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
    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.
  • Article
    Citation - WoS: 1
    Citation - Scopus: 2
    The 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, Bengi
    The 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.
  • Article
    Citation - WoS: 3
    Supporting Novice Mathematics Teachers: the Impact of an E- Mentoring and Video-Based Professional Development Program on Teachers? Noticing Skills
    (Modestum Ltd, 2023) Demirel, Damla; Guzel, Esra Bukova; Güzel, Esra Bukova; Güler, Mustafa; Aslan-Tutak, Fatma; Guler, Mustafa; Baki, Mujgan; Celik, Derya; Celik, Aytug Ozaltun; Taylan, Rukiye Didem; Çelik, Derya
    This paper focuses on e-mentoring of novice mathematics teachers as professional development, and reports findings of the e-mentoring practices enriched with videos to improve noticing skills of novice teachers. A single group pre- and post-test study was conducted with the participation of 17 mentees, novice middle school mathematics teachers. Participants' noticing skills were assessed through a whole-class teaching video shown to them before and after the intervention. The responses of the teachers to the video assessment were analyzed considering attending, interpreting and decision-making dimensions of noticing. The results revealed that the ementoring program improved the novice mathematics teachers' noticing skills significantly in all dimensions.
  • Article
    Citation - WoS: 1
    Citation - Scopus: 1
    Validating Psychometric Classification of Teachers' Fraction Arithmetic Reasoning
    (Springer, 2023) Ölmez, İbrahim Burak; Izsak, Andrew
    In prior work, we fit the mixture Rasch model to item responses from a fractions survey administered to a nationwide sample of middle grades mathematics teachers in the United States. The mixture Rasch model located teachers on a continuous, unidimensional scale and fit best with 3 latent classes. We used item response data to generate initial interpretations of the reasoning characteristic of each latent class. Our results suggested increasing facility reasoning about fraction arithmetic from one class to the next. The present study contributes two further arguments for the validity of our initial interpretations. First, we administered the same survey to a new sample of future middle grades mathematics teachers before and after 20 weeks of instruction on multiplication, division, and fractions, and we found that from pretest to posttest future teachers transitioned from one latent class to another in ways consistent with increased proficiency in fraction arithmetic. Second, we interviewed 8 of the future teachers before and after the instruction and found that future teachers' reasoning during interviews was largely consistent with our original interpretation of the 3 latent classes. These results provide further support for our original interpretation of the mixture Rasch analysis, demonstrate the utility of our approach for capturing growth and change in future teachers' reasoning during teacher education coursework, and contribute innovative applications of psychometric models for surveying teachers' reasoning at scale.
  • Article
    Citation - WoS: 5
    Citation - Scopus: 8
    An Online Laboratory School Research on Pre-Service Mathematics Teachers’ Experiences and Mathematics Teaching Anxiety
    (Springer, 2022) Ölmez, İbrahim Burak; Taylan, Rukiye Didem; Pekkan, Tunç Zelha
    During the COVID-19 pandemic, we founded an Online Laboratory School (OLS) under the roof of a university in Turkey to support students from public schools that were not technologically prepared for an online education and to provide an opportunity for our pre-service teachers (PSTs) to continue their internship by teaching online. The purpose of this research, consisting of two studies, was to examine experiences of 43 PSTs (first-, third- and fourth-years) during the OLS period of 8 weeks and how the OLS affected their mathematics teaching anxiety during Fall 2020. In the first study, we administered a survey to inquire into PSTs’ views on their experiences at the OLS, and in the second study we examined their mathematics teaching anxiety before and after the OLS experience using another survey. One main result was that the OLS experience served as an effective introduction to the profession for first-year PSTs and fourth- and third-year PSTs reported learning in-depth about online teaching in terms of the planning, teaching, and reflecting cycle. Another main result was that PSTs had mathematics teaching anxiety from “a little” to “a moderate amount” before the OLS and their teaching anxiety did not significantly change during the OLS period of 8 weeks. PSTs experienced highest mathematics teaching anxiety when they were observed and evaluated by supervisors during their teaching. The implications of these findings are discussed for teacher education programs.