Semi-structured Interview Form Research Articles

Opinions of Primary School Teachers and Students Regarding the Use of Educational Digital Games in Educational Activities

This study aims to determine the opinions of elementary school teachers and 3rd and 4th-grade students regarding the use of educational digital games in educational activities in the classroom. In today’s world, where technology is constantly evolving and renewing, and digital media and materials take a larger share in our lives, instructional activities are also influenced by these advancements. The case study design, which is one of the qualitative research designs, was preferred in this study and semi-structured interview forms were used for the data collection process. Interviews were conducted with 30 elementary school teachers (18 female and 12 male) working in state schools in the Kavak district of Samsun province during the 2021-2022 academic year and 30 students in the 3rd and 4th grades (15 female and 15 male) studying in those state schools. The criterion sampling method, one of the purposeful sampling methods, was used in selecting the study group. In this context, attention was paid to select teachers, who use educational digital games in their classrooms and are willing to participate in the research. The data obtained in the research were analyzed using the content analysis method. The results achieved in this study indicate that educational digital games used in the classroom facilitate students’ learning, increase their attention spans, and contribute to quick thinking and decision-making. Recommendations include the necessity for teachers to receive training on digital content and the importance of identifying games, which are suitable for learning objectives, before implementing in-class games.

Aborted Women's Feelings and Experiences with Abortion: A Qualitative Study

Objective: This study aimed to reveal the feelings and experiences of women who had abortions based on their own experiences. Method: The qualitatively designed study was conducted with 11 women who applied to a Training and Research Hospital in Istanbul for abortion and met the inclusion criteria. The data were collected by the researchers with an 11-question participant information form and a semistructured interview form consisting of five questions. Results: The themes obtained from the research were determined as "The meaning of abortion", "The meaning attributed to the abortion decision", "Family and social support", "Community attitude" and "Attitude of healthcare professionals". Conclusion: Women who have had abortions are influenced by the perspective of society, religious values, and the approach of health professionals. There is a need to develop procedures that will positively affect women's abortion experiences.

Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

The recent Kahramanmaraş earthquake and the COVID-19 pandemic led to the implementation of emergency remote teaching (ERT) to prevent the interruption of education services. This rapid implementation of ERT in the educational process led to many new experiences for classroom teachers in implementing teaching activities for students with special educational needs (SWD) in terms of successful inclusion practices (SIP). It is essential to have information about the teachers' experiences of SIP through ERT to determine which strategies they used to cope with the difficulties experienced in this process, to assess their needs and suggestions about the process, and to take measures to overcome these difficulties to realize effective teaching in case similar disasters occur again in the future. This study aims to determine the experiences of classroom teachers on ERT practices for effective instruction for SWD in the process of SIP. The study adopts qualitative research, and a phenomenological design was utilized to analyze classroom teachers' experiences on the subject in depth. The participants of the study consisted of eight primary school classroom teachers. The research data were obtained using a semi-structured interview form applied to the participants. Through thematic analysis of the qualitative data obtained, themes, sub-themes, and codes were created and analyzed. The findings showed that the ERT process carried out within the scope of SIP has advantages and disadvantages for teachers and SWD. The Advantages and disadvantages of teaching basic academic skills (Turkish, mathematics, life science, social studies, and science) were also identified. In addition, it was concluded that teachers have needs and expectations in the SIP process for SWD, and if necessary, studies are carried out in this regard; the more comprehensive distance education method can be used in the relevant process instead of the ERT method. Research findings were discussed within the literature framework, and limitations and recommendations were stated.

Service failures that cause customer dissatisfaction and service recovery strategies in food and beverage businesses

The aim of this study is to descriptively determine the service failures that cause customer dissatisfaction in food and beverage businesses and the applied service recovery strategies. Within the scope of the study, data were collected from employees working in various positions in restaurants located in tourism centers in different regions of Turkey, with a semi-structured interview form consisting of 15 questions between the 19th August and 24th August 2022. As a result of the research, it was determined that service failures were mostly experienced in food taste, service speed and price. In response to service failures, employees have implemented service recovery strategies such as apologizing, voiding the check or invoice, offering free food or drinks, and offering to make a new order. This study contributes to the identification and understanding of service failures encountered in food and beverage businesses and the service recovery strategies applied. Additionally, in the study, employees emphasized the importance of issues such as effective communication and training in reducing or completely eliminating customer dissatisfaction.

SOCIAL PERSPECTIVE ON EARLY CHILDHOOD EDUCATION: THE PROBLEM OF "CAREGIVER" ATTRIBUTION TO TEACHERS

Although the discussions on the care responsibilities of preschool teachers have been going on for years, it has flared up during the pandemic process. For that reason, the aim of the current study is set to examine in depth the views of preschool teachers and parents of preschool students on the caregiver role of preschool education. This research was designed as phenomenological research, one of the qualitative approaches. The purposeful sampling was used to determine the participants. In the research semi-structured interview form is used for gathering data and the data analyzed by content analysis. As a result, while parents emphasized the need for care for their children, preschool teachers also stated that they were aware of the group they worked with and served for a group in need of care. The point that creates problems about the care situation is that teachers are viewed as caregivers and approached to their work in this way. In the research, it was inferred by the statements of preschool teachers that this is not related to the concept of "caregiver", and that the "caregiver" job is a very difficult, self-sacrificing, and demanding profession, but it is not their only job.

Designing a digital escape room game: An experience of a digital learning tool in basic education

The study aims to explore the perspectives of primary school teacher candidates who attend Turkish Language Teaching courses on their experiences of developing digital educational escape room games (DEERGs). Phenomenology design, one of the qualitative research methods, was utilized. The study group comprised 48 primary school teacher candidates who were reached by the convenience sampling method. A semi-structured interview form developed by the researcher and DEERGs designed by the participants were used as data collection tools. In the 14-week study, interviews were conducted via Microsoft Teams. The findings were analysed from a holistic perspective using content analysis. Results indicated that the participants preferred Google Forms and Genially tools in game design, and they benefited from Web 2.0 tools. In first language education, games for reading and writing skills were designed, and mostly primary school and 4th-grade achievements were selected. It was observed that they considered areas of interest, individual differences, and constructs that support cognitive-emotional and skill development in scripting. It was emphasized that DEERGs contribute to attention, focus, maintaining and motivating learning, problem-solving, developing a positive attitude towards the lesson, and learning while having fun.

Hemşirelik Öğrencilerinin Mesleki Algılarının Metafor Analizi Yöntemiyle Belirlenmesi

In this study, it is aimed to determine the perceptions of first and fourth year nursing students about the nursing profession by using the metaphor analysis method. Qualitative research design was used in this study. The study was conducted in the Nursing Department of a university. The study was concluded with data obtained from 87 nursing students. Purposive sampling method was used in the selection of the sample and this sampling method; The data were analyzed through metaphor analysis. The data were collected between September 15 and September 30, 2022 in the classroom environment with Personal Information Form and Semi-Structured Interview Form. To ensure good quality in presenting the study, the Consolidated Criteria for Reporting Qualitative Research (COREQ) was used as a guide. Fifty two first-year nursing students and thirty five fourth-year nursing students participated in the study. Forty six different metaphors related to the "nurse" profession were forming by the first and fourth year nursing students, and these metaphors were classified under two categories as positive and negative according to their common aspects. It was observed that fourth-year nursing students used positive metaphors regarding the concept of nursing more frequently than first-year students. Nurses; in clinical practice, students should use effective communication techniques and have good observation skills in order to positively affect their perceptions of the nursing profession.

Mathematics teachers' perspectives on the use of math teaching materials

The aim of this study is to reveal the perspectives of secondary school mathematics teachers about the use of materials in mathematics teaching. For this purpose, the teachers' use of materials, the materials they have used, and their views on the role of using materials were analysed. In this context, the research was conducted with case study, one of the qualitative research designs. In accordance with the purpose of the research, easily accessible case sampling method was used to form the study group. The data of the study were collected from eight secondary school mathematics teachers working in different schools on a voluntary basis with a semi-structured interview form consisting of three open-ended questions about the use of materials in mathematics teaching. The interviews were audio recorded and the dialogues were transcribed. The data obtained were analysed by content analysis method. As a result of the study, it was determined that teachers' perspectives on the use of materials were built on four themes: the role of purpose of use, the role of effect on teaching, the role of effect on students and the materials used. Regarding the purpose of using the material, it was determined that most of the teachers emphasised the role of attracting attention to the lesson, the role of concretisation as the effect on teaching, and the role of facilitating understanding and remembering as the effect on students. Although the teachers stated that the use of materials had a positive effect, it was concluded that their use in the application dimension was at a low level. Another striking result of the study was that the concrete materials that some teachers stated that they used were actually course materials. When the focus was on what they used as materials, it was determined that all of the examples given were concrete materials actively used in the geometry learning domain. In addition, only one of the eight teachers participating in the study mentioned virtual learning objects (manipulatives) other than concrete materials as materials.

Üniversite Öğrencilerinin İngilizce Özyeterlik İnançlarının Öğrenci ve Öğretim Elemanı Görüşlerine Göre İncelenmesi

This study aimed to explore the English self-efficacy beliefs of EFL students based on their and their instructors’ opinions. The participants of the study, which was designed as a mixed method, included 456 EFL students studying at a preparatory school of a state university in Türkiye. In the qualitative part of the study, there were 32 EFL students and 9 EFL instructors. The personal information form, the “English Self-Efficacy Belief Scale”, semi-structured interview forms for the students and the instructors were used.to collect data. In the analysis of the quantitative data, descriptive statistics, independent sample T-test, ANOVA test were used, and for qualitative data content analysis technique was used. The findings indicated high level of self-efficacy in terms of English writing and speaking skills, and moderate level of English self-efficacy belief in terms of reading, ability to learn English and listening skills. Students stated that various factors such as individual factors, language skill-oriented factors, classroom environment-related factors, etc. affected their self-efficacy beliefs. The instructors stated that they implement student-centered teaching approach, try to increase student motivation, give feedback to students and enable them to learn from the mistakes to increase English self-efficacy belief levels of their students.

INVESTIGATION of CLASSROOM TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE in THE CONTEXT of MATHEMATICS TEACHING for INCLUSIVE STUDENTS

Mathematics teaching has a special place in the process of implementing successful inclusion practices (SIP) for students with special needs (SWD). However, during the process of teaching mathematics skills to SWD, various learning problems are experienced for different reasons, and inclusion cannot be fully achieved. In order to eliminate or minimize this problem situation, effective mathematics teaching should be carried out. In order to achieve this goal, it is very important to make adaptations to SWD by using technological pedagogical content knowledge (TPACK) in mathematics teaching. Based on this importance, the aim of the study is to examine the TPACK of classroom teachers regarding their implementation of SIP in the process of teaching mathematics to SWD. The research has a qualitative research paradigm. In this context, the research model was determined as a multiple-case study. The participants of the study consisted of eight classroom teachers determined by criterion sampling method. The "Semi-structured Interview Form" developed by the researchers was used as a data collection tool. In this context, the answers given by the participants to the interview questions were subjected to descriptive analysis within the framework of themes, sub-themes, and common codes created by the researchers. As a result of the analysis, it was concluded that the classroom teachers' competencies in technology and content knowledge (mathematics and special education) varied. There are some positive aspects (advantages) and negative aspects (disadvantages) of using technology in both general education and mathematics education, they include the use of technology in different aspects of the presentation and evaluation processes of mathematics teaching within the scope of SIP, and they also need additional services such as developing TPACK competencies in the mathematics teaching process, providing devices, infrastructure facilities and training for this purpose. The findings obtained from the study were discussed within the framework of the literature, and limitations and suggestions for further research were stated.

Why Do Individuals Watch Pornographic Content? Influential Factors and Key Motivations for Watching Pornographic Content

The aim of this study is to examine why individuals who watch pornographic content watch pornography and to explore the motivations underlying their watching behavior. The research was conducted based on phenomenological design which is one of the qualitative research methods. The research was determined by having semi-structured interviews with 8 participants (6 males and 2 females) who engage in problematic consumption of pornographic content and by purposive sampling method. In the study, researchers used a Personal Information Form and a semi-structured interview form as data collection tools. Semi-structured interview questions were posed to participants through online video conferencing using the “Zoom” program, and the responses given by the participants were recorded. These recordings were analyzed using the content analysis method. The data analyses of individuals who watch pornographic content were grouped under six themes named (1) watching motivations, (2) watching outcomes, (3) perspectives on content, (4) effects of content, (5) knowledge and (6) different pursuits. The study results indicate that curiosity and information-seeking, traumatic family life, role models and lack of social skills, emotional avoidance, stress, and boredom constitute the motivations for watching pornographic content. The participants were observed to report experiencing intense feelings of guilt, shame, and regret after watching pornographic content, and to have difficulties with adaptation to the work, school, or social environment in daily life. The research is thought to contribute to both experts and individuals interested in the research on providing psychological support for problematic consumption of pornographic content in the matter of deciding on which information can be used.

Interpretative Phenomenological Analysis of Attention Deficit Hyperactivity Disorder in Adolescents

Current research on attention deficit hyperactivity disorder (ADHD) is generally based on quantitative methodology. This indicates a lack of information on how ADHD individuals explain this phenomenon, and what they experience. The aim of this research is to reveal how attention deficit hyperactivity disorder is experienced in adolescents and how adolescents explain this phenomenon. The participants in this study were ten adolescents aged 11-18 who were diagnosed with ADHD and did not have a comorbid diagnosis. Participants were interviewed through a semi-structured interview form. The interviews were conducted and recorded on an online platform, and a transcript of the voice recording of each participant was then created. The texts obtained from the transcripts were analyzed with an interpretative phenomenological analysis. As a result of the analysis, the following themes were found: Academic difficulty, normalizing and affirming the diagnosis, living with undesirable emotions and behaviors, and negative social experiences. The findings reveal that the ADHD-related experiences of adolescents and their explanations for the ADHD diagnosis are not of a single nature. Instead, they were also perceived in a positive light as well as negative. The results reveal that the awareness of professionals and families who have contact with ADHD-diagnosed adolescents should be raised, and interventional and motivational programs directed at ADHD treatment-related negative experiences of adolescents can be organized.

Examination of Music Teachers' Childhood Experiences of Music

Purpose: This study aims to examine the musical experiences of music teachers in childhood. 
 Design/Methodology/Approach: The research was conducted using the phenomenology research design within the framework of the qualitative research approach. Participants of the study consist of twenty-three music teachers working in the secondary and high schools affiliated with the Ministry of Education in the Kahramanmaraş province in the 2020-2021 academic year. The research data were collected using a semi-structured interview form and conducted for content analysis. 
 Findings: Family, teacher, school, and environment play an important role in individuals' musical experiences in childhood. Participants' tendency towards music during childhood is attributed to their parents’ interest in music and encouragement of music in their children, discovery and guidance of the students’ musical talent, the facilities offered by the school, including an appropriate setting for learning music, organization of the musical activities such as choirs and courses at school, and events held by non-governmental organizations. 
 Highlights: It is seen that music helped introverted and/or shy individuals socialize by allowing them to express themselves better. It was also revealed that the participants interested in music during childhood were self-confident, happy, and peaceful individuals with a wide social circle and without financial concerns.

Exploring pre-service teachers’ experiences of engaging in sustainable environment: a Turkey-Italy eTwinning Project

The research initially delves into the outcomes of an international eTwinning project focused on heightening awareness among future primary school teachers about the causes and consequences of climate change within the framework of sustainable environmental education. Employing qualitative research methodologies, the investigation took the form of a case study. The participant group consisted of 13 pre-service teachers studying at Mersin and Balıkesir Universities in Turkey as well as the University of Palermo in Italy in the academic year 2021-2022. Researchers utilized a semi-structured interview format crafted specifically for the study. The objectives encompassed enhancing the understanding of pre-service teachers regarding sustainable environmental education, fostering their familiarity with eTwinning to enable cross-cultural interaction with other European pre-service teachers. Furthermore, emphasis was placed on elevating pre-service teachers' awareness about foreign language utilization and the integration of information and communication technology (ICT).

Investigation of the factors affecting the curriculum fidelity of teachers working at different types of schools


 
 
 
 
 The purpose of this study is to examine the factors affecting the curriculum fidelity of teachers working in different types of school. In the study, case study design from qualitative research designs was used. The participants of the study werre teachers working in primary, secondary and high school types in publice school affiliated to the Ministry of National Education in rural district in a province located in the Northers Anatolia region of Türkiye in the fall semester of the 2022-2023 academic year. The participants was determined by convenient sampling method. The data of the study were obtained through a semi-structured interview form. The research data were analyzed using the thematic analysis method in accordance with qualitative research and findings were determined. While determining the findings, themes and categories were obtained and direct quotations were included to reflect the teachers' opinions. As a result of the research; It was determined that they expressed the opinion that curriculum characteristics, institutional characteristics, student characteristics, geographical conditions, family structure, social development of students, centralized education system, high-stakes tests, and pre-service and in-service training that teachers receive affect teachers' curriculum fidelity.
 
 
 

Perceptions of Vocational High School Teachers on Organizational Commitment: Malatya Example

This research tries to determine the perceptions of vocational high school teachers about organizational commitment. In this context, it is aimed to determine the internal and external factors affecting the organizational commitment of vocational high school teachers and to determine the effects of administrators on teachers' organizational commitment. The universe of the research consists of teachers working in vocational high schools in Battalgazi and Yeşilyurt districts of Malatya. 21 teachers working in the same districts participated in the research. The Phenomenology design of qualitative research was used as the research method. The data were collected with a semi-structured interview form with 4 questions aiming to reveal the internal and external factors affecting the organizational commitment of vocational high school teachers and analyzed with descriptive analysis technique.
 In the results of working; It has been determined that the school management's attitude, the harmony of the teacher staff and the school branch harmony come to the fore among the in-school factors affecting the commitment. While the culture lesson teachers talk about the disadvantages they experience in vocational high school due to their branches; on the other hand, vocational course teachers emphasized the advantages of their branches. While it was determined that the most positive factors affecting the teachers' commitment levels out of school, social activities, related parents and the positive image of the school outside, it was determined that individual problems arising from their private lives, financial dissatisfaction and loss of professional reputation also negatively affected their commitment. of teachers; It has been determined that the situation they expect the most from school administrators and senior management is to be valued. In addition, it was concluded that teachers and administrators should always have a positive view of events.

A Descriptive Study On Media Literacy Course Problems: Social Studies and Turkish Teachers' Understandings

Students in today's digital age require media literacy abilities. Teachers must, however, understand and use the notion of media literacy in order to address issues such as their readiness for the lesson and their infrastructural skills, such as textbooks, activity use, and content. The purpose of this research is to present the challenges of the media literacy course from the views of the social studies and Turkish language instructors who teach it. The study group of the research, which was conducted using qualitative research methods, consists of 20 teachers working in five secondary schools located at the Center of Muş. The research data was gathered using a Semi-Structured Interview form and evaluated using the content analysis method. According to the findings, only a small percentage of teachers are aware of the skills of media literacy. A small number of teachers are also familiar with the goal and scope of the media literacy course. According to teachers, the biggest problem of the lesson is that it is elective. In addition to problems such as a lack of interest in the media literacy lesson and lack of course materials, teachers made explanations about the materials, activities, and methods they used. Finally, teachers recommended that teachers who will be teaching the lesson do student-centered training

Preschool Teachers' Technology Use: Attitudes and Perceptions of Self-Efficacy

This study seeks to determine the perceptions of technology self-efficacy and attitudes toward using technological equipment among preschool teachers. In this investigation, a sequential explanatory mixed method was employed. Participants included 118 teachers from nationwide preschool education organizations affiliated with the Ministry of National Education (MoNE). The Use of Technology in Early Childhood Education Questionnaire (Blackwell et al., 2013), the Self-efficacy Scale of Technology Usage in Education [SECTUE] (Doğru, 2017), and the Attitude Scale for the Use of Technological Equipment in Preschool Education [ASUTEP] (Kol, 2012) were utilized as quantitative data collection instruments. The researchers created a semi-structured interview form to collect qualitative data. Most teachers have a favorable view of the use of technology in preschool education and a high level of self-confidence in using technology. The study's quantitative findings indicate that variables such as gender, professional experience, type of organization, school district, education level, and the school's technology policy do not affect preschool teachers' attitudes toward technology and their perceptions of self-efficacy. In contrast, age and education level significantly affect attitudes and self-efficacy, respectively. Additionally, there is no correlation between attitude and self-efficacy. The qualitative data, including the concepts and teachers' thoughts derived from semi-structured interviews, were discussed with the quantitative data. Teachers' willingness to use technology in their classrooms, positive attitudes, and self-efficacy perceptions are indicators that teacher support can be provided in the process of technology integration in preschool education.

REFLECTIONS on ONLINE INSTRUCTIONAL TECHNOLOGIES and MATERIALS USED DURING the COVID-19 PANDEMIC

In the process of the COVID-19 pandemic, the traditional face-to-face education system was transitioned to a distance education system. Undoubtedly, this significant change in the education field has affected teachers and students the most. Therefore, shedding light on the experiences of teachers and students in online classes is believed to contribute to the success of future distance education practices. For this purpose, in this study, the experiences and views of English teachers and high school students regarding the instructional technologies used in online teaching were investigated. The phenomenological design, which is one of the qualitative research designs, was used in the study. Twenty English teachers and thirty high school students participated in the study from the schools within the research permission. A semi-structured interview form developed by the researcher was used in the study. The findings obtained from the interviews were analyzed using content analysis method. It was found that in the early stages of distance education, teachers and students faced difficulties in adapting to technology usage. Teachers who were interested in technology usage experienced fewer challenges in using instructional technologies and materials. Students who had internet and device access and were motivated to attend classes benefited more from online class opportunities. Students mentioned that using lesson materials that appealed to their interests would be a driving force for their participation in online classes, while teachers stated that they had to use various instructional technologies to actively engage their students in classes and, therefore, they improved their technology proficiency.

Developing the design skills of child development program students “From theory to practise”


 
 
 
 
 It is very important that Child Development associate degree students understand applied pedagogy, both to equip them professionally and to adapt them to the environment in which they might find employment after graduation. To ensure that child development students have the scientific perspective and national qualifications that the age requires, a well-equipped and enriched physical environment is necessary throughout the educational process. In this context, the main purpose of the study is to uncover the shift in child development programs students’ opinions on design and practice skills following the workshops. To uncover the effect, the study used the case study method, one of the qualitative research methods. The study group of the research consisted of seven students participating in the Koçarlı Vocational School Child Development Program. Criterion and convenience sampling, which belong to purposeful sampling methods, were used. Data were collected using a semi-structured interview form consisting of 5 open-ended questions prepared by the researchers. The data obtained were analyzed and interpreted using the descriptive analysis method. The findings that emerged from the descriptive analysis consisted of the themes of "competence, satisfaction, areas of development, practical problems and students’ opinions". The study found that students’ use of the applied workshop improved their perception of self-efficacy, increased their satisfaction with teaching, had a positive impact on their cognitive and social-emotional development, and improved their professional skills and sense of belonging to the school.