The research contributes to raising environmental awareness, particularly of recycling among 5th-grade students, by designing re-cycled materials. One question is: How can recycling materials be evaluated objectively by science teachers? Many-Faceted Rasch Model, based on Item Response Theory, can be an answer. This model is used to assess the performance judged. It also analyzes jury bias and specifies the most uncomplicated and complicated criteria, which will provide opportunities to improve students’ skills. The study was conducted in 2021-2022 academic year spring semester. Model’s surface are 14 projects, 10 criteria, and 11 jury: science teachers. FACETS program was used to analyze data. Findings of the study revealed that recycling project coded as RP 8 is more successful, student-level compatibility criterium was the simplest, and creativity was the hardest. the jury coded as ST8 is the most lenient, and the jury coded as ST7 is the severest.

Keywords: Science Education, Environmental education, Recycling, Many-Facet Rasch Measurement Model

DOI : 10.16986/HUJE.2022.472 [HTML]

In this study, we aim to determine the sustainable consumption behaviors of elementary school parents and their encouragement for their children in this regard. The sample of the study consisted of 571 elementary school parents who live in the western part of Turkey. Survey research and causal comparative research designs were implemented as the quantitative research methods. “Sustainable Consumption Behavior Scale” and open-ended questions were used to measure the parents’ sustainable consumption behaviors as well as their encouragement of their kids to adopt similar practices. In the analysis of the data, T-test, ANOVA, and descriptive analysis were used. Findings show that the parents display sustainable consumption behaviors at the “Often” level. The saving-based behaviors in the sustainable consumption scale are at the “Always” level. We found that there is no significant difference in the sustainable consumption behaviors of parents in terms of their gender, educational status, income level, and the grade level of their children. 48.7% of the parents stated that they do activities at home with their children for the purpose of environmental education, while 43.1% of the parents stated that they do not do activities at home. The activities parents do at home are mostly regarding environmental pollution and garbage production. Parents stated that they primarily focus on the “unnecessary purchasing” sub-dimension when addressing sustainable consumption behaviors with their children. In addition, parents mostly preferred the expressions for “verbal warning” and “giving advice” in order to teach their children sustainable consumption behaviors. Suggestions for researchers and educators were provided according to our findings.

Keywords: sustainable consumption, elementary school parents, environmental education, elementary education, science education

DOI : 10.16986/HUJE.2022.473 [HTML]

This study was carried out to examine the relationship between physical activity (PA) levels of secondary school students and their safe environment, playing conditions and media usage. The sample of the study was consisted of 628 students aged between 11-14 years old. The universe of the study was composed of students studying in the secondary schools in these provinces. The data of the study were collected by means of "The Questionnaire for Safe Environment, Playing Conditions and Media Usage Affecting PA Level" and "Physical Activity Questionnaire for Children". The results of the study showed that the average screen time of students was 114.25 ± 97.24 minutes per day, the most occupied device was television and screen time on all devices was more among the boys. When analyzed for devices one by one, the difference between the genders was not found to be statistically significant, but it was statistically significant when evaluated over total time. It was also found that students who did not have internet access were physically more active than the students with limited or unlimited internet access at home; and the students without media restrictions were found to be more active than students with media restrictions. The results also showed that PA levels of the students were found to be significantly different based on the factors such as the presence of a playground close to student's home, having a playmate, playing actively with parents, and having a toy or device that enhancing PA. In addition, the PA levels of students who were helping with the housework, playing in an amateur sports team or performing exercise regularly were found to be significantly higher. In the multivariate model analysis, it was found that media restriction and playing conditions together were not found to represent the change in PA level.

Keywords: child, physical activity, media, environment, game

DOI : 10.16986/HUJE.2023.478 [HTML]

In this study, the purpose was to examine the usability level of a digital educational platform designed and developed within the scope of Human Computer Interaction (HCI). In the study, a weak experimental design, one of quantitative research methods, was used. First of all, the learners' expectations regarding a digital educational platform within the scope of HCI were revealed. Next, the experimental group was asked to use the digital educational platform developed, and the control group was asked to use the digital educational platform currently used by the institution for one semester. The usability levels were compared by applying the System Usability Scale to both groups. In addition, a usability test was performed to compare both digital platforms. A total of 363 university students studying at Van Yüzüncü Yıl University in the 2021/2022 Academic Year Fall and Spring semesters participated in the study. As the data collection tools, the Distance Education System Evaluation Questionnaire in Terms of Human Computer Interaction (HCIEQ), System Usability Scale (SUS) and HCI-Usability Observation Form (HCIOF) were used. The data were entered into SPSS 21 program, and descriptive statistics such as mean, standard deviation, percentage and frequency, independent samples t-test and One-Way ANOVA were performed. The results of the analysis revealed that the digital educational platform developed within the scope of HCI was found by the learners to be more usable.

Keywords: Human computer interaction, usability, digital educational platform, distance education.

DOI : 10.16986/HUJE.2022.476 [HTML]

The aim of the this research was to examine the effect of the Science Education Program with the Activities in the Out-of-School Environments on the science process skills of the children. 80 children the ages of which varied between 60 and 72 months who attended three different kindergartens, affiliated to the Ministry of National Education, in Ankara province in 2015-2016 school year were included in the group of the research which had a quasi-experimental design and a pretest-posttest-retention test non-equivalent control group model. Science Education Program with the Activities in the Out-of-School Environments with two parts including in and out of school learning environments was prepared by the researchers to reveal the effect of the science activities performed in the out-of-school environments such as science centers, nature history museum, aquarium, planetarium, veterinary anatomy museum, school garden beside the in-class science activities in preschool period. Before applying the program, the pretest assessments were performed and it was determined that the science process skills levels of the groups were similar to each other. The science activities of the program performed both in-class and out-of-school were applied in the experimental group-1 and only the in-class activities of the program were applied in the experimental group-2 for seven weeks. In the control group, the teacher continued to perform the 2013 Preschool Education Program activities of the Ministry of National Education. The data was collected by the Child-Parent Personal Information Form, Science Process Skills Observation Form and Assessment Form of Science Process Skills of Preschool Children prepared by Uludağ (2017). Frequency, mean, standard deviation and skewness and kurtosis coefficients, Kruskal Wallis Test, Wilcoxon Signed Rank Test and Mann-Whitney U Test were used in the analysis of the data. As a result of the research, it was determined that the program supported the science process skills of children positively.

Keywords: science process skilss, out of school learnig environments, science education, early childhood education

DOI : 10.16986/HUJE.2020064760 [HTML]

The effects of the COVID-19 pandemic on students are not equal because of some factors, including cognitive and non-cognitive acquisition. Also, the availability of educational tools and connectivity dramatically affected the students and added to the existing academic gap. This study determined the attitude of Senior High School students (SHS) at Western Institute of Technology, Philippines, towards the implementation of emergency remote teaching (online delivery mode) amidst the pandemic. The qualitative analysis was used to gather the attitudes of respondents. The number of respondents and the interview length were determined when the point of saturation was reached. The formulated researcher-made questionnaire in the quantitative analysis was based on the results of the qualitative analysis. The total collected responses were 329 via Google form. The summary of thematic analysis recorded five (5) statements of apprehensions and five statements (5) of openness. The results of the central tendency showed that the majority of the students, regardless of gender, grade level, and strand had higher confidence about the listed apprehension than the listed openness. Statistical analyses showed that students’ responses in the listed openness regardless of gender, grade level and strand had no significant difference (p>0.05). Statistical analyses of listed openness were not consistent with the listed apprehension. In conclusion, the implementation of emergency remote teaching (online delivery mode) brought advantages and disadvantages to the students during the pandemic.

Keywords: Emergency remote teaching, online learning, COVID-19 pandemic, senior high school students

DOI : 10.16986/HUJE.2023.477 [HTML]

Mobbing means psychological violence, siege, harassment, inconvenience or annoyance. Mobbing against a teacher in schools can also negatively affect other teachers and create negativities in their performance. Also, this costs society a lot. It is crucial for teachers raising young people who are our future to work peacefully in their workplace both for themselves and students. The purpose of this study was to assess mobbing behaviors which are used by school principals against teachers and are submitted to the court. The study chose the “qualitative” research method. The study reached the mobbing cases opened by teachers against school principals on (www.LegalBank.com). The study investigated the mobbing cases by giving keywords without date restriction. Since the study investigated the court decisions to determine the mobbing behaviors used by school principals against teachers, it used the “document review” method and reached 15 cases between 2013 and 2020 within this scope. As a result of the study the school principals most displayed behaviors in the category of “attacks against professional career” of the teachers. Eight of the cases were attacks against professional career. Then the study reached six mobbing cases against communication. However, the study encountered no behaviors related to “attacks against social relations”. In order to prevent these behaviors, we can recommend the following: Awareness should be raised in teachers concerning psychological harassment/intimidation in schools, seminars should be organized for them to protect from such behaviors via in-service training applications, awareness should be raised in teachers concerning their legal rights, the crime of administrators applying mobbing should be registered and they should not be allowed to get promotion and should be suspended for a certain period of time.

Keywords: Teachers, mobbing, school principals

DOI : 10.16986/HUJE.2022.465 [HTML]

The aim of this study is to examine the relationships between teachers' self-efficacy perception, classroom management concern, and pupil control ideologies. The population of the study consists of 8957 teachers working in schools affiliated to the Ministry of National Education in Malatya province Battalgazi and Yeşilyurt districts in the 2019-2020 academic year. The sample of the study consists of 599 teachers determined from the schools in the population using stratified random sampling method. The study is a quantitative study and it was designed with a relational model. In the study, a model was proposed considering teachers' self-efficacy perception, classroom management concern (time management concern, motivational concern, and communication concern) and pupil control ideologies, and a path analysis was conducted within the framework of structural equation model (SEM). The prominent results of the research are that teachers' self-efficacy perceptions are low, time management, motivation and communication concern, which are the sub-dimensions of classroom management concern, are high, and pupil control ideologies are moderate. In addition, it is seen that teacher self-efficacy perception negatively affects time management concern, motivation concern, communication concern and pupil control ideologies, and time management concern, motivation concern and communication concern affect pupil control ideologies (custodial control ideology) positively. According to these results, in order to increase the perception of teachers' self-efficacy and decrease their anxiety levels, the authorities brought together exemplary good practices and right role models with teachers; Suggestions have been developed to establish a continuous performance evaluation system for teachers.

Keywords: Teacher, Self-Efficacy Perception, Classroom Management Concern, Pupil Control Ideologies, Structural Equation Modeling

DOI : 10.16986/HUJE.2022.475 [HTML]

The aim of this research is to examine the strategy use of language learners in their digital reading. This study was carried out in a quantitative research design. Scanning model was used in the study. The study group of the research consisted of Turkish students in English preparatory class at Başkent University. Among these students, 100 intermediate level students were selected by convenient sampling method. “Survey form” was used to collect data. As a result of the analysis of the data in the research, it was determined that the students used the problem-solving strategies the most, the general reading strategies second, and the support strategies the least. It has been observed that students' use of strategies specific to digital environments is also at a high level. Looking at the strategies individually, the most used strategies are “browsing; purposeful reading; using select, copy and paste; pay attention; using an online dictionary and translation; rereading; using the scan or find function; analysis and evaluation; conducting research on a search engine or website; questioning the reliability and accuracy of the information”. The least used strategies are “predicting the content of the text; note taking; underlining and highlighting; restate the text; don't ask yourself questions; find information that is not presented on the basis of the text; summarizing the text” As a result, it was seen that language learners use many strategies in digital reading and among the strategies, they use problem solving strategies more. In addition, it has been determined that students use strategies specific to digital environments at a high level.

Keywords: Language learning, Digital reading, Reading Strategies

DOI : 10.16986/HUJE.2022.469 [HTML]

In this study, various researches between the years 2015-2021 were examined and the effectiveness of the online problem-based learning approach on success, attitude, motivation, and group dynamics were examined. A systematic literature review method was used to determine the effects of online PBL approach applications on students' academic success, motivation, attitude, and group dynamics. Articles were obtained from Taylor & Francis Online, SpringerLink, and WileyOnlineLibrary databases and scanned in “SCI”, “SCI-E”, “SSCI”, and “Scopus” indexes. The search terms used within the scope of the research were determined as follows; "problem-based learning", "PBL", "e-PBL", "distance education", "online education", "web-based learning", "technology", "success", "attitude", "motivation", "group dynamics”. Results show that the online problem-based learning approach had a positive effect on group interaction, has a positive effect on student success, and students have a positive attitude towards the online problem-based learning approach.

Keywords: PBL, online learning, achievement, attitude, motivation, group dynamics

DOI : 10.16986/HUJE.2022.462 [HTML]