Birgili, Bengi

Profile URL
https://hdl.handle.net/20.500.11779/2891
Name Variants
Birgili, Bengi & Birgili, B.
Job Title
Email Address
birgilib@mef.edu.tr
Main Affiliation
06.02. Department of Mathematics and Science Education
Status
Current Staff
Website
ORCID ID
0000-0002-2990-6717
Scopus Author ID
57191347824
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
O-8334-2017
Files
BENGİ BİRGİLİ.jpg (199.87 KB)

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

NO POVERTY1
NO POVERTY
0
Research Products
ZERO HUNGER2
ZERO HUNGER
0
Research Products
GOOD HEALTH AND WELL-BEING3
GOOD HEALTH AND WELL-BEING
0
Research Products
QUALITY EDUCATION4
QUALITY EDUCATION
3
Research Products
GENDER EQUALITY5
GENDER EQUALITY
0
Research Products
CLEAN WATER AND SANITATION6
CLEAN WATER AND SANITATION
0
Research Products
AFFORDABLE AND CLEAN ENERGY7
AFFORDABLE AND CLEAN ENERGY
0
Research Products
DECENT WORK AND ECONOMIC GROWTH8
DECENT WORK AND ECONOMIC GROWTH
0
Research Products
INDUSTRY, INNOVATION AND INFRASTRUCTURE9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
0
Research Products
REDUCED INEQUALITIES10
REDUCED INEQUALITIES
0
Research Products
SUSTAINABLE CITIES AND COMMUNITIES11
SUSTAINABLE CITIES AND COMMUNITIES
0
Research Products
RESPONSIBLE CONSUMPTION AND PRODUCTION12
RESPONSIBLE CONSUMPTION AND PRODUCTION
0
Research Products
CLIMATE ACTION13
CLIMATE ACTION
0
Research Products
LIFE BELOW WATER14
LIFE BELOW WATER
0
Research Products
LIFE ON LAND15
LIFE ON LAND
0
Research Products
PEACE, JUSTICE AND STRONG INSTITUTIONS16
PEACE, JUSTICE AND STRONG INSTITUTIONS
0
Research Products
PARTNERSHIPS FOR THE GOALS17
PARTNERSHIPS FOR THE GOALS
0
Research Products
Documents

13

Citations

194

h-index

5

Go to Scopus profile
Documents

11

Citations

142

Go to WoS profile

Publication Collaboration

Affiliation Name Count
MEF University 19
Hakkari University 3
Ibn Haldun University 3
American University of the Middle East 2
Mi̇lli̇ Eği̇ti̇m Bakanliği 2
1 / 3
Data obtained from OpenAlex
Scholarly Output

45

Articles

21

Views / Downloads

3062/2074

Supervised MSc Theses

0

Supervised PhD Theses

0

WoS Citation Count

136

Scopus Citation Count

194

Patents

0

Projects

0

WoS Citations per Publication

3.02

Scopus Citations per Publication

4.31

Open Access Source

27

Supervised Theses

0

JournalCount
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 20161
13th International Congress on Mathematical Education [ICME]1
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD)1
Computers & Education1
Current Page: 1 / 8

Scopus Quartile Distribution

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Author of Publication: search.filters.isAuthorOfPublication.a4a123bb-e962-4b45-8eac-f1e9d3e5bc04

Scholarly Output Search Results

Now showing 1 - 10 of 45
  • 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, Mustafa
    Bu 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
    Comparative Reflection on Best Known Instructional Design Models: Notes From the Field
    (University of Massachusetts Boston, 2019) Birgili, Bengi
    Instructional design is a systematic, reflective process in which instructional principles are applied into teaching and learning plans via the differentiation of materials, activities, resources and evaluation (Smith & Ragan, 2004; Morrison, Ross & Kemp, 2001). In this systematic process, instructional design tasks include analysis of knowledge and skills, of concepts, and the design of the learning environment with evaluation of learning outcomes. An instructional design model provides information regarding how to develop instructive programs in line with appropriate learning theories and prescribes how to teach content effectively (Dijkstra, 1997, 2001). Instructional design (ID), in other words, helps instructors or teachers visualize the instructional problems they will likely encounter during the education experience by breaking down learning occasions into discrete and practicable units so that instructors and teachers can analyse and adapt instruction systematically. In addition, the instructional design process requires that designers know and inquire about theories of learning, systematic analysis of learners, management techniques, and the ability to use information technology efficiently.
  • Article
    Citation - WoS: 88
    Citation - Scopus: 124
    The Trends and Outcomes of Flipped Learning Research Between 2012 and 2018: a Descriptive Content Analysis
    (Springer, 2021-02-09) Oğuz, Ebru; Seggie, Fatma Nevra; Birgili, Bengi
    As 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.
  • Article
    Citation - Scopus: 5
    Assessing Mathematical Higher-Order Thinking Skills: an Analysis of Turkish University Entrance Examinations
    (Routledge, 2023-04-17) Aydın, Utkun; Birgili, Bengi
    Internationally, 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.
  • 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, Bengi
    This 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 - WoS: 1
    Çevrim-İçi Matematik Öğretimi Alan Deneyiminde Teori ve Pratik Arasındaki Mesafe Üzerine Bir İnceleme
    (Mehmet Tekerek, 2025-07-31) 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
    Creative and Critical Thinking Skills in Problem-Based Learning Environments
    (2015-12-15) Birgili, Bengi
    Creative and critical thinking skills are the abilities, which can sometimes be used interchangeably in definition. In fact, they have different constructs because they differentiate in outcome of human behaviours. Also one of today’s requirementsis that individuals should approach everyday problems by using bothcompetences. So, one of the helpful tool for development of creativity and critical thinking skills proposed is problem-based learning environments in classrooms.In this study, problem based approach including philosophy; generalcharacteristics of it, role of teachers and students in problem-based learningenvironment, and its uniqueness over other learning approaches is explained byconsidering advantages and limitations. Then, problem-based learning isdiscussed with regard to instructional design perspective in a scientific manner.Finally, the study is aimed to explain when PBL grounded in development ofinstructional strategy as a fruitful approach; instructional strategies, methods and techniques are differentiated in creativity and critical thinking skills.
  • Article
    Ölçüt'e Otantik Bir Bakış: Sınıf İçi Ölçme
    (İstanbul İl Milli Eğitim Müdürlüğü Ölçme Değerlendirme Merkezi, 2021) Birgili, Bengi
    --
  • Conference Object
    Okulda Üniversite Modeli’nin İlk Yıl Uygulamasının Değerlendirilmesi
    (2017) Tunç-Pekkan, Zelha; Birgili, Bengi; Taylan, Rukiye Didem; Aydın, Utkun
    Amaç : Çalışmamızın amacı, 2014 yılından itibaren MEF Üniversitesi Eğitim Fakültesi’nde uygulanan, öğretmen adayı yetiştirme konusunda kuram ve pratiğe eşit derecede önem vererek yapılandırılan Okulda Üniversite Modeli ve bu modelin uygulama süreci ve çeşitli bağlamlarda değerlendirilmesi hakkında kapsamlı bilgi vermektir. Ulusal ve uluslararası ortamlarda bu modelin farklı kısımlarına odaklanmış araştırmalar sunulmuş fakat bu araştırmalar ortak bir çatı altında Türk Matematik Eğitimcileri ile paylaşılmamıştır. Bu sunum önerimiz ile modelin uygulama süreci ve çeşitli bağlamlarda değerlendirilmesini BİLMAT Kongresi’nde diğer Matematik Eğitimcilerle paylaşmaktır.
  • Article
    Citation - Scopus: 2
    Teacher Educators in K-12 Classrooms: How To Nurture Professional Development and Research
    (North American Business Press, 2022-02-10) Taylan, Didem Rukiye; Tunç, Pekkan Zelha; Aydın, Utkun; Birgili, Bengi; Taylan, Rukiye Didem; Tunç-Pekkan, Zelha
    Four 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.