INTEGRATION OF MEDIA AND CRITICAL LITERACY INTO CURRICULUM THROUGH THINKING EDUCATION: FROM TEACHER TRAINING PERSPECTIVE

This research has pointed out the effects of thinking education on the prospective teachers’ critical and media literacies.  The research, designed as mixed method with sequential triangulation, has enlightened the efficacy of thinking education on the prospective teachers’ literacies. The study group, selected by the sampling criteria, one of the purposive sampling methods, composed of 40 social studies prospective teachers, having been trained in terms of thinking critically on media messages and texts, at Education Faculty, Bartin University during the 2016‐2017 academic year. It is concluded that post-test media literacy and critical literacy scores of the trained prospective teachers have increased. Moreover, the positive effects of thinking education on the prospective teachers’ media and critical literacies are expressed in detail within the framework of various qualitative data and it is inferred that thinking education reached the goal of training critical literate and media literate individuals. Furthermore, how to integrate media literacy and critical literacy into any curriculum in teacher education has been exemplified through this research. Therefore, these literacies should be taught independently from any subject or discipline as the objectives of teacher education curriculum

An attitude scale about graduate education: Reliability and validity study

The purpose of this study was to develop a scale to determine prospective teachers’ attitudes towards graduate education. For this reason the draft form with 44 items was applied on 685 prospective teachers being educated at Education Faculty at Mersin University. Exploratory factor analysis studies based on Varimax rotation revealed the scale had a structure with single factor and 4 components called as self-improvement, negative feelings, wishfulness and behavioral representation. Relating to the whole scale, Cronbach alpha reliability parameter was found as .939, and reliability parameters were found as . 909; .850; .835 and .821, respectively. Four components altogether explained 57,171% of the variance. The findings of the analysis done to determine whether any differentiation arose on their attitudes according to gender, department, etc. were accepted as the proof of scale’s validity. The findings revealed this scale was reliable and valid to determine prospective teachers’ attitudes towards graduate education

The effect of preparing digital story through inquiry based learning approach on prospective teachers’ resistance behaviors towards making reseach and technology based instruction.

The purpose of the study was to determine the effect of preparing digital stories through an inquiry based learning approach on prospective teachers’ resistive behaviors toward technology based instruction and conducting research. The research model was convergent parallel design. The sample consisted of 50 prospective teachers who had completed their education at Mersin University’s Preschool Teaching Program during the 2013-2014 academic year The experimental group was asked to prepare a digital story based on an inquiry based learning approach and then to integrate it into their instruction at Mersin University’s Application Kindergarten and Preschool. The control group, however, prepared digital stories based on an explanatory teaching approach. Data were collected using such measurement tools as the Resistance toward Research Scale and the Resistance toward Technology Based Instruction Scale both before and after implementation. Moreover, prospective teachers’ own views on their resistive behaviors and the sources of such behaviors were gathered using questionnaires. The results of the study indicated that a significant difference existed between the experimental and control group’s resistive behaviors. The factors leading to resistance toward conducting research included academicians’ not taking the role of a guide, learners’ negative feelings, the inexistence of interactive learning environments, and the frequency of conducting research. Furthermore, prospective teachers’ resistive behaviors towards technology based instruction were found to be due to academicians’ qualifications, the inexistence of various technology based instruction activities, and negative perceptions toward technology based instruction

Öğretmen Adaylarının Öğrenme Öğretme Süreci Alanındaki Yeterliklerine İlişkin Görüşleri

Özet-Bu çalışmanın amacı, öğretmen adaylarının öğrenme öğretme sürecindeki yeterliklerine ilişkin görüşlerini ve görüşlerinin cinsiyete göre farklılaşıp farklılaşmadığını belirlemektir. Karma yöntemin kullanıldığı çalışmanın örneklemini, Mersin Üniversitesi Eğitim Fakültesi 4. sınıfta öğrenim gören 382 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının öğrenme öğretme sürecindeki yeterliklerine ilişkin görüşlerinin belirlenmesinde betimsel istatistikler kullanılırken; görüşlerinin cinsiyete göre farklılaşıp farklılaşmadığının belirlenmesinde ilişkisiz örneklemler için t-testi kullanılmıştır. Öğretmen adaylarının öğrenme öğretme süreci alanındaki yeterliklerine ilişkin görüşlerinin altında yatan nedenlerin saptanmasında nitel içerik çözümlemesi kullanılmıştır. Öğretmen adaylarının öğrenme öğretme sürecinde kendilerini yeterli gördükleri; öğretmen adaylarının görüşlerinde cinsiyetin anlamlı bir farklılaşma oluşturmadığı saptanmıştır. Öğretmen adaylarının öğrenme öğretme süreci yeterlik alanında kendilerini yeterli görmelerinin nedenleri olarak genellikle öz yeterlik inancına sahip olmalarına, deneyimli olmalarına; yetersiz görmelerinin nedeni olarak eğitim fakültelerinde verilen derslerin  teorik olmasına ve deneyimsiz olmalarına değinilmiştir. Anahtar  Sözcükler: öğrenme öğretme süreci, yeterlik, öğretmen aday

Development of the resistance scale towards technology supported ınstruction: Exploratory and confirmatory factor analysis

The purpose of the study was to develop a scale to determine the prospective teachers’ resistance towards technology supported instruction. For this reason, the draft form was applied to 1082 prospective teachers being educated at School of Education at a Public University in Mediterranean region during 2013-2014 academic year. Exploratory factor analysis based on Varimax rotation has revealed the scale has a structure with single factor and five components. The components are called as “unwilling harmony”, “active resistance”, “complete harmony”, “disproving” and “disregarding”. Reliability parameter of the whole scale has been found as .906; test retest reliability parameter has been found as .354 (p<.05). Five components altogether explain 57,136% of the total variance. Factor loading distribution differs between .532 and .779. As a result of confirmatory factor analysis, GFI (.90), CFI (.99), IFI (.99), NFI and NNFI (.98), RMSEA (.057), CFI (.99), AGFI (.88) have been calculated and the findings has indicated the harmony between the model and observed structure. Reliability analysis, exploratory and confirmatory factor analyses have indicated that resistance scale towards technology supported instruction is a valid and reliable measurement tool

Effects of sintering temperature and Ni/Fe ratio on ballistic performance of tungsten heavy alloy fragments

The aim of this study was to investigate the effects of the sintering temperature and Ni/Fe ratio on the ballistic performance of liquid-phase sintered tungsten heavy alloys. The powder mixtures were pressed under 300 MPa and sintered at 1460, 1480, and 1500 degrees C for approximately 30 min in a reducing and protective atmosphere. Ballistic tests were performed by accelerating tungsten heavy alloy fragments with a velocity of similar to 900 m/s toward a 25 mm-thick Al 6061-T6 target. Simulation studies were performed using the finite-element method to model the deformation of the fragment and the target. The experimental results showed that the highest residual velocity and the best perforation performance for multiple-layered targets were obtained with a 93 W-4.67Ni-2.33Fe alloy sintered at 1480 degrees C, and the increase in the sintering temperature and plastic deformation of the fragments enhanced the damage on the target during the impact process via hole enlargement on the target. The simulation results showed that the mesh sizes of the fragment and the target affected the modeling of the fragment/target deformation and the residual velocity of the fragment. Additionally, the simulation results showed good correlation with test results with regard to the modeling of the deformation at the impact and rear surfaces of the target during perforation.This study was supported by the TOBB University of Economics and Technology and TUBITAK Defense Industries Research and Development Institute . The authors acknowledge Dr. N. Kaan Çalışkan from TUBİTAK Defense Industries Research and Development Institute for his contributions to the studies on sintering

The perceptions of academicians in education faculties on their lifelong learning competencies

Bu çalışmada öğretim elemanlarının yaşam boyu öğrenme yeterliklerine ilişkin algılarınının çeşitli değişkenlere göre incelenmesi amaçlanmıştır. Çalışmanın örneklemini, 2011-2012 öğretim yılında Mersin Üniversitesi, Fırat Üniversitesi, Dicle Üniversitesi, Trakya Üniversitesi, Selçuk Üniversitesi, Zonguldak Karaelmas Üniversitesi, Adnan Menderes Üniversitesi, Çukurova Üniversitesi Eğitim Fakültelerinde görev yapan 255 öğretim elemanı oluşturmaktadır. Veriler araştırmacılar tarafından geliştirilen “Yaşam Boyu Öğrenme Yeterlik Algısı Ölçeği” kullanılarak ve öğretim elemanlarından yaşam boyu öğrenme yeterlik algılarını bir metaforla tanımlamaları istenerek toplanmıştır. Verilerin analizinde betimsel istatistikler, ilişkisiz örneklemeler için t testi, tek yönlü varyans analizi, Pearson korelasyon katsayısı ve nitel veri analizi tekniklerinden içerik analizi kullanılmıştır. Öğretim elemanlarının yaşam boyu öğrenme yeterlik algılarının yüksek olduğu, algılarının cinsiyete, yabancı dil seviyesi ve teknolojiyi kullanma düzeyine göre farklılaştığı görülmektedir. Öğretim elemanlarınca üretilen metaforlarda öğrenmenin devamlılığına vurgu yapıldığı görülmektedir. Yaşam boyu öğrenme yeterliklerinin sınırlı olduğu algısını oluşturacak bir metafor üretilmemesi öğretim elemanlarının yüksek düzeyde yeterlik algısına sahip olduklarını göstermektedir