Search

The purpose of this study is to examine the validity and reliability of the Distance Education Attitude Scale for Teachers, which was developed to reveal teachers’ attitudes towards distance education during the COVID-19 outbreak. Statistical analyses were performed on 458 of the collected forms. The study group was randomly divided into two and the EFA process was conducted with 205 participants and the CFA process with 253 participants. KMO and Bartlett tests were performed to determine the suitability of the data for EFA. The KMO value was 0.0885 and the Bartlett test was statistically significant (χ2=3141, df=703, p 0.9, TLI=0.942 > 0.9, SRMR=0.0735 < 0.8, RMSEA=0.0427 < 0.05), the scale is validated. The final version of scale has two factors and 20 items. Cronbach Alpha and composite reliability coefficients were calculated for reliability. For factor 1 Cronbach α=0.847 and McDonald’s ω=0.836. For factor 2 Cronbach α=0.815 and McDonald’s ω=0.845. The results of the analysis show that the scale is a valid and reliable measurement tool for determining teachers’ attitudes towards distance education.

The aim of this study is to examine the effects of activities applied to students on reading and writing attitudes and to evaluate the activities made by the parents. Mixed method was used in this study, where qualitative and quantitative methods were used together. The qualitative dimension of the research is to evaluate the activities carried out for the students by the parents. For this purpose, a semi-structured interview form was used. In the quantitative dimension of the study, a single group pre-test and post-test weak experimental design were used to examine the effects of the activities prepared to improve students' attitudes towards reading and writing. After the t-test (Paired Samples t-Test) of 29 students in the study group to determine whether there was a difference between pre-test and post-test results of reading and writing attitudes, the average of pre-test scores before the experimental study. There was a significant difference between the mean posttest scores after the experimental study. Test results show that experimental study has a significant effect on reading and writing attitude. Test results show that the experimental study has a significant effect on the reading and writing attitudes. Besides, interviews were made with student’ parents and their opinions about the experimental study were obtained. Based on the views of parents, it can be said that the experimental study has achieved its goals and succeeded to a large extent., Bu araştırmanın amacı öğrencilerin okuma va yazma tutumunu geliştirmeye yönelik uygulanan etkinliklerin, öğrencilerin okuma ve yazma tutumlarına etkisinin incelenmesi ve öğrencilere yönelik yapılan etkinliklerin veliler tarafından değerlendirilmesidir. Nitel ve nicel yöntemlerin bir arada kullanıldığı bu çalışmada karma yöntem kullanılmıştır. Araştırmanın nitel boyutunu öğrencilere yönelik yapılan etkinliklerin veliler tarafından değerlendirilmesi oluşturmaktadır. Bu amaçla yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın nicel boyutunda öğrencilerin okuma ve yazmaya yönelik tutumlarını geliştirmek için hazırlanan etkinliklerin öğrencilerin okuma ve yazmaya yönelik tutumlarına etkisinin incelendiği tek grup ön test- son test zayıf deneysel desen kullanılmıştır. Deneysel çalışmanın uygulandığı denek grubunda bulunan 29 öğrencinin çalışma öncesi ve sonrası okuma ve yazma tutumu öntest-sontest sonuçları arasında bir fark olup olmadığını ortaya koymak için yapılan ilişkili örneklemler için t-testi (Paired Samples t-Test) sonucunda, deneysel çalışma öncesi yapılan öntest puan ortalaması ile deneysel çalışma sonrası yapılan sontest puanları ortalaması arasında anlamlı bir fark görülmüştür. Test sonuçları deneysel çalışmanın okuma ve yazma tutumu üzerinde anlamlı etkisinin olduğunu göstermektedir. Ayrıca öğrenci velileri ile görüşme yapılarak deneysel çalışma hakkında görüşleri alınmıştır. Veli görüşlerine dayanarak deneysel çalışmanın büyük ölçüde amaçlarına ulaştığı ve başarılı olduğu söylenebilir.

This research was conducted in the fourth grade of a private primary school in the province of Gaziantep in the 2018-2019 academic year to provide students with creative thinking skills. This study was carried out as a qualitative case study. 23 students participated in the program. With a two-month study, students were given 23 journal writing topics to develop their creative thinking skills. The students wrote their journals in the school for 5-10 minutes at the beginning of the lessons. At the end of the program students and teachers were asked to write their opinions in the interview form. The data were analyzed by NVIVO 12 for Mac. According to the findings, creative thinking and writing activities have a positive effect on students' development of creative thinking skills. Majority of the students think the program was entertaining while it is seen that female students are more willing than male students.

In the study, the correlation between mother tongue knowledge and foreign language success has been analyzed. The study has been carried out in Gaziantep University Higher School of Foreign Languages. The sample of the study has covered 421 preparatory class students at Higher School of Foreign Languages. As a data collection tool through the study, the students were given a 60-item reading comprehension test, which was previously inquired by OSYM, in their mother tongue (Turkish). Afterwards, a 60-item foreign language proficiency test was conducted to reveal students’ proficiency levels. The students were distributed to three proficiency levels -namely A, B and C, according to their proficiency levels. Also, six midterm exams and twenty quizzes were conducted during the year. At the end of the year, the final exam of foreign language was conducted. As a holistic grade, 40% of the yearly grades and 60% of the final exam were taken. Consequently, the students’ foreign language proficiency levels were determined. All collected data was analyzed according to the data characteristics using analysis techniques (as Anova, Post-Hoc Test, Correlation and Partial Correlation) and use of SPSS in accordance with the purpose of the study, and the results were presented and interpreted on tables. A relational screening model has been used within the study, and the population has been used as a sample. Intergroup discrepancy and significance have been obtained and a comparison has been conducted. At the end of the study, it has been explored that there is a significant correlation between mother tongue proficiency and foreign language success. Furthermore, certain proposals have been presented with subject to this relationship as a result of the study.

Calismanin amaci; okullarda serbest kiyafet uygulamasinin ogrenciler ve ogretmenler acisindan degerlendirilmesidir. Calisma alani olarak; Gaziantep ve Kilis illerinde Tabakali Orneklem Secimi yontemiyle belirlenen ve sosyoekonomik duzeylere gore siniflandirilan bazi lise ve ortaokullar secilmistir. Toplamda 10 adet lise ile 15 adet ortaokul seviyesindeki egitim kurumlarindan secilmis olan 500 ogrenciden veri toplanmistir. Ayrica bu okullarda calisan 25 ogretmenin uygulamaya yonelik goruslerine basvurulmustur. Bu amacla; ogrenciler icin bir olcek ve bir anket kullanilmis; ogretmenler icin de yari yapilandirilmis gorusme formu duzenlenmistir. Arastirma modeli olarak ise nicel ve nitel arastirma yontemleri birlikte kullanilmistir. Nicel kisimda tarama, nitel kisimda durum calismasi yontemi kullanilmistir. Calisma sonucunda ogrencilerin, okullarda serbest kiyafet uygulamasina gecilmesi yonunde alinan kararin; okullarda guvenlik zafiyeti doguracagina, okul harcamalarini (ekonomik boyut) arttiracagina; devam-devamsizlik, psikolojik, ve sosyo-ekonomik alanlarda cesitli etkiler yaratacagina dair ortak kanaatler gelistirdigi gorulmustur. Arastirmanin diger kolunu olusturan ogretmenler okullarda serbest kiyafet uygulamasini uygulanabilirlik acisindan yerinde bulmamislardir.

Epistemological beliefs are the individuals’ point of view on what is knowledge, how to accumulate it, defining its boundaries and identifying the criteria. This study aims to investigate whether there is a change in the beliefs of the prospective teachers related to knowledge, learning and teaching in a social constructive teaching setting.The research has been conducted with 119 prospective teachers. This study is a semi-experimental one conducted with pretest and post-test without a control group. Data has been collected with ‘Epistemological Belief on Learning and Teaching’ scale developed by Ching Sing Chai, Timothy Teo and Chwee Beng Lee. The findings indicated a positive change in the beliefs of the candidates about relative knowledge and a visible decrease in the beliefs about absolute knowledge. Also, learning environment significantly affected the beliefs of the prospective teachers about relative knowledge. The results have proven that there occurred changes on the beliefs of prospective teachers’ knowledge, learning and teaching

STEM (Science, Technology, Engineering and Mathematics) approach is considered important by many countries and projects carried out in order to integrate into their curriculum. The widespread use of STEM is only possible if teachers have positive thoughts, knowledge and experiences about it. In this study, it is aimed to answer these research questions: “What do teachers think about the gains their students will achieve if STEM activities are implemented to their students?” and “What do they think about the implementation of STEM approach in their schools?”. This study is a case study. Participants are twenty-three mathematics, science and information and communication technologies teachers (ICT). “Activities Evaluation Form” and “STEM Training In-School Implementation Evaluation Questionnaire” were used as data collection tools. As a result of research, although teachers have hesitations about implementing STEM activities in classrooms; they think that these implementations will make a significant contribution to students about the “skills” students will acquire, the dimension of knowledge they will gain about STEM activities, and the acquisitions of students regarding the learning process.

This study is a scale study which puts forth how the teachers’ occupational image is perceived by teachers. The sample of the study consists of 254 teachers who fulfil their jobs in different kinds of schools in Kahramanmaraş. Studies which are made in order to improve the scale have indicated that occupational image scale is a valid and reliable scale made up of 31 items. Exploratory factor analysis that is made in order to determine the structure validity of the scale reveals that there are 3 sub-dimensions of the analysis. It explains the %20.87 of first factor total variance, %13.32 of the second factor total variance, and %5.11 of the third factor total variance. Three factors together have indicated % 49.58 of total variance. Cronbach Alpha coefficient reliability that is scored to determine the reliability of the scale is .91 for the first factor, .86 for the second factor, 85 for the third factor, .92 for the whole scale. These findings have shown that the reliability of the points which are obtained from occupational image scale is high. As a result, it has been concluded that occupational image scale is an assessment scale which has high validity and reliability signs

Nowadays, it is essential for teachers to renew themselves, change and continually pursue excellence. Thus, the core purpose of this study was to determine public and private school teachers’ views on professional image and influential factors. Within this framework, the overall objective of this study was to reveal teachers’ views on professional image, factors influencing this image, teaching profession status, profession dignity, teacher qualification and personal image. The study was based on a qualitative research design. In order to reveal different dimensions of the problem and give voice to different views, the research group was formed by 25 participants on the basis of maximum variation sampling. A semi-structured interview was conducted in the study. The data obtained from interviews were analyzed with descriptive analysis in accordance with semi-structured interview technique. The responses given by participants to each of the questions in interviews were analyzed and grouped in terms of similar and different characteristics. The views obtained from participants are presented in frequency (f) and percentage (%) on related tables, and their explanatory and indicative views were directly included into the findings. Teacher views based on factors influencing professional image were identified under the sub-theme of political figures as teachers are neglected by the government, and their profession is under-valued. On the other hand, the value and roles appointed to teachers by the Ministry, inconsistencies in education policies, ignorance of teacher views in studies, and forcing teachers into a passive position by over-vindication of students and parents are under the sub-theme of Ministry of National Education (MNE). From the interviews, the participants found teacher qualifications inadequate and considered the status as well as the prestige of the teaching profession to be low. ÖzetBu çalışmanın amacı: sürekli yenilenmenin, değişimin ve mükemmeli arayışın söz konusu olduğu günümüzde, kamu okullarında ve özel okullarda görev yapan öğretmenlerin mesleki imajlarına ilişkin görüşlerini belirlemek ve mesleki imaja etki eden faktörlerin neler olduğunu tespit etmektir. Bu genel amaç çerçevesinde öğretmenlerin mesleki imaj, mesleki imaja etki eden faktörler, mesleğin statüsü, mesleğin saygınlığı ve öğretmenlerin kişisel imaj hakkındaki görüşleri tespit edilmeye çalışılmıştır. Araştırmanın yöntemi ise nitel araştırma doğrultusunda olgu bilim deseninde tasarlanmıştır.Problemin farklı boyutlarını ortaya koyabilmek ve farklı görüşlere yer verebilmek amacıyla, araştırmanın çalışma grubu, örnekleme tekniklerinden maksimum çeşitlilik örneklemesi temel alınarak 25 katılımcıdan oluşturulmuştur.Araştırmada yarı yapılandırılmış görüşme formu kullanılmıştır.Yarı yapılandırılmış görüşme tekniğine uygun olarak, görüşmelerden elde edilen veriler, içerik analiz yöntemiyle analiz edilmiştir.Görüşmelerde kişilerin her bir soruya verdikleri cevaplar, birbirine benzer ve birbirinden farklı olma durumlarına göre analiz edilerek gruplandırılmıştır.Belirlenen görüşler frekans (f) ve yüzde (%) olarak ilgili tablolarda gösterildikten sonra katılımcıların açıklayıcı ve belirleyici görüşleri doğrudan alınarak bulgulara eklenmiştir.Mesleki imajı etkileyen faktörlere yönelik öğretmen görüşleri, siyasi aktör alt teması altında; hükümetlerin öğretmeni sahipsiz ve yalnız bırakması, öğretmene değer vermemesi yönünde tespit edilmiştir.Milli Eğitim Bakanlığı alt teması altında ise; Milli Eğitimin öğretmene yüklediği anlam ve roller, eğitim politikalarındaki tutarsızlıklar, yapılan çalışmalarda öğretmenlerin görüş ve düşüncelerinin alınmaması, veli ve öğrenci her zaman haklıdır anlayışı doğrultusunda öğretmenin pasif bir konuma itilmesi olarak belirtilmiştir.Görüşmelerde katılımcılar öğretmenlerin niteliğini yetersiz bulmuşlar, öğretmenlik mesleğinin statüsünü ve saygınlığını ise düşük değerlendirmişlerdir.

Problem statement: Socio-cultural constructivism; stressing the social context, culture and collaborative side of learning, is another kind of constructivism. The social constructivist approach has positive effects on learners. It can be said that in improving problem solving and met cognitive awareness skills, which are amongst basic skills every individual should possess today. The purpose of this study is to investigate whether there is a significant difference in the learners' problem solving skills and met cognitive levels when the authentic task-based social constructivist approach is used in an experimental group and a traditional approach is used in a control group. Approach: In the research, semi-experimental design with pretest-posttest control groups has been used. The experimental group was applied, based on the constructivist approach, the authentic taskbased collaborative learning process more efficient. On the other hand, the control group was put in learning environments based on the meaningful learning approach. In the research, 89 teacher candidates were included in the experimental group and 48 teacher candidates were included in the control group. The "Problem Solving Scale", developed by Heppner and Peterson and adapted was used for acquiring the data about problem solving skills. "Metacognitive awareness scale", developed was used for acquiring the data about metacognitive levels. Results: At the end of the research, it was observed that the difference in the experimental group teacher candidates' problem solving skills and metacognitive levels was higher than the control group and statistically significant. Conclusion: According to this finding, it is appropriate to say that the task-based social constructivist approach has positive effects on teacher c candidates' problem solving skills and metacognitive levels.Key words: Meta Cognitive Awareness Scale (MAS), social constructivism, problem solving, metacognitive awareness, teacher trainingINTRODUCTIONSocio-cultural constructivism; stressing the social context, culture and collaborative side of learning, is another kind of constructivism (O'Donnell and King, 1999; McMahon, 1997; Sivan, 1986; Terwel, 1999). Recently, a lot of pedagogues have been regarding the social constructivist approach as a basis to design more effective learning environments (Woo and Reeves, 2007).Social constructivists often make use of Vygotsky's ideas to explain teach (Palmer, 2005). Vygotsky mostly focused on the effects of social interaction, language and culture on the learning process (Fosnot, 2005; Jonassen et al., 1995; Vrasidas, 2000; Woo and Reeves, 2007). According to Vygotsky (1978), the source of metacognitive processes is related to the culture. To him, a child's learning potential develops only if s/he is with the "other knowledgeable individuals". When we are with others, we can succeed much more than when we are alone. Achievements of human beings are substantially resulted from this kind of "cooperative" act (Liang and Gabel, 2005). In social constructivist educational theory, classroom is a learned society. According to social constructivists, learning occurs by means of peer interaction (collaboration), student ownership of the curriculum and educational experiences that are authentic to the students (Azzarito and Ennis, 2003).As mentioned above, one of the important notions of social constructivist approach is the authentic tasks (Brown et al., 1989; Woo and Reeves, 2007; Jaworski, 1994). According to this approach, meaningful learning occurs when there are real-world-related authentic tasks and by means of interaction and collaboration between experts and peers. Authentic tasks are described as "Anything students are expected to do, beyond getting input through reading or listening, in order to learn, practice, apply, evaluate, or in any other way respond to curricular content" (Brophy and Alleman, 1991). With these tasks, learners learn to solve the problems that are similar to real world problems (Steffe and Nesher, 1996; Glatthorn, 1994; Murphy, 1997). …

In recent years, there is a big debate among researchers, teachers and decision makers about what to include in early childhood values education in preschools in Turkey. The aim of the current study is to make a need analysis for values education programme for preschoolers. This study was conducted with 200 preschool teachers in one of urban cities of Turkey –Kahramanmaraş- during 2016-2017 Spring semester. A values checklist is created for the current study by making use of Turkish Ministry of Education’s ‘Values Education Prescript’. The values checklist is a 5-Likert type scale coded as: Not important, Slightly important, Moderately important, Important, Very important. The teachers participated in this study were asked to rank values according to their self regard on importance of them. Findings of this study are analyzed by SPSS 22.0 Programme. According to the findings of the need analysis, top ten values which are chosen by teachers as essential to be implemented in preschools as part of the values education programme for preschoolers are as follows: Honesty, patriotism, responsibility, respect, respect to the elders, respect to environment, love, being fair, respect to others’ rights and being modest. Also, least five values which were ranked by teachers are social responsibility, generosity, collaboration, forehandedness and courage.

Candidate teachers have several beliefs related to their knowledge, learning and teaching. The purpose of this study is to analyze the beliefs of candidate teachers about knowledge, learning and teaching. Candidate teachers were assigned a scale and from the answers “belief points” were obtained based on their attitudes about these three dependent variables. It is investigated whether or not there is a significant difference in candidate teachers’ belief points about knowledge, learning and teaching. In addition, this research aims to show to what extent they have these beliefs and predictive among these belief dimensions regardless of variable identification. The relational descriptive method is used in this study. The study was conducted on the 297 primary school candidate teachers selected as subjects of the research in the last year of their education. It is found out that the belief of teaching needs to be constructivist and learning depends on process and efforts are indirectly predicted by the belief on the relativity of knowledge. Similarly, traditional beliefs on teaching are directly and indirectly predicted by the belief that learning depends on effort and ability and the belief in objective and ultimate knowledge. Consequently, it is determined that individuals’ beliefs on knowledge, learning and teaching are highly interdependent.

The purpose of this study was to investigate the attitudes of the students toward teaching English. This research was conducted at 26 high schools in Gaziantep, Turkey. A questionnaire consisting of two parts for the students was used as the data collecting instruments for the research. In the first part of the questionnaire, there are questions related with personal traits of students. In the second part, there is a Likert type attitude scale. 414 students' questionnaires were taken into evaluation. The significance of differences between means was analysed using “t” test, Anova (one-way analysis of variance), Scheffe test and the data related to the opinions of the students were analysed by utilising frequency distribution on percentages. The validity was assured by means of factor analysis procedure and the reliability was assured using Cronbach Alpha measure. All these statistical procedures were carried out using SPSS software (10.0 versions) in windows for IBM platform. The findings of the s...

The purpose of this study is to identify the current problems of the teachers working in the provinces of Southeastern Anatolia in Turkey and to list these problems according to their importance. Screening model is used in the study. One open-ended question was asked (identify seven problems related to the education system and order them according to their importance) to 270 teachers working in Gaziantep, Şanlıurfa, Diyarbakır, Kahramanmaraş, Mardin, Şırnak and Adıyaman (Southeastern provinces of Turkey). The collected data were analyzed using quantitative research method. Descriptive and chi-square analysis was conducted to create categories and to determine whether there is a significant difference between the gender, seniority and class-branch. Education problems were classified into six categories: Problems related with 1) School’s physical conditions; 2) Teachers; 3) Education system; 4) Educational management, inspection, planning and economy; 5) Education Programs and training; 6) Students-parents. There is no significant difference between these categories expressed by the teachers. There is also no significant difference among the first seven most expressed problems according to gender, class-branch, and teachers’ seniority.

The aim of the study is to investigate the contribution of action research to teachers’ professional development. In line with this goal, a group of teachers were asked their opinions. The working group of the study is comprised of six teachers working at a state primary and middle school. The study is an example of “Case Study”, one of qualitative research methods. The content analysis technique was utilized in the analysis of the data. To sum up, the teachers expressed that action research had a positive impact on their professional development in various aspects.

The purpose of the present study is to develop a measurement instrument to be used to investigate prospective teachers’ attitudes towards Instructional Technologies and Material Development course and to conduct reliability and validity analyses of the instrument. Development, reliability and validity studies of the instrument (ATITMDCS) were conducted in the fall semester of the 2012-2013 academic year at Ziya Gokalp Faculty of Education of Dicle University. The study was carried out on three different groups of students who completed Instructional Technologies and Material Development course successfully. Construct validity, internal consistency reliability and item analyses of the scale were tested on the first group consisting of 358 (174 male, 184 female) students. 79 (42 male, 37 female) students in the second group participated in the study of concurrent validity, and test-retest reliability study was conducted with participation of 106 (52 male, 54 female) students in the third group. For the analysis of concurrent validity, “Attitudes towards Instructional Technologies Scale (ATITS)” developed by Metin, Kaleli Yılmaz, Coskun and Biriscii (2012) was employed. Meanwhile, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted for construct validity. Results of the factor analyses demonstrated that the scale has a three-dimensional structure. To ensure concurrent validity of the scale, correlation between ATITS and ATITMDCS was examined. There was a positive and significant (.535) correlation between the two scales. Cronbach Alpha was .90 for the whole scale, while internal consistency coefficient ranged between .78 and .95 for sub-dimensions of the scale. Test-retest reliability was .90 for the whole construct;on the other hand, it ranged between .76 and .88 for the sub-dimensions. Findings of the item analyses indicated that corrected item-total correlations ranged between .319 and .710. Overall findings revealed that the scale is a reliable and valid instrument to measure prospective teachers’ attitudes towards Instructional Technologies and Material Development course.

The purpose of this study was to investigate the effect of authentic assessment, an approach used in Scientific Research Methods, on problem solving skills of prospective classroom teachers. The participant groups of the study consisted of sophomore prospective teachers who study at Dicle University in the Ziya Gökalp Education Faculty Classroom Teaching Department during 2013-2014 academic spring term. The two classrooms in the department were randomly assigned as experimental group (Group B) and control group (Group A). The experimental group was given authentic tasks and asked to do them group work. The authentic tasks fulfilled by prospective teachers were analyzed in accordance with the authentic assessment approach. Authentic assessment tools such as self-assessment, group assessment, portfolio assessment, teacher-peer assessment, weekly performance assessment, and student journals were used in the experimental group. Meanwhile, control group activities were based on a subject-oriented curriculum design and teacher-centered traditional practices and assessment were carried out. Methods like verbal lectures, discussions, and question-answers were used. In addition, the evaluation process was conducted on the mid-term exam essay in traditional sense. While the pre-test and post-test results of the experimental group indicate a statistically significant positive difference for the post-test, the difference between pre- and post-test results for the control groups were not found to be statistically significant. Moreover, a comparative analysis of adjusted post-test results based on pre-test results of experimental and control groups indicated a statistically significant positive difference in favor of experimental group.

Arastirmanin amaci; egitimin islevleri konusunda ogretmenlerin dusuncelerini olcebilecek gecerli ve guvenilir olcek gelistirmektir. Yontem , Arastirmanin calisma grubunu; Kahramanmaras ilinde farkli okul turlerinde gorev yapan 300 ogretmen olusturmaktadir. Arastirmada, olcegi gelistirmek icin kullanilan asamalar su sekildedir 1. Madde Havuzunun Olusturulmasi 2. Uzman Gorusu Alinmasi, 3. On Deneme Formunun Olusturulmasi 4. Faktor Analizi. Arastirmada uygulanan faktor analizi sonuclarina gore; Kaiser Meyer Olkin (KMO) degeri 0.906 bulunmustur. Bartlett testi sonucu olarak 2431 tespit edilmistir. Dogrulayici faktor analizi RMSEA incelendiginde ise .064 duzeyinde bir uyum indeksi gorulmektedir. GFI: 0.85,AGFI; 0.81, NFI; 0.85, CFI;0.97, RFI; 0.94 olarak belirlenmistir. Ayrica serbestlik derecesi 293; kok ortalama 0.14 ve normlanmamis uyum indeksi, (NNFI) 0.97 olarak saptanmistir. Olcegin guvenirligini belirlemek icin hesaplanan Cronbach Alpha guvenirlik katsayisi birinci faktor icin .905; ikinci faktor icin .85; ucuncu faktor icin .85; olcegin tamami icin .91 dir. Bu bulgular egitimin islevlerini degerlendirme olceginden elde edilen puanlarin guvenirliliginin yuksek oldugunu gostermistir.

Bu arastirma lise ogrencilerinin “Universite ” kavramina iliskin sahip olduklari algilari metaforlar yardimiyla ortaya cikarmak amaciyla yapilmistir. Arastirmaya 2012-2013 egitim-ogretim yilinda, Anadolu ogretmen lisesinde ogrenim goren 54 kiz (%52.4) ve 49 (%47.6) erkek olmak uzere toplam 103 ogrenci katilmistir. Arastirma mevcut durumun belirlenmesi ve analiz edilmesine yonelik betimsel bir arastirmadir. Arastirmada, verilerin toplanmasi, analizi ve yorumlanmasinda nitel arastirma yontemi kullanilmistir. Ogrencilerin universite kavramina yonelik ne tur algilamalara sahip olduklarini ortaya cikarmak icin ‘‘Universite … gibidir; Cunku … ’’ cumlesini tamamlamalari istenmistir. Arastirmada olgu bilim deseni kullanilmis ve veriler icerik analiz teknigiyle cozumlenmistir. Soz konusu arastirma sonucu elde edilen bulgulara gore toplam 103 ogrenci gecerli 76 metafor uretmistir. Soz konusu metaforlar bir takim analiz islemine tabi tutularak ortak ozelliklere sahip 6 kategoride degerlendirilmistir. Yapilan arastirma sonucunda lise ogrencilerinin ‘‘universite ’’ kavramini %20.4’u “ozgurlugun ifadesi” olarak ; %17.3’u “mekan” (Kopru, tarla v.b); %22.4’u “bir surec olarak”; %16.3’u “gelecek” olarak; %9.1’i “kulturel cesitlilik” olarak; %12.2 “karamsarligin bir ifadesi” olarak gordukleri tespit edilmistir. Sonuc olarak metaforlarin lise ogrencilerinin ‘‘universite ’’ kavramina iliskin algilarini aciklamada onemli bir arastirma araci olarak kullanilabilecegi sonucuna varilmistir.

A program should act based on the reality of the society which it is formed for. It is impossible for a program to be successful unless it leads the social changes, make its citizens be social individuals and provide the society with the equality of educational opportunity. Within this study, it was aimed at evaluating secondary education programs in accordance with the thoughts of the teachers about the level of the importance of socialising, social changes and the equality of educational opportunity which are the social bases of the program as well as their views about the realization level of these elements in the current programs. This research covered 175 teachers working in 13 secondary schools. A measurement tool developed by the researchers themselves was used for collecting data. As a result of the findings from the analysis, it was found that teachers regard programs enabling the equality of educational opportunity, social changes and socializing as significant. In the research, it was identified that teachers thought these social bases weren’t realized adequately. As a result, it can be said that social bases of programs are very important, however, there are some problems in their applications.