2021 Bildiri Özet Kitapçığı - Mefeducon

MISCES 2021 CONFERENCE PROGRAM

MEFEDUCON 2021 KONFERANS PROGRAMI

22 Mayıs 2021 / Cumartesi

22 May 2021 / SaturdayTime Main Speeches / Ana Konuşmacılar ( Main Hall)

10.00-10.30 Prof. Dr. Muhammed Şahin -Opening Speech - Rector of MEF University10.30-11.00 Prof. Dr. Mustafa Özcan - Dean of MEF Faculty of Education11.00-11.30 Prof. Dr.Tufan Adıgüzel/ Özyeğin University11.30-12.00 Prof. Dr. Levent Eraslan SODIMER President12.00-12.30 Sezer Ortadağ Global Teacher Award 202012.30-13.00 Lunch Break / Öğle ArasıTime / Saat ROOM 1 ROOM 2 ROOM 3 ROOM 4 ROOM 5

BLACKBOARDCONCURRENTWORKSHOPS 1

13.00-14.00

Assist. Prof. Dr.DuyguUmutlu - BoğaziçiUniversityDuration: 60 MinutesTitle of the workshop:Designing InteractiveOnline LessonsRoom Assistant: DuyguMercan

Assist. Prof. Dr. Defne Yabaş -Bahçeşehir UniversityBAUSTEM MerkeziScience Teacher SenemBademci - Uğur OkullarıDuration: 60 MinutesTitle of the workshop: STEMUygulamalarında Veri Bilimi:LabStar ile Veri Toplama veAnaliziRoom Assistant: Hilal NurKarakaş

Assist. Prof. Dr. Julia Haba Osca - Universitat deValencia

Duration: 60 MinutesTitle of the workshop: Creative Writing

/MetacognitionRoom Assistant: Öykü İren Yaşar

Lecturer - Legal Translator Dr. RobertMartinez-Carrasco - University Jaume I

Duration: 60 MinutesTitle of the workshop: Fostering Critical Thinking Skills

Among Language StudentsRoom Assistant: Batıkan Rumelili

F. Saadet Özbudak - P4C Eğitim Uzmanı ve Felsefe GrubuÖğretmeni & P4C Education Specialist and Philosophy Group

TeacherDuration: 60 Minutes

Title of the workshop: 21.Yüzyılda Düşünme BecerilerininGelişmesi Açısından P4C: Felsefi Soruşturma

Assistant: Çisem Çil


14.00-15.00

Özlem Bilge - ClassroomTeacher- Bahçeşehir KolejiDuration: 60 MinutesTitle of the workshop:Uzaktan Eğitimde AktifÖğrenmeRoom Assistants: BeyzaKarataş & Sevdenur Sakin

Research Assistant BengiBirgili-MEF UniversityDuration: 60 MinutesTitle of the workshop: AçıkUçlu Sorularda BilişselStratejilerin KullanımıRoom Assistant: SenanurKöroğlu

Assist. Prof. Dr. Rocio Domene-Benito - Universidadde Valladolid

Duration: 60 MinutesTitle of the workshop: Use of Picture Books in Infant

EducationRoom Assistant: Melani Konca

Dr. Caroline Fell Kurban - MEF UniversityDuration: 60 Minutes

Title of the workshop: Designing Authentic AssessmentsRoom Assistant: Münevver Şen

Michael Ferrara - Teacher & Researcher Sabot at Stony PointDuration: 60 Minutes

Title of the workshop: Stop Me If You’ve Heard This OneAssistant: İrem Nur Gümüş

15.00-15.30 Coffee BreakCONCURRENT SESSIONS

Time / Saat ROOM 1 ROOM 2 ROOM 3 ROOM 4 ROOM 5 ROOM 6 ROOM 7 ROOM 8

BLACKBOARD15.30-16.30

Chair: Dr. Caroline FellKurban Razvan-AlbertKovacs 202106Didactic Methodology andTelevision: Literary Worksas Basis for PopularCulture in English ClassMarta Alonso Sanz202108Proposal for theAdaptation of theScientific Method toDistance Learning in aBilingual, Innovative,Technological, Secure(BITS) SchoolEmma Piñero Martin202109Introduction of theFeminism Movement inInfant Education throughLiteraturePatricia Baños 202110The Use of Music andDramatization in theLearning of a ForeignLanguageVicent Briva-Iglesias202133Translation TechnologiesEducation in the AI andRemote-Learning Age:Pros and ConsAssistant: Öykü İrenYaşar

Chair: Assist. Prof. Dr.Ceylan Köşker BevingtonLaura Vela Serrano 202102Including Literature in theClassroom: New Approaches toWitchcraft in YA FictionAlejandro Gares Molero202104Pots and Blackboards: AncientPottery as a Primary TeachingMaterial in History and CultureClass Roberto Reig Bayo202127Humbert Humbert'sConfessions in Nabokov's"Lolita": the Mythification ofPaedophilia andChild-Molestation GabrielaSoler Ends 202147Food History and itsContribution to Social HistorySara Calero Segura 202162Using Task-Based Learning inMethodology to Study a Roomwith a View in 1st BachelorSheyla Ros Fenollosa 202164Creative Writing and LiteraryWorkshops in PrimaryEducation for the Developmentof Creative Thinking Assistant:Batıkan Rumelili

Chair: Assist. Prof. Dr.Melike AcarFatma Betül Arıkan &Ece Karakuş 202141 TheInterplay Among Delay ofGratification andSocial-Moral Judgmentsin Preschool Children inTurkeyHayrünnisa Bayalan &Aleyna Gençtürk 202142The Interplay AmongDelay of Gratification,Theory of MindDevelopment In PreschoolChildren In Turkey DilaraÖzalp 202152Do Children Really ThinkHeteronomous When aParent Broke a Promise?Elif Buket Şahin 202118DevelopmentalDifferences in HelpingBehavior: Do Type ofRelation, Quality ofRelation, and AuthorityDirectives Matter?Elif İdil Eroğlu &Betülay Akdeniz 202154The Effect of CriticalThinking on RiskyDecision Making in theContext of Framing EffectAmong Different AgeGroups: High School andCollege StudentsAssistant: Fatma BetülArıkan

Chair: Assoc. Prof. Dr.Ezgi Toplu DemirtaşZehra Simge Çebi202117The Role of Vengefulnessand Forgiveness onRumination amongUniversity StudentsMelike Maguz 202149The Role of AttachmentStyles and Marriage RoleExpectations on theMarriage SatisfactionŞevval Yıldırım 202114The Relationships amongCoping with Stress, SocialSupport and PerceivedSelf-Efficacy ofUniversity Students inTurkeyMine Özçimen 202156Psychological DatingViolence Victimization:The Role of AnxiousAttachment andSelf-EsteemEda Erdoğan 202155Psychological DatingViolence Victimization:The Role of AnxiousAttachment and GenderPerceptions Assistant:Esma Evrim Çelebi

Chair: ResearchAssistant GizemÖztemur Deniz Erişçi202125Psychological Help -Seeking Tendencies , Self-Stigmatization Behaviour,and Perceived Copingwith Stress amongCollege StudentsDemet Esra Soysal202161Developing the Mythstowards Dating ViolenceScale: Investigating itsPredictive Validity CanselMesut 202120Developing the Mythstowards Dating ViolenceScale and Testing itsPsychometricsFatih Çarkçı 202105Hidden Effects of Media:How Serb’s AttitudesToward Turks Are Shapedby (In)Direct ContactMerve Gül Satılmış202153Is Feminism Has an Effecton RomanticRelationships?Assistant: Elif HazalYılmaz

Chair: Assist. Prof. Dr.ŞükrüNural Yekta Arslan 202139The Perceptions of EnglishTeachers on Using L1 in TheClassroomİlayda Ceylan 202115Communication in English withForeigners and Its Impact onEnglish Learning MotivationDilara Koba 202107English Teachers’ Perceptionsand Practices on theGrammar-Translation MethodFuat Daniel Şakırgil 202103L2 Speaking AnxietySelin Can 202116The Causes of SpeakingAnxiety in Middle SchoolStudentsAssistant: Buket Temel

Chair: Assist. Prof. Dr.Jerome Bush SheymaAksoy 202151Turkish ELTUndergraduate Students’Perceptions of English asa Lingua FrancaDerya Bingör & BegümÇolpan 202113Instructors’ Perceptions ofUsing the FlippedLearning Approach atMEF UniversityCeyda Cankat 202129The Relationship betweenPersonality Traits andLanguage LearningStrategies in Terms ofGenderİrem Su Erke & EceSümeyye Görgülüer202111 Perceptions ofELT Pre-Service Teacherson Practicum throughUniversity within SchoolModelEzgi Güroğlu & AsenaKeleş 202132Feedback Types Used inPrep Schools & theEffectiveness of the UsedFeedbackAssistant: Ece SümeyyeGörgülüer

Chair: Assoc. Prof. Dr. RukiyeDidem Taylan Şenol Söğüt 202101The Effect of a MALL Applicationas a Supplementary Material onVocabulary LearningNur Seda Ay & Dr. Özlem Alagül202167(E-)Spor ve Oyunlaştırma ileÖğretmenlikte MeslekiToplumsallaşma Olur Mu?İpek Heleplioğlu & Dr. ÖzlemAlagül 202168Aktif Sporculuk İle Başlayıp YetkinÖğretmen Olmaya Doğru DönüşenMesleki Toplumsallaşma SüreciMert Dağlı & Dr. Evin ErdenTopoğlu 202170Müzik Öğretmeni AdaylarınınArmoni Dersinden YararlanmaDurumlarıNesrin Buse Keskin & Dr. EvinErden Topoğlu 202171 MüzikÖğrenme ve Öğretim YaklaşımlarıDersine Yönelik Öğrenci ve ÖğretimElemanı GörüşleriAssistant: Hilal Nur Karakaş

16.30-17.00 Coffee Break17.00 Prof. Dr. Uğur Batı / Nişantaşı University

19.00-20.00

PANEL"A Closer Look at Distance Education"

Gürsel EKMEKÇİ (Tunceli Provincial Director of National Education) Nazan ŞENER (Şırnak Provincial Director of National Education) Önder ARPACI (Edirne Provincial Director of National Education)Nesrin KAKIRMAN (İstanbul Beşiktaş District Director of National Education) Moderator Prof. Dr. Mustafa ÖZCAN (Dean of MEF Faculty of Education)

2

23 Mayıs 2021 / Pazar

23 May 2021 / SundayTime Main Speeches / Ana Konuşmacılar ( Main Hall)

10.00-10.30 Prof. Dr. Necati Cemaloğlu Gazi University10.30-11.00 Semih Esendemir Global Teacher Award 202011.00-11.10 Şevval Yıldırım ( BA Student, MEF University PCG Department)11.10-11.20 Işıl Öztürk & Eylem Sayar (BA Students, MEF University MATHS Department)11.20-11.30 Ece Sümeyye Görgülüer & İrem Su Erke (BA Students, MEF University ELT Department)11.30-11.45 Dilara Vardar (MA Student, Hisar Schools)11.45-12.00 Bengi Birgili (PhD Student, METU)Time/Saat ROOM 1 ROOM 2 ROOM 3 ROOM 4 ROOM 5


13.00-14.00

Clinical PsychologistDr.Vincent HenrySienkiewicz - MEFUniversity Duration: 60MinutesTitle of the workshop:Person Centered Teaching:A Rogerian Approach toEducationRoom Assistant: FatmaBetül Arıkan

Assoc. Prof. Dr. Ezgi TopluDemirtaş - MEF UniversityDuration: 60 MinutesTitle of the workshop:LGBTİ: Temel Kavramlar veMitlerRoom Assistant: Elif HazalYılmaz

Assist. Prof. Dr. Gülçin Mutlu- İzmir DemokrasiUniversity Duration: 60 Minutes

Title of the workshop: Research-Driven CurriculumDesign: How to Link Curriculum Theory to

Educational PracticeRoom Assistant: Sudenur Süzgün

Social Sciences Teacher/ Student Coach Esin Yılmaz-Öğretmen/ Öğrenci Koçu Duration: 60 Minutes

Title of the workshop: Dijital Dünyada Duygusal ÖğrenmeRoom Assistant: Sudenur Bilgin

Author Gülşah Elikbank - Yazar Duration: 60 MinutesTitle of the workshop: Hayat Tasarlama Sanatı

Room Assistant: İrem Nur Gümüş


14.00-15.00

Creative DramaInstructor/ StorytellerSongül Bozacı - YaratıcıDrama Eğitmeni/ HikayeAnlatıcısıDuration: 60 MinutesTitle of the workshop:Doğaçlama Hikaye:Nesneden YazıyaRoom Assistant: İlaydaHisarbeyli

Expert PsychologicalCounselor Varol Ardil -Uzman Psikolojik DanışmanYüksekova - Hakkari RAMDuration: 60 MinutesTitle of the workshop:Günümüzde İnternet Kullanımıve BağımlılığıRoom Assistant: MelisaÇavdar

Assist. Prof. Dr. Jerome Bush -MEF UniversityDuration: 60 Minutes

Title of the workshop: Technological Competenciesfor Online Educators

Room Assistant: Elif Nil İnal

Special Education Teacher Mahmut Aygün - Özel EğitimÖğretmeni Duration: 60 Minutes

Title of the workshop: OSB ve Bireyselleştirilmiş EğitimRoom Assistant: Meryem Rana Gürbener

Director Hatice Aşkın-Yönetmen Duration: 60 MinutesTitle of the workshop: Sinema ve Eğitim

Room Assistant: Evrim Çelebi

Time / Saat ROOM 1 ROOM 2 ROOM 3 ROOM 4 ROOM 5 ROOM 6 ROOM 7

BLACKBOARD15.30-16.30

Chair: Assoc. Prof. Dr.Zelha Tunç Pekkan IşılÖztürk & Eylem Sayar202138 Investigating theFeedback Types Given bySupervisors throughOnline Laboratory SchoolMenekşe Merve İlhan &Rabia Kılıç 202144Investigating the Nature ofQuestions Asked byProspective Teachersduring Clinical InterviewsAylin Nur Ilgar & ZuhalKurhan 202140An Examination ofElementary PreserviceTeachers’ ClinicalInterview AnalysisLivya Asator 202136Mentor Teachers’ Instantand End of LessonFeedbacks to PreserviceMathematics Teachers inan Online SchoolHasan Can Kayhan &Esma Yaşar & Selin Kırış202130Opinions of SecondarySchool MathematicsTeacher on EBA(Education InformationNetwork) and TheirSuggestions to DevelopEBA PlatformRoom Assistant: AylinNur Ilgar

Chair: Assist. Prof. Dr. BurakÖlmez Zeynep Ebrar Yenice202165The Use of L1 in EFLClassrooms in the Context ofTurkeyCansu Çıkrıkçı & SudenurAkçay 202157Erken STEM UygulamalarınınOkul Öncesi ÇocuklarÜzerindeki Etkisi: Okul ÖncesiÖğretmenlerinin GörüşleriEbrunur Arkun & GözdeKurt & Hacer Şalcı 202159Evaluation of STEMSelf-Efficacy and TPACK Self-Efficacy of TeachersMerve Ülgen 202160Comparative Study of TheSouth Korean EducationSystem with The TurkishEducation SystemÖzlem Esnaf 202169Examining LABSTAR STEMLesson Plans of ExperiencedTeachers in Terms of InformalInferential ReasoningRoom Assistant: DuyguMercan

Chair: ResearchAssistant Melike AkayHazal Eylül Öztürk202174Perceptions of Teachers inthe Profession on SLAEsma Şenel 202163Engagement in theLearning Process: Howand Why?Merve Oflaz 202166Individual Differences inOnline Learning: One SizeDoes Not Fit AllTaner Bulut 202172Finlandiya Eğitim ModeliMelike Akay 202173Comparison of PeerEditing and Self Editing inEFL Writing ClassroomRoom Assistant: HazalEylül Öztürk

Chair: ResearchAssistant Hande ÖzkanSaim Ayar 202134Academic Motivation,Stress and AcademicSuccessAleyna Kayı 202122The Effects of PerceivedStress and Mood byYoung People Betweenthe Ages of 18-30 onEmotional Eating ÇağdaşDuman & MehmetDuman 202145The Relationship betweenDoing Sports, Well-beingand Self-esteem:Teenagers and AdultsRabia Miray Orhan202135The Influence of PhysicalActivity and Sports onSelf- Esteem and BodyImage Among CollegeStudents Aged Between18-25Kübra Pala & AslıKızıltan 202148The Relationship betweenInternet Addiction,Depression, andSelf-esteem: AComparative Studybetween High School andUniversity StudentsRoom Assistant: Elif Nilİnal

Chair: Assist. Prof. Dr.Vincent SienkiewiczDilara Yazıcı & TuğbaÖzergin 202126The Effect of theSmartphone Addiction onLife Satisfaction andDepression in UniversityStudents in IstanbulEbru Sipahi 202124The Impact of Sport onAcademic Success andSelf- Confidence amongMiddle School Students inTurkeyEcem Öztan 202150Social Exclusion and toGender Roles amongUniversity StudentsAta Barış Kılıçkaya202143Social Media AddictionAmong UniversityStudents and Its Effect onBeauty PerceptionDuygu Yurt 202146The Relationship BetweenAcademic Procrastination,Social Loafing, andPerfectionism AmongstUndergraduate Students inTurkeyRoom Assistant: ElifKaçar

Chair: Assist. Prof. Dr.Hatime Çiftçi Nursena Bülbül202131The Role of Technology inEnglish Language Classrooms:Smart BoardsBatıkan Rumelili 202128Teacher’s Perspectives onRaising MulticulturalAwareness in Higher EducationPreparatory School SettingSudenur Baydal 202137Student Collaboration inLanguage Learning: Teachers’PerceptionsCeyda Şişmanoğlu 202112Turkish ELT Academics'Code-Switching in ELTCoursesSeza Öktem 202121DERSDEM BIREBIR: AnEvaluation of a Service-Learning Project for PreserviceTeachersRoom Assistant: MelaniKonca

Chair: Instructor Nurcan Şenalp Şevval Beyza Turan 202123The Mediation Role of Early Maladaptive Schemas BetweenMattering to Romantic Others and Relationship SatisfactionSelin Görür 202176Gürültü Kirliliği ve Etkisinin Öğrencilere Yönelik BirDeğerlendirmesiGizem Kapıyoldaş & Kim Donggyu & Him Haein 202175Korean Educational System: What is Their Secret of Success?Selma Karahanlı 202158How Graduate Students Perceive and Experience AcademicWriting?Gülce Berfin Özcan 202119Obsessive - Compulsive Disorder and COVID-19 Relationship inGermanyRoom Assistant: Gizem Kapıyoldaş

16.30-17.00 Coffee Break17.00 Assoc. Prof. Dr. Derya Kulavuz Önal / Salisbury University18.00 Closing & MISCES 2021 Best Graduation Project Awards

3

Opinions of Secondary School Mathematics Teachers on EBA (Education Information

Network) and Their Suggestions to Develop EBA Platform

Esma Yaşar ÇELİK 1

Selin KIRIŞ 2

Hasan Can KAYHAN 3

1 MEF University, Faculty of Education, [email protected]



Abstract

The education system has been affected by the COVID-19 pandemic and online education inTurkey is preferred in an agile process. EBA (Education Information Network), established bythe Turkish Ministry of National Education (MoNE) as an educational social-network qualifiedelectronics cycle, includes learning outcomes, course materials, evaluation tools in line with thecurricula and students' grade levels. The aim of this research is to investigate the quality ofEBA's educational content with learning outcomes, course materials and evaluation tools andteachers' opinions about EBA. A cross-sectional study is designed to evaluate the EBA platformin terms of learning outcomes, content, and teachers’ opinions. Learning outcomes, coursematerials and evaluation tools provided by EBA are subjected to content analysis. Teachers'Levels of Using EBA and Opinions About EBA Questionnaire developed by Alabay (2015) areadministered to conveniently selected 30 secondary school mathematics teachers at publicSchools. The preliminary results indicate that while the EBA platform has a rich content ingeneral, examples of content such as videos and student activities are not parallel to the MoNEcurricula. The content analysis also reveals that there is few in fact no content for importantoutcomes to encourage and support high-level thinking skills of students. Previous relatedliterature concludes that the instructional videos in EBA are not in sufficient quantity and qualityto support middle school students' higher-order thinking skills. In addition, it is observed that theorder of the acquisitions is not suitable for the MoNE curriculum, so students have difficultyfollowing the topics (Atasoy et al., 2019). Based on these results conducted on EBA Platform, itis expected that similar results will be obtained. The findings of this study will contribute to themore effective use of EBA and the development of its contents.

Key words: education information networks, evaluation, secondary school, teacher opinions.

4

The Relationship Between Academic Procrastination, Social Loafing, and Perfectionism

Amongst Undergraduate Students in Turkey

Duygu YURT1


Abstract

The aim of the present study is to explore the relationship between academic procrastination,

social loafing, and perfectionism within the undergraduate student sample in Turkey. Past studies

showed that procrastination is widely experienced by students and although it is usually

perceived as a time management problem, it actually stems from the anxiety of evaluation and

failure. Hence, it was also found to be correlated with the concepts like social loafing and

perfectionism, due to sharing similar antecedents. However, perfectionism and social loafing

were seemed to be contrary to one another. Moreover, it appeared that the literature lacks studies

focusing on the relationship of these three concepts together. This study was conducted with

undergraduate students in order to contribute to the literature in that manner. The study used an

online survey method and participants were recruited voluntarily. Participants filled out The

Scale of Academic Procrastination, Social Loafing Scale, Multidimensional Perfectionism Scale,

and they answered demographic questions. The hypotheses of this study were, (1) perfectionism

to have a moderating effect on the relationship between academic procrastination and social

loafing, and (2) people who are more perfectionists and engage in social loafing more to also

procrastinate more. Although perfectionism was not found to be a moderator between academic

procrastination and social loafing, results revealed that both perfectionism and social loafing

significantly predicted academic procrastination. However, in contrast to the hypothesis,

perfectionism predicted academic procrastination negatively. Contributions to the literature as

well as its limitations were discussed.

Key words: academic procrastination, social loafing, perfectionism

5

mailto:[email protected]

Hidden Effects of Media: How Serb’s Attitudes Toward Turks Are Shaped by Watching

Turkish TV Series and Contact

Fatih ÇARKÇI1

1MEF University, Faculty of Education, [email protected]

Abstract

This study aimed to investigate the thoughts of people living in Serbia as in-group members

about Turks who are out-group members. Serbian people’s contact increased enormously with

Turks in Serbia with the Ottoman Empire. This quantitative study examined how Serbian

people’s stereotypes were affected by their contact with Turkish people and watching Turkish TV

series. The sample of the study consisted of 492 adults living in Serbia. A demographic form,

The Social Distance Scale (Levy et al., 2019), A Feeling Thermometer (Haddock et al., 1993),

The Contact Quality Scale (Barlow et al., 2012), and The Contact Quality Scale (Stephan et al.,

1999) were utilized to collect data. The findings showed that watching Turkish TV series were

related to more positive feelings towards Turks, higher levels of feeling pleasant about the

contact, willing to have a Turkish friend, colleague, and neighbor. On the other hand, having

contact with Turks and the frequency of the contact were related to having more positive feelings

towards Turks and having less pleasant, nervous, respected, and looked down upon feelings for

contact. In general, while watching Turkish TV series might have positive associations with

Serbs’ positive feelings about Turks, their contact with Turks might be related to more

ambivalence.

Key words: serbs, turks, contact hypothesis, tv series

6

Is Feminism Have an Effect on Romantic Relationships?

Merve Gül SATILMIŞ1


Abstract

This research aims to analyze people’s romantic relationship satisfaction through their awareness

on gender norms in society and having a feminist or pro- feminist partner’s effects on romantic

relationship satisfaction. Also, the mismatch in the relationship for instance, being a feminist and

having a non-feminist partner’s effects on relationship satisfaction. This research focuses on

people who are aged between 18 to 30 years old and have a romantic relationship and unmarried

during the research. Additionally, the place they lived, education level, romantic relationship

status and relationship satisfaction, and commitment to culture were in consideration. This

research is still conducting the data, the results will be revealed soon.

Key words: feminist, pro-feminist, relationship satisfaction

7

Academic Motivation, Stress and Academic Success

Sayim AYAR1

1MEF University Faculty of Education, [email protected]

Abstract

Academic motivation, stress and academic success is important factors for students. Academic

motivation source may vary on different students and it could be external, internal or

amotivation. Such as motivation to know, motivation to accomplish things or motivation to

experience stimulation as intrinsic motivation. Extrinsic motivation external regulation, extrinsic

motivation introjected regulation, extrinsic motivation identified regulation as extrinsic

motivation that outside factors effect our motivation. Perceived insufficient self-efficacy and

perceived stress/distress are subcategories for perceived stress and perceived stress affect our

motivation also our academic success (GPA). Stress and lack of academic motivation is problem

for many students because they effect student’s academic success as GPA. This study aims to

investigate correlation between academic motivation, stress and academic success for university

students in Turkey with one demographic form and 2 scale. There is online questionnaire which

include demographic form and Turkish version of AMS (Vallerand et al., 1992, 1993).

Adaptation to Turkish by Karagüven (2012, p. 2618). Other Scale is Turkish version of

Perceived Stress Scale (PSS) which is Algılanan Stress Ölçeği (ASÖ) adapted to Turkish from

English by Eskin et al. (2013, p. 136). First scale measures academic motivation with 7 subscale

and other one measures perceived stress with 2 subscales. GPA of university students assumed as

academic success of university students and participants self-reported their GPA points in

demographic form. Participants were university students in Turkey. Detailed results will be

announced during

presentation.

Key words: academic motivation, stress, academic success

8

The Effects of Perceived Stress and Mood by Young People Between the Ages Of 18-30 On

Emotional Eating

Aleyna KAYI1


Abstract

The aim of this study is to determine how the emotional eating rates of young people aged

between 18-30 change according to their emotional state and perceived stress levels. People who

have previously been diagnosed with eating disorders can be triggered during the questionnaire,

so to participate in the study, participants must not have been diagnosed with eating disorders

before. According to the studies in the literature, people tend to eat more when they feel stressed

and bad. Another result revealed in the studies in the literature is that the rate of emotional eating

increases when women feel stressed and bad compared to men. Depression, stress, and anxiety

affect women’s eating habits more than men (Thompson & Romeo, 2015). Emotional

hunger may change according to the stress and emotional states of individuals. This

topic is important because if emotional hunger is a constant situation, it causes people to eat

unhealthy nutrition. When people are under stress and it is determined how their emotional

hunger changes according to their emotional state, this situation can be studied and emotional

hunger can be prevented. 3 different scales were used in the research. These are Emotional

Eating Scale, Profile of Mood States (POMS), Perceived Stress Scale (PSS). In line with these

scales, I will look at how emotional eating changes according to perceived stress and emotional

states, and how there is a difference in the rate of emotional eating between genders. The

research was conducted online. I put forward three different hypotheses for my own research.

My hypotheses are that there is a positive correlation between emotional eating and stress, that

perceived stress and emotional eating vary by gender, and that there is a negative correlation

between feeling good and emotional eating. The results of the research will be shared with the

participants at the MEFEDUCON conference.

Key words: emotional eating, perceived stress, mood

9

The relationship between doing sports, well-being and self-esteem: Teenagers and Adults

Çağdaş DUMAN1

Mehmet DUMAN2



Abstract

Sport can be defined as competitive and fun activities that require a certain amount of physical

strength and skill. There are also many sports activities aimed at improving us physically and

mentally. On the basis of sports, the system is a combination of discipline, goal, and success.

Individuals who do regular sports focus on applying, targeting and achieving the system with

discipline after a certain period of time. The individuals who spend their energy with sports, the

support of their environment and the success they gain motivate them. All these positive

contributions also affect the emotions and self-esteem of the individual positively (Sing, 2012).

The aim of this study is to investigate the effect of doing sports and physical activities on

well-being and self-esteem on teenagers and adults. For this purpose, three different scale were

applied. The first scale aims to find out whether individuals do sports, how often they do and

what level they do. In the second scale, the well-being questions were asked, aiming to find

individuals' point of view, motivation, and self-satisfaction. The third scale aimed to find

individuals' self-esteem, self-worth and how they define themselves. The data required for the

study were collectively collected and analyzed for all three scales. Sports Activities Scale,

Warwick-Edinburgh Mental Well-Being Scale and Rosenberg Self-Esteem Scale were completed

by 200 individuals between the ages of 18-35. The idea in this study is that the well-being and

self-esteem of individuals who engage in sports and physical activities will be positively

affected. The findings of the study will be shared with the participants during the MEFEDUCON

conference.

Key words: sport, well being, self-esteem

10

The Influence of Physical Activity and Sports on Self-Esteem and Body Image Among

College Students Aged Between 18-25

Rabia Miray ORHAN1


Abstract

The aim of current study is to determine whether self-esteem and body image differentiate

significantly in terms of various variables and its sub-dimensions when compared to college

students who play sports and not play sports. According to Ómarsson (2013) and other

previous studies, participants who exercised weekly had significantly higher self-esteem and

body image than those who did not. As a result of this study, it is expected that there will be a

statistically significant difference between the self-esteem and body perception scores of those

who play sports and those who do not play sports according to age, gender, city, etc.

variables. In addition, significant differences can be observed when self-esteem and body

perception levels are compared according to universities. The sample group of the study

consists of 220 university students studying in Turkey. Demographic form created by the

researcher as a data collection tool, and the Rosenberg scale of self-esteem were used to

measure participant’s self-esteem and the Body-Cathexis Scale of body-image to measure

participant’s body- image. The findings obtained from the study will be shared with the

participants during the MEFEDUCON conference.

Key words: self-esteem, body-image, physical activity, sports

11

The relationship between internet addiction, depression, and self-esteem: A comparative

study between high school and university students

Aslı KIZILTAN1

Müşerref Kübra PALA2



Abstract

Internet addiction has also increased with the rapid increase in internet use (Swaim, 2020). Many

studies about relationship between internet addiction, depression and self-esteem showed that

there is a positive correlation between internet addiction and depression, a negative correlation

between internet addiction and self-esteem. The aim of this study is to find the answer to the

question of what the effect of internet addiction on depression and self-esteem is. Another aim of

this study is to compare the difference between depression and self-esteem between university

and high school students according to gender, age, and education level. A sample of 200 high

school and university students from various schools in Turkey participated and completed Young

Internet Addiction Test, Beck Depression Inventory and Rosenberg Self-esteem Evaluation

Scale. Along with these scales, we asked our participants to mark whether they agree to

participate in these scales. In addition, we asked some demographic information. We conducted

research on university and high school students that distinguish this study from other studies. As

a result, 4 different hypotheses were examined. The first hypothesis; There is a positive

correlation between internet addiction and depression. Second hypothesis; There is a negative

correlation between internet addiction and self-esteem. Third hypothesis; Male students are more

inclined to internet addiction than female students. Finally, the fourth hypothesis; High school

students are more inclined to internet addiction than college students. The findings obtained from

the study shared with the participants during the MEFEDUCON conference.

Key words: internet addiction, self esteem, depression.

12



The Effect of the Smartphone Addiction on Life Satisfaction and Depression in University

Students in İstanbul

Dilara YAZICI1

Tuğba ÖZERGİN2

1MEF University, Faculty of Education, [email protected] University, Faculty of Education, [email protected]

AbstractSmartphones have brought some problems as well as making people’s lives easier. Universitystudents do not always use these tools according to their needs and spend more time in front ofthese phones. Therefore, in a situation where they are intertwined with such smartphones, theirsatisfaction with life and their depression tendencies was also investigated. Similar dimensionsof the current study have been examined in different studies. In the first study, they examined therelationship between empathy, life satisfaction, and the related phenomenon of Smartphone UseDisorder (SUD). They confirmed earlier findings displaying the connection among empathy, lifesatisfaction, and IUD (Internet Use Disorder), and extended a number of those findings to SUD(Lachmann, Sindermann, Sariyska, Luo, Melchers, Becker, and Montag, 2018). In the otherstudy, they investigated the relationship between risk of smartphone addiction and satisfactionwith life mediated by stress and their findings showed that a smartphone addiction dangerbecame negatively related to instructional performance, however, the latter became positivelyrelated to satisfaction with life (Samaha, and Hawi, 2016). There aren’t too many resourcesrelated to smartphone addiction in Turkey. Thus, this study’s purpose is to contribute to theliterature on the effects of smartphone use on life satisfaction and depression among universitystudents. The study was applied as an online survey to 200 university students in İstanbul usingthe Beck Depression Inventory (BDI), Smartphone Addiction Scale, Life Satisfaction Scale, andDemographic Information Form in the period 2020-2021. As a result of these, the followinghypotheses have been examined; the first hypothesis, there is a positive relationship betweenstudents’; smartphone addiction and depression. The second hypothesis, there is a genderdifference between depression, smartphone addiction, and life satisfaction levels. The thirdhypothesis, there is a negative relationship between students’; smartphone addiction and lifesatisfaction levels. Results will be added.

Key words: smartphone addiction, life satisfaction, depression.

13

The impact of sport on academic success and self-confidence among middle school students

in Turkey

Ebru SİPAHİ


Abstract

The purpose of this study is to examine the relationship between doing sports, self-confidence

and academic achievement among female and male students middle school. This study mainly

aims to see the academic achievements and self-confidence levels of students who do sports.

There are many studies about the relationship between sports and academic success. Some of

these studies have found that doing sports affects academic achievement, while others have

shown that it does not affect. However, this study examines the relationship between students

who are at secondary school level and also their self-confidence and there is not much

research examining the association between sports with academic success in Turkey. The

participants of the research consist of 5th, 6th, 7th and 8th grade students, which are the

middle school level. The demographic form in which academic achievement and doing sports

is asked and the “Self Confidence Scale” were used in the research. There are not many

studies at this level in the literature. In future studies, studies on the academic success and

self-confidence levels of students at different levels can be developed. The information

obtained from the participants is expected the support the planning of other studies on self-

confidence level and academic achievement. The findings obtained from the study shared

with the participants during the MEFEDUCON conference.

Key words: sport, academic achievement, self confidence

14

Social exclusion and to gender roles among university students

Ecem ÖZTAN1


Abstract

The aim of this study is to examine the social exclusion created by university students on the

basis of variables such as faculty, age, and gender. There are many studies examining social

exclusion. According to Çelik, Pasinlioğlu, Tan, and Koyuncu (2013), female students

participating in the study compared to male students, Graduates of Anatolian High Schools and

those who study in health sciences have higher levels of egalitarian gender attitudes than those

reading in other fields. Participants consist of university students. There will be 300 university

students. 150 of the participants will be female, and 150 of them will be male. Each participant

will be given a consent form before the survey. Online survey was used as a form of data

collection. There are two scales in this research. The first scale is The Ambivalent Sexism

Inventory. This scale consists of 22 items. The second scale is The Ostracism Experience Scale.

This scale consists of 11 items. This study aims to reach the participants over the internet. The

scale will be prepared on Google Forms and sent to the participants. University students can be

reached on social media. Results will be announced at the conference.

Key words: social exclusion, sexism, ostracism, gender roles

15


Social Media Addiction Among University Students and Its Effect on Beauty Perception

Ata Barış KILIÇKAYA1


Abstract

This research is to measure the social media addiction level of university students and

accordingly to see the effect of this addiction level on their perception of beauty. To complete

this research by reviewing other research articles. One of these the purpose of this research is

that university students to determine their views on their addiction. Another one quantitative

research in this study aimed at measuring the relationship between social media and aesthetics

screening research has been adopted, and online survey as a data collection tool technique was

used. Another one body image perception and body in preschool period 4-6 years old to

determine dissatisfaction the group was interviewed one-on-one with 471 children and their

opinions were obtained with the pictogram method. Two scales are used in this research. One of

these scales Social Media Addiction Scale- Adult Form designed by Cengiz Sahin and Mustafa

Yagci. This scale, which is a Likert type, consists of 20 questions in total. Ratings are between 1

and 5. Another scale is Beauty Perception Scale designed by Ayse Turanli. This scale is of Likert

type and has 77 questions in total. There are five evaluations; strongly disagree, disagree,

indecisive, agree, strongly agree. Participants and method in this research were determined as

follows. There will be more than 150 university students between the ages of 18-30. This study

aim to ensure that gender is equal. This study aim to reach participants via the internet. It will

prepare scales on Google Forms and send them to participants. Can reach university students on

social media. In the consent sheet, the participant will be informed that their data will be kept

safe and their results may have published. Results will be announced at the conference.

Key words: beauty perception, social media, addiction, university

16


I Ruminate Therefore I Don’t Forgive: The Mediator Role of Vengeance Among

Undergraduate Students

Zehra Simge ÇEBİ1


Abstract

Forgiveness is giving up negative emotions that harm one’s self and environment. When the

relationship between the concept of forgiveness, which has been very popular recently, a

significant negative relationship has been found, especially with the concept of rumination..

Similarly, other studies have found that the relationship between forgiveness and rumination is

related to vengeance. A model that reveals these three variables has not been proposed either in

international literature or in the Turkish context. The aim of this study is to examine whether

vengeance has a mediation role in the relationship between forgiveness and rumination among

undergraduate students. The Rumination about an Interpersonal Offense Scale, Vengeance Scale,

and Trait Forgivingness Scale was used to gather data from conveniently selected 110

undergraduate students between the ages of 18 and 33 from various universities via an online

survey. In this study, a correlational research design, in which the relationship between two or

more variables is examined, is used. Hierarchical multiple regression modeling will be employed

to analyze the hypotheses. The results showed that having ruminative thoughts was related to

forgiveness through vengeance. Psychological counselors should create environments for

undergraduate students to be aware of their ruminative actions and reduce their rumination levels

in individuals and group counseling practices for these individuals.

Key words: rumination, vengefulness, forgiveness, emerging adults

17

The Role of Attachment Styles and Marriage Role Expectations

on the Marriage Satisfaction

Melike MAGUZ1


Abstract

Marriage is a complex form of a close relationship. After two people combine their lives with

marriage, many factors affect their marriage satisfaction. In previous studies, it has been found

that there is a negative correlation between insecure attachment and marital satisfaction. Besides,

the positive relationship between egalitarian role expectations and marital satisfaction has also

been documented. However, those studies have mostly been carried out in the Western context.

This study, therefore, aimed to investigate the role of adult insecure attachment and marital role

expectations on marital satisfaction. Conveniently selected, at least 100 married participants will

constitute the sample. The Relationship Scales Questionnaire (Sümer et al., 1999),

Multidimensional Relationship Scale (Büyükşahin., 2005), and Marriage Role Expectation

Inventory (Köksal et al., 2018) will be used to assess insecure attachment, marital role

expectations, and marital satisfaction, respectively. The hierarchical multiple regression analysis

analysis will be carried out via SPSS to analyze the hypotheses. Based on the previous research,

a positive relationship between egalitarian marital role expectations and marital satisfaction and a

negative relationship between insecure attachment and marital satisfaction is expected. One

possible suggestion from the expected findings may be for couple counselors to focus on the

couples' insecure attachment and marriage role expectations to increase their marital satisfaction.

Key words: marital satisfaction, attachment style, marital role expectations.

18


The Relationships Among Coping with Stress, Social Support and Perceived Self-Efficacy

of University Students in Turkey

Şevval YILDIRIM1


Abstract

Stress is an important and inevitable concept. Defined by Bandura (1986) as a belief in one’s

capability or skill to attain a particular goal or execute a particular behavior, self-efficacy has

frequently been associated with stress coping in university students. Similarly, there is a close

relationship between social support and stress coping. The Western literature has also shown that

students with high self- efficacy and social support from friends and family have less stress.

However, those relationships have been under researched in the Turkish context. Therefore, the

aim of this study was to examine the relationships among perceived self-efficacy, social support,

and coping strategies with stress among university students in Turkey. I hypothesized that there

would be negative correlations between stress and perceived self-efficacy and stress and social

support. Keeping the purpose in mind, data from a total of 215 volunteered female and male

university students in Turkey was collected. Participants completed an online survey that

included a demographic information form, the Academic Self-Efficacy Scale, Multidimensional

Perceived Social Support Scale, and Stress Coping Scale. The data obtained will be analyzed

with Pearson correlation using SPSS. Recommendations will be offered to college counselors

who work with stressful college students.

Key words: coping strategies, stress, university students, social support

19

Psychological Dating Violence Victimization: The Role of Anxious Attachment and

Self-Esteem

Mine ÖZÇİMEN1


Abstract

Psychological dating violence is a form of intimate partner violence in which one of the

aims of the perpetrator is to act to damage the others’ self-esteem. The review of literature has

indicated that insecurely attached individuals have lower self-esteem. At the same time, it is

observed that there is a positive correlation between anxious attachment and psychological

dating

violence victimization. However, the literature is limited on those proved associations in Turkey.

For this reason, the current study aimed to investigate the mediating role of self-esteem in the

association between anxious attachment and psychological dating violence victimization.

Approximately 130 dating people were targeted as a sample through an online survey. I will use

the Experiences in Close Relationship Scale-Short Forms, Self Esteem Rating Scale-Short Form,

and Multidimensional Measure of Emotional Abuse to measure anxious attachment, self-esteem,

and exposure to psychological dating violence, respectively. Hierarchical multiple regression

analysis will be employed to test the hypotheses. Anxious attachment through self-esteem is

expected to be associated with psychological dating violence.

Key words: self-esteem, anxious attachment, psychological dating violence victimization

20

Psychological Dating Violence Victimization: The Role of Anxious Attachment and Gender

Perceptions

Eda ERDOĞAN1


Abstract

Psychological dating violence is a form of intimate partner violence in which the

perpetrator aims to dominate the partner. Limited evidence in Turkey has documented the

negative association between anxious attachment and psychological dating violence

victimization. However, the negative association between anxious attachment and psychological

dating violence victimization prompts what might account for the association. For this reason,

the

current study aimed to investigate the mediating role of gender perceptions in the association

between anxious attachment and psychological dating violence victimization. Via the online

survey, it is planned to reach a sample of approximately 130 dating adults. I will use the

Experiences in Close Relationship Scale-Short Forms, Perception of Gender Scale, and

Multidimensional Measure of Emotional Abuse to measure anxious attachment, perceptions of

gender, and exposure to psychological dating violence. The hierarchical multiple regression

analysis will be employed to test the hypotheses. It is expected that anxious attachment via

gender perceptions will be linked to psychological dating violence victimization.

Key words: perceptions of gender, anxious attachment, psychological dating violence

victimization.

21

Developing the Myths towards Dating Violence Scale: Investigating its Predictive Validity

Demet Esra SOYSAL1


Abstract

Among dating emerging adults, dating violence (DV) is considered a widespread and vital

issue. Evidence suggests positive associations of knowledge about DV with psychological DV

perpetration and perceptions of DV. Despite the evidence, there is a lack of instruments to

measure knowledge about DV in Turkey, and thus, those associations, as mentioned earlier,

have been underresearched in Turkey. Furthermore, up to now, those associations have mostly

been investigated cross-sectionally in the international literature. Thus, this study aims to

examine the predictive validity of the "Myths about Dating Violence Scale" within

the process of developing it. A two-wave longitudinal study with a sample of approximately 250

dating emerging adults will be conducted. The sample will be reached through an online

survey. We used the Multidimensional Measure of Emotional Abuse, Perceptions of Dating

Violence Scale, and Myths Towards Dating Violence Scale to gauge psychological DV

perpetration, perceptions towards DV, and knowledge about DV, respectively. We will

employ hierarchical regression analysis to test if knowledge about DV predicts psychological

DV perpetration and perceptions of DV. Furthermore, test-retest reliability will also be

evaluated. It is expected that the Myths about Dating Violence scale will meet the need for a

credible instrument for assessing knowledge about DV in both national and international

literature.

Key words: knowledge about dating violence, perceptions of dating violence, psychological

dating violence perpetration, development and validation, myths about dating violence scale

22

Developing the Myths towards Dating Violence Scale and Testing its Psychometrics

Cansel MESUT1


Abstract

Dating violence is a common and crucial issue among emerging adults. According to the results

of evidence-based prevention interventions, knowing about dating violence has significantly

reduced attitudes justifying dating violence. Furthermore, evidence suggests that having adequate

knowledge of dating violence resulted in less occurrence of dating violence. However, the

absence of instruments to measure knowledge about dating violence in Turkey has prevented us

from researching it and its role in dating violence perceptions and perpetration. Therefore, the

current study aimed to develop a “Myths about Dating Violence Scale” and testing its

psychometrics (content validity, construct validity, and concurrent validity). A sample of at least

300 emerging adults is planned to be reached through an online survey. I will employ

explanatory factor analysis and confirmatory factor analysis to determine the factor structure of

the scale for construct validity. For concurrent validity, I will use the Multidimensional Measure

of Emotional Abuse, Perception of Dating Violence, and Romantic Beliefs Scale to gauge the

psychological dating violence perpetration, perceptions of dating violence, and romantic beliefs,

thus investigating their associations with knowledge about dating violence. It is expected that

such a scale will meet the need for a sound instrument to measure knowledge about dating

violence both in the national and international literature.

Key words: knowledge about dating violence, dating violence perpetration, development and

validation, myths about dating violence scale

23

Turkish ELT undergraduate students’ perceptions of English as a lingua franca

Sheyma AKSOY1


Abstract

This study is an attempt to investigate Turkish ELT candidate teachers’ perceptions and attitudes

of English as a lingua franca. The study follows a mixed method approach with both qualitative

and quantitative data. The model followed is QUAN-QUAL, commonly referred to as the

triangulation mixed methods design. The survey was adapted and created on Google Form and

sent digitally to ELT undergraduates in the department. It is divided into three sections, and

composed of 16 items including 9 six points Likert scale items. All data collected is digital.

Volunteering participants are all undergraduates from their freshmen to senior years. The

findings of the study suggest an awareness of ELF across the department. Participants shared

detailed responses elaborating on their views, which suggested a mainly positive attitude towards

ELF. Certain themes such as the efficiency, practicality and facilitating aspects of ELF emerged

from the written responses. Other responses included more nuance, balancing the pros and cons

English as a lingua franca could have. Numerical results on the other hand revealed a divergence

of opinions concerning the adherence to a single standard English model. Among the limitations

this study holds is the sample size being too small, which does not allow the generalization of

findings.

Key words: ELT, ELF, lingua franca.

24

IInstructors’ Perceptions of Using the Flipped Learning Approach at MEF University

Derya BİNGÖR1

Begüm ÇOLPAN2



Abstract

This study reviews the flipped learning approach, the teachers’ perceptions of using the flipped

learning approach. This study was conducted at MEF University in Istanbul. MEF University is

the first university in the world to adopt the flipped learning approach throughout the entire

institution. There were two research questions which were analyzed in this study. The first one

was: What do MEF University instructors think of using flipped learning approach? The second

one was: What are the advantages and disadvantages of using flipped learning approach for MEF

University instructors? Not many studies have been conducted regarding the opinions of

teachers. Therefore, this research makes a contribution to the growing knowledge base about

flipped learning by examining the perceptions of instructors on using flipped learning. The

teachers’ voices should be heard as they are the ones who use this approach. It is a mixed method

study (qualitative and quantitative) which used a questionnaire and interviews as data collection

tools. 40 instructors participated in the questionnaire and 6 participants agreed to have an

interview. From the findings, it could be said that MEF University instructors find the flipped

learning approach beneficial for both students and themselves. Most of them focus on the

advantages of using flipped learning. The most common disadvantage was the approach being

time consuming and the amount of workload that they have to deal with.

Key words: flipped learning, perceptions

25

The Relationship Between Personality Traits and Language Learning Strategies In Terms

Of Gender Differences

Ceyda CANKAT1


Abstract

The aim of this study is to investigate the relationship between personality traits and language

learning strategies in terms of gender differences. This study will also look at the relationship

between gender and personality traits as well as the relationship between gender and language

learning strategies. It is widely accepted that the personality of learners plays an important role in

the process of learning languages. Previous studies show inconsistent results and this study seeks

to clarify the relationship among these variables. This study only focuses on only Turkish

university students. This is a quantitative study which was conducted with 107 university

students whose ages ranged from 18 to 25 from different universities. The data for the study has

been collected by means of two different surveys, the Big Five Personality Questionnaire

(B5KT-50-Tr) and the Strategy Inventory for Language Learning (SILL). Each of the

questionnaires includes 50 questions. This study is a part of the EDS 404 Scientific Research

Experience II course during the first term of the 2020-2021 academic year. The results of the

study will be analyzed by using Statistical Package for Social Sciences (SPSS). The results will

be shared with the participants during the presentation at the conference.

Key words: personality traits, language learning strategies, gender, sex

26


Perceptions of ELT Pre-Service Teachers on Practicum through University within School

Model

Ece Sümeyye GÖRGÜLÜER1

İrem Su ERKE2



Abstract

The study aimed to analyse how ELT pre-service teachers’ perceptions changed based on thepracticum, what challenges they have met, and what they have gained from the practicum. AtMEF University the English Language Teaching (ELT) program uses the University within aSchool model for the practicum. The practicum starts at the 3rd year and takes two years tocomplete. The practicum covers four school terms, and the students are sent to state or privateschools. Pre-service teachers are responsible for observing, attending meetings, and doing bothmicro and macro teachings. Micro teaching takes 15 minutes and macro takes 30 minutes. Thisresearch considered the perceptions of pre-service ELT teachers at MEF University of thepracticum and was carried out with 24 participants. The research is a qualitative design, andincludes one questionnaire and two online interviews as three focus groups. Based on thequestionnaire answers and focus groups, at the beginning of the internship some of thepre-service teachers reported being stressful because they didn’t know their responsibilities.They were also worried about micro and macro teachings, and their connections withsupervisors, mentors and intern mates. As conclusion, the study shows that at the same time theystarted to practicum, the attitudes of pre-service teachers began to change positively. Thanks tothe practicum, they had a chance to develop their teaching techniques, put theory into practiceand shape their beliefs. Even though they were overwhelmed and had difficulties at thebeginning of the semester, observing real classrooms, and benefiting from the experiences ofmentors and supervisors made pre-service teachers comfortable and experienced. This study isan ongoing project and the results will be announced later.

Key words: practicum, pre-service EL teachers, university within school model

Feedback Types Used in Prep Schools & the Effectiveness of the Used Feedback

27

Asena KELEŞ1

Ezgi GÜROĞLU2



Abstract

In universities, several feedback types are used in terms of developing writing. In the L2 learning

context, various types of feedback are given, those feedback types in MEF university prep

classes are identified and examined if they are effective or not by comparing first and second

drafts or two different writings before and after the feedback is given. This study investigates the

kinds of Written Corrective Feedback (WCF) and students’ uptake. It aims to find answers to the

questions: what kind of Written Corrective Feedback strategies/types are more used for

university prep learners. To what extent do the students revise the written work according to the

teacher’s feedback? The perceptions of the teacher and the students are included in research. The

age and background of the participants vary. The level of the students is B1, and the students are

at different ages. As the methodology, the papers are collected from the instructors and analyzed

in terms of correctness and effectiveness of changes made. Afterwards, interviews had been

done, and an online survey had been conducted with students. Two native teachers of prep were

examined in terms of their way of giving feedback, and it is seen that feedback is given directly

mostly. The research had been conducted with 20 students, and the feedback types had depended

on the students’ efforts in applying the feedback in writing pieces and CEFR levels. The results

of this research will be presented during the conference in detail.

Key words: feedback, L2, WCF

28

Turkish ELT Academics’ Code-Switching in ELT Courses

Ceyda ŞİŞMANOĞLU1


Abstract

The aim of this study is to explore the reasons for code-switching by Turkish ELT academics

during ELT courses and the linguistic level of their code-switching. Anecdotal evidence suggests

that code-switching is widespread in ELT courses in Turkey, yet the phenomenon remains under

researched. Therefore, this qualitative study was conducted with two Turkish ELT Academics in

a private university in Istanbul, Turkey where English was a medium of instruction. The data

have been collected by means of observation, transcripts of the lessons, and customized survey

for ELT academics. Seven ELT lectures were observed, audio recorded, then transcribed to

analyze at which level Turkish ELT academics code-switch. According to the transcripts,

customized survey questions were adapted and sent to the participants. Transcripts of the lectures

revealed that Turkish ELT academics code-switch for various reasons such as cross

cultural/linguistic comparison, humor, and/or code of conduct. Although the participants lectured

in different courses, some of the reasons for code-switching were similar; such as elaboration,

small talk, and explaining technical issues. It was also found that they mainly code-switched in

two linguistic levels: word level and clause level. The results of this study show that Turkish

ELT academics tend to code-switch during the lectures, consciously or unconsciously and

understanding the reasons for code-switching may make instructors more aware of this behavior

and either avoid it or engage in code-switching more strategically.

Key words: code-switching, linguistic level, ELT

29

The Interplay Among Delay of Gratification and Social-Moral Judgments in PreschoolChildren in Turkey

Ece KARAKUŞ1

Fatma Betül ARIKAN2



Abstract

The purpose of the study is to investigate the interplay between children’s delay of gratification

time and their social - moral reasoning in Istanbul. We are planning to work with preschool

children aged 4, 5 and 6, keeping the gender distribution equal. We will do our work with a total

of 60 preschool children. Prior research suggested that there is no age difference in self-control

among 4 and 5 years old. However, 6-year-olds waited more than other children. Specifically,

girls scored higher than boys on self-control. With respect to age groups, girls at the age of 6

scored higher than boys at 3, 8, and 9 years on self-control (Tao, Wang, Fan & Gao, 2014).

Therefore, we think there is a positive correlation between self-control and age. Specifically we

expect that Turkish 6-year-old girl preschoolers could wait longer than any other group.

Researches also showed that children under 4 years of age could not delay gratification (Mishel,

Shoda & Rodriguez, 1989). We also expect similar results from children aged below. Moreover,

studies suggested children with longer delay time are more likely to be prosocial (Berkowitz,

1982). We are also thinking that there is a positive correlation between moral reasoning

complexity and delay of gratification. During the Marshmallow experiment, the reactions and

responses of the children will be videotaped and children’s more reasoning will be measured

with hypothetical stories. Then, a coding system will be created using spss according to the

waiting times of the children and their responses to the stories. The results will be interpreted

with the created coding system.

Key words: delay of gratification, social-moral reasoning, self control.

30

The Interplay Among Delay of Gratification, Theory of Mind Development In PreschoolChildren In Turkey

Aleyna GENÇTÜRK1

Hayrünnisa BAYALAN2



Abstract

The purpose of the study is to investigate the relationship between delaying the gratification ToM

concept among preschool children in Istanbul. We are planning to work with preschool children

aged 4, 5 and 6, keeping the gender distribution equal. We will do our work with a total of 60

preschool children. Prior research suggested that there is no age difference in self-control among

4 and 5 years old children. However, 6-year-olds waited more than other children. Specifically,

girls scored higher than boys on self-control. With respect to age groups, girls at the age of 6

scored higher than boys at 3, 8, and 9 years on self-control (Tao, Wang, Fan & Gao, 2014).

Therefore, we think there is a positive correlation between self-control and age. Specifically we

think that Turkish 6-year-old female preschoolers could wait longer than any other group. Prior

research showed that children under 4 years of age could not delay gratification (Mishel, Shoda

& Rodriguez, 1989). We also expect similar results from children aged below 4. Prior research

suggested children with longer delay time are more likely to be prosocial (Berkowitz, 1982). We

are also thinking that there is a positive correlation between moral reasoning complexity and

delay of gratification. During the Marshmallow experiment and Theory of mind test, the

reactions and responses of the children will be videotaped. Then, a coding system will be created

using spss according to the waiting times of the children and their responses to the stories. The

results will be interpreted with the created coding system.

Key words: delay of gratification, theory of mind, self control.

31

Do Children Really Think Heteronomous When a Parent Broke a Promise?

Dilara ÖZALP1


Abstract

Elementary school is known to be a crucial period for morality. Children develop their moral

behavior in their early stage of life. In Piaget’s theory of moral development, there are two

stages: heteronomous and autonomous. The purpose of this research is to investigate whether

children are in a heteronomous or autonomous moral stage by using the classical Piaget’s story. It

also examines children’s understanding of their parents’ intentions and obedience to parental

authority in relation to their moral stage. It was hypothesized that children who are in

autonomous morality will understand the difference in the parents’ intentions (arbitrary or

necessity). Snowball sampling was used in this study. Data was collected via online meetings

from 16 first grade students (8 boys and 8 girls) and 16 fourth grade students (8 boys and 8 girls).

In total, three stories were read to the children. Children first heard the Henry and John dilemma

and evaluated it. After, they evaluated a story in which the parent broke their promise for a

necessity reason. Lastly, they evaluated a story in which the parent broke their promise for an

arbitrary reason. Data was analyzed using SPSS 23.

Key words: heteronomy, moral development in children, autonomy, concrete operational stage

32

Developmental Differences in Helping Behavior: Do Type of Relation, Quality of Relation,

and Authority Directives Matter?

Elif Buket ŞAHİN1


Abstract

Prosocial behavior is characterized as voluntary activities that aim to benefit others. There are

lots of variables that affect one’s behavior on helping such as developmental, social,

psychological, etc. This study is aimed to investigate children’s attitudes and judgments on

prosocial behavior. Thirty- two (16 children in primary schools and 16 children in high schools)

were interviewed for this study. Participants attended the research voluntarily and they were

individually interviewed through an online. Four different stories about a helping conflict

presented. Stories differed by context (2: siblings vs friends) and the quality of the relationship

(2: getting along vs. disagreeing). Participants were asked to evaluate the severity of the situation

from the protagonist’s perspective who seeks help. Then they evaluated whether the other should

help the protagonist and provided their justifications. Finally, they evaluated the acceptability of

the authority figures’ directives stating the other should help. The study hypothesized that

children who are in the formal operational stage are more likely to oppose authority figures

intervention and consider the quality of the relations while helping others than younger children.

However, it is expected that children in the concrete operational stage would display more

prosocial behavior in their close relationships and care about authority. Results obtained from the

study will be discussed in relation to other developmental research findings.

Key words: prosocial behavior, social- cognitive development, relationship, authority

33

The Effect of Critical Thinking on Risky Decision Making in the Context of Framing Effect

Among Different Age Groups: High School and College Students

Hacer Betülay AKDENİZ1

Elif İdil EROĞLU2



Abstract

The purpose of this study is to examine the risky decision-making and critical thinking processes

of different age groups in relation to age, socioeconomic status, and GPA. It further examines the

effect of framing on decision-making and critical thinking among Turkish students. The students

are from different high schools and colleges around Turkey. The students completed the CCTDI

(California Critical Thinking Disposition Inventory) for measuring critical thinking and risky

decision-making processes. Considering the studies in the literature, the researchers expected to

examine the hypothesis whether age, GPA, and socioeconomic status would be negatively

correlated with risky decision- making and also critical thinking would be negatively correlated

with risky decision-making. There are studies in the literature that explains how age,

socioeconomic status, and GPA affects critical thinking; however, there are a limited number of

resources present in this field. Therefore this study contributes to the concept of risky

decision-making. Consequently, critical thinking will mediate the relationship between age,

socio-economic status, GPA, and risky decision making.

Key words: framing effect, risky decision-making, critical thinking, age differences

34

Psychological Help - Seeking Tendencies, Self-Stigmatization Behaviour, and

Perceived Coping with Stress among College Students

Deniz ERİŞÇİ1


Abstract

This study investigates university students' tendencies to seek psychological help and its relation

to self-stigmatizing behavior and coping strategies with stress. The first hypothesis seeks

whether there is a negative relationship between MEF students' tendency to seek psychological

help and self-stigmatization. The second hypothesis is about whether there is a negative

relationship between self-stigma and coping with stress in MEF students. It is expected there is a

positive relationship between MEF University students’ tendency to seek psychological help and

their perceived coping levels with stress. Female students will be more inclined to seek

psychological help than male students. It is expected that there will be a relationship between

students' GPAs and their stress levels. It is expected that students' financial status and perceived

stress levels are related. Participants were 162 MEF University students (123 women, 38 men).

Participants were between the ages of 18 and 25. They were first-year students (11,7%), 35 were

second-year students (21,6%), 42 were third-year students (25,9%), 65 were identified as

4th-grade students (40, 1%). Students were from 14 departments. Participation in the study was

voluntary. Students have a GPA of 3 (1.9%) between 1.00-1.50, 16 (9.9%) between 1.50-2.00, 23

(14%) between 2.00 and 2.50, 39 (%) 24.1) between 2.50-3.00, 41 (25.3%) between 3.00-3.50,

and 39 (24.1%) between 3.50-4.00. Students with different financial income of the university

participated in the research. Participants were asked to fill out evaluation inventories such as

demographic form, The 10-item Attitudes Toward Seeking Professional Psychological Help

Scale-Short Form, 10-item Self-Stigma of Seeking Help (SSOSH) Scale, Perceived Stress Scale

(PSS). Using these questionnaires, the analysis process will progress and results will be

discussed.

Key words: psychological help, stress, self-stigma

35

DERSDEM BIREBIR: An Evaluation of a Service-Learning Project for Preservice

Teachers

Seza ÖKTEM1


Abstract

Although teacher education in Turkey has advanced, service-learning is yet to be integrated fully

and accurately into undergraduate curricula. It is well-established that service-learning plays a

significant role in preservice teachers’ professional and social development, and benefits the

service recipient. This study presents a thorough evaluation of “DERSDEM BIREBIR” by

exploring Turkish preservice teachers’ service-learning experiences in their freshman year.

Specifically, it investigates the impact of tutoring a younger student for 25 hours over a semester

on both the preservice teachers and the students receiving the tutoring. In this context,

service-learning is defined as the practice of “learning about teaching” by contributing to society

(i.e., students’ academic and social development).

To examine the hypothesis that DERSDEM BIREBIR leads to the enhanced professional and

social development of the preservice teachers and the students’ academic and social

development, the preservice teachers’ end-of-term reflections were analyzed using discourse

analysis. The data was reduced to emerging themes to allow for focused inspection of the

service-learning process.

It is hoped that this study will stimulate change in undergraduate teacher education programs by

inspiring administrators, program developers, and academics in Turkey.

This is ongoing research, and the results are going to be presented at the conference.

Key words: service-learning, preservice teachers, teacher education

36

Investigating the Feedback Types Given by Supervisors Through Online Laboratory

School

Işıl ÖZTÜRK1

Eylem SAYAR2

1MEF University, Faculty of Education, [email protected] 1

2MEF University, Faculty of Education, [email protected] 2

Abstract

Feedback is crucial for the development of prospective teachers since they can adapt and learnthe profession better with effective feedback. The main purpose of this research is to investigatethe types of feedback given by supervisors to mathematics prospective teachers (PSMTs) in theWorld’s First Online Laboratory School. Online Laboratory School was founded during theCovid-19 pandemic aiming for providing online teaching experiences. The mathematics programwas designed for 4th, 5th, 6th and 7th grade students from all around Turkey and there were 124students. There were seven supervisors and 23 PSMTs. The feedback is gathered from threedifferent sources. These sources were; moderator chat boxes (during the implementation of thelessons, 18 sessions), short reflection meetings (right after the implementation of the lessons, 20sessions), and general meetings (in the same evening of the lesson implementations, 4 sessions).The written chatbox messages and videos of meetings were recorded. Content analysis was usedas the method of investigation of the feedback. All of the feedback statements were analyzed bythree researchers and was placed into categories of mathematical knowledge, planning, teachingprocess, classroom management, and communication. Feedback/guidance given duringmoderator chat boxes written messages and short lesson meetings showed similarities that themost number of feedback pieces were given related to ‘teaching process’ , whereas the mostnumber of feedback pieces were given during general meetings was under the category of‘planning’. We will discuss the benefits and disadvantages of the feedback given during OnlineLaboratory school and its contribution to the University within School model.

Key words: online teacher education, pre-service education, feedback stages, feedback types

37

The Perceptions of English Teachers on Using L1 in the Classroom

Yekta ARSLAN

BA Student, English Language Teaching, MEF University Faculty of Education,

[email protected]

Abstract

The use of native language in foreign language classes is still being debated by English teachers.

Therefore, this study is based on the use of Turkish in K-12 English classes, and tried to reveal

the perceptions and justifications of English Teachers favoring the use of either Turkish (L1) or

English (L2). The study hypothesized that there might be some benefits upon using both

languages every so often. There were 72 participants in total, 60 of whom were female and the

rest were male. The participants were chosen among teachers who work at state and private

schools. In order to get a sight of correlation, the researcher tried to equate the ratio between

state and private schools in an attempt to differentiate the notions of teachers. Together with this,

31 participants were working at private schools and 41 teachers were working at state schools.

To measure quantitative data, a survey of 20 items with a six-point Likert-type scale was carried

out. Prior to the survey, the researcher gathered demographic information and background

information of the participants, composed of 10 questions in total. Additionally, these were

followed by a compulsory long answer statement whereby the participants could write their

additional comments. For this reason, the study is not merely quantitative, but also it contains a

little qualitative part. The data was analyzed quantitatively and qualitatively by utilization of

interpretation of content. The results of the findings indicated that using both languages in

certain circumstances could enhance language learning. Some of the participants were a little

hesitant in using L1 in the classroom, yet in the written segment of the survey, it was seen that

the teachers preferred using reasonable amount of L1 since it can facilitate L2 learning at heart.

Key words: L1 use, L2 use, mixed-use, balance, perceptions

38

Communication in English With Foreigners and Its Impact on English Learning

Motivation

İlayda CEYLAN1


Abstract

The academic research I have been working on carries the title “Communication In English With

Foreigners And Its Impact On English Learning Motivation.” Throughout the terms I did my

internship in different middle schools, I have noticed a barrier in middle school students’ minds

that discourages them from speaking English in school time with their English language teachers

if they are able to communicate in their native language. This realisation led me to look further

into the relationship between communication in English and language learning motivation.

Therefore, I designed my study on this subject. I chose a prestigious private middle school in

İstanbul to carry out my research. A random selection of middle school students that have the

chance to take classes from both Turkish teachers of English language and foreigner teachers

who are not able to speak Turkish or any language other than their native language which is

English. These students were given survey questionnaires that were specially made for this

research. This survey consisted of questions that were asking whether the students were more

comfortable around their local teachers or foreign teachers in terms of performing the English

language. All the survey process was run anonymously for the validity and honesty of the

students. The selected students’ teachers, both Turkish and foreign ones, also were invited to

private interviews. The experienced teachers answered open ended questions about their personal

experiences on the subject and shared their own opinions and suggestions to increase the

students’ language learning motivation via communicating in English. The data collected from

both students and teachers will be evaluated together to bring out a conclusion. Since this is an

ongoing research, the final results will be shared with the participants and referees during the

presentation at the conference.

Key words: communication, motivation

39

Investigating the Nature of Questions Asked by Prospective Teachers During ClinicalInterviews

Menekşe Merve İLHAN1

Rabia KILIÇ2



Abstract

In this study, prospective mathematics teachers' questions in the context of one-on-one clinicalinterviews with middle school students were investigated in the context of an elective course onthe use of video in teacher education. Within the scope of the course, a research study wasconducted by taking into account the two assignments prepared by prospective teachers at thebeginning and end of the term. The course content in part was designed to help prospectiveteachers ask questions that could reveal the mathematical thinking of the students they work withduring clinical interviews. The participants of the study are 10 prospective mathematics teacherswho took the course and signed the consent form for participation. Data tools in the study, inwhich qualitative methods were used, are videos of 20 clinical interviews that prospectiveteachers conducted with students. During these interviews, the mathematical questions that theteacher candidates directed to the middle school students were transcribed. The questions in thetranscripts of the first and second videos of prospective mathematics teachers were analyzed withqualitative methods and specific conceptual frameworks used in previous research. Descriptiveanalyses were conducted to investigate how teacher candidates’ questioning differed in their firstand second assignments. As a result of the preliminary analysis, it was found that the number ofquestions in the categories "inserting terminology", "linking and applying", "extending studentunderstanding" was higher in the second interview compared to the first interview. In otherquestion types, when the first and second interviews were examined, it was observed that thenumbers were approximately the same. It was also observed that there is a difference betweenthe question types that required low-level thinking skills and high-level thinking skills. It hasbeen determined that pre-service teachers directed more questions that required high-level ofthinking than others in clinical interviews. The results of the data analysis suggested there was animprovement in teacher candidates' questioning skills. The results and the content of the courseon clinical interview will be discussed in detail along with implications related to research andpractice on teacher education.

Key words: teacher education, clinical interview, teacher questions, questioning skills;prospective mathematics teachers

40

English Teachers’ Perceptions and Practices on the Grammar-Translation Method

Dilara KOBA1


Abstract

The main purpose of this study is to identify the reasons why Grammar-translation Method is

mostly preferred by some language teachers rather than other language teaching methods. The

English teachers’ perceptions and practices have been observed in detail via the interviews and

observations by the researcher.

7th-grade students from a middle school and English teachers from various public schools are the

participants of this study. The 7th-grade students and their English teacher were monitored and

observed for 2 weeks during the lessons. The teacher’s teaching style, approaches toward the

students, and the material adaptation and use were investigated. Also, students’ participation,

reactions, and in-class activities were one of the important points of the investigator. Including

the classroom observations, the teacher of the 7th grades, English teachers who study in different

schools, have different experiences and teaching styles were joined in some interviews. The

interviews showed that even the English teachers who use other language teaching methods the

most include the Grammar-translation Method whenever it is needed.

Apart from that a group-focus study is going to be applied. In the group, 2 of the students are

high-motivated while the other 2 students are unmotivated. The group study occurred to identify

the effects of the Grammar-translation Method on students with different paces. It is widely

known that each learner has various learning capacities and learning styles that make teachers

use methods according to their needs. In this way, this study will be clarification for the students

who are not able to acquire the language unless the language teachers explain it by using the

Grammar-translation Method. This study is still ongoing thus the results of the study is going to

be shared by the researcher during the conference.

Key words: grammar-translation method, teaching practice, teaching perception, language

acquisition

41

L2 Speaking Anxiety

Fuat Daniel ŞAKIRGİL1


Abstract

This study investigates L2 speaking anxiety of prep school students at MEF University. Speaking

anxiety in FLL is one of the key issues by EFL learners. This research study was conducted at

MEF University Preparatory School. This study aims to analyze the speaking activities in terms

of which classroom activities do they prefer to speak or not? This study also aims to determine

anxiety level of their speaking skill at MEF University Preparatory School. Age of participants is

between 18 and 19. In this research study qualitative and quantitative data were utilized and data

were collected by questionnaire and observation. In this study 3 different Level 2 prep

classrooms and 5 different instructors from these classrooms were observed. There were 165

students from level 2 classes at MEF University prep school and 95 of them participated to

questionnaire. Questionnaire was shared in their native language. This questionnaire which was

developed by Horwitz et al. (1986) contains 18 items from 33 of FLCAS. (1986). and it is taken

from a MA dissertation study Öztürk, G. (2012). “Speaking anxiety among Turkish EFL

learners: The case at a Turkish University” and this study published in a well-qualified journal

“Journal of Language and Linguistic Studies. In this study as a research design mix type of

design were used. Both qualitative and quantitative were utilized by the researcher. In this study

qualitative data is collected through observation and quantitative data is collected through

questionnaire from Google survey. In this study research type is non-experimental research. At

the end of this study it was realized that teacher attitude and talk have an impact on student’s

foreign language learning.

Key words: foreign language learning, speaking anxiety, L2

42

The Causes of Speaking Anxiety in Middle School Students

Selin CAN1


Abstract

The purpose of the study is to explore students’ perceptions of speaking anxiety in middle

school students and the causes for this anxiety. A significant number of foreign language

learning students suffer from speaking anxiety when entering language classes. From this study,

educators, especially lecturers, can learn useful information about the level of anxiety of the

student in speaking in language learning and the main causes that create anxiety. The information

or results help them design effective teaching methods that can help reduce language anxiety and

create a less stressful learning atmosphere. There are a total of 40 volunteer participants in the

project, including 20 girls and 20 boys. The participants in the study are middle school learners,

including both male and female students. The ages of participants are ranged from 11 to 14. The

reason for the equal numbers is to examine whether gender affects speaking anxiety. The first

part of the study consisted of demographic information form (gender, grade) and the other part is

the questionnaire (FLCAS) with published reliability (Horwitz, 1986). FLCAS is a scale

consisting of 33 statements and 5 options. It is applied both in Turkish and English, considering

that more reliable data is received in the native language. Besides, this research is conducted a

mixed-methods approach, which consists of quantitative and qualitative approaches. First, the

anxiety level of the participants was calculated manually, then interpreted according to variables

and results. Also, this is an ongoing study. Therefore, the results of this study will be shared with

the participants during the conference.

Key words: speaking anxiety, gender differences, language learning

43

An Examination of Elementary Preservice Teachers’ Clinical Interview Analysis

Aylin Nur İLGAR1

Zuhal KURHAN2

1 MEF University Faculty of Education, [email protected]


Abstract

The purpose of this study was to examine preservice teachers’ clinical interview skills based on

two individual interviews conducted with one middle school student at the beginning and end of

the semester, and to explore preservice teachers’ own evaluation about their decisions during the

interviews. The participants were 15 elementary mathematics preservice teachers who were

enrolled in an elective course at a private university in Turkey. Data for the present study consist

of two clinical interview reports prepared by the preservice teachers after each individual

interview with one student. Those reports include each preservice teacher’s reflections on one

student’s mathematical thinking during the first and second interviews and their evaluating

themselves about their decisions during the interviews. Data were analyzed in terms of three

categories including focusing on student thinking, decision making, and self-assessment and

each category consists of 4 levels, which are Level 1 (baseline), Level 2 (mixed), Level 3

(focused), and level 4 (extended). According to the preliminary results based on the reports for

the first interviews, preservice teachers’ focus on student thinking was mostly at Level 2 and

Level 3; their decision-making was mostly at Level 2; their self-assessment was mostly at Level

3. According to the preliminary results for the second interviews, preservice teachers’ focus on

student thinking and self-assessment were mostly Level 2 and their decision-making was mostly

Level 1 explanations. Based on the two reports for the first and second interviews, it can be

concluded that preservice teachers were rarely at Level 4, and their explanations were higher in

the categories of focusing on student thinking and self-assessment than the category of

decision-making. These results imply that teacher preparation programs should provide

opportunities for preservice mathematics teachers to support their decision-making process.

Key words: clinical interview, focus on student thinking, preservice teachers, self-assessment

44

Mentor Teachers’ Instant and End of Lesson Feedbacks to Preservice Mathematics

Teachers in an Online School

Livya ASATOR 1


Abstract

As the result of the Covid-19 pandemic process, there has been an increasing need for transition

from traditional, face-to-face education to online education in education systems of all countries.

With this transition, students, especially in K-12 levels, started to attend the school lessons

online. Similarly, preservice teachers have been conducting their internships through online

platforms such as Blackboard and receiving feedback from their mentor teachers via these

platforms. However, very little is known about feedback they receive from their mentor teachers.

Therefore, the purpose of this study was to examine the feedback types preservice teachers

receive from their mentor teachers in an online school of a private university in Turkey.

Participants were three preservice teachers who have taught three different 7th grade lessons with

about 15 students in each class and four mentor teachers who observed the lessons. While two of

the mentor teachers were university supervisors, the remaining two mentor teachers had about 10

years of teaching experience and they were teaching 6th and 7th grade lessons at the time of the

study in Spring 2020. Data of this study consist of instant feedback each preservice teacher

received from one mentor teacher during the lesson he or she was teaching, and end of lesson

feedback based on the same mentor teacher’s 10-minutes meeting with the preservice teacher

after the lesson was over. Data were analyzed using the narrative analysis theory. The results of

this study revealed that preservice teachers received instant feedback mostly on suggestions for

how to improve their lessons next time in terms of mathematics content. On the other hand, end

of lesson feedbacks were mostly instructional including pedagogical, content related

instructional strategies and specific compliments about their teaching.

Key words: middle school preservice teachers, online school, feedback analysis

45

The Role of Technology in English Language Classrooms: Smart Boards

Sena BÜLBÜL1


Abstract

It is obvious that technology in English language education has been quite important in the lastthree decades. Especially the fact that we have been going through a pandemic has clearlyincreased the speed and amount of our technology use and digitalization during these earlieryears of the 21st century. Therefore, using the technology effectively is now crucial to be able tomaintain a good quality outcome for both language learners and teachers. This study investigatesthe use of digital tools by an English language teacher in relation to 21 st century skills at aprivate secondary school during online education. The study is an ethnographic case study usingonline observations and field notes, and a semi-structured interview as data sources. The datawas collected in a private middle school that applies the MYP to its context in Istanbul, Turkey.Observations were conducted over 14 weeks and a total of 65 hours (two days a week)observations were completed. Also, a grid has been used to determine which digital tools used inonline classes address which 21st century skills as a matrix. Finally, this study aims to provideinsights into how effective English language teachers use the technology while preparingmaterials, and in what ways this contributes to 21st century skills, such as collaboration,communication, creativity, and critical thinking.

Key words: technology, 21st century skills, english language learning

46

Embracing Diversity: Teacher’s Perspectives on Raising Multicultural Awareness in

Higher Education Preparatory School Setting

Batıkan RUMELİLİ1


Abstract

Multicultural awareness of language teachers has become a salient topic in our diverse and

constantly changing area of language teaching. Being informed by this premise, this study

examines language instructors' perspectives on raising multicultural awareness and involves a

mixed-methods research design. The data was collected from language instructors at several

private and public universities in Turkey. The study involved two major data sources: a survey

and semi-structured interviews. The Multicultural Awareness, Knowledge, and Skills Survey

(MAKSS) was adapted from Michael D’Andrea, Judy Daniels, and Ronald Heck. As a follow

up, semi-structured interviews have been conducted with those who volunteered at the end of the

survey. The data was analyzed through descriptive statistics for the survey and content analysis

of the interviews. The preliminary data analysis of the survey indicates that the majority of the

participants think that they are able to understand the main concepts of multiculturalism and care

about multicultural awareness. They also rated themselves positively on being able to understand

how their cultural background affects the way they interact with their environment. Finally, this

study contributes to our understanding of perceptions of language instructors in Turkey on

raising multicultural awareness and will provide recommendations for future research.

Key words: multiculturalism, awareness, cultural background

47

Student Collaboration in Language Learning: Teachers’ Perceptions

Sude Nur BAYDAL1


Abstract

Collaboration, one of the 21st Century Skills, holds great value for students’ learning as they can

share their skills and resources with one another and thus, learn from each other. Although

current literature supports the benefits of student collaboration, it more or less does so by looking

through the lens of students and therefore leaves teachers’ perceptions untouched. The aim of

this case study is to shed a light on four K12 English teachers’ perceptions, practices, and

challenges regarding student collaboration in the classroom by interviewing them about their

collaborative activities. Even though distance education is the norm for teachers during

COVID-19, the interview questions were addressed towards face-to-face education. The findings

of the study seem to suggest that all four of the teachers are in favor of student collaboration

especially for L2 production, peer-learning, peer-interaction, and problem-solving. The

challenges of student collaboration, on the other hand, seemed to relate to classroom

management and disengaged students who are not working on the given task. The findings of the

study suggest that though English teachers’ practices of student collaboration tend to differ, their

perceptions of it are considerably positive. More specifically, they think collaboration contributes

to students’ motivation, social development, and L2 learning.

Key words: student collaboration, english teachers’ perceptions, K-12

48

The Effect of a MALL Application as a Supplementary Material on Vocabulary Learning

Şenol Söğüt1

1M.A., İstanbul Sabahattin Zaim University, Department of English Language Teaching,

[email protected]

ABSTRACT

One aspect of English language which has been subject to investigation in mobile-assisted

language learning (MALL) is vocabulary. The bulk of literature about mobile learning

(m-learning) shows that while there has been extensive research about mobile technologies,

research investigating the effects of such technologies on language learning has been limited.

This study aims (a) to investigate the effects of Duolingo, a free online language learning

platform on vocabulary learning, the objective of which is to develop English vocabulary and

grammar acquisition for beginner learners and (b) to explore the attitudes of learners towards

MALL supplementation. The participants of this study were selected by purposive sampling

method and consisted of thirty (N=30) EFL students enrolled in a Turkish public secondary

school in 2019-2020 academic year. As research design, a two-group pretest-posttest design was

selected from quantitative research models. The experimental group received MALL

supplementation treatment whereas the control group did not receive any treatment. The

treatment lasted for eight weeks. At the end of the treatment, pre- and post-test scores of the

groups were compared and analysed to measure the effect of MALL supplementation on the

students’ vocabulary knowledge. The obtained test results demonstrated that the experimental

group statistically outperformed the control group. Post-treatment questionnaires were

administered to the treatment group to explore their attitudes and perceptions towards MALL

supplementation. The questionnaire results showed that the participants developed positive

attitudes towards MALL supplementation, which in-turn facilitated the learning opportunities of

the students.

Key words: MALL, duolingo, attitude, vocabulary learning

49

Including literature in the classroom: New approaches to Witchcraft in YA fiction

Laura Vela Serrano

[email protected]

Ex-alumni Universitat de València

Abstract

Encouraging students to read in high school can be especially challenging given that they have

neither time nor (sometimes) interest in books. However, Young Adult fiction has almost been

considered a genre itself in the last decade, precisely because the main characters are usually

teenagers. Consequently, the objective of this project is to include literature in the classroom

while using YA publications as it is what most students tend to find more appealing. For the

theme to be narrowed, witches are taken as the main topic, since their usage has also increased

by becoming a symbol of empowering women. Thus, Akata Witch by Nnedi Okorafor (2011)

and The Once and Future Witches (2020) by Alix E. Harrow have both been taken as examples

of recent popular releases and presented as possible resources for an actual class. The former

takes place in the present day and the latter in the 19 th century, and its combination was,

therefore thought appropriate in order to analyse both settings from a contemporary perspective.

The ultimate goal is for students to benefit from reading comprehension exercises of these books

not only by facilitating the acquisition of vocabulary and grammar but also by raising awareness

of the feminist movement.

Key words: YA fiction, witches, literature in the classroom, didactic proposal

50

Pots and Blackboards: Ancient Pottery as a Primary Teaching Material in History andCulture Class

Alejandro Garés-Molero

Postgraduate student, University of Valencia (Spain), Faculty of History and Geography,[email protected] / [email protected]

Abstract

Pottery is one of the few cultural expressions shared by all past and present human cultures.

History and culture classes tend to present a traditional text-driven approach that, albeit useful to

present basic concepts, sometimes may result in demotivating for students, preventing them from

acquiring knowledge. To solve this issue, modern educational theories put forward the promotion

of more practical and inductive teaching methods that, applied to humanistic subjects, may result

in the teaching of history and culture by making use of the materiality from the past. This paper

aims to present through practical examples the many benefits of including ancient ceramics as a

practical teaching resource in either history, culture or art classes. Decorated ceramics, especially

in the Ancient Mediterranean, tended to vividly depict the cultural practices, beliefs, literary

works or historical passages of the people who created and received them. Moreover, from

protohistoric times to the Middle Ages, these types of artefacts have shared many links between

western and eastern Mediterranean cultures, until the extent that ancient indigenous pottery,

classical vases and medieval ceramics from both the Iberian and Anatolian peninsulas

represented similar realities. Hence, in this paper, we will present, in the first place, a brief

theoretical background of some archaeological-driven educational approaches; and, secondly, we

will give some notes regarding the historical, cultural and artistic value of Mediterranean ancient

pottery. We will dedicate the final part of the presentation to look at specific practical examples

of implementing ancient ceramics into three different sets of lessons: the role of women in

ancient Iberia and Anatolia, Greek and Roman universal literature, and Islamic art in the

medieval Mediterranean. As a result, we will prove that ancient pottery may help teachers to

make their history, art or literature lessons more complete, dynamic and appealing for students.

Key words: inductive teaching methods, ancient pottery, history and culture class, education and

archaeology

51

Didactic Methodology and Television: Literary Works as Basis for Popular Culture in

English Class

Razvan-Albert KOVACS1

1Undergraduate student, University of Valencia, Faculty of Philology, Translation andCommunication

Abstract

Since its creation, literature has served as a vehicle for different purposes: to record history and

to illustrate it, to entertain, to defend and/or spread a specific ideology, to just narrate a story or

even to educate. English classes can be, unfortunately, summarised in grammar and vocabulary.

Despite being other skills considered, they are given less importance – as the oral part –. In

addition, this slackness leaves aside its enriched literature and culture – which, undoubtedly, goes

hand in hand and helps contextualize it –, entailing a certain ignorance about the English world.

The solution is clear: in the same way modern teaching theories stand for a more practical

teaching method, visual media adaptations of literature classics. Hence, this paper aims to talk

about the multiple benefits of including popular culture as a teaching resource in English class.

Media has become almost indispensable in this modern, Internet-consumer world. Thus, the

inclusion of this tool in the English teaching methodology can signify not only the approach of

students to literature by means of visual ways but also a certain reconciliation with literature

itself, given that it is usually taught in forced, demotivating ways.

Therefore, this paper will firstly present a theoretical background of educational theories, and

then, provide specific examples of practical exercises and how they do respond to each of the

basic language-learning skills. As a result, this paper will provide a practical approach towards

literature by making use of media in an attempt to change its underrated situation and to

demonstrate its potential to change the mechanical, non-motivating English classes so that

students can fully enjoy and learn from them.

Key words: literature, education, teaching methodology, English class, media

52

Proposal for the Adaptation of the Scientific Method to Online/Distance Learning in a

Bilingual, Innovative, Technological, Secure (Bits) School

Marta Alonso Sanz1

1 Propuesta de adaptación del Método Científico a la enseñanza online en un colegio BITS,Valladolid University, Faculty of Education of Palencia, [email protected]

Abstract

The main aim of this work is to adapt as much as possible the methodologies used in theclassroom, such as the scientific method, to online teaching. This work is based on threefundamental aspects: the scientific method, Content and Language Integrated Learning (CLIL)methodology and the use of Information and Communication Technology (ICT).The scientific method encourages experiential learning as students observe, pose a problem,create a hypothesis, experiment, analyse the results and reach conclusions in order to interpretthe environment around them. Students are the protagonists of the teaching-learning process,while the teachers are the facilitators or guides of learning. Children connect what they observewith their previous knowledge through hypotheses, then acquire new knowledge throughexperimentation and reach and draw conclusions. This working method means that newknowledge is acquired in a meaningful way by the pupils, starting from their immediate realityand trying to provide answers to the questions they ask themselves about the world around them.The proposal is designed for a BITS school so that English is used as the vehicular language.Following the CLIL methodology, the pupils will acquire science concepts by integratingEnglish in the lessons. The objective is to create natural and real communication situations inwhich students use English as a tool to express their ideas, knowledge and feelings, to interact,without paying special attention to the grammatical aspect. This encourages students to considerEnglish as a useful and fun tool. Furthermore, this work is influenced by the context and thesituation in which it arises (from March to May 2020). The COVID-19 pandemic has affectedface-to-face education, replacing it with online teaching. This type of teaching is based on theuse of new technologies as a unique resource for teaching and interacting with students. For thisreason, throughout the work, the responsible and appropriate use of digital competences isencouraged, making students capable of developing educational activities, interacting andcommunicating through ICTs in a responsible way.

Key words: scientific method, distance learning, BITS school, CLIL

53

Introduction of the feminism in Infant Education through literature.

Emma Piñero Martín1

1University of Valladolid, Faculty of Education, [email protected]

Abstract

For some years now, literature has been a powerful and suggestive tool in Infant Education

classrooms all over the world. However, on many occasions, this field only shows the “male”

sphere of the society, silencing the female perspective. For this reason, and taking into account

the ODS number 5 about gender equality, the main aim of this investigation will be to make the

first approach to female relevant figures in the English classrooms in Infant Education through

literature. Moreover, another goal will be to emphasize the current presence of female

protagonists who share traits like braveness, effort and persistence. In this sense, picture books

become interesting and useful resources since they combine text and images and develop

imagination, creativity and critical thinking among students. In fact, picture books can be

considered cultural artefacts to be used and manipulated from early childhood. Regarding the

structure of my investigation, after this theoretical framework based on the lack of female

references in Infant Education and the use of picture books to introduce them, we will design a

didactic proposal using a hybrid methodology based on Chomsky, Piaget and Bruner’s premises.

In this line of argument, it is already known that Infant Education is a crucial educative stage and

every single children’s environment element must be taken into consideration. Therefore, an

initial feminist approach is essential in order to create “meaning-makers” kids who are respectful

and empathic to the Others and contribute from their childhood to promote social and moral

values in their daily lives, not only at school but also at home.

Key words: infant education, feminist, picture books, gender equality

54

The use of music and dramatization in the learning of a foreign language

Patricia Baños1

1Student, University of Valladolid, Faculty of Education, [email protected]

Abstract

The aim of this project is to develop and analyse the possibilities of an educative approach

focused on dramatization and musicality as the cradle of the development of written language

skills in the learning of a foreign language. Starting from the hypothesis that both tools,

dramatization and musicality, can be good instruments to develop the students' Reading and

Writing in the foreign language, a series of activities is proposed to test the effectiveness of

these resources in the primary education stage. These activities have three essential pillars in

terms of methodology: the Task-based approach, Total Physical Response approach and the

Communicative methodology. In this sense, music and dramatization favour a motivating and

pressure-free environment in which to experience a real use of the language. Moreover, the

infinite amount of resources provides flexibility and adaptability to the educational context, to

the student’s needs, and to the contents and objectives set out in each task. Finally, as they

appear naturally in children from the first communicative acts, through the children's own

experimentation, they achieve an autonomous and individualized learning process adapted to the

learning style and pace of each student. Regarding the results, through the communicative

perspective, task work and TPR, music and theatre allow a more comprehensive and global

acquisition of the language. Students demonstrate that they are capable of managing oral and

written language among a student-centred teaching. In terms of the scope of the methodology, it

is worth highlighting its adaptability to any socioeconomic context and target group given that

specific physical, human and temporal resources are not required to achieve any didactic

purpose. In short, music and dramatization are key tools to achieve meaningful and lasting

development of the foreign language.

Key words: music, dramatization, reading, writing

55

Humbert Humbert’s Confessions in Nabokov’s Lolita: the Mythification of Paedophilia

and Child-molestation

Roberto Reig Bayo1

[email protected]

1Universitat de València, Philology, Translation and Communication Faculty

Abstract

In Vladimir Nabokov’s novel Lolita, Humbert Humbert uses mythification as a mechanism to

gain the jury’s sympathy in his trial. Therefore, reproducing the Biblical myth of The Fall in his

confessions, the narrator assigns himself the role of a helpless and innocent Adam who is led to

sin. On the other hand, Lolita will be assigned the role of Eve, a figure who has traditionally

been considered to be a sexual temptress. The identification with the mythical figures will

contribute to Humbert Humbert’s portrayal of the nymphet as a prepubescent girl who has an

abnormal sexual development. Nonetheless, in the presentation it will be emphasized how

important acknowledging the narrator’s unreliability is and how relevant it would be to teach the

novel in a twenty-first century literature class. Encouraging the students to see through

Humbert’s speech and to understand how he uses his power over the narrative in order to

manipulate the reader will enhance their critical thinking. Lolita’s sexual maturation will, then,

be proved to be normal according to scientific reports. Moreover, this paper will show that

Humbert’s descriptions correspond to an imagined and mythified character who is far from being

the real Dolores Haze.

Key words: myth, nymphet, paedophilia, unreliability

56

Translation Technologies Education in the AI and Remote-Learning Age:Pros and Cons

Vicent Briva-Iglesias

D-REAL, SALIS, Dublin City University

Abstract

The recent advancements in AI and technologies have transformed substantially the way we

conceive education and student training, no matter the expertise field we are talking about. In

the translation technologies field, this has been caused mainly by the appearance and adoption of

neural machine translation and state-of-the-art computational linguistic tools. Nowadays,

translation students see their skills and productivity “augmented” by machines, allowing them to

learn a foreign language more efficiently, to comprehend profound relative clauses in specialized

complex texts, and to see their translation abilities enhanced, among many other aspects. To

master these technical, computer-assisted translation tools and technologies, in-person teaching

and training had always been the norm. The COVID-19 pandemic and its repercussions

—forcing higher education to be conducted remotely throughout the world—, plus some new,

100%-online universities have created a new education paradigm that hasn’t been studied much

yet. Does remote education allow to obtain the same technical knowledge of these tools as

in-person teaching? How do these 100%-online universities perform them at distance training in

higher education worldwide? What are the advantages or disadvantages of this new teaching

method? In this study, special attention is paid to this new paradigm in the context of the

translation technologies classroom. Results point to multiple benefits and gains in transversal and

technology-related skills, as well as some drawbacks that would need to be further assessed to be

improved in at distance training.

Key words: remote learning, translation technologies education, translation students,

technological skills acquisition

57

Food History and its Contribution to Social History

Gabriela Soler Ends1

[email protected]

1Universitat de València, Faculty of History and Geography

One cannot understand history should the history of food not be taken into account. Food is

subjected to many economic, social, political, and cultural processes. On the other hand, the food

they eat bears a symbolic meaning for each community. Eating, something that is commonly

done accompanied, entails an act of sociability. The food eaten will contribute to the

determination of the group’s position in the social hierarchy. Being able to afford a certain kind

of food or not will serve as a way to classify an individual in society’s stratification. This will

help to understand the system that surrounds them. In my presentation, I will argue that

acknowledging their cotidianity?? entails an understanding of the real essence of their societies.

Therefore, it would be highly relevant to approach the history of food in a history class as it will

provide the student with a better understanding of a certain period of time.

Key words: food, society, cotidianity, symbolism

58

Erken STEM Uygulamalarının Okul Öncesi Çocuklar Üzerindeki Etkisi: Okul Öncesi

Öğretmenlerinin Görüşleri 1

Sude Nur AKÇAY1

Cansu ÇIKRIKÇI2

1Bahçeşehir Üniversitesi- Okul Öncesi Öğretmenliği - [email protected]Özel Ravza Okulları- Fen Bilimleri & STEM Öğretmeni- [email protected]

ÖzetFen, teknoloji, mühendislik ve matematik olmak üzere dört temel disiplinden meydana gelenSTEM eğitimi, bu disiplinlerin baş harflerinden oluşmaktadır. STEM eğitimi, 21. yy becerilerinibünyesinde barındırmaktadır. 21. yy becerileri kapsamında çocukların hem bilişsel hem de sosyalsüreç becerilerinde gelişmeler olması hedeflenmektedir. STEM Eğitimi bağlamında beceriler vedisiplinler birbirleri ile bütünleştirilerek ele alınır. Temelinde 21.yy becerilerini ve bu dört temeldisiplini barındıran STEM: Bütünleşik öğretmenlik çerçevesine dayanan STEM eğitimi,öğretmenlerin farklı disiplinlere ait temalarını birleştirerek nasıl uygulayacakları hakkında bir yolharitası sunar. Okul öncesi döneminde STEM eğitimine yönelik yapılan bu araştırmanın amacı,okul öncesi öğrencilerinin STEM eğitimi ile kazandıkları bilişsel süreç ve sosyal süreçbecerilerinin, öğretmen görüşleri aracılığı ile derinlemesine incelenmesidir. Bu araştırmada, nitelaraştırma metodu olan durum çalışma yöntemi kullanılmıştır. Araştırma, okullarında erkenSTEM programını uygulayan özel okullarda görev yapan 10 okul öncesi öğretmeni ilegerçekleştirilmiştir. Veri toplamak amacıyla öğretmenlerle birebir olarak yarı yapılandırılmışgörüşmeler yapılmıştır. Görüşmede öğretmenlerin demografik bilgileri ile ilgili sorulardan sonra,öğretmenlerin okul öncesi öğrencilerinin bilişsel ve sosyal süreç kazanımlarını erken STEMprogramında yer alan fen ve sunum rubrikleri ile değerlendirmeleri istenmiştir. Aynı zamandaöğretmenlere genel olarak erken STEM uygulaması ile ilgili deneyimleri sorulmuştur. Sonuçolarak yapılan bu araştırma kapsamında, okul öncesi öğrencilerinin erken STEM programındakazandıkları bilişsel süreç ve sosyal süreç becerilerinin derinlemesine incelenmesi ile ilgiliöğretmen görüşlerine dair bulgulara ulaşılması hedeflenmektedir. Araştırma sonuçlarından yolaçıkarak, okul öncesi döneminde erken STEM programının sınırlılıkları, faydaları ve doğru birşekilde uygulanmasına yönelik okul öncesi öğretmen görüşlerinin tartışılma olanağı bulunacaktır.

Anahtar kelimeler: erken STEM, okul öncesi eğitim, bilişsel süreç becerileri, sosyal süreçbecerileri

59

Evaluation of STEM Self-Efficacy and TPACK Self-Efficacy of Teachers 1

Ebrunur ARKUN1

Gözde KURT2

Hacer ŞALCI3

1Bogazici University, Faculty of Education, [email protected] University, Faculty of Education, [email protected] University, Faculty of Education, [email protected]

Abstract

Due to the current agenda in the world, education continues remotely, so the influence ofteachers on learning processes is also more significant than ever. Therefore, teachers’ attitudestowards Science, Technology, Engineering and Mathematics (STEM) Education andTechnological Pedagogical Content Knowledge (TPACK) play an important role in effectiveSTEM implementation. The purpose of the study is to examine the difference in STEMself-efficacy and TPACK self-efficacy scores of STEM teachers with respect to theirparticipation in the STEM Leader Teacher Professional Development Program (PDP). Anotheraim is to examine this difference in terms of the years of experience in STEM implementation,years of teaching experience, and their disciplines. The sample of the study is 400 in-serviceSTEM teachers who work in middle and high school grades of private schools selectedpurposively by researchers. The main research questions of the study are: Is there anystatistically significant difference in STEM self-efficacy or TPACK self-efficacy scores ofin-service teachers with respect to their participation in the STEM Leader Teacher ProfessionalDevelopment Program and Is there any statistically significant relationship between STEMself-efficacy and TPACK self-efficacy scores of in-service teachers?. As the research method, thesurvey methodology was used. Data collection tools are Self-Efficacy Scale for STEM Education(Abaci, 2020) and the TPACK- Deep Scale (Kabakci Yurdakul et al., 2012). The expected resultsof the study are that there is a statistically significant relationship between STEM and TPACKself-efficacy of the teachers, and STEM Leader Teacher PDP has a positive impact on theteachers’ self-efficacies of both variables. The results of the study will have implications for thecontent, methodology and potential impact of Professional Development Programs on STEMeducation.

Key words: STEM, TPACK, teachers’ self-efficacy, professional development

60

Comparative Study of The South Korean Education System with The Turkish

Education System

Merve Ülgen1

1Izmir Democracy University, Faculty of Education, [email protected]

Abstract

This study aims to compare the stages of the education systems of South Korea and Turkey, to

evaluate the performance results of PISA, to compare their general goals in education, and to

investigate the systemic similarities and differences in the education of these two countries. The

data used in this research was collected through document analysis. During the document

research process, official sites containing information and documents about the two countries,

reports containing performance evaluations prepared by international institutions, accessible e-

books, articles, and dissertations were used. Comparison analyses were conducted according to

some themes; a) stages of educational systems, b) duration of primary, secondary, and higher

education, c) similarities and differences in educational institutions, d) the PISA results of the

two countries and the well-being of students depending on their exam performance, e) education

during Covid-19. As a result of the research, it was seen that both countries have an established

and structured education system, both countries use a single central examination system in the

university admission process, from this point of view, it was observed that students go through

similar periods of Education. Despite the similarity of the two countries ' education

systems, Korea ranks high among OECD countries in PISA results, while Turkey ranks lower.

According to another result obtained in the study, South Korea, where education hours were very

long, had no difficulty adapting to online education during the pandemic, even participation

increased more due to students’ satisfaction with this transition. According to this result, Korea

has not experienced any difficulties in the transition to online education, as it is a very developed

country in the technological field.

Key words: comparative education, south korean education system, turkish education system

61

Müzik Öğrenme ve Öğretim Yaklaşımları Dersine Yönelik Öğrenci ve Öğretim Elemanı

Görüşleri

Nesrin Buse Keskin1

Evin Erden Topoğlu2

1Aydın Adnan Menderes Üniversitesi Eğitim Fakültesi, [email protected]. Öğr. Üyesi, Aydın Adnan Menderes Üniversitesi Eğitim Fakültesi,

[email protected]

Özet

Bu çalışmada, müzik öğrenme ve öğretim yaklaşımları dersine yönelik öğrenci ve ilgili öğretim

elemanı görüşlerini incelemek amaçlanmıştır. Araştırma konusu olan müzik öğrenme ve öğretim

yaklaşımları dersi ilk kez 2017-2018 eğitim-öğretim yılında müzik öğretmenliği programında yer

almıştır. Bu kapsamda, müzik öğrenme ve öğretim yaklaşımları dersinin ilgili öğretim

elemanının ve bu dersi ilk kez alan öğrencilerin görüşlerinin alınması, yeni programın

işlevselliğini gözlemleme,yorumlama adına önem taşımaktadır. Araştırmanın çalışma grubunu

Aydın Adnan Menderes Üniversitesi’nde öğrenim görmekte olan 10 müzik öğretmeni adayı ve

ilgili dersin öğretim elemanı oluşturmaktadır. Araştırmanın verileri yarı yapılandırılmış görüşme

tekniği ile toplanmış olup, içerik analizi yoluyla çözümlenmiştir. Araştırmanın sonucunda, ilgili

öğretim elemanı, bu ders sayesinde öğrencilerin mesleki açıdan özgüvenlerinin geliştiğini, müzik

öğretim yöntemleri hakkında yeterli düzeyde bilgi sahibi olduklarını ancak ders saatinin yeterli

olmadığını belirtmiştir. Öğretmen adayları ise, aynı şekilde ders saatini yetersiz bulduklarını, bu

dersin mesleki açıdan kendilerine oldukça katkı sağladığını, en sık kullanacaklarını düşündükleri

yöntemin ise ritim temelli olması, daha az materyale ihtiyaç duyulması ve her sınıfta

uygulanabilir olması bakımından Orff schulwerk olduğunu ifade etmişlerdir. Kodaly yöntemini

de benimsedikleri ve bu doğrultuda müzik öğretiminde öncelikli olarak kültürel müziklerimizden

yola çıkmayı amaçladıkları buna karşın Dalcroze yöntemini uygulayabilmek için çalgılarında

doğaçlama yapabilmekte yetersiz olduklarını ifade etmişlerdir.

Anahtar Kelimeler: müzik eğitimi, Orff Schulwerk, Kodaly, Dalcroze

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Müzik Öğretmeni Adaylarının Armoni Dersinden Yararlanma Durumları

Mert Dağlı1

Evin Erden Topoğlu2

1Aydın Adnan Menderes Üniversitesi Eğitim Fakültesi, [email protected]. Öğr. Üyesi, Aydın Adnan Menderes Üniversitesi Eğitim Fakültesi, [email protected]

Özet

Bu araştırma, müzik öğretmeni adaylarının armoni dersi hakkındaki görüşlerini ortaya koymak

amacıyla yapılmıştır. Araştırmada nitel araştırmada kullanılan, yarı yapılandırılmış görüşme

tekniği uygulanmıştır. Araştırmanın çalışma grubunu Adnan Menderes Üniversitesi’nde öğrenim

görmekte olan 12 müzik öğretmeni adayı oluşturmaktadır. Araştırma sonuçlarından elde edilen

veriler içerik analizi yöntemi uygulanarak analiz edilmiştir. Elde edilen bulgularla; müzik

eğitiminde armoni dersinin gerekli olduğu, öğrencilerin derse hazır bulunuşluk seviyelerinin ve

temel müzik bilgilerinin yetersiz olduğu, ders saatinin arttırılması gerektiği ve alınan armoni

eğitiminin, meslek hayatında öğrencilere katkı sağlayacağı sonucuna ulaşılmıştır.

Anahtar kelimeler: müzik öğretmenliği, armoni dersi, öğrenci görüşleri

63

South Korean Educational System: What is Their Secret of Success?

Gizem Kapıyoldaş1

Kim Dong Gyu 2

Kim Hae In3

1Undergraduate Student, MEF University, Faculty of Education, [email protected]

2Senior High-School Student, MLA Leadership Academy, [email protected]

3Senior High-School Student, MLA Leadership Academy, [email protected]

Abstract

The aim of this study is to examine the education system of South Korea although in ancient times in

South Korea learning was seen as unnecessary and education was only for elites today South Korea has

remarkable success in education and a quality education system. East Asian countries retain their high

achievements in the field of education. Especially, South Korea has top performances in terms of reading

literacy, mathematics, and sciences in international among OECD countries. In this paper, we’ll examine

the real reasons that lie behind the success of South Korean education. One of the main elements in South

Korea’s Educational Success is “Culture”. As you may know, culture takes an important role in education

in general and this case applies to Korean Education as well. In South Korea, the culture attaches

importance to hard work and exertion. Accordingly, South Korean people see no excuse for failure

culturally. The element of “family” has also an important role in the success of South Korean students

because family members have high expectations and the strong family structıre values education. Also,

South Korea has an advanced level of technology use education which one of the reasons that ensure

students are successful. Because it helps to increase the effectiveness of learning and quality of teaching

for educators. One research says this kind of education allows both students and teachers to have multiple

options and the purpose of the ICT use changes the traditional and passive learning environment into

engaging and interactive learning. Most importantly, The Korean educational model teaches its students

not to give up. According to that, South Korean students come to school very motivated and they are

getting used to the busy schedule of education. It’s concluded that the secret of success depends on

culture, family interest, advanced use of technology.

Key words: south korean education, education, culture, use of technology in education

64

“(E-)Spor ve Oyunlaştırma ile Öğretmenlikte mesleki toplumsallaşma olur mu?”

Nur Seda AYDr. Özlem ALAGÜL

*Lisans Öğrencisi, Kastamonu Üniversitesi Spor Bilimleri Fakültesi,[email protected]

**Dr. Kastamonu Üniversitesi Spor Bilimleri Fakültesi, [email protected]

Özet

Beden eğitiminde öğretmen toplumsallaşması, bireylerin öğretmenlik mesleğinin etkin üyeleri

haline gelmeleri için ihtiyaç duydukları değerleri, normları, tutumları, bilgileri, becerileri ve

davranışları öğrenme yollarına odaklanan iletişime dayalı, karmaşık bir süreçtir. Bununla

birlikte, öğretmenlerin etkililiğinin, öğretmen yetiştirme programlarından ve bireyin geçmiş

deneyimlerinde oluşturduğu subjektif teorilerden etkilendiği düşünüldüğünde bütün bu

aşamalardaki deneyimlerin incelenmesi önemlidir. Özellikle beden eğitimi öğretmen eğitimi

programlarında mesleki toplumsallaşmanın sağlanmasında öğretmenler, öğretmen eğitimciler,

mesleki gelişim sağlayıcıların işbirlikçi çalışmalarının önemi literatürde belirtilmektedir.

Bununla birlikte literatüre bakıldığında beden eğitimi öğretmen adayının toplumsallaşma

sürecinde farklı paydaşların hangi rollerle etkili olduğuna yönelik bilgi kısıtlı olarak yer

almaktadır. Bu bağlamda bu araştırmanın amacı; beden eğitimi öğretmeni adayının kültürleşme

ve mesleki toplumsallaşma sürecindeki dönüşüm hikayesindeki farklı paydaşların rollerini

keşfetmektir. Anlatı araştırması olarak tasarlanan araştırmada bir Beden Eğitimi öğretmen adayı

olarak kültürleşme sürecini ortaokuldan itibaren tuttuğu günlüğü, fotoğrafları, youtube yayın

kayıtları ve dijital hikayesinden oluşan verileri ile ortaya koyarken; beden eğitimi öğretmen

eğitimi sürecini ise akademik günlüğü, farklı uzmanlarla yapılan görüşme kayıtları, kariyer

planlaması ürünleri ile ortaya koymuştur. Araştırma verilerinin analizi hikayeleştirilerek

yapılmıştır. Araştırmanın bulgularında; kültürleşme sürecindeki rol model aldığı öğretmenlerinin

değer veren, birey olma yolculuğunda katkı sağlayan, kendine saygısını artıran, iyi birey

yetiştirmeye yönelik davranışlarını, öğretmen adayını etkilemiştir. Bununla birlikte öğretmen

adayı aktif olarak yer aldığı spor ortamlarında başarılar elde etmesine rağmen kendini alana ait

hissetmemiştir. E-spor ile kendini rol modellerinden öğrendiği kendine değer verme, çabasının

65


karşılığını almasını sağlamıştır. Mesleki toplumsallaşma sürecinde ise iyi olduğu alan olan

e-sporu alan uzmanı aracılığı ile oyunlaştırmaya dönüştürerek öğretmenlik mesleği ile

birleştirmiştir. Halen üniversitedeki derslerde dijital asistan olarak yer alarak öğretmenlik

mesleğine hazırlanma yolculuğunu devam ettirmektedir. Sonuç olarak; öğretmen

toplumsallaşması sürecinde öğretmen adayının kültürleşme sürecinde oluşturduğu subjektif

teorileri değiştirmek yerine öğretmen eğitimi programlarındaki yönlendirmeleri bu teorileri

dönüştürme üzerine olmasının önemli olduğu görülmüştür. Bununla birlikte paydaş rollerinin

anlaşılması ve multidisipliner paydaşlarla yapılan işbirlikçi pratikler öğretmen adayının

toplumsallaşmasına katkı sağlayacaktır.

Anahtar Kelimeler: beden eğitimi öğretmen adayı, mesleki toplumsallaşma, beden eğitimindeteknoloji

66

Aktif Sporculuk İle Başlayıp Yetkin Öğretmen Olmaya Doğru Dönüşen

Mesleki Toplumsallaşma Süreci

İpek Heleplioğlu*

Dr. Özlem Alagül**

*Lisans Öğrencisi, Kastamonu Üniversitesi Spor Bilimleri Fakültesi, [email protected]

**Dr., Kastamonu Üniversitesi Spor Bilimleri Fakültesi , [email protected]

Özet

Beden eğitimi alanında mesleki toplumsallaşması üzerine yapılan araştırmalarda, öğretmen adaylarının

beden eğitimi öğretmen eğitimi programlarına spor yönelimli başladıklarında öğretim yönelimli olmaya

yönelik inanç ve bakış açılarının değişmediği görülmüştür. Bu dönüşümün sağlanması için yenilikçi

yaklaşımların benimsenmesi önerilmektedir. Bununla birlikte yeni yaklaşımlar sadece mesleki

gereklilikler ve kurumların beklentileri yönünde olursa alan bilgisi, pedagojik alan bilgisi ve alan

deneyimleri sınırlı halde kalmaktadır. Aynı zamanda günümüzde yaşamın her alanını etkileyen dev

yönlere baktığımızda bilgiye dayalı alanlarda yaratıcılık gerektiren ve dinamik alanların ön planda olduğu

görülmektedir. Dolayısıyla öğretmenlik mesleğinde toplumsallaşmada sadece alana özgü beceriler değil,

aynı zamanda 21.yy’ın gerektirdiği becerilerin de öğretmen adaylarının mesleki toplumsallaşma

süreçlerinde yer alması önemlidir. Dolayısıyla bu araştırmanın amacı; spor yönelimli kültürleşme geçiren

bir öğretmen adayının 21.yy yetkinliklerine sahip öğretmen adayı olma yolculuğunu keşfetmektir. Anlatı

araştırması ile desenlenen bu araştırmada bir öğretmen adayının toplumsallaşma sürecine ait verileri

ortaokuldan beri yazdığı günlüğü, kültürleşme sürecine ait dijital hikayesi, kariyer planlamasına yönelik

akademik günlüğü, uzmanlarla görüşmelerinin toplantı kayıtları, akran görüşmelerinin toplantı

kayıtlarından oluşmuştur. Araştırmanın verileri hikayeleştirme ile analiz edilmiştir. İpek'in

toplumsallaşma yolculuğu ortaokulda Basketbol branşı ile sporcu olarak başlamış, milli takım

seçmelerine, profesyonel sporculuğa kadar devam etmiştir. Mesleki toplumsallaşma aşaması olan

öğretmen eğitimi programına da başarılı bir Basketbolcu olarak başlayan İpek, üniversite 2. sınıfta

Kariyer Planlaması dersini seçmesiyle 21.yy yetkinliklerini uygulama temelli çalışmaya başlayınca

(kodlama öğrenme, blog yazarı olma v.b.) kendine ait farkındalıkları artmaya başlamıştır. Dijital akran

mentorluğu yaparak alan deneyimini teknoloji temelli, etkileşim odaklı bir hale dönüştürmüş, farklı

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disiplinlerdeki 21.yy yetkinliklerine sahip öğrenme gruplarına katılarak devam etmektedir. Halen aktif

sporcu olan İpek sportif yönelimle başladığı toplumsallaşmasında günümüzdeki yeniliklere sahip bir

öğretmen olmaya doğru bir dönüşüm göstermektedir. Sonuç olarak; beden eğitimi öğretmenliği

toplumsallaşmasında öğretmen eğitimi programlarında sadece alana özgü becerilerin artırılması değil,

aynı zamanda disiplinler üstü olan yetkinliklerin uygulamalı olarak geliştirilmesi ve farklı disiplinlerle

bağlantıların kurulması önemli olmaktadır.

Anahtar Kelimeler: beden eğitimi öğretmen adayı, beden eğitiminde mesleki toplumsallaşma, 21.yyyetkinlikleri

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INDIVIDUAL DIFFERENCES IN ONLINE LEARNING: ONE SIZE DOES NOT FIT

ALL

Merve OFLAZ

[email protected]

Yeditepe University

Abstract

During the COVID-19 crisis, many students tried to survive in lessons which hardly

appeal to them and most of the teachers tried to fix the problems without digging for the

real solution as there was no time and sources for this. Individual differences play a big role

in online learning just like in face-to-face learning. Instead of a ‘one way’ interaction pattern

and ignoring the individual differences of the students, teachers should change the way they

teach to involve their students in their own learning process. In this presentation, the effects

of learning styles and motivation in learning will be discussed and some useful tips will be

shared along with some digital tools which will help students to have fun while learning. If

teachers want to make online learning more effective and efficient, they need to accept that

‘one size does not fit all’ and adapt to change during the pandemic.

Key words: online learning, individual differences, effective online learning, learning styles,

education during COVID-19, digital tools in language learning

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Perceptions of Teachers in the Profession on SLA

Hazal Eylül Öztürk

[email protected]

Boğaziçi University

Abstract

The study was designed to obtain an idea of teachers’ perception on language

learning in general and English language learning in Turkey. It was designed to

further look into differences of how each teacher saw the field, language learning

and principles of the discipline according to their experiences. All data in the study

was collected safely during the pandemic, via a Word document shared with

teachers via mail services. Data was then collected and analysed by the researcher.

Key words: second language acquisition, language learning, foreign language,

foreign language education

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Gürültü kirliliği ve etkisinin öğrencilere yönelik bir değerlendirmesi

Selin GÖRÜR1

1Burdur Mehmet Akif Ersoy Üniversitesi EF, Sosyal Bilgiler Öğretmenliği Bölümü

[email protected]

Orcid ID: 0000-0002-7017-8037

Özet

Gürültü kirliliği en basit tanımıyla, düzensiz seslerden meydana gelmektedir. İnsan ve çevreözelinde önemli bir tehlike oluşturan ve önlem alınması gereken bir çevre kirliliğinin alt boyutuolarak karşımıza çıkmaktadır. Bu çalışmada, gürültü kirliliğine yönelik bilgi verme amacıtaşımaktadır. Aynı zamanda eğitim kurumlarında öğrencilerin gürültü kirliliğine maruzkalmaması için birtakım öneriler geliştirilmiştir. Araştırmada literatür araması yöntemikullanılmıştır. Konu ile ilgili yapılmış çalışmaların derlemesi bu çalışmada sunulmuştur.Öğrencinin öğrenim gördüğü süreç içinde ilkokul ve ortaokul eğitim dönemlerinde “HayatBilgisi, Sosyal Bilgiler, Fen ve Teknoloji, Türkçe, Din Kültürü ve Ahlak Bilgisi, Görsel Sanatlarve benzeri dersin öğretim programında, çevre bilincini geliştirmeye yönelik kazanımlar olduğugörülmektedir. Eğitim bilimi üzerine yapılan çalışmalarda, çevre eğitiminin hava, su, toprakkirliliği konularını dışında gürültü kirliliğine yönelik gereken hassasiyetin gösterilmesine ihtiyaçduyulmaktadır. Bu durum çevre kirliliğinin hava, su ve toprak kirliliği ile sınırlı olmadığıalgısının gelişmesinde etkili olacaktır. Öğrencilere gürültü kirliliğinin bir çevre kirliliği olduğu,insan ve toplum sağlığı için olumsuz yanlarının bulunduğuna yönelik algı oluşturulmasıgerekmektedir. Öğretim programlarında diğer çevresel kirlilik unsurlarından biri olduğunayönelik kapsamlı bir içerik oluşturulmasına gereksinim duyulmaktadır.Eğitim biliminde Türkiye ‘de gürültü kirliğine yönelik Yöktez, Türkiye MakalelerBibliyografyası, Ulakbim, Hiperkitap, Turcademy ve benzeri veri tabanlarında sınırlı çalışmanınolduğu belirlenmiştir. Akademik çalışmalar ile gürültü kirliliğinin etkilerin ortaya çıkarılmasıgereklidir. Kamu ve özel eğitim kurum yöneticileri, öğretmenler ve velilerin gürültü kirliliğineolumsuz etkilerine yönelik öğrencilerin bilişsel düzeylerinin artırılmasında fayda sağlayacaktır.Konu ile ilgili yapılacak bilimsel çalışmalara, yöneticilere ve öğretmenlere ve öğrencileringelişiminde önemli bir rehber olarak katkı sağlayacağı öngörülmektedir.

Anahtar Kelimeler: gürültü, gürültü kirliliği ve eğitim

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EXAMINING LABSTAR STEM LESSON PLANS OF EXPERIENCED TEACHERS IN

TERMS OF INFORMAL INFERENTIAL REASONING

Özlem Esnaf

Bogazici University

[email protected]

Abstract

Data science is essential to meet the requirements of 21st century such as critical and

analytical thinking, inquiry, understanding and reasoning. LabStar is a data collection tool and

an app for mobile devices to analyze data. It integrates data science into mathematics and

science education. 7-week “Data Analysis with LabStar” course was taken by experienced

biology, chemistry, mathematics, physics and sciences teachers to find out the characteristics

of LabStar device and app and how to use them effectively in their classes. At the end of the

course, they designed STEM lesson plans with LabStar. The purpose of this research is to

examine the lesson plans in terms of informal inferential reasoning. “Inferential reasoning is

the way people make sense of statistical ideas and information with the goal of generating a

conclusion that extends beyond the data at hand.” (Huey & Jackson, 2015, p. 431) Informal

inferential reasoning is defined as “the way in which students use their informal statistical

knowledge to make arguments to support inferences about unknown populations based on

observed samples” (Zieffler et al., 2008, p. 44) or “by drawing a more profound conclusion

about the relationship between the variables (e.g., that the explanatory variable causes a

change in the response).” (Rossman, 2008, p. 5) Qualitative research methods is used to

conduct the research. Huey and Jackson’s (2015) informal reasoning task framework is based

on to evaluate lesson plans.

Key words: STEM education, lesson planning, informal inferential reasoning

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The Use Of L1 In EFL Classrooms In The Context Of Turkey

Zeynep Ebrar Yenice1

1Undergraduate, Bursa Uludağ University, Department of English Language Teaching, Faculty of

Education, [email protected]

Abstract

The present study set out to investigate the views and the attitudes of the students and the

teachers in Turkey towards the teachers' use of the mother tongue (Turkish) in foreign

language (English) classrooms and the functions it has. The participants were 55 seventh and

eighth grade students who took English for four hours a week as a part of their school curriculum

and 28 EFL teachers from different settings in Turkey. Both qualitative and quantitative research

methods were used in the study. The data was collected by the means of two questionnaires, one

designed for the teachers and the other designed for the students. The participants were asked

about their views on the first language use by the teacher in the foreign language classrooms and

its functions that they had observed. The results suggested that while the students had positive

views on the use of mother tongue in EFL classes, the teachers tended to have more negative

views on it. Regardless of that, the use of first language seemed to have a place in English

classes in Turkey. Additionally, it was found that the use of Turkish in English classes had had

four main functions: instructional functions, managerial functions, affective functions and social

functions.

Key words: L1 use in EFL classes, teachers’ use of L1, views on L1 use, functions of L1 use

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Finlandiya Eğitim Modeli

Taner Bulut

Erzincan Binali Yıldırım Üniversitesi

Abstract

Amaç: Finlandiya’ya eğitim amaçlı bir süre kaldım ve okulları dolaşarak eğitim

sistemi ve derslerde uygulanan yöntem ve teknikleri öğrendim. Amacım

edindiğim deneyim ve bilgileri paylaşmaktır.

Yöntem: Girdiğimiz derslerde elde ettiğimiz ve Finlandiya’da edindiğimiz

deneyimleri paylaşmak.

Bulgular: Finlandiya eğitim sisteminin başarılı olmasını sağlayan sorumluluk ve

dürüstlük bilincinin oluşturulduğu görülmüştür. Ayrıca her ders farklı olsa da

ama bütün derslerde uygulamaların yapılması görülmüştür. Öğretmenlere

verilen önem ve değerin çok önemli olduğu görülmüştür.

Ülkedeki bütün öğrencilerin aynı şartlara sahip olduğu görülmüştür. Bu da

ülkede genel bir başarı getirmiştir. Bütün öğrencilerin doğa ile iç içe ders

işlenmesi sağlanıyor. Beceri temeli bir ders müfredatları olduğu görülmüştür.

Sonuçlar: Başarılı, özgüveni yüksek ve sorumluluk sahibi bireylerin yetişmesi

sağlanmaktadır.

Anahtar Kelimeler: finlandiya, eğitim

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Comparison of Peer Feedback and Self Feedback in EFL Writing Classroom

Melike Akay1

Burcu Demir2

1Master’s Student, Bahçeşehir University Institute of Educational Sciences,[email protected]

2Master’s Student, Bahçeşehir University Institute of Educational Sciences,

[email protected]

Abstract

This study compares the effectiveness of two different types of editing on EFL writing:

peer-feedback and self-feedback for a group of 18 A1 (elementary ) level of English class

students, reading & writing, listening & speaking skills-based courses at a private university in

Istanbul, Turkey. There are 14 male and 4 female students aged between 18-21 years old. Both

student groups were assisted by a set of guidelines. The study reports on a qualitative design over

four weeks for content analysis of differences between groups in essay components and their

perceptions about two types of feedback. Document analysis shows that with respect to students'

error noticing ability, there is a difference between peer-editing groups and self-editing groups in

favor of self-editing. Qualitative analysis of writings in terms of error revisions, on the other

hand, indicated that both groups had more or less same revision ability. Students’ perceptions

about self-editing and peer editing revealed mixed results.

Keywords: self-editing, peer-editing, written feedback

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Engagement in the Learning Process: How and Why?

Esma ŞENEL1

1Lecturer, Beykent University, School of Foreign Languages, [email protected]

Abstract

When teaching online or face to face, most teachers experience a variety of difficulties during

instruction. One of the biggest obstacles which teachers are challenged is learners’ active

involvement in the learning process. It is a well-known fact that it is not possible to promote

permanent learning without engaging learners into the learning process as learning by doing is

considered as one of the effective ways to adapt and learn. On the other hand, it is teachers’

responsibility to add more spice to their teaching practices and support learners to establish the

roots of active learning. Thus, this presentation gives implications on how to engage our learners

actively in the learning process. After the necessary pedagogical recommendations are given,

some fresh and practical ideas will be provided to participants.

Key words: engagement, adaptation, motivation, teaching strategies

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The Mediation Role of Early Maladaptive Schemas Between Mattering to Romantic Others

and Relationship Satisfaction

Şevval Beyza Turan1


Abstract

Early maladaptive schemas (EMSs) can be defined as templates of the behavioral and emotional

reactions to situations, and they have an impact on the interpretations of all kinds of information

coming from the respective communication partner. Therefore, EMSs might be one of the most

important decisive factors affecting interpersonal relationships. Existing literature revealed a

positive relationship between mattering to romantic others (MRO) and relationship satisfaction

(RS). The aim of the current study was to investigate the mediation role of early maladaptive

schemas between one’s perceived mattering to the romantic partner and her/his evaluation of the

overall relationship. This mediation was measured by the use of Turkish forms of Early

Maladaptive Schemas Questionnaire, Mattering to Romantic Others Questionnaire, and

Relationship Satisfaction Inventory. Data were collected from 135 adults who were currently in a

relationship via online distribution of the form. The data involved 81 female, 56 male and 1

(0.7%) other participant between the ages of 18 to 55. The mediating roles of EMSs were

analyzed by Hayes’ procedure (PROCESS). Results showed that the disconnection/rejection and

impaired autonomy domains were negatively correlated with MRO and RS and the positive

association between MRO and RS was mediated by these domains. The results help to

understand the roles of EMSs in RS and might suggest potential implications to the framework

of schema therapy.

Key words: early maladaptive schemas, mattering to romantic others, relationship satisfaction

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How Graduate Students Perceive and Experience Academic Writing?

Selman KARAHANLI1


Abstract

This study concerns; writing experiences of graduate students and their perceptions about writing

processes. I aim to study what stages students go through in the thesis writing process in higher

education. Their perceptions about the process will be examined via interviewing technique. I

read the pre-determined survey questions to the students and asked them to share their

experiences. To the participants; How did they choose their thesis topic? What kind of

contributions did they get from their supervisor during the writing process? and a series of

questions about reading, writing and research processes. In general, the students who have taken

courses on academic writing before; It can be said that; they went through this process better, in

addition, they shared that; the students who received more active feedback from their supervisors

had a better process. On the other hand, students with less feedback; This process is also a

psychologically difficult writing process for them; They said they believed they were performing

less.

Key words: academic writing, experience, supervisor, thesis.

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Obsessive - Compulsive Disorder and COVID-19 Relationship in Germany

Gülce Berfin ÖZCAN1


Abstract

Objective: With the current pandemic all around the world, people are facing different kinds of

mental health challenges. Regarding the nature of the pandemic Obsessive Compulsive Disorder

is becoming more and more seen everyday and studies are needed to understand and examine

how COVID-19 affects the OCD symptoms.

Method: Online surveys are used to measure COVID-19 anxiety scores and OCD scores with 51

university students in Germany. Dimensional Obsessive Compulsive Scale (DOCS) and

Coronavirus Anxiety Scale (CAS) are used.

Results: OCD total scores are positively correlated with COVID-19 anxiety total scores. 3 out of

4 of the subscales ( obsessions about mistakes and checking rituals, symmetry and ordering

obsession and compulsions and obsessions about taboo) of OCD scale are also positively

correlated COVID-19 anxiety but one of the subscales (contamination obsessions and

decontamination rituals) has no correlation with COVID-19 anxiety.

Key words: COVID-19, obsessive compulsive disorder, obsessions, religiousness

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CREATIVE WRITING AND LITERARY WORKSHOPS IN ELEMENTARY

EDUCATION FOR THE DEVELOPMENT OF CREATIVE THINKING

Sheyla Ros Fenollosa

Primary teacher, University of Valencia, Faculty of Education, [email protected]

Abstract

Creative writing and literary workshops emerged in the 50’s in different teaching contexts at the

United States of America. Since then, its application in diverse settings has increased providing

to a wide target audience numerous advantages. Particularly, focusing on Primary School

teaching, this creative technique guides and encourages 10-11 years old students to express and

write their ideas, feelings and/or interests. Currently, in a society that is constantly changing and

at a really fast speed, we need to make sure we provide our students with the needed resources to

face up the present and the foreseeable future. It is highly proved that students with more

creativity, critical thinking, curiosity or more flexible thinking are proved to be more successful.

Along this research, several considerations that must be taken into account by Primary School

teachers in order to design literary workshops that wish to introduce in their classes and activities

we put into practice, will be provided based on the actual research that is taking place at Colegio

Alfinach in Valencia (Spain).

Key words: literary workshop, creative writing, creativity, primary education

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Using Task-Based Learning methodology to study a Room with a View in 1st Bachelor

Sara Calero Segura

Using Task-Based Learning methodology to study a Room with a View in 1st Bachelor,Universitat de València; Philology, Translation and Communication Faculty,

[email protected]

Abstract

The number of methods for teaching English in class has increased in the last decades.

Task-Based Learning Teaching, installed by Rod Ellis, has improved through constant research

and experimentation. Though it is commonly used to teach linguistic content by producing tasks,

this paper aims to prove that it is possible to learn English culture and literature from a literature

work by using the aforementioned method. Following the curriculum established in the

Comunitat Valenciana for the English subject in 1st Bachelor which contemplates the use of

literary texts for academic purposes, there will be studied some key social issues that affected

Britain at the beginning of the 20th century. The novel that has been chosen for that purpose

corresponds to Forster’s A Room with a View (1908) and it will be taught to a 1st Bachelor class.

In this research there is to be found the creation of a lesson planning that consists of two main

tasks adapted to the pandemic possibilities. These exercises deal with two of the main topics of

the novel: the condition of women and the differences between social classes.

Key words: literary education, novel, task-based learning, lesson planning.

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