ÖzetBu araştırmada, öğretmen adaylarının eğitim programı okuryazarlığı düzeylerini belirlemek ve bu düzeylerin cinsiyet, yaş, öğrenim türü, bölüm ve akademik başarı gibi değişkenlere göre farklılaşma durumunu incelemek amaçlanmaktadır. Betimsel bir saha taraması olarak desenlenen bu çalışmada veriler Bolat (2017) tarafından geliştirilen 'Eğitim Programı Okuryazarlığı Ölçeği' aracılığıyla öğretmen adaylarından toplanmıştır. Çalışmanın katılımcıları bir devlet üniversitesinin eğitim fakültesinde öğrenim gören dördüncü sınıf öğretmen adayları ile aynı fakültede pedagojik formasyon eğitimi alan toplamda 210 öğretmen adayından oluşmaktadır. Araştırmada veriler betimsel istatistikler, bağımsız örneklem t testi ve tek yönlü varyans analizi yöntemleri ile analiz edilmiştir. Araştırmada ortaya çıkan temel bulgular şöyledir: öğretmen adaylarının eğitim programı okuryazarlığı düzeyi ölçek toplamında 3,72 (oldukça katılıyorum) olarak belirlenmiştir; öğretmen adayları 'okuma' boyutunda 'yazma' boyutuna göre daha başarılıdır; öğretmen adaylarının eğitim programı okuryazarlığı düzeyleri ölçek toplamında cinsiyet, yaş ve öğrenim türü değişkenlerine göre anlamlı düzeyde farklılaşmazken bölüm ve akademik başarı değişkenlerine göre farklılaşmaktadır. Araştırma sonuçlarının öğretmen adaylarının eğitim programı okuryazarlığı düzeylerini ortaya koymanın yanı sıra alanda yeni bir kavram olan eğitim programı okuryazarlığını ön plana çıkarması önemli görülmektedir. AbstractThis study aims to identify prospective teachers' levels of curriculum literacy and examine how these levels differ by variables of gender, age, type of education, department and academic achievement. In this descriptive survey model study, the data were gathered from prospective teachers through 'Curriculum Literacy Scale', developed by Bolat (2017). The participants are 210 prospective teachers at fourth grade at the education faculty of a state university and prospective teachers registered in the pedagogic formation program of the same faculty. The data were analyzed through descriptive statistics, independent samples t test and one-way variance analysis methods. The key findings of the study include: the prospective teachers' level of curriculum literacy is 3,72 (quite agree) in the total scale; the prospective teachers are more successful in 'reading' factor than 'writing' factor; the prospective teachers' level of curriculum literacy differs significantly by department and academic achievement but does not differ significantly by gender, age and type of education in the total scale. As well as putting forth prospective teachers' levels of curriculum literacy, the study is also significant as it features curriculum literacy, which is a new concept in the field.
This study aims to develop a reliable and valid scale to identify the levels of media users' media literacy skills. The scale development process was carried out in nine steps as recommended in the literature. Before the scale was administered, the items were reviewed by field experts and language experts and a pilot study was carried out. Responses from 322 pre-service teachers, selected via purposeful sampling, were included in the analysis. Item discrimination was tested via item-total correlation and it indicated that none of the items were below .30. In the confirmatory factor analysis, it was found out that the scale and the theoretical model showed a fit between good and acceptable. Convergent validity, divergent validity and 27% upper-lower group means were also examined. As for the internal consistency, Cronbach's alpha value of the scale was calculated as .919 and alpha values of the factors were calculated as .768, .833, .720 and .838 respectively. The results revealed that Media Literacy Skills Scale, which consists of 45 items gathered under the four main factors of 'access, analyze, evaluate and communicate', is a reliable and valid measurement instrument. This up-to-date scale covers all main skills of media literacy and it consists of a sufficient number of questions to obtain rich data and ensure measurement precision. In addition, it covers new media as well as mass media and this way it fills a gap in the literature caused by the changing nature of media and technology.
This research aims to review postgraduate dissertations in media literacy field. To this end, 65 postgraduate dissertations that were completed between 2007-2017 in Turkey and that are accessible were reviewed with respect to completion year, university, department, topic, method, design, data collection technique, data analysis technique, sampling method and sample type variables. This is a qualitative, descriptive literature review study and document analysis was used to collect data via a dissertation review form. In the data analysis, content analysis method was used and percentages and frequencies were calculated for each category. The research results reveal that the highest number of dissertations was completed in 2013, only one dissertation was completed in 18 universities, the highest number of dissertations was carried out in journalism and radio TV and cinema departments; however, when departments related to educational sciences are combined, the highest number of dissertations were carried out in these departments, the most investigated topics are identification of the effects of media literacy education and participants' levels of media literacy, while quantitative methods are mostly used in dissertations, mixed methods are the least resorted, and the most addressed sample type includes secondary school students and prospective teachers follow them. This study aims to identify research trends in media literacy and guide future studies.
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