Turkish Secondary School Research Articles

Comparison of social studies, Turkish Republic Revolution History and Kemalism, History of Kazakhstan and World History curricula in the secondary education in Turkey and the Republic of Kazakhstan

The aim of this study is to make a comparison between history topics in Social Sciences course, Ataturk's Principles and History of Turkish Revolution course in secondary schools in Turkey and History of Kazakhstan and World History courses in secondary schools in Kazakhstan. This study that has adopted qualitative research methods is a comparative educational research. Data has been collected through data analysis method. In the study, the curriculum of Social Sciences course and Ataturk's Principles and History of Turkish Revolution course in secondary schools in Turkey and the curriculum of History of Kazakhstan and World History courses in secondary schools in Kazakhstan have been compared in terms of objectives, content and weekly course schedule.<br />Findings show that subject that is based on historical content take place as units in 5th, 6th and 7th grade Social Sciences course. Social Sciences course is three hours per week for 5th and 6th graders. History topics in Social Sciences course include first states in Anatolia, Huns that is the first Turkish state, Turkish states founded in Central Asia, Turks' migration to Anatolia, foundation and development of Ottoman states, science, art and economic structure. Additionally, the rise of Islam, states founded by Muslims, conversion of the Turks to Islam, development of science and art are among the history topics, as well. In 8th grade, for Ataturk's Principles and History of Turkish Revolution course, students attend two hours of lecture per week. This course covers foundation of the Republic of Turkey, Ataturk's life, Ataturk's Principles and political developments of the related period. In Turkish secondary schools, there is not a course on world history. On the other hand, in Kazakhstan, for the History of Kazakhstan, 5th grade students attend one hour of lecture while 6th, 7th and 8th grade students attend two hours of lecture per week. In the curriculum of the History of Kazakhstan, Turkish states founded in Kazakhstan starts with the Sakas and it covers Turkish states in history, their foundation, development and improvements in science, art and economy. Additionally, 6th, 7th and 8th grade students attend one hour of lecture for the World History course. This course includes topics such as states founded in Asia, Europe, America and Africa, foundation and development of Ottoman Empire and the Republic of Turkey that are among states founded by Turks in Anatolia and developments in science, art and economic structure of the related states.

Analyzing the levels of depressive symptoms among secondary school students in Canada and Turkey

<p>To examine the level of depressive symptoms of the secondary school students in Turkey and Canada has been aimed in this study. The research group of the study consists of 1050 secondary school students with the average age of 13. Their socio-economic levels are low in both countries, Canada and Turkey. Data has been analyzed by independent groups t-Test, Two Way ANOVA and Tukey HSD Test. The study revealed that the level of depressive symptoms of Turkish secondary school students has been found higher than the level of depressive symptoms of Canadian secondary school students. While the levels of depressive symptoms of the Canadian female students have been higher than male students, the level of depressive symptoms of Turkish students has not differentiated in terms of their genders. While the common interactions of the educational levels of Turkish students’ parents on depressive symptoms have been found significant, the levels of depressive symptoms of Canadian pupils have not presented any changes according to parents’ educational levels. The results of the study have been discussed and some suggestions have been presented.</p><p> Keywords: depressive symptoms, secondary school students, early adolescent, Canada, Turkey</p>

Editors Message and Referees Index

Editors Message and Referees Index

Analyzing the levels of depressive symptoms among secondary school students in Canada and Turkey

To examine the level of depressive symptoms of the secondary school students in Turkey and Canada has been aimed in this study. The research group of the study consists of 1050 secondary school students with the average age of 13. Their socio-economic levels are low in both countries, Canada and Turkey. Data has been analyzed by independent groups t-Test, Two Way ANOVA and Tukey HSD Test. The study revealed that the level of depressive symptoms of Turkish secondary school students has been found higher than the level of depressive symptoms of Canadian secondary school students. While the levels of depressive symptoms of the Canadian female students have been higher than male students, the level of depressive symptoms of Turkish students has not differentiated in terms of their genders. While the common interactions of the educational levels of Turkish students’ parents on depressive symptoms have been found significant, the levels of depressive symptoms of Canadian pupils have not presented any changes according to parents’ educational levels. The results of the study have been discussed and some suggestions have been presented. Keywords: depressive symptoms, secondary school students, early adolescent, Canada, Turkey.

Analyzing Secondary School Turkish Course Books With Regards To Educating Effctive Citizens

Analyzing Secondary School Turkish Course Books With Regards To Educating Effctive Citizens

Reference Values of the 6-Minute Walk Test in Healthy Turkish Children and Adolescents Between 11 and 18 Years of Age

Normal values of the 6-min walk distance (6MWD) for children have not been well demonstrated. This limits the interpretation of the 6MWD in children. A cross-sectional prospective study was designed. A total of 949 (467 males, 482 females) healthy children were recruited randomly from 7 Turkish secondary schools in Ankara. The 6-min walk tests were conducted according to the American Thoracic Society guidelines. The mean 6MWD decreased between the ages of 12 and 14 y for both boys and girls, and then gradually increased until 17 y of age. In the best fitting and most efficient linear, quadratic, and categorical regression models, the age of the subjects, heart rate after the test, and physical activity level of the subjects were significantly related to the 6MWD. Nevertheless, these variables explained < 20% of the variance in the 6MWD. The 6MWD does not increase in a straight linear fashion from the age of 12 until adulthood. Correlation of the 6MWD with anthropometric features is very weak, so in evaluating the 6MWD, the standard curves should be used.

Açık Öğretim Ortaokulu Altıncı Sınıf Türkçe Ders Notunun Metin Türleri ve Öğrenme Alanları Açısından İncelenmesi

Açık Öğretim Ortaokulu, örgün ortaokullarda yürütülen öğretim programlarıyla aynı programın esas alınarak öğretimin yapıldığı, ancak uzaktan eğitim teknikleriyle bu programın yürütüldüğü öğretim sistemidir. Bu okullarda öğrenim gören öğrenciler dönem sonu sınavlarına Millî Eğitim Bakanlığı Eğitim Teknolojileri Genel Müdürlüğü tarafından hazırlanan ders notları ile hazırlanmaktadırlar. Bu çalışmada, MEB tarafından ders notu olarak hazırlanmış olan 6. sınıf Türkçe Ders Notundaki metin türleri ve öğrenme alanları incelenerek değerlendirilmiştir. Örgün öğretimdeki Türkçe ders programı temel alınarak hazırlanan Açık Öğretim Ortaokulu Türkçe Ders Notunun, İlköğretim Türkçe (6,7,8. Sınıflar) ders programında verilmesi gerektiği ifade edilen türlerden altısını barındırdığı, ancak fabl ve mektup türünde herhangi bir türü barındırmadığı görülmüştür. Türkçe 6 Ders Notu’nda Türkçe dersi öğrenme alanlarından okuma, yazma, konuşma ve dil bilgisi alanlarına yönelik Okuyalım Anlayalım, Konuşalım, Yazalım ve Dil Bilgisi bölümlerinin bulunmasına karşılık dinleme eğitimi ile ilgili bir bölümün bulunmadığı tespit edilmiştir.

Examination of Texts of Secondary School Turkish Schoolbooks in Terms of Constructivism Approach

The language is one of the most basic instruments in using the basic language skills and thinking strategies that the individual will use lifelong to establish a healthy communication with surroundings during his/her self-development process. This basic instrument is practiced on the mother tongue axis. The Turkish lesson in our country is also in key position to develop the basic language skills and thinking skills. Language teaching is practiced via the texts. So this makes the features of texts involved in Turkish schoolbooks much more important. “The texts are instruments one each to develop the language, intellectual, social, and intellectual independency skills in Turkish teaching.” (Güneş, 2009, p. 16). The constructivism approach explains how this instrument is required to be used within the frame of its assumptions. In this study the texts in Turkish schoolbooks of 5th class in secondary schools are intended to be examined in terms of constructivism approach. In the study eight texts are selected from the Turkish schoolbook of 5th class with a qualitative approach and these texts are examined in terms of features of constructivism. The study performed is considered to be a guide to select texts for the Turkish schoolbooks.

Bilimsel Alan Gezisi Tutum Ölçeği Adaptasyon Çalışması

This research was performed to adapt the Students’ Attitude Scale towards Scientific Field Trips (SASSFT) in Turkey. In this study, schools were determined according to sampling criterion methods which mostly arranged the field trips in Eregli town of Zonguldak city at 2011-2012 educational term. SASSFT was conducted to 317 students who enrolled these schools. The data were collected by demographic form and SASSFT. In terms of validity of the SASSFT, language, content and structure validity was investigated. Views of three science lecturers were taken about content validity and structural validity was done. Regarding the scale structural validity, internal consistency was examined. Reliability internal consistency coefficient of the scale was found to be α=0.88. Structural validity was investigated with confirmatory factor analysis (CFA). The fit indices were deemed satisfactory as original scale. Therefore, the psychometric properties of the Turkish version of ASSFT were satisfactory and can be used to measure Turkish secondary and high school students’ attitude towards scientific field trips.

Investigating organizational health of Turkish primary and secondary schools in terms of teacher perceptions

Investigating organizational health of Turkish primary and secondary schools in terms of teacher perceptions

A Research Regarding the Listening Types Used in Secondary School Turkish Work Books

Listening skills are an important part of communication and listening skills appropriate to the activities to be developed. Listening to the students often Ex-pressed in theory , this theoretical knowledge to transform behavior is seen to be a systematic effort . Listening skills also need to be developed originally acquired in anatural environment . Educational environment is also obliged to provide this development . Turkish education and training to ensure the development of listening skills in the Turkish program , Turkish courses and study books and is one of the main tasks of Turkish teachers . In this study, Ozbay (2012 ) which determines the types of listening Turkish secondary school studies associated with listening activities found in the books and what kind of listening which is used at the class level is de- termined at what rate . These ratios in the light of the types of listening in listening activities are taken into account and that the use of these types of comments were made about the increase in rates . This research produced a descriptive survey is a survey on the structure . Scan data source based on the model of this study , 2012 - 2013 academic year junior high school students in the province of Malatya Turkish lessons and workbooks distributed as contained in the book consisted of activities related to listening skills.

An assessment of Turkish secondary school students attitudes towards biotechnology in the perspective of genetically modified foods

Modern biotechnology and genetically modified (GM) foods have aroused growing interest in the public and education sector throughout the world because the public perception of biotechnology and genetically modified foods are at the center of controversy. People’s and students’ attitudes towards biotechnological issues are the object of many quantitative and qualitative studies. At present, there is a need to assess Turkish students’ attitudes towards biotechnology and genetically modified foods. This study aimed to explore these attitudes in secondary education. For this purpose, 916 senior year high school students within eight different provinces of Turkey were surveyed. Students were given seven statements to assess their opinions by choosing an agreement level about genetically modified foods and the development of biotechnology. Then, comparisons were made based on gender and study areas. The results suggested that more than half of the students supported the biotechnological studies being done throughout the world, but they want these studies to be tightly supervised. Additionally, 80% of them thought that GMOs may harm human health. The study also revealed that, the attitudes of boys and social sciences students were more positive than the other students, and science students supported the biotechnological studies more than the students studying in other areas. Key words: Biotechnology, genetically modified (GM) foods, secondary schools, Turkey.

Language dominance in Turkish-German bilinguals: methodological aspects of measurements in structurally different languages

The purpose of this study is to establish measures of language dominance in bilinguals who speak structurally different languages, in our case German and Turkish, with tools that are based on fluency and oral proficiency. A ‘balanced’ bilingual with equal proficiency in two (or more) languages is hardly ever found (e.g. Grosjean, 1982; Olsson, &amp; Sullivan, 2005) but the identification of the dominant language is a huge methodological problem, especially in studies of structurally different languages (see Daller, van Hout, &amp; Treffers-Daller, 2003). The participants in the present study are a group of Turkish—German bilinguals who grew up in Germany and returned to Turkey during their school career, the so-called ‘returnees’ (n = 60), and a group of Turkish secondary school students who grew up in Turkey and learned German as an L2, the so-called control group (n = 55). We firstly establish the language dominance of the two groups with a C-test. We then use oral picture descriptions in both languages to measure a variety of fluency measures, both manually and using scripts written in ‘Praat’ (Boersma &amp; Weenink, 2007). On the basis of these scores, we are able to develop measures of fluency that correlate highly with the C-test scores and have a highly predictive value in a logistic regression in the prediction of group membership (returnee or member of the control group). We conclude that this corroborates the validity of the measures. Overall we conclude that it is possible to develop measures of language dominance based on fluency and overall oral proficiency.

Communicative approach as an English language teaching method: Van Atatürk Anatolian High School sample

This study tries to find out how effective Communicative Approach is as a widely practiced English teaching method in Turkish Secondary Schools. The study covers the 10th, 11th and 12th grade students of Van Atatürk Anatolian High School. At the initial stage of the study, a sample level test was given in order to evaluate the available English level of the students. At the end of the study, it was found out that there was a discrepancy between the principal target benefits of Secondary Schools English Teaching Program, which is principally based on CLT and the results obtained. The majority of the language learners could only utter daily or structural expressions mostly studied beforehand or often practiced but could not reproduce those never experienced or those depending on creativity. Furthermore, the possible reasons for these negative results were discussed and questioned whether or how much they were associated with CLT. Finally, some suggestions were put forth in the light of other studies and views on this field. This study suggests that CLT is not efficient enough in achieving the language targets set for the second language (L2) learners in Van Atatürk Anatolian High School.

Predictors of Leadership Effectiveness for Turkish Secondary School Teachers

Bu çalışmanın amacı sınıf içinde ortaöğretim öğretmenlerinin liderlik davranışlarını incelemektir. Bu amaçla, Bütünleştirilmiş Rekabet Değerleri Çerçevesi (Integrated Competing Values Framework) ölçme aracı 300 ortaöğretim öğretmenine uygulanmıştır. Verilerin analizinde tekrarlı ölçümler için ANOVA ve çoklu regresyon analizi kullanılmıştır. Çoklu regresyon analizinin sonucunda; Kurtarıcı, Geliştirici ve Girişimci boyutları en güçlü etkili liderlik belirleyicileri olarak bulunmuştur. Bu araştırmanın bulgularına göre cinsiyete göre liderlik rollerinde anlamlı farklılık bulunmamaktadır. Araştırmada Bütünleştirilmiş Rekabet Değerleri Çerçevesi‟nin altı işlevsel rolü olan Kurtarıcı, Geliştirici, Yenilikçi, Girişimci, Gözlemci ve Bütünleştirici boyutları gösterilmiş, Kurtarıcı ile Gözlemci boyutları arasında anlamlı farklılık tespit edilmiştir.

Psychological consequences of cyber bullying experiences among Turkish secondary school children

This study aimed to examine the relations of cyber bullying experiences of Turkish secondary school children (as a victim and bully) to demographic variables (age and gender) and depressive symptoms. The participants were 165 secondary school students (94 females and 71 males) whose ages ranged from 10 to 14. According to the results, there is a significant interaction effect between age and gender on cyber bullying experiences, but they are not related to being a cyber victim. In other words, while school children's age and gender are related to being a cyber bully, school children may have the potential to be a cyber victim regardless of their age and gender. Moreover, the results revealed that the students who reported to being cyber victim indicate higher level of depressive symptoms.

Cyberbullying among Turkish Adolescents

Cyberbullying, harassment through the use of information and communication technology such as cell phones and the Internet, is an emerging phenomenon all around the world. Extensive research on aggression and bullying is guiding educators' understanding of cyberbullying. Yet the gap between the advancement in technology and the dearth of study on cyberbullying suggests that more research is needed to understand the scope of this form of bullying. In order to fill the gap in literature, 269 secondary school Turkish students were surveyed on their engagement in and coping strategies for cyberbullying. The results show that 35.7% of the students displayed bully behaviors, and 23.8% of the students displayed bully-victim behaviors. Only 5.9% of the students were victims. More boys displayed bully, victim, and bully-victim behaviors than girls. When faced with cyberbullying, 25% of the students reported telling their peers and parents about the cyberbullying incident, and 30.6% of the students reported finding active solutions such as blocking the harasser. The implication of the study for future research is discussed.

Students’ perceptions of science teachers’ interpersonal behaviour in secondary schools: Development of a Turkish version of the Questionnaire on Teacher Interaction

The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument for measuring teacher interpersonal behaviour. The Questionnaire on Teacher Interaction (QTI) maps teacher behaviour in terms of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from 24 classes (Grades 9–11) of experienced teachers in two Turkish secondary schools participated in the study. Development of the instrument involved several steps: translation and back translation by teacher educators; piloting of different versions while refining the items; interviews with students and teachers to establish the importance of teacher interpersonal behaviour in the Turkish context; and a final administration of the questionnaire to the sample described. Interview data and statistical analyses supported the reliability and validity of the instrument. Turkish teachers were perceived by their students as very cooperative and moderately dominant.

Investigating the need for consumer education among Turkish secondary school students

AbstractThis study has been planned to determine the need for consumer education by secondary school students. A total of 300 secondary school students (150 female, 150 male) living in central Ankara in different regions with respect to socio‐economic status participated in the study. Consumer education is defined as the management of economic resources, consumer behaviour concepts, relating to consumption, level of knowledge about consumer rights and responsibilities and environmental sensitivity. On the basis of this study, almost half the adolescents draw up a budget plan and carry out market research before shopping. Also, almost half of them put quality first when choosing goods and cost is of secondary importance. More than half of the students save money for unexpected outlay. Nonetheless, adolescents do not know about consumer rights and responsibilities, nor do they have sufficient information about consumer law and the concept of protecting the environment. More than half of the students stated that they need consumer education courses as part of their curriculum.

The Role of Gender in Educational Administration: A Study of Turkish Secondary School Principals

The Role of Gender in Educational Administration: A Study of Turkish Secondary School Principals