Sürdürülebilir Kalkınma Amaçları

• 11
• 1

• MakaleAçık Erişim2026Scopus SJRQ2/r/bayburt/11426
  The mediating and moderating role of mathematical problem-solving skills in the relationship between primary school students' number sense and mathematics self-efficacy

  Filiz, Tunahan; Kılıç, Zeliha

  The present study analyzed the mediating and moderating role of mathematical problem-solving skills in the association between number sense and mathematics self-efficacy of primary school students. The present study employed the relational survey model, a quantitative research method, and utilized structural equation modeling for analysis. The study's sample group consisted of 307 fourth-grade primary school students. The Number Sense Test, the Mathematics Self-Efficacy Scale, and the Mathematical Problem Solving Scale were utilized as data collection instruments. The study's findings indicated a positive and significant relationship between number sense, mathematical problem solving, and mathematics self-efficacy among primary school pupils. The study indicated that students' mathematical problem-solving skills mediated between number sense and mathematics self-efficacy. The study demonstrated that number sense, mathematical self-efficacy, and problem-solving abilities are positively interrelated, highlighting the need for instructional designs and teacher training programs that integrate authentic, real-life problem-solving experiences to strengthen these interconnected skills in mathematics education. These findings suggest that integrating number sense development with structured problem-solving experiences may support students’ confidence in mathematics. Such instructional approaches may contribute to strengthening interconnected mathematical competencies in primary education.

  • 
  İncele
• MakaleAçık Erişim2025Scopus SJRQ2/r/bayburt/11557
  Exploring 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.

  • 
  AtıfScopus2·OpenAlex1

  İncele
• MakaleAçık Erişim2025Scopus SJRQ2/r/bayburt/11474
  Validity 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.

  • 
  AtıfScopus3·OpenAlex3

  İncele
• MakaleAçık Erişim2023Scopus SJRQ2/r/bayburt/13037
  Relationship between middle school students’ metacognition and problem-posing performance: A serial mediation analysis

  Ada Yıldız, Kübra; Öztürk, Mesut

  This study tests a model that predicts the problem-posing performance of sixth-grade students (independent variable metacognition, mediator variables mathematics and native language course success scores at the end of the year). The research was conducted with the relational model. The results regarding the mediation effect indicated that the mathematics course success scores and the native language course success scores were separately full mediators in the effect metacognition has on problem-posing performance. The results regarding serial mediation effect revealed that the mathematics course success scores and native language course success scores had a full mediating effect on the effect of metacognition on problem-posing performance.

  • 
  AtıfScopus3·OpenAlex2

  İncele
• MakaleAçık Erişim2023Scopus SJRQ2/r/bayburt/12915
  Artificial intelligence literacy teaching in social studies education

  Yetişensoy, Okan; Rapoport, Anatoli

  The increasing role of artificial intelligence (AI) in daily life has led to the emergence of numerous skill sets associated with AI. AI literacy, which is becoming an important citizenship competence, has become a skill that has gained importance in recent years. It is thought that the aim of social studies to prepare students as active citizens of today and the future has made AI literacy a direct subject of social studies education. However, the literature on the relationship between social studies and AI literacy is still scarce. This study aims to explore the relationship between social studies and AI literacy and to discuss the potential role of social studies in teaching AI literacy. In this direction, the concept of AI is defined, and the teaching of AI literacy in education is examined; the teaching of this literacy within the scope of social studies is discussed, and an example of a hands-on activity-supported lesson plan, which can be used in social studies classes, is presented. This study is important in terms of pointing out the potential role of social studies in AI literacy teaching.

  • 
  AtıfScopus41·OpenAlex57

  İncele
• MakaleAçık Erişim2023Scopus SJRQ2/r/bayburt/11737
  The mediating role of time attitude in the relationship between self-esteem and resilience in high school students

  Çelik, Eyüp; Süler, Melek; Söylemez, Aydın; Koçak, Lokman

  The aim of this research was to investigate the mediating role of time attitudes in the relationship between self-esteem and resilience in high school students. High school students’ self-esteem, time attitude, and resilience have been researched comparatively. The research was carried out with a quantitative research design and survey method. Participants, who were selected using a convenience sampling method, were high school students. The 1,932 participants consisted of students in the following grade distribution: 793 ninth grade (248 male, 545 female); 365 tenth grade (78 male, 257 female); 350 eleventh grade (90 male, 260 female); and 434 twelfth grade (130 male, 324 female). Participants were selected from secondary education institutions in Sakarya and Kocaeli during COVID-19 from January to May 2021. Data were collected using tools such as the Two Factored Self-Esteem Scale, Adolescent Time Attitude Scale, and Ego Resilience Scale. The data was analyzed with correlation analysis and regression-based mediation analysis to investigate the relationship between self-esteem, time attitude and resilience. The SPSS 22 package program was used to analyze the data. After analyzing the data, it has been concluded that the time attitude in adolescents indeed has a mediating role in the relationship between self-esteem and resilience. The results of the research will make important contributions to the related literature.

  • 
  • 
  AtıfScopus5·OpenAlex3

  İncele
• MakaleAçık Erişim2022/r/bayburt/13513
  Zero in arithmetic operations: A comparison of students with and without learning disabilities

  Akdeniz, Dilşad Güven; Topbaş, Esra Selcen Yakıcı; Argün, Ziya

  The aim in the current study is to examine the conceptualizations of zero in arithmetic operations among students with learning disabilities (LD) and no learning disabilities (N-LD). The similarities and differences in the understandings of students with LD and N-LD of zero in arithmetical operations will be discussed. The study is a multiple case study with a qualitative research design. Six students, 3 students with LD and 3 with N-LD aged between 10 and 12 years participated in the study. The data were collected through clinical interviews. The data were analyzed by content analysis. Students‘ limited understanding of zero and operations affects their interpretation of arithmetic operations with zero. The conceptualizations of students with LD and N-LD regarding specifically division by zero show similarities with the exception of their use of the knowledge about operations. It has been observed that LD students have developed a different algorithm when it comes to addition and multiplication with zero. Through this study examining the differences in the understandings of students with LD and N-LD on a specific concept in terms of underlying conceptions, it is thought to provide an insight in terms of discovering LD and a more detailed recognition of these students' mathematics.

  • 
  AtıfScopus2·OpenAlex1

  İncele
• MakaleAçık Erişim2022/r/bayburt/13255
  Does inquiry-based learning model improve learning outcomes? A second-order meta-analysis

  Öztürk, Bilge; Kaya, Metin; Demir, Mustafa

  This research study aims to utilize a second-order meta-analysis procedure to synthesize the effects of inquiry-based learning model (IBLM) on learning outcomes. An extensive systematic review process resulted in the inclusion of 10 meta-analyses conducted between 2015 and 2022 with minimal overlap between primary studies. The results revealed that IBLM has a medium-level positive effect (d = 0.62) on learning outcomes. The analyses showed that mobile inquiry-based model, learning cycle model and conceptual change text model have high-level positive effect on learning outcomes. Moderator analyses revealed that the effect sizes were not significantly moderated by grade level, content area, location, quality, primary research report type, and publication bias. Limitations, educational implications, and directions for future research are provided.

  • 
  AtıfScopus33·OpenAlex47

  İncele
• MakaleAçık Erişim2022/r/bayburt/13184
  Prospective primary school teachers' change in attitudes and anxiety profiles during their preparation program

  Sarikaya, İsmail; Sökmen, Yavuz

  The sensory characteristics of teachers and prospective teachers directly affect them and their teaching activities. It is important to examine in detail how the attitude and anxiety levels of prospective primary teachers towards the teaching profession change throughout the years they receive education. This study aimed to cross-sectionally and longitudinally examine whether the attitude and anxiety levels of prospective primary school teachers towards the teaching profession changed throughout their undergraduate education and determine the factors/experiences triggering this change in accordance with the qualitative data obtained. A cross-sectional study was carried out with the participation of 1085 prospective teachers. For the longitudinal study, quantitative and qualitative data were collected together from 57 prospective teachers over a period of four years. Attitude scale regarding teaching and occupational anxiety scale for prospective teachers were used for data collection. The results of both the cross-sectional and longitudinal studies showed that the attitude scores of the participants did not change in accordance with the grade level. However, it was determined that the anxiety scores of the participants decreased as the grade level increased. The results revealed that this change is statistically significant. The qualitative results revealed that internship practices and direct experiences had a great influence on this change.

  • 
  AtıfOpenAlex1

  İncele
• MakaleAçık Erişim2021/r/bayburt/13232
  The relationship between attitudes toward the teaching profession, occupational resilience belief, and extra-role behavior: A moderated mediation model

  Kara, Kürşad; Ada, Kübra

  This study aims to examine the direct and indirect relationships between pre-service teachers’ attitudes toward the teaching profession, their occupational resilience beliefs, and their tendency to engage in extra-role behaviors within the framework of structural equation modeling. A relational survey model was used to design this quantitative investigation. The sample comprises 430 pre-service teachers who enrolled at four different programs at a state university in Turkey. The study used the attitudes toward teaching profession scale, the occupational resilience beliefs scale for pre-service teachers, and the extra-role behaviors scale (teacher form) as data collection tools. The researchers created hypothesis models examining the mediating and moderated mediating role of the occupational resilience belief in the effect that attitudes toward the teaching profession have on extra-role behaviors and tested these models within the framework of structural equation modeling. As a result of the study, it was found that the relationship strength between the attitudes toward the teaching profession, the occupational resilience belief, and extra-role behaviors was moderate. The study determined that occupational resilience belief plays a mediating role in the effect of pre-service teachers’ attitudes toward the teaching profession on extra-role behaviors. According to the results of the moderated mediation analysis, the influence of this indirect effect on extra-role behaviors varies according to the type of program studied, even though it does not differ significantly according to the class level of the pre-service teachers. This indirect effect is provided at the best level for pre-service teachers in the mathematics education program. However, the study concluded that the indirect effect influence significantly weakened in the Turkish education program.

  • 
  AtıfScopus2·OpenAlex3

  İncele