Analysing the types of TV programmes viewed by children from different socio‐economic strata based on their self‐report in the Turkish context     

Abdülkadir Kabadayı 《Educational Media International》2013,50(2):147-164

This research investigated the amount of time that children from different socio‐economic strata spend watching television per week and whether there was a difference among children from low, middle and upper socio‐economic strata with regard to viewing programme types, including action adventure, news and information, competitions, sports, paparazzi shows, cartoons, child informative and musical and comedy. Preparing and conducting this investigation involved a survey including TV programme types and the amount of time the participants spent watching television per week. Four hundred and ninety‐two primary school children participated. They came from low, middle and upper socio‐economic strata from three different primary schools in Turkey. The results indicate that significant differences exist among children from low, middle and upper socio‐economic strata with respect to viewing different programme types like action adventure, competitions, paparazzi shows, child informative and musical and comedy, while there was a non‐significant difference among the participants from different socio‐economic strata in viewing news and information, sports and cartoons. Some implications for further research have been made for prospective researchers.

L'analyse des types de Television programmes pour les enfants de differentes classes socio‐economiques basées sur leur proper rapport dans le contexte turc

Cette recherche a exposé la quantité de temps que les enfants de differentes classes socio‐economiques ont depensé pour regarder la TV par semaine; s'il y avait une différence parmi les enfants de hautes, moyennes et basses classes socio‐economiques du point de vue des types de programme tels ques l'aventure d'action, les nouvelles la compétition d'information, les sports, le paparazzi shows, les bandes dessinées, celle d'information pour les enfants et la comédie. Préparer et conduire cette recherche a developpé une enquete comprenant les types de programme et la quantité de temps que les participants depensent pour regarder la TV par semaine. Les 492 éleves d'école primaire ont participés à cette investigation. Ils sont venus des hautes, moyennes et basses classes socio‐economiques parmi trois differents écoles primaries en Turquie. Les resultats indiquent que les differences significatives existent parmi les enfants de hautes, moyennes et basses classes socio‐economiques du point de vue des types de programme tels ques l'aventure d'action, les nouvelles la compétition d'information, les sports, le paparazzi shows, les bandes dessinées celle d'information pour les enfants et la comédie et la musique tandis qu'il n'y a pas de difference importante parmi les participants de differents de classes socio‐economiques mentionnés en regardant respectivement les nouvelles et information, les sports, les bandes dessinées. Certaines déductions pour une recherché ont été executé pour les recherches prospective.

Analyse der von Kindern verschiedener sozio‐ökonomischer Schichten ausgewähltenTypen von Fernsehprogrammen, basierend auf Eigenberichten in türkischem Kontext

In diesem Artikel werden die Zeit, die Kinder, die aus unterschiedlichen sozio‐ökonomischen Schichten kommen, in einer Woche beim Fernsehen verbringen haben, und ob es einen zeitlichen Unterschied zwischen den Kindern, die beim Fernsehen von den Programmen wie Musik‐komödie, Kinderprogramme, Zeichentrickfilme, Paparazzi‐show, Sports, Wettbewerben, Nachrichten, Abenteuerfilme gibt, untersucht. Der Zweck der Vorbereitung und Durchführung dieser Unterschung ist die Feststellung der Zeit, die die Teilnehmer in einer Woche zu den Fernsehprogrammen angewendet haben. 492 Grundschulschüler haben daran teilgenommen. Die Teilnehmer sind Grundschulschüler, die zu den unteren, mittleren und oberen sozio‐ökonomischen Klassen in der Türkei gehören. Das Ergebnis der Forschung zeigte, dass unter den Teilnehmern von unterschiedlichen sozio‐ökonomischen schichten beim Fernsehen von programmen wie nacheinander, Zeichentrickfilme, Sports und Nachrichten keinen zeitlichen Unterschied, demgegenüber beim Fernsehen von Programmen wie Musik‐komödie, Kinderprogramme, Paparazzi‐shows, Wettbewerbs und Abenteuerfilme einen wesentlichen Unterschied gibt. Zum Schluss wurde für hoffnungsvolle Forschungen manche Vorschlaege gemacht.  相似文献   

Analysis of MOOCs practices from the perspective of learner experiences and quality culture     

Ebba Ossiannilsson  Fahriye Altinay  Zehra Altinay 《Educational Media International》2013,50(4):272-283

This explanatory analysis of the relevant literature seeks to identify factors affecting quality in massive open online courses (MOOCs). The paper highlights sub-dimensions of quality in MOOCs using the ladder of analytical abstraction. Communication, trust, collaboration, inclusiveness, innovation, and commitment are identified as key elements in developing a quality culture in online education. In seeking to merge the organizational and pedagogical aspects of online education, MOOCs raise new questions concerning personalization, widening recruitment, internationalization or globalization, and lifelong learning. However, the pedagogical aspects of MOOCs remain insufficiently described and explored. As MOOCs are now a significant presence in digital education, it is essential to understand learners’ experiences and participation in such courses.  相似文献   

Use of technology-assisted techniques of mind mapping and concept mapping in science education: a constructivist study     

Ali Günay Balım 《Irish Educational Studies》2013,32(4):437-456

The study aims to investigate the effects of using mind maps and concept maps on students' learning of concepts in science courses. A total of 51 students participated in this study which used a quasi-experimental research design with pre-test/post-test control groups. The constructivist-inspired study was carried out in the sixth-grade science course unit of ‘Light and Sound’ in a primary school with two experimental groups and one control group. The intervention was held in the experimental group 1 by using technology-assisted technique of mind mapping, in the experimental group 2 by using technology-assisted technique of concept mapping, and in the control group by means of traditional classroom instruction. After the intervention in the experimental groups, concept tests and open-ended questions related to the unit were used as post-tests. According to the data obtained from concept tests, it was found out that all groups' understanding of concepts was equivalent. Significantly, students in the experimental group 2 reported positive opinions, stating that learning through concept maps was useful and engaging.  相似文献   

Caregiving in dementia: Emotional and behavioral challenges     

Sidra Ali  Iram Zehra Bokharey 《Educational gerontology》2013,39(7):455-464

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Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential     

Özgecan Taştan Kırık 《Research in Science Education》2013,43(6):2497-2515

This study explores the science teaching efficacy beliefs of pr-service elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management beliefs and science teaching attitudes. Science education majors (n?=?71) and elementary education majors (n?=?262) were compared with respect to these variables. Finally, the predictors of two constructs of science teaching efficacy beliefs, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), were examined by multiple linear regression analysis. According to the results, participation in extracurricular activities has a significant but low correlation with science concept knowledge, science teaching attitudes, PSTE and STOE. In addition, there is a small but significant correlation between science concept knowledge and outcome expectancy, which leads the idea that preservice elementary teachers’ conceptual understanding in science contributes to their science teaching self-efficacy. This study reveals a moderate correlation between science teaching attitudes and STOE and a high correlation between science teaching attitudes and PSTE. Additionally, although the correlation coefficient is low, the number of methodology courses was found to be one of the correlates of science teaching attitudes. Furthermore, students of both majors generally had positive self-efficacy beliefs on both the STOE and PSTE. Specifically, science education majors had higher science teaching self-efficacy than elementary education majors. Regression results showed that science teaching attitude is the major factor in predicting both PSTE and STOE for both groups.  相似文献   

Development and Validation of Chemistry Self-Efficacy Scale for College Students     

Esen Uzuntiryaki  Yeşim Çapa Aydın 《Research in Science Education》2009,39(4):539-551

This study described the process of developing and validating the College Chemistry Self-Efficacy Scale (CCSS) that can be used to assess college students’ beliefs in their ability to perform essential tasks in chemistry. In the first phase, data collected from 363 college students provided evidence for the validity and reliability of the new scale. Three dimensions emerged: self-efficacy for cognitive skills, self-efficacy for psychomotor skills, and self-efficacy for everyday applications. In the second phase, data collected from an independent sample of 353 college students confirmed the factorial structure of the 21-item CCSS. The Cronbach alpha coefficients ranged from 0.82 to 0.92. In addition, each dimension of the CCSS had moderate and significant correlations with student chemistry achievement and differentiated between major and non-major students. Followed by the additional validation studies, the CCSS will serve as a valuable tool for both instructors and researchers in science education to assess college students’ chemistry self-efficacy beliefs.  相似文献   

Pre‐service elementary teachers’ beliefs about use of the Internet in the social studies classroom     

Mehmet Açıkalın 《欧洲师范教育杂志》2009,32(3):305-320

The Internet has become one of the most common instructional tools because of recent developments in telecommunications and Internet technology. Accordingly, educators increasingly support the use of the Internet in the social studies classroom. Thus, the purpose of this study was to investigate pre‐service elementary teachers’ beliefs about the use of the Internet in the social studies classroom. Data were collected through an open‐ended questionnaire from 37 pre‐service elementary teachers in a large Turkish university. An inductive analysis approach was used to analyse the data. Thus, the emergent patterns of the data were used to develop coding categories. The data analysis indicated that the majority of the participants supported the use of the Internet in the social studies classroom, while they acknowledged the disadvantages and negative aspects of the use of the Internet.  相似文献   

The Effectiveness of Mime‐Based Creative Drama Education for Exploring Gesture‐Based User Interfaces          下载免费PDF全文

Adviye Ayça Ünlüer  Mehmet Aydın Baytaş  Oğuz Turan Buruk  Zeynep Cemalcilar  Yücel Yemez  Oğuzhan Özcan 《The International Journal of Art & Design Education》2018,37(3):353-366

User interfaces that utilise human gestures as input are becoming increasingly prevalent in diverse computing applications. However, few designers possess the deep insight, awareness and experience regarding the nature and usage of gestures in user interfaces to the extent that they are able to exploit the technological affordances and innovate over them. We argue that design students, who will be expected to envision and create such interactions in the future, are constrained as such by their habits that pertain to conventional user interfaces. Design students should gain an understanding of the nature of human gestures and how to use them to add value to UI designs. To this end, we formulated an ‘awareness course’ for design students based on concepts derived from mime art and creative drama. We developed the course iteratively through the involvement of three groups of students. The final version of the course was evaluated by incorporating the perspectives of design educators, an industry expert and the students. We present the details of the course, describe the development process, and discuss the insights revealed by the evaluations.  相似文献   

A multi-level analysis of the teacher education internship in terms of its collaborative dimension in Northern Cyprus     

Sıtkıye Kuter  Sabri Koç 《International Journal of Educational Development》2009

Partnership is a two-way enterprise which becomes meaningful when the partners at different levels are fully engaged in mutual cooperation, aiming at promoting both trainees’ and educators’ professional growth. This case study, qualitative in nature, was conducted with administrators, educators, and trainees to examine the collaboration dimension of the multi-layer processes of the EDUC420-Internship regarding its organizational and communication aspects. The data, analyzed through categorization of codes, revealed striking limitations inhibiting the collaboration dimension of the internship and suggested its reconceptualization around a formalized give-and-take mechanism to cultivate reciprocal communication among the ministry, the university and the schools.  相似文献   

Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education     

Dorit Alt 《Learning Environments Research》2015,18(1):47-67

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