DISCIPLINE PROBLEMS FACED BY SCIENCE TEACHERS IN CLASSROOM MANAGEMENT AND SOLUTIONS FOR THESE PROBLEMS

The aim of this study is to determine the classroom discipline problems faced by science teachers in classroom management and the ways of solutions they have developed for these problems. The study was carried out in the fall semester of the 2019-2020 academic year. In the study, scanning method, one of the descriptive research methods, was used. The sample of the study consists of a total of 55 pre-service teachers, 30 of whom are male and 25 of whom are female. The data of the study were obtained through a questionnaire developed by the researchers. The questionnaire includes 6 open-ended questions to identify the classroom discipline problems faced by science teachers in the classroom where prospective teachers are observers. The participants were given approximately 20 minutes to complete the questionnaire. Science teacher candidates also completed the questionnaire within the specified time. The data obtained from the questionnaire were subjected to descriptive and content analysis. The data obtained from prospective teachers are presented in the findings section in a purposeful and detailed manner. 2 faculty members and 2 teachers created the themes and codes for each question by jointly evaluating the answers given by the preservice teachers to the questionnaire. It was determined that 2 faculty members and teachers agreed to a large extent on the results obtained. As a result of the study, the teachers; it was determined that they encountered behavioral problems such as indifference, disrespect, behavioral disorder, lesson adaptation, communication, psychological problem, and order. It was concluded that the negative behavior problems encountered were caused by teachers, students and environment. On the other hand, it was determined that behavioral problems, financial situation and technology were the basis of students' displaying behaviors that cause problems in the classroom. Another conclusion reached in the study is that students exhibiting undesirable behavior are exposed to various reactions. In the light of the results obtained, suggestions for solutions that can be developed by revealing the underlying reasons of students' undesirable behavior are presented.  Article visualizations

Searching for quality in the training of primary school teachers in Turkey

Türkiye’de nitelikli öğretmen yetiştirme konusu geçmişten günümüze Türk Milli Eğitiminin önde gelen sorunlarından biri olmuştur. Çünkü öğretmen yetiştirmek, geleceğin insanlarını yetiştirecek olan uzmanları yetiştirmektir. Nitelikli öğretmen yetiştirme sorununun daha iyi anlaşılması için geçmişten günümüze tarihi bir süreç içerisinde öğretmen eğitiminin incelenmesi ve değerlendirilmesi önemli görülmektedir. Öğretmen yetiştirme sorunu tarihi süreç içerisinde hep var olagelmiştir. Nitelikli öğretmen yetiştirmek için zaman zaman köklü çözümler düşünülmüş, öğretmen yetiştiren yeni kuruluşlar oluşturulmuş, bazen de geçici önlemlere başvurulmuştur. Türkiye’nin değişen ve gelişen toplumsal yapısı içerisinde, öğretmenlere önem verildiği ve onların, toplumu çağdaş uygarlık düzeyine çıkaracak uzmanlar olarak görüldüğü ve bunun da uygulamalara yansıdığı anlaşılmaktadır. Türkiye’de öğretmen yetiştirme sorununun daha iyi anlaşılması için geçmişten günümüze tarihi bir süreç içersinde öğretmen eğitiminin de kısaca incelenmesi ve bu konunun önemi hakkında bilgi verilmesi gereklidir. Öğretmen yetiştirme sorunu tarihi süreç içerisinde hep var olagelmiştir. Türk eğitim tarihi bize öğretmen yetiştirmenin çok önemli ve eski bir tarihi geçmişi olduğunu göstermektedir. Öğretmen yetiştirme sorununun tarihi seyrini, Cumhuriyet öncesi ve Cumhuriyet dönemi olarak iki dönem halinde ele almak mümkündür. Bu çalışmada, Türk Eğitim Sistemi açısından çok önemli bir gelişim sürecinin başlangıcı kabul edilen çağdaş anlamda ilk öğretmen okulu “Darülmuallimin”den günümüze kadar olan gelişim sürecine yer verilmiştir.The issue of traning qualified teachers has been one of the top priorities of the Turkish National Education. because teacher training means training experts who are going to educate the future students. It is important to explore and evaluate teacher education systems from past to modern times in order to understand the issue of quality teacher training. The issue of teacher training has always been a concern throughout history. In order to train qualified teachers radical solutions have been thought from time to time, new institutions have been established and sometimes permanent pracautions have been taken. Within the changing and improving sociatal structure of Turkey, it is understood that teachers are given importance and they are seen as experts to carry the public to modern civilisation level. In order to understand the issue of teacher training in Turkey better, one needs to investigate the historical development of teacher training. The issue of teacher training has always been a concern throughout history. The Turkish educational history shows that teacher training is very important and has a long historical background. It is possible to consider the historical development of teacher training in two periods; before the republic and during the republic. In this study, the development from the first teacher training school in the modern sense "Darülmuallimin", which is accepted as the starting point of a very important process from the view of the Turkish educational system, to present is discussed

The effect of the process of parents’ participation on the primary-school 1st grade students’ math success*

Ailelerin eğitim-öğretim sürecine katılımları; ailelerin çocuklarından matematik başarılarına ilişkin beklentileri, ailelerin okul etkinliklerine katılımı, okul-aile ve öğrenci arasındaki etkileşim şeklinde açıklanmaktadır. Aile katılım sürecinde çocuklardan gelecek geri bildirimler, çocukların matematik başarılarını olumlu yönde etkilemektedir. Bu araştırmanın amacı; velilerin aile katılım sürecinde çocuklarının matematik başarısına yönelik görüşlerini nitel bir çerçevede ayrıntılı olarak belirlemektir. Çalışmada “durum çalışması” araştırma yöntemi kullanılmıştır. Araştırmanın çalışma grubunu, 2009-2010 eğitim-öğretim yılında Giresun ili merkezinde bulunan bir ilköğretim okulunun 2. sınıfında öğrenim gören öğrencilerin velileri oluşturmaktadır. Bu sınıfta toplam 24 öğrenci bulunmaktadır. Bu 24 öğrencinin velileri arasından gönüllülük esas alınarak 20 veli çalışmaya katılmıştır. Araştırmada, veri toplama aracı olarak 8 açık uçlu sorudan oluşan “yarı yapılandırılmış görüşme formu” kullanılmıştır. Görüşmenin güvenirliği araştırmacılar tarafından elde edilen veriler kodlanarak ortalama % 82 bulunmuştur. Araştırma sonucunda elde edilen bulgulara göre aileler, eğitim-öğretim sürecine katılımlarının çocuklarının matematik başarısını artıracağı yönünde görüş belirtmişlerdir. Velilere yönelik öğretmen ve okul yöneticileri ile ortak fikirleri ve beklentileri paylaşmayı hedefleyen okul içi-dışı etkinlikler düzenlenmesi yoluna gidilebilir. Bunlara ek olarak, aile katılımı ve bu çerçevede çocuğun eğitimi konusunda verimli bir ortamın oluşturulabilmesi amacıyla velilere dönük seminerler düzenlenebilir.Parents’s participation in educational and instructional process, parents’ expectation of their children’s math success and parents’ involvement in school activities can be explained as the interaction between school-parents and students. The feedback the children will display as a result of the process of parents’ involvement positively affect children’s math- success. The aim of this research is to establish in detail and in a qualitative frame-work the opinions that parents have about their children’s math-success during the process of parents’ involvement. In this study was used the samplecase research method. In the study-group were involwed the parents of the second- grade students in a primary-schhol in the province of Giresun in he academic year of 2009-2010. The classroom is totally composed of 24 students, whereas only twenty parents from among all the students’ parents were voluntarily involved in the study. As a means of data collection, in the research/study was used ‘a semi-constructed interview-form’ with eight openended questions. The reliability of the interview was found to be eighty two percent (%82) with the coding of the data obtained by researchers. The results obtained from the study/research indicated that parents expressed positive ideas on the fact that their involvement in educational and instructional process would-certainly-increase their children’s success of mathematics. Hence, in and out-school activities, which aim to share the ideas and expectations of teachers and school-administrators with parents, can be organized for parents. In addition, for a productive setting to be provided for children and the parental involvement in school activities to be encouraged or initiated, seminars can also be held for parents

Self-Reported Allergic Adverse Events Following Inactivated SARS-CoV-2 Vaccine (TURKOVAC™) among General and High-Risk Population

TURKOVAC™ is a whole-virion inactivated COVID-19 vaccine which was developed and granted emergency use and conditional marketing authorization in December 2021 in Türkiye. The objective of this study is to assess the distribution and the severity of allergic adverse events following the administration of the vaccine as the primary or the booster dose in 15 provinces in Türkiye. In this cohort study, between February and May 2022, in the selected 15 provinces having an adequate number of health care personnel in the community health centers to conduct the study, 32,300 people having the first, the second, or the booster dose of the vaccine were invited to the survey. A total of 29,584 people voluntarily agreed to participate to the survey and were given a structured questionnaire after a minimum of 10 days following the vaccination. In our study, only 0.5% of the participants (142 persons) reported to experience any allergic reaction, and 12 of them (8.5%) reported to be given medical treatment in a health center. Male predominance (55.6%) was observed among participants reported to experience any allergic reaction. No hospitalization was recorded. Of the participants, 4.4% (1315 people) reported to have a history of allergy. The most reported allergens were drugs. Among the participants without a known history of allergy (n = 28,269), 0.4% of them (110 people) reported to experience an allergic reaction following the vaccination, and 5.4% of the allergic reactions (six people) were reported to be treated in a health center. The percentage of the participants given any medical treatment among the participants without a known history of allergy is 0.02%. No immediate or anaphylactic reaction was reported. Among the participants with a known history of allergy (n = 1315), 32 people (2.4% of them) reported to experience an allergic reaction following the vaccination, and 18.7% of the allergic reactions (six people) were reported to be prescribed a medical treatment. The percentage of the participants given any medical treatment among the participants with a known history of allergy is 0.4%. A known history of allergy increased the risk of having an allergic experience by approximately six times following vaccination. As a whole-virion inactivated SARS-CoV-2 vaccine, the TURKOVAC™ vaccine, with a low allergic reaction-related adverse event profile, can be an alternative to other COVID-19 vaccines

Investigating the measurement structure of the Turkish version of the Dysfunctional Attitudes Scale-9

The Turkish version of the Dysfunctional Attitudes Scale-9 (DAS-9) items assesses an individual’s level of endorsement of dysfunctional attitudes associated with depression. The purpose of this study was to evaluate factorial reliability and validity of the Turkish version of the DAS-9. Exploratory and confirmatory factor analyses and the MIMIC model were used to investigate the psychometric properties of the DAS-9. The exploratory factor analysis results indicated a two-factor structure: (a) personal/internal rigid thoughts, and (b) dysfunctional thoughts involving other people and the external world. Participants at a high risk for depression endorsed the factor scores significantly higher than participants at a lower risk. Overall, the results suggest that the scale is a reliable and valid measure that can be used by clinicians and researchers to measure level of dysfunctional attitudes