İlköğretim Matematik Öğretmenliği Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932

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Investigating the Appropriateness of a Course Evaluation Model: Preservice Teachers Flipped Learning Experience
(Anı Yayıncılık, 2025) Birgili, Bengi; Aydın, Utkun; Kurban, Caroline Fell
Parlett 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.
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
Geçmiş 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 sunmaktadır
Çalışma Yaşamında Teknofobi ve Teknofili: Bir Ölçek Uyarlama Çalışması
(2024) Çelik, Derya; Uzunçarşılı, Ülkü
Bu çalışmanın temel amacı Martínez-Corcoles vd. (2017) tarafından geliştirilen, Teknofobi ve Teknofili Ölçeği-TTQ (Technofobia and Technophilia Scales-TTQ)’nun Türkçe’ye uyarlama çalışmasının yapılmasıdır. Çalışmanın bir diğer amacı ise aktif olarak çalışma yaşamında rol alan bireylerin teknofobi ve teknofili davranışlarının incelenmesidir. Çalışmanın örneklemi 389 kişiden oluşmaktadır. Güncel ölçeğin Türkçe’ye uyarlanmasında öncelikle çeviri, geri çeviri, uzman görüşlerinin alınarak güncel ölçeğin oluşturulması aşamaları yer almaktadır. Ardından veriler toplanarak pilot uygulama ve ana uygulama aşamaları gerçekleştirilmiştir. Ölçek geçerliliğinin sağlanmasının tespitinde madde toplam korelasyonları hesaplanmıştır. Ardından açıklayıcı ve doğrulayıcı faktör analizleri yardımıyla yapı geçerliliği analiz edilmiştir. Ölçek güvenilirliği için Cronbach alfa değerleri hesaplanmıştır. Bu değer teknofobi ölçeği için (0,953) bulunmuştur. Teknofili ölçeğinde, tüm ölçek için (0,889), teknolojik itibar boyutunda (0,909), coşku boyutunda (0,820), teknoloji bağımlılığı boyutunda (0,844) bulunmuştur. Teknofobi ölçeği için KMO değeri 0,942 bulunmuş olup tek faktörlü ölçeğin toplam varyansın %66,833’ün açıkladığı saptanmıştır. Teknofili ölçeği için KMO değeri 0,875 bulunmuş olup üç faktörlü ölçeğin toplam varyansın %64,481’ini açıkladığı saptanmıştır. Teknofobi ile teknofili ölçekleri arasında yapılan korelasyon analizi sonucunda, teknofobi ve teknofili arasında anlamlı bir ilişki bulunmamıştır (p>0,05). Çalışanların demografik özelliklerine ve çalıştıkları işletmelerin özelliklerine göre detaylı fark analizleri yapılarak sonuç kısmında yorumlanmıştır.
Citation - WoS: 5
Citation - Scopus: 6
I Just Thought Maybe This Is [the] Way of Doing Things: Exploring Lesbian-, Gay-, and Bisexual-Specific Intimate Partner Violence in Norway
(Educational Publishing Foundation-american Psychological Assoc, 2024) Ummak, Esra; Turken, Salman; Jessen, Reidar; Toplu-Demirtas, Ezgi
Objective: Intimate partner violence (IPV) in lesbian, gay, and bisexual (LGB) relationships seems to be at least as high as in heterosexual relationships. However, there are uncertainties regarding how IPV is more specifically experienced in LGB relationships. We explore how LGB individuals exposed to IPV make sense of the potentially more specific ways in which IPV is enacted and experienced in LGB relationships. Method: We conducted 26 in-depth interviews with LGB individuals (aged between 19 and 70) in Norway who had experienced IPV. We used a (reflexive) thematic analysis to discern the specific themes that captured how our participants related to IPV. Results: We first illustrate the four types of IPV that our participants talked about: psychological, physical, sexual, and economical. We then present the three main themes that we generated based on the participants' interviews, exploring the more specific ways in which IPV may be experienced in LGB relationships: (a) being dominated, (b) invalidation of sexual orientation, and (c) jealousy-based vulnerability. Conclusions: These findings underscore the prominent role that sexual orientation plays in IPV experiences. Being an LGB individual may generate specific IPV experiences among this group in Norway. The potentially distinct ways in which IPV is enacted and experienced in LGB relationships are important to consider, not only to make the IPV problem among this group visible but also to tailor the psychosocial interventions to the specific needs of this group.
Citation - Scopus: 1
Optimal Video Length Effect on Flow Experience and Perceived Learning: a Repeated Measure Experimental Design With Randomization
(2024) Demir, Ömer; Birgili, Bengi
Videos are commonly used in education. Benefitting from instructional videos in learning processes empowers students’ academic outcomes. In spite of this, educators have no consensus on optimal video length. There is a need to cease speculations on optimal video length since most of them have been relying only on context-based tips or best practices. Therefore, the purpose of this study is to delve into the optimal video length discussion through the lens of perceived learning and flow experience. We employed repeated measure experimental design with randomization of treatment order for each participant. Twenty-eight university students from two big cities in Türkiye volunteered to participate in the study. Short, medium, and long videos were compared via Friedman test. Results of this study substantiated instructional video length does not seem to affect students’ perceived learning and their overall flow experience. However, they tend to concentrate and focus better on short videos. We call for an end to optimal video length discussion for videos shorter than 10 minutes, especially in terms of learning. The implications relying on the findings were discussed in terms of differences between “thinking to be in flow” and “being actually in flow.” The recommendations are given in detail in the full text.
Citation - Scopus: 1
Technology Use: Analysis of Lesson Plans on Fractions in an Online Laboratory School
(PME, 2022) Pekkan, Zelha Tunç; Ünal, Gizem
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Unconventional Thinking in Online Laboratory School: Fractions
(PME, 2022) Kayıtmaz, Özlem; Pekkan, Zelha Tunç
...
Citation - Scopus: 1
Sixth-Grade Students’ Pattern Generalization Approaches
(Journal of Pedagogical Research, 2023) Kama, Zeycan; Bostan, Mine Işıksal; Pekkan, Zelha Tunç
This study investigates sixth-grade Turkish students’ pattern-generalization approaches among arithmetical generalization, algebraic generalization, and naïve induction. A qualitative case study design was employed. The data was collected from four sixth-grade students through the Pattern Questionnaire (PQ) and individual interviews based on the questionnaire. The findings revealed that all students generalized near terms using arithmetical generalization as the first step and then they mostly looked for a general rule through memorized procedures by skipping far term generalization. When they found the general rule, far terms were calculated by rote. In other words, students did not generalize the pattern to far terms using an algebraic generalization. The current study's findings would give valuable information to the mathematics educators regarding the necessity of avoiding creating a procedural instructional environment by focusing on the rote procedure of finding the general rule of a pattern. These findings would also expand the horizons of curriculum developers regarding the importance of objectives about both near terms and far term generalization by progressing from arithmetical generalization to algebraic generalization.
In the Pursuit of a Course Design: a Tpack-Based Geometry for Preservice Mathematics Teachers
(2023) Aras, İpek Sararlar; Birgili, Bengi
Preservice mathematics teachers seem to need professional support regardingthe use of educational technologies to teach geometry topics. Particularly, ourprevious study showed that when it comes to their techno-pedagogical contentknowledge (TPACK), they self-report to need guidance to teach with technology.The purpose of this study was to develop a 14-week course to increase theirTPACK in hopes of bridging the knowledge gap identified in earlier studies. Thispaper summarized the course content with a humble expectation to get valuablefeedback from an international audience. The developed course includedlessons on components of TPACK, which were found to require improvement tobest meet future students’ needs in teaching geometry with technology. Wehope that preservice teachers’ TPACK levels will be improved after the course.
Differential Effect of Young Adults and Students Metacognitive Skills in Mathematics Problem Solving Process
(eScholarship, 2023) Birgili, Bengi; Can, Rümeysa; Çakar, Tuna; Akar, Hanife
The purpose of this study is to examine how young adults and pupils use their metacognitive abilities such as cognitive strategies and self-checking during the mathematics problem-solving process. The study group consisted of 12 young adults selected from three different faculties in a foundation university and 32 pupils from public and privateK-12 schools, Istanbul, Turkey. Multimodal mixed-methods design was employed, where participants were asked to think out loud while solving ten mathematical problems. The experimental process was recorded with the use of eye-tracking, which was utilized to evaluate the active use of metacognitive sub-skills. The findings from the experimental process revealed that there is a significant difference between the amount of reflection of young adults’ and pupils' cognitive strategy and self-checking skill levels on their responses to mathematics problem solving process in favor of pupils.
Citation - Scopus: 7
Bilinçli-farkındalık Temelli Öz-yeterlik Ölçeği-yenilenmiş (bföö-y): Türkiye Uyarlama Çalışması
(2017) Taylan, Rukiye Didem; Bulgan, Gökçe; Atalay, Zümra; Aydın, Utkun
Bu araştırmanın amacı, Cayoun, Francis, Kasselis ve Skilbeck (2012) tarafından geliştirilen "Bilinçli- Farkındalık Temelli Öz-yeterlik Ölçeği-Yenilenmiş"i (Mindfulness-Based Self Efficacy Scale-Revised) Türkçe'ye uyarlayarak geçerlik ve güvenirliğini araştırmaktır. Özgün ölçek İngilizce'dir ve altı boyutta toplam 22 maddeden oluşan beşli likert tipi bir ölçme aracıdır. Uyarlanan Türkçe form iki farklı devlet okulunun 5., 6. ve 7. sınıflarında okuyan 713 öğrenciye uygulanmıştır. Tüm ölçek (?= .72) ve ölçeğin Duygu Düzenleme (?= .73), Duygusal Denge (?= .68), Sosyal Beceriler (?= .65), Sıkıntı Tahammülü (?= .62), Sorumluluk Alma (?= .61) ve Kişilerarası Etkenlik (?= .65) alt boyutları için Cronbach Alfa içtutarlık katsayıları her bir alt boyutta yer alan düşük madde sayısı göz önüne alındığında kabul edilebilir seviyededir. Ayırt edici geçerlik analizleri kız ve erkeklerin bilinçli-farkındalık temelli öz-yeterlik ortalama puanları arasında anlamlı bir fark olmadığını gösterirken sınıf düzeyi açısından anlamlı farklılıklar gözlemlenmiştir. Analiz sonuçları, Türkçe'ye uyarlama çalışması gerçekleştirilen bu ölçeğin öğrencilerin bilinçli-farkındalık temelli öz-yeterlik düzeylerini belirlemede geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir. Sonuçların kuramsal ve yöntemsel uygulamaları tartışılmıştır
Okul Öncesi Sınıfında Olumlu Eğitim İklimi Geliştirmek için Durum Çalışması ile Çözüm Arayışı
(2019) Ünlü, Canan; Tunç Pekkan, Zelha
Bir belediye yuvasında, sınıf yönetimi zorluğu yaşayan bir öğretmen ve sınıfındaki öğrencileri kapsayan bir durum çalışması yapılmıştır. Gözlemlerle belirlenen durumlara yönelik, araştırmacı -aynı zamanda deneyimli bir okul öncesi yöneticisi- sınıf öğretmenine destek vermiştir. Veriler, üç hafta pasif gözlem (durumun belirlenmesi), altı hafta öğrenci ve öğretmen için düzenlenen uygulamalar ve bir hafta pasif gözlemle (değerlendirme) elde edilmiştir. Toplamda 41 saat sınıf gözlemi, yedi saat öğretmen görüşmesi yapılmıştır. Öğretmenin rolünün öğrencilerin davranışlarını nasıl etkilediği üzerinde analizler yapılmıştır. İlk aşamadaki gözlemler sırasında belirlenen istenmedik öğrenci ve öğretmen davranışları üzerine yoğunlaşılmış ve ilintili bir uygulama geliştirilmiştir. Bu uygulamada araştırmacı, öğrencilerin bireysel ihtiyaçları gözetmede, istenmedik davranışlarını önleme ve azaltmada örnekler üzerinden yapılan uygulamalar ve geribildirimlerle öğretmeni desteklemiştir. Öğrenci ve öğretmende görülen davranış değişiklikleri takip edilmiştir. Çalışmanın sonuçları, öğrenci ve öğretmende istenmedik davranışların sıklıklarının anlamlı olarak azaldığı, öğretmenin önleyici davranışlarını geliştirdiği, sınıf yönetiminin daha olumlu yönde değiştiğini göstermiştir.
How the Cephei E-Course Syllabus Design Was Developed and Implemented
(Springer International Publishing, 2022) Kurban, Fell Caroline
While the digitalization of education has been around since the 1990s, it is only since the Covid-19 pandemic that it has really taken hold in education, when universities were forced to rapidly move online and traditional patterns of teaching were no longer viable. This pushed universities to provide a blended learning environment drawing on technologies that our students, as digital natives, had already been using on a daily basis for some time. However, blended learning is only effective if underpinned by tried and tested learning frameworks—something that many universities were not prepared for when the shift to online learning took place. The Cooperative e-learning Platform for Industrial Innovation (CEPHEI) however, was already prepared and ready for this shift, as from 2017 it had been working on the development of an e-learning platform with the aim of digitizing education while also integrating the reality of professional innovation activities into the context of education according to the demands of industry. To achieve this aim, one of the first phases of the project was to identify key learning frameworks for e-course syllabus design, based on existing research, that could be used to provide recommendations for instructors in the development of their CEPHEI courses. This chapter presents the culmination of this process and provides a framework that can be used by instructors or institutions wishing to design e-learning courses. To make these frameworks tangible for the reader, examples are given throughout the chapter from an undergraduate environmental engineering course in a civil engineering department. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
Citation - Scopus: 1
Assessing Mathematical Higher-Order Thinking Skills: an Analysis of Turkish University Entrance Examinations
(Routledge, 2023) Aydın, Utkun; Birgili, Bengi
Internationally, mathematics education reform has been directed toward characterizing educational goals that go beyond topic/content/skill descriptions and develop students’ problem solving. The Revised Bloom’s Taxonomy and MATH (Mathematical Assessment Task Hierarchy) Taxonomy characterize such goals. University entrance examinations have been seen as one way of accomplishing these goals and influence learning, teaching, and assessment in mathematics. The present study analyzed mathematics items (N = 1077) in Turkish university entrance examinations in 1998-2013 and objectives (N = 621) in mathematics curricula in 2005, 2011, and 2013 to determine the extent to which they represent the dimensions/categories of these taxonomies and the degree to which items are aligned with objectives in terms of reflecting the dimensions/categories of these taxonomies. The findings reveal that the items demand, to a large extent, automated computational skills; this is also evident in the relevant mathematics curricula. Implications for practice are discussed and could play a role in reforming assessment. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.
Citation - WoS: 1
Citation - Scopus: 2
The Mediating Role of Instructional Design and Video Length Between Grade Level and Pupil-Content Interaction in Instructional Mathematics Videos on Youtube
(Springer, 2024) Demir, Ömer; Birgili, Bengi
The use of instructional videos is rampant in education; however, their interaction is limited by weak instructional design. Gagne has never insisted on using his renowned 9 Events of Instruction slavishly in situations as a viable paradigm for utilization in video design. Connecting grade level, video length, and interaction, this study seeks to determine the relevance of Gagne's prescribed 9 event sequence in instructional mathematics videos. We scrutinized 50 instructional mathematics videos on YouTube geared towards middle school pupils ranging between 5th and 8th grades. We used quantitative media content analysis for video analysis. In data analysis, partial least squares were used. Bayesian estimation was also resorted to for cross checking. The data revealed that one-third of Gagne's instructional design steps were not always present: activating prior knowledge, eliciting performance, and finally providing feedback. A mediation analysis between grade level and video length revealed that 6 events fully mediated the association between the two. We also elicited the impact of these variables on affective and behavioral interactions in videos. This study assists in creating an idiosyncratic instructional design model, called Birgili's 8 steps for instructional video design, and in infusing this with a melange of four theories. In contrast with the status quo attesting that the literature abounds with scholarly works touting the shorter is the better mantra, the results substantiated that longer may be better in leveraging video interactions provided that the length is judiciously used to conform to instructional design principles.
Citation - WoS: 3
Supporting Novice Mathematics Teachers: the Impact of an E- Mentoring and Video-Based Professional Development Program on Teachers? Noticing Skills
(Modestum Ltd, 2023) Demirel, Damla; Guzel, Esra Bukova; Güzel, Esra Bukova; Güler, Mustafa; Aslan-Tutak, Fatma; Guler, Mustafa; Baki, Mujgan; Celik, Derya; Celik, Aytug Ozaltun; Taylan, Rukiye Didem; Çelik, Derya
This paper focuses on e-mentoring of novice mathematics teachers as professional development, and reports findings of the e-mentoring practices enriched with videos to improve noticing skills of novice teachers. A single group pre- and post-test study was conducted with the participation of 17 mentees, novice middle school mathematics teachers. Participants' noticing skills were assessed through a whole-class teaching video shown to them before and after the intervention. The responses of the teachers to the video assessment were analyzed considering attending, interpreting and decision-making dimensions of noticing. The results revealed that the ementoring program improved the novice mathematics teachers' noticing skills significantly in all dimensions.
Validating Psychometric Classification of Teachers' Fraction Arithmetic Reasoning
(Springer, 2023) Ölmez, İbrahim Burak; Izsak, Andrew
In prior work, we fit the mixture Rasch model to item responses from a fractions survey administered to a nationwide sample of middle grades mathematics teachers in the United States. The mixture Rasch model located teachers on a continuous, unidimensional scale and fit best with 3 latent classes. We used item response data to generate initial interpretations of the reasoning characteristic of each latent class. Our results suggested increasing facility reasoning about fraction arithmetic from one class to the next. The present study contributes two further arguments for the validity of our initial interpretations. First, we administered the same survey to a new sample of future middle grades mathematics teachers before and after 20 weeks of instruction on multiplication, division, and fractions, and we found that from pretest to posttest future teachers transitioned from one latent class to another in ways consistent with increased proficiency in fraction arithmetic. Second, we interviewed 8 of the future teachers before and after the instruction and found that future teachers' reasoning during interviews was largely consistent with our original interpretation of the 3 latent classes. These results provide further support for our original interpretation of the mixture Rasch analysis, demonstrate the utility of our approach for capturing growth and change in future teachers' reasoning during teacher education coursework, and contribute innovative applications of psychometric models for surveying teachers' reasoning at scale.
Citation - WoS: 4
Citation - Scopus: 6
An Online Laboratory School Research on Pre-Service Mathematics Teachers’ Experiences and Mathematics Teaching Anxiety
(Springer, 2022) Ölmez, İbrahim Burak; Taylan, Rukiye Didem; Pekkan, Tunç Zelha
During the COVID-19 pandemic, we founded an Online Laboratory School (OLS) under the roof of a university in Turkey to support students from public schools that were not technologically prepared for an online education and to provide an opportunity for our pre-service teachers (PSTs) to continue their internship by teaching online. The purpose of this research, consisting of two studies, was to examine experiences of 43 PSTs (first-, third- and fourth-years) during the OLS period of 8 weeks and how the OLS affected their mathematics teaching anxiety during Fall 2020. In the first study, we administered a survey to inquire into PSTs’ views on their experiences at the OLS, and in the second study we examined their mathematics teaching anxiety before and after the OLS experience using another survey. One main result was that the OLS experience served as an effective introduction to the profession for first-year PSTs and fourth- and third-year PSTs reported learning in-depth about online teaching in terms of the planning, teaching, and reflecting cycle. Another main result was that PSTs had mathematics teaching anxiety from “a little” to “a moderate amount” before the OLS and their teaching anxiety did not significantly change during the OLS period of 8 weeks. PSTs experienced highest mathematics teaching anxiety when they were observed and evaluated by supervisors during their teaching. The implications of these findings are discussed for teacher education programs.
Enhancing Prospective Mathematics Teachers’ Noticing Skills Through Online Laboratory School Activities
(PME, 2022) Ölmez, İbrahim Burak; Taylan, Rukiye Didem; Tunç-Pekkan, Zelha; Birgili, Bengi
This study investigated how prospective mathematics teachers’ (PMT) noticing skills, (i.e., attending, interpretation, and decision-making) were influenced through online laboratory school (OLS) activities. OLS provided PMTs opportunities for online fieldwork and work with students. The activities included lesson planning with peers under the supervision of academicians and experienced teachers, teaching, reflection and getting feedback. PMTs’ reflections on a video-taped lesson served as the pre-post assessment of the intervention. Quantitative analyses of data indicated PMTs showed statistically significant improvement in both interpretation and decision-making. Attending, on the other hand, was improved but not in a statistically significant way.
Yenilikçi Öğretim Yaklaşımları
(Efe Akademi Yayınları, 2022) Birgili, Bengi
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