Teaching of self-care skills with the participation of families at home, which is the natural environment of the child, contributes to effective and permanent results. Even though it is preferred that the family take an active part in teaching, most parents who plan to work with their children have difficulties in how they teach. The previous studies demonstrate that when adequate support is provided to parents, they can teach their children the skills they need. This study aimed to investigate the effectiveness of a family education program developed for teaching self-care skills to individuals with autism spectrum disorder. A mother and her child with autism spectrum disorder participated in the study. The study was designed with multiple probe with probe conditions across behaviors/skills which is one of the single subject research designs. The finding demonstrates that the mother was able to teach self-care skills (hand washing, toileting, and dressing) by using the least to most prompting teaching method and following the procedure properly during the teaching period. Additionally, the mother expressed her satisfaction with the teaching sessions. The results concluded that she realized the effect and importance of the systematic and planned teaching.
The current study was conducted to investigate the relationship between occupational personality types, 21st century skills and teaching motivation. The study was conducted in the descriptive relational survey model, one of the quantitative research methods. The study group consisted of all the students attending the Physical Education Teaching Department at Faculty of Sports Sciences of Muğla Sıtkı Koçman University. A total of 148 (F=59, M=89) students were included in the study. The questionnaire method was employed to collect the data in the study. The questionnaire consists of four parts: a personal information form in the first part and three scales in the following three parts. In the second part, there is the "21st Century Skills Self-Efficacy Perception Scale" consisted of 42 items, in the third part, there is the "Occupational Personality Types Inventory" consisted of 30 items and in the fourth part, there is the "Teaching Motivation Scale" consisted of 12 items. SPSS v22 program package was used in the analysis of the collected data. As a result of the study, a significant correlation was found between occupational personality types and 21st century skills self-efficacy perceptions, between the six personality types of occupational personality and intrinsic and extrinsic motivation and between 21st century skills self-efficacy perceptions and intrinsic and extrinsic motivation. According to the results of regression analyses, occupational personality types had a significant effect on intrinsic and extrinsic motivation.
This study aimed to gather the opinions of middle school students regarding the utilization of cryptologic methods in education. The research was designed using the method of case study, a scientific research approach, and data was collected through a semi-structured interview form. The semi-structured interview form was developed by the researcher with the input of experts. The study focused on the effects of incorporating cryptologic methods within the context of the Information Technologies and Software course. The research was conducted with approximately 105 middle school students in Tekirdağ province, Turkey, and was completed through the use of the semi-structured interview form. Following the interviews conducted with the students, the data obtained from their responses was analyzed and categorized into codes. Based on the findings, students expressed the view that the use of cryptologic methods in lessons would contribute to their long-lasting and rapid learning, enhance their problem-solving skills, and that presenting cryptologic methods through various teaching techniques would increase their interest and motivation, thus leading to enjoyable and effective learning experiences. On the negative side, students mentioned that they might encounter difficulties in learning cryptologic methods and that these methods did not capture their interest. As a result of the analysis of the answers obtained from the interviews with the students, it can be argued that engaging, sustainable, and rapid learning tends to consistently capture students' attention and enhance their focus on the educational program. The 21st-century student learning skills encompass the development of problem-solving and computational thinking abilities, enabling students to think critically, conduct research, brainstorm, and connect puzzle pieces of clues to formulate solutions. The further integration of cryptologic methods within the curriculum holds significant potential for fostering enjoyable and enduring cognitive transfers in students' learning activities.
Pedagogical methods shape students' grasp of democracy. Cooperative learning, by fostering democratic values in classrooms, empowers students for active civic participation. This approach is seen as ideal, suggesting pre-service teachers using it will hold positive democratic attitudes. This study seeks to determine how attitudes towards democracy and implementing cooperative learning differ among pre-service science teachers at various grade levels (n=207), and how these attitudes correlate with each other. Additionally, the study aims to investigate how the relationship between attitudes towards democracy and implementing cooperative learning changes across grade levels. A cross-sectional design was employed. Data was collected using the Collaborative Learning Scale to measure the attitudes towards implementing cooperative learning and Democratic Perceptions and Attitudes Scale to measure democratic attitudes. The findings revealed that pre-service teachers' year of training has no influence on their democratic attitudes and their attitudes towards implementing cooperative learning. However, participants consistently exhibited strong democratic attitudes and attitudes towards implementing cooperative learning, with a non-significant increase across grade levels. These findings suggest a widespread support for democratic principles in future classrooms and a belief in the value of cooperative learning as an instructional approach and their high expectations of success when using this method. Furthermore, there is a strong, positive correlation between democratic attitudes and attitudes towards implementing cooperative learning at all grade levels. This means that pre-service teachers who value democratic principles in the classroom are more likely to view cooperative learning strategies favorably. These findings highlight a strong link between pre-service science teachers' democratic values and their openness to using cooperative learning. The correlation coefficient increases with higher training years. As pre-service science teachers progress through their training program, the focus on democratic education practices might increase.
The objective of this research aimed to establish a connection between the inclination towards lifelong learning and the degree of adherence to the curriculum among educators in primary and secondary educational institutions. In the 2021-2022 academic year, data for this screening model investigation were collected from 281 teachers employed in the central Karesi and Altıeylül districts of Balıkesir. The data were acquired using the 'Lifelong Learning Tendencies Scale,' designed by Diker Coşkun (2009), and the 'Curriculum Fidelity Scale,' developed by Burul (2018). The data analysis employed descriptive statistics, Two-Way MANOVA, Pearson Correlation Analysis, and Regression Analysis. According to the results, it was detected that there were moderate lifelong learning tendencies and high degree of fidelity to the curriculum. Regarding the second discovery, it was established that school type and years of professional experience significantly influenced the differences observed in teachers' lifelong learning tendencies and their adherence to the curriculum levels. Furthermore, a statistically significant but modest correlation was identified between teachers' lifelong learning tendencies and their levels of curriculum fidelity.
In this study, it was aimed to develop a rubric to evaluate the creative story writing skill levels of seventh grade secondary school students. The research was designed in quantitative research method and survey model. In the research, convenience sampling technique was used and 270 students studying at the seventh grade level of secondary school were studied. In the process of creating the item pool of the research, 11 academicians, 8 teachers and 7 graduate students were consulted. In order to create an item pool, firstly, a literature review was conducted. The prepared item pool was presented to the field experts and the draft scale was applied to the sample group. As a result of the findings obtained, it was concluded that there was a high level of consistency between the evaluations made by different raters. The validity studies of the scale were conducted and it was determined that the content and criterion validity were appropriate. In order to determine the reliability of the scale items, Cronbach's Alpha value was determined. It was determined that the Cronbach's Alpha value of the scale with all sub-dimensions was above 0.7. Cohen's Kappa statistic (κ) was used to ensure internal consistency between raters (p<.05). As a result of the analyses, it was determined that there was almost perfect agreement in the items in the scale. Finally, Cohen's Kappa coefficient was determined to determine whether there was agreement between the raters, and a significant level of agreement was found between the raters of the scale. In addition, as a result of the results obtained from the expert opinions, it was decided that the rubric should consist of 6 dimensions and 24 items in total, namely "imagination", "originality", "different perspective", "content", "language and expression", "form", and five levels, namely "strongly agree", "agree", "partially agree", "disagree" and "strongly disagree".
The purpose of this research is to examine the psychological resilience levels of adult individuals in terms of demographic characteristics and enneagram personality types. The findings may help experts working in the field and contribute to the literature. The study is an original study that has not been researched before. Participants consisted of parents of students attending a pre-school education center. Data was collected from 252 people, 182 women and 70 men. In order to collect data a "Questionnaire", "Brief Resilience Scale" and "Enneagram Personality Scale" were used to collect data. T-test and analysis of variance techniques were used to evaluate the changes in the level of the resilience with demographic variables. Correlation analysis was conducted to determine the relationship between resilience and enneagram personality types. Results of the statistical analysis has been determined that resilience levels are higher in men, older individuals, married people, and those with high education and income levels. Additionally, levels of resilience were found to be positively related to enneagram personality types. This relationship was found statistically significant in a total of six personality types: achiever, original, observer, adventurer, leader, and accommodator. This work contributes to the study of resilience and related factors. Similar studies were proposed for the future to bolster the results.
The current study, which uses a survey approach, aims to identify middle school students who visit BILSEMs (Science and Art Centers) in terms of their creativity and learning preferences and to look into the impact of various factors on these traits. In the 2021–2022 academic year, 214 fifth, sixth, and seventh graders were chosen using the purposive sampling technique. The "How Creative Are You?" scale, "Kolb Learning Style Inventory," and a personal information form were used as data gathering tools. The study's findings indicate that the creativity of the participating students is above medium, and the majority have "converging" learning styles. At the same time, the minority has "diverging" learning styles, that gender, grade level, type of school, BILSEM program, and family income level have no bearing on the children's creativity, and learning styles vary significantly depending on these factors. Additionally, there was no discernible link between the students' learning preferences and creativity.
The aims of this research were to examine the changes in the students' perceptions of engineers, engineering as a profession, learning of engineering design processes (EDP), awareness of engineering branches, and their future career choices through Engineering Design Process activities with the 5E learning model. Sixty disadvantaged students between 4th grade to 8th grades comprised the sample group. Engineering activities were held over 8 weekend days outside of school with engineers and science educators. The study was a single group pre-test and post-test weak experimental design using qualitative data sources. Draw an Engineer Test (DAET) along with written descriptions were used as a pre-test and post-test to examine students' perceptions of engineers and engineering before and after the intervention and the career choice test (CCT) was used to compare their future career choices and awareness of engineering branches. Based on the results, their perceptions about engineering changed by using the words design, produce, invention, and production, which were included in EDP. Their career choice of being an engineer or learning engineering branches changed with the aim of improving their standard of living.
This research was carried out to determine the opinions of teachers and parents about the reflection of the TV series watched by primary school students on the games they play. In the study, an interview form was applied to teachers and parents, who belonged to the study group from which qualitative data was collected. The participants of the research were chosen among the 3rd and 4th-grade primary school students' classroom teachers and parents in Samsun province and its districts (Alçam, Asarcık, Atakum, Ayvacık, Bafra, Çarşamba, Havza, İlkadım, Kavak, Lâdik, Ondokuz Mayıs, Salpazarı, Tekkeköy, Terme, Vezirköprü, Yakakent) in the 2020-2021 academic year. The study group of the research consisted of 61 parents and 61 teachers. The analysis of the data was carried out by using the descriptive analysis technique through the qualitative analysis program MAXQDA 22. As a result of the analysis of the opinions obtained from the teachers and parents, it was concluded that the 3rd and 4th grade students who watched TV series were influenced by these TV shows. They played mostly violent games and imitated the TV series characters they watched earlier in their plays.
This study examines university students’ social media usage from different perspectives. The participants consisted of 29 students, 17 female and 12 male, studying in different faculties and departments of Dicle University. The data were obtained through semi-structured interviews conducted by the researcher. The thematic analysis produced five meta-themes regarding university students’ use of social media, which include interpersonal relationships, emotions, basic psychological needs, problems caused by social media use, and the impact of the use of social media on the self. Each meta-theme was divided into subthemes, categories, and codes; participant statement excerpts were presented. The qualitative findings were discussed in light of the literature, and recommendations were made.
The aim of this study is to explore the correlation between the intrinsic motivation of fourth-grade primary school students in mathematics and their academic performance in mathematics, while considering the factor of their favorite subject. The goal is to determine whether there is a difference in intrinsic motivation and achievement in terms of their favorite subject. A convergent parallel design was used in the study. The sample of the research consisted of 142 students who participated in face-to-face research in the city center and districts of Çanakkale in the 2019/2020 academic year, as well as 109 students who participated in online research in the 2020/2021 academic year. The study group was comprised of 10 students, for whom the data were collected in face-to-face sessions, and 12 students who participated in the research online. The data for this study were collected using the "Mathematics Lesson Motivation Scale" developed by Balantekin and Oksal (2014), as well as the " Mathematics Lesson Achievement Test", "Demographic Form", and "Semi-Structured Interview Form" developed by the researchers. When examining the results of the research related to intrinsic motivation, significant differences were observed in both online and face-to-face data collection, with respect to the obtained data. According to the qualitative data obtained from this study, those students with intrinsic motivation were expected to perform well in the course. However, it was observed that regardless of their academic performance, all students were motivated towards the course. As a contrasting result, it was determined that the most successful student in the school did not possess intrinsic motivation towards the course.
The aim of this study is to examine the impact of mathematical modeling activities using the history of mathematics on students' anxiety in geometry instruction. The study was conducted with 7th-grade students (n=30) studying in a public school during the first semester of the 2021-2022 academic year. In the research, nested mixed pattern from mixed research methods was used. Mathematical modeling activities based on the history of mathematics, designed by the researcher in accordance with the 7th-grade geometry curriculum, were implemented with the study group. Data were collected through written worksheets during the implementation process. Prior to and after the implementation process, a geometry anxiety scale was administered to the study group, and student opinions were obtained. The data obtained from the implementation were analyzed using content analysis. The research findings revealed a decrease in students' anxiety towards geometry and a positive change in students' perceptions of geometry.
The main purpose of this study is to evaluate the effectiveness of emotion-related video activities in the "Family-Centered I Recognize My Emotions Asynchronous Activity Series" which is prepared for children on children's emotion regulation skills. Within the framework of this main purpose, differences in children's emotion regulation skill levels were determined according to the demographic data obtained both from the whole group and from the experimental group of children included in the pre and post-tests. At the beginning of the study, 103 children participated in the research. However only 25 children were able to complete the study. In this study, the four-point Likert type "Emotion Regulation Skills" scale consisting of 24 items, adapted to Turkish by Batum and Yağmurlu in 2007, was used. It was conducted as quasi-experimental research in a single-group pretest-posttest model. In the part of the research conducted with 103 children, it was found out that the children of mothers with postgraduate education degree had higher emotional regulation skill levels than those of mothers with undergraduate education degree. It has been revealed that children whose mothers were employed have higher emotional regulation skills than children whose mothers do not work. In addition, as a result of the series of asynchronous video-based activities given to the children in the second part of the study, it was observed that the children's post-test results increased significantly in terms of emotion regulation skill scores.
To see the reflections of scientific literacy in individuals' daily life manners of is one of the most significant objectives of science education. In this context, it is thought that science teacher candidates are required to have the skills of socio-scientific issues and writing arguments on those subjects. Thus, the purpose of this study is to assess science teacher candidates' skills of writing argumentation on Covid-19 pandemic, which is a socio-scientific issue, and discuss their opinions on Covid-19 vaccine. Regarding this purpose, answers are sought for the problems "How are the writing argumentation skills of science teacher candidates on Covid-19 pandemic as a socio-scientific issue?" and "What are the opinions of science teacher candidates on Covid-19 vaccine?" The research is designed by using mixed method case study. The study group of the research consists of 33 teacher candidates who are second grade students enrolled in the department of science teaching in a state university in Istanbul. The data in this study are gathered via "Written Argumentation Form" in accordance with argumentation writing components of Cope et al. (2013). For the opinions of teacher candidates on Covid-19 vaccine, "Interview Form" including two open-end questions is used. In data analysis, Argumentation Assessment Rubric (AAR) is used for argumentation and for opinions related to the vaccine, content analysis is applied. At the end of the research, it was found out that the teachers were successful in terms of creating "argument" and "result argument" while writing argumentation of which subject is socio-scientific, however they could not refute the counter claims adequately. Even though the teacher candidates approached Covid-19 pandemic scientifically in the arguments, it was founded out that they had hesitations about how to behave in Covid-19 pandemic considering their opinions on vaccines. Although the teacher candidates thought that it was a real pandemic and follow vaccine studies closely, vast majority stated that they did not want to be vaccinated or they were undecided about it. It is recommended to examine thoroughly the fact that vast majority of the teacher candidates thought pandemic was real, however they had different opinions on vaccines.
In this study, in which artificial intelligence applications are examined at the K-12 level, the discussions are multi-dimensional. The use of artificial intelligence applications at the K-12 level, and especially the integrated use of online writing tools into the writing lessons, has led to the occurrence of plagiarism from time to time. In the first place, the fact that artificial intelligence applications create the feeling of being able to think like a human causes student to fully trust this software. What is more, when the subject is approached in terms of educational leadership, teachers' transfer of experience and high level of interaction during teaching and learning decreases. Because artificial intelligence applications individualize the education process and allow students to work more independently from the teacher and from peers. That being said, there are some points that are worth noting here. AI applications should be used as a tool, not an end because when these applications are utilized accountability cannot always be attained. The number of teachers who are already competent in informing and supervising students against malpractices is not sufficient. The fact that teachers are not fully competent in this respect poses a danger to the control and safety of the process. In order for artificial intelligence applications to be exercised effectively at the K-12 level, some software languages and coding skills must be acquired. Lastly, important steps need to be taken towards the future of artificial intelligence applications. Each country should include them in their education systems through their curricula from an early age along with AI applications. In this direction, teacher training programs should also be reviewed. It is of crucial importance to raise the awareness of the society on artificial intelligence, and about ethical rules and morality.
The aim of this research is to identify the needs of teachers providing science education to visually impaired students and their students and to develop various solution proposals based on these needs. The study involved 1 Science teacher, 2 Special Education teachers, and 10 visually impaired students from a state primary and middle school in the center of Erzurum province. The research design followed a qualitative approach with a case study design. The data collected were analyzed using content analysis. The findings revealed that the needs of teachers providing science education to visually impaired students fall into two themes: needs arising from the teacher and needs influenced by external factors. Similarly, the needs of visually impaired students were categorized into two themes: needs arising from the students themselves and needs influenced by external factors. Teacher-related needs included the need for concretization and description, material design, individualized instructional selection, technological proficiency, and the ability to activate sensory organs. External factors affecting teachers' needs included the need for materials, laboratories, reference books, appropriate training, in-service training, parental cooperation, and personalized curriculum. Student-related needs encompassed education environment and methods, technology and assistive tools, family support and counseling services, physical accessibility in the school environment, alternative and augmented communication in education, and psychosocial support. External factors affecting students' needs included social interaction, academic motivation, academic achievement and exam anxiety, special education and counseling services, note-taking and organizational skills, and daily living skills.
