Predictors of Social Justice: Critical Thinking Disposition and Student Personal Responsibility
Filiz GÜLTEKİNPages: 53-63
The increase in diversity in society and, thus, in schools brings the possibility of an increase in the number of students exposed to prejudice and discrimination due to their differences. Therefore, there is a need for teachers who can support students' perceptions of social justice. This study aims to examine the predictive power of CT disposition and SP responsibility on social justice attitudes in prospective social studies teachers. 341 prospective social studies teachers from universities in various cities of Turkey participated in the study. Multiple linear regression analysis was used to analyze the data. The results showed that CT disposition predicted social justice, while SP responsibility did not have a significant effect. The study's results underline the importance of increasing CT disposition to increase prospective teachers' social justice attitudes. It is necessary to include CT disposition development in studies on social justice.
View it in PDFIdentifying Writing Errors Made by Primary School Students in Different Writing Genres: A Case Study
Huriye YİĞİT GÜNAY Şerife Dilek BOYACIPages: 64-83
The aim of this study was to determine the writing errors made by primary school students in different text types in Turkish lessons. Research was conducted at all grade levels of a primary school in Harran, Şanlıurfa in the 2021–2022 academic year2021–2022. Data were collected through written documents obtained from 90 students in the form of written text, 116 students in the form of dictation, 71 students in the form of free written text, and 81 students in the form of writing based on comprehension, a writing error evaluation form, and a semi-structured interview form from 8 teachers. The data were analyzed using descriptive analysis. Because of the research, it was observed that students mostly had difficulty in free writing and writing texts based on comprehension in Turkish lessons compared with other writing genres at all grade levels. In the problems related to writing errors, writing of letters with extensions and confusing similar letters were observed in the first grade, not paying attention to the lines and indentation in the second grade, not leaving appropriate spaces between words and sentences in the third grade, and spelling and punctuation errors in general in the fourth grade. Teachers’ opinions on the errors made in text types, what kind of errors were made at the grade level, and how to eliminate these errors were shared. Teachers generally stated that students could make writing mistakes in all text types and that they had more difficulty in free writing and comprehension-based writing at all grade levels. Because of the study, it was recommended that students should perform regular writing activities to address writing errors, increase family support to overcome writing difficulties, popularize writing activities, and use writing activities such as keeping a diary
View it in PDFContent Analysis of STEM-Oriented Studies in Science Education: 2017–2021
Simge KOÇ Esra VERDİ Emine GACAN Ahmet AYDAR Ayşegül YETER ÇIVGINPages: 84-107
Recently, the number of studies oriented to multidisciplinary science education is becoming more widespread with the increasing prevalence of 21 century-based applications. It is necessary to determine the subjects that are focused on educational research and the subjects that are studied frequently or rarely in order to draw a framework. Identifying science, technology, engineering, and mathematic (STEM) -oriented studies in science education with systematic content analysis accelerates researchers working in this field and gives them clarity about the subjects, samples, and a variety of variables. Therefore, the aim of this study is to examine STEM-oriented studies in science education between 2017 and 2021 with systematic content analysis in terms of different variables in Turkey. The study was conducted according to certain criteria. Scopus, Web of Science, and Google Scholar databases and indexes were examined. the number of publications made in Turkish is greater than the number of publications in English. One of the striking findings in the data obtained is that the number of publications with two authors is the highest compared with the distribution of the number of other authors. The journal that has published the most articles is Science Activities-Projects and Curriculum Ideas. The most used sample is composed of secondary school students, and the most preferred range as the sample type is between 11 and 30. There is an almost equal ratio between the research methods (quantitative and qualitative) used in the studies. It is seen that the tools classified as alternative evaluations are used the most in the studies, whereas concept maps are the least used data collection tool. It is thought that the study will guide researchers who will conduct STEM-oriented studies in science education and will help with popular trend topics that have been widely discussed recently in Turkey.
View it in PDFExamining the Relationship Between Metacognitive Learning Strategies and Positive-Negative Life Experiences in Adolescents in Terms of Cognitive and Emotion Regulation Mediator Variables
Serhat Arslan Muazzez DemirbağPages: 108-117
The aim of this study was to examine the relationship between metacognitive learning strategies, positive– negative life experiences, and cognitive emotional regulation in adolescents. In addition, adolescents’ metacognitive learning strategies, positive– negative life experiences, and cognitive emotional regulation variables were examined by addressing demographic variablessuch as gender, grade level, family income level, and family attitudes. The sample of the study was 623 students in Ereğli district of Konya. Because of the research, there is a significant difference between adolescents’ positive and negative life experiences and gender. There was no significant difference between adolescents’ positive and negative life experiences and grade level. There is a significant difference between adolescents’ positive and negative life experiences and parental attitude variables. There was no significant difference between adolescents’ positive and negative life experiences and income level variables.
View it in PDFScale Development Study on the Perception of Responsibility for Providing Professional Value for Prospective Teachers *
Rıdvan Şirin Şaban ÇetinPages: 118-128
In this study, it was aimed to develop a measurement tool with validity and reliability to determine the perceptions of academicians working in faculties of education about their responsibility to provide prospective teachers with professional values. In order to create the necessary item pool for the scale, the literature was reviewed and in this context, a question pool of 44 items was created and expert opinions were taken. After the revisions in the items, Lawshe Technique was used to determine the content validity. 300 faculty members were administered the scale and a data set was obtained, which was analyzed for validity and reliability. Exploratory factor analysis (EFA) was used to reveal the construct validity of the scale, Cronbach's Alpha reliability coefficient, item-total score correlation and two-half test reliability methods were used to ensure the reliability of the scale, and lower 27%-upper 27% independent groups t-test was used for the discrimination of the scale. As a result of EFA, a 26-item, 3-factor structure emerged. This structure explains 59.647% of the total variance of the scale. Cronbach Alpha internal consistency coefficient for the reliability of the scale was found to be 0.952. It was observed that the item total correlation values were high and positive above 0.5 and the correlation values of all items were above 0.30, which is recommended as the lower limit. According to the results of the two-half test reliability analysis, the correlation coefficient between the equivalent halves was found to be 0.942. As a result of the t-test between the scores of the upper 27% and lower 27% groups in order to examine the discrimination of the scale items, it was found that the difference between the groups was significant at α=.000 level.
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