ethanporcaro/eric-fulltext-meta huggingface dataset:
Socioscientific Issues in Science Education: The Case of Turkey
Author: Topcu, Mustafa Sami
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Science and Society,Literature Reviews,Educational Research,Journal Articles,Theses,Bibliometrics,Research Methodology,Research Needs,Participant Characteristics,Comparative Analysis,Risk,Risk Assessment,Program Effectiveness,Self Efficacy,Teaching Methods,Preservice Teachers,Elementary School Students

The purpose of this study is to identify the foci and results of studies on socioscientific issues (SSI) conducted in Turkey. Additionally, the study aimed to compare the results of this study with ones conducted internationally. For this aim, a literary review of empirical studies related to SSI conducted in Turkey was carried out. Four criteria were used to identify the research studies included in this review: studies which are contemporary (2002-2012), were conducted in Turkey (sampling Turkish populations), which focus on SSI in science education, and which used first-hand data gathered through empirical investigations. Related databases were searched using &quot;SSI and Turkey&quot; and &quot;SSI and Turkish&quot; keywords in both English and Turkish. The search resulted in 13 empirical research articles and 17 Master's and Doctoral theses. After the initial review of the studies based on the established criteria, 11 articles and 13 theses were identified for inclusion in this review. The results showed that SSI related studies conducted in Turkey, similar to international studies, have two roles. While the aim was to teach SSI in some studies, in other studies, SSI were used as a context to reach other broader, science education related aims. Studies mostly focused on the knowledge of pre-service science teachers regarding various SSI, the self-efficacy beliefs of teaching and the informal reasoning skills in the context of SSI. The majority of the studies were master's theses. Another important point that needs to be paid attention to is that SSI related studies in Turkey tended to employ quantitative methods while very few studies utilized in-depth qualitative methods
An Analysis of the Demand for Postgraduate Educational Science Programs
Author: Aslan, Gulay
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Programs,Educational Demand,Questionnaires,College Students,Student Educational Objectives,Preferences,Predictor Variables,Outcomes of Education,Performance Factors,Sociocultural Patterns,Cultural Influences,Social Influences,Individual Characteristics,Economic Factors,Institutional Characteristics,Case Studies,Student Surveys,Paying for College,Financial Support,Expenditure per Student,College Choice,Marital Status,Parent Background,Age Differences,Academic Aspiration,Foreign Countries,Graduate Students

This study, aimed to determine the variables that have a role in the emergence of individual demand for postgraduate educational sciences programs, is a descriptive one. The sample of the study consisted of 222 postgraduate students from Ankara University, a developed university, and Gaziosmanpasa University, a developing university. The data was collected through a questionnaire. In the analysis process, nominal data was analyzed by calculating the frequency and percentages, and the data within the preference reasons was analyzed according to the mean and standard deviations. In the analysis of whether preference reasons differentiated according to various variables, independent sample t-tests were used in the comparisons between two variables, and one-way ANOVA testing was used when the variables had more than two categories. Results showed that the variables that have a role in the emergence of individual demand for post graduate educational sciences programs were, in order of their importance, academic/individual, economical/professional, and socio-cultural/familial factors. Institutional factors were different for the AU and GOU. It was found that the demand variables were different for some variables such as marital status, age, educational level of parents, and plans for doctorate.
The Mediating Role of Materialism on the Relationship between Values and Consumption
Author: Sevgili, Fatma
Date: 2014-00-00
Type: Journal Articles
Subjects: Values,Consumer Economics,Adults,Surveys,Correlation,Hierarchical Linear Modeling,Regression (Statistics),Foreign Countries

The main aim of this study is to investigate the relationship between values and consumption, and to adduce the mediating roles of materialism in this association. Values have been investigated through Schwartz's main value dimensions in his Theory of Human Values: Self-Enhancement, Self-Transcendence, Openness to Change and Conservation. Through the scope of Homer and Kahle's Value-Attitude-Behavior model, the multiple relations and nomological network between the variables of individual values, materialism, and shopping were investigated. The study was conducted on 485 participants (314 females, 171 males), whose ages ranged between 18 and 66. The data was gathered through the administration of surveys including a demographic information form, Schwartz's Portrait Values Questionnaire, the Materialism Scale and the Consumption Habits Survey. In order to test the hypotheses, partial correlation analyses and hierarchical linear mediated regression analyses were used as statistical methods. The results showed that shopping frequency is positively related to Self Enhancement, while its associations with Self-Transcendence and Conservation were negative. In the analyses conducted to reveal the mediating role of materialism between the values of Self-Enhancement, Self-Transcendence and Conservation with frequency of shopping, it was found that when materialism was entered into the regression equation, the standardized regression coefficients of the values became insignificant, showing that materialism fully mediated the relationship between values and the frequency of shopping.
Perceived Personality Traits and Types of Teachers and Their Relationship to the Subjective Well-Being and Academic Achievements of Adolescents
Author: Eryilmaz, Ali
Date: 2014-00-00
Type: Journal Articles
Subjects: Personality Traits,Well Being,Mental Health,Questionnaires,Qualitative Research,Statistical Analysis,Content Analysis,Correlation,Academic Achievement,Teacher Student Relationship,Teacher Characteristics,Affective Behavior,Student Attitudes,Measures (Individuals),Personality Measures

The aim of this study is to investigate the relationship of the perceived types of teachers (liked, disliked and neutral) with the subjective well-being and academic success of their students, and to determine how students come to categorize their liked, disliked and neutral teachers considering the Big-Five Personality Model. The quantitative group consisted of 187 participants between 14 and 16 years old, 83 females and 104 males. The qualitative study group consisted of 60 adolescents (30 males and 30 females) whose ages ranged from 14 to 16. The Big-Five Personality Inventory, Positive and Negative Affect scales, and qualitative questionnaire were used. One-way ANOVA and content analysis methods were used. The most important personality traits of &quot;liked&quot; teachers are extroversion, conscientiousness, agreeableness, emotional stability, and openness. However, &quot;disliked&quot; teachers have such personality traits as introversion, suspiciousness and antagonism towards others, emotional instability, an easy-going nature/carelessness, and consistency/cautiousness.
Effectiveness of Computer-Assisted Mathematics Education (CAME) over Academic Achievement: A Meta-Analysis Study
Author: Demir, Seda
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Education,Computer Assisted Instruction,Academic Achievement,Meta Analysis,Literature Reviews,Statistical Data,Educational Research,Effect Size,Quasiexperimental Design,Predictor Variables,Regional Characteristics,Research Methodology,Foreign Countries,Instructional Effectiveness,Educational Practices

The aim of the current study is to determine the overall effects of Computer-Assisted Mathematics Education (CAME) on academic achievement. After an extensive review of the literature, studies using Turkish samples and observing the effects of Computer-Assisted Education (CAE) on mathematics achievement were examined. As a result of this examination, statistical data was combined from 40 studies which met the inclusion criteria and they were coded using a coding form. An inadequate number of studies held on the topic of meta-analysis of educational research proves the importance of this study, for it makes it possible for one to see the overall effects of the methods carried out in studies as well as their application. In the current study, the Random Effect Model was used since the included studies ranged in terms of both study design and variables. After calculating the common units of measurement, effect size, and variance, Q statistics were used to test the homogeneity of studies both overall and within the design levels for each selected variable. I[superscript 2] statistics were calculated to determine the degree of heterogeneity when effect sizes were statistically and significantly heterogeneous (Q[subscript B] &gt; X[superscript 2]0.95; p &lt; 0.05). MetaWin 2.0 and SPSS 15.0 package software were used in analysis of the data. As a result of the current study, it was observed that the effect of CAME on academic achievement is positive in general, and on a large scale (Q[subscript T] = 30.1670; p = 0.8439). Moreover, it was concluded that the effect sizes of the studies included in this research are homogeneous. Fail-Safe N was calculated using the Rosenthal method and revealed a value of 902.2, showing the reliability of the study, a combination of 40 studies, to be quite high.
Preschool Age Children's Views about Primary School
Author: Kocyigit, Sezai
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Students,Qualitative Research,Kindergarten,Foreign Countries,Sampling,Phenomenology,Play,Educational Attitudes,Interviews,Computer Software,Student Attitudes,Negative Attitudes,Information Sources

Starting primary education is one of the most important changes that children encounter in early childhood. Moreover, especially within the last twenty years, as an outcome of the idea that children are active learners, listening to children's ideas about their learning, lives, and experiences has gained importance. In this sense, this study is thought to be significant in terms of its aim to analyze the transition to primary school according to the thoughts of children and to offer suggestions for preschool education. For this purpose, the study was conducted with 55 children who were attending 7 independent kindergarten schools in Aydin city center. The participants were selected by a systematic sampling method. The study was conducted using a phenomenological design. For the data collection, a mosaic approach including different verbal and visual techniques that allowed the children to express themselves comfortably was used. The data were analyzed by descriptive analysis using the NVivo Qualitative Analysis program. According to the findings of the study, preschool age children described primary school as big, crowded, complex, and distant. They referred to their family, teachers, and television as information sources. Further, they thought that there were many rules in primary school and they could never play. When the dialogues were considered in general, nearly all of the interviews included negative thoughts. It is thought that this case stems from the lack of right information about primary school.
Effectiveness of Multipurpose Unit Early Classroom Intervention Program for 4-5-Year-Old Children
Author: Celebioglu Morkoc, Ozlem
Date: 2014-00-00
Type: Journal Articles
Subjects: Early Intervention,Preschool Children,Preschool Evaluation,Program Effectiveness,Program Evaluation,At Risk Students,Socioeconomic Influences,Control Groups,Early Childhood Education,Observation,Experimental Groups,Child Development,Nonparametric Statistics,Psychomotor Skills,Cognitive Development,Scores,Pretests Posttests,Screening Tests,Abstract Reasoning,Cognitive Tests,Disadvantaged,Foreign Countries

This research examined the effectiveness of Multipurpose Unit Early Classroom Intervention Program (MUECIP) prepared for 4-5-year-old (48-60 months) children whose development is at risk because of their families' socioeconomic conditions. The research adopted a preliminary test-final test control group trial model. The research participants were children born in 2006 and living in Center of Canakkale Province and Kepez Town in the 2010-2011academic year. There were 28 children in the study group, 14 of whom were studying at the Canakkale Onsekiz Mart University ÇABA Multipurpose Early Childhood Classroom Unit and 14 of whom were studying at the Kepez Municipality Preschool Education Classroom. The groups were examined using the Children and Family Recognition Survey, Raven Progressive Matrix Test, Denver II, and Development Assessment Observation Form for 48-60 month old children. Preliminary test results and non-parametrical techniques were used to analyze the data. In the experimental group, MUECIP was conducted by the researcher 4 half days a week for 13 weeks, and for the control group, the Ministry of Education Preschool Education Program (2006) was conducted using traditional methods. The results indicated that MUECIP was effective in increasing general development levels, cognitive and psychomotor developments, self-care skills and partially effective in improving the language and personal-social development skills of the children. It is recommended that the prepared MUECIP be spread more widely and promoted as an alternative model in the early education of children from lower socioeconomic families.
Examining the Relationship between Teacher Leadership and School Climate
Author: Kilinc, Ali Çagatay
Date: 2014-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Questionnaires,Educational Environment,Teacher Leadership,Predictor Variables,Correlation,Elementary School Teachers,Educational Improvement,Foreign Countries,Teacher Collaboration,Educational Research,Principals

Teacher leadership has recently become the centre of educational research on improving educational practices. The purpose of this study was to examine the relationships between primary school teachers' perceptions of school climate and teacher leadership. The study sample consisted of 259 primary school teachers who participated in an educational conference organized by the Bafra District National Education Directorate in Bafra, Samsun. The Organizational Climate Description Questionnaire-RE and Teacher Leadership Scale were used to gather data. Results suggested that there were negative and significant relationships between restrictive school climate and teacher leadership. Results also revealed that restrictiveness negatively and significantly predicted all three subscales (institutional improvement, professional improvement and collaboration among colleagues) of teacher leadership. On the other hand, a directive school climate was the only positive and significant predictor of teacher leadership based on institutional improvement. Results of this study were discussed in relation to their practical implementation in school settings.
Evaluation of Student Models on Current Socio-Scientific Topics Based on System Dynamics
Author: Nuhoglu, Hasret
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Students,Models,Systems Approach,Learning Processes,Science and Society,Case Studies,Semi Structured Interviews

This study aims to 1) enable primary school students to develop models that will help them understand and analyze a system, through a learning process based on system dynamics approach, 2) examine and evaluate students&apos; models related to socio-scientific issues using certain criteria. The research method used is a case study. The study sample consists of 10 primary school students, grades seven and eight. Students were first informed about the theoretical background of system dynamics approach, and then some applications were conducted using sample scenarios to show how to model a system with the Stella program. This experimental study lasted one hour for 14 weeks. For the last 8 weeks, students chose one of the previously determined topics and worked on developing a model based on system dynamics using the Stella program. Recordings of the models students had developed and interviews conducted with them were analyzed based on five criteria (using the correct concepts in the model, determining and using the variables, determining the relationship between the variables, locating numerical parameters, and creating and interpreting graphs). In addition, semiconstructed interviews and records by the observing teacher were analyzed and evaluated in relation to the models students had developed. Analytical results revealed that students had difficulty in determining the stock and flow in a system, could not easily perceive the system as a whole, and were unable correctly to form a relationship among various aspects of the system. However, students&apos; interest in the topics they were working on increased while developing the model.
Comparing Performances (Type I Error and Power) of IRT Likelihood Ratio SIBTEST and Mantel-Haenszel Methods in the Determination of Differential Item Functioning
Author: Atalay Kabasakal, Kübra
Date: 2014-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Item Response Theory,Statistical Analysis,Test Bias,Simulation,Sample Size,Test Length,Models,Error of Measurement,Ability,Differences,Foreign Countries

This simulation study compared the performances (Type I error and power) of Mantel-Haenszel (MH), SIBTEST, and item response theory-likelihood ratio (IRT-LR) methods under certain conditions. Manipulated factors were sample size, ability differences between groups, test length, the percentage of differential item functioning (DIF), and underlying model used to generate data. Results suggest that SIBTEST had the highest Type I error in the detection of uniform DIF, but MH had the highest power under all conditions. In addition, the percentage of DIF and the underlying model appear to have influenced the Type I error rate of IRT-LR. Ability differences between groups, test length, the percentage of DIF, model, and the interactions between ability differences*percentage of DIF, ability differences*test length, test length*percentage of DIF, test length*model affected the SIBTEST methods' Type I error rate. In the MH procedure, effective factors for Type I error rate were: sample size, test length, the percentage of DIF, ability differences*percentage of DIF, ability differences*model, and ability differences*percentage of DIF*model. No factors were effective on the power of SIBTEST and MH, but the underlying model had a significant effect on the IRT-LR power rate.
Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self- Efficacy Beliefs, and Academic Success
Author: Bilge, Filiz
Date: 2014-00-00
Type: Journal Articles
Subjects: High School Students,Burnout,Self Efficacy,Study Skills,Multivariate Analysis,Learner Engagement,Academic Achievement,Foreign Countries,Student Attitudes

This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The research methods included the Personal Information Form comprising items about students' demographic characteristics, the Maslach Burnout Inventory-Student Form, the Utrecht School Engagement Scale, the Study Habits Inventory, and the Scale for Self-Efficacy Expectations among Adolescents. The data were analyzed with multivariate analysis of variance. The results suggested that students with low self-efficacy beliefs had higher burnout levels. In addition, students with inadequate study skills and those with low self-efficacy beliefs were at higher risk of losing their beliefs. Another finding was that students with high academic success also had high self-efficacy. Unexpectedly, students with inadequate study skills and low self-efficacy beliefs were found to have high self-efficacy. Students with adequate study skills and high self-efficacy beliefs also had high school engagement levels. The study findings were discussed in relation to the literature and interpreted. Based on the interpretations, recommendations were made to school counselors and researchers.
Tablets in Education: Outcome Expectancy and Anxiety of Middle School Students
Author: Gorhan, Meryem Fulya
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Laptop Computers,Handheld Devices,Technology Uses in Education,Student Attitudes,Middle School Students,Surveys,Questionnaires,Expectation,Anxiety,Factor Analysis,Statistical Analysis,Gender Differences,Age Differences,Experience,Public Schools,Grade 5,Grade 6,Grade 7,Grade 8

It is planned that every student in all primary, middle, and high schools (public schools) under the administration of the Turkish Ministry of National Education receive a tablet through the FATIH Project. Research shows that many teachers hold reservations toward students using tablets for educational purposes. The purpose of this study is to determine middle school students' perceptions regarding the integration of tablets into the learning process. Participants totaled 939 students in eight middle schools located in different cities throughout Turkey. Data were gathered through means of a survey (questionnaire) which included demographics like grade level and gender as well as items on tablet related issues and on student opinions. Two factors--outcome expectancy and tablet anxiety--were identified through an exploratory factor analysis. A confirmatory factor analysis was conducted afterward in order to confirm and exemplify factors and their items. Two measurement models were tested, the latter returning a good model fit. The MANOVA test results showed that grade level affected the opinions on outcome expectancy, while gender affected tablet anxiety. It was found that 7th graders were the most optimistic of all grades in terms of outcome expectancy and that males were more withdrawn. It was also found that students with previous tablet experience were more optimistic regarding outcome expectancy.