International Journal of Modern Education Studies (IJONMES)
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The Self-Regulation Skills Usage Scale in EFL Learning: Development and Validation
Get PDFSelf-regulation skill is the ability of an individual to plan, monitor, evaluate, and modify their learning process when necessary. It is highly important in foreign language learning because learning a language requires long-term motivation, discipline, and a strategic approach. This study aims to determine the level of high school students' use of self-regulation skills in EFL learning. The scale consists of six items with factor loadings ranging from 0.427 to 0.749 in the first factor (self-awareness), five items with factor loadings ranging from 0.490 to 0.857 in the second factor (planning), five items with factor loadings ranging from 0.573 to 0.730 in the third factor (reviewing), six items with factor loadings ranging from 0.514 to 0.783 in the fourth factor (using learning strategies), four items with factor loadings ranging from 0.671 to 0.818 in the fifth factor (self-evaluation), and four items with factor loadings ranging from 0.595 to 0.741 in the sixth factor (organizing the learning environment). The Cronbach's alpha coefficients of the scale was calculated as 0.946. As a result of the research, it can be said that a valid and reliable scale with 30 items, six sub-dimensions, and a five-point Likert type was obtained. This scale for gathering information on the self-regulation skills of high school students may guide English teachers in refocusing their teaching practices
Investigation of Digital Competencies and Artificial Intelligence Literacy of Special Education Students
Get PDFBu çalışmanın amacı, çeşitli üniversitelere kayıtlı özel eğitim öğrencilerinin dijital yeterliliklerini ve yapay zekâ okuryazarlık düzeylerini belirlemek ve bu değişkenleri cinsiyet ve sınıf düzeyi açısından incelemektir. Araştırma nicel yöntem kullanılarak yürütülmüş olup, betimsel ve ilişkisel bir çalışma olarak tasarlanmıştır. Örneklem, çevrimiçi anketi doldurarak gönüllü olarak katılan özel eğitim bölümlerinde okuyan 234 üniversite öğrencisinden oluşmaktadır. Çalışmada veri toplama araçları olarak "Öğretmen Adayları İçin Dijital Yeterlilik Algılama Ölçeği" ve "Yapay Zekâ Okuryazarlığı Ölçeği" kullanılmıştır. Veriler, SPSS 27.0 programı aracılığıyla ANOVA ve bağımsız örneklem t-testleri kullanılarak analiz edilmiştir. Sonuçlara göre, özel eğitim öğrencilerinin dijital yeterlilik ve yapay zekâ okuryazarlık düzeyleri yüksektir. Dijital yeterlilik genel puanlarında cinsiyet açısından erkek öğrenciler lehine anlamlı bir fark bulunmuştur. Buna karşılık, yapay zekâ okuryazarlığında cinsiyet farklılıkları sınırlı olmuştur. Sınıf düzeyine bakıldığında, dijital yeterliliğin alt boyutlarında anlamlı farklılıklar gözlenirken, yapay zekâ okuryazarlığında sınıf düzeyinin etkisi daha belirgindir. Öz yeterliliğin üst sınıflarda arttığı görülmüştür. Regresyon analizi, dijital yeterliliklerin yapay zekâ okuryazarlığının önemli bir yordayıcısı olduğunu ve varyansın %39'unu açıkladığını ortaya koymuştur. Bu bağlamda, eğitim kurumlarının dijital yeterlilik eğitimini yapay zekâ okuryazarlığı modülleriyle entegre ederek öğretmen yetiştirme programlarını güncellemeleri önerilmektedir. Ayrıca, araştırmacıların katılımcı deneyimlerini daha derinlemesine anlamak ve nicel bulguları üçgenlemek için nitel veri toplama yöntemlerini kullanmaları teşvik edilmektedir
21st Century Skills and Language Education: Metaverse Technologies and Turkish Education as a Case
No full textAs the forthcoming iteration of the Internet, the metaverse is positioned to transform the technological landscape on a global scale. This study explores why and how the metaverse language education model is growing globally. In this research, the document review method is used based on a qualitative approach. The theoretical framework is formed from world literature and mainly English works, and in the analysis part, from the studies of Turkish academics. The study underlines that the field of language education has made notable developments, particularly in the context of technological advancement. The metaverse language education model could bring some effective solutions for distance education, personalized learning, and visual, engaging, and active learning that does not rely on memorization. This study reveals the indisputable impact of 21st-century innovative technologies on language education, along with the associated risks. It further postulates that more efficacious language education may be attainable in the future by addressing the identified shortcomings. The experience of language education in the metaverse of the Turkish language, which is currently experiencing a period of growth in terms of the number of people learning it, can also provide an opportunity for comparison with other languages and related literature from around the world.
Preschool Teachers’ Tendency Level of Lifelong Learning
Get PDFRecently, it is seen that rapid changes have started to change perspectives on education. With the development of information technologies, this change has started to make continuous education compulsory. The paradigm of continuous change and development in education is Lifelong Learning. Raising individuals who are inclined towards lifelong learning (LLL) reveals the new human type that this change should produce. The aim of this study is to determine the level of LLS tendencies of preschool teachers and to compare them according to various variables. The research was conducted with descriptive survey model on preschool teachers. In this context, it is understood that their level of HLT is generally high, but they consider themselves inadequate in terms of foreign language tendency. Among the variables examined in the study, according to the age variable, it is seen that the arithmetic mean of the opinions of the age groups are close to each other and there is no significant difference between the opinions of preschool teachers. However, it was determined that there was a significant difference according to gender and marital status variables. According to the gender variable, it is understood that male teachers have a higher tendency towards HBÖ than female teachers, and according to the marital status variable, it is understood that single teachers have a higher tendency towards HBÖ than married teachers and their opinions differ significantly. Preschool teachers have learning tendencies in all age groups and have learning cultures
Exploring the Role of Educational Technology in Multigrade Classrooms: Focusing on Artificial Intelligence
Get PDFThis study investigates the role of educational technology, including artificial intelligence (AI), in improving learning outcomes and addressing the complexities of multi-grade classrooms. A qualitative research method based on the analysis of scientific papers was employed. The findings of the study include an examination of the role of AI in multi-grade classrooms, personalized learning with AI, and the challenges it faces, such as data privacy and security, addressing Bias and Ensuring Fairness, equity, and accessibility, co-developing guidelines, and enhancing AI literacy. This study also explores the application of AI in assessment and feedback, AI-enhanced classrooms, challenges and future directions, and the ethical considerations associated with AI. The results demonstrate the significant impact of AI-based educational technology on improving teaching and learning in multi-grade classrooms. The findings emphasize the necessity of a thorough examination of ethical implications and potential issues in the use of AI and suggest that future studies should carefully address the ethical considerations and challenges related to the implementation of AI in multi-grade classrooms
Evaluating Mathematical Reasoning Competence: In-Service Teacher Training in Mathematical Literacy Given via Distance Education
Get PDFThe purpose of this research is to examine the mathematical reasoning competencies of mathematics teachers. As part of the research, mathematics teachers received in-service training in mathematical literacy. Following the training, classroom practices were conducted by these teachers using course modules designed in alignment with the training content. Due to the COVID-19 pandemic, the in-service training and training practices were conducted via online meeting platforms as distance education. In this research, conducted using the case study method, data were collected through open-ended reasoning tests and a mathematical reasoning basic concepts test. As a result of the research, it was found that the in-service teacher training and training practices delivered through distance education in the field of mathematical literacy had a positive impact on the mathematical reasoning competence of mathematics teachers. While most of the teachers showed a decrease in their scores on the reasoning test administered after in-service training, they achieved their highest score after training practices they implemented in their own classes. The mathematical reasoning basic concepts test conducted after the training practices indicated that the teachers’ perceptions of mathematical reasoning reached a high level
Adolescents' Relative Deprivation and Well-Being in Relation to Parents' Mindfulness and Psychological Resilience: A Dyadic Approach
Get PDFIt is of paramount significance to the development of healthy individuals, families, and society to take into account the individual contributions of family relationships in terms of well-being and resilience. The objective of the present investigation is to investigate the connections between the resilience and mindfulness of parents and the relative deprivation and well-being of adolescents, as exemplified by the actor-partner interdependence model. 992 participants, including adolescents and one of their parents, voluntarily participated in the study. The parents were 42.79 (SD = 5.83) years old, while the adolescent participants were 15.04 (SD = 1.21) years old. The results of the analyses indicated that adolescent relative deprivation predicted adolescent well-being, and parental mindfulness predicted parental resilience as actor effects. Adolescent relative deprivation predicts parental resilience, and parental mindfulness predicts adolescent well-being within the parameters of the obtained partner effects. Relative deprivation was identified as a detrimental indicator of both the resilience of parents and the well-being of adolescents. Conversely, the mindfulness of parents was discovered to benefit both their own resilience and the well-being of their adolescents.It is of paramount significance to the development of healthy individuals, families, and society to take into account the individual contributions of family relationships in terms of well-being and resilience. The objective of the present investigation is to investigate the connections between the resilience and mindfulness of parents and the relative deprivation and well-being of adolescents, as exemplified by the actor-partner interdependence model. 992 participants, including adolescents and one of their parents, voluntarily participated in the study. The parents were 42.79 (SD = 5.83) years old, while the adolescent participants were 15.04 (SD = 1.21) years old. The results of the analyses indicated that adolescent relative deprivation predicted adolescent well-being, and parental mindfulness predicted parental resilience as actor effects. Adolescent relative deprivation predicts parental resilience, and parental mindfulness predicts adolescent well-being within the parameters of the obtained partner effects. Relative deprivation was identified as a detrimental indicator of both the resilience of parents and the well-being of adolescents. Conversely, the mindfulness of parents was discovered to benefit both their own resilience and the well-being of their adolescents
Investigation of Music Teacher Candidates' Technology Integration Self-Efficacy and Artificial Intelligence Literacy
Get PDFThe aim of this study is to examine the artificial intelligence (AI) literacy and technology integration self-efficacy of pre-service music teachers enrolled at various universities in Türkiye. The research employed a relational survey model, a quantitative research method. The sample consisted of 228 pre-service music teachers studying in music education departments. Data were collected using the Technology Integration Skills Scale and the Artificial Intelligence Literacy Scale.The findings revealed that participants had a high level of self-efficacy in technology integration. In terms of AI literacy, their scores were high in the awareness, evaluation, and ethics sub-dimensions, while a moderate level was observed in the usage sub-dimension. No significant differences were found between male and female participants in either variable. However, second-, third-, and fourth-year students demonstrated higher mean scores than first-year students in the 'computer use' sub-dimension of technology integration and the 'ethics' sub-dimension of AI literacy. No significant grade-level differences were observed in the remaining sub-dimensions or in overall scale scores.Based on these results, it is recommended that future studies adopt longitudinal and mixed-method approaches. Furthermore, teacher education programs are encouraged to revise their curricula to include course content that supports the development of competencies in technology integration and AI literacy
Investigation of High School Students' Attitudes Towards Mind and Intelligence Games and the Relationship of Attitude Level with Some Demographic Characteristics
Get PDFThe aim of this study is to examine the attitudes of high school students towards mind and intelligence games and the differentiation of attitudes in terms of various variables. The population of the study consists of 800 students studying in different departments of Konya Selçuklu Türk Telekom Vocational and Technical Anatolian High School in the 2023-2024 academic year. The sample of the study consists of 192 students who were determined according to the convenience sampling method from this universe and who participated in accordance with the principle of voluntariness. In the research, descriptive screening model and relational screening model were used together. The data related to the research were collected using a personal information form and the "Attitude Scale Towards Intelligence Games" developed by Karapınar and Aydoğan (2020). The data obtained in the study were analyzed using the SPSS program. According to the findings obtained from the research, it was determined that the participant students had an attitude towards mind and intelligence games at the level of participation (x=3.47). When the attitudes of the students were examined in terms of sub-factors; it was seen that they had a disagree level attitude towards the negative attitude factor (x=2,34), an agreement level attitude towards the positive attitude factor (x=3,50) and an undecided level attitude towards the behavioral element factor (x=2,81). In addition, it was determined that the students' attitudes towards mind and intelligence games did not show statistically significant differences according to gender, grade level, mother's education level, father's education level, family income level and participation in a training on mind and intelligence games befor
Effects of Child-Centered Play Therapy on Quality of Life, Depression and Anxiety in Children with Cancer
Get PDFThe aim of this study is to examine the effect of child-centered play therapy on quality of life, depression and anxiety levels of 8-12 year old children. The study was conducted with a control group pretest-posttest design, one of the true experimental models. Child-centered play therapy was applied in the experimental group, while no experimental procedure was performed in the control group. The experimental applications of the study lasted between June and October 2024. The whole therapeutic procedure lasted 12 sessions of 45 minutes 1-2 times a week. In the experimental group, child-centered play therapy was carried out for approximately 5 months. The study included 34 children between the ages of 8 and 12 who were diagnosed with cancer. These children were randomly assigned to the experimental and control groups. 'Quality of Life Scale for Children' and ‘Depression and Anxiety Scale for Children’ were used to collect the research data. According to the analyses performed on the posttests, it was seen that child-centered play therapy had significant and positive effects on the quality of life, depression and anxiety levels of children with cancer.Key Words: Child-centered play therapy, Depression, Anxiety, Children with Cancer, Quality of Lif