Sürdürülebilir Kalkınma Amaçları
Yayınlar
- Kitap BölümüAçık Erişim2017Cognitive approach to improve media literacy: Mind puzzles
Karadag, Zekeriya; Devecioglu-Kaymakci, Yasemin
This chapter starts with an exploration of the media literacy literature and its place in the developing 21st century. The literature suggests that media literacy should be considered as one of the capstones for the skills needed for the 21st century citizens. In terms of developing media literacy skills, scholars look at the concept from either cognitive or social perspective, and the review reveals that both of them are closely related to each other. Moreover, the study asserts that cognitive and metacognitive skills play a significant role in developing the media literacy and the skills for 21st century. Then, the chapter presents a city-wide activity done in Bayburt, Turkey. It is our assumption that the case presented here may be an inspiring example for whom may want to explore different approaches.
- BildiriYalnız künye2013TECHNOLOGY SUPPORTING THE EVOLUTION OF SPATIAL THINKING: A CASE STUDY WITH PRE-SERVICE TEACHERS
Karadag, Zekeriya; Chova, LG; Martinez, AL; Torres, IC
Pre-service teachers, taking a method course to teach mathematics at elementary classroom, were exposed to explore various activities by using soma cubes. The research explores the participants' evolving ability of spatial visualization, which was very low at the beginning. They were struggling while drawing or constructing even very basic constructions. However, the improvements were accelerated as they integrated technological tools, StarBoard and SketchUp because of the flexibility and usability provided by these tools. The main corpus of data consists of participant own reflections on the pros and cons of integrating technology and how technology affected their visualization and spatial reasoning.
- BildiriYalnız künye2013EXPLORING THE EVOLUTION OF GEOMETRICAL THINKING
Karadag, Zekeriya; Chova, LG; Martinez, AL; Torres, IC
Geometry situated artefacts is a great resource to have learners experience geometry. This study explores how pre-service teachers go through this experience and how they benefit by connecting real life geometry to their learning geometry trajectory. Moreover, the study documents how participant pre-service teachers develop understanding of basic transformational geometry. The results suggest that participants may also have learned how to encourage their prospective students.
- MakaleAçık Erişim2012Scopus SJRQ3Dynamic and interactive mathematics learning environments: The case of teaching the limit concept
Martinovic, Dragana; Karadag, Zekeriya
This theoretical study is an attempt to explore the potential of the dynamic and interactive mathematics learning environments (DIMLE) in relation to the technological pedagogical content knowledge (TPACK) framework. DIMLE are developed with intent to support learning mathematics through free exploration in a less constrained environment. A typical DIMLE software package has interactivity and dynamism as key affordances; these are especially suitable for enhancing learning and teaching with technology of the essentially dynamic mathematics concepts. Moreover, we propose that DIMLE and their affordances should be studied under the TPACK framework because this framework is explicit in considering technology-supported mathematics learning as a qualitative add-on as contrasted to what would be a simple totalling of technological, pedagogical and mathematical knowledge. As an example, we focus in our discussion on using a DIMLE in order to support learner in development of the limit concept.
AtıfScopus15OpenAlex29
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