IOJET - International Online Journal of Education and Teaching
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ACADEMIC WELL-BEING, ACADEMIC INCOMPETENCE AND IMPOSTER SYNDROME SCALE FOR UNIVERSITY STUDENTS:
Full text linkIn this research, the goal was to create a scale measuring academic well-being, feelings of academic incompetence, and imposter syndrome among university students. The study employed the survey methodology, a quantitative research approach. It gathered perspectives from students across various Turkish universities, with 742 participants in total. The researchers designed a 5-point Likert scale featuring three dimensions and 37 items as the instrument for data collection. The analysis of the gathered data was conducted using the SPSS 24.0 and SPSS AMOS 24.0 software. Exploratory factor analysis revealed that the factor loadings varied from 0.469 to 0.882, the Kaiser-Meyer-Olkin measure was 0.912, the explained total variance stood at 67.321%, and the Cronbach's Alpha coefficient was 0.913. Confirmatory factor analysis showed the Chi-square/degrees of freedom ratio at 1.36, RMSEA at 0.04, NNFI at 0.96, SRMR at 0.03, and AGFI at 0.92. The research concluded that the developed scale was both valid and reliable, promising to be a useful tool for assessing the academic well-being, academic incompetence, and imposter syndrome feelings among college students
BRIDGING GLOBAL HORIZONS: AN ASSESSMENT OF HIGHER EDUCATION INTERNATIONALIZATION
Full text linkInternationalization of higher education today involves a number of important issues. The research aims to outline the impact of globalization on higher education and the strategies used by higher education institutions to achieve internationalization, the higher education system, the content of international concepts in higher education, and to present a descriptive approach that examines the study contents and suggestions in this field in general terms. Descriptive analysis techniques were used regarding the main headings created in the study content. The research was carried out with the data obtained as a result of a document review. Study content offers an interdisciplinary perspective by focusing on the term plan and content of the course, broad topics of internationalization. The basic concepts of internationalization and leading universities in this field are examined within the scope of the course. Then, the reasons and intended results of international higher education are discussed and the effects of communication technologies on culture and education are emphasized. Interdisciplinary approaches integrated with issues of internationalization of media as a cultural foundation, gender relations, new social movements, and social justice for education are examined. In addition, large-scale issues such as the internationalization of academia and research, international competition, cross-border higher education models, and internationalized campuses of the future are discussed in detail and offer future perspectives by evaluating the developing models in internationalized higher education. The objective of the research is to comprehensively examine various elements of internationalization in higher education in Türkiye as a whole and to scrutinize factors within the components of higher education, and to assess whether these elements enhance the quality of education provided and to formulate recommendations in light of the results obtained
THE INFLUENCE OF ENVIRONMENTAL EDUCATION ON NATURE CONSERVATION IN SOUTH AFRICA
Full text linkThis research paper aimed to explore the effectiveness of Environmental Education (EE) in promoting nature conservation in South Africa. The study examined the key factors that impact the effectiveness of EE initiatives and their contribution to sustainable conservation practices using South Africa National Parks as a case study. The research employed a qualitative approach, particularly conducting in-depth interviews, focus groups and document analysis to analyze opinions, experiences and observations related to the influence of EE on nature conservation. The findings revealed that EE plays a crucial role in fostering awareness, knowledge, and positive attitudes towards conservation principles and biodiversity. However, the effectiveness of EE is influenced by various factors, including educator training, curriculum design, stakeholder engagement, and the availability of resources and infrastructure. Therefore, the study emphasizes the need for educators, policymakers, and conservation practitioners to address these factors and enhance the effectiveness of EE programs. Ultimately, the research aims to contribute to the broader discourse on the intersection of EE and nature conservation in South Africa
UNVEILING LEARNER AUTONOMY: PERSPECTIVES OF UNIVERSITY STUDENTS IN ONLINE EDUCATION
Full text linkThis study aims at exploring the perceptions and experiences of university students as to learner autonomy during the online education process. In the ever-evolving realm of higher education, the principle of learner autonomy has emerged as a fundamental tenet, empowering students to assume control of their learning. As traditional educational paradigms evolve upon the introduction online education into learning process, the concept of learner autonomy emerges as a cornerstone principle, fostering empowerment and self-directedness among students. Considering that university education is expected to prepare students for life, learner autonomy at higher education turns out to be a necessity rather than a preference. That’s why, what university students perceive and experience about learner autonomy is significant to understand the concept in detail. The current study employed a qualitative research method. The participants were chosen via purposeful sampling. The study group was composed of 16 university students who had experienced online education. Study data was collected though semi-structured interviews, and content analysis was used to analyze the gathered data. At the end of the study analysis, the five themes that emerged were online education experience, planning, receiving support, motivation, and ways to support and improve learner autonomy. In line with the study findings, we presented some suggestions for future research and practice.  
THE USE OF TECHNOLOGY TO INTEGRATE BIOLOGY AND MATHEMATICS
Full text linkSTEM education, pivotal for 21st-century skills development, requires effective integration of its disciplines, wherein purposeful technology use is essential. This paper explores the roles of technology in integrating biology and mathematics, utilizing Goos et al.'s (2000, 2003) conceptual framework, which categorizes technology as master, servant, partner, and extension-of-self. The study emphasizes the roles of technology as a servant and a partner, presenting various technologies, both hardware and software, that facilitate this integration. It provides examples from two lessons designed for middle school students and preservice science teachers. These examples illustrate the practical application of technology in educational settings, demonstrating how it functions as a servant to perform tasks efficiently and as a partner to enhance and support learning. The paper discusses the design and implementation of these lessons, highlighting the educational benefits and potential challenges of integrating technology into STEM curricula. Through these case studies, the paper underscores the importance of strategic technology use in creating interdisciplinary STEM lessons that foster deeper student understanding and engagement
DEVELOPING CULTURAL IDENTITY AND PRACTICE IN THE CONTEXT OF TEACHING CHINESE INDIGENOUS DANCE
Full text linkEducation is a process of culturalization in every cultural context since it comprises acquisition and learning. In other sense there are both conscious and subconscious learning process in it. Besides, as the components of the process, there are direct objectives and indirect objectives for the students to attain. Intercultural development in an educational process takes part as both a direct and an indirect component. For example, "Circle dance" is the earliest form of dance created by prehistoric humanity. It is the "living fossil" in the annals of dance culture development. The history of "circle dance" dance culture spans thousands of years. It is enduring, no coincidence, and has been passed down as a result of its singular significance and profound connotation. As a "non-material" art category of the Tibetan and Qiang dance cultures, Tibetan and Qiang ritual dances are non-material in nature. It can begin with its historical development, social function, folk custom function, aesthetic function, historical function, cultural function, and other dimensions when examined in depth. Identifying the shared characteristics and personality development of the "circle dance" dance cultures of Tibetan and Qiang, Tibetan and Qiang performance culture is a vital component of Chinese local culture. As the foundation of the indigenous culture's identity, emphasize the significance of the Tibetan and Qiang "circle dance" dance culture. Consequently, multiple initiatives can be implemented. The establishment of a cultural research center, a folk culture village, and a cultural museum, Permit the Tibetan and Qiang "circle dance" dance culture to enter the campus, and encourage its new development.
A HOLISTIC ANALYSIS ON THE EFFECT OF CRITICAL THINKING PRACTICES IN EDUCATION ON ATTITUDE: MIXED-META ANALYSIS
Full text linkThe aim of this study is to analyze the effectiveness of applied research on the effect of critical thinking skills, which is very important in the epistemology of the Information Age, on student attitudes. The study was conducted with a mixed-meta method, based on document analysis and consisting of meta-analysis (quantitative) and meta-thematic (qualitative) dimensions. In this context, studies on the effect of critical thinking on student attitudes covering the years 2003-2021 were scanned in Turkish and English sources. Depending on the inclusion criteria in accordance with the relevant methodology, five studies were analyzed with the CMA data analysis program and the effect size of critical thinking on attitude was calculated as g = 0.738 at a "medium level". Accordingly, it can be said that critical thinking skills have a positive effect on students' attitudes towards the course. Within the scope of the meta-thematic analysis process, 12 studies were reached within certain criteria. These studies were examined with the content analysis method and certain themes and codes were reached. As a result, the themes of "the impact of critical thinking practices on individual development", "the impact on 21st century skills" and "the impact on the learning process" were obtained. By consulting an expert opinion, it was confirmed that these themes and codes were compatible. As a result of the study, it was determined that the results of the meta thematic analysis supported the results of the meta analysis. In the study, this situation was evaluated as critical thinking practices not only have positive effects on students' attitudes, but also support students' academic development in cognitive terms.
Keywords: Critical thinking, Attitude, Meta-analysis, Meta-thematics
WE CAN OVERCOME IT TOGETHER! A REVIEW ON THE CONCEPT OF FAMILY STRESS
Full text linkThe aim of the study is to examine the postgraduate studies on the concept of ‘family stress’ in the ‘YÖK National Thesis Centre’ database. In the study, in which purposeful sampling was made in line with certain criteria, 51 data sources were reached. Descriptive content analysis of the theses was carried out in the study, which was qualitative in design and data sources were examined by document analysis method. Analysis forms developed by the researcher were used for the analyses. As a result of the study, it was determined that the first study on the concept was in 2002 and the most studies were conducted in 2022-2023. It was determined that the number of master's theses on the concept was higher than the number of doctoral theses. It is observed that the fields that produce the most theses on the concept are psychology and education. It was concluded that the most recurring keywords in the index information of the theses were family, parent, stress and support. The results obtained in the study contribute as an original study in terms of approaching family stress from an interdisciplinary perspective and contributing to the production of effective solutions by considering social benefit
TEACHING IRREGULAR VERBS IN THE PROJECT-BASED GERMAN WRITING SKILLS COURSE
Full text linkThe purpose of this study was to assess how well 178 irregular verbs in German were taught in a project-based writing skills course. The class met for two hours a week; the first hour was spent explaining irregular verbs' meanings, use characteristics, and second and third forms using examples from sentences. Students were required to complete a project in the second hour using irregular verbs they had learnt earlier, including story, poem, and theatre. The completed projects were given to the course instructor, who checked and modified them before distributing them on a weekly basis to the students. The use of this strategy lasted for 14 weeks. Students were given a list of irregular verbs at the start of the semester and instructed to write their definitions, second and third forms. Their responses were assessed. Each verb whose meaning, second and third forms are written correctly was calculated over 4 points and these data formed the pre-test data of the study. At the end of the course, the same list of verbs was provided to the students, who were again asked to write their meanings, second and third forms. These results were used as the post-test data for analysis. The data was analyzed using a t-test, which yielded a significant p-value of 7.168e-10. Examination of the projects submitted by the students revealed a high level of proficiency in the use of irregular verbs, even among those who had difficulty constructing sentences with them previously. Based on the findings of this study, we recommend the adoption of project-based writing skills courses not only in writing courses but also in teaching other subjects in different courses
TEACHING MIS-DERIVED WORDS IN TURKISH
Full text linkIn this study, within the scope of teaching mis-derived words in Turkish, the mis-derived words are analyzed to understand which suffixes the Turkish words are derived and to use the language consciously. In education, many mis-derived words in Turkish originating from various forms and needs over time are encountered. It is of great importance to understand the Turkish language well and to teach the structure of the language, its suffixes and roots, and how words are derived. In the second quarter of the 20th century, hundreds of new words derived in place of old Arabic and Persian origin words began to be widely used, especially with the simplification and Turkization flow in the language. In addition, many new words have been derived from Turkish roots with suffixes for new objects and concepts that have entered human life with the developing technology instead of directly taking the words of Western origin. Although deriving new words for new objects and ideas has responded to a need, it is not possible to say that all of these newly derived words are generally accepted and used, unlike the words that arise naturally in the natural flow of life; however, many of them have become widespread and have taken their place in the language system. However, what is more remarkable than that is that some of these newly derived words are derived with suffixes (-ay+ / -ey+, -ceme+, +de+, +dem+, +em+, +et+, -et+, -ev+, +ge+, -ge-, +gen+, +gü+, +gün+ / +kin+, +m+, + (ı)ntı+, -sa-, +tay+, -v+, -y+, +y+) are not current in Turkish. In this study, what is meant by the wrongly derived word is the words derived with these suffixes that are not current in Turkish. The reasons for these wrong derivations have not been examined in detail here since they will be the subject of a separate study; only it is said that they arise with a wrong derivation with suffixes that are not found in Turkish or why some words that are allegedly derived incorrectly cannot be considered incorrect