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Meral Aksu Cennet Engin Demir Aysegul Daloglu Soner Yildirim Ercan Kiraz 《International Journal of Educational Development》2010,30(1):91-101
This exploratory study examines the background characteristics, socio-cultural values and pedagogical beliefs that entering student teachers bring with them into the faculties of education and explores their possible implications for teacher education in the Turkish context. The study comprised 18,226 first-year student teachers from 51 faculties of education who participated in the study by responding to a three-section questionnaire developed by the research team. Their responses indicate that students entering education faculties typically come from families of lower-middle socio-economic status living in urban areas, tend to possess more traditional than secular-rational values and have not yet formed clear pedagogical beliefs. 相似文献
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Gulcin Tan-Sisman Meral Aksu 《International Journal of Science and Mathematics Education》2012,10(2):363-385
“Knowing and doing measurement” is a fundamental competency in real life since measuring attributes of objects in appropriate
units and using measuring tools assist students to quantify and understand the world. For this reason, the study of measurement
has a special place in every mathematics curriculum. Among the domains of measurement, length measurement is extremely important
for students to understand basic ideas about measurement and to construct bases for more advance topics as area and volume
measurement. However, research on students’ understanding of length measurement reveals serious difficulties varying from
incorrect alignment with a ruler to confusion of perimeter with area. One of the reasons for students’ struggles in measurement
is considered as weaknesses in the intended (written) curriculum. In this respect, this study was designed to investigate
the content of length measurement in the Turkish mathematics curriculum (1st–fifth grade) in terms of its potential to support
students’ understanding. For this purpose, the Turkish Mathematics Curriculum Guide was carefully analyzed by considering
main components of the curriculum (e.g. learning objectives). In spite of some weaknesses, the length measurement content
in the curriculum seems to provide meaningful opportunities for students to develop the concepts and skills involved in length
measurement. 相似文献
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The literature shows an increase in blended learning implementations (N?=?74) at faculties of education in Turkey whereas pre-service and in-service teachers’ ICT competencies have been identified as one of the areas where they are in need of professional development. This systematic review was conducted to find out the impact of blended learning on academic achievement and attitudes at teacher education programs in Turkey. 21 articles and 10 theses complying with all pre-determined criteria (i.e., studies having quantitative research design or at least a quantitative aspect conducted at pre-service teacher education programs) included within the scope of this review. With regard to academic achievement, it was synthesized that majority of the studies confirmed its positive impact on attaining course outcomes. Likewise, blended learning environment was revealed to contribute pre-service teachers to develop positive attitudes towards the courses. It was also concluded that face-to-face aspect of the courses was favoured considerably as it enhanced social interaction between peers and teachers. Other benefits of blended learning were listed as providing various materials, receiving prompt feedback, and tracking progress. Slow internet access, connection failure and anxiety in some pre-service teachers on using ICT were reported as obstacles. Regarding the positive results of blended learning and the significance of ICT integration, pre-service teacher education curricula are suggested to be reconstructed by infusing ICT into entire program through blended learning rather than delivering isolated ICT courses which may thus serve for prospective teachers as catalysts to integrate the use of ICT in their own teaching. 相似文献
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Jung Mi Scoulas Beyza Aksu Dunya Sandra L. De Groote 《Library & information science research》2021,43(1):101071
Few studies have investigated the psychometric property of new instruments developed locally to assess students' library experience, such as their behavior, perception and attitude toward library use. Validating a survey instrument is critical because using untested assessment instruments is more likely to lead to a lack of credibility in the results, as well as a lack of accuracy in the study's purpose (Sullivan, 2011). This study used data from a locally developed student library experience survey distributed in Spring 2018 at a large public research university library to examine undergraduate and graduate students' behaviors, attitudes and perceptions of library use. To test the validity of the survey as to whether six subdomains of the library experience survey contributed to a single construct, library experience, the study used Rasch model framework. This study contributes to the field as a first example using the Rasch model for library assessment purposes. Suggestions for best practices are discussed. 相似文献
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Education and Information Technologies - We focus on students’ mathematical reasoning in a technology-enhanced collaborative learning environment. We adopt a dialogical approach to analyze... 相似文献
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Once the COVID-19 was announced as a pandemic by the World Health Organization at the beginning of 2020, almost all countries around the world shifted from traditional face to face education to distance education to prevent the spread of the virus. Türkiye implemented distance education practices through a web-based platform named education information network (EBA) and EBA TV channels. However, the rapid shift from traditional face to face education to distance education was challenging especially for students with disabilities, their parents and teachers because these students needed individualised education and some services which were impossible to implement remotely. The purpose of this study was to explore (a) the challenges that teachers and students faced during distance education; (b) the implications of distance education on students with disabilities. Further, this study explored opinions of special education teachers regarding how to make distance education more effective for students with disabilities. A semi-structured interview was conducted with 12 special education teachers. Findings demonstrated that distance education through EBA was neither sufficient nor convenient for most students with disabilities. Limitations of this study and suggestions for future research were discussed. 相似文献
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Ramazan Kurul Muhammed Nur Ögün Ayşe Neriman Narin Şebnem Avci Beyza Yazgan 《Anatomical sciences education》2020,13(5):648-656
The aim of this study was to investigate the effect of immersive three-dimensional (3D) interactive virtual reality (VR) on anatomy training in undergraduate physical therapy students. A total of 72 students were included in the study. The students were randomized into control (n = 36) and VR (n = 36) group according to the Kolb Learning Style Inventory, sex, and Purdue Spatial Visualization Test Rotations (PSVT-R). Each student completed a pre-intervention and post-intervention test, consisting of 15 multiple-choice questions. There was no significant difference between the two groups in terms of age, sex, Kolb Learning Style Inventory distribution, and the PSVT-R (P > 0.05). The post-test scores were significantly higher compared to pre-test scores in both the VR group (P < 0.001) and the control group (P < 0.001). The difference between the pre-test and post-test results was found to be significantly higher in favor of the VR group (P < 0.001). In this study, anatomy training with a 3D immersive VR system was found to be beneficial. These results suggest that VR systems can be used as an alternative method to the conventional anatomy training approach for health students. 相似文献
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Gulcin Tan Sisman Meral Aksu 《International Journal of Science and Mathematics Education》2016,14(7):1293-1319
The purpose of the present study was to portray students’ misconceptions and errors while solving conceptually and procedurally oriented tasks involving length, area, and volume measurement. The data were collected from 445 sixth grade students attending public primary schools in Ankara, Türkiye via a test composed of 16 constructed-response format tasks. The findings revealed a wide range of misconceptions and errors such as “believing that all rulers are 30 cm long,” “confusing area formula with perimeter formula,” “believing a box has more than one surface area,” “using the volume formula for surface area,” “believing that ruler must be longer than the object measured,” etc. These misconceptions and errors could be considered as the evidences indicating the sixth graders’ lack of comprehension of the fundamental concepts of spatial measurement and their relationships and the procedures and formulas used for measuring length, area, and volume. The possible causes of such misconceptions and overcoming ways were also discussed. 相似文献
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