The aim of this study is to investigate the effects of Team-Assisted Individualization (TAI) technique of cooperative learning on eighth grade students’ geometry achievement and retention in mathematics lesson. The study which was applied in two state elementary school the distric of Yüreğir-Adana in the second semester of 2012-2013 academic year was a semi-experimental study. The participiants of the study were 91 students and the study was lasted in fifteen weeks. At the beginning of the study, “Mathematics Achievement Test” was applied in all groups as pretest and at the end of the study as posttest. After four weeks, “Mathematics Achievement Test” was applied again as retention test. The result of analysis indicated that TAI was more effective in terms of academic achievement and retention test.
The aim of this study is to present a model for an effective mathematics instruction with respect to how ICT integration is put into practice. The research was established on three bases as effective mathematics instruction, ICT integration and 5E learning cycle. A learning environment was created by grounding on these three elements. In this study, which was carried out in accordance with design-based research model, the participants were 47 preservice mathematics teachers. As data-collection tools, video-recordings, check-lists, and lesson plans were used. By the nature of design-based research model, data was collected during 12 weeks to enable the designs to be improved constantly, and it was analyzed instantly, consistently, retrospectively by means of frequency, percent and content analysis. As a result of the data analysis, it was revealed that the learning environment made a positive contribution to the process of preparing lesson plans aimed at providing ICT integration for effective mathematics instruction. When the realization process of ICT integration in prepared lesson plans has been investigated that 95 percent of 101 lesson plans of all weeks have been successful in terms of ICT integration. As a result, a model involving “Planning-Implementation-Evaluation” for implementing ICT integration was proposed.
Keywords: Etkili Matematik Öğretimi, Bilgi ve İletişim Teknolojileri, BİT Entegrasyonu, Öğretmen Adayı, Tasarım Temelli Araştırma
The aim of this study was to find out similarities and differences between methods for differential item functioning (DIF) such as MIMIC, SIBTEST, Logistic Regression and Mantel-Haenszel methods. Also the results obtained with expert opinions according to the methods were examined in terms of consistency. The study was carried out with subsamples of 300, 600, 1000, 1200 and 2000 examinees selected from the dataset of approximately 340.000 students. For the four methods, common items containing DIF were examined by sample groups. It was seen that item 2 does not contain common DMF in the sample of 300 persons, item 13 in the sample of 600, and no items contain common DIF in the sample of 1000 persons; whereas item 19 contains DIF in the group of 1200 and items 2, 3, and 4 contain DIF in the group of 2000 persons. In the light of this, it can be suggested that the methods for 2000 persons yielded more compliant results in the large sample. By comparing items 2, 5, 6 and 12 identified to be biased according to expert opinion with statistical analysis results, it was found out that those items showed DIF with different methods or samples. In addition, expert opinions seem to be consistent with results of the analysis.
The aim of this study is to analyze Foreign Language Proficiency Exam for the State Employees, administered in Turkey between the years of 1990-2013, albeit under a different name nowadays, to assess foreign language abilities of state employees. The criteria for this analysis were improved based on a current and international guideline for foreign language teaching domain, which is called “Common European Framework of Reference for Languages”, developed by European Council in 2001 to standardize the teaching and grading of the foreign languages, in addition to some other recent guidelines. First of all, examination benchmarks were developed to assess the levels of KPDS’s grammar and vocabulary questions. Based on these benchmarks, 80 questions in the exam, with the five answer choices for each of them, were analyzed. As a result of this analysis, it was confirmed that 2011 - KPDS fall semester German language exam was equivalent to the levels A and B in terms of grammar and B or C in terms of vocabulary, which increased the difficulty level of the questions. Hence, it was concluded that the exam mentioned here was equivalent to B and C levels with regard to vocabulary. In the light of these findings, some of the equivalency tables declared by the Council of Higher Education, YOK and OSYM were interpreted. Based on these interpretations, it was suggested to remove the A1 and A2 equivalencies included in the tables.
Keywords: KPDS, foreign language equivalencies, foreign language proficiency, foreign language exams
The purpose of this research was to conduct a qualitative study of the Children and Architecture Education Program carried out among middle-class primary school students aged six to eleven years old studying near Ankara,the capital city of the Republic of Turkey, and to investigate the effects of this program on these students’ attitudes, behaviors and design skills. This study was part of a larger project, "The Adaptation into Turkish Culture of the Design Education Program (Architecture and Education Program for Children), Analysis of Its Effectiveness and Extending the Use of the Program" (Project No. 110K269), funded by the Scientific and Technological Research Council of Turkey between 2010 to 2013. The Children and Architecture Education Program was first adapted for use in the Turkish culture from a model used in the United States. The adapted program was offered for thirteen weeks. Opinions on the program were collected from both teachers and children. Following qualitative analyses, results suggest the Children and Architecture Education Program is an effective and useful tool for social, emotional and cognitive development of children as well as for the development of students design skills.
The aim of this study was to analyze the effectiveness of the conceptual change approach, explicit reflective approach and the book of Ministry of National Education on students’ views of nature of science (NOS), and academic achievement. The study was carried out in the light unit context at the 7th grade. Participants were 66 students in three intact groups. Two of the three groups, including 22 students, were assigned to in the experimental study groups and the other was assigned as a control group. One of the experimental groups learned NOS through a conceptual change approach. The requirements of conceptual change approach were fulfilled by conceptual change texts and concept clipboard. The other experimental group learned NOS through explicit reflective approach. The course book of Ministry of National Education was used in the control group. The study was conducted by mixed methodology. An open-ended questionnaire in conjunction with semistructured interviews was used to assess three different interventions’ effects on students NOS views. The NOS views were analyzed under the category of informed, transitional, and naive. The data related to academic achievement were obtained by the Achievement Test of Light Unit. Kruskall-Wallis Test was used for the comparison of academic achievement among three groups.The results of the study indicated that conceptual change approach was the most effective intervention in the teaching of NOS. It was concluded that teaching of NOS in science courses had neither positive nor negative effect on academic achievement.
This study investigates the parameters obtained through the generalizability theory which measures the topic “basic concepts related with measurement and evaluation” in the measurement and evaluation course. Data for the research were collected from 91 (49 girls 42 boys) students who are studied in the Sakarya Unıversity science education department in 2011-2012 semester. The o (student), X m (item) X h (map) were crossed in the study, and due to the fact that the item facet was random but the map facet was fix, the mixed design was used. The variances of the results obtained with filling concept maps and the percentages of explaining the total variances were researched with the G study and with the C and S techniques; and the changes in the G and Phi coefficients were researched by increasing and decreasing the item numbers with the D study. With this study, we aimed to exemplify the preferability compared to the classical test theory in having reliability of the concept map by leaning on the power, suitability and flexibility of the G theory. On the other hand, this current research is different from the generalizability studies available in literature in that it includes the mixed design sample, and therefore, it is believed to be important.
The purpose of this study is to examine whether the five-factor personality characteristics and self-esteem predict two subtypes of personal indecisiveness (exploratory indecisiveness and impetuous indecisiveness). A total of 483 students (269 female and 208 male students, 6 of the students did not state gender) studying at the various faculties of Gazi University participated in the study. The results show that both exploratory and impetuous indecisiveness are significantly and positively correlated to neuroticism, and are significantly and negatively correlated to extraversion, openness to experience, conscientiousness, and self-esteem. Exploratory indecisiveness is not correlated with agreeableness. Self-esteem was found to be the strongest predictor of exploratory indecisiveness, followed by neuroticism and extraversion. The strongest predictor of impetuous indecisiveness was found to be neuroticism, followed by self-esteem, conscientiousness, and openness to experience. The findings are discussed within the scope of the relevant literature.
The aim of the present study was to investigate the role of temperament and emotion regulation on social behaviors at 4 to 6 years of age. 238 (114 male and 124 female) children’s mothers and classroom teacher participated in the cross-sectional study. Children's temperamental characteristics were measured by using The Short Temperament Scale for Children-Parent Form (STSC), emotion regulation skills were assessed by using Emotion Regulation Checklist-Parent and Teacher Forms (ERC) and Social Behavior Scale (PSBS-T) was used. The results showed that 4-year-olds were significantly less prosocial than 5 and 6 year olds. No effect of gender has been found on social behaviors. The relationships between emotion regulation skills and prosocial behavior and aggression were significant. It was seen that reactive children were less skilled in emotion regulation and prosocial behavior. It was also found that highly reactive children who also had less emotion regulation skills exhibited more physically aggressive behavior.
Keywords: social behavior, temperament, emotion regulation, preschool children
In this study, 6th, 7th, and 8th grade students’ knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in school mathematics were investigated according to gender and grade level. Moreover, a possible statistical relationship was investigated between the addressed knowledge and attitudes and beliefs. Data was collected through Knowledge of History of Mathematics Test and Attitudes and Beliefs toward using History of Mathematics in School Mathematics Questionnaire, which was specifically adopted for this study, from 499 students in 6 middle schools in Ankara via clustered-random sampling. The descriptive studies revealed that most of the students stated that history of mathematics was not given a place in their classes and that they did not follow publications related to history of mathematics. On the other hand, the students’ knowledge of history of mathematics was insufficient in general. Their attitudes and beliefs towards the use of history of mathematics in school mathematics were close to positive, but their ideas on this issue did not maturate yet. Two-way analyses of variance indicated significant differences in students’ knowledge of history of mathematics and attitudes and beliefs towards using history of mathematics favoring females and some upper grades. A significant relationship was found between the knowledge and attitudes and beliefs through Pearson’s product-moment correlation coefficient.
Keywords: middle school students, knowledge of history of mathematics, attitudes and beliefs towards using history of mathematics in school mathematics, gender
The aim of the study is searching for the effect of a web assisted education material called "chemist's class" on 9th year students’ academic achievement in the “mixtures” unit, their attitudes towards chemistry and attitudes towards computers. 54 9th year students have been participated in the study. In the study, a quasi-experimental model has been used. One control and one experimental group have been created. Prior to the application, "Computer Attitude Scale ", “Chemistry Attitude Scale" and "Academic Achievement Test" have been administered as pre test to control and experimental groups. The teacher has lectured through Chemistry textbook (MONE, 2012) in control group. Experimental group has been lectured by using web assisted learning material called “Chemist’s Class” software. The application has been conducted in 4 weeks time and following to the applications post tests have been administered. The findings of the study have displayed that there is no statistically significant difference between students’ attitudes towards computers. The findings of the study have revealed that there has been a statistically significant difference between students’ academic achievement and their attitudes towards chemistry in favor of the experimental group. The findings have revealed that the software used in the application has a positive effect on students’ attitudes.
Keywords: web based learning, attitude, academic achievement, mixtures
The novel Djinn, Un trou rouge entre les pavés disjoints by Alain Robbe-Grillet, was written first of all as a grammar textbook to be used in French language courses at school. Therefore, Djinn has two structures that complement each other, just like two sides of a coin: a novel and a grammar textbook, in other words, it is both a literary work and a grammar textbook at the same time. Another interesting aspect of the work is the fact that it contains different styles of narration while teaching the grammar rules of French. This paper aims to present what the challenges are for the translator during the translation process of this novel into Turkish which was written to teach the readership whose mother tongue is English, the grammar rules of the French language by retaining all its characteristics, and what solutions he or she can provide to overcome such challenges. Different translation attitudes that can be followed for the translation of Djinn by retaining the style as a novel constructed by Robbe-Grillet into Turkish and strategies and suggestions will constitute the final part of this paper.
The aim of this study is to determine the effect of Computer-Supported Collaborative Argumentation (CSCA) strategy on probability learning. In this context, computer-supported material which was appropriate for seventh-grade level (aged 13-14) was developed for the teaching of probability. The material was applied to 8 seventh grade students who were divided into two groups, each consisting of four students. Data were gathered from audio and video recordings of students’ interactions and researchers’ observation records. CSCA strategy helped students remedy their misconceptions and construct probability knowledge meaningfully by arguing. It also presented a learning environment in which students felt relaxed and learned through entertainment. In order for such applications to be effective, current class populations should be lessened, and the learning environments should be designed as appropriate for class discussions.
The aim of this study is to investigate the effect of 4MAT instruction method to students’ affective characteristics about physics lessons. The experimental design of the study was semi-experimental design with pre-test, post-test without control group. The sample of the study consisted of 32 girls and 33 boys , total 65 2nd grade high school students of two different schools in Ankara in 20102011 academic year. “Affective Characteristics Questionnaire About Physics” which was developed by Abak (2003) was used as pre-test before the application of the 4MAT instruction method. Then the subject of “work, power and energy” was taught to the study group for 8 weeks using 4MAT instruction method. After that, the instrument was applied as post-test. According to students’ answers a significant difference was found in “physics student motivation”, “self-concept in physics” and “self- efficiacy in physics” factors in favour of post-test scores.
Keywords: 4MAT, physics attitude, high school pupils, learning styles