scholarly journals University Students’ Perceptions About Artificial Intelligence

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 212-220
Author(s):  
Pınar Ural Keleş ◽  
Suleyman Aydın
Keyword(s):  
Artificial Intelligence ◽  
University Students ◽  
Word Association ◽  
Screening Method ◽  
Snowball Sampling ◽  
Arts And Sciences ◽  
Word Association Test ◽  
Fourth Grade Students ◽  
Negative Perceptions ◽  
Faculty Of Education

The aim of this study was to determine the perceptions of university students about the concept of artificial intelligence. The sample of the research carried out with the screening method consists of 130 fourth grade students studying in the Faculty of Education, Faculty of Arts and Sciences and Faculty of Economics and Administrative Sciences of a university in Eastern Anatolia region in 2018-2019 academic year. 42 students from Faculty of Education, 47 from Faculty of Arts and Sciences and 41 from Faculty of Economics and Administrative Sciences participated in the study. The sample of the study was determined by snowball sampling method. Independent Word Association Test was used as data collection tool. Content analysis was used for data analysis. As a result of the study, it was determined that artificial intelligence perceptions of the students of the Faculty of Education were richer than the students of the Faculty of Economics and Administrative Sciences and the Faculty of Arts and Sciences. Another important result determined in the study is that the negative perceptions of all sample groups about artificial intelligence concept are more significant than positive perceptions. Giving lectures to university students about current artificial intelligence applications and usage in their fields are among the suggestions of the study.

University students’ opinions regarding school vandalism in Turkey

2018 ◽  
Vol 4 (8) ◽  
pp. 162-170
Author(s):  
Sevda Aslan
Keyword(s):  
Social Sciences ◽  
University Students ◽  
Health Science ◽  
University Faculty ◽  
Study Group ◽  
Arts And Sciences ◽  
Student Views ◽  
Negative Perceptions ◽  
Faculty Of Education ◽  
Academic Year

In this study, the aim is to determine university students’ opinions regarding school vandalism. The study group consisted of 203 first- to fourth-year students studying at Faculty of Humanities and Social Sciences, Yıldırım Beyazıt University; Gazi Faculty of Education, Gazi University; Faculty of Health Science, Kırıkkale University; Faculty of Education; Faculty of Education, Hacettepe University; Faculty of Agriculture, Omer Halis Demir University; Faculty of Economics and Administrative Sciences; Faculty of Arts and Sciences and Faculty of Education in Spring 2016–2017 academic year[AQ: Please approve edits made to sentence ‘Faculty of Education. . . ’]. In this study, university students’ views regarding school vandalism form were developed by the researcher in order to determine the views of university students. The study is a descriptive type of study. These forms consisting of 20 items were designed as a five-point Likert-type scale. The frequencies and percentages will be calculated later on. It was found that students’ positive perceptions about damage to the property by someone exposed to violence. On the other hand, their most negative perceptions were increase in vandalism as the students’ age increases. Keywords: University students, school vandalism, student views.

scholarly journals Comparison of Interdisciplinary History and Science Concepts from the Cognitive Aspect with Word Association Test

2018 ◽  
Vol 8 (5) ◽  
pp. 41
Author(s):  
Sefa Yıldırım ◽  
Mehmet Akif Haşıloğlu
Keyword(s):  
Word Association ◽  
Association Test ◽  
Survey Method ◽  
Word Association Test ◽  
Descriptive Research ◽  
Significant Difference ◽  
History Department ◽  
Faculty Of Education ◽  
Education Science ◽  
Compare And Contrast

This study aims to compare and contrast the connotations of the concepts of "science" and "history" that were formedin the minds of students attending both Faculty of Science and Letters, History Department and Faculty of Education,Science Education Department at Ağrı İbrahim Çeçen University. The participants of the study are 173 students fromthe History Department, including the whole education level of the department and 71 students from ScienceEducation Department including all classes. The participants were asked what they mean by the concepts of"science" and "history" and what connotations they made. Survey method is used in a descriptive research model.The Word Association Test (WAT) related to history and science has been utilized as a data collection tool.According to findings received after the analysis, it is found that there was no significant difference betweencognitive sentence structures of the students, who are attending different disciplines, towards both the concept ofhistory and science. As a result of the Word Association Test, although there are some differences according to thedepartments of education, many concepts in general are similar. When examining the cognitive sentence structuresfor the concepts, there is a need for research on the interrelationship of basic concepts with special areas. Thus, thisresearch gains more importance.

scholarly journals Approach to students’ social representations in the construction of academic European geography: A case study of Spanish university students

2017 ◽  
Vol 36 (4) ◽  
pp. 159-170
Author(s):  
Xosé Carlos Macía Arce ◽  
Rubén Camilo Lois González ◽  
Francisco Rodríguez Lestegás ◽  
Francisco Xosé Armas Quintá
Keyword(s):  
Secondary School ◽  
University Students ◽  
Secondary School Teachers ◽  
Word Association ◽  
Social Representations ◽  
The European Union ◽  
European Continent ◽  
Word Association Test ◽  
Secondary School Education ◽  
Collective Group

Abstract This article provides the results of classroom research involving university students training to be secondary school teachers of geography and history. The research is based on the analysis of a word association test on Europe and the European Union. The results constitute an approach to the geographical and historical representations these students have of their own European continent. This is a fundamental question considering that this collective group is training to teach the contents and values of European geography in secondary school education. From here on, our intention is no other than to carry out an exercise of synthesis and overall reflection on the test results and introduce issues which could generate some debate in the educational community.

Controlled Oral Word Association Test

1983 ◽  
Author(s):  
A. L. Benton ◽  
de S. K. Hamsher ◽  
A. B. Sivan
Keyword(s):  
Word Association ◽  
Association Test ◽  
Word Association Test

Differences in Reaction Times of Extraverts and Introverts to Rapaport's Word Association Test

1979 ◽  
Vol 45 (1) ◽  
pp. 75-80 ◽  
Author(s):  
Kunio Shiomi
Keyword(s):  
Defense Mechanisms ◽  
Word Association ◽  
Reaction Times ◽  
Personality Inventory ◽  
Association Test ◽  
Word Association Test ◽  
Positive Correlations

For 40 Japanese undergraduates reaction times to the Rapa-port Word Association Test were recorded. Significant negative correlations were obtained between reaction times and Extraversion scores on the Maudsley Personality Inventory, but positive correlations with Neuroticism scores were obtained. These results were discussed in terms of the defense mechanisms of the ego and differences in types of personality.

When Do They Learn? A Study of Drug Awareness in Children in a Rural Elementary School

1977 ◽  
Vol 7 (2) ◽  
pp. 133-140 ◽  
Author(s):  
Janice K. Freeman ◽  
William H. Freeman
Keyword(s):  
Elementary School ◽  
Word Association ◽  
Significant Rise ◽  
Rural Students ◽  
School Students ◽  
Word Association Test ◽  
The Third ◽  
Drug Culture ◽  
Local Students ◽  
Rural Elementary School

The “awareness” of drugs among rural elementary school students was studied with a word-association test of drug slang and words with no drug connotations given to students randomly selected from each of the six grades. The first grades were conscious primarily of alcohol. The significant rise in drug-related responses came between the third and fourth grades, while the biggest shift to non-alcohol drug responses came between the fourth and fifth grades. The study suggests that rural students are not immune to the influence of the drug culture. Curriculum planners should determine when the local students develop an awareness of drugs.

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