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The new issue of Hacettepe University Journal of Education (2024, volume 39, 2nd issue) has been published.
As of February 1, 2021, only English articles will be accepted to Hacettepe University Journal of Education. Accepted Turkish articles after February 1, 2021 are required to submit a full text in English.
ULAKBİM updated TRDİZİN Journal Evaluation Criteria for 2020 and detailed the articles related to the ethical board approval for scientific research. In this regard, the following ethical information and documents will be requested from all articles uploaded to our journal as of the 1st of January, 2020. Without this information and the documents, even if the evaluation process of the articles is completed, they will not be accepted, they will not be published as an early view article with a doi number assigned.
INFORMATION AND DOCUMENTS REQUESTED BY THE AUTHORS
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It is obligatory to obtain the Ethics Board Approval for all articles uploaded and in the reviewing process after the 1st of January, 2020. The articles should be prepared according to the new article template.Ethics board information and statements should be specified and documented in the article.
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The ethical statements of the authors should be included in the "Research and Publication Ethics Statement" field in the article template. There should be expressions claiming that "research and publication ethics are complied with" and / or "copyright regulations for the intellectual and artistic works used are respected" in this statement. Additionally, after the "Research and Publication Ethics Statement", the fields such as "Contribution Rates of Authors to the Article", "Support Statement", "Acknowledgment" and "Statement of Interest" should be included. Of these, "Contribution Rates of Authors to the Article" and "Statement of Interest" are mandatory to include, while "Acknowledgment" and "Support Statement" are not.
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After the acceptance of the article, the ethical committee document should be submitted along with the author's warranty and liability document. The articles that do not present an ethics committee document and which do not include the information regarding this document will not be given a doi number and will not be possible to be published in our journal.
NEW MANUSCRIPT TEMPLATE
The manuscript template for submissions to Hacettepe University Journal of Education has just been changed. The authors should follow the new template for their new submissions as the new template will be effective as February 1, 2021. The under review articles will be subject to change only if they are accepted for publication. The authors of the accepted articles will be contacted to modify their manuscripts in accordance with the new template and only after the completion of this procedure, their articles will be provided with DOI numbers. Therefore, there are no actions to be performed at the moment for in progress articles until the editors reach a final decision on the manuscripts. The authors of the early view articles will be contacted once their articles are assigned to an issue and they will be asked to follow the new template then. Please click here to get access to the new template.
All articles submitted to and accepted for publication at Hacettepe University Journal of Education are published only after full clearance as result of the procedures performed in plagiarism check software and after the receipt of signed copies of “Author Responsibilities Form”. The relevant software, however, cannot identify the act of plagiarism if performed in a different language than the original text. Therefore, the authors are deemed fully responsible for the clearance of their submitted/published work.
Current Issue | 39 (2), 2024
The Level of Attainment in Turkey Considering the Objectives of Information Technologies and Software Curriculum in the Developed Countries
Beyza TARIM & Nuray SENEMOĞLUIn this research, it is aimed to determine the level of attainment of students in Turkey with the common features that are aimed to be acquired by the students in the information technologies and software courses curricula of England, Australia, and the United States, which are developed countries that draw attention to the importance of information technologies and software education from early age. The research was carried out with 468 eighth grade, 450 twelfth grade students and 58 teachers in the province of Kayseri. In the scope of the qualitative data collection, teacher interview form was used. As for the quantitative part, "8th Grade Summative Test" and "12th Grade Summative Test" developed for the 8th and 12th grades were used. The results of the study are as follows: (1) 8th grade students could not reach any of the common critical behavioral objectives at the level of 75%, (2) 12th grade students could not reach any of the common critical behavioral objectives at the level of 75%, (3) 8th grade students' reaching levels of common behavioral objectives differed significantly according to the number of years in which information technologies and software courses were taken at school and students’ participation in out-of-school learning processes, (4) 12th grade students' reaching levels of common behavioral objectives differed significantly according to the number of years in which information technologies and software courses were taken at school and students’ participation in out-of-school learning processes (5) according to teachers' opinions, Turkey's curriculum should be revised according to the today’s requirements.
Keywords: developed countries, information technology education, information technologies and software course curriculum
DOI : 10.16986/HUJE.2024.521 [HTML]
Deniz KAYAThis study aims to examine the published scientific studies on computational thinking (CT) from the past to the present, based on the Web of Science (WoS) database. In this context, 3123 documents with CT content from the past to the present were evaluated. Articles and proceeding papers accessed from the database were analyzed with the help of bibliometric analysis under the titles of scientific productivity, network analysis, conceptual structure and thematic map. Within scientific productivity, the distribution of studies and citations by years, productive authors, most cited studies, productive institutions and productive countries were considered. A collaboration between authors, sources, institutions and countries was examined in network analysis. Keyword-based techniques were used to determine the intellectual structure of the CT topic. Finally, trend content and thematic changes were analyzed based on the conceptual structure and thematic map. The study analyzed 3123 scientific documents published by 6467 authors representing 83 countries. According to the findings, the number of scientific studies and citations on CT is increasing. Dagiene, V., Biswas, G., and Kong, S. C. are prolific authors. The Education University of Hong Kong, North Carolina State University and Natl Taiwan Normal University are among the most productive institutions. The USA, China, Spain, Brazil, and Italy are productive countries for CT. According to the network analysis, Computers & Education and Communications of the ACM journals stand out. As a thematic change, there are evolutions towards innovative approaches with skill and goal content in studies. At the end of the Multiple Correspondence Analysis performed to determine the conceptual structure in CT, dimension reductions were found to be approximately 43% of the total variability. As suggestions, some thoughts on the future of CT were shared.
Keywords: Bibliometric analysis, computational thinking, Web of Science (WoS)
DOI : 10.16986/HUJE.2024.520 [HTML]
Ian Phil CANLAS & Mageswary KARPUDEWANIn the context of Value-Belief-Norm Theory, a prior study revealed that the teaching of disaster risk reduction in existing school curricula lies within the continuum of pro-environmental behavior. However, there is a deficit in the literature that explored profession-specific values, beliefs, and norms in the context related thereto. This paper reports an emergent finding of a study on profession-specific values, beliefs, and norms in teaching disaster risk reduction. Following a two-phase cross-sectional survey design, 434 public school science teachers from Biliran Province, the Philippines answered an adapted, modified, and content validated questionnaire. Data collected underwent exploratory factor analysis and parallel analysis to determine the initial factor structure and confirmatory factor analysis to confirm the same. Results revealed the existence of distinct profession-specific values, beliefs, and norms in teaching disaster risk reduction that may have implications for environmentalism since schools are often used as platforms for many environmental advocacies including environmental awareness, protection, and sustainability.
Keywords: Value-Belief-Norm Theory; profession-specific values, beliefs, and norms; disaster risk reduction; environmentalism; pro-environmental behavior
DOI : 10.16986/HUJE.2024.519 [HTML]
İsmail Hakkı DEMİRCİOĞLUThroughout Turkey's geography, migration has been an immutable reality and an essential part of its presence. Anatolia, the geography of civilizations shaped by migration, has not only been the destination of migration but also the path of migration. It has contributed along with the push and pull factors for migration movements at different times. The concepts of migration have become more prominent in academic literature, especially after the Syrian Civil War outbreak in March 2011. The prerequisite for living in peace with millions of refugees, who were supposed to be guests at first, but now seems permanent in our country, is to eliminate xenophobia. Xenophobia can only be combated with an essential humanistic attitude, which politics must support. Education is the most important means of achieving this humanistic attitude, and teaching history is one of the most appropriate subjects for eliminating xenophobia in education, which can help build a culture of coexistence. Therefore, the historicity of migration that is equated equating the historicity of migration with the history of humanity and representing migration with an emphasis on the humanistic side of it in history textbooks could be constructive ways to combat xenophobia and promote a healthy community life through education. The aim of this study is to analyze the level of representation of migration and relevant concepts in 2018 and 2019 compulsory high school history textbooks published by the MEB (The Ministry of National Education). Based on this study's findings, it is recommended to improve the quality and quantity of the representation of migration and relevant concepts in the history textbooks for the youth to develop a sense of empathy with migrants on the threshold of adulthood.
Keywords: Migration, Refugee, History, Education, Migration in Turkish High School History Textbooks
DOI : 10.16986/HUJE.2023.508 [HTML]
Müge YÜKSEL, Şeyda ÇETİNTAŞ, Özlem ACAR BULUT, Eda ÖZTÜRK & Merve NURLUAttention is an important part of cognitive and perceptual processes. Attention includes both external processes related to the environment and internal processes such as heredity. In addition, measuring attention processes, which have two dimensions, top-down and bottom-up, is important in terms of both learning processes and determining some psychopathologies. Based on this, it was aimed to adapt the Attention Style Questionnaire into Turkish in this study. The study group of the research consists of 372 university students. In the study, Personal Information Form, Attention Styles Questionnaire and Control Dimension of Self-regulation Scale were used to collect data. Language validity, confirmatory factor analysis, test-retest and criterion validity analyzes were used for validity and reliability studies in the analysis of the data. According to the confirmatory factor analysis findings, the two-factor structure in the original structure of the scale was confirmed. In addition, the scale was found to be highly correlated with the Control Dimension of Self-regulation Scale. According to the findings obtained for reliability, Cronbach's alpha coefficients were found as .81 for the cognitive avoidance sub-dimension and .70 for the focusing sub-dimension. Test-retest correlation coefficients were determined as .76 for the cognitive avoidance sub-dimension and .75 for the focusing sub-dimension. Research results indicate that Attention Style Questionnaire is a reliable and valid measurement tool in determining the style of the attention to university students in Turkey.
Keywords: Attention, attention style, attention control, CFA, scale adaptation
DOI : 10.16986/HUJE.2024.518 [HTML]
