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- MakaleAçık Erişim2022Scopus SJRQ3An investigation of mathematics teachers' specialized content knowledge related to basic concepts about sets
Yazici, Nurullah; Albayrak, Mustafa
This research was carried out in order to examine the specialized content knowledge of mathematics teachers related to teaching basic concepts about sets within the MKT Model. In this study, a holistic single-case study design is used in qualitative research methods. The study group consists of 18 mathematics teachers at different educational background and professional experience in teaching sets selected through the sampling of criterion, which is working in different high schools in one province in the Mediterranean region in the academic year 2016-2017. Research data were obtained using semi-structured interview, observation and document analysis techniques. In the analysis of obtained data, descriptive analysis, content analysis, continuous comparison techniques and special data analysis methods were used together with each data collection tool. The findings of the research show that teachers gave correct answers to the questions asked about the basic concepts of "Why?" in the sets. However, it is clear that the teachers cannot write sufficient reason why the asked questions are "Why?". As a result of the research, it has been determined that the teachers have superficial knowledge about the concepts of "Set, Universal Set, Infinite Set" and "Equal Set". However, it was determined that teachers made explanations with a general mathematical knowledge based on the characteristics of the concept rather than providing persuasive mathematical explanations to the questions asked.
AtıfOpenAlex1TR Dizin1
İncele - MakaleAçık Erişim2020Scopus SJRQ3The Relationship between Self-Regulation and Proportional Reasoning: The Mediating Role of Reflective Thinking towards Problem Solving
Öztürk, Mesut
The present study examines the mediating impact of reflective thinking on problem-solving among seventh-grade students, focusing on the link between self-regulation and proportional reasoning. A relational research model was used to provide the quantitative research design. The prediction model proposed in this study was tested with 279 seventh-grade middle-school students. Data were collected using the 'Reflective thinking towards problem-solving scale', the 'Perceived self-regulation scale' and the 'Proportional reasoning skill test'. Correlation and mediation analyses were performed on the collected data. The results demonstrate that reflective thinking toward problem-solving is significantly related to self-regulation and proportional reasoning. The mediation analysis shows that seventh-grade students' reflective-thinking skills towards problem-solving partially mediate between their self-regulation levels and proportional-reasoning skills.
AtıfScopus2WoS1OpenAlex10TR Dizin3İncele - MakaleAçık Erişim2019Scopus SJRQ3Cognitive analysis of constructing algebraic proof processes: A mixed method research *
Öztürk, Mesut; Kaplan, Abdullah
This study aimed in order to investigate cognitive aspects of the processes of constructing algebraic proofs of pre-service and service secondary math teachers. We used explanatory sequential design from mixed research methods in the study. Secondary math teachers working in the province east of Turkey and pre-service secondary math teacher in this province participated to the study. Quantitative data of the study were collected through a “Proving Diagnostic Test” and qualitative data were gathered from the participants through a think aloud protocol. We used two different activity cards that each of them included one algebraic proof question in the think aloud protocol. Quantitative data were analyzed using descriptive and inferential statistics. Content analysis was applied to qualitative data. The study show that the cognitive skills performed by pre-service and service secondary math teachers emerge five categories: read the proposition of the proof, evaluating the correctness, determining strategies, carry out plans and heuristic shortcuts thinking strategy. Eight categories were identified in the theme (context of) of meta-cognitive skills. These categories are: facilitating the operations, questioning, awareness, planning, strategy determination, controlling, correlating, and analogical reasoning.
AtıfScopus9WoS3OpenAlex18TR Dizin2İncele - MakaleAçık Erişim2018Scopus SJRQ3Effects of choral, repeated and assisted reading strategies on reading and reading comprehension skills of poor readers
Kodan, Hülya; Akyol, Hayati
The main objective of this study was to explain the effects of choral, repeated and assisted reading strategies on fluent reading and reading comprehension skills of poor readers. The research was conducted with the single-subject research method and the multiple-subject model. The study group was consisted of six students who experience reading difficulties. The study was carried out in 90 hours. In the preliminary test, fluent reading and reading comprehension levels and reading mistakes of the students were determined. In this test, fluent reading level was lower than%89 and reading comprehension level was lower % 70, which showed that the students were at the Anxiety Level in both levels. During the study, choral, repeated and assisted reading strategies together had contributed to developments of the students’ fluent reading and reading comprehension skills both in the informative and the narrative texts. The data obtained during the research were analyzed by the Wilcoxon Signed-Rank Test. When examining the pre- and post assessment results, it was found that there was a significant difference between the word recognition percentages, number of incorrect words, number of words per minute, and the reading comprehension percentages in the informative text. In addition, it was articulated that there was a significant difference between the word recognition percentages, number of incorrect words, and the reading comprehension percentages in the narrative text. However, it was not found a significant difference between the numbers of words per minute in the narrative text. The data obtained at the end of the study shows that choral, repeated and assisted reading strategies have positive effects on the fluent reading and reading comprehension skills of the poor readers.
AtıfScopus10WoS4OpenAlex23TR Dizin6İncele - MakaleAçık Erişim2017Scopus SJRQ2Teaching word meanings to students at different reading ability: A controlled assessment of the contextual-based vocabulary instruction on reading comprehension
Ilter, Ilhan
The purpose of this study was to examine the effectiveness of contextual-based vocabulary instruction on reading comprehension of seventh-grade students at different reading ability levels in social studies. The Sentence Verification Technique test consisted of 16-items was used to determine participants' reading comprehension skills. In addition, a semi-structured interview form was used to describe participants' perceptions and experiences related to the vocabulary intervention program activities. The experimental condition received a contextual-based vocabulary instruction intervention program for eight weeks in 10 sessions; in contrast to the control condition participated in a wide reading program. As a result, this study yielded two findings: First, the results indicated that teaching students how to use contextual analysis to infer word meanings from context improved significantly their own reading comprehension scores. Second, the qualitative findings showed that poor readers could be able unlock the complexity of the meanings of unknown words and use the cognitive strategies that required to overcome their reading difficulties while reading through explicit instruction. The results suggested that it seemed as though the context-based vocabulary instruction used in this study to improve reading comprehension scores was a fairly powerful procedure for all students, both poor readers and average-high readers in the experimental condition.
AtıfScopus6WoS5OpenAlex10İncele - MakaleAçık Erişim2016Scopus SJRQ3Additional operation learning process to the mild intellectual disabilities students by means of virtual manipulatives: A multiple case study
Öztürk, Mesut; Akkan, Yaşar; Büyüksevindik, Baki; Kaplan, Abdullah
It is frequently emphasized that technology integration to the education of the students have intellectual disabilities has great importance. The researches performed show that using virtual manipulatives consist positive effects on learning mathematics on the students have intellectual disabilities. This study was done to investigate the addition operation learning process of the students have intellectual disabilities. Two students have mild intellectual disabilities and are 14 and 17 years old participated to this research conducted by means of multiple case study is one of the qualitative research designs. In this study was realized during five schedules data were collected through interviews, observations and documents. Content analysis were used for data analysis. At the end of the analysis, three categories of findings on "Learning of the addition operation", "Opinions on the use of computer and virtual manipulatives" and "Individual differences", were structured.
AtıfScopus2WoS3OpenAlex5İncele - MakaleYayıncıda açık erişim2016Scopus SJRQ3Effect of designed in-service training to secondary school mathematics teachers technology usage level
Güven, Bülent; Yilmaz, Gül Kaleli
By this research, it is aimed to determine the effect of in-service training was designed due to Rieber and Welliver's (1989) technology integration model to the secondary school mathematics teachers' technology usage level. The in-service course was conducted over a 15-week period and 13 secondary school mathematics teachers from Bayburt participated in the course. When the course program was being structured, some software and learning objects developed for mathematics teaching were utilized. The applications were supported by worksheets and activity examples appropriate for the curriculum. In this study where data were gathered using interviews and observations, the case study method was used. The collected data was analysed by means of qualitative and quantitative analysis methods. When the findings were checked, it can be seen a result that teachers took advantage of technology for composing deep conceptual comprehension and structuring concepts by students centred explores and used technology in their lessons frequently. By this manner, it was resulted that the designed course positively affected to teacher's technology usage levels.
AtıfScopus1OpenAlex12İncele - MakaleAçık Erişim2015Scopus SJRQ2The investigation of prevalence and risk factors associated with cyber bullying and victimization; [Siber zorbalik ve maʇduriyetin yayginliʇinin ve risk faktörlerinin ̄ncelenmesi]
Eroʇlu, Yüksel; Aktepe, Evrim; Akbaba, Sirri; Işik, Adem; Özkorumak, Evrim
The aim of this study was to examine risk factors related to cyber bullying and victimization. The study was carried out with 160 adolescents applying to the Child/Adolescent Psychiatry Outpatient Clinic of the Faculty of Medicine of Süleyman Demirel University in Isparta, Turkey. Data was collected through using the Socio-Demographic Information Form, Internet Addiction Scale, and Cyber Victim and Bullying Scale. The results of the study showed that cyber bullying was related to gender, the risk of Internet addiction, the frequency of visiting Internet cafes, adolescents' perception of their mothers' Internet skills, the daily duration of visiting social networking sites, usage of the Internet predominantly to play online games, the monthly income of the family, and the mothers' educational status. Cyber victimization, on the other hand, was found to be related to the risk of Internet addiction, the frequency of visiting Internet cafes, adolescents' perception of their mothers' Internet skills, and usage of the Internet predominantly to play online games. The results of the study were discussed in the light of relevant literature.
AtıfScopus19WoS24OpenAlex41İncele - MakaleAçık Erişim2015Scopus SJRQ2Analysis of technological pedagogical content knowledge studies in Turkey: A meta-synthesis study
Yilmaz, Gül Kaleli
The purpose of this research is to analyze the Technological Pedagogical Content Knowledge (TPACK) studies in Turkey by using meta-synthesis method and to present the type of tendency in this field. In the research, a total of 59 studies made up of 37 papers, 15 dissertations, and 7 assertions which were published between the years of 2008-2014 and chosen through purposeful sampling method were analyzed. Google Academics search engine, TÜB̄TAK ULAKB̄M DergiPark, YÖK National Dissertation Center, EBSCOhost-ERIC ve SPRINGER databases took advantages of selecting the studies. Each study were examined within the context of the study's purpose, subject area, method, sample, data collection tools, teaching applications and results by being subjected to content analysis. Obtained data were interpreted depending on the frequency and partly illustrated through tables and graphs. In the research, the results showed that a significant portion of the studies were conducted with the aims of scale validation/adaptation, examination of TPACK competences and developments; that a few number of studies focused on a special subject area; that survey study and data collection tolls such as scale/survey were used mostly; that studies conducted with prospective teachers were majority; that although it had been revealed that the participants usually have high levels of TPACK competence/perception in quantitative studies, the situation was contrary in qualitative weighted studies; that different teaching applications such as TPACK workshops, mixed vocational development program, blended learning increases TPACK. In light of the obtained results, it was seen that studies targeting TPACK development in which implementations are carried in a long process through using a quite number of data collection tools are needed in Turkey. Besides, it was recognized that the courses in education faculties should be re-updated according to TPACK and teachers or prospective teachers should be trained with the help of courses or in/pre-service training programs. Lastly, recommendations were made for researchers, program makers and appliers who will do studies in this field.
AtıfScopus16OpenAlex44İncele - DergiEgitim ve Bilim