Sürdürülebilir Kalkınma Amaçları

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Alt birimler

• Fen Bilgisi Eğitimi Anabilim Dalı
• Matematik Eğitimi Anabilim Dalı

Araştırmacılar(30)

• Abdioğlu, Murat
• Ada, Kübra
• Akdeniz, Dilşad Güven
• Akkoyunlu, Ebubekir
• Albayrak, Mustafa
• Ayazoğlu, Rabil
• Aydın, Tuba Ağırman
• Bayramci, N. S.
• Cengiz, Ekrem
• Çeker, Ezelnur
• Demir, Betül Küçük
• Devecioglu-Kaymakci, Yasemin
• Dönel, Güldem
• Elban, Mehmet
• Ergin, Ayda Nur
• Esen, Yunus
• Gürbüz, Fatih
• Güven, Dilsad
• Güven, Ebru Mazlum
• Kara, Yilmaz
• Kurdal, Cem
• Özkan, Esra
• Öztürk, Bilge
• Öztürk, Mesut
• Sahin, Bünyamin
• Şimşek, Ramazan
• Tasgin, Esen
• Taskin, Esen
• Töman, Ufuk
• Yalçin, M.

• MakaleAçık Erişim2026/r/bayburt/16082
  The Mediating Role of Artificial Intelligence Use in the Relationship Between Digital Literacy and Artificial Intelligence Learning Intentions in Mathematics Teachers

  Kaplan, Abdullah; Kurdal, Cem

  Purpose: The increasing integration of artificial intelligence (AI) technologies into educational environments has emphasized the need to evaluate teachers’ digital literacy and their intentions to engage with these tools. This study aims to explore the mediating role of mathematics teachers’ perceptions of AI usage in the relationship between their digital literacy and intentions to learn AI. Method: A correlational survey design was adopted with a sample of 476 mathematics teachers from various regions of Türkiye. Data were collected online using validated measurement tools for digital literacy, perceived AI use, and AI learning intention. Statistical analyses were performed using SPSS and Hayes' PROCESS macro, including descriptive statistics and correlation analysis. The default mediating effect model was tested using regression-based mediating effect analysis with bootstrap confidence intervals for indirect effects. Findings: The results indicated a significant and positive relationship between digital literacy and AI learning intentions. Furthermore, perceptions of AI use were found to partially mediate this relationship. These findings suggest that teachers with higher digital literacy are more likely to develop stronger intentions to learn AI, both directly and through enhanced perceptions of AI usage. Highlights: The study underscores the pivotal role of digital literacy in shaping mathematics teachers’ intentions to learn about AI. Findings reveal that teachers with higher digital competencies are more inclined to pursue AI learning opportunities, both directly and through their perceptions of AI usage. The partial mediating effect of AI usage perception highlights the importance of fostering not only technical skills but also positive attitudes toward AI integration. These results emphasize the need for professional development programs that simultaneously enhance digital competencies and equip teachers with the knowledge and confidence to integrate AI tools effectively. The outcomes provide valuable evidence to guide educational policymakers and practitioners in designing targeted training initiatives aimed at promoting AI readiness in teaching.

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  AtıfOpenAlex3

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• MakaleYalnız künye2026/r/bayburt/16049
  7. Sınıf Canlılarda Üreme, Büyüme ve Gelişme Ünitesinin Öğretiminde Öğrenme Amaçlı Yazma Aktivitelerinden Mektubun Etkisi

  Öztürk, Bilge; Küçükgül, Mustafa

  Bu araştırmanın amacı, ortaokul 7. sınıf fen bilimleri dersinde yer alan “Üreme, Büyüme ve Gelişme” ünitesinin öğretiminde Öğrenme Amaçlı Yazma (ÖAY) aktivitelerinin öğrenme üzerindeki etkisini ve bu etkinliklerle yürütülen ders sürecine ilişkin öğrenci görüşlerini incelemektir. Araştırmada karma araştırma yöntemlerinden müdahale deseni kullanılmıştır. Araştırmanın çalışma grubunu 2023-2024 eğitim-öğretim yılı bahar döneminde Bayburt Merkezde yer alan bir ortaokulun 7. sınıfında öğrenim gören 56 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak; Üreme, Büyüme ve Gelişme Başarı Testi (ÜBGBT) ve yarı yapılandırılmış Görüşme Formu (GF) kullanılmıştır. ÜBGBT’nin ön testinin analizinde bağımsız örneklem t testi, son testinin analizinde Mann-Whitney U Testi kullanılmıştır. Nitel verilerin analizinde ise içerik analizi yönteminden yararlanılmıştır. ÜBGBT' den elde edilen verilerin analizi sonucunda ÖAY aktivitelerinden mektubun, 7. sınıf öğrencilerinin Üreme, Büyüme ve Gelişme ünitesindeki akademik başarılarını artırdığı tespit edilmiştir. Ayrıca GF verilerinin analizi, öğrencilerin ÖAY aktiviteleri hakkında olumlu düşünceler geliştirdiğini göstermektedir.

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  İncele
• MakaleAçık Erişim2026/r/bayburt/16048
  Measuring of Metacognition in Problem-Posing: Standardization of the Metacognition in Problem-Posing Scale

  Öztürk, Mesut; Sarikaya, İsmail; Albayrak, Mustafa

  While research on metacognition in mathematics education has grown recently, it has primarily focused on problem- solving, with little attention given to problem-posing. However, problem-posing also involves complex metacognitive processes that warrant deeper investigation. This study addresses this gap by developing and validating a new instrument to assess metacognition in problem-posing among middle school students. The metacognition in problem-posing Scale is an eight-item measure encompassing three factors: planning, monitoring, and evaluation. The study was conducted using a scale-development design within a survey research framework, and data were collected through a two-stage simple random sampling. Psychometric analyses confirmed the scale’s reliability and its construct validity. The metacognition in problem-posing Scale offers a promising tool for exploring students’ metacognitive engagement in problem-posing tasks and has potential applications in both research and classroom settings.

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  İncele
• MakaleAçık Erişim2026/r/bayburt/15922
  Matematiksel Üst Düzey Düşünme Ölçeği: Türkçeye Uyarlama, Geçerlik ve Güvenirlik Çalışması

  Kaplan, Abdullah; Kurdal, Cem

  Matematik eğitimi, öğrencilerin yalnızca işlem becerilerini değil; eleştirel, yaratıcı, problem çözme ve üstbilişsel düşünme becerilerini de geliştirmeyi hedefler. Bu bağlamda, matematiksel üst düzey düşünme becerilerinin geçerli ve güvenilir biçimde ölçülmesi hem öğretimin değerlendirilmesi hem de bilişsel gelişimin izlenmesi açısından önemlidir. Bu araştırma, Zhou vd. (2024) tarafından geliştirilen Matematiksel Üst Düzey Düşünme Ölçeği’nin Türk kültürüne uyarlanmasını ve geçerli, güvenilir bir ölçme aracı elde etmeyi amaçlamaktadır. Orijinal ölçekte matematiksel eleştirel düşünme, yaratıcı düşünme, problem çözme ve üstbilişsel beceriler olmak üzere dört temel boyut ve dokuz alt boyut yer almaktadır. Geri çeviri yöntemiyle Türkçeye uyarlanan ölçek, uzman görüşleri doğrultusunda düzenlenmiş ve 417 lise öğrencisine uygulanmıştır. Ölçeğin yapı geçerliği doğrulayıcı faktör analizi (DFA) ve ikinci düzey DFA ile incelenmiş; cinsiyete göre ölçüm değişmezliği analizi yapılarak biçimsel, metrik, skalar ve hata değişmezliği düzeylerinde modelin değişmezliği doğrulanmıştır. Güvenirlik analizleri sonucunda boyutlar arası korelasyonlar incelenmiş ve ölçeğin iç tutarlılığı sağlanmıştır. Bulgular, ölçeğin Türk kültüründe geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

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• MakaleAçık Erişim2026/r/bayburt/15859
  Matematik Öğretiminde Dijital Araç Kullanımına İlişkin Öğretmen Görüşlerinin İncelenmesi

  Küçük Demir, Betül; Akkuş, Emin Feyza

  Bu araştırmanın amacı ortaokul matematik öğretmenlerinin dijital araçları kullanma durumlarını ve bu sürece ilişkin deneyimlerini derinlemesine incelemektir. Nitel araştırma yöntemlerinden durum çalışması araştırma deseninin benimsendiği çalışmada, veri toplama aracı olarak araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Çalışma grubu, amaçlı örnekleme yöntemiyle belirlenen 10 ortaokul matematik öğretmeninden oluşmaktadır. Elde edilen veriler betimsel analiz ve içerik analizi teknikleriyle çözümlenmiştir. Analizler sonucunda öğretmenlerin dijital araçlara yönelik tutumlarının genel olarak olumlu olduğu, ancak altyapı eksiklikleri, zaman yetersizliği ve dijital okuryazarlık düzeyine bağlı olarak çeşitli zorluklar yaşadıkları belirlenmiştir. Ayrıca, öğretmenlerin dijital araçları daha etkili kullanabilmek adına uygulama odaklı hizmet içi eğitimlere ihtiyaç duydukları da vurgulanmıştır. Bu bulgular, matematik öğretiminde dijital araç kullanımının artırılmasına yönelik politikaların geliştirilmesine katkı sağlayabilir.

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  İncele
• MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/12798
  How to conceptualize the equal sign by middle school students?

  Türk, Adem; Öztürk, Mesut

  This research examined middle school grade 5–8 students’ conceptualization of the equal sign. The study employed a cross-sectional approach. Eight middle school students studying in official public schools in Turkey participated in the study. The study’s data were collected through a clinical interview that utilized eight open-ended questions, covering topics such as arithmetic, pre-algebra, proportional relationship, and algebra. Thematic analysis was used to analyze the study data. Although previous studies showed that students saw the equal sign as write a result, the results of this research, which is a follow-up study, revealed that students did not think of the equal sign as write a result.

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• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/12796
  Self-Regulation and Mathematics Anxiety: The Conditional Mediating Role of Mathematical Language Self-Efficacy and Implications for Inclusive Education

  Öztürk, Mesut; Ada Yildiz, Kübra; Charitaki, Garyfalia

  In this quantitative study, we investigated the conditional mediating role of students’ mathematical language self-efficacy in the relationship between self-regulation and mathematics anxiety. The study employed a relational research design and included survey data from 706 middle school students attending public schools in Turkey. Findings indicated that both self-regulation and perceived self-efficacy in mathematical language use were significantly associated with mathematics anxiety. Moreover, the effect of self-regulation on mathematics anxiety was significantly mediated by students’ perceptions of their ability to understand and use mathematical language self-efficacy. The indirect effect was negative while the direct effect was positive, indicating a suppression (competitive mediation) effect, whereby self-regulation exerts both anxiety-reducing and potentially anxiety-inducing influences through different pathways. Conditional mediation analysis further revealed that this mediating effect varied as a function of students’ perceived academic support, with the indirect effect being non-significant for students who did not receive support. Measurement invariance across gender and grade level was examined to ensure that the constructs were measured equivalently across groups. These findings highlight the importance of fostering both self-regulation skills and mathematical language proficiency, particularly in contexts where students may lack sufficient support. These findings provide a theoretically grounded and practically relevant framework for understanding mathematics anxiety within inclusive mathematics education contexts.

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• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/12770
  Finite element analysis driven optimization of an electrodynamic levitation system with permanent magnet Halbach arrays

  Ozkat, Erkan Caner; Abdioglu, Murat; Ozturk, U. Kemal

  This study presents a finite element analysis (FEA)-driven optimization for the design of an electrodynamic levitation (EDL) system incorporating permanent magnet Halbach arrays (PM-HAs). The primary objective is to maximize the net force difference between lift (Fy) and drag (Fx) forces under realistic physical and manufacturing constraints. The nonlinear electromagnetic behavior of the EDL system is modeled using high-fidelity FEA, capturing the complex interaction between the PM-HA and a conductive plate. At each iteration of the population-based optimization algorithm, full magnetoquasistatic simulations are performed to ensure a physically accurate evaluation of key performance metrics. A comprehensive parametric study involving 256 distinct PM-HA configurations reveals a non-monotonic relationship between the number of magnets and levitation performance, highlighting the critical role of magnetic field distribution. Configurations with 9 to 11 magnets achieve the highest net levitation force. The optimization results indicate that the optimal configuration includes four horizontally aligned permanent magnets (PMs) with a width of 74.00 mm and three vertically aligned PMs with a width of 74.67 mm, along with a 7 mm thick conductive plate having a conductivity of 5 ×107 S/m. This design delivers a maximum lift force of 3550 N and a minimum drag force of 279 N at 100 m/s. The findings demonstrate that effective EDL system design requires a carefully arranged magnet configuration rather than a simple maximization of magnet count or size. The proposed FEA-guided framework offers a robust and scalable methodology for the optimization of high-performance Maglev systems.

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• MakaleYalnız künye2026Scopus SJRQ2/r/bayburt/12757
  Investigation of magnetic levitation performance in Ag-added DyBa2Cu3O7-δ superconductors fabricated by single-direction melt growth (SDMG) method

  Doğruer, M.; Abdioğlu, M.; Motoki, T.; Ozturk, U. Kemal

  Abstract This study investigates the magnetic levitation and guidance characteristics of Ag-doped DyBa2Cu3O7-δ superconducting bulks, synthesized by the single-direction melt growth (SDMG) technique. The levitation force, vertical stiffness and lateral guidance force are measured at varying cooling heights (CHs) of 5 mm, 25 mm and 50 mm, with a constant working height (WH) of 5 mm for lateral force measurements. DyBa2Cu3O7-δ samples are cooled using liquid nitrogen (77 K) and thermal stabilization is achieved before force data collection. Results show that levitation forces increase with CH, while the levitation force curves exhibit both attractive and repulsive behavior depending on the CH. The lateral guidance force is higher for the Ag2 sample than for the Ag1 sample and decreased as the temperature decreased. Vertical stiffness also increased with CH and decreased as the levitation gap decreased, confirming heightened guidance forces at smaller distances. The flux density distributions, including both lateral ( B x ) and vertical ( B y ) components, are found to significantly impact the levitation and guidance force performance. Specifically, configurations with concentrated B x gradients improved levitation stability, while configurations with distributed B y led to stronger guidance forces. These findings underscore the importance of optimizing the PMG design to balance B x for levitation and B y for guidance in superconducting systems.

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• MakaleAçık Erişim2026Scopus SJRQ2/r/bayburt/11180
  Investigation of the levitation and drag force parameters of the electrodynamic maglev based on Halbach array of HTS bulks on aluminium rail

  Ozturk, U.Kemal; Yıldız, Ali Suat; Abdioglu, Murat

  This study aims to investigate the performance parameters of high-temperature superconducting (HTS) bulks and permanent magnets (PMs) as magnetic field sources in electrodynamic suspension (EDS) systems, with the goal of enhancing the currently low magnetic lift force and reducing the high drag force in such systems. A numerical analysis is conducted on an EDS system utilizing Halbach arrays of HTS and PM bulks. The H-formulation within the Partial Differential Equation (PDE) module is employed to simulate the flux-trapping performance of the HTS bulks, with results verified by experimental data from the literature. The lift and drag forces between the arrays and an aluminium rail are investigated using the Rotating Machinery-Magnetic module of COMSOL. It is observed that increasing the width of the central sample in the array results in a higher peak value of the vertical magnetic flux density and a broader peak profile, indicating a more extended effective magnetic field region across the rail surface. The HTS-based system exhibits significantly higher lift force and loading capacity compared to its PM-based counterpart. Specifically, a Halbach array composed of three HTS bulks (10 mm, 70 mm, 10 mm widths; HTS#10-70-10) achieves a better lift force representing a 211.5 % increase over the PM array. Furthermore, the lift-to-drag ratio (LDR) of the HTS array improves by 17.2 %. The results indicate that the HTS arrays offer superior performance in terms of both lift force and energy efficiency, highlighting their potential for enhancing the applicability of HTS-EDS systems in real-scale applications. This study features the advantages of HTS-based systems in achieving higher loading capacities and more efficient operation conditions compared to the PM arrays.

  AtıfScopus1·WoS1·OpenAlex1

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