Ministry Of National Education Research Articles

Socio-scientific reasoning of science, social studies and primary teachers

ABSTRACT Background Teachers should have a reasonable socio-scientific reasoning (SSR) level, both because they are intellectual members of society and because of their duty to teach reasoning skills to their students, who will become responsible citizens of the future, as indicated in the curriculum. Purpose The study aims to examine the SSR level of science, social studies and primary teachers and determine the effect of different variables on SSRquantitatively. Sample The participants were composed of 297 primary teachers, 80 scienceteachers and 53 social studies teachers (430 teachers in total) who worked in official institutions affiliated with the Ministry of National Education in Turkey. Design and method The descriptive survey model, a quantitative research method, was used to achieve the research goal. The research data were obtained via the Socio-Scientific Reasoning Scale (SSRS). Results and Conclusion Results show that the SSR of the science, social studies and primary teachers are at a medium level and there is no statistically significant difference between the teaching branches. In the sub-dimensions of SSR, the highest level of reasoning was obtained by all the teachers from three different branches for the sub-dimension of perspective. Science and primary teachers had the lowest level of reasoning for the sub-dimension of complexity; social studies teachers had the lowest level of reasoning for the sub-dimensionof inquiry. While education level does not affect SSR, SSR varies statistically significantly depending on the variables of branch, gender and professional experience. Suggestion Practices should be implemented to improve teachers’ SSR, which can be conducted through in-service training opportunities. In addition, our results can be used while determining the composition of the teachers who will participate in the training.

Teachers' Levels of Professional Commitment

The aim of the study is to examine whether the levels of teachers' commitment to the profession differ according to various variables. Survey model, one of the quantitative research methods, was used in the research. The sample of the research consists of 608 teachers working in primary, middle and high school schools affiliated to the Ministry of National Education in Yakutiye, Palandöken and Aziziye districts of Erzurum province. As a data collection tool in the research; 'The Personal Information Form' and 'The Teachers’ Professional Engagement Scale’ were used. In the analysis of the data, descriptive analyzes, Mann-Whitney U test and Kruskal-Wallis H test were used. It was seen that the teachers' level of commitment to the profession did not show a significant difference according to the variables of age, marital status, professional seniority and graduated faculty, but showed a significant difference according to the variables of gender and teaching level. It has been obtained that the teachers' level of commitment to the profession is very high. It has been determined that female teachers have higher levels of commitment to the profession. It has been concluded that primary school teachers' level of commitment to the profession is higher than that of high school teachers. There was no significant difference according to age, marital status, professional seniority and graduated faculty variables.

AN EVALUATION OF TEACHERS' VIEWS ON OPEN EDUCATIONAL RESOURCES

The objective of this study is to determine the ways in-service teachers in Türkiye make use of open educational resources and their opinions on using them. For this purpose, the explanatory sequential design has been employed. 588 teachers have participated in the quantitative part of the study; and ten have participated in the qualitative part on a voluntary basis. Data collection instruments have been (a) a personal information form developed by the researchers comprised of 16 questions and (b) a semi-structured interview form with 3 questions. The personal information form has been administered online to participants via social media. Whereas the interviews have been conducted using Zoom teleconferencing software. According to the findings, more than half of the teachers are knowledgeable on the matter of open educational resources and information resources consist of social media. It has been determined that female teachers make greater use of open educational resources than males. It has been established that the most significant affordance of open educational resources is the way it saves time and space for teachers, whereas lack of time and knowledge are the primary obstacles against using open educational resources. Additionally, the opinions of teachers show a demand from their employing organizations towards activities for raising awareness towards the matter of open educational resources and it has been shown that they wish to be encouraged on this matter. It has also been expressed that they expect quantitative and qualitative improvement of the resources provided by the Ministry of National Education, as well as support and cooperation on the use of open educational resources.

The Effect of Understand-Answer Strategy Instruction on Reading Comprehension of Students with Ld

The purpose of this research is to determine the effect of the Understand-Answer Strategy on the reading comprehension skills of students with learning disabilities. The research was carried out on students with a diagnosis of learning disability studying in secondary schools in Pendik, Istanbul, affiliated with the Ministry of National Education. The selected students are between the ages of 12 and 13, with two girls and one boy. The research was carried out with a single-subject design, a "Multiple probe design between subjects". The dependent variable of the study is the number of correct answers given to the reading comprehension questions in a written reading comprehension text. The independent variable of the research is the Understand-Answer Strategy. The experimental process consisted of the stages of determining the starting level, teaching the Understand-Answer Strategy, end-of-teaching evaluation, monitoring, and generalization. At the end of the study, the opinions of the students and their families were also considered. The Understand-Answer Strategy consist of activating prior knowledge, discussing the strategy, being a model, guiding practices and independent practices. At the end of the research, the opinions of students and their families were examined as social validity data. In all evaluation conditions, students were asked to read a narrative text and then answer eight reading comprehension questions. The scoring of the data was determined by the correct answers given by the students to the questions. The research findings have shown that the Understand-Answer Strategy is effective in improving the reading comprehension skills of students with learning difficulties. Furthermore, students who learned this strategy were able to provide correct answers to reading comprehension questions 1, 3, and 5 weeks after the end of the application, and it was observed that students who learned the strategy with different participants generalized their reading comprehension performance. According to the social validity findings, students and their families expressed positive views about the Understand-Answer Strategy.

Examining the Ability to Use Information and Communication Technologies in Primary School Life Sciences Course in the Context of Computer Ethics

The aim of this research is to examine the skill of using information and communication technologies in the context of computer ethics in the primary school life sciences course. In line with this aim, the research was conducted using a qualitative method, and a case study design was preferred. The study group consisted of 21 primary school teachers from the provinces of Antalya (2), Aydın (1), Afyonkarahisar (1), Bursa (14), Gaziantep (1), Kahramanmaraş (1), and Şırnak (1) in Türkiye. The research data were collected through semi-structured interview forms and documents. Both content analysis and descriptive analysis methods were used in the analysis of the data. According to the findings of the research, it was revealed that there were no unethical behaviors in the context of computer ethics related to the skill of using information and communication technologies in the life sciences curriculum. However, it was understood that primary school teachers included unethical behaviors in the context of computer ethics, even though they were not included in the curriculum, considering the safety of students. Based on these results, it is recommended that the Ministry of National Education include unethical behaviors in the context of computer ethics in the life sciences curriculum.

INVESTIGATING HIGH SCHOOL STUDENTS' PERCEPTIONS OF ‘INSPIRING FOREIGN LANGUAGE TEACHER’

The purpose of this study is to examine high school students' perceptions of the concept of inspiring foreign language teacher. Fifty-eight students studying at two different high schools within the Ministry of National Education in Nevşehir province participated in the study, which was designed with the phenomenological approach, one of the qualitative research methods. Data were collected using a semi-structured interview form and subjected to content analysis. In the coding done separately by the researchers, the agreement rate among the coders was calculated as 0.94. Research findings show that students mostly consider the concept of inspiring teacher in terms of teacher-student relations, followed by personal attributes, professional competencies and attitude towards the profession. Foreign language teachers, whom the participants consider inspiring, come to the fore firstly in terms of their professional competencies, then their personal attributes, teacher-student relations and attitudes towards the profession. The participants also stated that the foreign language teachers they consider inspiring had some impact on their language learning, personal and educational lives. The research findings were discussed in relation to the literature and suggestions were made to teacher educators, curriculum developers and researchers working on the subject.

Analysis of Turkish Curriculum at the Middle School Level Prepared during the Republican Era

This study examines Turkish Curriculums during the Republican Era, focusing on objectives, learning outcomes, content, teaching-learning processes, and evaluation dimensions. Analyzing 11 curriculums (1924, 1929, 1931-32, 1938, 1949, 1962, 1981, 2006, 2015, 2017, and 2019), we obtained five primary sources and accessed the remaining sources through the examination of 289 previous studies. Through document analysis, we present changes in components, objectives, domains, themes, methods, and assessment in the programs. Although there were no significant modifications from 1949 to 1981 and from 1981 to 2006, the Ministry of National Education has continuously changed programs. Findings reveal various approaches to Turkish language education, with significant changes after 2006, particularly in reading and comprehension skills. These changes reflect evolving educational goals and global trends. The study emphasizes the need for continuous development and adopting contemporary educational approaches in Turkish Curriculums to meet changing needs and ensure progress in the education system.

Evaluation of Parents' and Teachers' Views on Digital Parenting Skills

The digital world, emerging in the age of technology, presents both positive and negative aspects for every user. However, it is widely recognized that child users represent the most vulnerable group due to their ongoing cognitive and psychological development. This underscores the significance of parents acquiring digital parenting skills. This qualitative study assesses the perspectives of parents and teachers regarding digital parenting skills. Through semi-structured interview forms prepared by the researcher, interviews were conducted with 25 parents and 25 teachers whose children attend primary or secondary schools affiliated with the Ministry of National Education in the Central district of Bartın province. The data collected were analyzed using the content analysis method. The majority of both parents and teachers defined digital parenting as safeguarding children from the potential risks of the digital world. Protective measures included examples such as children not possessing their personal digital devices, imposing time limitations, parental monitoring of online activities, and open conversations with children about potential dangers. Fewer respondents acknowledged the digital world's capacity to enhance experiences and diversify learning. It was evident that parents and teachers had limited knowledge of digital parenting skills, with a notable emphasis on potential risks. The majority recognized their need for training and educational resources to enhance their capabilities. This study underscores the need for tailored training and media support designed to address adult learning needs, enabling them to serve as role models, navigate digital technologies effectively, establish connections with children, and facilitate effective communication.

Sharing the Responsibility: Ministry of National Education’s Disaster Preparedness and Response to Kahramanmaraş Earthquake

Disaster-resilient communities develop effective preparedness, response, recovery, and mitigation strategies. Following the experience of earthquakes on February 6, the Turkish community has been questioning its resilience. This paper examined the Ministry of National Education’s five-year preparedness strategies before the earthquake and its response to the February 6 earthquakes in Turkiye. The findings revealed that the Ministry made efforts to raise awareness among the community by developing training programs and securing schools by strengthening or rebuilding facilities. The ministry’s disaster response actions were classified into five categories: education, first aid and healthcare, food and water management, search and rescue, and shelter management. Our analysis suggested that the Ministry put crucial effort into disaster education, but more was needed to reach the entire school community. Furthermore, the Ministry responded promptly to the categories of food and water management, search and rescue, and shelter management from the first day, but not in its primary responsibility of education category.

Investigation into the Vocabulary and their Origin of the Poems in the 3rd Grade Turkish Textbooks and Workbooks

A good Turkish education is necessary in order to raise generations who can use their language correctly and effectively. This education is usually given from the Turkish textbooks of the Ministry of National Education, which are used in schools and considered as the primary source. However, the adequacy and comprehensiveness of the number of Turkish words in the textbooks is a controversial issue. In this study, it is aimed to determine the number of letters, syllables, words and different words in the poems calibrated in Turkish 3rd Grade Textbooks and workbooks by Private Publication (PP) and the Turkish 3rd Grade textbooks and workbooks prepared by Ministry of National Education Publications (MoNE) via using the document review method, which is one of the qualitative research methods, and to find the origins of the words in the poems. According to the findings obtained in the study, there are total of 719 words, 606 different words, 1770 syllables and 4278 letters in total in 13 poems in PP Turkish 3 coursebooks. 78.84% of these words are Turkish, 21.16% of which are words of foreign origin. There are 789 words, 649 different words, 1876 syllables and 4551 letters in total in 14 poems in MoNE1 Turkish 3 coursebooks. It is seen that 71.82% of these words are Turkish and 28.18% are foreign words. There are 281 words, 231 different words, 684 syllables and 1662 letters in total in 7 poems in MoNE2 Turkish 3 workbooks. It is seen that 78.76% of these words are Turkish and 21.24% are foreign words. It is assumed that the results of the research will give ideas to review the textbooks and to develop different techniques in vocabulary teaching.

What matters the most, the assessment method or individual skills in marketing research learning?

Purpose The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university. Design/methodology/approach For the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012). Findings It was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels. Research limitations/implications One of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students’ performance when comparing computer-based testing and paper-and-pencil testing. Practical implications Further design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands. Social implications Insights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university’s library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR. Originality/value This approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students’ knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field.

Emergency Online Teaching and COVID-19: Teachers’ Use and Integration of Computer Technologies

The aim of the research was to determine the use of computer technologies and the status of integration into lessons during online teaching by class teachers during the COVID-19 pandemic. The research used a descriptive survey model. The study group for the research comprised 464 class teachers employed in official primary schools linked to the Ministry of National Education in Rize province. Two scales were used in the research; the Technology Integration Self-Efficacy Scale and the Teachers’ Information and Communication Technologies Integration Approach Scale. Data were analyzed with the t test, ANOVA and correlation test. Male teachers were determined to have higher use of computer technologies and higher levels of ability to integrate it into lessons compared to female teachers. Though there was no difference in use of technology levels of teachers, their levels of ability to integrate technology into lessons differed according to seniority. The use of computer technology by teachers and levels of ability to integrate into lessons did not differ according to receiving in-service training related to technology and educational status. Teachers’ use of technology and levels of ability to integrate into lessons differed according to the hours of lessons given using technology. As the levels of use of education technology by class teachers increased, their levels of ability to integrate computer technology into lessons also increased. 
 
 Keywords: Online teaching, technology integration, class teacher, Covid 19.

The Effect of Educational Digital Games on Academic Success and Attitude in 3rd Grade Mathematics Class

Educational digital games are games designed for educational purposes. These games are used to provide students with certain knowledge, and designated with a with a view to improving their skills or to shaping their behavior. The aim of this study is to determine the effect of educational digital games Wordwall and Matific used in teaching primary school mathematics course on student achievement and attitude. Pre-test and post-test were applied to the experimental and control groups of the study in which quasi-experimental method was used. The study group consisted of 48 students studying in the 3rd grade of a public primary school. In the experimental group of the study, educational digital games Wordwall and Matific were used in the measurement unit of the mathematics course (length, perimeter, area, and liquid measurement). In the control group, the same subject was presented in accordance with the instructions in the third grade mathematics teacher's guide provided by Republic of Türkiye Ministry of National Education. The data were collected with the 20-question "Mathematics Achievement Test", which was jointly determined by the classroom teachers and the researchers, and the "Mathematics Course Attitude Scale" consisting of 13 items developed by Ayvaz (2010). In the analysis of the data, t-test for independent and dependent groups, which is one of the parametric tests appropriate to the research hypotheses, was applied. The findings of the study show the effectiveness of educational digital games in affecting students' academic achievement and attitudes. Based on this result, it is recommended that teachers should benefit from trainings in order to use educational digital games effectively in lessons.

Predicting baccalaureate student result to prevent failure: a hybrid model approach

<div class="OutlineElement Ltr SCXW634036 BCX2" style="direction: ltr;"><p>The Moroccan Ministry of National Education has seen substantial modifications over the previous ten years, which have contributed to improving the quality of education. However, there is a discrepancy in the percentage of academic achievement between the regional directorates and educational institutions. Machine learning techniques have become a powerful tool for proactively predicting student admission. The goal of our paper is to build machine learning models using various algorithms to predict the final baccalaureate school year outcomes. We compare regression and classification to find the reasons behind students' failure and to choose an appropriate model for predicting the results. This helps decision-makers make appropriate interventions.</p></div>

Analysing Barriers to Girls’ Education Outcomes in South Sudan

The study was conducted to analyzed barriers to girl education South Sudan programme. With literacy rate for the country at 47%, female literacy is worse within the region with 42% of the overall enrolment were girls which was lower by 16% to that of boys. The outcome of the results might be used to scale up cash transfers and other initiatives for girls as keys barriers are identified and analyzed for girls’ education outcomes. The study has used pareto analysis, tables and graphs to demonstrate the effects of those barriers to girl’s education outcome. The findings indicated that: For instance, girls are more likely to dropout due to pregnancy at 7%, and early marriage at 9% than boys who are more likely to dropout due to recruitment into military and insecurity on the road to school. The research found that girls are more likely to drop out of school (7.4%) as they go to higher level of education compared to male counter dropout rate. 85% of girls are likely to miss school due to long distance from school and fees related issues. While 79% are more likely to drop out of schools due to displacement, 70% are likely to miss due to personal and cultural issues at home, 59z% due to marriage and pregnancy having score 40%. Therefore, partners and the national ministry of general education and instructions should prioritize those factors in their strategy to improve girls’ education outcomes.

INVESTIGATION OF THE RELATIONSHIP BETWEEN PRE-SCHOOL TEACHERS' EPISTEMOLOGICAL BELIEFS AND SCIENCE ACTIVITY COMPETENCIES IN TERMS OF SOME VARIABLES

The aim of the study is to examine the epistemological beliefs of preschool teachers and their proficiency in science activities in terms of some variables, and also to investigate the relationship between their epistemological beliefs and their proficiency in science activities. The population of the study consists of 213 preschool teachers working in public schools affiliated to the Ministry of National Education in the province of Gaziantep in the 2021-2022 academic year. The "relational screening model", which is one of the quantitative research models, was used in the study. In the thesis study, in addition to the personal information form containing some demographic information, two scales, "Scale for Determining Preschool Teachers' Competence in Science Activities" and "Epistemological Beliefs Scale", were chosen as data collection tools and SPSS 26 package program was used in the analysis of the data obtained from the measurement tool. With this research, statistical answers were sought to the main problem question and sub-problem questions determined in the study. According to the results obtained from the data analysis of the research, it has been determined that preschool teachers have developed/mature epistemological beliefs and their proficiency in science activities in line with these beliefs is high. These results show that preschool teachers are more efficient and competent in putting science activities into action when they search for knowledge, investigate how knowledge is obtained, add and apply their own interpretations. In addition to these results, as a result of the regression analysis, it was determined that epistemological beliefs predicted and explained their proficiency in science activities.

Okul Öncesi Eğitimi Alınmasının İlkokuma-Yazma Başarısına Etkisi

Preschool education is of great importance in terms of preparation for first reading and writing. However, not every student receives pre-school education and starts primary school without acquiring some skills, causing some problems in the reading and writing process. Some problems experienced in this process may cause the expected efficiency in educational activities for teachers, students and parents. The purpose of this research is to determine the opinions of classroom teachers working in primary schools affiliated with the Ministry of National Education in the Turkish Republic of Northern Cyprus regarding the effect of pre-school education on the first reading and writing process, to identify the problems they experience with students who have not received pre-school education, and to identify the reasons and solution suggestions for these problems. . This research was prepared using the scanning model, which is among the qualitative research methods. In accordance with the purpose of the research, survey questions and tables explaining teachers' opinions were prepared and used. Primary schools affiliated with the Ministry of National Education were included in the research. In the research; A total of 118 teachers were used as the study group. SBSS24 program was used to analyze the research data, descriptive statistics (frequency, distribution, arithmetic mean, standard deviation) were used in the statistical analysis of the data obtained and the findings were interpreted. Key words: Reading and writing teaching, preschool, preparation for reading and writing

Yarışmacı Eğitim Yaklaşımının Öğrencilere Etkisine İlişkin Öğretmen Görüşleri

The purpose of this study is to determine teachers' opinions regarding the impact of competitive education approach - practices - on students' social and emotional development. Qualitative method was preferred in the research study and interview technique was used. Criterion sampling, one of the purposeful sampling methods, was used when determining the participants. The participants consist of 20 teachers who work in Sincan district of Ankara province in the 2022-2023 academic year, vary in terms of demographic characteristics, teach 12th grade students, and have worked for at least 5 years. In this study, a semi-structured interview form was created as a data collection tool to examine the social and emotional development of students in competitive education in terms of teachers' opinions, and was applied remotely via Google form. The answers given to the interview form in the study were analyzed with the content analysis method used in qualitative studies. The findings were coded and interpreted by creating themes. The classroom guidance program of the Ministry of National Education includes competencies in three development areas of students: academic, career and social and emotional. Social and emotional development area; It consists of ensuring personal safety, self-awareness, interpersonal skills, understanding and managing emotions, and decision-making competencies. As a result of our study, in which we discussed the effect of the competitive education approach, which is the purpose of our research, on the social and emotional development of students in the context of the social and emotional development competencies of the 12th grade guidance program, it can be said that the competitive education approach is insufficient to realize the social and emotional development of students at the desired level. While protecting personal security, self-awareness, interpersonal relations and decision-making skills show development in the social field, understanding and managing emotions show emotional development. At the end of the research, comparative practices that support emotional development can be determined by universities, and it can be recommended to provide consultancy services to the Ministry of Education and schools, to support the social development of students by school-family cooperation for each student, and to be supported by school administrators. Keywords: Competition, competitive education, social and emotional development, meritocracy

Evaluation of the STEM self-efficacy of science teachers in Northern Cyprus secondary education

The main purpose of this research is to reveal the current situation of the STEM self-efficacy of teachers working in public and private secondary schools in the Turkish Republic of Northern Cyprus through analysis. The universe of the present study consisted of 41 science teachers in secondary education institutions affiliated with the TRNC Ministry of National Education. The experimental research technique, a quantitative research approach, was used in the present study. In this research, the STEM Teacher Self-Efficacy Scale, which was adapted into Turkish by Yakar, Özdemir, and Vural (2018), was used as a data collection tool. SPSS 23 was used for the analysis of quantitative data. The STEM self-efficacy levels of the participating teachers were determined to be at a "medium level", and there were statistically significant differences from each other in terms of the teachers’ age, experience and education levels and their previous participation in STEM education in terms of their self-efficacy levels toward STEM. The findings obtained as a result of the research were discussed with the relevant literature. Finally, recommendations for practice and further research are presented.

Empowering the next generation of women in interior design in the United Arab Emirates through competitive education: a curriculum review

PurposeThis paper explores the impact of interior design education and its effectiveness in the work environment for women in the United Arab Emirates (UAE), as they are the primary recipients of interior design programs. The analysis focuses on the role of women in interior design in the Gulf countries and the update of an interior design program curriculum as part of the continuous development program requested by the UAE Commission of Academic Accreditation (CAA) of the national Ministry of Education (MoE).Design/methodology/approachThe research adopts different methodologies: an academic annual effectiveness report (AER), requirements of relevant international and regional accreditation bodies and a double round of surveys and interviews with female students, alumni, instructors and professionals.FindingsThe article collects and compares data from different perspectives, from the academic to the professional point of view, discussing challenges and opportunities for female students in contemporary interior design in the UAE. After collecting the necessary feedback on the strengths and weaknesses of the bachelor’s program, a set of informed recommendations has been developed, approved and introduced during the academic year 2022/2023. At the end of the year, a second feedback from faculty and external reviewers was gathered and analyzed, providing preliminary insights into the effectiveness of the curricular revisions and highlighting the significant benefits for the female students.Originality/valueThe paper discusses the comprehensive and up-to-date combination of traditional elements, innovative approaches and sustainable practices, alongside the strategic planning of the United Arab Emirates, proposed to enhance female learning experiences while reinforcing their skills and competencies for their future careers.