Sürdürülebilir Kalkınma Amaçları

• 7
• 1

Araştırmacılar(2)

• Güven, Dilsad
• Sahin, Bünyamin

• MakaleYalnız künye2024Scopus SJRQ2/r/bayburt/13020
  Middle School Fifth-Grade Students’ Level of Understanding the Concept of Condensation in Different Contexts

  Cengiz, Ekrem; Arıcı, Faruk

  Evaporation, condensation, and boiling are fundamental concepts taught in science and chemistry classes, closely linked to daily life. These concepts are vital for students to grasp the transformation and conservation of matter, the particulate nature of matter, and related principles. This study evaluated fifth-grade students’ comprehension of condensation across various contexts. The research involved 80 male and 59 female students from a public school in a qualitative phenomenological study. Data analysis utilized the content analysis method. As a result of the study, it was revealed that the students who participated in the research did not understand the concept of condensation sufficiently and could not explain this concept at the desired level in different contexts. Based on the findings, incorporating real-life contexts when teaching the concept of condensation can enhance the understanding of the topic. Moreover, it highlights the significance of an investigative approach to learning new concepts.

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  AtıfScopus1·WoS1·OpenAlex2

  İncele
• MakaleYalnız künye2024Scopus SJRQ1/r/bayburt/12913
  The Role of Picturebooks in Supporting the Mathematical Knowledge of Preschool Teacher Candidates

  Güven Akdeniz, Dilşad

  Is children’s literature only beneficial to children? Or do the benefits of children’s literature also extend to the knowledge and mathematical skills of the teachers who employ it and reflect on it? This study seeks to investigate the role of picturebooks on the mathematical knowledge of preschool teacher candidates. For this purpose, in-depth examinations of how picturebooks can be used in teaching preschool mathematics and children’s literature. As well as the changes in the content knowledge of the teacher candidates, were done by conducting focus group interviews with teacher candidates. This is a qualitative case study consisting of focus group discussions in which high-level knowledge sharing and production can be achieved through interaction and associations. In the research, 11 picturebooks were discussed, and 8 teacher candidates participated in 6 focus group interviews lasting a total of 338 min throughout a 7 week period. The study’s findings have demonstrated that through children’s literature, teacher candidates’ misconceptions about measuring length can be revealed and eliminated without the need for another source, with discussions based on consciously and systematically selected picturebooks. Thus, it can be said that picturebooks act as a catalyst for the studies that aim to enhance the mathematical content knowledge of teacher candidates. The study has also observed that picturebooks can comprehensively address the fundamental concepts of length measurement.

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  AtıfScopus1·WoS1·OpenAlex1

  İncele
• MakaleAçık Erişim2022/r/bayburt/13513
  Zero in arithmetic operations: A comparison of students with and without learning disabilities

  Akdeniz, Dilşad Güven; Topbaş, Esra Selcen Yakıcı; Argün, Ziya

  The aim in the current study is to examine the conceptualizations of zero in arithmetic operations among students with learning disabilities (LD) and no learning disabilities (N-LD). The similarities and differences in the understandings of students with LD and N-LD of zero in arithmetical operations will be discussed. The study is a multiple case study with a qualitative research design. Six students, 3 students with LD and 3 with N-LD aged between 10 and 12 years participated in the study. The data were collected through clinical interviews. The data were analyzed by content analysis. Students‘ limited understanding of zero and operations affects their interpretation of arithmetic operations with zero. The conceptualizations of students with LD and N-LD regarding specifically division by zero show similarities with the exception of their use of the knowledge about operations. It has been observed that LD students have developed a different algorithm when it comes to addition and multiplication with zero. Through this study examining the differences in the understandings of students with LD and N-LD on a specific concept in terms of underlying conceptions, it is thought to provide an insight in terms of discovering LD and a more detailed recognition of these students' mathematics.

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  AtıfScopus2·OpenAlex1

  İncele
• MakaleAçık Erişim2022Scopus SJRQ4/r/bayburt/13494
  Mathematical language of students with learning disabilities in the context of length

  Güven, Dilsad; Argün, Ziya

  Mathematics is language dependent. Part of learning mathematics is learning the mathematical language. Learning disabilities are defined as disorders that are related to listening, thinking, speaking, writing, and reading that are seen in the processes of understanding or using a verbal or written language. In this context, the present study aimed to reveal the understanding and usage of the mathematical language of students with learning disabilities in the context of the concept of length. This study was conducted as a case study. The participants of the study were 4th grade and 5th grade students with learning disabilities. Data collection was conducted through semi-structured clinical interviews during a teaching experiment based on the concept of length and analysed using the content analysis method. According to the findings, the students with learning disabilities had a different and limited understanding, as well as usage of various mathematical terms including length, height, perimeter, half and centimetre.

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  AtıfScopus3·OpenAlex3

  İncele
• MakaleAçık Erişim2022Scopus SJRQ2/r/bayburt/13315
  Inclusive Pedagogical Content Knowledge of Mathematics Teachers: Learning Disabilities vs. Hearing Impairments

  Güven, Dilsad; Gürefe, Nejla; Arıkan, Ahmet

  This study aims at investigating inclusive pedagogical content knowledge (IPCK) of mathematics teachers who teaches in inclusive classes including learning disabilities (LD) students or hearing impairments (HI) students in the context of angle concept. The study is a cross-case study which facilitates the comparison as one of the multiple case designs. The participants of the study are six Turkish mathematics teachers, three of them have experience of teaching to students with LD, and three of them students with HI. The data of the study is collected via semi-structured clinical interviews, and analysed using cross-case analysis. According to the findings of the study that examines the IPCK of teachers regarding the concept of angle, it can be said that teachers’ definitions of angle and their teaching strategies are insufficient. Additionally, it was found that HI teachers used much more multiple presentation such as speaking, writing, drawing shapes, and gestures than LD teachers.

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  AtıfScopus4·WoS1·OpenAlex3

  İncele
• MakaleYalnız künye2021Scopus SJRQ1/r/bayburt/11972
  Learning trajectory of a student with learning disabilities for the concept of length: A teaching experiment

  Güven Akdeniz, Dilşad; Argün, Ziya

  This study aims to map the learning trajectory (LT) of a student with learning disabilities (LDs) regarding the unit concept in length measurement and the usage of rulers. The article draws on data from a teaching experiment with a 10-year-old student with LDs in Turkey. Data were analyzed in two stages, including microanalysis, where each successive teaching session was separately analyzed, and macroanalysis, where the teaching sessions regarding interrelated instructional goals were analyzed to construct the LT. The main findings of the study illustrate that this student with LDs eliminated her misconceptions about the unit concept and using a ruler, accomplished the determined instructional goals to a large extent, and reached a higher level of thinking with a 4-month teaching experiment designed based on her specific developmental capacity.

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  AtıfScopus9·WoS2·OpenAlex8

  İncele
• MakaleYalnız künye2018/r/bayburt/15204
  On Domination Polynomials of Caterpillar Graphs

  Şahin, Abdulgani; Şahin, Bünyamin

  The domination polynomial of a simple graph G is calculated with D(G, x) =Pn i=1 d(G, i)x i such thatd(G, i) is the number of the dominating sets of G of size i. In this paper we study the domination polynomials ofcaterpillar graphs.

  İncele
• MakaleYalnız künye2018/r/bayburt/15203
  Hosoya Polynomial of Graphs Belonging to Twist Knots

  Şahin, Abdulgani; Şahin, Bünyamin

  There is a deep relationship between knot theory and graph theory. Graphs are effective tools forstudies into knot theory. It is possible to switch between the two theories by forming the graphs of knots. Thus, thestudy areas of the two theories meet on a common ground. In this study, we firstly introduce Hosoya polynomialand we work out the Hosoya polynomials for graphs of twist knots which are one of interesting families of knotsand try to get a generalization for them.

  İncele
• MakaleYalnız künye2018/r/bayburt/15202
  Tutte Polynomial for Graphs of Twist Knots

  Şahin, Abdulgani; Şahin, Bünyamin

  The Tutte polynomial is a two-variable polynomial that is connected by a graph, a matroid or a matrix.The Tutte polynomial has a lot of exciting applications in different areas for example combinatorics, probability,knot theory, algebra, statistical mechanics, computer sciences, chemistry and biology. It was indicated by W. T.Tutte. We transport the Tutte polynomial to knot theory. Because each knot have a corresponding graph. Westudy the Tutte polynomial for graphs of twist knots. We find some general forms for the Tutte polynomial ofgraphs belonging to twist knots and the Tutte polynomial of signed graphs belonging to twist knots. Twist knotsare significant class of knots to take into account especially in contact geometry.

  İncele
• MakaleYalnız künye2018Scopus SJRQ3/r/bayburt/13810
  Width, length, and height conceptions of students with learning disabilities

  Güven, N. Dilşad; Argün, Ziya

  Teaching responsive to the needs of students with learning disabilities (LD) can be provided through understanding students’ conceptions and their ways of learning. The current research, as a case study based on qualitative design, aimed to investigate the conceptions of students with learning disabilities with regard to the different representations of length (width, length, and height). The participants were 3 Turkish students at 4th, 5th and 6th grades recognised by the local Counselling and Research Centre (CRC) as having learning disabilities. The data were collected through semistructured and task-based interviews, and analysed via content analysis method. The findings suggest that width, length, and height conceptions of students with learning disabilities are influenced by their conceptions of length and visual-spatial abilities.

  AtıfScopus9

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