Eğitim Bilimleri Fakültesi / Faculty of Education

Permanent URI for this collectionhttps://hdl.handle.net/11727/2116

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    Hedda Gabler
    (2015) Raw, Laurence
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    Language and Literacy Development in Bilingual Settings
    (2018) Gezer, Melike Unal; 0000-0002-1598-9611; G-6126-2018
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    From Marcia to the Present: A Review in the Context of Status and Process Models
    (2021) Kaya, Meva Demir; Cok, Figen
    Marcia's Identity Status Theory, based on Erikson's views, is the basis for many identity studies. Although identity status is the best known among the statuses that Marcia has defined, there are statuses specific to each stage from advanced adolescence to old age. Since the statuses in question are based on the narratives of individuals through semi-structured interview forms, the narrative identity approach, which is a fairly new field in identity studies, draws attention. The narrative identity approach, which has functions such as personal purpose, integrity and creating meaning, is based on Erikson's studies as in other identity studies. In this context, Marcia discussed both the narrative identity approach based on Erikson's views and the explanations of Erikson's identity development. On the other hand, models influenced by Marcia's views and focused on the process in identity development in recent years also provide up-to-date information on identity literature. Therefore, in this study, firstly, each of the statuses in psychosocial stages is discussed, and then the theoretical basis for the narrative identity approach is presented. Finally, there are a five-dimensional identity formation model and a three-dimensional identity development model that deal with identity in the context of the process.
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    A Framework for Computational Thinking Based on a Systematic Research Review
    (2016) Kalelioglu, Filiz; Gulbahar, Yasemin; Kukul, Volkan
    Computational Thinking (CT) has become popular in recent years and has been recognised as an essential skill for all, as members of the digital age. Many researchers have tried to define CT and have conducted studies about this topic. However, CT literature is at an early stage of maturity, and is far from either explaining what CT is, or how to teach and assess this skill. In the light of this state of affairs, the purpose of this study is to examine the purpose, target population, theoretical basis, definition, scope, type and employed research design of selected papers in the literature that have focused on computational thinking, and to provide a framework about the notion, scope and elements of CT. In order to reveal the literature and create the framework for computational thinking, an inductive qualitative content analysis was conducted on 125 papers about CT, selected according to pre-defined criteria from six different databases and digital libraries. According to the results, the main topics covered in the papers composed of activities (computerised or unplugged) that promote CT in the curriculum. The targeted population of the papers was mainly K-12. Gamed-based learning and constructivism were the main theories covered as the basis for CT papers. Most of the papers were written for academic conferences and mainly composed of personal views about CT. The study also identified the most commonly used words in the definitions and scope of CT, which in turn formed the framework of CT. The findings obtained in this study may not only be useful in the exploration of research topics in CT and the identification of CT in the literature, but also support those who need guidance for developing tasks or programs about computational thinking and informatics.