Mehmet Başaran - Profile on Academia.edu (original) (raw)
Papers by Mehmet Başaran
Test for assessing coding skills in early childhood
Education and Information Technologies , 2022
This research aims to develop a valid and reliable test to determine the coding skill levels of 5... more This research aims to develop a valid and reliable test to determine the coding skill levels of 5–7 years old children in early childhood. The study sample consists of children aged 5–7 who attend primary and pre-school education institutions affiliated to the Ministry of National Education in Ağrı and Gaziantep city center in the 2020–2021 academic year. Data were obtained from 308 children, 101 of whom were five years old, 100 were six years old, and 107 were seven. As a data collection tool in research, the “Personal Information Form” containing personal information about children and their parents and the “Early Childhood Coding Skills Assessment Test” developed by the researcher to evaluate the coding skill levels of 5–7-year-old children were used. In the validity analysis to determine the test’s validity and reliability, content-structure validity, criterion-based validity analysis, similar scale compatibility validity, tetrachoric factor analysis, and item difficulty analysis; In the reliability analysis, KR-20 reliability analysis was used. As a result of the findings obtained from the research, the “Early Childhood Coding Skills Assessment Test” is a valid and reliable measurement tool that can be used to determine the skill levels of 5–7-year-old children unplugged coding and robotic coding.
Adaptation of the Computational Thinking Skills Assessment Tool (TechCheck-K) in Early Childhood
Journal of Science Education and Technology, 2024
In the early years, it has become essential to support the acquisition of computational thinking,... more In the early years, it has become essential to support the acquisition of computational thinking, which is seen as a 21st-century skill and new literacy. A valid and reliable measurement tool is needed to develop and evaluate educational practices related to these skills. TechCheck is a validated unplugged assessment of computational thinking skills for young children. (Relkin & Bers in IEEE Global Engineering Education Conference (EDUCON) in 2021 (pp. 1696–1702), 2021; Relkin et al. in Journal of Science Education and Technology 29(4):482–498, 2020). This study aims to adapt and characterize a Turkish version of TechCheck-K for children aged 5–6. Validity and reliability of the Turkish version were established through classical test theory and item response theory, as had been done for the original English language version. Based on classical test theory, the confirmatory factor analysis used A tetrachoric weighted matrix to test the instrument’s structure. The one-dimensional structure of the instrument was verified. The KR-20 reliability coefficient for the scale consisting of one dimension and 15 items was .87, which is considered an acceptable level of reliability. Rasch and 2PL models were compared with M2 statistics to determine the item and test parameters based on item response theory (IRT). The 2PL model was chosen as the best fit. Mean TechCheck scores differed based on gender, socio-economic status, past exposure to computers, and coding experience. These results indicate that the Turkish version of TechCheck-K has acceptable psychometric properties for measuring computational thinking skills in children between 5 and 6 years of age.
The domain of early childhood education has witnessed an increasing emphasis on developing coding... more The domain of early childhood education has witnessed an increasing emphasis on developing coding and computational thinking (CT) abilities. Scholarly investigations have delved into appropriate approaches for enhancing these proficiencies within early childhood classrooms. The present study aims to investigate the impact of a digital story design program, or Design-Based Digital Story Program (DBDS), on the coding and CT skills of 5-year-old children. Specifically designed for children aged 3-6, the DBDS program aligns with constructivism principles, which promote experiential learning. Employing a case-control quasi-experimental design, the study employed pre-intervention and post-intervention assessments and a follow-up retest after one month. The intervention involved implementing the digital story design program over 11 weeks, with three sessions per week, each lasting between 60 to 90 min, targeting five-year-old participants. The findings reveal that the DBDS program significantly enhances CT and coding skills compared to a control group. Moreover, female participants exhibited more significant improvements in CT skills post-intervention than their male counterparts, while no significant gender-based effects were observed in coding skills. These findings suggest that the DBDS program effectively supports the cultivation of coding and CT abilities among young children, warranting further exploration in diverse educational settings and across various grade levels.
Meta-thematic synthesis of research on early childhood coding education: A comprehensive review
The growing significance of coding in 21st-century early childhood education extends beyond techn... more The growing significance of coding in 21st-century early childhood education extends beyond technical proficiency, encompassing cognitive development, problem-solving, and creativity. Coding is being integrated globally into educational curricula to prepare students for the digital era. This research examines coding’s potential impact on cognitive and socio-emotional development and emphasizes the need for evidence-based analysis. A meta-thematic analysis synthesizes qualitative data from various studies in a study on coding’s effects on preschool children’s cognitive and socio-emotional development. It focuses on two themes: cognitive contributions and socio-emotional contributions. Thirteen suitable studies were identified from 942 visualized using the PRISMA flow diagram. Coding education enhances cognitive and socio-emotional skills in preschoolers, with implications for curriculum integration. In summary, coding’s holistic benefits in early childhood education are explored, and a meta-thematic analysis investigates its influence on cognitive and socio-emotional domains in preschoolers, emphasizing the need for rigorous evidence-based research.
A meta-thematic analysis of using technology-mediated gamification tools in the learning process
This research aims to examine the effects of Kahoot, a technology-based gamification tool, on the... more This research aims to examine the effects of Kahoot, a technology-based gamification tool, on the learning process. The research design is qualitative and uses meta-thematic analysis to analyze data collected through document analysis and content analysis of 40 studies. The results show that Kahoot has positive impacts on students’ cognitive, affective, and social development. Kahoot helps students understand and learn subjects, as well as strengthening their memory and reflection skills. It is also intriguing, entertaining, motivating, and anxiety-relieving. Kahoot also supports collaborative learning, increases class participation, and has a unifying effect. While there are some limitations to using Kahoot in the learning process, the benefits outweigh these limitations, making it a recommended tool for use in the learning process.
A meta-thematic analysis of using technology-mediated gamification tools in the learning process
Interactive Learning Environments , 2023
This research aims to examine the effects of Kahoot, a technology-based gamification tool, on the... more This research aims to examine the effects of Kahoot, a technology-based gamification tool, on the learning process. The research design is qualitative and uses meta-thematic analysis to analyze data collected through document analysis and content analysis of 40 studies. The results show that Kahoot has positive impacts on students’ cognitive, affective, and social development. Kahoot helps students understand and learn subjects, as well as strengthening their memory and reflection skills. It is also intriguing, entertaining, motivating, and anxiety-relieving. Kahoot also supports collaborative learning, increases class participation, and has a unifying effect. While there are some limitations to using Kahoot in the learning process, the benefits outweigh these limitations, making it a recommended tool for use in the learning process.
Dialogues with artificial intelligence: Exploring medical students’ perspectives on ChatGPT
ChatGPT has initiated a new era of inquiry into sources of information within the scientific comm... more ChatGPT has initiated a new era of inquiry into sources of information within the scientific community. Studies leveraging ChatGPT in the medical field have demonstrated notable performance in academic processes and healthcare applications. This research presents how medical students have benefited from ChatGPT during their educational journey and the challenges they encountered, as reported through their personal experiences. The methodological framework of this study adheres to the stages of qualitative research. An explanatory case study, a qualitative research method, was adopted to determine user experiences with ChatGPT. Content analysis based on student experiences with ChatGPT indicates that it may offer advantages in health education as a resource for scientific research activities. However, adverse reports were also identified, including ethical issues, lack of personal data protection, and potential misuse in scientific research. This study emphasizes the need for comprehensive steps in effectively integrating AI tools like ChatGPT into medical education as a new technology.
Early Coding Education and its Multidimensional Impact on Preschool Development: An Analysis of ChatGPT’s Insights
This study investigates ChatGPT’s perspectives on coding education for preschool children to prov... more This study investigates ChatGPT’s perspectives on coding education for preschool children to provide a comprehensive understanding that is valuable for educators in early childhood education. An instrumental case study approach was employed, utilizing qualitative research design and case study methods. Data were gathered using a structured interview form containing 93 questions posed to ChatGPT version 3.5 to obtain in-depth insights into coding education during the preschool period. Content analysis examined ChatGPT’s responses, identifying key themes and codes. The findings indicate that coding practices equip children with coding skills and support their development in multiple domains. Furthermore, the study highlights that uncertainties surrounding the definition of coding, the skills it encompasses, and its integration into curricula are gradually diminishing, with more explicit frameworks emerging. While there are drawbacks to artificial intelligence tools, the study concludes that tools like ChatGPT have significant potential to contribute to the content development of teachers, offering valuable resources to enhance coding education in early childhood.
![Research paper thumbnail of The Processes and the Steps of a STEM [Science, Technology, Engineering, Mathematics] Teacher Training Program for a Pre-School Education Institution](https://attachments.academia-assets.com/57060949/thumbnails/1.jpg)
](In today's world where technology has developed rapidly and we are living in the age of industry ... more In today's world where technology has developed rapidly and we are living in the age of industry 4.0, this rapid development has necessitated new approaches in education. Researchers, teachers, legislators and states closely follow these approaches and make revisions in education. The most outstanding field focused and studied among these revisions was STEM, which is an educational concept used as an abbreviation for the acronyms of science, technology, engineering, mathematics. STEM aims to solve knowledge based real life problems on the understanding of education integrated with the disciplines of science, technology, engineering and mathematics. STEM education provides students with 21st century skills such as analytical thinking, critical thinking, and entrepreneurship. However, project- based learning, scientific inquiry, mathematical modeling and computational thinking aim to develop the necessary knowledge and skills in subfields.
In this research, it was aimed to develop STEM teacher training program for preschool teachers. It was aimed to observe the developments / differentiation in teachers’ STEM capacities comprised of
science - technology - engineering - mathematics with the STEM teacher training program.
Araştırmanın amacı ilkokul öğrencilerinin STEM'e ilişkin tutumlarının çeşitli değişkenler açısınd... more Araştırmanın amacı ilkokul öğrencilerinin STEM'e ilişkin tutumlarının çeşitli değişkenler açısından incelenmesidir. Araştırma tarama modelinde betimsel bir çalışmadır. Araştırmanın çalışma evrenini, 2016-2017 öğretim yılı güz yarıyılında, Gaziantep ili merkez ilçelerinde yer alan ilkokulları 4. sınıflarında öğrenim gören öğrenciler, örneklemini ise tesadüfi yöntemle seçilen yedi ilkokuldan toplam 492 dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmanın verileri Faber, Wiebe, Corn, Townsend ve Collins (2013) tarafından geliştirilen " STEM Tutum Ölçeği " kullanılarak elde edilmiştir. Ölçek, "matematik", "bilim", "mühendislik-teknoloji" ve "21. yüzyıl" olmak üzere 4 alt boyuttan oluşan 37 maddelik 5 likert tipi bir ölçektir. İlkokul için ölçeğin yapı geçerliliği araştırmacılar tarafından doğrulayıcı faktör analizi ile test edilmiş ve uygunluk indekslerinden (χ2 / sd, GFI, AGFI, RMSEA, RMR, SRMR, CFI, NNFI, NFI ve PGFI) elde edilen sonuçlar, 37 madde ve dört boyuttan oluşan modelin kabul edilebilir uyum değerine sahip olduğu saptanmıştır. Araştırma sonucunda öğrencilerin STEM'e ilişkin tutum puanlarının bilim merkezine giden, deney yapan, laboratuvar kullanan, derslerde tablet kullanan, akıllı tahta kullanan, proje yarışmalarına katılan ve bir uzmandan STEM konularında bilgi alan öğrenciler lehine anlamlı bir fark gösterdiği belirlenmiştir. STEM tutum puanlarının özel okulda öğrenim gören öğrenciler lehine farklılık gösterdiği ancak cinsiyete göre farklılaşmadığı tespit edilmiştir. Ayrıca STEM tutumlarını olumlu yönde geliştirdiği belirlenen etkinliklerin gerçekleştirilmesinde özel okula giden öğrenciler lehine anlamlı farklılık bulunmuştur.
STEM ülkemizdeki adı ile FeTeMM son yıllarda dünyada ve Türkiye’de üzerinde çok konuşulan ve araş... more STEM ülkemizdeki adı ile FeTeMM son yıllarda dünyada ve Türkiye’de üzerinde çok konuşulan ve araştırma yapılan bir konu
olarak gündeme gelmektedir (Yıldırım ve Altun 2015; Çorlu, 2014; Gonzalez ve Kuenzi; 2012). STEM; Science, Technology,
Engineering ve Math kelimelerinin ilk harflerinden, bu kavramın Türkçe karşılığı olan FeTeMM ise Fen, Teknoloji,
Mühendislik ve Matematik kelimelerinin ilk harflerinden oluşmaktadır. STEM kavramı ilk olarak 2001 yılında The National
Science Foundation yöneticisi Judith A. Ramaley tarafından bir eğitimle ilişkili bir kavram olarak ifade edilmiştir (Scott, 2009;
Zhou, 2010; Langdon, McKittrizk, Bedee, Khan, ve Domms, 2011; Koonce, Zhou, Anderson, Heing ve Conley 2011).
Teknoloji ve bilimdeki gelişmelerle de eğitim alanında da STEM konusunda öğrencilerin ve öğretmenlerin bilgi, beceri ve
yetkinliklerini geliştirmek için çok sayıda girişim ve çalışma başlatılmıştır. Örneğin, Amerika Birleşik Devletleri hükümeti,
öğrencilerin STEM ile ilgili etkinliklere katılmalarını teşvik etmeye ve STEM ile ilgili mesleklere ilgilerini arttırmaya yönelik
“İnovasyon için Eğitim” adında bir program başlatmıştır (Obama, 2009). Ülkemizde de Bahçeşehir Üniversitesi, Aydın
Üniversitesi’nin ve Muş Alparslan Üniversitesinin STEM alanında öğretmenlerin ve öğretmen adaylarının mesleki gelişimini
destekleyen programlar oluşturma konusunda girişimleri mevcuttur (Çorlu, 2014; Akgündüz ve Ertepınar, 2015). Son yıllarda
ülkemizde Fen ve Teknoloji Lisesi adı altındaki okulların açılması da Milli Eğitim Bakanlığı’nın (MEB) bu konuya verdiği
önemin yine bir göstergesidir. Scientix, InGenious gibi STEM alanındaki AB projelerinin pilot uygulamalarından yine MEB’in
onayı bir çok okulumuz faydalanmakta, öğretmenler bu projelere dahil olmaktadır. Çünkü Fen, Teknoloji, Mühendislik ve
Matematik (FeTeMM) Eğitimi, inovasyon kabiliyetine sahip bir nesil yetiştirmek amacı güden reformların merkezinde yer
almaktadır. MEB stratejik planının ortaya koyduğu “Stratejik Amaç 2” altında yer alan hedefler (MEB, 2015), ülkemizde STEM
Eğitiminin önemini ortaya koymakta ve tanımlanmasını gerektirmektedir. Ülkemizde STEM alanında yapılan araştırmalar
incelendiğinde ise bu konuda yapılan araştırmaların daha çok STEM tutumu ve ölçek uyarlama/ geliştirme konusunda
yoğunlaştığı dikkati çekmektedir (Gülhan ve Şahin, 2016; Karakaya ve Avgın; 2016; Yamak, Bulut ve Dündar, 2014;
Hacıömeroğlu ve Bulut; 2016; Yıldırım ve Selvi, 2015; Koyunlu Ünlü, Dökme ve Koyunlu; 2016, Buyruk ve Korkmaz; 2016).
STEM tutumuna ilişkin araştırmaların ortaokul düzeyinde yoğunlaştığı ve ölçek olarak ise Faber, Unfried, Wiebe, Corn,
Townsend ve Collins (2013) tarafından geliştirilen “STEM Tutum Ölçeği”nin sıklıkla kullanıldığı görülmektedir. Bu ölçeğin
ortaokul 6, 7 ve 8. sınıf düzeyinde Türkçeye uyarlama çalışması Selvi ve Yıldırım (2015), beşinci sınıf düzeyinde Türkçeye
uyarlama çalışması ise Gülhan ve Şahin (2015) tarafından gerçekleştirilmiştir. Araştırmalarda STEM ilişkin ölçek
geliştirme/uyarlama çalışmalarının STEM Tutumu, Entegre FETEMM Öğretim Yönelimi ve STEM mesleklerine yönelik ilgi
konularında olduğu belirlenmiştir. Ancak lise düzeyine veya ilkokul dördüncü sınıf düzeyinde uygulanabilecek Türkçe bir
STEM tutum ölçeğine rastlanmamıştır. Bu bağlamda orijinali 4-12. sınıf düzeyini kapsayan Faber vd (2013) tarafından
geliştirilen “STEM Tutum Ölçeği”nin ilkokul ve lise düzeyinde uyarlanma çalışması yapılmasına ihtiyaç duyulmuştur. Bu
çerçevede araştırmanın amacı, Faber vd (2013) tarafından geliştirilen, “STEM Tutum Ölçeği”nin, ilkokul ve lise düzeyindeki
geçerliğini-güvenirliğini inceleyerek bu sınıf düzeylerinde Türkiye’de kullanılabilirliğini değerlendirmektir.
We see that various educational approaches have been shaped to transfer the knowledge and skills ... more We see that various educational approaches have been shaped to transfer the knowledge and skills to students nowadays when we live the industry 4.0 era and the skills of 21st century such as critical thinking, analytical thinking, and entrepreneurship have increasingly gained importance. Among these approaches, STEM education has begun to take part in curriculums in Turkey and in the world. The concept of STEM (Science, Technology, Engineering, and Mathematics) is the abbreviation of the first letters of these words. With this approach, the teachers are expected to integrate with at least one of the other STEM disciplines, provided they have their own main branches in the centre. The most important problems experienced at this point are that the teachers do not feel themselves qualified enough for STEM education and the information they have about STEM education is not completely accurate. For this reason, when integrating the STEM approach into their courses, they are experiencing problems such as divergence from their own branches, failure to meet the requirements of integrated education philosophy.
In this context, it is aimed to investigate the effect of the STEM education prepared for teachers on the inquiry-based teaching self-efficacy levels and STEM awareness of teachers.
Within the scope of this aim, the following questions were sought:
1. Does STEM education for teachers have a significant effect on teachers' inquiry-based teaching self- efficacy?
2. Does STEM education for teachers have a significant effect on teachers' STEM awareness?
STEM; as well as being an approach which is the abbreviation of the words Science, Technology, En... more STEM; as well as being an approach which is the abbreviation of the words Science, Technology, Engineering, and Mathematics and covers these areas. STEM approach inevitably exists in pre-school education as it represents an education model which is inter-disciplinary and towards practice.
The overall purpose of this study is to examine the applicability and effectiveness of the STEM approach for preschool education. Conducted in three stages, the study firstly focused on the fundamental prerequisites in terms of physical capacity and teacher skills and competencies required for a successful application of the STEM approach for preschool education. At the second stage, the focus was on the development of a trainer education program for the STEM method to be implemented for preschool education, implementation of the program, problems that arise during the implementation process and the solutions to address these problems. At the third stage, preschool teachers’ skills to develop STEM activities, implement such activities in a real classroom environment and manage the processes were examined. Additionally, the study also examined the impact of activities developed according to the STEM approach on cognitive processes, social product development, team work and presentation skills of the students.
Research was based on the technical/scientific/collaborative model of action research. The study was conducted in a private school in Gaziantep during the 2017-2018 academic year with three preschool teachers and 57 preschool children.
After a review of whether the school had suitable characteristics for the STEM approach, the prerequisites required for an implementation of the STEM approach were set out. Then a two-and-a-half-month long STEM trainer education program consisting of ten sessions (eight main sessions and two additional sessions) was developed and applied. Solution proposals were developed to address the issues that emerged during the implementation process. At the next stage, teachers that received trainer education implemented activities in the context of the STEM approach in their own classes under the mentorship of a researcher. Within this process, the extent to which teachers were able to transfer their STEM skills to an actual classroom environment as well as the problems that emerged during the process were identified and solution proposals were developed. At the last stage, the effectiveness of STEM activities on the children was examined.
Various qualitative and quantitative data collection tools were used for purposes of the research, such as annual and monthly plans of the school, photos of the education environment, resumes of teachers, STEM activities developed by the teachers, Semi-Structured Interviews, the Information-Based Life Problem Rubric, the STEM Lesson Plan Rubric, an Assessment Test for Teachers, the STEM Trainer Education Evaluation Survey, the Cognitive Process: Engineering Rubric, the Social Product General Rubric, the Social Product: Team Work Rubric, the Semi-Structured Observation Form and Teacher Journals.
Data obtained from qualitative data collection tools were subjected to descriptive and content analysis whereas data obtained from quantitative data collection tools were analyzed using the Wilcoxon Signed Rank Test and the Friedman Test in combination with the arithmetic mean, standard deviation, frequency and percentage calculations via the SPSS 23.0 Package Software.
According to the research results, even though preschool teachers have a positive attitude towards the STEM approach in education, preschool education institutions are open to development in terms of technical, physical and human capacities to fully implement the STEM method.
The study found that participants managed to transfer the skills and competences they acquired during the purpose-designed STEM trainer education to the classroom environment. Teachers were found to be lacking with regards to preparing Information-Based Life Problem Rubrics and lesson plans for the STEM. However, it was seen that the said deficiencies were properly addressed with the solution suggestions.
Additionally, it was established that the implementation of in-class STEM activities had a positive and permanent effect on the social product development, team work, social product presentation and engineering skills of preschool students as well as their cognitive processes. As a result, we can conclude that the STEM approach can be implemented effectively for preschool education. The study also contains a set of recommendations for researchers, policy developers and practitioners.
Keywords: STEM, STEM junior, pre school, STEM approach, action research
Investigation of the relationship between teachers’ inquiry-based teaching self-efficiency for STEM+S and their computational thinking skills
Research on Education and Media, 2023
This study examines the relationship between teachers’ inquiry-based teaching self-efficacy and c... more This study examines the relationship between teachers’ inquiry-based teaching self-efficacy and computational thinking skills. The research was conducted in the survey model, which is the correlational model that reveals the relationship between two variables. The study sample comprised 369 teachers working in Gaziantep with different seniority and branches. Before the research, teachers were expected to receive a level of technology education that they could use in educational activities. The teachers who received technology training were given training on the computational thinking method. The conceptual states of computational thinking in education, the stages of computational thinking were given beforehand, and then, the teachers were expected to use the method with practical examples, where they could use their computational thinking skills. In this way, it was ensured that the teachers were aware of the computational thinking method and the target sample group was formed for this study. The data of the study were collected 1 month after this training. Data collection tools were the Inquiry-Based Teaching Self-efficacy scale and Computational Thinking Skills Scale. Correlation, regression, and multiple regression analyses were performed in the data analysis. Significant relationships were found between the scale’s subdimensions and total scores. When the relationship between the participants’ computing thinking skills scores and the inquiry-based teaching self-efficacy was examined, a moderate relationship was found between both variables.
Journal of Innovative Research in Teacher Education, 2022
his study examines the relationship between teachers’ inquiry-based self-efficacy for STEM+S and ... more his study examines the relationship between teachers’ inquiry-based self-efficacy for STEM+S and 21stCentury skills teaching and whether these two scales change regarding various teacher variables. The study’s sample, which is designed with relational design, consists of 407 teachers working in Gaziantep. The study includes teachers working in kindergarten, primary, secondary, and high school public and private schools. “Personal information form,” “Inquiry-based teaching self-efficacy scale for STEM+S,” and “21st-Century skills teaching scale” was used. The data obtained from the scales were analyzed using the SPSS program. As a result of the research, it is seen that the relationship between teacher 21stCentury skills teaching and inquiry-based teaching self-efficacy for STEM+S is moderate. The scores of the teachers’ self-efficacy and sub-dimensions of inquiry-based teaching for STEM+S showed statistically significant differences according to their 21st-Century skills training. There is a significant difference in asking questions, research, discussion/reflection, and overall scale according to the status of receiving STEM education. A statistically significant difference is detected when the 21st-Century skills and sub-factor scores are analyzed according to 21st-Century skills and STEM education. Inquiry-based teaching for STEM+S has been found to have a statistically predictive effect on 21st-Century skills teaching. It can be said that approximately 46% of the variance explained for 21st-Century skills teaching consists of inquiry-based teaching for STEM+S. When this situation is examined, it is stated that selfefficacy based on inquiry for STEM+S has an essential effect on teachers’ self-efficacy in explaining the teaching of 21st-Century skills.
Students’ “COVID-19” and “school” perceptions in the pandemic
Frontiers in Psychology, 2022
This study aims to reveal high school students’ perceptions of COVID-19 and schools in the pandem... more This study aims to reveal high school students’ perceptions of COVID-19 and schools in the pandemic process through metaphors. In the study, phenomenology research design based on the qualitative research method was used. The study was carried out with the participation of 134 students at all grade levels from high school. The data were analyzed by content analysis. The metaphors were categorized according to their similarities, and their frequency values were calculated. Seventy-six metaphors and eight categories about COVID-19 were reached, and “flu,” “prison,” and “snake” are the metaphors that have the highest frequency values. They explained the metaphors by making associations with the disease, fast-spreading and damaging things. In the COVID-19 process, 78 metaphors and eight categories were found out for the school. Based on the metaphors created by the students, suggestions were made depending on the research results. It was determined that students had negative perceptions about the COVID-19 pandemic and the school in this process, and it was suggested that this could be eliminated again with educational activities.
The Covid-19 pandemic that has affected every aspect of life worldwide and in Turkey is still hea... more The Covid-19 pandemic that has affected every aspect of life worldwide and in Turkey is still heavily taking effect. Formal education, one of the most affected fields, has become one of the most crucial issues of the daily life of the whole society, over 18 million students, their families, and the education community with the decision of the Ministry of National Education to suspend face-to-face education and switch to distance education in March 2020 within the scope of epidemic measures. This study aimed to examine the distance education experiences of Syrian students in line with the opinions of teachers who work at different education levels and have Syrian students in their classes. Data were collected from 16 teachers employing semi-structured interview forms. The research revealed the difficulties experienced by Syrian students under temporary protection during the distance education period from teachers' perspectives.
NFT technology such as the Metaverse, Virtual Reality, and Extended Reality will change how educa... more NFT technology such as the Metaverse, Virtual Reality, and Extended Reality will change how educators teach and how students learn. NFT technology will also affect Lifelong Education. The study aimed to develop a scale of 25 items to measure how NFTs create a perception among teachers, providing a new understanding of art. For this purpose of the study, data were collected from 310 teachers (135 teacher samples for exploration and 175 teacher samples for confirmatory factor analysis) teaching in various cities in Turkey. The principal component analysis of the varimax rotation was used to obtain evidence for the scale's validity. As a result of exploratory factor analysis, three items were excluded from the survey because their item loads were coincident, and as a result, the scale was reduced to 22 items, and three sub-dimensions emerged. It has been determined that the scale has a structure composed of three factors: "NFT's contribution to art and artists," "NFT's positive contribution to art," and "NFT's negative contribution to art." It was observed that the item test correlation of the scale changed between 0.44-0.88. At the same time, cross-validation analysis was performed to determine whether the scale would produce the same results. When it was applied to similar groups as a result of cross-validation, it was observed that the same result could be obtained when the scale was applied to the same group. Apart from this, to give evidence in terms of the scale's validity, the re-test and Crα reliabilities were calculated, and it was found to be 0.947.
Covid 19 salgını ile birlikte uzaktan eğitim ilkokul seviyesinde de verilmeye başlanmıştır. Yüz y... more Covid 19 salgını ile birlikte uzaktan eğitim ilkokul seviyesinde de verilmeye başlanmıştır. Yüz yüze eğitimde dahi sıkıntılı olan özellikle okuma-yazma öğrenme ve sonrasında diğer temel derslerin öğrenilmesi, bu dönemde daha sorunlu olmuştur. Salgın döneminde ödev yüklerinin arttığı düşünülmektedir. Bu anlamda bu araştırmada ilkokul seviyesinde öğrencileri olan velilerin ödevle ilgili görüşleri araştırılmıştır. Olgubilim deseninde gerçekleştirilen araştırmada yarı yapılandırılmış veri toplama aracı ile sorular sorulmuş ve on veli ile görüşmeler yapılmıştır. Araştırma Gaziantep ilinde kartopu örnekleme yöntemiyle 2020 güz döneminde gerçekleştirilmiştir. Araştırma sonucunda veliler ödevlerin az ve öz olması gerektiğini, eğlenceli, oyun şeklinde ve gerçek yaşamdan örneklerle yapılması gerektiğini ifade etmişlerdir. Çocukların büyük çoğunluğunun ödevleri istemeyerek yaptıklarını, ama bu ödevlerin öğrencilerin sorumluluk duygularını geliştirdiğini ifade etmişlerdir. Çocukların ödev yapmamak için başım ağrıyor, acıktım, susadım, sonra yaparım gibi bahaneler ürettiklerini belirtmişlerdir. Aşırı fazla ödevin öğrencilerde kaygı, mutsuzluk, huzursuzluk, saldırganlık ve endişe gibi duygusal sorunlara yol açtığını ifade etmişlerdir.
Test for assessing coding skills in early childhood
Education and Information Technologies , 2022
This research aims to develop a valid and reliable test to determine the coding skill levels of 5... more This research aims to develop a valid and reliable test to determine the coding skill levels of 5–7 years old children in early childhood. The study sample consists of children aged 5–7 who attend primary and pre-school education institutions affiliated to the Ministry of National Education in Ağrı and Gaziantep city center in the 2020–2021 academic year. Data were obtained from 308 children, 101 of whom were five years old, 100 were six years old, and 107 were seven. As a data collection tool in research, the “Personal Information Form” containing personal information about children and their parents and the “Early Childhood Coding Skills Assessment Test” developed by the researcher to evaluate the coding skill levels of 5–7-year-old children were used. In the validity analysis to determine the test’s validity and reliability, content-structure validity, criterion-based validity analysis, similar scale compatibility validity, tetrachoric factor analysis, and item difficulty analysis; In the reliability analysis, KR-20 reliability analysis was used. As a result of the findings obtained from the research, the “Early Childhood Coding Skills Assessment Test” is a valid and reliable measurement tool that can be used to determine the skill levels of 5–7-year-old children unplugged coding and robotic coding.
Adaptation of the Computational Thinking Skills Assessment Tool (TechCheck-K) in Early Childhood
Journal of Science Education and Technology, 2024
In the early years, it has become essential to support the acquisition of computational thinking,... more In the early years, it has become essential to support the acquisition of computational thinking, which is seen as a 21st-century skill and new literacy. A valid and reliable measurement tool is needed to develop and evaluate educational practices related to these skills. TechCheck is a validated unplugged assessment of computational thinking skills for young children. (Relkin & Bers in IEEE Global Engineering Education Conference (EDUCON) in 2021 (pp. 1696–1702), 2021; Relkin et al. in Journal of Science Education and Technology 29(4):482–498, 2020). This study aims to adapt and characterize a Turkish version of TechCheck-K for children aged 5–6. Validity and reliability of the Turkish version were established through classical test theory and item response theory, as had been done for the original English language version. Based on classical test theory, the confirmatory factor analysis used A tetrachoric weighted matrix to test the instrument’s structure. The one-dimensional structure of the instrument was verified. The KR-20 reliability coefficient for the scale consisting of one dimension and 15 items was .87, which is considered an acceptable level of reliability. Rasch and 2PL models were compared with M2 statistics to determine the item and test parameters based on item response theory (IRT). The 2PL model was chosen as the best fit. Mean TechCheck scores differed based on gender, socio-economic status, past exposure to computers, and coding experience. These results indicate that the Turkish version of TechCheck-K has acceptable psychometric properties for measuring computational thinking skills in children between 5 and 6 years of age.
The domain of early childhood education has witnessed an increasing emphasis on developing coding... more The domain of early childhood education has witnessed an increasing emphasis on developing coding and computational thinking (CT) abilities. Scholarly investigations have delved into appropriate approaches for enhancing these proficiencies within early childhood classrooms. The present study aims to investigate the impact of a digital story design program, or Design-Based Digital Story Program (DBDS), on the coding and CT skills of 5-year-old children. Specifically designed for children aged 3-6, the DBDS program aligns with constructivism principles, which promote experiential learning. Employing a case-control quasi-experimental design, the study employed pre-intervention and post-intervention assessments and a follow-up retest after one month. The intervention involved implementing the digital story design program over 11 weeks, with three sessions per week, each lasting between 60 to 90 min, targeting five-year-old participants. The findings reveal that the DBDS program significantly enhances CT and coding skills compared to a control group. Moreover, female participants exhibited more significant improvements in CT skills post-intervention than their male counterparts, while no significant gender-based effects were observed in coding skills. These findings suggest that the DBDS program effectively supports the cultivation of coding and CT abilities among young children, warranting further exploration in diverse educational settings and across various grade levels.
Meta-thematic synthesis of research on early childhood coding education: A comprehensive review
The growing significance of coding in 21st-century early childhood education extends beyond techn... more The growing significance of coding in 21st-century early childhood education extends beyond technical proficiency, encompassing cognitive development, problem-solving, and creativity. Coding is being integrated globally into educational curricula to prepare students for the digital era. This research examines coding’s potential impact on cognitive and socio-emotional development and emphasizes the need for evidence-based analysis. A meta-thematic analysis synthesizes qualitative data from various studies in a study on coding’s effects on preschool children’s cognitive and socio-emotional development. It focuses on two themes: cognitive contributions and socio-emotional contributions. Thirteen suitable studies were identified from 942 visualized using the PRISMA flow diagram. Coding education enhances cognitive and socio-emotional skills in preschoolers, with implications for curriculum integration. In summary, coding’s holistic benefits in early childhood education are explored, and a meta-thematic analysis investigates its influence on cognitive and socio-emotional domains in preschoolers, emphasizing the need for rigorous evidence-based research.
A meta-thematic analysis of using technology-mediated gamification tools in the learning process
This research aims to examine the effects of Kahoot, a technology-based gamification tool, on the... more This research aims to examine the effects of Kahoot, a technology-based gamification tool, on the learning process. The research design is qualitative and uses meta-thematic analysis to analyze data collected through document analysis and content analysis of 40 studies. The results show that Kahoot has positive impacts on students’ cognitive, affective, and social development. Kahoot helps students understand and learn subjects, as well as strengthening their memory and reflection skills. It is also intriguing, entertaining, motivating, and anxiety-relieving. Kahoot also supports collaborative learning, increases class participation, and has a unifying effect. While there are some limitations to using Kahoot in the learning process, the benefits outweigh these limitations, making it a recommended tool for use in the learning process.
A meta-thematic analysis of using technology-mediated gamification tools in the learning process
Interactive Learning Environments , 2023
This research aims to examine the effects of Kahoot, a technology-based gamification tool, on the... more This research aims to examine the effects of Kahoot, a technology-based gamification tool, on the learning process. The research design is qualitative and uses meta-thematic analysis to analyze data collected through document analysis and content analysis of 40 studies. The results show that Kahoot has positive impacts on students’ cognitive, affective, and social development. Kahoot helps students understand and learn subjects, as well as strengthening their memory and reflection skills. It is also intriguing, entertaining, motivating, and anxiety-relieving. Kahoot also supports collaborative learning, increases class participation, and has a unifying effect. While there are some limitations to using Kahoot in the learning process, the benefits outweigh these limitations, making it a recommended tool for use in the learning process.
Dialogues with artificial intelligence: Exploring medical students’ perspectives on ChatGPT
ChatGPT has initiated a new era of inquiry into sources of information within the scientific comm... more ChatGPT has initiated a new era of inquiry into sources of information within the scientific community. Studies leveraging ChatGPT in the medical field have demonstrated notable performance in academic processes and healthcare applications. This research presents how medical students have benefited from ChatGPT during their educational journey and the challenges they encountered, as reported through their personal experiences. The methodological framework of this study adheres to the stages of qualitative research. An explanatory case study, a qualitative research method, was adopted to determine user experiences with ChatGPT. Content analysis based on student experiences with ChatGPT indicates that it may offer advantages in health education as a resource for scientific research activities. However, adverse reports were also identified, including ethical issues, lack of personal data protection, and potential misuse in scientific research. This study emphasizes the need for comprehensive steps in effectively integrating AI tools like ChatGPT into medical education as a new technology.
Early Coding Education and its Multidimensional Impact on Preschool Development: An Analysis of ChatGPT’s Insights
This study investigates ChatGPT’s perspectives on coding education for preschool children to prov... more This study investigates ChatGPT’s perspectives on coding education for preschool children to provide a comprehensive understanding that is valuable for educators in early childhood education. An instrumental case study approach was employed, utilizing qualitative research design and case study methods. Data were gathered using a structured interview form containing 93 questions posed to ChatGPT version 3.5 to obtain in-depth insights into coding education during the preschool period. Content analysis examined ChatGPT’s responses, identifying key themes and codes. The findings indicate that coding practices equip children with coding skills and support their development in multiple domains. Furthermore, the study highlights that uncertainties surrounding the definition of coding, the skills it encompasses, and its integration into curricula are gradually diminishing, with more explicit frameworks emerging. While there are drawbacks to artificial intelligence tools, the study concludes that tools like ChatGPT have significant potential to contribute to the content development of teachers, offering valuable resources to enhance coding education in early childhood.
In today's world where technology has developed rapidly and we are living in the age of industry ... more In today's world where technology has developed rapidly and we are living in the age of industry 4.0, this rapid development has necessitated new approaches in education. Researchers, teachers, legislators and states closely follow these approaches and make revisions in education. The most outstanding field focused and studied among these revisions was STEM, which is an educational concept used as an abbreviation for the acronyms of science, technology, engineering, mathematics. STEM aims to solve knowledge based real life problems on the understanding of education integrated with the disciplines of science, technology, engineering and mathematics. STEM education provides students with 21st century skills such as analytical thinking, critical thinking, and entrepreneurship. However, project- based learning, scientific inquiry, mathematical modeling and computational thinking aim to develop the necessary knowledge and skills in subfields.
In this research, it was aimed to develop STEM teacher training program for preschool teachers. It was aimed to observe the developments / differentiation in teachers’ STEM capacities comprised of
science - technology - engineering - mathematics with the STEM teacher training program.
Araştırmanın amacı ilkokul öğrencilerinin STEM'e ilişkin tutumlarının çeşitli değişkenler açısınd... more Araştırmanın amacı ilkokul öğrencilerinin STEM'e ilişkin tutumlarının çeşitli değişkenler açısından incelenmesidir. Araştırma tarama modelinde betimsel bir çalışmadır. Araştırmanın çalışma evrenini, 2016-2017 öğretim yılı güz yarıyılında, Gaziantep ili merkez ilçelerinde yer alan ilkokulları 4. sınıflarında öğrenim gören öğrenciler, örneklemini ise tesadüfi yöntemle seçilen yedi ilkokuldan toplam 492 dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmanın verileri Faber, Wiebe, Corn, Townsend ve Collins (2013) tarafından geliştirilen " STEM Tutum Ölçeği " kullanılarak elde edilmiştir. Ölçek, "matematik", "bilim", "mühendislik-teknoloji" ve "21. yüzyıl" olmak üzere 4 alt boyuttan oluşan 37 maddelik 5 likert tipi bir ölçektir. İlkokul için ölçeğin yapı geçerliliği araştırmacılar tarafından doğrulayıcı faktör analizi ile test edilmiş ve uygunluk indekslerinden (χ2 / sd, GFI, AGFI, RMSEA, RMR, SRMR, CFI, NNFI, NFI ve PGFI) elde edilen sonuçlar, 37 madde ve dört boyuttan oluşan modelin kabul edilebilir uyum değerine sahip olduğu saptanmıştır. Araştırma sonucunda öğrencilerin STEM'e ilişkin tutum puanlarının bilim merkezine giden, deney yapan, laboratuvar kullanan, derslerde tablet kullanan, akıllı tahta kullanan, proje yarışmalarına katılan ve bir uzmandan STEM konularında bilgi alan öğrenciler lehine anlamlı bir fark gösterdiği belirlenmiştir. STEM tutum puanlarının özel okulda öğrenim gören öğrenciler lehine farklılık gösterdiği ancak cinsiyete göre farklılaşmadığı tespit edilmiştir. Ayrıca STEM tutumlarını olumlu yönde geliştirdiği belirlenen etkinliklerin gerçekleştirilmesinde özel okula giden öğrenciler lehine anlamlı farklılık bulunmuştur.
STEM ülkemizdeki adı ile FeTeMM son yıllarda dünyada ve Türkiye’de üzerinde çok konuşulan ve araş... more STEM ülkemizdeki adı ile FeTeMM son yıllarda dünyada ve Türkiye’de üzerinde çok konuşulan ve araştırma yapılan bir konu
olarak gündeme gelmektedir (Yıldırım ve Altun 2015; Çorlu, 2014; Gonzalez ve Kuenzi; 2012). STEM; Science, Technology,
Engineering ve Math kelimelerinin ilk harflerinden, bu kavramın Türkçe karşılığı olan FeTeMM ise Fen, Teknoloji,
Mühendislik ve Matematik kelimelerinin ilk harflerinden oluşmaktadır. STEM kavramı ilk olarak 2001 yılında The National
Science Foundation yöneticisi Judith A. Ramaley tarafından bir eğitimle ilişkili bir kavram olarak ifade edilmiştir (Scott, 2009;
Zhou, 2010; Langdon, McKittrizk, Bedee, Khan, ve Domms, 2011; Koonce, Zhou, Anderson, Heing ve Conley 2011).
Teknoloji ve bilimdeki gelişmelerle de eğitim alanında da STEM konusunda öğrencilerin ve öğretmenlerin bilgi, beceri ve
yetkinliklerini geliştirmek için çok sayıda girişim ve çalışma başlatılmıştır. Örneğin, Amerika Birleşik Devletleri hükümeti,
öğrencilerin STEM ile ilgili etkinliklere katılmalarını teşvik etmeye ve STEM ile ilgili mesleklere ilgilerini arttırmaya yönelik
“İnovasyon için Eğitim” adında bir program başlatmıştır (Obama, 2009). Ülkemizde de Bahçeşehir Üniversitesi, Aydın
Üniversitesi’nin ve Muş Alparslan Üniversitesinin STEM alanında öğretmenlerin ve öğretmen adaylarının mesleki gelişimini
destekleyen programlar oluşturma konusunda girişimleri mevcuttur (Çorlu, 2014; Akgündüz ve Ertepınar, 2015). Son yıllarda
ülkemizde Fen ve Teknoloji Lisesi adı altındaki okulların açılması da Milli Eğitim Bakanlığı’nın (MEB) bu konuya verdiği
önemin yine bir göstergesidir. Scientix, InGenious gibi STEM alanındaki AB projelerinin pilot uygulamalarından yine MEB’in
onayı bir çok okulumuz faydalanmakta, öğretmenler bu projelere dahil olmaktadır. Çünkü Fen, Teknoloji, Mühendislik ve
Matematik (FeTeMM) Eğitimi, inovasyon kabiliyetine sahip bir nesil yetiştirmek amacı güden reformların merkezinde yer
almaktadır. MEB stratejik planının ortaya koyduğu “Stratejik Amaç 2” altında yer alan hedefler (MEB, 2015), ülkemizde STEM
Eğitiminin önemini ortaya koymakta ve tanımlanmasını gerektirmektedir. Ülkemizde STEM alanında yapılan araştırmalar
incelendiğinde ise bu konuda yapılan araştırmaların daha çok STEM tutumu ve ölçek uyarlama/ geliştirme konusunda
yoğunlaştığı dikkati çekmektedir (Gülhan ve Şahin, 2016; Karakaya ve Avgın; 2016; Yamak, Bulut ve Dündar, 2014;
Hacıömeroğlu ve Bulut; 2016; Yıldırım ve Selvi, 2015; Koyunlu Ünlü, Dökme ve Koyunlu; 2016, Buyruk ve Korkmaz; 2016).
STEM tutumuna ilişkin araştırmaların ortaokul düzeyinde yoğunlaştığı ve ölçek olarak ise Faber, Unfried, Wiebe, Corn,
Townsend ve Collins (2013) tarafından geliştirilen “STEM Tutum Ölçeği”nin sıklıkla kullanıldığı görülmektedir. Bu ölçeğin
ortaokul 6, 7 ve 8. sınıf düzeyinde Türkçeye uyarlama çalışması Selvi ve Yıldırım (2015), beşinci sınıf düzeyinde Türkçeye
uyarlama çalışması ise Gülhan ve Şahin (2015) tarafından gerçekleştirilmiştir. Araştırmalarda STEM ilişkin ölçek
geliştirme/uyarlama çalışmalarının STEM Tutumu, Entegre FETEMM Öğretim Yönelimi ve STEM mesleklerine yönelik ilgi
konularında olduğu belirlenmiştir. Ancak lise düzeyine veya ilkokul dördüncü sınıf düzeyinde uygulanabilecek Türkçe bir
STEM tutum ölçeğine rastlanmamıştır. Bu bağlamda orijinali 4-12. sınıf düzeyini kapsayan Faber vd (2013) tarafından
geliştirilen “STEM Tutum Ölçeği”nin ilkokul ve lise düzeyinde uyarlanma çalışması yapılmasına ihtiyaç duyulmuştur. Bu
çerçevede araştırmanın amacı, Faber vd (2013) tarafından geliştirilen, “STEM Tutum Ölçeği”nin, ilkokul ve lise düzeyindeki
geçerliğini-güvenirliğini inceleyerek bu sınıf düzeylerinde Türkiye’de kullanılabilirliğini değerlendirmektir.
We see that various educational approaches have been shaped to transfer the knowledge and skills ... more We see that various educational approaches have been shaped to transfer the knowledge and skills to students nowadays when we live the industry 4.0 era and the skills of 21st century such as critical thinking, analytical thinking, and entrepreneurship have increasingly gained importance. Among these approaches, STEM education has begun to take part in curriculums in Turkey and in the world. The concept of STEM (Science, Technology, Engineering, and Mathematics) is the abbreviation of the first letters of these words. With this approach, the teachers are expected to integrate with at least one of the other STEM disciplines, provided they have their own main branches in the centre. The most important problems experienced at this point are that the teachers do not feel themselves qualified enough for STEM education and the information they have about STEM education is not completely accurate. For this reason, when integrating the STEM approach into their courses, they are experiencing problems such as divergence from their own branches, failure to meet the requirements of integrated education philosophy.
In this context, it is aimed to investigate the effect of the STEM education prepared for teachers on the inquiry-based teaching self-efficacy levels and STEM awareness of teachers.
Within the scope of this aim, the following questions were sought:
1. Does STEM education for teachers have a significant effect on teachers' inquiry-based teaching self- efficacy?
2. Does STEM education for teachers have a significant effect on teachers' STEM awareness?
STEM; as well as being an approach which is the abbreviation of the words Science, Technology, En... more STEM; as well as being an approach which is the abbreviation of the words Science, Technology, Engineering, and Mathematics and covers these areas. STEM approach inevitably exists in pre-school education as it represents an education model which is inter-disciplinary and towards practice.
The overall purpose of this study is to examine the applicability and effectiveness of the STEM approach for preschool education. Conducted in three stages, the study firstly focused on the fundamental prerequisites in terms of physical capacity and teacher skills and competencies required for a successful application of the STEM approach for preschool education. At the second stage, the focus was on the development of a trainer education program for the STEM method to be implemented for preschool education, implementation of the program, problems that arise during the implementation process and the solutions to address these problems. At the third stage, preschool teachers’ skills to develop STEM activities, implement such activities in a real classroom environment and manage the processes were examined. Additionally, the study also examined the impact of activities developed according to the STEM approach on cognitive processes, social product development, team work and presentation skills of the students.
Research was based on the technical/scientific/collaborative model of action research. The study was conducted in a private school in Gaziantep during the 2017-2018 academic year with three preschool teachers and 57 preschool children.
After a review of whether the school had suitable characteristics for the STEM approach, the prerequisites required for an implementation of the STEM approach were set out. Then a two-and-a-half-month long STEM trainer education program consisting of ten sessions (eight main sessions and two additional sessions) was developed and applied. Solution proposals were developed to address the issues that emerged during the implementation process. At the next stage, teachers that received trainer education implemented activities in the context of the STEM approach in their own classes under the mentorship of a researcher. Within this process, the extent to which teachers were able to transfer their STEM skills to an actual classroom environment as well as the problems that emerged during the process were identified and solution proposals were developed. At the last stage, the effectiveness of STEM activities on the children was examined.
Various qualitative and quantitative data collection tools were used for purposes of the research, such as annual and monthly plans of the school, photos of the education environment, resumes of teachers, STEM activities developed by the teachers, Semi-Structured Interviews, the Information-Based Life Problem Rubric, the STEM Lesson Plan Rubric, an Assessment Test for Teachers, the STEM Trainer Education Evaluation Survey, the Cognitive Process: Engineering Rubric, the Social Product General Rubric, the Social Product: Team Work Rubric, the Semi-Structured Observation Form and Teacher Journals.
Data obtained from qualitative data collection tools were subjected to descriptive and content analysis whereas data obtained from quantitative data collection tools were analyzed using the Wilcoxon Signed Rank Test and the Friedman Test in combination with the arithmetic mean, standard deviation, frequency and percentage calculations via the SPSS 23.0 Package Software.
According to the research results, even though preschool teachers have a positive attitude towards the STEM approach in education, preschool education institutions are open to development in terms of technical, physical and human capacities to fully implement the STEM method.
The study found that participants managed to transfer the skills and competences they acquired during the purpose-designed STEM trainer education to the classroom environment. Teachers were found to be lacking with regards to preparing Information-Based Life Problem Rubrics and lesson plans for the STEM. However, it was seen that the said deficiencies were properly addressed with the solution suggestions.
Additionally, it was established that the implementation of in-class STEM activities had a positive and permanent effect on the social product development, team work, social product presentation and engineering skills of preschool students as well as their cognitive processes. As a result, we can conclude that the STEM approach can be implemented effectively for preschool education. The study also contains a set of recommendations for researchers, policy developers and practitioners.
Keywords: STEM, STEM junior, pre school, STEM approach, action research
Investigation of the relationship between teachers’ inquiry-based teaching self-efficiency for STEM+S and their computational thinking skills
Research on Education and Media, 2023
This study examines the relationship between teachers’ inquiry-based teaching self-efficacy and c... more This study examines the relationship between teachers’ inquiry-based teaching self-efficacy and computational thinking skills. The research was conducted in the survey model, which is the correlational model that reveals the relationship between two variables. The study sample comprised 369 teachers working in Gaziantep with different seniority and branches. Before the research, teachers were expected to receive a level of technology education that they could use in educational activities. The teachers who received technology training were given training on the computational thinking method. The conceptual states of computational thinking in education, the stages of computational thinking were given beforehand, and then, the teachers were expected to use the method with practical examples, where they could use their computational thinking skills. In this way, it was ensured that the teachers were aware of the computational thinking method and the target sample group was formed for this study. The data of the study were collected 1 month after this training. Data collection tools were the Inquiry-Based Teaching Self-efficacy scale and Computational Thinking Skills Scale. Correlation, regression, and multiple regression analyses were performed in the data analysis. Significant relationships were found between the scale’s subdimensions and total scores. When the relationship between the participants’ computing thinking skills scores and the inquiry-based teaching self-efficacy was examined, a moderate relationship was found between both variables.
Journal of Innovative Research in Teacher Education, 2022
his study examines the relationship between teachers’ inquiry-based self-efficacy for STEM+S and ... more his study examines the relationship between teachers’ inquiry-based self-efficacy for STEM+S and 21stCentury skills teaching and whether these two scales change regarding various teacher variables. The study’s sample, which is designed with relational design, consists of 407 teachers working in Gaziantep. The study includes teachers working in kindergarten, primary, secondary, and high school public and private schools. “Personal information form,” “Inquiry-based teaching self-efficacy scale for STEM+S,” and “21st-Century skills teaching scale” was used. The data obtained from the scales were analyzed using the SPSS program. As a result of the research, it is seen that the relationship between teacher 21stCentury skills teaching and inquiry-based teaching self-efficacy for STEM+S is moderate. The scores of the teachers’ self-efficacy and sub-dimensions of inquiry-based teaching for STEM+S showed statistically significant differences according to their 21st-Century skills training. There is a significant difference in asking questions, research, discussion/reflection, and overall scale according to the status of receiving STEM education. A statistically significant difference is detected when the 21st-Century skills and sub-factor scores are analyzed according to 21st-Century skills and STEM education. Inquiry-based teaching for STEM+S has been found to have a statistically predictive effect on 21st-Century skills teaching. It can be said that approximately 46% of the variance explained for 21st-Century skills teaching consists of inquiry-based teaching for STEM+S. When this situation is examined, it is stated that selfefficacy based on inquiry for STEM+S has an essential effect on teachers’ self-efficacy in explaining the teaching of 21st-Century skills.
Students’ “COVID-19” and “school” perceptions in the pandemic
Frontiers in Psychology, 2022
This study aims to reveal high school students’ perceptions of COVID-19 and schools in the pandem... more This study aims to reveal high school students’ perceptions of COVID-19 and schools in the pandemic process through metaphors. In the study, phenomenology research design based on the qualitative research method was used. The study was carried out with the participation of 134 students at all grade levels from high school. The data were analyzed by content analysis. The metaphors were categorized according to their similarities, and their frequency values were calculated. Seventy-six metaphors and eight categories about COVID-19 were reached, and “flu,” “prison,” and “snake” are the metaphors that have the highest frequency values. They explained the metaphors by making associations with the disease, fast-spreading and damaging things. In the COVID-19 process, 78 metaphors and eight categories were found out for the school. Based on the metaphors created by the students, suggestions were made depending on the research results. It was determined that students had negative perceptions about the COVID-19 pandemic and the school in this process, and it was suggested that this could be eliminated again with educational activities.
The Covid-19 pandemic that has affected every aspect of life worldwide and in Turkey is still hea... more The Covid-19 pandemic that has affected every aspect of life worldwide and in Turkey is still heavily taking effect. Formal education, one of the most affected fields, has become one of the most crucial issues of the daily life of the whole society, over 18 million students, their families, and the education community with the decision of the Ministry of National Education to suspend face-to-face education and switch to distance education in March 2020 within the scope of epidemic measures. This study aimed to examine the distance education experiences of Syrian students in line with the opinions of teachers who work at different education levels and have Syrian students in their classes. Data were collected from 16 teachers employing semi-structured interview forms. The research revealed the difficulties experienced by Syrian students under temporary protection during the distance education period from teachers' perspectives.
NFT technology such as the Metaverse, Virtual Reality, and Extended Reality will change how educa... more NFT technology such as the Metaverse, Virtual Reality, and Extended Reality will change how educators teach and how students learn. NFT technology will also affect Lifelong Education. The study aimed to develop a scale of 25 items to measure how NFTs create a perception among teachers, providing a new understanding of art. For this purpose of the study, data were collected from 310 teachers (135 teacher samples for exploration and 175 teacher samples for confirmatory factor analysis) teaching in various cities in Turkey. The principal component analysis of the varimax rotation was used to obtain evidence for the scale's validity. As a result of exploratory factor analysis, three items were excluded from the survey because their item loads were coincident, and as a result, the scale was reduced to 22 items, and three sub-dimensions emerged. It has been determined that the scale has a structure composed of three factors: "NFT's contribution to art and artists," "NFT's positive contribution to art," and "NFT's negative contribution to art." It was observed that the item test correlation of the scale changed between 0.44-0.88. At the same time, cross-validation analysis was performed to determine whether the scale would produce the same results. When it was applied to similar groups as a result of cross-validation, it was observed that the same result could be obtained when the scale was applied to the same group. Apart from this, to give evidence in terms of the scale's validity, the re-test and Crα reliabilities were calculated, and it was found to be 0.947.
Covid 19 salgını ile birlikte uzaktan eğitim ilkokul seviyesinde de verilmeye başlanmıştır. Yüz y... more Covid 19 salgını ile birlikte uzaktan eğitim ilkokul seviyesinde de verilmeye başlanmıştır. Yüz yüze eğitimde dahi sıkıntılı olan özellikle okuma-yazma öğrenme ve sonrasında diğer temel derslerin öğrenilmesi, bu dönemde daha sorunlu olmuştur. Salgın döneminde ödev yüklerinin arttığı düşünülmektedir. Bu anlamda bu araştırmada ilkokul seviyesinde öğrencileri olan velilerin ödevle ilgili görüşleri araştırılmıştır. Olgubilim deseninde gerçekleştirilen araştırmada yarı yapılandırılmış veri toplama aracı ile sorular sorulmuş ve on veli ile görüşmeler yapılmıştır. Araştırma Gaziantep ilinde kartopu örnekleme yöntemiyle 2020 güz döneminde gerçekleştirilmiştir. Araştırma sonucunda veliler ödevlerin az ve öz olması gerektiğini, eğlenceli, oyun şeklinde ve gerçek yaşamdan örneklerle yapılması gerektiğini ifade etmişlerdir. Çocukların büyük çoğunluğunun ödevleri istemeyerek yaptıklarını, ama bu ödevlerin öğrencilerin sorumluluk duygularını geliştirdiğini ifade etmişlerdir. Çocukların ödev yapmamak için başım ağrıyor, acıktım, susadım, sonra yaparım gibi bahaneler ürettiklerini belirtmişlerdir. Aşırı fazla ödevin öğrencilerde kaygı, mutsuzluk, huzursuzluk, saldırganlık ve endişe gibi duygusal sorunlara yol açtığını ifade etmişlerdir.
Pegem Akademi, 2020
Kitapta öncelikle-birinci ve ikinci bölümlerde-etkili öğretimin en önemli unsuru ve etkili öğreti... more Kitapta öncelikle-birinci ve ikinci bölümlerde-etkili öğretimin en önemli unsuru ve etkili öğretim sürecini oluşturacak olan öğretmen kavramı merkeze alınarak, etkili bir öğretmenin sahip olması gereken özellikler ve öğretmenlik mesleğine ilk adım açıklanmaya çalışılmıştır. Diğer bölümlerde ise etkili öğretim merkeze alınarak, etkili bir öğretim süreci tasarlayabilmek için gerekli konular örnek uygulamalar çerçevesinde zengin bir içerikle sunulmuştur.
Nobel Yayıncılık, 2020
Endüstri 4.0 çağının artık yavaş yavaş gerisinde kaldığımız ve teknolojik gelişmelerin hızını tak... more Endüstri 4.0 çağının artık yavaş yavaş gerisinde kaldığımız ve teknolojik gelişmelerin hızını takip etmekte dahi zorlandığımız günümüz dünyasında erken çocukluk eğitimi gelişmiş devletler tarafından en önemli eğitim gündemlerinden biri olarak görülmektedir. 36-72 aylık süreci kapsayan okul öncesi çağı, çocukların algılarının ve yaratıcılık seviyelerinin oldukça yüksek olduğu ve çocukların zekâ gelişimleri için kritik bir dönemdir. Türkiye’de son yıllarda önemli ilerlemeler kaydedilen erken çocukluk eğitiminin temel eğitim bileşenleri arasına dâhil edilmesine yönelik girişimlerin 2018 yılı itibariyle ivme kazandığı görülmektedir. Bu durumun ortaya çıkmasında, temel eğitimde yapılacak yenilik çalışmalarının öğrencileri ileriki yaşamlarına daha iyi hazırlayacağı düşüncesi, bu iyi hazırlanmanın dolaylı veya doğrudan etkilerini ülke olarak göreceğimiz felsefesi yatmaktadır. Hiç kuşkusuz bu durumda temel eğitimde meydana getirilecek reform hareketlerinin öğrencileri hayata daha hazır hale getirmesi beklenmektedir. Bu doğrultuda 21. yüzyıl becerilerini geliştirmeyi hedefleyen STEM yaklaşımı giderek ön plana çıktığı ifade edilebilir. Bununla birlikte kaliteli bir erken çocukluk eğitimi ve edinilecek olan STEM (Fen-Teknoloji-Mühendislik-Matematik) becerileri, tüm çocuklar için nitelikli bir eğitim hayatına doğru ilerlemenin etkili yoludur. Ülkemizdeki STEM yaklaşımı noktasında farklı bakış açılarının olduğu göz önüne alındığında, bunu iyi yapabilmemiz için özellikle öğretmenlerin STEM yaklaşımını erken çocukluk eğitimi programlarına nasıl uyarlayacakları, etkinlik planlarını nasıl hazırlayacakları ve etkinlikleri nasıl tasarlayacakları konusunda profesyonel eğitimlere ihtiyaçları vardır. Çocuğun aktif katılımının sağlandığı, disiplinler arası ve uygulamaya yönelik STEM yaklaşımının, erken çocukluk döneminde yer alması düşüncesi kaçınılmazdır. Bu noktada bu düşüncelere açıklık getirmesi ve konunun anlaşılması adına STEM yaklaşımı ve 21. yüzyıl becerileri arasındaki ilişki, STEM yaklaşımının amacı, STEM yaklaşımları, STEM materyalleri hakkında bilgiler verildikten sonra örnek STEM etkinlik planları ve uygulamaları noktasında detaylar verilmiştir.
