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Many national and international studies put forward the idea that primary education in Turkey is questionable in many aspects.
As a result, the Ministry of National Education changed primary curriculums in 2004 in Turkey. The curriculum for primary
mathematics was redeveloped taking into consideration constructivist theory of education. The purpose of this study is to
assess the qualities of the 2004 mathematics curriculum using a goal-oriented curriculum evaluation model in which the intrinsic
value of the curriculum is examined in terms of its qualities and success depending on teachers’ perspectives, as they are
one of the most important elements of the teaching–learning situation. The results show that the qualities of the 2004 mathematics
curriculum match the criteria of a constructivist curriculum as set out in the literature. Also, the level of performance
expected from the teachers’ perspective as those who instruct in the curriculum is very high. The results point to the fact
that the 2004 mathematics curriculum may be considered as a positive change even if there is room for improvement in all aspects. 相似文献
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Haluk Özmen GÖkhan DemİrcİoĞlu Richard K. Coll 《International Journal of Science and Mathematics Education》2009,7(1):1-24
The research reported here consists of the introduction of an intervention based on a series of laboratory activities combined
with concept mapping. The purpose of this intervention was to enhance student understanding of acid-base chemistry for tenth
grade students’ from two classes in a Turkish high school. An additional aim was to enhance student attitude toward chemistry.
In the research design, two cohorts of students were compared; those from the intervention group (N = 31) and a second group
(N = 28) who were taught in a more traditional manner. Student understanding of acid-base chemistry was evaluated with a pretest/posttest
research design using a purpose-designed instrument, the Concept Achievement Test (CAT) consisting of 25 items, 15 multiple choice and ten multiple choice with explanation. Alternative conceptions identified
in the pretest were incorporated into the intervention, which thereby sought to move students toward views more in accord
with scientific views for the concepts. Statistical tests indicate the instrument is reliable (with an alpha reliability of
0.81) and the analysis of the findings revealed statistically significant differences between the intervention and traditional
groups with respect to conceptual understanding. Examination of student explanations and analyses of semi-structured interviews
conducted with selected students suggest that the main influence was the laboratory activities. Analysis of the findings in
the context of relevant literature that concept mapping in conjunction with laboratory activities is more enjoyable, helps
student link concepts, and reduces their alternative conceptions. 相似文献
33.
The aim of this article is to examine the Imam-Hatip schools and their basic features, the characteristic model of Islamic education in Turkey that was proposed as an alternative model for other Muslim countries during their madrasa reform movements in the aftermath of the September 11 events in the USA. In the continuation of the madrasa tradition during the Saljuki period under state supervision, along with the modernisation efforts in education since the late Ottoman period, these schools have been revitalised and adapted to the contemporary conditions of educational institutions. At the foundation of these schools, there lay a notion of reconciliation between the ‘traditional’ and ‘modern’. Throughout the years of the Turkish Republic, these schools have constantly become a controversial issue in terms of their number, structure, and student and alumni profiles. Especially after the opening process of the Turkish people and Turkish foreign policies to the world, the issue has become an international one since the 1980s. After the events of 11 September 2001, these schools were offered as an alternative model for madrasas in Muslim countries and therefore drew international attention to themselves. 相似文献
34.
A cross‐cultural study testing the universality of basic psychological needs theory across different academic subjects 
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下载免费PDF全文 Gökçe Erturan‐İlker Eleanor Quested Paul Appleton Joan L. Duda 《Psychology in the schools》2018,55(4):350-365
Basic Psychological Needs Theory (BPNT) suggests that autonomy‐supportive teachers can promote the satisfaction of students’ three basic psychological needs (i.e., the need for autonomy, competence, and relatedness) and this is essential for optimal functioning and personal well‐being. The role of need satisfaction as a determinant of well‐being is understood to be invariant across contexts and cultures. The aim of this study is to test the invariance in the relationships between students’ perceptions of their teachers’ autonomy support and their psychological need satisfaction, enjoyment, concentration, and boredom across different school subjects (math, English, and physical education lessons) and across different cultures (England and Turkey). Questionnaires tapping the targeted variables in the three different lesson types were completed by students in schools in England and Turkey. Results from multilevel modeling analyses showed some support for the tenets of BPNT, albeit there were inconsistences among the strengths of the hypothesized relationships based on country and/or lesson type. 相似文献
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Servin Yeşil Günal Bilal Üstündağ Ali İhsan Günal 《Indian journal of clinical biochemistry : IJCB》2013,28(4):390-395
The aim of this study is to evaluate the oxidative stress in predialysis, hemodialysis (HD) and peritoneal dialysis patients and to test the effects of antihypertensive drugs and volume control on oxidative stress parameters. The study was composed of five groups as follows: control group (n = 30), predialysis group (n = 30), peritoneal dialysis group (n = 30), hemodialysis group, (normotensive with strict volume control, n = 30), hemodialysis group (normotensive with medication, n = 30). Plasma malondialdehyde (MDA), erythrocyte superoxide dismutase (SOD), catalase (CAT), glutathione peroxidase (GSHPx) and routine biochemical parameters were studied in all patients. Hemodialysis patients with strict volume control (HDvc) had lower levels of MDA than other patient groups (p < 0.001), and CAT, SOD values had highest level other patient groups (p < 0.001). The treatment of hypertension with strict volume control in chronic renal failure patients causes less damage to the antioxidant capacity. 相似文献
37.
İkbal Tuba Şahin-Sak Ramazan Sak Fatma Tezel-Şahin 《Early Years: An International Journal of Research and Development》2018,38(1):35-52
This survey-based quantitative study investigates 310 Turkish preschool teachers’ views about classroom management, using the following six models of disciplinary strategy: behavioral change theory, Dreikurs’ social discipline model, Canter’s assertive discipline model, the Glasser model of discipline, Kounin’s model, and Gordon’s teacher effectiveness training (TET) model. Data were collected through a demographic information form and the Discipline Strategies Questionnaire. The results showed that the participant teachers usually agreed with items that reflected a child-centered approach to classroom management. Also, the respondents’ views of Dreikurs’ social discipline model and Gordon’s TET model differed according to their gender. The teachers’ views related to behavioral change theory and Gordon’s TET also varied markedly, depending on the ages of the children they taught. 相似文献
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Başak İnce 《牛津教育评论》2013,39(2):115-131
This paper scrutinises citizenship education in Turkey from the foundation of the Turkish Republic (1923) to the present and explores the extent to which it encourages inclusive or exclusive concepts of national identity and citizenship. In Turkey, where there are citizens belonging to ethnic and religious minorities, civic education plays a prominent role for promoting tolerance among citizens. Using framing questions from phase one of the International Association for the Educational Achievement’s (IEA) research of Civic Education Across Countries, the civic education textbooks of Turkey are examined to determine the extent to which they promote democracy and human rights, make positive references to ethnic and religious minorities, and promote social cohesion. As Turkey was not included in phase one of the IEA study, the paper provides original information for comparative studies, reconsideration of citizenship education in multicultural societies and promoting an active national citizenry in Turkey. 相似文献
40.
Şebnem Kandil İngeç 《International Journal of Science Education》2013,35(14):1897-1915
Concept mapping is a technique that paves the way to represent knowledge schematically. In this research, concept mapping was used as an assessment method on the impulse–momentum topic. The purpose of this study was to determine teacher candidates’ knowledge about understanding of the concepts of impulse and momentum by comparing and contrasting two different methods; namely, students’ concept maps and an achievement test. The mean of teacher candidates’ concept map scores are extremely low when compared with the scores of the achievement test. In addition, it was seen that although a great number of concepts were written down, not many relationships were established between these concepts. There is a weak correlation between the achievement test and the concept map scores since concept maps assess the students’ knowledge from a conceptual perspective while the achievement tests measure the level of students’ knowledge on the topic and his/her ability to apply this knowledge on different occasions. 相似文献