Erzincan Universitesi Egitim Fakultesi Dergisi最新文献_第7页

Classification of the Students based on Frequency of Exposed to Peer Bullying and Examination of the Various Relationships 基于受欺负频率的学生分类及各种关系的检验

Erzincan Universitesi Egitim Fakultesi Dergisi Pub Date : 2022-05-05 DOI: 10.17556/erziefd.827526

Bilgesu Çüm, Sait Çüm

{"title":"Classification of the Students based on Frequency of Exposed to Peer Bullying and Examination of the Various Relationships","authors":"Bilgesu Çüm, Sait Çüm","doi":"10.17556/erziefd.827526","DOIUrl":"https://doi.org/10.17556/erziefd.827526","url":null,"abstract":"Bu araştırmada, Uluslararası Öğrenci Değerlendirme Programı (Programme for International Student Assessment [PISA]) 2018 uygulamasına Türkiye’den katılan öğrencilerin akran zorbalığına maruz kalma sıklıkları üzerinden iki aşamalı kümeleme algoritmasıyla kümelenmesi ve bu kümelerin öğrencilerin cinsiyeti, okulu veya bazı dersleri asmaları ya da okula geç kalmaları gibi değişkenler yönünden farklılaşıp farklılaşmadığının incelenmesi amaçlanmıştır. Bu araştırmanın çalışma grubunu, PISA 2018 araştırmasına Türkiye’den katılan ve tamamı 2002 yılında doğmuş olan 6890 öğrenci oluşturmaktadır. Araştırmada öncelikle, akran zorbalığına maruz kalma sıklığı anketine verilen yanıtlar aracılığıyla yanıtlayıcı grubun içerisindeki farklı ve ayırt edilebilir bir takım özellikleri temsil eden fakat doğrudan gözlenemeyen üç alt grup (küme) iki aşamalı kümeleme analiziyle ortaya çıkarılmıştır. Öğrencilerin gözlenen değişkendeki düzeyleri bakımından anlamlandırılabilir olduğu belirlenen bu kümelerin tüm gruba oranla büyüklüklerinin sırasıyla %52, %26 ve %15 olduğu; %7’lik bir kesimin ise belirlenen kümelerin dışında kaldığı görülmüştür. Elde edilen bulgulardan hareketle, öğrencilerin cinsiyetlerinin, okulu/dersleri asma ve okula geç kalma durumlarının kümeler arasında değişkenlik gösterdiği ve bu değişkenliğin istatistiksel olarak anlamlı olduğu sonucuna ulaşılmıştır.","PeriodicalId":52714,"journal":{"name":"Erzincan Universitesi Egitim Fakultesi Dergisi","volume":"158 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623076","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}

引用次数: 0

Türkçenin Yabancı Dil Olarak Öğretiminde Sınıf İçi Değerlendirme: Küçük Ölçekli Bir Durum Çalışması Türkçenin YabancıDil OlarakÖğretiminde Sınıfíçi Değerlendirme：KüçüKÖlçekli Bir DurumÇalışması

Erzincan Universitesi Egitim Fakultesi Dergisi Pub Date : 2022-04-30 DOI: 10.17556/erziefd.888454

Belgizar Ünver, Ümit Bozkurt

{"title":"Türkçenin Yabancı Dil Olarak Öğretiminde Sınıf İçi Değerlendirme: Küçük Ölçekli Bir Durum Çalışması","authors":"Belgizar Ünver, Ümit Bozkurt","doi":"10.17556/erziefd.888454","DOIUrl":"https://doi.org/10.17556/erziefd.888454","url":null,"abstract":"In language classrooms, teachers are expected to employ a series of classroom assessment tools to monitor student development and revise teaching and learning activities accordingly. In this context, the study aimed to determine the types of classroom assessment methods and tools used by the participants who taught Turkish as a foreign language, the frequency with which the instructors used them, how they used them, and the assessment approach adopted by the instructors. The study adopted the case study design, and the participants were the instructors working at a Turkish Teaching Research and Applicant Center of a public university in the western Black Sea region in Turkey. Two types of basic data were collected in the process. First, observation was made for 54 lesson hours at the institution in question. Then, semi-structured interviews were held with the instructors working at the institution. It was found that cloze test and question-answer techniques were the most frequently used techniques for classroom assessment purposes, and the institutional focus was on summative assessment without any systematic alternative-formative approach for providing monitoring and feedback about student development, and the instructors were not knowledgeable about current assessment approaches but believed that it would be beneficial to learn and implement them.","PeriodicalId":52714,"journal":{"name":"Erzincan Universitesi Egitim Fakultesi Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623512","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}

引用次数: 0

The Effect of Hope and Grit Based Intervention Program on Adolescents' Self-Efficacy 希望与毅力干预方案对青少年自我效能感的影响

Erzincan Universitesi Egitim Fakultesi Dergisi Pub Date : 2022-04-06 DOI: 10.17556/erziefd.1003054

Mehmet Şam, Ramin Aliyev

{"title":"The Effect of Hope and Grit Based Intervention Program on Adolescents' Self-Efficacy","authors":"Mehmet Şam, Ramin Aliyev","doi":"10.17556/erziefd.1003054","DOIUrl":"https://doi.org/10.17556/erziefd.1003054","url":null,"abstract":"Bu araştırmanın amacı, umut ve azime dayalı müdahale programının ergenlerin öz yeterliklerine etkisini incelemektir. Araştırmada yöntem olarak 2x2’lik ön-son test kontrol gruplu deneysel desen kullanılmış olup, çalışma grubunu 2019-2020 öğretim yılında XXX ilindeki bir ortaokulda öğrenim gören 18 öğrenci oluşturmuştur. Katılımcılar, seçkisiz olarak deney (n=9) ve kontrol grubuna (n=9) atanmışlardır. Katılımcılara ön ve son testte Genel Öz Yeterlik Ölçeği uygulanmıştır. Deney grubuna, haftanın iki günü olmak üzere yedi oturumluk umut ve azime dayalı müdahale programı uygulanmıştır. Oturumlar, 40-50 dakika arasında değişen sürelerde gerçekleştirilmiştir. Verilerinin analizinde bağımsız gruplar için t-testi ve tekrarlanmış ölçümler için iki yönlü ANOVA kullanılmıştır. Araştırma bulguları, programa katılan ergenlerin son test öz yeterlik puan ortalamalarının hem deney grubu ön test puanlarına göre hem de kontrol grubundaki ergenlerin son test puanlarına göre anlamlı olarak daha yüksek olduğunu göstermektedir. Sonuç olarak, umut ve azime dayalı müdahale programının ergenlerin öz yeterliklerini arttırmada etkili olduğunu göstermektedir.","PeriodicalId":52714,"journal":{"name":"Erzincan Universitesi Egitim Fakultesi Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67621011","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}

引用次数: 0

A review on Framing Learning Analytics with Learning Design 框架学习分析与学习设计综述

Erzincan Universitesi Egitim Fakultesi Dergisi Pub Date : 2022-04-05 DOI: 10.17556/erziefd.1054405

Denizer Yildirim

{"title":"A review on Framing Learning Analytics with Learning Design","authors":"Denizer Yildirim","doi":"10.17556/erziefd.1054405","DOIUrl":"https://doi.org/10.17556/erziefd.1054405","url":null,"abstract":"Öğrenme Tasarımı, öğrenci hangi aktiviteyi, ne zaman, ne kadar sürede ve hangi sırada yaparsa daha iyi öğrenebilir sorusunun yanıtlanması için bir topluluk etkileşimini tanımlamaktadır. Öğrenme tasarımının iyileştirilmesi için öğrenme analitikleri kanıta dayalı öngörü oluşturulması yönünden önemlidir. Bu öngörülerin farklı durumlara transfer edilebilmesi için öğrenme analitiklerin hangi öğrenme tasarımı bağlamında kullanıldığına daha fazla odaklanılması gereksinimi ortaya çıkmaktadır. Bu çalışmada, öğrenme analitikleri sürecinin niçin öğrenme tasarımı ile çevrelenmesi gereksiniminden ve alanyazındaki çerçevelerin sunduğu geniş bakış açılarından yola çıkarak; öğrenme analitikleri öngörülerinin daha işlevsel olması için, öğrenme analitiklerinin hangi bağlamda ele alındığını kolaylaştıracak çerçeveler özetlenmiş ve daha işlevsel bulunanlar tartışılmıştır. E-öğrenme için öğrenme türleri ve etkinlik tasarımı olarak önerilen öğrenme tasarımı çerçeveleri, Öğrenme Yönetim Sistemi (ÖYS) içerisinde online derslerin tasarımında kolaylıkla kullanılabilecek sınıflamalar içermektedir. Analitik Katmanları Çerçevesi bir öğrenme analitiği uygulamasında hangi analitiklere odaklanılacağı konusunu çok boyutlu bir perspektiften örneklendirmektedir. Tartışılan çerçevelerin gelecekteki çalışmalar için temel alınması, öğrenme tasarımı ve öğrenme analitikleri etkileşiminden doğan öngörülerin farklı bağlamlar için güncellenerek uygulanmasını mümkün hale getirebilir.","PeriodicalId":52714,"journal":{"name":"Erzincan Universitesi Egitim Fakultesi Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67620875","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}

引用次数: 0

Comparison of 2013 and 2018 Science Teaching Programmes’ Learning Outcomes According to Revised Bloom Taxonomy 根据修订的Bloom分类法，2013年和2018年科学教学项目的学习成果比较

Erzincan Universitesi Egitim Fakultesi Dergisi Pub Date : 2022-04-05 DOI: 10.17556/erziefd.803732

Halil Dündar Cangüven

{"title":"Comparison of 2013 and 2018 Science Teaching Programmes’ Learning Outcomes According to Revised Bloom Taxonomy","authors":"Halil Dündar Cangüven","doi":"10.17556/erziefd.803732","DOIUrl":"https://doi.org/10.17556/erziefd.803732","url":null,"abstract":"The main motivation for this study is to compare 2018 Science Programme and 2013 Science Programme according to Revised Bloom Taxonomy’s Cognitive Field Press. The document analysis method, qualitative research method, was used. The study brings together the programme comparisons made so far while presenting an up-to-date programme comparison and offering various suggestions on behalf of the cognitive process. The keywords (action words) of the Revised Bloom Taxonomy were used in data analysis. All the sentences given in the outcomes of the Science Curriculum were evaluated as a whole. According to Miles and Huberman, the reliability ratio was calculated as 91% in the overall study by considering three researchers. In terms of the gains in the programs implemented in 2013 and 2018, a decrease in the percentages of the Recall, Implementation, Analysis and Evaluation steps; On the other hand, it was determined that there was an increase in the percentages in the stages of Understanding and Creation. In the analysis step, only at the 6th Grade level; at the 3rd, 4th, 6th and 8th grade levels in the assessment level; In the creation step, an increase was determined at all class levels.","PeriodicalId":52714,"journal":{"name":"Erzincan Universitesi Egitim Fakultesi Dergisi","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623016","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}

引用次数: 0

Impact of ERASMUS Student Mobility On Turkish Pre-service EFL Teachers: Contributions and Challenges of the Experience 伊拉斯谟学生流动对土耳其职前英语教师的影响:经验的贡献与挑战

Erzincan Universitesi Egitim Fakultesi Dergisi Pub Date : 2022-03-21 DOI: 10.17556/erziefd.937616

Ayperi SAL İLHAN, Gülşah Külekçi

引用次数: 0

Investigation of Science High School 12th Grade Physics Textbook in terms of Scientific Content 科学型高中12年级物理教材科学内容调查

Erzincan Universitesi Egitim Fakultesi Dergisi Pub Date : 2022-03-07 DOI: 10.17556/erziefd.1005144

Osman Türk, M. Karadag

{"title":"Investigation of Science High School 12th Grade Physics Textbook in terms of Scientific Content","authors":"Osman Türk, M. Karadag","doi":"10.17556/erziefd.1005144","DOIUrl":"https://doi.org/10.17556/erziefd.1005144","url":null,"abstract":"In this study, Science High School 12th grade physics textbook is examined in terms of scientific content. For the purposes of the study, scientific explanations, measurement-evaluation activities and visual expressions of the subjects in the 12th grade Science High School physics textbook were compared according to the sources in national and international literature. In this study, survey model based on document analysis was used. Within the scope of the study, six units and 20 topics in the 12th grade Science High School physics textbook were examined according to the information in 13 sources used in physics teaching in the national and international literature, and 25 scientifically incorrect or missing statements were determined. The incorrect or incomplete expressions detected and the correct forms of these expressions that should be scientifically are shown in tables. In line with the results of the research, it has been suggested that in order to minimize the errors in physics textbooks, all national and international sources should be reviewed during the writing process and the number of studies examining physics textbooks should be increased.","PeriodicalId":52714,"journal":{"name":"Erzincan Universitesi Egitim Fakultesi Dergisi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47980718","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}

引用次数: 0

Second Language Acquisition Instructional Models in English-Medium International Schools: Past, Present, and Future 英语国际学校第二语言习得教学模式:过去、现在与未来

Erzincan Universitesi Egitim Fakultesi Dergisi Pub Date : 2022-03-03 DOI: 10.17556/erziefd.1005688

Clayton Lehman, Brett Welch

{"title":"Second Language Acquisition Instructional Models in English-Medium International Schools: Past, Present, and Future","authors":"Clayton Lehman, Brett Welch","doi":"10.17556/erziefd.1005688","DOIUrl":"https://doi.org/10.17556/erziefd.1005688","url":null,"abstract":"The international school market continues to expand, and an increasing number of English language learners (ELLs) are enrolling in English-medium international schools. As new schools start and existing schools evaluate their second language acquisition model(s), care should be taken to implement a model that provides ELLs with the necessary support for English language acquisition. Understanding current practice and teacher preference can enable school leaders to make more informed decisions when implementing or revising an SLA instructional mode (IM). The purpose of this research study was to build upon previous research findings through further examination of the frequency of SLA IM used in English-medium international schools. Additionally, the researchers sought to compare the preferred SLA IMs between ELL, Primary, and English teachers. Findings from this quantitative survey-based study reinforce previous findings that the hybrid push-in and pull-out SLA IM is the most implemented SLA IM in English-medium international schools. Additionally, the hybrid SLA IM continues to be the preferred SLA IM in English-medium international schools.","PeriodicalId":52714,"journal":{"name":"Erzincan Universitesi Egitim Fakultesi Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67621062","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}

引用次数: 0

Online Creative Drama During the Pandemic 大流行期间的在线创意剧

Erzincan Universitesi Egitim Fakultesi Dergisi Pub Date : 2022-02-24 DOI: 10.17556/erziefd.992687

Belgin Bal İncebacak

{"title":"Online Creative Drama During the Pandemic","authors":"Belgin Bal İncebacak","doi":"10.17556/erziefd.992687","DOIUrl":"https://doi.org/10.17556/erziefd.992687","url":null,"abstract":"This research is aimed to reveal the views of students who are educated and not receiving creative drama about distance education. The research was conducted with 77 participants (38 experimental groups, 39 control groups) selected from students studying at a public university in the Black Sea region. In the research, a weak post-test experimental design was used. The experimental group was given a fourteen-session creative drama dating program developed by the researcher. The control group continued their theoretical and practical courses during the distance education process. As a measurement tool, the Scale of Determining the Views of Distance Education Students developed by Yildirim, Yildirim, Celik, and Karaman (2014) and the Vision Determination Interview Form for Distance Education were used. T- test were used to test whether there was a significant difference between the data obtained from the quantitative data of the study and the test and control group scores. Qualitative data are analyzed by content analysis. According to the research results, students who took creative drama courses said they enjoyed distance education, took an active role in the process, and felt as if they were in face-to-face education. Control group students stated that they had difficulty adapting to the course because they were passive and watched without turning on a camera","PeriodicalId":52714,"journal":{"name":"Erzincan Universitesi Egitim Fakultesi Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67624096","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}

引用次数: 2

Sosyal Bilgiler Öğretmenlerinin Değerler Eğitimine Yönelik Görüşleri 社会信息教师评价培训观

Erzincan Universitesi Egitim Fakultesi Dergisi Pub Date : 2022-02-19 DOI: 10.17556/erziefd.1008843

Elif Pirnaz, Esma Kuru

引用次数: 0