TR-Dizin İndeksli Yayınlar Koleksiyonu / TR Dizin Indexed Publications Collection
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1927
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Article Investigating the Appropriateness of a Course Evaluation Model: Preservice Teachers Flipped Learning Experience(Anı Yayıncılık, 2025) Birgili, Bengi; Aydın, Utkun; Kurban, Caroline FellParlett and Hamilton’s (1972) Illuminative Evaluation Model (IEM) was adopted to research course evaluation in flipped learning environments. An integrated data set, including teaching videos, interviews from 17 preservice teachers, and course materials, was collected and analyzed in an educational sciences course. Both quantitative and qualitative data showed that this model, within its learning milieu and instructional systems aspects, had the potential to be a suitable method for instructors to evaluate the quality of their flipped courses. These relationships between the learning milieu and instructional systems provide evidence of the complexity of evaluation. This study demonstrates how the IEM helps uncover the design of a flipped educational sciences course and offers a suitable model for flipped course evaluation. Finally, the implications of this study for general instructional design are discussed.Article Çevrim-İçi Matematik Öğretimi Alan Deneyiminde Teori ve Pratik Arasındaki Mesafe Üzerine Bir İnceleme(Mehmet Tekerek, 2025) Ӧlmez, İbrahim; Pekkan, Zelha Tunc; Birgili, Bengi; Taylan, Rukiye Didem; Saygili, Rukiye Didem Taylan; Olmez, Ibrahim BurakGeçmiş çalışmalar, öğretmen adaylarının teori ve pratiği birleştirme becerisinin, derste öğrendiklerinipratiğe dökebilmek için artan öneminden bahsetmektedir. Bu çalışma, 23 matematik öğretmenliğiadayının bir matematik öğretmen eğitimi programındaki ders ve çevrim-içi matematik öğretimi alandeneyimlerini birleştirme becerisini incelemiştir. Bu çalışmanın verisini, öğretmen adaylarının birdönem boyu süren çevrim-içi ders verme deneyiminden önce gerçekleşen 24 video-kayıtlı ders planlamatoplantısının transkripleri ve Çevrim-içi Laboratuar Okulu’ndaki çevrim-içi ders anlatımlarından sonragerçekleşen 9 video-kayıtlı tüm sınıfın dahil olduğu tartışma toplantılarının transkripleri kapsamaktadır.Ayrıca, bu çalışmanın verisini öğretmen adaylarının çevrim-içi ders anlatımlarından sonra dersanlatımlarındaki ilginç ve önemli buldukları durumlar üzerine yazdıkları kısa notları da içermektedir.Sonuçlar, öğretmen adaylarının sıklıkla teori ve pratik arasındaki bağlantıları kurmakta zorlandıklarınıgöstermekte ve öğretmen eğitimcilerinin matematik öğretimi alan deneyimleri ödevlerinde daha fazladers entegrasyon fırsatlarını kullanmasını önermektedir. Ders öğretim üyelerinin amaçları, öğretmenadaylarının düşünümleri, ders planları ve tüm sınıfın dahil olduğu tartışma toplantıları gibi birden fazlaveri kaynaklarını kullanan bu çalışma, eğitim araştırması alanındaki var olan mesafenin kapanması içindeğerli bir nitel kanıt sunmaktadırArticle Okulda Üniversite Modeli: Beşinci Sınıf Öğrencilerinin Kesir Bilgisi Gelişiminden Yansımalar(Kastamonu Üniversitesi, 2017) Taylan, Didem; Tunç-Pekkan, Zelha; Aydın, Utkun; Birgili, Bengi; Özcan, Mustafa; Taylan, Rukiye Didem; Pekkan, Zelha TunçThrough a university-school partnership, the aim of the present study was to investigate the efforts from University within School Model-based instruction, within which faculty members acted as teacher-researchers, to improve fifth grade students’ fractional knowledge. During 2014-2015, 220 fifth grade students from 2 public middle schools in İstanbul participated in the study. Two groups were selected as experimental (n= 4 classrooms) and control (n= 5 classrooms). In the experimental groups fractions was taught by teacher-researchers with University within School Model-based instruction, whereas in the control groups the fractions unit was taught by the mathematics teachers with traditional instruction. Data were analyzed by performing Independent Samples t-Test and Two-Factor ANCOVA. Additionally, students’ reflections were presented in order to provide readers with an indepth understanding of the implementation. Results revealed that University within School Model-based instruction, as compared to traditional instruction, had a significant effect on students’ fractional knowledge. Students’ reflections showed that University within School Model-based instruction improved their interest. Educational and methodological implications of the study were discussed.Article Awareness of Misconceptions in Science and Mathematics Education: Perceptions and Experiences of Pre-Service Teachers(Ahi Evran Üniversitesi, 2017) Birgili, Bengi; Mesutoğlu, CananThis study aimed to reveal elementary science and mathematics pre-service teachers’ perceptions and experiences on misconceptions. To what extent pre-service teachers are aware of students’ misconceptions, and what they experienced about identifying and working with misconceptions were of interest for this study. Semi-structured interviews were conducted with 11 pre-service teachers from elementary science education and mathematics education programs. The results revealed that pre-service teachers had awareness on nature of misconceptions while having difficulties in providing more concise definitions of misconceptions. The misconceptions were mostly realized while giving additional examples compared to students’ explanation during teaching learning process. Another finding showed pre-service teachers believed that misconceptions might lead to academic underachievement, can have impact on other topics, can create negative symptoms of psychology, and classroom management problems. The findings were further structured into a SWOT analysis framework that can help future researchers.