The aim of this research is to adapt the Connor-Davidson Resilience Scale Short Form (CDRSSF) into Turkish and perform validity and reliability studies on it. The research group comprised 1211 university students. Data collection tools included the CDRSSF, CES Depression Scale, Self-Esteem Scale, and Perceived Stress Scale. The exploratory factor analysis results revealed that the scale has a single-factor structure. A confirmatory factor analysis was completed to confirm the structure determined by the exploratory factor analysis. The same appeared to confirm this structure. A correlation analysis results was performed to identify the criteria-dependent validity in the research. The results show a negative correlation between the psychological resilience levels of university students with perceived stress and depression levels. However, there was a positive correlation observed between psychological resilience with self-esteem. The internal consistency coefficient was found to be 0.81 within the scope of reliability studies for the scale. Two half-test correlations of the scale was documented as 0.78. The results of the research show that the CDRSSF is a valid and reliable measurement device to measure the psychological resilience of university students.
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To limit the spread of the coronavirus, countries have favored distance education over face-to-face education. In Turkey,as well as around the world, technology has become an integral part of education. Technological tools are evolving anddeveloping on a daily basis as a result of rapid technological development. The development of Web 2.0 apps is one ofthese tools that can be considered a technological breakthrough that promotes progress by influencing teaching-learningenvironments. Teachers and students can use Web 2.0 apps to socialize along with creating, manipulating, and controllingcontent. These opportunities inspire students to contribute to the learning process and be active participants in theclassroom. An example of these technologies is the classroom response systems used for measurement and evaluation.Quizizz, Kahoot, and Socrative are examples of Web 2.0 tools that help teachers assess their students’ knowledge andskills effectively and efficiently within the context of classroom response systems. In this study, we aimed to comparethe opinions of mathematics teachers regarding the impact of Web 2.0 tools used for measurement and evaluation indistance education during the pandemic. This was a case study, which included 11 mathematics teachers. The results ofthe mathematics teachers’ opinions on the effects of Web 2.0 apps in distance education were categorized accordingto their contribution to teaching and the use of measurement tools. According to the findings, the teachers believedthat Web 2.0 apps had a positive impact on the distance education process. This study offers important applicationcomponents for future studies
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This study aimed to reveal the evaluations of teachers who work in Science and Art Centers (BİLSEM) about being ateacher there. This qualitative study is structured according to the phenomenology design. A total of 18 teachers workingin BİLSEMs located in Ankara constituted the study group. Qualitative data were collected with a structured interviewform. Content analysis method was used in the analysis of data. The teachers stated that they were pleased to workwith gifted and talented students, and working in BİLSEM increased their motivation to improve themselves. However,they criticized the parents’ expectations, the managers’ attitudes, working hours, and insufficient technical equipment.However, despite the problems, most participants stated that they would recommend other teachers to come work inBİLSEM. Multiple suggestions were presented according to the problems raised in the study
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This study aimed to determine science, technology, engineering, and mathematics (STEM) product performance levels andSTEM education views of seventh-grade-level secondary school students during implementation of the activities involvingintegration of science, technology, mathematics, and engineering prepared for secondary school students. This was a case study,and the activities involving integration of science, technology, mathematics, and engineering were executed with seventh gradesecondary school students in a public school in the Aydın province over a 10-week period during the spring semester of the2016–2017 academic year. The study group consisted of 16 girls and 6 boys. To gather the students’ views on STEM education,semi-structured interviews were conducted with students after the implementation of the activities. Moreover, the processand product of the students’ designs during activities were evaluated with product-oriented performance rubric. Consequently,the students developed positive views toward interdisciplinary education and science-engineering integration; 21st centuryskills such as design skills, creativity, collaborative work, critical thinking, and problem solving; and handcraft. According tothe observation data, students were working as a group, taking responsibility, and using design process, using science andengineering together, and having the ability to design creative products. However, the students also had problems using timeeffectively, lacked the ability to share work, handcrafts, disagreements, and competitive pressure during STEM activities.
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The purpose of this study was to investigate the problem-posing skills of preservice teachers and to examine the relationshipbetween their problem-posing skills, thinking styles, and academic achievement. A total of 32 senior preservice middleschool mathematics teachers posed a problem, and they completed the thinking style inventory. A rubric for evaluationof problem-posing skills was used to analyze the problems with a qualitative approach. It was found that the problemposing skills of preservice teachers were high, but they were set to pose routine problems. It was found that there was nosignificant relationship not only between problem-posing skills and thinking styles but also between academic achievementand problem-posing skills of preservice teachers. The findings also showed that academic achievement was significantly,positively, and moderately related to executive, hierarchical, and internal thinking styles, whereas it was significantly,negatively, and moderately related to external thinking style.
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Social desirability is one of the factors threatening data validity in research. Therefore, the purpose of this research is theexamination of the validity and reliability of the Marlowe‒Crowne Social Desirability Scale (MC-SDS) Short Form C (Reynolds,1982) in university samples in Turkey. The study group for this research consisted of 737 university students (492 females,66.8% and 245 males, 33.2%) from four different public universities. Within the scope of the adaptation study, exploratoryfactor analysis (EFA), parallel analysis, and confirmatory factor analysis (CFA) were performed. EFA was performed on thebasis of tetrachoric correlations, and CFA was performed in the Mplus program using the weighted least squares means andvariance estimation method. As a result of EFA, the scale, which is one-dimensional in the original form, was found to havetwo dimensions; and as a result of the CFA, the standardized coefficients and fit indices with the two-dimensional structure.In addition, reliability and discriminant coefficients of the MC-SDS Short Form C reveal that the scale has sufficient validity andreliability to measure social desirability among university students in Turkey.
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The purpose of this study is to determine the self-efficacy of classroom teachers to organize educational trips to out-ofschool learning environments and their views on the trips organized. The research was conducted with the mixed researchmethod and explanatory design was used in the research. The survey model was used in the quantitative part of theresearch and the phenomenology model in the qualitative part. The data of the research were collected between Octoberand December 2019. The quantitative data were collected from 138 classroom teachers working in a city in the CentralAnatolia Region. For qualitative data, 20 classroom teachers were included in the study group. The quantitative datawere collected with the “Self-Efficacy Belief Scale for Planning and Organizing Educational Trips to Out-of-School LearningEnvironments” and in addition the qualitative data were collected with the interview form prepared by the researchers.The quantitative data were analyzed using percentage, frequency, arithmetic mean, independent-samples t-test, andANOVA, and the qualitative data were analyzed using content analysis method. According to results of research, it wasfound that the most frequently organized educational trips to out-of-school learning environments by classroom teacherswere nature trips, museum trips, funfair and playground trips, and the least frequently organized educational trips toout-of-school learning environments were summer camps, scout camps, and zoo trips. Classroom teachers’ self-efficacybelief for organizing educational trips to out-of-school learning environments was calculated to be 3.97, which is closeto a high level. In addition, it was found that the average scores do not significant according to the variables of gender,the amount of professional experience, and the location of the school. The situations in which classroom teachers wereinsufficient in organizing educational trips to out-of-school learning environments were also expressed in the interviewswith them, and their views were grouped under three main themes as “reservations,” “problems,” and “solutions.” Ifthe behaviors that should be acquired by students in primary schools are expected to be concretized, and permanent,it is recommended to organize educational activities in out-of-school learning environments. It is necessary to organize,diversify, and increase educational activities in out-of-school learning environments by using the 2023 Education Visionof the Ministry of Education as a base. Classroom teachers have a critical role at this point and they are expected to takeresponsibility in organizing educational trips to out-of-school learning environments.
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This study aims to determine how values are reflected in the assessment dimension in preschool education in Turkey and Ohio. The study is planned as descriptive and comparative educational research using methods and techniques appropriate to the qualitative research discipline. Research data were collected via document analysis and observation. Documents contain the Turkish Preschool Education Curriculum (2013) and Ohio Early Learning and Development Standards accepted in the USA in 2012. The observation was carried out by following the assessment process of values education practices in kindergartens in Turkey (Nevşehir) and Ohio (Cincinatti), USA. When the results of the research were evaluated, it was observed that the values of obeying the rules, courtesy and thanking were considered important by the teachers in the classroom in Turkey and Ohio. It shows that the observation method is frequently used in the evaluation in both countries. It was observed that different values are highlighted in the achievements for different development areas in Turkey and Ohio, and for the practices of both countries suggestions are offered to teachers which they can apply.
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In this study, a scale development study was carried out to measure the academic achievement in the undergraduate physics course “Conservation of Mechanical Energy in Conservative Systems.” The developed test consists of seven openended questions, and these questions correspond the first five steps of the revised Bloom taxonomy steps. Since the test consisted of open-ended questions, an answer key was also prepared. The validity and reliability studies of the test were carried out with a total of 317 pre-service Science teachers who took the Physics 1 course. As a result of these studies, the test was found to be valid and reliable according to Cronbach’s alpha value of .758, item discrimination average of .364, and item difficulty average of .264, as well as expert opinions. It can be said that the test developed in the light of all this information obtained is a valid and reliable academic achievement test for solving problems on the Conservation of Mechanical Energy in Energy Conservation Systems in Physics 1 Course, and it can be suggested for use by researchers/ practitioners.
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This case study aimed to investigate the causes, results, and effects of internet addiction in primary school students, its effect on the social environment, and the studies that have been conducted to tackle this issue. Sample selection was determined with a purposeful sampling method. Within the scope of the research, a total of 21 interviews were conducted in the 2019–2020 academic year, including 8 students, 8 parents, and 5 teachers (four elementary teachers and one school counselor) from a primary school in Eskişehir. The data was examined via content analysis and divided into themes and categories. The findings were presented in line with the data obtained from teacher, student, and parent interviews, and from the school guidance curriculum. The analysis of the data from the students, teachers, and parents, revealed the students’ use of the internet, the factors affecting their internet use, and the actions taken by the adults to prevent internet addiction. The findings of the study revealed that students and their parents are aware of conscious internet use, in order to protect children from harmful content on the internet and to benefit from the internet in a positive way.
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