Yazar "Dikici A." seçeneğine göre listele

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    Teachers' perceptions about school violence in one Turkish city
    (2009) Yavuzer Y.; Gundogdu R.; Dikici A.
    The aim of this study is to determine the types and frequencies of violence encountered by teachers in primary and high schools in Nigde province in Turkey, and, in addition, to determine the perceptions of teachers regarding the reasons for and methods of prevention of violent actions at schools. One hundred forty-two teachers were chosen for this research out of 3,397 teachers in Nigde by rational sampling. Data was gathered through public surveys. The frequency distribution used for analysis of data was determined separately as a percentage in a chart. Teachers defined violence as "whole verbal or physical harming behavior." They considered family reasons to be the main reason for violence at schools and suggest that more effective student advising services and disciplinary regulations be performed as prevention.
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    The adaptation of creativity fostering primary teachers index scale into Turkish [Yaraticiligi Destekleyen İlkögretim Ögretmenleri Indeksi Ölçegi'nin Türkçeye Uyarlanmasi]
    (2013) Dikici A.
    The purpose of this study was to adapt the creativity fostering teacher index scale into Turkish. For the language equivalence, firstly, the English version of the scale was translated by 30 English lecturers and then the Turkish version of the scale retranslated by the same lecturers. Later, the scale was applied to 288 teachers working in Nigde city centre and validity and reliability analyses were conducted. As a result of the exploratory factor analysis, it was revealed that the Turkish form of the scale had nine sub-scales with the 33 items. MSA value was.925. After the Varimax rotation method, factor loading values were between.392 and .779. The lowest Cronbach's Alpha coefficient was .57 for a sub-scale of the scale and all of the 33 items was .94. In the confirmatory factor analysis results, goodness of fit measures revealed the acceptable fit and the good fit for the scale. Based on the results obtained from the analysis, it was decided that the scale could measure the creativity fostering Turkish teachers' classroom behaviours. © 2013 Educational Consultancy and Research Center.
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    The Relationship Between Demographic Variables and Scientific Creativity: Mediating and Moderating Roles of Scientific Process Skills
    (Springer Netherlands, 2018) Dikici A.; Özdemir G.; Clark D.B.
    The purpose of this study is to explore the strength of relationships between 7th, 8th, and 9th grade students’ scientific process skills and scientific creativity through structural equation modeling (SEM). For this purpose, data were collected from 353 students in grades 7–9 in Turkey. Scientific Process Skills and Scientific Creativity survey instruments were used as data collection tools. Three models were tested interrelating scientific process skills, scientific creativity, and the demographic variables of grade, age, and gender. In model 1, the demographic variables predicted scientific creativity both directly and indirectly through scientific process skills. In model 2, the demographic variables and scientific process skills predicted scientific creativity directly. In model 3, the demographic variables predicted scientific creativity indirectly through scientific process skills. Results indicated that the relationship between scientific process skills and scientific creativity was significant for all three models. Of the three models, model 2 represented the worst fit to the data, and model 1 represented the best fit with the data. In model 1, grade and gender effects on scientific process skills were significant in favor of the 9th graders and female students. In model 2, gender effect was significant on scientific creativity in favor of female students. The direct effect of scientific process skills was also significant on scientific creativity. Results of model 3 for gender and grade level effects on scientific process skills were similar to those of model 1. Results indicated that while scientific process skills mediated the relationship between gender and scientific creativity, scientific process skills moderated the relationship between age and scientific creativity and the relationship between grade level and scientific creativity. Classroom implications are discussed. © 2018, Springer Nature B.V.