Eğitim Bilimleri Bölümü Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12514/69

Browse

Now showing 1 - 20 of 49

An alternative method for professional development of teachers: Peer observation
(2011) Bozak, Ahmet; Yıldırım, Muhamet Cevat; Demirtaş, Hasan
Bu araştırmanın amacı, meslektaş gözlemine ilişkin bir betimleme ve değerlendirme yapmaktır. Bu kapsamda meslektaş gözleminin tanımı, meslektaş koçluğu, meslektaş danışmanlığı, meslektaş denetimi, mentorlük gibi kavramlarla ilişkisi, aşamaları, faydaları ve sınırlılıkları tartışılmış ve değerlendirilmiştir. Araştırmanın sonuçlarına göre, meslektaş gözlemi, ön görüşme, gözlem ve gözlem sonrası görüşme aşamalarından oluşan gönüllülüğe dayalı bir süreçtir. Bu süreç, öğretmenler arasındaki işbirliğinin artmasına, öğretmenlerin mesleki gelişimine, özgüvenlerinin ve özfarkındalıklarının artmasına katkı sağlamaktadır. Meslektaş gözleminin, açık ve yapıcı bir ortam içerisinde yeterince tartışma yapılamaması, kişilerin eleştiriye karşı hassas ve kırılgan olması, çok az sayıda kişinin bu süreç için gerekli yeterliklere sahip olması gibi sınırlılıkları vardır. Bu sınırlıklara rağmen meslektaş gözlemi Türkiye’de öğretmen yetiştirmeye yönelik yeni bir yaklaşım olarak uygulanmalıdır. Ayrıca bu yöntemin etkili olması için öğretmenlere gözlem, iletişim, yapıcı eleştiri gibi konularda nitelikli eğitimler verilmelidir.
The Analysis of the Effects of Olfactive Stimulus in Learning in Context of Educational Technology
(2013) Özdaş, Faysal; Akpınar, Burhan; Yıldırım, Bilal
When the educational Technologies, which are used in the process of learning-teaching process, are associated with sensory organs, the least used one becomes the olfactive stimuli. Nowadays, because of being foreground of visual-audio Technologies, Positivism is based on vision and audition but it ignores the other senses. Although seeing and hearing play important roles, the ineffectiveness of other senses is delusion in this process. In this delusion the impact of visual-audio Technologic devices from telescope to television, internet, mobile phones is inevitable. However sensation and learning is wholistic and based on togetherness of five senses. Thus, with the delusion olfactive stimulus which is rejected from the educational field is effective on senses, attention, concentration and memory in learning. The purpose of this study, which is in form literature review, is to discuss the nature of olfactive stimulus the effectiveness in education, areas of usage in context of educational technology, to deduce and to make suggestions.
Are Lesson Plans Created by ChatGPT More Effective? An Experimental Study
(INT SOC TECHNOLOGY EDUCATION, 2024) Karaman, Muhammet Remzi; Göksu, İdris
In this research, we aimed to determine whether students' math achievements improved using ChatGPT, one of the chatbot tools, to prepare lesson plans in primary school math courses. The research was conducted with a pretest-posttest control group experimental design. The study comprises 39 third-grade students (experimental group = 24, control group = 15). The implementation process lasted five weeks and 25 lesson hours. In the experimental group, lessons were taught according to plans prepared using ChatGPT, while in the control group, existing lesson plans were used. Students' academic achievement was measured with a multiple-choice achievement test of 25 questions with two separate questions for each learning objective. According to the results, students' academic achievement increased significantly (d = 1.268) in math lessons taught according to lesson plans prepared using the ChatGPT. Although there was a difference between the posttest scores of the experimental group and the control group in favor of the experimental group, it was determined that this difference was not significant. These results show that teaching primary school math according to lesson plans prepared using ChatGPT is effective in academic achievement. Teachers should consider ChatGPT and their plans, combining them and benefiting from both in the implementation process.
Attitudes promoting coping with death anxiety among parents of children with disabilities
(Taylor and Francis Online, 2021) Kaçan, Havva; Sakız, Halis; Bayram Deger, Vasfiye
We investigated death anxiety among parents of children with disabilities and its associations with coping attitudes and psycho-demographic factors. Surveys were administered to 382 parents of children who possess a severe disability and data were analyzed via descriptive and inferential statistics. Findings revealed that parents experienced high levels of death anxiety; the level of death anxiety changed according to some psycho-demographic factors, such as external support, type of disability, and death-related beliefs; and death anxiety was significantly explained by demographic variables, death-related thoughts, and experiences, and adaptive and maladaptive coping attitudes.
Battling with Depressive Feelings and Suicidal Ideation: Role of Friendships and Effective Coping in Young Individuals From Hunza Valley, Pakistan
(Pakistan Journal of Psychological Research, 2021) Naveeda; Aftab, Raiha; Halis, Sakız
The present study aimed at examining the association between psychological distress, coping strategies, friendship (satisfaction and affection), and suicidal ideation among young individuals of Hunza Valley, Pakistan. The sample of the present study consisted of 117 boys and 278 girls (N = 395). The purposive sampling technique was used to select study participants from different schools and colleges of Hunza valley, Pakistan. The measures of the study included Depression, Anxiety, and Stress Scale (Lovibond & Lovibond, 1995), Brief Cope (Carver, 1997), McGill Friendship Questionnaire-Respondent’s Affection (Mendelson & Aboud, 2012), and Suicide Ideation Scale (Rudd, 1989). Analysis was carried out using, t-test analysis, regression analysis, and correlation techniques. The findings of the study indicated significant positive relationships between psychological distress (indicated by the presence of depressive symptoms and suicidal ideation), avoidant coping, humor, and suicide ideation. The findings further indicated that female adolescents scored higher on psychological distress and friendship satisfaction whereas males scored higher on friendship affection. Multiple regression analysis showed predictive nature of age, avoidance coping, friendship satisfaction, and suicidal ideation in depressive symptoms among adolescents
Bibliometric mapping of mobile learning
(Telematics and Informatics, 2021) Göksu, İdris
This study aims to reveal the tendency towards research in the field of mobile learning with the analysis of co-authorship, bibliographic coupling, co-occurrence, and citation by taking into consideration of author, publication, keyword, journal, country, university and citation variables. As of September 2019, the meta-data of a total of 5167 studies in the Web of Science database constituted the scope of this study. VOSviewer and sciMAT were used for the bibliometric analysis while Harzing's Publish and Perish software was used for the h-index. As a result of the bibliometric analysis, it was concluded that the most effective countries in mobile learning are Taiwan, USA, China, and England. According to the keyword co-occurrence analysis, mobile devices, higher education, mobile technologies, tablet, and smartphone keywords stand out in the field of mobile learning. Within the period of 2015–2019, trending topics were broadly educational technologies and, more specifically, tablets, mobile phones, MOOCs and learning strategies. It was found that G. J. Hwang is the most influential researcher and National Taiwan University of Science and Technology is the most influential university. It can be concluded that the most effective researches are augmented reality, higher education, and smartphone oriented mobile learning researches. According to the analyses conducted in the context of journals, Computers & Education, British Journal of Educational Technology and Educational Technology & Society were the most contributing journals
Content Analysis of Research Trends in Instructional Design Models: 1999-2014
(QUEENSLAND UNIV TECHNOLOGY, 2017) Goksu, İdris; Ozcan, Kursat Volkan; Cakir, Recep; Goktas, Yuksel
This study examines studies on instructional design models by applying content analysis. It covers 113 papers published in 44 international Social Science Citation Index (SSCI) and Science Citation Index (SCI) journals. Studies on instructional design models are explored in terms of journal of publication, preferred model, country where the study was conducted, research method, data collection tool, data analysis method, sampling interval, and field in which the model was applied. Studies are also examined in terms of variables, focusing on connections with model used, relevant results, and orientation of the model (e.g., system-oriented, class-oriented, or product-oriented). Results identified the most preferred models as ADDIE, ARCS, Gagne and Briggs, 4C-ID, and Dick and Carey. System-based instructional design models were most common. These results show recent trends in instructional design models and will contribute to both researchers and instructional designers.
Context and Implications Document for: Does the ARCS motivational model affect students' achievement and motivation? A meta-analysis
(John Wiley and Sons Inc, 2021) Göksu, İdris; İslam Bolat, Yusuf
Motivation can be a powerful influencing factor on students’ efforts in a given activity and their perseverance in completing the activity. The ARCS (attention, relevance, confidence, satisfaction) model of motivation was developed by John Keller in 1979 to find effective and systematic ways to understand the effects of ARCS on students’ learning motivation
Delayed educational services during Covid-19 and their relationships with the mental health of individuals with disabilities
(Wiley Online Library, 2021) Sakız, Halis
During the coronavirus disease 2019 (Covid-19) pandemic, individuals with disabilities (IWD), like many others, have not been able to benefit effectively from educational and school-based mental health services, which are vital to achieving mental good health. This study aimed to collect views of IWD about how their mental health was affected by the school closure during Covid-19. Thirty-one IWD were interviewed and data were analyzed thematically. Findings indicated that the educational delay, combined with the pressure of the preventive measures against Covid-19 was associated with (i) difficulties in emotional well-being, structured routines, learning, and socialization, (ii) enhanced feelings of isolation and pain, and (iii) negative perceptions of academic-self-efficacy and therapy-related outcomes. The findings of the study highlight the importance of urgent short-term and long-term measures to provide safe and individually oriented educational services to compensate for the consequences of the pandemic.
Developing and Validating the Attitudes Towards Inclusive Education Scale (AIES) Around Contemporary Paradigms of Inclusion
(Springer, 2023) Sakız, Halis; Ergün, Naif; Göksu, İdris
A few educational models have evolved fast as inclusive education (IE), which has expanded from being a special education technique focused on integration to a comprehensive model that encompasses the education of all students. However, there is a lack of measurement tools that align with the evolving conceptualizations of IE, provide insights into its implementation in the field, and capture the perspectives of school staff. Therefore, the primary objective of this study was twofold: firstly, to develop the Attitudes towards Inclusive Education Scale (AIES) to assess the attitudes of school staff, including teachers, managers, and school counselors, towards IE; and secondly, to examine the relationships between staff attitudes, demographic factors (age, gender), work experience, educational level engaged with and prior training in IE. The AIES comprised 43 items and three distinct dimensions, demonstrating a valid factor structure and satisfactory internal consistency. The findings revealed that school staff's attitudes significantly varied based on gender and prior training in IE. This study makes a valuable contribution to the field by developing a robust and up-to-date attitude scale to assess attitudes towards IE.
Distance education amid a pandemic: Which psycho-demographic variables affect students in higher education?
(Journal of Computer Assisted Learning, 2021) Sakız, Halis; Göksu, İdris; Ergün, Naif; Özkan, Zafer
The Covid-19 pandemic has led to a rapid transition from face-to-face to distance learning. The problems caused by this rapid transition are combined with the negative psychological outcomes of the pandemic, leading to numerous problems and difficulties in the teaching and learning processes. The recentness of these issues and developments requires detailed investigation as to how they affect distance learning. This study aims to investigate the role of psycho-demographic variables in the motivation and attendance of higher education students in distance education within the context of the Covid-19 pandemic. In this descriptive study, we collected data from 1494 Turkish university students via an online survey. Quantitative data were analysed using correlation analysis, t test, one-way ANOVA, multiple linear regression analysis, and structural equation modelling. Stress, anxiety, depression and intolerance of uncertainty were correlated negatively with distance learning motivation and frequency of distance learning attendance. While students who attended distance learning only synchronously joined the courses more frequently, the motivation of those who joined the courses sometimes synchronously and sometimes asynchronously was higher. The strength of the relationships between intolerance of uncertainty and distance learning motivation was significantly increased via anxiety and depression. Findings highlight the need for analysis of psycho-demographic variables while designing and implementing distance education programmes. Psychological variables including stress, anxiety and depression are related to motivation and attendance during distance education. While using both synchronous and asynchronous distance learning enhances motivation, synchronous learning increases attendance.
Does disability matter in counselling? Views of counsellors with visual disabilities and their clients
(British Journal of Guidance and Counselling, 2020) Sakız, Halis; Sarıcalı, Mehmet; Türküm, Ayşe Sibel
In this study we investigated the case of disability from the perspective of counsellors with visual disability (CWVD) and their clients by focusing on the counselling skills of CWVD, the relationships with their clients, and the perspectives of their clients in relation to their counselling experiences. Fifteen CWVDs and 11 clients (N = 26) were interviewed and data were analysed thematically. Findings show that CWVDs used their set of skills to build trustworthy therapeutic relationships through genuineness, established here and now relations in therapeutic encounter effectively, and produced meaningful outcomes. Findings of this research indicate the need to reconsider the field of counselling around pluralist, inclusive and multicultural paradigms.
DOES DYNED AFFECT STUDENTS’ ATTITUDES AND LANGUAGE SKILLS IN EFL? A CASE STUDY
(Teaching English with Technology, 2021) Göksu, İdris; Shaikh, Güler; Koçak, Ömer
Computer-assisted language learning (CALL) is one of the developing approaches that can assist to improve the language skills (reading, writing, listening) of students in English as a foreign language (EFL). CALL has been used to teach EFL learners through language drills or skills practice to stimulate discussion and interaction, or as a tool to improve writing and research. This study aims to point out the effects of DynEd on attitudes and language skills in EFL of middle school students in Turkey. The study contributes to the area of EFL learning and fosters students’ perceptions of EFL. The sample of this study, which utilized an ex-post facto design, recruited 136 middle school students as participants. According to the results, it can be said that, in addition to the conventional teaching environment, the use of DynEd significantly improved both the language skills and attitudes of the students in EFL. However, DynEd did not make any difference in students’ attitudes towards EFL according to grade level and gender. Moreover, students using DynEd have expressed positive views about DynEd.
Does the ARCS motivational model affect students’ achievement and motivation? A meta-analysis
(BERA, 2021) Göksu, İdris; Bolat, Yusuf İslam
In this meta-analysis, the aim is to determine the overall effect of the ARCS (attention, relevance, confidence, satisfaction) model of motivation on students‘ academic achievement, motivation, attention, relevance, confidence and satisfaction. Additionally, the effect of the model is analysed according to the learning environment in which the model is integrated, discipline area, education level and sample size. The primary studies included in the study were obtained from Web of Science, Scopus, Science Direct, ERIC and PsycARTICLE databases. A total of 38 controlled experimental studies in the form of peer-reviewed articles were coded, resulting in 110 extracted effect size (ES). The sample size of the primary studies involves 8690 students from K-12 (kindergarten to 12th grade) and higher education. Random-effects model was used for overall ES, mixedeffects model for categorical moderators and meta-regression analysis for integer moderators. As a result of the study, it was determined that the overall effect of ARCS on achievement was at medium level (ES = 0.74) and the overall effect on motivation was at small level (ES = 0.43). ESs of achievement differed by the moderators of discipline and the ESs of motivation differed by the moderator of education level. There was not a significant relationship between the effect of ARCS on achievement and motivation, and moderator of sample size. Remarkable ESs have been obtained in the learning environment moderator related to the dependent variables of blended learning, robots, augmented reality; in the discipline moderator related to architecture, computer technologies, sciences and maths; in the level of education moderator related to undergraduate variables. In addition, very large ES related to the attention component of ARCS was obtained. The results obtained in this study do not represent the strength of the evidence, as it is based on the validity and reliability of primary studies.
Effects of Phubbing: Relationships With Psychodemographic Variables
(SAGE, 2020) Ergün, Naif; Göksu, İdris; Sakız, Halis
The aim of this research is twofold: First, to adapt the Generic Scale of Phubbing and the Generic Scale of Being Phubbed into Turkish language and culture. Second, to investigate the relationships between phubbing, being phubbed, and various psychodemographic variables including anxiety, depression, negative self, somatization, hostility, loneliness, life satisfaction, and phone use duration. The two scales were adapted to Turkish with high psychometric properties, and the original item numbers were preserved. Analysis of the associations between variables showed that (1) phubbing was associated negatively with loneliness and positively with all other variables; (2) there was a strong relationship between phubbing and phone use duration; (3) somatization, satisfaction with life, and phone use duration predicted phubbing; (4) phubbing predicted all variables except satisfaction with life; (5) being phubbed was associated negatively with loneliness and satisfaction with life and positively with all other variables; and (6) anxiety, negative self, and hostility predicted being phubbed. This study is innovative for introducing two phubbing scales to Turkish and highlighting the psychological impact of phubbing on individuals.
Engagement of Higher Education Students in Live Online Classes: Scale Development and Validation
(SpringerLink, 2023) Koçak, Ömer; Göksu, İdris
This study aimed to develop and validate the Live Online Classes Engagement Scale (LOCES) to measure higher education (HE) students' live online classes (LOCs) engagement levels. The scale items were created after reviewing the studies focusing on engagement and those developing engagement scales. For validity and reliability, data were collected from 1039 students (Female=749, Male=290) who were receiving distance education via LOCs in 34 diferent departments of 21 universities in Turkey. As a result of exploratory and confrmatory factor analyses, a structure with six factors (social, instructional, technological, emotional, behavioral, and withdrawal) and 46 items was obtained. The total variance explained was 63.45%. As a result, the LOCES met the criteria necessary for validity and reliability. In conclusion, the LOCES can be used to measure the engagement levels of HE students in LOCs.
Evaluation of mobile games in the context of content: What do children face when playing mobile games?
(E-Learning and Digital Media, 2020) Göksu, İdris; Aslan, Alper; Turgut, Yiğit Emrah
The aim of this study is to examine mobile games in the context of their content and to evaluate the situations faced by children through document analysis in terms of age-rating, game score, access permissions, the inclusion of advertisements, in-game purchases, encouraging consumerism, the inclusion of violence, bad habits, and educational value. The review and rating data of the games which can be found in Common Sense Media and Google Play Store were included in the study. These data were analyzed by descriptive content analysis using frequency (f) and percentage(%) values. According to our findings, it was revealed that 92% of the games involved in the study included in-game purchases and 75% of them included advertising. As a result of the investigations, it was also found that mobile games requested a lot of access permissions during installation. In addition, it was concluded that 90% of mobile games encouraged consumerism and 50% contained violence and fear elements. We think that the results are important in the way that they reveal the possible risks encountered by young people while they are playing mobile games and also in terms of increasing the awareness on the subject for both the users and their parents.
Evaluation of Pre-Service Teachers' Perceptions For Teaching Practice Course
(2018) Özdaş, Faysal
…
The Evaluation of The Epistemological Views of Secondary Education Pre-Service Teachers In Terms of Different
(2012) Özdaş, Faysal
…
Examining 21st Century Skill Levels of Students and the Relationship between Skills
(İnönü Üniversitesi Eğitim Fakültesi Dergisi, 2020) Koçak, Ömer; Göksu, İdris
In this study, it is aimed to determine the skill levels of 21st century learners and the relationship between these skills. The sample of this study, which is conducted with correlational research design, was determined by the convenient sampling method. The participants of the study consisted of 183 students in total studying at Atatürk University. Correlational and descriptive analysis techniques were used to analyze the data which was collected viaComputational Thinking Scale, Digital Literacy Scale and Effective Communication Skills Scale. When the descriptive findings were examined, it was understood that the students generally had most of the skills but experienced ambivalence about the algorithmic thinking skills. As a result of the correlation analysis, it was found that critical thinking, problem solving, creativity, empathy and active-participative listening were significantly related to all variables. On the other hand, digital literacy skills were found to be significantly correlated with all variables examined in the scope of the study, except I-language. It was determined that the relationship between ego supportive language, active-participative listening, self-recognition/self-disclosure, and I-language skills and algorithmic thinking was not significant. The variables with the highest correlation coefficient were found to be creativity and critical thinking.

Browse

Browsing Eğitim Bilimleri Bölümü Koleksiyonu by Language "en"