İlköğretim Matematik Öğretmenliği Koleksiyonu

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

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Start date: 2020Language: search.filters.language.en

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  • 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, Bengi
    This 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
    Citation - WoS: 1
    Citation - Scopus: 1
    Technology-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 Ruveyda
    Numerous 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 Loong
    Globally, 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.
  • Article
    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.
  • 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 Burak
    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
  • Article
    Citation - WoS: 8
    Citation - Scopus: 8
    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.
  • Article
    Citation - Scopus: 2
    Optimal Video Length Effect on Flow Experience and Perceived Learning: a Repeated Measure Experimental Design With Randomization
    (Ozgen Korkmaz, 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.
  • Conference Object
    Citation - Scopus: 1
    Technology 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
    ...
  • Article
    Citation - Scopus: 1
    Sixth-Grade Students’ Pattern Generalization Approaches
    (Journal of Pedagogical Research, 2023) Kama, Zeycan; Bostan, Mine Işıksal; Pekkan, Zelha Tunç; Işıksal Bostan, Mine; Tunç Pekkan, Zelha
    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.