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    Development of Teachers' Perception Scale Regarding Artificial Intelligence Use in Education: Validity and Reliability Study
    (Taylor & Francis Inc, 2024) Uzum, Burhan; Elcicek, Mithat; Pesen, Ata
    This article aims to develop a teachers' perception scale regarding the artificial intelligence use in education. The scale development study was carried out in two stages during the 2023-2024 academic year, covering 597 teachers who stated that they used different artificial intelligence applications. Literature was thoroughly reviewed and focus group interviews were held with teachers who used artificial intelligence applications in education while pooling scale items. Field expert faculty members were consulted in evaluating face and content validity of the scale. Exploratory factor analysis was performed on the data obtained from the first sample group (n = 424), and a three-factor structure was determined in the first stage. It was observed that the factors of the first draft scale, consisting of 18 items, revealed 57.8% of the total variance. The first confirmatory factor analysis was conducted on the data collected from the second sample group (n = 173) in the second stage. It was confirmed that the structure consisting of 18 items and three factors (teaching perception, learning perception, and ethical perception) was compatible with the data. After the first-level confirmatory factor analysis for the Teachers' Perception Scale Regarding Artificial Intelligence Use in Education, a second-level confirmatory factor analysis was conducted to determine whether the factors that made up the scale revealed the variable. The final scale, consisting of 15 items and three dimensions, was determined to be compatible with the data obtained. Reliability analysis presented that the Cronbach alpha internal consistency coefficient was calculated as .87 for the whole scale, .82 for learning perception, .79 for teaching perception, and .79 for ethical perception. The results show that the teachers' perception scale regarding artificial intelligence use in education is valid and reliable, and a sound measurement tool to determine the perception regarding artificial intelligence use in education.
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    Effectiveness of learner-centered methods in elevating positive attitudes towards English: Meta-analysis study
    (Mehmet Tekerek, 2024) Uzum, Burhan; Ozbek, Ramazan
    This paper analyzed the effect of learner-centered methods (cooperative learning, drama and projectbased learning) on learners' attitudes towards English lesson. Meta-analysis method was used in the study. 24 studies (25 effect sizes) were discovered through literature review. Analyzes were done using random effects model. Learner-centered methods in foreign language teaching had a large (g=0.925, 95% CI [0.642-1.209], p<.0.000) effect on learners' attitudes towards English lesson. The publication bias was interpreted both visually through Funnel plot and statistically via Rosenthal Classic fail-safe N and Orwin fail-safe N methods. Year of publication, the place of the research, publication type, the method applied, language skill, teaching level, experimental application duration and sample size were identified as moderators. It was concluded that Q-value for the effect sizes for publication year, language skill and teaching level was statistically meaningful and effective on the heterogeneity of effect sizes. One of the remarkable results was that the longer the experimental application period, the more effective it was in increasing positive attitudes towards the lesson.
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    The School and Science and Art Center from the Perceptions of Gifted Students
    (Ankara Univ, Fac Educational Sciences, 2020) Epcacan, Ugur; Pesen, Ata; Uzum, Burhan
    The perceptions of gifted students about different environments in which they receive education are important for creating the right learning environments for them. Thus, the aim of this study is to map the perceptions of gifted students about school and Science and Art Center (SAC) through metaphors. One of the qualitative research models called the phenomenological model was used in the study. This research was carried out with 63 students who were identified as gifted and enrolled in the Science and Art Center in Siirt province during the spring semester of the 2017-2018 academic year. In order to elicit students' perceptions about concepts of School and SAC, a form with the statements School is like...., because.... and SAC is like...., because.... was given to the students. Content analysis was used to analyze the data. Findings revealed that gifted students produced 30 different metaphors related to the concept of school and 31 different metaphors related to SAC concept. Similar metaphors in relation to the School and SAC concepts were observed to have been used such as second home, home of education, entertainment center and useful book. However, it was determined that the environment in school and SAC didn't form completeness, that's to say, the school was expressed with both negative and positive metaphors while SAC was totally mentioned with positive metaphors.