International Online Journal of Educational Sciences最新文献

{"title":"Primary Education Science and Technology Teachers’ Knowledge, Awareness and Degree of Use of Science Process Skills","authors":"Erdoğan Usta, Ebru Bergen Çoşkun","doi":"10.15345/IOJES.2014.02.015","DOIUrl":"https://doi.org/10.15345/IOJES.2014.02.015","url":null,"abstract":"Article History: Received 6.12.2013 Received in revised form 11.25.2013 Accepted 12.24.2013 Available online 10.08.2014 This study was done in order to determine the active science teachers’ knowledge, awareness and degree of use of Science Process Skills (SPS) in their courses within the Primary Education in Central province of Tokat in Turkey. The method of this study is a general descriptive design. The target population of this study is those teachers who are actively teaching in these second level of Primary Education and the population size is 87 and the sample size is 62 Science Technology teachers who are chosen from the target population by a conveniance sampling method. Within this study, ‘Science Process Skills Knowledge & Awareness Scale’ (SPS-KAS) and ‘Degree of Use of Science Process Skills’ (DUSPS) scales, both were developed by us have been used as data collecting tools. After pilot application of the scales to 24 4th grade teacher canditate students (from the GaziosmanpasaUniversity in Tokat) and 21 active science and thecnology teachers (who are out of central province in Tokat) validty calculations were made. In order for validity assesment item discrimination calculations were made and those items which have 0.3 or above ‘rjx’ values were used. For the face and content validity expert opinion were relied. In order to calculate internal consistency realibility scale KR-20 formula were used and was found as 0,80. Questions of the DUSPS scale were presented using a five-point Likert item, of the The results for the construct validityimplies a single factor. DUSPS’ Cronbach Alfa internal consistencyco efficient was found as .97. The result of this study Show that only 1.5% active Science and Technology teachers in Tokat have enough knowledge about SPS, but none of them can relate a SPS-related question to a specific SPS . In addition to these, 11% of science and technologyteachers have admitted to try to use these SPS in their courses during teaching. In addition, teachers' knowledge and awareness differ according to their inauguration year (before or after the new program). © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115589025","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":"Comparison of Reading Comprehension with respect to Text Type, Grade Level and Test Type","authors":"Muhammet Bastug","doi":"10.15345/IOJES.2014.02.003","DOIUrl":"https://doi.org/10.15345/IOJES.2014.02.003","url":null,"abstract":"Article History: Received 25.11.2013 Received in revised form 13.05.2014 Accepted 31.05.2014 Available online 10.08.2014 It was aimed in this study to compare students’ reading comprehension levels with respect to the variables of text type, grade level and test type. To this aim, the research was carried out in the scanning model. A total of 1028 4th and 5th grade students participated in the research. In assessing reading comprehension skills; open-ended, multiple choice and cloze tests, which were developed based on narrative and informative texts found in course books for students’ respective grade levels, were used. T-tests and variance analysis were employed in analyzing the data. It was observed at the end of the research that students’ reading comprehension skills did not statistically differ. On the other hand, reading comprehension skills did differ significantly with respect to text type in the favor of narrative texts. That is, students are more successful in comprehending narrative texts compared to informative ones. Another finding is that students’ reading comprehension skills significantly differed with respect to test type in the favor of multiple-choice tests. That is, students scored higher in multiple-choice tests than in open-ended and cloze tests. The research findings were discussed in relation to the relevant literature. © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114461166","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 Research on the Learned Resourcefulness and Psychological Vulnerability Levels of the School of Physical Education and Sports Students","authors":"Kursad Sertbas","doi":"10.15345/IOJES.2014.02.011","DOIUrl":"https://doi.org/10.15345/IOJES.2014.02.011","url":null,"abstract":"Article History: Received 20.03.2014 Received in revised form 14.05.2014 Accepted 25.05.2014 Available online 10.08.2014 This is a descriptive research conducted for determining the relationship between the learned resourcefulness and psychological vulnerability levels of the School of Physical Education and Sports students. Research group is composed of 206 students who have studied in the School of Physical Education and Sports of Sakarya University in 2013-2014 academic year. Rosenbaum’s Learned Resourcefulness Scale (RLRS) was used to determine the learned resourcefulness level and Psychological Vulnerability Scale was used to determine the psychological vulnerability level in the research. The data on characteristics of students was obtained from the Personal Information Form (PIF) developed by the researcher. T test, one-way ANOVA and Pearson Product-Moment Correlation Coefficient were used for the analysis of the learned resourcefulness and psychological vulnerability levels of the university students. Statistical Package for the Social Sciences (SPSS) 15.0 was used in the analyses. As the result of the research, no significant difference determined between the learned resourcefulness levels in terms of gender, sibling number, parental attitudes and socioeconomic level. Besides, the relationship between the learned resourcefulness and psychological vulnerability scores of the university students was found insignificant. © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130000196","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":"Attitudes of Primary Mathematics Pre-Service Teachers Candidates toward Graduate Education","authors":"Elif Bahadir, A. Ş. Özdemi̇r","doi":"10.15345/IOJES.2014.02.012","DOIUrl":"https://doi.org/10.15345/IOJES.2014.02.012","url":null,"abstract":"The purpose of this study is to examine attitudes of mathematics pre-service teachers candidates to graduate education in terms of variables such as numerical data, and also students’ attitudes towards post-graduate education, the correlation analysis which was made with different components. The study consists of 139 candidates attending to Primary Education Departments in Marmara University in the 2006-2011 academic years. In the research method pattern consisted of quantitative data was conducted. The research data was consisted of general averages, preference ranking and using attitude scale which was developed by Unal and Ilter (2010) with the name of the scale of attitudes towards post-graduate education. The data on scale were analyzed SPSS 17.0. Moreover, correlation analysis was performed. According to the survey the attitudes of teachers of undergraduate to graduate education with general averages, and preference ranking (ranking shows the count of settled preferences) and the attitudes of graduate education in terms of the variables were statistically significant differences between the attitudes of graduate education. In general, students have a positive attitude to graduate education is seen. In addition to these graduate graduation average of average and high average graduation and there is a significant relationship between ALES score. © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116573884","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 Reliability and Validity of the Home Early Literacy Environment Questionnaire","authors":"A. D. Sarica, Cevriye Ergül, G. Akoğlu, K. Z. Deniz, G. Karaman, Zeynep Bahap-Kudret, Mumin Tufan","doi":"10.15345/IOJES.2014.02.016","DOIUrl":"https://doi.org/10.15345/IOJES.2014.02.016","url":null,"abstract":"1 Cukurova University, Faculty of Education, Department of Special Education, Adana, Turkey;2 Ankara University, Faculty of Educational Sciences, Department of Special Education, Ankara, Turkey;3 Kirikkale University, Faculty of Health Sciences, Department of Child Development, Kirikkale, Turkey;4 Ankara University, Faculty of Educational Sciences, Department of Measurement and Evaluation, Ankara, Turkey;5 Ankara University, Faculty of Educational Sciences, Department of Preschool Education, Ankara, Turkey;6 Gazi University, Gazi Faculty of Education, Department of Preschool Education, Ankara, Turkey","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132081387","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 Effects of Design Factors on Students' Success and Test Anxiety in Electronic Tests 1","authors":"E. Albayrak","doi":"10.15345/IOJES.2014.02.017","DOIUrl":"https://doi.org/10.15345/IOJES.2014.02.017","url":null,"abstract":"The purpose of this study was to determine the effects of design factors on students’ success and test anxiety in electronic tests. The study has a mixed model. There are two variables in the quantitative part of the study. The first variable is an independent variable with two groups; test environment is/is not in accordance with principles of design based on between-group measurements under different experimental conditions. The second one is measurement variable which is applied in order to describe the change of success obtained by participation of students into these tests based on time and has repeated measurements. The other dependent variable of the study is test anxiety in electronic environment. In this study, variable of test anxiety in electronic environment was measured for 4 weeks, which is experimental period of the study, as done in the variable of success. General test anxiety was chosen as control variable in the study. In the qualitative part of the study, opinions of the students were collected. The sample group of the study consists of 46 third-year students attending at Sakarya University, Faculty of Education, Department of Computer and Instructional Technologies in spring term of 2011-2012 academic years. As a result of the study, it was determined that success of participating students in electronic tests was affected by design factors of the test they took When general test anxieties of students, who were subjected to experimental conditions, in test environments designed and not designed by taking principles of design into consideration were controlled, it was found out that there was no difference between electronic test anxiety levels of students for four tests. © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122077930","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 Teaching Practice Conducted by Using Metacognition Strategies on Students' Reading Comprehension Skills","authors":"Cevat Eker","doi":"10.15345/IOJES.2014.02.002","DOIUrl":"https://doi.org/10.15345/IOJES.2014.02.002","url":null,"abstract":"The purpose of this research is to determine the effect of teaching practise conducted by using metacognitive strategies on students’ reading comprehension skills at Turkish language course. For this purpose, this study has been carried out with 65 students at 5th grade of secondary education in 2012–2013 academic year. In the research, pre-test post-test control group design of experiment method has been used. While the subjects have been taught to students in experimental group by using metacognitive strategies in addition to teacher’s book, the same subjects have been taught to students in control group as they are stated within the curriculum and teacher’s book. The study took a total of 6 weeks. As data collection tool, Achievement Test For Measuring Students’ Reading Comprehension Skills which was developed by the researcher to determine the effect of metacognitive strategies on students’ reading comprehension skills was used. As a result of the reliability and validity studies, the reliability coefficient of the test was found to be 0.91, the average difficulty was found to be 0.64. At the end of the research, at teaching practice in which metacognitive strategies(planning, monitoring and regulation) were used, a significant increase on students’ reading comprehension skills was found in favor of the experimental group. © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128012221","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":"Emotional Intelligence and Communication Skills of Nursing Students: Example of Harran University School of Health","authors":"Gülsün Erigüç, Hüseyin Eriş, Feray Kabalcıoğlu","doi":"10.15345/IOJES.2014.02.013","DOIUrl":"https://doi.org/10.15345/IOJES.2014.02.013","url":null,"abstract":"Nursing is a profession providing services directly to people through interpersonal relationships. Using emotional intelligence and communication skills, nurses, while taking care, could detect more accurately the needs of patients and create a positive impact on patients by providing effective care. Emotional intelligence and communication skills should get involved and developed in the nursing education process. The purpose of this study is to evaluate nursing students’ levels of emotional intelligence and communication skills and to determine the relationship between them. The data were obtained from 195 students studying in Harran University Nursing Department of School of Health through Personal Information Form, Emotional Intelligence Evaluation Scale and Communication Skills Evaluation Scale. To analyze the data t-test, variance analysis and Pearson’s correlation analysis were used. As a result, a significant positive relationship was found between students’ emotional intelligence and communication skills. © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123850415","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 Development of the Educators' Attitudes toward Gifted Education Scale","authors":"M. Öztürk, A. Ficici","doi":"10.15345/IOJES.2014.02.009","DOIUrl":"https://doi.org/10.15345/IOJES.2014.02.009","url":null,"abstract":"This article reports a study intended to develop a scale that measures attitudes of preschool through university in-service educators toward gifted education. After a thorough review of the literature on the topic, the first version of the scale was developed with 24 Likert-type items intended to measure four dimensions of the construct (six items for each). The scale was given to 421 preschool through university in-service educators (teachers, school counselors, school administrators, etc.) working at various schools or educational institutions in Istanbul, Turkey during the 2011-2012 school year. After a listwise deletion of missing data, the analyses were done on 360 cases. Based on results from exploratory factor analysis on one half of the data, nine items were eliminated and 15 retained. The revised scale could still measure all four dimensions with at least three items each. The factor structure of the revised version of the scale could be cross-validated on the second half of the data through confirmatory factor analysis. Internal consistency reliability coefficients of the whole revised scale and the subscales were acceptable. The resulting scale is a valid and reliable instrument with the potential to be adapted to various educational systems in the world.","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115736883","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 Self-Regulation and Problem Solving Skills of Prospective Elementary Teachers","authors":"Nilay Çelik Ercoşkun, Erdoğan Köse","doi":"10.15345/IOJES.2014.02.014","DOIUrl":"https://doi.org/10.15345/IOJES.2014.02.014","url":null,"abstract":"Article History: Received 05.12.2013 Received in revised form 14.03.2014 Accepted 23.03.2014 Available online 10.08.2014 The aim of this study is to examine the self-regulation and problem solving skills of the teacher candidates in faculty of education in the department of primary education in terms of variety variances. This research is a descriptive study of general and relational survey. The universe of the study is 3359 prospective teachers who study at a university in the department of elementary education of a state university in 2012-2013 academic year. The sample group of the study is 626 first and fourth year prospective teachers majoring elementary education at the faculty of education by means of purposeful sampling method. In this study, “Self-regulated Learning Skills Scale” developed and whose validity and reliability controlled by Turan (2009) and “Inventory of problem solving” developed by Heppner and Petersen in 1989, whose the Turkish version, validity and reliability studies made by Taylan (1990) were used as the data collection tool. According to the research findings, it was concluded that self-regulation skills of the teacher candidates in the department of elementary education is at good level and their problem solving skills is at a moderate level. Further, given the self-regulation skills of the prospective teachers majoring elementary education at the faculty of education, statistically significant differences in favor of the female students in terms of the gender variable, in favor of the fourth year students in terms of class variable, in favor of the vocational high schools in terms of the variable of the high school graduated, again in favor of the female pre-service teachers in terms of the variable of problem solving skills according to gender were found. There also appeared a positive and moderate correlation between self-regulation and problem solving skills. © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128686537","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}