Eğitim Bilimleri Fakültesi / Faculty of Education

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Start date: 2020search.filters.applied.f.publicationcategory: search.filters.publicationcategory.Makale - Ulusal Hakemli Dergi

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    Validity and Reliability Study of the Unrealistic Family Expectations Scale in Turkish Culture
    (2023) Bali, Onur; Donmez, Burhanettin
    The study aims to perform the validity and reliability analysis of Unrealistic Parental Expectations Scale in Turkish culture, developed by Imasa (2012). To do so, the scale was translated from English into Turkish language and validity and reliability analysis were conducted. Research data were collected from two different samples: the first sample consists of 229 and the second sample consists of 235 secondary school students. Validity of the scale was tested with exploratory and confirmatory factor analysis, and reliability was tested with Cronbach's Alpha internal consistency coefficient. The results of exploratory factor analysis indicated that while the original scale was consisting of 11 items in a single factor, the translated scale involved 10 items in a single factor explaining the 40% of variance of the structure. The confirmatory factor analysis data showed a good model-data fit of the scale's single factor structure. Concerning reliability, Cronbach's Alpha internal consistency coefficient was .83 for the first sample and .80 for the second sample. Therefore, the research findings show that the Turkish form of the Unrealistic Parental Expectations Scale is a valid and reliable measurement tool for determining secondary school students' perceptions of their parents' unrealistic academic expectations.
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    'The Notion of Japan as an Example of Non-Western Modernization' in Mehmet Akif Ersoy through the Impact of Abdurresit Ibrahim
    (2022) Demir, Ahmet
    In Ottoman-Turkish society, the debates around the concepts of modernization and civilization have an important place in the thought of the 20th century. Within these discussions, it is noteworthy that Turkish national poet Mehmet Akif Ersoy presents Japan, which is an example of non-Western modernization, as an ideal model for Ottoman-Turkish modernization. Abdurresit Ibrahim (1857-1944), who was influential in Turkish and Islamic geography with his activist identity and thoughts in the 19th and 20th centuries, had a great share in Akif's adoption of Japanese modernization as an ideal example of non-Western modernization. Abdurresit Ibrahim is one of the important names that Turkish society raised as an intellectual, traveller, political leader and highbrow in the 19th and 20th centuries. Abdurresit Ibrahim, who is one of the Idil-Ural Turks and struggles for the independence and unity of the Russian Turks and the entire Islamic world, is known for his thoughts on Turkish and Islamic geography and his activities in Japan. It is also known as the name that introduced Islam to Japan. Abdurresit Ibrahim visited Japan in the first half of 1909 and wanted to establish close relations between Japanese and Asian Muslims. Abdurresit Ibrahim made a long journey starting in September 1908, covering Turkestan, Siberia, Mongolia, Manchuria, China, Japan, Korea, Singapore, Malaysia, Indonesia, India, Hejaz and Syria, and ending in Istanbul in 1910. Abdurresit Ibrahim published this journey in two volumes in 1910-1913, under the name of Alem-i Islam ve Japonya'da Intisar-i Islamiyet. The work is mostly about Japan. Abdurresit Ibrahim idealizes the Japanese modernization in his work titled Alem-i Islam ve Japonya'da Intisar-i Islamiyet (1910-1913), and his thoughts influence some Ottoman-Turkish intellectuals, Mehmet Akif, in particular. Having arrived in the Ottoman capital in 1910, Ibrahim who was already a well-known Muslim traveller and activist, established close relations with Islamist intellectuals in Istanbul. The close relationship he built with Sirat-i Mustakim journal and its staff, especially with Mehmet Akif, is an important example of this. The journal, Sirat-i Mustakim, was one of the most important channels in which Abdurresit Ibrahim sent his articles containing his impressions and experiences during his long journey (1908-1910). We can say that both the writings in Sirat-i Mustakim and the Alem-i Islam ve Japonya'da Intisar-i Islamiyet had a profound effect on Turkish intellectuals regarding Japanese modernization. Abdurresit Ibrahim tried to explain his travel observations and thoughts on the Islamic world through sermons and conferences organized by Sirat-i Mustakim. Therefore, Abdurresit Ibrahim is an important person in terms of his place in the development of Turkish-Japanese relations. He has a great influence on the formation of sympathy for Japan among the Turkish/Muslim peoples. The friendship that Akif developed with Abdurresit Ibrahim brought along an intellectual influence as well. As a result of this influence, Akif presented the Japanese model as an example of non-Western modernity for Ottoman-Turkish modernization at a time (at the beginning of 20th century) when Ottoman-Turkish modernization, along with Westernization, occupied the agenda as an issue and was discussed. He noted that Japanese modernization was a good alternative that could be a source of inspiration within the framework of non-Western modernity. Akif's thoughts inspired by Abdurresit Ibrahim appear concretely in his poem named Suleymaniye Kursusunde (1912). While discussing the salvation remedies of the Islamic world in the poem, Japanese modernization was idealized as an example of non-Western modernization in relation to concepts such as civilization, Westernization, development and progress in the Ottoman-Turkish public opinion. It was stated that Turkish modernization can be realized by staying away from a completely imitative structure which is Western-centred, singular, and stuck in Western patterns and by preserving national identity and culture on the dynamics of Islamic civilization.In this regard, it was argued as a thesis that Japanese modernization can be taken as an example. Therefore, in discussions about Ottoman-Turkish modernization and civilization among Ottoman-Turkish intellectuals, and particularly in Mehmet Akif's world of thought, it is necessary to take into account that the Japanese modernization is debated as an important role model. In this study, Japanese modernization as an example of non-Western modernization and the impact of Abdurresit Ibrahim on Mehmet Akif are handled within the framework of Suleymaniye Kursusunde. The notion of 'Japanese modernization' in Akif is evaluated in relation to the concepts of 'multiple modernities' and 'non-Western modernization'. The reflections of the concept of 'multiple modernities' in Akif's world of thought are discussed and it is revealed that he presented Japanese modernization as an ideal example of 'non-Western modernization' for Ottoman-Turkish modernization.
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    Technologies Used in Distance Education During the Covid-19 Global Pandemic and Investigation of the Opinions of Teachers: The Case of Başkent University
    (Başkent Üniversitesi Eğitim Bilimleri Fakültesi, 2022) Cabi, Emine; Ersoy, Halil; 0000-0002-7488-0309; 0000-0003-1598-7656
    Bu çalışmanın amacı, içerisinde bulunduğumuz Covid-19 küresel salgınının paralelinde gelişen yeni normalleşme sürecinde öğretim elemanlarının uzaktan eğitim uygulamalarına yönelik görüşlerini incelemektir. Çalışma, nicel araştırma yöntemlerinden tarama araştırması ile gerçekleştirilmiştir. 2020-2021 güz yarıyılı sonunda, Başkent Üniversitesi bünyesinde bulunan 502 öğretim elemanı çalışmaya katılmıştır. Veri toplama aracı olarak araştırmacılar tarafından seçenekli, likert ve açık uçlu sorulardan oluşan anket kullanılmıştır. Araştırma amacına paralel olarak ankette dört farklı boyutta veri toplanmıştır: Üniversitedeki uzaktan eğitim teknolojilerinin mevcut durumu, öğretim elemanlarının kurumsal desteğe, kullanılan senkron-asenkron araçlara ve ölçme-değerlendirme uygulamalarına yönelik görüşleri. Verilerin analizinde içerik analizi ve betimsel analiz tekniği kullanılmıştır. Elde edilen bulgulara göre kurumdaki derslerin büyük çoğunluğunun uzaktan öğretim ile yürütülebildiği belirlenmiştir. En fazla kullanılan asenkron platformun kurumsal olarak kullanılan Moodle® tabanlı Öğretim Yönetim Sistemi (ÖYS), senkron platformların ise Microsoft Teams ve Zoom olduğu görülmüştür. Öğretim elemanlarının uzaktan öğretimde ders içeriklerini paylaştıkları ÖYS’nin teknik kapasitesinin, ara yüz tasarım/kullanım kolaylığının, sınav yapma özelliklerinin ve sistem içerisindeki yardım materyallerinin yeterli olduğunu düşündükleri saptanmıştır. Öğretim elemanlarının kullandığı senkron platform araçlarına bakıldığında, “kullanım kolaylığı”, “görüntülü katılım özelliği/kapasitesi” ve “canlı toplantı sırasında eğitmen kontrolü” kategorilerinde Zoom® platformu; “canlı ders kayıtlarının paylaşımı” kategorisinde Microsoft Teams® platformu en fazla yeterli bulunanlar arasındadır. Kurumda pandemi sürecindeki uzaktan öğretimde hemen her türlü ölçme aracı ve yöntemi kullanılmış olduğu görülmekle birlikte, ağırlıklı olarak “kamera gözetimli çevrimiçi sınav” kullanımı ve “esnek zamanlı ödev ve proje” kullanımının söz konusu olduğu ortaya çıkmıştır. Öğretim elemanlarına göre uzaktan öğretimde en çok güvenilen ölçme aracının sözlü sınav ve proje olduğu, en az güvenli olan ölçme aracının ise gözetimsiz çevrimiçi sınavların olduğu ifade edilmiştir. Elde edilen önemli bulgular tartışılmış ve hem araştırmaya hem de uygulamaya yönelik önerilerde bulunulmuştur. The aim of this study is to examine the views of the instructors on distance education practices in the new normalization process that had been aroused with the global Covid-19 epidemic we are in. The study was carried out with survey research, one of the quantitative research methods. At the end of the 2020-2021 fall semester, 502 faculty members of Başkent University participated in the study. As a data collection tool, a questionnaire was created by the researchers and was composed of multiple choise, likert type and open-ended questions. The data were obtained by the questionnaire with four categories, which are the current situation of distance education technologies in the institution, instructors’ opinions about the institutional support, about usefulness of synchronous-asynchronous tools and about measurement-evaluation practices. Content analysis and descriptive analysis techniques were used in the data analysis. It was found that most of the courses in the institution were conducted remotely. The mostly used asynchronous platform is Moodle® based institutional web site, namely Learning Management System (LMS), and synchronous platforms are Microsoft Teams® and Zoom®. Regarding the LMS, where the lecturers share the course content in distance education practices, it’s technical capacity, interface design/ease of use, online exam features and support materials in the system were found to be sufficient in general for the instructors. Considering the synchronous tools, Zoom® was found to be more adequate in the categories of “ease of use”, “video-enabled participation feature/capacity” and “instructor control during the live meeting”, while Microsoft Teams® was stated to be more adequate in the category of “sharing of live lecture recordings”. Although various kinds of measurement tools have been used in the institution, there was mainly more tendency in use of “online exams with camera surveillance” and “flexible timely assignments and projects”. According to the instructors, while the most reliable measurement tools or types were “the oral exam” and “the project”, the least secure one was the “unsupervised online exam” in the distance education. Those important findings were discussed, and suggestions were made for both further research and practices.