Family-friendly organizations are considered to be sensitive towards employees, to have a resilient organizational culture and to develop and implement programs oriented at achieving a balance between one’s family life and proffesional life. The present study is designed to elucidate whether the schools are family- friendly organizations based on teacher opinions. The method used in this study was qualitative research with phenomenological approach. The study group of the study was made of 22 voluntary teachers working with the same school principal for at least 3 years in the province of Uşak. The data were collected through semi- structured interwied forms developed by the researchers. The analysis of the data was conducted through content analysis. According to the results of the study, teachers opinions on the schools as family- friendly organizations were gathered under the themes of ‘Formal’, ‘Informal’ and ‘Organizational Culture.’ The theme of ‘Formal’ includes the domains of leave of absence, regulations and decentralization. In addition, the theme of ‘Informal’ consists of the domains of social life, psychological support and school resources. Ultimately, the theme of ‘Organizational Culture’ comprises of the sub-themes of supportive, special days, being cared for by the principal and not giving care. The results of the study have suggested that the duties of school principals must be increased and certain regulations on developing policies of family- friendly organizations made in order for schools to become family- friendly organizations.

Keywords: Work-family balance, policies of family- friendly, family-friendly school

DOI : 10.16986/HUJE.2022.471 [HTML]

The aim of this study was to evaluate school administrators’ views on the level of noise in schools, noise sources and the effects of noise pollution. In the study, which was designed with quantitative research method, a simple survey model was used. The population consists of 1118 school administrators working in public primary, secondary and high schools in Sakarya province in the 2020-2021 academic year. 394 participants were reached using snowball sampling method. As the data collection tool, a 16-item questionnaire created by the researcher was used. The data were analyzed using statistical package software. Frequency and percentage values, arithmetic mean, standard deviation, and relative change coefficient were used in the analysis of the data. As a result of the research, administrators described the noise level in their schools as medium level. It was concluded that administrators are often disturbed by the sounds caused by the unpleasant behavior of students within the school, as well as the sounds caused by places such as construction, factories, workplaces, entertainment, and bazaars located in the surrounding area. It was determined that the administrators were aware of the effect of noise disrupting the school climate and faced the physical, physiological, and psychological negative effects of noise pollution on an individual basis.

Keywords: Noise pollution in school, school administrators, causes of noise, effects of noise

DOI : 10.16986/HUJE.2022.467 [HTML]

In this study, it was investigated whether the Concept Network Supported Prediction Observation Explanation (POE) method had a significant effect on the attitudes, anxiety and scientific process skills of the first year preservice science teachers towards the physics laboratory compared to the traditional laboratory method. The research, in which the quasi experimental design with pretest posttest control group was used and conducted in a state university based in Ankara in the fall semester of the 2018 2019 academic year. The research sample consisted of 35 teacher candidates in total. While the experiments were carried out with Concept Network Supported TGA activities in the experimental group, the Mechanics Laboratory I experiment sheet used in the current program was used in the control group. The research process was completed in 10 weeks. In the study, the Attitude Scale for the Physics Laboratory, the Anxiety Scale for the Physics Laboratory and the Scientific Process Skill Test were applied as pre test and post test. Independent groups t test, Dependent groups t test and Mann Whitney U test were used in the analysis of the data obtained from the research. In addition, a Science Teacher Opinion Form for Prediction Observation Explanation Method was applied at the end of the semester in order to get the opinions of the preservice teachers about the applied method. As a result of the study, it was found that TGA method activities provided a significant difference in favor of the experimental group in preservice science teachers anxieties towards the laboratory and scientific process skills, and there were quantitative differences in favor of the experimental group in their attitudes towards the laboratory. In addition, the preservice teachers in the experimental group found the method useful, memorable, encouraged scientific thinking and wanted to use it in their professions in the future etc. results have been achieved.

Keywords: Concept network, Prediction Observation Explanation (POE) method, attitude, anxiety, scientific process skills

DOI : 10.16986/HUJE.2022.453 [HTML]

The primary purpose of this study is to investigate ways of improving preservice teachers’ engagement in a teacher education course designed for online delivery during the COVID-19 pandemic. While online teaching is a prominent research area, descriptions of online learning environments based on sound frameworks are typically missing in the literature. Addressing this gap, we investigated the role of online instruction, whose design was guided by the National Survey of Student Engagement (NSSE) framework and supporting different types of interaction on students’ engagement and course achievement. We designed two versions of the same course differing only in terms of the level of learner-learner and learner-content interaction support provided. The analysis showed that online course design based on the NSSE framework was effective for improving students’ engagement in a project-based teacher education course even in the COVID-19 pandemic period. The findings highlighted the need to design online courses based on sound theory and provided insight into prioritizing different types of interactions in project-based online courses.

Keywords: Online course design, Engagement, NSSE, Interaction modes, Teacher education, Preservice teachers

DOI : 10.16986/HUJE.2022.459 [HTML]

This study aims to investigate the existence of a possible relationship between reasoning and decision making on socio-scientific issues and understanding the nature of scientific knowledge (NOSK). For this reason, 50 biology teacher candidates who are thought to produce rich data have been studied since a significant part of socioscientific issues are related to the field of biology. First, the NOSK beliefs of the participants were revealed by using the Views of Nature of Science - Form C, [VNOS-C], which was modified in 1998. The data were analyzed by descriptive analysis using criteria related to NOSK prepared based on the literature. After the participants were divided into three groups as naive, eclectic and conscious-informed according to the scores they received from VNOS-C, a Decision Making Questionnaire (SSKAA) related to Socioscientific Issues was applied. SSKAA has been resolved under the guidance of exemplary answers, both based on the desired understanding of NOSK and traditional science. A distinction was found between the individual and group performances of naive, eclectic and conscious-informed groups in SSKAA (conscious-informed 5.44% 61; eclectic 3.1% 34 and naive 1.88% 21). This difference suggests that understanding NOSK tends to influence reasoning and decision making on socioscientific issues, and this tendency will become more evident as you become more conscious about NOSK. In addition, socioscientific reasoning has been shown to be a complex process that may be influenced by non-scientific factors such as personal experiences, moral concerns, and economic / social factors.

Keywords: socio-scientific issues, scientific literacy, the nature of scientific knowledge, reasoning, decision making.

DOI : 10.16986/HUJE.2022.452 [HTML]

The aim of this study was to investigate strengths, weaknesses, opportunities and threats of compulsory English courses in Vocational Technical Colleges according to perspectives of students, English instructors, and principals. For this aim, convergent parallel design was used in the study. Through convenience sampling, the quantitative study group consisted of 313 second grade students who completed English I and II in the college in a state university in Central Anatolia. The qualitative study group consisted of seven academicians selected through criterion sampling and worked at the same college. The quantitative data collected via the questionnaire developed by researches were analyzed by descriptive statistics, and the qualitative data collected via semi-structured interview schedules were analyzed by content analysis. According to findings, English instructors’ pedagogical content knowledge and skills were highlighted as strengths but as weaknesses teaching-learning process, classroom conditions, four basic language skills, access to foreign resources, and demotivated student profile were stated. While the importance of English in professional life was frequently-emphasized opportunity; Vo-Tech College students’ ineligibility to apply Erasmus-like mobility programs was emphasized as threat. To improve weaknesses and eliminate threats, the participants offered various solutions in relation to Higher Education Council, University, Vo-Tech College Administration and teaching-learning process.

Keywords: Technical vocational college, English course, SWOT analysis, stakeholders’ opinions

DOI : 10.16986/HUJE.2021067772 [HTML]

In this study, it was aimed to investigate the effects of environmental factors such as the technological infrastructure of the school used for educational and administrative processes, physical facilities, economic opportunities, monthly income sources, receiving allowances, intra-school communication status and parent support status upon the technological leadership competencies of school administrators. Relational screening model was used in this study carried out with the quantitative research method. The whole population was accepted as the sample not determining the study sample. The study was carried out with 325 school administrators carrying on their duties in public schools in the city center and districts of Erzincan in 2020-2021 academic year. Among the school administrators, 166 (51.1%) were directors and 159 (48.9%) were vice directors. In the study, "Technology Leadership Competencies Scale for Education Administrators," and "Environmental Factor Form" and "Personal Information Form" developed by the researcher were used as data collection tools. Dummy coding was performed on environmental variables in order to perform correlation and regression analyzes on environmental factors as the categorical variables. Correlation analysis was performed to determine the relationship between the variables, and regression analysis was employed to determine the level of prediction between two variables. It was determined that there was a positive, low level and statistically significant relationship between the technological infrastructure, physical facilities, economic opportunities and intra-school communication used in educational and administrative processes of the school and the technological leadership competencies. A positive, low and statistically significant relationship was also specified between good parental support to the school and technological leadership competencies. It was also revealed that the environmental factors called "Monthly Income Sources of the School" and "School Allowance" had no effect upon technological leadership competencies. It was determined that technological infrastructure of the school, physical facilities, economic opportunities and school's technological infrastructure used in educational and administrative processes at a quite good level predicted technological leadership competencies. However, it was observed that determined predictive levels had an insufficient effect upon technological leadership competencies.

Keywords: Technological Leadership Competencies, Environmental Factors, School Administrators

DOI : 10.16986/HUJE.2022.470 [HTML]

The aim of this study is to examine the effect of formative assessment practices performed in the science course on the elementary students’ metacognitive knowledge and metacognitive skills. This study is based on an embedded design, which is a mixed research design. In the quantitative part of the study, the experimental-placebo-control group, pre-test and post-test quasi-experimental design, and in the qualitative part, the case study design was based. The study group of the quasi-experimental design was the seventh grade students studying in three different classes of a public elementary school. Three different classes with similar characteristics were randomly identified as the experimental, control, and placebo groups. The study group of the quasi-experimental design consisted of 37 students in total, 12 students in the experimental and placebo groups and 13 students in the control group. The study group of the case study consisted of 12 students. Interviews were conducted with this 12 students before and after the experimental practice. In the research, while quantitative data were obtained through “Metacognitive Awareness Scale for Children”, qualitative data were collected through the interview form prepared by the researchers. Kruskal-Wallis Test and Mann-Whitney U Test were used in the analysis of the quantitative data obtained in the research. Qualitative data were analyzed by descriptive analysis and categorical content analysis techniques. As a result of the research, it was determined that formative assessment practices had positive effects on students' metacognitive knowledge and metacognitive skills.

Keywords: formative assessment, metacognition, middle school, science course

DOI : 10.16986/HUJE.2022.454 [HTML]

Children with special educational needs face difficulties in school and social activities during the day. Assistive technologies can be used in learning environments to overcome these difficulties. On the other hand, it is thought that the attitude towards the profession plays an important role in using assistive technologies. Therefore, we examined the attitude toward using assistive technologies in special education teaching and the attitude towards the profession of special education teachers. We also looked at the relationship between them. A sequential explanatory mixed-method research approach was used, consisting of a quantitative phase in which the scale data are analyzed and a qualitative phase in which the interviews are conducted. As a result, it has been determined that male teacher candidates who choose the special education teaching profession consider the economic conditions, while female teacher candidates are mostly affected by emotional factors. It was found that the participants' desire to learn and their emotional closeness to the profession regressed over the years. Therefore, it has been observed that the attitudes of pre-service teachers towards their profession have moved away from the pedagogical context over the years. On the other hand, it has been concluded that with the use of assistive technologies in this field, productivity in education/teaching environments can increase. It has been observed that there can be positive developments in the life skills of individuals with special needs with assistive technologies. It has been determined that pre-service teachers' awareness of these technologies was low in the beginning, but this awareness increased in line with the lessons taken about assistive technologies in the following years. In addition, it has been determined that pre-service teachers who have a positive attitude towards the profession can be more successful in using assistive technologies effectively.

Keywords: special education, assistive technologies, professional attitude

DOI : 10.16986/HUJE.2022.466 [HTML]

Refugees are defined as people who have left or were forced to leave their country of origin for various reasons, who are worried about their lives and cannot return to their country for this reason. In today's world where many global problems are experienced, the lives of refugees, their struggle to hold on to life, basic human rights such as health, security and education have taken their place among the issues that are kept up-to-date and discussed. In recent years, many studies have been carried out in the field of academia and practice about the education and training processes of refugees. In particular, the number of studies in the literature on the lifelong education of refugees has increased in recent years. The aim of the research is to determine the discipline areas, writing language, distribution by years, publication type and countries of publication of the done studies on lifelong education of refugees. In the research, qualitative research method and document analysis were used. Within the scope of the research, the studies in the Web of Science (WOS) between the years 2001-2021 were examined and interpreted. It has been determined that there are 71 studies on the lifelong education of refugees. According to the results of the research, it has been seen that the most studies on the lifelong education of refugees are in the fields of Education, public health and psychology discipline. In addition, it has been determined that most of the studies are carried out in the United States and Canada. When the type of publication was examined, it was determined that the studies were mostly articles and proceedings papers. Studies are mostly published in English.

Keywords: Migration, Refugees, Lifelong Education, Web of Science, Research Trends.

DOI : 10.16986/HUJE.2022.464 [HTML]

The purpose of this study is to assess the effectiveness of the group program based on Cognitive-Behavioral Counseling Theories for preventing internet addiction (adolescent education) and to investigate whether families receiving education about internet addiction and safe internet use (family education) made any differences on the problematic internet use. The study also investigated the common effect of the education provided to both families and adolescents (family-adolescent education) on students problematic internet use. The study adopted a quasi-experimental design, methodological triangulation method was applied by using the quantitative data with the qualitative data obtained from the interviews conducted with the families and the documents administered in the sessions. While the adolescent education group was provided with a ten-session Internet Addiction Prevention Psychoeducation Program, the family education group was provided with a three-session education program on internet addiction and safe internet use, the students in the family-adolescent group were composed of the adolescents who received both education programs. The control group was not provided with anything. The findings obtained from the study showed that with the decrease in the problematic internet use levels, the family-adolescent education group demonstrated a significant decrease in the Online Social Interaction Preference and Emotion Regulation levels, and this finding was permanent. The problematic internet use and Negative Results level of adolescent education group decreased significantly, and this finding was found to be permanent. It was also found that the Negative Results level of the family education group decreased significantly, which was found to be permanent.

Keywords: Adolescents, Problematic internet use, Internet addiction, Cognitive-behavioral Counseling Theories, Psychoeducation

DOI : 10.16986/HUJE.2022.456 [HTML]

The purpose of this research is to compare Turkey and the countries with high success in the Trends in International Mathematics and Science Study -TIMSS-2019 exam, such as Japan, South Korea and Russia, in terms of the preparedness of schools, teachers and students for the Covid 19 period and to make suggestions for Turkey. In the research, document analysis method among qualitative research methods was used. The research population consists of 38 countries that are members of -OECD- the Organization for Economic Cooperation and Development. As a sample, Turkey and the OECD countries Japan, South Korea and Russia, which were successful in the 2019 TIMSS research, were selected. The countries of Japan, South Korea and Russia achieved success by scoring above the OECD average in science and mathematics at 4th and 8th grades in the TIMSS 2019 survey. Therefore, the type of sampling is criterion sampling. Research data were obtained from international reports and statistics. Thus, it is seen that there is no problem of validity and reliability of the data. As a result of the research, when evaluated in terms of the preparedness of schools for the Covid 19 period; School principals in Turkey think that insufficient internet in schools does not hinder education to a large extent. However, it is understood that school principals in Japan think that insufficient internet affects education negatively, higher than the OECD average. When examined in terms of teachers, it is seen that teachers in Turkey and Russia think that they are good in -ICT- information and communication technologies skills. In terms of teachers' openness to change, Japan and South Korea were below the OECD average, while Russia and Turkey were found to be above the OECD average. When evaluated in terms of students, it is seen that while the rate of students' computer ownership in Turkey and Japan is below the OECD average, it is above the OECD average in South Korea and Russia. In the bottom quartile socioeconomic group, the difference in the rate of students having a computer becomes more pronounced against Turkey. It can be said that the limited computer access during the pandemic in Turkey creates an obstacle to equality of opportunity and opportunity in education.

Keywords: Covid 19, distance education, ICT, OECD, TIMSS

DOI : 10.16986/HUJE.2022.460 [HTML]

In this research, it was aimed to determine the effect of activities carried out in concept design course on course engagement, and to get the opinions of the students in order to make the course more effective and efficient. The case study design was used in the research. While determining the participant group of the study conducted with 14 students, convenient sampling method, which is one of the non-random sampling types was used. Implementation activities lasted eight weeks. In this process, students made hand drawings on paper with a pencil or brush, digital drawings with two-dimensional (2D) graphics programs, and three-dimensional (3D) projects with the Unity game engine. "Classroom Engagement Scales for University Students" and "Student Opinion Form for Concept Design Course Activities" were used as data collection tools. Data were analyzed using Wilcoxon (2-Related Sample) test and descriptively. As a result of the analyses, the concept design course activities significantly increased the course engagement of the students. Although the students generally expressed positive opinions about the course activities, they made some suggestions for increasing the effectiveness and efficiency of the course.

Keywords: Concept design, course engagement, students’ opinions on course activities

DOI : 10.16986/HUJE.2022.468 [HTML]

The role of feedback in online education has recently become a topic of interest. This study looked at the effects of formative feedback generated by instructor and peers in asynchronous online learning environment. Answers to the following questions were sought: (i) how did undergraduate students perceive peer and instructor feedback? (ii) to what extent did peer and instructor feedback affect undergraduate students' performance? The study was conducted with a mixed method. It was completed in 10 weeks with 76 undergraduate students. The task was to write a report after reviewing education research on current instructional technology. Data were collected through rubrics and questionnaires. It was observed that students attach more importance to instructor feedback than peer feedback. Peer feedback was generally found to be important, yet students with different perspectives and negative evaluation results were reported. Students stated useful to be a assessor and reported progress in understanding the criteria of an assignment, learning the topic, or writing a report on the topic. The effects of peer and instructor feedback in the online learning environment are discussed in the context of the current literature.

Keywords: Peer Feedback, Instructor Feedback, Student Performance, Student Perception, Asynchronous Online Environment

DOI : 10.16986/HUJE.2022.457 [HTML]

Mixed methods appeared as the third methodological movement besides the quantitative and qualitative methodologies. This article evaluates master’s theses in educational sciences that combine quantitative and qualitative methods to discuss mixed methods research in Turkey. For that aim, this article introduces a qualitative content analysis focusing on methodology chapters of 28 master’s theses in educational sciences published in 2017 in Turkish universities. We formed our sample with a purposeful approach based on the theses from the Council of Higher Education Thesis Center Database. We first argue that mixed methods’ methodological identity is in question, which is also associated with the approach to qualitative methodology. Second, there are problems in methodological rigor in the theses both for mixed methods’ elements and the qualitative dimensions. Finally, we emphasize the dominance of the quantitative paradigm that sidelines the qualitative inquiry, which appears as an extension to the quantitative part of the studies.

Keywords: mixed methods, qualitative method, master’s theses, research methods, methodology

DOI : 10.16986/HUJE.2022.458 [HTML]