This study is focused on the relationship between purpose in life, emotional wellbeing, ontological (life project) wellbeing, and compassionate love. The Purpose in Life subscale of Psychological Well-Being Scale, Emotional Wellbeing Scale, Ontological Wellbeing Scale, and Compassionate Love for Humanity Scale were administered to 287 students who were undergraduate students and graduate students (masters and doctoral). Cluster analysis results indicated profıles of three factors. First profile showed high level of hope and come into action toward low regret and nothingness. High regret and nothingness were experienced toward low level of hope and come into action on the second profile. Moderate ontological wellbeing was exposed on the last profile. MANOVA analyses were used to compare those three profiles and statistically significant difference were found between Emotional Wellbeing, Purpose in Life, and Compassionate Love Scores. Moreover, the results of the study indicated that exposing high level of ontological wellbeing on hope and come into action is related to life goals, emotional wellbeing, and compassionate love.
Keywords: ontological well-being, purpose in life, emotional well-being, compassionate love
Developed countries use educational systems effectively to overcome the social problems which they faced. By keeping their educational system up to date consistently, they interfere the problems which were arisen or have potentially to arise. Undoubtedly, one of these developed countries is the United States of America. At the beginning of the 20th century the most important problem this state had, which had a very different ethnic structure, was racism. In order to keep this ethnic mosaic of different cultures together and to remove racist issue on the ground, the United States has put a course called “Social Studies”, which reflects a multicultural understanding of educational institutions. The best example of this situation is the introduction of a lesson called Social Studies in educational institutions as a solution to the social chaos in the early 20th century in the United States. This course has been included in curriculum of many countries in the world (USA, Canada, Japan, South Korea, Finland, Turkey etc) due to the mission of "realization of social existence" which was attributed to it. It has been observed that this course, which has a multidisciplinary structure, closely followed the contemporary understandings that have taken place in the educational sciences from time to time. Especially in the USA, to reach the Social studies a contemporary dimension, American National Council for the Social Studies (NCSS) spends more effort. This study attempted to compare the achievements addressed to the K3-5 levels in the College, Career and Civil Life (C3) Framework program prepared by American National Council for the Social Studies in the year 2013 to improve social information standards on the basis of the provinces with those of primary social studies course which was restructured in Turkey between 2004 and 2005 and updated in 2012 in Turkey. In the research, it was benefited from document analysis method which is one of the qualitative data collection methods. The data obtained from the study were analyzed according to the stages of the document analysis method. The result of the research evaluated generally. It can be said that the achievements of the C3 Framework program on Citizenship, Economy, History and Geography disciplines are more comprehensive, actual and practical compare to the o the achievements in the primary school social studies curriculum.
Keywords: Primary school, social studies curriculum, c3 framework, achievement
During the lecture of “Educational Psychology”, held during the Science Teaching Program of Faculty of Education, it was observed that the primary expectation of some teacher candidates from the course was a good result at SPE. After a few weeks, this expectation was observed to have negative effect on the motivation and attendance of the teacher candidates. The study was made with total 5 participants (4 female and 1 male) who were determined to have this expectation, with the questionnaires applied. As the researcher is the instructor of the lecture as well, the model of the research has been determined as action research. During the research, under the scope of the lecture of “Educational Psychology”, the aim was providing teacher candidates with required knowledge and skills and developing their professional knowledge and skills. In the end of the research, it is seen that the aims of many participants in the Lecture of Educational Psychology changed. Their priorities became “Having Good Teaching Knowledge and Skill”.
Goal of this study is to discover the effects of Constructivist Approach Science Teaching Program on development of scientific process skills of 5-year-old children. Study sample comprised 40 children at the age of 5 from MEB and Trakya University preschool in Edirne province affiliated to the Ministry of National Education. 20 children were in the experiment group while the other 20 were controls. The study employed a method which is quantitative research and experimental pattern was pretest-end test-control group model. Quantitative data were collected in order to discover the effects of Science Teaching Program with Constructivist Approach on development of scientific process skills 5-year-old children who constituted the study sample. In quantitative part of the study, author used Scientific Process Assessment Tool in order to measure scientific process skills of 5-year-old children After measurement tools were implemented as pretests, Science Teaching Program with Constructivist Approach (YYD-BOP) was applied and the same test were repeated as end tests.SPSS 19 and Microsoft Office Excel programs were used for the analysis of quantitative data. According to the data obtained from Science Teaching Program based on constructivist approach which was implemented by the author on experimental group for scientific process skills of 5-year-old children, the program implemented was effective in developing scientific process skills of 5-year-old
Keywords: Constructivist Approach, Preschool Science Teaching, Scientific Process Skills
Combining science, technology, engineering and mathematics (STEM) under the same umbrella is gaining momentum. All over the world from the United States to Japan, many nations started implementing this idea. Once we look at the latest curriculum prepared by Turkish Ministry of Education, we can see that the new curriculum aims to connect science with mathematics, technology and engineering. Thus it is crucial to understand not only science teachers but also mathematics teachers implement STEM. Although the idea is becoming more popular, we do not have many examples describing how pre-service teachers can design STEM supported learning environments. Connected with this problem, we worked with 50 elementary math pre-service teachers (MPSTs) studying in a public university in Turkey. All of these teachers were enrolled in Science-Technology and Society course in their senior year. During the course MPSTs read STEM articles, engaged in STEM discussions, and also visited several engineering laboratories in the university. Later all MPSTs were asked to create a STEM based learning environment that merges mathematical and scientific thinking. After completing the course, %20 of the participants were interviewed to describe their experience of STEM integration. MPSTs participating in this study were able to integrate math and science in their learning environments. On the other hand, they had challenges when including technology and the design process. Once we look at their previous coursework, we can conclude that two Physics classes they took supported them to make links between science and math. But moving this integration towards STEM was a new idea, and we need to explore why this challenges pre-service teachers more elaborately.
Keywords: STEM, teacher education, Math-Science Integration, Technology Integration, Design Process
There are three different sentence structure in Turkish syntax according to the arrangement of elements. These are; cannonical, inverted and elliptical sentences. The subject of this study is to show the relationship of the sentence elements with graph according to the structure of Turkish. For this purpose, a qualitative study was conducted. Inverted sentence structure is shown in graphs with the relations between the elements of sentences by using a sample sentence. “Sen bugün kitabı bana getir.” is the sample sentence for this study. All the possible inverted sentences were written. Then sentences were grouped under four groups and each group of fourty nine drawings were combined and achieved four completed graph for each group. There is one integrated graph that including all the possible sentences in subject ending inverted sentence, one for object ending inverted sentence, one for indirect object ending inverted sentence and the last one for adverbial clauses ending inverted sentence. As a result both possible inverted and possible elliptical sentences are in the created graphs. All the created graphs can be used as training materials for Turkish language education. Because all of them are visual materials. A Turkish teacher can explain and teach all the possible ways for inverted sentences easly to the students.
Bu araştırmanın temel amacı öğretmenlerin “yenilikçi öğretmen” özelliklerine ilişkin bakış açılarını belirlemektir. Araştırmada çalışma grubu lisansüstü eğitim gören 25 öğretmenden (15 yüksek lisans ve 20 doktora öğrencisi) oluşmaktadır. Bu nitel çalışmada veri toplama aracı olarak açık uçlu sorulardan oluşan bir görüşme formu kullanılmıştır. Elde edilen bulgulara bağlı olarak, aşağıdaki kategoriler oluşturulmuştur: (1) teknoloji kullanımı (2) kendini yenilemek (3) gelişmelere açık olmak (4) motivasyon (5) meslektaşlar ile işbirliği (6) öğrenci merkezli düşünmek (7) rehberlik. Bu konuda kapsamlı çalışmalar yapılarak öğretmen yetiştirme programlarının geliştirilmesinde yararlanılabilir ve öğretmen adaylarının yenilikçi kapasitelerinin geliştirilmesine önemli katkılar sağlanabilir.
Keywords: innovation, innovative teacher, graduate students, qualitative research, professional education
The purpose of this study is to examine the reflections of UbD implementations on teachers’ professional development and students’ recipient language age. The research was carried out via mixed method. The participants of the study consisted of a teacher and 38 students, 19 of them in the experiment group and 19 of them in the control group. As data collection tools, Peabody Picture Vocabulary Test, reflection notes and one-to-one interview were used. To analyze quantitative data, non-parametric tests of Mann-Whitney U and Wilcoxon Marked Ranks Test were administered. The qualitative data was analyzed via content analysis. The quantitative findings of the study revealed that there was no significant difference in favor of the control group, although there was a significant difference between the pre-test and post-test scores of the experiment group students in the Peabody Picture Vocabulary Test in favor of the post-test. Findings from the qualitative data of the study indicated that UbD is an innovative and developmental approach in the professional development of the teacher and that the teacher has the possibility to work in a more systematical and planned way during the UbD implementations. Findings also indicated that UbD facilitates the teacher's work and that the UbD design process leads teachers to investigate, use new methods of teaching and improve themselves.
Keywords: UbD (understanding by design), preschool teaching, teacher education, recipient language age.
The purpose of this research is to analyze which variables predict university senior students’ perceived career barriers levels. The study group for this research consists of 275 university senior students studying at the different faculties of the Mehmet Akif Ersoy University. Perceived Career Barriers Scale, Career Decision-Making Self-Efficacy Scale, Trait Anxiety Inventory and Personal Information Form were used to collect data. Stepwise regression and independent groups t-test statistical methods were used to analyzed the data. Results indicate that the students’ levels of perceived career barriers are predicted by the variables of peer effect on career choices, career decision-making self-efficacy, and trait anxiety. Whereas parents and teachers affect on career choices and GPA do not predict students’ levels of perceived career barriers. Furthermore, there is not a statistically significant difference in the students’ perceived career barriers levels based on gender and situation of received career counseling help or not during the high school years. These results were discussed in the light of relevant literature and recommendations are proposed.
Keywords: perceived career barriers, career decision-making self-efficacy, anxiety
The aim of this study was to investigate whether attachment style and perceived social support predicted self-compassion levels of university students. The study group consisted of 587 volunteering university students (427 females, 156 males and 4 other) undergraduate students studying at various faculties and class levels of a state university in Ankara. “Self-Compassion Scale (SCS)”, “Multidimensional Scale of Perceived Social Support (MSPSS)” and “Experiences in Close Relationships Scale- Revised (ECR-R)” and “Demographic Information Form (DIF)” were applied to the participants. Multiple Linear Regression Analysis was performed using the SPSS 23.0 package program in the analysis of the data. Findings of the study indicated that attachment anxiety, perceived family support and perceived friend support significantly predicted the self-compassion levels of university students. On the other hand, attachment avoidance and perceived social support from a special person did not significantly predicted self-compassion levels of the participants. The findings of the study were discussed in the light of literature and recommendations for researchers, practitioners and policy makers were made.
Keywords: Self-compassion, attachment, perceived social support.
This study aimed to analyze the role of computer-assisted instruction (CAI) on students’ achievement concerning the subject of ‘probability’. The experimental pre-and post-test with control group research design was carried out with 48 seventh grade students. The Probability Achievement Test (PAT) was administered to all groups as a pre-test and post-test. Data were analyzed by employing an analysis of covariance (ANCOVA) on post-test scores with a pre-test as the covariate and by calculating effect size values. The results revealed that the CAI was more effective in helping the students develop the probability concepts than was traditional instruction (TI). Specifically, this study highlights that the CAI tasks that designed for teaching probability were powerful and useful for students to enhance their understanding of important concepts of mathematics and might be used as a new and better way of teaching probability.
The aim of this study is stating that ınterrelatedness of teachers’ perceptions of mobbing, organizational justice, and organizational silence and that variable regression analysis each other. In the study, the form of demographic information, Ehi (2011) mobbing scale, Gürpınar (2006) organizational justice scale and Erdoğan (2011) organizational silence scale have been used. In 2016-2017 educational years, 842 teachers took part in the study. It was found that teachers in the study have low-level mobbing perception in all dimensions and they have high level organizational justice perception in all dimensions. Also, they have low level defensive soundness, silence and accepted silence level; they have high level soundness and silence for the organization weal; they have midlevel accepted silence and general organizational silence level. In the study, it was obtained that mobbing has meaningful effect on organizational justice and organizational silence level and organizational justice has meaningful effect on organizational silence level. It was concluded that increasing of the teachers’ mobbing perception reduce organizational justice perception; increases organizational silence level. Also, decreasing organizational justice perception causes to increase organizational silence level.
Keywords: mobbing, organisational justice, organisational silence, quantitative research
The purpose of this study is to determinate the perception of different faculty members of Mersin University about university, profession of academicianship and scientific research. Sample of the study consists of 223 lecturer that are working in the faculties in the two biggest campuses. Data of the study was collected via data collection tool, and analyzed by “content analysis”. As a result of the analysis that faculty members produced about concept of university, opinions about this concept are gathered in three themes that are university’s structure, university’s function and relationships and communications in university. As an analysis of the metaphors about academicianship, two themes were found that are nature of the profession and functions of the profession. Opinions about scientific research are gathered in two themes as nature of the scientific research and purpose of the scientific research. This situation has indicated that the understanding of next generation university has not been yet fully adopted at university, but it can be said that this is a sign of the transition period. It is thought to be a transition from science-based universities, which are called the second generation, to the third generation universities, which are called entrepreneurial universities.
Keywords: Higher education, university, new generation university, profession of academician, metaphor.
The purpose of this study was determining the opinions of faculty members about the noncategoric special education program. For data collection, a semi-structured interview form was developed based on review of literature and expert opinions. Three writers of this paper interviewed individually with twelve lecturers. The data were analyzed using content analysis which is a technique used in qualitative research. The results revealed that lecturers had found categoric program insufficient about applied courses, appointment, curriculum and quality. And lecturers thought that noncategoric program solved the problems about appointment and curriculum, but this program had different problems like undermanned universities, unclear content, concerns about quality and insufficient substructure. The suggestions about noncategoric program suggested frequently by lecturers were intercollegiate collaboration, substructure improvement and spesialisation. The findings are discussed within the context of the relevant literature. recommendations for future research are presented.
Keywords: teacher training, curriculum change, special education, undergraduate special education programs, faculty members opinion
The aim of this study was to aggregate the results of experimental studies investigating the effects of blended learning on student achievement in Turkey carried out between 2000 and 2016 through a meta-analysis. The examination of the efficacy of the blended learning in Turkish context is a fruitful contribution to the relevant literature and teaching processes in Turkey. In addition to revealing the overall impact of blended learning on academic achievement through a single group implementation, the present study includes comparisons and sub-group analyzes of blended learning vs. face-to-face learning, blended learning vs. online learning, blended learning vs. blended learning enriched with different techniques. The overall effect size of the blended learning on academic achievement was calculated as 3.114 Cohen d equaled to the eta squared value of .708. It means that blended learning has a strong impact on student achievement with an added-value of 70.8% according to the results of 32 experimental studies involving 1064 learners. Moreover, the results of the study indicate that blended learning creates more positive outcomes on student achievement when compared to face-to-face learning and online learning. It was also found that blended learning enriched with different techniques has more positive effects on student achievement than traditional blended learning. It implies that blended learning can be used effectively in association with contemporary approaches. The paper concludes by offering some implications.