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 - 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.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.Conference Object Enhancing Prospective Mathematics Teachers’ Noticing Skills Through Online Laboratory School Activities(PME, 2022) Ölmez, İbrahim Burak; Taylan, Rukiye Didem; Tunç-Pekkan, Zelha; Birgili, BengiThis study investigated how prospective mathematics teachers’ (PMT) noticing skills, (i.e., attending, interpretation, and decision-making) were influenced through online laboratory school (OLS) activities. OLS provided PMTs opportunities for online fieldwork and work with students. The activities included lesson planning with peers under the supervision of academicians and experienced teachers, teaching, reflection and getting feedback. PMTs’ reflections on a video-taped lesson served as the pre-post assessment of the intervention. Quantitative analyses of data indicated PMTs showed statistically significant improvement in both interpretation and decision-making. Attending, on the other hand, was improved but not in a statistically significant way.Article Citation - Scopus: 2Teacher Educators in K-12 Classrooms: How To Nurture Professional Development and Research(North American Business Press, 2022) Taylan, Didem Rukiye; Tunç, Pekkan Zelha; Aydın, Utkun; Birgili, Bengi; Taylan, Rukiye Didem; Tunç-Pekkan, ZelhaFour mathematics teacher educators taught 5th grade mathematics for one year at a disadvantaged public school in a metropolitan city in Turkey. Teacher educators (TE) met every week for 10 months where they discussed what to teach, how to teach and reflected on implementation of their shared planning (Regular Meetings). In some meetings, there was a special focus on teaching and learning of fractions (Fraction Research Meetings). Videotapes of the first six Regular Meetings and six of the Fraction Research Meetings were analyzed. The focus of qualitative analyses was on how the pedagogical content knowledge (PCK) was constructed during meetings. References evidencing TEs' knowledge of students, instructional strategies and assessment were revealed more frequently during the Fraction Research Meetings compared to the Regular Meetings. Findings showed that TEs were more focused on what questions to ask in the classroom and shared their experiences about students' mathematical thinking more frequently. Framing planning and reflection discussions with a focus on conducting research was a productive way of nurturing professional development for TEs. Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.Article Citation - WoS: 27Citation - Scopus: 37An Explanatory Sequential Mixed-Method Research on the Full-Scale Implementation of Flipped Learning in the First Years of the World's First Fully Flipped University: Departmental Differences(Elsevier, 2021) Demir, Ömer; Birgili, BengiThis study evaluates the first years of the full-scale flipped learning implementation process that began with an authority innovation-decision at the world's first fully flipped university in terms of departmental differences. The study employs an explanatory sequential mixed-method research. The primary respondents were 69 freshmen enrolled in the Faculty of Education at a private university in Istanbul, Turkey. In addition to student participants, five faculty members were recruited to the study. The primary data was collected through a Likert-type scale on flipped learning, including components on motivation, course structure, and interaction. Pre and post semi-structured interviews and a structured ranking form were also used to support the quantitative data. The findings of the study reveal that the students felt relatively unmotivated when instructed through flipped learning, although were satisfied with the course structure. In general, the students lacked student-student interaction. Due to the nature of the Guidance and Psychological Counseling department, the students faced some difficulties in engaging in all three types of interaction (student-student, student-educator, and student-content). Lengthy and poor-quality videos and students' lack of preparation for classes emerged as major problems in flipped learning. The faculty members complained about the amount of time required for pre-class preparation (i.e., recording flipped videos). This paper discusses how to foster motivation, collaboration, discussion, and interaction in flipped learning in higher education settings so as to guide prospective practitioners.Article Citation - WoS: 1Citation - Scopus: 3Evaluation of a Strategic Management Program: Context, Input, Process, Product Model as a Prototype for Business Academies(TECHNOLOGY EDUCATION MANAGEMENT INFORMATICS, 2021) Kırkıç, Kamil Arif; Birgili, BengiThe present study examines the evaluation models of strategic management (SM) programs in business academies and evaluates a sample program based on Stufflebeam's context, input, process, product (CIPP) program evaluation model. When evaluation studies used in Turkey were scrutinized, Stake's countenance model and Provus's discrepancy model were also discovered; however, the CIPP Model has generally been used. Further, this study explores (1) the history of SM education and (2) SM education within the perspectives of business academies, (3) a sample of SM education developed by a private education consulting service and (4) a theoretical background and a practical method to evaluate the program of business academies.Article Citation - WoS: 84Citation - Scopus: 118The Trends and Outcomes of Flipped Learning Research Between 2012 and 2018: a Descriptive Content Analysis(Springer, 2021) Oğuz, Ebru; Seggie, Fatma Nevra; Birgili, BengiAs an innovative active learning method, flipped learning provides students with several opportunities. This study was conducted to reveal the trends and outcomes in research into the flipped learning approach published between 2012 and 2018. Descriptive content analysis was used to review 316 research and conceptual articles published in academic journals included in five significant databases that ascribe to journals the highest impact factor. The results indicate that most of the studies are conducted with students as the most frequent study group and with a mixed-method research design in the subject areas of education and medicine. The flipped learning approach is mostly conducted in higher education. As a region, Asia has taken the lead in flipped learning studies. Finally, the outcomes of flipped learning indicate an increase in student performance and positive influence on cognitive, affective, and soft skills.