Sürdürülebilir Kalkınma Amaçları

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• MakaleAçık Erişim2026/r/bayburt/14313
  Primary School Teachers' Perceptions of Artificial Intelligence and Their Opinions on Artificial Intelligence Applications in Life Science Courses

  Ari, Sinan

  In this study, in which the perceptions of artificial intelligence of primary school teachers and the use of artificial intelligence in the life science course were examined, explanatory sequential design, one of the mixed research methods, was used. While 318 primary school teachers took part in the quantitative dimension of the study, 15 primary school teachers took part in the qualitative dimension. Artificial intelligence perception scale was used in the quantitative dimension of the study, and a semistructured interview form prepared by the researcher was used in the qualitative dimension. At the end of the study, it was determined that the perceptions of primary school teachers about artificial intelligence were generally positive, according to the graduation status variable, the teaching and learning perceptions of postgraduate teachers about artificial intelligence were higher, there was a significant difference in favor of women according to the gender variable, and in terms of seniority variable, the perceptions of teachers with 1-5 years of experience about artificial intelligence were higher. It has been revealed that primary school teachers can use artificial intelligence applications in all learning areas in the curriculum and that they use these applications mostly to create studentcentered and interactive learning environments. At the end of the research, postgraduate and in-service trainings on artificial intelligence were recommended for primary school teachers.

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• MakaleAçık Erişim2026/r/bayburt/14272
  The Effects of Digital Text Authorship on the Online Writing Skills and Affective Features Related to Writing of Students: The Case of Georgia

  Önal, Aydin; Maden, Sedat

  This research aims to investigate the impact of digital text authorship on bilingual middle school students' online writing skills and affective characteristics related to writing. An explanatory sequential mixed-methods design was adopted, integrating both quantitative and qualitative research approaches. The quantitative phase followed a quasi-experimental pretest-posttest control group design, whereas the qualitative phase was based on the phenomenological method. The study sample consisted of 32 bilingual eighth-grade students studying at a Turkish school in Georgia. The implementation process lasted for 20 weeks and 48 class hours including the pretest and the posttest. The quantitative results demonstrated that instruction focused on digital text authorship led to notable improvements in the online writing achievements of students within the experimental group. Furthermore, it was associated with a decline in writing-related anxiety and a rise in students' motivation to write. Qualitative analyses revealed that such instruction developed learners' digital writing competence, encouraged greater attention to linguistic accuracy and vocabulary use, streamlined the writing process, supported clearer self-expression, and contributed to a more enjoyable experience in digital writing settings. Overall, digital text authorship instruction enhanced students' online writing proficiency while simultaneously promoting positive emotional engagement with writing.

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