İlköğretim Matematik Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932
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Article Citation - WoS: 1Citation - Scopus: 1Technology-Enhanced "gipsci" Approach in Developing Contexts Performs Well at Interest and Curiosity, Yet, Needs Reinforcing at Inquiry Level(Routledge Journals, Taylor & Francis Ltd, 2025) Birgili, Bengi; Bulut, Mehmet Akin; Gulunay, Oksana; Kocoglu, Merve; Bas, Fatma RuveydaNumerous studies explore inquiry in science centers, but technology-enhanced science centers' (TeSC) curricula remain relatively nascent. This mixed-methods study explores how the GiPSci model, a technology-enhanced science center program developed in-house by curriculum experts, supports learners' inquiry skills aligned with international standards. Data were collected through learners' products (n = 161), lesson observations (n = 20), train-the-trainer activities (n = 405), expert evaluations (n = 14), and interviews with trainers (n = 10). Findings reveal curiosity and interest scored higher than inquiry, highlighting the challenges of inquiry in tech-enhanced settings. Consensus among trainers, observations, and learners' products points to gaps in fostering inquiry skills in the TeSC program. To enhance GiPSci-like models, collaboration among program designers, trainers, and train-the-trainer providers is essential to better align the technology-enhanced science centers' program with inquiry-based learning.Book Part Technology in Assessment(Routledge, 2025) Birgili, Bengi; Chue, Kah LoongGlobally, the evolution of technological trends has inspired the creation of technology-oriented assessments. As these assessments become more ubiquitous in schools, adopting new approaches is vital to ensure that education stays relevant and beneficial to students. Thus, the overall aim of this chapter is to illustrate how assessment processes and tools can be incorporated into future learning-oriented systems, with a particular emphasis on assessment as learning. This chapter will first introduce trajectories in technology-based assessment and highlight current trends in Artificial Intelligence. Second, changes in instructional and assessment approaches will be discussed. As developing metacognitive knowledge and skills is a central aim of assessment as learning, a discussion of metacognition will follow. Third, some recommendations in classroom assessment practices that teachers can undertake will be proposed. Finally, the chapter will conclude with some thoughts on the future intersections between technology and assessment.Conference Object Citation - Scopus: 1Technology Use: Analysis of Lesson Plans on Fractions in an Online Laboratory School(PME, 2022) Pekkan, Zelha Tunç; Ünal, Gizem...Conference Object Unconventional Thinking in Online Laboratory School: Fractions(PME, 2022) Kayıtmaz, Özlem; Pekkan, Zelha Tunç; Tunç-Pekkan, Zelha...Conference Object Differential Effect of Young Adults and Students Metacognitive Skills in Mathematics Problem Solving Process(eScholarship, 2023) Birgili, Bengi; Can, Rümeysa; Çakar, Tuna; Akar, HanifeThe 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.Book Part How the Cephei E-Course Syllabus Design Was Developed and Implemented(Springer International Publishing, 2022) Kurban, Fell Caroline; Kurban, Caroline FellWhile 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.Book Part Conference Object Introduction To the Papers of Twg19: Mathematics Teachers and Classroom Practices(Dublin City Univ Glasnevin Campus, 2017) Mosvold, Reidar; Skott, Jeppe; Taylan, Rukiye Didem; Drageset, Ove Gunnar; Sakonidis, Charalampos…Conference Object Conference Object A Qualitative Analysis of Differential Effect of Multiple-Choice and Open- Ended Questions on Metacognition and Affect(2016) Birgili, Bengi; Kiraz, E....
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