In this research, After I have realized some technological applications in the course of general physics laboratory II of the science teacher program, this research aims to examine the effects of the students' attitudes towards technology and the information of the communication technology (ICT) with the mixed method. For this application, after the introduction of Arduino was done, it was used as a measuring instrument in the laboratory; it also used the Fritzing program for circuit diagrams and the e-support system for sending poster studies. The research was carried out with the 50 first-year students of the department of science education at Kocaeli University. In this study, the attitude scales toward technology and ICT were used to collect the quantitative data, and a semi-structured interview form was used to collect the qualitative data. For the quantitative analyses in the study, “t-Test for Dependent Groups” and “A Two-Way ANOVA was used for Complex Measurements”, for the qualitative analyses, “Descriptive Analysis” was used. The two analyses were combined according to the mixed method research model and interpreted. The results of the research showed that technological applications in the physics of the laboratory such as using arduino, fritzing program, and poster studies have a significant effect on the attitudes of students in the study group toward technology and ICT, and it was supported by the qualitative research.

The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective pre-school teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective pre-school teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the "science education" which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a result of the research, it was seen that the course activities in which different techniques were used positively influenced the scientific creativity levels of the prospective teachers. Prospective teachers' level of skills involved in creative trait, creative process, and creative product sub-dimensions also developed. It has been suggested in the direction of these results that different techniques should be used together to develop scientific creativity.

This study aims to investigate the anxiety levels of secondary school students towards science course depending on a number of variables. Research sample consists of 2245 students who continue their education at public schools in Denizli in the academic year of 2017-2018. "Anxiety Scale for Science Course-which is developed by Kagitci and Kurbanoglu and "Personal Information Form" are used as data collection tools in the research. SPSS 22.0 package program is used for analysis of the data. Descriptive survey model is used in research. Parametric tests including One-Way ANOVA and independent samples t-test are used for analyzing data. As a result of the research, it is found out that secondary school students’ science anxiety levels significantly differ depending on the variables such as class level, the grade they received in science course, scientific books they read, the documentaries they watch, enjoying the science course and science teacher, educational level of parents, reviewing what they learn in science course and experiencing parental pressure for studying science course. However, there is found no significant difference between students' anxiety levels in terms of gender and their getting support while studying science.

Teaching is a sacred profession performed by self-sacrificing individuals with high responsibilities who are aware of their roles, have undertaken the task of raising future generations, make easier individuals’ process of becoming citizen in a way to ensure the peace and welfare of the communities, and allow them to learn knowledge, skills, attitudes and behaviors. By Ataturk’s saying, "Teachers are the most devoted and respectable factors of human society all over the world". In hadiths, the sanctity of teaching is expressed as, "Only those two people are admired enviously: The person who uses up and consumes the goods bestowed by Allah on him in the right way, and the person who properly rules over by the wisdom to him by Allah and who also teaches it to others.” From early childhood to puberty, the person studying in public institutions establishes a spiritual association with his/her teacher. The psychical aspect of teaching is also quite predominant. The role of teaching is sometimes mixed up with the roles of mother, father, sister and brother. There are many students who keep fresh their relationships with teachers for many years although their education and training activities do not continue. Based on these, the starting point of the study is about which characteristics the teacher must have to become an ideal teacher. This study was carried out to determine the characteristics of an ideal teacher in line with the opinions of the participants of the faculty of education and pedagogical training program in a University in Istanbul. The research was carried out in the screening model. The research data were collected through semi-structured interview technique to find out student opinions in a clearer way. The study group of the research was established in accordance with the voluntary basis from among the students from the psychological counseling and guidance department, Turkish teaching department, gifted children teaching department and English teaching department and the students who are enrolled in the pedagogical training certificate program in a University, in Istanbul, in the 2015-2016 academic year. Face to face interviews were conducted with each participant in the researcher's working office for half an hour on an average. At the beginning of the interview, students were asked about their genders and the graduated university, department and faculty. Within the context of the interview, the question of "what are the characteristics of an ideal teacher for you" was posed to participants. The personal and professional characteristics that an ideal teacher should have were determined according to the opinions of teacher candidates. The discussion section was structured by the research findings in the literature, and the study was finalized with suggestions.

The purpose of the present study is to test a hypothetical model in order to examine the association between students’ sense of classroom belonging along with four other university class-level variables including faculty-student relationships, connected classroom climate referring peer relationships, loneliness and classroom identity. It is intended to draw attention of teacher educators to the importance of creating sense of community at classroom level through this study in order to improve the quality of teacher education. With this aim, pre-service teachers attending the faculty of education were selected as sample of the study (N= 1425). Each measures used in this study was adapted for college-level students through confirmatory factor analysis in order to test specific predictions concerning each measure’s structure and the results revealed that  all measures have adequate psychometric properties. The model examined with structural equation modeling was an excellent fit with the data, and the results indicated that the fitted model explained 50% of the variance in classroom identity; 47% of the variance in sense of classroom belonging; 14% of the variance in classroom climate; and 9% of the variance in loneliness. Results and implications are discussed.

The aim of the present study was to figure out whether university students’ learning approaches were shaped via their achievement goal orientations, academic self-efficacy and hope or not. The other objective was to examine if these psychological constructs varied in accordance with the demographic variables including gender, age and class level. 332 undergraduates from two different universities who were in the year of junior and senior participated in the study. The Achievement Goal Orientations Scale, the Academic Self-Efficacy Scale, the Dispositional Hope Scale and the Demographic Form were utilized to reveal the predictive power of these constructs on their learning attitudes measured by the Revised Two-Factor Study Process Questionnaire. Multiple linear regression analysis indicated that learning goal orientation was a pivotal predictor of both deep and surface approach to learning. Academic self-efficacy and hope were the crucial precursors of deep approach while performance-avoidance goal inclination was a considerable predictor of surface approach. Independent samples t-test analysis displayed that the female undergraduates were superior to the male ones in terms of the learning goal tendency. And the students (20 to 22 aged) demonstrated higher scores on the same variable than the other ones (23 to 25 aged). On the basis of class level, there were no significant differences in the scores of achievement goal orientations, academic self-efficacy, hope and learning approaches. The results pointed out the fact that such concepts pertinent to an undergraduate’s academic performance could be viewed as distinctive features engendering different learning attitudes toward scholastic training.

Target subject is a module called ‘AI Technology’, which applied the ideas of blended learning. Firstly, lecture-style teaching was conducted with presentation slides in order to explain the contents of a textbook. Secondly, students were required to do exercises and quizzes. By using the last eight weeks, they were asked to create presentation slides outside a class to introduce the up-to-date topics on artificial intelligence. These slides were mutually evaluated among them so that they developed their own slides based on the feedback before the tenth week of the course for the second round of mutual evaluations. Questionnaires concerning students’ understanding technical terms of the field and consciousness-raising towards competence were also conducted before and after the programs. The learning effects of a module in ‘AI Technology’ are compared with my previous research outcome of the module, ‘Artificial Intelligence’. The reasons of difference between both modules are discussed. This paper reports their results.

The major purpose of this study was to create a path analysis model of academic success in a group of university students, which included the variables of academic confidence and psychological capital with a mediator variable - academic coping. 400 undergraduates from Marmara University and Istanbul Commerce University who were in sophomore, junior and senior years participated in the study. The Academic Behavioral Confidence Scale, the Academic Coping Strategies Scale and the Psychological Capital Test Battery composed of the Academic Self-Efficacy Scale, the Life Orientation Test, the Hope Scale and the Resilience Scale were utilized to disclose the predictive roles of these variables on academic success. The results of path analyses showed that academic confidence and psychological capital had pivotal direct and indirect effects on academic success via the mediator variable – academic coping. Academic coping had also a direct influence on academic success.  The findings of the study are essential for telling both vocational counselors and educational psychologists the fact that career interventions for university students should consider the non-cognitive factors on their academic achievements.

Teacher education programs are often accused of failing to prepare preservice teachers for real life classroom situations. In the case of research on classroom management, the focal point is often classroom teachers and their educational and behavioral goals rather than students’ experiences. This study aims to explore the perspectives of preservice teachers on their attitudes and behaviors in the university classrooms. For this purpose, 40 preservice teachers, who studied in the Early Childhood Education department at a state university in Turkey, were selected. The interview was chosen as the data collection method. The interview questions were based on the questions that Cothran, Kulinna and Garrahy (2003) used in their study with the secondary physical education students. The collected data were analyzed by the constant comparison method (Glaser & Strauss, 1967) and common themes were constructed through the analytic induction method (LeCompte & Preissle, 1993). In this study, the findings indicated that incompatible behaviors served different functions in teacher education classrooms. The preservice teachers perceived punitive teacher responses to students’ negative behaviors as compelling, ineffective and mostly humiliating practices. The preservice teachers provided three main elements that affect their attitudes, behaviors and experiences in a teacher education classroom. These elements were related to students, teachers, and the context of the classroom. The preservice teachers perceived their positive or negative behaviors mostly as reactions to the behavior of the teacher and the classroom environment.

In the research, it was aimed to teach responsibility to the students, ensure and develop awareness of leadership behavior using a leadership program, and also examine the effectiveness of the Teaching Personal and Social Responsibility (TPSR) model in terms of forming a leadership behavior. The study group consisted of 55 students in high school 1st grade attending Ankara Turkish Volleyball Federation Sports High School. In the study, mixed methods pattern with embedded semi-experimental pretest-posttest control group was used. While a 32-hour leadership program was being applied to the students in the experimental group, the current curriculum was continued to be taught for the students in the control group. As data collection tools, the Personal and Social Responsibility Behavior Scale, the Leader Behavior Description Questionnaire, a semi-structured individual interview form, and field notes were used. For findings; descriptive statistics and One-way Analysis of covariance (ANCOVA) were used in the analysis of quantitative data, and content analysis method was used in the analysis of qualitative data. As a result, the leadership program including 16 lectures delivered during eight weeks was effective in terms of teaching responsibility to the students of Sports High School and forming and developing leadership behaviors.

The purpose of study is to examine the reliability of analytical rubrics and checklists developed for the assessment of story writing skills by means of generalizability theory. The study group consisted of 52 students attending the 5th grade at primary school and 20 raters in Mersin University. The G study was carried out with the fully crossed hxpxg (story x rater x performance task) design, where the scoring keys were determined as fix facet. Decision Study was carried out by changing the task facet conditions. As a result, it was observed in both scoring keys that the sources of variance related to the stories had a high variance percentage in the main effects while "hp (story and rater interaction effects)" a high variance percentage in the interaction effects. The highest variance in the design belongs to the interaction effect "hpg (story, rater and performance task interaction effects)". This can be an indicator for the existence of different sources of variability and error, which are not included in the design. Examining the G and phi coefficients calculated for both scoring keys, it was determined that scoring with analytic rubrics is more reliable and generalizable. According to the decision studies, it was decided that the number of tasks used in this study is to be most appropriate.

This study aimed to explore the relationship between Turkish English as a Foreign Language (EFL) learners’ self-efficacy level and their use of compensatory strategies (CSs). The study further searched into the most and the least frequently used CSs by Turkish EFL learners. The participants of the study were fifty university students enrolled in the department of English Language Teaching at a private university in Istanbul, Turkey.  Results indicated that the level of self-efficacy among Turkish learners of EFL was high. The top two most frequently used CSs by the learners were concluded to be the use of non-verbal signals (i.e., mime, gesture, facial expression) and circumlocution (i.e., describing an object or idea with a definition). In addition, the two least frequently used strategies were word coinage (i.e., creating a non-existent second language word based on a supposed rule) and avoidance (i.e., avoiding a topic, concept, grammatical construction, or phonological element that poses difficulty). The findings also revealed that the participants’ strategy use was not related to their degree of self-confidence.

The aim of the study evaluates cultural sensitivity in healthcare services among senior nursing students to patients with different cultural backgrounds. The study had a one-group pre-posttest model descriptive study design. Thirty-four nursing students taking the courses Emergency Care and Diabetes were included into the study. Standardized patients were used as a simulation technique. The difference between intercultural sensitivity scores before the simulation and those after the simulation was not statistically significant (p>0.05). Even though there were no differences between intercultural sensitivity scores before the simulation and the scores after the simulation, simulation based education is an effective teaching method in enhancement of cultural sensitivity.

The primary goal of this research is to explore absenteeism tendency, and the attitudes towards absenteeism and cheating of students who attended the teacher certificate program. In addition, this research aims to identify the views of students and lecturers on cheating and absenteeism. A sequential explanatory mixed-method research design was employed in this research. The sample of the quantitative data was 321 teacher certificate program students studying at Mugla Sitki Kocman University, Turkey. Absenteeism tendency, cheating attitude and absenteeism attitude scales were used to collect the data. Descriptive statistics, correlation, independent t-test, one-way analysis of variance (ANOVA) and Tukey HSD tests were used to analyze the data. Qualitative data was collected through semi-structured interview forms. 14 students and 14 lecturers were interviewed, recorded, and transcribed. Qualitative data was analyzed through quantitative content analyses and descriptive analyses. Research findings show that verbal field students have significantly more positive cheating attitudes than quantitative field students. While cheating attitudes show no significant difference between genders, students in physical education departments have higher scores in the dimensions of environmental conditions and opportunity and ability than verbal and quantitative field students. Both students and lecturers describe cheating as “unfair behavior and plagiarism,” and absenteeism as a “right” in unavoidable situations. It is emphasized that the active participation of students in classes mostly depends on the instructor.

Self-regulation is an active and constructive process in which students regulate and observe their own behaviour, motivations and cognition by setting their own goals during their learning process. In this study, the aim is to investigate the effects of biology laboratory practices that are supported by self-regulated learning strategies on students’ readiness for self-directed learning and their attitudes towards science experiments in laboratory settings. This study, which was undertaken as a quasi-experimental study in accordance with the pretest-posttest design with a control group, was implemented. Second year students who studied science teaching in the faculty of education at a state university in Konya in the academic year of 2018-2019 made up the sample of this study. There were two groups in the study which were “The Control Group” and “The Experimental Group”. In order to measure the students’ self-directed learning readiness levels, “Scale of Self-Directed Learning Readiness in Laboratory” was used and to measure attitudes towards science experiments “Scale of Attitudes towards Science Experiments” was utilized. Both scales were implemented as pre-tests before the study and as post-tests after the completion of the implementation process. The analysis of the data was conducted via SPSS 18. Independent samples t test was conducted to understand whether biology laboratory practices supported with self-regulated learning strategies have any effect on students’ readiness for self-directed learning and their attitudes towards science experiments in laboratories. According to the findings of the study, biology laboratory practices supported with self-regulated learning strategies were observed to make a significant difference in favour of the experimental group considering their self-directed learning readiness and their attitudes towards science experiments.

This study aims to evaluate the academic outcomes of the flipped classroom approach in the teaching of students who are deaf or hard of hearing (DHH). Furthermore, it aims to activate the role of the teacher through encouraging both teachers and students to engage in active learning styles, while acknowledging individual differences. Participants consisted of 12 female undergraduates with hearing disabilities in a 251 CI course (applications of ICT in teaching and learning) at the College of Education, King Saud University. The study was applied throughout a semester on the contents of the course. The content material and pre-class assigned work (e.g. instructional videos and tasks) were delivered through Blackboard (learning management system), while active learning activities were carried out in class. Using mixed methods, students’ perceptions of their new learning environment were explored through a post-term questionnaire distributed at the end of the semester, in addition to writing a reflective report. Furthermore, participants were requested to write a reflective journal at the end of each lecture. Results indicated the effectiveness of the flipped classroom strategy for students. Moreover, the data indicate a positive impact on students' content learning and improved skills (e.g. collaboration and interaction). The content material which was developed for the specific course (251 CI) could be utilized for the remaining students enrolled in this course. The researcher recommends using the flipped classroom teaching strategy for courses in higher education, as the methodology can be extended and implemented through following a similar framework applied in this study.

The research was conducted to determine the opinions of students (10-11 years) on their engagement to mathematics course. These students are 5th grade students at a secondary school in Turkey. Qualitative research method was used in the research. At the study, designed as case study, a total of seven secondary school students were participated the research. The study group was constituted with “snowball sampling” technique of purposeful sampling methods. The data was collected by a semi-structured interview form. Sixteen-page interviews obtained from the interviews were transferred to the computer. Data analysis was performed in content analysis. Codes were listed as a result of analysis. Common themes were constituted from the codes. As a result of the research, three themes, (cognitive, social and emotional engagement) eleven sub-themes and eighty nine codes were determined. It was seen that the students’ most preferred superficial strategies in terms of cognitive engagement; negative opinions towards group work in terms of social engagement; value given to math course in terms of emotional engagement. Students preferred least getting support sub-theme in terms of cognitive engagement; competitive sub-theme in terms of social engagement; value to the mathematics teacher sub-theme in terms of emotional engagement.

The aim of this study is to reveal the suggestions of guidance and psychological counseling candidates (GPC) in dealing with math anxiety. The study analysed 50 GPC candidates’ opinions and suggestions on math anxiety. The research study utilized case study method. The participants were asked to respond what kind of studies they would suggest to their clienst in order to overcome math anxiety once they begin to work in their profession. The interviews transcripts were converted into written documents. Content analysis was made on those documents to find GPC candidates’ suggestions and opinions. Based on the findings, it can be concluded that the reasons of math anxiety can vary from individual to individual. Therefore, it was emphasized that the studies to determine the causes of math anxiety should be specific for each individual. Then, consultancy service should be formed based on the assessment of reasons that cause anxiety for each person. If the individual's math anxiety is caused by environmental factors such as teachers, families and peers, guidance and psychological counseling services should be offered to these environmental factors.

Teachers’ use of everyday cognitive heuristics can lead to biases in information processing and, thus, to unfair assessments of student characteristics. This problem can be addressed by a core aspect of research-based learning, i.e., by making use of principles and methods of empirical research in order to systematically collect information. However, pre-service teachers’ attitude towards the use of empirical research methods is usually rather low. To foster their attitudes, a total of 444 student teachers were confronted with their own biased perception during a methodology course. Biased perception was triggered by a halo effect inducing experiment. In a subsequent semester, n = 113 of these students participated in an online survey. They answered questions about their cognitive activity and affective reaction following the presentation of the results of the experiment. Moreover, they reported about perceived attitude changes towards systematic thinking and research methods. The results demonstrate the successful implementation of the halo effect, which affected the students cognitively and emotionally. Structural equation modelling showed, that attitude change was dependent on both cognitive and affective reactions. The findings indicate that the halo effect is not only easy to implement in university courses but also appears to have substantial impact on students’ attitudes towards research-based learning.

The purpose of this research is to examine the correlation between the attitude towards reading and the perception of creative reading. The sample group of the study, in which the correlational survey model among the qualitative research designs was conducted, consists of 319 students studying at fourth grade in primary schools. The scale for the perception of creative reading generated by Yurdakal and Susar Kirmizi and the scale for the attitude towards reading formed by Yurdakal and Susar Kirmizi were applied in collecting data for the research. Pearson Product-Moment Correlation Analysis and Simple and Multiple Linear Regression Analysis were implemented for the analysis of data in the study. When the data obtained from the analyses were examined, it was observed that there was a positive and high correlation between the attitude scale towards reading and its sub-dimensions. Likewise, a positive and high correlation was determined between the perception of creative reading scale and its sub-dimensions. As the attitude towards reading increases, the perception of creative reading decreases. This finding is similar for all the sub-dimensions in the scales. It was also comprehended that the attitude towards reading was a predictor of the perception of creative reading and that there were significant correlations between the perception of creative reading and the sub-dimensions of contributions, meaning, activities, and process of reading. Along with these variables, the attitude towards reading explains the perception of creative reading at a total level of 13%.