Profile URL: https://hdl.handle.net/20.500.11779/2891
Email Address:birgilib@mef.edu.tr
Main Affiliation:06.02. Department of Mathematics and Science Education
Status: Current Staff
ORCID:
0000-0002-2990-6717
0000-0002-2990-6717Scopus ID:
57191347824
57191347824Web of Science ID:
O-8334-2017
O-8334-2017Name Variants:
Birgili, Bengi Birgili, B.
47 results
Scholarly Output Search Results
Now showing 1 - 10 of 47
Article Exploring the Change of Folk Pedagogies in Teacher Education: A Rhizoanalysis Study(Boğaziçi University Journal of Education, 2026) Birgili, Bengi; Demir, ÖmerIn this paper, the efficiency of a teacher education program was scrutinized through the lens of change of folk pedagogies. A rhizoanalysis study was conducted to determine which folk pedagogies existed among preparatory students and which one calcified at a foundation university, İstanbul, Türkiye. A total of 21 preparatory students and 12 fresh graduates participated in the study by answering seven fundamental educational questions. The results highlighted some growth in their perceptions regarding the educational system and fundamental pedagogical issues between preparatory and fresh graduates during their pedagogical journey in favor of fresh graduates. A teacher education model that combines a completely active learning pedagogy, such as flipped learning, with a university-school partnership has largely reduced the reliance on traditional, intuitive teaching practices among future teachers. In addition, most fresh graduates perceived the curriculum's intensity as a major problem in the national education system. The implications for teacher education programs were also discussed.Conference Object Beşinci Sınıf Öğrencilerinin Kesir Bilgisinin Sayı Doğrusu Üzerinde Gösterimi İle İlgili Düşünüş Biçimlerinin Araştırılması(2016) Taylan, Rukiye Didem; Tunç-Pekkan, Zelha; Birgili, Bengi; Aydın, Utkun; Özcan, MustafaBu çalışmanın amacı, Okulda Üniversite Modeli (OÜ Modeli) çerçevesinde tasarlanan programın 5.sınıf öğrencilerinin matematik başarısını ve sınıf içi katılımı nasıl geliştirdiğini araştırmaktır. OÜ Modeli yedi boyutlu bir eğitim modeli olup bu boyutlardan birisi de “öğretim üyelerinin mesleki gelişimini sağlamak”tır (Yazar, 2011, 2013). Bu boyutu gerçekleştirmeye yönelik, MEF Üniversitesi İlköğretim Matematik Öğretmenliği Bölümü dört öğretim üyesi 2014-2015 eğitim öğretim yılında İstanbul ili Sarıyer ilçesi’ne bağlı sosyoekonomik durumu düşük olan bir devlet okulunda, öğretmenlik deneyimi kazanmıştır. Araştırmaya konu olan program, Steffe ve Olive (2010)’nin öğrenme kuramını temel alan Kesir Şema Teorisi’ne dayalı etkinlikler oluşturularak tasarlanmıştır. Bu çalışmada daha detaya inilerek bir öğretim üyesinin öğretmenlik yaptığı 5. sınıf öğrencilerinin (deney grubu) sorumlu konuşma (Michaels vd., 2010) yetilerini nasıl kazandıkları ve öğretim esnasında JAVABARS bilgisayar programını (Olive, 2007) nasıl kullandıkları paylaşılacaktır. Programın uygulanması sonucunda deney grubundaki öğrencilerin başarısındaki gelişim, kontrol grubundaki öğrencilerin başarısındaki gelişimden anlamlı derecede farklı bulunmuştur (p = .03< .05) ve deney grubundaki öğrencilerinsınıf içi tartışmalarının yoğun olduğu ve katılımın arttığı tespit edilmiştir.Article Prospective Mathematics Teachers’ Noticing Skills of Fractions in the Context of Online Laboratory School(Springer, 2026) Tunc-pekkan, Zelha; Saygili, Rukiye Didem Taylan; Birgili, Bengi; Olmez, Ibrahim BurakThe purpose of this study was to examine changes and growth in prospective mathematics teachers' (PMTs) noticing skills of fractions in terms of attending, interpretation, and decision-making. Twenty PMTs at a foundation university participated in an 8-week online laboratory school (OLS). In the context of the OLS, we provided PMTs with opportunities for online fieldwork. This included collaborative lesson planning on fractions with peers under mentor supervision, teaching experiences with Grade 4-5 students, and receiving feedback on their instruction. Before and after the OLS, we asked PMTs to view a recorded video lesson on fractions and write reflections based on what they noticed. Analysis of their reflections showed that 15 PMTs improved their overall noticing skills. Moreover, the PMTs showed significant improvements in both interpretation and decision-making, but not in attending, which was already high. We discuss implications of those results to advance PMTs' noticing of fractions in the OLS.Conference Object Improving Fifth Grade Students’ Fractional Knowledge Through University-School Partnership(2016) Aydın, Utkun; Birgili, Bengi; Tunç-Pekkan, Zelha; Taylan, Rukiye Didem; Özcan, Mustafa...Conference Object A Qualitative Analysis of Differential Effect of Multiple-Choice and Open- Ended Questions on Metacognition and Affect(2016) Birgili, Bengi; Kiraz, E....Conference Object Flipped Learning Approach in a Private University: a Needs-Assessment Study(2016) Birgili, Bengi; İler, C; Engin-Demir, C...Article Citation - WoS: 1Citation - Scopus: 3The Mediating Role of Instructional Design and Video Length Between Grade Level and Pupil-Content Interaction in Instructional Mathematics Videos on Youtube(Springer, 2023) 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.Article Citation - WoS: 7Citation - Scopus: 7Investigating the Relationship Between Volitional Strategies and Academic Achievement in a Flipped Learning Environment(Fac Teacher Education, 2019) Seggie, Fatma Nevra; Kiziltepe, Zeynep; Birgili, BengiThis study was conducted to determine whether there is a relationship between academic volitional strategies and academic achievement in a flipped learning environment. Academic achievement entails an environment where students exert self-discipline on classroom tasks. By using volitional strategies, learners can enhance engagement on academic tasks and complete assignments more efficiently. Undergraduate students enrolled in a teacher education programme at a higher education institution in Turkey participated in the research. Academic Volitional Strategies Inventory (AVSI), with alpha = .87 internal consistency, was applied to a group of students. The obtained data were explored through Pearson correlation. The results showed a statistically significant positive relationship between AVSI scores and academic achievements (r =.39, p=<.05). Hence, volitional skills and academic achievements act in concert in a teacher education programme.Article Citation - Scopus: 8Assessing 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: 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.
Research Topics
Domains
Social Sciences
Fields
Social SciencesArts and HumanitiesPsychology
Subfields
EducationPhilosophyDevelopmental and Educational Psychology
Specific Research Areas
Educational Assessment and Pedagogy
Mathematics Education and Teaching Techniques
Education Practices and Challenges
Educational Methods and Analysis
Innovative Teaching and Learning Methods
Sustainable Development Goals
4QUALITY EDUCATION
3
Research Products
Documents
13
Citations
210
h-index
5
Documents
11
Citations
153
Publication Collaboration
| Affiliation Name | Count |
|---|---|
| MEF University | 20 |
| Hakkari University | 3 |
| Ibn Haldun University | 3 |
| American University of the Middle East | 2 |
| Mi̇lli̇ Eği̇ti̇m Bakanliği | 2 |
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Data obtained from OpenAlex
| Journal | Count |
|---|---|
| Paper presented at 18th International Congress of World Association of Educational Research [AMSE-AMCE-WAER] | 2 |
| 12. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. UFBMEK 2016 | 1 |
| 13th International Congress on Mathematical Education [ICME] | 1 |
| Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD) | 1 |
| Computers & Education | 1 |
Current Page: 1 / 8
Scholarly Output
47
Articles
23
Views / Downloads
3138/2193
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
144
Scopus Citation Count
210
Patents
0
Projects
0
WoS Citations per Publication
3.06
Scopus Citations per Publication
4.47
Open Access Source
29
Supervised Theses
0
Scopus Quartile Distribution
Competency Cloud
