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ANALYZING TECHNOLOGY INTEGRATION SELF-EFFICACY OF PROSPECTIVE TEACHERS: THE CASE OF TURKEY

Year 2018, Volume: 17 Issue: 66, 744 - 765, 15.04.2018
https://doi.org/10.17755/esosder.357330

Abstract

The purpose of this research is to examine
the technology integration self-efficacy of prospective teachers in the
framework of technological pedagogical content knowledge determined in the
context of International Society for Technology in Education Standards
(TPAB-ISTE) and to investigate whether the predictors of preparing pre-service
teachers for technology use predicted the TPACK-ISTE self-efficacy
significantly and how well those values predicted the TPACK-ISTE self-efficacy.
Correlational and causal-comparative research designs of quantitative research
methods were used in this research. The sample of this consists 3932
prospective teachers who study at undergraduate programs’ senior class level
and pedagogical formation certificate programs at 18 different state
universities in Turkey. In this research, a scale of which theoretical
framework depends on TPACK and based on ISTE’s standards is used for data
collection. According to the results of the research, significant difference
was seen in favor of male teacher candidates in terms of technological
knowledge. Also the prospective teachers who took computer courses based on a
certificate had significantly higher technological knowledge and TPACK-ISTE
self-efficacy scores than the others. The results indicated no significant
difference in all dimensions and general scores of TPACK-ISTE self-efficacy in
point of the type of program that prospective teachers attended. The predictors
of preparing pre-service teachers for technology use more significantly
predicted technological knowledge and TPACK-ISTE self-efficacy dimensions than
the other dimensions. 

References

  • Abbitt, J. T. (2011b). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları: Sık kullanılan istatistiksel analizler ve açıklamalı SPSS çözümleri. İstanbul: İdeal Kültür & Yayıncılık. Akgül, F., Küpeli, E., & Kır, İ. (2015). Sınıf öğretmenlerinin bilgisayar okur-yazarlık düzeylerinin belirlenmesi: Kahramanmaraş ili örneği. Elektronik Sosyal Bilimler Dergisi, 14(55), 207-219. Baran, E., & Canbazoğlu Bilici, S. (2015). Teknolojik pedagojik alan bilgisi (TPAB) üzerine alanyazın incelemesi: Türkiye örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 15-32. Barber, M., & Mourshed, M. (2007). How the world's best-performing schools come out on top. London: McKinsey & Company. http://www.smhc-cpre.org/wp-content/uploads/2008/07/how-the-worlds-best-performing-school-systems-come-out-on-top-sept-072.pdf Erişim tarihi: 15.10.2015. Borko, H., Whitcomb, J., & Liston, D. (2009). Wicked problems and other thoughts on issues of technology and teacher learning. Journal of Teacher Education, 60(1), 3-7. Bucci ,T. T., Cherup, S., Cunningham, A., & Petrosino, A. J. (2003). ISTE standards in teacher education: A collection of practical examples. The Teacher Educator, 39(2), 95-114. Bulut, A. (2012). Investigating perceptions of pre service mathematics teachers on their technological pedagogical content knowledge (TPACK) regarding geometry. Master of science thesis, Middle East Technical University, Ankara. Burmabıyık, Ö. (2014). Öğretmenlerin teknolojik pedagojik içerik bilgilerine yönelik öz-yeterlilik algılarının çeşitli değişkenler açısından incelenmesi (Yalova ili örneği). Yüksek lisans tezi, Sakarya Üniversitesi, Sakarya. Busch, T. (1995). Gender differences in self-efficacy and attitudes toward computers. Journal of Educational Computing Research, 12, 147-158. Cavanagh, R. F., & Koehler, M. J. (2013) A turn toward specifying validity criteria in the measurement of technological pedagogical content knowledge (TPACK). Journal of Research on Technology in Education, 46(2), 129-148. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall. Çoklar, A. N. (2014). Primary school preservice teachers’ technolgical pedagogical content knowledge competency in terms of gender and ICT use phase. Education and Science, 39(175), 319-330. Delen, İ., Şen, S., & Erdoğan, N. (2015). Türkiye’deki formasyon programının incelenmesi: Öğretmen adaylarının teknolojik ve pedagojik alan bilgisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 9(2), 252-274. Field, A. P. (2009). Discovering statistics using SPSS (3rd Ed.). London: Sage publications. Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). New York: McGraw Hill. Gökoğlu, S., Öztürk, M. & Çakıroğlu, Ü. (2015). The systems-based mentoring model within the process of technology integration. Participatory Educational Research, Special Issue (2015) II, 70-77. Gönen, S., & Kocakaya, F. (2015). Pedagojik formasyon programına katılan öğrencilerinin teknopedagojik eğitim yeterliklerinin çeşitli değişkenlere göre incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(4), 82-90. Harris, J.,Mishra, P., & Koehler, M. J. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416. Healy, D. (2015). Review of a constructivist approach to the national educational technology standards for teachers. Language Learning & Technology, 19 (1), 54-58. International Society for Technology in Education (2014). ISTE Standards Teachers. http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf. Erişim: 05.02.2014. Jamieson-Proctor, R., Finger, G., Albion, P., Cavanagh, R., Fitzgerald, R., Bond, T., & Grimbeek, P. (2012). Teaching Teachers for the Future (TTF) project: Development of the TTF TPACK survey instrument. Paper presented at ACEC2012: ITs Time Conference, Perth, Australia. Available at: http://bit.ly/ACEC2012_Proceedings Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553-564. Kabakçı Yurdakul, I., Odabaşı, H. F., Kılıçer, K., Çoklar, A. N., Birinci, G., & Kurt, A. A. (2014). Constructing technopedagogical education based on teacher competencies in terms of national standards. Elementary Education Online, 13(4), 1185‐1202. Karataş, F. İ. (2014). Ortaöğretim matematik öğretmenlerinin teknolojik pedagojik alan bilgilerinin ve teknolojiyi entegretme etme öz yeterliliklerinin incelenmesi. Yüksek lisans tezi, Ortadoğu Teknik Üniversitesi. Ankara. Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technologyin Education, 38, 383-408. Koçoğlu, Z. (2009). Exploring the technological pedagogical content knowledge of pre-service teachers in language education. Procedia Social and Behavioral Sciences 1 (2009) 2734–2737. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In R. N. Ronau, C. R. Rakes, & M. L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 16–31). Hershey, PA: Information Science Reference. Koh, J. H. L., & Chai, C. S. (2011). Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. In G.Williams, P. Statham, N. Brown, B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ASCILITE Hobart 2011. (pp.735-746). Kula, A. (2015). Öğretmen adaylarının teknolojik pedagojik alan bilgisi (TPAB) yeterliliklerinin incelenmesi: Bartın Üniversitesi örneği. Akademik Sosyal Araştırmalar Dergisi, 3(12), 395-412. Kuşkaya Mumcu, F. (2011). Bir ağsal öğrenme ortamında öğretmen adaylarına verilen bit entegrasyonu eğitiminin etkililiği. Yayımlanmamış doktora tezi, Hacettepe Üniversitesi, Ankara. Mishra, P., & Koehler, M. (2005). Educational technology by design: Results from a survey assessing its effectiveness. In C. Crawford, C. Roger, I. Gibson, K. McFerrin, J. Price, R. Weber & D. A. Willis (Eds.), Proceedings of the Society for Information Technology & Teacher Education International Conference 2005 (pp. 1–7). Chesapeake, VA: AACE. Morphew, V. N. (2012). A constructivist approach to the National Educational Technnology Standards for teachers. International Society for Technology in Education: EUGENE, OREGON – WASHINGTON, DC. Orhan, D., Kurt, A. A., Ozan, Ş., Som Vural, S., & Türkan, F. (2015). A holistic view to national educational technology standards. Karaelmas Journal of Educational Sciences, 2(2014), 65-79. Safran, M., Kan, A., Üstündağ, M. T., Birbudak, T. S., & Yıldırım, O. (2014). 2013 KPSS sonuçlarının öğretmen adaylarının mezun oldukları alanlara göre incelenmesi. Eğitim ve Bilim, 39(171), 13-25. Sweeney, T.A., & Drummond, A. (2012). How prepared are our pre-service teachers to integrate technology? A pilot study. Australian Computers in Education Conference ACEC12, Perth. Şimşek, Ö. & Yazar, T. (2016). Validity and reliability study of technological pedagogical content knowledge self-efficacy scale based on international educational technology standards (TPACK-ISTE). O. Titrek & M. Potmesil (Eds.), Proceedings book, 1st International Conference on Lifelong Learning and Leadership for All: Vol. 1. (pp. 259-268). 29-31 October 2015 - Palacky University & Moravian University College Olomouc Olomouc, Czech Republic. Şimşek, Ö., & Yazar, T. (2015). Investigation of teachers’ educational technology standards self-efficacy. Paper presented at The 3rd International Congress on Curriculum and Instruction, Çukurova University, 22-24 October 2015, Adana, Turkey. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson Education. Timur, B. (2011). Fen bilgisi öğretmen adaylarının kuvvet ve hareket konusundaki teknolojik pedagojik alan bilgilerinin gelişimi. Yayımlanmamış doktora tezi, Gazi Üniversitesi, Ankara. Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59, 134–144. United Nations Educational Scientific and Cultural Organization (UNESCO) (2011). UNESCO ICT Competency framework for teachers. http://unesdoc.unesco.org/images/0021/002134/213475E.pdf Erişim: 18.07.2014.

ÖĞRETMEN ADAYLARININ EĞİTİMDE TEKNOLOJİ ENTEGRASYON ÖZ-YETERLİKLERİNİN İNCELENMESİ: TÜRKİYE ÖRNEĞİ

Year 2018, Volume: 17 Issue: 66, 744 - 765, 15.04.2018
https://doi.org/10.17755/esosder.357330

Abstract

Bu
araştırmanın amacı öğretmen adaylarının teknoloji entegrasyon
öz-yeterliklerini, uluslararası eğitim teknoloji standartları bağlamında
belirlenen teknolojik pedagojik alan bilgisi çerçevesinde (TPAB-ISTE) incelemek
ve öğretmen adaylarının eğitimde teknoloji entegrasyonu için yetiştirilmesine
etki eden değişkenlerin bu öz yeterliği açıklama düzeylerini belirlemektir. Araştırmada
nicel araştırma yöntemlerinden nedensel karşılaştırma ve ilişkisel tarama
desenlerinden yararlanılmıştır. Araştırmanın örneklemini, Türkiye’deki 18
devlet üniversitesinin eğitim fakültelerinin son sınıfında öğrenim gören ve
pedagojik
formasyon eğitimi sertifika programına
kayıtlı
olan toplam 3932 öğretmen adayı oluşturmaktadır. Veri toplama aracı olarak,
TPAB-ISTE öz-yeterlik ölçeği kullanılmıştır. Araştırma sonuçlarına göre
teknoloji bilgisi boyutunda
erkek öğretmen adayları lehine anlamlı farklılaşma görülmüştür.
Öğrenim görülen program türü
açısından anlamlı bir farklılaşma görülmemiştir. Bilgisayar sertifikasına sahip
olma, öğretmen adaylarının teknoloji bilgisi öz-yeterliği ile TPAB-ISTE
öz-yeterliği puanlarını anlamlı ölçüde arttırmıştır.
Öğretmen adaylarının eğitimde teknoloji entegrasyonu
için yetiştirilmesine etki eden değişkenler
en fazla teknoloji bilgisi ve TPAB-ISTE öz-yeterlik
boyutlarını anlamlı ölçüde açıklamıştır. 

References

  • Abbitt, J. T. (2011b). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları: Sık kullanılan istatistiksel analizler ve açıklamalı SPSS çözümleri. İstanbul: İdeal Kültür & Yayıncılık. Akgül, F., Küpeli, E., & Kır, İ. (2015). Sınıf öğretmenlerinin bilgisayar okur-yazarlık düzeylerinin belirlenmesi: Kahramanmaraş ili örneği. Elektronik Sosyal Bilimler Dergisi, 14(55), 207-219. Baran, E., & Canbazoğlu Bilici, S. (2015). Teknolojik pedagojik alan bilgisi (TPAB) üzerine alanyazın incelemesi: Türkiye örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 15-32. Barber, M., & Mourshed, M. (2007). How the world's best-performing schools come out on top. London: McKinsey & Company. http://www.smhc-cpre.org/wp-content/uploads/2008/07/how-the-worlds-best-performing-school-systems-come-out-on-top-sept-072.pdf Erişim tarihi: 15.10.2015. Borko, H., Whitcomb, J., & Liston, D. (2009). Wicked problems and other thoughts on issues of technology and teacher learning. Journal of Teacher Education, 60(1), 3-7. Bucci ,T. T., Cherup, S., Cunningham, A., & Petrosino, A. J. (2003). ISTE standards in teacher education: A collection of practical examples. The Teacher Educator, 39(2), 95-114. Bulut, A. (2012). Investigating perceptions of pre service mathematics teachers on their technological pedagogical content knowledge (TPACK) regarding geometry. Master of science thesis, Middle East Technical University, Ankara. Burmabıyık, Ö. (2014). Öğretmenlerin teknolojik pedagojik içerik bilgilerine yönelik öz-yeterlilik algılarının çeşitli değişkenler açısından incelenmesi (Yalova ili örneği). Yüksek lisans tezi, Sakarya Üniversitesi, Sakarya. Busch, T. (1995). Gender differences in self-efficacy and attitudes toward computers. Journal of Educational Computing Research, 12, 147-158. Cavanagh, R. F., & Koehler, M. J. (2013) A turn toward specifying validity criteria in the measurement of technological pedagogical content knowledge (TPACK). Journal of Research on Technology in Education, 46(2), 129-148. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall. Çoklar, A. N. (2014). Primary school preservice teachers’ technolgical pedagogical content knowledge competency in terms of gender and ICT use phase. Education and Science, 39(175), 319-330. Delen, İ., Şen, S., & Erdoğan, N. (2015). Türkiye’deki formasyon programının incelenmesi: Öğretmen adaylarının teknolojik ve pedagojik alan bilgisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 9(2), 252-274. Field, A. P. (2009). Discovering statistics using SPSS (3rd Ed.). London: Sage publications. Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). New York: McGraw Hill. Gökoğlu, S., Öztürk, M. & Çakıroğlu, Ü. (2015). The systems-based mentoring model within the process of technology integration. Participatory Educational Research, Special Issue (2015) II, 70-77. Gönen, S., & Kocakaya, F. (2015). Pedagojik formasyon programına katılan öğrencilerinin teknopedagojik eğitim yeterliklerinin çeşitli değişkenlere göre incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(4), 82-90. Harris, J.,Mishra, P., & Koehler, M. J. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416. Healy, D. (2015). Review of a constructivist approach to the national educational technology standards for teachers. Language Learning & Technology, 19 (1), 54-58. International Society for Technology in Education (2014). ISTE Standards Teachers. http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf. Erişim: 05.02.2014. Jamieson-Proctor, R., Finger, G., Albion, P., Cavanagh, R., Fitzgerald, R., Bond, T., & Grimbeek, P. (2012). Teaching Teachers for the Future (TTF) project: Development of the TTF TPACK survey instrument. Paper presented at ACEC2012: ITs Time Conference, Perth, Australia. Available at: http://bit.ly/ACEC2012_Proceedings Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553-564. Kabakçı Yurdakul, I., Odabaşı, H. F., Kılıçer, K., Çoklar, A. N., Birinci, G., & Kurt, A. A. (2014). Constructing technopedagogical education based on teacher competencies in terms of national standards. Elementary Education Online, 13(4), 1185‐1202. Karataş, F. İ. (2014). Ortaöğretim matematik öğretmenlerinin teknolojik pedagojik alan bilgilerinin ve teknolojiyi entegretme etme öz yeterliliklerinin incelenmesi. Yüksek lisans tezi, Ortadoğu Teknik Üniversitesi. Ankara. Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technologyin Education, 38, 383-408. Koçoğlu, Z. (2009). Exploring the technological pedagogical content knowledge of pre-service teachers in language education. Procedia Social and Behavioral Sciences 1 (2009) 2734–2737. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In R. N. Ronau, C. R. Rakes, & M. L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 16–31). Hershey, PA: Information Science Reference. Koh, J. H. L., & Chai, C. S. (2011). Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. In G.Williams, P. Statham, N. Brown, B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ASCILITE Hobart 2011. (pp.735-746). Kula, A. (2015). Öğretmen adaylarının teknolojik pedagojik alan bilgisi (TPAB) yeterliliklerinin incelenmesi: Bartın Üniversitesi örneği. Akademik Sosyal Araştırmalar Dergisi, 3(12), 395-412. Kuşkaya Mumcu, F. (2011). Bir ağsal öğrenme ortamında öğretmen adaylarına verilen bit entegrasyonu eğitiminin etkililiği. Yayımlanmamış doktora tezi, Hacettepe Üniversitesi, Ankara. Mishra, P., & Koehler, M. (2005). Educational technology by design: Results from a survey assessing its effectiveness. In C. Crawford, C. Roger, I. Gibson, K. McFerrin, J. Price, R. Weber & D. A. Willis (Eds.), Proceedings of the Society for Information Technology & Teacher Education International Conference 2005 (pp. 1–7). Chesapeake, VA: AACE. Morphew, V. N. (2012). A constructivist approach to the National Educational Technnology Standards for teachers. International Society for Technology in Education: EUGENE, OREGON – WASHINGTON, DC. Orhan, D., Kurt, A. A., Ozan, Ş., Som Vural, S., & Türkan, F. (2015). A holistic view to national educational technology standards. Karaelmas Journal of Educational Sciences, 2(2014), 65-79. Safran, M., Kan, A., Üstündağ, M. T., Birbudak, T. S., & Yıldırım, O. (2014). 2013 KPSS sonuçlarının öğretmen adaylarının mezun oldukları alanlara göre incelenmesi. Eğitim ve Bilim, 39(171), 13-25. Sweeney, T.A., & Drummond, A. (2012). How prepared are our pre-service teachers to integrate technology? A pilot study. Australian Computers in Education Conference ACEC12, Perth. Şimşek, Ö. & Yazar, T. (2016). Validity and reliability study of technological pedagogical content knowledge self-efficacy scale based on international educational technology standards (TPACK-ISTE). O. Titrek & M. Potmesil (Eds.), Proceedings book, 1st International Conference on Lifelong Learning and Leadership for All: Vol. 1. (pp. 259-268). 29-31 October 2015 - Palacky University & Moravian University College Olomouc Olomouc, Czech Republic. Şimşek, Ö., & Yazar, T. (2015). Investigation of teachers’ educational technology standards self-efficacy. Paper presented at The 3rd International Congress on Curriculum and Instruction, Çukurova University, 22-24 October 2015, Adana, Turkey. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson Education. Timur, B. (2011). Fen bilgisi öğretmen adaylarının kuvvet ve hareket konusundaki teknolojik pedagojik alan bilgilerinin gelişimi. Yayımlanmamış doktora tezi, Gazi Üniversitesi, Ankara. Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59, 134–144. United Nations Educational Scientific and Cultural Organization (UNESCO) (2011). UNESCO ICT Competency framework for teachers. http://unesdoc.unesco.org/images/0021/002134/213475E.pdf Erişim: 18.07.2014.
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Details

Primary Language Turkish
Journal Section Articles
Authors

Ömer Şimşek 0000-0001-8222-1920

Taha Yazar 0000-0002-2285-4889

Publication Date April 15, 2018
Submission Date November 23, 2017
Published in Issue Year 2018 Volume: 17 Issue: 66

Cite

APA Şimşek, Ö., & Yazar, T. (2018). ÖĞRETMEN ADAYLARININ EĞİTİMDE TEKNOLOJİ ENTEGRASYON ÖZ-YETERLİKLERİNİN İNCELENMESİ: TÜRKİYE ÖRNEĞİ. Elektronik Sosyal Bilimler Dergisi, 17(66), 744-765. https://doi.org/10.17755/esosder.357330

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Elektronik Sosyal Bilimler Dergisi (Electronic Journal of Social Sciences), Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı ile lisanslanmıştır.

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