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, 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.
  • 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
    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
    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
    …