Problems of Education in the 21st Century

741-742

Authors: Editorial Board

Cover page, Problems of Education in the 21st Century, ISSN 1822-7864 (Print) ISSN 2538-7111 (Online) Vol. 80, No. 6, 2022

744-749

Authors: Vincentas Lamanauskas

Systemology of education is the field of general systemology. On the other hand, systemology of education can reasonably be considered a structural part of contemporary education. There are many different arguments to substantiate such a position. For example, during the last two decades, educational (pedagogical) terminology has changed extremely rapidly. Education science has become more diverse than ever. Such branches as cooperation pedagogy, nonviolence pedagogy, pedagogy of the oppressed, peace pedagogy, success pedagogy, career pedagogy, theatre pedagogy and many others have appeared in educational scientific literature, not to mention the level of education. On the one hand, we do not deny the existence of these branches, on the other hand, the question arises about the scientific system in education in general (Lamanauskas, 2012). It is obvious that the development of education is characterised by two opposite trends – differentiation and integration. In such an abundance of currents, branches, directions, etc., it is not only easy to get lost, but it is even easier to lose the ability to identify mutual relations and define the place of each of them in the common stem of education science.

765-776

Authors: Menşure Alkış Küçükaydın, Çiğdem Akkanat

Computational thinking is recognized as a vital skill related to problem-solving in technological and non-technological fields. The existence of different sub-domains related to this skill has been pointed out. Therefore, there is a need for tools that measure these different sub-domains. Because of its structure that includes different skills, computational thinking has a structure different from that of the tools used to measure academic skills. Moreover, no special programming knowledge is required for tools that measure this ability. In order to measure this skill in younger age groups, it is possible to apply the measurement tool without adult support. At this point, it is aimed to reveal the computational thinking skills of Turkish children by adapting a test developed for the 7-9 age groups into Turkish. For this purpose, an adaptation research study was performed for TechCheck-2 developed by Relkin et al. (2020). In the study, a total of 372 primary school students studying in Ankara were contacted. Item and test analyses were performed on the data obtained as a result of the application of the test. The distinctiveness and difficulty values of the items making up the test and Kuder Richardson-20 scores were calculated. At the end of the analyses, it was seen that the test could be used as a valid and reliable measurement tool for Turkish children.

792-810

Authors: Ayşegül Aslan

This study aimed to examine the opinions of the instructors who work at GUHEM (Gökmen Space and Aviation Training Center) on the exhibition's content, how the exhibition spaces contribute to science education, especially astronomy and aviation, and the types of visitors who frequently visit the center. Nine instructors from GUHEM's science centers participated in the study. Data were gathered using the "Instructor Opinion Form," with nine open-ended questions. The data elicited from these questions were subjected to content analysis. The findings showed that children aged 6 to 11 made up the majority of visitors; the fascinating exhibition areas focused on the Solar System and planets and interactive workshops with space and aviation themes, like those involving paper airplane construction and rocket competition, were very popular. In terms of the contribution of this center to science education, it was found that the GUHEM exhibitions played an active role in teaching the solar system, planets, and pressure. Although astronomy is the discipline with which the exhibition areas are most closely associated, it can also be linked to other disciplines like astrobiology, mathematics, and aviation. Instructors shared their worries that they won't be able to meet visitors' expectations and occasionally struggle to understand the subject during activities held at GUHEM. These findings led to the opinion that GUHEM and other science centers will function more effectively if schools and science centers collaborate more, the curriculum and exhibition content are improved, and the instructors receive professional assistance from academicians who are subject-matter experts.

823-835

Authors: İzzet Kaplan, Celal Teyyar Uğurlu

The effect of toxicity on satisfaction with life at school affects many variables. As parts of school culture, satisfaction and toxicity are related concepts. This study aims to determine the predictive effect of toxicity on satisfaction with life at school. In Turkey, no study has been found to be conducted about the relationship between organizational toxicity and satisfaction with life. Method of the research: This was a descriptive study based on the correlational survey model. In this study, it was supposed to determine the effects of teachers’ demographic characteristics (gender, alma mater, professional seniority, and number of teachers in the school) and toxicity perceptions on satisfaction with life. The study group consisted of 1600 teachers working at 54 secondary schools in Sivas city center. Based on the calculation made, a sample of 223 teachers representing the population was created. The dependent variable of the study was teachers' satisfaction with life. Stepwise regression was used as a multiple regression analysis technique. In this regression analysis, a linear structure of the relationship between one dependent and more than one independent variable was tested. The results showed that the toxicity avoidance behaviors of teachers positively affected their perceptions of satisfaction with life. It was teachers' displaying conflict behaviors (β= -,226) regarding toxicity. There was a decrease in the satisfaction with life of teachers who ventured conflict. Likewise, there was a negative effect (β= -184) between the level of narcissistic behavior in the organizational environment and the level of satisfaction with life. The satisfaction with life levels of teachers who thought that narcissistic behaviors were exhibited in the organizational environment decreased. A positive relationship was found between the fourth ranked variable resistance (β= ,149) and satisfaction with life. Teachers' resistance to painful toxic situations increased their level of satisfaction with life.

851-864

Authors: Mona Fawzi Sulaimani, Najwa Bakr Mursi

It remains unknown to what extent mothers of children with Autism Spectrum Disorder (ASD) are stigmatized. Children with ASD require special care to increase their attention and master the necessary motor and behavioural skills. In most society, particularly Middle East and Africa, mothers are largely the care providers for children while their partners concentrate on financial provision. Therefore, mothers experience a lot of challenges and stigma from some partners, family members, and the society. This qualitative phenomenological research examined the experiences of 15 mothers regarding the stigma associated with their children autism in Jeddah, Saudi Arabia. The research examined mothers' beliefs about the positive and negative roles that culture, education, and health institutions play in this regard. Five broad themes emerged from the analysis: mothers' concerns; reactions to the child's diagnosis; difficulties obtaining an ASD diagnosis; difficulty accessing resources; and cultural stigma (people's reactions). The researcher explored the themes and challenges of ASD through literature review and field Research (interviews). Findings showed the need to change structural and societal approaches toward ASD to share the burden among all stakeholders alleviating pressure on mothers.