Köroglu, Mustafa

The integration of augmented reality (AR) and virtual reality (VR) technologies is rapidly transforming educational environments, yet their application in student assessment remains underexplored, particularly within higher education. This study investigates the intentions and determinants influencing academic staff's adoption of AR and VR for student assessment in Turkish universities, drawing on the Theory of Planned Behavior (TPB) and supplementary technology acceptance frameworks. Employing a qualitative research design, semi-structured interviews were conducted with 30 academic staff members representing diverse disciplines and levels of experience. Thematic analysis revealed that attitudes, subjective norms, and perceived behavioral control are foundational predictors of adoption intention; however, their influence is substantially mediated by contextual factors such as institutional readiness, innovation climate, and a newly identified construct conditional optimism. Findings highlight the necessity of robust infrastructure, targeted professional development, and supportive organizational culture for successful AR/VR integration. The study proposes theoretical and practical insights for policymakers, institutional leaders, and technology developers. This research advances understanding of technology adoption in educational assessment and provides a roadmap for future studies and implementation strategies.

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.

Özer, Elif; İzgüden, Dilruba; Erdem, Ramazan; Üzümcü, Fatma; Yildiz, Ebru; Ertümer, Ayşe Gülen; Kuh, Zeynep; Güngör, Sümeyye; Gulen Ertumer, Ayse; Ceylan, Begüm

In Türkiye, postgraduate students are required to take the "Ph.D. proficiency exam" to pass the thesis stage and complete their education after completing their doctoral course period. The "proficiency process," which manifests itself as a long, difficult and stressful process, seems like a "steep mountain to cross" in the lives of doctoral students. This research examines the Ph.D. proficiency process from doctoral students' perspectives and determines the results. The interpretative phenomenological design, one of the qualitative research methods, was used; with the criterion sampling method, which is one of the purposive sampling methods, interviews were conducted with 9 participants and 55 pages of data were obtained, and the data were analyzed with thematic analysis. When the proficiency exam is evaluated as a whole, it has been determined that it has some positive and negative results. At the end of this whole process, the proficiency exam has gained meaning as a "compelling process," "learning and development process," "great exam," "understanding of inadequacy," and "an indescribable process." The information obtained from the research is a guide for students who will take the exam in the future. In addition, based on the research results, suggestions for students and suggestions for the exam are presented.

Ustun, Ozge Nurlu; Aksoy, Naciye

This study aims to investigate primary school teachers' mathematical gender stereotypes and to discover whether these stereotypes, if any, are reflected on students. The study was designed as a multiphase mixed methods study. Accordingly, in the quantitative and qualitative stages of the study, different sample groups including both fourth-grade teachers and fourth-grade students in Ankara were studied. Teachers' Gender Stereotype Scale toward Mathematics, observation form, Students' Gender Stereotype Questionnaire and Mathematics Achievement Test were sequentially used o collect data. The data were analyzed by Mann Whithey U test and content analysis. Results demonstrate that in comparision to the teacher who has neutral gender related beliefs toward mathematics, the teacher with strong traditional mathematical gender stereotypes favouring their male students. However, results show that students do not internalise their teachers' mathematical gender stereotypes, and, Hense, there is reflection of teachers' gender stereotypes on students' mathematical achievements. By carrying out longitudinal studies, it should be followed at which educational level students begin to acquire such gendered perspectives, which academic fields and professions they choose, and thus the effects of teacher characteristics on students should be revealed more comprehensively.

Erişti, Suzan Duygu; Güler, Ebru

Bu araştırmanın amacı, güzel sanatlar liselerinin öğretim programlarında yer alan atölye derslerinde sosyal ağ odaklı görsel kültür etkinliklerinin nasıl geliştirilebileceğini ve yürütülebileceğini belirlemektir. Güzel sanatlar lisesi öğrencileri, görsel kültür etkinliklerinde web 2.0 teknolojileri kapsamında sosyal medya ve sosyal ağları kullanmışlardır. Sosyal ağlar farklı topluluklara ait insanların bir araya gelebilmeleri ve iletişim kurabilmelerini sağlamaktadır. Sosyal ağ gibi iletişim teknolojileri insanları, yoğun bir iletişimsel ve g örsel bombardımana maruz bırakmaktadır. Günümüz toplumunda görsel kültürün büyük ölçüde internet ve medya üretimlerine bağlı olarak yaygınlaştığını düşündüğümüzde sanat eğitimini medya üretimleri ile birlikte düşünme, ele alma gereği ortaya çıkmaktadır. Bu bağlamda araştırma kapsamında öğrencilerin eleştirel bakış açılarını geliştirmeye, içinde bulundukları teknoloji çağında teknoloji okuryazarlık yeterliklerini görsel okuryazarlık yeterlikleri ile ilişkilendirmeye ve görsel farkındalıklarını desteklemeye yönelik görsel kültür etkinlikleri işe koşulmuştur. Bu çerçevede araştırmada görsel kültür etkinliği olarak Hieronymus Bosch’un “Dünyevi Zevkler Bahçesi” eseri ele alınmış ve bu eseri öğrenciler günümüzle ilişkilendirerek “Günümüz Dünyevi Zevkler Bahçesi” isimli kolaj çalışmasını 3 haftada tamamlamışlardır. Araştırmada sosyal ağ odaklı görsel kültür etkinlikleri uygulama süreci iki boyutlu sanat atölye (2BSA) dersinde uygulanmıştır. Araştırma eylem araştırması türlerinden katılımcı eylem araştırması ile tasarlanmıştır. Araştırmaya güzel sanatlar lisesi 11. sınıf öğrencilerinden dokuz öğrenci katılmıştır. Araştırmada veri toplama aracı olarak araştırmacı notları, araştırmacı günlüğü, öğrenci günlüğü, yarı yapılandırılmış görüşmeler ve dokümanlar kullanılmıştır. Araştırma verileri içerik analiz yöntemi ile çözümlenmiştir. Araştırma bulgularına göre görsel kültür etkinliklerinin temelinde eleştirel pedagojiden yararlanılması ile öğrencilerin eleştirel bir yaklaşım edindikleri, çevrelerindeki görselleri toplum, din, ırk, cinsiyet, güç bağlamlarında eleştirdikleri gözlemlenmiştir. Araştırma sonucuna göre, görsel sanatlar eğitimi veren güzel sanatlar liselerinde görsel kültür eğitimi ile öğrencilerin kendilerini ifade edebilecekleri, eleştirel sorgulamalar yapabilecekleri ve kendi yaşam deneyimlerinden yola çıkabilecekleri etkinliklere yer verilebilir.

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.

Yılmaz, Oğuzhan; Bahar, Hüseyın Hüsnü

Ukrayna’dan Erzincan’a göç eden ortaokul öğrencilerinin eğitim problemlerini öğretmen veöğrenci görüşlerine göre tespit etmeye çalışan araştırma fenomenolojik bir çalışmadır. Çalışma içinAhıskalı öğrencilerin eğitim gördükleri okullarda görev yapan 10 öğretmen ve 17 öğrencinin görüşünemüracaat edilmiştir. Yarı yapılandırılmış görüşme formu yardımıyla toplanan araştırma verileri NVivo11 programına yüklenerek öncelikle betimsel analize sonrasında ise içerik analizine tabi tutulmuştur.Analizler sırasında araştırmacılar tarafından yapılan kodlamalar, sonrasında iki araştırmacınınmutabakatı ile program, okulda disiplin, seviye farklılığı-aynı sınıflarda eğitim, arkadaşlık ilişkileri,dil, ailenin yapısı ve ilgisizliği başlıkları altında kategorize edilmiştir. Çalışma sonucundaUkrayna’dan Erzincan’a göçle gelen ve ortaokula devam eden Ahıska Türklerinin pek çok eğitimproblemi yaşadığı, bu problemlerin birçoğunun çözümü için gayret sarf edildiği ancak geleceği dahaiyi planlamak ve kayıp nesiller yetiştirmemek adına daha özverili davranmak gerektiği sonucunaulaşılmıştır.

Bahar, Huseyin Husnu; Yilmaz, Oguzhan

It is a phenomenological study that attempts to determine the educational problems of secondary school students migrating from Ukraine to Erzincan according to their teacher and student opinions. For the study, 10 teachers and 17 students have been consulted in schools where Ahiskan students are educated. The research data gathered with the help of the semi-structured questionnaire was uploaded to the NVivo 11 program and its content analysis was conducted following the descriptive analysis. Encodings made by the researchers during the analysis were categorized by two researchers in cooperation under the headings of program, discipline in school, difference of level-education in the same class, friendship relations, language, family structure and indifference. As a result of the study, Ahiskan Turks migrating from Ukraine to Uzumlu and having been in secondary school have experienced myriad educational problems and many of these problems have been tried to be solved but it was found that they should be more selfless in order to plan the future better and avoid raising lost generations.