J-EDUCAT: Journal of Educational Studies

J-EDUCAT: Eğitim Araştırmaları Dergisi 

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Eğitim Planlaması: Kavramsal Çerçeve, Modeller ve Yaklaşımlar

Educational Planning: Conceptual Framework, Models, and Approaches

Dr. Yasemin YEŞİLBAŞ ÖZENÇ
Aydın Adnan Menderes Üniversitesi, ORCID: 0000-0002-5590-4520

Abstract

This study aims to examine the concept of educational planning in a theoretical framework and to analyse planning models and approaches. Educational planning is the process of predetermining when, where, how and with which resources the activities necessary to achieve the objectives determined in the education system will be carried out. The study was conducted with a review design from qualitative research methods, and the theoretical foundations of the subject were explained by reviewing the relevant literature. Firstly, the definition, importance and basic components of educational planning were explained. Then, the types of educational planning (time-based planning, strategic planning, operational planning, and curriculum planning) and the basic principles of planning (scientificity, flexibility, efficiency, participation, and transparency) were discussed. In addition, the stages of training planning and how the planning process should be managed are emphasised. In the study, various education planning models in the literature were analysed. In this context, the social demand model, manpower requirement model, cost-effectiveness model, cost-benefit model, normative models, and artificial intelligence-supported planning model were analysed. Dynamic Ecosystem Based Training Planning Model (DETPM) is proposed as the original contribution of the study. This model consists of data-driven continuous analysis, ecosystem-oriented stakeholder engagement, flexible and adaptable structures, future-oriented planning and digital transformation. As a result, it is emphasised that for education planning to be successful, a sustainable planning that can adapt to changing conditions and participatory approaches should be adopted. Continuous updating of education policies, efficient use of resources and strengthening the systematic planning approach are considered important for the future of education systems.

Keywords: Planning, education planning, strategic planning, education policy.

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Altıncı Sınıf Öğrencilerinin Matematiğe Yönelik Üstbiliş Becerileri ile Tutum ve Kaygı Düzeyleri

Sixth Grade Students’ Metacognitive Awareness, Attitude And Anxiety About Mathematics

Dr. Bedriye ALTAYLAR

Milli Eğitim Bakanlığı, ORCID: orcid.org/0000-0002-9758-8570

Prof. Dr. Süha YILMAZ
Dokuz Eylül Üniversitesi, ORCID: orcid.org/0000-0002-8330-9403 

Abstract

Main purpose of this research is to search metacognitive awareness of 6. grade students about mathematics, to evaluate the students' attitudes and anxiety levels, and to examine the relation between these variables. Data were collected using the "Anxiety Towards Mathematics", "Attitude Towards Mathematics" and "Meta-Cognitive Awareness Towards Mathematics" scales. Data were analyzed with the SPSS 22.0 program. Normality tests were applied to the data, the minimum and maximum scores of the data were determined, and the arithmetic mean and correlation coefficient values were calculated. In result, it was determined that the students' attitudes and concerns about mathematics were at a medium level, but their metacognitive awareness was at a high level. Nonetheless, no significant relation were found between these variables. Although there are studies on attitude, anxiety or metacognition perception in the mathematics education literature, the number of studies examining these three variables together is limited. Therefore, it is thought that the relevant study will bring innovation to the literature.

Keywords: Mathematics anxiety, mathematics attitude, metacognitive awareness about mathematics.

CITATION: Altaylar, B., & Yılmaz, S. (2025). Altıncı sınıf öğrencilerinin matematiğe yönelik üstbiliş becerileri ile tutum ve kaygı düzeyleri. J-EDUCAT:  Journal of Educational Studies, 3(2), 442-457.   https://doi.org/10.5281/zenodo.17447945

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Kız Meslek Lisesi Öğrencilerinin Problem Çözmeye Yönelik Tutumları ve Matematik Kaygıları

Girls' Vocational High School Students' Attitudes Towards Problem Solving and Mathematics Anxiety

 Büşra KEFÇİ

Erzincan Binali Yıldırım Üniversitesi, Eğitim Fakültesi, Matematik Eğitimi Anabilim Dalı,  ORCID: orcid.org/0009-0000-9636-5247

Prof. Dr. Meryem ÖZTURAN SAĞIRLI
Erzincan Binali Yıldırım Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü,  ORCID: orcid.org/0000-0002-5259-3421

Abstract

This research was conducted using an explanatory sequential mixed design, prioritizing quantitative data, to determine the problem-solving attitudes and mathematics anxiety of girls' vocational high school students. A correlational screening method was used in the study. Quantitative data were collected using the Mathematics Anxiety Scale and the Attitude Towards Mathematics Problem Solving Scale. To further explore the quantitative data, semi-structured interviews were conducted with a total of 12 students, one from each department and grade level. Descriptive statistics and two-way factor analysis were used in the analysis of quantitative data, while qualitative data were examined using content analysis. The findings indicate that the students' problem-solving attitudes were generally negative and their mathematics anxiety was low. While problem-solving attitudes varied by department, they did not show significant differences by grade level. Mathematics anxiety varied by grade level, but did not differ by department variable. The semi-structured interviews supported the quantitative findings and provided explanatory qualitative data. The results reveal that special mathematics programs and textbooks should be prepared for vocational high schools in order to increase the problem-solving attitudes of vocational high school students and reduce their mathematics anxiety.

Keywords: Attitude Towards Problem Solving, Mathematics Anxiety, Problem Solving, Vocational High School, Vocational High School for Girls.

CITATION: Kefçi, B., Özturan Sağırlı, M. (2025). Kız meslek lisesi öğrencilerinin problem çözmeye yönelik tutumları ve matematik kaygıları.  J-EDUCAT: Eğitim Araştırmaları Dergisi, 3 (2), 458- 482. DOI: 10.5281/zenodo.17507566

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