Filiz Mumcu

The study's scope includes adapting and validating the AI-giarism scale, developed by Chan (2024), into Turkish and conducting analyses to assess its validity and reliability. The study examined the perceptions of 426 university students towards AI-assisted academic misconduct. Exploratory factor analysis (EFA) revealed a three-factor structure for the scale: 'Plagiaristic AI use', 'AI-augmented writing', and ‘No AI reliance', accounting for 59.7% of the total variance. Confirmatory analyses revealed that the three-factor structure provided a good fit to the data, with the scale items loading significantly onto their respective factors. The model fit indices were adequate. Reliability analyses showed that Cronbach's alpha values ranged between .63 and .91, with discrimination between factors achieved. Additionally, no significant difference in AI-giarism level was obtained according to gender. This instrument provides a valid and reliable means of measuring university students' perceptions towards the ethical use of AI in academia. The scale is a valid and reliable assessment tool, particularly for distinguishing students' attitudes towards the unethical, ethical and limited use of AI.

Computational thinking (CT), recognised as vital in mathematics education, closely aligns with problem-solving and is increasingly integrated into global curricula. In this context, designing and engaging learners in exploratory activities through programming and debugging is valuable. However, challenges remain in effectively incorporating CT into teaching, especially in designing and assessing such exploratory activities. This study explores these issues by developing and evaluating a prototype incorporating CT as a framework for feedback design in exploratory mathematical activities involving programming. The prototype employs the MaLT2 programming environment, inspired by Papert’s turtle geometry, within AuthELO, an authorable feedback design system. MaLT2 aids mathematical understanding through programming, while AuthELO offers real-time, context-aware feedback based on students’ interactions. We design a feedback mechanism that applies CT components to guide learners in open-ended tasks. Qualitative data from a semi-structured focus group with educators reveals that they appreciate CT-based feedback for its relevance to math and programming, though they struggle with abstraction. Participants indicated a need for specific and motivating feedback, emphasising the balance between guidance and exploratory learning. The study highlights the importance of authorable feedback systems facilitating iterative refinement of exploratory mathematics programming activities with CT as a scaffolding framework.

Matematiksel düşünme, günlük yaşamın sürdürülmesinde ve bilimin gelişiminde kritik bir öneme sahiptir. Bu çalışmada, matematiksel düşünme ile Bilgi İşlemsel Düşünme (BİD) arasındaki epistemolojik bağlantı incelenmektedir. Çünkü BİD, problem çözme sürecini düşünme biçimi ve bilgisayar bilimi araçlarıyla ele aldığı için, matematiksel düşünmeyle önemli bir ilişkiye sahip olduğu düşünülmektedir. Bu ilişkinin anlaşılması için, çalışmada matematiksel modelleme problemleri bilişsel perspektifle ele alınmıştır. Durum çalışması araştırma deseni kullanılarak, matematik eğitimine BİD'i entegre etmeye çalışan çalışmalar incelenmiş ve bir kavramsal çerçeve oluşturulmuştur. Oluşturulan çerçeve doğrultusunda bir mesleki gelişim kursu hazırlanmış ve bir matematik öğretmenine uygulanmıştır. Böylece modelleme sürecindeki bilişsel süreçler ile BİD bileşenleri arasındaki ilişki incelenmiştir. Araştırmanın bulgularına göre, (a) soyutlamanın Piaget’in soyutlama teorisi bağlamında ele alınmasının matematiksel düşünmeyi anlamada daha etkili olduğu, (b) modelleme sürecinde birden fazla BİD bileşeninin her aşamada açığa çıkabileceği ve herhangi bir bileşenin tek bir aşama ile ilişkilendirilemeyeceği belirlenmiş, (c) matematiksel düşünme ile BİD arasındaki ortak ve farklı düşünme süreçleri ortaya konmuştur. Bu bulgular, matematiksel düşünme ve BİD arasındaki karmaşık ilişkilerin daha derinlemesine anlaşılmasına katkı sağlamaktadır.

Many education policy strategy documents at the European Union level, as well as national strategies of various countries, recommend including computational thinking as a fundamental skill in curricula. The professional development of teachers should be supported to disseminate computational thinking in K12 education. Teachers’ value beliefs about computer science and programming should be first known when designing professional development programs. This study aims twofold. The first is to adapt the Teacher Beliefs about Coding and Computational Thinking (TBaCCT) Scale into Turkish. The second is to explore Turkish primary and secondary school teachers' value beliefs about computational thinking and programming. The study involved 417 teachers. Confirmatory factor analysis was used for the validity studies of the scale. Independent samples t-test, one-way ANOVA, and MANOVA analysis were used to examine whether the scores differed according to gender and subject, respectively. The findings show that the Turkish form of the TBaCCT Scale is valid and reliable. For programming self-efficacy and teaching programming efficacy, there is a significant difference between male and female teachers, computer science teachers and other subjects, and elementary mathematics, class and science teachers and other teachers. Teachers working in social sciences especially need professional development programs that will transform their beliefs and knowledge about computational thinking.

The self-explanation effect (SEE) has great potential in strengthening student learning outcomes. With adequate instructional guidance, this potential is even higher. Our study aimed to examine to what extent direct instruction (DI) and indirect instruction (II) in science, technology, engineering, arts, and mathematics (STEAM) education can strengthen different types of student engagement, as well as whether and to what extent the SEE can support instructional STEAM learning and enhance student engagement. The research was conducted through a quasi-experimental design. The data were collected using an instrument–the engagement scale and were analyzed using confirmatory factor analysis (CFA), one-way ANOVA analysis, and paired sample t-test. The study involved 103 students aged 9-10 years. The results of CFA showed that the adapted version of the instrument for measuring four types of student engagement–emotional, behavioral, cognitive, and agentic–represents a valid and reliable measure for these purposes in primary education. In addition the results of one-way ANOVA analysis and t-test revealed that the usage of DI and II proved to be successful in enhancing all four types of student engagement in the performance of STEAM activities, whereby the combination of the usage of DI with the SEE was singled out as the most successful strategy. As a significant practical implication, this research underlines the need to create appropriate conditions for introducing the SEE in the teaching of STEAM.

Interactive, constructive, active and passive technology scale (ICAP-TS) is a relatively new developed instrument representing an essential literature need. Through this cross-cultural study, we strived to accomplish a three-fold aim. Firstly, we aspired to verify the scale's construct validity and reliability on a large sample of teachers across seven European countries. Secondly, we aimed to evaluate the quality of technology integration (TI) on this heterogeneous sample with the ICAP-TS to explore for which learning activities teachers use technologies, within which ICAP learning/engaging modes and how often. Thirdly, we strived to examine relationships between the different technology types (TT) and TI in ICAP learning modes. The research involved 2277 primary and lower secondary school teachers. Confirmatory factor analysis revealed that the internal structure of ICAP-TS corresponds well to the overall sample, but for some countries, the model fit should be further refined. Exploratory factor analysis extracted two basic components of TT— passive and active . On a general level teachers most often integrate technology into passive learning mode with the usage of passive TT, but if these results are observed within each country separately, this is not the case everywhere. Passive TT predicts TI into passive, active, and constructive modes more, while active TT predicts TI into interactive, constructive and active modes. This study has several implications. For example future research topics can include reviewing, revising, or adding new items to the ICAP-TS related to ICAP theory to improve its validity. Other recommendations are stated in the discussion.

According to the theoretical frameworks and teaching practice, the constructs of the Technology acceptance model - TAM and the Cognitive load theory - CLT are in a close cause-and-effect relationship, and gaining insights into this issue is essential for educators. Our study aimed to examine continuous teaching intention (CTI) with emerging technologies (ET) through perceived usability (PUS), attitudes towards teaching (ATT) and perceived cognitive load (PCL) from the aspect of teachers’ perceptions. A survey research design using a cross-sectional survey technique was applied. The research involved 801 primary and lower secondary school teachers. Results showed that the TAM-CLT scale model is aligned and fits the overall sample well. In addition, teachers’ PUS can be a crucial factor in shaping ATT and CTI of ET because this construct positively influences these variables underlining the importance of designing user-friendly ET. However, our study reveals the lack of a significant negative relationship between teachers’ PCL and PUS, and the absence of mediation between PCL and CTI through PUS. These unexpected findings highlight the complexity of users’ experiences with ET and the need for a more nuanced understanding of the interplay between these constructs. One of the implications of our study refers to further investigation of the underlying mechanisms between PCL, PUS, and CTI. Other recommendations are stated in the discussion.