Sürdürülebilir Kalkınma Amaçları

• 2

Yazarlar

• Besoluk, S(1)
• Güven, Bülent(1)
• Yilmaz, Gul Kaleli(1)
• Yilmaz, Gül Kaleli(1)

• MakaleYayıncıda açık erişim2016Scopus SJRQ3/r/bayburt/13726
  Effect 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.

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  AtıfScopus1·OpenAlex12

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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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