Ramazan Bulut

The proliferation of artificial intelligence (AI) tools, which reflect the rapid advancements in technology, has led to their widespread use in various fields, including health, finance and education. The effective and efficient use of AI tools in education is closely related to teachers' awareness in this regard. The objective of this study is to comprehensively ex-amine the AI awareness status of teachers by employing a mixed-method approach. The present study is designed based on a triangulation design and is conducted with a sample of 260 teachers. The findings of the study demonstrate that teachers have a moderate level of AI awareness, and that this awareness improves through AI tool use, receiving training, following publications, and daily internet use. The qualitative findings of the study corroborate the quantitative findings in that they also demonstrate that teachers have limited awareness of conceptual perception, educational use, and positive-negative effects concerning AI tools. The findings further indicate that the majority of educators acknowledge the benefits of AI while also expressing concerns about its limitations, resulting in an ambivalent perception. The prevailing opinion among educators is that AI is not yet capable of replacing teachers due to its inability to replicate affective skills such as empathy and building rapport. However, it is also reported that the effectiveness of this phenomenon is contingent upon conscious utilization.

[This corrects the article DOI: 10.3389/fpsyg.2026.1687155.].

Günümüzde sosyal medya, gençler arasında hızla yaygınlaşan bir iletişim ve bilgi paylaşım aracı olarak önemli işlevler üstlenmektedir. Ancak bu platformların bilinçsiz ve kontrolsüz biçimde kullanılması, özellikle ergenlik dönemindeki bireylerde asosyallik, fiziksel sağlık sorunları ve çeşitli psikolojik problemler gibi olumsuz sonuçlara yol açabilmektedir. Bu bağlamda, sosyal medya kullanımının ortaokul düzeyindeki öğrenciler üzerindeki etkilerinin incelenmesi giderek daha önemli hâle gelmektedir. Bu doğrultuda, araştırmada ortaokul öğrencilerinin sosyal medya bağımlılığı ile boş zaman yönetimi arasındaki ilişki ve bazı araştırma değişkenlerin bu ilişki üzerindeki etkileri ele alınmıştır. İlişkisel tarama modelinin kullanıldığı bu çalışmanın örneklemini, iki devlet ortaokulunda öğrenim gören 289 öğrenci oluşturmaktadır. Veriler, Kişisel Bilgi Formu, Sosyal Medya Bağımlılık Ölçeği ve Boş Zaman Yönetimi Ölçeği aracılığıyla toplanmıştır. Araştırma bulguları, öğrencilerin sosyal medya bağımlılık düzeylerinin orta, boş zaman yönetimi becerilerinin ise yüksek olduğunu göstermektedir. Sosyal medya bağımlılığı, cinsiyet açısından anlamlı farklılık göstermezken; ebeveyn kısıtlaması açısından anlamlı düzeyde farklılaşmıştır. Ayrıca, sosyal medya bağımlılığı ile boş zaman yönetimi arasında orta düzeyde, negatif ve anlamlı bir ilişki bulunmuştur (r = –.41, p < .001). Regresyon analizi sonuçları, hem sosyal medya bağımlılığı hem de günlük sosyal medya kullanım süresinin boş zaman yönetimi üzerinde istatistiksel olarak anlamlı ve olumsuz etkiler oluşturduğunu ortaya koymuştur. Sosyal medya bağımlılığındaki her bir birimlik artış, boş zaman yönetimi puanında ortalama 0.42 puanlık bir azalmaya neden olmaktadır. Sonuç olarak, öğrencilerin sosyal medya kullanımına yönelik ebeveyn denetiminin güçlendirilmesi, dijital farkındalığın artırılması ve bağımlılığı önleyici bilinçlendirme çalışmalarının yaygınlaştırılması önerilmektedir.

The objective of this study is to examine the impact of various variables on the problematic use of mobile phones among secondary school students and the approaches of students to studying. The data were collected through three instruments: (1) Personal Information Form, (2) Problematic Use of Mobile Phones Scale, and (3) Study Process Questionnaire. Following the acquisition of the requisite permissions, these instruments were administered to students from two public schools. The findings of the study indicate that gender, grade level, daily internet use, mobile phone purpose, and ownership significantly affect problematic phone use. Female students exhibited a higher prevalence of problematic mobile phone use, primarily for social media and music, while male students predominantly used mobile phones for gaming. The study also found that higher grade levels and increased daily Internet use contribute to problematic phone use. A notable finding is that students who adopt a surface study approach exhibit a higher incidence of problematic phone use, while those who adopt a deep study approach demonstrate a lower frequency of such use.

This research aims to determine the use of classroom variables in social studies teaching based on the observations of social studies teacher candidates. In the study Phenomenological research design, and qualitative method were utilized. Criterion sampling and snowball sampling techniques, which are among purposive sampling methods, were used to determine the study group. The data were collected using the focus group interview technique via a semi-structured interview form developed by researchers. After the necessary permissions were obtained, the interviews with the participants were recorded and transcribed in written. Content analysis was conducted on the data obtained from the participants. The results revealed that social studies teachers’ preferences of strategies, methods, and techniques were presentation, lecture, question-answer, and brainstorming in the teaching of social studies courses. Looking at the roles of teachers and students in the classroom, the teacher had an active role for distributing information, asking questions, classroom management, encouraging participation, and drawing attention to important points. Students, on the other hand, seemed to have passive roles, listening to what the teacher says, answering questions, and taking notes. Considering the use of materials in the Social Studies course, it was revealed that teachers generally used easily accessible materials such as books and maps, some teachers did not make use of computers, projectors, and interactive boards although they had the opportunity to use them, and even though some teachers wanted to use various materials in the lesson, it appeared that they could not make use of the necessary materials for the lesson due to the limited facilities of the school and the classroom. Another conclusion obtained from the research was that various strategies, methods, and techniques could not be used in the course due to the crowded classes, classroom management problems.

Multimedia settings can be defined as digital settings in which elements with visual, audio or visual-audio characteristics that appeal to individuals’ auditory and visual senses are presented in a combined way. Such settings are employed in numerous fields including movies, advertisements, tourism, commerce and education. The aim of the study is to analyse the effects of social studies education based on multimedia setting on students’ academic achievement. The study was designed using the explanatory sequential design which is part of the mixed method. The major finding of the study is that social studies teaching based on the multimedia setting had much more positive effects on student achievement than traditional teaching, but this effects was not statistically significant. The qualitative findings suggested that the reason for it is related to crowded classroom size, high levels of students’ academical readiness and noise in the classrooms. It is possible to conclude that teaching based on multimedia setting has much more positive effects on academic achievement in contrast to traditional teaching and it makes topics to be learned much more understandable and learning environment much more fun.

Bu calismanin genel amaci, ogretmen adaylarinin akademik erteleme davranislarinin yeni boyutlar kapsaminda ele alinip incelenmesidir. Arastirmada, genel tarama modelinin bir alt turu olan iliskisel tarama modeli kullanilmistir. Arastirmanin evrenini, Afyon Kocatepe Universitesi sosyal bilgiler, okuloncesi ve sinif ogretmenligi; orneklemini ise, belirtilen anabilim dallarindan tesadufi yontemle secilmis 411 ogretmen adayi olusturmaktadir. Arastirma icin gerekli olan veriler Yazarlar (2015) tarafindan gelistirilen akademik erteleme olcegi kullanilarak toplanmistir. Olcek; sorumsuzluk, akademik gorevin algilanan niteligi, ogretmenlere iliskin olumsuz algi ve akademik mukemmeliyetcilik olmak uzere dort alt boyuttan olusmaktadir. Uygulama sonrasinda elde edilen veriler uzerinde; frekans, yuzde, aritmetik ortalama, t testi, tek yonlu varyans analizi, scheffe testi ve korelasyon analizi yapilmistir. Arastirmadan elde edilen bulgulara dayanarak, ogretmen adaylari tarafindan gosterilen akademik erteleme davranisinin kismen sorumsuzluk, akademik gorevin algilanan niteligi, ogretmenlere iliskin olumsuz algi ve akademik mukemmeliyetcilikten kaynaklandigi soylenebilir. Akademik erteleme davranisi cinsiyet acisindan ele alindiginda, akademik erteleme davranisinin ogretmenlere iliskin olumsuz algi ve akademik mukemmeliyetcilik alt boyutlarinda erkekler lehine bir farklilik olmakla birlikte, bu farkliligin istatistiksel olarak anlamli olmadigi tespit edilmistir. Akademik ertelemenin sorumsuzluk ve akademik gorevin algilanan niteligi alt boyutlarinda ise, erkekler lehine anlamli bir farkliligin oldugu tespit edilmistir. Cinsiyet acisindan toplam puan uzerinden yapilan analiz sonuclarina gore ise, erkek ogretmen adaylarinin kiz ogretmen adaylarina gore anlamli derecede daha fazla akademik erteleme davranisi sergiledigi gorulmustur. Ogretmen adaylarinin akademik basarilari acisindan  akademik erteleme davranislari incelendiginde; sorumsuzluk, akademik gorevin algilanan niteligi ve ogretmenlere iliskin olumsuz algi alt boyutlari ile akademik basari arasinda ters yonde anlamli bir iliski oldugu belirlenmistir. Ogretmen adaylarinin sinif duzeyleri acisindan akademik erteleme davranislarina iliskin elde edilen sonuclar incelendiginde; sorumsuzluk, ogretmenlere iliskin olumsuz algi ve akademik mukemmeliyetcilik alt boyutlarinda anlamli farkliligin olmadigi ortaya cikmistir. Akademik gorevin algilanan niteliginde ise ucuncu ve dorduncu siniflar ile birinci siniflar arasinda, ucuncu ve dorduncu siniflar lehine anlamli fark oldugu ortaya cikmistir.

In this study, it was aimed to determine the trust status of prospective social studies teachers regarding various knowledge sources related to nuclear energy and power stations regarded as a controversial socio- scientific issue and their perceptions on the possible risks and benefits of nuclear energy and power stations. Target population of the study consisted of prospective teachers studying in the Social studies Teaching Department of Faculty of Education at Afyon Kocatepe University during the fall term of 2015- 2016 academic year. Volunteer teacher candidates from each grade participated in the study. The data required for the study were collected by using "Risks and Benefits about Nuclear Energy" questionnaire developed by İşleri (2012) and a measurement tool which determines the reliability of the knowledge sources related to nuclear energy and establishment of power stations. Descriptive statistics wereconducted on the data obtained after the application of the measurement tools to 270 prospective teachers.According to the results obtained from the study, it was found out that the prospective teachers agreed thatthe nuclear energy and power stations were both risky and beneficial. According to another resultobtained, scientists working on the issue received the highest confidence whereas members of parliament,companies and news on televisions received the lowest confidence.  

The aim of this study is to investigate the relationship between the academic procrastination of the prospective teachers of Social Studies and the multidimensional perfectionist personality traits. The study group of this research is comprised of 571 prospective teachers who are undergraduate students at the Department of Social Sciences Teaching of Afyon Kocatepe University and Çukurova University in the fall semester of 2013-2014 academic year. “Academic Procrastination Scale” and “Multidimensional Perfectionism Scale” have been used as instruments for data collection. The analyses conducted have revealed that there are significant relationships between academic procrastination of the teacher candidates and perfectionist personality traits. Findings have been discussed in the light of the relevant body of literature.

In academic life, students’ attitudes towards the duties may cause them to fulfill these duties or delay them. There are various factors which cause students to delay these academic duties. It is aimed to develop a scale which includes these factors which effect the academic delay behaviour by taking into consideration the related studies in order to find out these factors. In this research, general survey model has been used. The study population of this research includes 381 candidate teachers. It has been determined that the scale which was developed has four factors as a result of analyses. The scale, which has 38 items, is composed of first factor with 19 items, second factor with 10 items, third factor with 5 items and fourth factor with 4 items. Item-total correlation for the I. Factor is between 803 - .526;, for the II. Factor is between .677- .492, for the III. Factor is between . 678- .502 and for the IV. Factor is betwen . 481-.378. The total Alpha coefficient value of the scale is α=0.947 and for the subfactors, this value changes between α=,951 and ,640.

2005- 2006 yılında uygulamaya geçirilen sosyal bilgiler programı öğrenci merkezli bir öğretim yöntemini benimsemiştir. Bu süreçte uygulamaya konan yeni program üzerine pek çok araştırmalar yapılmıştır. Fakat yapılan araştırmalar içerisinde öğrencilerin sosyal bilgiler programında yer alan coğrafya konuları ile ilgili etkinliklere yönelik tutumlarının belirlenmesine yönelik araştırmalara rastlanmamıştır. Bu araştırmanın amacı sosyal bilgiler programında yer alan coğrafya konuları ile ilgili etkinliklere yönelik öğrenci tutumlarının belirlenmesidir. Araştırmada genel tarama modeli kullanılmıştır. Örneklem olarak seçilen 266 öğrencinin coğrafya konuları ile ilgili etkinliklere yönelik tutumlarını belirlemek amacıyla 5’li likert tipinde 19 maddeden oluşan bir tutum ölçeği geliştirilerek uygulanmıştır. Elde edilen veriler cinsiyet, sınıf düzeyi ve gelir durumu değişkenleri açısından tek yönlü varyans analizi ve t testi kullanılarak analiz edilmiştir.

The aim of this study which has a control-group pre-test-post-test design is to develop students’ spatial perception skills through animations and digital maps that students should basically gain at the end of the unit in the 6th grade social studies called “Life on Earth”. The population of this study consisted of 6th graders while the sample was composed of students studying in 6B and 6D in Ataturk Primary School, Afyonkarahisar in the 2011-12 academic year. The data were collected through a valid and reliable 24-item achievement test developed by the researchers. Non-parametric tests were used to analyze the data due to non-normal distribution of the data and smaller sample size. According to the results, students in the experimental group who were exposed to the use of animations and digital maps had higher academic performance than those did in the control group.