THE EXAMINATION OF RESPECT LEVEL OF UNDERGRADUATE STUDENTS FOR DIFFERENCES ACCORDING TO VARIOUS VARIABLES

The purpose of this descriptive study is to examine respect level of the undergraduate students for differences according to the various variables such as gender, department and foreign language preparation class education. The participants of the study consisted of 242 students studying at Afyon Kocatepe University, Turkey in the spring term of 2016-2017 academic year. Simple random sampling method was used in selecting the participants. To collect the data, a “Respect of Difference Survey” developed by Öksüz and Güven (2012) was used. The survey consists of three subscales of ‘informational’, ‘social categories’ and ‘value’ differences. In the analyses, firstly, descriptive statistics such as frequencies, means, and standard deviations were computed to display the subjects’ overall responses to the respect level for differences. Secondly, t-test was conducted in order to determine whether there were any significant differences in respect level of undergraduate students for respect in terms of gender, department and prep class education variables. It has been found that undergraduate students have a high respect level for differences.  Article visualizations

THE SCALE DEVELOPMENT STUDY ON FOREIGN LANGUAGE SPEAKING SELF-EFFICACY PERCEPTION

The aim of this study is to develop a five likert scale called ‘Foreign Language Speaking Self-Efficacy’. A draft scale which includes 38 items has been given to 493 students studying in Afyon Kocatepe University, Foreign Languages School in Turkey. The principal component analysis has been employed in facto analysis of the scale to examine the structural validity. As a result of the analysis 14 items have been excluded and remaining 24 items have been grouped under 3 factors. The total explained variance is 57,428. The Cronbach’s Alpha value is .944 that indicates the internal consistency of the scale. Furthermore, item-total and item-remaining correlations are significant (p<.001) and item discrimination tested by t-test to the bottom and top 27% is also found significant. After exploratory factor analysis, confirmatory factor analysis has been carried out and goodness of fit indexes are seen either acceptable or close to the acceptable values (RMSEA= 0,74; CFI=0,89; RMR=0,61; GFI=0,82; AGFI=0,78; NNFI=0,87).  Article visualizations

DEVELOPMENT OF REFLECTIVE THINKING SCALE FOR SENIOR PRIMARY EDUCATION STUDENTS

The main purpose of this study is to develop a Reflective Thinking Scale to determine the reflective thinking levels of secondary school students. In this study, criterion sampling was employed, one of the purposeful sampling methods. The sample of the study consisted of 300 students in 6th, 8th and 8th grades in Emirdag, Afyonkarahisar. The items in the scale were graded according to 5-point Likert type. The sub-dimensions of the reflective thinking scale are reflection about action, reflection during action and reflection for action. While developing the scale, literature related to the definition of reflective thinking, reflective thinking process, characteristics of reflective thinking individuals, types of reflective thinking, ways of developing reflective thinking were examined. After examining these, a pool of items was created for the purpose of the reflective thinking scale. 52 items were selected from the pool of items and a draft scale was prepared, and 25 students in the 8th grade were pre-tested. Then, the items were presented to the expert opinion and applied to the 300 students attending 6th, 8th and 8th grades. Factor analysis was performed on the collected data. Kaiser-Meyer-Olkin (KMO) and Barlet tests were performed to determine the suitability of the data for factor analysis. Kaiser-Meyer-Olkin (KMO) value was found to be .900. Barlett's test was calculate as x2: 1859,813; sd: 231; p <.01. Confirmatory factor analysis was conducted within the framework of the validity studies of the reflective thinking scale. Confirmatory factor analysis fit indexes are as GF1 = .86; AGF1 = .83; RMR = .078; NNF1 = .94; CF1 = .95 and RMSEA = .071. After the first level confirmatory factor analysis, the second level confirmatory factor analysis was performed.          Article visualizations

EXPECTATION FROM PHYSICAL EDUCATION AND SPORTS CLASSES: A SCALE DEVELOPMENT

The aim of this study is to develop a five-point Likert scale called ‘Expectation from Physical Education and Sports Classes’. A draft scale that includes 80 items has been given to 110 students studying at Gazipaşa Secondary School in the Şuhut district of Afyonkarahisar province, Türkiye. The principal component analysis has been employed in factor analysis of the scale to examine the structural validity. As a result of the analysis 26 items have been excluded and remaining 24 items have been grouped under 5 factors. The total explained variance is 49,621. The Cronbach’s Alpha value is .875 which indicates the internal consistency of the scale. Furthermore, item-total and item-remaining correlations are significant.  Article visualizations

INVESTIGATION OF THE OBJECTIVES OF THE INFORMATION TECHNOLOGY AND SOFTWARE COURSE ACCORDING TO THE REVISED BLOOM TAXONOMY

The aim of this study is to evaluate the objectives in information technology and software course curriculum according to revised Bloom taxonomy. For this purpose, objectives of the fifth and sixth grade information technology and software course curriculum, which was started to be implemented in 2018, were examined. In the study, document analysis technique which is one of the qualitative research methods was used. Two-dimensional analysis table prepared by Anderson and Krathwol was used. In the data processing process, the objectives were evaluated separately by two researchers by using co-observer forms. The classified objectives were shown in tables and graphs and frequency and percentage values were given. There are 75 objectives at the 5th grade level and 77 objectives at the 6th grade level in the information technologies and software curriculum. According to the results of the analysis, it has been concluded that the objectives in the information technology and software course curriculum are under the understanding and applying dimensions in the cognitive process. It has been observed that most of the objectives are under the procedural and conceptual dimension. When evaluated in this respect, it has been concluded that approximately 90% of the objectives are at the higher cognitive level. In the course of information technologies and software, it is aimed to educate individuals who think actively, have problem solving and computational thinking skills, can follow and evaluate the reasoning process, carry out studies on product design and management, develop innovative and original projects that produce solutions to problems encountered in daily life, it is thought to be beneficial to increase the objectives towards developing high level cognitive skills.  Article visualizations

INVESTIGATION OF THE CORRELATION BETWEEN SECONDARY SCHOOL STUDENTS’ METACOGNITIVE AWARENESS LEVEL AND LISTENING-MONITORING STRATEGIES

The aim of this study is to determine the correlation between secondary school students' metacognitive awareness levels and frequency of listening / monitoring strategies. In the study, correlational survey model has been employed. The sample of the study consists of 406 secondary school students from 4 schools determined by criterion sampling method in the 2018-2019 academic year. The Metacognitive Awareness Inventory for Children (Jr. MAI) - A and B Forms and The Usage Frequency Scale of Listening/Monitoring Strategies in Secondary School Students have been used as data collection tools. Percentage, frequency, arithmetic mean, correlation analysis, t test, two-way ANOVA analysis have been used. As a result of the research, it has been found out that the frequency of using secondary school students' listening / monitoring strategies is high, and there is a positive correlation between metacognitive awareness level and listening / monitoring strategies. Furthermore, it has been concluded that there is a significant correlation between the metacognitive awareness levels of the secondary school students and the frequency of using listening / monitoring strategies in terms of grade level, there is a positive correlation in favor of female students in terms of gender variable. According to the results of two-way ANOVA, it has been concluded that there is no significant difference depending on the common effect in problem situations involving gender and class variables. Article visualizations

The effect of using social networks on the classroom management in english classes: Case of Afyon Kocatepe University school of foreign languages

Çağımızda hızla gelişmekte olan teknoloji ve internet hayatımızın vazgeçilmez birer unsuru haline gelmişlerdir. Mobil cihazlarla birlikte insanların internette geçirdikleri vakitte oldukça artmıştır. İnsanlar mobil cihazlarından çoğunlukla arkadaşlarıyla iletişim kurdukları sosyal ağlarda vakit geçirmektedirler. Sosyal ağların hayatımızda bu kadar yer edinmesinden dolayı eğitim alanında kullanılabilirlikleri de araştırılmaktadır. Eğitim alanına yönelik olarak geliştirilmekte olan eğitsel sosyal ağlar ise günümüzde daha da yaygınlaşmakta ve araştırılmaktadır. Bu araştırmanın amacı öğretmenlerin sınıf yönetimi kapsamında gün geçtikçe yaygınlaşmakta olan eğitsel sosyal ağ sitelerinin üniversite yabancı dil hazırlık sınıflarında sınıf yönetiminde kullanılabilirliğini ve beklentilere ne derece yanıt verdiğini araştırmaktır. Araştırma 2015-2016 akademik yılı güz yarıyılı döneminde Afyon Kocatepe Üniversitesi Yabancı Diller Yüksekokulunda 63 öğrencinin eğitsel bir sosyal ağ sitesini altı hafta süreyle kullanmasıyla gerçekleştirilmiştir. Bu çalışmada karma araştırma yöntemi kullanılmıştır. Çalışma sonrasında veriler, sosyal ağların eğitimde kullanım ölçeği, sosyal ağ kullanışlılık anketi ve eğitsel sosyal sitesi üzerinde gerçekleştirilen sınıf içi etkileşim verileri aracılığıyla toplanmıştır. Elde edilen verilerin incelenmesinde betimsel istatistikler kullanılmıştır. Çalışma sonucunda eğitsel sosyal ağ sitesini kullanan öğrencilerin sosyal ağın, iletişim, işbirliği ve materyal paylaşımı özelliklerini faydalı buldukları sonucuna varılmıştır.The technology and the internet developing unprecedentedly in modern times have been indispensable elements in our lifes. The time which people spend on the net has increased owing to the mobile devices. People spend their time on social networks where they communicate with their friends by using these kinds of devices. As the mobile devices are getting irreplaceable in our lifes, their usability in the education has been studied. Educational social networks especially designed for being used in education are getting more popular and studied. The purpose of this research is to study the usability and the effectiveness of the educational soacial networks which are getting more widespread on the classroom management in foreign language schools in universities. The study has been conducted during 2015-2016 academic year fall term by 62 students using the educational socail network for 6 weeks in Afyon Kocatepe University School of Foreign Languages. In this study, mixed research method has been used. The data have been collected by using the usability of the social networks in education survey, the usability of social network questionnaire and the registries on the educational social network. The data have been analyzed by using descriptive statistics. It has been concluded that the educational social network has been found useful for communication, cooperation and sharing material by students

Use of digital stories in social studies course: Examination of students' qualifications and values

Günümüzde yaşanan hızlı teknolojik gelişmeler hem bireylerin hem de toplumların ilgi ve ihtiyaçlarını büyük ölçüde etkilemektedir. Özellikle günümüz öğrencilerinin teknolojiye olan yakın ilgisi dikkate alındığında eğitim ortamlarında çeşitli teknolojik araç-gereç ve uygulamaların kullanılması kaçınılmaz bir hal almıştır. Bu doğrultuda, bu araştırmada Sosyal Bilgiler dersinde öğrenciler tarafından hazırlanan dijital hikaye kullanımı yoluyla 5. sınıf öğrencilerinin değer ve dijital okuryazarlık özyeterliklerinin incelenmesi amaçlanmıştır. Bu amaç doğrultusunda araştırma, eylem araştırması biçiminde desenlenmiştir. Eylem araştırması içerisinde sürece yönelik net bir bakış açısına sahip olabilmek amacıya hem nicel hem de nitel veri toplama araçları kullanılmıştır. Araştırmada nicel veriler kelime ilişkilendirme testi ve dijital okuryazarlık özyeterlik ölçeği ile nitel veriler ise ahlaki ikilem formları, yarı yapılandırılmış görüşmeler ve araştırmacı, öğretmen ve öğrenci günlükleri ile toplanmıştır. Eylem planlarının geliştirilmesinden önce sürece yönelik derinlemesine bir bakış açısı kazanabilmek amacıyla 2019-2020 eğitim öğretim yılının bahar döneminde bir pilot uygulama yapılarak araştırma sürecine bir temel oluşturulmuştur. Pilot uygulama olarak tasarlanan birinci eylem planından elde edilen veriler doğrultusunda araştırmanın uygulaması 2020-2021 öğretim yılının güz döneminde Afyonkarahisar il merkezinde bulunan bir okulun 5/B şubesindeki öğrencileri üzerinde gerçekleştirilmiştir. Araştırma, ilk dört haftası sınıf ortamında ve son sekiz haftası sanal ortamda olmak üzere toplam on iki hafta süresince yürütülmüştür. Araştırmada elde edilen bulgular, öğrenciler tarafından hazırlanan dijital hikayelerin öğrencilerin dijital okuryazarlık özyeterliklerinin ve değerlerinin üzerinde etkili olduğunu göstermiştir.The rapid technological developments experienced today greatly affect the interests and needs of both individuals and societies. The use of various technological tools and applications in educational environments has become inevitable considering the close interest of today's students to technology. Accordingly, in this study, it is aimed to examine the value and digital literacy self-efficacy of 5th grade students through the use of digital stories prepared by the students in the Social Studies Course. For this purpose, the research was designed as an action research. Both quantitative and qualitative data collection tools were used in order to have a clear perspective on the process within the action research. In the research, quantitative data were collected through word association test and digital literacy self-efficacy scale, and qualitative data were collected through moral dilemma forms, semi-structured interviews and researcher, teacher and student diaries. A pilot study was conducted in the spring semester of the 2019-2020 academic year in order to gain an in-depth perspective on the process before the action plans were developed, and a basis for the research process was established. In line with the data from the first action plan, which was designed as a pilot application, the application of the research was carried out on the students in the 5/B branch of a school located in the city center of Afyonkarahisar in the fall semester of the 2020-2021 academic year. The research was carried out for a total of twelve weeks, the first four weeks in the classroom environment and the last eight weeks in the virtual environment. The findings obtained in the study showed that the digital stories prepared by the students were effective on the digital literacy self-efficacy and values of the students

The effect of using social networks on the classroom management in english classes: Case of Afyon Kocatepe University school of foreign languages

Çağımızda hızla gelişmekte olan teknoloji ve internet hayatımızın vazgeçilmez birer unsuru haline gelmişlerdir. Mobil cihazlarla birlikte insanların internette geçirdikleri vakitte oldukça artmıştır. İnsanlar mobil cihazlarından çoğunlukla arkadaşlarıyla iletişim kurdukları sosyal ağlarda vakit geçirmektedirler. Sosyal ağların hayatımızda bu kadar yer edinmesinden dolayı eğitim alanında kullanılabilirlikleri de araştırılmaktadır. Eğitim alanına yönelik olarak geliştirilmekte olan eğitsel sosyal ağlar ise günümüzde daha da yaygınlaşmakta ve araştırılmaktadır. Bu araştırmanın amacı öğretmenlerin sınıf yönetimi kapsamında gün geçtikçe yaygınlaşmakta olan eğitsel sosyal ağ sitelerinin üniversite yabancı dil hazırlık sınıflarında sınıf yönetiminde kullanılabilirliğini ve beklentilere ne derece yanıt verdiğini araştırmaktır. Araştırma 2015-2016 akademik yılı güz yarıyılı döneminde Afyon Kocatepe Üniversitesi Yabancı Diller Yüksekokulunda 63 öğrencinin eğitsel bir sosyal ağ sitesini altı hafta süreyle kullanmasıyla gerçekleştirilmiştir. Bu çalışmada karma araştırma yöntemi kullanılmıştır. Çalışma sonrasında veriler, sosyal ağların eğitimde kullanım ölçeği, sosyal ağ kullanışlılık anketi ve eğitsel sosyal sitesi üzerinde gerçekleştirilen sınıf içi etkileşim verileri aracılığıyla toplanmıştır. Elde edilen verilerin incelenmesinde betimsel istatistikler kullanılmıştır. Çalışma sonucunda eğitsel sosyal ağ sitesini kullanan öğrencilerin sosyal ağın, iletişim, işbirliği ve materyal paylaşımı özelliklerini faydalı buldukları sonucuna varılmıştır.The technology and the internet developing unprecedentedly in modern times have been indispensable elements in our lifes. The time which people spend on the net has increased owing to the mobile devices. People spend their time on social networks where they communicate with their friends by using these kinds of devices. As the mobile devices are getting irreplaceable in our lifes, their usability in the education has been studied. Educational social networks especially designed for being used in education are getting more popular and studied. The purpose of this research is to study the usability and the effectiveness of the educational soacial networks which are getting more widespread on the classroom management in foreign language schools in universities. The study has been conducted during 2015-2016 academic year fall term by 62 students using the educational socail network for 6 weeks in Afyon Kocatepe University School of Foreign Languages. In this study, mixed research method has been used. The data have been collected by using the usability of the social networks in education survey, the usability of social network questionnaire and the registries on the educational social network. The data have been analyzed by using descriptive statistics. It has been concluded that the educational social network has been found useful for communication, cooperation and sharing material by students

Data Literacy Scale Development for High School Students

In this study, it was aimed to develop a scale to determine the data literacy level of high school students. The sample of the research consists of the students studying at high school in the province of Afyonkarahisar, Turkey in the 2020-2021 academic year. Exploratory sequential design, one of the mixed methods was employed in the study. The data were analyzed by Exploratory Factor Analysis (EFA) and it resulted in a structure with 21 items and four subdimensions named as data literacy awareness, self-awareness, data access, data literacy self-efficacy. Cronbach's alpha values for the subscales were found to be 0.910, 0.821, 0.722 and 0.648, respectively and 0.918 for the scale. It can be accepted that the data literacy scale for high school students, consisting of 21 items and 4 sub-dimensions, is a reliable scale. Keywords: data literacy, high school students, scale development DOI: 10.7176/RHSS/12-8-02 Publication date: April 30th 202