ÖzetBu çalışmanın amacı Türkiye`de 2007-2011 yılları arasında "Eğitim Programları ve Öğretim" (EPÖ) alanın-da yayınlanmış makalelerin incelenerek alandaki araştırma eğilimlerinin belirlenmesidir. Bu temel amaç doğrultusunda, makaleler yayınlandığı yıl, yazar sayısı, yöntemi, veri toplama araçları, örneklem özellikle-ri, veri analiz teknikleri, konu alanları ve konuları açısından değerlendirilmiştir. Makaleler betimsel yaklaşım çerçevesinde doküman incelemesi yapılarak incelenmiş ve her bir makale "Makale Sınıflama Formu" kullanılarak betimsel ve içerik analizine tabi tutulmuştur. Çalışmada ULAKBİM Ulusal Sosyal ve Beşeri Bilimler Veri Tabanında taranan ve EPÖ alanında yayın yapan 24 dergi analiz kapsamına alınmış olup, ça-lışma 2007-2011 yılları ile sınırlandırılmıştır. Araştırma sonuçlarına göre makalelerin büyük çoğunluğunun tek ya da iki yazarlı olduğu, nicel çalışmalar olduğu, betimsel tarama türünde olduğu, makalelerde çoğun-lukla anket ya da likert tipi ölçeklerin kullanıldığı, lisans öğrencileriyle çalışıldığı ve t-testi ve varyans analizi istatistiklerinin kullanıldığı belirlenmiştir. Ayrıca incelenen makalelerin yarıdan fazlasının öğrenme, öğretme, öğrenci-öğretmen özellikleri, öğretmen yetiştirme ve program değerlendirme konu alanlarında yapıldığı sonucuna ulaşılmıştır.Anahtar Kelimeler: Eğitim programları ve öğretim, araştırma eğilimleri, bilimsel araştırma, içerik analizi Research Trends in Curriculum and Instruction AbstractThe purpose of this study is to find out research trends in the field of "Curriculum and Instruction" (CI) in Turkey by exploring the articles that were published between 2007 and 2011. For the purpose, articles were evaluated in terms of their publishing dates, number of authors, methods, data collection procedures, sample characteristics, data analysis techniques, subject areas and their topics. The articles were explored by investigating the documents within the framework of descriptive approach and research trends in the field of CI were attempted to be described. In the study, 24 journals that are published in the field of CI, which are all included in the ULAKBIM Database, were covered in the study. According to results it was determined that the majority of the articles were written either by a single author or two authors, used quantitative research method, descriptive studies, used questionnaires and likert type scale, studied with graduate students and used t-test and variance analysis.
<span>The aim of the study was to investigate the effect of authentic assessment on the attitudes of prospective teachers towards academic achievement and attitudes towards educational measurement and the opinions of prospective teachers on authentic assessment. In this study, the triangulation mixed design was used. In the quantitative dimension of the study, the study group consisted of prospective teachers studying in the education faculty of a state university in the 3rd grade of the Turkish education program of the 2016-2017 fall semesters. All prospective teachers in the experimental group filled in the unstructured diaries from which qualitative data were obtained and 12 of the prospective teachers in the experimental group were selected. Experimental processes were carried out during the 14-weeks assessment and evaluation course. In the experimental group, prospective teachers were given authentic assignments within the scope of the authentic task and alternative assessment practices were conducted. As a result of the study, it was determined that authentic assessment significantly increased the academic achievement and attitude towards the educational measurement of prospective teachers and also it’s an approach that can serve to provide cooperation between the theory and practice which is a major problem in the field of teacher training in Turkey.</span>
The aim of the study is to analysis of the prospective teachers' self-efficacy towards educational technology standards and to examine the divergence of the students' self-efficacy according to the variables of gender, class, educational program and personal computer availability. The study is in survey model. The population of the study consists of prospective teachers who study in the first and fourth grade of education faculty of a state university during the fall semester of 2012-2013 academic year. The sample of the study consists of 568 individuals selected within the population by convenience sampling method. As a data collection tool, five point Likert type consisting of 6 sub-dimensions and 41 items of Self-Efficacy Scale for Educational Technology Standards' for prospective teachers was used. In data analysis, Mann-Whitney U and Kruskal-Wallis H tests were used as the distribution could not meet the normality assumption. According to the results obtained from the study, it has been determined that the self-efficacy perceptions of the prospective teachers for the educational technology standards are generally high. While the dimensions that the prospective teachers find themselves as most competent are productivity and professional practices, the dimensions they find themselves as least competent are social, ethical, legal and humanitarian issues. While there was no significant difference in the self-efficacy of the prospective teachers compared to the gender variable, there was a significant difference according to class, educational program and having personal computer variables.
The study aims to develop students’ higher cognitive skills e.g. analysis, synthesis and assessment and to increase their academic successes by reflecting their cognitive skills in psychomotor skills in practice with the help of lesson study. Therefore, the aim of the study is to increase students’ English as a foreign language learning level. Action research was used in the study. “English Achievement Test” and “Semi-Structured Interview Form” developed by the researchers were used as data collection instruments. English achievement test was used as pre-test and post-test to define students’ English language levels, and semi-structured interview form was used to determine teachers’ views about lesson study practice. According to research result, lesson study has increased students’ learning levels significantly. Moreover, teachers stated that lesson study was highly beneficial and affected their professional development in a positive way. It was stated by teachers in the study that lesson study had the teachers a chance to observe and assess their teaching qualities and so, it made the students’ learning levels increase significantly. Furthermore, all of the teachers agreed that lesson study as an in-service training model could be an approach used for both other lessons and nationally.
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