International Journal of Modern Education Studies (IJONMES)
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Examining Fine Arts Students' Technology Integration Skills and Attitudes Towards Ready-Made Images
No full textThe aim of this study is to examine the perceptions of the Faculty of Fine Arts students regarding technology integration skills and the use of ready-made images in a relational manner in terms of some variables. For this purpose, the research was conducted with 314 students studying at the Faculties of Fine Arts of 10 universities. ‘Technology Integration Skills Scale’ and ‘Perception Scale for the Use of Ready-Made Images’ were used as data collection tools. According to the research findings, the technology integration skills of the Faculty of Fine Arts students are at a moderate level and their perceptions towards the use of ready-made images are generally high. According to the gender variable, it was found that male students' technology integration skills are higher than female students, however, there is no significant difference in perceptions regarding the use of ready-made images in general. When the grade level variable is examined, it was determined that fourth grade students have higher technology integration skills and perceptions of the use of ready-made images. Finally, technology integration skills were found to significantly predict the use of readily available images. Based on the findings of this study, recommendations are presented for improving technology integration in art education programs and the effective use of readily available images.
The Relationship Between Aesthetic Sensitivity and Artistic Creativity: A Meta-Analysis in the Context of Correlational Studies
Get PDFThis study performed a meta-analysis of correlational studies to investigate the relationship between aesthetic sensitivity and artistic creativity. Additionally, several potential moderators were identified to explore their influence on the average effect size, including (i) the sample group, (ii) publication type, (iii) publication year, (iv) the age range of the sample, (v) the culture of publication, and (vi) the type of artistic creativity addressed. A literature search was conducted on the Web of Science, Scopus, TR Index, and ProQuest academic databases to identify studies for inclusion. The search was current through August 2025. Out of 168 studies identified, 25 were deemed suitable. The absence of publication bias was determined using a Funnel plot and Duval and Tweedie’s trim and fill method. The analysis was performed using a fixed-effects model, with effect size accepted as the standard measure to reveal the strength and direction of the relationship among studies. The results indicated a strong positive relationship between aesthetic sensitivity and artistic creativity (r=.55). Moderator analyses showed that publication year, participant age group, and creativity type played a moderating role in this relationship. Specifically, the highest effect sizes were observed in the 26-30 age group and for product-based creativity. However, publication type, culture, and participant type did not show a moderating effect. Overall, it can be concluded that aesthetic sensitivity has a broad and consistent effect on artistic creativity
The Effect of Artificial Intelligence Applications in 6th Grade Visual Arts Course on Student Attitudes and Course Outcomes
Get PDFThe aim of this study is to investigate the effects of artificial intelligence-supported teaching practices on students' attitudes and course outcomes in the visual arts course at the 6th grade level of secondary school. The research was conducted in a private middle school in Mersin province, Turkey, in the second semester of the 2023-2024 academic year. A total of 40 students participated in the study, which was designed as a quasi-experimental design with an experimental-control group. The experimental group used teaching methods enriched with artificial intelligence tools, while the control group continued with the traditional curriculum. Quantitative data were collected using the Attitude Scale Towards Visual Arts Lesson and Course Outcome Scale as pre-test -post-test. The results of the application showed that there was a significant increase in the attitude towards the course of the students who received the artificial intelligence-based instruction. Similarly, the course acquisition scores of the students in the experimental group were found to be statistically higher than those of the control group. The research results provide important insights into how student-centered and AI-based approaches can be effective in achieving course objectives
The Effect of Socratic Questioning on Secondary School Students’ Higher-Order Thinking
Get PDFIn today’s information-driven world, the capacity to analyze, assess, and think critically about information has emerged as a core objective of education. As traditional content-based instruction shifts toward skill-based learning, fostering higher-order thinking skills among students is increasingly prioritized in education. This study aims to examine the effect of the Socratic questioning method on the higher-order thinking skills of 6th-grade middle school students within the context of the Turkish language course. A quasi-experimental design with pre-test and post-test control groups was employed. The experimental group received instruction based on Socratic questioning, while the control group followed traditional teaching methods. The study focused on three core cognitive skills: critical thinking, critical reading, and creative thinking. Data were collected quantitatively through valid and reliable instruments: the Cornell Critical Thinking Test, a Critical Reading Scale, and the Torrance Tests of Creative Thinking (verbal form). Statistical analyses revealed that the Socratic questioning method significantly improved students’ performance in all three areas. The findings indicated that structured classroom discussions, guided by philosophical inquiry and critical reflection, fostered students’ reasoning, idea generation, and textual interpretation skills. The research contributes to the field by combining these three higher-order skills in a single experimental framework and by highlighting the potential of Socratic dialogue in language-based learning. Implications for educational practice and future research are discussed considering the results
Artificial Intelligence in Education: Insights from a Bibliometric Study (2010–2025) Based on Scopus and Web of Science"
Get PDFThis bibliometric study examined articles on artificial intelligence (AI) in education from 2010 to 2025, using data from Scopus and Web of Science. Analytical tools such as VOSviewer were employed to explore publication trends, keyword usage, citation patterns, and research influence across countries, institutions, and authors. The results indicate a sharp rise in AI-related educational research, particularly in 2024. In the Scopus database, the term "artificial intelligence" emerged as the most prevalent keyword, appearing 44 times. It was followed by "higher education" and "ChatGPT." In contrast, the Web of Science database exhibited a different trend, with "ChatGPT" and "artificial intelligence" appearing equally, at four instances each. Additionally, it highlighted emerging terms such as "LLM" and "GPT-4." The United States demonstrated a leading position in terms of publication output in both datasets, with countries such as China, Spain, the UK, and Türkiye following closely behind, exhibiting only minor variations in document counts. Furthermore, VOSviewer has been shown to identify contributions from countries such as India and Brazil, offering more profound insights through the use of citation and collaboration metrics. Notable authors in this field include Chai Ching Sing and Mishra, with the latter contributing 13 publications. These findings reflect the expanding role of AI in transforming educational practices and emphasise the global academic community's growing interest in this field. The study emphasizes the importance of bibliometric tools in mapping research trends and scholarly impact
Learning Management System Satisfaction and Transactional Distance: Insights from Open and Distance Learners
No full textIt is essential to examine learners' perceptions of interaction and their satisfaction levels with the learning management system (LMS), as the literature on the relationship between interaction and learner satisfaction is inconsistent. Additionally, many institutions offer open and distance education. Thus, this study aims to assess the satisfaction levels of open and distance learners towards the LMS, their perceptions of transactional distance and the relationship between them. Thus, correlational research was used in this study. 1059 learners participated in the study through convenience sampling method. However, as a result of normality analyses performed on the dataset, outliers were removed, and a total of 1003 learner data were included in the analysis. The survey included three sections: Demographic Information Form, the Anadolum eCampus System Satisfaction Questionnaire, and the Transactional Distance Scale. The results revealed that the most preferred and most satisfied e-learning material was read-explore-learn materials, while listen-learn materials were the least preferred and least satisfying e-learning materials. Students reported high satisfaction levels with the LMS while their perception of transactional distance was moderate. Overall satisfaction was strongly predicted by the Learner–Content, Learner–Interface, Learner–Learning Environment and Learner-Teacher, whereas peer-to-peer interaction did not demonstrate a significant contribution
Investigation of Preschool Teachers’ Emotional Intelligence Level
No full textManaging emotions is recognized as one of the teachers' most essential social and emotional competencies. Thus, this study investigates to what extent teachers employ emotional intelligence (EI) competencies in their professional lives. The research adopted the survey model, with a sample including 400 teachers working in the Sakarya province during the 2023–2024 academic year. Data were collected using the "Emotional Intelligence Competencies in Professional Life Scale”, developed by Titrek (2005). The scale's validity and reliability were confirmed, with a Cronbach’s Alpha internal consistency coefficient of .96, which indicates high reliability. The data were analysed using the SPSS statistical package. A one-way analysis of variance (ANOVA) and t-test were employed to address research problems. The findings revealed that age created statistically significant differences in teachers' self-awareness and empathy. However, gender was not influential on teachers' emotional intelligence competencies. Lastly, teachers' empathy level differed statistically significantly by experience and the difference was between teachers with an experience of 0-5 years and 20 and over years
Adapting the Self-Regulation Scale for Online Learning to the Turkish Context
Get PDFThe Self-Regulation for Learning – Online (SRL-O) scale was developed to encompass a broad range of motivational beliefs and learning strategies commonly used in online or blended learning environments. This study aims to determine the validity and reliability of the SRL-O scale, developed by Broadbent et al. (2023) to address shortcomings in existing measurement instruments, within the Turkish context. The 44-item, 7-point Likert-type scale was administered to a total of 803 undergraduate and graduate students. A confirmatory factor analysis (CFA) was conducted to examine the 10-factor structure of the scale, which includes (1) online self-efficacy, (2) online intrinsic motivation, (3) online extrinsic motivation, (4) online negative achievement emotion, (5) planning and time management, (6) metacognition, (7) study environment, (8) online effort regulation, (9) online social support, and (10) online task strategies. The results indicated that the 10-factor structure was consistent with the original scale and demonstrated good model fit. Internal consistency coefficients were calculated for the entire scale and its subdimensions to assess reliability. Additionally, the scale was found to have two higher-order factors: motivational beliefs and learning strategies. The Cronbach’s alpha coefficient for the overall scale was calculated as 0.91. The SRL-O is expected to meet the need for a comprehensive instrument that captures a wide range of motivational beliefs and learning strategies in the context of online self-regulated learnin
Exploring the Rich Metaphorical Representations of Basic Science Concept Among Gifted Student
Get PDFThis study explores the metaphorical perceptions of gifted students towards basic science concepts. A total of 210 gifted students participated in the study, which utilized a phenomenology design to reveal the metaphors used by students to describe the concepts of 'universe, living thing, matter, light, sound, electricity and environment'. A metaphor data collection form was used as the data collection tool. The results of the descriptive analysis showed that the most frequent metaphors used by gifted students included 'infinity' for the concept of 'Universe', 'pen' for the concept of 'Living things', 'human' for the concept of 'Matter', 'sun' for the concept of 'Light', 'wave' for the concept of 'Sound', 'water' for the concept of 'Electricity', and 'home' for the concept of 'Environment'. Overall, the study highlights the broad level of thought among gifted students when it comes to conceptualizing basic science concepts through metaphorical thinking. The findings of this study have important implications for science education and instruction, particularly in terms of promoting more creative and imaginative approaches to teaching and learning science
Evaluating the Effectiveness of the “Food Literacy Program” Designed for a Sustainable Future
Get PDFThis study was carried out to evaluate the development, implementation and effectiveness of the "Food Literacy Program", was designed using the Morrison, Ross and Kemp instructional design model and which includes the principles of sustainable and ethical food consumption. The "Food Literacy Program" designed for this study was implemented with 26 students for 12 lesson hours. In order to examine the changes in students' knowledge, skills and awareness about food literacy, a single-group pre-test-post-test quasi-experimental design was selected as the research design. For the analysis of the data, the pre-test and post-test scores, which were normally distributed, were subjected to t-test. The results of the analyses indicated that there was a significant positive difference between the post-test and pre-test scores of the students. According to these results, it can be said that the "Food Literacy Program", which was designed by the researchers in accordance with the Morrison, Ross and Kemp instructional design model, is effective in providing students with food literacy behaviors. In the light of these findings, it is suggested that the "Food Literacy Program" designed for primary school students can be designed for other education levels and that food literacy programs should be included in the education system as elective courses