Considering the research methods of the studies in the field of educational sciences, it can be stated that studies follow similar research steps or phases though using different terminology to refer to these steps. While such differentiated use of terminology is significantly fewer in research designs such as experimental or descriptive, there has been an increase in such misuse in the studies utilizing content analysis design and the literature in the field reveals interchangeable use of terms like technique, design, and method. Reviewing the literature reveals mistakes in the use of content analysis since it is not only a method of research but a method of data analysis as well. In this respect, the present study aims to define and group the approaches on content analysis as one of the frequently discussed and confused concept. Following an extensive literature review, the study attempts to define content analysis and to categorize various approaches related. The categories include meta-analysis, meta-synthesis, and descriptive content analysis. Lastly, the issues that researchers need to pay special attention are highlighted.
ÖZ. İlk olarak dil-yabancı dil sınıflandırması ile ortaya çıkan okuryazar kavramının günümüzde tek bir seviyeyle ifade edilmesi, ihtiyaçlara tam olarak cevap verememektedir. Bilgisayar kullanımının ön plana çıktığı araştırmalarda bilgisayar okuryazarlığı düzeyinin tanımlanması ve belirlenmesi önem arz ettiği düşünülmektedir. Bu doğrultuda araştırmanın temel amacı öğrencilerin temel bilgisayar düzeylerinin belirlenmesidir. Ayrıca araştırmada öğrencilerin beyan ettiği okuryazarlık düzeyleri ile var olan okuryazarlık düzeylerinin de karşılaştırılması ve ölçme araçlarının sınırlılıklarını belirlemek alt amaç olarak belirlenmiştir. Araştırmaya, 1723 ortaokul öğrencisi katılmıştır. Elde edilen verilerin analizinden sonra katılımcıların büyük bir çoğunluğunun temel bilgisayar okuryazarı olduğu anlaşılmıştır. Buna rağmen, öğretim materyali olarak bilgisayarı kullanan öğrencilerin neredeyse dörtte birinin temel bilgisayar okuryazarı olmaması bu konu ile ilgili derinlemesine çalışmalar yapılması gerektiğini göstermektedir. Araştırmada ayrıca ele alınan okuryazarlık ölçme araçlarının hatalı sonuçlar verebileceği sonucuna ulaşılmıştır. Bu nedenle bilgisayar okuryazarlığının sadece test, ölçek vb. değil uygulamaya dönük beceri sınavları, algı ölçekleri ve bilgi testleri ile yapılması gerektiği sonucuna ulaşılmıştır. Anahtar Sözcükler: Bilgisayar okuryazarlığı, Bilgisayar öğretimi, Bilgisayar bilgi düzeyi.ABSTRACT. Explaining the term "literacy", emerged firstly by foreign language classification, with only one level does not respond to the current needs. Coming to the forefront in such studies that focus on computer use, it is suggested that computer literacy be described and determined. Consequently, this study aims to determine students' computer literacy levels. Besides, it is also aimed to compare the declared and actual computer literacy levels of students and to investigate limitation of instruments. 1723 students participated in the study. After the analysis of the data obtained, it is understood that a large majority of the participants are the basic computer literate. Nevertheless, the fact that almost a quarter of the students who use computers as teaching material isn't the basic computer literate indicates that in-depth study is needed on this subject. Computer literacy measurement tools have reached the result that they can give erroneous results. For this reason, it can be concluded that computer literacy should not be limited to tests, scales, but its assessment should include skills tests, perception scales, and information tests.
SUMMARY
Introduction:Explaining the term "literacy", emerged firstly by foreign language classification, with only one level (literate-illiterate) does not respond to the current needs. Although there are many definitions in the literature, literacy in informational technologies mostly focuses on computer literacy and ICT literacy. When viewed, these definitions seem to be very close to each other; in fact some of them are used interchangeably describe computer literacy as "using w...
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