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data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="43712626"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">15</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">1</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="43712626" href="https://www.academia.edu/Documents/in/Kisilik"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F","location":"/G%C3%BCl%C3%A7inKaraku%C5%9F","scheme":"https","host":"independent.academia.edu","port":null,"pathname":"/G%C3%BCl%C3%A7inKaraku%C5%9F","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Kişilik"]}" data-trace="false" data-dom-id="Pill-react-component-d788a4d3-7e19-4a8e-9f14-c439f4a74af3"></div> <div 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id="Pill-react-component-7795be40-c95f-44c0-9936-f67fa0ec9f97"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Gülçin Karakuş</h3></div><div class="js-work-strip profile--work_container" data-work-id="97715211"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97715211/Bilimsel_Roman_Okuman%C4%B1n_%C3%96%C4%9Frencilerin_Bilimsel_Tutumuna_Etkisi"><img alt="Research paper thumbnail of Bilimsel Roman Okumanın Öğrencilerin Bilimsel Tutumuna Etkisi" class="work-thumbnail" src="https://attachments.academia-assets.com/99262180/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97715211/Bilimsel_Roman_Okuman%C4%B1n_%C3%96%C4%9Frencilerin_Bilimsel_Tutumuna_Etkisi">Bilimsel Roman Okumanın Öğrencilerin Bilimsel Tutumuna Etkisi</a></div><div class="wp-workCard_item"><span>Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose of this study is to examine the effects of reading scientific novels on students' scienti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose of this study is to examine the effects of reading scientific novels on students' scientific attitude. 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The sample of this study consists of 103 academicians from various universities. A survey model was used. The data collection tools were the “Coronavirus Anxiety Scale” to measure anxiety caused by COVID-19 and the “Academicians Digitalisation Scale” to determine academicians’ digitalisation. Results indicated that while there was a significant difference in academicians’ COVID-19 anxiety and digitalisation regarding different variables, there was no relationship between their COVID-19 anxiety and digitalisation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="32a15b2740454e2893ac40cc27838d04" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99262145,"asset_id":97715209,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99262145/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97715209"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97715209"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97715209; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97715209]").text(description); $(".js-view-count[data-work-id=97715209]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97715209; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97715209']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 97715209, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "32a15b2740454e2893ac40cc27838d04" } } $('.js-work-strip[data-work-id=97715209]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97715209,"title":"Examining academicians’ COVID-19 anxiety and digitalisation in terms of different variables","translated_title":"","metadata":{"abstract":"This study examines academicians’ COVID-19 anxiety and digitalisation regarding different variables. The sample of this study consists of 103 academicians from various universities. A survey model was used. The data collection tools were the “Coronavirus Anxiety Scale” to measure anxiety caused by COVID-19 and the “Academicians Digitalisation Scale” to determine academicians’ digitalisation. Results indicated that while there was a significant difference in academicians’ COVID-19 anxiety and digitalisation regarding different variables, there was no relationship between their COVID-19 anxiety and digitalisation.","publisher":"Walter de Gruyter GmbH","publication_name":"European Journal of Open, Distance and E-Learning"},"translated_abstract":"This study examines academicians’ COVID-19 anxiety and digitalisation regarding different variables. The sample of this study consists of 103 academicians from various universities. A survey model was used. 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Results indicated that while there was a significant difference in academicians’ COVID-19 anxiety and digitalisation regarding different variables, there was no relationship between their COVID-19 anxiety and digitalisation.","internal_url":"https://www.academia.edu/97715209/Examining_academicians_COVID_19_anxiety_and_digitalisation_in_terms_of_different_variables","translated_internal_url":"","created_at":"2023-02-28T19:34:44.773-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":99262145,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99262145/thumbnails/1.jpg","file_name":"eurodl-2022-0005.pdf","download_url":"https://www.academia.edu/attachments/99262145/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Examining_academicians_COVID_19_anxiety.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99262145/eurodl-2022-0005-libre.pdf?1677650758=\u0026response-content-disposition=attachment%3B+filename%3DExamining_academicians_COVID_19_anxiety.pdf\u0026Expires=1734500109\u0026Signature=KlbSdfUDZtTKegrbURxg9KjnOCpDQYX7QvwyCqeop7-FITSSZUkmCSiYyWF310DfMKSYoXFNr4E9sfOMv7a7vh2qvzOlWJEcsDhgXzmEZJu2br7ftLrYrYYbiS91B9OKDw5pth~cP2XTur8bv4h8hbRJQR8L~FQA6n6ATL-viER~VkXQGKEUidLuPnjBbkMFKDSe4bQ4JSg7kuwogwpn1AS3RxQ7HjY0Ypq3upY~c2BSJT5kLpZKW~WWmPdBvV6OPp0dtuB1vG0J59jNgLKZdZ-zukvFL1qdX9MoAih0DKy22lHR3vhbJDUDy-6zyUzvOq7TR6Ex9h7ZFAQxZzLk1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Examining_academicians_COVID_19_anxiety_and_digitalisation_in_terms_of_different_variables","translated_slug":"","page_count":20,"language":"en","content_type":"Work","summary":"This study examines academicians’ COVID-19 anxiety and digitalisation regarding different variables. The sample of this study consists of 103 academicians from various universities. A survey model was used. The data collection tools were the “Coronavirus Anxiety Scale” to measure anxiety caused by COVID-19 and the “Academicians Digitalisation Scale” to determine academicians’ digitalisation. Results indicated that while there was a significant difference in academicians’ COVID-19 anxiety and digitalisation regarding different variables, there was no relationship between their COVID-19 anxiety and digitalisation.","owner":{"id":43712626,"first_name":"Gülçin","middle_initials":null,"last_name":"Karakuş","page_name":"GülçinKarakuş","domain_name":"independent","created_at":"2016-02-22T11:14:55.304-08:00","display_name":"Gülçin Karakuş","url":"https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F"},"attachments":[{"id":99262145,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99262145/thumbnails/1.jpg","file_name":"eurodl-2022-0005.pdf","download_url":"https://www.academia.edu/attachments/99262145/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Examining_academicians_COVID_19_anxiety.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99262145/eurodl-2022-0005-libre.pdf?1677650758=\u0026response-content-disposition=attachment%3B+filename%3DExamining_academicians_COVID_19_anxiety.pdf\u0026Expires=1734500109\u0026Signature=KlbSdfUDZtTKegrbURxg9KjnOCpDQYX7QvwyCqeop7-FITSSZUkmCSiYyWF310DfMKSYoXFNr4E9sfOMv7a7vh2qvzOlWJEcsDhgXzmEZJu2br7ftLrYrYYbiS91B9OKDw5pth~cP2XTur8bv4h8hbRJQR8L~FQA6n6ATL-viER~VkXQGKEUidLuPnjBbkMFKDSe4bQ4JSg7kuwogwpn1AS3RxQ7HjY0Ypq3upY~c2BSJT5kLpZKW~WWmPdBvV6OPp0dtuB1vG0J59jNgLKZdZ-zukvFL1qdX9MoAih0DKy22lHR3vhbJDUDy-6zyUzvOq7TR6Ex9h7ZFAQxZzLk1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":38676,"name":"Anxiety","url":"https://www.academia.edu/Documents/in/Anxiety"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":395704,"name":"Communication and media Studies","url":"https://www.academia.edu/Documents/in/Communication_and_media_Studies"},{"id":623821,"name":"ANXIETY","url":"https://www.academia.edu/Documents/in/ANXIETY-1"},{"id":3686510,"name":"Coronavirus Disease 2019 (COVID-19)","url":"https://www.academia.edu/Documents/in/Coronavirus_Disease_2019_COVID-19_"}],"urls":[{"id":29379350,"url":"https://www.sciendo.com/pdf/10.2478/eurodl-2022-0005"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91210650"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91210650/Investigating_the_relationship_between_anxiety_levels_and_learning_approaches_among_pre_service_teachers_p_%C3%96%C4%9Fretmen_adaylar%C4%B1n%C4%B1n_%C3%B6%C4%9Frenme_yakla%C5%9F%C4%B1mlar%C4%B1_ile_kayg%C4%B1_d%C3%BCzeyleri_aras%C4%B1ndaki_ili%C5%9Fkinin_incelenmesi"><img alt="Research paper thumbnail of Investigating the relationship between anxiety levels and learning approaches among pre-service teachers<p>Öğretmen adaylarının öğrenme yaklaşımları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/94561991/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91210650/Investigating_the_relationship_between_anxiety_levels_and_learning_approaches_among_pre_service_teachers_p_%C3%96%C4%9Fretmen_adaylar%C4%B1n%C4%B1n_%C3%B6%C4%9Frenme_yakla%C5%9F%C4%B1mlar%C4%B1_ile_kayg%C4%B1_d%C3%BCzeyleri_aras%C4%B1ndaki_ili%C5%9Fkinin_incelenmesi">Investigating the relationship between anxiety levels and learning approaches among pre-service teachers<p>Öğretmen adaylarının öğrenme yaklaşımları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi</a></div><div class="wp-workCard_item"><span>Journal of Human Sciences</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of the study is to identify the relationship between pre-service teachers’ anxiety le...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of the study is to identify the relationship between pre-service teachers’ anxiety levels and their learning approaches and try to find out if there is a statistically meaningful relationship between their learning approaches and anxiety levels in terms of their gender, field, accommodation and grade levels. The data of study have been gathered through the administration of two scales; Learning Approach Scale adopted to Turkish by Yılmaz and Orhan (2011) and Trait-State Anxiety Inventory adopted to Turkish by Öner and Le Compte (1998). The sample of study consists of 309 pre-service teachers at Afyon Kocatepe University. In the analysis of the data, descriptive statistics, t-test, ANOVA and Pearson Correlation were used. Findings of the study indicate that female pre-service teachers’ adopt surface learning approach, Science Education pre-service teachers adopt deep learning approach, pre-service teachers staying at dormitories and at home with a friend have higher trait...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0a61209f26eff718b83c27f8bdec9cf1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94561991,"asset_id":91210650,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94561991/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91210650"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91210650"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91210650; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91210650]").text(description); $(".js-view-count[data-work-id=91210650]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91210650; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91210650']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91210650, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0a61209f26eff718b83c27f8bdec9cf1" } } $('.js-work-strip[data-work-id=91210650]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91210650,"title":"Investigating the relationship between anxiety levels and learning approaches among pre-service teachers\u003cp\u003eÖğretmen adaylarının öğrenme yaklaşımları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi","translated_title":"","metadata":{"abstract":"The purpose of the study is to identify the relationship between pre-service teachers’ anxiety levels and their learning approaches and try to find out if there is a statistically meaningful relationship between their learning approaches and anxiety levels in terms of their gender, field, accommodation and grade levels. 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Findings of the study indicate that female pre-service teachers’ adopt surface learning approach, Science Education pre-service teachers adopt deep learning approach, pre-service teachers staying at dormitories and at home with a friend have higher trait...","publisher":"Uluslararasi Insan Bilimleri Dergisi","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Journal of Human Sciences"},"translated_abstract":"The purpose of the study is to identify the relationship between pre-service teachers’ anxiety levels and their learning approaches and try to find out if there is a statistically meaningful relationship between their learning approaches and anxiety levels in terms of their gender, field, accommodation and grade levels. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91210549"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91210549/A_Need_Analysis_Examining_Teachers_Point_of_Views_about_Cooperative_Problem_Solving"><img alt="Research paper thumbnail of A Need Analysis Examining Teachers’ Point of Views about Cooperative Problem Solving" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91210549/A_Need_Analysis_Examining_Teachers_Point_of_Views_about_Cooperative_Problem_Solving">A Need Analysis Examining Teachers’ Point of Views about Cooperative Problem Solving</a></div><div class="wp-workCard_item"><span>Manisa Celal Bayar üniversitesi eğitim fakültesi dergisi</span><span>, Dec 9, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91210549"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91210549"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91210549; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91210549]").text(description); $(".js-view-count[data-work-id=91210549]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91210549; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91210549']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91210549, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91210543"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91210543/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Dijital_Okuryazarl%C4%B1k_%C3%96z_Yeterlili%C4%9Fi_%C3%96l%C3%A7ek_Geli%C5%9Ftirme_%C3%87al%C4%B1%C5%9Fmas%C4%B1"><img alt="Research paper thumbnail of Öğretmen Adaylarının Dijital Okuryazarlık Öz-Yeterliliği Ölçek Geliştirme Çalışması" class="work-thumbnail" src="https://attachments.academia-assets.com/94561978/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91210543/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Dijital_Okuryazarl%C4%B1k_%C3%96z_Yeterlili%C4%9Fi_%C3%96l%C3%A7ek_Geli%C5%9Ftirme_%C3%87al%C4%B1%C5%9Fmas%C4%B1">Öğretmen Adaylarının Dijital Okuryazarlık Öz-Yeterliliği Ölçek Geliştirme Çalışması</a></div><div class="wp-workCard_item"><span>Kastamonu Eğitim Dergisi</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu çalışmanın amacı öğretmen adaylarının dijital okur-yazarlık öz-yeterliliğini belirlemektir. Bu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu çalışmanın amacı öğretmen adaylarının dijital okur-yazarlık öz-yeterliliğini belirlemektir. Bu amaç doğrultusunda "Öğretmen Adaylarının Dijital Okuryazarlık Öz-yeterliliği Ölçeği (ÖADOÖÖ)" olarak adlandırılan likert tipi bir ölçek geliştirilmiştir. Çalışmanın örneklemini Ege Bölgesinde bir üniversitenin Eğitim Fakültesinde öğrenim gören toplam 334 öğretmen adayı oluşturmaktadır. Ölçeğin Cronbach-Alpha iç tutarlık katsayısı ise 0.961 bulunmuştur. Ölçek toplam varyansın %53' ünü açıklamaktadır. Açımlayıcı faktör analizi sonucu elde edilen dört faktörlü ölçeğin yapı geçerliliği doğrulayıcı faktör analiziyle test edilmiştir. Çalışma sonucunda öğretmen adaylarının dijital okur-yazarlık öz-yeterliliğini belirlemeye yönelik geçerli ve güvenilir ölçek geliştirilmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6de74990719826c0f54a6969c99113dc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94561978,"asset_id":91210543,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94561978/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91210543"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91210543"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91210543; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91210543]").text(description); $(".js-view-count[data-work-id=91210543]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91210543; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91210543']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91210543, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6de74990719826c0f54a6969c99113dc" } } $('.js-work-strip[data-work-id=91210543]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91210543,"title":"Öğretmen Adaylarının Dijital Okuryazarlık Öz-Yeterliliği Ölçek Geliştirme Çalışması","translated_title":"","metadata":{"publisher":"Kastamonu Egitim Dergisi","grobid_abstract":"Bu çalışmanın amacı öğretmen adaylarının dijital okur-yazarlık öz-yeterliliğini belirlemektir. 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Çalışma sonucunda öğretmen adaylarının dijital okur-yazarlık öz-yeterliliğini belirlemeye yönelik geçerli ve güvenilir ölçek geliştirilmiştir.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Kastamonu Eğitim Dergisi","grobid_abstract_attachment_id":94561978},"translated_abstract":null,"internal_url":"https://www.academia.edu/91210543/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Dijital_Okuryazarl%C4%B1k_%C3%96z_Yeterlili%C4%9Fi_%C3%96l%C3%A7ek_Geli%C5%9Ftirme_%C3%87al%C4%B1%C5%9Fmas%C4%B1","translated_internal_url":"","created_at":"2022-11-20T09:41:27.429-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":94561978,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/94561978/thumbnails/1.jpg","file_name":"530329.pdf","download_url":"https://www.academia.edu/attachments/94561978/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Ogretmen_Adaylarinin_Dijital_Okuryazarli.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94561978/530329-libre.pdf?1668967879=\u0026response-content-disposition=attachment%3B+filename%3DOgretmen_Adaylarinin_Dijital_Okuryazarli.pdf\u0026Expires=1734500109\u0026Signature=DlAeU17sy1yddGmjnwq6WKfUSso8-P7Dj7hJ87z0ZTxGbC~ANLuiEVw8-nLTo28uXohd4SqUu1gqeC6~Tozy33e8rmFI9GaaIcdFRLPPIithds9pptJ42MCn45ltjTCzODtxDKCX~RAm3wvuNMQUmOECngx1WaRjJqQyisXULxROBhsTb0BKbhUvJComrGoR6pwdIf-QpjBZgVS4LjP-vdASKX0VAFFaLOEX0a5jVSyMS4lgBS9Maj6UbqSCvrbbYNQlwDqbVnkkN1P6RLRj~nAtpM4VcpjIvKvD1oqPjEk3~AhQ8QDaqFBm0FhmV3aIcVos8Ax-HhV3IiWnhKPSLA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Öğretmen_Adaylarının_Dijital_Okuryazarlık_Öz_Yeterliliği_Ölçek_Geliştirme_Çalışması","translated_slug":"","page_count":10,"language":"tr","content_type":"Work","summary":"Bu çalışmanın amacı öğretmen adaylarının dijital okur-yazarlık öz-yeterliliğini belirlemektir. Bu amaç doğrultusunda \"Öğretmen Adaylarının Dijital Okuryazarlık Öz-yeterliliği Ölçeği (ÖADOÖÖ)\" olarak adlandırılan likert tipi bir ölçek geliştirilmiştir. Çalışmanın örneklemini Ege Bölgesinde bir üniversitenin Eğitim Fakültesinde öğrenim gören toplam 334 öğretmen adayı oluşturmaktadır. Ölçeğin Cronbach-Alpha iç tutarlık katsayısı ise 0.961 bulunmuştur. Ölçek toplam varyansın %53' ünü açıklamaktadır. Açımlayıcı faktör analizi sonucu elde edilen dört faktörlü ölçeğin yapı geçerliliği doğrulayıcı faktör analiziyle test edilmiştir. Çalışma sonucunda öğretmen adaylarının dijital okur-yazarlık öz-yeterliliğini belirlemeye yönelik geçerli ve güvenilir ölçek geliştirilmiştir.","owner":{"id":43712626,"first_name":"Gülçin","middle_initials":null,"last_name":"Karakuş","page_name":"GülçinKarakuş","domain_name":"independent","created_at":"2016-02-22T11:14:55.304-08:00","display_name":"Gülçin Karakuş","url":"https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F"},"attachments":[{"id":94561978,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/94561978/thumbnails/1.jpg","file_name":"530329.pdf","download_url":"https://www.academia.edu/attachments/94561978/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Ogretmen_Adaylarinin_Dijital_Okuryazarli.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94561978/530329-libre.pdf?1668967879=\u0026response-content-disposition=attachment%3B+filename%3DOgretmen_Adaylarinin_Dijital_Okuryazarli.pdf\u0026Expires=1734500109\u0026Signature=DlAeU17sy1yddGmjnwq6WKfUSso8-P7Dj7hJ87z0ZTxGbC~ANLuiEVw8-nLTo28uXohd4SqUu1gqeC6~Tozy33e8rmFI9GaaIcdFRLPPIithds9pptJ42MCn45ltjTCzODtxDKCX~RAm3wvuNMQUmOECngx1WaRjJqQyisXULxROBhsTb0BKbhUvJComrGoR6pwdIf-QpjBZgVS4LjP-vdASKX0VAFFaLOEX0a5jVSyMS4lgBS9Maj6UbqSCvrbbYNQlwDqbVnkkN1P6RLRj~nAtpM4VcpjIvKvD1oqPjEk3~AhQ8QDaqFBm0FhmV3aIcVos8Ax-HhV3IiWnhKPSLA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91210508"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91210508/The_Implementation_of_Cooperative_Problem_Solving_Rubric_Towards_Turkish_Fourth_Grade_Students"><img alt="Research paper thumbnail of The Implementation of Cooperative Problem-Solving Rubric Towards Turkish Fourth Grade Students" class="work-thumbnail" src="https://attachments.academia-assets.com/94561935/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91210508/The_Implementation_of_Cooperative_Problem_Solving_Rubric_Towards_Turkish_Fourth_Grade_Students">The Implementation of Cooperative Problem-Solving Rubric Towards Turkish Fourth Grade Students</a></div><div class="wp-workCard_item"><span>Mimbar Sekolah Dasar</span><span>, Jan 17, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aimed to develop an analytical rubric for teachers to observe and evaluate students' p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aimed to develop an analytical rubric for teachers to observe and evaluate students' performance in showcasing the cooperative problem-solving process. Thus, a rubric was prepared. Angles to evaluate the student performance were included and a quad rank scale was used in the rubric. Dimensions used in the rubric were based on the PISA 2015 cooperative problem-solving dimensions. The weighted kappa coefficient was calculated for reliability. The validity of the rubric was provided by taking into the opinions of experts. The dimensions used were; common understanding, communication, respect, solving problems together, discussion, and finding common solutions. The weighted kappa coefficient of the rubric was 660 on common understanding; 644 on communication; 835 on respect; 829 on solving problems together; 825 on discussion, and 822 on finding common solutions. Additionally, the rubric was validated by controlling the content, structure, and validity criteria. The results showed that the cooperative problem-solving rubric was reliable and valid to evaluate cooperative problem-solving skills. The rubric presented a comprehensive assessment and scoring for cooperative problem-solving skills.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="02d2ea41c2a55062cb1176dfa74a5598" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94561935,"asset_id":91210508,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94561935/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91210508"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91210508"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91210508; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91210508]").text(description); $(".js-view-count[data-work-id=91210508]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91210508; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91210508']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91210508, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "02d2ea41c2a55062cb1176dfa74a5598" } } $('.js-work-strip[data-work-id=91210508]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91210508,"title":"The Implementation of Cooperative Problem-Solving Rubric Towards Turkish Fourth Grade Students","translated_title":"","metadata":{"publisher":"Universitas Pendidikan Indonesia","grobid_abstract":"This study aimed to develop an analytical rubric for teachers to observe and evaluate students' performance in showcasing the cooperative problem-solving process. 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Thus, a rubric was prepared. Angles to evaluate the student performance were included and a quad rank scale was used in the rubric. Dimensions used in the rubric were based on the PISA 2015 cooperative problem-solving dimensions. The weighted kappa coefficient was calculated for reliability. The validity of the rubric was provided by taking into the opinions of experts. The dimensions used were; common understanding, communication, respect, solving problems together, discussion, and finding common solutions. The weighted kappa coefficient of the rubric was 660 on common understanding; 644 on communication; 835 on respect; 829 on solving problems together; 825 on discussion, and 822 on finding common solutions. Additionally, the rubric was validated by controlling the content, structure, and validity criteria. The results showed that the cooperative problem-solving rubric was reliable and valid to evaluate cooperative problem-solving skills. 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Çalışmada Ocak ve Karakuş (2018) tarafından geliştirilen "Öğretmen Adaylarının Dijital Okuryazarlık Öz-yeterliliği Ölçeği (ÖADOÖÖ)" olarak adlandırılan Cronbach-Alpha iç tutarlık sayısı 0. 961 olan likert tipi ölçek kullanılmıştır. Çalışmanın örneklemini Ege Bölgesinde bir üniversitede öğrenim gören 284 öğrenci oluşturmaktadır. Çalışmanın verileri 2018-2019 eğitim öğretim yılı güz döneminde elde edilmiştir. Çalışma sonucunda öğretmen adaylarının dijital okuryazarlık öz-yeterliklerinin yüksek olduğu, cinsiyetin bir alt boyutta etkili olduğu, anne baba eğitim durumunun etkili olmadığı, bilgisayar öğretmenliği bölümünün dijital okuryazarlık öz-yeterlik düzeyinin yüksek olduğu ve meslek liselerinden mezun olan öğretmen adaylarının dijital okuryazarlık öz-yeterlik düzeylerinin düşük olduğu sonucuna ulaşılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1c37f291a6507164ee79a57b26d37cf2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87692007,"asset_id":81758295,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87692007/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81758295"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81758295"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81758295; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81758295]").text(description); $(".js-view-count[data-work-id=81758295]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81758295; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81758295']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81758295, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1c37f291a6507164ee79a57b26d37cf2" } } $('.js-work-strip[data-work-id=81758295]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81758295,"title":"Öğretmen Adaylarının Dijital Okuryazarlık Öz-yeterlilik Becerilerinin Farklı Değişkenler Açısından İncelenmesi","translated_title":"","metadata":{"publisher":"Afyon Kocatepe Universitesi Sosyal Bilimler Dergisi","grobid_abstract":"Bu çalışmanın amacı öğretmen adaylarının dijital okur-yazarlık öz-yeterlilik becerilerini cinsiyet, öğrenim görmekte oldukları bölüm, anne ve baba eğitim durumu, mezun oldukları okul türü, bilgisayar erişim olanakları açısından incelemektir. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74050731"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74050731/Pre_Service_Teachers_Digital_Literacy_Self_Efficacy_Scale_Development"><img alt="Research paper thumbnail of Pre-Service Teachers’ Digital Literacy Self-Efficacy Scale Development" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74050731/Pre_Service_Teachers_Digital_Literacy_Self_Efficacy_Scale_Development">Pre-Service Teachers’ Digital Literacy Self-Efficacy Scale Development</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study is to determine the digital literacy self-efficacy level of pre-service...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study is to determine the digital literacy self-efficacy level of pre-service teachers. In accordance with this purpose, a likert type “Pre-service Teachers’ Digital Literacy Self-Efficacy Scale” was developed. The sample of this study consists of 334 pre-service teachers who are studying at education faculty of a university in the Aegean Region. The Cronbach-Alpha was found as 0.961. Total variance of 53% was explained. Confirmatory factor analysis was used to test the construct validity of the four – dimensional scale. 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As a result of the study, a valid and reliable scale was developed to determine the digital literacy self-efficacy level of pre-service teachers.","internal_url":"https://www.academia.edu/74050731/Pre_Service_Teachers_Digital_Literacy_Self_Efficacy_Scale_Development","translated_internal_url":"","created_at":"2022-03-19T00:05:50.749-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Pre_Service_Teachers_Digital_Literacy_Self_Efficacy_Scale_Development","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The purpose of this study is to determine the digital literacy self-efficacy level of pre-service teachers. In accordance with this purpose, a likert type “Pre-service Teachers’ Digital Literacy Self-Efficacy Scale” was developed. 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As a result of the study, a valid and reliable scale was developed to determine the digital literacy self-efficacy level of pre-service teachers.","owner":{"id":43712626,"first_name":"Gülçin","middle_initials":null,"last_name":"Karakuş","page_name":"GülçinKarakuş","domain_name":"independent","created_at":"2016-02-22T11:14:55.304-08:00","display_name":"Gülçin Karakuş","url":"https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74050730"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74050730/Peynir_Sevmeyen_%C3%87ocuklara_Oyunla%C5%9Ft%C4%B1rma_Klasik_Ko%C5%9Fullanma_ve_E%C5%9Fik_Y%C3%B6ntemi_Kullan%C4%B1larak_Peynir_Sevdirilmesi_Eylem_Ara%C5%9Ft%C4%B1rmas%C4%B1_"><img alt="Research paper thumbnail of Peynir Sevmeyen Çocuklara; Oyunlaştırma, Klasik Koşullanma ve Eşik Yöntemi Kullanılarak Peynir Sevdirilmesi (Eylem Araştırması)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74050730/Peynir_Sevmeyen_%C3%87ocuklara_Oyunla%C5%9Ft%C4%B1rma_Klasik_Ko%C5%9Fullanma_ve_E%C5%9Fik_Y%C3%B6ntemi_Kullan%C4%B1larak_Peynir_Sevdirilmesi_Eylem_Ara%C5%9Ft%C4%B1rmas%C4%B1_">Peynir Sevmeyen Çocuklara; Oyunlaştırma, Klasik Koşullanma ve Eşik Yöntemi Kullanılarak Peynir Sevdirilmesi (Eylem Araştırması)</a></div><div class="wp-workCard_item"><span>Eğitimde Eylem Araştırması ve Örnek Araştırmalar</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050730"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050730"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050730; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050730]").text(description); $(".js-view-count[data-work-id=74050730]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050730; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050730']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050730, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74050729"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74050729/%C3%96%C4%9Frenci_leri_n_Hazirbulunu%C5%9Fluk_D%C3%BCzeyleri_Ve_%C4%B0ngi_li_zce_Dersi_ne_Y%C3%B6neli_k_Tutumlari_Arasindaki_%C4%B0li_%C5%9Fki_ni_n_%C4%B0ncelenmesi_"><img alt="Research paper thumbnail of Öğrenci̇leri̇n Hazirbulunuşluk Düzeyleri̇ Ve İngi̇li̇zce Dersi̇ne Yöneli̇k Tutumlari Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74050729/%C3%96%C4%9Frenci_leri_n_Hazirbulunu%C5%9Fluk_D%C3%BCzeyleri_Ve_%C4%B0ngi_li_zce_Dersi_ne_Y%C3%B6neli_k_Tutumlari_Arasindaki_%C4%B0li_%C5%9Fki_ni_n_%C4%B0ncelenmesi_">Öğrenci̇leri̇n Hazirbulunuşluk Düzeyleri̇ Ve İngi̇li̇zce Dersi̇ne Yöneli̇k Tutumlari Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this study is to describe students’ readiness level and attitude and to find the relat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of this study is to describe students’ readiness level and attitude and to find the relationship between students’ readiness and attitudes towards English. It is also aimed to find if this relation differs according to gender and class level. Descriptive method is used in this study. The sample of this study consists of 106 students from 9th grade, 142 students from 10th grade and 50students from 11th grade. The total of the sample is 298. The study was carried out in a high school in Afyonkarahisar in academic year of 2012-2013. It was found that the relationship between students’ attitudes and readiness was positive.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050729"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050729"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050729; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050729]").text(description); $(".js-view-count[data-work-id=74050729]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050729; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050729']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050729, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=74050729]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74050729,"title":"Öğrenci̇leri̇n Hazirbulunuşluk Düzeyleri̇ Ve İngi̇li̇zce Dersi̇ne Yöneli̇k Tutumlari Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇","translated_title":"","metadata":{"abstract":"The aim of this study is to describe students’ readiness level and attitude and to find the relationship between students’ readiness and attitudes towards English. It is also aimed to find if this relation differs according to gender and class level. Descriptive method is used in this study. The sample of this study consists of 106 students from 9th grade, 142 students from 10th grade and 50students from 11th grade. The total of the sample is 298. The study was carried out in a high school in Afyonkarahisar in academic year of 2012-2013. It was found that the relationship between students’ attitudes and readiness was positive.","publication_date":{"day":null,"month":null,"year":2014,"errors":{}}},"translated_abstract":"The aim of this study is to describe students’ readiness level and attitude and to find the relationship between students’ readiness and attitudes towards English. It is also aimed to find if this relation differs according to gender and class level. Descriptive method is used in this study. The sample of this study consists of 106 students from 9th grade, 142 students from 10th grade and 50students from 11th grade. The total of the sample is 298. The study was carried out in a high school in Afyonkarahisar in academic year of 2012-2013. It was found that the relationship between students’ attitudes and readiness was positive.","internal_url":"https://www.academia.edu/74050729/%C3%96%C4%9Frenci_leri_n_Hazirbulunu%C5%9Fluk_D%C3%BCzeyleri_Ve_%C4%B0ngi_li_zce_Dersi_ne_Y%C3%B6neli_k_Tutumlari_Arasindaki_%C4%B0li_%C5%9Fki_ni_n_%C4%B0ncelenmesi_","translated_internal_url":"","created_at":"2022-03-19T00:05:50.512-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Öğrenci_leri_n_Hazirbulunuşluk_Düzeyleri_Ve_İngi_li_zce_Dersi_ne_Yöneli_k_Tutumlari_Arasindaki_İli_şki_ni_n_İncelenmesi_","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The aim of this study is to describe students’ readiness level and attitude and to find the relationship between students’ readiness and attitudes towards English. It is also aimed to find if this relation differs according to gender and class level. Descriptive method is used in this study. The sample of this study consists of 106 students from 9th grade, 142 students from 10th grade and 50students from 11th grade. The total of the sample is 298. The study was carried out in a high school in Afyonkarahisar in academic year of 2012-2013. It was found that the relationship between students’ attitudes and readiness was positive.","owner":{"id":43712626,"first_name":"Gülçin","middle_initials":null,"last_name":"Karakuş","page_name":"GülçinKarakuş","domain_name":"independent","created_at":"2016-02-22T11:14:55.304-08:00","display_name":"Gülçin Karakuş","url":"https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74050728"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74050728/Solutions_for_barriers_in_curriculum_implementation"><img alt="Research paper thumbnail of Solutions for barriers in curriculum implementation" class="work-thumbnail" src="https://attachments.academia-assets.com/82343666/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74050728/Solutions_for_barriers_in_curriculum_implementation">Solutions for barriers in curriculum implementation</a></div><div class="wp-workCard_item"><span>African Educational Research Journal</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Achieving the desired level through education in society, conducting a planned and effective trai...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Achieving the desired level through education in society, conducting a planned and effective training in schools, reaching determined educational objectivities depend on the elimination of problems in an educational environment. Research often focuses on problems experienced in education, shortcomings, and responsibilities of schools and educators. Although schools constantly make curriculum changes to be more successful in education, these changes and reforms, which are not fully understood and internalized by teachers, often remain only written documents that are tried to be adapted with half practices. For this reason, it is necessary to minimize the problems and increase efficiency in education by producing permanent solutions. As a result, in this study, the roles of teachers in the curriculum implementation process are presented. And the effects of their differences, ideas and beliefs, are underlined as well. Moreover, examples of problems and some solution suggestions about c...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ac160ad9ec0c340dba6fa24667e5ce5e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82343666,"asset_id":74050728,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82343666/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050728"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050728"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050728; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050728]").text(description); $(".js-view-count[data-work-id=74050728]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050728; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050728']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050728, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ac160ad9ec0c340dba6fa24667e5ce5e" } } $('.js-work-strip[data-work-id=74050728]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74050728,"title":"Solutions for barriers in curriculum implementation","translated_title":"","metadata":{"abstract":"Achieving the desired level through education in society, conducting a planned and effective training in schools, reaching determined educational objectivities depend on the elimination of problems in an educational environment. Research often focuses on problems experienced in education, shortcomings, and responsibilities of schools and educators. Although schools constantly make curriculum changes to be more successful in education, these changes and reforms, which are not fully understood and internalized by teachers, often remain only written documents that are tried to be adapted with half practices. For this reason, it is necessary to minimize the problems and increase efficiency in education by producing permanent solutions. As a result, in this study, the roles of teachers in the curriculum implementation process are presented. And the effects of their differences, ideas and beliefs, are underlined as well. Moreover, examples of problems and some solution suggestions about c...","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"African Educational Research Journal"},"translated_abstract":"Achieving the desired level through education in society, conducting a planned and effective training in schools, reaching determined educational objectivities depend on the elimination of problems in an educational environment. Research often focuses on problems experienced in education, shortcomings, and responsibilities of schools and educators. Although schools constantly make curriculum changes to be more successful in education, these changes and reforms, which are not fully understood and internalized by teachers, often remain only written documents that are tried to be adapted with half practices. For this reason, it is necessary to minimize the problems and increase efficiency in education by producing permanent solutions. 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The application scale of the discussion ability was developed in the direction of the pre-service teachers. The scale is likert-type comprising of 57 items. The validity and reliability of the scale is done on the data gained from 200 students elected by the method of coincidental exemplification amount of the sophomore students. As a result of the factorial validity of the scale, items change between 0.59 and 0.76 and that the KMO Kaiser-Meyer-Olkin value is 0.867 and the value of (Cronbach alpha) calculated for reliability study is 0.865. Findings related to the studies of validity and reliability show that the scale has a valid and reliable form.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e230450f341a02e331092a7032527a18" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82343686,"asset_id":74050727,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82343686/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050727"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050727"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050727; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050727]").text(description); $(".js-view-count[data-work-id=74050727]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050727; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050727']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050727, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e230450f341a02e331092a7032527a18" } } $('.js-work-strip[data-work-id=74050727]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74050727,"title":"Öğretmen Adaylarının Tartışma Becerilerine İlişkin Tutum Ölçeği: Bir Ölçek Geliştirme Çalışması","translated_title":"","metadata":{"abstract":"In this study, developing a scale to measure the attitudes towards the discussion ability of pre-service teachers indented. The application scale of the discussion ability was developed in the direction of the pre-service teachers. The scale is likert-type comprising of 57 items. The validity and reliability of the scale is done on the data gained from 200 students elected by the method of coincidental exemplification amount of the sophomore students. As a result of the factorial validity of the scale, items change between 0.59 and 0.76 and that the KMO Kaiser-Meyer-Olkin value is 0.867 and the value of (Cronbach alpha) calculated for reliability study is 0.865. Findings related to the studies of validity and reliability show that the scale has a valid and reliable form.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}}},"translated_abstract":"In this study, developing a scale to measure the attitudes towards the discussion ability of pre-service teachers indented. The application scale of the discussion ability was developed in the direction of the pre-service teachers. The scale is likert-type comprising of 57 items. The validity and reliability of the scale is done on the data gained from 200 students elected by the method of coincidental exemplification amount of the sophomore students. As a result of the factorial validity of the scale, items change between 0.59 and 0.76 and that the KMO Kaiser-Meyer-Olkin value is 0.867 and the value of (Cronbach alpha) calculated for reliability study is 0.865. Findings related to the studies of validity and reliability show that the scale has a valid and reliable form.","internal_url":"https://www.academia.edu/74050727/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Tart%C4%B1%C5%9Fma_Becerilerine_%C4%B0li%C5%9Fkin_Tutum_%C3%96l%C3%A7e%C4%9Fi_Bir_%C3%96l%C3%A7ek_Geli%C5%9Ftirme_%C3%87al%C4%B1%C5%9Fmas%C4%B1","translated_internal_url":"","created_at":"2022-03-19T00:05:50.199-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":82343686,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/82343686/thumbnails/1.jpg","file_name":"keg.pdf","download_url":"https://www.academia.edu/attachments/82343686/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Ogretmen_Adaylarinin_Tartisma_Becerileri.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/82343686/keg-libre.pdf?1647676319=\u0026response-content-disposition=attachment%3B+filename%3DOgretmen_Adaylarinin_Tartisma_Becerileri.pdf\u0026Expires=1734500109\u0026Signature=bVZDbdrFPY15aj-AEqzOhCP8ZNDIfnNtpTP08TCv1XAIWfgadlqa~U~XihoQtSsh0FFxd5T9yz0P7zGofI~k~2r1m2gPyYm8MyxylrJjJR-VrEp-EN7bl-9e7r1N2M0jFUhowsz9B6KaC4v-ZG4RbPSr-aAbwj-z0sQ5kDd0tMR5SSRFB-9S9dDgizsss7jCWqk22Q5Uwrk7XGpKA-KuE7afZPGA7BDF2yM9yoxzgJ-Q87PPQUbh9uvb46ud63LJaGjVOmuc5FDICdD1MSZAvx1328sxAaRJUKQUZWT4vRYXr9jv~nPxumSlERGG6x4Ga3G-QQ7hXqsdjL94eeQWnw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Öğretmen_Adaylarının_Tartışma_Becerilerine_İlişkin_Tutum_Ölçeği_Bir_Ölçek_Geliştirme_Çalışması","translated_slug":"","page_count":20,"language":"tr","content_type":"Work","summary":"In this study, developing a scale to measure the attitudes towards the discussion ability of pre-service teachers indented. 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Considering the criteria of this study as a result of the preliminary examination, 39 articles were excluded and 72 articles were included in this review study. Descriptive and content analysis methods were used to analyze included studies. With content analysis, studies were examined and codes were determined about curriculum implementation problems. The researcher and a co-observer studied together to confirm codes. As a result, curriculum implementation problems were presented in four headings, curriculum implementation problems related to teacher, related to students, related to curriculum and related to schools. With this study, curriculum implementation problems can be determined and necessary measures can be taken by teachers, educators and administrators.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d34f9df1e390ce5d52391c072c29cd41" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82343688,"asset_id":74050726,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82343688/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050726"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050726"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050726; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050726]").text(description); $(".js-view-count[data-work-id=74050726]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050726; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050726']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050726, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d34f9df1e390ce5d52391c072c29cd41" } } $('.js-work-strip[data-work-id=74050726]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74050726,"title":"A Literary Review on Curriculum Implementation Problems","translated_title":"","metadata":{"abstract":"The aim of this study is to examine studies on curriculum implementation problems in literature and to compile some measures that can be taken to reduce these problems. Considering the criteria of this study as a result of the preliminary examination, 39 articles were excluded and 72 articles were included in this review study. Descriptive and content analysis methods were used to analyze included studies. With content analysis, studies were examined and codes were determined about curriculum implementation problems. The researcher and a co-observer studied together to confirm codes. As a result, curriculum implementation problems were presented in four headings, curriculum implementation problems related to teacher, related to students, related to curriculum and related to schools. With this study, curriculum implementation problems can be determined and necessary measures can be taken by teachers, educators and administrators.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}}},"translated_abstract":"The aim of this study is to examine studies on curriculum implementation problems in literature and to compile some measures that can be taken to reduce these problems. Considering the criteria of this study as a result of the preliminary examination, 39 articles were excluded and 72 articles were included in this review study. Descriptive and content analysis methods were used to analyze included studies. With content analysis, studies were examined and codes were determined about curriculum implementation problems. The researcher and a co-observer studied together to confirm codes. As a result, curriculum implementation problems were presented in four headings, curriculum implementation problems related to teacher, related to students, related to curriculum and related to schools. With this study, curriculum implementation problems can be determined and necessary measures can be taken by teachers, educators and administrators.","internal_url":"https://www.academia.edu/74050726/A_Literary_Review_on_Curriculum_Implementation_Problems","translated_internal_url":"","created_at":"2022-03-19T00:05:49.986-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":82343688,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/82343688/thumbnails/1.jpg","file_name":"3310.pdf","download_url":"https://www.academia.edu/attachments/82343688/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Literary_Review_on_Curriculum_Implemen.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/82343688/3310-libre.pdf?1647676326=\u0026response-content-disposition=attachment%3B+filename%3DA_Literary_Review_on_Curriculum_Implemen.pdf\u0026Expires=1734500109\u0026Signature=SAqE~83XKmN5VdxltoponDJoLV~uQ0w4O93RZmpiqMXci1fL6K4tA6uczN6uzRPoAwYB6BgSwnEhUDS69FJXCpJA6AhzNaofDkqfgr54hLGKiaeJAxkcKy2SL89aEU5d-UQWwf98oqnSzF3izi5y5YiiyD4LhTPZOKbx8zw-On1hunI6x9NL3OGxiXzX23p8JRRcmu1lBvx5fJlxiOADQSg0neF9jwwaWBd0lXNIyPayaEEJ1PP0Q40E9we2v~Ye187O0EvU62bfd08bdpUHj-1~pLaJGW0HfC9WoSifc0zEcC7MefaZipZuj-whNhMa2XE3AHQeDPK-zlMpMNvTeQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Literary_Review_on_Curriculum_Implementation_Problems","translated_slug":"","page_count":20,"language":"en","content_type":"Work","summary":"The aim of this study is to examine studies on curriculum implementation problems in literature and to compile some measures that can be taken to reduce these problems. Considering the criteria of this study as a result of the preliminary examination, 39 articles were excluded and 72 articles were included in this review study. Descriptive and content analysis methods were used to analyze included studies. With content analysis, studies were examined and codes were determined about curriculum implementation problems. The researcher and a co-observer studied together to confirm codes. As a result, curriculum implementation problems were presented in four headings, curriculum implementation problems related to teacher, related to students, related to curriculum and related to schools. 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Bu amacla isbirlikli problem cozme alaninda yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 57 adet makale ve 14 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari, sure ve degisken ozellikleri incelenerek siniflandirilmis ve analiz edilmistir. Teorik calismalarin betimsel ozellikleri temel onermeleri dogrultusunda sunulmustur. Elde edilen bulgular sekil, grafik, frekans ve yuzdeler ile sunulmustur. Calisma sonunda yapilan arastirmalarin cogunlugunun makale turunde oldugu, yurt disinda daha fazla calisma yapildigi, nicel arastirmalarin nitel arastirmalardan...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050725"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050725"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050725; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050725]").text(description); $(".js-view-count[data-work-id=74050725]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050725; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050725']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050725, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=74050725]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74050725,"title":"İşbirlikli Problem Çözme Alanında Yapılan Çalışmaların Meta Değerlendirmesi","translated_title":"","metadata":{"abstract":"Bu calismanin amaci isbirlikli problem cozme alaninda literaturde yer alan calismalari degerlendirmektir. 71 adet arastirma bu calismada degerlendirilmistir. Bu amacla isbirlikli problem cozme alaninda yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 57 adet makale ve 14 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari, sure ve degisken ozellikleri incelenerek siniflandirilmis ve analiz edilmistir. Teorik calismalarin betimsel ozellikleri temel onermeleri dogrultusunda sunulmustur. Elde edilen bulgular sekil, grafik, frekans ve yuzdeler ile sunulmustur. Calisma sonunda yapilan arastirmalarin cogunlugunun makale turunde oldugu, yurt disinda daha fazla calisma yapildigi, nicel arastirmalarin nitel arastirmalardan...","publication_date":{"day":null,"month":null,"year":2020,"errors":{}}},"translated_abstract":"Bu calismanin amaci isbirlikli problem cozme alaninda literaturde yer alan calismalari degerlendirmektir. 71 adet arastirma bu calismada degerlendirilmistir. Bu amacla isbirlikli problem cozme alaninda yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 57 adet makale ve 14 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari, sure ve degisken ozellikleri incelenerek siniflandirilmis ve analiz edilmistir. Teorik calismalarin betimsel ozellikleri temel onermeleri dogrultusunda sunulmustur. Elde edilen bulgular sekil, grafik, frekans ve yuzdeler ile sunulmustur. Calisma sonunda yapilan arastirmalarin cogunlugunun makale turunde oldugu, yurt disinda daha fazla calisma yapildigi, nicel arastirmalarin nitel arastirmalardan...","internal_url":"https://www.academia.edu/74050725/%C4%B0%C5%9Fbirlikli_Problem_%C3%87%C3%B6zme_Alan%C4%B1nda_Yap%C4%B1lan_%C3%87al%C4%B1%C5%9Fmalar%C4%B1n_Meta_De%C4%9Ferlendirmesi","translated_internal_url":"","created_at":"2022-03-19T00:05:49.876-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"İşbirlikli_Problem_Çözme_Alanında_Yapılan_Çalışmaların_Meta_Değerlendirmesi","translated_slug":"","page_count":null,"language":"tr","content_type":"Work","summary":"Bu calismanin amaci isbirlikli problem cozme alaninda literaturde yer alan calismalari degerlendirmektir. 71 adet arastirma bu calismada degerlendirilmistir. Bu amacla isbirlikli problem cozme alaninda yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 57 adet makale ve 14 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari, sure ve degisken ozellikleri incelenerek siniflandirilmis ve analiz edilmistir. Teorik calismalarin betimsel ozellikleri temel onermeleri dogrultusunda sunulmustur. Elde edilen bulgular sekil, grafik, frekans ve yuzdeler ile sunulmustur. Calisma sonunda yapilan arastirmalarin cogunlugunun makale turunde oldugu, yurt disinda daha fazla calisma yapildigi, nicel arastirmalarin nitel arastirmalardan...","owner":{"id":43712626,"first_name":"Gülçin","middle_initials":null,"last_name":"Karakuş","page_name":"GülçinKarakuş","domain_name":"independent","created_at":"2016-02-22T11:14:55.304-08:00","display_name":"Gülçin Karakuş","url":"https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74050724"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74050724/Turizm_E%C4%9Fitiminde_%C4%B0ngilizce_%C3%96%C4%9Fretimine_Y%C3%B6nelik_Yap%C4%B1lan_%C3%87al%C4%B1%C5%9Fmalar%C4%B1n_De%C4%9Ferlendirilmesi"><img alt="Research paper thumbnail of Turizm Eğitiminde İngilizce Öğretimine Yönelik Yapılan Çalışmaların Değerlendirilmesi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74050724/Turizm_E%C4%9Fitiminde_%C4%B0ngilizce_%C3%96%C4%9Fretimine_Y%C3%B6nelik_Yap%C4%B1lan_%C3%87al%C4%B1%C5%9Fmalar%C4%B1n_De%C4%9Ferlendirilmesi">Turizm Eğitiminde İngilizce Öğretimine Yönelik Yapılan Çalışmaların Değerlendirilmesi</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu calismanin amaci turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalari degerlendi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu calismanin amaci turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalari degerlendirmektir. 62 adet arastirma bu calisma kapsaminda degerlendirilmistir. Turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 55 adet makale ve 7 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari ve degisken ozellikleri incelenerek siniflandirilmistir. Veriler betimsel olarak analiz edilmistir. Elde edilen sonuclar, turizm egitiminde Ingilizce ogretimine yonelik yapilan arastirmalarin son yillarda arttigini, cogunlukla makale seklinde calismalara yer verildigini, bu calismalarin buyuk bolumunun yurt disinda yapildigini, deneysel arastirmalara ve dokuman analizine agirlik verild...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050724"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050724"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050724; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050724]").text(description); $(".js-view-count[data-work-id=74050724]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050724; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050724']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050724, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=74050724]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74050724,"title":"Turizm Eğitiminde İngilizce Öğretimine Yönelik Yapılan Çalışmaların Değerlendirilmesi","translated_title":"","metadata":{"abstract":"Bu calismanin amaci turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalari degerlendirmektir. 62 adet arastirma bu calisma kapsaminda degerlendirilmistir. Turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 55 adet makale ve 7 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari ve degisken ozellikleri incelenerek siniflandirilmistir. Veriler betimsel olarak analiz edilmistir. Elde edilen sonuclar, turizm egitiminde Ingilizce ogretimine yonelik yapilan arastirmalarin son yillarda arttigini, cogunlukla makale seklinde calismalara yer verildigini, bu calismalarin buyuk bolumunun yurt disinda yapildigini, deneysel arastirmalara ve dokuman analizine agirlik verild...","publication_date":{"day":null,"month":null,"year":2020,"errors":{}}},"translated_abstract":"Bu calismanin amaci turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalari degerlendirmektir. 62 adet arastirma bu calisma kapsaminda degerlendirilmistir. Turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 55 adet makale ve 7 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari ve degisken ozellikleri incelenerek siniflandirilmistir. Veriler betimsel olarak analiz edilmistir. Elde edilen sonuclar, turizm egitiminde Ingilizce ogretimine yonelik yapilan arastirmalarin son yillarda arttigini, cogunlukla makale seklinde calismalara yer verildigini, bu calismalarin buyuk bolumunun yurt disinda yapildigini, deneysel arastirmalara ve dokuman analizine agirlik verild...","internal_url":"https://www.academia.edu/74050724/Turizm_E%C4%9Fitiminde_%C4%B0ngilizce_%C3%96%C4%9Fretimine_Y%C3%B6nelik_Yap%C4%B1lan_%C3%87al%C4%B1%C5%9Fmalar%C4%B1n_De%C4%9Ferlendirilmesi","translated_internal_url":"","created_at":"2022-03-19T00:05:49.767-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Turizm_Eğitiminde_İngilizce_Öğretimine_Yönelik_Yapılan_Çalışmaların_Değerlendirilmesi","translated_slug":"","page_count":null,"language":"tr","content_type":"Work","summary":"Bu calismanin amaci turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalari degerlendirmektir. 62 adet arastirma bu calisma kapsaminda degerlendirilmistir. Turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 55 adet makale ve 7 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari ve degisken ozellikleri incelenerek siniflandirilmistir. Veriler betimsel olarak analiz edilmistir. Elde edilen sonuclar, turizm egitiminde Ingilizce ogretimine yonelik yapilan arastirmalarin son yillarda arttigini, cogunlukla makale seklinde calismalara yer verildigini, bu calismalarin buyuk bolumunun yurt disinda yapildigini, deneysel arastirmalara ve dokuman analizine agirlik verild...","owner":{"id":43712626,"first_name":"Gülçin","middle_initials":null,"last_name":"Karakuş","page_name":"GülçinKarakuş","domain_name":"independent","created_at":"2016-02-22T11:14:55.304-08:00","display_name":"Gülçin Karakuş","url":"https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74050723"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74050723/%C3%96%C4%9Fretmen_Adaylarinin_Tarti%C5%9Fma_Beceri_leri_ne_Y%C3%B6neli_k_Tutumlari"><img alt="Research paper thumbnail of Öğretmen Adaylarinin Tartişma Beceri̇leri̇ne Yöneli̇k Tutumlari" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74050723/%C3%96%C4%9Fretmen_Adaylarinin_Tarti%C5%9Fma_Beceri_leri_ne_Y%C3%B6neli_k_Tutumlari">Öğretmen Adaylarinin Tartişma Beceri̇leri̇ne Yöneli̇k Tutumlari</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu calismanin amaci, ogretmen adaylarinin tartisma becerilerine yonelik tutumlarini belirleyerek ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu calismanin amaci, ogretmen adaylarinin tartisma becerilerine yonelik tutumlarini belirleyerek bazi degiskenlerin bu tutumlar uzerindeki etkilerini incelemektir. Bu amac dogrultusunda arastirmanin orneklemini Afyon Kocatepe Universitesi Egitim Fakultesi son sinifinda ogrenim goren 297 ogretmen adayi olusturmaktadir. Arastirmada veriler Tartismaya Yonelik Tutum Olcegi ile toplanmistir. Bu olcek; 5’li likert tipinde 20 maddeden olusan tutum olcegidir. Elde edilen veriler cinsiyet, bolum, anne-baba egitim durumu ve mezun olunan okul turu acisindan Mann-Whitney U ve Kruskal Wallis H-Test kullanilarak analiz edilmistir. Elde edilen sonuclar ogretmen adaylarinin tartismaya yonelik tutumlarinda cinsiyetin, mezun olduklari okul turunun ve okumakta olduklari bolumun etkisi oldugunu, anne baba egitim durumlarinin ise etkili olmadigini gostermektedir</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050723"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050723"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050723; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050723]").text(description); $(".js-view-count[data-work-id=74050723]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050723; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050723']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050723, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=74050723]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74050723,"title":"Öğretmen Adaylarinin Tartişma Beceri̇leri̇ne Yöneli̇k Tutumlari","translated_title":"","metadata":{"abstract":"Bu calismanin amaci, ogretmen adaylarinin tartisma becerilerine yonelik tutumlarini belirleyerek bazi degiskenlerin bu tutumlar uzerindeki etkilerini incelemektir. Bu amac dogrultusunda arastirmanin orneklemini Afyon Kocatepe Universitesi Egitim Fakultesi son sinifinda ogrenim goren 297 ogretmen adayi olusturmaktadir. Arastirmada veriler Tartismaya Yonelik Tutum Olcegi ile toplanmistir. Bu olcek; 5’li likert tipinde 20 maddeden olusan tutum olcegidir. Elde edilen veriler cinsiyet, bolum, anne-baba egitim durumu ve mezun olunan okul turu acisindan Mann-Whitney U ve Kruskal Wallis H-Test kullanilarak analiz edilmistir. Elde edilen sonuclar ogretmen adaylarinin tartismaya yonelik tutumlarinda cinsiyetin, mezun olduklari okul turunun ve okumakta olduklari bolumun etkisi oldugunu, anne baba egitim durumlarinin ise etkili olmadigini gostermektedir","publication_date":{"day":null,"month":null,"year":2015,"errors":{}}},"translated_abstract":"Bu calismanin amaci, ogretmen adaylarinin tartisma becerilerine yonelik tutumlarini belirleyerek bazi degiskenlerin bu tutumlar uzerindeki etkilerini incelemektir. Bu amac dogrultusunda arastirmanin orneklemini Afyon Kocatepe Universitesi Egitim Fakultesi son sinifinda ogrenim goren 297 ogretmen adayi olusturmaktadir. Arastirmada veriler Tartismaya Yonelik Tutum Olcegi ile toplanmistir. Bu olcek; 5’li likert tipinde 20 maddeden olusan tutum olcegidir. Elde edilen veriler cinsiyet, bolum, anne-baba egitim durumu ve mezun olunan okul turu acisindan Mann-Whitney U ve Kruskal Wallis H-Test kullanilarak analiz edilmistir. Elde edilen sonuclar ogretmen adaylarinin tartismaya yonelik tutumlarinda cinsiyetin, mezun olduklari okul turunun ve okumakta olduklari bolumun etkisi oldugunu, anne baba egitim durumlarinin ise etkili olmadigini gostermektedir","internal_url":"https://www.academia.edu/74050723/%C3%96%C4%9Fretmen_Adaylarinin_Tarti%C5%9Fma_Beceri_leri_ne_Y%C3%B6neli_k_Tutumlari","translated_internal_url":"","created_at":"2022-03-19T00:05:49.657-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Öğretmen_Adaylarinin_Tartişma_Beceri_leri_ne_Yöneli_k_Tutumlari","translated_slug":"","page_count":null,"language":"tr","content_type":"Work","summary":"Bu calismanin amaci, ogretmen adaylarinin tartisma becerilerine yonelik tutumlarini belirleyerek bazi degiskenlerin bu tutumlar uzerindeki etkilerini incelemektir. Bu amac dogrultusunda arastirmanin orneklemini Afyon Kocatepe Universitesi Egitim Fakultesi son sinifinda ogrenim goren 297 ogretmen adayi olusturmaktadir. Arastirmada veriler Tartismaya Yonelik Tutum Olcegi ile toplanmistir. Bu olcek; 5’li likert tipinde 20 maddeden olusan tutum olcegidir. Elde edilen veriler cinsiyet, bolum, anne-baba egitim durumu ve mezun olunan okul turu acisindan Mann-Whitney U ve Kruskal Wallis H-Test kullanilarak analiz edilmistir. Elde edilen sonuclar ogretmen adaylarinin tartismaya yonelik tutumlarinda cinsiyetin, mezun olduklari okul turunun ve okumakta olduklari bolumun etkisi oldugunu, anne baba egitim durumlarinin ise etkili olmadigini gostermektedir","owner":{"id":43712626,"first_name":"Gülçin","middle_initials":null,"last_name":"Karakuş","page_name":"GülçinKarakuş","domain_name":"independent","created_at":"2016-02-22T11:14:55.304-08:00","display_name":"Gülçin Karakuş","url":"https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="14340583" id="papers"><div class="js-work-strip profile--work_container" data-work-id="97715211"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97715211/Bilimsel_Roman_Okuman%C4%B1n_%C3%96%C4%9Frencilerin_Bilimsel_Tutumuna_Etkisi"><img alt="Research paper thumbnail of Bilimsel Roman Okumanın Öğrencilerin Bilimsel Tutumuna Etkisi" class="work-thumbnail" src="https://attachments.academia-assets.com/99262180/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97715211/Bilimsel_Roman_Okuman%C4%B1n_%C3%96%C4%9Frencilerin_Bilimsel_Tutumuna_Etkisi">Bilimsel Roman Okumanın Öğrencilerin Bilimsel Tutumuna Etkisi</a></div><div class="wp-workCard_item"><span>Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose of this study is to examine the effects of reading scientific novels on students' scienti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose of this study is to examine the effects of reading scientific novels on students' scientific attitude. 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The sample of this study consists of 103 academicians from various universities. A survey model was used. The data collection tools were the “Coronavirus Anxiety Scale” to measure anxiety caused by COVID-19 and the “Academicians Digitalisation Scale” to determine academicians’ digitalisation. Results indicated that while there was a significant difference in academicians’ COVID-19 anxiety and digitalisation regarding different variables, there was no relationship between their COVID-19 anxiety and digitalisation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="32a15b2740454e2893ac40cc27838d04" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99262145,"asset_id":97715209,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99262145/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97715209"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97715209"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97715209; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97715209]").text(description); $(".js-view-count[data-work-id=97715209]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97715209; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97715209']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 97715209, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "32a15b2740454e2893ac40cc27838d04" } } $('.js-work-strip[data-work-id=97715209]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97715209,"title":"Examining academicians’ COVID-19 anxiety and digitalisation in terms of different variables","translated_title":"","metadata":{"abstract":"This study examines academicians’ COVID-19 anxiety and digitalisation regarding different variables. 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Results indicated that while there was a significant difference in academicians’ COVID-19 anxiety and digitalisation regarding different variables, there was no relationship between their COVID-19 anxiety and digitalisation.","internal_url":"https://www.academia.edu/97715209/Examining_academicians_COVID_19_anxiety_and_digitalisation_in_terms_of_different_variables","translated_internal_url":"","created_at":"2023-02-28T19:34:44.773-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":99262145,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99262145/thumbnails/1.jpg","file_name":"eurodl-2022-0005.pdf","download_url":"https://www.academia.edu/attachments/99262145/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Examining_academicians_COVID_19_anxiety.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99262145/eurodl-2022-0005-libre.pdf?1677650758=\u0026response-content-disposition=attachment%3B+filename%3DExamining_academicians_COVID_19_anxiety.pdf\u0026Expires=1734500109\u0026Signature=KlbSdfUDZtTKegrbURxg9KjnOCpDQYX7QvwyCqeop7-FITSSZUkmCSiYyWF310DfMKSYoXFNr4E9sfOMv7a7vh2qvzOlWJEcsDhgXzmEZJu2br7ftLrYrYYbiS91B9OKDw5pth~cP2XTur8bv4h8hbRJQR8L~FQA6n6ATL-viER~VkXQGKEUidLuPnjBbkMFKDSe4bQ4JSg7kuwogwpn1AS3RxQ7HjY0Ypq3upY~c2BSJT5kLpZKW~WWmPdBvV6OPp0dtuB1vG0J59jNgLKZdZ-zukvFL1qdX9MoAih0DKy22lHR3vhbJDUDy-6zyUzvOq7TR6Ex9h7ZFAQxZzLk1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Examining_academicians_COVID_19_anxiety_and_digitalisation_in_terms_of_different_variables","translated_slug":"","page_count":20,"language":"en","content_type":"Work","summary":"This study examines academicians’ COVID-19 anxiety and digitalisation regarding different variables. The sample of this study consists of 103 academicians from various universities. A survey model was used. The data collection tools were the “Coronavirus Anxiety Scale” to measure anxiety caused by COVID-19 and the “Academicians Digitalisation Scale” to determine academicians’ digitalisation. Results indicated that while there was a significant difference in academicians’ COVID-19 anxiety and digitalisation regarding different variables, there was no relationship between their COVID-19 anxiety and digitalisation.","owner":{"id":43712626,"first_name":"Gülçin","middle_initials":null,"last_name":"Karakuş","page_name":"GülçinKarakuş","domain_name":"independent","created_at":"2016-02-22T11:14:55.304-08:00","display_name":"Gülçin Karakuş","url":"https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F"},"attachments":[{"id":99262145,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99262145/thumbnails/1.jpg","file_name":"eurodl-2022-0005.pdf","download_url":"https://www.academia.edu/attachments/99262145/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Examining_academicians_COVID_19_anxiety.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99262145/eurodl-2022-0005-libre.pdf?1677650758=\u0026response-content-disposition=attachment%3B+filename%3DExamining_academicians_COVID_19_anxiety.pdf\u0026Expires=1734500109\u0026Signature=KlbSdfUDZtTKegrbURxg9KjnOCpDQYX7QvwyCqeop7-FITSSZUkmCSiYyWF310DfMKSYoXFNr4E9sfOMv7a7vh2qvzOlWJEcsDhgXzmEZJu2br7ftLrYrYYbiS91B9OKDw5pth~cP2XTur8bv4h8hbRJQR8L~FQA6n6ATL-viER~VkXQGKEUidLuPnjBbkMFKDSe4bQ4JSg7kuwogwpn1AS3RxQ7HjY0Ypq3upY~c2BSJT5kLpZKW~WWmPdBvV6OPp0dtuB1vG0J59jNgLKZdZ-zukvFL1qdX9MoAih0DKy22lHR3vhbJDUDy-6zyUzvOq7TR6Ex9h7ZFAQxZzLk1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":38676,"name":"Anxiety","url":"https://www.academia.edu/Documents/in/Anxiety"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":395704,"name":"Communication and media Studies","url":"https://www.academia.edu/Documents/in/Communication_and_media_Studies"},{"id":623821,"name":"ANXIETY","url":"https://www.academia.edu/Documents/in/ANXIETY-1"},{"id":3686510,"name":"Coronavirus Disease 2019 (COVID-19)","url":"https://www.academia.edu/Documents/in/Coronavirus_Disease_2019_COVID-19_"}],"urls":[{"id":29379350,"url":"https://www.sciendo.com/pdf/10.2478/eurodl-2022-0005"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91210650"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91210650/Investigating_the_relationship_between_anxiety_levels_and_learning_approaches_among_pre_service_teachers_p_%C3%96%C4%9Fretmen_adaylar%C4%B1n%C4%B1n_%C3%B6%C4%9Frenme_yakla%C5%9F%C4%B1mlar%C4%B1_ile_kayg%C4%B1_d%C3%BCzeyleri_aras%C4%B1ndaki_ili%C5%9Fkinin_incelenmesi"><img alt="Research paper thumbnail of Investigating the relationship between anxiety levels and learning approaches among pre-service teachers<p>Öğretmen adaylarının öğrenme yaklaşımları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/94561991/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91210650/Investigating_the_relationship_between_anxiety_levels_and_learning_approaches_among_pre_service_teachers_p_%C3%96%C4%9Fretmen_adaylar%C4%B1n%C4%B1n_%C3%B6%C4%9Frenme_yakla%C5%9F%C4%B1mlar%C4%B1_ile_kayg%C4%B1_d%C3%BCzeyleri_aras%C4%B1ndaki_ili%C5%9Fkinin_incelenmesi">Investigating the relationship between anxiety levels and learning approaches among pre-service teachers<p>Öğretmen adaylarının öğrenme yaklaşımları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi</a></div><div class="wp-workCard_item"><span>Journal of Human Sciences</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of the study is to identify the relationship between pre-service teachers’ anxiety le...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of the study is to identify the relationship between pre-service teachers’ anxiety levels and their learning approaches and try to find out if there is a statistically meaningful relationship between their learning approaches and anxiety levels in terms of their gender, field, accommodation and grade levels. The data of study have been gathered through the administration of two scales; Learning Approach Scale adopted to Turkish by Yılmaz and Orhan (2011) and Trait-State Anxiety Inventory adopted to Turkish by Öner and Le Compte (1998). The sample of study consists of 309 pre-service teachers at Afyon Kocatepe University. In the analysis of the data, descriptive statistics, t-test, ANOVA and Pearson Correlation were used. Findings of the study indicate that female pre-service teachers’ adopt surface learning approach, Science Education pre-service teachers adopt deep learning approach, pre-service teachers staying at dormitories and at home with a friend have higher trait...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0a61209f26eff718b83c27f8bdec9cf1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94561991,"asset_id":91210650,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94561991/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91210650"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91210650"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91210650; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91210650]").text(description); $(".js-view-count[data-work-id=91210650]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91210650; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91210650']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91210650, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0a61209f26eff718b83c27f8bdec9cf1" } } $('.js-work-strip[data-work-id=91210650]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91210650,"title":"Investigating the relationship between anxiety levels and learning approaches among pre-service teachers\u003cp\u003eÖğretmen adaylarının öğrenme yaklaşımları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi","translated_title":"","metadata":{"abstract":"The purpose of the study is to identify the relationship between pre-service teachers’ anxiety levels and their learning approaches and try to find out if there is a statistically meaningful relationship between their learning approaches and anxiety levels in terms of their gender, field, accommodation and grade levels. The data of study have been gathered through the administration of two scales; Learning Approach Scale adopted to Turkish by Yılmaz and Orhan (2011) and Trait-State Anxiety Inventory adopted to Turkish by Öner and Le Compte (1998). The sample of study consists of 309 pre-service teachers at Afyon Kocatepe University. In the analysis of the data, descriptive statistics, t-test, ANOVA and Pearson Correlation were used. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91210549"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91210549/A_Need_Analysis_Examining_Teachers_Point_of_Views_about_Cooperative_Problem_Solving"><img alt="Research paper thumbnail of A Need Analysis Examining Teachers’ Point of Views about Cooperative Problem Solving" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91210549/A_Need_Analysis_Examining_Teachers_Point_of_Views_about_Cooperative_Problem_Solving">A Need Analysis Examining Teachers’ Point of Views about Cooperative Problem Solving</a></div><div class="wp-workCard_item"><span>Manisa Celal Bayar üniversitesi eğitim fakültesi dergisi</span><span>, Dec 9, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91210549"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91210549"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91210549; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91210549]").text(description); $(".js-view-count[data-work-id=91210549]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91210549; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91210549']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91210549, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91210543"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91210543/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Dijital_Okuryazarl%C4%B1k_%C3%96z_Yeterlili%C4%9Fi_%C3%96l%C3%A7ek_Geli%C5%9Ftirme_%C3%87al%C4%B1%C5%9Fmas%C4%B1"><img alt="Research paper thumbnail of Öğretmen Adaylarının Dijital Okuryazarlık Öz-Yeterliliği Ölçek Geliştirme Çalışması" class="work-thumbnail" src="https://attachments.academia-assets.com/94561978/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91210543/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Dijital_Okuryazarl%C4%B1k_%C3%96z_Yeterlili%C4%9Fi_%C3%96l%C3%A7ek_Geli%C5%9Ftirme_%C3%87al%C4%B1%C5%9Fmas%C4%B1">Öğretmen Adaylarının Dijital Okuryazarlık Öz-Yeterliliği Ölçek Geliştirme Çalışması</a></div><div class="wp-workCard_item"><span>Kastamonu Eğitim Dergisi</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu çalışmanın amacı öğretmen adaylarının dijital okur-yazarlık öz-yeterliliğini belirlemektir. Bu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu çalışmanın amacı öğretmen adaylarının dijital okur-yazarlık öz-yeterliliğini belirlemektir. Bu amaç doğrultusunda "Öğretmen Adaylarının Dijital Okuryazarlık Öz-yeterliliği Ölçeği (ÖADOÖÖ)" olarak adlandırılan likert tipi bir ölçek geliştirilmiştir. Çalışmanın örneklemini Ege Bölgesinde bir üniversitenin Eğitim Fakültesinde öğrenim gören toplam 334 öğretmen adayı oluşturmaktadır. Ölçeğin Cronbach-Alpha iç tutarlık katsayısı ise 0.961 bulunmuştur. Ölçek toplam varyansın %53' ünü açıklamaktadır. Açımlayıcı faktör analizi sonucu elde edilen dört faktörlü ölçeğin yapı geçerliliği doğrulayıcı faktör analiziyle test edilmiştir. Çalışma sonucunda öğretmen adaylarının dijital okur-yazarlık öz-yeterliliğini belirlemeye yönelik geçerli ve güvenilir ölçek geliştirilmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6de74990719826c0f54a6969c99113dc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94561978,"asset_id":91210543,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94561978/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91210543"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91210543"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91210543; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91210543]").text(description); $(".js-view-count[data-work-id=91210543]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91210543; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91210543']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91210543, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6de74990719826c0f54a6969c99113dc" } } $('.js-work-strip[data-work-id=91210543]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91210543,"title":"Öğretmen Adaylarının Dijital Okuryazarlık Öz-Yeterliliği Ölçek Geliştirme Çalışması","translated_title":"","metadata":{"publisher":"Kastamonu Egitim Dergisi","grobid_abstract":"Bu çalışmanın amacı öğretmen adaylarının dijital okur-yazarlık öz-yeterliliğini belirlemektir. 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Çalışma sonucunda öğretmen adaylarının dijital okur-yazarlık öz-yeterliliğini belirlemeye yönelik geçerli ve güvenilir ölçek geliştirilmiştir.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Kastamonu Eğitim Dergisi","grobid_abstract_attachment_id":94561978},"translated_abstract":null,"internal_url":"https://www.academia.edu/91210543/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Dijital_Okuryazarl%C4%B1k_%C3%96z_Yeterlili%C4%9Fi_%C3%96l%C3%A7ek_Geli%C5%9Ftirme_%C3%87al%C4%B1%C5%9Fmas%C4%B1","translated_internal_url":"","created_at":"2022-11-20T09:41:27.429-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":94561978,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/94561978/thumbnails/1.jpg","file_name":"530329.pdf","download_url":"https://www.academia.edu/attachments/94561978/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Ogretmen_Adaylarinin_Dijital_Okuryazarli.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94561978/530329-libre.pdf?1668967879=\u0026response-content-disposition=attachment%3B+filename%3DOgretmen_Adaylarinin_Dijital_Okuryazarli.pdf\u0026Expires=1734500109\u0026Signature=DlAeU17sy1yddGmjnwq6WKfUSso8-P7Dj7hJ87z0ZTxGbC~ANLuiEVw8-nLTo28uXohd4SqUu1gqeC6~Tozy33e8rmFI9GaaIcdFRLPPIithds9pptJ42MCn45ltjTCzODtxDKCX~RAm3wvuNMQUmOECngx1WaRjJqQyisXULxROBhsTb0BKbhUvJComrGoR6pwdIf-QpjBZgVS4LjP-vdASKX0VAFFaLOEX0a5jVSyMS4lgBS9Maj6UbqSCvrbbYNQlwDqbVnkkN1P6RLRj~nAtpM4VcpjIvKvD1oqPjEk3~AhQ8QDaqFBm0FhmV3aIcVos8Ax-HhV3IiWnhKPSLA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Öğretmen_Adaylarının_Dijital_Okuryazarlık_Öz_Yeterliliği_Ölçek_Geliştirme_Çalışması","translated_slug":"","page_count":10,"language":"tr","content_type":"Work","summary":"Bu çalışmanın amacı öğretmen adaylarının dijital okur-yazarlık öz-yeterliliğini belirlemektir. 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Çalışma sonucunda öğretmen adaylarının dijital okur-yazarlık öz-yeterliliğini belirlemeye yönelik geçerli ve güvenilir ölçek geliştirilmiştir.","owner":{"id":43712626,"first_name":"Gülçin","middle_initials":null,"last_name":"Karakuş","page_name":"GülçinKarakuş","domain_name":"independent","created_at":"2016-02-22T11:14:55.304-08:00","display_name":"Gülçin Karakuş","url":"https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F"},"attachments":[{"id":94561978,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/94561978/thumbnails/1.jpg","file_name":"530329.pdf","download_url":"https://www.academia.edu/attachments/94561978/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Ogretmen_Adaylarinin_Dijital_Okuryazarli.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94561978/530329-libre.pdf?1668967879=\u0026response-content-disposition=attachment%3B+filename%3DOgretmen_Adaylarinin_Dijital_Okuryazarli.pdf\u0026Expires=1734500109\u0026Signature=DlAeU17sy1yddGmjnwq6WKfUSso8-P7Dj7hJ87z0ZTxGbC~ANLuiEVw8-nLTo28uXohd4SqUu1gqeC6~Tozy33e8rmFI9GaaIcdFRLPPIithds9pptJ42MCn45ltjTCzODtxDKCX~RAm3wvuNMQUmOECngx1WaRjJqQyisXULxROBhsTb0BKbhUvJComrGoR6pwdIf-QpjBZgVS4LjP-vdASKX0VAFFaLOEX0a5jVSyMS4lgBS9Maj6UbqSCvrbbYNQlwDqbVnkkN1P6RLRj~nAtpM4VcpjIvKvD1oqPjEk3~AhQ8QDaqFBm0FhmV3aIcVos8Ax-HhV3IiWnhKPSLA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91210508"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91210508/The_Implementation_of_Cooperative_Problem_Solving_Rubric_Towards_Turkish_Fourth_Grade_Students"><img alt="Research paper thumbnail of The Implementation of Cooperative Problem-Solving Rubric Towards Turkish Fourth Grade Students" class="work-thumbnail" src="https://attachments.academia-assets.com/94561935/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91210508/The_Implementation_of_Cooperative_Problem_Solving_Rubric_Towards_Turkish_Fourth_Grade_Students">The Implementation of Cooperative Problem-Solving Rubric Towards Turkish Fourth Grade Students</a></div><div class="wp-workCard_item"><span>Mimbar Sekolah Dasar</span><span>, Jan 17, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aimed to develop an analytical rubric for teachers to observe and evaluate students' p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aimed to develop an analytical rubric for teachers to observe and evaluate students' performance in showcasing the cooperative problem-solving process. Thus, a rubric was prepared. Angles to evaluate the student performance were included and a quad rank scale was used in the rubric. Dimensions used in the rubric were based on the PISA 2015 cooperative problem-solving dimensions. The weighted kappa coefficient was calculated for reliability. The validity of the rubric was provided by taking into the opinions of experts. The dimensions used were; common understanding, communication, respect, solving problems together, discussion, and finding common solutions. The weighted kappa coefficient of the rubric was 660 on common understanding; 644 on communication; 835 on respect; 829 on solving problems together; 825 on discussion, and 822 on finding common solutions. Additionally, the rubric was validated by controlling the content, structure, and validity criteria. The results showed that the cooperative problem-solving rubric was reliable and valid to evaluate cooperative problem-solving skills. The rubric presented a comprehensive assessment and scoring for cooperative problem-solving skills.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="02d2ea41c2a55062cb1176dfa74a5598" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94561935,"asset_id":91210508,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94561935/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91210508"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91210508"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91210508; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91210508]").text(description); $(".js-view-count[data-work-id=91210508]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91210508; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91210508']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91210508, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "02d2ea41c2a55062cb1176dfa74a5598" } } $('.js-work-strip[data-work-id=91210508]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91210508,"title":"The Implementation of Cooperative Problem-Solving Rubric Towards Turkish Fourth Grade Students","translated_title":"","metadata":{"publisher":"Universitas Pendidikan Indonesia","grobid_abstract":"This study aimed to develop an analytical rubric for teachers to observe and evaluate students' performance in showcasing the cooperative problem-solving process. 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Çalışmada Ocak ve Karakuş (2018) tarafından geliştirilen "Öğretmen Adaylarının Dijital Okuryazarlık Öz-yeterliliği Ölçeği (ÖADOÖÖ)" olarak adlandırılan Cronbach-Alpha iç tutarlık sayısı 0. 961 olan likert tipi ölçek kullanılmıştır. Çalışmanın örneklemini Ege Bölgesinde bir üniversitede öğrenim gören 284 öğrenci oluşturmaktadır. Çalışmanın verileri 2018-2019 eğitim öğretim yılı güz döneminde elde edilmiştir. Çalışma sonucunda öğretmen adaylarının dijital okuryazarlık öz-yeterliklerinin yüksek olduğu, cinsiyetin bir alt boyutta etkili olduğu, anne baba eğitim durumunun etkili olmadığı, bilgisayar öğretmenliği bölümünün dijital okuryazarlık öz-yeterlik düzeyinin yüksek olduğu ve meslek liselerinden mezun olan öğretmen adaylarının dijital okuryazarlık öz-yeterlik düzeylerinin düşük olduğu sonucuna ulaşılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1c37f291a6507164ee79a57b26d37cf2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87692007,"asset_id":81758295,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87692007/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81758295"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81758295"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81758295; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81758295]").text(description); $(".js-view-count[data-work-id=81758295]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81758295; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81758295']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81758295, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1c37f291a6507164ee79a57b26d37cf2" } } $('.js-work-strip[data-work-id=81758295]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81758295,"title":"Öğretmen Adaylarının Dijital Okuryazarlık Öz-yeterlilik Becerilerinin Farklı Değişkenler Açısından İncelenmesi","translated_title":"","metadata":{"publisher":"Afyon Kocatepe Universitesi Sosyal Bilimler Dergisi","grobid_abstract":"Bu çalışmanın amacı öğretmen adaylarının dijital okur-yazarlık öz-yeterlilik becerilerini cinsiyet, öğrenim görmekte oldukları bölüm, anne ve baba eğitim durumu, mezun oldukları okul türü, bilgisayar erişim olanakları açısından incelemektir. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74050732"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74050732/%C3%96%C4%9Fretmenlerin_Uzaktan_E%C4%9Fitime_Y%C3%B6nelik_Tutumlar%C4%B1_ve_Covid_19_Korkular%C4%B1n%C4%B1n_Farkl%C4%B1_De%C4%9Fi%C5%9Fkenler_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Öğretmenlerin Uzaktan Eğitime Yönelik Tutumları ve Covid 19 Korkularının Farklı Değişkenler Açısından İncelenmesi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74050732/%C3%96%C4%9Fretmenlerin_Uzaktan_E%C4%9Fitime_Y%C3%B6nelik_Tutumlar%C4%B1_ve_Covid_19_Korkular%C4%B1n%C4%B1n_Farkl%C4%B1_De%C4%9Fi%C5%9Fkenler_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi">Öğretmenlerin Uzaktan Eğitime Yönelik Tutumları ve Covid 19 Korkularının Farklı Değişkenler Açısından İncelenmesi</a></div><div class="wp-workCard_item"><span>Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050732"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050732"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050732; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74050731"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74050731/Pre_Service_Teachers_Digital_Literacy_Self_Efficacy_Scale_Development"><img alt="Research paper thumbnail of Pre-Service Teachers’ Digital Literacy Self-Efficacy Scale Development" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74050731/Pre_Service_Teachers_Digital_Literacy_Self_Efficacy_Scale_Development">Pre-Service Teachers’ Digital Literacy Self-Efficacy Scale Development</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study is to determine the digital literacy self-efficacy level of pre-service...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study is to determine the digital literacy self-efficacy level of pre-service teachers. In accordance with this purpose, a likert type “Pre-service Teachers’ Digital Literacy Self-Efficacy Scale” was developed. The sample of this study consists of 334 pre-service teachers who are studying at education faculty of a university in the Aegean Region. The Cronbach-Alpha was found as 0.961. Total variance of 53% was explained. Confirmatory factor analysis was used to test the construct validity of the four – dimensional scale. 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As a result of the study, a valid and reliable scale was developed to determine the digital literacy self-efficacy level of pre-service teachers.","internal_url":"https://www.academia.edu/74050731/Pre_Service_Teachers_Digital_Literacy_Self_Efficacy_Scale_Development","translated_internal_url":"","created_at":"2022-03-19T00:05:50.749-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Pre_Service_Teachers_Digital_Literacy_Self_Efficacy_Scale_Development","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The purpose of this study is to determine the digital literacy self-efficacy level of pre-service teachers. In accordance with this purpose, a likert type “Pre-service Teachers’ Digital Literacy Self-Efficacy Scale” was developed. 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As a result of the study, a valid and reliable scale was developed to determine the digital literacy self-efficacy level of pre-service teachers.","owner":{"id":43712626,"first_name":"Gülçin","middle_initials":null,"last_name":"Karakuş","page_name":"GülçinKarakuş","domain_name":"independent","created_at":"2016-02-22T11:14:55.304-08:00","display_name":"Gülçin Karakuş","url":"https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74050730"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74050730/Peynir_Sevmeyen_%C3%87ocuklara_Oyunla%C5%9Ft%C4%B1rma_Klasik_Ko%C5%9Fullanma_ve_E%C5%9Fik_Y%C3%B6ntemi_Kullan%C4%B1larak_Peynir_Sevdirilmesi_Eylem_Ara%C5%9Ft%C4%B1rmas%C4%B1_"><img alt="Research paper thumbnail of Peynir Sevmeyen Çocuklara; Oyunlaştırma, Klasik Koşullanma ve Eşik Yöntemi Kullanılarak Peynir Sevdirilmesi (Eylem Araştırması)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74050730/Peynir_Sevmeyen_%C3%87ocuklara_Oyunla%C5%9Ft%C4%B1rma_Klasik_Ko%C5%9Fullanma_ve_E%C5%9Fik_Y%C3%B6ntemi_Kullan%C4%B1larak_Peynir_Sevdirilmesi_Eylem_Ara%C5%9Ft%C4%B1rmas%C4%B1_">Peynir Sevmeyen Çocuklara; Oyunlaştırma, Klasik Koşullanma ve Eşik Yöntemi Kullanılarak Peynir Sevdirilmesi (Eylem Araştırması)</a></div><div class="wp-workCard_item"><span>Eğitimde Eylem Araştırması ve Örnek Araştırmalar</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050730"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050730"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050730; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050730]").text(description); $(".js-view-count[data-work-id=74050730]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050730; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050730']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050730, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74050729"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74050729/%C3%96%C4%9Frenci_leri_n_Hazirbulunu%C5%9Fluk_D%C3%BCzeyleri_Ve_%C4%B0ngi_li_zce_Dersi_ne_Y%C3%B6neli_k_Tutumlari_Arasindaki_%C4%B0li_%C5%9Fki_ni_n_%C4%B0ncelenmesi_"><img alt="Research paper thumbnail of Öğrenci̇leri̇n Hazirbulunuşluk Düzeyleri̇ Ve İngi̇li̇zce Dersi̇ne Yöneli̇k Tutumlari Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74050729/%C3%96%C4%9Frenci_leri_n_Hazirbulunu%C5%9Fluk_D%C3%BCzeyleri_Ve_%C4%B0ngi_li_zce_Dersi_ne_Y%C3%B6neli_k_Tutumlari_Arasindaki_%C4%B0li_%C5%9Fki_ni_n_%C4%B0ncelenmesi_">Öğrenci̇leri̇n Hazirbulunuşluk Düzeyleri̇ Ve İngi̇li̇zce Dersi̇ne Yöneli̇k Tutumlari Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this study is to describe students’ readiness level and attitude and to find the relat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of this study is to describe students’ readiness level and attitude and to find the relationship between students’ readiness and attitudes towards English. It is also aimed to find if this relation differs according to gender and class level. Descriptive method is used in this study. The sample of this study consists of 106 students from 9th grade, 142 students from 10th grade and 50students from 11th grade. The total of the sample is 298. The study was carried out in a high school in Afyonkarahisar in academic year of 2012-2013. It was found that the relationship between students’ attitudes and readiness was positive.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050729"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050729"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050729; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050729]").text(description); $(".js-view-count[data-work-id=74050729]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050729; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050729']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050729, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=74050729]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74050729,"title":"Öğrenci̇leri̇n Hazirbulunuşluk Düzeyleri̇ Ve İngi̇li̇zce Dersi̇ne Yöneli̇k Tutumlari Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇","translated_title":"","metadata":{"abstract":"The aim of this study is to describe students’ readiness level and attitude and to find the relationship between students’ readiness and attitudes towards English. It is also aimed to find if this relation differs according to gender and class level. Descriptive method is used in this study. The sample of this study consists of 106 students from 9th grade, 142 students from 10th grade and 50students from 11th grade. The total of the sample is 298. The study was carried out in a high school in Afyonkarahisar in academic year of 2012-2013. It was found that the relationship between students’ attitudes and readiness was positive.","publication_date":{"day":null,"month":null,"year":2014,"errors":{}}},"translated_abstract":"The aim of this study is to describe students’ readiness level and attitude and to find the relationship between students’ readiness and attitudes towards English. It is also aimed to find if this relation differs according to gender and class level. Descriptive method is used in this study. The sample of this study consists of 106 students from 9th grade, 142 students from 10th grade and 50students from 11th grade. The total of the sample is 298. The study was carried out in a high school in Afyonkarahisar in academic year of 2012-2013. It was found that the relationship between students’ attitudes and readiness was positive.","internal_url":"https://www.academia.edu/74050729/%C3%96%C4%9Frenci_leri_n_Hazirbulunu%C5%9Fluk_D%C3%BCzeyleri_Ve_%C4%B0ngi_li_zce_Dersi_ne_Y%C3%B6neli_k_Tutumlari_Arasindaki_%C4%B0li_%C5%9Fki_ni_n_%C4%B0ncelenmesi_","translated_internal_url":"","created_at":"2022-03-19T00:05:50.512-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Öğrenci_leri_n_Hazirbulunuşluk_Düzeyleri_Ve_İngi_li_zce_Dersi_ne_Yöneli_k_Tutumlari_Arasindaki_İli_şki_ni_n_İncelenmesi_","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The aim of this study is to describe students’ readiness level and attitude and to find the relationship between students’ readiness and attitudes towards English. It is also aimed to find if this relation differs according to gender and class level. Descriptive method is used in this study. The sample of this study consists of 106 students from 9th grade, 142 students from 10th grade and 50students from 11th grade. The total of the sample is 298. The study was carried out in a high school in Afyonkarahisar in academic year of 2012-2013. It was found that the relationship between students’ attitudes and readiness was positive.","owner":{"id":43712626,"first_name":"Gülçin","middle_initials":null,"last_name":"Karakuş","page_name":"GülçinKarakuş","domain_name":"independent","created_at":"2016-02-22T11:14:55.304-08:00","display_name":"Gülçin Karakuş","url":"https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74050728"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74050728/Solutions_for_barriers_in_curriculum_implementation"><img alt="Research paper thumbnail of Solutions for barriers in curriculum implementation" class="work-thumbnail" src="https://attachments.academia-assets.com/82343666/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74050728/Solutions_for_barriers_in_curriculum_implementation">Solutions for barriers in curriculum implementation</a></div><div class="wp-workCard_item"><span>African Educational Research Journal</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Achieving the desired level through education in society, conducting a planned and effective trai...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Achieving the desired level through education in society, conducting a planned and effective training in schools, reaching determined educational objectivities depend on the elimination of problems in an educational environment. Research often focuses on problems experienced in education, shortcomings, and responsibilities of schools and educators. Although schools constantly make curriculum changes to be more successful in education, these changes and reforms, which are not fully understood and internalized by teachers, often remain only written documents that are tried to be adapted with half practices. For this reason, it is necessary to minimize the problems and increase efficiency in education by producing permanent solutions. As a result, in this study, the roles of teachers in the curriculum implementation process are presented. And the effects of their differences, ideas and beliefs, are underlined as well. Moreover, examples of problems and some solution suggestions about c...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ac160ad9ec0c340dba6fa24667e5ce5e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82343666,"asset_id":74050728,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82343666/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050728"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050728"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050728; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050728]").text(description); $(".js-view-count[data-work-id=74050728]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050728; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050728']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050728, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ac160ad9ec0c340dba6fa24667e5ce5e" } } $('.js-work-strip[data-work-id=74050728]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74050728,"title":"Solutions for barriers in curriculum implementation","translated_title":"","metadata":{"abstract":"Achieving the desired level through education in society, conducting a planned and effective training in schools, reaching determined educational objectivities depend on the elimination of problems in an educational environment. Research often focuses on problems experienced in education, shortcomings, and responsibilities of schools and educators. Although schools constantly make curriculum changes to be more successful in education, these changes and reforms, which are not fully understood and internalized by teachers, often remain only written documents that are tried to be adapted with half practices. For this reason, it is necessary to minimize the problems and increase efficiency in education by producing permanent solutions. As a result, in this study, the roles of teachers in the curriculum implementation process are presented. And the effects of their differences, ideas and beliefs, are underlined as well. Moreover, examples of problems and some solution suggestions about c...","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"African Educational Research Journal"},"translated_abstract":"Achieving the desired level through education in society, conducting a planned and effective training in schools, reaching determined educational objectivities depend on the elimination of problems in an educational environment. Research often focuses on problems experienced in education, shortcomings, and responsibilities of schools and educators. Although schools constantly make curriculum changes to be more successful in education, these changes and reforms, which are not fully understood and internalized by teachers, often remain only written documents that are tried to be adapted with half practices. For this reason, it is necessary to minimize the problems and increase efficiency in education by producing permanent solutions. 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The application scale of the discussion ability was developed in the direction of the pre-service teachers. The scale is likert-type comprising of 57 items. The validity and reliability of the scale is done on the data gained from 200 students elected by the method of coincidental exemplification amount of the sophomore students. As a result of the factorial validity of the scale, items change between 0.59 and 0.76 and that the KMO Kaiser-Meyer-Olkin value is 0.867 and the value of (Cronbach alpha) calculated for reliability study is 0.865. Findings related to the studies of validity and reliability show that the scale has a valid and reliable form.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e230450f341a02e331092a7032527a18" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82343686,"asset_id":74050727,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82343686/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050727"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050727"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050727; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050727]").text(description); $(".js-view-count[data-work-id=74050727]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050727; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050727']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050727, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e230450f341a02e331092a7032527a18" } } $('.js-work-strip[data-work-id=74050727]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74050727,"title":"Öğretmen Adaylarının Tartışma Becerilerine İlişkin Tutum Ölçeği: Bir Ölçek Geliştirme Çalışması","translated_title":"","metadata":{"abstract":"In this study, developing a scale to measure the attitudes towards the discussion ability of pre-service teachers indented. 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Considering the criteria of this study as a result of the preliminary examination, 39 articles were excluded and 72 articles were included in this review study. Descriptive and content analysis methods were used to analyze included studies. With content analysis, studies were examined and codes were determined about curriculum implementation problems. The researcher and a co-observer studied together to confirm codes. As a result, curriculum implementation problems were presented in four headings, curriculum implementation problems related to teacher, related to students, related to curriculum and related to schools. With this study, curriculum implementation problems can be determined and necessary measures can be taken by teachers, educators and administrators.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d34f9df1e390ce5d52391c072c29cd41" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82343688,"asset_id":74050726,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82343688/download_file?st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjUwOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050726"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050726"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050726; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050726]").text(description); $(".js-view-count[data-work-id=74050726]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050726; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050726']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050726, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d34f9df1e390ce5d52391c072c29cd41" } } $('.js-work-strip[data-work-id=74050726]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74050726,"title":"A Literary Review on Curriculum Implementation Problems","translated_title":"","metadata":{"abstract":"The aim of this study is to examine studies on curriculum implementation problems in literature and to compile some measures that can be taken to reduce these problems. 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Bu amacla isbirlikli problem cozme alaninda yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 57 adet makale ve 14 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari, sure ve degisken ozellikleri incelenerek siniflandirilmis ve analiz edilmistir. Teorik calismalarin betimsel ozellikleri temel onermeleri dogrultusunda sunulmustur. Elde edilen bulgular sekil, grafik, frekans ve yuzdeler ile sunulmustur. Calisma sonunda yapilan arastirmalarin cogunlugunun makale turunde oldugu, yurt disinda daha fazla calisma yapildigi, nicel arastirmalarin nitel arastirmalardan...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050725"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050725"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050725; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050725]").text(description); $(".js-view-count[data-work-id=74050725]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050725; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050725']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050725, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=74050725]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74050725,"title":"İşbirlikli Problem Çözme Alanında Yapılan Çalışmaların Meta Değerlendirmesi","translated_title":"","metadata":{"abstract":"Bu calismanin amaci isbirlikli problem cozme alaninda literaturde yer alan calismalari degerlendirmektir. 71 adet arastirma bu calismada degerlendirilmistir. Bu amacla isbirlikli problem cozme alaninda yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 57 adet makale ve 14 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari, sure ve degisken ozellikleri incelenerek siniflandirilmis ve analiz edilmistir. Teorik calismalarin betimsel ozellikleri temel onermeleri dogrultusunda sunulmustur. Elde edilen bulgular sekil, grafik, frekans ve yuzdeler ile sunulmustur. Calisma sonunda yapilan arastirmalarin cogunlugunun makale turunde oldugu, yurt disinda daha fazla calisma yapildigi, nicel arastirmalarin nitel arastirmalardan...","publication_date":{"day":null,"month":null,"year":2020,"errors":{}}},"translated_abstract":"Bu calismanin amaci isbirlikli problem cozme alaninda literaturde yer alan calismalari degerlendirmektir. 71 adet arastirma bu calismada degerlendirilmistir. Bu amacla isbirlikli problem cozme alaninda yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 57 adet makale ve 14 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari, sure ve degisken ozellikleri incelenerek siniflandirilmis ve analiz edilmistir. Teorik calismalarin betimsel ozellikleri temel onermeleri dogrultusunda sunulmustur. Elde edilen bulgular sekil, grafik, frekans ve yuzdeler ile sunulmustur. Calisma sonunda yapilan arastirmalarin cogunlugunun makale turunde oldugu, yurt disinda daha fazla calisma yapildigi, nicel arastirmalarin nitel arastirmalardan...","internal_url":"https://www.academia.edu/74050725/%C4%B0%C5%9Fbirlikli_Problem_%C3%87%C3%B6zme_Alan%C4%B1nda_Yap%C4%B1lan_%C3%87al%C4%B1%C5%9Fmalar%C4%B1n_Meta_De%C4%9Ferlendirmesi","translated_internal_url":"","created_at":"2022-03-19T00:05:49.876-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"İşbirlikli_Problem_Çözme_Alanında_Yapılan_Çalışmaların_Meta_Değerlendirmesi","translated_slug":"","page_count":null,"language":"tr","content_type":"Work","summary":"Bu calismanin amaci isbirlikli problem cozme alaninda literaturde yer alan calismalari degerlendirmektir. 71 adet arastirma bu calismada degerlendirilmistir. Bu amacla isbirlikli problem cozme alaninda yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 57 adet makale ve 14 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari, sure ve degisken ozellikleri incelenerek siniflandirilmis ve analiz edilmistir. Teorik calismalarin betimsel ozellikleri temel onermeleri dogrultusunda sunulmustur. Elde edilen bulgular sekil, grafik, frekans ve yuzdeler ile sunulmustur. Calisma sonunda yapilan arastirmalarin cogunlugunun makale turunde oldugu, yurt disinda daha fazla calisma yapildigi, nicel arastirmalarin nitel arastirmalardan...","owner":{"id":43712626,"first_name":"Gülçin","middle_initials":null,"last_name":"Karakuş","page_name":"GülçinKarakuş","domain_name":"independent","created_at":"2016-02-22T11:14:55.304-08:00","display_name":"Gülçin Karakuş","url":"https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74050724"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74050724/Turizm_E%C4%9Fitiminde_%C4%B0ngilizce_%C3%96%C4%9Fretimine_Y%C3%B6nelik_Yap%C4%B1lan_%C3%87al%C4%B1%C5%9Fmalar%C4%B1n_De%C4%9Ferlendirilmesi"><img alt="Research paper thumbnail of Turizm Eğitiminde İngilizce Öğretimine Yönelik Yapılan Çalışmaların Değerlendirilmesi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74050724/Turizm_E%C4%9Fitiminde_%C4%B0ngilizce_%C3%96%C4%9Fretimine_Y%C3%B6nelik_Yap%C4%B1lan_%C3%87al%C4%B1%C5%9Fmalar%C4%B1n_De%C4%9Ferlendirilmesi">Turizm Eğitiminde İngilizce Öğretimine Yönelik Yapılan Çalışmaların Değerlendirilmesi</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu calismanin amaci turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalari degerlendi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu calismanin amaci turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalari degerlendirmektir. 62 adet arastirma bu calisma kapsaminda degerlendirilmistir. Turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 55 adet makale ve 7 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari ve degisken ozellikleri incelenerek siniflandirilmistir. Veriler betimsel olarak analiz edilmistir. Elde edilen sonuclar, turizm egitiminde Ingilizce ogretimine yonelik yapilan arastirmalarin son yillarda arttigini, cogunlukla makale seklinde calismalara yer verildigini, bu calismalarin buyuk bolumunun yurt disinda yapildigini, deneysel arastirmalara ve dokuman analizine agirlik verild...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050724"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050724"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050724; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050724]").text(description); $(".js-view-count[data-work-id=74050724]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050724; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050724']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050724, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=74050724]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74050724,"title":"Turizm Eğitiminde İngilizce Öğretimine Yönelik Yapılan Çalışmaların Değerlendirilmesi","translated_title":"","metadata":{"abstract":"Bu calismanin amaci turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalari degerlendirmektir. 62 adet arastirma bu calisma kapsaminda degerlendirilmistir. Turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 55 adet makale ve 7 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari ve degisken ozellikleri incelenerek siniflandirilmistir. Veriler betimsel olarak analiz edilmistir. Elde edilen sonuclar, turizm egitiminde Ingilizce ogretimine yonelik yapilan arastirmalarin son yillarda arttigini, cogunlukla makale seklinde calismalara yer verildigini, bu calismalarin buyuk bolumunun yurt disinda yapildigini, deneysel arastirmalara ve dokuman analizine agirlik verild...","publication_date":{"day":null,"month":null,"year":2020,"errors":{}}},"translated_abstract":"Bu calismanin amaci turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalari degerlendirmektir. 62 adet arastirma bu calisma kapsaminda degerlendirilmistir. Turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 55 adet makale ve 7 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari ve degisken ozellikleri incelenerek siniflandirilmistir. Veriler betimsel olarak analiz edilmistir. Elde edilen sonuclar, turizm egitiminde Ingilizce ogretimine yonelik yapilan arastirmalarin son yillarda arttigini, cogunlukla makale seklinde calismalara yer verildigini, bu calismalarin buyuk bolumunun yurt disinda yapildigini, deneysel arastirmalara ve dokuman analizine agirlik verild...","internal_url":"https://www.academia.edu/74050724/Turizm_E%C4%9Fitiminde_%C4%B0ngilizce_%C3%96%C4%9Fretimine_Y%C3%B6nelik_Yap%C4%B1lan_%C3%87al%C4%B1%C5%9Fmalar%C4%B1n_De%C4%9Ferlendirilmesi","translated_internal_url":"","created_at":"2022-03-19T00:05:49.767-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Turizm_Eğitiminde_İngilizce_Öğretimine_Yönelik_Yapılan_Çalışmaların_Değerlendirilmesi","translated_slug":"","page_count":null,"language":"tr","content_type":"Work","summary":"Bu calismanin amaci turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalari degerlendirmektir. 62 adet arastirma bu calisma kapsaminda degerlendirilmistir. Turizm egitiminde Ingilizce ogretimine yonelik yapilan calismalara Web of Science, ERIC, SCOPUS, ULAKBIM (Ulusal Akademik Ag ve Bilgi Merkezi), Yuksekogretim Kurulu Ulusal Tez Merkezi ve Google Akademik veri tabanlarindan ulasilmistir. Calismanin orneklemi 55 adet makale ve 7 tezden olusmaktadir. Bu calismada yer alan arastirmalar turu, yayin yili, yayin yeri, arastirma yontemi, orneklem, orneklem belirleme yontemi, veri toplama araclari ve degisken ozellikleri incelenerek siniflandirilmistir. Veriler betimsel olarak analiz edilmistir. Elde edilen sonuclar, turizm egitiminde Ingilizce ogretimine yonelik yapilan arastirmalarin son yillarda arttigini, cogunlukla makale seklinde calismalara yer verildigini, bu calismalarin buyuk bolumunun yurt disinda yapildigini, deneysel arastirmalara ve dokuman analizine agirlik verild...","owner":{"id":43712626,"first_name":"Gülçin","middle_initials":null,"last_name":"Karakuş","page_name":"GülçinKarakuş","domain_name":"independent","created_at":"2016-02-22T11:14:55.304-08:00","display_name":"Gülçin Karakuş","url":"https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74050723"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74050723/%C3%96%C4%9Fretmen_Adaylarinin_Tarti%C5%9Fma_Beceri_leri_ne_Y%C3%B6neli_k_Tutumlari"><img alt="Research paper thumbnail of Öğretmen Adaylarinin Tartişma Beceri̇leri̇ne Yöneli̇k Tutumlari" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74050723/%C3%96%C4%9Fretmen_Adaylarinin_Tarti%C5%9Fma_Beceri_leri_ne_Y%C3%B6neli_k_Tutumlari">Öğretmen Adaylarinin Tartişma Beceri̇leri̇ne Yöneli̇k Tutumlari</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu calismanin amaci, ogretmen adaylarinin tartisma becerilerine yonelik tutumlarini belirleyerek ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu calismanin amaci, ogretmen adaylarinin tartisma becerilerine yonelik tutumlarini belirleyerek bazi degiskenlerin bu tutumlar uzerindeki etkilerini incelemektir. Bu amac dogrultusunda arastirmanin orneklemini Afyon Kocatepe Universitesi Egitim Fakultesi son sinifinda ogrenim goren 297 ogretmen adayi olusturmaktadir. Arastirmada veriler Tartismaya Yonelik Tutum Olcegi ile toplanmistir. Bu olcek; 5’li likert tipinde 20 maddeden olusan tutum olcegidir. Elde edilen veriler cinsiyet, bolum, anne-baba egitim durumu ve mezun olunan okul turu acisindan Mann-Whitney U ve Kruskal Wallis H-Test kullanilarak analiz edilmistir. Elde edilen sonuclar ogretmen adaylarinin tartismaya yonelik tutumlarinda cinsiyetin, mezun olduklari okul turunun ve okumakta olduklari bolumun etkisi oldugunu, anne baba egitim durumlarinin ise etkili olmadigini gostermektedir</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74050723"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74050723"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74050723; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74050723]").text(description); $(".js-view-count[data-work-id=74050723]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74050723; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74050723']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74050723, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=74050723]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74050723,"title":"Öğretmen Adaylarinin Tartişma Beceri̇leri̇ne Yöneli̇k Tutumlari","translated_title":"","metadata":{"abstract":"Bu calismanin amaci, ogretmen adaylarinin tartisma becerilerine yonelik tutumlarini belirleyerek bazi degiskenlerin bu tutumlar uzerindeki etkilerini incelemektir. Bu amac dogrultusunda arastirmanin orneklemini Afyon Kocatepe Universitesi Egitim Fakultesi son sinifinda ogrenim goren 297 ogretmen adayi olusturmaktadir. Arastirmada veriler Tartismaya Yonelik Tutum Olcegi ile toplanmistir. Bu olcek; 5’li likert tipinde 20 maddeden olusan tutum olcegidir. Elde edilen veriler cinsiyet, bolum, anne-baba egitim durumu ve mezun olunan okul turu acisindan Mann-Whitney U ve Kruskal Wallis H-Test kullanilarak analiz edilmistir. Elde edilen sonuclar ogretmen adaylarinin tartismaya yonelik tutumlarinda cinsiyetin, mezun olduklari okul turunun ve okumakta olduklari bolumun etkisi oldugunu, anne baba egitim durumlarinin ise etkili olmadigini gostermektedir","publication_date":{"day":null,"month":null,"year":2015,"errors":{}}},"translated_abstract":"Bu calismanin amaci, ogretmen adaylarinin tartisma becerilerine yonelik tutumlarini belirleyerek bazi degiskenlerin bu tutumlar uzerindeki etkilerini incelemektir. Bu amac dogrultusunda arastirmanin orneklemini Afyon Kocatepe Universitesi Egitim Fakultesi son sinifinda ogrenim goren 297 ogretmen adayi olusturmaktadir. Arastirmada veriler Tartismaya Yonelik Tutum Olcegi ile toplanmistir. Bu olcek; 5’li likert tipinde 20 maddeden olusan tutum olcegidir. Elde edilen veriler cinsiyet, bolum, anne-baba egitim durumu ve mezun olunan okul turu acisindan Mann-Whitney U ve Kruskal Wallis H-Test kullanilarak analiz edilmistir. Elde edilen sonuclar ogretmen adaylarinin tartismaya yonelik tutumlarinda cinsiyetin, mezun olduklari okul turunun ve okumakta olduklari bolumun etkisi oldugunu, anne baba egitim durumlarinin ise etkili olmadigini gostermektedir","internal_url":"https://www.academia.edu/74050723/%C3%96%C4%9Fretmen_Adaylarinin_Tarti%C5%9Fma_Beceri_leri_ne_Y%C3%B6neli_k_Tutumlari","translated_internal_url":"","created_at":"2022-03-19T00:05:49.657-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":43712626,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Öğretmen_Adaylarinin_Tartişma_Beceri_leri_ne_Yöneli_k_Tutumlari","translated_slug":"","page_count":null,"language":"tr","content_type":"Work","summary":"Bu calismanin amaci, ogretmen adaylarinin tartisma becerilerine yonelik tutumlarini belirleyerek bazi degiskenlerin bu tutumlar uzerindeki etkilerini incelemektir. Bu amac dogrultusunda arastirmanin orneklemini Afyon Kocatepe Universitesi Egitim Fakultesi son sinifinda ogrenim goren 297 ogretmen adayi olusturmaktadir. Arastirmada veriler Tartismaya Yonelik Tutum Olcegi ile toplanmistir. Bu olcek; 5’li likert tipinde 20 maddeden olusan tutum olcegidir. Elde edilen veriler cinsiyet, bolum, anne-baba egitim durumu ve mezun olunan okul turu acisindan Mann-Whitney U ve Kruskal Wallis H-Test kullanilarak analiz edilmistir. 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