Education

The purpose of this descriptive study is to identify learning approaches (deep, surface, or strategic) among successful undergraduate students and the factors that affect and shape their learning approaches. The study sample comprised 90 freshman students who were ranked in the top one percent portion of the 2013 University Placement Exam (UPE) in Turkey. Students were variously attending faculties of education, law or medicine and were grouped in subject areas of Literacy-Social (LS), Literacy-Math (LM), and Math-Science (MS). Data was obtained via semi structured interviews with students and recorded on a form developed by the researchers. We found that students tend to be inclined to a surface learning approach, their teacher has a rote learning education understanding - the content of the course is quantitative, and exams are multiple choice or use a true/false system. However, they tend to choose a deep learning strategy when their teacher has both research and interrogation based expectations, the content of the course is qualitative, and the exam style is writing an essay or of a fill in the gaps type. Moreover, preparation courses and group of friends t have significant influence on how students internalize strategic learning approaches.

In order to support medical students' learningthe manner in which their learning occursthe quality and development of the learning process needs to be better understood. This research aims to determine the learning approaches preferred by medical school students and the changes that occur over time. Materials and Methods: A Cross-sectional study was applied, including in the follow-up study. The study group comprised first-year students enrolled at Hacettepe University Faculty of Medicine from 2011 to 2015 (n = 2714). The follow-up study was conducted in May 2016. This time 1195 students participated. The "Learning Approaches and Study Skills Scale" (ASSIST) was utilized. The scores of the students' learning approaches in the first year were compared to examine the changes in the learning approaches they preferred in the research over the years. In addition, students' first and second scores were compared. Results: Participation rate of the study was 80%. Students who completed the ASSIST both times (n = 1195) resulted in a response rate of 55%. Learning approaches scores of students between 2011 and 2014 were ranked strategic, deep, and surface learning approaches, respectively. However, in 2015 it was ranked deep, strategic, and surface learning. cohorts. Medical students preferred the strategic learning approach in the first year. Their preference differed in the second assessment. Surface learning scores increased when compared with the first assessment. Conclusion: Learning skills of students should be supported not only in the first year but also throughout the entire teaching period. Strategic and deep learning scores decreased in the second assessment, while the mean score of the surface learning approach increased in all.

A good analysis of the success factors in the university entrance exam, which is an important step for academic careers of students, is believed to help them manage this process. Properties such as self-regulation and learning approaches adopted by students undoubtedly influence their academic achievement as well as their success in university entrance exams. However, it is not exactly known how the direct and indirect relations between these variables are, and which variable has more effect on success. This research aims to determine the extent to which university entrance exam score as dependant variable; and academic achievement, deep, surface and strategic learning approaches, four sub-dimensions of self-regulatory learning skills scale as independent variables to predict university entrance exam score directly and indirectly; to this end, a path model was developed. Within the scope of the research, the data obtained from 445 students in the 4 th class of the state-affiliated high schools in the 2016-2017 academic year were used. As a result of the research, the most important factor affecting the success of university entrance exam was found to be diploma grade; while diploma grades raise by using deep learning approaches, they fall by using surface learning approaches. It was detected that the use of the strategic learning approach reduces university entrance exam scores.

This study aims to investigate the changes of Elementary School curricula which were developed since foundation of the Republic of Turkey till today with the perspective of educational philosophies. The study also draws new implications for the new curriculum development studies for future. The documentary analysis method was used to analyze Elementary school curricula

Learning is a very complex process by its nature. It is highly important to merge different concepts and theories in order to bring a more comprehensive explanation to learning processes of students in terms of accurate intervention to the teachinglearning process. The significance of a model developed between learning approaches including deep, surface and strategic sub-scales and the quality of using learning strategies including elaboration (E), metacognitive plan support (MPS), metacognitive control support (MCS) and metacognitive management support (MMS) dimensions was tested in this study. For this purpose, a structural equating model was developed to investigate the relationship patterns between the learning approaches-and-the quality of using learning strategieswith the data collected from 374 students from the Department of Primary Education in the Faculty of Education at Erzincan University. According to fit and error statistics used to evaluate the developed model, the first model was developed without any modification was at an acceptable level. The fit and error statistics for the model modified through the association of the errors of surface and strategic sub-scales were found at an excellent level. In both models, the best approach, which defines the learning approach of the students, was deep learning approach. The dimension which defines the quality of using learning strategies best was metacognitive management support. In the structural equation model, it was found out that the surface learning approach had an effect to detect neither the learning approaches of students nor the quality of using learning strategies.

A cross-national descriptive research method was used to explore Turkish and English student teachers' views about intelligence, and the factors which shape them. The "Adult Version of The Implicit Theory of Intelligence Scale" [1], and the Turkish version of this scale [2] were used to investigate the views of 114 English and 201 Turkish students of Primary Education. A semi-structured interview was also used with a subgroup of the students. The findings reveal that the Turkish students, on average, scored more highly in relation to entity intelligence theory than in relation to incremental intelligence theory, and the English students, on average, scored more highly in relation to incremental intelligence theory than to entity intelligence theory. In addition, when comparing the average scores in relation to incremental intelligence theory, the scores of the English students are significantly higher than those of the Turkish students.

The aim of this descriptive study was to determine the features of intelligence perceptions according to age, gender, class level, school success level and university departments. Two different scales by Dweck (2000) for both adults and children were translated into Turkish. These scales were then applied to 1350 Turkish students ranging from fourth-grade primary school to fourth-year university. Results showed that student scores relating to the perception that intelligence is an unchangeable feature in accordance with age, gender, class level, school success level and university departments were higher than the scores relating to the perception that intelligence is a malleable feature. In the terminology of mindset theory, these students were more likely to reveal evidence of fixed than growth mindsets.

A good analysis of the success factors in the university entrance exam, which is an important step for academiccareers of students, is believed to help them manage this process. Properties such as self-regulation and learningapproaches adopted by students undoubtedly influence their academic achievement as well as their success inuniversity entrance exams. However, it is not exactly known how the direct and indirect relations between thesevariables are, and which variable has more effect on success. This research aims to determine the extent to whichuniversity entrance exam score as dependant variable; and academic achievement, deep, surface and strategiclearning approaches, four sub-dimensions of self-regulatory learning skills scale as independent variables to predictuniversity entrance exam score directly and indirectly; to this end, a path model was developed. Within the scope ofthe research, the data obtained from 445 students in the 4th class of the state-affiliated high schoo...

Bu calisma Gagne'nin Ogretim Etkinleri Modeline gore ortaogretim ogretmeleri ile ozel dershane ogretmenlerinin sinif ici davranislarina iliskin ogrenci goruslerinin cinsiyet, alan ve okul turune gore farklilik gosterip gostermediginin belirlenmesi amaciyla yapilmistir. Bu amacla arastirmacilar tarafindan gelistirilen "Sinif Ici Ogretmen Davranislari Olcegi" kullanilmistir. Calismanin orneklemini Ankara ili Cankaya ilcesinde bulunan 293 ozel dershaneden calismaya izin veren 5 ozel dershanedeki 457 ogrenci olusturmaktadir. Ogrencilerin okul ogretmenleri ile ozel dershane ogretmenlerine iliskin gorusleri arasinda cinsiyet, alan ve okul turune gore anlamli bir farkin olup olmadigini belirlemek amaciyla eslestirilmis orneklemler t testi yapilmistir. Analiz sonuclarinda ozel dershane ogretmenlerine ait puan ortalamasinin ortaogretim ogretmenlerine ait puan ortalamasindan daha yuksek oldugu ve bu farkin anlamli oldugu tespit edilmistir.

Bu calismanin amaci, egitim fakultesi ogretim elemanlarinin kullanmakta olduklari ogretim yaklasimlarini, ogrencilerin benimsemis olduklari ogrenme yaklasimlarini ve ogretim yaklasimlari ile ogrenme yaklasimlari arasindaki etkilesimi belirlemektir. Nitel arastirma yontemlerinden deneysel-psikolojik olgu bilim yaklasiminin ise kosuldugu arastirmanin calisma grubunu; 2018-2019 yili guz doneminde, bir devlet universitesinin Sinif Egitimi Ana Bilim Dali’nin 1.,2., 3., 4. sinif ve yuksek lisans duzeyinde ogrenim gormekte olan toplam 52 ogrenci olusturmaktadir. Veri toplama araci olarak arastirmaci tarafindan gelistirilen yari yapilandirilmis gorusme formu kullanilmistir. Arastirma sonucunda 52 ogrenciden 14’unun (%26,9) derinlemesine ogrenme yaklasimini, 8’inin (%15,3) yuzeysel ogrenme yaklasimini, 30 ogrencinin ise (%57,6) stratejik ogrenme yaklasimini tercih ettikleri gorulmustur. Ayrica 52 ogrenciden 40’inin (%76,9) ogretim elemanlarini “Bilgi Aktaran ve Ogretmen Odakli” (BA-OO), 11’i...

Öz Purpose: In order to support medical students’ learningthe manner in which their learning occurs the quality and development of the learning process needs to be better understood. This research aims to determine the learning approaches preferred by medical school students and the changes that occur over time. Materials and Methods: A Cross-sectional study was applied, including in the follow-up study. The study group comprised first-year students enrolled at Hacettepe University Faculty of Medicine from 2011 to 2015 (n = 2714). The follow-up study was conducted in May 2016. This time 1195 students participated. The “Learning Approaches and Study Skills Scale” (ASSIST) was utilized. The scores of the students' learning approaches in the first year were compared to examine the changes in the learning approaches they preferred in the research over the years. In addition, students' first and second scores were compared. Results: Participation rate of the study was 80%. Studen...