The adaptation of Academic Major Satisfaction Scale to Turkish: The validity and reliability study

Academic Major Satisfaction Scale (AMSS) was developed by Nauta (2007) with the aim of measuring the academic major satisfaction of students. The aim of this study is to examine the validity and reliability of the Turkish form of Academic Major Satisfaction Scale. The sample of the study consists of 321 college students studying at different departments of a state university at Western Black Sea part of Turkey. The construct validity of the scale, item analysis, test-retest and Cronbach Alpha internal consistency reliability coefficients were calculated in the study. The obtained data were analyzed by SPSS 20 and LISREL 8.7. Results and Conclusions:  The studies were administered to 33 college students with one-week interval with the aim of determining linguistic equivalence, and the correlation between these studies were calculated as .76. In the study being administered to 267 college students for the construct validity of the scale, exploratory and confirmatory factor analysis was conducted in order to determine the factor structure of AMSS. The results of the factor analysis revealed that the scale has one-dimensional structure as in the original form. Cronbach Alpha internal consistency coefficient for AMSS was found .83 and the coefficient ω designed for congeneric measurements was calculated and found to .835. Test-retest reliability coefficient was found .94. It was seen that the one-dimensional model fit well in the confirmatory factor analysis (x²=17.34, sd=7, p=.015, RMSEA=.075, CFI=.99, IFI=.99, GFI=.98, SRMR=.021). Item factor loadings varied between .35 and .87. It was seen that the corrected item-total correlation of the scale varied between .26 and .78. The test-retest reliability coefficient obtained with four-week interval was found .94 for the whole scale. These results show that the Turkish form of Academic Major Satisfaction Scale can be used as a valid and reliable measurement tool

Lifelong Learning As a Necessity, Progress, Durableness and Incentive Tool: Metaphoric Perceptions

DergiPark: 460003tredThis study examined the metaphorical perception of master students about lifelonglearning term. In this context, phenomenology pattern which is a qualitativeresearch model was used as the research model. The study group was determinedwith sampling criteria which is one of the purposeful sampling methods.Therefore, 31 postgraduate students who have distance education at SakaryaUniversity Institute of Education Sciences occupied in the study group. Asemi-structured interview form was developed by the researchers for collectingdata. Some measures were taken in order to ensure trustworthiness, and somemethods were applied in order to consider confirmability, credibility,dependability and transferability criteria. The data were analyzed with contentanalysis method. After this analysis, totally 31 different metaphors aboutlifelong learning were developed. The metaphors were categorized according totheir rationales. Based on these rationales, four categories were made in whichrequirement, development, continuity and encouragement categories existed. Inthe light of these findings, the results were produced, and the discussionswere made. After then, some suggestions were presented for future authors andstudies.Bu çalışma katılımcıların yaşamboyu öğrenme kavramına ilişkin metaforikalgılarını ortaya koymayı amaçlamaktadır. Bu kapsamda, araştırma modeli nitelaraştırma modellerinden fenomenoloji deseni ile tasarlanmıştır. Çalışmagrubunun belirlenmesinde, amaçlı örneklem yöntemlerinden biri olan kriterörneklem tercih edilmiştir. Bu kapsamda, çalışma grubu Sakarya ÜniversitesiEğitim Bilimleri Enstitüsünde uzaktan eğitim alan 31 yüksek lisansöğrencisinden oluşmaktadır. Verilerin toplanma için araştırmacılar tarafındanbir yarı yapılandırılmış görüşme formu geliştirilmiştir. Çalışma kapsamında,geçerlik ve güvenirliği sağlamak adına inanırlık, aktarılabilirlik,güvenilebilirlik ve onaylanabilirlik ölçütleri göz önünde bulundurularak bazıtedbirler alınmıştır. Çalışma grubundan elde edilen verilerin analizinde içerikanalizi yöntemi kullanılmıştır. Katılımcıların yaşamboyu öğrenme ile ilgilitoplam 31 farklı metafor geliştirdiği görülmüştür. Bu metaforlar gerekçelerinegöre incelenmiş ve sonrasında bu gerekçeler üzerinden gereklilik, gelişim,süreklilik ve teşvik şeklinde dört kategori oluşturulmuştur. Bu bağlamda, eldeedilen bulgulara dayalı olarak sonuç ve tartışma belirtilmiş; ayrıca yaşamboyuöğrenmenin bu dört yönü vurgulanarak öneriler sunulmuştur

The comparison of the science and technology curriculum and renewed science curriculumFen ve teknoloji dersi öğretim programları ile yenilenen fen bilimleri dersi öğretim programlarının karşılaştırılması

According to the decision that was dated  as february 1, 2013 by Ministry of Education Head Council of Education and Morality, it was considered as appropriate to start applying new sciences curriculum for third grades from 2014- 2015 academic year, and for fourth grades from 2015- 2016 academic year. Updated sciences curriculum was published on the official website of the council. The purpose of the current study is to examined the compare of 4 and 5 grades of science and technology curriculum and renewed 3 and 4 grades sciences curriculum. In the present study, the document review method was used as a qualitative research method. The data was analyzed via descriptive statistics and findings were interpreted. ÖzetMilli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı’nın 1 Şubat 2013 tarihli kararına göre ilkokul 3’üncü sınıfların 2014-2015 öğretim yılından itibaren, 4’üncü sınıfların ise 2015-2016 öğretim yılından itibaren yeni fen bilimleri öğretim programlarının uygulanmaya başlanması uygun görülmüştür. Kurulun resmi internet sitesinde güncellenmiş yeni fen bilimleri öğretim programları yayınlanmıştır. Araştırmanın amacı, ilköğretim 4. ve 5. sınıf fen ve teknoloji dersi öğretim programları ile yenilenen ilkokul 3. ve 4. sınıf fen bilimleri dersi öğretim programlarının karşılaştırılarak incelenmesidir. Araştırmada nitel araştırma yöntemlerinden biri olan doküman incelemesi yöntemi kullanılmıştır. Veriler, betimsel analiz ile elde edilerek, yorumlanmıştır

Korelacija trendova cjeloživotnoga učenja, razina digitalne pismenosti, učestalosti upotrebe Web 2.0 alata i karakteristika socijalnog poduzetništva

This study aims to examine how lifelong learning trends, usage of Web 2.0 tools, and digital literacy levels affect social entrepreneurship characteristics. The study used the descriptive cross-sectional survey model. In this context, Social Entrepreneurship Qualifications Scale, Lifelong Learning Trends Scale, Digital Literacy Scale and the Frequency of Web 2.0 Usage Questionnaire were applied to the prospective teachers (N=809) studying at Sakarya University Faculty of Education. Two different models were created with Structural Equation Modeling based on the data obtained, and these two models were combined to be tested. It was concluded that lifelong learning trends, digital literacy levels and frequency of using Web 2.0 tools have a direct and indirect impact on social entrepreneurship.Cilj je ovoga rada istražiti kako trend cjeloživotnoga učenja, upotreba Web 2.0 alata i razina digitalne pismenosti utječu na karakteristike socijalnog poduzetništva. Istraživanju se pristupilo koristeći se deskriptivnim modelom ankete. U tom kontekstu budući učitelji (n=809) koji studiraju na Učiteljskom fakultetu Sveučilišta Sakarya ispunili su sljedeće upitnike: Skala osposobljenosti za socijalno poduzetništvo (eng. Social Entrepreneurship Qualifications Scale, Lifelong Learning Trends Scale), Skala digitalne pismenosti (eng. Digital Literacy Scale) i Upitnik o učestalosti upotrebe Web 2.0 (eng. Frequency of Web 2.0 Usage Questionnaire). Putem podataka dobivenih strukturalnim modeliranjem, dobivena su dva različita modela koja su objedinjena za potrebe istraživanja. Zaključeno je da trendovi cjeloživotnoga učenja, razine digitalne pismenosti i učestalost upotrebe Web 2.0 alata imaju izravan i neizravan učinak na socijalno poduzetništvo

Perceptions Of Gifted And Non-Gifted Students Related To Their Levels Of Self-Actualization

Purpose: Self-actualization is understood as an effort to develop a level to which one aspires. Gifted individuals are expected especially to be more likely to reach this level than normal individuals of the same age. The Purpose of this study is to determine the self-actualization perception levels of students at BILSEM, which is within the Ministry of National Education, and those who did not attend BILSEM, Research Methods: This study utilizes squantitative research methods in which descriptive methods were used to determine and compare self-actualization perceptions of gifted and non-gifted students. Its sample was chosen by purposeful sampling and was composed of 253 students in total, 115 of which attended BILSEM and 138 of which didnot attend BILSEM. In the scope of this study, the "Self-Actualization Scale'' developed by Battal and San (2010), was used. Findings: As a result of the study, the perception levels of the gifted students are higher than non-gifted students in terms of self-actualization, social relations, creativity, critical thinking, and emotional integrity. In addition, it was also observed that the students who attended pre-school have higher perceived levels of self-actualization. Implications for Research and Practice: According to the results, without overlooking the equality of opportunities in education, works that will increase the self-actualization perceptions of students who cannot go to BILSEM should be included by means of education programs and concealed curricula. Future studies could investigate why perceived levels of self-actualization of gifted students were higher than those of non-gifted students. (C) 2017 Ani Publishing Ltd. All rights reserve

Teachers’ Views Regarding the Implementation of Education Programs in Distance Education through the EBA Platform During the Covid-19 Pandemic

The purpose of this study is to evaluate the implementation of the programs in distance education through the Education Information Network (EBA) platform due to the Covid-19 pandemic according to teachers’ opinions. In the study, the case study method, one of the qualitative research methods, was used. A semi-structured questionnaire with open-ended questions was given to 107 teachers. The data obtained were examined using content analysis. According to the study results, in “EBA Internet” and “EBA Live Class,” teachers stated that not having information about activities suitable for distance education and limited interaction with students were the difficulties they have faced. The teachers stated that the contents in the EBA are suitable for the targeted learning outcomes. Still, they are qualitatively simple, insufficient, and most of them cannot be accessed. They also stated that they had difficulty carrying out assessment and evaluation in their teaching activities due to insufficient measurement content suitable for the class level in the EBA platform. The students did not want to answer the questions in distance education courses. In addition, teachers suggested that learning with games, movies, songs, visuals, experiments, and STEM activities should be added for the programs to be implemented more efficiently on the EBA platform. Furthermore, an application that makes the board more practical and useful in live lessons should be created

Teachers’ Views Regarding the Implementation of Education Programs in Distance Education through the EBA Platform During the Covid-19 Pandemic

The purpose of this study is to evaluate the implementation of the programs in distance education through the Education Information Network (EBA) platform due to the Covid-19 pandemic according to teachers’ opinions. In the study, the case study method, one of the qualitative research methods, was used. A semi-structured questionnaire with open-ended questions was given to 107 teachers. The data obtained were examined using content analysis. According to the study results, in “EBA Internet” and “EBA Live Class,” teachers stated that not having information about activities suitable for distance education and limited interaction with students were the difficulties they have faced. The teachers stated that the contents in the EBA are suitable for the targeted learning outcomes. Still, they are qualitatively simple, insufficient, and most of them cannot be accessed. They also stated that they had difficulty carrying out assessment and evaluation in their teaching activities due to insufficient measurement content suitable for the class level in the EBA platform. The students did not want to answer the questions in distance education courses. In addition, teachers suggested that learning with games, movies, songs, visuals, experiments, and STEM activities should be added for the programs to be implemented more efficiently on the EBA platform. Furthermore, an application that makes the board more practical and useful in live lessons should be created

The attitudes of the first grade students’ towards teaching profession at Education Faculty of Sakarya University

Bu çalışmanın amacı; Sakarya Üniversitesi Eğitim Fakültesi’nde birinci sınıfta öğrenim gören öğrencilerin öğretmenlik mesleğine karşı tutumlarının belirlenmesi ve çeşitli değişkenler açısından incelenmesidir. Araştırmanın evrenini Sakarya Üniversitesi Eğitim Fakültesi’nde 2008–2009 eğitim-öğretim yılında öğrenim gören toplam 742 birinci sınıf öğrencisi oluşturmaktadır. Araştırmada veri toplamak amacıyla Çetin (2006) tarafından geliştirilen “Öğretmenlik Mesleğine Karşı Tutum Ölçeği” kullanılmıştır. Araştırmada elde edilen verilerin analizi için SPSS for Windows programından yararlanılmış, demografik değişkenlerin analizi için t-testi ve Anova kullanılmıştır. Verilerin analizi sonucunda; öğrencilerin öğretmenlik mesleğine karşı tutumlarının olumlu olduğu, kız öğrencilerin erkek öğrencilere göre öğretmenlik mesleğine karşı daha olumlu tutum sergiledikleri ve bölüm bazında da öğrencilerin görüşleri arasında anlamlı bir fark olduğu bulunmuştur.The aim of this study is to identify the attitudes of first year students towards teaching profession of Teacher Department of Sakarya University Education Faculty and to examine their attitudes towards teaching profession with respect to certain variables. The subject of this study was the first year students of Teacher Department of Sakarya University Education Faculty in 2008-2009 academic year. During the study, the data were collected through “Attitudes Towards Teaching Profession Inventory” developed by Çetin (2006). For the analysis of the data SPSS for Windows program was used and the mean scores of each item in the scale was calculated t-test and Anova was used by the researchers. The analysis of the data indicated that the attitudes of studemts towards teaching profession was positive, with respect to their gender, a significant difference was found in favour of female students, with respect to the department, significant difference was found between the students

Determination of the Level of Being Cyber Bully/Victim of Eighth Grade Students of Elementary Schools

AbstractThe main aim of this research is to examine the cyber bullying and cyber victim which transforms into a big problem by extending more and more between young generations in 21st century. The research has been carried out related with general survey model to relationship survey model. The dependent variables of the research are cyber bullying and cyber victim, its independent variable gender. The population of the research is formed of Sakarya city Hendek province, the sample is formed of 80 female, 87 male totally 167 students being educated in three elementary schools in Hendek. Cyber bully/victim scale which has been developed by Ayas and Horzum (2010) has been applied to the participants. The data taken from the measurement devices have been transferred to SPSS and descriptive analysis and free groups T test and regression analysis statistical procedures have been realized. It has been determined that the level of cyber bullying and cyber victim of the eighth grade students has been low. According to the gender when the level of cyber bullying and cyber victim has been examined, it is resulted that the boys have been more cyber bully and have been more cyber victim when compared with the girls. According to the regression analysis the results between cyber bullying and cyber victim, the student who face cyber bullying is more inclined to be cyber bully