ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of the Obstacles to the Freedom and Independence of the Media in the World and Turkey
Author: Öztunc, Mustafa
Date: 2021-01-00
Type: Journal Articles
Subjects: Mass Media,Freedom,Barriers,Democracy,Public Opinion,Political Power,Political Influences,Freedom of Speech,Ownership,Commercialization,Laws,Editing,Journalism,Information Technology,Censorship,Foreign Countries

Media freedom and independence are the pillars of a given democratic society. Since the media makes up the bridge between the political authority and the public opinion, its independence is crucial for the survival of democracy. However, the history of the media has always been paved with obstacles of different kinds. This paper examines the obstacles to the freedom and independence of the media in the world in general and Turkey in particular. The critical political economy of the media was used as the theoretical framework for the study and, as for the method, a qualitative analysis of secondary data was performed. The existing literature showed that media concentration ownership, commercial stakes, and political interference make up the main obstacles to media freedom and independence in the world. Also, the literature revealed that political interference, economic stakes, and the legal framework in which the media operate consist of the main obstacle to media freedom and independence in Turkey. It was revealed that even in countries where freedom of expression is guaranteed by the Constitution, the media still struggle to maintain a completely independent editorial policy. he negative world trends in media freedom and independence consequently imply a negative trend in democracy in the world. The rise of electronic journalism contributed significantly to the freedom and independence of the media. However, political power and digital capital control the media content, which often leads to censorship.
Assistive Technologies Usage Skills Assessment Scale: Validity and Reliability Study
Author: Rustioglu, Omaç
Date: 2021-01-00
Type: Journal Articles
Subjects: Assistive Technology,Test Validity,Test Reliability,Test Construction,Preservice Teachers,Factor Analysis,Foreign Countries

This study aims to develop an Assistive Technologies Usage Skills Assessment Scale (ATUSAS) that measures teacher candidates' assistive technologies usage skills. This study group consists of 510 teacher candidates' (282 female, 228 male). The scale's validity and reliability were statistically tested by computing the KMO and Bartlett tests, and via an exploratory factor analysis, descriptive statistics, Cronbach's alpha, a confirmatory factor analysis. As a result of the exploratory factor analysis, a construct consisted of 20 items, and three factors have been attained. The confirmatory factor analysis results have shown the adjustment to the sample that the scale applied to is at a reasonable level. The ATUSAS's Cronbach's alpha internal consistency reliability coefficient has been found as 0.90 for factor 1, 0.89 for factor 2, 0.73 for factor 3, and 0.92 for the whole test. The results show that ATUSAS is a valid and reliable measurement tool.
Effect of Tinkercad on Students&apos; Computational Thinking Skills and Perceptions: A Case of Ankara Province
Author: Eryilmaz, Selami
Date: 2021-01-00
Type: Journal Articles
Subjects: Computer Science Education,Programming,Instructional Effectiveness,Courseware,Computer Assisted Design,Web Based Instruction,Usability,Value Judgment,Thinking Skills,Skill Development,Technological Literacy,Student Motivation,Secondary School Students,Gender Differences,Instructional Program Divisions,Correlation,Foreign Countries

This study was conducted to determine the effect of Tinkercad use in computer programming education on students ' computational thinking skills and perceptions. In this context, 583 secondary school students studying in Ankara province of Turkey at the fifth, sixth, seventh and eighth grade level in the 2019-2020 academic year constitute the sample of the research. The research was carried out using an enriched pattern, one of the mixed research methods in which quantitative and qualitative research designs were used together. Research data were collected using Personal Information Form, Student Perception Questionnaire about Tinkercad Software and Information Processing Thinking Scale (For Secondary School Level). The data obtained were analyzed using the SPSS 25 program. Using the results of normality analysis, Mann Whitney U test and Kruskal Wallis H test were used among non-parametric tests. In addition, Tamhane's T2 and LSD tests from Post Hoc analyzes and Spearman correlation test from correlation tests were used. When looking at students' perceptions of Tinkercad, it was determined that they were highly motivated for interest and appreciation and found Tinkercad to be generally useful and easy to use according to research findings. It was determined that the students ' perception of computational thinking was moderate. It was found that there was a positive low-level relationship between the frequency of Tinkercad use of students and their perception of Tinkercad, while there was a positive moderate-level relationship between their perception of Tinkercad and their computational thinking skills. In addition, it has been determined that the frequency of students ' use of Tinkercad is affected by internal and external reasons, so recommendations for parents and programmers are included.
The Relationship between Classroom Management and Sense of Classroom Community in Graduate Virtual Classrooms
Author: Kavrayici, Ceyhun
Date: 2021-04-00
Type: Journal Articles
Subjects: Classroom Techniques,Virtual Classrooms,Electronic Learning,Distance Education,Sense of Community,Graduate Students,Predictor Variables,Leadership Effectiveness,Instructional Development,Class Organization,Foreign Countries

Communication, motivation, time management, rules and behavior management, plan program activities and physical order are important in the management of virtual classrooms, as they are in the management of traditional classrooms. On the other hand, &quot;sense of classroom community&quot; in online learning environment is classified with connectedness and learning dimensions. Hence, both constructs are crucial for virtual classrooms, the aim of the study was to examine the relationship between classroom management and sense of classroom community. The research design of the study was correlational survey design in quantitative research paradigm. The population of the study consisted of 524 graduate students enrolled in distance education non-thesis master degree programs in one of the university in Central Anatolia Region of Turkey. The sample of the study consisted of 224 graduate students determined by using random sampling technique. The data were collected via Classroom Management Scale and Classroom Community Scale. The findings of the study revealed that leadership and instructional planning and implementation dimensions of classroom management predicted connectedness dimension of classroom community positively while leadership and instructional planning and implementation, organization and communication of classroom management predicted learning dimension of classroom community. The findings of the study provided useful information in designing virtual classrooms and increasing student satisfaction.
Turkish Adaptation of the Transactional Presence Scale and an Examination of Its Relationship with Perceived Learning
Author: Kartal, Gulten
Date: 2021-04-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Attitude Measures,Student Attitudes,Preservice Teachers,Student Satisfaction,Peer Relationship,Teacher Student Relationship,Student College Relationship,Personality Traits,Age Differences,Gender Differences,Prior Learning,Distance Education,Predictor Variables,Foreign Countries

The main purpose of this study is to establish a valid and reliable Turkish version of the Transactional Presence Scale. The study also aims to determine whether learners' personality structures, age, sex, previous experiences of distance education and perceptions of transactional presence are significant predictors of their perceived learning. The study sample consisted of 467 students who received pedagogical formation training at Sakarya University and agreed to participate in the study. The study used the relational survey model, a general survey model based on the quantitative research paradigm. Data were collected using the Transactional Presence Scale, the Perceived Learning Scale and TIPI-Ten Item Personality Inventory. First, the transactional presence scale was adapted for use in Turkish. Following the validity and reliability tests of the Turkish version of the transactional presence scale, a multiple linear regression analysis was performed to determine whether learners' personality traits, age, sex, previous experience of distance education and perceptions of transactional presence were significant predictors of their perceived learning. The results showed that only institutional transactional presence was a significant predictor of perceived learning. Transactional presence perceptions of the learners in the study explained 29% of the total variance of their perceived learning.
Medication or Band-Aid? Revisiting University Students&apos; Readiness for Online Education
Author: Cinar, Murat
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Online Courses,Educational Technology,Technology Uses in Education,Readiness,Technological Literacy,Self Efficacy,Student Motivation,Ownership,Computers,Internet,Majors (Students),Time,Gender Differences,Experience,Instructional Program Divisions,Distance Education,COVID-19,Pandemics,School Closing,Access to Computers

In the pandemic period we are currently in, online education has replaced face-to-face learning activities on a global scale. Institutions that pursue online education programs commonly assume that online learners are ready for this mode of learning. However, online education programs attract attention due to their remarkably high drop-out rates. This begs the question as to why some students are more able to benefit from online education, and demands to reveal the underlying reasons for such a situation. In this regard, the present study explores students' e-readiness for the changeover phase to online education, and how this differs in terms of a range of variables. 428 volunteer undergraduate students from 59 departments across 33 universities in Turkey were recruited to the study. The data collection tools consist of a personal information form and an online education readiness scale. The results indicate that university students' readiness levels for online education were above medium level of the scale. As for the factors which determine online education readiness, it was found that university students have a high level of internet self-efficacy, yet their motivation towards online education is considerably low. In addition, their online education readiness differs significantly in terms of personal computer ownership, internet connection at home, major, and daily internet usage duration, gender, and online education experience, whereas no statistically significant difference was identified in terms of grade year at the university. A significant interaction between gender and online education experience was ascertained as well.
Investigation of Parents&apos; Opinions about Distance Education during the COVID-19 Pandemic
Author: Demir, Engin
Date: 2021-04-00
Type: Journal Articles
Subjects: Parent Attitudes,Distance Education,Pandemics,Family Environment,Access to Education,Integrated Learning Systems,Student Motivation,Barriers,Internet,Elementary School Students,Children,Public Schools,Foreign Countries

The purpose of the current study is to investigate the distance education given via the Education Information Network platform, TRT EBA-TV and EBA live lesson during the Covid-19 pandemic on the basis of parents' opinions. The current study employing the survey model was conducted with the participation of 709 parents. The research data were collected by an online questionnaire prepared by the researchers. Descriptive statistics were used to analyze the data. As a result of the study, it was determined that during the distance education process, parents ensured that their children followed the lessons and motivated them, and students were eager to participate in the lessons. It was determined that student motivation was negatively affected for reasons such as connection problems and being closed at home during the pandemic. Parents stated that their awareness of their children's education increased and they better understood the value of the teacher and school. It was revealed that there were technical problems in the process but support was received for the problems encountered. Though the parents think that face-to-face education cannot be replaced by distance education, they are of the opinion that distance education was good during the pandemic so that their children did not get alienated from the school.
Gender Bias and Stereotypes in Australian, Singaporean and Turkish Mathematics Textbooks
Author: Incikabi, Lütfi
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Bias,Sex Stereotypes,Cross Cultural Studies,Elementary School Students,Textbooks,Content Analysis,Mathematics Instruction,Sex Role,Masculinity,Foreign Countries,Illustrations,Mathematics Skills

This cross-national study aimed to examine gender bias and stereotypes in Australian, Singaporean and Turkish elementary mathematics textbooks. Content analysis approach was used to provide descriptive statistics about the number of male/female and gender-neutral characters in the textbooks. Findings indicated that total frequencies in textbook contents including no gender bias was under nine percent in all textbooks. No gender bias was more prevalent across the grade levels in Australian textbooks. Singaporean mathematics textbooks had more discrepancy between the percentages of boys' and girls' representations than the representations in Turkish and Australian textbooks. In terms of math-gender stereotypes, all textbooks across grade levels were generally neutral. Social roles in mathematics textbooks across the countries had more variation for men than women with higher frequencies in all countries. The masculine roles were commonly attributed to men with more technical and intellectual tendency while domestic roles were ascribed to females.
Children&apos;s Science Learning outside School: Parental Support
Author: Çobanoglu, Rahime
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Family Environment,Informal Education,Science Activities,Instructional Program Divisions,Parent Role,Elementary School Students,Middle School Students,Preschool Children,Intellectual Disciplines,Foreign Countries,Parent Background,Educational Attainment,Self Efficacy,Instructional Materials,Incidence,Learning Activities

This study examined (a) the availability of basic science materials in children's home environment, (b) the frequency of parents' involvement in informal science activities with their children, (c) the level of opportunities parents offered their children for learning basic science subjects, and (d) the effect of grade level on parental support for children's science learning. In this cross-sectional survey study, data were collected from 735 parents in a city in the north region of Turkey. Results revealed that most children did not have basic science materials at home. Parental support for making science trips was especially low. The parents supported their children's learning most in the area of health, security, and nutrition. The MANOVA results indicated that the parents of middle school children supported their children significantly less to do science and nature activities compared to the parents of preschool and elementary school children. The middle school children were also less likely to be supported by their parents to learn science subjects related to matter, energy, and livings compared to preschool children. The parents of preschool children offered more opportunities for their children to learn science subjects related to sky compared to the parents of elementary and middle school children.
Augmented Reality Applications: A Meta-Analysis and Thematic Analysis
Author: Batdi, Veli
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Program Effectiveness,Academic Achievement,Instructional Program Divisions,Effect Size,Success,Elementary Secondary Education,Postsecondary Education,Student Attitudes,Educational Environment,Teaching Methods,Barriers

The purpose of this study is to determine the effect of augmented reality (AR) applications on academic success through meta-analytic and thematic analysis. 51 items from 45 studies conducted between 2013 and 2019 were examined in different databases on the effect size of AR in relation on academic success, education level, and duration of the application. The effect size was found to exist at a medium level, considered to be significant which means that AR has positive effect on academic success. In terms of thematic analysis, with reference to common codes and themes found in qualitative studies conducted both nationally and internationally, qualitative findings were obtained. An emphasis on the effect of AR on learning, class environment and affective dimensions was made, together with a consideration of some limitations. It was stated that learning environments could be arranged in such a way that students could be motivated through the use of AR, leading to permanent and solid learning. Therefore, careful and planned use of AR can be said to encourage success.
Using Trauma-Informed Pedagogy to Make Literacy and Learning Relevant and Engaging for Students of Poverty
Author: Cramer, Neva V.
Date: 2018-00-00
Type: Journal Articles
Subjects: At Risk Students,Poverty,Homeless People,Teacher Education Programs,Teacher Competencies,Knowledge Level,Student Needs,Educational Environment,Interpersonal Relationship,Trauma,Literacy Education,Preservice Teacher Education,Mentors,Relevance (Education),Trust (Psychology),Aesthetic Education,Stress Variables,Creativity,Critical Thinking,Communication Skills,Cooperation,Art Activities,Family School Relationship,School Community Relationship

Many students in American schools are facing educational limitations due to the effects of poverty and homelessness. Educator preparation programs must address the needs of this special population of poverty by providing training in trauma-informed pedagogy. The goal is to make teachers more aware of the effects of poverty and provide additional tools to reach and successfully teach students by developing relationships and creating safe learning environments that acknowledge and address the emotional states of students who face chronic stress from poverty. The use of aesthetic strategies for literacy and learning will also make school more meaningful and relevant for students with learned hopelessness. This article addressed trauma-informed pedagogy for literacy and learning through action steps and examples designed by pre-service teachers in training.
Developing Biomimicry STEM Activity by Querying the Relationship between Structure and Function in Organisms
Author: Gencer, Ayse Savran
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Teaching Methods,Case Studies,Grade 5,Elementary School Students,Science Curriculum,Theory Practice Relationship,Correlation,Engineering Education,Problem Solving,Foreign Countries,Molecular Structure,Biotechnology,Scoring Rubrics

The theme that structure determines function is one of the most significant cornerstones in understanding natural sciences. On the other hand, recently revised science curriculum in Turkey has emphasized science and engineering practices to help students be able to converge science with the other disciplines by applying theory into practice and product; but there is not an emphasis on the repeating patterns and relationships between structure and function for natural and built systems at any grades. In order to close this gap, the main objective of this study is to develop an integrated biomimicry STEM activity about the unit of Living Things World at grade five. This paper reported on a case study of 21 fifth-grade students? gaining experiences about the engineering design process by mimicking a structure from the organisms to solve a human problem. Even more striking result is that students can manage to incorporate biomimicry into their design solutions by the way of complementary relationship between structure and function in organisms.
Evaluation of the Effectiveness of Online Courses Based on the Community of Inquiry Model
Author: Yildirim, Denizer
Date: 2021-04-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Online Courses,Electronic Learning,Distance Education,Communities of Practice,Inquiry,Student Satisfaction,Expectation,Student Characteristics,Undergraduate Students,Graduate Students,Correlation,Learner Engagement

The purpose of the study, in order to improve the courses presented in online environments based on Community of Inquiry, is to investigate relations among the Community of Inquiry' presences (teaching, social and cognitive), learners' characteristics (e.g. gender, age, occupational status, and the type of registered program), &quot;e-readiness and expectations&quot;, and satisfaction by using the structural equation model. The study group consisted of 714 students enrolled in distance education programs. Three data collection tools were used to collect data. The findings revealed that &quot;the presence of the students was at a moderate level, teaching and social presence had a significant positive effect of on cognitive presence, the level of presence did not vary based on the variables of demographic and discipline, the e-presence and expectation levels had a low impact on presence levels, and the level of presence had a significantly high impact on satisfaction.&quot; The findings also indicated that the online courses examined in this study were found to be sufficient by students in forming a community of inquiry. However, it also revealed that certain aspects of the courses should be improved. Therefore, it could be concluded that there is a need for more social, more active and engaging learning activities that enable students to think critically in an online environment.