The aim of this study is to evaluate a professional development program applied to primary school teachers for unplugged algorithmic thinking activities and to improve it based on this evaluation. In this context, data were collected for the improvement of the program by consulting the opinions of the teachers. The professional development program was implemented in 3 different groups, respectively and improved in each group. Teachers' opinions were collected for each group in line with the Kirkpatrick Level 1 assessment approach. The reactions and likes of the teachers participating in the training courses towards the training program are included. In this way, it is aimed that the data obtained will guide the development of the training program. The measurement tool consists of 6 parts and includes closed-ended questions designed for the purposes of evaluating the educators, course components, implementation, physical environment, and teaching materials. The Kruskal-Wallis nonparametric test was used as an analysis method to determine whether there was a significant difference between the groups. In the study, the components in which significant differences emerged between the groups in the scores given by the participants were discovered, and the training program was improved after the first and second trainings in line with these findings.

Giriş: Bu çalışmada lisans düzeyinde eğitim gören ebelik bölümü öğrencilerinin ahlaki duyarlılıklarının, eleştirel düşünme becerilerinin düzeyleri üzerine etkisinin incelenmesi amaçlanmıştır. Yöntem: Kesitsel olarak gerçekleştirilen araştırmada, örneklem seçimi yapılmamıştır. Çalışmaya katılmayı kabul eden 233 öğrenci çalışma kapsamına alınmıştır. Verilerin analizi gerçekleştirilmiştir. Çalışmanın veri toplanması sürecinde; “Tanıtıcı Bilgi Formu”, “Ahlaki Duyarlılık Anketi”, “Kalifornia Eleştirel Düşünme Eğilim Ölçeği” araçları kullanılmıştır. Bulgular: Araştırmaya katılan öğrencilerin; %27,9’u 1. sınıf, %21,5’i 2. sınıf, %24’ü 3. sınıf, %26,6’sı 4. sınıfta öğrenim görmekteydi. Etik eğitimi alma durumu ile ilgili görüşleri incelendiğinde; %50,6’sı etik dersi almıştır, öğrencilerin %76,8’i etik ilkelerin değerlendirme sürecinde kolaylık sağladığını belirtmiş ve etik kelimesinin anlamı sorulduğunda %62,7’si “uyulması gereken toplum kuralları” olduğu şeklinde yanıt vermişlerdir. Öğrencilerin etik duyarlılık anketi toplam puan ortalamasının 92,38±19,48 (30-210 puan arası) olduğu saptanmıştır. Kalifornia Eleştirel Düşünme Eğilimi Ölçeğinden ise 226,99±35,04 (120-360 puan arası) puan aldıkları bulunmuştur. Sonuç: Araştırma sonucunda; ebelik lisans öğrencilerinin orta düzeyde ahlaki duyarlılığa sahip oldukları, düşük düzeyde eleştirel düşünme becerisinin bulunduğu ve birbirlerini olumsuz yönde etkiledikleri tespit edilmiştir. Katılımcıların eleştirel düşünme eğilimleri arttıkça, ahlaki olaylara karşı daha fazla duyarlılık gösterdikleri bulunmuştur. Bu sonuçlar doğrultusunda ebelik lisans eğitimi süresince öğrencilerin ahlaki duyarlılıklarını ve eleştirel düşünme farkındalıklarını artırmak için çeşitli eğitim modellerinin kullanılması önerilmektedir.

No abstract

With the COVID-19 pandemic that started in Turkey in 2020, a compulsory and rapid transition to distance education has been made at all levels of education, and online systems have become indispensable environments of the education system. In this process, students' satisfaction with the distance education process has emerged as a variable that educational institutions primarily evaluate. This study aims to develop a valid and reliable measurement tool to determine the satisfaction levels of students who receive distance education in higher education institutions. The scale items were created by the researchers through a literature review, and the scope and face validities were ensured by means of expert opinion. The scale was applied online to 6540 students at a state university in the spring term of the 2020–2021 academic year, via the learning management system. Because of the factor analysis, a scale consisting of 29 items and 4 factors was obtained. The factors are "The role of the Instructor" with 11 items, "Attitude" with 7 items, "ICT Infrastructure" with 7 items and "Usability and Access" with 4 items. It is seen that scale items explain 71.35% of the total variance. The structure of the scale was evaluated with confirmatory factor analysis and it was seen that the model had an acceptable fit. The values obtained in the reliability analyses show that the scale has high reliability. The Cronbach alpha coefficient for the entire scale was calculated as 0.975. Additionally, the satisfaction scores from the scale were examined in terms of the gender, field and degree level, while a significant relationship was found between satisfaction and gender, there was no significant relationship between satisfaction and field as well as between satisfaction and degree level.