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Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences 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 Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education 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.)

In this study, it was aimed to determine the effect of using computer assisted teaching method in biology education on academic achievement. Meta-analysis method was used in the research. The problem of the research is “What is the general effect of using computer assisted teaching method in biology education on academic achievement?” determined as. Some criteria were determined for which studies would be included in the meta-analysis, and a total of 8 studies matching these criteria constituted the sample of the research. Hedges' g coefficient was used in the analysis of the data in this study. In the study, the Comprehensive Meta-Analysis program called CMA was used to calculate the effect size and variances of the data. Due to the heterogeneity of the present study, interpretation was made according to the random effects model. According to the results of the findings in the study, the effect size for the random effects model was found to be 1,462, and according to the classification made by Cohen (1988), it was determined that the computer assisted teaching method in biology education had a great effect on academic achievement. It was determined that all of the effect size values of the studies included in the study were positive. Eight studies included in the meta-analysis were concluded in favor of the experimental group in which the computer-assisted teaching method was applied. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education 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 Ozel Egitim Dergisi is the property of Ankara University, Faculty of Educational Sciences 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.)

Bu araştırmada, sanat eğitimi alanı içindeki desen dersi öğretim programındaki teorik öğrenme alanlarını içeren kapsamlı bir Web tabanlı etkileşimli eğitim materyalinin geliştirilmesi ve bu materyalin öğrencilerin akademik başarıları üzerindeki etkilerinin incelenmesi amaçlanmıştır. Araştırmanın tasarım bölümünde, Web tabanlı öğretimin gerçekleştirileceği Web sitesinin içeriği geliştirilmiştir. Araştırmanın deneysel bölümünde, hazırlanan Web içeriğinin ekliliği araştırılmıştır. Çalışmada, deneysel desen türlerinden ön test – son test kontrol gruplu deney deseni kullanılmıştır. Üniteler, deney grubunda Web tabanlı öğretim yöntemi kullanılarak sanat eğitimi laboratuarında, kontrol grubuna ise mevcut programda yer alan yöntem ve etkinlikler kullanılarak desen atölyesinde ve sanat eğitimi laboratuarında işlenmiştir. Araştırmada araştırmacının geliştirdiği Desen Bilgisi Başarı Testi yardımıyla veriler toplanmıştır. Veri analizde t-Testi kullanılmıştır. Başarı testinden elde edilen veriler İlişkili ve İlişkisiz Örneklem t-Testleri ile analiz edilmiştir. Araştırma sonucunda, Web tabanlı öğretim yöntemi kullanılarak ders içeriğinin aktarıldığı deney grubu öğrencilerinin son test ortalamalarına göre başarı testinden aldıkları puanlar, mevcut öğretim programında yer alan yönergelerle dersin işlendiği kontrol grubu öğrencilerinin puanlarına göre anlamlı bir şekilde artmıştır. Sonuç olarak desen derslerinde Web tabanlı öğretim materyali kullanılarak yürütülen ders etkinliklerinin öğrencilerin bilgi düzeylerini olumlu anlamda etkilediği görülmüştür.

Copyright of International Journal of Educational Studies in Mathematics (IJESIM) is the property of International Journal of Educational Studies in Mathematics (IJESIM) 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.)

Every day new technologies push space, time limits. Intensive exposure to digital environments necessitates new positions in many areas of education and training. Digital transformation has now become a necessity in transitioning to professionalism all over learning and teaching, and also through lifelong learning, digital transformation has become compulsory in educational institutions in order to enable the participation of everyone at any time and everywhere. Digital transformation in foreign language teaching makes learning and teaching possible not only in the classroom environment but also anywhere and anytime with the internet and other technological developments. It gives both teachers and learners new opportunities and roles to take advantage of the digital transformation of unlimited and multiple materials. Therefore, preparing and passing digital transformation environments in foreign language teaching will also make important contributions to benefit and to achieve results. It is clear that a limited number of course environments are not sufficient in foreign language teaching. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy 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 International Social Research is the property of Journal of International Social Research 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.)

In this study, effectiveness of using interactive infographic on academic achievement in social studies teaching is being researched. Participants of the study, which was used as a pretest-posttest control group quasi-experimental design, consisted of 42 6th grade students in two different class in a secondary school located in Akdağmadeni District of Yozgat province. Groups were assigned by simple random sampling method which is one of the random sampling methods. One of the classes was determined as the experimental group and the other as the control group. While determining the experimental and control groups for the application, the availability of the classes, the readiness levels of the students and their educational status were taken into consideration. The achievement test used by the research was developed by the researchers and the item difficulty and discrimination indices of the developed test were calculated with ITEMAN 3.0 software. In the analysis of the data collected in the study, IBM SPSS 22.0 package program was used. The independent samples t-test and repeated measures for twoway analysis of variance were used for analyzing the datum. Significance of research data was evaluated at 0.05 significance level. According to the results obtained from the research, it is seen that the use of interactive infographic in social studies teaching has a positive effect on academic achievement, social studies teachers and social studies teacher candidates should be informed about the preparation of interactive infographics, different studies should be done about the use of interactive infographics in different subjects and their contribution to the teaching process in teaching social studies lesson. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education 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 quantity of research on the academic success of students has been increasing thanks to recent developments in computer-based software. In this study, the 1360 research studies that were conducted in the years 2002 through 2014 were analyzed. 60 studies with numeric values that were chosen from master's degree and doctorate degree theses were included in the study and combined with meta-analysis methods. Individual studies included in meta-analysis were combined and the structure was seen as heterogeneous. Because of this result, the effect size was calculated by using a random effects model. Results of the study emphasized that the effect size of computer-aided teaching on the academic success of primary school students is E++= 1,162. This value was determined to have a larger impact according to Cohen's D and Hedges G. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education 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.)

In our day, computers are being effectively used in almost every aspect of life. Their utilization is at an increasing rate in PreSchool Education in the recent years. Computer instructed learning is able to make great contribution to improving standards in Pre-School Education. However, the children must be interested in computer centered learning and enjoy their experience with it. Therefore, the main objective of this research is to study the effect of computer instructed learning on the students’ attitude towards computer. The research is carried out within the framework of pre-test and post-test. The workgroup is composed of 60 pre-school student. The measuring tool used is Evaluation Form For Attitude Towards Computer EFFATC . In the research, after the pre-test was done, post-test has been applied to students who were given Computer instructed education along 10 weeks. After all, it was evident that computer assisted instruction had positive impact on childrens’ attitudes towards computer

Bu araştırmada, teknik lise bilişim teknolojileri alanıöğrencilerine Bilişim Teknolojilerinin Temelleri dersinin bilgisayar destekli öğretim uygulamalarıkullanılarak anlatılmasının, geleneksel öğretim yöntemine göre öğrenci başarısına ve kalıcılığa etkisini belirlemek hedeflenmiştir. Bu amaçla Niğde ili Bor ilçesi Bor Teknik ve Endüstri Meslek Lisesi’nde bir çalışma yapılmıştır. Araştırmaya, teknik lise bilişim teknolojileri alanı10. sınıfında öğrenim gören 32 öğrenci katılmıştır. Deney grubu öğrencilerine, hazırlanan bilgisayar destekli öğretim yazılımıile kontrol grubu öğrencilerine ise geleneksel öğretim yöntemi ile dersler anlatılmıştır. Teknik lise bilişim teknolojileri alanı10. sınıf meslek derslerinden olan “Bilişim Teknolojilerinin Temelleri” dersine ait 2 modül için yapılan uygulama süresince öğrenci başarılarınıölçmek üzere geliştirilen başarıtesti, öntest, sontest ve kalıcılık testi olarak uygulanmıştır. Araştırmanın sonucunda, Bilişim Teknolojilerinin Temelleri dersinde kullanılan bilgisayar destekli öğretim uygulamalarının, geleneksel öğretim yöntemine göre öğrencilerin akademik başarısıve kalıcılık açısından daha etkili olduğu görülmüştür.

Bu çalışma bilgisayar destekli uzaktan öğrenme programlarının hazırlanma süreçlerini ortaya koymayıamaçlamaktadır. Bu süreçler uzaktan öğrenme programlarının tasarım, geliştirme ve değerlendirme aşamalarınıiçermektedir. Öncelikle, bu süreçlerle ilgili teorik çatıortaya konmuştur. Daha sonra Selçuk Üniversitesi Uzaktan Eğitim Programıbu teorik çatıya göre değerlendirilmiştir. Bu değerlendirmenin sonuçlarına göre Selçuk Üniversitesi Uzaktan Eğitim Programıöğretim tasarımıve ekran tasarımıilkelerine uygun değildir. Son aşamada ise Selçuk Üniversitesi öğrencileri arasında bir alan araştırmasıgerçekleştirilmiştir. Bu araştırma Selçuk Üniversitesi Uzaktan Eğitim Programıyla ilgili öğrencilerin değerlendirmelerini ve tutumlarınıincelemiştir. Sonuçlar, deneklerin % 63,9’unun programıhiç ziyaret etmediklerini ortaya koymuştur. Ayrıca deneklerin % 27,8’i programın ilgi çekici olmadığı, % 25,1’i de programın faydalıolmadığıyanıtlarınıvermişlerdir.

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education 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 aim of this study is to make an assessment of the effectiveness of computer aided instruction method in the pre-reading-writing instruction of elementary school teacher candidates. In this research, weak-static group comparison experimental design was utilized. The study selected by convenience sampling was carried out by 60 prospective teachers who study in the Primary School Education Department, Faculty of Education in Mustafa Kemal University. Observation records and the pre-reading-writing evaluation form developed by the researcher were collected as a data collection tool for 7 weeks of training. In the analysis of qualitative data, document analysis technique was used. Also, Chi-squared test was used for the significance of the relationship between qualitative variables. As a result of the research, it was determined that there are significant differences between computer-assisted instruction and traditional teaching methods in terms of pre-reading-writing instruction of teacher candidates. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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 Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education 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 Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education 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 Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education 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 Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education 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 Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education 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.)

Copyright of Ilkogretim Online is the property of Ilkogretim Online 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.)

In this study, the relationship between the attitudes of the prospective teachers that participated in the pedagogical formation program in Celal Bayar University in 2014-2015 towards Computer Assisted Education (CAE) and some demographical variables are analyzed. For this purpose, CAE Attitude Scale developed by Arslan (2006) is adapted to 478 teacher candidates. It is concluded that the attitudes of teacher candidates towards computer assisted instruction are affirmative and that there is no statistically significant difference in their attitudes towards the computer aided education considering their sex or teaching experiences; but, when their attitudes towards the computer aided education is examined with respect to their age, it is seen that there is a significant difference considering their age groups and that the prospective teachers that are aged 30 and above are more positive about CAE, than the candidates that are aged 25 and below. It is also concluded that the teacher candidates from the field of Theology are significantly more positive about CAE compared to the candidates from the fields of Physics, Chemistry, Mathematics, and Turkish Language and Literature. Finally, it is suggested that CAE lectures should be hands-on implemented. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi 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 Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education 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 International Social Research is the property of Journal of International Social Research 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 Education & Science / Egitim ve Bilim is the property of Turkish Education Association 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 Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education 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 Ilkogretim Online is the property of Ilkogretim Online 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 Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education 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.)

In globalizing world, especially in this information age, using technology is a must not a privilege. Accordingly, individual qualifications have been changed, thus teachers are expected to use technology in their lessons so as to educate their students. Computers have already been the tool used to support the students do individual learning in education in the best way. This,learning by using computers has been more effective and efficient.In this study,the success of the students taught by the teachers using computers and of the others taught by the teachers not using computers in class is compared and using computer in education is proved in a positive way. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education 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 Turkish Journal of Education is the property of Mehmet Tekerek 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.)

In the current study, it was aimed to conduct content analysis of articles in Turkish/English articles published in the field of mathematics teaching related to alternative methods of teaching, and to determine trends for the methods and techniques used in the related studies. In the context of the research, the journals contained in the list of Educational Sciences of Ulakbim, journals published by Education Faculties in Turkey were scanned and a total of 161 paper based and online articles were reviewed. The articles were classified according to education faculty, year, distribution of subjects, research methods and data collection techniques. Findings obtained by calculating frequencies and percentages presented in table form. When the related articles were investigated, it was obtained that the studies of alternative methods and techniques related to the teaching of mathematic began to show an in crease since 2003, reached the highest point in 2006, gradually decreased in subsequent years. It was determined that these studies were mainly related with computer-assisted instruction. Most of the studies were experimental studies and they used emprical methods. The data collection instruments were mostly test and scales depending of quantitative researches. In addition, data were collected by using more than one instrument in these studies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Science Education (TUSED) is the property of Firtina Academy Publishing 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 Turkish Science Education (TUSED) is the property of Firtina Academy Publishing 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.)

This study was carried out to determine the effects of virtual museum visits on elementary students' attitudes towards social study courses. Pre-test, post test control group experimental model was used in the study. 15 students were assigned to experimental group and 17 students were assigned to control group. As a research data, "Attitudes towards Social Studies Scale" was administered to students both before and after the implementation. The data obtained were analyzed by SPSS 15 program. Findings are based on interpretation of the 0.05 significance level. As a result of this analysis, the experimental and control groups according to the post test results showed that there is a significant difference in favor of the experimental group [t(30)=4.351, p<.05]. According to this result, elementary 5th grade students showed positive attitudes towards social studies courses when supported by a virtual museum visit. [ABSTRACT FROM AUTHOR]