Birgili, Bengi
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Birgili, Bengi
Birgili, B.
Birgili, B.
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birgilib@mef.edu.tr
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06.02. Department of Mathematics and Science Education
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Current Staff
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2ZERO HUNGER
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3GOOD HEALTH AND WELL-BEING
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4QUALITY EDUCATION
3
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5GENDER EQUALITY
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6CLEAN WATER AND SANITATION
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7AFFORDABLE AND CLEAN ENERGY
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8DECENT WORK AND ECONOMIC GROWTH
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9INDUSTRY, INNOVATION AND INFRASTRUCTURE
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10REDUCED INEQUALITIES
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13
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180
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4
Documents
11
Citations
131
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45
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21
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9157/86133
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WoS Citation Count
126
Scopus Citation Count
180
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WoS Citations per Publication
2.80
Scopus Citations per Publication
4.00
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27
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0
| 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 |
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Conference Object Okulda Üniversite Modeli’nin İlk Yıl Uygulamasının Değerlendirilmesi(2017) Tunç-Pekkan, Zelha; Birgili, Bengi; Taylan, Rukiye Didem; Aydın, UtkunAmaç : 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: 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 - 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 Teaching Method Preferences of Teachers: the Cooperative Teaching Method(James Nicholas Publishers, 2016) Birgili, Bengi; Kızıltepe, Zeynep; Seggie, Fatma NevraTeachers’ preferred teaching methods are of the utmost importance. The aim of this qualitative study is to examine 47 primary and secondary-school teachers’ (1) teaching method preferences, (2) reasons for group work preferences, and (3) implementation paths for the methods they use. Results show that (1) teachers mostly prefer direct instruction; group work is the second preference; (2) permanent learning, physical conditions, and comprehensive programs are the result of the preference; (3) while teachers are implementing the cooperative method, they implement activities and projects at all levels, form the groups themselves based on students’ qualifications, and see the highest success in 4th, 6th, and 11th grades.Conference Object Okulda Üniversite Modeli-temelli Öğretimin 5. Sınıf Öğrencilerinin Kesir Bilgisini Geliştirme Üzerine Etkisi(2016) Aydın, Utkun; Tunç-Pekkan, Zelha; Rukiye Didem, Taylan; Birgili, Bengi; Özcan, MustafaBu çalışmanın amacı, üniversite-okul işbirliği kapsamında uygulanan, öğretim üyelerinin öğretmenaraştırmacı olarak rol aldığı, Okulda Üniversite Modeli temelli öğretimin 5. sınıf öğrencilerinin kesir bilgisinin geliştirilmesi üzerine etkisini araştırmaktır. Bu amaçla ölçme aracı olarak araştırmacılar tarafından geliştirilen çoktan seçmeli Kesirler Testi kullanılmıştır. Araştırmaya 2014-2015 eğitim-öğretim yılında İstanbul ili, Sarıyer ilçesi’nde bulunan 2 devlet ortaokulunda öğrenim gören 220 beşinci sınıf öğrencisi (112 deney, 108 kontrol) katılmıştır. Yarı deneysel çalışmada yöntem olarak öntest-sontestkontrol gruplu desen kullanılmıştır. Grupların eşdeğer seviyede olup olmadığını belirlemek amacıyla Kesirler Testi öntest olarak deney ve kontrol gruplarına uygulanmış ve grupların istatistiksel olarak eşdeğer seviyede oldukları tespit edilmiştir. Daha sonra deney gruplarındaki öğrencilerin sınıflarında matematik dersleri Okulda Üniversite Modeli-temelli öğretim araştırmacılar tarafından gerçekleştirilirken kontrol gruplarında da geleneksel öğretim matematik öğretmenleri tarafından gerçekleştirilmiştir. Deneysel uygulamadan sonra, Kesirler Testi sontest olarak bütün gruplara uygulanmıştır. Bu çalışmanın sonuçlarına göre, Okulda Üniversite Modeli-temelli öğretimin geleneksel öğretime göre beşinci sınıf öğrencilerinin kesir bilgilerine istatistiksel olarak anlamlı bir etkisi vardır. Bu sonuç bağlamında üniversite-okul işbirliğinin matematik eğitimi ve öğretimine önemli katkı sağladığı önerilmektedir. Çalışmanın eğitimsel uygulamaları tartışılmıştır.Conference Object Flipped Learning Approach in a Private University: a Needs-Assessment Study(2016) Birgili, Bengi; İler, C; Engin-Demir, C...Conference Object University Within School: Evaluation of a New Teacher Education Model(2016) Birgili, Bengi; Özcan, Mustafa...Conference Object The Effect of University Within School Model-Based Instruction on 5th Grade Students’ Achievement in Fractions(2016) Aydın, Utkun; Birgili, Bengi; Tunç-Pekkan, Zelha; Taylan, Rukiye Didem; Özcan, Mustafa...Conference Object 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.
