İlköğretim Matematik Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932
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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, 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 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.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.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...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.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.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: 1Citation - Scopus: 2The 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, BengiThe 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.
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