International Journal of Contemporary Educational Research
Integrated STEM education is essential to ensure a more fair representation of disciplines. Failu... more Integrated STEM education is essential to ensure a more fair representation of disciplines. Failure to do so may result in incomplete learning about other disciplines under the name of STEM education. The implications on how TDCs should be designed for integrated STEM education are essential for in-class STEM education practices. This study compares the three teacher development courses (TDCs) accomplished to support teachers' professional development (PD) for integrated STEM education in terms of pedagogical knowledge, technological knowledge, and strategy. A holistic multiple-case study design was used in this study. Each TDC was considered a case study, and case-specific analyses were made. The findings obtained for each case were then compared. The first TDC included only computer science teachers and showed us the necessity of interdisciplinary work to enhance integrated STEM education. The second TDC showed that this work could be done by integrating the content knowledge ...
Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning
Bu çalışma, öğretmen adaylarının kişisel yenilikçilik özelliklerinin yenilikçi öğretim yeterlikle... more Bu çalışma, öğretmen adaylarının kişisel yenilikçilik özelliklerinin yenilikçi öğretim yeterliklerinden BİT yeterliklerinde belirleyici olup olmadığını incelemek amacıyla yapılan ilişkisel bir araştırmadır. Örneklem seçiminde elverişli örneklem yöntemi kullanılmıştır. Araştırmaya Türkiye'deki altı devlet üniversitesinin eğitim fakültelerinde öğrenim gören 422 öğretmen adayı gönüllü olarak katılmıştır. Tondeur ve diğerleri tarafından geliştirilen Öğretmen Adaylarının BİT Yeterlikleri Ölçeği. (2017) ve Hurt ve diğerleri tarafından geliştirilen Yenilikçilik Ölçeği. (1977) verileri toplamak için kullanılmıştır. Veriler tanımlayıcı istatistikler, ANOVA ve korelasyon analizi ile analiz edilmiştir. Öğretmen adaylarının çoğunluğunun kişisel yenilikçilik düzeyleri düşüktür. Öğretmen adaylarının yarısından fazlası erken çoğunluk düzeyindedir. Yenilikçilik düzeyi düşük olan öğretmen adaylarının ICTC-ID ve ICTC-PU yeterlilikleri düşük, yenilikçilik düzeyi yüksek olan öğretmen adaylarının IC...
Introduction: The competencies needed for information and communication technologies (ICT) integr... more Introduction: The competencies needed for information and communication technologies (ICT) integration in the teaching-learning process are related to the use of technology, pedagogical attitudes, and content planning. These qualifications are all interrelated and should not be seen separately (Becuwe et al., 2017). In this context, ICT and TPACK competencies are important for ICT integration. The standards of ISTE for educators define the ICT skills that teachers should have as designers and facilitators (International Society for Technology Education [ISTE], 2020). These standards are gathered within the framework of ICT literacy, digital literacy, and ICT competence (Tondeur et al., 2017). The concept of ICT competence discussed in this study refers to the integrated and functional use of digital knowledge, skills and attitudes (Hatlevik et al., 2015). In this study, the ICT integration competencies of pre-service teachers (PSTs) were examined as ICT competencies and TPACK compet...
Son zamanlarda kuresel ve ulusal olcekte hissedilen ihtiyaclar ve zorunluluklar nedeniyle teknolo... more Son zamanlarda kuresel ve ulusal olcekte hissedilen ihtiyaclar ve zorunluluklar nedeniyle teknolojiye dayali ogretim yaklasimlarinin kullanilmasina iliskin beklentiler artmis; universiteler bu beklentileri karsilamak icin farkli uygulama arayisi icine girmislerdir. Ders Yakalama Sistemi (DYS) bu uygulamalardan birisidir ve amaci, ogretim elemaninin, cevrimici olarak ya da ders kayitlarinda gerekli gordugu degisiklikleri yaptiktan sonra dersini, ogrenci erisimine acarak ogrencinin kendi ihtiyaci dogrultusunda bilgiye ulasmasini ve tekrar etmesini saglamaktir. Bu calismada, bir yuksekogretim kurumundaki ogrencilerin DYS’yi kullanim amaclari, DYS’ye iliskin yarar algilari ve DYS kullanimi ile ilgili algiladiklari kisitliliklara iliskin goruslerinin betimlenmesi amaclanmistir. Arastirma sonuclari, ogrencilerin DYS sistemini islevsel ve yararli bulduklarini, en cok sinavdan once konulari gozden gecirmek, derste kacirdigi ya da derse gelemedigi durumlarda ogrenme eksikliklerini kapatmak i...
Abstract: Integration of Information and Communication Technologies (ICT) into teaching and learn... more Abstract: Integration of Information and Communication Technologies (ICT) into teaching and learning process is a growing field which has variety of definitions according to different points of view. A very common view asserts that the application of ICT processes should ...
Abstract: The objective of this study is to find out teachers' views on the integration of I... more Abstract: The objective of this study is to find out teachers' views on the integration of ICT into their courses and on the perceived obstacles to this integration. A questionnaire was administered to 575 teachers working in primary schools in Ankara to collect the data. The analysis of ...
The objective of this study was to adapt the Pre-Adolescent Decision-Making Competence Test to Tu... more The objective of this study was to adapt the Pre-Adolescent Decision-Making Competence Test to Turkish, which was originally developed in English by Weller, Levin, Rose and Bossard (2012) for assessing decision-making competence of children between the ages of 9 and 14. For this purpose; a) the test and instructions were translated into Turkish, b) the Turkish test was administered to a group of 398 students as a pilot, c) retest was administered to a group of 97 students, and finally, d) a group of 382 students was subject to a norm study. The Confirmatory Factor Analysis model created by the data of the pilot administration was well adapted, and one-factor model was verified for construct validity. As the construct of the test was altered, a Confirmatory Factor Analysis was performed on the data obtained from the norm study. A construct similar to that acquired from the data of the first test administration and the results obtained have even relatively better fit indices. Although...
Bu arastirmanin amaci ogretmen adaylarina yonelik olarak duzenlenen BIT’in ogrenme ve ogretme sur... more Bu arastirmanin amaci ogretmen adaylarina yonelik olarak duzenlenen BIT’in ogrenme ve ogretme surecine entegrasyonu egitimi icin bir agsal ogrenme sureci tasarlamak ve bu tasarimin ogretmen adaylarinin entegrasyon ile ilgili bilgi yapilandirma sureclerine ve yapilandirdiklari bilginin kalitesine katkisini incelemektir. Arastirma grubunu 60 ogretmen adayi olusturmaktadir. Agsal ogrenme surecinin tasariminda uc oge ele alinmistir: gorevlerin tasarimi, ortamin tasarimi ve orgutsel tasarim. Surecin basinda ve sonunda ogretmen adaylari tarafindan yapilan tartismalar araciligiyla toplanan veriler icerik analizi yoluyla incelenmistir. Analiz sonucunda, BIT entegrasyonunu temele alan bir agsal ogrenme surecinin, ogretmen adaylarinin BIT’in ogrenme ve ogretme surecine entegrasyonuna iliskin bilgi yapilandirma surecleri ile bilgi yapilandirma kalitelerini destekledigi ve olumlu katki sagladigi belirlenmistir.
The purpose of this study is to adapt the Self-Regulation Scale, originally developed in German b... more The purpose of this study is to adapt the Self-Regulation Scale, originally developed in German by Schwarzer, Diehl ve Schmitz (1999) and was later adapted to English by Diehl, Semegon ve Schwarzer (2006), to Turkish and conduct the reliability and validity studies. The participants included undergraduate students (n=389) in a public university in Ankara. Exploratory and Confirmatory Factor Analyses were employed to determine the construct validity of the scale, Cronbach Alpha internal consistency coefficient was calculated to identify reliability, and the correlation analyses were conducted with the General Selfefficacy Scale and Academic Self-efficacy Scale to examine the criterian validity. The results of the factor analyses revealed that the adapted scale is unidimensional and had a total of 7 items. The Cronbach’s Alpha internal consistency coefficient of the scale was .84 and test-retest correlation was .67. Additionally, there were significant positive relationships with Gene...
International Journal of Contemporary Educational Research
Integrated STEM education is essential to ensure a more fair representation of disciplines. Failu... more Integrated STEM education is essential to ensure a more fair representation of disciplines. Failure to do so may result in incomplete learning about other disciplines under the name of STEM education. The implications on how TDCs should be designed for integrated STEM education are essential for in-class STEM education practices. This study compares the three teacher development courses (TDCs) accomplished to support teachers' professional development (PD) for integrated STEM education in terms of pedagogical knowledge, technological knowledge, and strategy. A holistic multiple-case study design was used in this study. Each TDC was considered a case study, and case-specific analyses were made. The findings obtained for each case were then compared. The first TDC included only computer science teachers and showed us the necessity of interdisciplinary work to enhance integrated STEM education. The second TDC showed that this work could be done by integrating the content knowledge ...
Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning
Bu çalışma, öğretmen adaylarının kişisel yenilikçilik özelliklerinin yenilikçi öğretim yeterlikle... more Bu çalışma, öğretmen adaylarının kişisel yenilikçilik özelliklerinin yenilikçi öğretim yeterliklerinden BİT yeterliklerinde belirleyici olup olmadığını incelemek amacıyla yapılan ilişkisel bir araştırmadır. Örneklem seçiminde elverişli örneklem yöntemi kullanılmıştır. Araştırmaya Türkiye'deki altı devlet üniversitesinin eğitim fakültelerinde öğrenim gören 422 öğretmen adayı gönüllü olarak katılmıştır. Tondeur ve diğerleri tarafından geliştirilen Öğretmen Adaylarının BİT Yeterlikleri Ölçeği. (2017) ve Hurt ve diğerleri tarafından geliştirilen Yenilikçilik Ölçeği. (1977) verileri toplamak için kullanılmıştır. Veriler tanımlayıcı istatistikler, ANOVA ve korelasyon analizi ile analiz edilmiştir. Öğretmen adaylarının çoğunluğunun kişisel yenilikçilik düzeyleri düşüktür. Öğretmen adaylarının yarısından fazlası erken çoğunluk düzeyindedir. Yenilikçilik düzeyi düşük olan öğretmen adaylarının ICTC-ID ve ICTC-PU yeterlilikleri düşük, yenilikçilik düzeyi yüksek olan öğretmen adaylarının IC...
Introduction: The competencies needed for information and communication technologies (ICT) integr... more Introduction: The competencies needed for information and communication technologies (ICT) integration in the teaching-learning process are related to the use of technology, pedagogical attitudes, and content planning. These qualifications are all interrelated and should not be seen separately (Becuwe et al., 2017). In this context, ICT and TPACK competencies are important for ICT integration. The standards of ISTE for educators define the ICT skills that teachers should have as designers and facilitators (International Society for Technology Education [ISTE], 2020). These standards are gathered within the framework of ICT literacy, digital literacy, and ICT competence (Tondeur et al., 2017). The concept of ICT competence discussed in this study refers to the integrated and functional use of digital knowledge, skills and attitudes (Hatlevik et al., 2015). In this study, the ICT integration competencies of pre-service teachers (PSTs) were examined as ICT competencies and TPACK compet...
Son zamanlarda kuresel ve ulusal olcekte hissedilen ihtiyaclar ve zorunluluklar nedeniyle teknolo... more Son zamanlarda kuresel ve ulusal olcekte hissedilen ihtiyaclar ve zorunluluklar nedeniyle teknolojiye dayali ogretim yaklasimlarinin kullanilmasina iliskin beklentiler artmis; universiteler bu beklentileri karsilamak icin farkli uygulama arayisi icine girmislerdir. Ders Yakalama Sistemi (DYS) bu uygulamalardan birisidir ve amaci, ogretim elemaninin, cevrimici olarak ya da ders kayitlarinda gerekli gordugu degisiklikleri yaptiktan sonra dersini, ogrenci erisimine acarak ogrencinin kendi ihtiyaci dogrultusunda bilgiye ulasmasini ve tekrar etmesini saglamaktir. Bu calismada, bir yuksekogretim kurumundaki ogrencilerin DYS’yi kullanim amaclari, DYS’ye iliskin yarar algilari ve DYS kullanimi ile ilgili algiladiklari kisitliliklara iliskin goruslerinin betimlenmesi amaclanmistir. Arastirma sonuclari, ogrencilerin DYS sistemini islevsel ve yararli bulduklarini, en cok sinavdan once konulari gozden gecirmek, derste kacirdigi ya da derse gelemedigi durumlarda ogrenme eksikliklerini kapatmak i...
Abstract: Integration of Information and Communication Technologies (ICT) into teaching and learn... more Abstract: Integration of Information and Communication Technologies (ICT) into teaching and learning process is a growing field which has variety of definitions according to different points of view. A very common view asserts that the application of ICT processes should ...
Abstract: The objective of this study is to find out teachers' views on the integration of I... more Abstract: The objective of this study is to find out teachers' views on the integration of ICT into their courses and on the perceived obstacles to this integration. A questionnaire was administered to 575 teachers working in primary schools in Ankara to collect the data. The analysis of ...
The objective of this study was to adapt the Pre-Adolescent Decision-Making Competence Test to Tu... more The objective of this study was to adapt the Pre-Adolescent Decision-Making Competence Test to Turkish, which was originally developed in English by Weller, Levin, Rose and Bossard (2012) for assessing decision-making competence of children between the ages of 9 and 14. For this purpose; a) the test and instructions were translated into Turkish, b) the Turkish test was administered to a group of 398 students as a pilot, c) retest was administered to a group of 97 students, and finally, d) a group of 382 students was subject to a norm study. The Confirmatory Factor Analysis model created by the data of the pilot administration was well adapted, and one-factor model was verified for construct validity. As the construct of the test was altered, a Confirmatory Factor Analysis was performed on the data obtained from the norm study. A construct similar to that acquired from the data of the first test administration and the results obtained have even relatively better fit indices. Although...
Bu arastirmanin amaci ogretmen adaylarina yonelik olarak duzenlenen BIT’in ogrenme ve ogretme sur... more Bu arastirmanin amaci ogretmen adaylarina yonelik olarak duzenlenen BIT’in ogrenme ve ogretme surecine entegrasyonu egitimi icin bir agsal ogrenme sureci tasarlamak ve bu tasarimin ogretmen adaylarinin entegrasyon ile ilgili bilgi yapilandirma sureclerine ve yapilandirdiklari bilginin kalitesine katkisini incelemektir. Arastirma grubunu 60 ogretmen adayi olusturmaktadir. Agsal ogrenme surecinin tasariminda uc oge ele alinmistir: gorevlerin tasarimi, ortamin tasarimi ve orgutsel tasarim. Surecin basinda ve sonunda ogretmen adaylari tarafindan yapilan tartismalar araciligiyla toplanan veriler icerik analizi yoluyla incelenmistir. Analiz sonucunda, BIT entegrasyonunu temele alan bir agsal ogrenme surecinin, ogretmen adaylarinin BIT’in ogrenme ve ogretme surecine entegrasyonuna iliskin bilgi yapilandirma surecleri ile bilgi yapilandirma kalitelerini destekledigi ve olumlu katki sagladigi belirlenmistir.
The purpose of this study is to adapt the Self-Regulation Scale, originally developed in German b... more The purpose of this study is to adapt the Self-Regulation Scale, originally developed in German by Schwarzer, Diehl ve Schmitz (1999) and was later adapted to English by Diehl, Semegon ve Schwarzer (2006), to Turkish and conduct the reliability and validity studies. The participants included undergraduate students (n=389) in a public university in Ankara. Exploratory and Confirmatory Factor Analyses were employed to determine the construct validity of the scale, Cronbach Alpha internal consistency coefficient was calculated to identify reliability, and the correlation analyses were conducted with the General Selfefficacy Scale and Academic Self-efficacy Scale to examine the criterian validity. The results of the factor analyses revealed that the adapted scale is unidimensional and had a total of 7 items. The Cronbach’s Alpha internal consistency coefficient of the scale was .84 and test-retest correlation was .67. Additionally, there were significant positive relationships with Gene...
Abstract: In this study, an “ICT integration training" was designed by integrating an online lear... more Abstract: In this study, an “ICT integration training" was designed by integrating an online learning environment into the learning and teaching process of prospective teachers in order to assist students to find answers for questions about using "which technology", "why", "where", "how", "when" and "for whom". It is also aimed to improve the knowledge and skills of prospective teachers related to ICT integration as well as enabling them to plan the ICT integration process through the training. As a result of the ICT integration training designed within this study, the prospective teachers have developed lesson plans -by aiming at enriching student learning- that integrate ICT with appropriate learning and teaching methods within the classroom; and those which are operational and ready to use. The study showed that the lesson plans developed by the prospective teachers who received training in ICT integration play an important role in reflecting ICT integration skills on the manner of teaching by ensuring that the knowledge obtained in pre-service education is transformed from theory to practice. When the selected ICT resources and applications in the lesson plans developed by the prospective teachers and their reasons for choosing them were examined, it was observed that instructional approaches are shifted towards a student-centered understanding. Thus, the expressions related to the concept of “facilitating and enriching learning" have constituted a significant part of the reasons why the prospective teachers integrate ICT into the learning and teaching process.
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