Sürdürülebilir Kalkınma Amaçları

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• BildiriAçık Erişim2014/r/bayburt/14239
  Developing a belief scale according to using computer technology in mathematics teaching

  Yilmaz, Gul Kaleli; Besoluk, S

  This study's aim is to develop a valid and reliable evaluation instrument to define the believes according to using technology in mathematical teaching. The sample is formed with 216 candidate teachers. While forming a scale those steps are followed having item tool, taking expert opinion, implementation, computing validity and reliability, finalizing the scale. At the end of the analysis scale is formed with 31 items, four factors and four factors' variance ratios are %44. Cronbach Alpha internal integrity coefficient is calculated as 0.895 for the whole scale. In line with findings the belief scale according to using computer technology in mathematics teaching is improved and it is decided as a valid and reliable evaluation instrument. (C) 2014 The Authors. Published by Elsevier Ltd.

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  AtıfWoS1·OpenAlex2

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• MakaleYalnız künye2011Scopus SJRQ1/r/bayburt/13983
  The investigating high school students' learning styles with respect to the different variables: A sample from Turkey

  Metin, Mustafa; Yilmaz, Gul Kaleli; Birisci, Salih; Coskun, Kerem

  The aim of this study is to investigate high school students' learning styles in terms of gender, grade level, type of school, graduation type of mother and father variables. The study was carried out at spring semester of 2010 with 660 high school students who were chosen as a sample from the cities of Artvin and Trabzon, in Turkey. "Kolb Learning Style Inventory" was used as a data collection tool. The inventory was used to determinate the students' learning styles as divergent, assimilator, convergent, and accommodator and the information sheet for demographic factors such as gender, grade level, school type, education of mother and father was used to collect information from students. The data were analyzed by using frequency, percent value, mean scores, standard deviation, independent samples t-test and one-way ANOVA. The results show that the dominant learning style among the students is accommodator and it is followed by divergent learning style. There was not significantly difference between students' learning style and gender except for "Active Experimentation (AE) and AE-RO", grade level "except for Concrete Experience (CE)", school type, education of mother "expert for Reflective Observation (RO)" and education of father.

  AtıfScopus13

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