This study aimed to investigate the effects of different active teaching techniques on preschool ... more This study aimed to investigate the effects of different active teaching techniques on preschool student teachers' concept learning and academic achievement. The study group consisted of 46 third year preschool student teachers in a public university. Different active teaching methods were used during the single term Science Course, a compulsory course in the Preschool Programme. The treatment process took ten weeks in total (4 hours per week). The study had both qualitative and quantitative data. The quantitative data were collected using a three-tiered science concepts test, and qualitative data were collected through observation by the researcher. The alpha Cronbach values calculated for the test's reliability were 0.642 for Success-1 (S1) and 0.52 for Misconception-3 (MC3) scores. A dependent t-test was used to compare the pre and post-test scores of the preschool student teachers. The researcher took observation notes during the in-class teaching exercises. The findings revealed that there were significant differences between the student teachers' pre and post-test scores. They understood science concepts significantly better by the end of the course. It is concluded that combining different teaching methods enhances science concept understanding among student teachers. In addition, misconceptions decreased after instruction.
Journal of Preschool and Elementary Education, 2020
Özet Eğitimde inovasyonu gerçekleştirmenin önemini fark eden ülkelerin, eğitimsel ihtiyaçları çağ... more Özet Eğitimde inovasyonu gerçekleştirmenin önemini fark eden ülkelerin, eğitimsel ihtiyaçları çağın dinamikleri çerçevesinde doğru analiz ederek, bu bağlamda eğitim sistemlerini yeniden düzenlemeleri gerekmektedir. Eğitimde yaşanan bu yeni şekillenmeler doğrultusunda ortaya çıkacak kaçınılmaz dönüşüm için, bireylere özel fırsatlar sunan, yenilikçi öğretim yaklaşımlarına ihtiyaç duyulmaktadır. Değişim ihtiyacına cevap verebilecek ve geleceğe yatırım yapabilecek yeni öğrenme yaklaşımlarından biri de 'STEAM' olarak karşımıza çıkmaktadır. Spesifik içeriklerden oluşan, beş disiplininin (fen, teknoloji, mühendislik, sanat ve matematik) bir arada ele alınması esasına dayalı olan STEAM, yaşam boyu öğrenmeyi temel alan bütüncül bir yaklaşım modelidir. Son yıllarda modern eğitimde dikkat çeken, STEM ile sanatı birbirine bağlayan bu model, gerçek dünyadaki sorunları çözmeye teşvik eden, yeniliği destekleyen, deneyimsel öğrenme temelli; iş, okul ve toplum arasında bağlantıyı sağlayan bir köprü olarak düşünülebilir. STEAM eğitimi içerisinde yer alan "sanatın" özellikle bu küresel değişim sürecinde, dünyamıza ilişkin tüm zenginlikleri anlamamıza yönelik yeni kapılar açacağı, eğitim kapsamında hem birey hem de toplum olma duygusunu geliştireceği düşünülmektedir. 'Sanat' disiplini içerisinde yer verilebilecek yaratıcı dramanın STEM eğitimine entegrasyonu, STEAM'e doğru bir geçiş olarak kabul edilebilir ve ayrıca ele almak önemli görülmektedir. 21. yüzyıl öğrenimi için yaratıcı pedagojilerle STEAM eğitimi tasarlamak noktasında yaratıcı drama öğrencilere daha çok olasılık üretip karşılaştırma yoluyla en mantıklı ve en doğru sonuca ulaşmalarına olanak vermektedir. Çocukların küresel bağlamda rekabet edebilmeleri için, öğrenci merkezli sınıf ortamında, değişen yaşam koşullarını yaratıcı drama ile deneyimlemelerinin, onları bir adım öteye götüreceği düşünülmektedir. Bu bilgiler ışığında bu araştırmada, 21. yüzyılın eğitim vizyonu kapsamında, olumlu ve istenen öğrenci çıktıları üretmek için eğitim sisteminde bahsi geçen STEAM kavramının tüm yönlerinin detaylı olarak ele alınması amaçlanmıştır. 21. yüzyıl'da ortaya çıkan paradigmalar ışığında Fen eğitimine ilişkin birleşik bir vizyon geliştirmek için kullanılabilecek STEAM modeline özellikle erken çocukluk eğitiminden başlayarak tüm eğitim kademelerinde aktif olarak yer vermek, teknoloji odaklı küresel bir toplumda başarının anahtarı olarak kabul edilebilir. Anahtar Kelimeler: STEAM, STEM, 21. yüzyıl becerileri, Yaratıcı Drama, Erken çocukluk eğitimi. Abstract Countries, which realise the importance of achieving innovation in education, need to reorganize their education systems and accurately analyse educational needs within the framework of the dynamics of the age. For the inevitable transformation that will occur in line with these new forms in education, innovative teaching approaches that offer special opportunities to individuals are
Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 2020
Öz Öğretmen adaylarının sosyal girişimcilik becerilerinin kazandırılmasında bir araç olarak yarat... more Öz Öğretmen adaylarının sosyal girişimcilik becerilerinin kazandırılmasında bir araç olarak yaratıcı dramaya ilişkin analojiler geliştirmeleri amaçlanan bu araştırmada nitel araştırma yöntemlerinden bütüncül tek durum deseni kullanılmıştır. Araştırmada elde edilen veriler, Temel Eğitim Bölümü'ne devam eden amaçlı örneklem yöntemiyle belirlenen 90 öğretmen adayından analoji geliştirme formu aracılığıyla toplanmıştır. Adayların geliştirmiş olduğu analojiler; kaynak kavram ve hedef kavram arasındaki ilişki, sunum şekli, soyutlanma düzeyi, zenginlik durumu bakımından sınıflandırılmıştır. Araştırmada güvenirliğin sağlanması için veriler arası karşılaştırma yapılmış, araştırmacılar arasındaki güvenirlik oranı %88 olarak tespit edilmiştir. Öğretmen adaylarının sosyal girişimcilik becerilerinin kazandırılmasında bir araç olarak yaratıcı drama kavramına yönelik geliştirdikleri analojilerin sınıflama biçimlerine göre tamamının sözel analojiler olduğu, basit analoji, yapısal analoji ve somut-soyut analojilerin sayıca fazla olduğu belirlenmiştir. Araştırmada öğretmen adaylarının sınırlı çeşitlilikte geliştirmiş oldukları analojilerirdelendiğinde, soyut bir kavram olan sosyal girişimcilik kavramını aktif bir yöntem olan yaratıcı drama ile ilişkilendirme noktasında sorun yaşadıklarını, sosyal girişimciliğin çok boyutlu yapısını tam olarak kavrayamadıkları görülmektedir. Araştırma sonuçları çerçevesinde hizmet öncesinde öğretmen adaylarının sosyal girişimcilik konusunda donanımlı yetiştirilmesi için yaratıcı drama gibi etkileşimli tekniklerin kullanımının yaygınlaştırılması ve uygulamalı eğitimler ile farkındalık oluşturulması önerilmektedir.
International Online Journal of Education and Teaching (IOJET), 2020
Comics, which attract attention with their adaptation to changing conditions in the historical pr... more Comics, which attract attention with their adaptation to changing conditions in the historical process, are increasing their popularity both in current life and in the field of education. They can be used as a powerful supplementary teaching tool concretizing abstract concepts, especially in lessons such as Science. They can also be used to convey abstract concepts to students in an entertaining way. From this point of view, the study aimed to reveal the general characteristics, structure, elements, and historical development of comics at a theoretical level. The study, which adopted a qualitative research design, was based on a wide range of a literature review focusing on comics in an educational context as alternative resources to use in science education. The data collected were coded, grouped, and reorganized as a report to present within the context of science education for the teachers who might plan to use comics in their classes, and researchers who might scrutinize the influence of comics in teaching science at different levels.
The purpose of this research is to evaluate the effectiveness of the activities, which are prepar... more The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective preschool teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective preschool teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the "science education" which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a result of the research, it was seen that the course activities in which different techniques were used positively influenced the scientific creativity levels of the prospective teachers. Prospective teachers' level of skills involved in creative trait, creative process, and creative product sub-dimensions also developed. It has been suggested in the direction of these results that different techniques should be used together to develop scientific creativity.
International Journal of Progressive Education, 2020
The objective of this research is to determine the predictive situation of the proficiency percep... more The objective of this research is to determine the predictive situation of the proficiency perceptions of preschool teacher candidates' attitudes regarding STEM Education and Problem-Based Learning (PBL) towards 21st century skills. Within the scope of this objective, correlational survey design, one of the quantitative research methods, was used. The sample of the research consisted of a total of 284 teacher candidates studying in the Department of Preschool Education. In order to measure the 21st century skills of the teacher candidates according to their own perspective, the ‘21st Century Skills and Competences Scale’ was used. To measure the attitudes of the teacher candidates towards STEM education, the 'STEM Education Attitude Scale'was used. In addition, the 'Problem-Based Learning Attitude Scale' was employed to identify the candidates' attitudes towards problem-based learning. Standard multiple linear regression analysis was performed while analyzing the data. As a result of the research, it was observed that the attitudes of the preschool teacher candidates regarding STEM education and PBL had a moderate and meaningful relationship with their proficiency perceptions towards 21st century skills. Additionally, it was found out that the candidates' attitudes towards STEM education and PBL explained 20% of their proficiency perceptions towards 21st century skills. In the light of the results obtained from the research, in order for preschool teacher candidates and teachers to design appropriate and qualified learning environments, it is suggested that they can be compared with enriched teaching practices that will be supported with different and innovative approaches, such as STEM and PBL, and structured in the focus of developing 21st century skills.
Educational Policy Analysis and Strategic Research, 2020
This study aimed to investigate teacher candidates’ perspectives about the ‘Basic Science in Prim... more This study aimed to investigate teacher candidates’ perspectives about the ‘Basic Science in Primary Education’ course which adopted inquiry-based instruction approach. The participants of this study consisted of 87 teacher candidates (18 males, 69 females) who continued their education in the Department of Primary School Teaching at Çanakkale Onsekiz Mart University in the 2019-2020 academic year. A form which consisted of 5 questions was used to investigate the perspectives of the primary school teacher candidates about the science course called ‘Basic Science in Primary Education’ and to understand their opinions about the process of designing a course and applying course plans using an inquiry-based instruction. Descriptive codes were used to find out the opinions of the teacher candidates, which also helped analyse the data obtained from the form and interpret the results of the study. The results of the study showed that the teacher candidates shared their awareness and knowledge about teaching science effectively, which changed with this course. The teacher candidates also revealed that they learned the qualifications of teaching science effectively. In addition, despite the awareness that the teacher candidates gained about inquiry-based instruction approach, they shared that they struggled with planning and applying designed course plans. The study suggests that courses aiming to focus on science education ought to have applied practices beyond giving theoretical knowledge.
DEVELOPMENT AND EDUCATION STUDIES DEVELOPMENT AND EDUCATION STUDIES, 2020
This study aims to reveal the perceptions of preschool student
teachers about global problems. Th... more This study aims to reveal the perceptions of preschool student teachers about global problems. The study adopted a concurrent mixed methods design. The study group of the study, which was determined by the purposeful sampling method, consists of 124 first-year preschool student teachers who studied in the Department of Primary School Education at the Faculty of Education, Çanakkale Onsekiz Mart University, Turkey. For the quantitative data in the research, ‘Attitude Scale for Global Problems’ was used to determine the perceptions of the preschool student teachers about global problems, whereas the qualitative data were collected by means of the ‘Interview Form’ to examine the views of the student teachers in depth. Descriptive analysis was conducted in order to determine the attitude levels of the student teachers regarding global problems, and the arithmetic means and standard deviations of the scores obtained from the scale were calculated. The qualitative data obtained from the interviews were analysed in accordance with the content analysis with the MAXQDA-20 program. Considering the research results, it was determined that the student teachers’ awareness level about global problems was very high and that their attitude levels towards the solution of global problems were at a medium level. In addition, the student teachers stated that they had difficulties in turning their ideas about global problems into action. It is recommended to include applications, which can be used to make a change in behavioural dimensions, in undergraduate programs in order to raise awareness for the solution of global problems in preschool student teachers
Bu araştırmanın amacı okul öncesi öğretmenliği öğrencilerinin bireysel yenilikçilik algılarının b... more Bu araştırmanın amacı okul öncesi öğretmenliği öğrencilerinin bireysel yenilikçilik algılarının belirlenmesi ve yenilikçiliğin önündeki engellere yönelik görüşlerinin ortaya çıkarılmasıdır. Bu amaç doğrultusunda durum çalışması deseninde tasarlanan araştırmaya 2. ve 3. sınıfa devam eden 32 okul öncesi öğretmenliği öğrencisi katılmıştır. Öğrencilerin bireysel yenilikçiliğe ilişkin görüşlerinin belirlenmesinde araştırmacı tarafından hazırlanan görüşme formu kullanılmıştır. Araştırma kapsamında toplanan verilerin modelleştirilmesinde NVivo nitel veri analiz programı kullanılmıştır. Araştırma sonucunda okul öncesi öğretmenliği öğrencilerinin yenilikçiliği gelişim, çağdaşlık, uyum, teknoloji, yaratıcılık ve açık fikirlilik ile ilişkilendirdikleri belirlenmiştir. Okul öncesi öğretmenliği öğrencilerinin dörtte birinin kendini yenilikçi olarak algıladığı sonucuna ulaşılmıştır. Bunun yanında erken çocukluk döneminde yenilikçiliğin desteklenmesinin hem bireysel hem de toplumsal anlamda önemin...
The purpose of this research is to evaluate the effectiveness of the activities, which are prepar... more The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective pre-school teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective pre-school teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the "science education" which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a res...
It is a controversial issue that magnetism is an interesting topic for children but also the conc... more It is a controversial issue that magnetism is an interesting topic for children but also the concept is too abstract for the preschoolers. In this study, an action research is conducted that examines whether the designed intervention program based on STEM can be beneficial for 5-6 years old children to learn more about the specific features of the magnets. The program consists of several activities including reading story, playing a tablet game and designing a product from different shaped magnets. Findings underline the importance of STEM activities, as an interdisciplined approach, can foster the children to engage more actively in learning, inquiring, designing and reflecting processes. Besides, this study confirms the claim that preschool children are capable of developing conceptual understanding in ‘magnetism’
In this study, it is aimed to examine the opinions of prospective teachers about the design of di... more In this study, it is aimed to examine the opinions of prospective teachers about the design of digital educational comics designed within the scope of science education and their use in educational environments. This study, conducted with 129 prospective teachers determined by purposeful sampling method, is suitable for a case study. After the prospective teachers received a four-hour training on digital educational comics, they designed their digital educational comics for two weeks. After the design process, their views on design and applicability of these designs were determined with structured survey forms. The collected data were analyzed in four stages with the MAXQDA-20 program in accordance with content analysis. In the study, it was determined that the prospective teachers had difficulties at the point of designing visual and graphical elements in digital environment during the digital educational comic design process and that they were negatively affected by technological ...
International Journal of Progressive Education, 2020
The objective of this research is to determine the predictive situation of the proficiency percep... more The objective of this research is to determine the predictive situation of the proficiency perceptions of preschool teacher candidates' attitudes regarding STEM Education and Problem-Based Learning (PBL) towards 21st century skills. Within the scope of this objective, correlational survey design, one of the quantitative research methods, was used. The sample of the research consisted of a total of 284 teacher candidates studying in the Department of Preschool Education. In order to measure the 21st century skills of the teacher candidates according to their own perspective, the ‘21st Century Skills and Competences Scale’ was used. To measure the attitudes of the teacher candidates towards STEM education, the 'STEM Education Attitude Scale'was used. In addition, the 'Problem-Based Learning Attitude Scale' was employed to identify the candidates' attitudes towards problem-based learning. Standard multiple linear regression analysis was performed while analyzing the data. As a result of the research, it was observed that the attitudes of the preschool teacher candidates regarding STEM education and PBL had a moderate and meaningful relationship with their proficiency perceptions towards 21st century skills. Additionally, it was found out that the candidates' attitudes towards STEM education and PBL explained 20% of their proficiency perceptions towards 21st century skills. In the light of the results obtained from the research, in order for preschool teacher candidates and teachers to design appropriate and qualified learning environments, it is suggested that they can be compared with enriched teaching practices that will be supported with different and innovative approaches, such as STEM and PBL, and structured in the focus of developing 21st century skills.
This study aimed to investigate the effects of different active teaching techniques on preschool ... more This study aimed to investigate the effects of different active teaching techniques on preschool student teachers' concept learning and academic achievement. The study group consisted of 46 third year preschool student teachers in a public university. Different active teaching methods were used during the single term Science Course, a compulsory course in the Preschool Programme. The treatment process took ten weeks in total (4 hours per week). The study had both qualitative and quantitative data. The quantitative data were collected using a three-tiered science concepts test, and qualitative data were collected through observation by the researcher. The alpha Cronbach values calculated for the test's reliability were 0.642 for Success-1 (S1) and 0.52 for Misconception-3 (MC3) scores. A dependent t-test was used to compare the pre and post-test scores of the preschool student teachers. The researcher took observation notes during the in-class teaching exercises. The findings revealed that there were significant differences between the student teachers' pre and post-test scores. They understood science concepts significantly better by the end of the course. It is concluded that combining different teaching methods enhances science concept understanding among student teachers. In addition, misconceptions decreased after instruction.
Journal of Preschool and Elementary Education, 2020
Özet Eğitimde inovasyonu gerçekleştirmenin önemini fark eden ülkelerin, eğitimsel ihtiyaçları çağ... more Özet Eğitimde inovasyonu gerçekleştirmenin önemini fark eden ülkelerin, eğitimsel ihtiyaçları çağın dinamikleri çerçevesinde doğru analiz ederek, bu bağlamda eğitim sistemlerini yeniden düzenlemeleri gerekmektedir. Eğitimde yaşanan bu yeni şekillenmeler doğrultusunda ortaya çıkacak kaçınılmaz dönüşüm için, bireylere özel fırsatlar sunan, yenilikçi öğretim yaklaşımlarına ihtiyaç duyulmaktadır. Değişim ihtiyacına cevap verebilecek ve geleceğe yatırım yapabilecek yeni öğrenme yaklaşımlarından biri de 'STEAM' olarak karşımıza çıkmaktadır. Spesifik içeriklerden oluşan, beş disiplininin (fen, teknoloji, mühendislik, sanat ve matematik) bir arada ele alınması esasına dayalı olan STEAM, yaşam boyu öğrenmeyi temel alan bütüncül bir yaklaşım modelidir. Son yıllarda modern eğitimde dikkat çeken, STEM ile sanatı birbirine bağlayan bu model, gerçek dünyadaki sorunları çözmeye teşvik eden, yeniliği destekleyen, deneyimsel öğrenme temelli; iş, okul ve toplum arasında bağlantıyı sağlayan bir köprü olarak düşünülebilir. STEAM eğitimi içerisinde yer alan "sanatın" özellikle bu küresel değişim sürecinde, dünyamıza ilişkin tüm zenginlikleri anlamamıza yönelik yeni kapılar açacağı, eğitim kapsamında hem birey hem de toplum olma duygusunu geliştireceği düşünülmektedir. 'Sanat' disiplini içerisinde yer verilebilecek yaratıcı dramanın STEM eğitimine entegrasyonu, STEAM'e doğru bir geçiş olarak kabul edilebilir ve ayrıca ele almak önemli görülmektedir. 21. yüzyıl öğrenimi için yaratıcı pedagojilerle STEAM eğitimi tasarlamak noktasında yaratıcı drama öğrencilere daha çok olasılık üretip karşılaştırma yoluyla en mantıklı ve en doğru sonuca ulaşmalarına olanak vermektedir. Çocukların küresel bağlamda rekabet edebilmeleri için, öğrenci merkezli sınıf ortamında, değişen yaşam koşullarını yaratıcı drama ile deneyimlemelerinin, onları bir adım öteye götüreceği düşünülmektedir. Bu bilgiler ışığında bu araştırmada, 21. yüzyılın eğitim vizyonu kapsamında, olumlu ve istenen öğrenci çıktıları üretmek için eğitim sisteminde bahsi geçen STEAM kavramının tüm yönlerinin detaylı olarak ele alınması amaçlanmıştır. 21. yüzyıl'da ortaya çıkan paradigmalar ışığında Fen eğitimine ilişkin birleşik bir vizyon geliştirmek için kullanılabilecek STEAM modeline özellikle erken çocukluk eğitiminden başlayarak tüm eğitim kademelerinde aktif olarak yer vermek, teknoloji odaklı küresel bir toplumda başarının anahtarı olarak kabul edilebilir. Anahtar Kelimeler: STEAM, STEM, 21. yüzyıl becerileri, Yaratıcı Drama, Erken çocukluk eğitimi. Abstract Countries, which realise the importance of achieving innovation in education, need to reorganize their education systems and accurately analyse educational needs within the framework of the dynamics of the age. For the inevitable transformation that will occur in line with these new forms in education, innovative teaching approaches that offer special opportunities to individuals are
Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 2020
Öz Öğretmen adaylarının sosyal girişimcilik becerilerinin kazandırılmasında bir araç olarak yarat... more Öz Öğretmen adaylarının sosyal girişimcilik becerilerinin kazandırılmasında bir araç olarak yaratıcı dramaya ilişkin analojiler geliştirmeleri amaçlanan bu araştırmada nitel araştırma yöntemlerinden bütüncül tek durum deseni kullanılmıştır. Araştırmada elde edilen veriler, Temel Eğitim Bölümü'ne devam eden amaçlı örneklem yöntemiyle belirlenen 90 öğretmen adayından analoji geliştirme formu aracılığıyla toplanmıştır. Adayların geliştirmiş olduğu analojiler; kaynak kavram ve hedef kavram arasındaki ilişki, sunum şekli, soyutlanma düzeyi, zenginlik durumu bakımından sınıflandırılmıştır. Araştırmada güvenirliğin sağlanması için veriler arası karşılaştırma yapılmış, araştırmacılar arasındaki güvenirlik oranı %88 olarak tespit edilmiştir. Öğretmen adaylarının sosyal girişimcilik becerilerinin kazandırılmasında bir araç olarak yaratıcı drama kavramına yönelik geliştirdikleri analojilerin sınıflama biçimlerine göre tamamının sözel analojiler olduğu, basit analoji, yapısal analoji ve somut-soyut analojilerin sayıca fazla olduğu belirlenmiştir. Araştırmada öğretmen adaylarının sınırlı çeşitlilikte geliştirmiş oldukları analojilerirdelendiğinde, soyut bir kavram olan sosyal girişimcilik kavramını aktif bir yöntem olan yaratıcı drama ile ilişkilendirme noktasında sorun yaşadıklarını, sosyal girişimciliğin çok boyutlu yapısını tam olarak kavrayamadıkları görülmektedir. Araştırma sonuçları çerçevesinde hizmet öncesinde öğretmen adaylarının sosyal girişimcilik konusunda donanımlı yetiştirilmesi için yaratıcı drama gibi etkileşimli tekniklerin kullanımının yaygınlaştırılması ve uygulamalı eğitimler ile farkındalık oluşturulması önerilmektedir.
International Online Journal of Education and Teaching (IOJET), 2020
Comics, which attract attention with their adaptation to changing conditions in the historical pr... more Comics, which attract attention with their adaptation to changing conditions in the historical process, are increasing their popularity both in current life and in the field of education. They can be used as a powerful supplementary teaching tool concretizing abstract concepts, especially in lessons such as Science. They can also be used to convey abstract concepts to students in an entertaining way. From this point of view, the study aimed to reveal the general characteristics, structure, elements, and historical development of comics at a theoretical level. The study, which adopted a qualitative research design, was based on a wide range of a literature review focusing on comics in an educational context as alternative resources to use in science education. The data collected were coded, grouped, and reorganized as a report to present within the context of science education for the teachers who might plan to use comics in their classes, and researchers who might scrutinize the influence of comics in teaching science at different levels.
The purpose of this research is to evaluate the effectiveness of the activities, which are prepar... more The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective preschool teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective preschool teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the "science education" which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a result of the research, it was seen that the course activities in which different techniques were used positively influenced the scientific creativity levels of the prospective teachers. Prospective teachers' level of skills involved in creative trait, creative process, and creative product sub-dimensions also developed. It has been suggested in the direction of these results that different techniques should be used together to develop scientific creativity.
International Journal of Progressive Education, 2020
The objective of this research is to determine the predictive situation of the proficiency percep... more The objective of this research is to determine the predictive situation of the proficiency perceptions of preschool teacher candidates' attitudes regarding STEM Education and Problem-Based Learning (PBL) towards 21st century skills. Within the scope of this objective, correlational survey design, one of the quantitative research methods, was used. The sample of the research consisted of a total of 284 teacher candidates studying in the Department of Preschool Education. In order to measure the 21st century skills of the teacher candidates according to their own perspective, the ‘21st Century Skills and Competences Scale’ was used. To measure the attitudes of the teacher candidates towards STEM education, the 'STEM Education Attitude Scale'was used. In addition, the 'Problem-Based Learning Attitude Scale' was employed to identify the candidates' attitudes towards problem-based learning. Standard multiple linear regression analysis was performed while analyzing the data. As a result of the research, it was observed that the attitudes of the preschool teacher candidates regarding STEM education and PBL had a moderate and meaningful relationship with their proficiency perceptions towards 21st century skills. Additionally, it was found out that the candidates' attitudes towards STEM education and PBL explained 20% of their proficiency perceptions towards 21st century skills. In the light of the results obtained from the research, in order for preschool teacher candidates and teachers to design appropriate and qualified learning environments, it is suggested that they can be compared with enriched teaching practices that will be supported with different and innovative approaches, such as STEM and PBL, and structured in the focus of developing 21st century skills.
Educational Policy Analysis and Strategic Research, 2020
This study aimed to investigate teacher candidates’ perspectives about the ‘Basic Science in Prim... more This study aimed to investigate teacher candidates’ perspectives about the ‘Basic Science in Primary Education’ course which adopted inquiry-based instruction approach. The participants of this study consisted of 87 teacher candidates (18 males, 69 females) who continued their education in the Department of Primary School Teaching at Çanakkale Onsekiz Mart University in the 2019-2020 academic year. A form which consisted of 5 questions was used to investigate the perspectives of the primary school teacher candidates about the science course called ‘Basic Science in Primary Education’ and to understand their opinions about the process of designing a course and applying course plans using an inquiry-based instruction. Descriptive codes were used to find out the opinions of the teacher candidates, which also helped analyse the data obtained from the form and interpret the results of the study. The results of the study showed that the teacher candidates shared their awareness and knowledge about teaching science effectively, which changed with this course. The teacher candidates also revealed that they learned the qualifications of teaching science effectively. In addition, despite the awareness that the teacher candidates gained about inquiry-based instruction approach, they shared that they struggled with planning and applying designed course plans. The study suggests that courses aiming to focus on science education ought to have applied practices beyond giving theoretical knowledge.
DEVELOPMENT AND EDUCATION STUDIES DEVELOPMENT AND EDUCATION STUDIES, 2020
This study aims to reveal the perceptions of preschool student
teachers about global problems. Th... more This study aims to reveal the perceptions of preschool student teachers about global problems. The study adopted a concurrent mixed methods design. The study group of the study, which was determined by the purposeful sampling method, consists of 124 first-year preschool student teachers who studied in the Department of Primary School Education at the Faculty of Education, Çanakkale Onsekiz Mart University, Turkey. For the quantitative data in the research, ‘Attitude Scale for Global Problems’ was used to determine the perceptions of the preschool student teachers about global problems, whereas the qualitative data were collected by means of the ‘Interview Form’ to examine the views of the student teachers in depth. Descriptive analysis was conducted in order to determine the attitude levels of the student teachers regarding global problems, and the arithmetic means and standard deviations of the scores obtained from the scale were calculated. The qualitative data obtained from the interviews were analysed in accordance with the content analysis with the MAXQDA-20 program. Considering the research results, it was determined that the student teachers’ awareness level about global problems was very high and that their attitude levels towards the solution of global problems were at a medium level. In addition, the student teachers stated that they had difficulties in turning their ideas about global problems into action. It is recommended to include applications, which can be used to make a change in behavioural dimensions, in undergraduate programs in order to raise awareness for the solution of global problems in preschool student teachers
Bu araştırmanın amacı okul öncesi öğretmenliği öğrencilerinin bireysel yenilikçilik algılarının b... more Bu araştırmanın amacı okul öncesi öğretmenliği öğrencilerinin bireysel yenilikçilik algılarının belirlenmesi ve yenilikçiliğin önündeki engellere yönelik görüşlerinin ortaya çıkarılmasıdır. Bu amaç doğrultusunda durum çalışması deseninde tasarlanan araştırmaya 2. ve 3. sınıfa devam eden 32 okul öncesi öğretmenliği öğrencisi katılmıştır. Öğrencilerin bireysel yenilikçiliğe ilişkin görüşlerinin belirlenmesinde araştırmacı tarafından hazırlanan görüşme formu kullanılmıştır. Araştırma kapsamında toplanan verilerin modelleştirilmesinde NVivo nitel veri analiz programı kullanılmıştır. Araştırma sonucunda okul öncesi öğretmenliği öğrencilerinin yenilikçiliği gelişim, çağdaşlık, uyum, teknoloji, yaratıcılık ve açık fikirlilik ile ilişkilendirdikleri belirlenmiştir. Okul öncesi öğretmenliği öğrencilerinin dörtte birinin kendini yenilikçi olarak algıladığı sonucuna ulaşılmıştır. Bunun yanında erken çocukluk döneminde yenilikçiliğin desteklenmesinin hem bireysel hem de toplumsal anlamda önemin...
The purpose of this research is to evaluate the effectiveness of the activities, which are prepar... more The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective pre-school teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective pre-school teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the "science education" which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a res...
It is a controversial issue that magnetism is an interesting topic for children but also the conc... more It is a controversial issue that magnetism is an interesting topic for children but also the concept is too abstract for the preschoolers. In this study, an action research is conducted that examines whether the designed intervention program based on STEM can be beneficial for 5-6 years old children to learn more about the specific features of the magnets. The program consists of several activities including reading story, playing a tablet game and designing a product from different shaped magnets. Findings underline the importance of STEM activities, as an interdisciplined approach, can foster the children to engage more actively in learning, inquiring, designing and reflecting processes. Besides, this study confirms the claim that preschool children are capable of developing conceptual understanding in ‘magnetism’
In this study, it is aimed to examine the opinions of prospective teachers about the design of di... more In this study, it is aimed to examine the opinions of prospective teachers about the design of digital educational comics designed within the scope of science education and their use in educational environments. This study, conducted with 129 prospective teachers determined by purposeful sampling method, is suitable for a case study. After the prospective teachers received a four-hour training on digital educational comics, they designed their digital educational comics for two weeks. After the design process, their views on design and applicability of these designs were determined with structured survey forms. The collected data were analyzed in four stages with the MAXQDA-20 program in accordance with content analysis. In the study, it was determined that the prospective teachers had difficulties at the point of designing visual and graphical elements in digital environment during the digital educational comic design process and that they were negatively affected by technological ...
International Journal of Progressive Education, 2020
The objective of this research is to determine the predictive situation of the proficiency percep... more The objective of this research is to determine the predictive situation of the proficiency perceptions of preschool teacher candidates' attitudes regarding STEM Education and Problem-Based Learning (PBL) towards 21st century skills. Within the scope of this objective, correlational survey design, one of the quantitative research methods, was used. The sample of the research consisted of a total of 284 teacher candidates studying in the Department of Preschool Education. In order to measure the 21st century skills of the teacher candidates according to their own perspective, the ‘21st Century Skills and Competences Scale’ was used. To measure the attitudes of the teacher candidates towards STEM education, the 'STEM Education Attitude Scale'was used. In addition, the 'Problem-Based Learning Attitude Scale' was employed to identify the candidates' attitudes towards problem-based learning. Standard multiple linear regression analysis was performed while analyzing the data. As a result of the research, it was observed that the attitudes of the preschool teacher candidates regarding STEM education and PBL had a moderate and meaningful relationship with their proficiency perceptions towards 21st century skills. Additionally, it was found out that the candidates' attitudes towards STEM education and PBL explained 20% of their proficiency perceptions towards 21st century skills. In the light of the results obtained from the research, in order for preschool teacher candidates and teachers to design appropriate and qualified learning environments, it is suggested that they can be compared with enriched teaching practices that will be supported with different and innovative approaches, such as STEM and PBL, and structured in the focus of developing 21st century skills.
International Journal of Contemporary Educational Research, 2021
This study aims to examine the readiness of pre-service teachers for teaching in terms of differe... more This study aims to examine the readiness of pre-service teachers for teaching in terms of different dimensions.Among the mixed research designs, combined design in which the priority order of qualitative and quantitative methods is equal was preferred for the study. The participants were 127 pre-service teachers in the Faculty of Education. The research data set was obtained from the Preparedness to Teach Scale. In order to determine to
what extent pre-service teachers, feel ready for teaching, two focus group sessions and the pre-service teachers were observed. In the study, it was determined that the pre-service teachers' level of readiness for teaching is at a medium level and the pre-service teachers used technology to attract attention and increase participation. It was observed that the pre-service teachers had problems in choosing appropriate teaching strategies, noticing special learning needs or difficulties, and classroom management
Trakya Üniversitesi Sosyal Bilimler Dergisi , 2021
Changes in the 21st century have apparently led to the transformation of the structure of educati... more Changes in the 21st century have apparently led to the transformation of the structure of education and training activities and required a different perspective on the education and training process. At this point, education programs emphasize the ability of individuals to evaluate real-time problems in a multifaceted and creative way, to work in harmony and to use their high-level thinking skills. In order to develop creativity skills in individuals and to produce, evaluate and apply innovative solutions, social processes should be given more importance rather than individual efforts. The most important step to create a creative education ecosystem in line with changing conditions is to place collaborative creativity into the center of education. For this reason, it is important to reveal how collaborative creativity is conceptualized, especially in educational environments. The objective of this research is, in this context, to reveal collaborative creativity and its theoretical basis, structure, components, models and applications in the context of education at the theoretical level. In the research, a compilation was made on collaborative creativity with a focus on education and scientific studies related to the subject were examined by means of the literature review method. Thus, information about collaborative creativity, which is an innovative learning model in education, and its reflections on education was collected and the subject was addressed from different perspectives. It can be said that the arguments of this study are very important in terms of evaluating the role of collaborative creativity in education as well as being explanatory about its basic elements and components.
This study aimed to investigate the effects of different active teaching techniques on pre-school... more This study aimed to investigate the effects of different active teaching techniques on pre-school student teachers' concept learning and academic achievement. The study group consisted of 46 third year pre-school student teachers in a public university. Different active teaching methods were used during the single term Science Course, a compulsory course in the Preschool Programme. The treatment process took ten weeks in total (4 hours per week). The study had both qualitative and quantitative data. The quantitative data were collected using a three-tiered science concepts test, and qualitative data were collected through observation by the researcher. The alpha Cronbach values calculated for the test's reliability were 0.642 for Success-1 (S1) and 0.52 for Misconception-3 (MC3) scores. A dependent t-test was used to compare the pre and post-test scores of the pre-school student teachers. The researcher took observation notes during the in-class teaching exercises. The findi...
T h e r a p id d e v el op m e n t o f s c i e n ce a n d te c hn o l o g y is m a n i f ested i ... more T h e r a p id d e v el op m e n t o f s c i e n ce a n d te c hn o l o g y is m a n i f ested i n t h e s ci e n t i f ic a r ea bo t h i n t h e s o cial f iel d . A s a r e s u lt o f t h is d e v e l op m e n t, tec h n o l og y a n d e d u c a ti o n h a v e b e e n e x pr e s s ed t o g e t h e r . T h is s t u d y w as do n e to e v al u a te t h e c o m p et e n ce o f t h e f a c u lt y o f e d u c a t i o n s t u d e n ts u s i n g tec h n o l og y . P r e p ai r ed L i k e r t - t y p e q u e s ti on n ai r e i s i n v est i g ated s tati s tical l y a n d t h e n it is tra n s f o r m ed a q u es t i on n ai r e t h at c o n t a i n s 18 q u est i on s . T h e r elia b ili t y c o e ff icie n t o f t h e q u e s ti on n ai r e w as f ou n d to b e 0 . 723 . T h is L i k e r t t y p e q u es t i on n ai r e h as b e e n a pp lied to 6 5 s t u d e n ts i n t h e Fa c u l t y o f E d u c a t i o n in Ka f k a s U n i v e r s i t y . T h e d i ff e r e n c e s t h at c o n t...
In the preschool period, one of the most important factors in the development of children as inqu... more In the preschool period, one of the most important factors in the development of children as inquisitive, curious, interested and sensitive individuals is their ability to perceive and learn science. In this period, pre-school teachers and child-educators are the person who will be able to love and teach science to children. It is expected that the persons in this profession group will firstly be in a positive attitude towards science so that they can grasp and associate this knowledge with their daily life. The aim of this study is to determine the attitudes of the child educators and prospective preschool teachers towards science. In the 2017-2018 academic year, the students of the Child Development Program and Pre-School Teachers Department students who are in the 3rd and 4th grade at Kafkas University constitute the universe of work. The sample group represents 118 students who agreed to participate in the survey. Personal data form and " Scientific Attitude Scale " wh...
Lately, nutrition is among the most important problems of society emerging. These features are ev... more Lately, nutrition is among the most important problems of society emerging. These features are even more important, especially in school-age children. Proper nutrition directly affects students' psychological, sociological and academic status. In this study, investigation of nutrition habits of secondary school students were aimed. 240 students were chosen from secondary schools in Kars and containing 42questions Likert questionnaire was applied to these students. Questions that are low or negative impact were removed for high reliability. As a result, Cronbach's alpha reliability coefficient of the last questionnaire was measured at .786. In the second stage, 51 students were selected randomly from these schools and the implementation of the survey was provided to this group. Statistical analyzes were performed by SPSS 18.0 software. In final stage, the most significant differences between demographic characteristics and given answers were analyzed.
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of the teacher candidates, which also helped analyse the data obtained from the form and interpret the
results of the study. The results of the study showed that the teacher candidates shared their awareness and knowledge about teaching science effectively, which changed with this course. The teacher candidates also revealed that they learned the qualifications of teaching science effectively. In addition, despite the awareness that the teacher candidates gained about inquiry-based instruction approach, they shared that they struggled with planning and applying designed course plans. The study suggests that courses aiming to focus on science education ought to have applied practices beyond giving theoretical knowledge.
Books by Nur Akcanca
teachers about global problems. The study adopted a concurrent
mixed methods design. The study group of the study, which
was determined by the purposeful sampling method, consists
of 124 first-year preschool student teachers who studied in the
Department of Primary School Education at the Faculty of
Education, Çanakkale Onsekiz Mart University, Turkey. For
the quantitative data in the research, ‘Attitude Scale for Global
Problems’ was used to determine the perceptions of the preschool
student teachers about global problems, whereas the qualitative
data were collected by means of the ‘Interview Form’ to examine
the views of the student teachers in depth. Descriptive analysis was
conducted in order to determine the attitude levels of the student
teachers regarding global problems, and the arithmetic means
and standard deviations of the scores obtained from the scale
were calculated. The qualitative data obtained from the interviews
were analysed in accordance with the content analysis with the
MAXQDA-20 program. Considering the research results, it was
determined that the student teachers’ awareness level about global
problems was very high and that their attitude levels towards the
solution of global problems were at a medium level. In addition,
the student teachers stated that they had difficulties in turning
their ideas about global problems into action. It is recommended
to include applications, which can be used to make a change in
behavioural dimensions, in undergraduate programs in order to
raise awareness for the solution of global problems in preschool
student teachers
Papers by Nur Akcanca
of the teacher candidates, which also helped analyse the data obtained from the form and interpret the
results of the study. The results of the study showed that the teacher candidates shared their awareness and knowledge about teaching science effectively, which changed with this course. The teacher candidates also revealed that they learned the qualifications of teaching science effectively. In addition, despite the awareness that the teacher candidates gained about inquiry-based instruction approach, they shared that they struggled with planning and applying designed course plans. The study suggests that courses aiming to focus on science education ought to have applied practices beyond giving theoretical knowledge.
teachers about global problems. The study adopted a concurrent
mixed methods design. The study group of the study, which
was determined by the purposeful sampling method, consists
of 124 first-year preschool student teachers who studied in the
Department of Primary School Education at the Faculty of
Education, Çanakkale Onsekiz Mart University, Turkey. For
the quantitative data in the research, ‘Attitude Scale for Global
Problems’ was used to determine the perceptions of the preschool
student teachers about global problems, whereas the qualitative
data were collected by means of the ‘Interview Form’ to examine
the views of the student teachers in depth. Descriptive analysis was
conducted in order to determine the attitude levels of the student
teachers regarding global problems, and the arithmetic means
and standard deviations of the scores obtained from the scale
were calculated. The qualitative data obtained from the interviews
were analysed in accordance with the content analysis with the
MAXQDA-20 program. Considering the research results, it was
determined that the student teachers’ awareness level about global
problems was very high and that their attitude levels towards the
solution of global problems were at a medium level. In addition,
the student teachers stated that they had difficulties in turning
their ideas about global problems into action. It is recommended
to include applications, which can be used to make a change in
behavioural dimensions, in undergraduate programs in order to
raise awareness for the solution of global problems in preschool
student teachers
what extent pre-service teachers, feel ready for teaching, two focus group sessions and the pre-service teachers were observed. In the study, it was determined that the pre-service teachers' level of readiness for teaching is at a medium level and the pre-service teachers used technology to attract attention and increase participation. It was observed that the pre-service teachers had problems in choosing appropriate teaching strategies, noticing special learning needs or difficulties, and classroom management