Person: AYDEMİR, ZEYNEP
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AYDEMİR
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ZEYNEP
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Publication Open Access Web 2.0 Tools and Educational Usage Self-Efficacy: A Scale Development Study(ELSEVIER SCIENCE BV, 2014-02) AYDEMİR, ZEYNEP; Horzum, M. Baris; Aydemir, Zeynep; Laborda, JC; Ozdamli, F; Maasoglu, YThe purpose of this study is to develop a valid and reliable scale for Web 2.0 Tools and Educational Usage Self-Efficacy. The experts were consulted for content validity. However a factor analysis was held for structure validity. The considering the 57-item scale in total, the scale was found to have an eight-factor structure. The factor loading of 57 items changes between 0.62 and 0.88. The eight factors of the scale explain 76.09% of the total variance. To examine the reliability of the scale, internal consistency coherence is calculated. The internal consistency of the 57-item Web 2.0 Tools Self-Efficacy Belief Scale was 0.97. These values show that the scale is reliable and it validates. (C) 2013 The Authors. Published by Elsevier Ltd.Publication Open Access İlkokul düzeyinde dijital okuryazarlık becerileri rubriğinin geliştirilmesi(2019-01-01) SAKIZ, GÖNÜL; AYDEMİR, ZEYNEP; AYDEMİR Z., SAKIZ G., Cihangir Doğan M.Bu araştırmanın amacı, ilkokul düzeyinde dijital okuryazarlık becerilerinin ölçümüne yönelik geçerli ve güvenilir alternatif bir değerlendirme aracı geliştirmektir. Çalışma grubunu İstanbul ili Anadolu yakasında bulunan bir ilkokulun dördüncü sınıfında okuyan 31 öğrenci oluşturmaktadır. Yeni Okuryazarlık Becerilerine ve çevrimiçi okuduğunu anlamaya dayalı olarak oluşturulan Dijital Okuryazarlık Becerileri Rubriği (DOBR), Kingsley’in (2011) uyarlama yaparak kullandığı ORCA (Online Reading Comprehension Assessment-Elementary) adlı ölçme aracından faydalanılarak geliştirilmiştir. Rubrik geliştirme sürecinde; içerik, kullanım, yaş düzeyi ve güvenirlik açısından uygun web siteleri kullanılmış ve sınıf-içi uygulamalar gerçekleştirilmiştir. Rubriğin güvenirliği iç tutarlılık katsayısı, madde analizi, Fleiss Kappa katsayısı ve puanlayıcılar arası güvenirlik yoluyla; geçerliği ise uzman görüşleri ve Pearson Momentler Çarpım Korelasyonu yoluyla test edilmiştir. Sonuçlar değerlendirildiğinde, dört ana bölüm ve 12 sorudan oluşan istatistiksel olarak geçerli ve güvenilir bir ölçme aracı elde edilmiştir.Publication Open Access Metinlere yönelik okuma motivasyonu ölçeği: Geçerlik ve güvenirlik çalışması(2013-01-01) AYDEMİR, ZEYNEP; AYDEMİR Z., ÖZTÜRK E.In this study, it was aimed to develop a reading motivation scale in order to determine reading motivations of students for texts. The work group was consisted of 259 students who were attending to 5th grade of the schools in the center of Sakarya during the 2nd term of 2010-2011 school year. First of all, in the process of developing the scale, a review of literature was made and a pool of 60 items was created. Opinions of experts were applied for the content validity and exploratory factor analysis was conducted for the construct validity of the scale. Finally, internal consistency coefficient was applied for the reliability studies. When the results were assessed, a valid and reliable scale that consists of 22 items and four factors which are \"perceived reading difficulty,\" \"reading ability,\" \"effort/being appreciated to read\" and \"social aspect of reading\" was obtained. The four factors found in the scale explained %46.23 of the total variance. In total, internal consistency coefficient was found as.81. These values show that the scale explained the reading motivations of the primary school students of the 5th grade for texts in a valid and reliable manner.Publication Metadata only The Effect of reading from screen on the 5th grade elementary students' level of reading comprehension on informative and narrative type of texts [Ekrandan okumani{dotless}n 5. Si{dotless}ni{dotless}f öǧrencilerinin bilgilendirici ve öyküleyici metin türünde okuduǧunu anlama düzeylerine etkisi](2013) AYDEMİR, ZEYNEP; Ileri Aydemir Z., Öztürk E., Horzum M.B.Digital medias that becomepopular through the development of technology have given a different functionality to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have gained currency. The aim of the research was determined as the effect of reading from screen upon the levels of reading comprehension of the fifth grade elementary school students in the informative and narrative text types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen to utilize in the study and the participants in control group were assigned to read the printed materials, while others were reading the version of the same material from screen. The reading comprehension test developed by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation approaches, while the questions were being prepared for the narrative texts, the story elements which are generally required to be found in a text, were used and the story map method was prepared accordingly. The analysis of the reading comprehension points was performed through three related evaluations regarding the text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the students who read the informative text from screen were significantly higher than others. Moreover, there was no significant difference between the students reading the narrative texts from screen and printed material in terms of the levels of reading comprehension. © 2013 Educational Consultancy and Research Center.