International Conference on Education and Educational Psychology (ICEEPSY 2010) Effects of Academic Procrastination on College Students’ Life Satisfaction

AbstractThe aim of this study was to examine the effect of procrastination on students’ life satisfaction among a group of college students. In this regard, Tuckman Procrastination Scale and Satisfaction with Life Scale were administered to 314 (214 female, 100 male) college students. The average age of the participants was 20.76 (SD=1.97) with an age range between 17 and 27. The results of the preliminary analysis showed that 38% (119) of the students claimed to be frequent procrastinator, with male students reporting more frequent procrastination than female students do. Results of the ANOVA yielded a significant difference for academic procrastination level on satisfaction with life score. Specifically, procrastinators reported to have lower life satisfaction score than do non-procrastinators

Teaching and learning science during the early years

Over the past two decades, science has increasingly become an integral part of early childhood curricula, and research on teaching and learning science in early years has emerged as an established field of study. Collectively, the findings of a growing body of literature suggest that introducing science in developmentally appropriate ways may support young children’s learning of science concepts and scientific thinking skills. The increasing number of edited volumes and special issues, including this one, devoted to the topic of early childhood science teaching and learning indicates that early science education, as a field of study, will continue to attract researchers from early childhood and science education as well as educational and cognitive psychology

Stay in solidarity and share equally: An open access journal in childhood studies

Journal of Childhood, Education & Society (JCES) was founded as a product of collective thought under the leadership of Dr. Mehmet Toran in July 2019 by a group of early childhood researchers who conduct both collaborative and independent academic research. Under the light of scientific research, current publishing policies cannot eliminate inequalities in public access for transfer and access of knowledge that is generated for the public weal (Beall, 2013). Particularly, having a limited access to the knowledge in early childhood studies is acknowledged as the first step for constitution of JCES. In this context, we would like to underline that independent researchers who are voluntarily taking part in the emergence of JCES are involved in a very courageous endeavour. This collective constitution takes an important responsibility for the public as well, and we point out that to fulfil this responsibility, it embraces moral and ethical rules as a reference point. Objectives, scope and ethical principles of JCES are determined with the contribution of the editorial board. In addition, we make promise to the larger research community of early childhood area that we will make sure to contribute to the area by giving a priority to high quality of research with robust evidence. JCES adopts open science perspective in early childhood studies. Therefore, JCES has a high opinion of sharing the knowledge among people who are in children’s ecology democratically. Attaching importance to open science policy, JCES defends scientific knowledge as public property that should be shared with all without depressing its value (Tonta, 2015). In the light of this target, -as JCES editorial board- we believe that scientific information that has been produced as public property should be shared with everyone through open access. The scientific communication enhanced between researchers-practitioners-readers is aimed to put into practice through the “open access” method. In this context, as open access policy within JCES, we embraced non-profit, voluntary editorial operations without charging a fee either from the reader or authors. Our experiences during publishing our first issue promise that it can be put into practice with a collective movement voluntarily on a digital platform. Solidarity is possible to carry out editorial process not only in Turkey but also with a contribution from every corner of the world. We have given extra importance to research ethics as our publishing policy. While specifying ethical principles, we aimed to take researcher’s attention to this issue. In this sense, after discussions with EECERA and then with the permission from Trustees of EECERA, we decided to embrace EECERA Ethical Code for Early Childhood Researchers that is formulated by Chris Pascal, Tony Bertram, Julia Formosinho, Colette Gray and Margy Whalley (2012). The ethical code bears qualification as a guide for researchers working in the early childhood area. We would like to indicate that applicant articles to the JCES are also evaluated in terms of those ethical codes during the editorial preliminary consideration process. After calling for papers for the inaugural issue, we had a considerable amount of article applications. Those applications studiously evaluated by the referees after preliminary considerations. In this process, constructive feedback from the referees and the revisions authors made in consideration to given feedback contributed to quality of articles concurrently to the quality of the journal. Peer review process that is held studiously, on time and constructively demonstrated that solidarity is built correctly and truthfully. Therefore, we would like to especially thank the referees for the inaugural issue. As you will see in the journal, there are six articles for the inaugural issue from five different countries: Belgium, Colombia, Israel,  Tanzania and the USA. This variety is a result of effective publicity of the journal by editorial board and efficient use of digital platforms with open access policy. Besides that, especially the call for papers announcements by EECERA in their member mail groups and social media accounts demonstrated once more how important solidarity is. As a result of this solidarity and cooperation, we would like to underline that the geographical variety of applicant articles strengthen our faith and self-confidence as well. After publishing first issue, we will continue pertinaciously working to strengthen international collaborations and to ensure continuity of the journal. Being aware of responsibility we are carrying and the risks we may face in the process, we would like to state that we have already taken necessary precautions. To ensure long running path and continuity of publishing for the journal, Gizem Alvan, Kerem Avcı and Taibe Kulaksız - doctorate students- have already started gaining experience in journal publishing and editorial administration process. These experiences would play an important role to provide sustainable publication of the journal. We would like to congratulate them to take part in a constitution courageously. We would like to thank all partners who contributed to spreading information to publish interest with open access with their articles and their supports in the editorial process for the inaugural issue. We would like to state that the call for papers continues for the second issue of JCES which will be published in August 2020 and we are open to early childhood researchers’ original contributions

Anaokulu Çocuklarının Dünyanın Şekline İlişkin Zihinsel Modelleri

The purpose of this study was to examine kindergarten children’s conceptual understandings of the shape of the earth and the characteristics of the cognitive representations they constructed. A total of 20 Kindergarten children participated in the study (age range 60 to 72 months), including 11 boys and 9 girls. A multi-dimensional interview protocol, developed based on previous studies, was used to collect the study data and children were individually interviewed. Children’s responses were analyzed using the model identification methodology. Results demonstrated that while a large proportion of children had naïve models of the earth, none of the children had synthetic models. Some children had a unique mental model of the earth, doughnut (simit), which is not exhibited by children from US and Western European countries. The findings of this study support the assumption that children’s conceptual understandings of the shape of the earth may be represented as internally consistent mental models.Bu çalışmanın amacı 60-72 ay arası okul öncesi dönem çocuklarının dünyanın şekline ilişkin kavramsal anlayışlarını ve bu anlayışların bilişsel olarak nasıl temsil edildiğini incelemektir. Çalışmaya anaokuluna devam eden 60-72 aylık toplam 20 çocuk katılmıştır. Çocukların 11’i erkek, 9’u ise kızdır. Araştırma verileri önceki literatür  temelinde geliştirilen dört boyutlu bir görüşme protokolü kullanılarak çocuklarla birebir yapılan görüşmeler yoluyla toplanmıştır. Çocukların yanıtları model tanılama yöntemi kullanılarak analiz edilmiştir. Sonuçlar, çocukların büyük bir kısmının dünyanın şekline ilişkin naif modellere sahip olduğunu, buna karşın çalışmaya katılan hiçbir çocuğun sentetik modele sahip olmadığını göstermiştir. Bazı çocukların ise Amerikalı ve Batı Avrupalı çocuklarda gözlenmeyen simit modeline sahip olduğu bulunmuştur. Araştırma sonuçları çocukların dünyanın şekline ilişkin kavramsal anlayışlarının içsel olarak tutarlı zihinsel modeller şeklinde temsil edildikleri varsayımını desteklemektedir

Toward a Theory of Experience

Science Education, Vol. 98, No. 1, pp. 106–126Experience is one of the most used terms in (science) education, and it is recognized as being related to learning (education). Yet what experience is and how it is related to learning and change remains untheorized. In this paper, we mainly draw on the work of J. Dewey and L. S. Vygotsky but also on M. Bakhtin and more recent advances on the topic of experience from French philosophy to contribute to a theory of this important category. Accordingly, experience is not something that belongs to or is had by individuals but rather denotes transactions in and across space and time within irreducible person-in-setting units; and it is perfused with an affect that is not (only) the result of mental constructions. An episode from an Australian physics classroom is used to exemplify what such a theory and its method-related implications have to accomplish in the analysis of concrete science lessons

Long-term outcomes of early childhood science education: insight from a cross-national comparative case study on conceptual understanding of science

The purpose of this research was to explore the long term outcomes of either participating or not participating in early childhood science education on Grade 6 students’ conceptual understanding of science. The research is situated in a conceptual framework that evokes Piagetian developmental levels as both potential curriculum constraints and potential models of efficacy. The research design was a multiple case study of Grade 6 children from three schools in China (n=140) who started formal science education in the third grade, and Grade 6 children from three matched schools in Australia (n=105) who started learning science in kindergarten. The students’ understanding was assessed by a science quiz and in-depth interview. The data showed that participating children from the high socio-economic schools in China and Australia had similar understandings of science. Divergence between the medium and low socio-economic schools, however, indicated that the grounding in early childhood science education in Australia may have placed these children at an advantage. Alternative explanations for the divergence including the nature of classroom instruction in the two countries are discussed

What do parents of young children expect from preschool directors? A comparison of parental and managerial expectations

This study aimed to examine the parental expectations from preschool management and the perception of parental expectations by the managers. The research sample consisted of 927 parents (mother-father) who has been residing within Balıkesir central districts (Karesi and Altıeylül) boundaries, and whose children have benefitted the pre-school education service in the state funded independent kindergartens. The data collection tool was developed to be used in this study by the researchers. The first part of the tool was designed to aggregate demographic information about participants. The scale in the second part consisted of a total of 18 items and four sub-scales (Communication and Accessibility, Health and Safety, Physical Resources, and Education) targeting the expectations of parents from the school management. The Confirmatory Factor Analysis (DFA) was performed to examine construct validity of the scale. The mean scores parents and school managers obtained from the subscales of Expectations from Kindergarten Management Scale were analyzed using the MANOVA test. The results demonstrated that parental expectations from kindergarten management differ based on their gender. Mother had significantly higher scores from two subscales (Communication and Accessibility and Health and Safety) than fathers did. The results indicated no statistically significant difference in the mean scores of kindergarten managers. A comparison of parents’ and managers’ mean scores indicated that kindergarten managers obtained higher scores on the Physical Resources subscale than the parents

Analyzing the buying behavior in baby care products through theory of reasoned action

Introduction: Baby care products industry has been growing rapidly and analysis of factors affecting purchasing products still needs much more research. Theory of Reasoned Action (Ajzen and Fishbein, 1980) can be used to explain some aspects and understand the relevant issues. Aim: Aim of this paper is to provide a proposed framework for explaining the purchasing behavior in baby care products industry. Method: A broad literature review has been executed and possible variables have been discussed thoroughly and with the help of Theory of Reasoned Action, conceptual model has been built. Findings: Theory of Reasoned.Action provides some insights to build a framework for understanding this behavior and subscription based online services in baby care products industry has been selected to elaborate the study