COMPETENCY-BASED EDUCATION: THEORY AND PRACTICE

This study aimed to reach a pro on Competency-Based Education (CBE) through the opinions of Educational Sciences experts and to review the literature on CBE. In this study, convergent design, one of the mixed methods research, was used, and a semi-structured questionnaire was used to collect data. The sample was selected through convenience sampling and consisted of 28 participants. In the study, the documents related to National and International Qualifications Frameworks, history of CBE, its comparison with traditional education, its implementation, and the challenges of CBE practices are reviewed. The findings revealed that there is a conceptual consensus among the experts on the concepts of skill and learning outcome, but no agreement on the use of “competence,” “proficiency,” and “qualification.” The study showed that the experts adopt the most up-to-date definitions of CBE, but it is often confused with Proficiency-Based Education. The study revealed that CBE focuses on the demonstration of competence when considering students’ progress and measures it by formative assessments and that, in CBE, students’ learning gaps are eliminated by supporting them at each stage.

I WROTE, I WAS EVALUATED, AND I LEARNED AN ALTERNATIVE TEACHING PROCESS IN DISTANCE EDUCATION: WRITING-TO-LEARN

Distance education has become an essential part of life on a global scale during the COVID-19 pandemic. This process has driven all education stakeholders, who focus on providing learning outcomes without any loss, to alternative teaching models. The aim of this study is to examine the extent of the effects of writing-to-learn activities integrated into the distance education process on learning. Conducted as an action research, this study consisted of 42 Year 4 undergraduate prospective teachers studying Social Studies Teaching. A variety of writing-to-learn activities and semi-structured interview forms were used as data collection tools. While writing-to-learn activities were evaluated with holistic rubric, the opinions of prospective teachers were analyzed by content analysis. As a result, it was concluded that writing-to-learn activities included in distance education made significant contributions to the development of students throughout the application process. The activities were found effective on learning since they involved students in the process and facilitated permanent learning. It is understood from the opinions of the prospective teachers that an enjoyable and quality learning can be achieved with such activities included in the study, even from a distance. Based on the results, it can be stated that the writing-to-learn model is an alternative learning approach that can be used in distance education.

PSYCHOMETRIC EVALUATION OF THE TURKISH VERSION OF THE COVID-19 INDUCED ANXIETY SCALE AND PROTECTIVE BEHAVIORS TOWARDS COVID-19 SCALE

The purpose of the present study was to adapt COVID-19 Induced Anxiety Scale (CIAS) and Protective Behaviors towards COVID-19 Scale (PBCS) into Turkish language, and to investigate their psychometric properties. 593 adults participated in the study. Data were collected through CIAS and PBCS as well as The Fear of COVID-19 Scale (FCS). Cronbach alpha (α) and McDonald’s Omega (ω) coefficients were utilized for reliability of the Turkish forms of the scales, and validity of the scales was tested with exploratory factor analysis, confirmatory factor analysis and criterion validity. The analysis showed that α and ω reliability coefficients of both scales were over .70. The results of exploratory and confirmatory factor analyses revealed that CIAS had a single factor structure while PBCS had three dimensions as indicated in original forms of the scales. Significant and positive relationships were also found between the scores obtained from CIAS and PBCS and fear scores. To conclude, Turkish forms of CIAS and PBCS were proved to be valid and reliable tools to measure severity of COVID-19 induced anxiety through CIAS and individuals’ protective behaviors towards COVID-19 through PBCS.

IS HAVING A HELICOPTER MOTHER A TRAUMATIC EXPERIENCE? THE RELATIONSHIP BETWEEN HELICOPTER MOTHER ATTITUDE AND TRAUMATIC EXPERIENCES AND LEARNED HELPLESSNESS

The purpose of this study is to examine the impact of mothers’ and teachers’ testimonies that conflict with scientific facts and scientific explanations on kindergartners’ judgments. The participants consisted of 104 young children in Şanlıurfa province in Turkey. Their ages ranged from 48 to 79 months, with a mean age of 61.48 months (SD = 5.58). The participants were randomly assigned to the following four groups: 1) Scientific explanation followed by teacher’s testimony, 2) teacher’s testimony; 3) scientific explanation followed by mother’s testimony, 4) mother’s testimony. The children responded to a question about a scientific fact. After the response, they watched their mothers’ or teachers’ testimonies which contradict the scientific fact. Findings revealed that when a scientific explanation was not provided, the children tended to show deference to their teachers’ and especially mothers’ testimony. A week later, a follow-up measurement revealed that this impact did not last a week.

ANALYSIS OF POSTGRADUATE THESES PREPARED FOR THE PRESCHOOL PERIOD ON “ENVIRONMENTAL EDUCATION” CONDUCTED BETWEEN 2011 AND 2020 IN TURKEY: A CONTENT ANALYSIS

This study was conducted to analyze postgraduate theses in the field of environmental education in preschool education in Turkey between 2011 and 2020 in terms of their distribution, levels (doctorate, master’s), sample groups, and data collection tools. To establish the theses written in the field, the Higher Education Council National Thesis Centre database was reviewed on April 16th, 2020. Care was taken to determine postgraduate theses according to the criteria of having been conducted on environmental education with preschool children, preschool teachers/prospective preschool teachers and families, having been conducted on the subject area of education and training, having been registered to YÖK National Thesis Centre with permission for access. In line with these criteria, a total of 12 postgraduate theses were included in the study. The data were accessed using the document analysis technique. Detailed information about the postgraduate theses was collected using a “Postgraduate Thesis Examination Form.” Postgraduate theses included in the study were examined under the headings of thesis year, thesis type, objective, study group, methods, and designs, and data collection tools and frequency (f) were used in the analysis of data. When the distribution of postgraduate theses studies was conducted in terms of thesis type, it was found that the number of masters’ theses (n=8) was much higher than the number of doctoral theses (n=4), there was a large increase in the number of theses in 2015, the theses were mostly doctoral (n=3), and children mostly featured in the postgraduate thesis studies conducted within the specified dates..

HOW IMMIGRANT AND REFUGEE PARENTS’ EXPERIENCES RELATED TO THEIR CHILD’S SCHOOL SYSTEM DIFFERENT IN CANADA

The purpose of this qualitative research study was to determine the experiences of a group of immigrant and refugee parents related to their child’s school system and interactions with the school personnel, including the teachers, administrators, and school counselors in Canada. Twelve parents who immigrated from Turkey and living in the Greater Toronto Area participated in semi-structured interviews. Results showed that these parents’ experiences were surprisingly much more positive compared to the experiences of immigrant parents in many other parts of the world, including in the U.S. These parents felt welcome and accepted by their child’s school personnel. They also reported not experiencing any discrimination due to their cultural, ethnic, and/or racial backgrounds. The reasons for this difference, and recommendations in relation to how to make immigrant and refugee parents’ experiences related to their child’s school system positive, are discussed.

ASSESSING NEEDS OF PARENTS WITH CHILDREN WITH DISABILITIES IN TURKEY

The universal experience of parents with a child with disabilities are added responsibilities and needs in supporting the child’s development. This study assessed the nature and extent of needs identified by parents of children with disabilities in Turkey using a Turkish translation of the Family Needs Survey (Bailey, Blasco & Simeonsson, 1992). The survey of 35 items and two open-ended questions was translated to reflect Turkish culture and linguistic equivalency. The psychometric properties of the Family Needs Survey were examined by administering it to 377 mothers and 297 fathers of children with disabilities, served in special education schools or rehabilitation centres. Factor analysis of data for mothers and fathers yielded a six-factor model explaining 56% and 61% of the variance, respectively. Alpha values for the factors of the survey ranged from .63 to .90 for the mother data set, and .80 to .91 for the father data set. Analyses of endorsed needs in the Family Needs Survey revealed an overall similar profile for both parents, with greater needs expressed for the factors of obtaining information, family and social support and community services than for factors pertaining to financial topics, explaining to others and child care. Mothers and fathers identified 35 additional needs reflecting themes of personal and societal concern related to parenting a child with disabilities in Turkey.

IMPACT OF MOTHERS’ AND TEACHERS’ TESTIMONIES AND SCIENTIFIC EXPLANATIONS ON CHILDREN’S JUDGMENTS

The purpose of this study is to examine the impact of mothers’ and teachers’ testimonies that conflict with scientific facts and scientific explanations on kindergartners’ judgments. The participants consisted of 104 young children in Şanlıurfa province in Turkey. Their ages ranged from 48 to 79 months, with a mean age of 61.48 months (SD = 5.58). The participants were randomly assigned to the following four groups: 1) Scientific explanation followed by teacher’s testimony, 2) teacher’s testimony; 3) scientific explanation followed by mother’s testimony, 4) mother’s testimony. The children responded to a question about a scientific fact. After the response, they watched their mothers’ or teachers’ testimonies which contradict the scientific fact. Findings revealed that when a scientific explanation was not provided, the children tended to show deference to their teachers’ and especially mothers’ testimony. A week later, a follow-up measurement revealed that this impact did not last a week.

AGGRESSION AND EMOTIONAL INTELLIGENCE AS PREDICTORS OF PHUBBING

Our skills and attitudes have an effect on our behaviors. Phubbing, which is described as ignoring the interlocutor during communication by focusing on the cellphone, is also highly effective in our behaviors. In this context, this study aimed to determine the predictive effect of aggression and emotional intelligence on the level of phubbing. The study group consisted of 768 adult individuals [Female:461, Male:307] living in different provinces of Turkey. Participants’ ages ranged from 22 to 57. The data of the study were collected using the Phubbing Scale, KAR-YA Aggression Scale, Emotional Intelligence Scale, and a personal information form. According to the findings obtained from the study, there was a significant negative relationship between phubbing and emotional intelligence, a significant positive relationship between phubbing and aggression, and a significant negative relationship between aggression and emotional intelligence. According to the preliminary analysis, sex did not cause a significant difference in phubbing scores, while marital status and level of education caused a significant difference. According to the results of the hierarchical regression analysis, emotional intelligence and aggression were found to be predictors of phubbing behaviors. The research findings were discussed under the literature, and some recommendations were made.