationships between mothers’ parental helicopter parenting and autonomy supportive behaviors, and emerging adults' career instability, career awareness, and career stress. The study sample includes 970 university students, comprising 635 women (65.4%) and 335 men (34.6%), aged between 17 and 25. Participants provided self-reported data on helicopter parenting, autonomy supportive behaviors, career instability, career awareness, and career stress. Structural equation modeling was utilized to assess the intricate relationships among these variables. Findings indicate that maternal autonomy supportive behaviors significantly correlate with career awareness, though they do not have a statistically significant relationship with career stress. Helicopter parenting is positively associated with career stress, whereas career awareness shows a negative association. Additionally, career awareness inversely contributes to career instability, while both career stress and helicopter parenting have positive contributions. The link between helicopter parenting and career awareness was not statistically significant. Helicopter parenting’s impact on career instability is mediated by career stress, while the influence of autonomy supportive behaviors on career instability is mediated through career awareness and both career awareness and career stress.

Calp, Şükran; Edis, Ayfer

Çocuk kitapları kurgusu içinde yer verilen temel yaşam becerilerinin, karakter özellikleri ve içerik bağlamında incelendiği bu araştırma kapsamında, TÜBİTAK tarafından yayımlanmış hikâye edici türde 100 kitap kullanılmıştır. Çalışmanın amacı, söz konusu çocuk kitaplarındaki yaşam becerilerinin hangi bağlamda ele alındığını belirlemek ve içeriğin hangi karakter özellikleriyle sunulduğunu ortaya çıkarmaktır. Ayrıca becerilerin sunuluşunun, literatürde yer alan kuramsal açıklamalarla örtüşüp örtüşmediği de incelenmiştir. Çalışmada kitap yazarlarının bir kavrama yükledikleri anlam, yazdıkları metinler aracılığıyla anlaşılmaya çalışılmış ve bağlamlara metinsellik içinde bakılmıştır. Bu sebeple olgubilim araştırma deseni kullanılmıştır. Araştırma sonucunda kitaplarda en çok “kişilerarası ilişkiler, iletişim, karar verme, problem çözme ve eleştirel düşünme” yaşam becerilerinin yer aldığı görülmüştür. Kitaplarda “çocuk, yetişkin, bitki, hayvan ve cansız varlıklar” olmak üzere çeşitli karakterler kullanılmıştır ve bu karakterler çoğunlukla “meraklı, akılcı, araştırmacı, keşfedici, duyarlı, bilgili”dir. Çalışmanın sonuçlarından hareketle, okullarda veya okul dışı ortamlarda, yaşam becerilerine dair içeriğin yer aldığı çocuk kitaplarından yararlanmaya yönelik düzenlemeler önerilmektedir.

Pala, Şenol Mail; Başıbüyük, Adem

One of the most effective measures that can be taken against disasters is to educate individuals about disaster. To achieve this, disaster education is included in the curriculum of every education level in our country as well as in the world. In the study, it is aimed to examine the life studies, social studies, and geography courses, which have intense human and environmental interaction, in terms of disaster education. In the study, document analysis was used as a method. As a result of the study, it was found that the most achievements for disaster education among the examined curricula were included in the geography course curriculum. In education programs, disaster information and disaster process themes are included. This situation shows that there is a spiral structure in terms of these two themes in disaster education among the three curricula. It has been determined that there are differences in the contents of the codes determined in the curriculum. In the curricula, the acquisitions for the cognitive domain are mostly included. It has been found that the cognitive domain is included at higher levels as the grade levels increase in the acquisitions including disaster education.