http://acikerisim.sdu.edu.tr/xmlui/handle/123456789/16611 SDU International Journal of Educational Studies 2026-04-21T05:28:42Z http://acikerisim.sdu.edu.tr/xmlui/handle/123456789/96159 The Styles of School Principals’ Using Power Sources and the Relationship between Principal Support and Citizenship Behaviour (Ankara Province Example) This study examines the school principals' styles of using their power sources and the relationship between principal support and organizational citizenship behavior. The study was carried out according to the survey model. The study sample consists of 450 teachers working in public primary schools in the central districts of Ankara. The sample was determined by stratified sampling. We used Personal Information Form, Leader Power Source Scale, Perceived Principal Support Scale, and Organizational Citizenship Behavior Scale as data collection tools. In the analysis of the data, we performed percentage, arithmetic mean, Kolmogorov-Smirnov test, Pearson product moment correlation coefficient, regression analysis and path analysis. Based on the findings, there is a positive and significant relationship between primary school principals' use of power sources, principal support, and organizational citizenship behavior. It has been concluded that principal support plays a mediating role that has a predictive effect on organizational citizenship behavior, especially by predicting charisma, reward, and expertise power styles. Furthermore, we found that the variables that most affect teachers' organizational citizenship behaviors are charisma power, expert power, reward power, principal support, and legitimate power, respectively. Therefore, it can be listed among the suggestions that school principals should support teachers more, generally prefer charisma, expert, reward and legitimate power. http://acikerisim.sdu.edu.tr/xmlui/handle/123456789/96160 İlkokul 4. Sınıf Öğrencilerinin Okuma Sıklığı İle Eleştirel Okuma Becerileri Arasındaki İlişki; The Relationship between Reading Frequency and Critical Reading Skills of 4th Grade Primary School Students Bu araştırmada, ilkokul 4. sınıf öğrencilerinin okuma sıklığı ile eleştirel okuma becerileri arasındaki ilişki incelenmiştir. Araştırmanın amacı ilkokul 4. sınıfta öğrenim gören öğrencilerin okuma sıklığı ile eleştirel okuma beceri düzeylerini cinsiyet, kardeş sayısı, ailenin eğitim düzeyi, anne – babanın iş durumu değişkenlerine göre incelemek ve öğrencilerin okuma sıklığı ile eleştirel okuma becerileri arasında ilişki olup olmadığını tespit etmektir. Araştırmaya Giresun il merkezindeki devlet okullarının 4. sınıfında okuyan toplam 448 öğrenci katılmıştır. Araştırmada veri toplama aracı olarak “Kişisel Bilgiler Formu”, “Eleştirel Okuma Özyeterlilik Algısı Ölçeği” ile “Kişisel Eğilimden Kaynaklanan Okuma Miktarı Ölçeği” kullanılmıştır. İlkokul 4. sınıf öğrencilerinin okuma sıklıkları ile eleştirel okuma becerileri arasındaki ilişkiyi belirlemek amacıyla yapılan bu çalışma nicel araştırma yöntemiyle ve tarama modelinde gerçekleştirilmiştir. Cinsiyetler arasında okuma sıklığı ve eleştirel okuma becerisi arasındaki ilişkiye bakmak için t testi uygulanmış, öğrencilerin anne eğitim durumlarına göre onların sıklık puanları ve ölçek puanları arasında fark olup olmadığı (ANOVA) ile test edilmiştir. Üniversite mezunu olan annelerin çocuklarının ölçek puanları ile ilkokul mezunu, ortaokul mezunu ve okuryazar olmayan annelerin çocuklarının ölçek puanları arasında istatiksel olarak anlamlı fark olup olmadığına bakılmıştır. Öğrencilerin ölçek puanları ile sıklık puan ortalaması arasında istatiksel olarak anlamlı bir ilişki elde edilmiştir. Bu iki değişken arasında orta büyüklükte ve pozitif yönde bir ilişki olduğu görülmektedir.; In this study, the relationship between reading frequency and critical reading skills of 4th grade students was examined. The aim of the study is to examine the reading frequency and critical reading skill levels of 4th grade students according to the variables such as gender, number of siblings, family education level, parents' job status and to determine whether there is a relationship between students' reading frequency and critical reading skills. A total of 448 students from 4th grade of public schools in Giresun city center participated in the study. In the research, “Personal Information Form”, “Critical Reading Self-Efficacy Perception Scale” and “Personal Quantity Reading Scale” were used as data collection tools. The aim of this study was to determine the relationship between primary school 4th grade students' reading frequencies and critical reading skills. One-way analysis of variance (ANOVA) was used to examine the relationship between gender and the frequency of reading and critical reading skills. Tukey test was used to determine whether there is a statistically significant difference between the scale scores of children of mothers who are university graduates and those of children of primary school, middle school and illiterate mothers. A statistically significant relationship was obtained between the students' scale scores and the mean frequency scores. It is seen that there is a moderate and positive relationship between these two variables. http://acikerisim.sdu.edu.tr/xmlui/handle/123456789/96158 Investigation of Study on the 5E Instructional Model in Science Education; Fen Eğitiminde 5E Öğrenme Modeli İle İlgili Çalışmaların İncelenmesi In this study, it is aimed to examine the studies on science education using the 5E instructional model carried out between 2010-2020 according to various variables. Articles and thesis studies conducted between 2010 and 2020 were scanned from YÖKTEZ and TR Index databases and 55 studies were included in this research. The distribution of these studies by years, the type of research, the research model, the type of sample, the number of samples, the data collection tools used in the researches, the analysis methods and topics of the studies were examined. As of 2017, it has been observed that there has been an increase in the use of the 5E instructional model in the field of science, the studies on this subject are generally carried out in accordance with the quantitative research model, and the researches are conducted with the quasi-experimental method. In addition, it was observed that the sample group of the studies generally consisted of secondary school students, tests were used as a data collection tool, and t-test was frequently used as a data analysis method. Again, in the studies examined, it was seen that the change in students' attitudes and academic success as a result of the use of the 5E instructional model in the field of science were frequently researched subjects.; Bu çalışmada 2010-2020 yılları arasında fen eğitiminde 5E öğrenme modeli üzerine yapılan çalışmaların çeşitli değişkenlere göre incelenmesi amaçlanmıştır. 2010- 2020 yılları arasında yapılan makale ve tez çalışmaları YÖK TEZ ve TR Dizin veri tabanlarından taranmış ve bu araştırmaya 55 çalışma dahil edilmiştir. Bu çalışmaların yıllara göre dağılımı, araştırmanın türü, araştırma modeli, örneklem türü, örneklem sayısı, araştırmalarda kullanılan veri toplama araçları, araştırmaların analiz yöntemleri ve konuları açısından dağılımları incelenmiştir. 2017 yılı itibariyle 5E öğrenme modelinin fen alanında kullanımında bir artış olduğu, bu konuda yapılan çalışmaların genellikle nicel araştırma modeline uygun olarak yapıldığı, araştırmaların yarı deneysel yöntemle yapıldığı görülmüştür. Ayrıca çalışmaların örneklem grubunun genellikle ortaokul öğrencilerinden oluştuğu, veri toplama aracı olarak testlerin kullanıldığı ve veri analiz yöntemi olarak ise sıklıkla t testi kullanıldığı görülmüştür. Yine incelenen çalışmalarda 5E öğrenme modelinin fen alanında kullanımı sonucunda öğrencilerin tutumun ve akademik başarısındaki değişimin sık araştırılan konular olduğu görülmüştür. http://acikerisim.sdu.edu.tr/xmlui/handle/123456789/93803 Descriptive Content Analysis of Studies on 21st Century Skills The aim of the study is to bring together national studies on 21st century skills under the headings of “purpose, method, skill types, sampling, data collection tools, results, and recommendations”. Descriptive content analysis is done for 84 national studies on 21st century skills. Within the scope of the research, the data of each study were analyzed with the examination form. Each study was recorded in the form and then the tables were formed. According to the results of the study, the purpose of the studies with the highest frequency was “investigation of the relationship between 21st century skills and various variables”, the method with the highest frequency was “survey”, and the skills that were explained as “P21 skills” had the highest frequencies. While “teacher candidates” and “teachers” were the most preferred sample groups, “scales” were the most used data collection tools. Conclusions of the studies showed that 21st century skills were existing in our lives, education systems, and also textbooks more or less because 21st century skills were the skills that not apart from the life itself. Therefore, it was suggested in the studies that it was the goal of education to raise individuals in line with the demands of 21st century.