Authors:Serap BÜYÜKKIDIK Abstract: The Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA) are large-scale measurements about teaching and learning. There is a link between TALIS indicators and PISA results. We investigated which countries are effective according to TALIS indicators as inputs and PISA 2015 mathematics, scientific, and reading literacy scores as outputs in this research. Common 24 countries' data from TALIS 2013 and PISA 2015 were analyzed. Data envelopment analysis was used in this quantitative research. Belgium, Denmark, Finland, Italy, Korea, Mexico, Netherlands, Norway, and Portugal were found to be effective countries in EMS 1.3, DEAP-XP 2.1, and R-4.0.3 software according to the input-oriented CCR model. Belgium, Canada, Denmark, Estonia, Finland, Italy, Japan, Korea, Mexico, Netherlands, Norway, and Portugal were found to be effective countries in EMS 1.3, DEAP-XP 2.1, and R-4.0.3 software according to the input-oriented BCC model. The results obtained from the BCC and CCR model differ partially. Italy and Norway should be taken as reference the mostly by ineffective countries for getting better PISA score according to both models analyzing with EMS 1.3, DEAP-XP 2.1, and R-4.0.3. PubDate: Tue, 20 Sep 2022 00:00:00 +030
Authors:Filiz MUMCU; Nilüfer ATMAN USLU, Fatih ÖZDİNÇ, Bahadır YILDIZ Abstract: Integrated STEM education is essential to ensure a more fair representation of disciplines. Failure to do so may result in incomplete learning about other disciplines under the name of STEM education. The implications on how TDCs should be designed for integrated STEM education are essential for in-class STEM education practices. This study compares the three teacher development courses (TDCs) accomplished to support teachers' professional development (PD) for integrated STEM education in terms of pedagogical knowledge, technological knowledge, and strategy. A holistic multiple-case study design was used in this study. Each TDC was considered a case study, and case-specific analyses were made. The findings obtained for each case were then compared. The first TDC included only computer science teachers and showed us the necessity of interdisciplinary work to enhance integrated STEM education. The second TDC showed that this work could be done by integrating the content knowledge of teachers from different disciplines, but the disadvantages of the second TDC were identifying real-world problems, the lack of response to the engineering approach for science and mathematics teachers, and the rigidity of the collaborative working strategy. In the third TDC, we used the Sustainable Development Goals (SDGs) as a resource to identify a real-world problem. Then, we focused on the role and purpose of "T"echnology. Finally, we gave the teachers learning tasks to work collaboratively with teachers in their disciplines first and teachers from other disciplines later. This study shows how a TDC should be designed effectively to support teachers' PD for integrated STEM education. PubDate: Tue, 20 Sep 2022 00:00:00 +030
Authors:Şeyma Nur SİVRİ; Eylem EROĞLU Abstract: In this study, it was aimed to investigate the effects of modelling and the material designed with augmented reality technology on the academic success of students, their motivation, and interest levels towards the science course. The study was conducted in 6th grade science units of "Support and Movement System" and "Systems in Our Body". In the study, quasi-experimental design with pre-test post-test control group was applied. The study was carried out with three groups: the control group, the augmented reality experimental group and the modeling experimental group. The research sample consists of a total of 66 students studying at a public middle school in the Küçükçekmece district of Istanbul province, during the 2020-2021 academic year. To collect data, a 30-item Science Achievement Test, a 23-item Science Motivation Scale, and a 27-item Science Interest Scale were applied. Kruskal Wallis test was applied for multiple comparisons, and Mann Whitney U tests were carried out for post-hoc comparasions. Wilcoxon Signed Ranks tests were applied for intragroup comparisons. According to the results of the study, it was concluded that the use of augmented reality and modeling technique in the science course had a statistically significant effect on the academic success, motivation, and interest of the students towards the science course. PubDate: Tue, 20 Sep 2022 00:00:00 +030
Authors:Serap ÖZ; Ali ÖZDEMİR Abstract: The purpose of this study is to develop a valid and reliable Likert-type scale which can be used to measure the data literacy skills of the educators. In the development process of the scale, after reviewing the relevant literature, a pool of 130 items was designed and presented to the view of the experts. After the evaluation of experts, the content validity rate and content validity indexes of the items were calculated by using Lawshe method and 39 items were formed. The draft scale of 39 item was applied to 820 teachers and administrators working in public schools in İstanbul 2021-2022 academic year. In order to determine the construct validity of the scale, principal component analysis and factor analysis were performed. As a result of these analyzes, a scale consisting of 3 factors and total 34 items was developed. For reliability, Cronbach α (.952) coefficient was calculated for the overall dimensions of the scale and varimax rotation. The results show that the scale is valid and reliable. PubDate: Tue, 20 Sep 2022 00:00:00 +030
Authors:Ayşenur KULOĞLU Abstract: The aim of this study was to examine the relationship between prospective teachers’ 21st century learner skills and their curriculum literacy levels. 476 pre-service teachers studying at the Faculty of Education of a state university in Turkey participated in the study. The relational survey model was adopted in the study. The data were collected through “21. Century Learners Skills Use Scale” and “The Curriculum Literacy Scale”. Pearson Product Moments Correlation Coefficient and regression analysis were performed. The results showed that the 21st century learner skills and curriculum literacy of the participants were at a high level and their 21st century learner skills and curriculum literacy levels did not differ significantly by gender. A significant difference was not found between 21st century learner skills and the department of the participants. However, it was found the curriculum literacy levels were significantly differed by the department. The participants at the pre-school education department were found to have higher levels of curriculum literacy levels. In addition, a significant, moderate and positive relationship was found between the participants’ 21st century learner skills and curriculum literacy. Finally, 21st century learner skills predicted program literacy levels in a statistically significant way. PubDate: Tue, 20 Sep 2022 00:00:00 +030
Authors:Zeynep Bahar ERŞEN; Ebru ERGÜL Abstract: Teaching mathematics through games is one of the most preferred methods in mathematics education today, just as it was in the past. For this reason, studies discussing the concepts of mathematics education and games are proceeding with increasing momentum. In this study, research studies conducted between 2017-2021 on games and mathematics teaching were analyzed using qualitative methods within the framework of certain criteria, and the trend shown by the studies was determined. In this way, a guide for future studies was also provided. For this reason, the research was carried out in accordance with a systematic review approach. Within the scope of the study, 80 research studies were examined. As a result of the research, it was seen that the most publications were made in 2019 and were of the article type, that studies aimed at determining effect gained importance, and that in the methodological context, quantitative studies were frequently preferred and experimental designs were used accordingly. Furthermore, it was seen that secondary school students were mostly preferred as participants, that the most used type of game was digital computer games, that the games were mostly associated with the “numbers and operations” learning area, and that the research studies mainly achieved positive results for the use of games in mathematics education. PubDate: Tue, 20 Sep 2022 00:00:00 +030
Authors:Ahmet Melih GÜNEŞ Abstract: The aim of this research is to determine the relationship between school principals' problem solving skills, burnout levels and self-efficacy beliefs. Quantitative relational design was used in the study. The sample of the research consists of 224 school principals working in Balıkesir. In the research, “Problem Solving Inventory”, “Freidman School Principals Burnout Scale” and “School Principals' Efficacy Perceptions Scale” were used as the data collection tools. Data were analyzed by T-test, Single-factor Analysis of Variance (ANOVA), and structural equation modeling. In the research, it was found that the problem solving skills of the school principals were at a high level and they almost never experienced burnout and their self-efficacy perceptions were at a high level. The results of the study revealed that there was no significant difference in the school principals' problem solving skills, burnout levels and self-efficacy beliefs, and variables such as gender, educational status, experience of principalship and school level. In the study, there was also a low and negative correlation between school principals' problem solving skills and self-efficacy beliefs, self-efficacy beliefs and burnout levels and there was a positive and low level relationship between problem solving skills and burnout levels of the school principals. PubDate: Tue, 20 Sep 2022 00:00:00 +030
Authors:Berrin GENÇ ERSOY; Derya GÖL DEDE Abstract: This study aimed to improve elementary school students’ writing skills, attitudes towards writing and writing motivations through educational games. The study was designed within the scope of cooperative action research, and criterion sampling was used for the sample selection. The data collection tools included Writing Attitude Scale, Writing Motivation Scale, Analytical Rubric for Assessing Writing, interview forms, educational games and action plans. The qualitative and quantitative data were analyzed using a series of data analysis techniques. The quantitative results showed that the participants’ post-test mean scores in such dimensions of the use of educational games as attitude, motivation and writing skill development in the writing teaching process were higher than their pre-test mean scores. The qualitative results revealed that the educational games could be used as an effective technique in teaching writing in terms of developing participants’ positive attitudes towards writing, increasing their motivation, improving their writing skills and eliminating writing problems. Based on the results, it could be stated that different techniques such as educational games should take place more in the process by considering the affective factors in teaching writing. PubDate: Tue, 20 Sep 2022 00:00:00 +030
Authors:Zeynep ÇAĞLAYAN; Serdar KÖRÜK Abstract: The aim of this research is to analyze the predictive role of self-esteem, attachment styles, and origin family functions in explaining conflict resolution in romantic relationships. A total of 265 adult participants were administered Demographics Form, Conflict Resolution Styles Scale (CRSS), Rosenberg Self-Esteem Scale (RSES), Experiences in Close Relationships-Revised (ECR-R), and Family Assessment Device (FAD). Correlational design was used to examine relationships between variables. Multiple regression analysis, independent T-test analysis, and one-way ANOVA analysis were carried out within the aim of the study. According to the results, the predictive role of attachment styles and origin family functions on conflict resolution was found significant. However, self-esteem was not found to have a significantly predictive role on conflict resolution. Findings were discussed along with current literature; and theoretical implications and suggestions for future research were presented. PubDate: Tue, 20 Sep 2022 00:00:00 +030
Authors:Süleyman AVCI Abstract: The percentage of students who have lower academic achievement than their peers due to their socio-economical disadvantages is globally accepted as an indicator of inequality. Some students, despite their disadvantages, are as successful as their advantaged peers. The family and individual characteristics, as well as academic experiences, of these students, who are referred to as academically resilient, provide useful information to the institutions that work to increase the academic success levels of other disadvantaged students. Accordingly, this study aims to determine the individual characteristics of academically resilient students with a focus on the PISA Turkey results. In line with the OECD criteria, an equal number of academically resilient (N = 214) and academically disadvantaged students participated in the study. Students who’s economic, social, and cultural index values are amongst the bottom 25% were considered to be disadvantaged, and those who performed level 3 and above in reading proficiency were regarded to be successful. Eighteen individual characteristics measured within the scope of PISA research were included in the study as independent variables. Binary logistic regression analysis was used in the analysis of the data. The regression model created in line with the findings was found to predict 67 percent of the variance in academic resilience and make an accurate classification of 85 percent. The predictors of academic resilience, in order of their power, are grade repetition, use of metacognitive learning strategies (understanding, summarizing, evaluating credibility), reading for enjoyment, attitude towards academic competition, self-efficacy, and the desired occupation. PubDate: Tue, 20 Sep 2022 00:00:00 +030
Authors:Saadet Aylin YAĞAN Abstract: The purpose of this research is to reveal the relationship between university students' metacognitive awareness (MA) and academic procrastination (AP) levels. In addition, the moderator effects of gender and class level (CL) in this relationship have been examined. Quantitative research method was adopted in the research. As research designs, descriptive and associational designs were used. The sample of the research consisted of 375 undergraduate students studying at Gaziosmanpaşa University. Demographic Information Survey, Metacognitive Awareness Scale, and Academic Procrastination Scale were used as data collection tools. At the end of the study, it was found that students have a low level of academic procrastination behavior and a moderate to high level of cognitive awareness. There is a moderate, negative, and statistically significant relationship between academic procrastination behavior and metacognitive awareness. Metacognitive awareness is a significant variable in predicting academic procrastination. 17.8% of the variance in academic procrastination behavior is explained by metacognitive awareness. As metacognitive awareness increases, there is a statistically significant decrease in academic procrastination behavior. The moderator roles of gender and class level in this relationship are not statistically significant. PubDate: Tue, 20 Sep 2022 00:00:00 +030
Authors:Emre LAÇİN; Erhan ÇETİN Abstract: Metacognitive reading strategies are to facilitate the reading process of students, to give them the chance to monitor and control the reading process, and to regulate the reading process. While many typically developing children can gain these cognitive processes, children with learning disabilities (LD) have difficulties. They also have more limited memory than typically developing children. It is an effective method in making it easier for children with limited memory and learning difficulties to remember the information in the text and thus increasing their understanding. The most effective people in teaching metacognitive reading strategies are teachers. Teachers' knowledge level of metacognitive strategies affects the reading comprehension success of students with LD (Oslund et al., 2016). Therefore, in this study, it is aimed to examine the views of teachers on the teaching of metacognitive reading strategies to improve the reading comprehension of children with LD. The “Metacognitive Reading Strategy Usage Scale” (MRSUS) developed by Özen and Durkan (2016) was used to evaluate the teaching of metacognitive reading strategies that teachers used to improve reading comprehension. MRSUS is a tool that evaluates a set of strategies that children use before, during, and after reading. MRSUS scores of 204 teachers participating in the study were examined. Got results; presented in the findings section. PubDate: Tue, 20 Sep 2022 00:00:00 +030
Authors:Rabia Sultan GAZELCİ; Didem GUVEN, Hülya GÜLAY OGELMAN Abstract: In this study, the relationships between the burnout and creative thinking levels of special education teachers (SET) were examined. In line with this purpose, 214 special education teachers were reached. Maslach Burnout Inventory-Educator’s Survey and Marmara Creative Thinking Tendency Scale were used in the study. As a result of the screening conducted based on the purpose, it was revealed that the creative thinking tendencies of SETs decrease as their burnout levels increase; their creative thinking, self-discipline, novelty-seeking, courage, curiosity, and flexibility levels decrease as their emotional exhaustion levels increase; and their creative thinking, self-discipline, novelty-seeking, courage, curiosity, doubt, and flexibility levels increase as their personal accomplishment levels increase. In conclusion, improving the salaries, providing trainings on scientific-based practices, and organizing in-service trainings were suggested in the study in order to reduce the burnout of SETs and increase their creative thinking tendencies. PubDate: Tue, 20 Sep 2022 00:00:00 +030
Authors:Didem KARAKAYA CIRIT Abstract: This paper analyzed Scratch projects developed by undergraduate students. The sample consisted of 22 child development students (18 women and four men) in the 2018-2019 academic year. The study adopted an action research design within the scope of a course titled “Teaching Science and Mathematics in Preschool Education.” The research was conducted within 14 weeks. In the first four weeks, we provided participants with training on why and how to use Scratch in science and mathematics teaching. In the following ten weeks, participants designed Scratch projects every week based on age groups, topics, and learning outcomes of their choice. Participants evaluated their projects themselves and also received feedback from peers and academics. Each participant designed ten Scratch projects (five for math and five for science). The data consisted of 220 Scratch projects and design logs. The data were analyzed using content analysis. In the first weeks, participants knew little about the content of Scratch and used one or two characters and mostly control and looks blocks. In the following weeks, they learned more about Scratch and used different Blocks. PubDate: Tue, 20 Sep 2022 00:00:00 +030
Authors:Pınar KARAMAN Abstract: The purpose of the study was to investigate how student and teacher-related non-cognitive variables were important factors on the reading performances of Turkish students in PISA 2018. The results of the HLM analysis revealed that economic, social and cultural status (ESCS) as backround variable was considered an effective predictor of student and school reading achievement. Meta-cognitive stratejies were the most influential variables among the students’ non-cognitive variables. Besides, most of the teacher-related non-cognitive factors had significant impacts on reading achievement even after controlling all student related and backround variables. Teachers’ instructional behaviours such as adaptive instruction and teacher-directed instruction have much more influence on reading performance than other teacher behaviors. The results suggeted that fostering soft skills are essential for both students and teachers. PubDate: Tue, 20 Sep 2022 00:00:00 +030
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