Lisansüstü ö¤rencilerinin bilimsel araflt›rmalardaki etik d›fl› davran›fllara iliflkin görüfllerini belirlemeyi ve derinlemesine veriler sunmay› amaçlayan bu çal›flmada nitel araflt›rma yöntemi kullan›lm›flt›r. Bu çal›flma, bütüncül tek durum desenli bir durum araflt›rmas›d›r. Araflt›rman›n çal›flma grubunu, 2011-2012 y›l› Akdeniz Üniversitesi E¤itim Fakültesi'nde E¤itim Bilimleri Bölümünde lisansüstü e¤itim gören yedi gönüllü ö¤renci oluflturmakt›r. Amaçl› örneklem yöntemlerinden kolay ulafl›labilir durum örneklemesi kullan›lm›flt›r. Araflt›rman›n veri toplama tekni¤i bireysel görüflme ve doküman analizidir. Verilerin çözümlenmesinde içerik analizi yaklafl›m› kullan›lm›flt›r. Verilerin kodlan›p kategorilendirilmesi aflama-s›nda NVivo 9.2 paket program› kullan›lm›flt›r. Araflt›rma sonuçlar› bilimsel araflt›rmalarda ö¤renciler; ö¤retim elemanlar› ve kendileri taraf›ndan izinsiz sahiplenme, bilimsel araflt›rmalar›n› baflkas›na yapt›rma, bilginin do¤rulu¤unu araflt›rmama, verileri sapt›rma/de¤ifltirme ve kad›n kimli¤inin kullan›lmas› gibi etik d›fl› davran›fllar›n sergilendi¤ini belirtmifllerdir. Kolaya kaçma, ifl çoklu¤u ve vakit darl›¤›, akademik yükselme, bilinçsizlik, eksik bilgilendirme, tembellik, etik d›fl› çal›flmalar›n takdir edilmesi ve yetersizlik nedeniyle bu davran›fllar gerçekleflmektedir. Dolay›s›yla bilimin geliflmesini engelleme, bilime güvensizlik, para ve zaman kayb› fleklinde bilime zarar verildi¤i düflünülmektedir. Bu tür davran›fllar› engellemek için kat›l›mc›lar, etik bilinci oluflturma, sorgulay›c›l›k, etik kurullar› oluflturma, ceza verme, ifl yükünün azalt›lmas› ve görev ayr›m›n›n yap›l-mas›, kontrol mekanizmas› oluflturulmas›, yay›n sürecinin k›salt›lmas›, ya-z›l›mla engelleme, bilgi üretmede yanl›fl alg›lar›n ortadan kald›r›lmas›, ilgi odakl› çal›flmalar›n yap›lmas›, kiflisel egosundan vazgeçirme ve akran denetimi önerilerinde bulunmufllard›r.Anahtar sözcükler: Bilimsel araflt›rma, bilimsel araflt›rmalardaki etik d›-fl› davran›fllar, etik d›fl› davran›fllar, lisansüstü e¤itim, yüksekö¤retim. This is a qualitative study with a holistic case design. The purpose of this study was to analyze and to present data in details related to the opinions of graduate students about unethical behaviors in the scientific studies. The sample of the study consisted of 7 voluntary graduate students doing their Master of Science at Educational Sciences in 2011-2012 academic years. A non-probability sample, which is a purpose sampling strategy, was used. Data were collected with face to face individual interviews and document analysis and were analysed by using content analysis technique. Data analysis process was aided by the use of a qualitative data analysis computer program called NVIVO 9.2. As a result of the findings of the study participants admitted that instructors and they performed unethical behaviours such as plagiarism, having others do their scientific studies, not checking reality of the information, manipulating research data and making use of their feminine gender. The reasons why they perfor...
In this study, the aim was to develop a Likert-type scale to measure students’ attitudes toward the Information Technologies and Software course taught in secondary school. The developments in the field of science and technology and the changing needs of society necessitate an update to the Information Technologies and Software course curriculum and its implementation, starting from the 2021–2022 academic year. With this update, students are provided with the means to take the first step toward programming with block-based learning activities (Blockly, Scratch, Arduino, etc.). For this reason, it is thought that previously developed scales may be insufficient to measure students’ attitudes toward the updated Information Technologies and Software course. The study was designed by survey method. A total of 600 students for an exploratory factor analysis and 300 different students for a confirmatory factor analysis were included in the study. As a result of conducting the exploratory factor analysis, a scale with 4 factors and 27 items was obtained. Confirmatory factor analysis was performed to confirm the obtained structure. The scale that was developed, as a result of validity and reliability studies, is thought to be a valid and reliable measurement tool that can be used to measure attitudes toward the Information Technologies and Software course.
The purpose of this research is to determine students' in-class trust levels and compare them according to some variables. In the research, survey, one of the quantitative research methods, was adopted. The population of the research consists of the secondary school students participating in the central districts of Antalya in the 2019-2020 academic year. The sample consists of 271 secondary school students determined by simple random (probabilistic) sampling method. In the study, the "In-Class Confidence Scale" was used as a data collection tool. The data collection tool is a 5-point Likert-type scale consisting of 3 sub-dimensions and 34 items [Basic Trust (25 items), Freedom of Expression (5 items) and Threat Perception (4 items)]. In this study, the Cronbach alpha reliability coefficient was found to be .80 for the whole in-class confidence scale. Frequency, percentage, arithmetic mean, standard deviation, t-test for independent samples and One-Way ANOVA analyses were used to analyze the data. As a result of the research, it was found that the students' in-class confidence levels were at medium levels. As a result of the comparison made according to gender, a significant difference was found in all dimensions of in-class confidence, and it is seen that the averages of males are higher than females in all dimensions. In the comparison made according to the classes of the students, it was observed that the sense of basic trust of the 11th grades is higher than the other classes; the freedom of expression was higher in the 9th graders compared to the 10th graders, and the 10th graders compared to the 11th grades. It has been determined that the threat perceptions of 11th grade students are higher than 9th and 10th grade students.
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