2017 Cilt 30 Sayı 2

Permanent URI for this collectionhttps://hdl.handle.net/11452/12909

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Anxiety scale for science teachers’ laboratory work and teaching: Validity and reliability analyses
(Uludağ Üniversitesi, 2017-09-25) Kahraman, Murat; Polat, Dilber
This study aimed to develop a valid and reliable measurement tool to determine sources of anxiety for science teachers who do laboratory teaching. For this purpose, fifty-four participants in the field of science education (five doctoral students, nine graduate students, twelve teachers and twenty-eight undergraduate students) were asked to write a composition about "What anxieties does a science teacher experience in teaching process and in laboratory?" After content analysis of the compositions, a sixty-five item pool was created based on a review of the relevant literature. The item pool was presented to four experts’ opinions (three science experts and one language expert) to check its content and language validity. In keeping with the experts' opinions, five items were excluded from the scale. A ten-point Likert scale draft consisting of sixty items was first pilot tested with fourteen science teachers and then administered to one hundred and eleven teachers. The data collected were subjected to exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The a Cronbach alpha coefficients (0.91) of the sub-dimensions of the scale were high (science and laboratory=0.95, communication=0.91, and classroom management=0.88), indicating that items in the sub-dimensions were consistent with each other. The CFA results showed that the T values of all items were significant (p<0.05). These results show that this is a valid and reliable scale that can be used to measure anxieties about the laboratory teaching of science teachers.
Arts-based research and the artistic and creative role of artifacts as stories in literacy practices
(Uludağ Üniversitesi, 2017-09-11) Debreli, Emre; Altıntuğ, Fatma Aslantürk
This paper makes a debate on arts-based methodologies in terms of their application to literacy practices of students’ wherein out-of-school artifacts are used to reveal stories about students’ lives and strengthen their creative and critical thinking skills. It is argued that different stories and narratives emerge when we listen to students’ narrating about artifacts, thus we claim that the application of artsbased methodologies to the field of literacy would enable educational researchers to obtain useful information about students’ identities, values, and cultural backgrounds, and assist students artistically in using their creativity, imagination, and self-reflection in the narration process. Throughout the paper, the importance of multimodal literacy practices and how such practices can be enhanced through the use of narratives; the issue of self-reflexivity to emphasize students’ subjective and reflexive presence as co-researchers in arts-based inquiries; and the issue of visual objects as modes of arts-based inquiries are discussed. A discussion on artifacts and everyday objects as reflections of others’ lives and self-identities is also presented. Finally, artifactual literacies as both mode and medium in arts-based research are introduced.
From students' perspectives: EFL learners' metaphors about English instructors in Turkey
(Uludağ Üniversitesi, 2017-06-07) Erarslan, Ali; Asmalı, Mehmet
The purpose of this study is to understand university preparatory class students' mental images about their English language instructors through metaphors. With regard to this aim, 148 students enrolled in 16 different programs were required to write metaphors on the metaphor elicitation task including the statement "my English instructor is like........................because.................................". Metaphor analysis technique including naming, elimination, deciding unit of analysis, categorization, quantitative analysis of data was employed for the analysis. 153 metaphors were sorted into 9 conceptual themes. While ‘teacher as nurturer’ was the leading category with 40 metaphors, ‘teacher as someone good-hearted’ followed it with 37 metaphors. It was seen that male participants emphasized good-hearted nature of language instructors and their ability to provide knowledge whereas female participants focused on their teachers’ nurturer side. A closer interaction between the instructors and students could be attributed to the reason why students mostly had positive views concerning their language instructors.

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