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Marc Prensky\'ın dijital yerli kavramı çerçevesinde 11. sınıf öğrencilerinin özellikleri ve eğitim-öğretim ortamlarından beklentileri 11th grade students\' characteristics and expectations from instructional environments within the framework of the digital natives of Marc Prensky
2017
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YÖK Ulusal Tez Merkezi - Mustafa Kemal Üniversitesi
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1. Influence of the Technology and Project Supported Thinking Journey on 11th Grade High School Students' Academic Self Concept/Teknoloji ve Proje Destekli Düşünme Yolculuğu Metodunun Lise 11. Sınıf Öğrencilerinin Akademik Benlik Tasarımına Etkisi
2012


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2. The views of provincial educational supervisors on the fifth grade students’ obstacles for reaching to objectives and acquisition of Turkish course İl eğitim denetmenlerinin gözünden 5. sınıf öğrencilerinin Türkçe dersi amaç ve kazanımlarına erişmesinin önündeki engeller
2014


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3. The Education Section Psychology is Based on Several Theories Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Perspective - (2022) Volume 12, Issue 6 View PDF Download PDF The Education Section Psychology is Based on Several Theories Hendrik Van*   *Correspondence: Hendrik Van, Department of Sociology and Human Geography, University of Oslo, Norway, Author info » Introduction The Studying learning processes, both from a cognitive and a behavioural point of view, allows researchers to understand individual differences in intelligence, cognitive development, affection, motivation, self-regulation and self-esteem, and their role in learning. The subject of Educational Psychology Isa strong emphasis on quantitative methods, including testing and measurement, for improvement didactic activities related to lesson planning, lesson management, and assessment, which serve to facilitate learning processes in various areas permanent learning parameters. Educational psychology can be partial captured by its connections to other disciplines. is informed mainly from psychology, which has a similar connection to this discipline the relationship between medicine and biology. He is also informed by neuroscience. Educational psychology, on the other hand, covers a broad spectrum. Specializations within Educational Sciences, including Instructional Design, Educational Technology, Curriculum Development, Organizational Learning, Special education, classroom management and student motivation. Instructive Psychology draws on and contributes to cognitive science scientific science. Description At universities there are chairs for educational psychology it generally falls under education departments, which might explain the shortage Presentation of the contents of educational psychology in pre-psychology instructions. School psychologists apply theories of human development understand individual learning and illuminate the learning process. During An important element is the interaction with teachers and students in the school environment your work is not the only aspect of the job. Learning lasts a lifetime Effort. People don’t just learn at school, they learn at work, in social life situations and even perform simple tasks like cleaning or walking Run. Psychologists working in this subfield study how people learn a variety of contexts to identify approaches and strategies that enhance learning efficient. Educational Psychology , modern branch of theory and research Psychology that deals with learning processes and psychological problems in relation to the teaching and training of students. Educational Psychologist examines the cognitive development of students and various learning-related factors, including measuring skills and learning, the creative process and the motivational forces that influence the dynamics between them students and teachers. Educational psychology is part experimental and part scientific a partially applied branch of psychology concerned with optimization to learn. It differs from school psychology, which is an applied field mainly deals with elementary and secondary school problems. Conclusion Instructive Psychology is the study of how people learn and retain knowledge, primarily in Educational facilities such as classrooms. This includes the emotional, social and cognitive learning process. Interests may include teaching and testing and assessment methods, psychometrics, teaching or learning environment, e.g. scientific, social, and behavioural issues that can impede science and technology in science. Graduates work as teachers, educators, study Analysts, program evaluators and find positions in research institutes, School systems, the testing industry, government and private agencies Industry. Educational psychology specialists focus on how does this People learn and remember information. These specialists study various theories Development of education that characterizes all teaching styles used courses around the world. School psychologist’s work with teachers and School administrators to adopt sound pedagogical practices that deliver benefits most students. These psychologists can also help in more difficult situations Problems such as learning disabilities or underperforming students’ performance. Acknowledgement The authors are grateful to the journal editor and the anonymous reviewers for their helpful comments and suggestions. Declaration for Conflict of Interest The authors declared no potential conflicts of interest for the research, authorship, and/or publication of this article. Author Info Hendrik Van*   Department of Sociology and Human Geography, University of Oslo, Norway   Received: 30-Nov-2022, Manuscript No. JESR-22-86675; , Pre QC No. JESR-22-86675 (PQ); Editor assigned: 02-Dec-2022, Pre QC No. JESR-22-86675 (PQ); Reviewed: 16-Dec-2022, QC No. JESR-22-86675; Revised: 21-Dec-2022, Manuscript No. JESR-22-86675 (R); Published: 28-Dec-2022, DOI: 10.22521/JESR.2022.12.29 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2022


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4. Physiological Challenges of Oxygen Saturation? Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Commentary - (2021) Volume 11, Issue 1 View PDF Download PDF Physiological Challenges of Oxygen Saturation? John Williams*   *Correspondence: John Williams, Department of Chemical Sciences, University of Michinag, USA, Email: Author info » Introduction Trekking from sea stage to excessive altitude reasons a cascade of physiological challenges all stemming from the discount in barometric strain and the following lower in the partial strain of oxygen. The decreased oxygen availability compromises one’s capacity to supply oxygen to the tissues, inflicting coronary heart fee and ventilatory quantity to boom even as adversely affecting mood, exercising tolerance, and usual well‐being. However, over time, people acclimatize to persisted excessive‐altitude publicity via way of means of increasing crimson blood cell quantity, boosting hematocrit and hemoglobin levels, and thereby presenting the tissues with extra oxygen. Athletes have tried to capitalize in this version via way of means of residing at excessive altitude for numerous weeks previous to athletic opposition even as preserving excessive‐in‐ tensity schooling at decrease altitude, i.e., stay excessive/teach low. Likewise, a comparable strategy has been proposed for astronauts to put together for extravehicular activity (EVA) during area flight. While it’s miles one component to lecture college students in a study room approximately how the human body responds and in the long run adapts to this particular environment, it’s miles pretty some other component to take college students to excessive altitude and allow them to enjoy those adjustments for themselves . Such become the reason of Harper and Webster, who took a collection of college‐elderly college students on an excursion to the highlands of Bolivia (>4000 m) for three weeks. They documented the predicted deleterious short‐time period outcomes of altitude on oxygen saturation and acute moun‐ tain illness in addition to cognitive and visible response times. However, additionally they reported superb consequences touching on non-public growth, resilience, teamwork, and environmental awareness. Outward Bound™ and different excursion‐fashion applications have demon‐ strated comparable sizable profits in numerous consequences along with self‐concept, locus of control, and leadership. The literature related to excursion‐fashion instructional stories become reviewed via way of means of Stott, who characterised the scholar consequences right into a version of non-public improvement primarily based totally on Greenaway’s four‐component simplified improvement framework of po‐ tential growths: upward growth (understanding potential), outward growth (getting to know approximately others), inward growth (getting to know approximately self), and downward growth For Altitude Physiology, these pitfalls included those posed by the terrain similar as inordinate fatigue and acute mountain sickness as well as those from the position where exigency access and assistance was limited. Alma College was particularly helpful in furnishing 24 h a day/ 7 ‐ days a week “ on ‐ call” availability for backing with medical extremities and pivotal com ‐ munication with parents. Maybe the most important consideration was the plasticity of the pupil exploration systems. This needed much allowed regarding how outfit and inventories could be safely transported from Alma, Michigan to the 10th Mountain Division hooches near Vail, CO. In our case, this needed the services of a veritably dated snow cat that hauled our outfit and supplies up the mountain to the hooches that served as our base camp. In all, the Altitude Physiology class needed significant commitment and planning by faculty members and the institution but redounded in substantial fulfillment of literacy objects by scholars that carried over for times after completion of the class. Acknowledgment The authors are grateful to the journal editor and the anonymous reviewers for their helpful comments and suggestions. Declaration For Conflict Of Interests The authors declared no potential conflicts of interest for the research, authorship, and/or publication of this article. Author Info John Williams*   Department of Chemical Sciences, University of Michinag, USA   Published: 24-Dec-2021 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2021


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5. Learning Objects: Enhancing Engagement and Personalized Learning Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Commentary - (2023) Volume 13, Issue 1 View PDF Download PDF Learning Objects: Enhancing Engagement and Personalized Learning Eric Herbert*   *Correspondence: Eric Herbert, Department of Science and Education, Istanbul Technical University, Turkey, Author info » Description In the digital age, traditional educational materials are being transformed into dynamic and interactive resources known as learning objects. These digital assets, such as videos, simulations, quizzes, and interactive modules, are designed to engage learners, promote active participation, and enhance the overall learning experience. In this article, we will explore the concept of learning objects, their benefits, and how they contribute to personalized learning in today’s educational landscape. Learning objects are self-contained, reusable digital resources that can be used to support teaching and learning. They are typically designed to focus on a specific learning objective or concept and can be integrated into various educational contexts. Learning objects are often interactive, allowing learners to engage with the content, apply their knowledge, and receive immediate feedback. They can be accessed online or through educational platforms, providing flexibility and convenience for both educators and learners. Learning objects have the power to transform passive learning into active and engaging experiences. Traditional educational materials, such as textbooks and lectures, are often one-directional and limit student participation. Learning objects, on the other hand, encourage learners to interact with the content, explore concepts, and apply their knowledge in a meaningful way. Through interactive elements, multimedia components, and gamified features, learning objects capture learners’ attention and motivate them to actively engage with the material. One of the key advantages of learning objects is their ability to support personalized learning. Every learner has unique needs, preferences, and learning styles. Learning objects can be customized and adapted to accommodate these individual differences. Learners can progress through the material at their own pace, revisit concepts as needed, and receive immediate feedback to monitor their progress. This personalized approach allows learners to take ownership of their learning, focus on areas of interest or challenge, and achieve a deeper understanding of the content. Learning objects offer flexibility and accessibility, allowing learners to access educational resources anytime and anywhere. With the proliferation of digital devices and online platforms, learners can engage with learning objects at their convenience, whether in the classroom, at home, or on the go. The asynchronous nature of learning objects also enables learners to set their own schedules and engage in self-directed learning. Additionally, learning objects can be designed to be accessible to learners with diverse needs, ensuring inclusivity and equal opportunities for all. Learning objects provide opportunities for active learning and collaboration among learners. Many learning objects incorporate collaborative features, enabling students to engage in discussions, group projects, and peer feedback. This fosters a sense of community and encourages the development of teamwork and communication skills. Through collaborative learning experiences facilitated by learning objects, learners can benefit from diverse perspectives, share knowledge, and collectively construct meaning. Learning objects often include built-in assessment components, allowing learners to gauge their understanding and receive immediate feedback. Quizzes, interactive exercises, and simulations within learning objects provide learners with opportunities to apply their knowledge and receive instant feedback on their performance. This formative assessment supports the learning process, helps learners identify areas for improvement, and guides their further exploration of the content. One of the strengths of learning objects is their adaptability and potential for continuous improvement. Digital resources can be easily updated and modified to reflect changes in curriculum, incorporate new research, or address emerging educational needs. Educators and instructional designers can collect data on learner engagement, performance, and feedback to refine and enhance learning objects over time. This iterative process ensures that learning objects remain relevant, effective, and aligned with the evolving needs of learners. Learning objects offer exciting opportunities to enhance engagement, promote active learning, and support personalized learning experiences. Acknowledgement None. Conflict Of Interest The author has nothing to disclose and also state no conflict of interest in the submission of this manuscript. Author Info Eric Herbert*   Department of Science and Education, Istanbul Technical University, Turkey   Received: 01-Mar-2023, Manuscript No. jesr-23-101225; , Pre QC No. jesr-23- 101225 (PQ); Editor assigned: 03-Mar-2023, Pre QC No. jesr-23- 101225 (PQ); Reviewed: 17-Mar-2023, QC No. jesr-23-101225; Revised: 22-Mar-2023, Manuscript No. jesr-23- 101225 (R); Published: 29-Mar-2023, DOI: 10.22521/JESR.2022.13.1.01 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2023


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6. Compensatory Education Aims to Address Cultural Disadvantage by Providing Additional Funding Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Short Communication - (2022) Volume 12, Issue 6 View PDF Download PDF Compensatory Education Aims to Address Cultural Disadvantage by Providing Additional Funding Steven Rathgeb*   *Correspondence: Steven Rathgeb, Department of Educational Measurement, University of Pamukkale, Turkey, Author info » Introduction Compensatory education is a mechanism of social stratification that combines cumulative benefits and Path dependency. In this article, I first discuss the theoretical underpinnings of compensatory benefit and path dependency mechanisms and the methodological challenges that complicate the identification of their effects. Then I introduce practical demonstration of using a theoretical benefit-sharing framework with a discontinuity regression model estimating the probability of continued promotion in an elementary school in France. The results show that students were born just before the elementary school enrolment deadline older students who start school as the youngest in their class are at higher risk of repeating a grade. As theoretically predicted by the Counterbalancing Advantage model, students from higher educated parents are at significantly lower risk than students from lower educated parents. School performance. Description The harmful effects of poverty on children’s educational attainment and well-being are well documented. Children growing up in poverty are more likely to suffer from health problems Developmental delays and emotional and behavioural problems compared to children from wealthier families. At school, children and young people living in poverty are more likely to repeat grades, be expelled or suspended, get the worst grades and drop out of secondary school. Although more research is needed to understand the overall dynamics and impact of poverty, there is also evidence that the level, duration and duration of poverty are important factors. Especially children living in extreme poverty or those who have lived below the poverty line for many years seem to suffer the worst effects. The effects of poverty in kindergarten and early school also appear to be more damaging than the effects of poverty later in life. Family systems theory has applications in social and behavioural research and Practice understanding how family life works. The social group that seems to be the most universal and pervasive of human behaviour is the family. All states have child care laws or licensing standards Service providers must meet to legally operate in the state [1-4]. Conclusion These laws are the basic standard and focus primarily on protecting children from harm rather than supporting a child’s early development and learning. While these standards are extremely important to the well-being of children they reduce the risks associated with inadequate supervision, poor building and sanitation standards and unsafe practices they do not take into account the general needs of young children. Therefore, compliance with license requirements is for reference only to ensure Basic components required for operation, no indication of the quality of the program. In addition, states have different requirements when it comes to determining exactly which providers must be licensed, often making exceptions for programs based on belief or absolute numbers Children looked after. As a result, a significant number of children participate in unlicensed programs that are not even required to meet the minimum licensing standard. Acknowledgement The authors are grateful to the journal editor and the anonymous reviewers for their helpful comments and suggestions. Declaration for Conflict of Interest The authors declared no potential conflicts of interest for the research, authorship, and/or publication of this article. References Haak DC, HilleRisLambers J, Pitre E, Freeman S (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science 332 (6034): 1213–1216.  [Crossref] [Google Scholar] [PubMed] Smolen P, Zhang Y, Byrne JH (2016). The right time to learn: Mechanisms and optimization of spaced learning. Nat Rev Neurosci 17(2): 77–88. [Crossref] [Google Scholar] [PubMed] Ullah SMA, Islam MM, Mahmud S, Nooruddin S, Raju SMTU, et al. (2012). Learning surgically oriented anatomy in a student-run extracurricular club: An education through recreation initiative. Anat Sci Educ 5 (3): 165–70.  [Crossref] [Google Scholar] [PubMed] Adarkwah MA (2021). A strategic approach to onsite learning in the era of sars-cov-2. SN Comput Sci. 2 (4): 258. [Crossref] [Google Scholar] [PubMed] Author Info Steven Rathgeb*   Department of Educational Measurement, University of Pamukkale, Turkey   Received: 30-Nov-2022, Manuscript No. JESR-22-87289; , Pre QC No. JESR-22-87289 (PQ; Editor assigned: 02-Dec-2022, Pre QC No. JESR-22-87289 (PQ; Reviewed: 16-Dec-2022, QC No. JESR-22-87289; Revised: 21-Dec-2022, Manuscript No. JESR-22-87289; Published: 28-Dec-2022, DOI: 10.22521/JESR.2022.12.30 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2022


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YÖK Ulusal Tez Merkezi - Mustafa Kemal Üniversitesi

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YÖK Ulusal Tez Merkezi - Mustafa Kemal Üniversitesi