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Yayınlar
- MakaleAçık Erişim2025Secondary School Students' Opinions on Teaching the Structure of the Atom with Augmented Reality Application
Gürbüz, Fatih; Sarioglan, Ayberk Bostan
This study is aimed at developing an achievement test on quadrilaterals for seventh-grade students. The concept of the atom can be visualized in different ways in the mind due to its structure, which the naked eye cannot see. Augmented reality (AR) is one of the applications that can be used to teach such concepts. This study aimed to investigate students' views on the use of AR applications in teaching. Phenomenological design, one of the qualitative research designs, was used in the study. The study group consisted of 26 -graders in a public secondary school. AR application was organized to teach the structure of the atom. Within the scope of the study, an interview form consisting of four open-ended questions prepared by the researchers and submitted to expert opinion for content validity was used as a data collection tool. When the students' answers to the questions were examined, it was determined that they had positive opinions that AR application could be used in other courses and different subjects, that this application was more instructive because it concretized the subject, that it caused a better understanding of the subject it was used in, and that it increased participation in the lesson due to the possibilities of providing three-dimensional images. Suggestions were made based on the results.
- MakaleAçık Erişim2025Scopus SJRQ1The mediating role of optimism between reading habits and meaningful living
Guven, Ahmet Zeki; Banaz, Emrullah; Özbilen, Uğur; Şahin, Tuğrul Gökmen
The present study sought to examine the relations between reading habits, perceived meaningful living, and optimism through structural equation modeling. To this end, we recruited undergraduate students enrolled in the Turkish language teaching program of a state university and collected the data using the Reading Attitude and Habits Scale, the Meaningful Living Scale and the Optimism-Pessimism Questionnaire. More than half (58.4%) of students were females, 52% were aged 21–30 years, and 34.2% were second-year students. The data were analyzed using SPSS 24.0 and SPSS AMOS 20.0. The findings showed a significant relationship between reading habits and meaningful living, with optimism serving as a significant mediator. Model fit indices confirmed the validity of the SEM model (RMSEA = 0.061, CFI = 0.94, TLI = 0.96). We also found that optimism served as a significant mediator in the relation between reading habits and perceived meaningful living. The findings suggest encouraging undergraduate students’ reading habits and designing and offering counseling services to foster students’ optimism and perceived meaningful living. Moreover, further research with diverse demographic groups is needed to elucidate more on the subject.
AtıfScopus1WoS1OpenAlex1
İncele - MakaleYalnız künye2025Scopus SJRQ2Pedagogical spectacle: performativity, platform capitalism, and the aesthetic capture of critique
Aksakallı, Ayhan
This text is not merely a study of pedagogy but an intervention in pedagogy as spectacle. Structured in seven scenes, it examines how education in the digital age becomes a performance of visibility, an algorithmic rhythm, and a commodified production of knowledge. Drawing on critical theory, poststructuralist thought, and radical pedagogy, it refuses conventional academic form through fragmentation, rhythmic rupture, and narrative interruption. The text reveals how the student is shaped into a marketable subject, how critique is aestheticized into consumable content, and how the classroom functions as the stage of algorithmic flows. Each scene—from the commodified image of Freire to the pornographization of knowledge—produces opacity and resistance against smooth circulation. The central claim is radical: authentic pedagogical resistance lies not in teaching, performing, or concluding, but in silence, delay, and withdrawal as deliberate acts of opposition.
AtıfScopus1OpenAlex1İncele - Kitap BölümüYalnız künye2025Artificial Intelligence- Supported Formative and Summative Assessment Approaches in Blended Learning Environments
Yavuz, Mehmet; Kayali, Bünyami
This chapter explores the role of artificial intelligence (AI) and summative assessment in blended learning environments, beginning with the historical evolution of assessment systems. It highlights the limitations of traditional methods in objectivity, validity, inclusiveness, and feedback. AI technologies address these issues through functions such as personalised learning, real- time feedback, automated scoring, and enhanced test security. AI not only reduces teachers' workload but also enriches students' learning through data- driven insights. While formative assessment guides learning based on immediate performance data, summative assessment evaluates outcomes effectively. These AI- supported approaches transform assessment into a continuous, integrated component of the learning process. The chapter also addresses ethical concerns, such as data privacy and algorithmic fairness, stressing the importance of teacher competence and secure data handling. In conclusion, AI- enhanced assessment extends beyond traditional boundaries and becomes a dynamic tool to support learning.
AtıfScopus1OpenAlex1İncele - MakaleYayıncıda açık erişim2025Scopus SJRQ1Scientific habits of arguing minds: enhancing online argumentation to foster SHOM
Çakiroğlu, Ünal; Güven, Onurhan; Yaman, Havva; Güven, Ebru Mazlum
This paper reports on a study aiming at examining whether online argumentation enhance the teacher candidates’ scientific habits of mind (SHOM). The study was carried out as a pre-experimental design including pre and post-test. Scientific Habits of Mind scale, interviews and written arguments were used as data collection tools. Google Classroom, sentence openers, prompt questions and videos were used to facilitate the online argumentation process. Five different SSIs were given as discussion and argumentation tasks for the participants who worked in online groups. The results indicated that, the SHOM scores of the teacher candidates were slightly decreased while the argumentation skills were significantly increased. In addition, there was a medium, positive correlation between the levels of scientific habits of mind and levels of argumentation skills. Participants’ perspectives also showed the contributions of virtual argumentation strategy implemented in this study. Sentence openers, prompt questions, videos and feedback were the prominent factors shaped the online argumentation process. We believe that the findings of this study would assist in future design and implementation of online tools for enhancing argumentation.
AtıfScopus1WoS2OpenAlex2İncele - MakaleAçık Erişim2025Scopus SJRQ1An examination of performance enhancement attitudes and belief levels regarding sports supplements among students receiving education on ergogenic aids and anti-doping practices
Karakaya, Umut Can; Ceyhan, Mehmet Ali
Background: This study examines the changes in performance enhancement attitudes and sports supplement belief levels among sports sciences faculty students after education on ergogenic aids and anti-doping practices. In the highly competitive environment of modern sports, nutrition and ergogenic aids are crucial in enhancing athletic performance and preventing injuries. However, research in this area is limited, and existing literature emphasizes the need to explore the relationship between education and these topics. Methods: The study employed an experimental design using a one-group pre-test and post-test method. The research group comprised 61 students (24 female and 37 male) from the Faculty of Sport Sciences at Bayburt University. Data collection tools included the “Personal Information Form,” the “Performance Enhancement Attitude Scale (PEAS),” and the “Sports Supplement Belief Scale (SSBS).” Data were collected via Google Forms and analyzed using SPSS 26.0 software. The skewness and kurtosis values were calculated to assess the data distribution, and parametric tests, including t-tests and ANOVA, were applied. Results: The findings revealed that education on ergogenic aids and anti-doping practices significantly improved students’ performance-enhancement attitudes. For example, PEAS scores increased from a pre-test mean of 38.74 to a post-test mean of 44.13 (p < 0.05), representing a change of approximately 13.91%. However, no significant changes were observed in SSBS scores. This suggests that students’ beliefs regarding sports supplements may be shaped by prior knowledge and experiences, making them less influenced by the educational intervention. Conclusions: This study demonstrates that education on ergogenic aids and anti-doping practices can positively influence students’ performance-enhancement attitudes. However, more in-depth educational programs may be required to impact beliefs about sports supplements. These findings can guide the development of more effective educational programs to enhance athletic performance and safeguard athlete health. By providing evidence-based insights, this study significantly contributes to the existing literature and supports the development of policies and educational initiatives in anti-doping and athlete education.
AtıfScopus1WoS1OpenAlex1İncele - MakaleAçık Erişim2025Scopus SJRQ3The Comparison of Pre-Service Science Teachers' Drawings of the “Universe” Concept and the Universe Visuals They Created from Artificial Intelligence
Bostan Sarioğlan, Ayberk; Gürbüz, Fatih; Yakupoğlu, Melike
As the use of artificial intelligence increases in areas where people are active in our daily lives such as education and health, the comparison of human and artificial intelligence has started to be discussed. Many artificial intelligence programmes are commanded by humans and artificial intelligence creates products in line with expectations. In this study, it is aimed to compare the drawings of pre-service science teachers about the concept of universe with the universe visuals created by artificial intelligence. Case study was selected as the research model. The study group consisted of 24 pre-service science teachers studying in the 2nd and 4th grades of science teaching. The worksheet prepared by the researchers and the received expert opinion was used as a data collection tool. During the application process, pre-service teachers made drawings related to the concept of universe and described these drawings during two lesson hours. Then, they made drawings related to the concept of universe of artificial intelligence with the descriptions they entered into Microsoft Bing Search application. As a result, it was determined that pre-service teachers had different views in their drawings about the concept of universe. It is seen that the drawings of the pre-service teachers about the concept of universe and the visuals created by artificial intelligence are mostly like each other. In half of the drawings, the universe drawings of the pre-service teachers were more comprehensive, while in half of the drawings, artificial intelligence made more comprehensive drawings. Based on this result, it can be said that human perception and artificial intelligence products are in parallel with each other. Various suggestions were presented in line with the results of the study.
- Kitap BölümüAçık Erişim2025Beyond Algorithms: Unveiling the Intersection of AI Ethics, Citizenship Education, and Social Studies
Yetişensoy, Okan; Zajda, J; Rapoport, A
The rapid rise of artificial intelligence (AI) in recent years has led to various positive transformations in everyday life. However, this rise has also brought about the emergence of some ethical issues that raise concerns in society. Examples of these ethical issues include the manipulative or harmful use of AI, privacy concerns, bias, discrimination, and lack of transparency and accountability. AI ethics, on the other hand, represent a set of guiding principles that stakeholders should adopt to ensure the responsible development and utilization of AI technologies. Considering that young people are potential users and developers of AI, teaching them these principles from an early age can be seen as a natural part of citizenship education. Thus, incorporating AI ethics-related content into the curriculum of various K-12 courses can be regarded as an effective approach. This chapter argued that social studies, with its focus on fostering effective citizens for the future, will emerge as a crucial application area for this approach. At this point, the relevant study aims to explore the intersections between AI ethics, citizenship education, and social studies. It is believed that the study will make a significant contribution to the literature by revealing the new dynamics created by AI in citizenship education and demonstrating the potential role that the social studies curriculum can play in this regard.
AtıfScopus2WoS2OpenAlex2İncele - MakaleAçık Erişim2025Scopus SJRQ1Preschool children's social skills, problem behaviors, academic self-esteem and teacher-child relationship: a serial mediation model
Tutkun, Cansu; Eskidemir Meral, Seda
Introduction: Research has shown that children's social skills have effects on their problem behaviors. However, the mechanisms through which social skills contribute to reducing problem behaviors need further clarification. Methods: This study examined the relationship between preschool children's social skills and problem behaviors, as well as the independent and serial mediating roles of academic self-esteem and teacher-child relationship in this relationship. The study included 382 children aged 3–5 years, randomly selected in Türkiye. Results and discussion: As a result of the study: (1) there was a significant and negative relationship between problem behaviors and social skills, academic self-esteem and teacher-child relationship; (2) the mediating role of academic self-esteem and teacher-child relationship in the relationship between social skills and problem behaviors was supported; and (3) the serial mediating role of academic self-esteem and teacher-child relationship in the effect of social skills on problem behaviors, respectively, was found. These findings indicated that children's social skills may help to increase their academic self-esteem, improve the teacher-child relationship, and thus reduce their problem behaviors. Therefore, these results have important implications for designing interventions to increase preschool children's social skills, academic self-esteem, and teacher-child relationship, as well as to prevent the early development of problem behaviors.
AtıfScopus5WoS4OpenAlex5İncele - MakaleAçık Erişim2025Scopus SJRQ2Exploring preschool teachers’ perspectives on social and emotional learning in early childhood: A qualitative inquiry
Özdemir Beceren, Burcu; Baydemir, Ceren; Arı Arat, Ceren
This study aimed to explore preschool teachers’ knowledge, perceptions, and classroom practices regarding social-emotional learning in early childhood education settings. The study was designed as a qualitative research study with a phenomenological approach and focused on the lived experiences of 10 preschool teachers working with children aged 3–6 in Çanakkale. Participants were selected through purposive and maximum variation sampling. Data were collected using semi-structured interviews and demographic forms. The interview questions were developed based on a literature review and expert feedback. Data were analyzed using both inductive and deductive content analysis techniques. Themes and sub-themes were formed collaboratively by the researchers. The findings revealed that preschool teachers define SEL mainly through themes such as social-emotional skills, learning methods, and peer education. Communication and empathy were emphasized as key components of SEL. Teachers' responses focused on specific aspects such as social-emotional skills, peer education and learning methods, and reflected a limited understanding of the broader and complex nature of SEL. Play-based learning and learning through role models were the most frequently mentioned methods. Peer education was also identified as a valuable tool in promoting SEL. Teachers expressed the need for more support and training in implementing SEL effectively. Preschool teachers recognize the importance of SEL and apply a variety of strategies in their classrooms. However, their understanding and practices vary depending on their experience and training. This study highlights the need for structured SEL training programs to enhance teachers’ skills and promote more consistent and effective SEL practices in early childhood education.
AtıfScopus2OpenAlex1İncele - MakaleAçık Erişim2025Scopus SJRQ1Teacher Candidates with Biospheric Value, Farming and Openness Personality Type are Worried About Climate Change
Ulum, Ömer Gökhan; Alkış Küçükaydın, Menşure
Climate change is one of the most widespread problems affecting human well-being. Extreme weather events and ecosystem uncertainties also seriously threaten future teachers. However, we know little about the variables associated with teacher candidates’ climate change worry (CCW). Therefore, this study aims to identify the variables that predict CCW. In this study, the survey model was used to determine the variables associated with teacher candidates CCW. A total of 508 teacher candidates (72.4% female and 27.6% male) from Turkey participated in the study. The age range of the teacher candidates was 21 to 24 (M = 21.1, SD = 1.23). Hierarchical regression analysis was used to evaluate the data. According to the results, teacher candidates who earn their living by farming and have a biospheric value orientation experience CCW. Some personality traits also relate to CCW. The results provided insight into the variables related to teacher candidates’ CCW. This situation is important for the support training for teacher candidates.
- MakaleAçık Erişim2025Scopus SJRQ2Validity challenge in GenAI models: Evaluating the validity of content generated by text-to-image models in the context of social studies education
Yetişensoy, Okan
Generative artificial intelligence (GenAI) models have led to many positive changes in educational settings; however, the validity of the content they produce remains a significant topic of academic discussion. This research aims to determine the validity of content produced by text-to-image models within the context of social studies education. For this purpose, different curricular outcomes from the social studies curriculum implemented in Türkiye were identified, and image content related to them was generated using DALL-E 3. The validity of this content was assessed within a panel consisting of social studies teachers. Quantitative analyses revealed inconsistencies, showing that some images are sufficient in terms of scientific accuracy as well as socio-cultural and geographical relevance, while others are not. Intraclass correlation coefficient analyses demonstrated that there was significantly moderate agreement among the panelists regarding these evaluations, indicating that the assessments are reliable. Qualitative analysis, on the other hand, revealed that panelists evaluated some images positively in terms of validity, noting that the content produced by these models has significant potential to enhance the learning of relevant outcomes of social studies. However, it was indicated that certain images exhibit prominent algorithmic biases, provide misleading or incorrect information, include details that could be characterized as hallucinations, and could potentially negatively impact the learning process. Additionally, it was determined that some images, in an attempt to highlight a particular cultural element, displays representations that are either disconnected from reality or overemphasized, which could be termed “Socio-cultural algorithmic exaggerations”. At this point, it is considered essential for all educators, including social studies teachers, to develop a critical perspective on the content created by GenAI models and to use this content only after thorough evaluation.
AtıfScopus3OpenAlex3İncele - MakaleYalnız künye2025Scopus SJRQ2Attitudes of physical education teachers in inclusive schools towards teaching autistic students: a phenomenological study
Oğur, Yekta Göksel; Yarımkaya, Erkan; Aydemir, Uğur; Kul, Murat
With the increasing presence of autistic students in inclusive schools, understanding the attitudes of physical education (PE) teachers towards teaching these students has become important. The current study aimed to examine the attitudes of PE teachers in inclusive schools towards teaching autistic students using the theory of planned behavior. The participants of this phenomenological-qualitative study were 16 PE teachers who participated in one-on-one semi-structured telephone interviews. The interviews were transcribed for analysis and later analyzed using thematic line-by-line analysis. The findings revealed that the majority of PE teachers in inclusive schools had negative attitudes towards teaching autistic students. Barriers and challenges during teaching autistic students were more dominant for PE teachers than facilitators. The results highlighted the importance of addressing the barriers and challenges that limit the quality of PE teachers’ teaching experiences with autistic students as a way to improve PE teachers’ attitudes and indicated the need to establish an adapted PE teacher definition, especially in countries such as Türkiye.
AtıfScopus2WoS2OpenAlex2İncele - MakaleAçık Erişim2025Scopus SJRQ1Cognitive bridges from digital reading to writing: Investigating the mediating role of reading disposition
Banaz, Emrullah
This correlational study explores how digital reading disposition functions as a cognitive bridge between pre-service teachers' digital reading self-efficacy and their attitude with digital writing practices. The data were collected from 410 conveniently selected pre-service teachers using the Digital Reading Self-Efficacy Scale, the Digital Reading Disposition Scale, and the Digital Writing Attitude Scale. The results revealed moderate to strong correlations between digital reading self-efficacy, digital reading disposition, and digital writing attitudes. Moreover, digital reading disposition was found to mediate the relation between digital reading self-efficacy and digital writing attitudes. Overall, our findings underscore the significance of digital reading disposition in shaping both the potential of digital reading self-efficacy and the processes involved in digital writing among pre-service teachers. Pedagogical strategies that enhance digital reading self-efficacy and motivation to attitude with digital texts may contribute to the development of more effective digital writing skills among pre-service teachers.
AtıfScopus2WoS1OpenAlex2İncele - MakaleAçık Erişim2025Scopus SJRQ2From Marx to the classroom: Understanding teacher alienation in policy contexts
Aksakalli, Ayhan
This article examines the phenomenon of teacher alienation through the lens of Marxist theory, exploring how capitalist and bureaucratic structures inherent in educational policies contribute to feelings of disconnection and disenfranchisement among educators. Drawing upon Marx’s concept of alienated labor, the study delves into the ways in which teachers experience alienation within the context of modern education systems. By tracing the historical roots of alienation in capitalist societies, the article highlights the pervasive influence of market-oriented reforms and accountability measures on teacher autonomy and professional agency. Furthermore, the study examines the implications of teacher alienation for both educators and students, emphasizing the detrimental effects on teacher well-being, job satisfaction, and instructional effectiveness. It explores how feelings of alienation can hinder collaboration, innovation, and collective efficacy within educational communities, perpetuating cycles of disengagement and disaffection among educators and students alike. Ultimately, the article calls for a reimagining of education that prioritizes the empowerment and well-being of educators, challenging dominant paradigms and policies that perpetuate teacher alienation. By centering the voices and experiences of teachers, policymakers can work toward creating more supportive, inclusive, and equitable learning environments that foster a culture of collaboration, creativity, and social justice in education.
AtıfScopus7WoS6OpenAlex10İncele - MakaleYalnız künye2025Scopus SJRQ1Exploring the transformative power of GenAI in education: an exploratory journey from social studies classes
Yetişensoy, Okan
The potential of GenAI in educational settings has attracted considerable attention, yet practical explorations of its use in K-12 classrooms are still scarce. This research aims to explore the role of GenAI models in social studies, focusing on their influence on learning-teaching processes and understanding of AI. While exploring the influence of GenAI on pedagogical aspects from the perspective of the teacher and students, this qualitative study also embraces AI as a cross-curricular theme and seeks to understand how GenAI-supported teaching activities shape students’ AI understanding. The study group of this research, conducted according to the basic qualitative research design, consisted of 21 middle school students studying in one class and a social studies teacher who implemented the practices. The primary data collection tool for the research was semi-structured interview forms. In the relevant research, a teaching framework supported by GenAI, combining “Teaching with AI” and “Teaching about AI” was developed. During the four-week process, the practitioner teacher covered the curricular outcomes using lesson plans designed in alignment with this framework. In the semi-structured interviews, students stated that engaging in activities supported by GenAI not only made the learning process more effective and interesting but also enhanced their understanding regarding AI. The teacher highlighted that GenAI models encouraged constructivist learning environments, ensured the active involvement of all students, including those in inclusive education, and contributed to AI learning through their engaging structure. Additionally, the teacher highlighted technology’s drawbacks, including encouraging dependence on convenience and potentially providing inaccurate information. The relevant findings of the study, serving as first observations, are expected to provide valuable insights for future research. At this point, it is recommended that further studies be conducted to explore the transformative potential of GenAI in education, especially by employing experimental designs. An additional suggestion, on the other hand, is to disseminate AI throughout the entire curriculum of all subjects within a specific educational level as a cross-curricular theme, as opposed to limiting its teaching to merely a singular, isolated subject area.
AtıfScopus2WoS1OpenAlex2İncele - MakaleAçık Erişim2025Scopus SJRQ3Perceived social support and school engagement in sports science students: The moderated mediation of school alienation and social media addiction
Esentürk, Oğuz Kaan; Seçer, Emrah; Yarimkaya, Erkan; İlhan, Ekrem Levent
Introduction and Purpose: This study investigated how sports science university students perceive social support (PSS), its influence on their academic engagement, and the mechanisms that mediate this relationship. Methodology: A total of 466 students (316 males, 150 females) from the Faculty of Sports Sciences participated in the study, which used a relational screening model. Data were collected using the Multidimensional Perceived Social Support Scale, the University Students School Engagement Scale, the School Alienation Scale, and the Social Media Addiction Scale. The measurement model was validated through confirmatory factor analysis, followed by correlation testing and regression analysis using the Bootstrap method to evaluate the study's hypotheses. Results: The analysis identified a positive correlation between PSS and school engagement (SE) (r = 0.45, p < 0.001). In contrast, PSS showed negative correlations with both school alienation (SA) (r =-0.209, p < 0.01) and social media addiction (SMA) (r = −0.113, p < 0.01) (Hypothesis I). Regression analysis using the Bootstrap method revealed a significant indirect effect of PSS on SE via SA (Hypothesis II) [β = 0.181, p < 0.001, 95% Confıdence Interval (CI) = (0.003, 0.039)]. Additionally, SMA moderated the indirect effect of PSS on SE via SA (Hypothesis III) [Situational mediator index = −0.018, Boot SE = 0.001, Boot 95% CI = (−0.003, −0.0001)]. The indirect effect was stronger for individuals with low SMA [Indirect effect = 0.034, Boot SE = 0.182, Boot 95% CI = (0.007, 0.078)] compared to those with high SMA [Indirect effect = 0.018, Boot SE = 0.009, Boot 95% CI = (0.005, 0.0416)]. Conclusion: The findings support all three hypotheses in the study's theoretical framework, confirming the proposed relationships and underlying mechanisms.
AtıfScopus1İncele - MakaleAçık Erişim2025Scopus SJRQ1The Effect of Self-Regulated Learning-Based Practices on Writing Anxiety: A Curriculum-Focused Mixed Study
Kaplan, Kadir; Akeren, İhsan; Gülden, Bahadır
Anxiety is part of daily life, and when it is not controlled, it negatively affects performance and success. One type of anxiety that students experience at school as a result of the pressures of educational life is writing anxiety. In the current study, the role of self-regulated learning skills in reducing writing anxiety was examined. The fifth-grade self-regulated writing program (S-rWP) was developed, tested, and revised to align with the text types specified in the native language (L1) course curriculum. A multi-stage random sampling method was used to determine the participants to whom the final program would be applied, and the mean pre-test writing anxiety scores of the two groups, an experimental group and a control group, were close to each other. An instructor trained in self-regulated learning strategies conducted the seven-session program to the experimental group for 6 weeks, while in the same period the same curriculum was conducted to the control group using the traditional teaching method, and finally post-test measurements were taken. Quantitative data from the mixed-method study showed that S-rWP was effective in reducing writing anxiety compared to the standard teaching method. Qualitative data were collected through semi-structured interviews with the participants, the L1 teacher and the instructor. The results show that S-rWP is effective in reducing writing anxiety, in line with the quantitative findings. The participants provided information to support the findings through their opinions, and the L1 teacher and instructor provided information to support the findings through their observations. The results appear to stem from the overlap between students’ writing planning, implementation, and evaluation processes and the three stages of self-regulated learning (forethought, performance, and self-reflection). However, despite these positive outcomes, several suggestions for future research are proposed, taking into account the study’s limitations. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
AtıfScopus1İncele - MakaleAçık Erişim2025Scopus SJRQ1A qualitative study on Turkey's earthquakes, the century's catastrophe: Perspectives and coping methods of surviving nursing students
Sönmez Sari, Ebru; Terzi, Handan
Aim: To understand the experiences and coping strategies of nursing students who were impacted by Turkey's once-in-a-century catastrophic earthquakes in 2023. Background: Nursing students rarely experience a disaster in person, and their imagination can be limited. Methods: This study used a descriptive-qualitative study design. It was conducted with 17 first-year nursing students, studying at a university in the northeastern part of Turkey, who survived the earthquake. A personal information form and a semistructured questionnaire were used to collect the data. The data were collected between March and April 2023 and analyzed using the content analysis method and the MaXQDA programme. Results: The data were grouped into three main themes—“What ‘earthquake’ was and what it is now?,” “Am I aware of the ‘earthquake’ now?,” and “Coping mechanisms and supporting systems”—and categorized into seven subthemes. Conclusions: The experiences of earthquake-affected nursing students emphasized the importance of being prepared for disasters and meeting their emotional needs. Implications for nursing practice and policies: Including specific courses and case studies regarding disasters, whether natural or human-made, in education programs can ensure better prepared nurses. Also, the integration of content about management and coping with such crises into nursing curricula is considered vital.
AtıfScopus5WoS4OpenAlex7İncele - MakaleAçık Erişim2025Scopus SJRQ1An Examination of Factors Affecting Pre-service Science Teachers' Perceived Satisfaction Levels in Distance Education
Arici, Faruk; Salar, Rıza; Yilmaz, Rabia Meryem
With the advancement of technology, traditional classroom environments have been increasingly replaced by technology-driven learning settings. This transition has been further accelerated by global crises such as wars, health emergencies, and economic instability, pushing education beyond conventional boundaries. Among these settings, e-learning has significantly enhanced the accessibility and availability of education. This study aimed to examine the relationships between perceived satisfaction, learning outcomes, course structure, course content, instructor role, instructor feedback, and technology quality in e-learning. It also investigated the factors influencing university students' perceived satisfaction in both asynchronous and synchronous e-learning settings. The study involved 247 university students (47 males and 200 females) who participated in a one-year distance education program in science education. After attending synchronous and asynchronous courses for 14 weeks, data was collected. The findings revealed that students did not perceive distance education as more effective than face-to-face instruction. However, with an explained variance of 77%, the proposed model demonstrated that learning outcomes, course structure, course content, instructor role, instructor feedback, and technology quality significantly influenced perceived satisfaction. Among these, learning outcomes, course content, and technology quality had a direct impact. These findings highlight the need for educational institutions to enhance the quality of course content, technology infrastructure, and learning outcomes in e-learning environments to improve student satisfaction and engagement.
AtıfScopus2WoS1OpenAlex2İncele
