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The purpose of this study was to examine the correlation between the self-efficacy perception for environmental education and ecological footprint awareness of the child development programme students. Sample group of the study which was carried out according to the correlational survey model was specified according to convenience sampling. The sample group consisted of students studying in child development departments in four universities in Turkey. In the study, “Self-Efficacy Scale for Environmental Education” and “Ecological Footprint Awareness Scale” were used as data collection tools. For the data analysis, the Kolmogorov-Smirnov, t, variance tests and The Spearman’s correlation coefficient was used. In the research results, it was revealed that the environmental education self-efficacy perception and ecological footprint awareness levels of the students of the child development programme positively affect each other at a moderate level.

The aim of this study is to determine secondary school teachers' views about the refugee students. In this direction, the secondary school teachers' views about refugee students' attention, and attitude toward their subject, refugee students' readiness, attention, and attitude toward their lesson content, and the suitability of methods, techniques which they use in their class to the readiness of refugee students were determined. Moreover, their views about the suitability of their equipments and materials to readiness of refugee students; the suitability of assesment and evaluation instruments for refugee students; and their views, ideas to develop and enrich their lessons were determined. In this study, qualitative research design was used. The study group consisted of the secondary school teachers worked at a state school in Elazig city center in 2017-2018 academic year, second term. Maximum variation sampling method was used in the study. In determination of school, whether there are refugee students or not at that school was considered. From each branch two teachers were selected and totally 22 secondary school teachers were included in the study. In determination of these teachers, the views of headmaster and deputies head of the secondary school were considered. Volunteer branch teachers participated to the study. A semi-structured interview form, which was designed by the researcher was used for data collection. Six semi-structured questions were asked to identify teachers' views about refugee students. These questions were reviewed by a professor and two assistant professors. The clarity of questions were negotiated with three secondary school teachers. Study results revealed that secondary school teachers have some problems in instruction of refugee students because of several reasons. Several recommendations are offered based on the research findings. [This study was presented at the Education, Society, and Reform Research (EDUSREF 2018) between 6-7 April 2018 in Ankara, Turkey.]

The aim of this study is to determine secondary refugee students' views about the problems they faced at Turk schools. In this direction, the refugee students' views about methods & and techniques the teachers used in the class; school culture, rules, interaction, problems they have with their school friends; and the support of their families were determined. Moreover, their views about the school subjects, content, gains and necessity of these subjects; their competence in using Turkish; and their previous education's effect on their current education were determined. In this study, qualitative research design was used. The study group consisted of the refugee students enrolled at two state schools in Elazig city center in 2017-2018 academic year, second term. Maximum variation sampling method was used in the study. In determination of school, whether there are refugee students or not at that school was considered. From each school eight refugee students were selected and totally 16 refugee students were included in the study. In determination of these students, the views of headmaster and deputies head of the secondary school and teachers were considered. Volunteer refugee students participated to the study. A semi-structured interview form, which was designed by the researcher was used for data collection. Six semi-structured questions were asked to identify refugee students' views about the problems they faced. These questions were reviewed by a professor and two assistant professors. The clarity of questions were negotiated with three secondary school teachers. With refugee students whom do not know any Turkish or English, the interview had through a translator. Study results revealed that refugee students have some problems at Turk schools because of several reasons like medium of instruction, courses contents, the lack of family support, school culture- rules, and methods & techniques teachers used. Several recommendations are offered based on the research findings. [This study was presented at the Education, Society, and Reform Research (EDUSREF 2018) between 6-7 April 2018 in Ankara, Turkey.]

This research was prepared in order to determine the change in students' academic achievement, retention levels and attitudes, and problem solving skill and creative thinking skill as a result of programming teaching with authentic task-based applications. The research was prepared using an experimental design with pretest-posttest control group. In the study group of the research, 2nd year Computer Technologies Department students who studied at Erciyes University in the 2017-2018 academic year and took the Web Design Fundamentals course and the Research Methods and Techniques course are included. One of the second-year branches was determined as experimental group (n = 30) and the other one was determined as the control group (n = 33). The teaching of programming to the experimental group students was carried out with authentic tasks. Lessons were conducted with the control group students using the traditional teaching method. Achievement test developed by the researchers as pre-test, post-test, retention test, as well as Attitude Scale Toward Computer Programming developed by Baser (2013), Problem Solving Inventory developed by Heppner and Peterson (1982) and adapted to Turkish by Sahin, Sahin and Heppner (1993), "How Creative Are You?" scale developed by Raudsepp (1977) and adapted to Turkish by Coban (1999) were used. With research, it was concluded that authentic task-oriented practices increased students' programming academic success and attitudes towards programming, and also positively affected both students' problem-solving skills and creative thinking skills.

In this study, it was aimed to examine the motivation levels of prospective Turkish teachers towards Turkish Education Department/Teaching in terms of gender, grade level and university variables. The study group of this research, in which the survey model was used, consists of a total of 809 prospective Turkish teachers studying in the 1st and 4th grades of the Turkish Education Departments of Erzincan Binali Yıldırım University, Dicle University, Fırat University, İnönü University, Nevşehir Hacı Bektaş Veli University, Erciyes University, Cumhuriyet University, Siirt University and Adıyaman University Faculties of Education. The Motivation Levels of Prospective Turkish Teachers towards Turkish Education Department and Teaching Scale developed by Arslan (2011) was used as a data collection tool. As a result of the research, it was determined that the motivation levels of pre-service teachers differed statistically significantly in terms of all variables. In the comparisons made, it was determined that female pre-service teachers had higher motivation levels than male pre-service teachers, and 1st graders had higher motivation levels than 4th graders. In the comparison made for the university variable, it was determined that Siirt and Dicle Universities had lower motivation levels. However, it was concluded that Turkish teacher candidates had a high motivation level. [ABSTRACT FROM AUTHOR]

Using education technology in classes helps teachers realize a better and more effective learning. In this study 150 English teachers were surveyed in order to determine their views on the use of education technology in their classes. The scale consists of 36 items measuring positive and negative attitudes of English teachers toward use of technology. There are 24 positive, 12 negative items in the scale. The teachers were also asked which technological aids and techniques they use. It was determined that teachers have positive attitudes toward use of technology but they do not obtain or use technology at desired level.

Advances in information and communication technologies have caused existing information to change in many areas. At the point of adapting to these changes, a number of skill areas have emerged that individuals must have. Technology literacy, defined as understanding, using and evaluating technology, constitutes one of these skill areas. The fact that technological literacy has become one of the skills expected from today's individuals has necessitated the integration of technology into the learning process. In technology integration, disciplines such as mathematics, science and social studies are seen as context. One of the ways to incorporate technology into different disciplines is through curriculum. In this context, the purpose of the research is to examine the science course curriculum (Primary and Secondary School 3rd, 4th, 5th, 6th, 7th and 8th grades) in terms of Technology Literacy Standards (ITEA, 2007). Technology literacy standards are a framework created by the international technology education board. The technology literacy standards framework was used in the document analysis process. This analysis framework; consist of five different subcategories: design, technology and society, capabilities for a technological world, designed world, and nature of technology. As a result of the analysis, it is possible to say that there are achievements related to the five themes included in the technology literacy standards in the science course curriculum, but the number of achievements related to these themes differs according to the grade level. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the views of vocational school students about the positive and negative effects of distance education applications during the COVID-19 pandemic. Qualitative research method and phenomenology design were used in the study. Maximum variation sampling was preferred in sample selection. The sample group consisted of 39 second-year students studying at Technical Sciences Vocational School of Bingöl University in the city centre of Bingöl in the 2021- 2022 academic year. The researcher collected data by using a student interview form with 13 questions in order to get the views of the participants in detail. The descriptive analysis method was employed to analyse the data. As a result of the research, findings regarding the first changes in feelings and thoughts, the positive and negative effects of distance education applications on courses, their suggestions for distance education applications and the continuity of distance education applications were obtained. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the use of Edmodo according to the perceptions of university students. The research was conducted according to the phenomenological design. Study group includes students enrolled at Computer Technologies department at Develi Hüseyin Şahin Vocational School at Kayseri University. The criterion sampling method was used for the study group of the study, which was prepared using qualitative research method and phenomenology design. The study group of the research consists of 19 students in total. A semi-structured interview form developed by the researchers was used as the data collection tool. Data were analyzed based on descriptive analysis method. As a result of the analysis of the data, the opinions of university students on Edmodo educational social network application were evaluated under five different themes. As a result of the study, the students emphasized the positive features of the application such as allowing sharing, strengthening communication, and offering a learning environment independent of time and place. Students also described the situations such as having difficult parts of application language and interface, causing loss of time due to misuse and requiring internet connection as negative. In addition, the positive effects of the Edmodo educational social network site on the course were evaluated by the students in a cognitive and affective context. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigation in terms of socio-scientific issues in science (primary and secondary schools 3rd, 4th, 5th, 6th, 7th and 8th grades) biology and physics curriculum (9th, 10th, 11th and 12th grades). The method of this study is qualitative research. Science (Primary and Secondary Schools 3rd, 4th, 5th, 6th, 7th and 8th grades) biology and physics (9th, 10th, 11th and 12th grade) curriculum were used as the data sources. Evaluations were made by examining the achievements of these teaching programs. As a result of the analysis, it was determined that 17 learning attainments in science curriculum and 8 learning attainments in biology curriculum were related to socio-scientific issues. It was determined that there are 213 learning attainments in physics curriculum and only 5 of them are related to socio-scientific issues. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to compare the perceptions of prospective Turkish, Turkish Language and Literature and Contemporary Turkish Dialects teachers regarding proficiency in selecting teaching techniques. The screening model was used in the research. The study group of the research consists of 567 prospective teachers studying in the 3th and 4th grades of the related departments in Spring Term of 2018-2019 academic year. The Scale on the Perception of Prospective Teacher regarding proficiency in selecting teaching techniques developed by Fırat Durdukoca, Yardımcıel, BeĢeren ve Özbek (2017) was used in the research as the data collection tool. The perceptions of prospective teachers were compared in terms of gender, class level and department variables. As a result of the research, it was determined that the perceptions of prospective teachers proficiency did not cause significant differences for gender and grade level variables. Significant differences were determined in terms of positive perceptions beased on department variable. [ABSTRACT FROM AUTHOR]