Sürdürülebilir Kalkınma Amaçları
Yayınlar
- MakaleAçık Erişim2020Scopus SJRQ3Examination of Sixth Grade Students’ Problem-Posing Skills: A Case Study
Öztürk, Mesut; Demir, Fatih; Ada, Kübra
The aim of this study is to examine the sixth grade students' skills in different problem situations requiring four operations in natural numbers and their views on problem posing. Participants of this study, where case study of qualitative research methods were preferred, consisted of 15 students studying at sixth grade level In the study, a problem-posing test including different problem-posing situations, and a semi-structured interview form related to basic operations in natural numbers, were used as data collection tools. Problem posing test consisted of 10 questions. The semi-structured interview form includes open-ended questions on students' mathematical problems and thoughts on problem solving.. The data obtained from the problem-posing test were analyzed with regard to the rubric of the test.. The answers were first classified as “empty”, “not a problem” and “problem”. Afterwards the answers determined to be a problem were evaluated and analyzed according to the criteria of “language”, “complexity of the problem” and “solvability” in the rubric put forward by Ada and Öztürk (2019). The data obtained from the interviews with the students were analyzed by descriptive analysis. According to the results of the study, while some of the students left the questions blank, a larger part of them could not form a problem sentence even though they answered the questions. In addition, a number of errors were identified in the students' perception of the problem concept. While students were able to pose problems in the most selection cases, they were able to pose very few problems in case of free problems. When the findings of the students' views are considered within the scope of the study, it is determined that problem-posing helps to understand the problem from a cognitive point of view and contributes to the meaning of procedural expression or mathematical subject. At the same time, it has been found that problem-posing creates positive attitudes in students by reducing prejudice against problems in terms of affective aspects and affects students' attitudes towards mathematics and brings them closer to the lesson. In line with the results of the study, some suggestions were made to the research and education stakeholders.
AtıfOpenAlex8TR Dizin6
İncele - Derleme MakaleAçık Erişim2019Curriculum 4.0: One of the Means of Achieving the Targeted Transformation in Higher Education
Ilhan, Elif; Demir, Fatih; Kalaycı, Nurdan
The aim of that study is to determine what basic qualifications are necessary to obtain individuals through curriculum 4.0, which is in line with industry, education and university 4.0 characteristics, and to make suggestions about developing such a curriculum. The study is a review study and the steps presented by Pautasso (2013) were followed. In the study, the basic qualificationsaimed at gaining individuals in line with industry 4.0 were examined. It was found out that technology knowledge / skills, communication, critical thinking, problem solving, learning desire as the most expressed qualifications, and it was also discovered that the same qualifications are called in different ways in the literature. In addition, the study explained the term curriculum 4.0 and suggestions for the development / implementation of the curriculum were presented. The aims and features of curriculum 4.0 are explained; detailed and practical recommendations regarding the objectives, content, learning experiences and evaluation of the curriculum are presented. Curriculum 4.0 is offered to enhance expected change / transformation in higher education in line with industry 4.0.
AtıfOpenAlex6TR Dizin5İncele - MakaleYalnız künye2018Türkiye’de Cumhuriyetin İlanıyla Birlikte Yetiştirilecek Bireylere Kazandırılması Düşünülen Temel Nitelikler
Duman, Tayyip; Demir, Fatih
Türkiye’de 1923 yılında Cumhuriyetin ilan edilmesiyle siyasi, toplumsal ve ekonomik anlamda yeni bir devlet ve yönetim şekli hakim olmuştur. Bu yeni devlette eğitim üzerinde önemle durulan konuların başında gelmektedir. Osmanlı İmparatorluğunun özellikle son 150 yılındaki değişme ve gelişmelerin ardından 1923 yılında Türkiye’de “Cumhuriyet Rejimi” ne geçişle birlikte, Türk toplumunda yeni devlet anlayışı doğrultusunda yetiştirilecek bireylere kazandırılması düşünülen temel niteliklerde önemli ve köklü değişimlerin meydana gelmesi, Türk Toplumunun içinden geçtiği sürecin doğal bir sonucudur. Cumhuriyet idaresinin, eğitim yoluyla yetiştirilecek bireylere kazandırılmasını düşündüğü temel nitelikler, dönemin eğitim politikaları doğrultusunda yeni nesillerden beklentilerini ve devletin hedeflediği yeni insan modelinin özelliklerini ortaya koymaktadır. Bu araştırma, Cumhuriyetin ilanıyla yeni devlette yetiştirilecek bireylere kazandırılmasını düşünülen temel nitelikleri belirlemeyi amaçlamıştır. Araştırmada, Cumhuriyetin ilanıyla birlikte yetiştirilecek bireylere kazandırılması düşünülen 20 temel nitelik tespit edilmiştir. Cumhuriyetin ilanıyla birlikte takip edilen eğitim politikaları ile yetiştirilecek bireylere kazandırılması düşünülen temel nitelikler arasında ciddi bir ilişki olduğu görülmektedir.
AtıfTR Dizin1İncele