Sürdürülebilir Kalkınma Amaçları

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• MakaleAçık Erişim2026/r/bayburt/16082
  The Mediating Role of Artificial Intelligence Use in the Relationship Between Digital Literacy and Artificial Intelligence Learning Intentions in Mathematics Teachers

  Kaplan, Abdullah; Kurdal, Cem

  Purpose: The increasing integration of artificial intelligence (AI) technologies into educational environments has emphasized the need to evaluate teachers’ digital literacy and their intentions to engage with these tools. This study aims to explore the mediating role of mathematics teachers’ perceptions of AI usage in the relationship between their digital literacy and intentions to learn AI. Method: A correlational survey design was adopted with a sample of 476 mathematics teachers from various regions of Türkiye. Data were collected online using validated measurement tools for digital literacy, perceived AI use, and AI learning intention. Statistical analyses were performed using SPSS and Hayes' PROCESS macro, including descriptive statistics and correlation analysis. The default mediating effect model was tested using regression-based mediating effect analysis with bootstrap confidence intervals for indirect effects. Findings: The results indicated a significant and positive relationship between digital literacy and AI learning intentions. Furthermore, perceptions of AI use were found to partially mediate this relationship. These findings suggest that teachers with higher digital literacy are more likely to develop stronger intentions to learn AI, both directly and through enhanced perceptions of AI usage. Highlights: The study underscores the pivotal role of digital literacy in shaping mathematics teachers’ intentions to learn about AI. Findings reveal that teachers with higher digital competencies are more inclined to pursue AI learning opportunities, both directly and through their perceptions of AI usage. The partial mediating effect of AI usage perception highlights the importance of fostering not only technical skills but also positive attitudes toward AI integration. These results emphasize the need for professional development programs that simultaneously enhance digital competencies and equip teachers with the knowledge and confidence to integrate AI tools effectively. The outcomes provide valuable evidence to guide educational policymakers and practitioners in designing targeted training initiatives aimed at promoting AI readiness in teaching.

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  AtıfOpenAlex3

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• MakaleAçık Erişim2025/r/bayburt/16199
  Examining The Effectiveness of Methods Used In Teaching Basic Mathematical Concepts To Preschool Children

  Küçük Demir, Betül; Günaydın, Nuray

  Purpose: The aim of this study is to examine the teaching methods that can be used during the instruction of basic mathematical concepts to children in the early childhood period (48-60 months) and to determine which method is the most effective. Design/Methodology/Approach: The study utilized a quasi-experimental design, which is one of the quantitative research methods. The study sample consisted of 44 children aged 48-60 months who were continuing their education at public kindergartens under the Ministry of National Education (MEB) in Istanbul. The "Boehm Preschool Basic Concepts Test-3 (BÖÖTKT-3)" was used as the data collection tool. Data were analyzed using descriptive and inferential statistics, and the effectiveness of each method was analyzed with a dependent sample t-test. In addition, variances were found to be homogeneously distributed (p > .05). Since these assumptions were met, the data were analyzed and compared using ANCOVA. Findings: The findings from the analyses revealed that the most effective teaching method for teaching basic mathematical concepts in early childhood was the music-based method, among the methods of music-based instruction, drama, and direct instruction. Highlights: Based on the results obtained from the findings, it is suggested that the music-based teaching method should be actively used in preschool mathematics education in order to increase children's learning outcomes in basic mathematical concepts.

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  AtıfOpenAlex1

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• MakaleAçık Erişim2025/r/bayburt/16080
  When Metacognition Works—And When It Doesn’t: Investigating the CRIME Technique in Middle School Mathematics

  Öztürk, Mesut; Kılıç, Görkem

  Purpose: This research aimed to examine the effect of teaching ratio-proportion and percentages on subjects of 7th-grade students using the CRIME technique, one of the metacognitive teaching methods. Methodology: The case study model, one of the qualitative research methods, was used in the study. Qualitative studies examining the learning process was determined, and the researcher prepared five semi-structured interview items for the interview form. The study group consisted of six students studying in the 7th grade at a public school in a province in the northeast of Turkey. Purposeful sampling method was used to determine the participants of the study. For this purpose, participants were determined from the 24-person student group to which the application was made using the maximum diversity sampling method. The selected students were identified by asking the questions in the interview form. Findings: The result of the study show that the metacognitive CRIME technique increased motivation, problem-solving, course success, and metacognitive skills. The study determined that the metacognitive CRIME technique improved metacognitive monitoring and evaluation skills in high-achieving students. Highlights: At the same time, it did not show any change in the metacognitive skills of students with medium and low levels of success, which is an original result. Unique result of the study is that the metacognitive CRIME technique was effective in the problem-solving skills of medium-achieving students. At the same time, there was no change in the problem-solving skills of low-achieving students.

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• MakaleAçık Erişim2025/r/bayburt/16079
  A Psychometric Analysis of The Mathematics Learning Disability Screening Scale Developed Through DSM-5

  Filiz, Tunahan; Çelik, Ahmet

  Purpose: This study, it was aimed to develop a valid and reliable measurement tool by evaluating the psychometric properties of the Mathematics Learning Disabilities Screening Scale (MLDSS) for elementary and secondary school students. In this context, a measurement tool that is culturally and linguistically appropriate for the Turkish context and overcomes the limitations of translated scales was developed. Design/Methodology/Approach: The study was conducted as a scale development study within a survey research design. The scale's items were developed based on DSM-5 criteria and an extensive literature review. The sample consisted of 644 students, identified by their teachers, from 120 schools across Türkiye's seven geographical regions. The psychometric properties of the scale were evaluated using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), along with internal consistency (Cronbach's Alpha) and test-retest reliability analyses. Findings: The EFA results revealed a three-factor structure (Number Sense, Calculation, and Mathematical Reasoning) that explained 68.5% of the total variance. The CFA confirmed this structure, with goodness-of-fit indices indicating an excellent model fit (e.g., CFI = .95, IFI = .95, RMSEA = .069, χ²/df = 2.41). The scale demonstrated high internal consistency (Cronbach's Alpha = .93) and strong test-retest reliability (r = .90). Highlights: The mathematics learning disability screening scale is a valid and reliable instrument developed for elementary and secondary school students. Its three-factor structure is consistent with modern theories of mathematics learning disabilities and its strong psychometric properties make it a valuable tool for educators and experts in early identification and intervention planning.

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• MakaleAçık Erişim2024/r/bayburt/16330
  A Study on the Reliability and Validity of the Social Media Leadership Scale in Education Organizations Sample

  Demir, Mustafa; Görgülü, Deniz

  Purpose: In this study, it is aimed to develop a Likert-type scale that can measure the status of managers and employees working in organizations in the context of social media leadership in a sample of educational organizations. Design/Methodology/Approach: The study was conducted on teachers working in schools affiliated with the Ministry of National Education during the 2022–2023 academic year. Expert opinions were sought to ensure the construct validity of the scale. The content validity rates of the items were determined, and the content validity index of the scale was calculated as 0.88. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to test the validity of the scale. KMO and Bartlett tests were used to determine the suitability of the obtained data for factor analysis. The EFA revealed that the scale had a 5-factor structure, which was then confirmed by the CFA. The CFA results were supported by acceptable and excellent fit values. The conformity and validity of the scale and the correlation between the factors were calculated. The internal consistency reliability coefficient was used to determine the reliability of the scale. After the aforementioned procedures, the Social Media Leadership Scale (SMLLS) was developed. The SMLLS consists of 24 items with 5 factors: guidance, innovation, ethical principles, sensitivity, and awareness. The lowest score on the scale is 24, and the highest score is 120. Findings: The SMLS is a measurement tool developed to determine the leadership levels of social media users. The findings regarding the validity and reliability of the scale indicate that it has sufficient psychometric properties to determine the leadership levels of social media users. Highlights: This scale can be used to assess the current status of teachers and administrators working at various levels within educational institutions in the context of social media leadership.

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  AtıfOpenAlex1

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• MakaleAçık Erişim2024/r/bayburt/16329
  10. Sınıf Ekosistem Ekolojisi Konusunun Öğretiminde Öğrenme Amaçlı Yazma Aktivitelerinin Etkisi

  Öztürk, Bilge; Demiroğlu Çiçek, Sümeyra

  Çalışmanın amacı: Bu araştırmanın amacı, ortaöğretim 10. sınıf biyoloji dersi içerisinde yer alan Ekosistem Ekolojisi konusunun öğretiminde Öğrenme Amaçlı Yazma (ÖAY) aktivitelerinin öğrenmeye etkisinin belirlenmesi ve ÖAY aktiviteleri ile yürütülen ders sürecinin öğrenci görüşleri açısından incelenmesidir. Materyal ve Yöntem: Araştırmada karma yöntem araştırma desenlerinden açıklayıcı karma araştırma deseni kullanılmıştır. Araştırmanın çalışma grubu 2021-2022 eğitim-öğretim yılı bahar yarıyılında Bayburt Merkezde yer alan bir lisenin 10. sınıfında öğrenim gören 87 öğrenciden oluşmaktadır. Araştırmada veri toplama aracı olarak Ön Bilgi Testi (ÖBT), Ekosistem Ekolojisi Başarı Testi (EEBT) ve Görüşme Formu (GF) kullanılmıştır. Nicel verilerin analizinde normallik testlerinden Shapiro-Wilk Testi kullanılmıştır. Araştırmada kullanılan her iki testten elde edilen verilerin normal dağılım şartını taşımamasına bağlı olarak testlere non-parametrik testlerden Mann-Whitney U ve Kruskal-Wallis H testi yapılmıştır. Diğer taraftan nitel verilerin analizinde içerik analizi yönteminden faydalanılmıştır. Bulgular: EEBT'den elde edilen verilerin analizi neticesinde ÖAY aktivitelerinden mektubun ve günlüğün 10. sınıf öğrencilerinin Ekosistem Ekolojisi konusundaki başarılarını arttırdığı belirlenmiştir. Bu aktivitelerden mektup ve günlük dikkate alındığında mektup yazma aktivitesinin günlük yazma aktivitesine oranla akademik başarıya katkısının daha fazla olduğu tespit edilmiştir. GF’den elde edilen verilerin analizine göre öğrencilerin ÖAY aktivitelerine ilişkin görüşlerinin olumlu olduğu belirlenmiştir. Önemli Vurgular: Bulgulardan elde edilen sonuçlar neticesinde öğrenci çıktılarını arttırmak amacıyla, ortaöğretim seviyesi biyoloji derslerinde ÖAY aktivitelerinin kullanımının desteklenmesinin önemli olduğu düşünülmektedir.

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  AtıfOpenAlex8·TR Dizin2

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• MakaleAçık Erişim2020/r/bayburt/14957
  The Effect of Teaching Based on Mental Image Formation on Reading Comprehension Skills

  Boyraz, Celal; Kansu, Ceren Çevık; Ergen, Yusuf; Batmaz, Onur

  The aim of study is determine effect of taching based on mental image formation on reading comprehension skills of primary school third grade. The study was designed based on semi-experimental design with pre-test-posttest control group of quantitative research methods. The study's sample group consisted of 37 students who were selected from the students who were in the third grade of the state primary schools whose middle socio-economic level in Bayburt province center was in the fall term of 2017-2018 academic year and who were selected as experimental and control group. In this study, the data were collected through two reading comprehension tests consisting of informative and narrative texts developed by the researchers. In the study, it was concluded that there is no significant difference between the narrator and informative text post-test scores of the third grade students who receive or do not receive mentally image-based instruction.

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  AtıfOpenAlex1·TR Dizin2

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• MakaleYalnız künye2020/r/bayburt/14955
  Sınıf Öğretmeni Adaylarının Etkinlik Kavramına Yönelik Görüşlerinin İncelenmesi

  Öztürk, Bilge; Öztürk, Ferhat

  Bu araştırmanın amacı, sınıf öğretmeni adaylarının etkinlik kavramına ilişkin düşüncelerini belirlemektir. Nitel araştırmadesenlerinden durum çalışması yönteminin kullanıldığı araştırmanın çalışma grubunu, bir üniversitenin sınıf öğretmenliği lisansprogramının dördüncü sınıfında öğrenim gören ve kolay ulaşılabilir durum örneklemesi ile seçilen 15 öğretmen adayıoluşturmaktadır. Araştırmada veri toplamak amacıyla geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Öğretmenadaylarıyla yapılan görüşmeler daha sonra transkript edilmek amacıyla ses kayıt cihazıyla kaydedilmiştir. Transkriptlerden eldeedilen yazılı metinler içerik analizinden yararlanılarak analiz edilmiş ve kodlar çıkarılmıştır. Araştırmadan elde edilen bulgulardoğrultusunda, genel olarak etkinlik kavramına ilişkin farklı dersler almış olduklarını ifade eden sınıf öğretmeni adaylarının,etkinlik kavramıyla ilgili görüş ve düşüncelerinin çeşitlilik göstermesinin yanında yetersiz olduğu belirlenmiştir. Bu doğrultudaadaylara lisans programında yer alan özellikle öğretime yönelik derslerde etkinlik içerikli uygulamalı çalışmalara sıklıkla yerverilmesinin önemli olduğu düşünülmektedir.

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  AtıfTR Dizin3

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• MakaleYalnız künye2018/r/bayburt/15233
  The Mediator Role of Emotional Intelligence in the Relationship Between Perfectionism and Loneliness Levels of University Students

  Kaya, Feridun; Birol, Zehra Nesrin

  This study primarily aimed to examine the mediator role of emotional intelligence on the relationship between the perfectionism and loneliness levels of university students. The participants of the study consisted of 306 students (181 females and 125 males) in Bayburt University in 2016-2017 academic year. In the current study, following instruments were used: Demographic Information Form, UCLA-Loneliness Scale, Frost Multi-dimensional Perfecionism Scale and Emotional Intelligence Traits Scale-Short Form. In order to determined the relationships and indirect effects among the variables Pearson Correlation Analysis and Boostrap Method were used. The results indicated that there was a negative correlation between loneliness and emotional intelligence. A similar negative relationship was also found between perfectionism and emotional intelligence. On the other hand, a positive correlation was observed between perfectionism and loneliness. Finally, the results demonstrated that there was a partial mediator role of emotional intelligence on the relationship between loneliness and perfectionism

  AtıfTR Dizin4

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• MakaleAçık Erişim2018/r/bayburt/15230
  Öğretmen Adayı Üniversite Öğrencilerinin İnsani Değerleri Üzerinde Bir İnceleme (Bayburt Örneği)

  Izgar, Hüseyin; Dilmaç, Bülent; Izgar, Gokhan

  Bu araştırmanın amacı eğitim fakültelerinde öğrenim gören ve formasyon sertifikası alarak öğretmen olmak isteyen üniversite son sınıf öğrencilerinin sahip oldukları değerlerin karşılaştırmalı olarak incelenmesidir. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklemini 369 gönüllü üniversite öğrencisi oluşturmaktadır Araştırmanın verileri 39 madde ve 9 alt ölçekten oluşan “değerler ölçeği” ile toplanmıştır. Araştırma sonuçları katılımcılarının puan ortalamaları arasında en az bir alt ölçekte anlamlı fark olduğunu, öğretmen adaylarının değer tercih puan ortalamalarının ölçeğin “toplumsal ve entelektüel değerler” alt ölçekleri hariç diğer 7 alt boyutunda ortalamanın çok altında olduğunu ortaya koymuştur. Öğretmen adaylarının değerler eğitimine yönelik önerilerde bulunulmuştur.

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  AtıfOpenAlex3·TR Dizin3

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