Fatma Baysen

Misconceptions of Czech and Turkish University Students in Providing Citations

Writing research reports is found to be challenging for students. One of the most encountered problem concerning student projects is providing citations. The present study is aimed at revealing citation misconceptions of Czech (n = 130) and Turkish (n = 250) university students. Students have misconceptions concerning providing citations. Thus it is not possible to attribute students’ plagiarism action only to intentional behaviour but unintentional as well. Students are more vulnerable to plagiarise in some plagiarism types while less in others. Cultural differences influence plagiarism types and degree of plagiarism risks.

Misconceptions Regarding Providing Citations: To Neglect Means to Take Risk for Future Scientific Research

Academic integrity is one of the fundamental values of being honest. The present study is aimed at finding out citation understandings of Czech (n = 283) and Turkish (n = 182) secondary and high school students (13–20-year old). Except for a few students, secondary and high school students have misconceptions concerning providing citations. Students are unintentionally vulnerable to plagiarize while reporting. The study showed that only secondary and high school education is not enough for implementing honesty regarding citation and we will face a significant risk for future scientific research, unless we treat, educate and inform our secondary and high school students properly and continuously about honesty in research and plagiarism.

Teacher Candidates’ Understandings and Progress of Constructivism in Science Teaching

ABSTRACT Evaluations of any understandings, programs or tendencies in educational applications occasionally enable to check its improvement. Through a Science Teaching course included in a teacher training program, the authors utilized phenomenography to enlighten the teacher candidates’ (TCs) understanding of constructivism in science teaching, which was captured in three categories: Non-constructivist, Semi-constructivist and, Constructivist. There is a hierarchical relationship between these categories. The aspects were grouped as general and science-specific. Additionally, it was investigated whether the Science Teaching course was aimed to make the teacher candidates understand constructivism and gain the skills in utilizing constructivist understandings in teaching science related subjects. A significant transformation from the non-constructivist to the constructivist approach and from the semi-constructivist to the constructivist approach was achieved. It is asserted that the model encapsulates a successful method of maintaining constructivist understanding.

Lise Öğrencilerinin İntihal İle İlgili Kavram Yanılgılarının Giderilmesinde Uluslararası Bakalorya Programı’nın Etkisi

Writing research and project assignments based on scientific ethical principles becomes challenging for high school students when they have lack of research and writing experiences. Plagiarism is the most encountered problem for students while writing their research assignments. Students can act to plagiarize not only consciously but unconsciously in cases of misconceptions. The main aim of the present study is to find the success of the IB program which includes targets of enhancing academic honesty and related skills in deleting plagiarism related misconceptions. The research is carried out including 114 students who participate in IB program and those 225 students who did not participate in an IB program. Data is collected via 3 Likert type test which was constructed by the researchers. SPSS program was utilized for data analysis. Frequencies and percentages for each test item was calculated and discussed. Adding Chi-square statistical analysis was used to reveal and discuss the significant differences, if so, between the two groups of students regarding each test item. The IB program was found to be successful in specific plagiarism types, but must be improved for more significant results.

Mimarlık Öğrencilerinin Bilgi Arama Süreçlerine İlişkin Tutumları

Arastirmanin amaci, mimarlik ogrencilerinin “Bilgi Arama Surecleri-BAS”ne iliskin tutumlarini ortaya cikarmaktir. Arastirmanin orneklemini Yakin Dogu Universitesi Mimarlik Fakultesi, Mimarlik Bolumu lisans programinda ogrenim goren Turk ogrencileri (n=291) olusturmaktadir. Arastirmada ogrencilerin BAS’a iliskin tutumlarini ortaya cikarmak icin “Bilgi Arama Sureclerine Iliskin Tutum Olcegi-BASTO” kullanilmistir. Arastirmada verilerin analizinde frekans ve yuzde hesaplari yapilmis, Kolmogorov-Smirnov, Mann Whitney U ve Kruskal Wallis testleri uygulanmistir. Verilerin analizi sonucunda, sinif duzeyi ve yasin BAS’a iliskin tutumlari anlamli duzeyde degistirmedigi tespit edilmistir. Kiz ogrencilerin erkek ogrencilere gore tutumlarinin anlamli olcude daha olumlu oldugu bulunmustur. BAS veya bilgi erisim ile ilgili daha once egitim alan ogrencilerin, egitim almayan ogrencilere gore daha yuksek tutum ortalamasina sahip olduklari tespit edilmesine ragmen, iki grup arasinda anlamli bir farklilik bulunmamistir. Bu calismanin en dikkat cekici bulgusu, mimarlik ogrencilerinin BAS’a iliskin tutumlarinin “orta” duzeyde oldugunun saptanmasidir. Bu bulgu, mimarlik ogrencilerinin etkili, verimli ve basarili bir bilgi arama sureci gerceklestirebilecek yuksek duzeyde olumlu tutuma sahip olmadiklarini gostermektedir. Dolayisiyla, mimarlik ogrencilerinin bilgi arama sureci, bilimsel arastirma, bilgi erisim, bilimsel yazi yazma gibi derslerle daha fazla desteklenmesi onemlidir.