Artificial Intelligence Versus Pre-Service Teachers: A Social Story Comparison

Samet Aksoy; Halil Öztürk; Berfin Korkut; Işıl Önal Doğan; Suphi Ülkü Doğan

doi:10.53444/deubefd.1731722

Araştırma Makalesi

Yıl 2026, Sayı: 67 , - , 31.03.2026

Samet Aksoy , Halil Öztürk , Berfin Korkut , Işıl Önal Doğan , Suphi Ülkü Doğan

https://izlik.org/JA25KP34GK

Öz

Kaynakça

Adams, L., Gouvousis, A., VanLue, M., & Waldron, C. (2004). Social story intervention: Improving communication skills in a child with an autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 19(2), 87-94. https://doi.org/10.1177/10883576040190020301
Adeshola, I., & Adepoju, A. P. (2024). The opportunities and challenges of ChatGPT in education. Interactive Learning Environments, 32(10), 6159-6172. https://doi.org/10.1080/10494820.2023.2253858
Agosta, E., Graetz, J. E., Mastropieri, M. A., & Scruggs, T. E. (2004). Teacher–researcher partnerships to improve social behavior through social stories. Intervention in School and Clinic, 39(5), 276–287. https://doi.org/10.1177/10534512040390050401
Arslan, A., & Zengin, R. (2017). Investigation of science teacher student teachers’ perceptions about the concept of technology through metaphor analysis. The Journal of Academic Social Science Studies, 55, 23-36. http://dx.doi.org/10.9761/JASSS6884
Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
Baki, A., Yalçınkaya, H., Özpınar, İ., & Uzun, S. (2009). Comparison of primary school mathematics teachers’ and pre-service teachers’ perspectives on instructional technologies. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 1(1), 65-83.
Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Open Educational Resources Collection. 6. Retrieved 22 May 2024 https://irl.umsl.edu/oer/6
Baz, E. H. (2016). Attitudes of Turkish EFL student teachers towards technology use. Turkish Online Journal of Educational Technology-TOJET, 15(2), 1-10.
Bernad-Ripoll, S. (2007). Using a self-as-model video combined with Social Stories™ to help a child with Asperger syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22(2), 100-106. https://doi.org/10.1177/10883576070220020101
Bıçakcı, M., & Gül, S. O. (2019). Effect of peer delivered social stories on the crossing skills of primary school students with developmental disabilities. Education and Science, 44(199), 257-278. https://doi.org/10.15390/EB.2019.8168
Boşnak, Ö., & Turhan, C. (2020). Presentation of social stories with tablet computers in social skill instruction for students with autism spectrum disorder. Ilkogretim Online, 19(4). 2161-2170.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.
Bucholz, J. L., Brady, M. P., Duffy, M. L., Scott, J., & Kontosh, L. G. (2008). Using literacy- based behavioral interventions and social stories to improve work behavior in employees with developmental disabilities. Education and Training in Developmental Disabilities, 43(4), 486–501. https://doi.org/10.1177/215416470804300408
Butterworth, B., & Laurillard, D. (2010). Low numeracy and dyscalculia: Identification and intervention. ZDM Mathematics Education, 42(5), 527-539. https://doi.org/10.1007/s11858-010-0267-4
Camilleri, L. J., Maras, K., & Brosnan, M. (2023). A rule-based theoretical account of social stories to address the double empathy problem. Frontiers in Psychology, 14, 1085355. https://doi.org/10.3389/fpsyg.2023.1085355
Camilleri, L. J., Maras, K., & Brosnan, M. (2024). Effective digital support for autism: digital social stories. Frontiers in Psychiatry, 14, 1272157. https://doi.org/10.3389/fpsyt.2023.1272157
Carvalho, L., Martinez-Maldonado, R., Tsai, Y. S., Markauskaite, L., & De Laat, M. (2022). How can we design for learning in an AI world?. Computers and Education: Artificial Intelligence, 3, 100053. https://doi.org/10.1016/j.caeai.2022.100053
Charness, N., & Boot, W. R. (2009). Aging and information technology use: Potential and barriers. Current Directions in Psychological Science, 18(5), 253-258. https://doi.org/10.1111/j.1467-8721.2009.01647.x
Chen, Z. (2022). Measuring the level of homework answer copying during COVID-19 induced remote instruction. Physical Review Physics Education Research, 18(1), 010126. https://doi.org/10.1103/PhysRevPhysEducRes.18.010126
Ciampa, K. (2017). Building bridges between technology and content literacy in special education: Lessons learned from special educators’ use of integrated technology and perceived benefits for students. Literacy Research and Instruction, 56(2), 85-113. https://doi.org/10.1080/19388071.2017.1280863
Çam, M. B., Çelik, N. C., Güntepe, E. T., & Durukan, Ü. G. (2021). Determining teacher candidates’ awareness of artificial Intelligence technologies. Mustafa Kemal University Journal of Institute of Social Sciences, 18(48), 263-285.
Çakmak, M. (2017). Opinions and suggestions of special education researchers using social story application [Master’s Thesis]. Anadolu University.
Çetin, M., & Aktaş, A. (2021). Artificial intelligence and future scenarios in education. OPUS International Journal of Society Researches, 18(Special Issue of Educational Sciences), 422428. https://doi.org/10.26466/opus.911444
Danish, F., & AlShammari, N. (2024). The impact of AI-enhanced social stories on social skills development in autistic students. Kurdish Studies, 12(5), 1513–1521. https://doi.org/10.53555/ks.v12i5.3504
de Freitas, M. P., Piai, V. A., Farias, R. H., Fernandes, A. M., de Moraes Rossetto, A. G., & Leithardt, V. R. Q. (2022). Artificial intelligence of things applied to assistive technology: A systematic literature review. Sensors, 22(21), 8531. https://doi.org/10.3390/s22218531
Degirmenci, H. D., & Tekin-Iftar, E. (2023). Web-based professional development with and without coaching to train Turkish special education teachers. Education and Training in Autism and Developmental Disabilities, 58(3), 299-314. https://doi.org/10.1177/215416472305800305
Değirmenci, H. D. (2018). A comparison of web-based professional development applications, both with and without coaching, in terms of how teachers working with autistic students acquire teaching skills and improve their students' safety skills. [Doctoral Thesis], Anadolu University.
Filiz, G., Kutluca, A. Y., & Üstün, E. Y. (2022). The preschool teacher candidates' technological pedagogical content knowledge levels and technology metaphors. Gazi Journal of Educational Sciences, 8(3), 490-522. https://doi.org/10.30855/gjes.2022.08.03.006 Gray, C. A., & Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1-10.
Gray, C. (2010). The new social story book. Future Horizons.
Gray, C. (2015). The new social story book, revised and expanded 15th anniversary edition: Over 150 social stories that teach everyday social skills to children and adults with autism and their peers. Arlington, TX: Future Horizons INC.
Huang, J., Saleh, S., & Liu, Y. (2021). A review on artificial intelligence in education. Academic Journal of Interdisciplinary Studies, 10(3),206-217. https://doi.org/10.36941/ajis-2021-0077 Holstein, K., Wortman Vaughan, J., Daumé III, H., Dudik, M., & Wallach, H. (2019). Improving fairness in machine learning systems: What do industry practitioners need? In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (pp. 1-16). https://doi.org/10.1145/3290605.3300830
Howley, M., & Arnold, E. (2005). Revealing the hidden social code: Social stories for people with autistic spectrum disorders. Jessica Kingsley Publishers.
Jones, A., Issroff, K., Scanlon, E., Clough, G., McAndrew, P., & Blake, C. (2006). Using mobile devices for learning in informal settings: Is it motivating? Journal of Computer Assisted Learning, 22(5), 347-359. İşler, B., & Kılıç, M. (2021). Use and development of artificial intelligence in education. e- Journal of New Media, 5(1), 1-11.
Isman, A., & Dabaj, F. (2003). Attitudes of students towards Internet. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1618-1621). Association for the Advancement of Computing in Education (AACE).
Istenic, A., Bratko, I., & Rosanda, V. (2021). Pre-service teachers’ concerns about social robots in the classroom: A development model. Educational Self-Development, 16(2), 60–87. https://doi.org/10.26907/esd.16.2.05
Kaban, A. L., & Ergül, I. B. (2020). Teachers’ attitudes towards the use of tablets in six EFL classrooms. In P. Eva (Ed.), Examining the roles of teachers and students in mastering new technologies (pp. 284–298). IGI Global. https://doi.org/10.4018/978-1-7998-21045.ch015
Kalyva, E., & Agaliotis, I. (2009). Can social stories enhance the interpersonal conflict resolution skills of children with LD? Research in Developmental Disabilities, 30(1), 192–202. https://doi.org/10.1016/j.ridd.2008.02.005
Kaya, N. H., & Ünal, F. (2022). The effectiveness of social stories on online safety skills to individuals with intellectual disabilities. The Journal of Buca Faculty of Education, 53, 369–389. https://doi.org/10.53444/deubefd.1059725
Kennedy, M. J., Thomas, C. N., Meyer, J. P., Alves, K. D., & Lloyd, J. W. (2014). Using evidence- based multimedia to improve vocabulary performance of adolescents with LD: A UDL approach. Learning Disability Quarterly, 37(2), 71-86. https://doi.org/10.1177/0731948713507262
Kim, N. J., & Kim, M. K. (2022). Teacher’s perceptions of using an artificial intelligence based educational tool for scientific writing. Frontiers in Education, 7, 755914. https://doi.org/10.3389/feduc.2022.755914
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Yıl 2026, Sayı: 67 , - , 31.03.2026

Samet Aksoy , Halil Öztürk , Berfin Korkut , Işıl Önal Doğan , Suphi Ülkü Doğan

https://izlik.org/JA25KP34GK

Öz

Kaynakça

Adams, L., Gouvousis, A., VanLue, M., & Waldron, C. (2004). Social story intervention: Improving communication skills in a child with an autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 19(2), 87-94. https://doi.org/10.1177/10883576040190020301
Adeshola, I., & Adepoju, A. P. (2024). The opportunities and challenges of ChatGPT in education. Interactive Learning Environments, 32(10), 6159-6172. https://doi.org/10.1080/10494820.2023.2253858
Agosta, E., Graetz, J. E., Mastropieri, M. A., & Scruggs, T. E. (2004). Teacher–researcher partnerships to improve social behavior through social stories. Intervention in School and Clinic, 39(5), 276–287. https://doi.org/10.1177/10534512040390050401
Arslan, A., & Zengin, R. (2017). Investigation of science teacher student teachers’ perceptions about the concept of technology through metaphor analysis. The Journal of Academic Social Science Studies, 55, 23-36. http://dx.doi.org/10.9761/JASSS6884
Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
Baki, A., Yalçınkaya, H., Özpınar, İ., & Uzun, S. (2009). Comparison of primary school mathematics teachers’ and pre-service teachers’ perspectives on instructional technologies. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 1(1), 65-83.
Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Open Educational Resources Collection. 6. Retrieved 22 May 2024 https://irl.umsl.edu/oer/6
Baz, E. H. (2016). Attitudes of Turkish EFL student teachers towards technology use. Turkish Online Journal of Educational Technology-TOJET, 15(2), 1-10.
Bernad-Ripoll, S. (2007). Using a self-as-model video combined with Social Stories™ to help a child with Asperger syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22(2), 100-106. https://doi.org/10.1177/10883576070220020101
Bıçakcı, M., & Gül, S. O. (2019). Effect of peer delivered social stories on the crossing skills of primary school students with developmental disabilities. Education and Science, 44(199), 257-278. https://doi.org/10.15390/EB.2019.8168
Boşnak, Ö., & Turhan, C. (2020). Presentation of social stories with tablet computers in social skill instruction for students with autism spectrum disorder. Ilkogretim Online, 19(4). 2161-2170.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.
Bucholz, J. L., Brady, M. P., Duffy, M. L., Scott, J., & Kontosh, L. G. (2008). Using literacy- based behavioral interventions and social stories to improve work behavior in employees with developmental disabilities. Education and Training in Developmental Disabilities, 43(4), 486–501. https://doi.org/10.1177/215416470804300408
Butterworth, B., & Laurillard, D. (2010). Low numeracy and dyscalculia: Identification and intervention. ZDM Mathematics Education, 42(5), 527-539. https://doi.org/10.1007/s11858-010-0267-4
Camilleri, L. J., Maras, K., & Brosnan, M. (2023). A rule-based theoretical account of social stories to address the double empathy problem. Frontiers in Psychology, 14, 1085355. https://doi.org/10.3389/fpsyg.2023.1085355
Camilleri, L. J., Maras, K., & Brosnan, M. (2024). Effective digital support for autism: digital social stories. Frontiers in Psychiatry, 14, 1272157. https://doi.org/10.3389/fpsyt.2023.1272157
Carvalho, L., Martinez-Maldonado, R., Tsai, Y. S., Markauskaite, L., & De Laat, M. (2022). How can we design for learning in an AI world?. Computers and Education: Artificial Intelligence, 3, 100053. https://doi.org/10.1016/j.caeai.2022.100053
Charness, N., & Boot, W. R. (2009). Aging and information technology use: Potential and barriers. Current Directions in Psychological Science, 18(5), 253-258. https://doi.org/10.1111/j.1467-8721.2009.01647.x
Chen, Z. (2022). Measuring the level of homework answer copying during COVID-19 induced remote instruction. Physical Review Physics Education Research, 18(1), 010126. https://doi.org/10.1103/PhysRevPhysEducRes.18.010126
Ciampa, K. (2017). Building bridges between technology and content literacy in special education: Lessons learned from special educators’ use of integrated technology and perceived benefits for students. Literacy Research and Instruction, 56(2), 85-113. https://doi.org/10.1080/19388071.2017.1280863
Çam, M. B., Çelik, N. C., Güntepe, E. T., & Durukan, Ü. G. (2021). Determining teacher candidates’ awareness of artificial Intelligence technologies. Mustafa Kemal University Journal of Institute of Social Sciences, 18(48), 263-285.
Çakmak, M. (2017). Opinions and suggestions of special education researchers using social story application [Master’s Thesis]. Anadolu University.
Çetin, M., & Aktaş, A. (2021). Artificial intelligence and future scenarios in education. OPUS International Journal of Society Researches, 18(Special Issue of Educational Sciences), 422428. https://doi.org/10.26466/opus.911444
Danish, F., & AlShammari, N. (2024). The impact of AI-enhanced social stories on social skills development in autistic students. Kurdish Studies, 12(5), 1513–1521. https://doi.org/10.53555/ks.v12i5.3504
de Freitas, M. P., Piai, V. A., Farias, R. H., Fernandes, A. M., de Moraes Rossetto, A. G., & Leithardt, V. R. Q. (2022). Artificial intelligence of things applied to assistive technology: A systematic literature review. Sensors, 22(21), 8531. https://doi.org/10.3390/s22218531
Degirmenci, H. D., & Tekin-Iftar, E. (2023). Web-based professional development with and without coaching to train Turkish special education teachers. Education and Training in Autism and Developmental Disabilities, 58(3), 299-314. https://doi.org/10.1177/215416472305800305
Değirmenci, H. D. (2018). A comparison of web-based professional development applications, both with and without coaching, in terms of how teachers working with autistic students acquire teaching skills and improve their students' safety skills. [Doctoral Thesis], Anadolu University.
Filiz, G., Kutluca, A. Y., & Üstün, E. Y. (2022). The preschool teacher candidates' technological pedagogical content knowledge levels and technology metaphors. Gazi Journal of Educational Sciences, 8(3), 490-522. https://doi.org/10.30855/gjes.2022.08.03.006 Gray, C. A., & Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1-10.
Gray, C. (2010). The new social story book. Future Horizons.
Gray, C. (2015). The new social story book, revised and expanded 15th anniversary edition: Over 150 social stories that teach everyday social skills to children and adults with autism and their peers. Arlington, TX: Future Horizons INC.
Huang, J., Saleh, S., & Liu, Y. (2021). A review on artificial intelligence in education. Academic Journal of Interdisciplinary Studies, 10(3),206-217. https://doi.org/10.36941/ajis-2021-0077 Holstein, K., Wortman Vaughan, J., Daumé III, H., Dudik, M., & Wallach, H. (2019). Improving fairness in machine learning systems: What do industry practitioners need? In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (pp. 1-16). https://doi.org/10.1145/3290605.3300830
Howley, M., & Arnold, E. (2005). Revealing the hidden social code: Social stories for people with autistic spectrum disorders. Jessica Kingsley Publishers.
Jones, A., Issroff, K., Scanlon, E., Clough, G., McAndrew, P., & Blake, C. (2006). Using mobile devices for learning in informal settings: Is it motivating? Journal of Computer Assisted Learning, 22(5), 347-359. İşler, B., & Kılıç, M. (2021). Use and development of artificial intelligence in education. e- Journal of New Media, 5(1), 1-11.
Isman, A., & Dabaj, F. (2003). Attitudes of students towards Internet. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1618-1621). Association for the Advancement of Computing in Education (AACE).
Istenic, A., Bratko, I., & Rosanda, V. (2021). Pre-service teachers’ concerns about social robots in the classroom: A development model. Educational Self-Development, 16(2), 60–87. https://doi.org/10.26907/esd.16.2.05
Kaban, A. L., & Ergül, I. B. (2020). Teachers’ attitudes towards the use of tablets in six EFL classrooms. In P. Eva (Ed.), Examining the roles of teachers and students in mastering new technologies (pp. 284–298). IGI Global. https://doi.org/10.4018/978-1-7998-21045.ch015
Kalyva, E., & Agaliotis, I. (2009). Can social stories enhance the interpersonal conflict resolution skills of children with LD? Research in Developmental Disabilities, 30(1), 192–202. https://doi.org/10.1016/j.ridd.2008.02.005
Kaya, N. H., & Ünal, F. (2022). The effectiveness of social stories on online safety skills to individuals with intellectual disabilities. The Journal of Buca Faculty of Education, 53, 369–389. https://doi.org/10.53444/deubefd.1059725
Kennedy, M. J., Thomas, C. N., Meyer, J. P., Alves, K. D., & Lloyd, J. W. (2014). Using evidence- based multimedia to improve vocabulary performance of adolescents with LD: A UDL approach. Learning Disability Quarterly, 37(2), 71-86. https://doi.org/10.1177/0731948713507262
Kim, N. J., & Kim, M. K. (2022). Teacher’s perceptions of using an artificial intelligence based educational tool for scientific writing. Frontiers in Education, 7, 755914. https://doi.org/10.3389/feduc.2022.755914
Kjeldgaard-Christiansen, J. (2024). What is creepiness, and what makes ChatGPT creepy? Leviathan: Interdisciplinary Journal in English, 10, 1-15. https://doi.org/10.7146/lev102024144284
Kokina, A., & Kern, L. (2010). Social Story™ interventions for students with autism spectrum disorders: A meta-analysis. Journal of Autism and Developmental Disorders, 40, 812- 826.
Kurt, O., & Kutlu, M. (2019). Effectiveness of social stories in teaching abduction-prevention skills to children with autism. Journal of Autism and Developmental Disorders, 49, 3807– 3818. https://doi.org/10.1007/s10803-019-04096-9
Marino, M. T., Vasquez, E., Dieker, L., Basham, J., & Blackorby, J. (2023). The future of artificial intelligence in special education technology. Journal of Special Education Technology, 38(3), 404-416. https://doi.org/10.1177/01626434231165977
Menzi, N., Çalışkan, E., & Çetin, O. (2012). Investigation of pre-service teachers' technology competencies in terms of various variables. Anadolu Journal of Educational Sciences International, 2(1), 1-18.
Mokmin, N. A. M., & Rassy, R. P. (2024). Review of the trends in the use of augmented reality technology for students with disabilities when learning physical education. Education and Information Technologies, 29(2), 1251-1277. https://doi.org/10.1007/s10639-022-11550-2
Moudry Quilty, K. (2007). Teaching paraprofessionals how to write and implement social stories for students with autism spectrum disorders. Remedial and Special Education, 28(3), 182-189. https://doi.org/10.1177/07419325070280030701
National Autism Center. (2009). The National Autism Center’s national standards report. https://www.nationalautismcenter.org/reports/
National Professional Development Center on Autism. (2014). Evidence-based practices. https://autismpdc.fpg.unc.edu/wp-content/uploads/2014-EBP-Report.pdf
Obschonka, M., & Audretsch, D. B. (2020). Artificial intelligence and big data in entrepreneurship: A new era has begun. Small Business Economics, 55(3), 529-539. https://doi.org/10.1007/s11187-019-00202-4
Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 275– 282. https://doi.org/10.1080/10459881003785506
Olçay-Gül, S., & Tekin-Iftar, E. (2016). Family generated and delivered social story intervention: Acquisition, maintenance, and generalization of social skills in youths with ASD. Education and Training in Autism and Developmental Disabilities, 51(1), 67-78. https://doi.org/10.1177/215416471605100107
Olçay, S., Kıyak, Ü. E., & Toper Korkmaz, Ö. (2022). Is social story™ an evidence-based practice? A meta-analysis and comprehensive descriptive analysis study. Ankara University Faculty of Educational Sciences Journal of Special Education, 23(2), 431– 458. https://doi.org/10.21565/ozelegitimdergisi.766765
Prensky, M. (2008). Backup education?. Too many teachers see education as preparing kids for the past, not the future. Educational Technology, 48(1), 64-67.
Piper, A., Reeve, S. A., Deshais, M. A., Nirgudkar, A., Milata, E. M., Hickey, C. R., Thomas, R. R., & Stiuso, M. (2024). An evaluation of social stories™ to teach classroom social skills to children with an intellectual disability. Education and Training in Autism and Developmental Disabilities, 59(3), 323–339. https://doi.org/10.1177/215416472405900307
Reynhout, G., & Carter, M. (2006). Social Stories™ for children with disabilities. Journal of Autism and Developmental Disorders, 36, 445-469.
Sansosti, F. J., & Powell-Smith, K. A. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10(3), 162-178. https://doi.org/10.1177/1098300708316259
Scattone, D., Tingstrom, D. H., & Wilczynski, S. M. (2006). Increasing appropriate social interactions of children with autism spectrum disorders using Social Stories™. Focus onAutism and Other Developmental Disabilities, 21(4), 211-222. https://doi.org/10.1177/10883576060210040201
Seo, S., & Kim, C. (2021). Analysis of understanding of prospective teachers’ computational thinking on artificial intelligence education. Journal of The Korean Association of Information Education, 25(1), 123-134. https://doi.org/10.14352/jkaie.2021.25.1.123
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yucesoy-Ozkan, S., & Savage, M. N. (2020). Evidence- based practices for children, youth, and young adults with autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. https://eric.ed.gov/?id=ED609029
Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the Education of young people. Technology in Society, 65, 101565. https://doi.org/10.1016/j.techsoc.2021.101565
Talan, T., & Kalinkara, Y. (2023). The role of artificial intelligence in higher education: ChatGPT evaluation for an anatomy course. International Journal of Management Information Systems and Computer Science, 7(1), 33-40. https://doi.org/10.33461/uybisbbd.1244777
Tallvid, M. (2016). Understanding teachers’ reluctance to the pedagogical use of ICT in the 1:1 classroom. Education and Information Technologies, 21, 503–519. https://doi.org/10.1007/s10639-014-9335-7
Timms, M. J. (2016). Letting artificial intelligence in education out of the box: Educational cobots and smart classrooms. International Journal of Artificial Intelligence in Education, 26, 701-712. https://doi.org/10.1007/s40593-016-0095-y
Turan Güntepe, E., & Keleş, E. (2022). Evaluation of technology ıntegration process in the faculty of education by concentric circles model. Ahi Evran University Journal of Kırşehir Education Faculty, 23(2), 1639-1690.
Vandermeer, J., Beamish, W., Milford, T., & Lang, W. (2015). iPad-presented social stories for young children with autism. Developmental Neurorehabilitation, 18(2), 75-81. https://doi.org/10.3109/17518423.2013.809811
Qi, C. H., Barton, E. E., Collier, M., Lin, Y. L., & Montoya, C. (2018). A systematic review of effects of social stories interventions for individuals with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 33(1), 25-34. https://doi.org/10.1177/1088357615613516
Yin, R. K. (2004). The case study anthology. Sage Publications.
Zaklas, N., & Gazit, T. (2025). The experience of using AI-generated social stories as a behavioral intervention tool for children. SSRN.
Zengin, E., & Uğraş, M. (2019). Determination of class teacher candidates methodoric perceptions of stem education. EKEV Academy Journal, 23(77), 57-76.
Zhai, X. (2022). ChatGPT user experience: Implications for education. SSRN. Access of date: 19.11.2022. Electronic copy available at: https://ssrn.com/abstract=4312418

Artificial Intelligence Versus Pre-Service Teachers: A Social Story Comparison

Yıl 2026, Sayı: 67 , - , 31.03.2026

Samet Aksoy , Halil Öztürk , Berfin Korkut , Işıl Önal Doğan , Suphi Ülkü Doğan

https://izlik.org/JA25KP34GK

Öz

This study compares social stories prepared by pre-service teachers and AI-generated social stories, focusing on the story preparation process, the appropriateness of social stories, and pre-service teachers’ views on technology and artificial intelligence. Designed as a case study, the research involved 11 pre-service teachers enrolled in a special education teacher education program. Social stories were created by the participants and generated using AI tools (ChatGPT for text generation and DALL·E for visual production). Data were collected through AI-generated social stories, semi-structured interviews, expert evaluations using the Social Story Evaluation Guide, and researcher diary entries. Social stories were evaluated across 12 criteria, including structural organization, language use, perspective, appropriateness of visuals, and alignment with social story principles. The findings indicated that social stories prepared by pre-service teachers outperformed AI-generated stories on nine criteria, whereas AI-generated stories showed stronger performance on one criterion, with equivalent results observed on two criteria. The findings highlight the potential of AI as a supportive tool in social story development while emphasizing the continued importance of pedagogical judgment and systematic training in AI use. The study offers implications for teacher education programs and the informed integration of AI into special education practices.

Anahtar Kelimeler

Artificial intelligence , social stories , pre-service teachers , educational technology , special education

Destekleyen Kurum

TÜBİTAK

Teşekkür

This study was supported by TÜBİTAK 2209-A - University Students Research Projects Support Program. We would like to thank TÜBİTAK for its support.

Kaynakça

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Kim, N. J., & Kim, M. K. (2022). Teacher’s perceptions of using an artificial intelligence based educational tool for scientific writing. Frontiers in Education, 7, 755914. https://doi.org/10.3389/feduc.2022.755914
Kjeldgaard-Christiansen, J. (2024). What is creepiness, and what makes ChatGPT creepy? Leviathan: Interdisciplinary Journal in English, 10, 1-15. https://doi.org/10.7146/lev102024144284
Kokina, A., & Kern, L. (2010). Social Story™ interventions for students with autism spectrum disorders: A meta-analysis. Journal of Autism and Developmental Disorders, 40, 812- 826.
Kurt, O., & Kutlu, M. (2019). Effectiveness of social stories in teaching abduction-prevention skills to children with autism. Journal of Autism and Developmental Disorders, 49, 3807– 3818. https://doi.org/10.1007/s10803-019-04096-9
Marino, M. T., Vasquez, E., Dieker, L., Basham, J., & Blackorby, J. (2023). The future of artificial intelligence in special education technology. Journal of Special Education Technology, 38(3), 404-416. https://doi.org/10.1177/01626434231165977
Menzi, N., Çalışkan, E., & Çetin, O. (2012). Investigation of pre-service teachers' technology competencies in terms of various variables. Anadolu Journal of Educational Sciences International, 2(1), 1-18.
Mokmin, N. A. M., & Rassy, R. P. (2024). Review of the trends in the use of augmented reality technology for students with disabilities when learning physical education. Education and Information Technologies, 29(2), 1251-1277. https://doi.org/10.1007/s10639-022-11550-2
Moudry Quilty, K. (2007). Teaching paraprofessionals how to write and implement social stories for students with autism spectrum disorders. Remedial and Special Education, 28(3), 182-189. https://doi.org/10.1177/07419325070280030701
National Autism Center. (2009). The National Autism Center’s national standards report. https://www.nationalautismcenter.org/reports/
National Professional Development Center on Autism. (2014). Evidence-based practices. https://autismpdc.fpg.unc.edu/wp-content/uploads/2014-EBP-Report.pdf
Obschonka, M., & Audretsch, D. B. (2020). Artificial intelligence and big data in entrepreneurship: A new era has begun. Small Business Economics, 55(3), 529-539. https://doi.org/10.1007/s11187-019-00202-4
Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 275– 282. https://doi.org/10.1080/10459881003785506
Olçay-Gül, S., & Tekin-Iftar, E. (2016). Family generated and delivered social story intervention: Acquisition, maintenance, and generalization of social skills in youths with ASD. Education and Training in Autism and Developmental Disabilities, 51(1), 67-78. https://doi.org/10.1177/215416471605100107
Olçay, S., Kıyak, Ü. E., & Toper Korkmaz, Ö. (2022). Is social story™ an evidence-based practice? A meta-analysis and comprehensive descriptive analysis study. Ankara University Faculty of Educational Sciences Journal of Special Education, 23(2), 431– 458. https://doi.org/10.21565/ozelegitimdergisi.766765
Prensky, M. (2008). Backup education?. Too many teachers see education as preparing kids for the past, not the future. Educational Technology, 48(1), 64-67.
Piper, A., Reeve, S. A., Deshais, M. A., Nirgudkar, A., Milata, E. M., Hickey, C. R., Thomas, R. R., & Stiuso, M. (2024). An evaluation of social stories™ to teach classroom social skills to children with an intellectual disability. Education and Training in Autism and Developmental Disabilities, 59(3), 323–339. https://doi.org/10.1177/215416472405900307
Reynhout, G., & Carter, M. (2006). Social Stories™ for children with disabilities. Journal of Autism and Developmental Disorders, 36, 445-469.
Sansosti, F. J., & Powell-Smith, K. A. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10(3), 162-178. https://doi.org/10.1177/1098300708316259
Scattone, D., Tingstrom, D. H., & Wilczynski, S. M. (2006). Increasing appropriate social interactions of children with autism spectrum disorders using Social Stories™. Focus onAutism and Other Developmental Disabilities, 21(4), 211-222. https://doi.org/10.1177/10883576060210040201
Seo, S., & Kim, C. (2021). Analysis of understanding of prospective teachers’ computational thinking on artificial intelligence education. Journal of The Korean Association of Information Education, 25(1), 123-134. https://doi.org/10.14352/jkaie.2021.25.1.123
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yucesoy-Ozkan, S., & Savage, M. N. (2020). Evidence- based practices for children, youth, and young adults with autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. https://eric.ed.gov/?id=ED609029
Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the Education of young people. Technology in Society, 65, 101565. https://doi.org/10.1016/j.techsoc.2021.101565
Talan, T., & Kalinkara, Y. (2023). The role of artificial intelligence in higher education: ChatGPT evaluation for an anatomy course. International Journal of Management Information Systems and Computer Science, 7(1), 33-40. https://doi.org/10.33461/uybisbbd.1244777
Tallvid, M. (2016). Understanding teachers’ reluctance to the pedagogical use of ICT in the 1:1 classroom. Education and Information Technologies, 21, 503–519. https://doi.org/10.1007/s10639-014-9335-7
Timms, M. J. (2016). Letting artificial intelligence in education out of the box: Educational cobots and smart classrooms. International Journal of Artificial Intelligence in Education, 26, 701-712. https://doi.org/10.1007/s40593-016-0095-y
Turan Güntepe, E., & Keleş, E. (2022). Evaluation of technology ıntegration process in the faculty of education by concentric circles model. Ahi Evran University Journal of Kırşehir Education Faculty, 23(2), 1639-1690.
Vandermeer, J., Beamish, W., Milford, T., & Lang, W. (2015). iPad-presented social stories for young children with autism. Developmental Neurorehabilitation, 18(2), 75-81. https://doi.org/10.3109/17518423.2013.809811
Qi, C. H., Barton, E. E., Collier, M., Lin, Y. L., & Montoya, C. (2018). A systematic review of effects of social stories interventions for individuals with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 33(1), 25-34. https://doi.org/10.1177/1088357615613516
Yin, R. K. (2004). The case study anthology. Sage Publications.
Zaklas, N., & Gazit, T. (2025). The experience of using AI-generated social stories as a behavioral intervention tool for children. SSRN.
Zengin, E., & Uğraş, M. (2019). Determination of class teacher candidates methodoric perceptions of stem education. EKEV Academy Journal, 23(77), 57-76.
Zhai, X. (2022). ChatGPT user experience: Implications for education. SSRN. Access of date: 19.11.2022. Electronic copy available at: https://ssrn.com/abstract=4312418

Yapay Zeka Öğretmen Adaylarına Karşı: Bir Sosyal Öykü Karşılaştırması

Yıl 2026, Sayı: 67 , - , 31.03.2026

Samet Aksoy , Halil Öztürk , Berfin Korkut , Işıl Önal Doğan , Suphi Ülkü Doğan

https://izlik.org/JA25KP34GK

Öz

Bu çalışma, öğretmen adayları tarafından hazırlanan sosyal öyküler ile yapay zekâ tarafından üretilen sosyal öyküleri; öykü hazırlama süreci, sosyal öykülerin uygunluğu ve öğretmen adaylarının teknoloji ile yapay zekâya yönelik görüşleri açısından karşılaştırmaktadır. Durum çalışması deseninde tasarlanan araştırma, özel eğitim öğretmenliği programına devam eden 11 öğretmen adayı ile yürütülmüştür. Sosyal öyküler, katılımcılar tarafından hazırlanmış ve yapay zekâ araçları (metin üretimi için ChatGPT, görsel üretimi için DALL·E) kullanılarak oluşturulmuştur. Veriler; yapay zekâ tarafından üretilen sosyal öyküler, yarı yapılandırılmış görüşmeler, Sosyal Öykü Değerlendirme Rehberi kullanılarak yapılan uzman değerlendirmeleri ve araştırmacı günlüğü aracılığıyla toplanmıştır. Sosyal öyküler; yapısal düzen, dil kullanımı, bakış açısı, görsellerin uygunluğu ve sosyal öykü ilkeleriyle uyum gibi ölçütleri içeren toplam 12 kriter üzerinden değerlendirilmiştir. Bulgular, öğretmen adayları tarafından hazırlanan sosyal öykülerin dokuz kriterde yapay zekâ tarafından üretilen öykülerden daha yüksek puan aldığını; yapay zekâ tarafından üretilen öykülerin bir kriterde daha başarılı olduğunu ve iki kriterde ise eşdeğer sonuçlar elde edildiğini göstermiştir. Elde edilen bulgular, yapay zekânın sosyal öykü geliştirme sürecinde destekleyici bir araç olarak kullanılabileceğini ortaya koyarken, pedagojik yargının ve yapay zekâ kullanımına yönelik sistematik eğitimin önemini vurgulamaktadır. Çalışma, öğretmen eğitimi programları ve yapay zekânın özel eğitim uygulamalarına bilinçli bir şekilde entegre edilmesine yönelik önemli çıkarımlar sunmaktadır.

Anahtar Kelimeler

Yapay zeka , sosyal öykü , öğretmen adayları , eğitim teknolojisi , özel eğitim

Destekleyen Kurum

TÜBİTAK- 2209-A - Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı

Teşekkür

Bu çalışma TÜBİTAK 2209-A - Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı kapsamında desteklenmiştir. Desteği için TÜBİTAK'a teşekkür ederiz.

Kaynakça

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Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	İngilizce
Konular	Otizm ve Spekrum Bozukluğu Eğitimi, Özel Eğitim ve Engelli Eğitimi (Diğer)
Bölüm	Araştırma Makalesi
Yazarlar	Samet Aksoy 0009-0005-9935-1103 Halil Öztürk 0000-0001-5646-2130 Berfin Korkut 0000-0000-0000-0000 Işıl Önal Doğan 0000-0000-0000-0001 Suphi Ülkü Doğan 0000-0000-0000-0002
Gönderilme Tarihi	1 Temmuz 2025
Kabul Tarihi	25 Şubat 2026
Yayımlanma Tarihi	31 Mart 2026
DOI	https://doi.org/10.53444/deubefd.1731722
IZ	https://izlik.org/JA25KP34GK
Yayımlandığı Sayı	Yıl 2026 Sayı: 67

Kaynak Göster

APA	Aksoy, S., Öztürk, H., Korkut, B., Önal Doğan, I., & Doğan, S. Ü. (2026). Artificial Intelligence Versus Pre-Service Teachers: A Social Story Comparison. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 67. https://doi.org/10.53444/deubefd.1731722

Amaç ve Kapsam

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, Eğitim Bilimleri ve Öğretmen Yetiştirme temel alanı kapsamında gerçekleştirilen nitelikli bilimsel çalışmaları yayımlayarak politika yapıcılar dahil her türlü yararlanıcılara en hızlı bir şekilde sunmayı, bu çalışmaların yaygın bir şekilde ulusal ve uluslararası görünürlüğünü sağlamayı, etkili ve yenilikçi öğrenme içerikleriyle öğretmenleri mesleki gelişimlerini desteklemeyi ve bilgi- beceri sentezinde araştırma sonuçlarını en hızlı şekilde öğrenme ortamlarına ulaştırarak, öğrencilerin öğrenme içeriklerini zenginleştirmeyi ve öğrenme kapasitelerini güçlendirmeyi amaçlamaktadır.

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi’nde, Eğitim Bilimleri ve Öğretmen Yetiştirme temel alanı kapsamında yapılan her türlü nitel, nicel ve karma desen araştırma, sistematik derleme, meta analiz, meta-sentez çalışmalarına yer verilmektedir. Çalışmalar alana nitelikli katkı sağlama potansiyeli taşımalı ve daha önce hiçbir bir yerde yayımlanmamış olmalıdır.

Dergimizin 1992-2005 yılları arasında yayınlanan sayılarına aşağıdaki linkten ulaşabilirsiniz:

https://acikerisim.deu.edu.tr/xmlui/handle/20.500.12397/17

Yazım Kuralları

ÖRNEK ŞABLON

TELİF HAKKI DEVİR FORMU

YAPAY ZEKA KULLANIMI BEYAN FORMU

Dergimizde yayımlanmak üzere gönderilen makaleler yukarıda verilen örnek şablona uygun olarak hazırlanmalı ve gönderilmelidir. Makalenizi sisteme yüklerken kör hakemlik uygulamasından dolayı isimleri silmeniz gerekmektedir. Dosya ismi makale adından oluşmalıdır. 2020 yılı itibariyle yapılan makale başvurularında yazarların etik kurul izinlerini sisteme başvuru esnasında makaleleriyle birlikte yüklemeleri gerekmektedir.

Gönderilen makale daha önce bir yerde yayımlanmamış ya da yayımlanmak üzere gönderilmemiş olmalıdır. Gönderilen makalelerin Buca Eğitim Fakültesi Dergisi yazım kurallarına uyması gereklidir. Ayrıca yukarıda verilen linkten indirebileceğiniz “telif hakkı devir formunu” doldurarak makale ile birlikte eklenti olarak sisteme yüklemeniz gerekmektedir.

Araştırma problemi, amaçları ve seçilen araştırma yöntemi ile problem arasında ilişki açık bir şekilde ortaya konmalıdır. Kullanılan araştırma yönteminin gerekçesi açıklanmalıdır. Veri toplama araçlarının ve analizinin geçerliği ve güvenirliği belirtilmelidir. Bulgular bütünlük içinde sunulmalıdır. Sonuçların yorumları mevcut literatüre göre tartışılmalıdır.

Etik Kurul izni gerektiren çalışmalar (anket ya da ölçek uygulamayı gerektiren, görüşme ve gözlem içeren; doküman, resim, anket vb. diğerleri tarafından geliştirilen ve kullanım izni gerektiren çalışmalar) için etik kurullardan ya da komisyonlardan gerekli izinlerin alınması, bunların makale içeriğinde belirtilmesi ya da ek dosya olarak sunulması gerekmektedir.

Gönderilen makalede kullanılan dil açık olmalıdır. Tekrarlardan, desteklenmemiş ifadelerden ve konu dışı açıklamalardan kaçınılmalıdır.

Etik İlkeler ve Yayın Politikası

Yayın Etiği

Bu dergi Creative Commons'ın Atıf-GayriTicari-AynıLisanslaPaylaş 4.0 Uluslararası lisansı ile lisanslanan ve 12 Eylül 2012 tarihli "Budapeşte Açık Erişim Girişimi"ni kabul eden ve destekleyen açık erişimli bir dergidir. Dergimiz için herhangi bir makale işlem ve gönderim bedeli bulunmamaktadır.

Etik Kurul izni gerektiren çalışmalar (anket ya da ölçek uygulamayı gerektiren, görüşme ve gözlem içeren; doküman, resim, anket vb. diğerleri tarafından geliştirilen ve kullanım izni gerektiren çalışmalar) için etik kurullardan ya da komisyonlardan gerekli izinlerin alınması, bunların makale içeriğinde belirtilmesi ya da ek dosya olarak sunulması gerekmektedir.

Buca Eğitim Fakültesi dergisi 01.06.2018 tarihinden itibaren dergi yayıncılığında COPE (Code of Conduct for Journal Editors) tarafından belirlenen editörler, yazarlar ve hakemler için yayın etiği ve kötüye kullanım ile ilgili belirlenmiş yükümlülükleri esas alır.

Editörlerin Sorumlulukları
Tarafsızlık ve yayıncıya ait özgürlük: Editörler gönderilen makale önerilerini derginin kapsamına uygun olması ve çalışmalarının önemi ve orijinalliğini dikkate alarak değerlendirirler. Editörler, makale önerisini sunan yazar(lar)ın ırk, cinsiyet, cinsel yönelim, etnik köken, uyruk, veya politik görüşlerini dikkate almazlar. Düzeltme ya da yayınlama kararına dergi editör kurulu dışında diğer kurumlar etki edemez.
Gizlilik: Editörler gönderilen bir yazıyla ilgili bilgileri, sorumlu yazar, hakemler ve yayın kurulu dışında başka herhangi biriyle paylaşmazlar.
Bilgilendirme ve görüş ayrılıkları: Editörler ve yayın kurulu üyeleri, yazarların açık yazılı izni olmaksızın kendi araştırma amaçları için sunulan bir makalede sunulan yayınlanmamış bilgileri kullanmazlar.
Basım kararı: Editörler, yayınlanmak üzere kabul edilen tüm makalelerin, alanında uzman olan en az iki hakem tarafından hakem değerlendirmesine tabi tutulmasını sağlar. Editörler, dergiye gönderilen makalelerden hangi eserin yayınlanacağına, söz konusu çalışmanın geçerliliğine, araştırmacılara ve okurlara olan önemine, hakemlerin yorumlarına ve bu gibi yasal şartlara göre karar vermekten sorumludur.
Etik kaygılar: Editörler sunulan bir yazıya veya yayınlanmış makaleye ilişkin etik kaygılar ortaya çıktığında tedbirler alacaktır. Yayımlandıktan yıllar sonra ortaya çıksa bile, bildirilen her etik olmayan yayınlama davranışı incelenecektir. Editörler, etik kaygılar oluşması durumunda COPE Flowcharts takip eder. Etik sorunların önemli olması durumunda düzeltme, geri çekme uygulanabilir veya konu ile ilgili endişeler dergide yayınlanabilir.

Hakemlerin görevleri
Editöryal kararlara katkı: Editör kararlarında editörlere yardımcı olur ve editöryal iletişim yoluyla yazarlara makalelerini iyileştirmede yardımcı olur.
Sürat: Makale önerisini incelemek için yeterli nitelikte hissetmeyen veya makale incelemesinin zamanında gerçekleşemeyeceğini bilen herhangi bir hakem, derhal editörleri haberdar etmeli ve gözden geçirme davetini reddetmeli, böylece yeni hakem atamasının yapılması sağlanmalıdır.
Gizlilik: Gözden geçirilmek üzere gönderilen tüm makale önerileri gizli belgelerdir ve bu şekilde ele alınmalıdır. Editör tarafından yetkilendirilmedikçe başkalarına gösterilmemeli veya tartışılmamalıdır. Bu durum inceleme davetini reddeden hakemler için de geçerlidir.
Tarafsızlık standartları: Makale önerisi ile ilgili yorumlar tarafsız olarak yapılmalı ve yazarların makaleyi geliştirmek için kullanabileceği şekilde öneriler yapılmalıdır. Yazarlara yönelik kişisel eleştiriler uygun değildir.
Kaynakların kabulü: Hakemler, yazarlar tarafından alıntılanmayan ilgili yayınlanmış çalışmaları tanımlamalıdır. Hakem ayrıca, incelenen yazı ile başka herhangi bir makalenin (yayınlanmış veya yayınlanmamış) herhangi bir önemli benzerliğini editörüne bildirmelidir.
Çıkar çatışmaları: Çıkar çatışmaları editöre bildirilmelidir.

Yazarların Sorumlulukları
Raporlaştırma standartları: Orijinal araştırmanın yazarları, yapılan çalışmanın ve sonuçların doğru bir şekilde sunulmasını ve ardından çalışmanın öneminin objektif bir şekilde tartışılmasını sağlamalıdır. Makale önerisi yeterli detay ve referans içermelidir. Kongre/sempozyumda sunulan bildiriler, posterler makalede belirtilmeli ve tam metin olarak ilgili yerlerde basılmamış olmalıdır.
Veri erişimi ve saklama: Yazarların, çalışmalarının ham verilerini saklamaları gerekmektedir. Gerektiğinde, dergi/hakem tarafından talep edilmesi durumunda ve editör incelemesi için sunmalıdırlar.
Özgünlük ve intihal: Yazarlar, sadece tamamen orijinal eserler göndermeliler ve başkalarının çalışmalarını ve / veya sözlerini kullandılarsa, bu uygun şekilde alıntılanmış olmalıdır. İntihal, tüm biçimlerinde etik olmayan yayıncılık davranışını oluşturur ve kabul edilemez. Bu nedenle dergiye gönderilen makalelerde benzerlik oranı “iThenticate” Programıyla kontrol edilir.
Birden çok, yinelenen, yedekli veya eşzamanlı gönderim/yayın: Yazarlar başka bir dergide daha önce yayınlanmış bir makaleyi değerlendirilmek için göndermemelidir. Bir makalenin birden fazla dergiye eşzamanlı olarak sunulması etik olmayan yayıncılık davranışıdır ve kabul edilemez.
Makalenin yazarlığı: Sadece yazarlık kriterlerini yerine getiren kişiler, yazının içeriğinde yazar olarak listelenmelidir. Bu yazarlık kriterleri şu şekildedir; (i) tasarım, uygulama, veri toplama veya analiz aşamalarına katkı sağlamıştır (ii) yazıyı hazırlamış veya önemli entelektüel katkı sağlamış veya eleştirel olarak revize etmiştir veya (iii) makalenin son halini görmüş, onaylamış ve yayınlanmak üzere teslim edilmesini kabul etmiştir. Sorumlu yazar, tüm yazarların (yukarıdaki tanıma göre) yazar listesine dahil edilmesini sağlamalı ve yazarların makalenin son halini gördüklerini ve yayınlanmak üzere sunulmasını kabul ettiklerini beyan etmelidir.
Beyan ve çıkar çatışmaları: Yazarlar, mümkün olan en erken aşamada (genellikle makale gönderimi sırasında bir bildirme formu sunarak ve makalede bir beyanı dahil ederek) çıkar çatışmaları açığa çıkarmalıdır. Çalışma için tüm mali destek kaynakları beyan edilmelidir (varsa hibe numarası veya diğer referans numarası dahil).
Hakem değerlendirme: Yazarlar hakem değerlendirme sürecine katılmakla yükümlüdürler ve editörlerin ham veri taleplerine, açıklamalara ve etik onayının kanıtlarına, ve telif hakkı izinlerine derhal yanıt vererek tam olarak işbirliği yapmakla yükümlüdürler. İlk olarak "gerekli revizyon" kararı verilmesi durumunda, yazarlar hakemlerin yorumlarına sistematik bir şekilde verilen son tarihe kadar yazılarını gözden geçirip yeniden ibraz etmelidir.
Yayınlanan eserlerde temel hatalar: Yazarlar kendi yayınladıkları çalışmalarında önemli hatalar veya yanlışlıklar bulduklarında, dergi editörlerini veya yayıncılarını derhal bilgilendirmek ve kağıt üzerinde bir erratum biçiminde düzeltmek veya kağıdı çıkarmak için onlarla işbirliği yapmakla yükümlüdür. Editörler veya yayıncı, yayınlanan bir çalışmanın önemli bir hata veya yanlışlık içerdiğini üçüncü bir şahıstan öğrenirse, yazarın makaleyi derhal düzeltmesi veya geri çekmesi veya gazetenin editörlerine kağıdın doğruluğuna dair kanıt sunması yükümlülüğüdür.

Yayın Politikası

Odak ve Kapsam
“Buca Eğitim Fakültesi Dergisi” ulusal ve uluslararası düzeyde çevrimiçi olarak yayın yapan hakemli bir dergidir. Eğitim Bilimleri ve Alan Eğitimi alanlarında ulusal ve uluslararası düzeyde bilimsel niteliklere sahip çalışmaları yayınlayarak akademik bilgi birikimine katkıda bulunmayı amaçlamaktadır. Dergimizde makale yayımlatmak veya hakem sürecini başlatmak için herhangi bir ücret talep edilmez. Dergimizin yayın periyodu yılda 4 sayı olarak belirlenmiş (Mart, Haziran, Eylül ve Aralık) olup, yayın kurulu bu sayıyı artırabilir. Dergimizin hiçbir sürecinde ücret talep edilmez. Yayım kurulu ek/özel sayı ya da kongre/sempozyum özel sayısı çıkarma kararı alabilir.

Hakem Değerlendirme Süreci
Dergimize gönderilen makaleler 2 hakeme gönderilir. Hakem değerlendirme sürecinin yaklaşık olarak üç ay içerisinde tamamlanması hedeflenmektedir. Süreci tamamlanan her makale, yayın sırasına alınarak yayın kurulunun uygun bulacağı sayıda yayımlanır.

Gizlilik

Buca Eğitim Fakültesi Dergisinin makale önerilerinin hakemlere atanması ve makale değerlendirme sürecinde gizlilik temel alınır. Makalelerin atanacağı hakemler sadece editör ve alan editörleri tarafından belirlenir ve bilinir. Makale değerlendirme sürecinde ise hakemlere yazar bilgisi verilmez.

Ücret Politikası

Buca Eğitim Fakültesi Dergisi için herhangi bir makale işlem ve gönderim bedeli bulunmamaktadır.

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Diğer Dizinler

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Filiz KARADAĞ ÜÇDAL

Özel Yetenekli Eğitimi

Duygu ÇETİNGÖZ

Okul Öncesi Eğitim

Alan Editörleri

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Bilgi Sistemleri Eğitimi, Medya Okuryazarlığı, Kültürlerarası Ölçek Uyarlama, Değerler Eğitimi, Mesleki Eğitim, Öğrenme Analitiği, Öğrenme Bilimleri

Aslı AVCI AKÇALI

Tarih Eğitimi, Sosyal Bilgiler Eğitimi

Can DENİZCİ

Saint-Joseph Fransız Lisesi (1989-1997)

Lisans: İstanbul Teknik Üniversitesi-Makina Mühendisliği (1997-2003)

Yüksek Lisans: İstanbul Üniversitesi-Fransız Dili Eğitimi (2003-2007)

Doktora: İstanbul Üniversitesi-Fransız Dili Eğitimi (2009-2015)

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Gül ÜNAL ÇOBAN

Eğitim, Fen Bilgisi Eğitimi

Gamze SEZGİN SELÇUK

Fizik Eğitimi

Yurdagül KILIÇ GÜNDÜZ

Güzel Sanatlar Eğitimi, Resim

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Sebahat Sevgi UYGUR

Dr. Sebahat Sevgi UYGUR
Lisans eğitimini, 2015 yılında Ege Üniversitesi Rehberlik ve Psikolojik Danışmanlık Anabilim Dalında tamamlamıştır. Yüksek lisans derecesini 2017 yılında Ege Üniversitesi Sosyal Bilimler Enstitüsü Rehberlik ve Psikolojik Danışmanlık Anabilim Dalından almıştır. 2022 yılında ise Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü Rehberlik ve Psikolojik Danışmanlık Anabilim Dalı Doktora Programından mezun olmuştur. Dr. Uygur 2015 yılından beri Dokuz Eylül Üniversitesi, Buca Eğitim Fakültesi, Rehberlik ve Psikolojik Danışmanlık Anabilim Dalında araştırma görevlisi olarak çalışmaya devam etmektedir. Çeşitli projelerde araştırmacı ve eğitmen olarak görev almaktadır. Kültüre duyarlı psikolojik danışma, pozitif psikoloji kavramları, başa çıkma ve uyum sağlama araştırmacının temel ilgi alanlarını oluşturmaktadır.

Aile Danışmanlığı, Okul Psikolojik Danışmanlığı, Psikolojik Danışmanlık Eğitimi, Rehberlik ve Psikolojik Danışmanlık (Diğer)

Banu ÇULHA ÖZBAŞ

Sosyal Bilgiler Eğitimi

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Müzik Eğitimi

Gülten ŞENDUR

Kimya Eğitimi

Behsat SAVAS

Temel Eğitim, Sınıf Eğitimi, İlköğretim, Türkçe Eğitimi, Tarih Eğitimi, Coğrafya Eğitimi, Sosyal Bilgiler Eğitimi, Beden Eğitimi ve Oyun

Ahmet Bilal ÖZBEK

Zihinsel Engelli Eğitimi

Erkan ÖZCAN

2013 yılında yüksek lisans eğitimimi Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü Fen Bilgisi Eğitimi Yüksek Lisans programında tamamladım. Doktora eğitimimi Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü Fen Bilgisi Eğitimi Doktora programında tamamladım. 2010-2023 yılları arasında Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Fen Bilgisi Eğitimi ABD'da araştırma görevlisi olarak görev yaptım. 2023 yılından beri Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Biyoloji Eğitimi ABD'da Dr. Öğretim Üyesi olarak görev yapmaktayım.

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Necla ŞAHİN FIRAT

Eğitim, Eğitim Yönetimi, Eğitimde Liderlik, Kapsayıcı Eğitim

İbrahim Seçkin AYDIN

Türkçe Eğitimi, Türk Dili ve Edebiyatı Eğitimi

Sait ÇÜM

Eğitimde Ölçme ve Değerlendirme, Eğitimde ve Psikolojide Ölçme Teorileri ve Uygulamaları, Ölçek Geliştirme, İstatistik

Aylin Nadine KUL

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Yayın Editörü

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Matematik Eğitimi

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Atıf Dizinleri

TR Dizin

Diğer Dizinler

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EBSCO Education Source

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EBSCO Education Research Complete

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