Algebra has important place on the development of mathematical thinking. There are research findings indicating that students in grades 6-8 have many misconceptions in algebra. The goal of this study is to reveal these misconceptions. Findings
in the study are discussed in the light of related research findings. Some recommendations are presented to overcome these
Using multiple representations in mathematical contexts can enhance mathematical learning. Firstly how students
use and conceptualize multiple representations in mathematics should be investigated. Because of this, it was aimed to examine how
students use multiple representations in algebra word problems and what are the reasons behind their usage of certain representational
modes. For this purpose, 21 seventh grade students (11 female and 10 male) were chosen as interview participants. They were posed
three algebra questions during interviews, and they were responsible to explain their representational preferences for each interview
question. As a result, it can be argued that the participants used different representations according to the question. Their ways of
using different representations varied in terms of the nature of the problems and their perception of the representations. Furthermore,
their representational preferences can be varied with respect to the question type, the teacher, or emotional factors.
The purpose of this study was to investigate the views of 10th grade students on the nature of science (NOS) in
Turkey. Atotal of 1994 high school students (872 girls, 1121 boys) from 21 different cities of seven geographical regions in Turkey
participated in the study. Data were collected utilizing modified version of Views on Science-Technology-Society (VOSTS)
questionnaire. The results of the study revealed the misconceptions of students on the NOS. The results of this study also indicated
that the participants held traditional views on the definition of the science, fundamental assumptions of science, the characteristics of
scientist and the effects of society on science and technology. In addition, there were significant differences in students’ views on the
NOS by region, school types and gender.
Keywords: nature of science, high school students, misconceptions [HTML]
This study aims to investigate preschool children’s images of scientist and their views on science. The sample of
this study includes 330, 6- year- old children who were attended to private and state pre-schools in Ankara. Children were asked to
answer following questions: “What is science?”, “Who is a scientist?”, and “What does a scientist do?”. Data were analyzed, based
on the categories of “Drawing-A-Scientist Test” (Chambers, 1983). Features of scientist such as lab coasts, glasses, facial hair, and
symbols of research, such as books, laboratory instruments and equipment were common responses among all children. These results
have shown that children form concepts and develop attitudes toward science and scientists at an early age. Children acquire views
on science and a stereotypical images of the scientist in preschool period.
This study was designed to investigate the attitudes of prospective physical education teachers towards individuals
with physical disabilities by adapted physical education course. 47 prospective physical education teachers (Study group) and 34
students (Sport management and coaching- control group) participated in the study. Study group took 14 weeks Adapted Physical
Education course and the control group did not. Attitude Towards Disabled Person- “O Form” scale was used to determine the
attitudes of the groups (Yuker, Block, &Young, 1970). Analysis of covariance ANCOVA for mixed measures test revealed significant
difference attitude towards individual with physical disabilities between groups the measurements at the beginning and end of the
semester F (11,78) = 14.22, p<.01. Results indicated that APE course may say positive attitude effect of the prospective college
student physical education teachers toward individual with physical disabilities.
Keywords: Attitude, individuals with physical disabilities, physical education, attitude. [HTML]
The purpose of this study is to investigate pre-service mathematics teachers’ mathematics and mathematics teaching
efficacy beliefs in terms of the differences with respect to the university attended and university grade level. In this sense, self-efficacy
beliefs toward mathematics and mathematics teaching efficacy beliefs scales were administered to 358 freshmen, sophomore, junior,
and senior pre-service teachers enrolled in an undergraduate program at two public universities in Ankara. Results revealed that there
is no significant difference between mathematics teaching efficacy beliefs of pre-service teachers with respect to attended university
and university grade level. On the other hand, there is a significant difference between pre-service teachers’ efficacy beliefs toward
mathematics with respect to attended university and university grade level.
The foreign language teacher is the main indicator of success of the courses which are conducted through the
Communicative Approach; hence the issue of training the foreign language teachers should be highly emphasized. The language
teaching process should not only be restricted with the teacher’s own observations and experiences, but also be based on the scientific
and theoretical information. As regards the linguistic aspects of the language, this theoretical basis can be supplied merely by
linguistics and the sciences of language. In our point of view, the ‘Introduction to Linguistics’ courses carried out by the Departments
of French Language Teaching, are insufficient. Moreover, it could be pointed out that the content of these courses do not meet the
needs of the prospective French language teachers. Hence, under the guidelines of our research for these courses, we have created
and proposed new course descriptions and lesson plans that will be beneficial for the language teachers.
Keywords: French language teaching, linguistics, sciences of language, communicative approach [HTML]
This study firstly aims to elaborate the basics of ‘reader response approach’ to poetry analysis. Through responsive
poetry analysis, learners of the English language find the opportunity to practise the language and filter the poet’s ideas and feelings
through their own world views and experiences. It is aimed to suggest a sample lesson plan joining these two worlds- the reader’s
and the writer’s- via spoken and written language productions by the participants. In this research, a lesson plan based the reader
response approach is compared with traditional poetry teaching by means of an application with four year ELT students studying at
Hacettepe University. The qualitative data gathered from participants sheds light to the difference between these two applications.
The findings suggest that the participants prefer reader response to traditional poetry teaching classes. With reader response, learners
become active participants and develop positive attitude towards reading and analyzing poetry.
Semiotics is a progressing and promising discipline with its applications in many fields of study. As a bridge
between semiotics and foreign language teaching (FLT), educational semiotics has started to attract attention of many scholars,
English Language Teaching (ELT) instructors and teachers all over the world. It is obvious that the consideration of semiotic approach
in FLT has promising results and may lead to long-term success in learning a foreign language with its applicable and pertinent
techniques that are learner-centered. In this article, basic terminology of semiotics and its possible applications to foreign language
learning settings are introduced in order to help teachers of English to have a heightened awareness of the semiotic approach.
Throughout the paper, it is claimed that the consideration of the semiotic signs of the target culture in teaching a foreign language is
vital, since a language cannot be separated from its culture.
English profiency exams are executed through questions that change every year. Even though cut of point does not
change in these exams, students taking these test are likely to get different results different forms which puts the student in an
advantageous or a disadvantageous position. In this study, the main aim is to measure If the test are equal, If not, to make different
scores of different tests interchangeable so as to make the units of tests equal and to compare levels of groups of test takers of different
years. To attain this aim, test used in English language profiency exams are equalized with the help of three different test designs and
two theories titled Classical test and Item Response Theories. As for the Classical test theory, equapercentage and linear, and for Item
Response Theory Rasch Parametry characteristic curve method are used. Data used in this research process are gathered from the test
results conducted in the years of 2000, 2001, 2002 at Hacettepe University English Language Preparatory School. As the result, it
was found that while equating the tests used in English Profiency tests, Rasch method and equapercentage equation method were
applicable and proper methods.
Keywords: Test equation, paralel tests, Rasch method, English proficiency tests, linear equation [HTML]
This study is on determining the knowledge level of science teachers on biotechnology in the province of Mu¤la.
Under this caption the research was made to find out whether there is significant difference between the knowledge level of science
teachers on biotechnology and their age, allocation unit where they work in and their field of graduation. In order to find out the
knowledge level of the teachers, a knowledge test analysing reliability and scope validity was developed and a survey to determine
some demographic characteristics was prepared. The survey was applied to 100 science teachers who work in throughout Mu¤la and
97 teachers were taken into evaluation. According to the analysis, a significant difference between the knowledge level on
biotechnology and the age, and of the their field of graduation; whereas there is no significant difference bewteen the knowledge and
the institution they work in was found. Suggestions were made to increase the knowledge level on biotechnology of science teachers
according to the obtained results.
Keywords: Biotechnology, science teachers, biotechnology in primary education. [HTML]
In this research; the mis-concepts of Elementary 4. class students about “Unit on Animals” topic are determined and
to eliminate this problem, worksheets are improved and applied to remove these mis-conceptions. In the worksheets; subject’s
connections and essential parts are given by using concept maps. Moreover by using scenarios, it is tried to get in the students
imagination world and to give them a different point of view about subjects. In this research; (n=78, 33 girl, 45 boy students) samples
are chosen depending on the aim from the city of ‹zmir and differencies between samples are examined. Picked sample group are
educated wiht worksheets while traditional education methods are applied to control group. Pre test-post test control group design is
used as data collection tool and t-test is used for analyzing data. At the end of the research, it is observed that the worksheets on
“Acknowledge the Animals” are benefical on removing the misconceptions about this topic (t:7,03; p<0,05).
This study investigated the effectiveness of inquiry-based learning approach on 7th grade students’ science
academic achievement. The study which was conducted by using the quasi- experimental design with the random selected treatment
and control group was carried out on 7th grade students of Beytepe and Mehmet ‹çkale Primary Schools located in the city of Ankara,
district of Çankaya during the spring semestre within 2004-2005. Inquiry-based learning approach was used in the treatment group
and the teacher-centered methods were used in the control group. In the end of the study findings showed that the students in the
experimental group who were taught with inquiry-based approach had better acquisition of scientific conceptions than those in the
control group who were taught by teacher-centered instruction. No significant differences between experimental group students with
respect to gender, use of internet as a source of information and library as a source searching data was found. In control group; no
significant differences as to gender and library as a source searching data but a significant difference with respect to use of internet
as a source of information was found.
This study investigated parents’ knowledge and opinions about the picture books that are on the market for the
children. Interviews and surveys were used. Then, surveys and interviews done with 20 parents were coded and analyzed, discussed,
and implications were made by describing (a) parents’ knowledge about the picture books, (b) different views of parents regarding
picture books, (c) how educators should inform parents about picture books. Subcategories of each component were identified and
are illustrated by narrative data. Conclusions recommendations for education research and practice are addressed.
Keywords: parent involvement, reading at home, picture books, bibliotherapy [HTML]
The aim of this study was to determine chemistry teachers’ in-service needs in Trabzon. A case study approach was
used in this study. The subject of research consists of 30 chemisrty teachers. Data were collected from questionaire, interview, and
observation techniques. A Needs Assessment Questionaire was developed and implemented. 8 chemistry teachers were interviewed
by researchers. In addition, one of the researchers observed a teacher’s lessons during 60 lessons’ time. Findings showed that teachercentered
teaching strategies were very common in chemistry instruction. In conclusion, it was pointed out that chemistry teachers
needed in-service training about the contemporary concept teaching strategies and effective learning techniques.
Keywords: in-service training needs, teacher development, chemical education. [HTML]
Given that academics know about the current ecological condition of the planet and about the sustainable use of the
natural resources, there is an obligation for universities to become leaders in the movement to prevent global ecological collapse.
Thus, determining opinions of university students in Turkey on the general awareness of sustainable development is thought to be the
very first step to begin with in the way of introducing the concept of sustainability into the education strategies and this has been
realized with the 334 students of Faculty of Education of the Middle East Technical University by administering environmental
attitude questionnaire. Besides, the effects of gender and enrollment of environmental courses was examined. Two-way ANOVA
showed statistically significant effects of these variables on participants’ beliefs of sustainable developments. Results also revealed
that, pre service teachers are conscious about that one of the most important solution to the environmental problems is through
sustainable development and it is closely related with daily life and environment is one of the issues to be considered at the stages of
industrialization and economical growth and they seem ready to make changes in their life styles to protect natural resources and they
have an intention to take individual roles in solving environmental problems. The question was arisen at this point that, how the
university will respond to their intention?
Keywords: sustainable development, pre service teachers, environmental education [HTML]
The purpose of this study was to examine the relationship of subjective well-being to gender, perceived economic
status, perceived parental attitudes, satisfaction with physical appearance, religious belief, and locus of control among university
students. The sample of the study consisted of 700 university students of Hacettepe University during the Fall semester of 2002-2003.
The data were obtained through the administration of Subjective Well-Being Scale (SWS) developed by the researcher (Tuzgöl Dost,
2005), Rotter’s Locus of Control Scale adapted in Turkish by Da¤ (1991) and Personal Information Form developed by the researcher.
One-way ANOVA and t-test procedures were used to analyze the data. The study demonstrated no significant gender difference in
the subjective well-being levels of the students. There were significant differences in the subjective well-being levels of the students
according to their perceived economic level, perceived attitude of parents, satisfaction with physical appearance, religious belief, and
locus of control.
Keywords: subjective well-being, university students, life satisfaction, happiness, well-being [HTML]
The recently developed elementary school curriculums can be labeled as a reform based attempt to achieve the
contemporary educational changes in the world. In this study, the new elementary mathematics curriculum (‹MDÖP) was examined
with respect to the document called Principles and Standards for School Mathematics (PSSM) published by NCTM. IMDOP was
investigated for each subtitle in PSSM. After this investigation, it can be claimed that IMDOP was developed by considering a
contemporary approach that making students learn by understanding and avoiding rote memorization. Although lots of similarities in
these two programs can be encountered, it can be mentioned that the PSSM document was far beyond some principles and standards
The purpose of this study is to obtain pre-service physics, chemistry and biology teachers’ opinions about the usage
of textbooks and examine how they use the textbooks in their school experience courses. 125 pre-service teachers enrolled in the
Physics, Chemistry and Biology Education programmes in the Faculty of Education participated in this study. “Textbook Usage
Questionnaire”, which was developed by the researchers and semi-structured interviews were used to collect data. The analysis of
data revealed that most pre-service teachers did not prefer to use textbooks in their teaching methods and school experience courses.
The main reason for not using the textbooks in these courses was that pre-service teachers did not find these textbooks efficient.
Keywords: teacher education, use of textbooks, pre-service teachers. [HTML]
Foreign language teacher education programs situated in Faculties of Education are structured so as to develop the
teacher candidates’ literary skills along with the language and field courses. Therefore, students at German Language Teaching
divisions are supposed to learn about German literature through textual analysis and how to teach German with such texts. To realize
both of these aims, this sample lesson plan is prepared to teach a novel in German called “Der weinende Granatapfel” (“The Crying
Pomegranate”) which constitutes an intercultural quality. By moving from principles framing modern literature courses, the teacher
candidates are shown how reader-centered literature and language teaching are, interrelated. This sample lesson model is developed
so as to be used in all schools in which German is taught in addition to German language teaching programs situated at universities.
Keywords: German language teacher education, learner-centered literature teaching, task-based language learning and teaching, “Der weinende Granatapfel”. [HTML]
This study investigated the validation of Turkish version of the Teacher Communication Behavior Questionnaire
(TCBQ) in a cross-study of elementary school science classrooms. The effects of gender and grade level on students’ perceptions of
their teachers’ behaviors were also examined. Questionnaire includes five scales namely challenging, encouragement and praise, nonverbal
support, understanding and friendly, and controlling. The TCBQ was administered to 751 students from 29 classes in 6
elementary schools. Data analysis revealed that Turkish version of the TCBQ was valid and reliable. Further analysis revealed no
gender difference for the challenging, encouragement and praise, non-verbal support scales. Significant differences were found for
understanding and controlling scales. Grade level analysis indicated that when the grade level increases challenging, encouragement
and praise, non-verbal support, and understanding and friendly behaviors occurred less . 6th and 7th grade students also indicated that
their teachers are more controlling than other grade level teachers.