Eğitim Fakültesi / Faculty of Education
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Publication Restricted Cognitive Control and Flexibility to Happiness: Distress Tolerance and Difficulties in Emotion Regulation as Serial Mediators(Springer, 2024) Satıcı, Seydi Ahmet; ÖZTÜRK, MELTEM; Okur, Sinan; Deniz, M. EnginHappiness is a positive construct that includes individual, interrelated cognitive and emotional components and is the pursuit of human nature. In this study, serial multiple mediation analysis was performed to test the hypothetical model that addresses distress tolerance and difficulties in emotion regulation as serial mediators in the relationship between cognitive control and flexibility, and happiness. The participants were 315 Turkish individuals from 34 cities in Turkiye. The structural equation modeling revealed that both distress tolerance and difficulties in emotion regulation have a full serial mediator role in the relationships between cognitive control and flexibility, and happiness. Limitations and future research suggestions are discussed.Publication Restricted The Effect of Interactive Videos Enhanced With Pop-up Questions on Teacher Candidates’ Learning Performance in Science(Routledge, 2023) Doğru, M. Said; FATİH, YÜZBAŞIOĞLU; Arpacı, İbrahimBackground Since the early 20th century, the development and widespread adoption of information technologies have created new opportunities in various aspects of human life, including education. This situation has provided educators with numerous opportunities to develop innovative learning methodologies and environments. Nowadays, interactive videos, commonly used in educational settings, provide students with a self-regulated learning environment where they can access learning materials on-demand. Purpose In this research, our aim was to investigate the impact of interactive videos enriched with pop-up questions on the academic achievements of prospective science teachers. Sample A total of 330 science teacher candidates participated in the study. Study I, conducted to assess teacher candidates’ perceptions, involved 302 participants. Study II, which measured the direct effects of the tests, included 330 participants. Design and Methods The study employed a mixed-method design with a quasi-experimental approach to compare learning outcomes. Results The analysis revealed that the majority of participants expressed that interactive videos significantly contributed to their overall learning. While interactive videos did not have a direct impact on test performance, they were found to have an indirect effect. Conclusion Based on these findings, we concluded that interactive videos with pop-up questions positively influenced learning and are worthy of further exploration in future studies.Publication Restricted Experiences of Gifted Students During the COVID-19 Pandemic in Turkey(Gifted Education International, 2022) KAYA, FATİH; Islekeller-Bozca, AyşegülCOVID-19 began to spread all over the world in the Spring of 2020. All schools, including the institutions serving students with special needs, were closed to decrease the spread of the virus. The schools had to shift to online education, which was a new experience for most students. In addition to the negative effects of the pandemic itself, the new learning format required extra effort from students. Gifted and talented students as a special group with special educational and socio-emotional needs may have experienced the pandemic differently. In the present study, we aimed to explore gifted and talented students’ subjective well-being, feelings of hope, and stress coping strategies with a quantitative method. In addition, we used a qualitative method and asked a few open-ended questions to dig deeper into these students’ experiences during the pandemic. We found a statistically significant correlation among subjective well-being, hope, and stress coping strategies. Effective stress coping strategies are used more frequently than negative ones. We revealed that although there are some positive sides to the process, the students described some difficulties with social interaction, access and use of technology, motivation, and physical health. Based on the findings, we suggested some important implications and recommendations for parents, educators, and policymakers. © The Author(s) 2021.Publication Restricted "I Did It Wrong, but I Know It": Young Children's Metacognitive Knowledge Expressions During Peer Interactions in Math Activities(Elsevier Sci Ltd., 2022) AYDIN, EBRU; Dinçer, ÇağlayanPrevious studies reveal that children's metacognitive skills make massive progress during the early childhood period. We believe that examining how children use metacognitive skills in the learning process is crucial for shaping future learning experiences. This case study explores how children's metacognitive knowledge emerges through peer interactions in mathematical measurement activities. Sixteen activities based on the dimensions of mathematical measurement skills of length, area, weight, and volume were applied and video recorded. We systematically observed two 5-year-old children in these activities for 10 weeks. A framework of analysis was developed from the results of previous research on children's metacognition. Children's metacognitive knowledge was analyzed in mathematical statements and other variables were also extracted. Using qualitative analysis, this study indicates how children's mathematical thinking skills are reflected in their expressions of metacognitive knowledge during peer interactions. Difficulties in assessing and measuring children's metacognition are also discussed.Publication Restricted Insights Into Early Childhood English Education: A Comparative Analysis of Perspectives Between English Teachers and Preschool Teachers(Routledge, 2024) Özütler, Nisa Nur; Demir, Ebiha; YAĞAN, SEVCANThe study aims to illuminate and compare of the perceptions of Turkish preschool and EFL teachers regarding English language education in the preschool years. The study is a basic qualitative research method involving 16 Turkish EFL and Turkish preschool teachers. As a result, the teachers showed similar views about early English education benefits a child’s language, cognitive, and socio-emotional development. However, both groups expressed dissatisfaction with the quality of early English education, highlighting the challenges. Teachers emphasized that English language should be taught by native Turkish speakers rather than native English speakers. © 2024 ASPE.Publication Restricted Investigating the Effects of STEM Enriched Implementations on School Readiness and Concept Acquisition of Children(Ankara University, 2020) TORAN, MEHMET; Aydın, Ebru; Etgüer, DamlaThe aim of the study is to investigate the effect of STEM enriched preschool education implementations on children's school readiness and concept acquisition. The study was conducted with experimental design with pretest-posttest control group. The sample group of the study consisted of thirty-three children from the age group of 60-68 months. While 16 of the children were included in experimental group, 17 were included in control group. Before the implementations, the activities which were based on STEM skills and for which expert opinions were taken were developed. All activities were completed in nine weeks. Bracken Basic Concept Scale-Revised Form was used as the data collection tool in the pretest-posttest. As a result of the study, it was found that there was a statistically significant difference between the total scores of both school readiness and concept acquisition in favor of the experimental group. Based on the results, it can be asserted that early STEM activities supported preschool education program in school readiness and concept acquisition.Publication Restricted Mother–Child Interactions During Shared Reading With Digital and Print Books(Routledge, 2020) ÖZTÜRK, GÜLŞAH; Hill, SusanThis study explored the quality of interactions in mother–child shared reading with a print book and with an electronic book on an i-Pad. The study involved a Turkish mother and her 5-year-old son who were observed at home when reading the printed book Ay’ı kim çaldı? (Who stole the moon?) and its exact digital match. The shared book reading interactions were analysed in terms of (a) the amount of talk with the different book formats and (b) the content of the mother–child talk including the focus of the talk, expansion of ideas and behavioural-related talk. The results revealed that print book reading engaged the child in higher-level thinking compared to digital book reading. There was greater frequency of non-immediate talk in the print book reading compared to the digital book reading. Also, results suggested that the digital book encouraged more behaviour-related talk related to negotiating the book sharing routine.Publication Restricted The Parent-Child Relationship in the Digital Era: The Mediator Role of Digital Parental Awareness(Pergamon-Elsevier Science Ltd., 2024) TORAN, MEHMET; Kulaksız, Taibe; Özden, BülentThe parent–child relationship was extensively reshaped during the infusion of digital technologies into families’ daily lives. In this context, this research aims to investigate the relationship between the parent’s time spent with the child and the parent–child relationship when digital parenting awareness including negative and positive roles is taken into consideration. A cross-sectional survey research method was employed. The data was collected by demographic information form, Child-parent Relationship, and Digital Parental Awareness scales. The data was analyzed from 285 parents with 3–6 years old children. In order to test the hypotheses, the Hayes-Process model was employed to determine the mediating effects of sub-dimensions of digital parental awareness between parent’s time spent with the child and the parent–child relationship. The results revealed that being a negative digital role model, digital negligence, parents' effective use of technology, and protection from digital risks partially mediate the link between parent–child time and their relationship. An increase in negative role modeling and digital negligence are associated with a decrease in the positive parent–child relationship. Furthermore, parents’ efficient use of and protection from risks from technology affects the parent–child relationship positively.Publication Restricted Preschool Teachers' Views and Practices on Sexual Development and Education: A Case Study(Anı Publishing, 2023) Yalkılıç, Beyza; YAĞAN, SEVCANThis study aimed to examine the views and practices of preschool teachers on sexual development and education. The research was carried out with a case study design, one of the qualitative research designs, and the data were collected in the spring term of the 2019-2020 academic year. The working group consisted of 10 preschool teachers with5 years or more of professional experience working with 36-72-month-old children. A demographic information form, a semi-structured interview form, and a document review form were used to collect data. In the analysis of the research data, the descriptive analysis method was used for the interview data, and the content analysis method was employed in the document review form. According to the study results, preschool teachers did not have sufficient knowledge about the content of sexual education, children did not direct questions to their teachers about sexual development, and teachers did not encourage children to ask questions despite this situation. The study determined that only 28 of the 100 activity plans implemented by preschool teachers in the classroom included comprehensive sexual education topics.Publication Restricted The Scoping Review of Systematic Instruction Literature for Individuals With Disabilities: Trends in Türkiye From 1983 to 2022(Routledge Journals, Taylor & Francis Ltd., 2024) Yücesoy-Özkan, Şerife; MART, SİMA; Sayar, Kübra; Altun, Dilara Ecem; Gülboy, Emrah; Kaya, Feyat; Öncül, NurayThis study used a scoping review to examine the systematic instruction studies for individuals with disabilities published in the last four decades (1983-2022) in Turkiye. We included 332 single-case and 61 group experimental studies. We collected inter-rater reliability data for 30% of the studies and determined that the mean of inter-rater coefficients was 99.2%. The findings indicate that the studies have been mainly self-funded and performed by one or two special education researchers. Studies conducted with single-case studies were more prevalent than group experimental studies. Male participants were more than females, and more school-age children than infants and adults. Participants with intellectual disabilities and autism were the most frequently involved, and school-related academic and cognitive skills were the most commonly targeted. The most frequently used interventions were response prompting strategies, strategy instruction, video modelling and prompting, and direct instruction. Finally, we discussed the findings and made recommendations for practice and future research.