İlköğretim Matematik Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932
Browse
20 results
Search Results
Article Techno-Philosophical and Techno-Pedagogical Implications of a Nonformal Technology and Design Education Model to Empower Youth: T3 Foundation's Deneyap Technology Workshops Program(Springer, 2026) Bulut, Mehmet Akin; Kocoglu, Merve; Bas, Fatma Ruveyda; Gulunay, Oksana; Birgili, BengiThis mixed-methods analysis explores the DENEYAP Technology Workshops program, launched by the T3 Foundation in 2017, which aims to develop scientific thinking and problem solving at the intersection of teaching technology skills and design thinking among 4th- and 9th- graders through nonformal learning. The study sought to investigate the program's techno-philosophical and techno-pedagogical formation. Data collection involved qualitative interviews with founders (n = 20) and program developers (n = 20). Additionally, to provide a comprehensive understanding of the program from multiple perspectives, lesson plans (n = 11) were analyzed to assess the curriculum, whereas classroom observations (n = 5) offered insights into instructional methods and learner engagement. The findings obtained through theories such as technology, pedagogy and content knowledge; technology philosophy; and design thinking reveal that the harmony between leaders' and instructional teams' visions, and the presence of a solid techno-philosophy in a technology and design education program lead to considerable success; the program's collaboration with official and unofficial institutions provides incalculable benefits; empathizing (needs analysis) stage at design cycle is crucial and yields critical insights; and the program fosters interest and competency in techno-scientific thinking skills among learners. Conversely, indicating areas in need of improvement in the program, continuous trainer professional development is pivotal; infrastructure and material provision are essential, and there is a lack of quality assurance in assessment practices, in other words, the test stage at design cycle. This study of the innovative, practical and skills-based program points to the critical role of nonformal learning in preparing the next generation for a technology-driven future through the intersection of technology and design education immersed in a strong and rigorous techno-philosophical and techno-pedagogical design.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 Çalışma Yaşamında Teknofobi ve Teknofili: Bir Ölçek Uyarlama Çalışması(2024) Çelik, Derya; Uzunçarşılı, ÜlküBu 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.Article Citation - WoS: 8Citation - Scopus: 8I 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, EzgiObjective: 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.Article Citation - Scopus: 2Optimal Video Length Effect on Flow Experience and Perceived Learning: a Repeated Measure Experimental Design With Randomization(Ozgen Korkmaz, 2024) Demir, Ömer; Birgili, BengiVideos 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.Article Citation - Scopus: 1Sixth-Grade Students’ Pattern Generalization Approaches(Journal of Pedagogical Research, 2023) Kama, Zeycan; Bostan, Mine Işıksal; Pekkan, Zelha Tunç; Işıksal Bostan, Mine; Tunç Pekkan, ZelhaThis 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.Conference Object In the Pursuit of a Course Design: a Tpack-Based Geometry for Preservice Mathematics Teachers(2023) Aras, İpek Sararlar; Birgili, BengiPreservice 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.Article Citation - Scopus: 3Assessing Mathematical Higher-Order Thinking Skills: an Analysis of Turkish University Entrance Examinations(Routledge, 2023) Aydın, Utkun; Birgili, BengiInternationally, 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.Article Citation - WoS: 3Supporting 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, DeryaThis 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.