Classroom response systems (CRS), which are used to gather immediate feedback from students throughout the teaching process, have been called by different names in the past and present. Examples of CRS implementations include question–answer systems, student response systems, electronic response systems, or cloud-based classroom response systems. This study aims to inform educators who embrace flipped learning about students’ perceptions of the use of Kahoot. Both quantitative and qualitative data about Kahoot activity were gathered at the end of a 9-week flipped learning implementation process. At the end of the study, students stated that a CRS may be used within the scope of any lesson. Students also underlined that the use of CRS in learning environments could be an efficient way to increase motivation for the lesson and create an enjoyable learning environment.

Keywords: Kahoot, classroom response systems, gamification, flipped learning

DOI : 10.16986/HUJE.2019052870 [HTML]

This paper aims to explore students’ opinions on the layered curriculum in English lesson. Based on the qualitative research method, the study group was 34 ninth grade students in Ataturk Anatolian High School in Siirt in 2016-2017 academic year. The applications were conducted within the scope of the unit Seven Wonders in the ninth grade Eglish lesson and framework of the layered curriculum, and the application period lasted for 6 weeks. Oral defenses for the activities were required from students, these oral defenses were then analyzed through document review in parallel with semi-structured interview forms. This way, students were monitored whether they really learnt or not, and their opinions about the applications were elicited. At the end of the study, it was demonstrated that students regarded layered curriculum as student-centered, and that they revealed it contributed to develeopment of the basic skills like research, presentation, team work, planning, and such language skills as reading, writing, speaking, listening and grammar.

Keywords: Layered curriculum, English lesson, student opinion, language teaching, student-centered learning

DOI : 10.16986/HUJE.2019053942 [HTML]

The purpose of this study is to identify the conflict situations the primary school teachers experience with regard to issues, parties, reasons, their possible results and their use of management strategies to overcome these situations. A mixed methods research was used to conduct this study. A convergent parallel design, which is one of the mixed research designs, was chosen. The study was applied to the primary school teachers, who work in the center of Kilis Province in 2018-2019 academic year. 25 primary school teachers participated in the qualitative research, whereas 264 teachers joined the quantitative research. Content and descriptive analyses were used to analyze the qualitative data. Arithmetic mean was calculated to analyze the quantitative data. As a result of these analyses, it was found that the teachers mostly experience conflicts with school administrators, students’ parents and teachers on the issues including operations of educational institutions, administration, students and personal affairs. It was revealed that the reasons for the conflicts occurring at schools are correlated with the factors such as injustice, lack of communication, pressure, ideas' being ignored, personal characteristics, physical needs’ not being met, which negatively influence teachers and schools with regard to alienation from work, decreasing motivation, work going wrong, gossip, communication obstacles, grouping, uneasiness and distrust. It was identified that the teachers mostly use integrating, compromising and obliging conflict management strategies.

Keywords: Conflict, Strategies, Integrating, Obliging, Dominating, Teacher

DOI : 10.16986/HUJE.2019056768 [HTML]

The purpose of this study was to examine the effect that feedback provided to preservice teachers working with students with severe and multiple disabilities had on the teachers’ collaborative working skills. The study was conducted with 12 preservice teachers who were assigned to teaching practice in classes of students with severe and multiple disabilities in Ankara in the 2017-2018 school year. In accordance with the study’s one-group pretest-posttest design, the preservice teachers recorded the first lessons they taught to students with severe and multiple disabilities in the class environment. The recordings of these first lessons were watched by the practicum advisor, and a prepared checklist was completed for each preservice teacher. Then, the advisor met with each preservice teacher to watch their video recording together, review the completed checklist, and provide individual performance. In the video recordings obtained for the pretest, feedback was not provided with regard to the collaborative working skills of the preservice teachers and their partners. In line with the provided feedback, the teachers were asked to plan a second lesson with their partners and to record it for the posttest. The second videos recorded by the preservice teachers were watched by the advisor and the checklist was filled out for the posttest. The results of the analysis reveal that there is a statistically significant difference between the pretest-posttest scores of the preservice teachers before and after they received performance-based feedback regarding collaborative working skills. The findings of the study were discussed within the framework of the literature and suggestions regarding the practices were offered.

Keywords: severe and multiple disability, collaborative working skill, performance-based feedback, preservice teacher, teaching practice

DOI : 10.16986/HUJE.2019054153 [HTML]

In this study, a meta analysis study was conducted to determine the effect of inquiry based learning strategy on academic achievement of students. For this purpose, studies appropriate to the research problem carried on subject between 2000-2017 in Turkey were obtained from the database of the ULAKBİM, National Higher Education Council Thesis Center and Google Academic. Within research, 53 studies on the effect of the inquiry based learning strategy on academic achievements were included in the meta analysis. The effect size values of the studies included in the meta analysis were calculated using the CMA (Comprehensive Meta Analysis) program to Cohen’s d. Besides this, the studies were analyzed using moderator variables such as grade level, type of publication, sample size and year they were made. According to findings, it was determined that the inquiry based learning strategyhas a positive effect on the academic achievement of the students to the teaching methods applied in the control groups. It has been determined that the overall effect size of this learning strategy on students’ academic achievement is moderate with 0,700 value according to the random effects model. Moreover, moderator analysis showed that the level of education, publication type, sample size, and years did not change the effect size on academic achievement. In addition, the findings have shown that there is no publication bias in research included in the analysis. At the end of the study, some suggestions were made for researchers on inquiry based learning strategy and for new meta analysis studies.

Keywords: inquiry based learning, science education, meta analysis

DOI : 10.16986/HUJE.2019052510 [HTML]

Nowadays, as a result of the rapid increase and dissemination of information thanks to technological opportunities, it has become necessary to question and interpret the information for its use. In particular, individuals' selection and evaluation of intensive information they encounter as a result of increases in aims of social network sites usage affect the development of critical thinking tendencies and media literacy skills. The aim of this study is to investigate the relationship between the pre-service teachers' aims of social network sites usage, critical thinking tendencies and media literacy. The participants of the study consisted of 208 pre-service teachers studying in various departments of a state university education faculty. In this study based on the predictive correlational research design, structural equation modeling was used to test hypotheses about the direct and indirect relationships between aims of social network sites usege, critical thinking tendencies and media literacy. According to the findings, it was found that the aims of social networking sites usage and critical thinking tendency had a positive and significant effect on media literacy. On the other hand, it has been determined that the use of social networking sites has a positive effect on critical thinking tendencies. According to the findings of the research, some suggestions were made.

Keywords: aims of social network sites usage, critical thinking tendencies, media literacy, structural equation modeling, pre-service teacher

DOI : 10.16986/HUJE.2019050203 [HTML]

The purpose of this study is to develop an evaluation model – which is aimed at supporting teachers’ professional development – on the basis of the literature, teacher evaluation models which are used in different countries and the views of teachers, administrators, academicians and supervisors. Mixed method research design was used. Both quantitative and qualitative methods have been used in the collection of the data. As a result of the research, it was determined that it is needed to conduct the process of evaluation in collaboration with the schools and the Ministry of National Education in an evaluation model which is to support teachers’ professional development and to sustain it in a year cycle. It has been revealed that it is necessary for the evaluation model to include “General Proficiency Fields of Teaching Profession” and to be common for all teachers, to award the teachers who succeed in the process and to direct the teachers who fail into professional development. It was determined that it is necessary to use multiple evaluation as a base for the sake of being able to provide the objectivity and consistency in the process of evaluation.

Keywords: Teacher evaluation model, professional development, teacher competencies

DOI : 10.16986/HUJE.2019053980 [HTML]

The purpose of this study is to examine prospective teachers’ analysis skills about examples of the cognitive domain objectives according to Revised Bloom’s Taxonomy. The study, which is a descriptive research designed as a survey method, utilized simple random sampling method. The participants were 130 third year prospective teachers who were enrolled in Classroom Teaching, Social Studies and Science Teaching departments. Data were collected using the Socio-demographic Form and the Analysis of Instructional Goals Test (AIGT) developed by the researchers. Data analysis included both qualitative and quantitative methods. Results showed that the mean scores that prospective teachers obtained from the cognitive process in AIGT were higher in comparison to knowledge type, and the mean scores they obtained from knowledge type was quite low. Besides, total mean scores regarding the participants’ knowledge type indicated significant differences in favor of the participants who prepare instructional plan. According to the departments they studied education, knowledge type of the Classroom Teaching department was found to be higher in comparison to the prospective teachers from Science and Social Studies departments. It could be recommended that practices such as preparing instructional plan should emphasize both cognitive processes and knowledge types in order to support analysis skills of prospective teachers.

Keywords: Instructional objectives, cognitive domain, revised Bloom’s Taxonomy, analysis skills, pre-service teacher education.

DOI : 10.16986/HUJE.2019050097 [HTML]

The role of school counseling has become prominent in supporting the youth for their career future and the world of work according to the requirements of 21st century and its emerging challenges such as Industry 4.0. Along with this, it will be a proactive attempt if school counseling curriculums aim to support some crucial competencies like career adaptability in responding the requirements of our era. This study examined annual school counseling programs to assess whether they include interventions enhancing career adaptability of students. By using maximum variation sampling, eight high schools that represented different school types and districts of Gaziantep were selected. Using a coding schema based on Career Construction Theory, the programs were analyzed via a computer-assisted program of Maxqda 12. The results revealed that the programs mostly included the interventions regarding Curiosity (n=265, %58), especially for self and occupational exploration. Next, Concern (n=161, %35) including preparing for future and orientation to future, Confidence (n=29, %6) including problem solving were observed, consecutively. Last, Control (n=3, %1) and its descriptors were almost absent in the programs. The findings implied that school counseling programs should be enriched to promote the 21st skills, especially for decidedness, the sense of control over career future, persistence, autonomy and confidence, in order to support the youth in constructing their careers.

Keywords: 21st century skills, career adaptability, school counseling programs

DOI : 10.16986/HUJE.2018045437 [HTML]

İn this study it is aimed to determine the levels of unemployment worries of the social studies teacher candidates and their attitudes towards the teaching profession in terms of various variables and to investigate the relationship between their unemployment worries and their attitudes toward teaching profession. This study was conducted in accordance with the relational screening model. As a result of the study, it was found that social studies teacher candidates' attitudes towards teaching profession differed significantly in favour of female teacher candidates, low-grade teacher candidates and teacher candidates with higher GPA. İn addition it was found that social studies teacher candidates' unemployment worries were significantly higher in 4th grade teacher candidates but does not differ significantly by gender and GPA variables. The findings of the study showed that there were significant negative relationships between unemployment worries and attitudes towards teaching profession. As a result, it was found that there is a significant negative relationship between social studies teacher candidates' general unemployment worries and their attitudes towards teaching profession. Also it was found that unemployment worries of the 4th grade social studies teacher candidates were significantly higher than the second grade teacher candidates, whereas their attitudes towards teaching profession were significantly lower. İn conclusion it is thought that the findings and negative relationships determined in this study provide strong clues suggesting that social studies teacher candidates' unemployment worries negatively affect their attitudes towards teaching profession.!

Keywords: Social studies, attitude, unemployment worry

DOI : 10.16986/HUJE.2019053983 [HTML]

The purpose of this study is to investigate students’ mathematical understanding of patterns. Three 7th grade students who were enrolled in a state school solved the questions regarding the patterns. Semi-structured interviews were conducted with them about their solutions. The data were analyzed by using the Prire-Kieren theory of mathematical understanding. The findings of this study revealed that students’ mathematical understanding varied between first six levels from primitive knowing to observing and their mathematical understanding mostly occurred between Image Making and Formalising layers. In terms of theory, students were able to pass the first and second “Don’t Need” Boundaries but they were not able to move their understanding over the third “Don’t Need” Boundary. The results also illustrated that all of the students had knowledge about the patterns. In order to find the general rule of the pattern, they mostly endeavored to determine a formula and check its correctness by writing initial three steps.

Keywords: mathematical understanding, Pirie-Kieren model, patterns, middle school students

DOI : 10.16986/HUJE.2019056035 [HTML]

This study is analyzed the metacognition beliefs of seventh-grade students while solving fraction problems. Students are learning fractions starting from the first-grade mathematics curriculum up to sixth grade and they completed all objectives related to fractions at the sixth grade. The sample of the study is 9 sixth grade students of a randomly selected school that were selected randomly from a sample of 312 female and 305 male students from 6 different middle schools. These 9 students were above mathematics achievement. Metacognition Scale and mathematics teachers’ opinions were used to determined metacognition levels of the selected students. Problem-solving test with five fraction problems was administered. Students metacognition beliefs were analyzed while solving these fraction problems. The results of the study confirmed that sixth-grade students were using metacognition beliefs while solving fraction problems. Students used prediction, monitoring, planning and evaluation phases of metacognition during problem-solving. The most frequently used metacognition beliefs were monitoring, guessing, planning respectively. Students who used metacognitive beliefs effectively were successful in the problem-solving process. Successful students were used the most frequently monitoring, planning and guessing but the relationship between evaluation and problem solving was not confirmed.

Keywords: metacognition, fractions, problem solving, sixth grade, mathematics achievement

DOI : 10.16986/HUJE.2019053981 [HTML]

Science teachers have an important role in the formation of students' approaches related to science / physics. The way in which preservice science teachers, prepare to practise one's profession, approach to some concepts, events or phenomena can be determined effectively through metaphors. In this study, it was aimed to determine the approaches of preservice science teachers about physics that they have difficulty in understanding and physics problem solving that they have difficulty in solving through metaphors. The participants of the research are comprised of 139 students who are studying in different classes in the science teacher education program at the Faculty of Education at a university in the Eastern Black Sea Region. In the pattern of phenomenology, the data were collected through a questionnaire and have been subjected to content analysis by NVivo 11 program. Generated metaphors are generally grouped under the headings nature, benefits and needs. It has been found that the codes often emphasize the link between physics and daily life, difficulty, combining different kinds of knowledge and skills, and relation with logic. Some of the results reached are those: Even though preservice teachers associate physics and physics problems with life, they remember routine physics problems solution process when they encounter a physics problem. They have difficulties in understanding physics and solving physics problems, and think that solving physics problems is probably depends on combining information in a related way. Related to these results suggestions such as giving different types of problems in physics lessons, gamification the physics teaching, adding a lesson about physics problem solving strategies have been made.

Keywords: physics, physics problem, problem solving, metaphor

DOI : 10.16986/HUJE.2019049973 [HTML]

The purpose of this study is to reveal the effect of organizational commitment on organizational trust of personnel and toxic leadership behaviours of top managers in Ministry of National Education (MoNE). For this purpose, 1202 volunteer staff working in MoNE were took part in the research. In the analysis of the data, descriptive statistics as well as structural equation modeling (SEM) were used. The results of the analysis indicated that the top managers who works in MoNE showed a great degree of toxic leadership behavior and the personnel working MoNE had moderate organizational commitment and very little organizational trust. In addition, the results of the study revealed that there was a negative moderate relationship between toxic leadership and organizational trust, a negative low-level relationship between toxic leadership and organizational commitment, and a positive moderate relationship between organizational commitment and organizational trust. In the Path analysis, it was seen that organizational commitment had a 'partial mediator' effect on the relationship between toxic leadership and organizational trust. Based on the findings, it was found out that the effect of organizational trust on the toxic leadership appeared via the mediator of organizational commitment.

Keywords: toxic leadership, organizational trust, organizational commitment.

DOI : 10.16986/HUJE.2018045608 [HTML]

The main purpose of this study is to investigate the student and school-level variables affecting Turkish students’ science literacy using PISA 2015 data. In this way, we aim to build a hierarchical model of the variables predicting students’ science literacy. Particularly, when we consider the sharp decrease in Turkish students’ success in PISA 2015, the implications of this study would be even stronger. Because of the nested nature of the data and a high intraclass correlation coefficient (ICC) value (0.52), we performed hierarchical linear modeling (HLM) analysis. As a result, we constructed a model including nine student-level and four school-level variables to predict students’ science literacy scores. We classified the student-level variables into three categories as “personal characteristics”, “variables associated with learning time”, and “variables associated with teaching-learning process”. Similarly, we classified the school-level variables into two categories: “school resources” and “learning environment in the school”. While “weekly science learning time” is the most prominent variable at the student-level, “science specific resources”, at the school-level, seems to be the most powerful predictor of students’ success. One of the surprising findings in this study is that there is a significant negative correlation between “out-of-school study time” and science literacy scores.

Keywords: science literacy, PISA 2015, hierarchical linear modelling (HLM), science education

DOI : 10.16986/HUJE.2019050786 [HTML]