Papers by Educational Sciences Theory&Practice
The purpose of this study was to adapt “Survey of Pre-service Teachers’ Knowledge of Teaching and... more The purpose of this study was to adapt “Survey of Pre-service Teachers’ Knowledge of Teaching and Technology”
in order to assess pre-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK)
to Turkish. 407 pre-service primary teachers (227 female and 180 male) in their final semester in Education
Faculties in Turkey participating in this study were selected with criteria sampling which is the method of purposeful
sampling. Exploratory and confirmatory factor analyses, including Cronbach’s alpha and item-total correlation
coefficients, were used for checking the psychometric properties of the adapted scale. Exploratory factor
analysis (EFA) identified eight factors accounting for 59.44% of the variance, Cronbach’s alpha coefficient was
found to be .89 for the overall scale, and item-total correlation coefficients were between .42 and .74. The results
obtained from the EFA supported by confirmatory factor analysis showed that there were new four factors
based on the subject matter (science, mathematics, social studies and literacy) although four factors were the
same as in the original scale. It was concluded that the adapted scale should not be used in academic studies
focusing on Turkish pre-service primary teachers’ TPACK. The unexpected results of this study were discussed
for researchers and program developers in Turkish teacher education.
Educational Sciences: Theory & Practice - 13(4) • 2367-2375
©2013 Educational Consultancy and Research Center
The aim of this study was to develop a valid and reliable instrument to measure Turkish kindergar... more The aim of this study was to develop a valid and reliable instrument to measure Turkish kindergarten students’
understandings of some science concepts and scientific inquiry processes which are grounded in the Turkish
Preschool Curriculum. The sample of the study was 371 kindergarten students, 12 Subject Area Experts (SAE),
and 7 Turkish Language Experts (TLE). Six stages were followed in the development process of the instrument:
(i) item formulation, (ii) content validity, (iii) language validity, (iv) item difficulty and discrimination index, (v)
factor analysis, and (vi) reliability. First, an item pool was constituted with 42 items. Second, SAEs and TLEs
rated these items in respect to the degree to which they reflected the content and their understandability and
grammar accuracy in Turkish. Third, all items were implemented kindergarten students, and 26 items were
eliminated according to their item difficulty and discrimination index values. Last, factor analysis and reliability
were studied by means of the data belonging to the rest of items. Results revealed that the instrument with 16
items had two factor structure and acceptable reliability.
Educational Sciences: Theory & Practice - 13(4) • 2217-2228
©2013 Educational Consultancy and Research Center
This study examined the relationship between fourth grade primary school students’ reading habits... more This study examined the relationship between fourth grade primary school students’ reading habits/conditions/
situations and their comprehension regarding what they read. For this purpose, a correlational survey method was
used in the study. 90 fourth-grade students who were attending a state primary school in the center of Kütahya
participated to the study. Firstly, there are four separate tests: a fill in the blank test which measures reading as a
process, a short answer test which measures remembering, multiple choice test which measures both superficial
and in-depth meaning linking and open-ended questions which measure meaning linking skills ) were administered
to the students. Then, students were asked to read loudly 409-word narrative text and students’ voices were
recorded. The records were analyzed by experts to determine the number of words that students read per minute,
students’ reading mistakes and their prosody. Pearson correlation analysis was used to determine the relationship
between fluent reading skills and reading comprehension. Moreover, multiple regression analysis was conducted
to examine the predictive power of reading skills for comprehension. The findings of the study demonstrated that
fluent reading was an indicator of comprehending; prosody predicted in-depth meaning linking better than the
other fluent reading skills; correct reading skills predicted superficial meaning linking better. The findings also
revealed that there was a weak correlation between reading speed and comprehension.
Educational Sciences: Theory & Practice - 13(4) • 2287-2290
©2013 Educational Consultancy and Research Center
Research problems in a scientific research are formed after a certain process. This process start... more Research problems in a scientific research are formed after a certain process. This process starts with defining
a research topic and transforms into a specific research problem or hypothesis. The aim of this study was to
examine the way educational technology researchers identify their research problems. To this end, sources that
educational technology researchers apply to and factors that affect educational technology researchers during
the process of defining research problem, and how educational technology researchers narrow research problems
were examined. The research was carried out as a case study. Data were gathered from educational technology
researchers by semi-structured interviews. Participants were ten researchers who were doctoral students
and faculty members from three different universities. Data were subjected to content analysis. Findings
presented under “Sources Used, Factors and Narrowing the Problem” themes related with defining research
problem. Literature, individual factors and Academic Exchange were the common categories under these three
themes. In addition, scope of the problem was identified as influential in terms of limiting the problem and identifying
the problem. The results of the study are expected to be beneficial for educational technology researchers.
Educational Sciences: Theory & Practice - 13(4) • 2330-2335
©2013 Educational Consultancy and Research Center
This study investigated primary school 5th and 8th graders’ understanding and mental models relat... more This study investigated primary school 5th and 8th graders’ understanding and mental models related to the
shape of the world and gravity, and how these models reflected the fact and what kind of a change there is from
5th to 8th graders. This research is based on a cross-sectional design. The study was conducted in a low socioeconomic
level school and 105 students -52 girls and 53 boys- participated in the study. The data were collected
through interviews, one of the qualitative research methods. As a data collection tool, a semi-structured Conceptual
Models interview form about the Shape of the World and Gravity (SWGCIF) was used. The results of this
study showed that 5th and 8th graders have seven different understandings and mental models about the shape
of the world and gravity, one of which was scientific. The scientific approach and understanding were low in both
5th and 8th graders but a slight increase was observed towards 8th graders. In order for a meaningful learning
through conceptual change, it can be suggested that these abstract concepts should be concretized by means
of visual and audio materials and models. Also, studies with extensive samples should be conducted in order to
provide a more comprehensive understanding of the situation.
Educational Sciences: Theory & Practice - 13(4) • 2469-2476
©2013 Educational Consultancy and Research Center
The purpose of this study is two-fold; the first aim being to show the effect of outliers on the ... more The purpose of this study is two-fold; the first aim being to show the effect of outliers on the widely used least
squares regression estimator in social sciences. The second aim is to compare the classical method of least
squares with the robust M-estimator using the “determination of coefficient” (R2). For this purpose, analyzes
were performed on three data sets. The first set of data is hypothetical, consisting of 15 students’ general
mathematic and linear algebra final scores. The second set of data was collected from 231 adolescents attending
different high schools in Turkey. The data were collected using the Scale of Aggressiveness, Academic
Self-efficacy Scale, Scale of Peer Pressure, and Trait Anxiety Inventory. The third set of data was collected from
1,385 high school students. This data were collected using the Maslach Burnout Inventory-Students Survey,
Coping Styles of Stress Scale, Test Anxiety Inventory, Adolescence Self-Efficacy Scale, and Parental Attitude
Scale. It was seen that, comparisons with small, medium and large volume samples, especially for the data sets
including outlier/outliers, R2 in M estimate is better alternatives than those having least squares. The findings
are discussed in light of the recommendations presented in the literature.
Educational Sciences: Theory & Practice - 13(4) • 2151-2158
©2013 Educational Consultancy and Research Center
Digital medias that becomepopular through the development of technology have given a different fu... more Digital medias that becomepopular through the development of technology have given a different functionality
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.Digital medias that becomepopular through the development of technology have given a different functionality
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.Digital medias that becomepopular through the development of technology have given a different functionality
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.Digital medias that becomepopular through the development of technology have given a different functionality
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.Digital medias that becomepopular through the development of technology have given a different functionality
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.
Educational Sciences: Theory & Practice - 13(4) • 2272-2276
©2013 Educational Consultancy and Research Center
The aim of this study was to determine the opinions and self-evaluation of the students of Geogra... more The aim of this study was to determine the opinions and self-evaluation of the students of Geography Department
about the applications of Cooperative Learning in Regional Geography course. The study was carried out
for twelve weeks with 76 students who are in the Department of Geography, Faculty of Arts, Karabuk University
between 2011-12. In this study, descriptive survey model and content analysis were used along with opinion
surveys towards cooperative learning, self-evaluation scale, and open-ended semi-structured questionnaire
about the applications to collect the data. In the analysis of quantitative data mean, standard deviance, and t-test
were applied, while in the analysis of qualitative data content analysis was applied. At the end of the research the
students of Geography Department declared that their interest and participation in the course were increased,
their social aspects were improved, the lectures were entertaining and there was a positive atmosphere in the
classroom thanks to the applications of cooperative learning. In the self-evaluation about the applications, the
students stated that most of the students came to class with preparations, they used various resources while
preparing a presentation, they carried out their individual responsibilities in the group work and they did their
best for the sake of the group’s success.The aim of this study was to determine the opinions and self-evaluation of the students of Geography Department
about the applications of Cooperative Learning in Regional Geography course. The study was carried out
for twelve weeks with 76 students who are in the Department of Geography, Faculty of Arts, Karabuk University
between 2011-12. In this study, descriptive survey model and content analysis were used along with opinion
surveys towards cooperative learning, self-evaluation scale, and open-ended semi-structured questionnaire
about the applications to collect the data. In the analysis of quantitative data mean, standard deviance, and t-test
were applied, while in the analysis of qualitative data content analysis was applied. At the end of the research the
students of Geography Department declared that their interest and participation in the course were increased,
their social aspects were improved, the lectures were entertaining and there was a positive atmosphere in the
classroom thanks to the applications of cooperative learning. In the self-evaluation about the applications, the
students stated that most of the students came to class with preparations, they used various resources while
preparing a presentation, they carried out their individual responsibilities in the group work and they did their
best for the sake of the group’s success.The aim of this study was to determine the opinions and self-evaluation of the students of Geography Department
about the applications of Cooperative Learning in Regional Geography course. The study was carried out
for twelve weeks with 76 students who are in the Department of Geography, Faculty of Arts, Karabuk University
between 2011-12. In this study, descriptive survey model and content analysis were used along with opinion
surveys towards cooperative learning, self-evaluation scale, and open-ended semi-structured questionnaire
about the applications to collect the data. In the analysis of quantitative data mean, standard deviance, and t-test
were applied, while in the analysis of qualitative data content analysis was applied. At the end of the research the
students of Geography Department declared that their interest and participation in the course were increased,
their social aspects were improved, the lectures were entertaining and there was a positive atmosphere in the
classroom thanks to the applications of cooperative learning. In the self-evaluation about the applications, the
students stated that most of the students came to class with preparations, they used various resources while
preparing a presentation, they carried out their individual responsibilities in the group work and they did their
best for the sake of the group’s success.The aim of this study was to determine the opinions and self-evaluation of the students of Geography Department
about the applications of Cooperative Learning in Regional Geography course. The study was carried out
for twelve weeks with 76 students who are in the Department of Geography, Faculty of Arts, Karabuk University
between 2011-12. In this study, descriptive survey model and content analysis were used along with opinion
surveys towards cooperative learning, self-evaluation scale, and open-ended semi-structured questionnaire
about the applications to collect the data. In the analysis of quantitative data mean, standard deviance, and t-test
were applied, while in the analysis of qualitative data content analysis was applied. At the end of the research the
students of Geography Department declared that their interest and participation in the course were increased,
their social aspects were improved, the lectures were entertaining and there was a positive atmosphere in the
classroom thanks to the applications of cooperative learning. In the self-evaluation about the applications, the
students stated that most of the students came to class with preparations, they used various resources while
preparing a presentation, they carried out their individual responsibilities in the group work and they did their
best for the sake of the group’s success.
Educational Sciences: Theory & Practice - 13(4) • 2413-2418
©2013 Educational Consultancy and Research Center
The purpose of this study is to investigate the correlation between psychological well-being, per... more The purpose of this study is to investigate the correlation between psychological well-being, personal traits and
self-compassion levels, and to find out whether personal traits and self-compassion level significantly predict
psychological well-being. The study sample is composed of 232 (36.5%) students from Education Faculty of
Selçuk University, 195 (30.7%) students from Cumhuriyet University, 209 (32.9%) students from Ahi Evran University.
There were totally 636 randomly selected students in the study group, 405 of them (%67.5) being females
and 231 of them (32.5%) being males. The data were collected using Psychological Well-being Scale, Adjective
Based Personality Scale, Self-compassion Scale and personal information form. To analyze the data, Pearson
conduct moment correlations, and stepwise regression analysis technique were used. It was seen that there
was a significant positive correlation between all subscales of psychological well-being and self-compassion.
There was a negative correlation between psychological well-being and neuroticism and a positive correlation
between psychological well-being and other personality traits, whereas no significant correlation was found
between autonomy and agreeableness. Personal traits and self-compassion significantly predict all subscales
of psychological well-being. It was found that the most significant predictor of positive relations with others as
a subscale of psychological well-being is extroversion; that the most prominent predictor of autonomy, environmental
mastery, and purpose in life and self-acceptance subscales is self-compassion, and that the variable
which predicts the subscale of personal growth best is openness to experience as personal traits.
Educational Sciences: Theory & Practice - 13(4) • 2097-2104
©2013 Educational Consultancy and Research Center
The aim of the present study is to develop a scale to determine how necessary the primary and sec... more The aim of the present study is to develop a scale to determine how necessary the primary and secondary
school teachers view the learner autonomy support behaviours and how much they perform these behaviours.
The study group was composed of 324 primary and secondary school teachers.
The process of developing the
scale involved a literature scan, taking student opinions through essays, creating an item pool, taking expert
opinions, a pretesting study as well as studies on determining the structural validity and reliability. The results
of explanatory factor analysis showed that the scale had a structure of one dimension with three factors and also
confirmatory factor analyses confirmed the these three factor structure of the scale. These factors were called
Feeling And Thinking Support (7 items), Learning Process Support (5 items) and Evaluation Process(4 items).
It was seen that the factor weights of the scale items varied between 0.536 and 0.728 for necessity; 0.596-0.753
for execution. According to t-test results differences between each item’s means of upper 27% and lower 27%
points were significant. The Cronbach alpha reliability coefficient is α=0.89 for necessity, α=0.92 for execution.
These results indicate that the Learner Autonomy Support Scale has sufficient validity and reliability.
Educational Sciences: Theory & Practice - 13(4) • 2187-2194
©2013 Educational Consultancy and Research Center
The formal educational institutions and the society have an important function in acquiring a sen... more The formal educational institutions and the society have an important function in acquiring a sense of self-efficacy.
Teachers play a role in the formal educational process. The purpose of the study is to examine prospective
science teachers’ self-efficacy belief level in the 6th to 8th terms and the differences in this process. This survey
model study was applied in the spring semester of 2009-2010,the fall and spring semesters of the academic year
2010-2011. 40 prospective science teachers, from Marmara University Primary Science Education Department,
participated in the study for three semesters. The data was collected by science teaching self-efficacy belief
scale, interview questions and video recordings. The data of the scale was analyzed with paired sampled t-test
and the descriptive statistical technique. Interview questions were analyzed by open-coding, and the results
were interpreted in tables. According to the findings, participants’ self-efficacious for science teaching is usually
“good”; and it is determined from this context they found themselves quite efficient to teach science. Besides,
prospective science teachers have a positive attitude towards the lessons which offer opportunity to practice.
The practical lessons are highly significant for the prospective science teachers’ self-efficacy beliefs.
Educational Sciences: Theory & Practice - 13(4) • 2449-2453
©2013 Educational Consultancy and Research Center
In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusiv... more In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom
teachers was investigated. The SSTP gauged (1) teachers’ expectations related to social skills of students with
special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching
techniques. Twenty-nine (29) teachers participated in this study, 12 of whom were assigned to an experimental
group and the other 17 were assigned to a control group. This SSTP was prepared for teachers and
comprised four sessions which lasted a total of six hours. A pretest-posttest control group design was used
in order to assess the effectiveness of the SSTP as well as to collect data. To accomplish these goals, a Social
Skills Rating System -Teacher Form, a Social Skills Teaching Knowledge Test, and a Teacher Behaviors Observation
Form were used. The results showed that this SSTP was effective on the teachers’ outcomes, and that
these effects were maintained after having completed the training.
Kuram ve Uygulamada Eğitim Bilimleri • Educational Sciences: Theory & Practice - 13(4) • 2247-2261
©2013 Eğitim Danışmanlığı ve Araştırmaları İletişim Hizmetleri Tic. Ltd. Şti.
Faculty members in higher education institutions which technology produced in and used actively t... more Faculty members in higher education institutions which technology produced in and used actively try to overcome
simultaneous one more works because of their intensive works and responsibilities. This study associated
simultaneously doing one more academic works to multitasking. Multitasking may have a detrimental effect on
academic works since it is not possible to handle one more works at one time. The purpose of this study was to
examine the effect of multitasking on academic works. Four different multitasks are using the Internet, talking
with phone, watching TV or listening music, which are not a part of an academic work while doing this academic
work. This study used correlational research method. 1033 faculty members from 70 different universities located
in various geographical regions of Turkey participated to the study. The data collection tool was a survey
which includes question related to demographics, frequency of multitasking and frequency of academic delay.
The data were analyzed with frequencies, two way contingency table analysis using crosstabs applying Pearson
² and logistic regression. Finally, the study indicated that using the Internet, talking on the phone and watching
TV while doing an academic work had a detrimental effect on academic works. However, listening music while
doing a work did not result in academic delay. Title and age of faculty members were related with academic
delay. These results were discussed in the framework of Mayer’s theory of multimedia learning.
Educational Sciences: Theory & Practice - 13(4) • 2347-2353
©2013 Educational Consultancy and Research Center
The purpose of this study was to investigate the relationship between students’ opinions about th... more The purpose of this study was to investigate the relationship between students’ opinions about the sources of
self-efficacy belief and their gender, academic achievement, the grade level, Socio-Economic Status (SES), and
learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012
academic year. The data were collected by the scale of determining sources of self-efficacy belief, the scale of
learning styles, the scale of self-efficacy belief related learning and performance which is subscale of MSLQ and
personel information form. The results of the study indicated that there were significant relationships between
students’ opinions about sources of self-efficacy related learning and performance and their gender, academic
achievement, SES, the grade level, and learning style.
Educational Sciences: Theory & Practice - 13(4) • 1983-1993
©2013 Educational Consultancy and Research Center
In the present study, school engagement and metaphorical school perceptions of students were anal... more In the present study, school engagement and metaphorical school perceptions of students were analyzed based
on gender, school type and grade. The relationship between school engagement and school perception was also
examined. 410 high school students from ten different schools participated in the study. The data were collected
through the “Scale for School Engagement” and “Scale for School Perception”. Data were analyzed with arithmetical
mean, standard deviation, percentage, t-test, MANOVA and multivariate regression analysis techniques.
Findings showed that participants’ school engagement and positive school perception levels were in moderate
level. Comparative analysis based on gender, school type and grade revealed significant differences in both variables.
In addition, it was determined that metaphorical school perception predicted school engagement. Hence,
it was concluded that improving positive school perception of students might increase their school engagement.
Educational Sciences: Theory & Practice - 13(4) • 2134-2137
©2013 Educational Consultancy and Research Center
Collaboration dispositions keep attracting high attention in the business world for organizationa... more Collaboration dispositions keep attracting high attention in the business world for organizational competition
and teamwork efficiency. Educators also highly value the cultivation of youngsters’ thinking strategies and styles
which facilitate their learning performance and even career achievement. This study was conducted to identify
the relationship among thinking styles (including positive thinking and negative thinking) and collaborative dispositions.
Three self-rating instruments were employed to survey 901 college students’ experience as research
data. A series of analyses on the reliability and validity of instruments were conducted to validate the measurement
model. The SEM analysis results indicated the structural model and the influences of both thinking styles
on the youngsters’ collaborative dispositions. In addition, it was concluded that only the individuals highly evaluating
others were willing to and able to collaborate with others well. On the other hand, the factor of maladjustment
and little desire for change was the dominant negative thinking which severely eliminated collaborative
dispositions. Several suggestions were accordingly provided on the bases of research conclusions.
Educational Sciences: Theory & Practice - 13(4) • 2059-2070
©2013 Educational Consultancy and Research Center
The purpose of this research is to investigate the effect on students’ attitudes toward mathemati... more The purpose of this research is to investigate the effect on students’ attitudes toward mathematics when cartoons
are used in teaching integers. The research was designed in the form of a pre-test and post-test with a
quasi experimental control group. The research participant group was composed of sixty-one (61) 7th grade
students attending an elementary school in Bolu during the 2008-2009 academic year. “Integers” were taught
during six weeks using seventeen cartoons developed for this study. 7 homogenous groups, each consisting of
four students sharing the same opinions, were utilized in order to facilitate more comprehensive discussion on
the concepts while at the same time encouraging them to question their own thinking patterns by creating a
social learning environment. Data was collected using a “Mathematics Attitude Scale” and through the written
opinions of the students concerning the implementation process. Whereas the quantitative data was analyzed
by performing a t-test for dependent and independent samples, the qualitative data was analyzed descriptively.
Furthermore, while the method of use of cartoons in teaching math lessons positively affected the interest in
the mathematics course, the perceived benefits of mathematics and the perceived mathematics achievement
levels, which are the sub-components of the attitude, compared to the conventional teaching, the conventional
teaching method led to a decline in students’ interest in the mathematics course. When the students were
asked to describe their feelings toward cartoon based teaching, they responded by saying that they enjoyed
the cartoons and that they increased their interest in the math lesson. In light of the findings of this study, the
researchers have developed suggestions for those who are to conduct further research on cartoons.
Educational Sciences: Theory & Practice - 13(4 ) • 2526-2534
©2013 Educational Consultancy and Research Center
The purpose of this research is to determine the teacher opinions on whether the concepts prepari... more The purpose of this research is to determine the teacher opinions on whether the concepts preparing the
students to the democratic life in the first grade social studies course theme “My School Excitement” are
convenient for the level of the students. In the present study, the phenomenon science model, which is one of the
qualitative research models, is used. Criterion sampling, one of the purposive sampling methods, is applied. The
study group consists of 13 primary school first grade teachers who are teaching at 4 primary schools in Hendek
district of Sakarya province in 2010-2011 Education period. For the interviews, semi-structured interview form,
which is prepared by the researcher, is used. Content analysis is employed in the analysis of the data. According
to the research results, all the teachers, who have participated the research, do not find “ballot and club”
concepts appropriate for the first grade level. “selection/election, and vote” concepts are not found appropriate
for the first grade level by almost all of the teachers who have taken part in the research. Teachers who find the
related concepts appropriate for the first grade level state that they find the concepts appropriate in terms of
experience, awareness, readiness and development. Teachers who do not find the related concepts appropriate
for the first grade level gave reasons such as; the concepts are abstract, students’ readiness levels are not
appropriate, they act individually and the concepts are not included in their lives. For these concepts while
some of the teachers suggest that it would be appropriate for the second term of first grade, the majority of
the teachers suggest that it would be appropriate to teach these concepts in the second, third or fourth years.
Educational Sciences: Theory & Practice - 13(4) • 2429-2433
©2013 Educational Consultancy and Research Center
This study is about transformation that has been happening in the field of management and in rela... more This study is about transformation that has been happening in the field of management and in relation to it in
inspection that has been recently taking place both in Turkey and all around the World. The transformation
as “School Based Administration” (SBA) in educational administration and “School Based Evaluation” (SBE)
or “Self-evaluation” in inspection refers to the transformation of the concepts, expressions, goals, indicators
and processes about education, administration and inspection. The research was designed as qualitative and a
semi-structured interview was made with 35 teachers. Statements of teachers were classified and interpreted
in three themes. The most significant point from the interviews is that teachers criticize classical inspection
methods and think that SBE has also similar limitations. Teachers do not rely on the inspectors though they find
inspection necessary. They have doubts that they will have similar experiences of inspection done in the past
with SBE. They consider inspection as functional and state that they are hopeful with SBE though their expectations
have not been met so far. However, their expectations are followed by expressions of condition and worry.
Educational Sciences: Theory & Practice - 13(4) • 2119-2124
©2013 Educational Consultancy and Research Center
Post-secondary institutions within the European Higher Education Area have been adapting quality ... more Post-secondary institutions within the European Higher Education Area have been adapting quality assurance
mechanisms for course design, delivery, and evaluation following a learner-centered approach. The purpose of
this exploratory study was to delineate the teaching practices in science, technology, engineering, and mathematics
at the postsecondary level through an assessment of course syllabi. An analytical rubric was developed
with the STEM community, STEM education, and STEM assessment factors in order to assess teaching practices
through syllabi of the courses offered at a public university within the European Higher Education Area.
Data were analyzed at the item level using a Mann-Whitney non-parametric test and at the factor level with an
independent t-test. Results showed that there were statistically significant differences between the externally
accredited and non-accredited programs in STEM_education and STEM_assessment variables (p 0.01), which
indicated a practical significance in favor of accredited programs. There was reason to believe that the external
accreditation process has a positive impact on instructors in encouraging them to align their syllabi with the
STEM education praxis under the influence of the student-centered teaching and learning paradigm.
Kuram ve Uygulamada Eğitim Bilimleri • Educational Sciences: Theory & Practice - 13(4) • 2477-2485
©2013 Eğitim Danışmanlığı ve Araştırmaları İletişim Hizmetleri Tic. Ltd. Şti.
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in order to assess pre-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK)
to Turkish. 407 pre-service primary teachers (227 female and 180 male) in their final semester in Education
Faculties in Turkey participating in this study were selected with criteria sampling which is the method of purposeful
sampling. Exploratory and confirmatory factor analyses, including Cronbach’s alpha and item-total correlation
coefficients, were used for checking the psychometric properties of the adapted scale. Exploratory factor
analysis (EFA) identified eight factors accounting for 59.44% of the variance, Cronbach’s alpha coefficient was
found to be .89 for the overall scale, and item-total correlation coefficients were between .42 and .74. The results
obtained from the EFA supported by confirmatory factor analysis showed that there were new four factors
based on the subject matter (science, mathematics, social studies and literacy) although four factors were the
same as in the original scale. It was concluded that the adapted scale should not be used in academic studies
focusing on Turkish pre-service primary teachers’ TPACK. The unexpected results of this study were discussed
for researchers and program developers in Turkish teacher education.
Educational Sciences: Theory & Practice - 13(4) • 2367-2375
©2013 Educational Consultancy and Research Center
understandings of some science concepts and scientific inquiry processes which are grounded in the Turkish
Preschool Curriculum. The sample of the study was 371 kindergarten students, 12 Subject Area Experts (SAE),
and 7 Turkish Language Experts (TLE). Six stages were followed in the development process of the instrument:
(i) item formulation, (ii) content validity, (iii) language validity, (iv) item difficulty and discrimination index, (v)
factor analysis, and (vi) reliability. First, an item pool was constituted with 42 items. Second, SAEs and TLEs
rated these items in respect to the degree to which they reflected the content and their understandability and
grammar accuracy in Turkish. Third, all items were implemented kindergarten students, and 26 items were
eliminated according to their item difficulty and discrimination index values. Last, factor analysis and reliability
were studied by means of the data belonging to the rest of items. Results revealed that the instrument with 16
items had two factor structure and acceptable reliability.
Educational Sciences: Theory & Practice - 13(4) • 2217-2228
©2013 Educational Consultancy and Research Center
situations and their comprehension regarding what they read. For this purpose, a correlational survey method was
used in the study. 90 fourth-grade students who were attending a state primary school in the center of Kütahya
participated to the study. Firstly, there are four separate tests: a fill in the blank test which measures reading as a
process, a short answer test which measures remembering, multiple choice test which measures both superficial
and in-depth meaning linking and open-ended questions which measure meaning linking skills ) were administered
to the students. Then, students were asked to read loudly 409-word narrative text and students’ voices were
recorded. The records were analyzed by experts to determine the number of words that students read per minute,
students’ reading mistakes and their prosody. Pearson correlation analysis was used to determine the relationship
between fluent reading skills and reading comprehension. Moreover, multiple regression analysis was conducted
to examine the predictive power of reading skills for comprehension. The findings of the study demonstrated that
fluent reading was an indicator of comprehending; prosody predicted in-depth meaning linking better than the
other fluent reading skills; correct reading skills predicted superficial meaning linking better. The findings also
revealed that there was a weak correlation between reading speed and comprehension.
Educational Sciences: Theory & Practice - 13(4) • 2287-2290
©2013 Educational Consultancy and Research Center
a research topic and transforms into a specific research problem or hypothesis. The aim of this study was to
examine the way educational technology researchers identify their research problems. To this end, sources that
educational technology researchers apply to and factors that affect educational technology researchers during
the process of defining research problem, and how educational technology researchers narrow research problems
were examined. The research was carried out as a case study. Data were gathered from educational technology
researchers by semi-structured interviews. Participants were ten researchers who were doctoral students
and faculty members from three different universities. Data were subjected to content analysis. Findings
presented under “Sources Used, Factors and Narrowing the Problem” themes related with defining research
problem. Literature, individual factors and Academic Exchange were the common categories under these three
themes. In addition, scope of the problem was identified as influential in terms of limiting the problem and identifying
the problem. The results of the study are expected to be beneficial for educational technology researchers.
Educational Sciences: Theory & Practice - 13(4) • 2330-2335
©2013 Educational Consultancy and Research Center
shape of the world and gravity, and how these models reflected the fact and what kind of a change there is from
5th to 8th graders. This research is based on a cross-sectional design. The study was conducted in a low socioeconomic
level school and 105 students -52 girls and 53 boys- participated in the study. The data were collected
through interviews, one of the qualitative research methods. As a data collection tool, a semi-structured Conceptual
Models interview form about the Shape of the World and Gravity (SWGCIF) was used. The results of this
study showed that 5th and 8th graders have seven different understandings and mental models about the shape
of the world and gravity, one of which was scientific. The scientific approach and understanding were low in both
5th and 8th graders but a slight increase was observed towards 8th graders. In order for a meaningful learning
through conceptual change, it can be suggested that these abstract concepts should be concretized by means
of visual and audio materials and models. Also, studies with extensive samples should be conducted in order to
provide a more comprehensive understanding of the situation.
Educational Sciences: Theory & Practice - 13(4) • 2469-2476
©2013 Educational Consultancy and Research Center
squares regression estimator in social sciences. The second aim is to compare the classical method of least
squares with the robust M-estimator using the “determination of coefficient” (R2). For this purpose, analyzes
were performed on three data sets. The first set of data is hypothetical, consisting of 15 students’ general
mathematic and linear algebra final scores. The second set of data was collected from 231 adolescents attending
different high schools in Turkey. The data were collected using the Scale of Aggressiveness, Academic
Self-efficacy Scale, Scale of Peer Pressure, and Trait Anxiety Inventory. The third set of data was collected from
1,385 high school students. This data were collected using the Maslach Burnout Inventory-Students Survey,
Coping Styles of Stress Scale, Test Anxiety Inventory, Adolescence Self-Efficacy Scale, and Parental Attitude
Scale. It was seen that, comparisons with small, medium and large volume samples, especially for the data sets
including outlier/outliers, R2 in M estimate is better alternatives than those having least squares. The findings
are discussed in light of the recommendations presented in the literature.
Educational Sciences: Theory & Practice - 13(4) • 2151-2158
©2013 Educational Consultancy and Research Center
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.Digital medias that becomepopular through the development of technology have given a different functionality
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.Digital medias that becomepopular through the development of technology have given a different functionality
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.Digital medias that becomepopular through the development of technology have given a different functionality
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.Digital medias that becomepopular through the development of technology have given a different functionality
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.
Educational Sciences: Theory & Practice - 13(4) • 2272-2276
©2013 Educational Consultancy and Research Center
about the applications of Cooperative Learning in Regional Geography course. The study was carried out
for twelve weeks with 76 students who are in the Department of Geography, Faculty of Arts, Karabuk University
between 2011-12. In this study, descriptive survey model and content analysis were used along with opinion
surveys towards cooperative learning, self-evaluation scale, and open-ended semi-structured questionnaire
about the applications to collect the data. In the analysis of quantitative data mean, standard deviance, and t-test
were applied, while in the analysis of qualitative data content analysis was applied. At the end of the research the
students of Geography Department declared that their interest and participation in the course were increased,
their social aspects were improved, the lectures were entertaining and there was a positive atmosphere in the
classroom thanks to the applications of cooperative learning. In the self-evaluation about the applications, the
students stated that most of the students came to class with preparations, they used various resources while
preparing a presentation, they carried out their individual responsibilities in the group work and they did their
best for the sake of the group’s success.The aim of this study was to determine the opinions and self-evaluation of the students of Geography Department
about the applications of Cooperative Learning in Regional Geography course. The study was carried out
for twelve weeks with 76 students who are in the Department of Geography, Faculty of Arts, Karabuk University
between 2011-12. In this study, descriptive survey model and content analysis were used along with opinion
surveys towards cooperative learning, self-evaluation scale, and open-ended semi-structured questionnaire
about the applications to collect the data. In the analysis of quantitative data mean, standard deviance, and t-test
were applied, while in the analysis of qualitative data content analysis was applied. At the end of the research the
students of Geography Department declared that their interest and participation in the course were increased,
their social aspects were improved, the lectures were entertaining and there was a positive atmosphere in the
classroom thanks to the applications of cooperative learning. In the self-evaluation about the applications, the
students stated that most of the students came to class with preparations, they used various resources while
preparing a presentation, they carried out their individual responsibilities in the group work and they did their
best for the sake of the group’s success.The aim of this study was to determine the opinions and self-evaluation of the students of Geography Department
about the applications of Cooperative Learning in Regional Geography course. The study was carried out
for twelve weeks with 76 students who are in the Department of Geography, Faculty of Arts, Karabuk University
between 2011-12. In this study, descriptive survey model and content analysis were used along with opinion
surveys towards cooperative learning, self-evaluation scale, and open-ended semi-structured questionnaire
about the applications to collect the data. In the analysis of quantitative data mean, standard deviance, and t-test
were applied, while in the analysis of qualitative data content analysis was applied. At the end of the research the
students of Geography Department declared that their interest and participation in the course were increased,
their social aspects were improved, the lectures were entertaining and there was a positive atmosphere in the
classroom thanks to the applications of cooperative learning. In the self-evaluation about the applications, the
students stated that most of the students came to class with preparations, they used various resources while
preparing a presentation, they carried out their individual responsibilities in the group work and they did their
best for the sake of the group’s success.The aim of this study was to determine the opinions and self-evaluation of the students of Geography Department
about the applications of Cooperative Learning in Regional Geography course. The study was carried out
for twelve weeks with 76 students who are in the Department of Geography, Faculty of Arts, Karabuk University
between 2011-12. In this study, descriptive survey model and content analysis were used along with opinion
surveys towards cooperative learning, self-evaluation scale, and open-ended semi-structured questionnaire
about the applications to collect the data. In the analysis of quantitative data mean, standard deviance, and t-test
were applied, while in the analysis of qualitative data content analysis was applied. At the end of the research the
students of Geography Department declared that their interest and participation in the course were increased,
their social aspects were improved, the lectures were entertaining and there was a positive atmosphere in the
classroom thanks to the applications of cooperative learning. In the self-evaluation about the applications, the
students stated that most of the students came to class with preparations, they used various resources while
preparing a presentation, they carried out their individual responsibilities in the group work and they did their
best for the sake of the group’s success.
Educational Sciences: Theory & Practice - 13(4) • 2413-2418
©2013 Educational Consultancy and Research Center
self-compassion levels, and to find out whether personal traits and self-compassion level significantly predict
psychological well-being. The study sample is composed of 232 (36.5%) students from Education Faculty of
Selçuk University, 195 (30.7%) students from Cumhuriyet University, 209 (32.9%) students from Ahi Evran University.
There were totally 636 randomly selected students in the study group, 405 of them (%67.5) being females
and 231 of them (32.5%) being males. The data were collected using Psychological Well-being Scale, Adjective
Based Personality Scale, Self-compassion Scale and personal information form. To analyze the data, Pearson
conduct moment correlations, and stepwise regression analysis technique were used. It was seen that there
was a significant positive correlation between all subscales of psychological well-being and self-compassion.
There was a negative correlation between psychological well-being and neuroticism and a positive correlation
between psychological well-being and other personality traits, whereas no significant correlation was found
between autonomy and agreeableness. Personal traits and self-compassion significantly predict all subscales
of psychological well-being. It was found that the most significant predictor of positive relations with others as
a subscale of psychological well-being is extroversion; that the most prominent predictor of autonomy, environmental
mastery, and purpose in life and self-acceptance subscales is self-compassion, and that the variable
which predicts the subscale of personal growth best is openness to experience as personal traits.
Educational Sciences: Theory & Practice - 13(4) • 2097-2104
©2013 Educational Consultancy and Research Center
school teachers view the learner autonomy support behaviours and how much they perform these behaviours.
The study group was composed of 324 primary and secondary school teachers.
The process of developing the
scale involved a literature scan, taking student opinions through essays, creating an item pool, taking expert
opinions, a pretesting study as well as studies on determining the structural validity and reliability. The results
of explanatory factor analysis showed that the scale had a structure of one dimension with three factors and also
confirmatory factor analyses confirmed the these three factor structure of the scale. These factors were called
Feeling And Thinking Support (7 items), Learning Process Support (5 items) and Evaluation Process(4 items).
It was seen that the factor weights of the scale items varied between 0.536 and 0.728 for necessity; 0.596-0.753
for execution. According to t-test results differences between each item’s means of upper 27% and lower 27%
points were significant. The Cronbach alpha reliability coefficient is α=0.89 for necessity, α=0.92 for execution.
These results indicate that the Learner Autonomy Support Scale has sufficient validity and reliability.
Educational Sciences: Theory & Practice - 13(4) • 2187-2194
©2013 Educational Consultancy and Research Center
Teachers play a role in the formal educational process. The purpose of the study is to examine prospective
science teachers’ self-efficacy belief level in the 6th to 8th terms and the differences in this process. This survey
model study was applied in the spring semester of 2009-2010,the fall and spring semesters of the academic year
2010-2011. 40 prospective science teachers, from Marmara University Primary Science Education Department,
participated in the study for three semesters. The data was collected by science teaching self-efficacy belief
scale, interview questions and video recordings. The data of the scale was analyzed with paired sampled t-test
and the descriptive statistical technique. Interview questions were analyzed by open-coding, and the results
were interpreted in tables. According to the findings, participants’ self-efficacious for science teaching is usually
“good”; and it is determined from this context they found themselves quite efficient to teach science. Besides,
prospective science teachers have a positive attitude towards the lessons which offer opportunity to practice.
The practical lessons are highly significant for the prospective science teachers’ self-efficacy beliefs.
Educational Sciences: Theory & Practice - 13(4) • 2449-2453
©2013 Educational Consultancy and Research Center
teachers was investigated. The SSTP gauged (1) teachers’ expectations related to social skills of students with
special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching
techniques. Twenty-nine (29) teachers participated in this study, 12 of whom were assigned to an experimental
group and the other 17 were assigned to a control group. This SSTP was prepared for teachers and
comprised four sessions which lasted a total of six hours. A pretest-posttest control group design was used
in order to assess the effectiveness of the SSTP as well as to collect data. To accomplish these goals, a Social
Skills Rating System -Teacher Form, a Social Skills Teaching Knowledge Test, and a Teacher Behaviors Observation
Form were used. The results showed that this SSTP was effective on the teachers’ outcomes, and that
these effects were maintained after having completed the training.
Kuram ve Uygulamada Eğitim Bilimleri • Educational Sciences: Theory & Practice - 13(4) • 2247-2261
©2013 Eğitim Danışmanlığı ve Araştırmaları İletişim Hizmetleri Tic. Ltd. Şti.
simultaneous one more works because of their intensive works and responsibilities. This study associated
simultaneously doing one more academic works to multitasking. Multitasking may have a detrimental effect on
academic works since it is not possible to handle one more works at one time. The purpose of this study was to
examine the effect of multitasking on academic works. Four different multitasks are using the Internet, talking
with phone, watching TV or listening music, which are not a part of an academic work while doing this academic
work. This study used correlational research method. 1033 faculty members from 70 different universities located
in various geographical regions of Turkey participated to the study. The data collection tool was a survey
which includes question related to demographics, frequency of multitasking and frequency of academic delay.
The data were analyzed with frequencies, two way contingency table analysis using crosstabs applying Pearson
² and logistic regression. Finally, the study indicated that using the Internet, talking on the phone and watching
TV while doing an academic work had a detrimental effect on academic works. However, listening music while
doing a work did not result in academic delay. Title and age of faculty members were related with academic
delay. These results were discussed in the framework of Mayer’s theory of multimedia learning.
Educational Sciences: Theory & Practice - 13(4) • 2347-2353
©2013 Educational Consultancy and Research Center
self-efficacy belief and their gender, academic achievement, the grade level, Socio-Economic Status (SES), and
learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012
academic year. The data were collected by the scale of determining sources of self-efficacy belief, the scale of
learning styles, the scale of self-efficacy belief related learning and performance which is subscale of MSLQ and
personel information form. The results of the study indicated that there were significant relationships between
students’ opinions about sources of self-efficacy related learning and performance and their gender, academic
achievement, SES, the grade level, and learning style.
Educational Sciences: Theory & Practice - 13(4) • 1983-1993
©2013 Educational Consultancy and Research Center
on gender, school type and grade. The relationship between school engagement and school perception was also
examined. 410 high school students from ten different schools participated in the study. The data were collected
through the “Scale for School Engagement” and “Scale for School Perception”. Data were analyzed with arithmetical
mean, standard deviation, percentage, t-test, MANOVA and multivariate regression analysis techniques.
Findings showed that participants’ school engagement and positive school perception levels were in moderate
level. Comparative analysis based on gender, school type and grade revealed significant differences in both variables.
In addition, it was determined that metaphorical school perception predicted school engagement. Hence,
it was concluded that improving positive school perception of students might increase their school engagement.
Educational Sciences: Theory & Practice - 13(4) • 2134-2137
©2013 Educational Consultancy and Research Center
and teamwork efficiency. Educators also highly value the cultivation of youngsters’ thinking strategies and styles
which facilitate their learning performance and even career achievement. This study was conducted to identify
the relationship among thinking styles (including positive thinking and negative thinking) and collaborative dispositions.
Three self-rating instruments were employed to survey 901 college students’ experience as research
data. A series of analyses on the reliability and validity of instruments were conducted to validate the measurement
model. The SEM analysis results indicated the structural model and the influences of both thinking styles
on the youngsters’ collaborative dispositions. In addition, it was concluded that only the individuals highly evaluating
others were willing to and able to collaborate with others well. On the other hand, the factor of maladjustment
and little desire for change was the dominant negative thinking which severely eliminated collaborative
dispositions. Several suggestions were accordingly provided on the bases of research conclusions.
Educational Sciences: Theory & Practice - 13(4) • 2059-2070
©2013 Educational Consultancy and Research Center
are used in teaching integers. The research was designed in the form of a pre-test and post-test with a
quasi experimental control group. The research participant group was composed of sixty-one (61) 7th grade
students attending an elementary school in Bolu during the 2008-2009 academic year. “Integers” were taught
during six weeks using seventeen cartoons developed for this study. 7 homogenous groups, each consisting of
four students sharing the same opinions, were utilized in order to facilitate more comprehensive discussion on
the concepts while at the same time encouraging them to question their own thinking patterns by creating a
social learning environment. Data was collected using a “Mathematics Attitude Scale” and through the written
opinions of the students concerning the implementation process. Whereas the quantitative data was analyzed
by performing a t-test for dependent and independent samples, the qualitative data was analyzed descriptively.
Furthermore, while the method of use of cartoons in teaching math lessons positively affected the interest in
the mathematics course, the perceived benefits of mathematics and the perceived mathematics achievement
levels, which are the sub-components of the attitude, compared to the conventional teaching, the conventional
teaching method led to a decline in students’ interest in the mathematics course. When the students were
asked to describe their feelings toward cartoon based teaching, they responded by saying that they enjoyed
the cartoons and that they increased their interest in the math lesson. In light of the findings of this study, the
researchers have developed suggestions for those who are to conduct further research on cartoons.
Educational Sciences: Theory & Practice - 13(4 ) • 2526-2534
©2013 Educational Consultancy and Research Center
students to the democratic life in the first grade social studies course theme “My School Excitement” are
convenient for the level of the students. In the present study, the phenomenon science model, which is one of the
qualitative research models, is used. Criterion sampling, one of the purposive sampling methods, is applied. The
study group consists of 13 primary school first grade teachers who are teaching at 4 primary schools in Hendek
district of Sakarya province in 2010-2011 Education period. For the interviews, semi-structured interview form,
which is prepared by the researcher, is used. Content analysis is employed in the analysis of the data. According
to the research results, all the teachers, who have participated the research, do not find “ballot and club”
concepts appropriate for the first grade level. “selection/election, and vote” concepts are not found appropriate
for the first grade level by almost all of the teachers who have taken part in the research. Teachers who find the
related concepts appropriate for the first grade level state that they find the concepts appropriate in terms of
experience, awareness, readiness and development. Teachers who do not find the related concepts appropriate
for the first grade level gave reasons such as; the concepts are abstract, students’ readiness levels are not
appropriate, they act individually and the concepts are not included in their lives. For these concepts while
some of the teachers suggest that it would be appropriate for the second term of first grade, the majority of
the teachers suggest that it would be appropriate to teach these concepts in the second, third or fourth years.
Educational Sciences: Theory & Practice - 13(4) • 2429-2433
©2013 Educational Consultancy and Research Center
inspection that has been recently taking place both in Turkey and all around the World. The transformation
as “School Based Administration” (SBA) in educational administration and “School Based Evaluation” (SBE)
or “Self-evaluation” in inspection refers to the transformation of the concepts, expressions, goals, indicators
and processes about education, administration and inspection. The research was designed as qualitative and a
semi-structured interview was made with 35 teachers. Statements of teachers were classified and interpreted
in three themes. The most significant point from the interviews is that teachers criticize classical inspection
methods and think that SBE has also similar limitations. Teachers do not rely on the inspectors though they find
inspection necessary. They have doubts that they will have similar experiences of inspection done in the past
with SBE. They consider inspection as functional and state that they are hopeful with SBE though their expectations
have not been met so far. However, their expectations are followed by expressions of condition and worry.
Educational Sciences: Theory & Practice - 13(4) • 2119-2124
©2013 Educational Consultancy and Research Center
mechanisms for course design, delivery, and evaluation following a learner-centered approach. The purpose of
this exploratory study was to delineate the teaching practices in science, technology, engineering, and mathematics
at the postsecondary level through an assessment of course syllabi. An analytical rubric was developed
with the STEM community, STEM education, and STEM assessment factors in order to assess teaching practices
through syllabi of the courses offered at a public university within the European Higher Education Area.
Data were analyzed at the item level using a Mann-Whitney non-parametric test and at the factor level with an
independent t-test. Results showed that there were statistically significant differences between the externally
accredited and non-accredited programs in STEM_education and STEM_assessment variables (p 0.01), which
indicated a practical significance in favor of accredited programs. There was reason to believe that the external
accreditation process has a positive impact on instructors in encouraging them to align their syllabi with the
STEM education praxis under the influence of the student-centered teaching and learning paradigm.
Kuram ve Uygulamada Eğitim Bilimleri • Educational Sciences: Theory & Practice - 13(4) • 2477-2485
©2013 Eğitim Danışmanlığı ve Araştırmaları İletişim Hizmetleri Tic. Ltd. Şti.
in order to assess pre-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK)
to Turkish. 407 pre-service primary teachers (227 female and 180 male) in their final semester in Education
Faculties in Turkey participating in this study were selected with criteria sampling which is the method of purposeful
sampling. Exploratory and confirmatory factor analyses, including Cronbach’s alpha and item-total correlation
coefficients, were used for checking the psychometric properties of the adapted scale. Exploratory factor
analysis (EFA) identified eight factors accounting for 59.44% of the variance, Cronbach’s alpha coefficient was
found to be .89 for the overall scale, and item-total correlation coefficients were between .42 and .74. The results
obtained from the EFA supported by confirmatory factor analysis showed that there were new four factors
based on the subject matter (science, mathematics, social studies and literacy) although four factors were the
same as in the original scale. It was concluded that the adapted scale should not be used in academic studies
focusing on Turkish pre-service primary teachers’ TPACK. The unexpected results of this study were discussed
for researchers and program developers in Turkish teacher education.
Educational Sciences: Theory & Practice - 13(4) • 2367-2375
©2013 Educational Consultancy and Research Center
understandings of some science concepts and scientific inquiry processes which are grounded in the Turkish
Preschool Curriculum. The sample of the study was 371 kindergarten students, 12 Subject Area Experts (SAE),
and 7 Turkish Language Experts (TLE). Six stages were followed in the development process of the instrument:
(i) item formulation, (ii) content validity, (iii) language validity, (iv) item difficulty and discrimination index, (v)
factor analysis, and (vi) reliability. First, an item pool was constituted with 42 items. Second, SAEs and TLEs
rated these items in respect to the degree to which they reflected the content and their understandability and
grammar accuracy in Turkish. Third, all items were implemented kindergarten students, and 26 items were
eliminated according to their item difficulty and discrimination index values. Last, factor analysis and reliability
were studied by means of the data belonging to the rest of items. Results revealed that the instrument with 16
items had two factor structure and acceptable reliability.
Educational Sciences: Theory & Practice - 13(4) • 2217-2228
©2013 Educational Consultancy and Research Center
situations and their comprehension regarding what they read. For this purpose, a correlational survey method was
used in the study. 90 fourth-grade students who were attending a state primary school in the center of Kütahya
participated to the study. Firstly, there are four separate tests: a fill in the blank test which measures reading as a
process, a short answer test which measures remembering, multiple choice test which measures both superficial
and in-depth meaning linking and open-ended questions which measure meaning linking skills ) were administered
to the students. Then, students were asked to read loudly 409-word narrative text and students’ voices were
recorded. The records were analyzed by experts to determine the number of words that students read per minute,
students’ reading mistakes and their prosody. Pearson correlation analysis was used to determine the relationship
between fluent reading skills and reading comprehension. Moreover, multiple regression analysis was conducted
to examine the predictive power of reading skills for comprehension. The findings of the study demonstrated that
fluent reading was an indicator of comprehending; prosody predicted in-depth meaning linking better than the
other fluent reading skills; correct reading skills predicted superficial meaning linking better. The findings also
revealed that there was a weak correlation between reading speed and comprehension.
Educational Sciences: Theory & Practice - 13(4) • 2287-2290
©2013 Educational Consultancy and Research Center
a research topic and transforms into a specific research problem or hypothesis. The aim of this study was to
examine the way educational technology researchers identify their research problems. To this end, sources that
educational technology researchers apply to and factors that affect educational technology researchers during
the process of defining research problem, and how educational technology researchers narrow research problems
were examined. The research was carried out as a case study. Data were gathered from educational technology
researchers by semi-structured interviews. Participants were ten researchers who were doctoral students
and faculty members from three different universities. Data were subjected to content analysis. Findings
presented under “Sources Used, Factors and Narrowing the Problem” themes related with defining research
problem. Literature, individual factors and Academic Exchange were the common categories under these three
themes. In addition, scope of the problem was identified as influential in terms of limiting the problem and identifying
the problem. The results of the study are expected to be beneficial for educational technology researchers.
Educational Sciences: Theory & Practice - 13(4) • 2330-2335
©2013 Educational Consultancy and Research Center
shape of the world and gravity, and how these models reflected the fact and what kind of a change there is from
5th to 8th graders. This research is based on a cross-sectional design. The study was conducted in a low socioeconomic
level school and 105 students -52 girls and 53 boys- participated in the study. The data were collected
through interviews, one of the qualitative research methods. As a data collection tool, a semi-structured Conceptual
Models interview form about the Shape of the World and Gravity (SWGCIF) was used. The results of this
study showed that 5th and 8th graders have seven different understandings and mental models about the shape
of the world and gravity, one of which was scientific. The scientific approach and understanding were low in both
5th and 8th graders but a slight increase was observed towards 8th graders. In order for a meaningful learning
through conceptual change, it can be suggested that these abstract concepts should be concretized by means
of visual and audio materials and models. Also, studies with extensive samples should be conducted in order to
provide a more comprehensive understanding of the situation.
Educational Sciences: Theory & Practice - 13(4) • 2469-2476
©2013 Educational Consultancy and Research Center
squares regression estimator in social sciences. The second aim is to compare the classical method of least
squares with the robust M-estimator using the “determination of coefficient” (R2). For this purpose, analyzes
were performed on three data sets. The first set of data is hypothetical, consisting of 15 students’ general
mathematic and linear algebra final scores. The second set of data was collected from 231 adolescents attending
different high schools in Turkey. The data were collected using the Scale of Aggressiveness, Academic
Self-efficacy Scale, Scale of Peer Pressure, and Trait Anxiety Inventory. The third set of data was collected from
1,385 high school students. This data were collected using the Maslach Burnout Inventory-Students Survey,
Coping Styles of Stress Scale, Test Anxiety Inventory, Adolescence Self-Efficacy Scale, and Parental Attitude
Scale. It was seen that, comparisons with small, medium and large volume samples, especially for the data sets
including outlier/outliers, R2 in M estimate is better alternatives than those having least squares. The findings
are discussed in light of the recommendations presented in the literature.
Educational Sciences: Theory & Practice - 13(4) • 2151-2158
©2013 Educational Consultancy and Research Center
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.Digital medias that becomepopular through the development of technology have given a different functionality
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.Digital medias that becomepopular through the development of technology have given a different functionality
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.Digital medias that becomepopular through the development of technology have given a different functionality
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.Digital medias that becomepopular through the development of technology have given a different functionality
to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have
gained currency. The aim of the research was determined as the effect of reading from screen upon the levels
of reading comprehension of the fifth grade elementary school students in the informative and narrative text
types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students
studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen
to utilize in the study and the participants in control group were assigned to read the printed materials, while
others were reading the version of the same material from screen. The reading comprehension test developed
by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS
and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation
approaches, while the questions were being prepared for the narrative texts, the story elements which are
generally required to be found in a text, were used and the story map method was prepared accordingly. The
analysis of the reading comprehension points was performed through three related evaluations regarding the
text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the
students who read the informative text from screen were significantly higher than others. Moreover, there was
no significant difference between the students reading the narrative texts from screen and printed material in
terms of the levels of reading comprehension.
Educational Sciences: Theory & Practice - 13(4) • 2272-2276
©2013 Educational Consultancy and Research Center
about the applications of Cooperative Learning in Regional Geography course. The study was carried out
for twelve weeks with 76 students who are in the Department of Geography, Faculty of Arts, Karabuk University
between 2011-12. In this study, descriptive survey model and content analysis were used along with opinion
surveys towards cooperative learning, self-evaluation scale, and open-ended semi-structured questionnaire
about the applications to collect the data. In the analysis of quantitative data mean, standard deviance, and t-test
were applied, while in the analysis of qualitative data content analysis was applied. At the end of the research the
students of Geography Department declared that their interest and participation in the course were increased,
their social aspects were improved, the lectures were entertaining and there was a positive atmosphere in the
classroom thanks to the applications of cooperative learning. In the self-evaluation about the applications, the
students stated that most of the students came to class with preparations, they used various resources while
preparing a presentation, they carried out their individual responsibilities in the group work and they did their
best for the sake of the group’s success.The aim of this study was to determine the opinions and self-evaluation of the students of Geography Department
about the applications of Cooperative Learning in Regional Geography course. The study was carried out
for twelve weeks with 76 students who are in the Department of Geography, Faculty of Arts, Karabuk University
between 2011-12. In this study, descriptive survey model and content analysis were used along with opinion
surveys towards cooperative learning, self-evaluation scale, and open-ended semi-structured questionnaire
about the applications to collect the data. In the analysis of quantitative data mean, standard deviance, and t-test
were applied, while in the analysis of qualitative data content analysis was applied. At the end of the research the
students of Geography Department declared that their interest and participation in the course were increased,
their social aspects were improved, the lectures were entertaining and there was a positive atmosphere in the
classroom thanks to the applications of cooperative learning. In the self-evaluation about the applications, the
students stated that most of the students came to class with preparations, they used various resources while
preparing a presentation, they carried out their individual responsibilities in the group work and they did their
best for the sake of the group’s success.The aim of this study was to determine the opinions and self-evaluation of the students of Geography Department
about the applications of Cooperative Learning in Regional Geography course. The study was carried out
for twelve weeks with 76 students who are in the Department of Geography, Faculty of Arts, Karabuk University
between 2011-12. In this study, descriptive survey model and content analysis were used along with opinion
surveys towards cooperative learning, self-evaluation scale, and open-ended semi-structured questionnaire
about the applications to collect the data. In the analysis of quantitative data mean, standard deviance, and t-test
were applied, while in the analysis of qualitative data content analysis was applied. At the end of the research the
students of Geography Department declared that their interest and participation in the course were increased,
their social aspects were improved, the lectures were entertaining and there was a positive atmosphere in the
classroom thanks to the applications of cooperative learning. In the self-evaluation about the applications, the
students stated that most of the students came to class with preparations, they used various resources while
preparing a presentation, they carried out their individual responsibilities in the group work and they did their
best for the sake of the group’s success.The aim of this study was to determine the opinions and self-evaluation of the students of Geography Department
about the applications of Cooperative Learning in Regional Geography course. The study was carried out
for twelve weeks with 76 students who are in the Department of Geography, Faculty of Arts, Karabuk University
between 2011-12. In this study, descriptive survey model and content analysis were used along with opinion
surveys towards cooperative learning, self-evaluation scale, and open-ended semi-structured questionnaire
about the applications to collect the data. In the analysis of quantitative data mean, standard deviance, and t-test
were applied, while in the analysis of qualitative data content analysis was applied. At the end of the research the
students of Geography Department declared that their interest and participation in the course were increased,
their social aspects were improved, the lectures were entertaining and there was a positive atmosphere in the
classroom thanks to the applications of cooperative learning. In the self-evaluation about the applications, the
students stated that most of the students came to class with preparations, they used various resources while
preparing a presentation, they carried out their individual responsibilities in the group work and they did their
best for the sake of the group’s success.
Educational Sciences: Theory & Practice - 13(4) • 2413-2418
©2013 Educational Consultancy and Research Center
self-compassion levels, and to find out whether personal traits and self-compassion level significantly predict
psychological well-being. The study sample is composed of 232 (36.5%) students from Education Faculty of
Selçuk University, 195 (30.7%) students from Cumhuriyet University, 209 (32.9%) students from Ahi Evran University.
There were totally 636 randomly selected students in the study group, 405 of them (%67.5) being females
and 231 of them (32.5%) being males. The data were collected using Psychological Well-being Scale, Adjective
Based Personality Scale, Self-compassion Scale and personal information form. To analyze the data, Pearson
conduct moment correlations, and stepwise regression analysis technique were used. It was seen that there
was a significant positive correlation between all subscales of psychological well-being and self-compassion.
There was a negative correlation between psychological well-being and neuroticism and a positive correlation
between psychological well-being and other personality traits, whereas no significant correlation was found
between autonomy and agreeableness. Personal traits and self-compassion significantly predict all subscales
of psychological well-being. It was found that the most significant predictor of positive relations with others as
a subscale of psychological well-being is extroversion; that the most prominent predictor of autonomy, environmental
mastery, and purpose in life and self-acceptance subscales is self-compassion, and that the variable
which predicts the subscale of personal growth best is openness to experience as personal traits.
Educational Sciences: Theory & Practice - 13(4) • 2097-2104
©2013 Educational Consultancy and Research Center
school teachers view the learner autonomy support behaviours and how much they perform these behaviours.
The study group was composed of 324 primary and secondary school teachers.
The process of developing the
scale involved a literature scan, taking student opinions through essays, creating an item pool, taking expert
opinions, a pretesting study as well as studies on determining the structural validity and reliability. The results
of explanatory factor analysis showed that the scale had a structure of one dimension with three factors and also
confirmatory factor analyses confirmed the these three factor structure of the scale. These factors were called
Feeling And Thinking Support (7 items), Learning Process Support (5 items) and Evaluation Process(4 items).
It was seen that the factor weights of the scale items varied between 0.536 and 0.728 for necessity; 0.596-0.753
for execution. According to t-test results differences between each item’s means of upper 27% and lower 27%
points were significant. The Cronbach alpha reliability coefficient is α=0.89 for necessity, α=0.92 for execution.
These results indicate that the Learner Autonomy Support Scale has sufficient validity and reliability.
Educational Sciences: Theory & Practice - 13(4) • 2187-2194
©2013 Educational Consultancy and Research Center
Teachers play a role in the formal educational process. The purpose of the study is to examine prospective
science teachers’ self-efficacy belief level in the 6th to 8th terms and the differences in this process. This survey
model study was applied in the spring semester of 2009-2010,the fall and spring semesters of the academic year
2010-2011. 40 prospective science teachers, from Marmara University Primary Science Education Department,
participated in the study for three semesters. The data was collected by science teaching self-efficacy belief
scale, interview questions and video recordings. The data of the scale was analyzed with paired sampled t-test
and the descriptive statistical technique. Interview questions were analyzed by open-coding, and the results
were interpreted in tables. According to the findings, participants’ self-efficacious for science teaching is usually
“good”; and it is determined from this context they found themselves quite efficient to teach science. Besides,
prospective science teachers have a positive attitude towards the lessons which offer opportunity to practice.
The practical lessons are highly significant for the prospective science teachers’ self-efficacy beliefs.
Educational Sciences: Theory & Practice - 13(4) • 2449-2453
©2013 Educational Consultancy and Research Center
teachers was investigated. The SSTP gauged (1) teachers’ expectations related to social skills of students with
special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching
techniques. Twenty-nine (29) teachers participated in this study, 12 of whom were assigned to an experimental
group and the other 17 were assigned to a control group. This SSTP was prepared for teachers and
comprised four sessions which lasted a total of six hours. A pretest-posttest control group design was used
in order to assess the effectiveness of the SSTP as well as to collect data. To accomplish these goals, a Social
Skills Rating System -Teacher Form, a Social Skills Teaching Knowledge Test, and a Teacher Behaviors Observation
Form were used. The results showed that this SSTP was effective on the teachers’ outcomes, and that
these effects were maintained after having completed the training.
Kuram ve Uygulamada Eğitim Bilimleri • Educational Sciences: Theory & Practice - 13(4) • 2247-2261
©2013 Eğitim Danışmanlığı ve Araştırmaları İletişim Hizmetleri Tic. Ltd. Şti.
simultaneous one more works because of their intensive works and responsibilities. This study associated
simultaneously doing one more academic works to multitasking. Multitasking may have a detrimental effect on
academic works since it is not possible to handle one more works at one time. The purpose of this study was to
examine the effect of multitasking on academic works. Four different multitasks are using the Internet, talking
with phone, watching TV or listening music, which are not a part of an academic work while doing this academic
work. This study used correlational research method. 1033 faculty members from 70 different universities located
in various geographical regions of Turkey participated to the study. The data collection tool was a survey
which includes question related to demographics, frequency of multitasking and frequency of academic delay.
The data were analyzed with frequencies, two way contingency table analysis using crosstabs applying Pearson
² and logistic regression. Finally, the study indicated that using the Internet, talking on the phone and watching
TV while doing an academic work had a detrimental effect on academic works. However, listening music while
doing a work did not result in academic delay. Title and age of faculty members were related with academic
delay. These results were discussed in the framework of Mayer’s theory of multimedia learning.
Educational Sciences: Theory & Practice - 13(4) • 2347-2353
©2013 Educational Consultancy and Research Center
self-efficacy belief and their gender, academic achievement, the grade level, Socio-Economic Status (SES), and
learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012
academic year. The data were collected by the scale of determining sources of self-efficacy belief, the scale of
learning styles, the scale of self-efficacy belief related learning and performance which is subscale of MSLQ and
personel information form. The results of the study indicated that there were significant relationships between
students’ opinions about sources of self-efficacy related learning and performance and their gender, academic
achievement, SES, the grade level, and learning style.
Educational Sciences: Theory & Practice - 13(4) • 1983-1993
©2013 Educational Consultancy and Research Center
on gender, school type and grade. The relationship between school engagement and school perception was also
examined. 410 high school students from ten different schools participated in the study. The data were collected
through the “Scale for School Engagement” and “Scale for School Perception”. Data were analyzed with arithmetical
mean, standard deviation, percentage, t-test, MANOVA and multivariate regression analysis techniques.
Findings showed that participants’ school engagement and positive school perception levels were in moderate
level. Comparative analysis based on gender, school type and grade revealed significant differences in both variables.
In addition, it was determined that metaphorical school perception predicted school engagement. Hence,
it was concluded that improving positive school perception of students might increase their school engagement.
Educational Sciences: Theory & Practice - 13(4) • 2134-2137
©2013 Educational Consultancy and Research Center
and teamwork efficiency. Educators also highly value the cultivation of youngsters’ thinking strategies and styles
which facilitate their learning performance and even career achievement. This study was conducted to identify
the relationship among thinking styles (including positive thinking and negative thinking) and collaborative dispositions.
Three self-rating instruments were employed to survey 901 college students’ experience as research
data. A series of analyses on the reliability and validity of instruments were conducted to validate the measurement
model. The SEM analysis results indicated the structural model and the influences of both thinking styles
on the youngsters’ collaborative dispositions. In addition, it was concluded that only the individuals highly evaluating
others were willing to and able to collaborate with others well. On the other hand, the factor of maladjustment
and little desire for change was the dominant negative thinking which severely eliminated collaborative
dispositions. Several suggestions were accordingly provided on the bases of research conclusions.
Educational Sciences: Theory & Practice - 13(4) • 2059-2070
©2013 Educational Consultancy and Research Center
are used in teaching integers. The research was designed in the form of a pre-test and post-test with a
quasi experimental control group. The research participant group was composed of sixty-one (61) 7th grade
students attending an elementary school in Bolu during the 2008-2009 academic year. “Integers” were taught
during six weeks using seventeen cartoons developed for this study. 7 homogenous groups, each consisting of
four students sharing the same opinions, were utilized in order to facilitate more comprehensive discussion on
the concepts while at the same time encouraging them to question their own thinking patterns by creating a
social learning environment. Data was collected using a “Mathematics Attitude Scale” and through the written
opinions of the students concerning the implementation process. Whereas the quantitative data was analyzed
by performing a t-test for dependent and independent samples, the qualitative data was analyzed descriptively.
Furthermore, while the method of use of cartoons in teaching math lessons positively affected the interest in
the mathematics course, the perceived benefits of mathematics and the perceived mathematics achievement
levels, which are the sub-components of the attitude, compared to the conventional teaching, the conventional
teaching method led to a decline in students’ interest in the mathematics course. When the students were
asked to describe their feelings toward cartoon based teaching, they responded by saying that they enjoyed
the cartoons and that they increased their interest in the math lesson. In light of the findings of this study, the
researchers have developed suggestions for those who are to conduct further research on cartoons.
Educational Sciences: Theory & Practice - 13(4 ) • 2526-2534
©2013 Educational Consultancy and Research Center
students to the democratic life in the first grade social studies course theme “My School Excitement” are
convenient for the level of the students. In the present study, the phenomenon science model, which is one of the
qualitative research models, is used. Criterion sampling, one of the purposive sampling methods, is applied. The
study group consists of 13 primary school first grade teachers who are teaching at 4 primary schools in Hendek
district of Sakarya province in 2010-2011 Education period. For the interviews, semi-structured interview form,
which is prepared by the researcher, is used. Content analysis is employed in the analysis of the data. According
to the research results, all the teachers, who have participated the research, do not find “ballot and club”
concepts appropriate for the first grade level. “selection/election, and vote” concepts are not found appropriate
for the first grade level by almost all of the teachers who have taken part in the research. Teachers who find the
related concepts appropriate for the first grade level state that they find the concepts appropriate in terms of
experience, awareness, readiness and development. Teachers who do not find the related concepts appropriate
for the first grade level gave reasons such as; the concepts are abstract, students’ readiness levels are not
appropriate, they act individually and the concepts are not included in their lives. For these concepts while
some of the teachers suggest that it would be appropriate for the second term of first grade, the majority of
the teachers suggest that it would be appropriate to teach these concepts in the second, third or fourth years.
Educational Sciences: Theory & Practice - 13(4) • 2429-2433
©2013 Educational Consultancy and Research Center
inspection that has been recently taking place both in Turkey and all around the World. The transformation
as “School Based Administration” (SBA) in educational administration and “School Based Evaluation” (SBE)
or “Self-evaluation” in inspection refers to the transformation of the concepts, expressions, goals, indicators
and processes about education, administration and inspection. The research was designed as qualitative and a
semi-structured interview was made with 35 teachers. Statements of teachers were classified and interpreted
in three themes. The most significant point from the interviews is that teachers criticize classical inspection
methods and think that SBE has also similar limitations. Teachers do not rely on the inspectors though they find
inspection necessary. They have doubts that they will have similar experiences of inspection done in the past
with SBE. They consider inspection as functional and state that they are hopeful with SBE though their expectations
have not been met so far. However, their expectations are followed by expressions of condition and worry.
Educational Sciences: Theory & Practice - 13(4) • 2119-2124
©2013 Educational Consultancy and Research Center
mechanisms for course design, delivery, and evaluation following a learner-centered approach. The purpose of
this exploratory study was to delineate the teaching practices in science, technology, engineering, and mathematics
at the postsecondary level through an assessment of course syllabi. An analytical rubric was developed
with the STEM community, STEM education, and STEM assessment factors in order to assess teaching practices
through syllabi of the courses offered at a public university within the European Higher Education Area.
Data were analyzed at the item level using a Mann-Whitney non-parametric test and at the factor level with an
independent t-test. Results showed that there were statistically significant differences between the externally
accredited and non-accredited programs in STEM_education and STEM_assessment variables (p 0.01), which
indicated a practical significance in favor of accredited programs. There was reason to believe that the external
accreditation process has a positive impact on instructors in encouraging them to align their syllabi with the
STEM education praxis under the influence of the student-centered teaching and learning paradigm.
Kuram ve Uygulamada Eğitim Bilimleri • Educational Sciences: Theory & Practice - 13(4) • 2477-2485
©2013 Eğitim Danışmanlığı ve Araştırmaları İletişim Hizmetleri Tic. Ltd. Şti.