Review Article
Research Article
Systematic Reviews and Meta Analysis
Systematic Reviews and Meta Analysis
1. Fen Bilimleri Dersinde Tercih Edilen Ölçme Değerlendirme Yaklaşımları Üzerine Bir Meta– Sentez ÇalışmasıSystematic Reviews and Meta Analysis
2. The Silent Force at the Heart of Education: A Systematic Review of the Role of School Climate in EducationAim & Scope
EDUCATIONE is an international peer-reviewed journal that aims to contribute to the training and continuous support of teachers for scientists who can make a meaningful contribution to the discussion and thought generation processes related to learning, teaching, education and teacher training. The journal aims to enable the use of evidence obtained through careful and rigorous research in order to identify the complex problems of teacher education at the national and international level and to find solutions to these problems. EDUCATIONE aims to develop theory, research and practice in learning, teaching and teacher education through the publication of primary research and reviews.
EDUCATIONE welcomes the following types of submissions:
Empirical Research
Conceptual Research
Case Studies
Literature Review /Meta Analysis
In the the following fields:
Educational/Social Sciences
- Curriculum and instruction
- Program development and evaluation
- New approaches/methods/practices in education
- Educational practices
- Adult education
- Educational administration/policy/planning
- Measurement and evaluation in education
- Psychological counselling and guidance
- Teacher traning (pre-service/in-service teacher training practices)
- Use of technology in education
Author Guidelines
The authors who will submit their manuscripts to EDUCATIONE should prepare their submission in accordance with the template below. Authors can add or remove sub-titles specified in the template.
English Article Template
Ethical Principles and Publication Policy
- published if both reviewers report "CAN BE PUBLISHED".
- sent back to authors for making revisions stated by reviewer/s if one or both of the reviewers report "CAN BE PUBLISHED WITH REVISION".
- sent to the third reviewer if one of the reviewers reports "CAN NOT BE PUBLISHED" and evaluation process is carried out based on the report of this reviewer.
Publication Ethics Statement
All submitted articles should be original, unpublished, and not under consideration for review in any other journal. Each article is subject to a double-blind peer review process by at least two referees and one of the editors. Plagiarism, duplication, fake authorship/denied authorship, research/data fabrication, article slicing, slicing publication, copyright infringement, and hiding conflicts of interest are considered unethical behaviors.
All articles that do not comply with accepted ethical standards will be removed from publication. This includes articles that contain possible irregularities or inappropriateness that are detected after publication.
Research Ethics
The journal adheres to the highest standards of research ethics and adopts the international research ethics principles described below. The authors are responsible for ensuring that their articles comply with ethical rules.
The principles of integrity, quality, and transparency should be ensured in the design, review, and implementation of research.
The research team and participants should be fully informed about the purpose, methods, and potential uses of the research, as well as the requirements and risks of participating in the research.
The confidentiality of information provided by research participants and the privacy of respondents should be ensured. The research should be designed to protect the autonomy and dignity of research participants.
Research participants should voluntarily participate in the research and should not be under any coercion.
Participants should not be harmed. The research should be planned in a way that does not put participants at risk.
Independence in research should be clearly stated, and conflicts of interest should be disclosed if any exist.
In experimental studies, written informed consent should be obtained from participants who decide to participate in the research. The legal guardian's consent should be obtained for children, wards, or those with certified mental illness.
If the study is to be conducted in any institution or organization, approval should be obtained from that institution or organization.
In studies involving human subjects, the "method" section should indicate that "informed consent" was obtained from participants and that ethical approval was obtained from the institution where the research was conducted.
Author Responsibility
The scientific and ethical compliance of articles is the responsibility of the authors. The author must ensure that the article is original, has not been previously published elsewhere, and is not under consideration for publication in another language elsewhere. Copyright laws and agreements should be respected in practice. Copyrighted materials (such as tables, figures, or extensive quotations) should be used with necessary permission and acknowledgement. The works or resources of other authors or contributors should be appropriately used and cited in references.
All authors should have a direct academic and scientific contribution to the submitted article, in this context, an "author" is seen as someone who has made a significant contribution to the conceptualization and design of a published research, data collection, analysis, or interpretation, or has played a role in writing or critically reviewing its content. Other conditions for being an author are planning, executing, and/or revising the work in the article. Funding, data collection, or general supervision of the research group alone does not entitle to authorship. All individuals shown as authors must meet all the criteria mentioned, and any individual who meets the above criteria may be shown as an author. The order of author names should be a joint decision made in common. All authors must indicate their authorship ranking signed in the Copyright Agreement Form.
All individuals who do not meet sufficient criteria for authorship but have contributed to the work should be listed in the "acknowledgments/information" section. Examples of these individuals may include those who have provided only technical support, assisted in writing, or provided general support or financial and material support.
All authors must declare any financial relationships, conflicts of interest, and competing interests that may potentially affect the results or scientific evaluation of the research. If an author detects a significant error or mistake in their published article, they are responsible for immediately contacting the editor and collaborating on correction or retraction.
Editor and Reviewer Responsibilities
The Editor in Chief is responsible for overseeing the publication process and ensuring that all submitted articles undergo a fair and impartial double-blind peer-review process, regardless of the authors' ethnicity, gender, sexual orientation, nationality, religious beliefs, and political philosophy. The Editor in Chief is also responsible for ensuring the confidentiality of all information related to submitted articles until publication is guaranteed, and for the overall content and quality of the publication. If necessary, the Editor in Chief must publish an erratum or make a correction.
The Editor in Chief must ensure that conflicts of interest among authors, editors, and reviewers are avoided. They have the authority to appoint reviewers and are responsible for making the final decision regarding the articles to be published in the journal.
Reviewers must not have conflicts of interest related to the research, authors, and/or financial supporters of the research. They must provide an unbiased judgment after their evaluation and ensure the confidentiality of all information related to the submitted articles. If a reviewer notices any copyright infringement or plagiarism, they must report it to the Editor in Chief. If a reviewer feels unqualified to evaluate an article or cannot provide a timely response, they should inform the Editor in Chief and request to be excluded from the reviewing process.
During the evaluation process, the Editor in Chief must clearly state that the articles under review are the authors' property, and this is a privileged communication. Reviewers and members of the editorial board cannot discuss the articles with others. Reviewers' identities must be kept confidential. In some cases, with the Editor in Chief's decision, the comments of relevant reviewers on an article can be sent to other reviewers who have evaluated the same article to enlighten them during the process.
Price Policy
No fee is charged from the author or institution under any name.
Indexes
Journal Boards
Grant Holder
Editor in Chief
Layout Editor
Language Editor
Foreign Language Editor
Editorial Board
1. PERSONAL INFORMATION
Esra Çakar Özkan (Assit. Prof. Dr.)
Contact Address: Burdur Mehmet Akif Ersoy University- Department of Educational Sciences
A Blok No:408 İstiklal Yerleşkesi Burdur/TURKEY
Phone: 090 248 213 4000 /4295
Mobil: 090 505 726 8580
e-mail: esracakar@mehmetakif.edu.tr
web: https://abs.mehmetakif.edu.tr/esracakar/PersonelDetay
2. EDUCATION INFORMATION
2004 B.A. Süleyman Demirel University Science Education
2008 M.A. Süleyman Demirel University Curriculum and Instruction
2013 Ph.D Ege University Curriculum and Instruction
3. EXPERIENCE INFORMATION
2014- Assistant Professor Dr. Curriculum and Instruction Burdur Mehmet Akif Ersoy University
2013-2014 Research Assistant Dr. Curriculum and Instruction Burdur Mehmet Akif Ersoy University
2009-2013 Research Assistant Curriculum and Instruction Ege University
2006-2009 Research Assistant Curriculum and Instruction Burdur Mehmet Akif Ersoy University
4. EXPERTISE
Expertise Keywords
Educational Sciences
Curriculum and Instruction Teacher education, curriculum studies, professional development, 21st century skills, teachers' identity
and self-efficacy.
5. PUBLICATION
5.1. Articles
a) Uslu, Ö. & Çakar Özkan, E. (2018). The role of self-efficacy beliefs and burnout in predicting teachers’ change tendencies. Mehmet Akif Ersoy University Journal of Education Faculty, 48, 278-300.
b) Çakar Özkan, E. & Bümen, N. (2014) The effects of inquiry based learning in science and technology course on students’ achievements, concept learning, metacognition awareness and attitudes towards science and technology course. Ege Journal of Education, 15 (1), 251-278.
c) Bümen, N., Çakar Özkan, E., & Göğebakan Yıldız, D. (2014). Curriculum fidelity and factors affecting fidelity in the Turkish context. Educational Sciences: Theory Practice, 14(1), 203-228.
d) Yurdakul, B., Uslu, Ö., Çakar Özkan, E., & Göğebakan Yıldız, D. (2014). Evaluation of the professional development program on web based content development. Educational Sciences: Theory Practice, 14(4), 1409-1437.
e) Bümen, T. N., Ateş, A., Çakar, E., Ural, G., & Acar, V. (2012). Teachers’ professional development in Turkish context: Issues and suggestions. Milli Eğitim Dergisi (Publications of Ministry of National Education), 42(194), 31-50.
f) Demirkaya, H., & Çakar, E. (2012). An evaluation of critical thinking skills of seventh grade primary school students according to variables. Ege Journal of Education, 13 (2) 33-49.
g) Şahin, H., & Çakar, E. (2011). The effects of students’ academic motivation and students’ learning strategies on students’ success. The Journal of Turkish Educational Sciences, 9(3), 538-540
5.2. Conference Paper
a) Gemici, B. S. & Çakar Özkan, E. (March, 2021). Factors affecting 21st century skills of pre-service and in-service preschool teachers: A systematic review study. Oral Presentation, 8th International Congress on Curriculum and Instruction, Burdur, Turkey
b) Göksoy, Ş. & Çakar Özkan, E. (March, 2021). Examining the relationship between teachers’ idealistic levels and professional ethical behaviors. Oral Presentation, 8th International Congress on Curriculum and Instruction, Burdur, Turkey
c) Uslu, Ö. & Çakar Özkan E. (Nisan, 2021). Lisans öğrencilerinin okula yönelik tutumlarının incelenmesi (Investigation undergraduate students’ attitudes towards school Oral Presentation, 4th International Symposium on Philosophy, Education, Art and History of Science, Muğla, Turkey
d) Güzel, G. & Çakar Özkan, E. (April, 2019). Aday öğretmenlerin hizmet içi eğitim ihtiyaçlarının belirlenmesi (Determining the professional development needs of novice teachers), Oral Presentation, 10th International Congress on New Trends in Education, Konyaaltı, Antalya, Turkey
e) Çakar Özkan, E. (April, 2017). Öğrenci merkezli yaklaşımlarda destekleyici kavramı (Scaffolding concept in student-centered approaches). Oral Presentation, 26th International Congress Educational Sciences, Side, Antalya, Turkey
f) Uslu, Ö. & Çakar Özkan, E. (November, 2017). Öğretmenlerin tükenmişlik düzeyleri, öz yeterlik inançları ve değişim eğilimleri arasındaki ilişkinin incelenmesi (The role of self-efficacy beliefs and burnout in predicting teachers’ change tendencies), Oral Presentation, 5th International Congress on Curriculum and Instruction, Marmaris, Muğla, Turkey
g) Göğebakan Yıldız, D. & Çakar Özkan, E. (June, 2015). Türkiye bağlamında akademik başarı kavramı üzerine bir inceleme (A study on the concept of academic success in the context of Turkey) Oral Presentation, ERPA 2015 International Congress on Education, Athens, Greece.
h) Çakar, E., Ural, G. & Yurdakul, B. (September, 2011). 6. sınıf fen ve teknoloji programında yer alan madde ve değişim ünitesinin sağlamlığı (The adequacy of the Lesson Unit of “The substance and change” in the 6th grade science and technology program). Oral Presentation, 20th National Educational Sciences Congress, Burdur, Turkey
i) Yurdakul, B., Uslu, Ö., Çakar, E. & Göğebakan Yıldız, D. (June, 2010). Evaluation of the professional development program on WEB based content development, Oral Presentation, 13th International Conference ICT in the Education of Balkan Countries, Varna, Bulgaria.
j) Çakar, E. (October, 2009). 5. sınıf fen ve teknoloji programının bilimsel süreç becerileri kazanimlarinin gerçekleşme düzeylerinin belirlenmesi (Determination the level of students? achievement of the science process skills acquisition of 5th grade science and technology programs. Oral Presentation, 18th National Educational Sciences Congress, İzmir, Turkey
k) Çakar, E. (May, 2009). Eğitim fakültesi öğrencilerinin çoklu zeka kuramina göre zeka alanlarıyla öğrenme stratejileri arasindaki ilişkinin incelenmesi (An analysis of the relationship between the intelligence of educational faculty students according to multiple intelligences theory and learning strategies used). The First International Congress of Educational Research, Çanakkale, Turkey.
l) Çakar, E. (May, 2008). Fen ve teknoloji programında bilimsel süreç becerileri kazanımları ve sınıf öğretmeni adaylarının bilimsel süreç becerileri düzeyleri (Science process skills acquisitions in science and technology program and science process skills levels of primary school teacher candidates. 7th National Primary Teacher Education Symposium, Çanakkale, Turkey.
5.3. BOOKS
a) Translation book: Contemporary Issues in Curriculum by Allan C. Ornstein (Author), Edward F. Pajak (Author), Stacey B. Ornstein (Author)
Bümen, N. T. Uslu, Ö. & Çakar Özkan, E. (2016). Eğitim programlarinda güncel sorunlar. PegemA Yayıncılık, Ankara.
5.4. AWARDS
a) 2014, Award for the most publishing faculty member in the field of educational sciences
5.5. SUPERVISED THESES
a) E. Ünlü (Thesis Author), E. Çakar Özkan (Thesis Advisor), Examining of the autonomy behaviors, self-efficacy beliefs and attitudes of secondary school teachers towards their profession, Burdur Mehmet Akif Ersoy University, Turkey, 2020.
b) B. Özgül (Thesis Author), E. Çakar Özkan (Thesis Advisor), Effectiveness of the problem-based learning approach: A meta-analysis study, Burdur Mehmet Akif Ersoy University, Turkey, 2021.
c) B. Gemici (Thesis Author), E. Çakar Özkan (Thesis Advisor), Examination of Preschool Teacher Candidates’ Self-Efficacy Beliefs, Problem Solving and Communication Skills with Structural Equation Model, Burdur Mehmet Akif Ersoy University, Turkey, 2021.
İlk ve ortaokulu Demre'de, liseyi ise (1978-1981) Finike Cumhuriyet Lisesinde bitirdim. Lisans (Fen-Edebiyat Fakültesi Türk Dili ve Edebiyatı-1982-1986), yüksek lisans (Sosyal Bilimler Enstitüsü Türk Dili-1986-1988 "Âlî'nin Künhü'l-Ahbar'ında Sentaks), doktora (Sosyal Bilimler Enstitüsü Türk Dili-1989-1994, "Yemînî'nin Faziletnamesi: Giriş-Metin ve Gramatikal Dizin") eğitimlerimi Erzurum Atatürk Üniversitesinde tamamladım. 1987 yılında Atatürk Üniversitesi Kâzım Karabekir Eğitim Fakültesi Türk Dili ve Edebiyatı Eğitimi Bölümünde araştırma görevlisi oldum, 1994-2001 yılları arasında yardımcı doçent olarak çalıştım, 2001 yılında Akdeniz Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği anabilim dalında Yrd.Doç. atandım, 2007 yılında doçent, 2013 yılında da aynı fakültenin Türkçe Eğitimi anabilim dalında profesör oldum. Hâlen aynı anabilim dalında görevimi sürdürmekteyim. Evli ve iki çocuk babasıyım. Türk dili ve Türkçe eğitimi alanlarında yayımlanmış birçok kitap, makale ve bildirilerim bulunmaktadır.
Doç. Dr. Begümhan Yüksel, 1999 yılında Hacettepe Üniversitesi Çocuk Gelişimi ve Eğitimi Bölümü’nden lisans derecesiyle mezun olmuştur. 2000 yılında Leeds Üniversitesi’nde Özel Eğitim alanında yüksek lisansını, 2009 yılında ise Ankara Üniversitesi’nde aynı alanda doktorasını tamamlamıştır. Akademik kariyerine 2002 yılında Akdeniz Üniversitesi Eğitim Fakültesi Okul Öncesi Eğitimi Anabilim Dalı’nda öğretim görevlisi olarak başlamış, 2021 yılında doçent unvanını almıştır. Halen Akdeniz Üniversitesi Eğitim Fakültesi Okul Öncesi Eğitimi Anabilim Dalı’nda akademik çalışmalarına devam etmektedir.
Çalışma alanları arasında özel gereksinimli çocukların eğitimi, erken müdahale, erken okuryazarlık, drama, çocuklarla felsefe eğitimi (P4C) ve aile eğitimi yer almaktadır.
ORCID: 0000-0002-0869-9157
João Robert Nogueira é licenciado em Física pela Faculdade de Ciências da Universidade de Lisboa, Mestre em Engenharia do Ambiente pelo Instituto Superior Técnico, é doutorado em Educação pelo Instituto de Educação da Universidade Lusófona de Humanidades e Tecnologias, com a tese “Programação computacional e aprendizagem significativa em Física: um estudo exploratório com alunos do Ensino Secundário”. Como formação suplementar, fez a parte escolar do Mestrado em Gravitação e Altas Energias na Faculdade de Ciências da Universidade de Lisboa.
É professor auxiliar da Faculdade de Engenharia de ULHT, instituição na qual leciona, desde 1997, disciplinas nas áreas da Física, da Matemática e da Programação. Foi, durante três anos, Professor de Física (Assistente estagiário) na Universidade da Beira Interior, tendo tido também uma experiência de dois anos no Ensino Básico e Secundário, no qual lecionou Física e Química e Matemática. É, desde 2010, coordenador da área científica da Física da Faculdade de Engenharia da ULHT. Faz parte da ReLeCo: Aprendizagem & Inovação. Participa actualmente em três projectos ERASMUS+ KA2: "Integrated STEM Education with an Interactive Digital Library for Curious Kids" (ID KA220-SCH-818DA381); "Climate Change and STEM Education in Classrooms" (ID KA220-SCH-4B26A985); "STEAMing up the sustainability with Sustainable Development Goals" (ID KA220-SCH-101EA0B0). Entre 2003 e 2013, foi investigador assistente no grupo MARETEC da secção de Ambiente e Energia do Departamento de Engenharia Mecânica do Instituto Superior Técnico. Durante este período, desenvolveu trabalho na área da modelação oceanográfica, bem como na da modelação biológica.
Atualmente, trabalha na área da didática das Ciências, com enfoque na utilização da programação e de ambientes computacionais nos processos de Ensino/aprendizagem da Física, da Química e da Matemática. Procura, com estas metodologias, potenciar a aprendizagem significativa das Ciências, baseada na interdisciplinaridade e na integração de conceitos.
Yayın Kurulu
-Born at OPorto, Paranhos, 1960.11.15
-Academic and professional degrees
2008: Doctorate (PhD) in Education Sciences, speciality of Philosophy of Education, by Coimbra University.
Thesis title: Education and media culture: Analysis of un-educative practices (published by Âncora/CEI)
Directors: João José S.M.Boavida, António Simões; Committee: Angel Garcia del Dujo, Manuel Pinto, Maria das Dores Formosinho, Manuel Alte da Veiga, João Boavida, António Simões, Ana Paula Relvas
Classification: Praise and Distinction
1998-1996: Attendance of the curricular part of the Doctoral Programme in “Comunicación y Pluralismo”, Salamanca Pontifical University; seventeen subjects: 31 ECTS;
1998: Specialized Trainer for Educational Technology and Communication (B15), Specialized Didactics (Philosophy – C05) by the Portuguese Scientific-pedagogical Council for In-service Training.
1996: Master in Education Sciences, by Coimbra University
Thesis title: Advertising’s (un)educative value (published IUC)
Director: João José S.M.Boavida
Committee: Maria das Dores Formosinho Sanches Simões, António Moderno, João José S.M.Boavida
Classification: Very Good
1995: Specialized trainer for Practical and Pedagogical Research and Specialized Didactics (Philosophy) by the Portuguese Scientific-pedagogical Council for In-service Training;
1991: Graduation in Teaching of Philosophy, Coimbra University.
1989: Graduation in Philosophy, Oporto University.
-Academic career
At Coimbra University
Faculty of Psychology and Education Sciences
Auxiliary Professor since 9.2.2015
At Guarda Polytechnic Institute (IPG), Portugal
Coordinator Professor since 2013.08.01 up to 8.2.2015; Scientific area of Education Sciences, speciality Philosophy of Education;
Adjunct Professor (tenure) since 2000.11.29 up to 2013.08.01; Scientific area of Education Sciences, speciality of Educational Psychology and/or Pedagogical Psychology; provisional appointment between 1997.11.29 and 2000.11.28; Scientific area of Education Sciences, speciality of Educational Psychology and/or Pedagogical Psychology;
Assistant (2nd triennium) between 1994.10.14 and 1997.11.28; (1st triennium) between 1991.10.14 and 1994.10.13; Scientific area of Education Sciences, Teacher Education
-At other Higher Education Institutions
Invited Lecturer (November, 2015), Liepaja University, Latvia, PhD Course on Pedagogy
Invited lecturer (2009-2010), Universidade Lusófona do Porto, Master Course on Psychology of Education, Education Social Psychology;
Invited lecturer (2009-2010), Universidade de Coimbra, Master Course on Education and the Knowledge Society, Knowledge Society Multidisciplinary analysis I;
Invited lecturer (2009-2010), Universidade de Coimbra, Master Course on Education and the Knowledge Society, Knowledge Society Multidisciplinary analysis II;
Invited lecturer (2008-2009), Universidade Lusíada, Post-graduation course on Education, Inclusion and Special Needs, Science Research Methodology;
Invited lecturer (2008-2009), Universidade de Coimbra, Master Course on Education and the Knowledge Society, Themes and Problematics of Contemporary Education;
-Awards
1989: Award Eng.º António de Almeida for the best graduation in Philosophy by Porto University.
- Scholar and management activities
Director; School of Education, Communication and Sports of Guarda Polytechnic (IPG); 8/10/2010 up to January 2014; 19/2/2009-7/10/2010
Member; Council for Evaluation and Quality IPG; 30/09/2009 up to up to January 2014
Coordinator; Library of IPG; 14/04/2009 up to January 2014
Member; Board Coordination IPG; 19/02/2009; Up to January 2014
Member; Coordinating Council for the Evaluation of IPG; 19/02/2009 up to January 2014
Vice-President; Scientific Council ESEG; 2000-2002
Secretary; Scientific Council ESEG; 2000/02-2000/11
Member; Advisory Board ESECD IPG; 1996-1997
Member; Assembly of Representatives ESEG IPG; 1995-1997
Member; General Assembly of the IPG; 1995-1997
Director; Master Course of Basic Education 1st 2nd Cycles Teaching – ESECD-IPG; 04/11/2010 up to January 2014
Coordinator; Education Sciences Disciplinary Area; 2009-2012
Director; Department of Psychology and Educational Sciences ESEG-IPG; 2007-2009; 2004-2007
Departmental Coordinator; ERASMUS mobilities; 2007-2009
Coordinator; Graduation Course of Basic Education 1st Cycle Teachers – ESEG-IPG; 2004-2009
Pedagogical Coordinator; Courses of Higher Specialized Studies – ESEG-IPG; 1999-2001
Pedagogical Coordinator; Complementary Training Courses for Early Childhood Educators and Basic Education 1st Cycle Teachers – ESEG-IPG; 1999-2000
Coordinator; Bachelor Course of Communication and Public Relations – ESEG-IP; 1995-1997; 1993-1995
Member; Scientific Council of ESEG/ Conselho Técnico-Científico da ESECD; 1997/12 up to February 2014
Member; Scientific Council of UDI; Formação; up to February 2014
Member; Permanent Board of UDI; Formação; up to February 2014
Member; Pedagogical Council of ESEG; 2002-2005; 1996-998
Language Editor
