Scientific research is very valuable in terms of disseminating science, sharing it with other researchers, and developing intellectual knowledge. Scientific publishing, in other words, academic journal publishing, which undertakes the task of sharing and disseminating scientific research, is a type of publishing that has emerged with a rapidly increasing momentum in recent years. This work was carried out to present the experiences of the editors, reviewers, and authors, who are the stakeholders of the publication process in educational journals, from their perspectives and to offer suggestions based on these data. The study was designed as a case study and used the qualitative research model. Based on the literature review, a semi-structured form containing parallel questions was prepared for editors, reviewers, and authors who have experienced the publication process in educational journals. The data were obtained through interviews on the Zoom platform. Due to Covid precautions and the fact that the researcher and the participants were in different cities of Turkey, the interviews were conducted online. Content analysis technique was used in the analysis of the data. In the process of examining the data set, codes, sub-themes, and themes were determined by using the inductive analysis technique. The theme, subtheme, and codes are given in the form of tables and supported by quotation sentences. According to the research findings, it was revealed that the editor, reviewer, and author views diverge in some points. Considering that the process includes tasks related to each other, it is possible to express that evaluating the same situation from different perspectives reveals the data that will enable the development of the scientific publishing process. The editor, reviewer, and authors' views expressed that the indexes provide a certain standard, on the other hand, cause scientific monopolization at some points have emerged. The editors determined that this duty contributed to both their career and academic development. In addition to the opinion that the reviewing task should be seen as an academic responsibility, it has been stated that there is a need for factors that will increase motivation for the execution of this task due to the workload it brings.
Bu çalışmada, 8. sınıf öğrencilerinin matematik öğretmenlerinin öğretimsel yetkinliklerine ilişkin algılarının araştırılması amaçlanmış; "Ortaokul 8. sınıf öğrencilerinin matematik öğretmenlerinin öğretimsel yetkinliklerine ilişkin algıları / görüşleri nelerdir?" sorusuna yanıt aranmıştır. Araştırma genel tarama modelindedir. Araştırmanının evrenini Malatya ili merkez ilçeleri olan Yeşilyurt ve Battalgazi'de bulunan ortaokullarda eğitim gören 8. sınıf öğrencileri oluşturmaktadır; örneklem ise bu evrenden A-B-C okul tiplerine göre tabakalama tekniğiyle rastgele seçilmiş; örneklem sayısı 480 olarak belirlenmiştir. Araştırmada "Öğretmenlerin Bilgi Düzeylerine İlişkin Öğrenci Algıları Ölçeği"nin (Tuan, Chang ve Wang, 2000) Afacan, Karakuş ve Uşak (2013) tarafından geliştirilmiş olan Türkçe uyarlaması kullanılmıştır. Verilerin analizinde, okul tipi (A-B-C), okulun statüsü (özel-resmi) ve öğrencilerin cinsiyeti değişkenleri kullanılmış; çoklu karşılaştırmalarda tek yönlü varyans analizi, ikili karşılaştırmalarda t-testi yapılmıştır. Okul tipleri öğrencilerin matematik öğretmenlerinin öğretimsel yetkinliklerine yönelik algıları açısından bir bütün olarak incelendiğinde, en yüksek ortalamaya C tipi, en düşük ortalamaya ise A tipi okulların sahip olduğu sonucu ortaya çıkmaktadır. Resmi okul ile özel okul öğrencilerinin matematik öğretmenlerinin öğretimsel yetkinliklerine ilişkin algıları açısından tüm boyutlarda görülen anlamlı farklılık toplamlar açısından da geçerlidir.
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