İlköğretim Matematik Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932
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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.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.Book Part Conference Object Preservice Teachers' Math Teaching Anxiety in an Online Laboratory School(2022) Ölmez, İbrahim Burak; Pekkan, Tunç Zelha; Taylan, Didem; Birgili, BengiThe purpose of this study was to examine preservice teachers’ math teaching anxiety, to explore the relationships between math teaching anxiety and several variables, and to understand how preservice teachers’ math teaching anxiety changed during eight-weeks of the Online Laboratory School (OLS) within a university. We administered the Math Teaching Anxiety scale with 14 items to 43 preservice teachers by adapting Hadley and Dorward’s (2011) scale. The results revealed that on average, preservice teachers had math teaching anxiety from “a little” to “a moderate amount” degree before the OLS and their math teaching anxiety did not significantly change during the OLS. Moreover, math teaching anxiety was only significantly correlated with the number of methods courses completed so far.Article Teaching Method Preferences of Teachers: the Cooperative Teaching Method(James Nicholas Publishers, 2016) Birgili, Bengi; Kızıltepe, Zeynep; Seggie, Fatma NevraTeachers’ preferred teaching methods are of the utmost importance. The aim of this qualitative study is to examine 47 primary and secondary-school teachers’ (1) teaching method preferences, (2) reasons for group work preferences, and (3) implementation paths for the methods they use. Results show that (1) teachers mostly prefer direct instruction; group work is the second preference; (2) permanent learning, physical conditions, and comprehensive programs are the result of the preference; (3) while teachers are implementing the cooperative method, they implement activities and projects at all levels, form the groups themselves based on students’ qualifications, and see the highest success in 4th, 6th, and 11th grades.Book Part A Dilemma in Turkish Examination System: Open-Ended or Multiple-Choice?(Bialystok: E-BWN Publication, 2017) Birgili, Bengi; Kiraz, ErcanMinistry of National Education (MoNE) in Turkey, expressed the transition to Kazakh Examination System (Haberturk; 2013; Sabah, 2013; TEDMEM, 2013; TRTNews, 2013; Vatan, 2013) in evaluating student success in Turkish schools.Article Veri Analizi Konusunda Kullanılan Portfolyo Değerlendirmesinin 7. Sınıf Öğrencilerinin İstatistik Başarısına Etkisi(2020) Birgili, Bengi; Aydın, UtkunBu çalışmanın amacı portfolyo değerlendirmesinin istatistik başarısı üzerindeki etkisini incelemektir. Çalışma, İstanbul ili Fatih ilçesinde bulunan bir ortaokulda öğrenim görmekte olan 7. sınıf öğrencilerinin katılımıyla iki ayrı sınıfta yürütülmüştür. Araştırmada yarı deneysel desen kullanılmış ve deney grubunda 32, kontrol grubunda 32 olmak üzere toplam 64 öğrenci ile çalışılmıştır. Deney ve kontrol grubunda yer alan öğrencilerin istatistik başarısı araştırmacılar tarafından veri analizi ünitesi içeriğinde geliştirilen İstatistik Başarı Testi (İBT) ile ölçülmüş, öntest ve cinsiyet değişkenleri kontrol altında tutularak sontest puanları arasındaki değişim incelenmiştir. Uygulama 6 hafta boyunca yürütülmüştür. Uygulama boyunca veri analizi ünitesi kontrol grubunda mevcut öğretim programına göre, deney grubunda ise mevcut öğretim programına ek olarak portfolyo değerlendirmesi kullanılarak işlenmiştir. Elde edilen verilerin analizinde İlişkili Örneklemler t-testi, İlişkisiz Örneklemler t-testi, ve Çift-Faktörlü Kovaryans Analizi kullanılmıştır. Araştırmanın sonuçları, portfolyo değerlendirmesi kullanılan öğretimin istatistik başarısını deney grubu lehine anlamlı düzeyde etkilediğini göstermiştir.Conference Object Conference Object Influence of a Number Line Based Model of Instruction on 5th Grade Students’ Use of Mathematical Language During Clinical Interviews(2016) Taylan, Rukiye Didem; Tunç-Pekkan, Zelha; Birgili, Bengi; Aydın, Utkun; Özcan, Mustafa...Conference Object The Effect of University Within School Model-Based Instruction on 5th Grade Students’ Achievement in Fractions(2016) Aydın, Utkun; Birgili, Bengi; Tunç-Pekkan, Zelha; Taylan, Rukiye Didem; Özcan, Mustafa...