Eğitim Bilimleri Bölümü Koleksiyonu

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https://hdl.handle.net/20.500.12428/2392

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Predicting the Altruism of Counsellor Candidates in Terms of Cultural Sensitivity, Social Desirability and Emotional İntelligence
(Wiley, 2025) Sakar, Gözde; Zeren, Şerife Gonca
IntroductionAltruism, which is the subject of this research, generally means helping someone else without expecting anything in return. Counsellors assist other people as part of their jobs. This study examined the altruism of counsellor candidates in the context of cultural sensitivity, social desirability and emotional intelligence.MethodThe research included a total of 542 undergraduate students, 416 women and 126 men, studying in the Guidance and Psychological Counselling Department at foundation and state universities in Istanbul. The data for the study were collected with the Altruism Scale, Intercultural Sensitivity Scale, Good Impression Scale and Emotional Intelligence Trait Scale-Short Form. Multiple linear regression analysis, hierarchical regression analysis and structural equation modelling mediation analysis were used to analyse the data.ResultsThe research concluded that the variables of cultural sensitivity, social desirability and emotional intelligence predicted the altruism of counsellor candidates. It was understood that the variance in altruism was explained most by cultural sensitivity, followed by social desirability and least by emotional intelligence. Psychological and social factors, particularly cultural sensitivity and social desirability, were found to be more effective than demographic variables in explaining altruism. Additionally, the SEM analysis indicated that cultural sensitivity mediated the relationship between emotional intelligence and altruism, while social desirability had a strong direct effect on altruism.ConclusionIn line with the results of research, it is recommended to increase the number and amount of content of courses in which students will have more comprehensive knowledge about cultural infrastructure related to their awareness, empathy levels, realistic perspectives and interactions with different individuals. It is suggested that social responsibility projects, club activities and Erasmus opportunities that will support the aims mentioned, in addition to course achievements, are supported by both lecturers and the university administration.
Psychometric properties of the Depression, Anxiety, and Stress Scale-21 (DASS-21) across nine countries/regions
(Routledge Journals, Taylor & Francis Ltd, 2025) Zanon, Cristian; Zhao, Nan; Topkaya, Nursel; Şahin, Ertuğrul; Vogel, David L.; Ertl, Melissa M.; Sanatkar, Samineh
Examinations of the internal structure of the Depression, Anxiety, and Stress Scale-21 (DASS-21) have yielded inconsistent conclusions within and across cultural contexts. This study examined the dimensionality and reliability of the DASS-21 across three theoretically plausible factor structures (i.e., unidimensional, oblique three-factor, and bifactor) as well as measurement equivalence/invariance of the DASS-21 using two different approaches (i.e., multigroup confirmatory factor analysis and the alignment approach) with a large, diverse sample of 2,920 young adult college student participants from nine countries/regions (i.e., Australia, Brazil, Germany, Hong Kong, Lithuania, Taiwan, T & uuml;rkiye, United Arab Emirates, and the United States). Results showed an excellent fit of the bifactor model in all countries/regions except the UAE and the US in which the model did not converge. Regarding parameter equivalence, we found configural, threshold, and loading invariance for the oblique three-factor model (across the nine studied countries/regions) and for the bifactor model (across seven countries/regions). Results indicate that DASS-21 scores measure a general psychological distress factor with more validity and reliability than depression, anxiety, or stress constructs independently. Findings supported the bifactor structure of DASS-21 and demonstrated that cross-cultural comparisons using this scale should be conducted using proper procedures, such as the alignment approach.
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.
Behavioral Emotion Regulation Strategies and Symptoms of Psychological Distress Among Turkish University Students
(MDPI, 2025) Keskiner, Edib Şevki; Şahin, Ertuğrul; Topkaya, Nursel; Yiğit, Zehra
The purpose of this study was to examine the association between behavioral emotion regulation strategies and symptoms of depression, anxiety, and stress among Turkish university students. Participants consisted of 633 students continuing their university education in two different universities in Türkiye. Participants completed a data collection tool comprising a Sociodemographic Information Form, the Behavioral Emotion Regulation Questionnaire, and the Depression Anxiety Stress Scales-21. Data were analyzed using descriptive statistics, Pearson’s product-moment correlation coefficient analysis, and multivariate multiple regression analysis. The results of this study revealed that seeking distraction was negatively associated with symptoms of depression, anxiety, and stress, whereas withdrawal, seeking social support, and ignoring were positively associated with symptoms of depression, anxiety, and stress among university students. Additionally, actively approaching was negatively associated with depressive symptoms. Overall, the findings demonstrate that university students who use maladaptive behavioral emotion regulation strategies (e.g., withdrawal, ignoring) tend to have higher levels of psychological distress, whereas university students who use adaptive emotion regulation strategies (e.g., distraction) tend to have lower levels of psychological distress. However, contrary to expectations, seeking social support was positively associated with symptoms of psychological distress. Given the paucity of research on the relationship between behavioral emotion regulation strategies and psychological distress in the Turkish cultural context, this study may contribute to identifying both universal and culturally specific strategies associated with depressive, anxiety, and stress symptoms among Turkish university students.
Psychometric Properties of the Depression Anxiety Stress Scales (DASS-42 and DASS-21) in Patients with Hematologic Malignancies
(MDPI, 2025) Güven, Serkan; Şahin, Ertuğrul; Topkaya, Nursel; Aydın, Öznur; Aktimur, Sude Hatun; Turgut, Mehmet
Background/Objectives: Patients with hematologic malignancies undergo prolonged, intensive treatments involving frequent hospitalizations and experience debilitating side effects. Consequently, they are at increased risk of developing symptoms of depression, anxiety, and stress, which can undermine their quality of life. However, there is a scarcity of instruments validated for the simultaneous assessment of depression, anxiety, and stress within hematologic cancer populations. The aim of this study is to examine the construct validity, convergent and discriminant validity, and reliability of the Depression Anxiety Stress Scales (DASS-42 and DASS-21) among hematologic cancer patients. Methods: We collected data from 452 hematologic cancer patients across three studies. Results: Confirmatory factor analyses indicated that the theoretical correlated three-factor model and bifactor model for DASS-42 and DASS-21 responses were sufficient to explain the underlying factor structure of the scales in hematologic cancer patients. However, the bifactor model for DASS-42 and DASS-21 fit better with the data compared to the theoretical correlated three-factor model. In addition, we found the correlated three-factor model and the bifactor structure to exhibit scalar measurement invariance across gender for DASS-42 and DASS-21. DASS-42 and DASS-21 subscales demonstrated weak to strong negative correlations with measures of psychological well-being (happiness, well-being, life satisfaction) and strong positive correlations with measures of similar constructs (depression, anxiety, and stress), thereby supporting their convergent and discriminant validity with theoretically and empirically expected correlations with external criteria. The reliability analyses demonstrated that both DASS-42 and DASS-21 subscales exhibited strong internal consistency and test-retest reliability when assessing symptoms of depression, anxiety, and stress among patients with hematologic malignancies. Moreover, the item-scale convergent and discriminant validity analyses demonstrated that items exhibited higher corrected item-total correlations with their intended subscales than with other subscales across the DASS-42 and DASS-21, providing evidence for the distinct measurement properties of each subscale. Conclusions: The findings suggest that the DASS-42 and DASS-21 are psychometrically robust instruments for use in Turkish hematologic cancer patients.
Yükseköğretim Öğrencilerinin Üniversite Deneyimlerinin İncelenmesi
(TÜBA - Turkish Acad Sciences, 2024) Bilir Koca, Burcu; Karadağ, Engin
Bu araştırmanın amacı, Türk yükseköğretim sisteminde öğrenim gören öğrencilerin öğrenci bağlılığı kapsamında kişisel ve üniversite deneyimlerine yönelik özelliklerini incelemektir. Araştırmada, nicel araştırma yaklaşımlarından tarama deseni kullanılmıştır. Araştırmanın evreni, Türkiye’deki 129 devlet üniversitesinde öğrenim gören 1969844 lisans öğrencisinden oluşmaktadır. Araştırmanın örneklemi ise, tabakalı örnekleme yöntemi kullanılarak belirlenen 11 devlet üniversitesinde öğrenim gören 3093 lisans öğrencisinden meydana gelmektedir. Araştırmada veri toplama aracı olarak Üniversite Deneyimi Bilgi Formu kullanılmıştır. Verilerin analizinde ise betimsel istatistik yöntemlerinden standart sapma, aritmetik ortalama, frekans ve yüzde tekniklerinden yararlanılmıştır. Araştırma sonuçlarına göre, öğrencilerin üniversitelerindeki eğitim deneyimlerine ilişkin puanlarının orta düzeyde olduğu tespit edilmiştir. Araştırmada, üniversite öğrencilerinin büyük çoğunluğunun dönem içinde derslerinde çok fazla soru sormadıkları ve ders tartışmalarına çok sık katılmadıkları görülmüştür. Üniversite öğrencilerinin büyük çoğunluğu derse gitmeden önce öğretim elemanı tarafından kendilerine verilen ödev ve okumaları çoğunlukla tamamlamamaktadırlar. Ayrıca, öğrencilerin üniversitede aldıkları derslerin potansiyellerini en iyi şekilde sergilemelerine orta düzeyde bir katkı yaptığı tespit edilmiştir. Araştırma sonuçları doğrultusunda, öğrencilerin üniversitelerdeki yüksek etki uygulamalarına katılımlarının oldukça sınırlı olduğu görülmüştür.
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.
Examining the Effects of Science Curriculum and Activities Developed for Gifted Students in Türkiye
(STAR Scholars Network, 2025) Ayverdi, Leyla; Girgin, Derya; Satmaz, İsmail; Yalçınkaya Önder, Eylem
This study employed a mixed-methods design to investigate the impact of activities developed by the Ministry of National Education (MoNE) on the scientific creativity and scientist perceptions of gifted 5th-grade students. The research used a one-group pretest-posttest design with a sample of 22 students from a Science and Art Education Centre in a northwestern province of Türkiye. Quantitative data were collected using the "Scientific Creativity Test" and "Draw a Scientist Test", while qualitative data were gathered through an opinion form and a metaphor generation task. Results indicated that the activities significantly enhanced scientific creativity but did not alter scientist perceptions. Qualitative findings revealed that students developed more positive views of science and scientists, finding the activities both engaging and informative. © 2025, STAR Scholars Network. All rights reserved.
Educational Ideologies in Transition: Analyzing Teachers’ Shifting Perspectives through Structured Reflection
(Eurasian Society of Educational Research, 2025) Kiraz, Ercan; Yılmaz Yıldız, Seval Bircan
This study investigates the ideological orientations of teachers and the potential transformation of these orientations over 14 weeks, focusing specifically on their conceptualizations of educational ideologies within conservative and liberal frameworks. The research employs an inventory-based assessment to capture participants’ ideological stances. Initial findings revealed participants’ tendency to associate ideological labels with political dualities, reflecting simplified views on educational ideologies. Throughout the study’s second phase, participants engaged in critical reading assignments and reflective discussions designed to expand their awareness and understanding of various educational ideological paradigms. Findings indicate a notable shift in ideological positioning, primarily driven by exposure to foundational texts and structured reflection sessions. In the final phase, participants re-took the initial inventory, allowing for a direct comparison of ideological stances. The comparative analysis demonstrated subtle yet significant shifts, particularly regarding participants’ views on the interrelations between educational ideology, social equity, and the intellectual demands of modern pedagogy. This study underscores the transformative potential of immersive engagement with diverse ideological perspectives, highlighting the need for professional development models that prioritize reflective dialogue and critical exploration of ideological content.
Accomplishing lesson ending: bringing lesson to an end
(Routledge, 2025) İçbay, Mehmet Ali
This ethnomethodological study examines the dynamics of lesson closure in diverse classroom settings, drawing on the sequential analysis of five video-recorded lessons in history, literature, chemistry, and geography classes. The detailed analysis of teacher-student interactions during the lesson endings in a tenth-grade high school classroom in Ankara sheds light on the temporal, social, and interactional processes involved in concluding lessons. The ringing of the bell emerges as a key temporal marker signalling the end of the lesson, while teachers play a central role in orchestrating closure through verbal and non-verbal cues. The interactional dynamics between teachers and students also reveal the negotiation of roles and responsibilities, with students demonstrating orientation to the lesson closure through preparatory actions. Furthermore, the structured nature of lesson closure is evident in sequential patterns and the deployment of terminal components. The study highlights the dynamic nature of classroom interactions during lesson endings, underscoring the formal interactional dynamics at play. Overall, the findings contribute to the understanding of lesson closure processes and offer insights for educators, researchers, and policymakers aiming to enhance teaching and learning experiences in diverse educational contexts. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Latent Profile Patterns of Teachers' Organisational Identity Perception in Educational Settings
(John Wiley and Sons Inc, 2025) Tabak, Hasan; Sözer Boz, Esra
Organisational identity is crucial in fostering a reliable working environment within educational settings. Therefore, this study focused on examining latent profiles of teachers' organisational identity perceptions. Latent profile analysis was utilised to uncover distinct profiles and their characteristics as assessed by the Teacher Organizational Identity Perception Scale's three dimensions (support, belonging, and communication). The data was collected from 578 in-service teachers working in different grades from preschool to high school. The results identified four distinct teacher profiles: lack of support (n = 59), belonging deficiency (n = 101), engagement (n = 276) and commitment (n = 142). Nearly half of the teachers were in the engagement profile, indicating medium-level organisational identity perception. Covariance analysis revealed that male teachers were significantly more likely to be in the engagement profile rather than the lack of support (OR = 0.59), suggesting that male teachers exhibit higher organisational identity perceptions. This study provides valuable insights into comprehending the nature of teachers' organisational identity perceptions and advocates for future studies to consider these latent profile characteristics in efforts to cultivate a robust school climate. © 2025 The Author(s). European Journal of Education published by John Wiley & Sons Ltd.
Workplace violence against physicians in Türkiye: the manager-physician perspective
(Routledge, 2025) İçbay, Mehmet Ali
Workplace violence against physicians is a significant issue within the Turkish healthcare system, demanding comprehensive insights to inform targeted interventions. This phenomenological study explores the experiences of four manager-physicians, selected through purposive sampling based on specific criteria, such as a minimum of 25 years of experience and current managerial roles, through two rounds of in-depth, semi-structured interviews. The findings are categorized into manifestations of violence, underlying factors, and proposed preventive strategies. The results indicate that workplace violence often manifests as verbal abuse and physical aggression, primarily influenced by hospital overcrowding, patient entitlement, and insufficient communication training for physicians. The four participants noted that preventive measures could include strict legal consequences for perpetrators, stronger physician unions, and comprehensive communication training. Despite the limitations, such as the small sample size in a closed community in a relatively small town, this study contributes to theoretical understandings of workplace violence by linking these findings to the broader context of conflict in healthcare. The actionable recommendations highlight specific strategies that healthcare institutions and policymakers can implement to create a safer, more supportive environment for healthcare providers and patients. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
Analysis of Maarif Model of Century of Türkiye Secondary School Mathematics Curriculum According to SOLO Taxonomy
(2024) Satmaz, İsmail; Yabanova, Ulaş
Curricula are regularly updated to keep pace with social developments and scientific advancements. In this context, a new curriculum called the Maarif Model of Century of Türkiye was introduced into the Turkish Education System in 2024. Taxonomic approaches are often employed in the development of curricula; however, the specific taxonomic approach used in this curriculam has not been disclosed. The aim of this study is to analyze the secondary school Mathematics Course outcomes of the Maarif Model of Century of Türkiye Educational Program using the SOLO taxonomy. The study utilized document analysis, a qualitative research method. The outcomes were analyzed according to the SOLO taxonomy using software developed by the researchers. The results of the analysis were then reported and discussed.
İlkokul ve Ortaokullarda Çalışan Öğretmenlerin Örgütsel Adalet ve Örgütsel Sessizlik Algıları Arasındaki İlişki
(2024) Canbaz, Sinem; Çoruk, Adil
Okullarda öğretmenlerce adalet ve adaletsizlik kavramları sıklıkla sorgulanmakta ve kurum içerisindeki ilişkilerinde adalet algılarına yönelik tutumları belirleyici olabilmektedir. Aynı zamanda okullarda öğretmenlerin düşündüklerini dile getirebilmesi örgütsel sessizlik kavramı ile ilişkilendirilebilir. Bu araştırma öğretmenlerin örgütsel adalet ve örgütsel sessizlik algılarını belirleyerek aradaki ilişkinin belirlenmesi için gerçekleştirilmiştir. Çalışmada ilişkisel tarama modeli kullanılmıştır. Çalışma 2020-2021 eğitim-öğretim yılı içerisinde Tekirdağ ili Süleymanpaşa ile Şarköy ilçelerinde görevli 291 ilkokul ve ortaokul öğretmeni ile yapılmıştır. Verilerin toplanması için örgütsel adalet kavramına yönelik düşünceleri ölçmeye yarayan “Örgütsel Adalet Ölçeği” ve örgütsel sessizlik algılarını ölçmek için “Öğretmenler İçin Örgütsel Sessizlik Ölçeği” kullanılmıştır. Araştırmada toplanan veriler SPSS 22.0 paket programı ile analiz edilmiştir. Analiz sürecinde; yüzde, frekans, ortalama, Kruskal Wallis testi, t testi, Mann Whitney U testi, tek yönlü varyans analizi ve Spearman sıra farkları korelasyonundan faydalanılmıştır. Araştırma sonuçları incelendiğinde öğretmenlerin örgütsel adalet ve örgütsel sessizlik algıları arasındaki ilişkinin negatif ve orta düzeyde olduğu anlaşılmıştır. Okul yöneticilerinin örgütsel adaleti sağlamak adına okul içerisinde tarafsız bir tutum sergilemeleri ve öğretmenlerin sessiz kalma davranışlarını azaltmak için öğretmenlerin görüşlerini açıklamaları yönünde cesaretlendirmeleri önerilmektedir.
Sürdürülebilir Kalkınma Amaçları Bağlamında STREAM Yaklaşımına Yönelik Öğretim Tasarımlarının Geliştirilmesinde Fen Bilimleri Öğretmenlerinin Görüşleri
(2024) Ayverdi, Leyla; Börekci, Caner; Avcu, Yunus Emre; Girgin, Derya; Özatlı, Nuriye Sibel; Satmaz, İsmail; Yalçınkaya Önder, Eylem
Bu çalışmanın amacı, Sürdürülebilir Kalkınma Amaçları (SKA) kapsamında STREAM (Fen, Teknoloji, Okuma-Anlama, Sanat ve Matematik) yaklaşımına yönelik bir öğretim tasarımı geliştirmek için fen bilimleri öğretmenlerinin görüşlerini belirlemektir. Çalışma, temel yorumlayıcı nitel araştırma desenine uygun olarak yürütülmüştür. Çalışma grubu, amaçlı örnekleme yöntemlerinden biri olan kolay ulaşılabilir örnekleme yöntemi ile belirlenen 27 fen bilimleri öğretmeninden oluşmaktadır. Veri toplama sürecinde “Fen Bilimleri Öğretmenleri Görüş Formu” kullanılmıştır. Toplanan veriler, içerik analizi yöntemiyle MAXQDA programında analiz edilmiştir. Verilerin geçerlik ve güvenirliği için katılımcı teyidi, üçüncü bir uzman tarafından incelenme, veri toplamak için uygun ortam oluşturma, veri toplama süreçlerinin detaylı anlatımı ve doğrudan alıntılara yer verme gibi önlemler alınmıştır. Bulgular incelendiğinde, öğretmenlerin sürdürülebilir kalkınmaya ilişkin görüşlerinin \"sürdürülebilir kalkınmanın tanımı\", \"sürdürülebilir kalkınma amaçları\", \"sürdürülebilir kaynak kullanımı\" ve \"sürdürülebilir kalkınma hedeflerinin önemi\" olmak üzere dört temada toplandığı belirlenmiştir. STREAM yaklaşımına ilişkin öğretmen görüşleri “disiplinler arası yaklaşım”, “genişletilmiş STEM/STEAM yaklaşımı”, “disiplinler üstü yaklaşım” ve “beceriler” temalarında toplanmıştır. Sürdürülebilir kalkınma amaçları ve STREAM yaklaşımı arasındaki ilişki hakkında öğretmen görüşleri incelendiğinde “eğitim ortamında birleştirme”, “farkındalık” ve “uygulama ve projeler” temaları ortaya çıkmıştır. Sürdürülebilir kalkınma hedefleri kapsamında STREAM yaklaşımına yönelik bir öğretim tasarımı geliştirme hakkında öğretmen görüşleri incelendiğinde ise “dikkat edilecek noktalar”, “model, konular, disiplinler ve beceriler”, “katkı ve zorluklar” temaları ortaya çıkmıştır. Fen bilimleri öğretmenlerinin sürdürülebilirliğin önemini vurgulamaları, SKA'nin eğitim sürecine entegrasyonunun gerekliliğini göstermektedir. Araştırma sonuçları, öğretmenlerin SKA ve STREAM yaklaşımının entegrasyonuna olumlu baktıklarını ve bu entegrasyonun öğrencilerin çok yönlü gelişimine katkı sağlayabileceğini ortaya koymuştur. Ayrıca, STREAM yaklaşımının fen bilimleri derslerinde nasıl kullanılabileceği konusunda öğretmenlerin görüşleri, öğrenme deneyimlerini zenginleştirecek ve öğrencilerin çok yönlü gelişimini destekleyecek önemli ipuçları sunmaktadır. Öğretmen eğitimi programları, fen bilimleri öğretmenlerine sürdürülebilirlik ve STREAM konularında daha kapsamlı bir eğitim sağlayacak şekilde gözden geçirilmelidir.
Öğretmenlerin Mesleki Çalışmalarında Bir Boşluk: Etik Duyarlılık
(2024) Turhan, Tuba; İra, Nejat
Etik kavramı, bireylerin davranışlarında neyin yapılıp yapılmayacağının, hangisinin istenip istenmeyeceğinin bilinmesidir. Kişilerin davranışlarını ahlaki olarak değerli veya değersiz yapanla ilgilenen kavram, çeşitli ilkelere sahiptir. Bu ilkelerin eğitimi, bireylerin etik davranışlar göstermelerine katkı sağlarken, etik anlamda duyarlı davranışlar sergilemelerine de yardımcı olur. Bu çalışmanın amacı öğretmenlerin etik duyarlılık ile ilgili hizmet içi eğitim alma durumlarını ve buna bağlı olarak mesleki etik ilkelere yönelik davranışlarını belirlemek, etik duyarlılıklarını ortaya koymaktır. Bu amaçla nitel olarak tasarlanan araştırmada veriler, araştırmacıların hazırlamış olduğu yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırma sonuçlarına göre öğretmenler etik kavramını ahlak kavramı ile ilişkilendirmişlerdir. Ayrıca katılımcıların mesleki gelişim, öğrenci sağlığı ve güvenliği, mesai ve ders saatleri, kurum kaynaklarının kişisel amaçlarla kullanılması konularında etik olarak duyarlı davrandıkları fakat hediye alma, özel ders verme ve bağış veya yardım talebi ile ilgili konularda, etik ihlaller yaşadıkları tespit edilmiştir. Öğretmelere yönelik mesleki etik ilkeleri içeren hizmet içi eğitimlerin yapılması, yaşanan bu etik ihlallerin ortadan kalmasını sağlayarak, öğretmenlerin etik duyarlılıklarının gelişimine büyük katkısı olacaktır.
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 Evaluation Of Students And Teachers Views On Physical Arrangement Of Classroom
(Elsevier Science Bv, 2012) Habacı, İbrahim; Kaya, İbrahim; Kurt, Sultan; Kurt, İsmail; Adıgüzelli, Fadime; Adıgüzelli, Yaşar
Being an essential part of the education school and its sub-system classroom are the environment in which take place almost all educational activities. In providing the physical structure and the internal hardware of a class, in general, all measures to facilitate the learning of students by teachers and administrators need to be established. It is then required to get a conclusion by the school board, teachers and duties of the state how to arrange the class and how it is regulated. In addition, the big difference of this study with others is asking students ideas about the arranging of the class. A scale was developed for obtaining data in this study and its Cronbach's alpha value was found as 0767. As a result of the findings of the present study constructive recommendations are given. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of The Association Science Education and Technology
Gifted Identification Inventory for Teacher Awareness: Development, Validation, and Measurement Invariance
(Wiley, 2025) Özbaşı, Durmuş; Yılmaz, Defne
The purpose of this study is to develop a self-awareness tool for teachers to help them in identification, and support the gifted and talented students in educational settings via more accurate nominations by educators. The Gifted Identification Inventory for Teacher Awareness (GIIFTA) was developed via fourth stages of writing essay (n = 5), Delphi method (n = 10), the exploratory factor analysis (EFA) (n = 273), and the confirmatory factor analysis (CFA) (as a different group from EFA, n = 286). The construct of GIIFTA consists of 22 items in three dimensions with a 5-point Likert scale. The three dimensions of the inventory are: Noticing the Gifted Students, Distinguishing Cognitive Traits, and Distinguishing Emotional Social Traits. The fit index values of the CFA analysis were calculated (chi 2/SD = 2.65; GFI = 0.86; CFI = 0.92; IFI = 0.86; NFI = 0.88; NNFI = 0.91; SRMR = 0.05 and RMSEA = 0.07). In addition, convergent and divergent validity were also examined and found to be within acceptable limits. The measurement invariance of the emerging dimensions was also examined in terms of gender variable and it was found that the structure did not change. The item-total correlation values of the items in the measurement tool ranged from 0.51 to 077. Its structure does not change by gender. The reliability coefficients for the entire scale were calculated to range from 0.88 to 0.95. These results indicate that GIIFTA has good psychometric properties to assess teachers' awareness of gifted students in their classrooms.
Successful Aging Across Middle Versus High-Income Countries: An Analysis of the Role of eHealth Literacy Associated With Loneliness and Well-Being
(Oxford Univ Press Inc, 2025) Ivan, Loredana; Marston, Hannah R.; Prabhu, Vishnunarayan Girishan; Grossschadl, Franziska; Silva, Paula Alexandra; Buttigieg, Sandra C.; Özturk Çalıkoğlu, Halime
Background and Objectives Successful aging concerns the process of growing older while maintaining physical, cognitive, and social well-being, emphasizing independence for overall satisfaction and quality of life. We investigate the impact of eHealth literacy on reducing loneliness and sustaining well-being during the pandemic, comparing middle- and high-income countries.Research Design and Methods Online surveys were conducted between April 4, 2020, and September 30, 2021, collecting responses (N = 2,091) from medium- and high-income countries in Europe, Asia, and North America. T-tests and ANOVAs were used to test how sociodemographic predictors were associated with differences in e-Health literacy, loneliness, and well-being.Results Respondents from high-income countries reported significantly higher well-being scores than those from middle-income countries and respondents from high-income countries had significantly higher e-HEALS (e-Health literacy) scores compared to middle-income countries. No significant difference was observed in loneliness scores between high-income and middle-income country respondents. Well-being is associated with age, with younger adults (18-29 years) and those aged 40+ reporting higher levels. Higher education and income are linked to greater well-being. Gender differences are observed, with females and those with a partner reporting higher well-being. In middle-income countries, higher education levels are more linked to loneliness, while in higher-income countries, loneliness is observed across education levels.Discussion and Implications Future interventions by governments and policymakers should consider intersectionality in e-Health planning and offer digital literacy and digital skills training to those with lower education levels.

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