Eğitim Bilimleri Araştırmaları - IV
Educational Sciences Research - IV
Contributor(s): Önder Baltacı (Editor)
Subject(s): Education, Communication studies, Preschool education, School education, Higher Education , Educational Psychology, State/Government and Education, Health and medicine and law, ICT Information and Communications Technologies, Inclusive Education / Inclusion, Distance learning / e-learning, Pedagogy
Published by: Özgür Yayın Dağıtım Ltd. Şti.
Keywords: education; educational sciences; teacher training; Artificial Intelligence; ICT; education systems; Autism Spectrum Disorder; ASD; Technology;
Summary/Abstract: This book aims to present the current research of scientists by bringing together studies related to sub-disciplinary areas specific to the basic field of educational sciences and teacher training. It has turned into a series in line with the intense demand from the academicians of this field. Our book aims to be a source of inspiration especially for academicians who want to conduct research in the field of educational sciences and teacher training. We also think that it can be used as a useful resource for readers. We would like to thank the authors and everyone who contributed to book's preparation.
- E-ISBN-13: 978-975-447-663-7
- Print-ISBN-13: 978-975-447-663-7
- Page Count: 208
- Publication Year: 2023
- Language: Turkish
Eğitim Bilimleri Alanında Yapay Zekâ Uygulamaları ve Uygulamaların Alana Yansımaları
Eğitim Bilimleri Alanında Yapay Zekâ Uygulamaları ve Uygulamaların Alana Yansımaları
(Artificial Intelligence Applications in Educational Sciences and their Reflections onto the Field)
- Author(s):Mizgin Sevgi, Adem Yılmaz, Pınar Ayyıldız
- Language:Turkish
- Subject(s):Education, School education, ICT Information and Communications Technologies, Sociology of Education, Distance learning / e-learning
- Page Range:1-18
- No. of Pages:18
- Keywords:education; Artificial Intelligence; AI; educational sciences;
- Summary/Abstract:Human beings carry the sense of curiosity and discovery from the first moment they are born. This sense of curiosity makes it possible for individuals to make discoveries, to produce and to seek innovations. It is a fact that technology is constantly changing and developing from past to present. One of these changes and developments is artificial intelligence, which we have been hearing about recently in a frequent fashion. Artificial intelligence is defined as computer software and systems that can analyze, synthesize, and evaluate by imitating human intelligence. In educational sciences, artificial intelligence offers plentiful opportunities viz. personalized education, instant feedback, diversity in learning materials and constant access to information. Through those opportunities, artificial intelligence assists in learners, teachers, and other stakeholders throughout the education process. The increase in the activities and applications of artificial intelligence from past to present has paved the way for the expansion and diversification of its usage area. In the current study, the reflections of artificial intelligence applications on educational sciences are scrutinized.
Üniversite Öğrencilerinin Epistemolojik İnançları Ve Öğrenme Yaklaşımları
Üniversite Öğrencilerinin Epistemolojik İnançları Ve Öğrenme Yaklaşımları
(University Students' Epistemological Beliefs and Learning Approaches)
- Author(s):Fikret Gülaçtı, Zeynep Çiftci
- Language:Turkish
- Subject(s):Education, Epistemology, Higher Education , Sociology of Education
- Page Range:19-36
- No. of Pages:18
- Keywords:education; epistemology; epistemological beliefs; students; learning approaches;
- Summary/Abstract:This research was conducted to examine the relationship between university students' epistemological beliefs and learning approaches. The study group of the research consisted of 174 (131 Female, 43 Male) students studying at the PDR 1st and 2nd grade at Erzincan Binali Yıldırım University in the 2018-2019 academic year. The research is a descriptive study conducted in relational screening model. Personal Information Form, Epistemological Belief Scale and Learning Approaches Scales were used as data collection tools in the research. The research data were subjected to normality tests and analyzes were made according to the results. Data were analyzed with Mann Whitney U Test, Anova, Kruskal Wallis H Test. According to the results of the research, there is no significant difference between the epistemological beliefs of the students and their perceived academic achievement levels, their perceived parental attitudes and the variables of who makes the department choice. There is no significant difference between the learning approaches of the students and the variable who chooses the department. In all sub-dimensions and the total score, the epistemological belief mean score of women is higher than the mean score of men. There is a significant relationship between the students' learning approaches sub-dimension, the deep learning approach and strategic learning scores, and the gender variable. There is a significant difference between the strategic learning approach, which is the sub-dimension of students' learning approach, and the variable of perceived academic success. There is a significant difference between the students' learning approach sub-dimension, the surface learning approach, and their perceived parental attitudes.
Üniversite Öğrencilerinin Bağımlılık Türleri Açısından İncelenmesi
Üniversite Öğrencilerinin Bağımlılık Türleri Açısından İncelenmesi
(Examining University Students in Terms of Addiction Types)
- Author(s):Fikret Gülaçtı, Esra Demirel, Zeynep Çiftci
- Language:Turkish
- Subject(s):Education, Sociology, Higher Education , Substance abuse and addiction
- Page Range:37-58
- No. of Pages:22
- Keywords:education; university students; addiction; smoking; alcohol; internet use;
- Summary/Abstract:In the study, it was aimed to examine the relationships between the risk levels of smoking, alcohol, substance and internet use addiction among university students. The sample consists of 1189 associate, undergraduate and graduate students studying at Erzincan Binali Yıldırım University. According to the findings, the risk of smoking addiction according to the gender of the participants and the income of the family; It has been observed that it varies according to the status of smoking and alcohol use in the family and whether or not to work at the moment, but it does not differ according to the educational status of the parents. It was concluded that the risk of substance addiction differed according to the family alcohol use status of the participants, but did not differ significantly for other variables. It has been determined that there is a difference between the variables of internet addiction and alcohol use in the family and whether they are currently working or not, and there is no difference in terms of mother, father education, gender, family income and smoking in the family. It has been determined that the risk of alcohol addiction differs according to the variables of gender, mother's education, father's education, family income, smoking and alcohol use in the family, and whether or not to work at the moment. According to the findings, the relationship between the risk of internet addiction and substance addiction, alcohol use in the family, substance use in the family and currently working at work; between cigarette addiction and alcohol use risk, substance use risk, gender, family income, family smoking status, family alcohol use, and employment status; between alcohol dependence and substance use risk, gender, mother's education, father's education, family income, smoking in the family, alcohol use in the family, and current employment status; A relationship was found between substance abuse and family alcohol use.
Gelişimi Tipik Seyreden Çocuklarda Okul Reddi, Anksiyete ve Duygu Düzenleme Güçlükleri
Gelişimi Tipik Seyreden Çocuklarda Okul Reddi, Anksiyete ve Duygu Düzenleme Güçlükleri
(School Refusal, Anxiety and Emotion Regulation Difficulties in Children with Typical Development)
- Author(s):Sümeyye Ulaş
- Language:Turkish
- Subject(s):Psychology, Educational Psychology, Social psychology and group interaction, Developmental Psychology, Health and medicine and law
- Page Range:59-78
- No. of Pages:20
- Keywords:education; Anxiety; physiological well-being; WHO; development;
- Summary/Abstract:The World Health Organization defines a healthy individual as not only a state of physiological well-being without any disease or disability, but also as a holistic state of well-being that includes social and mental aspects. At this point, it can be evaluated that mental health and mental health problems are at least as crucial as illness or disability in complying with the definition of a healthy individual. Mental health problems can affect individuals at all stages of development. Theorists focus on the impact of early childhood development processes on the rest of life, with an emphasis on early childhood problems and early interventions. In this context, this study aimed to introduce the concepts of school refusal, anxiety, and emotion regulation as early-term emotional problems. The social circle of the child, whose social circle has been limited to her/his family until now, is expanding with processes such as school. This, in particular, can cause situations such as anxiety. It can be said that the emotional problems that are likely to be experienced in the pre-school period, when they expand in various ways, are brought to the reader’s attention. School refusal, an anxiety-based situation, is considered a school attendance problem that can lead to severe consequences such as school dropout. In this context, the similarity between school refusal and separation anxiety symptoms can occasionally make it difficult to recognize these two problems. However, while separation anxiety is seen with more diverse stimuli, anxiety and avoidance reactions are observed against the school- and school-related stimuli in the case of school refusal. Against these situations, it is recommended to focus on children's emotional regulation difficulties and intervene.
Psikolojik Danışmanların/Rehber Öğretmenlerin Gözünden Meslek Etiği
Psikolojik Danışmanların/Rehber Öğretmenlerin Gözünden Meslek Etiği
(School Psychological Counselors Perspectives on Occupational Ethic Codes)
- Author(s):Hurizat Hande Turp
- Language:Turkish
- Subject(s):Education, Psychology, Ethics / Practical Philosophy, Educational Psychology, State/Government and Education
- Page Range:79-90
- No. of Pages:12
- Keywords:education; psychological counselors; educational institutions; ethic codes;
- Summary/Abstract:Unlike other stakeholders, psychological counselors working in educational institutions are a professional group that has communication and responsibility with all individuals, from students to teachers, administrative staff and parents. Guidance teachers, who carry out the most important function of student personality services, as suggested by the modern education approach, strive for the individual development of the student. In this direction, it faces various difficulties. When the qualifications that a profession presented by the researchers should have and the objectives on which the Psychological Counseling and Guidance Association agree, together, it is seen that the necessity of ethical principles is emphasized in a common way. The healthy practice of a school counselor's profession requires personal supervision supported by internalized ethical principles. It is emphasized that these ethical principles should not be limited to the conscience of individuals, but that these ethical principles should be applicable and that the practices should be supervised by sanctions. Within the scope of this study, it is aimed to examine the opinions of guidance teachers working in educational institutions about the difficulties they experience within the scope of professional ethics and legal issues. For this purpose, it was presented by taking the opinions of 10 guidance teachers and placing them in the relevant ethical code category. Qualitative research method and in-depth interview technique were used in order to collect more detailed and in-depth data about the ethical problems and difficulties experienced by psychological counselors/guidance teachers regarding the administration of the institution they work, students, parents and their fields. As a result, guidance teachers; Their experiences about the difficulties they experienced in Mandatory Reporting of Child Sexual Abuse, Informed Consent, Confidentiality-Privacy, Burnout, Consultation, Transfer-Counter-Transference, Bidirectional Relationships, Borders and Virtual Environments are presented by interpreting. Among the aforementioned codes, it was found that the subject of Confidentiality and Privacy was the most difficult subject.
Okul Öncesi Eğitim Örgütlerinin Yönetiminde Liderlik
Okul Öncesi Eğitim Örgütlerinin Yönetiminde Liderlik
(Leadership in the Management of Preschool Education Organizations)
- Author(s):Aysun Bay Dönertaş
- Language:Turkish
- Subject(s):Education, Preschool education, State/Government and Education, Management and complex organizations
- Page Range:91-112
- No. of Pages:22
- Keywords:education; preschool education; organizations; leadership;
- Summary/Abstract:In the first years of the individual's life, it is possible to say that the interest shown in preschool education services covering the education in early childhood years and the need for these services are increasing day by day. Reasons such as socio-cultural and economic developments, changes in family structures, the position of women in the family, and the increase in the value that families attach to their children's education from early years can be cited as the reasons for this interest and need. Another indicator is that new policies are being added every day to the policies of expanding and developing preschool education around the world. Effective implementation of these policies requires leadership as well as important tasks and responsibilities. In this context, leadership in the management of preschool education organizations is the focus of this study as a topic worth discussing. In the study, first of all, the concept of preschool education was defined, the purpose and importance of preschool education were mentioned; the status of pre-school education in Turkey is discussed together with the types of institutions, enrollment rate and current policies. Afterwards, the concept of leadership in school management was discussed and the conceptual framework of leadership in the management of preschool education organizations was formed.
Türk Eğitim Sisteminde Okul Öncesi Eğitimin Ulusal Yasal Dayanakları
Türk Eğitim Sisteminde Okul Öncesi Eğitimin Ulusal Yasal Dayanakları
(National Legal Basis of Preschool Education in Turkish Education System)
- Author(s):Aysun Bay Dönertaş
- Language:Turkish
- Subject(s):Education, Law, Constitution, Jurisprudence, Preschool education, State/Government and Education
- Page Range:113-140
- No. of Pages:28
- Keywords:education; preschool education; Turkish Education System;
- Summary/Abstract:Education can be characterized as a lifelong process of acquiring behavior in an individual's life. This process takes place unplanned in the preschool period, mostly in the family, and in educational organizations on a planned basis. Therefore, it is possible to say that education takes place in every aspect of an individual's life. As in every field, the healthy functioning of the process in the field of education is guaranteed by some legal regulations. Education law was born out of this need. Educational law can be described as the projection of law to the field of education in a sense. It can be said that the legal rules regulating education and training, especially the guarantee of the right to education and training, which is among the fundamental rights of the individual, from the moment they are born, constitute the scope of education law. In this study, the legal bases of the pre-school education process, which starts from the moment the individual is born, are discussed in the context of the Turkish education system. The focus of the study is on the national legal bases of pre-school education in the Turkish education system. In the study, first of all, the concepts of education, law and education law were explained and pre-school education in the Turkish education system was discussed. Afterwards, the national legal bases of pre-school education were discussed with; the constitution, laws, regulations and other legal texts (development plans, Ministry of National Education strategic plans, National Education Councils, Ministry of National Education 2023 Vision).
Okul Öncesi Öğretmenlerinin Eğitimde Teknoloji Kullanımlarının İncelenmesi
Okul Öncesi Öğretmenlerinin Eğitimde Teknoloji Kullanımlarının İncelenmesi
(Examining Preschool Teachers’ Use of Technology in Education)
- Author(s):Özge Özel, Seden Yay
- Language:Turkish
- Subject(s):Education, Preschool education, ICT Information and Communications Technologies, Distance learning / e-learning, Pedagogy
- Page Range:141-158
- No. of Pages:18
- Keywords:education; preschool education; technology; teachers;
- Summary/Abstract:The pre-school teacher should also be a good role model for children and can keep up with innovations, having the necessary knowledge of the field and profession, culturally equipped, supporting the life skills of children by considering their developmental areas. One of the important indicators of this is to have the skills to use technology appropriately and effectively. Children are also enthusiastic about technology and are to keep up with technology quickly. A teacher who wants to improve educational environments and engage children will need to integrate technology into their lessons. For this reason, the aim of this research is to examine how preschool teachers approach technology, in what way and for what purpose they use technology, children's perspectives on technology from the views of teachers, teachers' interest in technology, their views on technology, and the negative aspects of technology according to teachers. The research was designed as qualitative research. The study group of the research consists of 33 female and 1 male preschool teachers, whose age ranges from 24-45, working in kindergartens and in the Central District of Burdur Province in the 2022-2023 academic year. Professional experience of teachers varies between 1 year and 35 years. The interviews were composed of semi-structured questions, and then two expert opinions were taken. Participants stated that preschool teachers would be more successful if the necessary technological tools and necessary seminars or trainings were provided, and they agreed that children are extremely curious about technology in terms of visual and auditory, but they agreed that their use of technology should be ensured in a controlled manner. It is also among the results that families should support their children in this regard and control their children in using technology.
Otizm Spektrum Bozukluğu Gösteren Öğrencilere Etkinlikle İlgilenmenin Kazandırılmasında Kendini Yönetmenin Kullanımı: Sistematik Bir Derleme
Otizm Spektrum Bozukluğu Gösteren Öğrencilere Etkinlikle İlgilenmenin Kazandırılmasında Kendini Yönetmenin Kullanımı: Sistematik Bir Derleme
(The Use of Self-Management to On-Task Students with Autism Spectrum Disorders: A Systematic Review)
- Author(s):Akın Gönen
- Language:Turkish
- Subject(s):School education, Educational Psychology, Health and medicine and law, Inclusive Education / Inclusion, Pedagogy
- Page Range:159-186
- No. of Pages:28
- Keywords:education; self-managment; Autism Spectrum Disorder; ASD; students;
- Summary/Abstract:The aim of this study is to examine the studies on the use of self-management practice in helping students with autism spectrum disorder (ASD) acquire the behavior of being interested in activities. Within the scope of the study, EBSCO Host, Springerlink, Jstor and Web of Science databases were searched using the keywords "self-management", "on-task", "task engament" and "autism spectrum disorder". As a result of the detailed search, it was determined that there were 319 articles. As inclusion criteria in the study, (a) students with ASD are participating, (b) preferring the teaching practice in which self-management components are used, (c) interest in activity as a target behavior (d) designing with one of the single-subject research models, (e) electronic data and (f) publication of articles between January 2000 and August 2022. As a result of the detailed examination, 14 articles were included in the scope of the research and analyzed. When the findings were examined, it was determined that students between the ages of 8-18 with ASD participated in all of the studies, teaching activities were carried out in general education and special education classes, technology-based applications were generally used as a means of self-management, and there was an increase in the behavior of engaging in activities with the use of self-management application. The findings were discussed and suggestions were made for future research.
İlkokul ve Ortaokul Öğrenci Velilerinin Öğretmen Metaforu Algıları
İlkokul ve Ortaokul Öğrenci Velilerinin Öğretmen Metaforu Algıları
(Teacher Metaphor Perceptions of Primary and Secondary School Students’ Parents)
- Author(s):Semra Gencer, Öznur Tulunay Ateş
- Language:Turkish
- Subject(s):Education, Communication studies, School education, Family and social welfare
- Page Range:187-208
- No. of Pages:22
- Keywords:education; parents; metaphorical perceptions; communication;
- Summary/Abstract:In this study, the aim is to determine the metaphorical perceptions of parents, who are an important part of education, in order to reveal their feelings towards another important part, teachers. This study, which aims to reveal the metaphorical perceptions of the parents regarding the concept of 'teacher', was created using the qualitative research method. The research phenomenology design was used in order to examine the observation of the parents as the observation of the teacher. With the phenomenological design, it was possible to examine the research in detail. In the study, data were collected using semi-structured interview forms. In semi-structured interview forms, “Teacher is like ………….., because ………..'' participants were asked to fill in the blanks by producing appropriate metaphors. As a result of this study, a total of 79 codes were obtained for the parents of primary school students and a total of 97 codes for the parents of secondary school students. At the end of this study, a total of 6 categories emerged. These categories are 'Teacher as a source and transmitter of knowledge', 'Teacher as valuable and reliable', 'Teacher as altruistic and compassionate', 'Teacher as educator and guide', 'Teacher as a negative metaphor', 'Teacher as a source of healer and motivator'. When look at the categories obtained from the codes, the behavior that the parents expected the most from the teachers was altruism and compassion. In expresed this, they often liken it to sun and their parents. In addition, the most important behavior they expect from teachers is to raise their students well and to guide them by shedding light on their future. With this results, it can be stated that teachers are important and valuable for parents, as well as a healthy communication.
