International Journal of Progressive Education

Journal Information
ISSN : 15545210
Current Publisher: Pen Academic Publishing (10.29329)
Total articles ≅ 189
Current Coverage
Archived in

Latest articles in this journal

International Journal of Progressive Education; doi:10.29329/ijpe

Yağmur Soylu, Dokuz Eylul University
International Journal of Progressive Education, Volume 16, pp 17-25; doi:10.29329/ijpe.2020.241.2

The purpose of this study is to examine whether positive and negative emotions and hope level of university students after the terrorist attacks in Turkey predict their psychological resilience. The participants were selected by using simple random sampling method. Accordingly, a total of 362 students (250 female and 112 male) attending various undergraduate programs at Dokuz Eylul University Buca Education Faculty. The study used Ego-Resiliency Scale, Positive and Negative Affect Schedule and Hope Scale were used as data collection tools. The data collected were analyzed by using stepwise regression analysis. According to the findings, hope and positive emotions are positively significant predictors of psychological resilience of college students after terrorist attacks. These two variables were found to explain 39% of the total variance in the psychological resilience scores of university students. However, the research findings also show that negative emotions are not a significant predictor of psychological resilience.
Akif Sözer, Gazi Universty, Akif Sözer & Burcu Sel, Ministry Of Education
International Journal of Progressive Education, Volume 16, pp 56-71; doi:10.29329/ijpe.2020.241.5

The aim of this study is to analyze the perceptions of the individuals of different ages about the concepts of teacher-manager-school by means of metaphors. Phenomenology method, one of qualitative research form, and convenience sampling have been used in this study. The study group consisted of 210 participants with different age levels. Research data has been obtained via metaphor identification form. Data has been analyzed by content analysis technique and according to research results, 542 valid metaphors have been determined. Five categories have been determined as to “teacher conception”, which are loadstar and future enlightening person, source of information, compassionate and sacred being, supervisor-disciplined and authoritative being and creator of future respcetively. Another five categories for “headmasters” which are focus of management, authoritative and supervisor being, leader and loadstar being, financier of education, a being that have negative features. As to “school conception”, six categories have been defined: love and solidarity environment, growth and maturation environment, supervising and discipline environment, guidance environment and finance environment. The conceptual categories created as a result of this categorization process have been analyzed by Pearson's chi-square analysis by taking the age of the participants into consideration. As a result of the analysis, no significant difference has been found between age groups of participants as to teachers, principals and school concepts. Although a number of radical changes in the role of important components such as school-headmaster-teacher within the scope of modern education system are targeted, the traditional perceptions of these concepts continue.
Davut Sarıtaş, Nevşehir Hacı Bektaş Veli Üniversitesi
International Journal of Progressive Education, Volume 16, pp 262-278; doi:10.29329/ijpe.2020.241.18

In this study, the experience of prospective science teachers, who watched a cinema film adapted from the life story of a well-known scientist for the first time in an informal environment, was examined. Answers of two questions were sought in the study; (1) what aspects of the nature of science did the prospective science teachers experience through which scenario elements of the film? (2) how do pre-service teachers interpret these experiences? In this study, being conducted based on hermeneutic phenomenology design; the data were collected through focus group interviews with semi-structured questions prepared by taking into consideration the aspects of the nature of science. Participants were 29 (23 girls, 6 boys) prospective science teachers. The collected data were analyzed by qualitative methods. The findings showed that the participants experience and interpret some aspects of the nature of science through specific scenario elements (representations). It was determined that participants highlighted certain sections (e.g. process of discovery, social reaction) in the story. It was observed that the participants correlated these sections with the nature of science in a positive or negative way and interpret them. The results show that these kinds of films adopted from history of science, which are recommended in the literature, can give positive messages about the nature of science. In addition, it was observed that the film caused misconceptions about the nature of science, especially due to the scenario. Therefore, it can be said that such films produced for different purposes may lead to some problems in the teaching of the nature of science. From this point of view, even if such films are used, it is obvious that rather than an informal environment, it is necessary to integrate these films into a more structured learning environment where inappropriate messages given by the film can be seen critically.
Soner Dogan, Cumhuriyet Üniversitesi Eğitim Fakültesi
International Journal of Progressive Education, Volume 16, pp 26-41; doi:10.29329/ijpe.2020.241.3

The aim of this study is to review the opinions of principals and teachers on TUBITAK-4006 (Scientific and Technological Research Council of Turkey) science fairs which are organized in about 10.000 schools every year in Turkey. This study is a qualitative research and it is formed with phenomenological design. The study group is determined with criterion sampling method, and it comprises 10 teachers and 10 school administrators who have participated in TUBITAK-4006 science project fairs. The data are collected with a semi-structured interview form, and the interviews are carried out face to face. The data collected have been evaluated using content analysis method. As a result of the analysis, the viewpoints of the school administrators and teachers are presented in two themes and seven categories. For the both participant groups, the themes are analysed by categorizing them as the effects on teachers, the effects on students and parents. Besides, the suggestions category is indicated under one single title. According to the findings, all the participants stated that TUBITAK-4006 science project fairs are useful if carried out considering their purposes while they cause more harm when their objectives are disregarded.
Ulaş Yabanova, Dumlupinar University, Ulaş Yabanova & Demet Hatice Özerbaş, Gazi University
International Journal of Progressive Education, Volume 16, pp 137-156; doi:10.29329/ijpe.2020.241.10

The purpose of this study is to examine the characteristics, problems and possible solutions in the international student selection process faced by higher education institutions in Turkey. The study group is composed of academic and administrative executives who are involved in the foreign student selection process of 5 universities in the Aegean region, the Marmara region, the Western Black Sea region, the Eastern Black Sea region and the Eastern Anatolia region. The research is designed with a case study of qualitative research methods. Semi-structured interview form was used in data collection process and data was analysed by content analysis method. According to the results of the research, the most common cases of higher education institutions in foreign student selection process are; management process of application processes, organization and transparency problems in exams, lack of cooperation between institutions, false document and document verification problem, inability to follow the applicants at the national level, high record deletion, quota of not filling the quota, preference infinity, special talent exam problem, shortcomings of legislation, central database deprivation, lack of centralized control and lack of personnel. Possible solutions have been developed in order to eliminate these problems.
Kemal Kaya, Van Yuzuzncu Yil University
International Journal of Progressive Education, Volume 16, pp 1-16; doi:10.29329/ijpe.2020.241.1

This article focuses on how the relations between Ottoman and Iran, which are important states of Islamic history, are discussed in Iranian high school history textbooks. The shadow of collective belief and identity constructed through history education reverberates across the fields of international and foreign policy. Past relations affect two peoples not only politically but also socially and culturally, which mostly manifest themselves in the field of education. The way bilateral relations are addressed in textbooks directly affects the way two peoples perceive each other. The aim of this study is to determine the portrayal of the Ottoman Empire in Iranian high school history textbooks in terms of the relationship between history and identity. Document analysis was used to collect data from high school second- and third-grade history textbooks published between 2017 and 2018. A descriptive model was used. Qualitative research method was used for data collection, analysis and interpretation. Iranian history textbooks depict the Ottoman Empire as a neighboring state that sees itself as the protector of Islam and pursues anti-Shiite politics because it does not want a strong state in its east. They also portray the Ottoman Empire as an aggressive and opportunistic state that uses the internal weaknesses of the Iran State, which sees itself as the protector of Shiism.
Fatih Mehmet Ciğerci, Harran University
International Journal of Progressive Education, Volume 16, pp 157-174; doi:10.29329/ijpe.2020.241.11

In this study, the aim is to determine the effect of digital storytelling on the primary school teacher candidates' 21st century skills. Since digital storytelling contains many skills like information, media and technology skills, communication and collaboration skills, group works, etc within itself, it can be defined as a good way for individuals to gain and develop 21st century skills. A digital storyteller, during the process of making his/her digital stories, is to research and access information, analyze, evaluate and give decision on what s/he has researched, solve problems, use his/her creativity, be capable of using technology, applications and/or programs and have digital, technology, visual and information literacy . In order to collect data, 21st Century Skills and Competences Scale Directed at Teaching Candidates, digital storytelling rubric and structured interviews were used. According to the results of the study, posttest scores of the candidate teachers' on 21st Century Skills and Competences Scale were higher than those of on the pretest. There was a meaningful difference between digital storytelling rubric scores the teacher candidates got from the three digital stories and the scores got higher on every following digital story, which can be said to support the result that the posttest scores of the candidate teachers' on 21st Century Skills and Competences Scale were higher than those of on the pretest. This situation is also supported by the fact that the scores obtained from the digital stories explain the variability of the scores on 21st Century Skills and Competences Scale by about 40% and that the scores obtained from the digital stories are the predictor of 2st century skills and competences of the teacher candidates.
Duygu Koçak, Alanya Alaaddin Keykubat Unıversıty
International Journal of Progressive Education, Volume 16, pp 218-229; doi:10.29329/ijpe.2020.241.15

The aim of this study was to determine the effect of chance success on test equalization. For this purpose, artificially generated 500 and 1000 sample size data sets were synchronized using linear equalization and equal percentage equalization methods. In the data which were produced as a simulative, a total of four cases were created with no chance success, and three different levels (20%, %25, %33) of chance success and the default chance success were corrected by the correction formula. In the simulated data, four different scenarios have been created that do not include chance success and contain three different success rates (20%, 25%, 33%). Accordingly, the test equalization was performed by using linear equalization and equipercentile equalization methods under two different sample sizes and four different chance success conditions. Weighted mean square error of equating methods was found for each situation, and the method with the lowest weighted mean square error was accepted as the most suitable equating method. At the end of the study, it was found out that; while linear equating is the most suitable method for equating test points with chance success; equipercentile equating is the most suitable method for equating test points without chance success.
Ayşegül Tarkın Çelikkıran, Van Yuzuncu Yil University
International Journal of Progressive Education, Volume 16, pp 42-55; doi:10.29329/ijpe.2020.241.4

Back to Top Top