International Journal of New Trends in Arts, Sports & Science Education (IJTASE)
type: channel
description: International Journal of New Trends in Arts, Sports & Science Education (IJTASE) Journal Abbreviation: Int. J. New Trends Arts Sports Sci. Educ. Period: 4 Issue / Year (January, April, July, and October). ISSN: 2146-9466 Publisher: ECN Yayıncılık IJTASE Manuscript Template Indexing & Abstracting Educational Research Abstracts Online (ERA) ASCI-Asian Science Citation Index Turkish Education Index (TEI) ASOS Index Google Scholar International Journal of New Trends in Arts, Sports & Science Education (IJTASE) is an open-access, electronic-only, peer-reviewed, and professional scientific journal which publishes papers to international audiences of educational researchers. IJTASE aim to publish articles art, sport, and science education studies according to interdisciplinary approach. IJTASE has been publishing four times a year since 2012 (January, April, July, and October). The article is to be submitted in Turkish or English. The journal covers three broad aspects - Arts, Sports, and Science Education. The journal accepts manuscripts related to all aspects of Arts, Sports, and Science Education (Arts studies, arts education studies, music education studies, sport studies, and science education studies). IJTASE is a multidisciplinary and international journal, committed to no single approach, discipline, methodology or paradigm. IJTASE aims to provide researchers with scholarly discourses, theories, research methods, and findings. IJTASE publishes research studies employing a variety of qualitative and/or quantitative methods and approaches in the field of arts, sports, and science education. The selection of articles for publication is based on their contribution to the field of arts, sports, and science education, clarity of presentation, adequacy of research methodology, and significance of research findings. According to the publication policy of the International Journal of New Trends in Arts, Sports & Science Education (IJTASE), the plagiarism rate must not excee…
publisher: ECN Publishing
language: en-US
publication name: International Journal of New Trends in Arts, Sports & Science Education (IJTASE)
issn: 2146-9466
items: Message from the Editor
items: The Complete Issue : volume 14 issue 4 2025
items: EĞİTSEL KAÇIŞ ODASI UYGULAMALARININ 10. SINIF ÖĞRENCİLERİNİN KİMYA AKADEMİK BAŞARI VE MOTİVASYONLARINA ETKİSİ
items: FEN BİLİMLERİ DERSİNDE SANAL MÜZE KULLANIMI HAKKINDA ÖĞRENCİ GÖRÜŞLERİ
items: ANALİZ DERSİ YAZILI SINAVLARININ ÜRETKEN YAPAY ZEKA İLE DEĞERLENDİRİLMESİ
items: YENİLENEBİLİR ENERJİ KAYNAKLARI DERSİNİN FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ENERJİ OKURYAZARLIK VE YENİLENEBİLİR ENERJİ ALGI DÜZEYLERİNE ETKİSİ
items: THE TEN CORE VALUES EDUCATION INCLUDED IN THE 2018 CURRICULUM OPINIONS OF HISTORY TEACHERS

Message from the Editor
type: item
description: Message from the Editor I am very pleased to publish fourth issue in 2025. As an editor of International Journal of New Trends in Arts, Sports & Science Education (IJTASE), this issue is the success of the reviewers, editorial board and the researchers. In this respect, I would like to thank to all reviewers, researchers and the editorial board. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to International Journal of New Trends in Arts, Sports & Science Education (IJTASE), For any suggestions and comments on IJTASE, please do not hesitate to send mail. Prof.Dr. Suat TÜRKOĞUZ Guest Editor
creator: Prof.Dr. Suat TÜRKOĞUZ (Guest Editor)
rights: Copyright (c) 2025 by author(s).
date: 2025-10-31
publication date: 2025-10-31
volume: 14
number: 4

The Complete Issue : volume 14 issue 4 2025
type: item
description: The Complete Issue : volume 14 issue 4 2025
creator: The Complete Issue : volume 14 issue 4 2025
rights: Copyright (c) 2025 by author(s). https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2025-10-31
publication date: 2025-10-31
volume: 14
number: 4

EĞİTSEL KAÇIŞ ODASI UYGULAMALARININ 10. SINIF ÖĞRENCİLERİNİN KİMYA AKADEMİK BAŞARI VE MOTİVASYONLARINA ETKİSİ
type: item
description: Educational escape rooms, one of the innovative approaches in chemistry education, are anticipated to contribute significantly to cognitive and affective development by providing students with the opportunity to actively participate in learning environments and work collaboratively with their peers. In this context, the aim of this research is to investigate the effects of educational escape room applications developed on 10th grade acids and bases on students' academic success and motivation in chemistry class. A mixed-method research method was employed in the study. Fifty-one 10th grade students participated in the study. The topic of acids and bases was taught using educational escape room activities in the experimental group for 5 weeks, while the control group used traditional teaching methods. An "Achievement Test" and a "Chemistry Motivation Scale" were administered as pretests and posttests to both experimental and control groups. Semi-structured interviews were then conducted with the experimental group students. Data obtained from the study were analyzed using split-plot ANOVA, and a significant difference was found between the experimental and control groups for both measurement tools, in favor of the experimental group. Content analysis results from interviews with experimental group students also revealed that educational escape room activities highlighted themes such as "ensuring lasting learning," "easily connecting chemistry to daily life," and "enjoying chemistry." All these results show that educational escape room activities related to the 10th grade acids-bases topic are effective in increasing students' academic achievement and motivation on the subject of acids-bases. Keywords: Academic success, Acids and bases, educational escape room activities, chemistry education, motivation. Öz Kimya eğitimdeki yenilikçi yaklaşımlardan biri olan eğitsel kaçış odalarının öğrencilere, öğrenme ortamlarına aktif bir şekilde katılma ve akranları ile iş birliği…
creator: Nevruze ERKAN ERKOÇ
creator: Gülten ŞENDUR
rights: Copyright (c) 2025 by Nevruze ERKAN ERKOÇ, Gülten ŞENDUR https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2025-10-31
publication date: 2025-10-31
volume: 14
number: 4
starting page: 92
ending page: 107

FEN BİLİMLERİ DERSİNDE SANAL MÜZE KULLANIMI HAKKINDA ÖĞRENCİ GÖRÜŞLERİ
type: item
description: This study aimed at investigating the opinions of 6th-grade middle school students on the use of virtual museums in their Science course. It was planned by a phenomenological design from qualitative research approaches. The study was conducted with 6th-grade students at Makbule Süleyman Alkan Secondary School in Buca, Izmir, during the fall semester of the 2024-2025 academic year. Structured virtual museum opinion forms, prepared by the researcher, were used as the data collection tool. These forms, administered both before and after the virtual museum visit, were used to gather written feedback from students about their prior knowledge, expectations, experiences, and suggestions. The data were analyzed using “the MAXQDA Analytics” program and evaluated through descriptive analysis, with the findings presented using frequencies and percentages and supported by direct quotations. The main results indicated that virtual museum trips in the Science course helped students overcome their prejudices about the subject, increased their interest in science, and provided an enjoyable learning experience. Furthermore, these visits enabled students to gain concrete experiences with abstract and complex concepts they had difficulty understanding and served as an enriching, supportive, and complementary educational tool by offering opportunities for review. In addition, students made several suggestions for more effective use of virtual museums, including greater visual detail, increased use of 3D models, more interactivity, expanded subject coverage, and an overall increase in the number of virtual museums available in the field of science. Keywords: Science course, virtual museum, middle school student, cognitive development, student perspectives. Öz Bu çalışmada ortaokul 6. Sınıf öğrencilerinin Fen Bilimleri dersinde sanal müze kullanımı hakkındaki görüşlerinin incelenmesi amaçlanmıştır. Çalışma, nitel araştırma yöntemlerinden fenomenoloji (olgu bilim) deseninde tasarlanmıştır…
creator: Elif DURNA
creator: Suat TÜRKOGUZ
rights: Copyright (c) 2025 by Elif DURNA, Suat TÜRKOGUZ https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2025-10-31
publication date: 2025-10-31
volume: 14
number: 4
starting page: 108
ending page: 132

ANALİZ DERSİ YAZILI SINAVLARININ ÜRETKEN YAPAY ZEKA İLE DEĞERLENDİRİLMESİ
type: item
description: The purpose of this study is to examine the grading of written exam papers of students enrolled in the Elementary Mathematics Education program using artificial intelligence. To this end, the written papers of 50 students enrolled in the first year of the Primary Education Mathematics Teaching program at a state university in the Aegean Region who participated in the “Analysis 1” courses in the fall semester of 2025-2026 were examined. The survey model, one of the quantitative research methods, was used to determine the relational differences in the research; while the descriptive method, one of the qualitative research methods, was used to examine the details of these grading processes. The data in the research were obtained from the scores given by the experts, the scores given by the generative artificial intelligence that evaluated according to its own answer key, and the scores given by the generative artificial intelligence that evaluated according to the given answer key. These scores were analyzed separately using the SPSS program. The analyses revealed that experts could assign different scores for the same performance. When examining the relationship between experts and generative artificial intelligence, a statistically significant difference was also found. The assessments made by generative artificial intelligence in measurement and evaluation can be improved. Keywords: Generative artificial intelligence, written exam papers, measurement and evaluation Öz Bu araştırmanın amacı İlköğretim Matematik Öğretmenliği programında öğrenim gören öğrencilerin yazılı sınav kağıtlarının yapay zeka aracılığı ile notlandırılmasını incelemektir. Bu amaçla Ege Bölgesi’ndeki bir devlet üniversitesinde öğrenim görmekte olan birinci sınıf ilköğretim matematik öğretmenliği programındaki 2025-2026 güz yarıyılında “Analiz 1” derslerine katılım sağlayan 50 öğrencinin yazılı kağıtları incelenmiştir. Araştırmanın ilişkisel farklarını belirlemek amacıyla nicel araştırma yöntemler…
creator: Şevval YÜKSEL
creator: Cenk KEŞAN
rights: Copyright (c) 2025 by Şevval YÜKSEL, Cenk KEŞAN https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2025-10-31
publication date: 2025-10-31
volume: 14
number: 4
starting page: 133
ending page: 147

YENİLENEBİLİR ENERJİ KAYNAKLARI DERSİNİN FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ENERJİ OKURYAZARLIK VE YENİLENEBİLİR ENERJİ ALGI DÜZEYLERİNE ETKİSİ
type: item
description: This study aimed to examine the effects of the renewable energy resources course on the energy literacy and renewable energy perception levels of pre-service science teachers. The research, which used a quasi-experimental design with a pre-test-post-test control group, was conducted with the participation of 68 pre-service science teachers at a state university. The Renewable Energy Perception Survey and the Energy Literacy Scale were administered to the pre-service teachers at the beginning and end of the semester. The scores of the pre-service teachers on the scales were examined in terms of group, gender, and GPA variables. The study concluded that the renewable energy resources course positively impacted the pre-service teachers' energy literacy levels, while no significant difference was observed in their perceptions of renewable energy. In light of the study's findings, it is recommended that science teaching programs may be enriched with courses, activities, and practices that will positively enhance pre-service teachers' perceptions of renewable energy. Keywords: Renewable energy sources, renewable energy perception, energy literacy, pre-service science teacher. Öz Bu araştırmada, yenilenebilir enerji kaynakları dersinin fen bilimleri öğretmen adaylarının enerji okuryazarlık ve yenilenebilir enerji algı düzeylerine etkisini incelemek amaçlanmıştır. Deneysel desen türlerinden ön test-son test kontrol gruplu yarı deneysel desenin kullanıldığı araştırma, bir devlet üniversitesinde yenilenebilir enerji kaynakları dersini alan ve almayan 68 fen bilimleri öğretmen adayının katılımı ile gerçekleştirilmiştir. Öğretmen adaylarına dönem başında ve dönem sonunda Yenilenebilir Enerji Algı Anketi ile Enerji Okuryazarlık Ölçeği uygulanmıştır. Öğretmen adaylarının ölçeklerden aldıkları puanlar grup, cinsiyet ve not ortalaması değişkenleri açısından incelenmiştir. Araştırma sonucunda yenilenebilir enerji kaynakları dersinin, öğretmen adaylarının enerji okuryazarlık düzeyler…
creator: Mehmet ŞAHİN
creator: Sude GÖNCE
rights: Copyright (c) 2025 by Mehmet ŞAHİN, Sude GÖNCE https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2025-10-31
publication date: 2025-10-31
volume: 14
number: 4
starting page: 148
ending page: 163

THE TEN CORE VALUES EDUCATION INCLUDED IN THE 2018 CURRICULUM OPINIONS OF HISTORY TEACHERS
type: item
description: The main objective of this study is to reveal the views of secondary school history teachers on the Ten Core Values Education included in the 2018 History Curriculum. A case study approach, one of the qualitative research methods, was adopted in the study. The "interview form" was used as a qualitative data collection tool. A semi-structured interview form consisting of open-ended questions was prepared to gauge secondary school history teachers' thoughts on the Ten Core Values Education included in the History Curriculum. The study group for the research, conducted during the 2021–2022 academic year, consisted of 20 history teachers working in 11 schools offering five different types of education, selected in a stratified manner in a district north of one of Turkey's three major cities. The data obtained were processed using descriptive analysis techniques. Frequencies (f) and percentages (%) were used in the presentation of the data. The most striking finding of the research is that almost all participating teachers were unaware of the existence of the Ten Core Values Education in their curriculum. However, teachers believe that the inclusion of the Ten Core Values Education is appropriate, that history lessons are also suitable for this, and that they already try to instil many of these values in their students in their lessons. The vast majority also believe that they need in-service training on this subject. While the value of justice ranked first for teachers, patriotism ranked among the top values they believed history lessons could primarily instil in students. Teachers who believed that different values, primarily empathy, should also be included in the programme considered the topics covered in the programme to be appropriate for the Ten Core Values Education, while considering the textbook to be partially appropriate. More than half of the teachers believe that they can only partially impart core values due to the lack of preparation processes before less…
creator: Ziya NAKIBOĞLU
creator: Erdal ASLAN
rights: Copyright (c) 2025 Ziya NAKIBOĞLU, Erdal ASLAN https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2025-10-31
publication date: 2025-10-31
volume: 14
number: 4
starting page: 164
ending page: 183