Kastamonu Egitim Dergisi最新文献

{"title":"Experiences of a Mathematics Teacher Implementing Micro Learning During Emergency Distance Teaching","authors":"Zühal Gün Sahin, Hafize Gamze Kırmızıgül","doi":"10.24106/kefdergi.1271489","DOIUrl":"https://doi.org/10.24106/kefdergi.1271489","url":null,"abstract":"Purpose: The aim of this study is to contribute to a better understanding of the effects of digital sources on the works and professional development of mathematics teachers. In line with this aim, the microlearning experiences of an experienced secondary-school-mathematics teacher who is pursuing a Ph.D. in a university, in an e-learning environment is the focus of this study. \u0000Design/Methodology/Approach: The study design is a narrative analysis. The researcher's diaries and interview recordings were analyzed in this context. The researcher diaries were written by one of the researchers, a PhD student mathematics teacher who took an active role in the practice.In addition, the semi-structured interview recordings with the same teacher are included in the research as data and documents, and they were analyzed in detail. The diaries of the teacher, the researcher, which are kept during the microlearning period and the interviews were analyzed using the content analysis method. Categories and codes were created as a result of the analysis. \u0000Findings: As a result of the analysis, it was identified that the teacher especially focused on the teachers’ concerns before teaching using microlearning and how these concerns change in time, the process of preparing digital lessons, student observations during the implementation, and changes within herself in diaries and interviews. \u0000Highlights: The study has revealed important results in terms of supporting e-learning. It may be recommended to integrate micro learning and micro content into mathematics and other courses. By eliminating the limitations of the research, comprehensive research of qualitative, quantitative, or mixed type can be conducted with more participants.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69017768","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":"An Investigation of Uncertainty Intolerance and Uncertainty Management Research in Educational Institutions: Meta-Analysis Study","authors":"Savaş Varlik","doi":"10.24106/kefdergi.1271533","DOIUrl":"https://doi.org/10.24106/kefdergi.1271533","url":null,"abstract":"Purpose: In this meta-analysis study, it was aimed to analyze uncertainty intolerance and uncertainty management researches in educational institutions using meta-analysis method. \u0000Design/Methodology/Approach: This research was carried out as a type of group comparison meta-analysis, which is one of the types of meta-analysis. In the meta-evaluation, eight studies that met the inclusion criteria were reached. By combining these studies, a study was conducted on 2704 sample groups. In determining the meta-analysis model type of the research, first a funnel plot diagram was drawn for a general impression of publication bias, and then statistical calculations were carried out to reach a real conclusion. As a result of the diagram and statistical calculations, it was decided that there was no publication bias in the studies included in the meta-analysis. After determining that there was no publication bias, heterogeneity test was performed for model selection. \u0000Findings: As a result of the analysis, it was decided to interpret the meta-analysis according to the random effects model. Title and publication type were determined as moderators for heterogeneity. As a result of the meta-analysis, it was found that research into intolerance of uncertainty and uncertainty management in educational institutions had an average effect, the moderator effect of the theses was higher in the calculations regarding the moderator effect, and the titles of teachers and education administrators did not have any moderator effect in the title variable. \u0000Highlights: It was seen that the number of empirical studies on uncertainty intolerance and uncertainty management in educational institutions was few. It was determined that the studies could not provide the big picture of uncertainty management, even the effect sizes of the studies were not calculated in any of the studies, and a statistical conclusion could not be reached on whether the teachers' intolerance of uncertainty and uncertainty management perceptions work in practice. Therefore, the need to synthesize results on the effectiveness of intolerance of uncertainty and uncertainty management research emerged.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69017903","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":"Teacher Candidates' Attitudes Towards Emergency Remote Education and Their Evaluations of the Education Process","authors":"Fatih Yaman, Nihal Dulkadir Yaman","doi":"10.24106/kefdergi.1271523","DOIUrl":"https://doi.org/10.24106/kefdergi.1271523","url":null,"abstract":"Purpose: The aim of this study is to examine the attitudes of teacher candidates towards emergency remote education and their self-evaluation of using these environments. \u0000Design/Methodology/Approach: Survey model was adopted in this study that aimed to examine teacher candidates' perceptions of emergency remote education and their reflections on the emergency remote education process. The present study was conducted by following two steps. The Distance Education Attitudes Scale was first adapted into Turkish, and then both the Distance Education Attitudes Scale and the Distance Education Evaluation Scale were administered to the teacher candidates. \u0000Findings: Based on gender, the teacher candidates' attitudes showed no significant in the DRDE dimension while there was a statistically significant difference in the EDE dimension. The teacher candidates' evaluation of the distance education process significantly differed in the LP dimension, but did not in the TI dimension. No significant difference was observed in the emergency remote education attitudes of the students who were exposed to emergency remote education in the first and second years of higher education and who are currently studying their third and fourth years. In a similar vein, there was no difference in terms of their study programs. \u0000Highlights: In this study, the emergency remote education attitude scale was adapted to Turkish. In this context, this study will contribute to the literature. It is important for teacher candidates to evaluate themselves in the emergency remote education process as well as determining their emergency remote education attitudes. After the distance education attitude scale was adapted to Turkish, data were collected with the distance education evaluation scale and the situation of the teacher candidates was tried to be determined. As a result of the study, it is important that there is no differentiation in terms of gender, class level or department in situations that require technology literacy skills.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69017864","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":"The EFL Teachers’ Self-perceptions of Professional Teacher Identity in Turkey","authors":"Fatma Ki̇msesi̇z","doi":"10.24106/kefdergi.1271468","DOIUrl":"https://doi.org/10.24106/kefdergi.1271468","url":null,"abstract":"Purpose: This study aims to investigate the professional identity of EFL teachers through metaphor and emoji elicitations. \u0000Methodology: 40 teachers teaching EFL at different education institutions throughout Turkey voluntarily participated in the study. As the core point of the investigation, teachers were asked to frame their professional identity with representative metaphors besides explaining the main reason for selecting the related metaphor to represent their teacher identity and to type top four emoji that stand for their emotion and identity as an EFL teacher. Content analysis and descriptive analysis were employed for the analyses of the data. \u0000Findings: According to the analysis, the metaphors were distributed to 8 distinct categories. As indicated by the findings related to the groups of metaphors, the labels appeared as ‘a new identity’, ‘challenger’, ‘craftsperson’, ‘inspirer’, ‘nurturer’, ‘problem solver’, ‘traveller’ and ‘vitality’. Moreover, the most frequently typed top 4 emoji that participants associated with their professional identity commonly appeared to be positive illustrations that symbolize professional satisfaction with smiling face icons. \u0000Conclusion: The conclusive evidence of the study suggested important implications for how these teachers regard themselves as professionals.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69017515","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":"Distance Learning During the COVID-19 Pandemic: What is Happening at Home?","authors":"Ahmet Akif Erbaş","doi":"10.24106/kefdergi.1271495","DOIUrl":"https://doi.org/10.24106/kefdergi.1271495","url":null,"abstract":"Purpose: The purpose of the research is to reveal the status of distance education at home during the COVID-19 pandemic by consulting students and parents. \u0000Design/Methodology/Approach: “Case study model”, one of the qualitative research models, was used in the study. The study group consisted of 32 primary school students and 31 parents. Data were collected through interviews with parents and students. Content analysis was applied in the process of examining the student and parent interview recordings. The analysis of data was done using the NVivo qualitative analysis program. \u0000Findings: The answers of students and parent were grouped under six main themes as; \"Educational Process, Family Support, School, Roots of the Problems, School or Distance Education?, Request-Suggestion”. \u0000Highlights: Distance learning devices and rooms are shared or used alternately when there is more than one student at home. It is understood that the responsibilities of parents on the education of their children have increased during the distance education process and this situation also puts a strain on the parents. During the distance education process it has been understood that problem in accessing (Education Information Network) EBA and disconnecting from EBA and Zoom during the lesson, not being able to enter the system due to the high number of users logged in at the same time, video and sound problems and lack of technological equipment.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69017808","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":"Mapping the Research on Educational Technology: An Overview through Text Mining","authors":"Muhammed Murat Gümüş, Volkan Kukul, Ömer Düzenli̇","doi":"10.24106/kefdergi.1271474","DOIUrl":"https://doi.org/10.24106/kefdergi.1271474","url":null,"abstract":"Purpose: In this study, it is aimed to determine the trends of studies in the field of educational technologies with the text mining method. \u0000Design/Methodology/Approach: In study, 10,218 studies published since 2000 by the top ten journals in the \"Educational Technology\" sub-category in Google Scholar Metrics were analyzed by text mining. \u0000Findings: Although it showed that the number of articles in the clusters increased daily, the rate of increase was higher in some clusters than in others. It has been seen that the most studied theories in the field of educational technologies are Cognitive Load Theory and Technology Acceptance Model. When examined in terms of variables, it is seen that the variables of Motivation, Success, Commitment and Social Presence find their place in educational technology studies. \u0000Highlights: It has been determined that the studies in the field of Educational Technologies include articles in 20 thematic clusters in seven main categories. It is possible to collect clusters under seven headings: Assessment, Language Learning, Instructional Design, Technology in Learning Environments, Theoretical Foundations, Computational Thinking and Online Learning. While it is foreseen that some of these issues will be discussed again, especially after the pandemic, some studies are thought to be needed more. In addition, the field of educational technology is seen as an interdisciplinary field, as stated before. For this reason, it is known that more subject areas are related to the clusters created here. Different perspectives can be revealed by using different methods in similar data sets.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69018124","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":"Curriculum Implementation Approaches of Secondary School English Teachers: A Case Study","authors":"Gülçin ÇELİKER ERCAN, Zuhal Çubukçu","doi":"10.24106/kefdergi-2021-0006","DOIUrl":"https://doi.org/10.24106/kefdergi-2021-0006","url":null,"abstract":"Purpose: The purpose of this study is to identify the curriculum implementation approaches of secondary school English teachers. \u0000Design/Methodology/Approach: The study group of this qualitative case study consists of 14 English teachers and students studying in the classes of these teachers. In determination of the study group, maximum variation and criterion sampling was used. The data of the study was obtained by observations, interviews, document review and it was analyzed by qualitative content analysis technique with an interpretive qualitative approach. \u0000Findings: Study results indicated that English teachers have basically three different approaches while implementing the curriculum: curriculum fidelity, curriculum adaptation and curriculum design. In each three approaches teachers make student-based and exam-based implementations. However, under the curriculum adaptation approach, the student-based and exam-based adaptations made by teachers during their implementations are philosophically so different from each other that they worth mentioning under a different sub-title as student-based adaptation and exam-based adaptation. Teachers who adopt curriculum fidelity approach tend to apply the curriculum materials without making any change while teachers with curriculum adaptation approach make some adaptations in these materials. In the student-based adaptation approach, teachers make these adaptations by taking student characteristics into account, while in the exam-based approach, the focus of the teachers is to prepare students for national exams or the exam of the course. Teachers with curriculum design approach teach in private schools and do not make use of curriculum materials during their instruction. These teachers have more flexibility in their classroom practices compared to the teachers with curriculum fidelity and adaptation approaches. \u0000Highlights: Based on the results of this study, it can be suggested to investigate the effect of teachers’ curriculum implementation approaches on their professional development and on their students’ motivation and academic success.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69038244","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":"How well do international students adapt to the Turkish higher education system?","authors":"Kursat Arslan, M. Polat","doi":"10.24106/kefdergi.1271482","DOIUrl":"https://doi.org/10.24106/kefdergi.1271482","url":null,"abstract":"Purpose: Although several studies have been conducted on international students regarding different variables related to internationalization in higher education, the adaptation issues have been neglected or given little attention in general. This study, designed as descriptive cross-sectional research, explores the general adaptation levels of international students in relation to various variables frequently discussed in the related literature through the data obtained from 1266 participants from 58 countries at a state university with the highest number of international students in Türkiye. \u0000Design/Methodology/Approach: Data collected through the General Adaptation Scale for International Students was analyzed using descriptive statistics, independent sample t-tests, one-way ANOVA and Pearson correlation coefficients. \u0000Findings: Findings reveal that more than half of the international students are at a fairly adapted level. While they achieved the highest mean scores in sociocultural adaptation, the lowest mean scores were in psychological adaptation. Analyses indicate that gender, scholarship, host language proficiency and international students' countries create significant differences in their adaptation levels. Also, there are significant low or moderate positive correlations among the sub-factors and general adaptation. \u0000Highlights: Findings, discussion, and implications offer novel insights for higher education administrators, authorities, and policymakers to facilitate the adaptation process of international students at universities.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48999958","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":"An Explainable Machine Learning Approach to Predicting and Understanding Dropouts in MOOCs","authors":"Erkan Er","doi":"10.24106/kefdergi.1246458","DOIUrl":"https://doi.org/10.24106/kefdergi.1246458","url":null,"abstract":"Purpose: The purpose of this study is to predict dropouts in two runs of the same MOOC using an explainable machine learning approach. With the explainable approach, we aim to enable the interpretation of the black-box predictive models from a pedagogical perspective and to produce actionable insights for related educational interventions. The similarity and the differences in feature importance between the predictive models were also examined. \u0000Design/Methodology/Approach: This is a quantitative study performed on a large public dataset containing activity logs in a MOOC. In total, 21 features were generated and standardized before the analysis. Multi-layer perceptron neural network was used as the black-box machine learning algorithm to build the predictive models. The model performances were evaluated using the accuracy and AUC metrics. SHAP was used to obtain explainable results about the effects of different features on students’ success or failure. \u0000Findings: According to the results, the predictive models were quite accurate, showing the capacity of the features generated in capturing student engagement. With the SHAP approach, reasons for dropouts for the whole class, as well as for specific students were identified. While mostly disengagement in assignments and course wares caused dropouts in both course runs, interaction with video (the main teaching component) showed a limited predictive power. In total six features were common strong predictors in both runs, and the remaining four features belonged to only one run. Moreover, using waterfall plots, the reasons for predictions pertaining to two randomly chosen students were explored. The results showed that dropouts might be explained by different predictions for each student, and the variables associated with dropouts might be different than the predictions conducted for the whole course. \u0000Highlights: This study illustrated the use of an explainable machine learning approach called SHAP to interpret the underlying reasons for dropout predictions. Such explainable approaches offer a promising direction for creating timely class-wide interventions as well as for providing personalized support for tailored to specific students. Moreover, this study provides strong evidence that transferring predictive models between different contexts is less like to be successful.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69017499","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":"The Effect of Technology Assisted Argumentation Based Teaching on Technological Pedagogical Content Knowledge Self Assessments of Preservice Teachers","authors":"Samet Korkmaz, A. Biber","doi":"10.24106/kefdergi.1246448","DOIUrl":"https://doi.org/10.24106/kefdergi.1246448","url":null,"abstract":"Purpose: This study investigates the effect of technology-supported argumentation-based teaching on pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) self-assessment. \u0000Design/Methodology/Approach: A quasi-experimental design with a pretest-posttest control group was used in the research. Participants of the study are 43 pre-service mathematics teachers who take the Analytic Geometry-I course. They were studying in the third grade in the faculty of education at a state university in Turkey in the fall semester of the 2019-2020 academic year. In the research process of the study, the subject of transformation geometry was taught to the experimental group using technology-supported argumentation-based teaching practice. The lessons are planned to last four weeks (12 lesson hours), three lessons per week. In the first week of the lessons, the translational transformation, reflection transformation in the second and third weeks, and rotational transformation in the fourth week were discussed. TPACK-SAS (self-assessment scale), which was used as a data collection tool in the study, was applied to both groups before the first week (pre-test) and after the last week (post-test). \u0000Findings: The research findings observed that the participants' self-evaluations about TK (technology knowledge) were relatively low. In addition, it was observed that pre-service teachers' post-test mean scores regarding the sub-dimensions of PK (pedagogical knowledge), PCK (pedagogical content knowledge), and TPACK (Technological Pedagogical Content Knowledge), which mainly includes pedagogy knowledge, were high. \u0000Highlights: As a result of the research, it was concluded that the technology-supported argumentation-based transformation geometry teaching practice did not affect the TPACK self-evaluation of the pre-service teachers in the experimental group. Studies similar to this with pre-service teachers can be carried out with students at different educational levels on transformation geometry or another mathematics subject.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47036235","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}