Uluslararası Eğitim Araştırmacıları Dergisi最新文献

{"title":"Exploring Psychometric Properties of the Turkish Version of the Academic Nurse Self-Efficacy Scale","authors":"Gonca Aktay, Ayşe ÇİÇEK KORKMAZ","doi":"10.52134/ueader.1270141","DOIUrl":"https://doi.org/10.52134/ueader.1270141","url":null,"abstract":"Nursing students’ academic self-efficacy can be considered a significant factor in reducing their academic failure, which necessitates a valid measurement tool to reveal academic self-efficacy among undergraduate nursing students. In this sense, we carried out this study to adapt the Academic Nurse Self-Efficacy Scale (ANSES) into the Turkish context. The sample of this methodological study consisted of 235 undergraduate nursing students enrolled in a state university in the Marmara Region. We collected the data using a descriptive information form and the Turkish version of the ANSES. Following the translation-back-translation of the scale, we submitted the items to the views of 20 experts and calculated content validity ratios to be 0.80 and above for each item. After analyzing the data descriptively, we attempted to test the construct validity of the scale using confirmatory factor analysis (CFA) and sought test-retest reliability with Peason’s correlation analysis and internal consistency by calculating Cronbach’s alpha coefficient. According to the findings, the measurement model yielded an acceptable model-data fit. In addition, we found our measurement with the Turkish version of the ANSES showed high internal consistency (0.82). While item-total correlations varied between 0.32 and 0.74, test-retest reliability was found to be 0.81. Overall, we can propose that the Turkish version of the ANSES can validly and reliably be utilized to measure academic self-efficacy among undergraduate nursing students. Thus, we can recommend using the scale, brought in the Turkish literature on nursing, to reveal the self-efficacy of undergraduate nursing students and identify to what extent they have accomplished their learning goals.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130435204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A qualitative analysis evaluating how medical students perceive COVID-19 pandemic and its impact on their lives: Life in the Pandemic","authors":"Beyzanur Ataoğlu, Cemre Hilal KESEN YURTCANLI, Fatma Burcu Doğanç, Duygu Çeki̇ci̇, Şükran Peker, Nurhan BAKIR KESER, İ. Ayvaz, Şevket Gi̇rgi̇n, Ayşenur SANDAL KILIÇ, Selin DOĞAN JAMİL, N. E. Lüleci, S. Hıdıroğlu, A. Topuzoğlu, D. Save, M. Karavuş","doi":"10.52134/ueader.1215382","DOIUrl":"https://doi.org/10.52134/ueader.1215382","url":null,"abstract":"One of the groups experiencing the pandemic’s effects were students. This study was aimed to evaluate the effects of the COVID-19 pandemic on the lives of medical students and also to see their perspectives about the pandemic. This study is designed as a qualitative study. In-depth interviews were conducted with 30 medical students on an online platform in February 2022, at the end of the third peak period. A semi-structured question guide used as a data collection tool. First, questions about individual characteristics then open-ended questions about their COVID-19 pandemic perception and its impact on their lives were asked. The thematic analysis method was used and \"Life in the pandemic\" were grouped into two main themes: 1.Perception of the Pandemic and Consequent Impact on Life and 2. Pandemic Period and Its Impact on Life. The median age was 22. Half of the participants have been diagnosed with COVID-19. All of the participants were vaccinated. In this study it has been observed that the majority of the medical students have perceived the COVID-19 pandemic as a difficult period and also as a new, uncertain and adverse situation. Another adverse effect perceived by the majority was restriction of social life. Fear and anxiety were most commonly used to express their mood during the pandemic. During the pandemic students individual, mental and social lives are highly affected. While negative effects are generally seen during the social isolation process, this situation has eased with the normalisation of the process.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116667487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Literacy Skills in Social Studies Curriculum","authors":"Yılmaz Demi̇r","doi":"10.52134/ueader.1206271","DOIUrl":"https://doi.org/10.52134/ueader.1206271","url":null,"abstract":"In this study, it is aimed to examine the learning outcome in the social studies course (SSC) curriculum in Turkey in terms of seven literacy skills as “environmental literacy”, “digital literacy”, “financial literacy”, “map literacy”, “legal literacy”, “media literacy” and “political literacy”. This research is designed according to the case study that is often used in qualitative research. In the study, literacy skills in the current SSC curriculum in Turkey were evaluated as a situation; interviews and documents constituted multiple sources of information of the research. As a result of the research, it was determined that a significant part of the learning outcome in the curriculum of SSC (84%) was related to literacy skills. While the highest gain was in the “financial literacy” (f=25) skill area, it was determined that the least gain was in the “media literacy” (f=6) skill area. In addition, it was determined that the gains related to literacy skills were included on the basis of grade level, the maximum fifth grade (f=31); at least at the fourth grade level (f=24). However, the most “environmental literacy” and “financial literacy” at the fourth and fifth grade level, “legal literacy” and “political literacy” at the sixth grade, and gains in “political literacy” skills at the seventh grade level were included the most.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130726549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examination of Prospective Teachers' Creative Comparisons for the Concept of \"Science Education\" in Terms of Various Variables","authors":"Zeynel Abidin Yilmaz, M. Yaşar","doi":"10.52134/ueader.1208416","DOIUrl":"https://doi.org/10.52134/ueader.1208416","url":null,"abstract":"Determination of prospective teachers' metaphoric perceptions of science education will contribute to the more effective and efficient organization of science education and the organize and structure of its teaching. In this aspect, this research aimed at determining prospective teachers' metaphoric perceptions toward science education in terms of various variables. This research was conducted on 301 prospective teachers. In this research, a phenomenological study, which is one of the qualitative research designs, was adopted. A creative comparison form was used as a data collection tool. The content analysis method, which is one of the qualitative data analysis methods, was used to analyze the collected data. As a result of this study, the creative comparisons of prospective teachers for science education were gathered under 5 categories: emotion, color, game, transportation vehicle, and technological tool. Prospective teachers produced several metaphors according to these categories. And some suggestions were made based on the results.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125154439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analysing the Effect of Coding-Based Applications on Retention Scores through the Mixed-Meta Method","authors":"Fatih Kurt, V. Batdı","doi":"10.52134/ueader.1164479","DOIUrl":"https://doi.org/10.52134/ueader.1164479","url":null,"abstract":"In this study, it is aimed to examine the studies on coding-based applications through the mixed-meta analysis method. The effect of coding-based practices on retention scores was examined using the meta-analysis method at first step. Following the first step, a meta-thematic analyzes of the qualitative studies were carried out on behalf of the effectiveness of coding-based applications and results regarding the relationship and effectiveness of coding-based practices with retention were reached. 10 studies on the effectiveness and retention of coding-based practices were attained through the scanning databases regarding document review. According to the results from meta-analysis, effect size (g=1.48 – huge) of coding-based applications had a significant difference in favor related practices. In addition, it has been determined that coding-based applications are effective teaching methods when studies based on participants’ opinions in line with the themes and codes were examined within the framework of meta-thematic analysis. The results of the research revealed that meta-analysis and meta-thematic analysis findings are compatible with each other and that coding-based practices contribute to easy, effective and enjoyable learning, positively influence students’ cognitive development processes, improve their skills, and affect them to come up with new products. Additionally, it has been concluded that the proper usage of the related applications can increase retention. It has been observed that coding-based applications contribute to analytical and multi-dimensional thinking, possess problem-solving property, are easy to reinforce, and provide retention.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125557839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Middle Grade Teacher’s Interventions in Mathematical Modeling Teaching","authors":"S. Şahin, M. F. Dogan, R. Gürbüz","doi":"10.52134/ueader.1160828","DOIUrl":"https://doi.org/10.52134/ueader.1160828","url":null,"abstract":"The teachers' pedagogical understanding of modeling applications is one of the most critical issues in teaching mathematical modeling. The interventions used by the teacher during the implementation of the tasks are the mirror of their pedagogical knowledge. For this reason, teacher interventions, which have a decisive effect on defining the teacher's role in teaching mathematical modeling, are a crucial issue to investigate. This study examines the types of interventions used by a middle school mathematics teacher who completed professional development in mathematical modeling. The data was collected in an eighth-grade classroom consisting of twenty students. The mathematical modeling task, called Intersection Arrangement, was implemented for 2 hours, and both video and audio recordings were used to collect data. All recordings were transcribed and analyzed using the content analysis method, supported by observer notes and student worksheets. The results revealed that the teacher mostly had effective environmental and classroom interaction interventions. The teacher avoided having content-oriented or strategic interventions or did not intervene during the modeling process. These intervention types might be because of the teacher's unwillingness to affect the modeling process. On the other hand, the fact that the teacher was more active in the presentation and evaluation stage supports his hesitations and difficulties about where and how to intervene in the modeling process. The relevant literature and the results of this research show that teachers must have unique pedagogical knowledge in teaching mathematical modeling.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"9 21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124682767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dialogic or Authoritative Talk: Which one is more Comprehensible?","authors":"Yılmaz Sağlam","doi":"10.52134/ueader.1200632","DOIUrl":"https://doi.org/10.52134/ueader.1200632","url":null,"abstract":"The present study sought to explore whether a text supported primarily with dialogic talk is more comprehensible than a text supported with an authoritative one. A phenomenological case study approach was utilized in gathering and analyzing the data. The students’ lived experiences with dialogic and authoritative talks were our focus of concern. A total of 14 college students participated in the study. Individual interviews were conducted, recorded, and transcribed. The transcriptions were later analyzed inductively to discover patterns in the data. The results indicated that dialogic talk was found comprehensible by all participating students without any exception. The authoritative talk, on the other hand, was found incomprehensible. According to the students, the dialogic talk is easy to understand because it is written in a step-by-step fashion, comprises daily life words or recognizable with ease, is about a hands-on activity, and is student inclusive. They, further, indicated that the authoritative talk was incomprehensible because it involves technical terms, is superficially written, does not involve experimentation, and does not encourage students to take part.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128056863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of the Turkish course curriculum (middle school 5, 6, 7 and 8th grades) in terms of basic language skills outcomes","authors":"Selvi Demi̇r","doi":"10.52134/ueader.1194512","DOIUrl":"https://doi.org/10.52134/ueader.1194512","url":null,"abstract":"This research was created to evaluate the basic language skills of the 2019 Turkish curriculum in terms of listening, speaking, reading and writing outcomes. These outcomes were examined in numbers, qualifications, distributions by classes and differentiation aspects. In the study, which is a qualitative study, the data in the Turkish middle school program were discussed with document review. Content analysis of the obtained data was carried out, and percentage and frequency values were also calculated. As a result of the research, it was determined that there was a total of 289 outcomes in the curriculum, 52 of which were related to listening/watching, 28 of which related to speaking, 142 of which related to reading and 67 of which related to writing skills. However, it has been found that the majority of outcomes are repeated exactly without changing as the class level increases. Accordingly, it was determined that the 289 language skills outcomes in the program consisted of 109 outcomes. Based on the research findings, it has been suggested that all of the basic language skills outcomes should be given equal weight in the Turkish course curriculum, especially to increase the inclusiveness of the outcomes of speaking skills.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121336508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Imagined strategies in managing learner behaviour in schools","authors":"A. Makendano, V. Mahlangu","doi":"10.52134/ueader.1104903","DOIUrl":"https://doi.org/10.52134/ueader.1104903","url":null,"abstract":"The purpose of this study is to look into and examine the ways that instructors might use to manage pupil discipline in secondary schools in Namibia's Hardap region. In this investigation, a qualitative case study design was used. Six secondary schools provided information. Data for this study was acquired from 24 participating teachers at six secondary schools via semi-structured individual interviews and an open-ended questionnaire. The investigation revealed referrals, detention, expulsion, and suspension as strategies used by teachers in managing learner discipline in their respective schools, as well as talking to learners, violation system, involving learners in the drafting of school and classroom rules, involvement of other stakeholders, and disciplinary committee. After the ban on corporal punishment in schools, it became critical to learn what tactics teachers are adopting to discipline students, according to the findings of this study. Evidence-based disciplinary tactics or interventions should be employed to address the problem of lack of learner discipline, according to the authors.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123636320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TÜBİTAK 4004 Doğa Eğitimi ve Bilim Okulları Kapsamında Gerçekleştirilen “Doğamda Matematik Var!” Projesinin Değerlendirilmesi","authors":"Gülşah SALTIK AYHANÖZ, Eser Kahraman, Serdar Akmeşe","doi":"10.52134/ueader.1073161","DOIUrl":"https://doi.org/10.52134/ueader.1073161","url":null,"abstract":"In this study, “There is Mathematics in My Nature!\" which was conducted within the scope of TUBITAK 4004 Nature Education and Science Schools’ the project has been evaluated. In the project, it is aimed to carry out nature-themed activities, workshops and laboratory studies, to include knowledge and skills to be gained through new and different learning approaches, to raise awareness about mathematics in students by making them realize the relationship between different disciplines and mathematics, and to contribute to the development of students' individual creativity. In addition, it is among our aims to provide a positive change in the perspectives towards science, to provide students with a critical-artistic-inquiring perspective, to contribute to the bodily-kinesthetic development of the students, and to discover the mathematics hidden in nature and other branches of science. In addition, in this project it is aimed that the participants are actively involved in individual and group work, that their sense of curiosity is activated and that they learn by doing and experiencing. The target group of the project is 7th and 8th grade students studying in public schools in the 2020-2021 academic year. In the project, \"Mathematics Attitude Scale\", \"Mathematics Anxiety Scale\", \"Affiliation to Nature Scale\" and \"Activity Studies Evaluation Scale\" were applied to the students. In addition, in the light of the findings, it has been seen that students' learning mathematical elements intertwined with nature, by doing and experiencing, contributes to their internalization of the knowledge of mathematics and making mathematics a part of their lives. In the light of the project findings, it was observed that the participants' anxiety towards mathematics decreased, their commitment to nature and their attitudes towards mathematics changed positively. In line with the results obtained from the research, it is thought that the integration of the existing education system into the activities that the students will perform in nature by doing and living will make positive contributions to education.","PeriodicalId":117272,"journal":{"name":"Uluslararası Eğitim Araştırmacıları Dergisi","volume":"38 20","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132835663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}