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Adiyaman University Journal of Educational Sciences
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ISSN (Print) 2149-2727
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  • Overcoming the Obstacles of Peace Education Through Wellbeing Practices

    • Authors: Gulistan GURSEL BİLGİN; Elif BENGU
      Abstract: A growing body of literature reports structural, cultural, social, and political barriers making it challenging and stressful to integrate peace education in teacher education and in-service teacher education programs. To support peace educators in achieving what they stand for, this study proposes integrating wellbeing practices and approaches into the curricula. Drawing from the fields of peace education, educational leadership and policy studies and higher education, this study examines wellbeing as a potentially promising scholarly field to support peace education scholarship. For happiness and life satisfaction, wellbeing links a person's physical, mental, emotional and social health factors not just to internal factors such as optimism, resilience and self-esteem but also external factors such as income, satisfaction at work and social networks. In order to explore the ways wellbeing can contribute to peace education, we first expand on peace education as a controversial and challenging practice especially for practitioners in the field. Next, we discuss wellbeing practices as they relate to educational settings. Finally, we discuss that peace educators can be supported by wellbeing practices to overcome the degrading and demotivating effects of their practices.
      PubDate: Thu, 30 Dec 2021 00:00:00 +030
       
  • Contextual Analysis of Proofs Without Words Skills of Pre-service
           Secondary Mathematics Teachers: Sum of Integers from 1 to n Case

    • Authors: Kübra POLAT; Handan DEMİRCİOĞLU
      Abstract: Recently, studies have been carried out on alternative proof methods due to the change in the perspective of teaching proof and the difficulties of learners in proof. In this context, proof without words, which are presented as an alternative to proof teaching, defined by diagrams or visual representations and require the student to explain how proof is, are discussed in this study. The aim of this study is to examine pre-service mathematics teachers' explanations of proof without words about the sum of consecutive numbers from 1 to n. The data were collected by the proof of the sum of consecutive integers. 27 pre-service teachers from a university in the Middle Anatolia region participated in this study, which was conducted using a basic qualitative research design. At the end of the study, it was seen that most of the pre-service teachers were unable to explain the proof without words of the sum of integers from 1 to n. One of the reason for this may be related to the spatial thinking skills of pre-service teachers. However, there are pre-service teachers who can interpret the visual given in the proof correctly, use the necessary mathematical knowledge, but cannot generalize using the given visual. The reasons why the pre-service teachers could not express the general situation are considered as the lack of algebraic thinking.
      PubDate: Thu, 30 Dec 2021 00:00:00 +030
       
  • Myths Related to Childhood Sexual Abuse and Gender Equality

    • Authors: Seval KIZILDAG SAHIN; Nilüfer KOÇTÜRK
      Abstract: Child sexual abuse (CSA) is an important social problem observed in the world in general. This study initially aimed to identify whether the Gender Equality Scale was a valid and reliable measurement device for use in adult individuals. Validity and reliability studies for the Gender Equality Scale were performed with 353 adults reached though an online survey. Secondly, a total of 769 individuals were reached through online surveys to determine predictors of CSA myths. According to the findings, firstly the Gender Equality Scale was determined to be a valid and reliable tool for use with adults. Moreover, the variables of gender, the understanding that men are superior and the understanding that women are dependent on men explain 38% of the CSA myths, while only the understanding that men are superior significantly predicted CSA myths. Consequently, studies may be completed in accordance with the ecologic system approach with other layers in society, not just adults, in order to reduce sexism led by the understanding that men are superior.
      PubDate: Thu, 30 Dec 2021 00:00:00 +030
       
  • A Classroom-Based Training Program Involving Preschool Children for
           

    • Authors: Pınar AKSOY
      Abstract: Social skills training is a good way of intervention for preventing social skills deficiencies and emotional-behavioral problems and academic deficiencies that may arise from these deficiencies. Different activities, different methods-strategies and different approaches from theory to practice can be included in intervention programs for social skills. In this study, it is aimed to introduce a classroom program called “Ready to Learn” developed by Brigman, Lane, and Lane (1994), the scientific effect of which has been proven, and to adapt it to Turkish, thus put forth in an available story-based social skill training program for Turkish children. This program was developed for the children aged four to seven in order to promote the learning skills and social skills that are needed for school success. The program called “Ready to Learn” includes social cooperation activities to contain the use of “big books” that are read aloud, storytelling by teachers and children, activities of drawing, dramatic play, puppet, and song, activities on listening and attention, practices for understanding directions through story structures, as well as discussion and interaction. The program, which consists of a series of stories, includes five teacher strategies: (1) modelling-coaching-cueing, (2) student story-telling, (3) student story re-telling, (4) peer reporting, and (5) encouragement council activities. Within the scope of the study, a social skill training program was gained to the literature for Turkish children in preschool period by carrying out phases from the procedures for the provision of Ready to Learn program to the steps required by the adaptation processes. In this context, the study is envisaged to be a guide for social skills training applications and program development studies for preschool children and to provide an intellectual basis for the practices in daily life, meanwhile to be a key resource for improving the problems experienced in preschool period.
      PubDate: Thu, 30 Dec 2021 00:00:00 +030
       
 
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