Birgili, Bengi

Profile Picture
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)

Sustainable Development Goals

2

ZERO HUNGER
ZERO HUNGER Logo

0

Research Products

16

PEACE, JUSTICE AND STRONG INSTITUTIONS
PEACE, JUSTICE AND STRONG INSTITUTIONS Logo

0

Research Products

1

NO POVERTY
NO POVERTY Logo

0

Research Products

11

SUSTAINABLE CITIES AND COMMUNITIES
SUSTAINABLE CITIES AND COMMUNITIES Logo

0

Research Products

7

AFFORDABLE AND CLEAN ENERGY
AFFORDABLE AND CLEAN ENERGY Logo

0

Research Products

10

REDUCED INEQUALITIES
REDUCED INEQUALITIES Logo

0

Research Products

3

GOOD HEALTH AND WELL-BEING
GOOD HEALTH AND WELL-BEING Logo

0

Research Products

6

CLEAN WATER AND SANITATION
CLEAN WATER AND SANITATION Logo

0

Research Products

9

INDUSTRY, INNOVATION AND INFRASTRUCTURE
INDUSTRY, INNOVATION AND INFRASTRUCTURE Logo

0

Research Products

12

RESPONSIBLE CONSUMPTION AND PRODUCTION
RESPONSIBLE CONSUMPTION AND PRODUCTION Logo

0

Research Products

5

GENDER EQUALITY
GENDER EQUALITY Logo

0

Research Products

14

LIFE BELOW WATER
LIFE BELOW WATER Logo

0

Research Products

13

CLIMATE ACTION
CLIMATE ACTION Logo

0

Research Products

15

LIFE ON LAND
LIFE ON LAND Logo

0

Research Products

8

DECENT WORK AND ECONOMIC GROWTH
DECENT WORK AND ECONOMIC GROWTH Logo

0

Research Products

17

PARTNERSHIPS FOR THE GOALS
PARTNERSHIPS FOR THE GOALS Logo

0

Research Products

4

QUALITY EDUCATION
QUALITY EDUCATION Logo

3

Research Products
Documents

13

Citations

179

h-index

4

Go to Scopus profile
Documents

11

Citations

127

Go to WoS profile
Scholarly Output

43

Articles

20

Views / Downloads

9126/85164

Supervised MSc Theses

0

Supervised PhD Theses

0

WoS Citation Count

123

Scopus Citation Count

179

WoS h-index

4

Scopus h-index

4

Patents

0

Projects

0

WoS Citations per Publication

2.86

Scopus Citations per Publication

4.16

Open Access Source

26

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

Competency Cloud

GCRIS Competency Cloud

Filters

2015 - 2019252020 - 202518
Reset filters

Settings

Scholarly Output Search Results

Now showing 1 - 10 of 43
  • Thumbnail Image
    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.
  • Thumbnail Image
    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.
  • Thumbnail Image
    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
    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
  • Thumbnail Image
    Article
    Creative and Critical Thinking Skills in Problem-Based Learning Environments
    (2015) 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.
  • Thumbnail Image
    Article
    Ölçüt'e Otantik Bir Bakış: Sınıf İçi Ölçme
    (İstanbul İl Milli Eğitim Müdürlüğü Ölçme Değerlendirme Merkezi, 2021) Birgili, Bengi
    --
  • Thumbnail Image
    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.
  • Thumbnail Image
    Article
    Citation - Scopus: 2
    Teacher 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
    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.
  • Thumbnail Image
    Conference Object
    Comparison Between Some Pioneer Instructional Design Models
    (2016) Birgili, Bengi
    ...
  • Thumbnail Image
    Conference Object
    Differential Effect of Young Adults and Students Metacognitive Skills in Mathematics Problem Solving Process
    (eScholarship, 2023) Birgili, Bengi; Can, Rümeysa; Çakar, Tuna; Akar, Hanife
    The purpose of this study is to examine how young adults and pupils use their metacognitive abilities such as cognitive strategies and self-checking during the mathematics problem-solving process. The study group consisted of 12 young adults selected from three different faculties in a foundation university and 32 pupils from public and privateK-12 schools, Istanbul, Turkey. Multimodal mixed-methods design was employed, where participants were asked to think out loud while solving ten mathematical problems. The experimental process was recorded with the use of eye-tracking, which was utilized to evaluate the active use of metacognitive sub-skills. The findings from the experimental process revealed that there is a significant difference between the amount of reflection of young adults’ and pupils' cognitive strategy and self-checking skill levels on their responses to mathematics problem solving process in favor of pupils.
  • Thumbnail Image
    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.