Temel Eğitim Bölümü Koleksiyonu

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https://hdl.handle.net/20.500.12428/2412

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UNDERSTANDING AND SUPPORTING SPECIAL EDUCATION: EXPERIENCES OF SCHOOL ADMINISTRATORS
(Centro Univ La Salle-Rj, 2024) Çil, Gürkan; Kırat, Emel; Aydın, Sevcan; Güven, Bülent
This study aims to determine school administrators' attitudes toward special education, their level of knowledge, their collaboration experiences, and their in-service training needs. The study group of the research, which was conducted with a case study based on qualitative research methods, consisted of eight school administrators who served in public schools in the academic year of 2022-2023. Five themes were identified by analyzing the data obtained through the interview technique. The results of the study revealed that the school administrators described individuals with special needs as individuals who differ from their peers in certain areas and need special attention and education. The school administrators considered themselves inadequate in the field of special education. In the collaboration theme, they emphasized the significance of family collaboration but indicated that they were not supported as needed. Moreover, the administrators needed in-service trainings and seminars. Consequently, the role of administrators in special education has a direct impact on the education and development of students with special needs. They should have a broad accumulation of knowledge, exhibit strong leadership skills and act with an empathetic approach. In this sense, it is expected that the organization of in-service trainings and seminars will enhance the quality of special education services by improving the knowledge and skills of administrators.
Validity and Reliability Study of 4-5-Year-Old Empathy Skills Scale
(Cukurova Univ, 2024) Ata Doğan, Selda; Esen Çoban, Aysel; Güney Karaman, Neslihan
In this study, it was aimed to develop a valid and reliable measurement tool to evaluate the cognitive, affective, and behavioral sub-dimensions of empathy skills of 45-year-old children. The study group of this research, which was conducted using the survey model, consisted of 210 children in the 4-5 age group. Data were obtained through snowball sampling by conducting one-to-one interviews with children on an online platform. SPSS22 and R software were used for data analysis. Inter-rater reliability was analyzed using Kappa statistic, reliability was analyzed using Cronbach's Alpha, and the relationships between dimensions were analyzed using Pearson correlation tests. The Multifaceted Rasch model was used for scale validity and the fit indices of the scale items were analyzed. For criterion validity, the Emotional Perspective Taking sub-dimension of the Perspective Taking Test for Children was used. The internal consistency coefficients for the sub-dimensions of the scale were 0.885 for the cognitive dimension, 0.889 for the affective dimension, and 0.837 for the behavioral dimension. As a result of the study, it was revealed that 4-5-Year-Old Empathy Skills Scale is a valid and reliable tool for measuring children's empathy skills and their cognitive, affective, and behavioral sub-dimensions.
School-Assisted Family Communication: A Study on Parent-Child Relationships
(Inst Fed Education, Science & Technology Of Goias, Campus Inhumas, 2024) Kırat, Emel; Akgül, Hanife; Güven, Bülent; Çil, Gürkan; Acar, Gülümser; Güven, Sibel
This study aims to examine parent-child relationships within the context of school-family collaboration. In the study, which was conducted with the case study design-one of the qualitative research methods-the opinions of seven parents of students receiving education in public primary schools in the 2023-2024 academic year were sought. The opinions obtained through focus group interview method were analyzed using descriptive analysis technique. When the findings were analyzed, the effect of positive communication in terms of parent-child communication styles drew attention. It was concluded that the effective approaches followed in the dimensions of effective listening and empathy contribute to children's roles in the communication process. While differences in daily communication routines based on needs were noteworthy, cases, where communication was interrupted, stood out with expressions of responsibility. The results achieved for privacy perceptions for school and family showed that this issue was taken into consideration based on parents, but children differed in terms of their different developmental characteristics. While expressions of approval or question were among the words that children frequently repeated, positive, approach-based communication was one of the important elements that will strengthen this process.
Augmented RealityTechnology- Mediated Activity Plan Suggestion for Developing Preschoolers' Social Problem-Solving Skills
(Fac Teacher Education, 2024) Kanbur, Bilge Nur; Arcagök, Serdar
The main purpose of the study is to design augmented reality supported activity plans to improve the social problem-solving skills of preschool children and to have the designed activity plans evaluated by the relevant field experts. The sequential explanatory pattern from the mixed research model was used in the research. For this purpose, the study group of the research consists of lecturers and field experts who have expertise in Preschool Education, Child Development, Social-Emotional Learning, Computer and Instructional Technologies Education, working at various universities in Turkey in the academic year 2021-2022, as well as preschool teachers, psychological counseling and guidance teachers, computer and instructional technology teachers working in institutions affiliated to the Directorate of National Education, primarily master degree preschool teachers who have experience preschool institutions. While the demographic information about the study group was obtained through the Personal Information Form applied to the study group, the quantitative data of the research were collected with the Augmented Reality Supported Activity Plans Evaluation Form for Developing Preschool Children's Social Problem-Solving Skills and the qualitative data of the research were collected with the Semi-structured Individual Interview Form. Quantitative data of the study were analyzed with the Multi-Facet Rasch Analysis Model. The qualitative data of the research were interpreted by applying content analysis. In line with the research findings, it was determined that the content validity yardstick of the evaluation form was .29 and the content validity index was .87. In this context, it was determined that the evaluation provided by the raters (field experts) make a statistically significant difference. It was found that the reliability coefficient of the jury'scoring performance was 0.93, and according to this reliability value, the jury performed their scoring with a high reliability scoring value. It was seen that the reliability coefficient for the criteria in which the activity plans were evaluated was .84, and according to this finding, the evaluation form criteria had a good level of reliability. As a result of the analyses conducted, the raters concluded: M8 - Children can use augmented reality technology without adult guidance. The easiest yardstick was Visual stimuli were included through the augmented reality application in M13- Activity processes. In line with the quantitative data obtained, the three weakest and three strongest criteria of the evaluation form were interpreted by taking into consideration the opinions of 10 most strict and 10 most generous jury members.
Enhancing socio-emotional learning and mental health through computational thinking: a cross-cultural analysis of the COMPUSEL programme
(Frontiers Media Sa, 2025) Candeias, Adelinda; Felix, Adriana; Dumitrache, Anisoara; Almasan, Beatrice; Gencel, İlke Evin; Zadworna, Magdalena; Kossakowska, Karolina; Şahin, Çavuş; Şahin Taşkın, Çiğdem
Purpose The COMPUSEL curriculum is designed to enhance primary school students' five core Socio-emotional (SEL) competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) and mental health by incorporating computational thinking. This study evaluates the curriculum's impact across five European countries (Greece, Poland, Portugal, Romania, and Turkey), analyzing cultural differences in its implementation.Methodology A quasi-experimental research design was employed to examine the curriculum's impact. The piloting process included a training seminar for teachers, after which a volunteer teacher was selected to implement the curriculum. The curriculum featured digital stories and a comprehensive guide for teachers, which outlines the COMPUSEL learning model and provides guidance for effective implementation. Data were collected from 113 students through pre-test and post-test evaluations, without the use of a control group.Findings The findings revealed statistically significant differences across all dimensions in Greece, Turkey, and Poland. In Portugal, significant differences were noted in four dimensions, with the exception of responsible decision-making. Conversely, no statistically significant differences were observed in any dimension in Romania.Conclusion The COMPUSEL project's curriculum is designed to streamline planning and offer flexible models that promote sustainable education, catering to diverse student needs. By integrating digital storytelling and computational thinking into SEL, the curriculum provides a holistic approach that equips students with essential 21st-century life skills. The study also highlighted the varied cultural effects on the curriculum's implementation across different countries. These cultural variations may have influenced the demonstration of the curriculum's overall effectiveness, yet the research confirms that the COMPUSEL curriculum is effective in most participating countries.
Chapter: Introduction (Transforming Educational Research)
(Taylor and Francis, 2025) Jover, Gonzalo; Eryaman, Mustafa Yunus; Gogolin, Ingrid; Ebersöhn, Liesel
In recent years, the fields of education and educational research have witnessed transformative changes driven by both longstanding and emergent challenges. From the disruptions caused by the global pandemic to the rapid integration of digital technologies, educators and policymakers worldwide are navigating a complex landscape. This volume brings together a diverse collection of scholarly works that address these multifaceted issues, offering insights into contemporary educational strategies and practices, social and emotional development, higher education transformations, and global educational policies. This volume includes four thematic clusters with contributions from different regional, theoretical, and methodological perspectives, addressing different dimensions of the challenges that education systems around the world nevertheless have in common.
Transforming Educational Research: Realizing Equity and Social Justice Worldwide
(Taylor and Francis, 2025) Jover, Gonzalo; Eryaman, Mustafa Yunus; Gogolin, Ingrid; Ebersöhn, Liesel; Dippenaar, Stephan; Eryaman, Mustafa Yunus
In an era marked by both persistent and emerging challenges, Transforming Educational Research: Realizing Equity and Social Justice Worldwide offers a comprehensive exploration of the dynamic landscape of education and educational research. It delves into the multifaceted issues faced by educators and policymakers worldwide, from the disruptions caused by the global pandemic to the rapid integration of digital technologies. With contributions from diverse regional, theoretical, and methodological perspectives, this volume provides insights into contemporary educational strategies and practices, the crucial role of socio-emotional development, the transformations occurring in higher education, and the impact of global educational policies. It is organized into four thematic clusters, each addressing a specific dimension of the challenges faced by education systems globally. The first cluster focuses on educational strategies and practices, examining approaches to creating conducive teaching and learning environments. The second cluster highlights the socio-emotional dimensions in education, emphasizing the importance of fostering emotional well-being and cultural understanding. The third cluster explores the complexities of higher education, particularly in the context of sustainability, digital transformation, and academic publishing. The final cluster delves into policy perspectives in education, analyzing the influence of globalization and the implementation of learning theories. By fostering dialogue and critical reflection, this book offers a rich tapestry of insights into the common challenges faced by education systems worldwide. It serves as a valuable resource for educators, policymakers, researchers, and anyone interested in creating equitable, inclusive, and effective education systems for all.
Çabaçam Eğitim Destek Biriminin Deprem Sonrasındaki Gönüllü Eğitim Faaliyetleri: Öğretmen Adayları Destek Uygulaması
(Ankara University, 2025) Aktan Acar, Ebru; Erbaş, Yahya Han; Apaydın, Sezen Çiçek; Tarhan, Zeynep
Bu araştırmada 6 Şubat 2023 depremleri sonrasında Kahramanmaraş ve Adıyaman’da kurulan ve erken çocukluk dönemindeki çocuklara eğitim hizmeti sunan Çaba Çok Amaçlı Erken Çocukluk Eğitim Merkezi (ÇABAÇAM) Eğitim Destek Birimleri’nde gönüllü olarak görev alan öğretmen adaylarının deneyimlerini ortaya çıkarmak amaçlanmıştır. Araştırma kapsamında kurulan merkezlerde gönüllü 29 öğretmen adayının okul öncesi çağındaki depremzede çocuklarla yaptıkları etkinlikler ve çocuklara yönelik gözlemledikleri travmatik durumlar incelenmiştir. Araştırma nitel araştırma yöntemlerinden durum çalışması olarak desenlenmiş olup, veriler yarı-yapılandırılmış görüşme formu ile toplanmıştır. Araştırmanın bulgularına göre, gönüllü öğretmen adaylarının ÇABAÇAM Eğitim Destek Birimlerinde yaklaşık iki ay boyunca yaptıkları etkinlikler iletişim etkinlikleri, sanat etkinlikleri, hareket etkinlikleri, branş etkinlikleri, serbest zaman etkinlikleri ve özel gün çalışmaları başlıkları olmak üzere altı kategoride toplanmıştır. Araştırmanın bulgularına göre özellikle hareket ve sanat etkinlikleri çocuklarda diğer etkinlik türlerine göre daha olumlu etkiler bırakmıştır. Ayrıca katılımcıların ifadelerinden yola çıkılarak Adıyaman ve Kahramanmaraş şehirlerinde kurulan birimlerde eğitim alan çocuklarda ortak olarak yalnızlık kaygısı, kendilerini ifade edememe, tekrar depreme yakalanma korkusu, aşırı sesten irkilme ve sosyalleşememe olarak kategorize edilen travmatik durumlar gözlemlenmiştir. Katılımcıların çocuklarla olan ilişkilerinde kendilerini en çok etkileyen durumlar gönüllü öğretmene aşırı bağlanma, ölümün anlaşılmazlığı, kaybolan ebeveynler ve çocuklar ile tekrar deprem yaşanmasına yönelik söylemler olarak dört başlıkta kategorize edilmiştir.
ENHANCEMENT OF GERMINATION IN SOYBEAN (Glycine max L. Merrill) SEEDS BY PRE-TREATMENT OF SEEDS WITH MAGNETIC FIELD
(Universidad de Concepcion, 2025) Çıbık, Gizem Ören; Yalçın, Fehime Sevil
The effects of magnetic field (MF) on the germination percentage of soybean seeds and the development of seedlings were investigated in this study. Static MFs of 0, 0.5, 1.0 and 5.0 mT, generated by a coil, were applied to seeds. Sterilized seeds in plastic bags were exposed to the MF flux densities for one hour per day over four days. After MF application, seedlings were potted in soil and germinated under greenhouse conditions. The germination experiment was conducted over a 72 hour-period. Germination percentages increased in the 0.5, 1.0, and 5.0 mT treatments, compared to the control group. The length and fresh weight of seedlings exposed to MF were greater than those of the control group (p<0.005), but there was no significant difference in mean dry weights between the experimental and control groups (p>0.005). © 2025 Universidad de Concepcion. All rights reserved.
Effect of ZnO nano priming on germination and root length of soybean seeds (Glycine max L.)
(Pamukkale University, 2025) Akbay, Burcu; Yalçın, Fehime Sevil
Nano-priming is a pioneering method of treating seeds that improves seed germination, growth, and yield by imparting resilience to several plant stressors. Zinc oxide (ZnO) is a nanomaterial with a specific surface area, high pore volume, low toxicity, and an extended lifetime, and used in nano-priming. This study aimed to determine the effect of ZnO nanoparticles (NPs) on seed germination and root length in determining the optimum concentration of ZnONPs for soya plants. The transmission of electron microscopy (TEM) and zeta potential measurements were used to characterize ZnO-NPs. Soya seeds were treated with different concentrations of ZnO-NPs (0, 250, 500, 1000 and 2000 mgL-1) for 24 h. to determine the optimum concentration of ZnO-NPs for selected variants. After priming, the germination percentage and root length of each treatment were measured. The effect of ZnO nanoparticles (in soya plants was investigated by comparing them with seeds germinated in a control (hydropriming) medium. The investigation demonstrated that the high concentration of ZnO NPs had an adverse impact on both seed germination and root length. Based on this, it was suggested that studies should be conducted including different concentrations of ZnO nanoparticles, which are thought to have a complex structure, to understand the mechanism of action, to find the appropriate concentration for soybean plants, and to increase seed germination. © 2025 Pamukkale University. All rights reserved.
Evaluation of ‘Space Invaders’ Within Excessive Shopping Behaviours, Decluttering, and Ecopedagogy
(Routledge, 2025) Okur-Berberoğlu, Emel; Yalçın, Fehime Sevil
There have been global economic crises and inflation based on fluctuations of oil price, supply shock, demand shock, and interest rate shock since the 1970s. On the one hand, the cost of living has been increasing and people complain about how life is too expensive. On the other hand, people donate huge amounts of clothes to charity shops in New Zealand and this situation causes a big waste crisis. It is very clear that there is an excessive spending behavior on goods. The aim of this study is to examine the ‘Space Invaders’ TV production in terms of excessive shopping behaviors/shopaholics and decluttering within ecopedagogy. A case study within a qualitative approach was used as methodology in this study. The data was collected by discourse analysis. At the end of this study, three common points were determined: Excessive shopping behavior; cluttered homes and uncontrolled budget. It is thought that ecopedagogy-based education programs should be designed to improve critical thinking skills of people and to change their behavior socially, economically and environmentally. © 2025 Taylor & Francis Group, LLC.
Sınıf Eğitimi ve Okul Öncesi Eğitimi Öğretmen Adaylarının Çevre Eğitimi Tutumlarının İncelenmesi
(2024) Özgeçen, Özge; Şahin, Çavuş
Bu çalışmanın amacı, bilimsel faaliyetlerde bulunan öğretmen adaylarının fen etkinliklerinde çevre eğitimi tutum düzeylerini araştırmaktır. Araştırma evrenini, 2021-2022 akademik yılı Bahar Dönemi boyunca Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi oluştururken, örneklemi ise; Sınıf Eğitimi ve Okul Öncesi Eğitim Bölümü'nde öğrenim gören 460 öğretmen adayı oluşturmaktadır. Bu çalışma için nicel bir araştırma yaklaşımı kullanılmıştır. Araştırma verileri, Artun ve Özsevçek (2013) tarafından oluşturulan “Çevre Eğitimi Tutum Ölçeği” kullanılarak toplanmıştır. Bu çalışmada kullanılan 27 maddelik tutum ölçeği için KR-20 güvenilirlik katsayısı .89 olarak belirlenmiştir. Araştırma verileri SPSS paket programı ile analiz edilmiştir. Elde edilen bulgulara göre; öğretmen adaylarının çevre eğitimi tutumlarına bakıldığında, cinsiyet, çevre eğitimi ile ilgili bir projede yer alma durumu ve çevre sorunlarına yönelik çözüm önerileri geliştirmek isteme değişkenleri ile çevre eğitimi tutumları arasında anlamlı farklılık olduğu sonuçlarına ulaşılmıştır. Bu sonuçlar, çevre eğitimi süreçlerinde cinsiyet ve çevresel katılım gibi faktörlerin tutumları etkileyen önemli etkenler olduğunu göstermektedir.
Öğretmen Adaylarının Öğretmenlik Uygulaması Kapsamında Bilişsel Esnekliğe İlişkin Görüşleri
(Ani Publishing, 2019) Esen Aygün, Hanife; Şahin Taşkın, Çiğdem
This research aimed to examine the way pre-service teachers in Primary Education Department use their cognitive flexibility capacities within the scope of Teaching Practice and the way they use their cognitive flexibility capacities to solve the problems they encounter during their practice. The research was designed in descriptive phenomenology pattern. Data were analysed through using inductive content analysis technique. In this direction, four main categories were obtained. They are named as: Teaching practice experience, Believing in alternatives, Using cognitive flexibility capacity and Contribution of teacher education. Findings indicate that pre-service teachers encountered various difficulties during their Teaching Practice course and tried to overcome these difficulties. However, they did not find themselves as effective. Besides, a significant number of pre-service teachers find cognitive flexibility capacity important. Consequently, findings of this study will increase educators' as well as pre-service teachers' awareness of cognitive flexibility in teacher education, and thus contribute to the research in teacher education.
The Relationship between Pre-Service Teachers' Cognitive Flexibility and Interpersonal Problem Solving Skills
(Anı Yayıncılık, 2018) Esen Aygün, Hanife
Purpose: In this study, the aim was to investigate pre-service teachers' cognitive flexibility in terms of specific variables and determine the relationship between pre-service teachers' cognitive flexibility and interpersonal problem solving skills. Research Methods: The study was designed in descriptive correlation model. Data were collected via the Cognitive Flexibility Inventory and Interpersonal Problem Solving Inventory from 531 pre-service teachers who studied in the Primary Teacher Training Departments during the fall semester of the 2017-2018 academic years. Findings: The findings indicated that there were significant differences according to gender and maternal education status, while there were no significant differences according to class level, department, and fathers' education status, socioeconomic and socio-cultural status. In addition, there was a relationship between pre-service teachers' cognitive flexibility and interpersonal problem solving skills. Implications for Research and Practice: It has been shown that pre-service teachers, who are cognitively flexible, are able to solve problems constructively and persistently. It is thought that an important characteristic of the professional and personal development and success of pre-service teachers who are trained to educate future generations to use their cognitive flexibility skills effectively in the solution of interpersonal problems. Based on the findings, it is recommended to take measures within the scope of teacher training in order to develop the capacities of cognitive flexibility of pre-service teachers. (c) 2018 Ani Publishing Ltd. All rights reserved
Student teachers in the classroom: their perceptions of teaching practice
(Routledge Journals, Taylor & Francis Ltd, 2006) Şahin Taşkın, Çiğdem
This paper examines student teachers' perceptions of the course of school experience in a teacher education programme in Turkey. Data were obtained through interviewing student teachers in Canakkale Onsekiz Mart University, Turkey. In order to analyse the data, Strauss and Corbin's grounded theory methodology was adapted. The analysis revealed that although the current teacher education programme put emphasis on effective practical training, in some circumstances student teachers feel that their chances of gaining real teaching experiences are minimal. The study suggests that there is a need for further strengthening the existing school-university partnership in teacher education.
Investigating of Perceptions on Classroom Climate for Third and Fourth Graders
(Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2018) Esen Aygün, Hanife; Şahin Taşkın, Çiğdem
In the research, it is aimed to investigate the classroom environment perceptions of the third and fourth graders in terms of some variables. Accordingly, 'What is happening in this class?' scale has been adapted into Turkish and validity and reliability studies have been conducted as well. Then, the scale was administered to 526 students at the third and the fourth grades of primary school in the fall semester of the 2016-2017 academic years. The data was analyzed terms of gender, class level and socio-cultural status of the school. The findings indicate that the students' perceptions of classroom environment in the factors of Student Cohesiveness, Teacher Support, Participation, Investigation, Task Orientation, Cooperation and Equity are Always. Additionally, there is a significant difference between students' classroom environment perceptions in favour for girls. According to grades, there is a significant difference between students' classroom environment perceptions in favour of the third grade students. Based on the school socio-cultural status, there is a significant difference between students' classroom environment perceptions towards very good.
Voices from the field: Integrating e-portfolios in early childhood education
(Springer, 2024) Bedel, Emine Ferda; İnce, Sema; Acar, Serenay Başalev
Digital technologies are increasingly integrated into early childhood education (ECE), prompting discussions regarding their potential benefits and drawbacks. Research has shown that technology designed for children's developmental needs can enhance learning and development, while also improving communication between parents, teachers, and children. However, issues like access, equity, ethics, and teacher workload require careful consideration. This qualitative study explores the expected outcomes of integrating e-portfolios into ECE through one-on-one interviews with key stakeholder groups. After gathering general opinions, the participants were asked to provide detailed feedback on how the application affects children, teachers, and parents. In addition to revealing a diverse range of voices regarding the implementation of e-portfolios, this study aims to utilize the information gathered from participants for informed decision-making, offering valuable insights for the improved e-portfolio design and implementation. The study involved 34 Turkish participants from five stakeholder categories: ECE and primary school teachers, faculty members from ECE and primary school education departments, and parents. Results revealed that e-portfolios were viewed as highly beneficial, providing permanent and comprehensive documentation, facilitating data transfer to subsequent schooling levels, enabling multidimensional assessment, promoting child-centred practices, improving communication, enhancing reflective thinking and digital skills, and allowing resource utilization. However, participants raised concerns about workload, documentation gaps, and ethical issues. While e-portfolios hold promise for integrating digital technologies into ECE, current teacher education may lack sufficient training in key areas like digital literacy, documentation, assessment, and ethics. Further education in these areas can help ensure effective implementation and positive outcomes.
DIGITAL COMBAT: WHAT VIOLENT VIDEO GAMES INFLUENCE FORGIVENESS, SELF-COMPASSION, AND MENTAL WELL-BEING DURING THE COVID-19 PANDEMIC
(Centro Univ La Salle-Rj, 2024) Akgül, Hanife; Güven, Sibel; Güven, Ahmet Zeki; Ceylan, Müyesser
With the advent of the pandemic, reliance on screens, the internet, and the digital realm has intensified, impacting individuals in various ways. Initially beyond the comprehension of many, the pandemic soon manifested in a wide range of interests and behaviors. Notably, there has been a surge in social media usage and gaming interests. Violent digital games, which simultaneously excite and relax players, became more popular, eliciting feelings of ease, engagement, and a sense of inner freedom. While this sentiment has positively influenced mental well-being in virtual contexts, it has also had adverse effects on self-compassion and forgiveness. This study aims to investigate the relationship between individuals engaging in violent digital games and their levels of forgiveness, self-compassion, and mental well-being. The study involved a sample of 300 individuals aged 18 to 68 years. The results indicated that no significant connection emerged between the sub-dimension of forgiving others and self-judgment. However, a positive and significant relationship was observed among all other sub-dimensions and scales. The One-Way ANOVA analysis technique revealed differences in forgiveness, self-compassion, and mental well-being levels concerning participation in violent digital games. According to the analysis, individuals who play violent digital games exhibited greater forgiveness towards others and demonstrated enhanced self-compassion and understanding compared to non-players. These results underscore the impact of digital games on forgiveness, self-compassion, and mental well-being, highlighting the need for interventions aimed at promoting mental health and well-being.
Learning: What Do Primary Pupils Think About It?
(Routledge Journals, Taylor & Francis Ltd, 2012) Şahin Taşkın, Çiğdem
The author aimed to explore primary pupils' perceptions of learning and to what extent they perceive learning is important to them. Fifty-five primary school pupils in Istanbul and Canakkale (Turkey) were interviewed. To analyze the data, A. Strauss and J. Corbin's (1998) grounded theory methodology was followed. NVivo 7 (QSR, Australia) a software program for qualitative analysis, was also used during the analysis process. Research findings revealed that pupils who have a low-socioeconomic background have stated that learning is for a reason of employability. The interviews also revealed that many pupils associated learning with memorization and listening. This showed that they perceive learning as a passive transmission.
Sınıf öğretmenlerinin öğrenme-öğretme sürecinde yansıtıcı düşünceyi uygulamaları hakkındaki düşünceleri
(Milli Eğitim Bakanlığı, 2010) Alp, Sibel; Şahin Taşkın, Çiğdem
Bu araştırma, sınıf öğretmenlerinin yansıtıcı düşünce hakkındaki düşünceleri ve yansıtıcı düşünceyi sınıflarında nasıl kullandıklarını inceleyerek bu alandaki boşluğu doldurmayı amaçlamaktadır. Betimsel özellikte olan bu çalışmada tarama modeli kullanılmıştır. Araştırmanın evrenini Çanakkale ilinde bulunan İlköğretim okullarında görev yapan sınıf öğretmenleri, örneklemini ise, Çanakkale ilinde bulunan İlköğretim okullarında görev yapan 134 sınıf öğretmeni oluşturmaktadır. Araştırma sonuçlarına göre, sınıf öğretmenlerinin öğrenme-öğretme sürecinde yansıtıcı düşünceyi uygulamaları hakkındaki görüşleri arasında cinsiyet, eğitim durumu ve görev yaptığı sınıf düzeyi değişkenlerine göre farklılık bulunmazken, meslekteki hizmet yılı değişkenine göre anlamlı farklılık bulunmuştur. Bu çalışma ile öğretmenlerin öğrenme-öğretme sürecinde yansıtıcı düşünceyi uygulamaları üzerine görüşleri incelenmektedir. Bununla beraber, bu çalışma 2005 İlköğretim Programının öğretmenlerin sınıf içinde yansıtıcı düşünce ile ilgili uygulamalarını ne ölçüde desteklediğine de yönelik bilgiler vermektedir.

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