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    Developing the Perceived Self-Regulation Skills Scale for Fourth Grade Students
    (Fac Teacher Education, 2020) Cavas, Pinar; Arslan-Cansever, Belgin; Unver, Gulsen
    This paper presents the development process of the Perceived Self-Regulation Skills Scale for primary fourth grade students. the 34-item trial form of the scale consists of 4-point Likert-type items that range from 1 to 4 as follows: 1 - Never, 2 - Sometimes, 3 - Often, and 4 - Always. It was administered to 585 fourth grade students in six primary schools. the total variance explained by three factors found as a result of Exploratory Factor Analysis (EFA) was calculated as 39.61%. the scale consists of 26 items - 12 items with factor load value varying between .32 and .74 in the first dimension; 4 items with factor load value varying between .51 and .67 in the second dimension, and 10 items with factor load value varying between .32 and .56 in the third dimension. the dimensions were named as follows: the first dimension is "Planning the Learning Process", the second dimension is "Implementation of the Learning Plan" and the third dimension is "Focusing on the Target and Learning Task". the validity study was carried out for 529 fourth grade students attending 11 primary schools. the goodness-of-fit index (GFI) which was calculated as a result of Confirmatory Factor Analysis (CFA) shows that the items of the Perceived Self-Regulation Skills Scale are in good or perfect accordance.
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    RESEARCH TRENDS IN SCIENCE EDUCATION FROM THE PERSPECTIVE OF JOURNAL OF BALTIC SCIENCE EDUCATION: A CONTENT ANALYSIS FROM 2002 TO 2011
    (Sci Methodical Ctr-Sci Educologica, 2012) Cavas, Bulent; Cavas, Pinar; Ozdem, Yasemin; Rannikmae, Miia; Ertepinar, Hamide
    The main aim of this research is to analyse ten volumes of Journal of Baltic Science Education (JBSE) according to the authors' nationality and research topics of the articles published in the journal between 2002 and 2011. The journal published ten volumes, 27 issue and 166 articles since 2002. The articles were submitted by 343 authors from 31 countries. Statistical analyses show that the authors from Turkey are ranking highest in terms of the number of published papers. Latvia and Lithuania follow Turkey as second and third countries. The study found out that the articles regarding learning-conception, teaching, learning-context and goals, policy and curriculum most frequently investigated by the researchers. However, in 2002-2011, there is no article related to informal learning. The researchers gave less attention to cultural, social and gender issues when compared other research topics in the scope of JBSE.
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    A STUDY ON SCIENCE TEACHERS' ATTITUDES TOWARD INFORMATION AND COMMUNICATION TECHNOLOGIES IN EDUCATION
    (Turkish Online Journal Educational Tech-Tojet, 2009) Cavas, Bulent; Cavas, Pinar; Karaoglan, Bahar; Kisla, Tarik
    Integration of Information and Communication Technologies (ICT) into education has been an important concern in many countries. Recently, Turkish Ministry of Education has also done great efforts and major financial investments to implement ICT into teaching and learning environments. However, as in many developing countries, ICT tools are provided to teachers without considering their attitudes toward ICT. The purpose of this study was to reveal Turkish primary science teachers' attitudes toward ICT in education and then explore the relationship between teachers' attitudes and factors which are related to teachers' personal characteristics (gender, age, computer ownership at home, and computer experience). In order to collect data, an instrument (STATICTE) was developed by researchers and administered to 1071 science teachers almost uniformly distributed in 7 geographic regions of Turkey. In data analyses, descriptive statistics were used to describe and summarize the properties of the mass of data collected from the respondents. The results indicate that Turkish science teachers have positive attitudes toward ICT and although teachers' attitudes toward ICT do not differ regarding gender, it differs regarding age, computer ownership at home and computer experience. It is hoped that the outcomes of this study can be used in shaping innovational practices in the Turkish Educational System.