Subjects -> EDUCATION (Total: 2411 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (2043 journals)
    - HIGHER EDUCATION (158 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (2043 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 1)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
21st Century Pedagogy     Open Access   (Followers: 5)
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access  
About Campus     Hybrid Journal   (Followers: 7)
Academic Medicine     Hybrid Journal   (Followers: 74)
Academic Psychiatry     Full-text available via subscription   (Followers: 27)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 53)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 57)
Accounting & Finance     Hybrid Journal   (Followers: 30)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 13)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 7)
Acta Científica : Ciências Humanas     Open Access  
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Paedagogica Vilnensia     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 61)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 44)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 13)
Adiyaman University Journal of Educational Sciences     Open Access  
Administração Educacional     Open Access  
Advanced Education     Open Access   (Followers: 11)
Advances in Arts, Social Sciences and Education Research     Open Access   (Followers: 16)
Advances in Building Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 33)
Advances in High Energy Physics     Open Access   (Followers: 22)
Advances in School Mental Health Promotion     Partially Free   (Followers: 7)
Africa Education Review     Hybrid Journal   (Followers: 26)
African Journal of Chemical Education     Open Access   (Followers: 5)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 7)
African Journal of Health Professions Education     Open Access   (Followers: 5)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 11)
African Journal of Teacher Education     Open Access   (Followers: 4)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access   (Followers: 1)
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 8)
Ainedidaktiikka     Open Access  
Akademos     Open Access   (Followers: 2)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access  
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access  
Al-Bahith Journal     Open Access  
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Al-Mudarris : Journal of Education     Open Access   (Followers: 2)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 1)
Aldaba     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 12)
Alteridad     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Journal of Business Education     Open Access   (Followers: 14)
American Journal of Distance Education     Hybrid Journal   (Followers: 30)
American Journal of Education     Full-text available via subscription   (Followers: 162)
American Journal of Educational Research     Open Access   (Followers: 55)
American Journal of Health Education     Hybrid Journal   (Followers: 35)
American Journal of Physics     Full-text available via subscription   (Followers: 57)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access  
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 5)
Antistasis : An Open Educational Journal     Open Access   (Followers: 1)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 1)
Ápice : Revista de Educación Científica     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 15)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyatuna : Jurnal Bahasa Arab     Open Access   (Followers: 1)
Archivos de Ciencias de la Educación     Open Access   (Followers: 1)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access  
Arrancada     Open Access  
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 22)
Art Education     Hybrid Journal  
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 18)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 20)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 15)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 27)
Asia-Pacific Science Education     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Asian Journal of Education and Social Studies     Open Access   (Followers: 1)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 16)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 5)
ASp     Open Access  
Assessing Writing     Hybrid Journal   (Followers: 16)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 125)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 43)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 3)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access  
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Aula Abierta     Open Access  
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 14)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 3)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 5)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational Researcher     Hybrid Journal   (Followers: 29)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 13)
Australian Journal of Dyslexia and Other Learning Difficulties     Full-text available via subscription   (Followers: 7)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 9)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 13)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 7)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 6)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 230)
Australian Journal of Teacher Education     Open Access   (Followers: 28)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 3)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 2)
Baltic Journal of Career Education and Management     Open Access  
Barn : Forskning om barn og barndom i Norden     Open Access  
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access  
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access  
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 1)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 8)
Berkeley Review of Education     Open Access   (Followers: 10)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access  
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access   (Followers: 1)
Bioeduscience     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biomedical Engineering Education     Hybrid Journal  
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access  
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 46)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access  
British (Jurnal Bahasa dan Sastra Inggris)     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 158)
British Journal of Educational Studies     Hybrid Journal   (Followers: 128)
British Journal of Educational Technology     Hybrid Journal   (Followers: 94)
British Journal of Music Education     Hybrid Journal   (Followers: 18)
British Journal of Religious Education     Hybrid Journal   (Followers: 7)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 57)
British Journal of Special Education     Hybrid Journal   (Followers: 43)
Brock Education : A Journal of Educational Research and Practice     Open Access  
Brookings Trade Forum     Full-text available via subscription   (Followers: 4)
Buckingham Journal of Education     Open Access   (Followers: 7)
Bulletin De L' Association Thaïlandaise Des Professeurs de Français     Open Access  
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno de Educação     Open Access  
Caderno Intersaberes     Open Access  
Cadernos de Educação     Open Access  
Cadernos de Estudos e Pesquisa na Educação Básica     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa em Educação     Open Access  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 3)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 69)
Campbell Systematic Reviews     Open Access   (Followers: 4)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal   (Followers: 1)
Canadian and International Education     Open Access   (Followers: 9)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 18)
Canadian Journal for the Study of Adult Education     Open Access   (Followers: 1)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 11)
Canadian Journal of Educational Administration and Policy     Open Access  

        1 2 3 4 5 6 7 8 | Last

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1303-0493 - ISSN (Online) 2148-4929
Published by Abant İzzet Baysal University Homepage  [3 journals]
  • ADAPTATION OF THE SOCIAL MEDIA COMPETENCE SCALE FOR COLLEGE STUDENTS IN
           HIGHER EDUCATION TO TURKISH

    • Authors: Ufuk TUĞTEKİN
      Abstract: This study aims to adapt the Social Media Competence Scale for College Students (SMCS-CS) developed by Zhu et al. (2020) to Turkish. The scale is designed to assess the social media competencies of young adults in higher education. The SMCS-CS is a valid and reliable 5-point Likert type scale consisting of 28-items and 4-factors (technical usability, content interpretation, content generation, and anticipatory reflection). The original form of the SMCS-CS and its Turkish version were administered to a bilingual study group, and a high-level statistically significant correlation was found between the original and the adapted version (r=.895; p<.001). The Turkish version was administered to 339 young adults. 11 participants were excluded from the analysis based on the outliers. Confirmatory factor analysis (CFA) was conducted with the data from 328 participants. The CFA revealed that each item had a statistically significant load under related factors and the model goodness of fit indices (𝓧2=916.05; df=341; 𝓧2/df=2.686; RMSEA=0.072; GFI=0.827; CFI=0.939; SRMR=0.083; NFI=0.906; IFI=0.939; NNFI=0.932) were acceptable. In addition, the divergent and convergent criteria and heterotrait-monotrait (HTMT) correlation ratio analysis were conducted. Cronbach’s alpha (α) results for reliability were (0.73 ≤ α ≤ 0.85). The analyses showed that the Turkish version was valid and reliable. The limitations of the study were stated and suggestions for further research were made.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • COMPARISON OF TURKISH, SINGAPOREAN, AND AMERICAN MATHEMATICS TEXTBOOKS IN
           TERMS OF CONTENT AND VISUALITY BASED ON THE 8TH GRADE MATHEMATICS TOPICS

    • Authors: Aslıhan ATA ÖZER; Hakan YAMAN
      Abstract: In this study, the mathematics textbooks of Singapore, which has a high level of success in international exams, the USA which has a moderate level of success in international exams, and Turkey were compared in terms of content and visuality based on the topics in the Turkish book. Firstly, the commonality of the topics in the curricula was examined, and it was found that the curricula in the U.S. and Turkey were more compatible. The number of the pages in the textbooks were also compared. It was concluded that the American textbook gave more room to learning numbers than the Turkish textbook, and Singapore allocated more room to algebra and statistical and probability learning than the United States and Turkey. The interior designs of the textbooks were examined separately and differences and similarities were found. In the field of learning numbers, the American and Turkish textbook used solved samples, but the Singaporean textbook used discovery more. In geometry and measurement, solved samples were used mostly in the American and Turkish textbooks while the Singaporean textbook used exploration in the field of statistics and probability the most. It was seen that the number of solved samples was lowest in the Singaporean textbook. In addition, when the densities of the related impressions were examined, it was seen that the Singaporean textbook was simpler and that the visuals were more dense in the Turkish and American textbooks.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • THE IMPACT OF USING CREATIVE DRAMA TECHNIQUES ON STUDENT ATTITUDE ON THE
           8TH GRADERS’ ENGLISH READING SKILLS

    • Authors: Dilek AYNA; Rıfat GÜNDAY
      Abstract: The aim of this research is to determine the attitudes of 8th graders towards creative drama in order to improve their reading ability in English class. The study groups are 40 students in the 8th grade of a private secondary school in the centre of Samsun. Of these, 20 are in the experimental group and 20 are in the control group. In practice, experimental and control sample groups are randomly determined. The implementation studies were carried out with the dialogues contained in the 8th grade state book. The dialogues between the control group and the state book were examined within the framework of the activities in the current training program. With the experimental group, the dialogues in the book were continued by applying creative drama techniques. The study took place over a period of 14 weeks. Both groups are given a 1st week before starting the application and 14th at the end of the application. The same attitude scale was applied during the week. Quantitative research method was used in data collection analysis of the research. The findings suggest that experimental group students, whose reading skills were tried to be improved using creative drama techniques, developed a positive attitude towards the ability to read English at the end of the application process compared to the control group where current traditional activities are monitored and the results of the pre-test attitude scale.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • INVESTIGATION OF LEARNING ACTIVITIES AND END-UNIT EVALUATION STUDIES IN
           THE UNIT IN THE CLASS 5 SOCIAL KNOWLEDGE IN TERMS OF ACHIEVEMENTS

    • Authors: Seher AZRAK
      Abstract: Learning activities constitute the most important and effective part of the textbooks. With learning activities, students participate actively in the lesson. It is ensured by learning activities that students make what they learn with their own experiences permanent. Learning activities should be oriented towards the gains in the curriculum. The end-of-unit evaluation studies of textbooks are important in evaluating whether the objectives to be given in the unit have been acquired by students or not. In this way, feedback is provided to the teacher about the effectiveness and efficiency of the learning-teaching process. The teacher also provides the opportunity to see the deficiencies in the students and correct them. In other words, with the questions in the activities in the textbooks, it can be revealed to what extent the achievements in the curriculum have been achieved. Therefore, it can be said that it is important that the in-unit learning activities in the textbooks and the end-of-unit evaluation studies are compatible with the outcomes. The aim of this research is to reveal the level of the achievements in the 2018 Social Studies curriculum in the end-of-unit assessment studies in the 5th Grade Social Studies textbook taught in the 2019-2020 academic year and in the learning activities within the unit. The research was conducted with the method of document analysis in accordance with the qualitative research approach. As a result of the research, it was concluded that the learning activities and end-of-unit studies were prepared in the unit related to all the acquisitions planned to be given in the units. 
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • THE INVESTIGATION OF THE RELATIONSHIP BETWEEN THE SOCIAL STUDIES TEACHER
           CANDIDATES ACTIVE CITIZENSHIP SELF EFFICACIES AND THEIR ATTITUDES TOWARDS
           TEACHING NATIONAL VALUES

    • Authors: Salih USLU; Şükran GEÇGEL
      Abstract: The purpose of this study is to examine the relationship between social studies teacher candidates' active citizenship self-efficacy and attitudes towards teaching national values. The method of the research is structured in relational scanning model which is one of the scanning models. The sample group of the study consists of 263 social studies teacher candidates who were studying at Niğde Ömer Halisdemir University in the 2018-2019 academic year and filled out the data collection tools on a voluntary basis. In the analysis of the research data, independent t-test was used for the variables of gender, class, political membership status, following the political media and participation in social responsibility projects, and the One-Way ANOVA test was used for the class variable. As a result of the research, it was concluded that there is a very low and low level significant positive relationship between social studies teacher candidates' active citizenship self-efficacy and their attitudes towards teaching national values. When the active citizenship self-efficacy of social studies teacher candidates is examined in terms of gender, class, political membership status, their status of following political media organs, their participation in social responsibility projects and their attitudes towards teaching national values, it is seen that there is a statistically significant difference. The findings obtained as a result of the research were compared with the relevant studies in the literature and various suggestions were presented.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • THE EFFECTS OF INTEGRATED MATHEMATICS AND SOCIAL SCIENCES TEACHING ON 3RD
           GRADE STUDENTS' ACADEMIC ACHIEVEMENT

    • Authors: Murat BAŞ; Bayram TAY, Neşe IŞIK TERTEMİZ
      Abstract: This study aims to see how integrated mathematics and social sciences teaching affects primary school 3rd grade students’ academic achievement. A quasi-experimental design with pretest and posttest was used in the study. The research was performed in the province of Kırşehir during the 2019-2020 academic year. The sample consisted of 66 students attending the 3rd grade in a primary school in the Kırşehir city center. The Mathematics Achievement Test and the Social Sciences Achievement Test developed by the researcher were implemented for data collection purposes. The shared model, one of the multidisciplinary models in the interdisciplinary approach model, was employed in this study. The experiment lasted eight weeks. Mean, standard deviation, standard error, and corrected p values were used for descriptive statistics scores during data analysis. After testing the data’s normal distribution, Paired Samples t-Test and Independent Simple t-Test were conducted. Substantial differences in the achievement mean scores and intergroup posttest scores were discovered in favor of the experiment group. Additionally, when intra-group pretest-posttest comparisons between the experiment and the control group were made, a significant difference in favor of the post-test was found. In other words, the integrated curriculum improved student success in both courses.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • TWO-DIMENTIONAL SELF-ESTEEM: RELATION TO OTHER SELVES

    • Authors: Necla ACUN KAPIKIRAN; N.ceren GÜZEL
      Abstract: Self-esteem is the individual's perception of himself as valuable and competence. In this study, it is aimed to determine the predictive power conditional-unconditional self-acceptance, inner-outer self-confidence, and self-construal comformity-relatedness-autonomy dimensions on self-liking and self-competence dimensions of self-esteem in high school and university students. The participants of the study consisted of two different student groups, high school and university. It consisted of a total of 146 high school students, 56 (38%) girls and 90 (62%) boys, a total of 317 university students, a totol of university students 317 and 239 (75.4%) girls and 78 (24.6%) boys. Two-dimensional self-esteem scale, Comformity-Relationship and Autonomy Scales, Unconditional Self-Acceptance Scale and Self-Confidence Scale were applied to the participants. Data obtained from high school and university students were analyzed separately. Regression analysis was performed to determine the variables that predicted the dependent variable of the study, self-esteem. As a result of the regression analysis, the relatedness dimension of self-construal and unconditional self-acceptance are predictive the self-liking dimension of self-esteem in high school participants. In addition, it was determined that the self-competence dimension and inner self-confidence and relatedness, conformity of self-constructual predict the self-competence of self-esteem. In the university participants, inner self-confidence predicts self-liking dimension of self-esteem and conditional self-acceptance, inner-outer self-confidence and autonomy dimension of self-construal predict the self-competence of self-esteem. These results obtained from high school and university students are discussed within the framework of self-construal in individualist-collectivist culture, conditional-unconditional self-acceptance and inner-external self-confidence.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • ANALYSIS OF COURSEBOOKS IN TERMS OF THE USE OF METAPHORS IN TEACHING
           SOCIAL STUDIES

    • Authors: Ünsal BEKDEMİR; Pınar TAĞRİKULU, Elif Omca ÇOBANOĞLU
      Abstract: It is obvious that including metaphors in the learning process will facilitate learning. In this study, the textbooks used in social studies teaching were examined. In the study, it has been examined in which grade level and in which learning area metaphors are used more frequently and the expression is tried to be embodied. While evaluating the social studies 4th, 5th, 6th and 7th grade textbooks, the document analysis technique, one of the qualitative research methods, was used. In the research, it was determined that metaphors were given less place in the transfer of the subjects in the 4th and 5th grade textbooks, whereas the 6th and 7th grade textbooks tried to convey the topics with more metaphors. Based on the fact that metaphors are given less place in the 4th and 5th grade textbooks, it has been found that 6th and 7th grade textbooks can be more effective in concretizing the subjects in their minds. Considering that analogies have a great impact on a subject to be shaped more concretely in the mind, it may be suggested to make revisions and arrangements in the 4th and 5th grade Social Studies textbooks. Thus, it will be possible for students at this grade level to learn more meaningfully and permanently.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • INTERNATIONAL COMPARISON OF PROBLEM-POSING ACTIVITIES IN MIDDLE SCHOOL
           MATHEMATICS TEXTBOOKS

    • Authors: Nazan MERSİN; Çiğdem KILIÇ
      Abstract: This study seeks to analyze the problem-posing activities in the math textbooks of Turkey, Singapore and Canada. To do so, it draws on the document analysis method, and first identifies the problem-posing activities in the textbooks and then classifies these activities by type, learning area and sub-learning area. Overall, the problem-posing activities are overall most frequently available in the CAN textbooks and least frequently available in the SGP textbooks. This study, on the other hand, shows that most of the problem-posing activities are in the semi-structured type, relative to the other two types, and this type is most frequently found in the Canadian textbooks. The findings on learning areas yield that all the countries have the highest number of the problem-posing activities in the learning area of numbers and operations; however, there is no problem-posing activity in the learning area of probability in any of the textbooks. This study reports that these three countries fail to give prominence to problem-posing activities and that the problem-posing activities available do not show a balanced distribution by type, learning area and sub-learning area. Considering these, this study concludes with the suggestion to include an adequate number of high-quality problem-posing activities in mathematics textbooks.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • THE COMPARISON OF COMPULSORY MATHEMATICS CURRICULUM IN VOCATIONAL SCHOOLS:
           TURKEY AND FINLAND

    • Authors: Gültekin TINAZTEPE; Serap KEMALİ, Sinem SEZER EVCAN
      Abstract: The technology of today’s industry made the participation of a specially educated workforce necessary to the labour. This workforce is grown by vocational education institutions. In Turkey, the basic formal secondary schools providing this are vocational and technical anatolian high schools. In these schools, the vocational competencies to be acquired by the students require skills such as bringing the pieces together, analyzing new ideas and synthesizing the existing ones. The necessity of teaching these thinking skills to the student and professional theories requires the teaching of mathematics. The fact that vocational schools have many programs and each one requires different mathematical content makes it difficult to determine the content of mathematics courses. It may be useful to examine the existing vocational education systems in educationally developed countries and the mathematics course content. In this study, mandatory mathematics curriculum in upper secondary vocational schools in Turkey and Finland is compared. This research study is a comparison study in which the horizontal comparisons are used. Both programs largely overlap with each other but differ in that the suggested program in Turkey is more comprehensive and the program in Finland is on a more basic level and requires calculator usage as a competency.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • ENGLISH AS A MEDIUM OF INSTRUCTION: FROM ACADEMIC STAFF’S
           PERSPECTIVE

    • Authors: Saliha TOSCU
      Abstract: This study reveals Turkish academic staff’s opinions about English as a medium of instruction at the university level. A survey was given to 30 participants whose titles ranged from research assistants to associate professors working at different universities. In the study, the academic staff’s opinions about the benefits of EMI from global aspects, its effects on learning and teaching processes, its impact on the national identity, language, and development, and also the discrepancy between the language of instruction and work-life were examined. Additionally, the study reveals the differences in the academic staff’s opinions depending on gender, title, medium of instruction in education, and working in private or public institutions. The data were analyzed by quantitative methods. The findings showed a) a difference between male and female participants in their opinions regarding the effect of EMI on national concepts such as national language, identity; b) that the participants educated in EMI were more positive about the benefits of EMI for its global aspects and its effects on learning and teaching processes; c) that the participants’opinons differed from each other in national concepts as well as learning and teaching processes when the titles were analyzed; d) that the participants agreed on the possibility of a mismatch between the workplace and school due to the language of instruction e) and finally a difference between academic staff working in state institutions and private institutions revealing the academic staff in state institutions were more positive about the impact of EMI on learning and teaching processes.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • THE RELATIONSHIP BETWEEN TEACHERS' BEHAVIORAL EMPOWERMENT AND
           ORGANIZATIONAL COMMITMENT

    • Authors: Ramazan ERTÜRK; Nuri AKGÜN
      Abstract: The aim of this study is to determine teachers' perceptions of behavioral empowerment and organizational commitment in terms of different variables and to reveal whether any meaningful relationships between them. The study was designed in the relational survey model. The population of the study consists of teachers working in official primary, secondary, and high schools in the central district of Bolu in the 2020-2021 academic year. The "Personal Information Form", "Behavioral Empowerment of Teachers Scale", and "Teachers' Organizational Commitment Scale" were used as data collection tools in the study. The results showed that the behavioral empowerment perceptions of teachers were at the level of "almost every time" and the organizational commitment perceptions were at a "high" level across the scale and in its dimensions. Teachers' perceptions of behavioral empowerment displayed meaningful significance across the scale, in the dimensions of delegation of authority, participation in decision, and teamwork, based on the educational status variable. There were significant positive correlations between the behavioral empowerment scale and its dimensions and the organizational commitment scale and its dimensions.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • HOW ENGLISH LANGUAGE INSTRUCTORS COPED WITH THE ONSET OF THE PANDEMIC AND
           REMOTE LANGUAGE TEACHING: A CASE STUDY

    • Authors: Gokce ERKAN; Seher BALBAY
      Abstract: This paper reports on the emergency remote education period of the instructors at the School of Foreign Languages of a Turkish state university. The university the study was conducted in, along with all other higher education institutions in Turkey, switched to online education with the sudden spread of the COVID 19 pandemic. To evaluate how the instructors dealt with this sudden transition, 110 participants teaching at the School of Foreign Languages completed an online survey at the end of the emergency remote education academic semester. Thereafter 24 of them volunteered to be interviewed about their experiences in more detail. The findings reveal that most instructors had some apprehension and difficulty in making the transition to online teaching, yet still considered themselves competent in dealing with the unexpected and unprepared teaching medium. Many thought the experience had been valuable to their personal development and referred to aspects of online education that will be integral to their professional development. It was observed that the instructors also repeatedly expressed that they perceived the experience as one that interaction among colleagues benefitted them most both in developing their digital skills and in providing them with psychological support.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • PHILOSOPHICAL PREFERENCES OF MUSIC TEACHER CANDIDATES ON MUSIC IN TURKEY:
           FORMAL AND / OR SENSORIAL

    • Authors: Göksel YIKMIŞ; Ahmet Serkan ECE, Ekin ÇORAKLI KAHRAMAN
      Abstract: In this study, it is aimed to evaluate the philosophical preferences of the teacher candidates who attend the department of music education on music. This study was conducted through the qualitative research method and the data were obtained from interview questions prepared in a semi-structured way. The participants of the study are students studying at Bolu Abant Izzet Baysal University, Faculty of Education, Department of Music Education between 27-28 April 2016. The questions were prepared for all the participants with two basic approaches different from each other in terms of perception of music. These questions were formed within the framework of Immanuel Kant's (1724 -1804) "Perceiving Music Sensually" and Eduard Hanslick's (1825-1904) "Formal Perception of Music". With this research, it is expected that a new field of discussion will be opened about the philosophical evaluation of music teacher candidates' views of music. From the data obtained, it was concluded that the music teacher candidates' perceptions of music during listening to music were sensory, formal, both sensory and formal. In addition to this, it is understood that the music teacher candidates adopted the views of Hanslick or Kant regarding the general definition of music, and the formal and emotional aspects of the aesthetic value of music are in the foreground.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • THE PRESERVICE TEACHERS’ VIEWS ABOUT THE NATURE OF SCIENTIFIC
           KNOWLEDGE

    • Authors: Özay SOSLU
      Abstract: In this study, it was aimed to determine the preservice teachers' understanding of the nature of scientific knowledge and to investigate their conceptions in terms of different variables. The sample of the study consists of 523 teacher candidates studying at Bartın University. In this study, the scanning model was used, and the "Nature of Scientific Knowledge Scale", which determines the perspectives of prospective teachers on the nature of scientific knowledge, was used as a data collection tool. One way Anova for independent samples and descriptive statistics were utilized for data analysis. As a result of the findings, it was determined that the pre-service teachers' understanding of the nature of scientific knowledge were generally at a medium level. In addition, no statistically significant difference was found between the pre-service teachers' score in terms of gender, taking scientific research method course and having a library card. But; differences were determined in the joining parameter, which is one of the sub-dimensions of scientific knowledge. To improve this situation awareness-raising activities can be organized with education on the nature of scientific knowledge and in-class practices in in all departments providing teacher education. In addition, it can be suggested to organize professional development programs about the nature of scientific knowledge in order to train scientifically literate teachers.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • COMPARISON OF MULTIPLE REGRESSION QUADRATIC ASSIGNMENT PROCEDURE’S AND
           LOGISTIC REGRESSION ANALYSIS’ RESULTS WITHIN THE SCOPE OF THEORY
           TRIANGULATION

    • Authors: Mehmet Taha ESER; Gökhan AKSU
      Abstract: In this study, it was aimed to introduce Multiple Regression Quadratic Assignment Procedure and to compare the results of Multiple Regression Quadratic Assignment Procedure and Logistic Regression. The research falls within the scope of theory diversification from mixed research types. Logistic regression was used for quantitative analysis, whereas Multiple Regression Quadratic Assignment Procedure was employed for qualitative analysis. Within the scope of the research, the estimated science literacy values of all Turkish and Singaporean students who participated in PISA 2015 were used as dependent variable and the first seven items that started with ST011 code were used as independent variables. According to the results of the research, it can be said that the results of Multiple Regression Quadratic Assignment Procedure have a more advantageous structure than logistic regression in terms of being interpretable. It is thought that Multiple Regression Quadratic Assignment Procedure, which helps to obtain outputs with a small number of statistics and easier interpretation, can be an alternative to logistic regression in this sense. At the same time, it should be considered that the analysis can be used as a validation method for the measurement results obtained with logistic regression, and especially probit regression, which is used as an alternative to logistic regression in the field of health sciences.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • AN INVESTIGATION OF SELF-EFFICACY AND PERCEIVED BENEFIT BELIEFS REGARDING
           DISTANCE EDUCATION OF PRESERVICE TEACHERS AS FUTURE IMPLEMENTERS

    • Authors: Derya BAŞER
      Abstract: The current study aims to explore self-efficacy and perceived benefit beliefs of preservice teachers regarding distance education according to their experiences as future implementers of distance education from an undergraduate distance education course they received. A case study was employed including both quantitative and qualitative data collection methods. The participants of the current study were 143 preservice teachers who had completed a distance education course during their undergraduate program at a university in Turkey. Quantitative data were collected through two, five-point, Likert-type scales, with one that assessed self-efficacy towards distance education and one that assessed perceived benefit beliefs regarding distance education. Qualitative data were collected through an open-ended questionnaire. Descriptive statistics results from the scale data revealed that the mean scores for the constructs of self-efficacy and perceived benefit of distance education ranged from 3.66 to 4.07. Correlation analysis results indicated that the preservice teachers’ self-efficacy towards distance education was significantly related to their perceived benefit from distance education, r = .56, p < .01. The preservice teachers mentioned positive aspects of their distance education course under (1) Contribution of the course to the preservice teachers’ knowledge and skills development for technology integration, (2) Contribution of the course to the preservice teachers’ knowledge and skills development for designing effective distance education, (3) Positive features of the distance education course, and (4) Positive features of distance education in general. The preservice teachers stated negative aspects under (1) Issues related to common course components, and (2) Issues related to technology. The research results and implications are presented and discussed within this study.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • AN INVESTIGATION OF THE EFFECTS OF THE FLIPPED CLASSROOM MODEL ON THE
           ACADEMIC SUCCESS AND EXPERIENCE OF SECONDARY SCHOOL STUDENTS

    • Authors: Mehmet YAVUZ; Selçuk KARAMAN
      Abstract: This study aims to examine the effects of the flipped classroom model (FCM) on students' academic achievement and the experiences of these students in the FCM model. A mixed-methods design was used in the study. The effects of the model on academic achievement were examined quantitatively. The sample consisted of a total of 27 participants: experimental group (n=13) and control group (n=14). Student experiences about the model in the experimental group were examined qualitatively. Independent t-test was used in the quantitative aspect of the study and content analysis was used for qualitative analysis. The results showed no significant difference between the experimental and the control group regarding academic achievement. For content analysis, two themes were formed: the advantages of the model and the difficulties encountered. Regarding the advantages of the model, it was found that the students liked the model, that it increased motivation in the lesson and that the time passed swiftly in the classes. It was also concluded that learning took place independently of time and place when the model was used and that the students did not fall behind in the courses. Regrading the difficulties encountered, it was seen that the model made technology a necessity, and that it was obligatory to have the internet and a computer. In addition, it was found that the duration and quality of the videos needed to be adjusted. Otherwise, a decrease in motivation and disruption of learning would occur.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • THE EFFECTS OF THE OUTBREAK PROCESS ON THE PROFESSIONAL COMPETENCES OF
           SOCIAL KNOWLEDGE TEACHERS

    • Authors: Nalan ALTAY
      Abstract: Almost since the beginning of 2020, the virus called Covid 19 has been threatening human health all over the world. The only way to be protected from the epidemic is to stay away from social environments. For this reason, many human activities, especially educational activities, were restricted. In this process, schools were closed and educational activities began to be carried out by distance education method. The only option for the epidemic to cause the least damage to our education life seems to be digitalization in education. This study was conducted to reveal how the epidemic process affects the teaching competencies of social studies teacher candidates. It is known that with the onset of the Covid-19 epidemic, there was a sudden transition to distance education in the spring semester of the 2019-2020 academic year. Therefore, it has been seen that most of the studies on the effect of the epidemic on education are aimed at revealing the effects of this sudden transition. For this reason, at the end of the 2020-2021 academic year fall semester, it is aimed that teacher candidates will evaluate this semester in terms of their own competencies. In this study, pre-service teachers studying in the final year in the Fall semester of the 2020-2021 academic year were selected as the participant group. In this study, which was designed as a case study, which is one of the qualitative research methods, the data were analyzed by content analysis. It has been revealed that social studies teacher candidates could not sufficiently develop their field competencies and professional skills during the epidemic process. Pre-service teachers found the EBA TV social studies course useful for them during the epidemic, and stated that this platform could become more efficient with games and activities in general. 
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
  • DIGITAL LITERACY STATUS OF PSYCHOLOGICAL COUNSELORS

    • Authors: Murat CANPOLAT; Sevilay CANPOLAT, Serinay KARAOĞLU
      Abstract: The purpose of this research is to describe whether school counselors are digitally literate and to what extent. The study is descriptive and qualitative by design. The participants are forty school counselors working in the Malatya and Hatay provinces of Turkey in 2020. A semi-structured interview form was used to collect data. Semi-structured in-depth interviews were conducted with the participants individually. Content analysis technique was used to analyze the data. The concepts underlying the data obtained from the opinions of psychological counselors and the relationships between these concepts were presented as themes, sub-themes, codes, and frequencies. The results show that school psychological counselors use computer and communication technologies intensively, follow advances in computer technology, use the internet for multiple purposes in their professional and private lives, receive support from time to time when they experience some disruptions during use, are aware of the use of the internet and its negative effects. The results also show that the counselors know the role of the internet in acquiring and producing information, do not immediately believe in the information they read on the internet, and display a critical and questioning attitude towards the information they access to. Suggestions are made in the light of the findings.
      PubDate: Wed, 15 Dec 2021 00:00:00 +030
       
 
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