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- 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.
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İncele - MakaleAçık Erişim202321st Century Skills in Curriculums of Turkey, Alberta, Korea and Singapore
Ozen, Nesime Ertan; Kaplan, Kadir
It is aimed to compare the content of mother tongue curriculums at secondary school level in Alberta, Korea and Singapore. In the study, which was designed in accordance with the holistic multiple case study, one of the qualitative research designs, the data collected on the P21 classification were analyzed by descriptive content analysis. When we look at curriculum in general, it has been determined that the learning outcomes of 21st century skills in all of the programs are close to equal distribution in grades. Among the 21st century skills, learning and innovation skills were found to be the skill most associated with learning outcomes for Korea Secondary School Mother Tongue Curriculum, Singapore Secondary School Mother Tongue Curriculum and Turkish Language Curriculum. It is understood that the skills based on learning to learn, problem solving, associating knowledge with previous learning, critical and creative thinking comes to the fore in the learning outcomes, and it is aimed to educate individuals in this direction. It is understood that the learning outcomes related to flexibility and adaptation skills under life and career skills are not included in all programs. In addition, the lack of learning outcomes in initiative and self-direction, productivity and accountability skills in Alberta Secondary School Mother Tongue Curriculum and Singapore Secondary School Mother Tongue Curriculum shows that life and career skills, which are among the 21st century skills, are neglected in these programs.
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İncele - Yüksek Lisans TeziAçık Erişim2022Ortaokul öğrencilerinin beden eğitimi ve spor dersine yönelik tutumlarının ders programında yapılma saatine göre incelenmesi
Muhammet Atmaca
Bu çalışmanın amacı; Ortaokul öğrencilerinin Beden eğitimi ve spor dersine yönelik tutumlarının ders programındaki yapılma saatine göre etkisi olup olmadığını incelemektedir. Çalışmaya,2021-2022 eğitim-öğretim yılında İstanbul/Pendik İlçesi Muhsin Yazıcıoğlu Ortaokulundan 5.6.7. ve 8. sınıf öğrencileri gönüllü olarak katıldı. Çalışma da iki ayrı veri toplama aracı kullanıldı. Veri toplama araçlarının birincisi araştırmacı tarafından oluşturulan katılımcıların demografik bilgilerinin yer aldığı 10 soruluk kişisel veri formu, diğeri ise katılımcıların Beden eğitimi dersine karşı tutumlarını belirlemek amacı ile Güllü ve Güçlü (2009) tarafından geliştirilen ve 35 sorudan oluşan "Beden Eğitimi Dersi Tutum Ölçeği'' kullanıldı. Elde edilen veriler, istatistiksel olarak işlenebilmesi için Microsoft Excell'de düzenlendi. SPSS paket programı ile incelenen veriler normal dağılım gösterdiğinden dolayı ikili grup karşılaştırmalarında "Bağımsız Örneklem T Testi", çoklu grup karşılaştırmalarında ise "Tek Yönlü Varyans Analizi" testi uygulandı. Sonuçlar p<.005 anlamlılık düzeyine göre yorumlandı. Analiz sonuçları incelendiğinde ilk dönem derse ilişkin tutumların kararsızlık düzeyinde, ikinci dönem ortalamasının ise katılıyorum düzeyine yükseldiği belirlenmiştir. İkinci dönem ders programında değişiklik yapılarak birinci yarıyıl döneminde ilk saatlerde yapılan dersler ikinci yarıyıl döneminde ders programının son saatlerine alınmıştır. Bu değişim ikinci yarıyıl döneminde Beden eğitimine ilişkin olumlu tutumun gelişmesine katkı sağlamıştır. Günün saatine bağlı olarak öğrencilerin Beden Eğitimi dersine karşı tutumları arasında anlamlı bir farklılık olduğu tespit edilmiştir.
- MakaleAçık Erişim2021Scopus SJRQ4Secure internet use in information technologies and software course textbooks at primary and secondary schools
Kaban, Abdullatif
Do we care about the security on the internet environment the way we do in the daily life safety of our children? In order to answer this question, this study aims to reveal what kind of education is provided at school about using secure internet. In accordance with this purpose, Information Technologies and Software Course textbooks at primary and secondary schools are examined applying document analysis method and analyzed by content analysis method. According to the findings, in the textbooks, the most frequently mentioned topics related to the use of secure internet are “protection of personal data”, “security measures that can be taken” and “digital footprint”; and the most frequently mentioned topics related to the ethic are “internet ethics” and “respect for others”. In this study on the use of secure internet, suggestions have been made about the precautions to be taken. The results are expected to provide information and resources to the researchers who work on secure internet use, educational institutions and teachers.
AtıfScopus10OpenAlex10İncele - MakaleAçık Erişim2020THE COMPARISON OF ALEVI RELIGION CURRICULUM AND ISLAM RELIGION CURRICULUM IN GERMANY (NRV)
Sözen, Hasan
This study is carried out to compare and to reveal the similarities and differences between Religious Education Curriculum for Alevies (Grades 14) and the Islamic Religious Education Curriculum (Grades 1-4), which are being implemented in the North Rhine-Westphalia State of Germany. Accordingly, the basic approach, purpose, content, measurement and evaluation situations on which both programs are based are examined and evaluated based on the data obtained. The main problem of the study is The comparison of Alevi and Islamic religion course teaching programs implemented in the German state of North Rhine-Westphalia. In the study, qualitative research methods and document analysis are used, and the teaching programs in question are examined in terms of the approach over curriculum, the structure and content of the teaching programs, objectives and overall attainment, as well as evaluational dimensions of the course. The data obtained as a result of the analysis are grouped according to the criteria of similarity and difference, and the differences between the curriculums are interpreted based on the results obtained. During the analysis process, both teaching programs are examined closely and the necessary encodings are made. No categories have been previously defined for coding, except for problems and sub-problems. The documents examined in the study are the Alevi religion course curriculum published in 2013 by the Ministry of Education of the German state of North Rhine-Westphalia, (1-4 Classes) and an Islamic religion course curriculum published by the same ministry in 2014 (1-4. Classes). The main reason for the preference of North Rhine-Westphalia state teaching programs in the study is that the province in question has the most crowded Muslim student population in Germany. The study is the first in terms of comparing the basic approach, goals, course subjects, measurement and evaluation dimensions on which both curriculum are based, and revealing similarities and differences between them. It is believed that the research will make a significant contribution to program development in religious education and training in this aspect and offer a different perspective. As a result of the study, it is determined that the Alevi and Islamic religious education curriculum are similar with the approaches, objectives, structural features and measurement and evaluational dimensions. Both teaching programs are based on the approach of faith-centered/confessional, interfaith-oriented religious teaching and the approach of correlation didactics. Alevi and Islamic religious education course curricula focus on project and research-based activities of students, their performance, cooperation and active participation. It has been observed that all necessary precautions have been taken for students to be active in the educational process, to share their experience, and to learn by doing and experiencing. It is accordingly, concluded that both curriculum have been prepared with a student-centred and constructivist understanding. When the main objectives of the curriculum are examined, it is seen that they focus on the development of religious identity of individuals and have similar measurement and evaluation approaches. It has been observed that students use religious references in regulating their own lives, attitudes and behaviours, and use the guidance of religious knowledge and tradition. There are both significant differences in sections of the curriculums and the patterns of the units according to class levels among the curriculum. It is determined that religious education curriculum for Alevies curriculum has a wider and more detailed subject content than the Islamic religious Education Curriculum. Content in both curriculum is based on the principles of faith, culture and tradition in general. However, many topics in the Islamic religion course curriculum (basic principles of faith, revelation-communique, Islamic Society/Ummah, etc.) is not included in the curriculum of Alevi Religion course. Similarly, many topics related to Alevi culture and tradition are not located in the Islamic religion course curriculum. In addition, these topics such as Musahiplik, Cemevi, Twelve Imams, are observed that have not included in the Islamic religion course program, while the topics are reserved in Alevi teaching program. In the Islamic Religious program, the relationship between the mosque, the church and the synagogue, similarities and obvious differences are addressed, while no information about the Cemevi is given. In both teaching programs, although common subjects such as Allah, Hz. Muhammad, Ehl-i Beyt ( family of Hz. Muhammad), places of worship, religious days and nights, other religions, holy books, etc. are concluded, they have subjects, contents, understandings and approaches distinctly. The religious days and nights (The Feast of Nowruz, the month of Muharram and the Ashura fast, the day of Ashura) mentioned in the Alevi religion course are considered with reference to the Islamic religion, while the religious days and nights included in the Islamic religion course curriculum are not associated with Alevism. In the Islamic religion course curriculum, the main sources of the Islamic religion are used, in other words, the Koran and Sunnah are utilized, on the other hand, in the course of Alavi religion, the main sources formed around Alevi culture and tradition (Buyruk, Nehcu'l Belaga, Velayetname, Makalat, etc.) are investigated. In the Islamic religion course curriculum, students are expected to know the basic principles of faith, understand religious forms and phenomena, and adapt them to life, as in the Alevi religion course curriculum. It is aimed that they benefit from their existing knowledge and skills in regulating their social relations and run to work in developing a culture of coexistence. In this aspect, it can be said that both curriculum have similar objectives. But this does not mean that the curriculum is the same in terms of content and understanding. Although Alevi and Islamic religion course curriculum are different from each other at some points, it can be mentioned there is a structural similarity ( based approach, measurement and evaluation dimension, etc.) But focusing the way content and content which are understood and reflected, it is also seen that there are significant differences between them. This situation (with the religion of Islam) means for Alevi which tends towards the same prophet, the same book and the same sacred; yet beyond having different interpretations and understandings about deeds and creed, can also be regarded as an effort to present Islam as a different religion. However, the values that stand out in both programs and teachings, as well as the knowledge, cultural elements and traditional interpretations used, prevent us from concluding that Alevism is a non-Islamic understanding. Currently, Alevism continues to maintain its original place in the Islamic cultural tradition with historical and current perspectives, such as extreme-moderate-radical interpretations and understanding.
AtıfOpenAlex1İncele - Yüksek Lisans TeziAçık Erişim2019Zekâ oyunlarının 6. sınıf öğrencilerinin yaratıcı düşünme becerilerine etkileri
Havva Terzi
Bu çalışmanın amacı ortaokul 6. sınıf düzeyinde zekâ oyunlarının öğrencilerin yaratıcılık becerilerine etkisini incelemektir. Bu amaç çerçevesinde 16 hafta oyunca boyunca toplam 32 farklı zekâ oyunu ile dersler sürdürülmüş ve zekâ oyunlarının öğrencilerin yaratıcılık becerilerine etkileri araştırılmıştır. Araştırma Bayburt Ortaokulu'nda 2017-2018 eğitim öğretim yılı güz yarıyılında 7. sınıf düzeyinde 2 şubede öğrenim gören toplam 70 öğrenci ile sürdürülmüştür. Şubeler seçkisiz atama yoluyla biri kontrol grubu ve diğeri deney grubu olacak şekilde ayrılmıştır. Çalışmada ön test-son test deney ve kontrol gruplu yarı deneysel yöntem kullanılmıştır. Veri Toplama aracı olarak; Torrance Yaratıcı Düşünme Testi (TYDT) Sözel-Şekilsel Form-A kullanılmıştır. Çalışmanın amacına uygun olarak TYDT hem deney hem kontrol grubuna ön test olarak uygulanmış, ardından deney grubuna 16 hafta boyunca 32 adet olarak planlanan zekâ oyunları oynatılmıştır. Bu uygulama süresi boyunca kontrol grubuna zekâ oyunlarına dair herhangi bir müdahalede bulunulmamıştır. Araştırma sonunda her iki gruba da son test olarak TYDT uygulanmıştır. SPSS paket programı kullanılarak deney ve kontrol grubunun ön test ve son test puanları t-testi ile analiz edilmiştir. Analiz sonuçları son testlerde deney ve kontrol grubunun başarıları arasında deney grubu lehine anlamlı bir farklılık bulunduğunu göstermiştir. Uygulama sonuçları incelendiğinde zekâ oyunları dersinin öğrencilerin yaratıcı düşünme becerilerini geliştirmelerinde oldukça etkili olduğu, öğrencilerin bireysel gelişimlerine katkıda bulunduğu gözlemlenmiştir.
- MakaleAçık Erişim2018Investigation of learning outcomes in biology course curriculum in terms of mental skills
Toman, Ufuk
The purpose of this study is to examine the learning outcomes in the curriculum of Biology course in terms of reflective thinking skills. It is a documentary qualitative research. The target area of the study is the curriculum of the Biology course in secondary school level. Biology course curriculum of grades 9-12 was included in the research without any sampling in the research. Data collection method of the research is document analysis, and data analysis method is content and document analysis. We find that the vast majority of the learning outcomes of the units and subject areas in the biology course curriculum are in the practical reflection level. While the learning outcomes of the biology course curriculum are determined, mental skills need to be taken into account.