DSpace Arşivi :: Ana Sayfa

AKÜ Araştırma ve Akademik Performans Sistemi

DSpace@AKÜ, Afyon Kocatepe Üniversitesi’nin bilimsel araştırma ve akademik performansını izleme, analiz etme ve raporlama süreçlerini tek çatı altında buluşturan bütünleşik bilgi sistemidir.

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Systematic review of the ethical use of artificial intelligence (AI) tools in education
(Afyon Kocatepe Üniversitesi, 25 Nisan 2025) Küçük, Enes; Cincil, Fidaye; Karal, Yasemin
AI technology, which is becoming more widespread day by day, also affects education and training processes. The use of AI tools in educational environments provides many benefits to teachers and students. However, the use of AI in education also raises some ethical concerns. The aim of this study was to reveal the ethical issues arising from the use of AI in educational environments. The words "education", "artificial intelligence (AI)" and "ethics" were searched for in Web of Science, Google Scholar, Eric, Taylor & Francis, Springer, PsycINFO, PubMed, Scopus, IEEE, intelligent learning systems (ILS), automatic feedback systems (AFS), automatic assessment systems (ASS), big data (BD), learning analytics (LA), and the “internet of things (IoT)”. Further searches were made by adding the keywords “wearable technologies (WT)”, “robot (R)”, “deep learning (DL)” and “generative AI (GenAI)”. Twenty of the 489 studies accessed during the research were included in the scope of the research. Studies that were conducted with an AI-supported system/tools or that examined the ethical dimension of a possible educational intervention from the perspective of any study group/sample were included. Ethical issues arising in the studies were examined in the context of the ethical framework determined by Ryan and Stahl (2021). The general characteristics of the studies included in the scope of the research, research designs, technologies used and ethical issues that arise are presented. In the study, it was determined that eight principles in the context of the ethical framework determined by Ryan and Stahl were of concern for teachers and students.
The effect of context-based comics on sixth-grade students' grounded mental model development
(Afyon Kocatepe Üniversitesi, 25 Nisan 2025) Acet, İlyas; Kurnaz, Mehmet Altan
The research examined the effect of context-based comics on the grounded mental model (GMM) development of sixth-grade students. Fifty-nine students were included in the study, which was conducted with a quasi-experimental design. A context-based comic (CbC) was used to teach the experimental group, whereas the course was taught using existing textbooks in the control group. As a data collection tool, the context-based learning situations test (CbLST) for electrical conduction was applied as a pre-and post-test. As a result of the research, it was concluded that the learning environment designed in the experimental group had a greater effect on GMM development than the control group and that the CbC was an effective teaching material in GMM development compared with the current textbook. Based on these results, the use of CbCs and the determination of GMMs in science teaching should be increased. Recommendations have also been made regarding the use of CbLSTs.
Development of argumentation-based guidance materials in science education and analysis of students’ argumentation levels
(Afyon Kocatepe Üniversitesi, 25 Nisan 2025) Türk, Feyza; Yıldırım, Nagihan
This study used a case study, one of the qualitative research methods, with the aim of developing guidance materials based on the argumentation-based science learning (ABSL) approach for concepts in the 6th grade unit "Sound and Its Properties" and to examine students' argumentation levels and conceptual understanding. The activity sheets completed by the students before and during the implementation process and the semi-structured interviews conducted after the implementation process were used as data collection instruments. A rubric developed by Erduran et al. (2004) was used to address one of the sub-research questions of the study to determine students' level of argumentation. The semi-structured interview data were subjected to descriptive analysis. Responses to conceptual questions were coded as correct, partially correct, incorrect or blank. These categorizations were then summarized in tables, including representative student statements. The results of this study indicate that the students' level of argumentation during the first activities was initially at level 1. As the activities progressed, there was an increase in the number of level 2 arguments, with some activities reaching level 3. However, no level 4 or 5 arguments were produced. The developed materials had a positive effect on students' conceptual learning.
Dijitalleşme sürecinde değişen ebeveynlik rolleri üzerine bir çalışma
(Afyon Kocatepe Üniversitesi, 25.06.2026) Tuna Uysal, Meyrem
Dijitalleşme sürecinde ebeveynlerin çocuk yetiştirme tarzları, onlarla iletişim şekilleri ve ebeveynlik rolleri değişime uğramaktadır. Teknolojinin gelişimi ile birlikte dijital teknoloji araçlarının yaygınlaşması, anne ve babaların çocuk yetiştirme tarzlarının yeniden şekillenmesine yol açmaktadır. Özellikle de çocukların erken yaşlardan itibaren dijital medya ile temas etmeye başlaması ebeveynlerin kendi ebeveynlerinden farklı ebeveynlik rollerini yerine getirmektedirler. Bu süreçte ebeveynler bir yandan çocuklarının dijital dünyaya katılımını desteklerken diğer yandan onları bu dünyadaki tehlikelere ya da risklere karşı korumaya çalışmaktadırlar. Buna göre bu çalışma dijitalleşme sürecinin ebeveynlik rollerinde meydana getirdiği değişimi ve dönüşümü anlamayı amaçlamaktadır. Buradan hareketle çalışmada nitel araştırma yöntemi kullanılarak 7 kadın ve 7 erkek olmak üzere toplam 14 ebeveyn katılımcı ile gerçekleştirilmiştir. Katılımcılara amaçlı ve kartopu örnekleme yöntemleri ulaşılmıştır. Çalışmanın verileri yarı yapılandırılmış görüşme formuna dayalı derinlemesine görüşme tekniği kullanılarak toplanmıştır. Çalışmada dijitalleşmenin ebeveynlik üzerindeki etkisi ve ebeveynlerin dijitalleşmeye yönelik tutumları konuları ele alınmış, çocuklarının dijital teknoloji kullanımında ebeveynlerinin nasıl bir rolü olduğuna yönelik anlamlandırmaları üzerinden yorumlar yapılmaya çalışılmıştır. Çalışma sonucunda, dijitalleşme sürecinde ebeveyn katılımcıların kendi ebeveynlerinden farklı tarzla ebeveynlik sergiledikleri, dijital teknoloji kullanımında çocuklarına hem yönlendirici hem de koruyucu rolleri üstlendikleri, çocuklarının dijital araçları kullanımında daha çok kontrol edici ve sınırlayıcı davranış sergiledikleri belirlenmiştir.
Life balance among working mothers: The role of social support, parenting stress, and family relationships
(Afyon Kocatepe Üniversitesi, 25.06.2026) Girgin, Çağla; Özkan Bardakçı, Mukadder
Life balance represents the crucial equilibrium between an individual’s personal and professional domains. For working mothers, achieving this balance assumes paramount significance in the modern era, where the dual demands of the workplace and family create immense pressure, forcing them to navigate what virtually amounts to two full-time jobs. This study investigated the psychosocial dynamics affecting life balance among working mothers, specifically focusing on the roles of social support, parenting stress, and parent-child relationship quality. Using a predictive correlational research design, data were collected from 350 working mothers, the majority of whom were aged 31-40 (55,4%), married (90%), university graduates (61,1%), and employed full-time (82%). Data were gathered using the Life Balance Scale, the Multidimensional Scale of Perceived Social Support (MSPSS), the Parental Stress Scale, and the Parent-Child Relationship Scale. The collected data were analyzed using SPSS software. Hierarchical regression analyses revealed that all three variables significantly predicted life balance. Parenting stress emerged as the strongest and most consistent predictor, with higher levels of stress being strongly associated with lower levels of life balance. In contrast, perceived social support demonstrated a substantial positive association with life balance, whereas the contribution of parent-child relationship quality was comparatively limited. Overall, the findings contribute to the literature by demonstrating that life balance among working mothers is a multidimensional construct shaped by the interaction of psychosocial risks and resources. These findings provide an important foundation for the development of targeted organizational, familial, and clinical interventions aimed at enhancing working mothers’ well-being.