Kastamonu Eğitim Dergisi最新文献

{"title":"The Effect of Integrated Turkish and Science Activities in Pre-School Education on Children's Environmental Perception","authors":"Atila Çağlar","doi":"10.24106/kefdergi.1515717","DOIUrl":"https://doi.org/10.24106/kefdergi.1515717","url":null,"abstract":"Purpose of the Study: The purpose of this study is to determine the effect of integrated Turkish and science activities in the preschool period on children's environmental perception. \u0000Materials and Methods: A mixed-method approach was used in the research. In the qualitative dimension of the mixed method, a phenomenological design was employed, while in the quantitative dimension, a quasi-experimental design was used. The sample of the study consists of 20 children, with 10 children in the experimental group and 10 children in the control group. As the first stage of the experimental procedure, children in both the experimental and control groups were asked to draw an environment picture, and one-on-one interviews were conducted with the children regarding their drawings. The drawings were evaluated using a Draw An Environment Test-Rubric (DAET-R) and were attempted to be transformed into qualitative form with yellow and blue color tones. Additionally, the children's rubric scores were transferred to the SPSS 23 package program, and necessary analyses were conducted. In the implementation part of the study, nine integrated Turkish and science activities were applied to the experimental group over a period of nine weeks. A different illustrated children's book was used in each activity, and the activities were developed within the framework of these books. The control group, on the other hand, continued with the daily educational routines included in the preschool education program. As the final stage of the experimental part, children in both the experimental and control groups were asked to draw another environment picture, and one-on-one interviews were conducted with the children regarding their drawings. \u0000Findings: In the final tests of the experimental group, there was an increase in figures related to the environment in the drawings. It was found that the final test drawings of the children in the experimental group were related to the illustrated books used in the integrated activities. Significant differences were detected in the final tests of the experimental and control groups through statistical tests. \u0000Key Points: As a result of the study, it was determined that the change in environmental perception of the children in the experimental group, where integrated Turkish and science activities developed with illustrated children's books were applied, progressed more prominently compared to the children in the control group.","PeriodicalId":342758,"journal":{"name":"Kastamonu Eğitim Dergisi","volume":"32 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141651194","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 Analysis of Item Bias in the PISA 2018 Reading Understanding and Memorising Strategies Questionnaire","authors":"Sebahat Gören, Ayfer Sayin, S. Gelbal","doi":"10.24106/kefdergi.1473662","DOIUrl":"https://doi.org/10.24106/kefdergi.1473662","url":null,"abstract":"Çalışmanın amacı: Bu araştırmanın amacı, PISA 2018 uygulamasında yer alan okuduğunu anlama ve hatırlama stratejileri anketindeki maddelerin kültür ve ana dil değişkenleri bağlamında ülkeler arasında yanlılık gösterip göstermediğinin incelenmesidir. \u0000Materyal ve Yöntem: Betimsel araştırma türünde yürütülen çalışmaya ABD, Avustralya, Kore, Japonya, Türkiye ve Yeni Zelanda olmak üzere altı ülke dâhil edilmiştir. Ülkeler kültür ve ana dil değişkenlerine göre dört gruba ayrılarak öncelikle gruplar arasında ölçme değişmezliği test edilmiştir. Çoklu grıp DFA yöntemi ile ölçme değişmezliği okuduğunu anlama ve hatırlama stratejileri anketi için sırayla şekilsel, metrik, ölçek ve katı değişmezlik olmak üzere aşamalı olarak gerçekleştirilmiştir. Ardından gruplara göre anket maddelerinin değişen madde fonksiyonu (DMF) gösterip göstermediği poly-SIBTEST yöntemi ile belirlenmiştir. Farklı kültür ve ana dile sahip Türkiye-ABD karşılaştırmasında DMF gösteren tüm anket maddelerine göre uzman görüşü alınmıştır. \u0000Bulgular: 20 uzmanın katıldığı çalışmasonrasında üç maddedeki DMF’nin madde etkisinden kaynaklı olduğu ifade edilmiştir. Uzman görüşlerine göre Türkiye örneklemindeki öğrencilerin “metindeki kolay kısımlara yoğunlaşma” stratejisini daha az kullanışlı bulmasının beklendik bir durum olduğu belirtilmiştir. Benzer şekilde “özetleme” ve “sesli bir şekilde başkasına okuma” stratejilerinde de çeviriden, kültürden, eğitim programından ya da başka unsurlardan kaynaklı bir problem olmadığı ifade edilmiştir. Bununla birlikte uzman görüşüne göre anketteki üç maddenin yanlılık gösterdiği tespit edilmiştir. “Metnin geneli hızlı bir şekilde iki kez okuma” stratejisinin alan yazında okuma öncesinde göz gezdirme stratejisi ile okuma sırasında iki kez okuma stratejilerini aynı anda içerdiğine vurgu yapılmıştır. “Metnin içeriğini başkalarıyla tartışma” stratejisinde öğrencilerin soru-cevap olarak nitelendirdikleri stratejide tartışma eyleminin öğrenciler tarafından yanlış anlaşılabileceği vurgulanmıştır. araştırma sonucunda ayrıca “altını çizerek okuma” stratejisinin de eğitim programlarından kaynaklı olarak Türkiye örneklemindeki öğrencilere yanlılık gösterebileceği belirlenmiştir \u0000Önemli Vurgular: Bu araştırmanın sonuçlarına göre PISA gibi önemli uluslararası uygulamalarda sadece başarı testleri değil duyuşsal alanla ilgili anket maddelerinin de çeviri süreçlerinde standartalara uygun bir şekilde gözden geçirilmesi önem arz etmektedir.","PeriodicalId":342758,"journal":{"name":"Kastamonu Eğitim Dergisi","volume":"57 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140656562","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":"Adaptation of the Environmental Worry Index into Turkish: A Validity and Reliability Study on Teacher Candidates","authors":"Mustafa İlhan, Melehat Gezer, M. Şahin","doi":"10.24106/kefdergi.1473617","DOIUrl":"https://doi.org/10.24106/kefdergi.1473617","url":null,"abstract":"Purpose: In the present research, it was aimed to adapt the Environmental Worry Index (EWI) developed by Oguntayo et al. (2023) into Turkish. \u0000Methodology: The study was conducted with the participation of 508 teacher candidates. Exploratory graph analysis (EGA), exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed for the validity studies. The reliability of the measurements collected via the Turkish form of the scale was examined via the Cronbach's alpha internal consistency coefficient. Corrected item total correlations were calculated for item discrimination, and Ferguson Delta was computed to provide a discrimination index for the entire scale. \u0000Findings: The EGA outputs and the results of parallel analysis run within the scope of EFA revealed a single-factor structure unlike the two-dimensional original form of the scale. In EFA, the variance explained for the single-factor solution was determined as 45.80% and the factor loadings ranged between .44 and .80. The CFA results showed that the fit indices for the unidimensional model were within the recommended limits and the factor loadings of the items varied between .41 and .71. Cronbach’s alpha coefficient was estimated as .84 and corrected item total correlations ranged between .36 and .62. The Ferguson’s delta statistic, on the other hand, was found to be .95. \u0000Highlights: The results obtained provide evidence that the measurements collected through the Turkish form of the EWI have adequate psychometric properties.","PeriodicalId":342758,"journal":{"name":"Kastamonu Eğitim Dergisi","volume":" 91","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140683275","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 Learner-Centred International Perspective on the Advantages of Distance Thesis","authors":"Ömer Uysal","doi":"10.24106/kefdergi.1473628","DOIUrl":"https://doi.org/10.24106/kefdergi.1473628","url":null,"abstract":"Purpose: The research aims to specify attitude towards DT as well as advantages/strengths/opportunities of DT based on views of international learners in the times of the coronavirus or similar necessary conditions. \u0000Design/Methodology/Approach: Qualitative data and qualitative data analysis techniques were need to reach the purpose of the research. Therefore, the study which was conducted to determine the views of international learners about advantages/strengths/opportunities of DT was designed by the qualitative model. Totally 14 international learners participated the research from different countries. An online form was administered to international learners in Turkey to collect data for the research questions. Qualitative descriptive analysis was used to analyze the data. \u0000Findings: The findings consist of two subjects as the attitude towards distance thesis and the advantages of distance thesis. Attitudes of international learners towards DT are very positive that a great majority of the them confirm idea of DT (%85.70) and most of them (%78.57) want to apply DT in case of necessity like coronavirus. The advantages of DT are determined as follows: Flexibility, time saving, cost saving, access information in digital world, chance for working learners, uninterrupted supervision, communication with online meeting, working with digital information-applications-tools-technologies, learning diversity, getting a degree from university at a distance, collaboration with peers and experts from different institutions, support for modernization of universities, contribution to internationalization, achievement of self-management skill, not to being in the crowd. \u0000Highlights: In the literature, no study was found that addressing advantages of distance thesis for graduate programs. In line with the opinions of international learners, the advantages of distance thesis were determined in the research. It has been revealed that international learners have a positive attitude towards distance thesis and they want to apply for distance thesis in times of pandemic or similar necessary conditions. This article can inspire new researches, new projects on distance thesis and the determination of the distance thesis framework in our country.","PeriodicalId":342758,"journal":{"name":"Kastamonu Eğitim Dergisi","volume":"79 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140694545","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":"Investigation of the Effect of Teaching the Unit \"Chemistry is everywhere\" by Argumentation on Academic Achievement and Some Variables","authors":"Betül Öksüzer, Tacettin Pınarbaşı","doi":"10.24106/kefdergi.1473672","DOIUrl":"https://doi.org/10.24106/kefdergi.1473672","url":null,"abstract":"Purpose: This study aimed to investigate the effect of argumentation-oriented instruction on students’ academic achievement, argumentation skills, attitudes towards chemistry, understanding the nature of scientific knowledge, science process skills and willingness to argumentation in teaching the unit “chemistry is everywhere”, by comparing with the existing teaching method. \u0000Method: The research was conducted via embedded design of mixed research method simultaneously combining quantitative and qualitative approaches. The sample consisted of 66 10th grade highschool students. Data collection tools were ‘Chemistry is everywhere’ Unit Achievement Test (CEAT), Attitudes Scale towards Chemistry (ASTC), Science Process Skills Test (SPST), Nature of Scientific Knowledge Test (NSKT), Argumentativeness Scale (AS), interviews and verbal-written discussion. Independent samples t-test and Mann-Whitney U test were utilized to analyze the scores of CEAT, ASTC, SPST and NSKT, while Wilcoxon test was used for the analysis of AS. The data of interviews, verbal and written discussion were exposed to content analysis. \u0000Findings: The results of the study found statistically significant differences between the experimental and control groups’ mean scores of the CEAT, ASTC, SPST and NSKT in favor of the experimental group. For the experimental group, there was a significant difference between the pre-test and post-test mean scores of AS and the students’ argumentation levels mainly remained level 2 containing claim and warrant.","PeriodicalId":342758,"journal":{"name":"Kastamonu Eğitim Dergisi","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690705","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 Distance Education Processes from the Perspective of Science Teachers","authors":"Ersin Karademir, Kübra Altunsoy","doi":"10.24106/kefdergi.1473527","DOIUrl":"https://doi.org/10.24106/kefdergi.1473527","url":null,"abstract":"Purpose: The purpose of this study is to examine the opinions of science teachers who teach online about synchronous distance education applications that allow teachers and learners to come together regardless of place and time, and to examine them based on teacher experiences. \u0000Design/Methodology/Approach: This study, which was prepared to determine the views of teachers on distance education, was carried out with the case study model. The study group of the research was carried out with 19 science teachers from different schools and institutions with different years of seniority. A structured interview form was used as a data collection tool. The data has been collected remotely; The research data obtained were analyzed through content analysis. \u0000Findings: Science teachers stated that the transition to distance education completely affects the quality of education negatively. However, it has been stated that distance education and face-to-face education can create beneficial results when used together effectively. In addition, the positive side of distance education is to carry out distance education and to access digital content easily in cases where education stakeholders cannot be together physically.","PeriodicalId":342758,"journal":{"name":"Kastamonu Eğitim Dergisi","volume":"269 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140730448","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 Preschool Teachers' Engagement in Collaborative Professional Practices on Pedagogical Practices","authors":"Mehmet Sağlam, O. T. Çelik, Yunus Tunç","doi":"10.24106/kefdergi.1426747","DOIUrl":"https://doi.org/10.24106/kefdergi.1426747","url":null,"abstract":"Purpose: Preschool teachers are crucial in meeting children's needs and supporting their learning and development. This study explored the link between preschool teachers' engagement in collaborative professional practices and their pedagogical practices to meet children's needs. \u0000Design/Methodology/Approach: This research used survey data from 1546 preschool teachers in Turkey who took part in the TALIS Starting Strong Survey 2018 by the Organization for Economic Co-operation and Development. Descriptive statistics and structural equation modeling were used for data analysis. \u0000Findings: The findings indicated that preschool teachers' engagement in collaborative professional practices positively predicted their pedagogical practices regarding children's needs. Furthermore, engagement in collaborative professional practices accounted for approximately 7% of the variance in pedagogical practice. \u0000Highlights: These results provide compelling evidence for the positive impact of teachers' collaborative professional learning on their pedagogical practices, which in turn can contribute to children's learning and development in preschool education. Collaborative professional practices in preschool education effectively support children's learning and development.","PeriodicalId":342758,"journal":{"name":"Kastamonu Eğitim Dergisi","volume":"43 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488394","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":"Ethical Issues in Educational Technology","authors":"İnayet Aydın","doi":"10.24106/kefdergi.1426735","DOIUrl":"https://doi.org/10.24106/kefdergi.1426735","url":null,"abstract":"Purpose: The purpose of this study is to identify the ethical issues created by educational technology from the perspective of children and youth and to develop recommendations for addressing the ethical problems they face in educational technology based on ethical evaluations. \u0000Design/Methodology/Approach: This study utilizes the \"Narrative Review\" method. \u0000Findings: This study reveals scientific findings on the inequalities created among students by educational technology, its impact on the child's privacy, values, and world of meaning, its effects on students' learning, cognitive functions, and creativity, its influence on students' emotional development and human relationships, as well as the negative effects of virtual reality and gamification, and the impact of technology on children's fundamental academic and physical skills. \u0000Highlights: This research emphasizes the significant responsibilities that educational managers, decision-makers, policymakers, and teachers, especially those concerning \"minors\" under the age of 18, need to take on regarding the responsible, safe, and ethical use of technology in educational processes. The study delves into protecting children from potential harm and negative effects resulting from their use of educational technology.","PeriodicalId":342758,"journal":{"name":"Kastamonu Eğitim Dergisi","volume":"3 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139593111","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":"Examining the Impact of Interdisciplinary Practices on Secondary School Students' Awareness of Sustainable Living","authors":"Mustafa Kemal YÜZBAŞIOĞLU","doi":"10.24106/kefdergi-2023-0067","DOIUrl":"https://doi.org/10.24106/kefdergi-2023-0067","url":null,"abstract":"Purpose: This study aimed to determine the effect of the practices carried out according to an interdisciplinary approach on students' awareness of sustainable living.
 Methodology: In the present study, one group pre-test post-test experimental design, one of the quasi-experimental methods, was used. A total of 46 activities were carried out in 33 weeks of the academic year within the scope of 11 different courses and social club practices with 37 secondary school students who participated in the study. The study data were collected using the Sustainable Living Awareness Scale.
 Findings: As a result of the activities carried out, students' awareness of sustainable living increased significantly on an overall scale and in the social, economic, and environmental sub-dimensions of the scale.
 Highlights: The present study concluded that the activities carried out over a long period with an interdisciplinary approach reflected positively on the awareness of the students. It is recommended to take steps to make teacher candidates and teachers aware of the concept of sustainable development and for the development of teacher candidates and teachers on sustainable development.","PeriodicalId":342758,"journal":{"name":"Kastamonu Eğitim Dergisi","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135166082","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 Investigation of The Differential Item Functions of The 2012 High School Entrance Exam Mathematics Test Based On The G-DINA Model","authors":"Sinem ŞENFERAH, Mahmut Sami KOYUNCU","doi":"10.24106/kefdergi-2023-0078","DOIUrl":"https://doi.org/10.24106/kefdergi-2023-0078","url":null,"abstract":"Purpose: This study aims to determine the item parameters and estimations of student attribute profiles related to the 2012 8th Grade HSEE Mathematics subtest item responses using the G-DINA model and examine whether the items show DIF according to the gender variable.
 Design/Methodology/Approach: The study was conducted on the data of 1.063.570 students who took the 2012 HSEE Mathematics subtest. The analysis was carried out on the target population data to avoid sampling error. This study is a descriptive, survey type study.
 Findings: When the model fit indices and comparison results were examined, it was concluded that the model that best explained the behavior of students responding to the items in the 20-item form of the 2012 HSEE Mathematics subtest was G- DINA. When the G-DINA model parameters were examined, it was found that the 𝛼! = [0000] attribute profile (with 61%) in which none of the four defined attributes were found in the student, and the 𝛼!\" = [1111] attribute profile (with 17%) in which all four attributes were present in the student (17%) were the most common attribute profiles. As a result of DIF analysis within the scope of CDM, and it was identified that item 4 showed a significant uniform DIF in favor of female students while item 19 showed a uniform DIF in favor of male students at moderate level.
 Highlights: It is thought that DIF analyses within the framework of cognitive diagnostic models can provide a statistical basis for item bias decisions.","PeriodicalId":342758,"journal":{"name":"Kastamonu Eğitim Dergisi","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135167475","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}