Sürdürülebilir Kalkınma Amaçları

• 6

• MakaleAçık Erişim2017Scopus SJRQ2/r/bayburt/13647
  Teaching 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.

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  AtıfScopus6·WoS5·OpenAlex10

  İncele
• MakaleAçık Erişim2017Scopus SJRQ1/r/bayburt/12339
  NOTETAKING SKILLS INSTRUCTION FOR DEVELOPMENT OF MIDDLE SCHOOL STUDENTS’ NOTETAKING PERFORMANCE

  Ilter, Ilhan

  The objective of this study was to investigate the effects of explicit instruction in notetaking skills on the notetaking performance of seventh-grade students at different reading ability levels. The students in the notetaking instruction condition (NTI) received classroom-based notetaking skills instruction (approximately 40 minutes) every week for 10 weeks. The comparison condition students (CNT) were asked to use conventional notetaking (CNT) that was embedded within the daily social studies lessons. The participants’ reading comprehension abilities were identified through the Sentence Verification Technique, which consisted of a 16-item expository text. A notetaking performance test (NTPT) was used to assess the effect of notetaking skills instruction on two dimensions of the participants’ notes (verbatim copying and terse value). The results demonstrated that the terse value of students’ notes in the NTI condition was significantly better than that of the students in the CNT condition. The students in the NTI condition reduced their percentage of verbatim copying and used fewer words to cover more main concepts in the NTPT that followed the instructional intervention. Surprisingly, the students at low reading ability showed the greatest gains in notetaking performance from verbatim copying to terse notetaking.

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  AtıfScopus5·WoS6·OpenAlex9

  İncele
• MakaleAçık Erişim2017/r/bayburt/12327
  Concept-teaching practices in social studies classrooms: Teacher support for enhancing the development of students’ vocabulary

  İlter, İlhan

  The purpose of this study is to describe social studies teachers’ perceptions related to their practices in teaching concepts within the context of social studies instruction in order to enhance students’ vocabulary development in their classes. The study focuses on how students’ breadth and depth of vocabulary knowledge is supported by teachers’ experiences and their self-reported practices in relation to teaching social studies content. The study has a qualitative research design and has been conducted with 35 middle-school social studies teachers selected in accordance with maximum variation sampling. A semi-structured interview form has been used to determine teachers’ perceptions and viewpoints, and data has been analyzed using content analysis techniques. Results show that the teachers’ espoused practices for enhancing social studies vocabulary and for assessing its overall development process supports widely accepted understanding and ideas on effective concept teaching and alternative assessment procedures. Some examples of these practices and assessment measures include interactive word-walls (ABC graffiti), contextualized vocabulary instruction, word analogy, semantic maps, vocabulary self-collection strategy, and concept circles. However, the majority of practices reported by the teachers reflect traditional tasks and methods that ignore how new concepts were acquired and also focus more on the definitional knowledge of words. Further research should include teacher observations along with interviews to validate actual classroom practices.

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  AtıfScopus3·WoS3·OpenAlex12

  İncele
• MakaleAçık Erişim2016Scopus SJRQ2/r/bayburt/13635
  The power of graphic organizers: Effects on students' word-learning and achievement emotions in social studies

  Ilter, Ilhan

  The purpose of this study was to investigate the effectiveness of three graphic organizers for teaching vocabulary and the development of the emotions-related to achievement. The study focused on the effects of different types of graphic organizers on word-learning and various emotions in social studies. This study was designed as a quasi-experimental design by utilizing a nonequivalent control group pretest-posttest design. The experimental group was instructed on vocabulary by using the Concept definition map, a Word-questioning strategy and a Circle thinking map for word-learning, while the control group was taught to use the C(2)QU [(Context (2)-Questioning-Using)] as a process of learning new vocabulary from context. The participants of this study were fourthgrade students from a state school in Bayburt, Turkey. The results indicated that the graphic organizers group was more successful than the comparison group in terms of improving general word recognition knowledge and meaningful leaps in acquisition of target word meanings. In addition, it was found that using different types of graphic organizers developed positive achievement emotions (i.e., enjoyment, hope and pride) more than contextual learning process in social studies.

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  AtıfScopus6·OpenAlex16

  İncele
• MakaleYalnız künye2015Scopus SJRQ3/r/bayburt/15487
  The Investigation of the Effects of Frayer Model on Vocabulary Knowledge in Social Studies

  İlter, İlhan

  Bu çalışmanın amacı, metin tabanlı örgütsel bir yapı olan Frayer modelinin sosyal bilgilerde kelime hazinesi gelişimi üzerinde etkilerini ortaya çıkarmaktır. Araştırmada yarı-deneme modellerinden eşitlenmemiş kontrol gruplu desen kullanılmıştır. Çalışmada deneysel uygulama için bir deney (N=19) bir de kontrol grubu (N=18) belirlenmiştir. Kelime öğretiminde deney grubunda grafik düzenleyicilerden Frayer modelidiyagramı kullanılırken, kontrol grubunda tanımsal ve içerik yaklaşımlarının bütünleştirilmesi yoluyla kelime öğretimi gerçekleştirilmiştir.Araştırma, 2013-2014 öğretim yılında Bayburt ilinde orta sosyo-ekonomik düzeyde olduğu kabul edilen bir devlet okulunda öğrenim gören 4. sınıf öğrencileriyle yürütülmüştür. Çalışmada öğrencilerin kelime bilgisi düzeylerini belirlemek amacıyla Wesche ve Paribakht(1996) tarafındangeliştirilen ve araştırmacı tarafından Türkçeye çevrilerek geçerliği ve güvenirliği yapılan kelime bilgisini değerlendirme ölçeği kullanılmıştır. Elde edilen sonuçlarda, deney grubunun kontrol grubuna göre kelime bilgisini daha fazla genişleterek hedeflenen ünite kavramlarının anlamlarını güçlendirdiği dolayısıyla, kelime hazinesini daha fazlageliştirdiği saptanmıştır. Bu çalışma sonucunda ulaşılan veriler göstermektedir ki, Frayer modeli, ön bilgilerin etkinleştirilmesiyle kavramların ilgili, ilgisiz özellikleri, örnekleri, örnek olmayanları ve diğer kavramlar arası ilişkileri ve hiyerarşik yapıları açığa kavuşturarak öğrencilerin davranışlarını kavramları yeniden tanımlamaya yönlendirmekte, böylece kelime bilgisi gelişimi ve kavram kazanımını daha fazla kolaylaştırmaktadır.

  AtıfTR Dizin5

  İncele
• MakaleYalnız künye2015Scopus SJRQ3/r/bayburt/15485
  Primary School Teacher Candidates' Metaphorical Perceptions Related to Multigrade Classes Concept

  İlter, İlhan

  Bu araştırmanın amacı, öğretmen adaylarının birleştirilmiş sınıf kavramına ilişkin algılarını metaforlar yoluyla belirlemektir. Araştırma 2013-2014 eğitim-öğretim yılı döneminde Bayburt Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Programı'nda öğrenim gören son sınıf öğrencileriyle yürütülmüştür. Çalışma kapsamına 36 kadın, 42 de erkek olmak üzere toplam 78 öğretmen adayı alınmıştır. Araştırmanın verileri "Birleştirilmiş sınıf... e/a benzer; çünkü..." biçiminde eksik bırakılmış bir cümlenin bulunduğu görüşme formuyla toplanmıştır. Veri toplama sürecinde öğretmen adaylarından birleştirilmiş sınıfa ilişkin metaforları akıllarına ilk geleni gerekçeleriyle yazmaları istenmiştir. Araştırmada nitel araştırma yöntemlerinden olgubilim (fenomonoloji) deseni, toplanan verilerin analizinde ise içerik analizi tekniği kullanılmıştır. Çalışmada birleştirilmiş sınıf kavramına ilişkin toplam 60 adet metafor geliştirilmiş ve 6 ayrı kavramsal kategori oluşturulmuştur. Bu kategoriler, sosyal-bilişsel düzey ve yeteneklerde çeşitlilik, zorlu mücadele süreci, tamamlayıcı-destekleyici hizmet ortamı, yaşam kaynağı, aile ortamı ve hiyerarşik düzen olarak birleştirilmiş sınıf biçimindedir. Çalışmada geliştirilen metaforlar arasında en çok tercih edilenler geniş aile, aile, çiçek bahçesi, gür orman ve aşure olarak belirlenmiştir.

  AtıfTR Dizin12

  İncele
• MakaleAçık Erişim2015Scopus SJRQ3/r/bayburt/13824
  The investigation of the effects of frayer model on vocabulary knowledge in social studies; [Sosyal bilgilerde kelime hazinesinin geliştirilmesinde frayer modelinin etkisinin ıncelenmesi]

  Ilter, İlhan

  The purpose of the present study is to determine the effects of Frayer model on the development of vocabulary knowledge in social studies. A quasi-experimental nonequivalent control group design was used in the study. For the research, an experimental (N=19) and a control group (N=18) were randomly selected. While Frayer model as text based organizer was utilized on vocabulary instruction in the experimental group, the definitional and contextual approaches by integrating were used in the control group. This research was implemented at a state school with the 4th grade students in Bayburt, in 2013-2014 academic season. The scale, which was developed by Wesche and Paribakht (1996) and validity and reliability of which were examined and adapted to Turkish by the researcher, was used to determine the students’ vocabulary knowledge level. As for the results, it was found that the experimental group was more successful in vocabulary knowledge through the meanings of the target words by enlarging their vocabulary capacity in-depth. The data obtained from the study demonstrated that Frayer model facilitated the students to identify relevant, irrelevant attributes, examples and non-examples of the concepts and uncover the relationships and hierarchical structures between the concepts, thus guide to generate the meanings of terms by activating prior knowledge. Therefore, it helps to the students facilitate development of vocabulary knowledge and vocabulary acquisition.

  • 
  AtıfScopus3·OpenAlex10

  İncele
• MakaleAçık Erişim2015Scopus SJRQ3/r/bayburt/12601
  Primary school teacher candidates’ metaphorical perceptions related to multigrade classes concept; [Sınıf öğretmeni adaylarının birleştirilmiş sınıf kavramına ilişkin metaforik algıları]

  İlter, İlhan

  The purpose of the present study was to determine the teacher candidates’ perceptions related to ‘multigrade classes’ concept through metaphors. The study was conducted with the students who studied at their fourth (final) year in the Primary School Teaching Program, Faculty of Education at University of Bayburt in 2013-2014 academic year. The participants of the study were composed of 78 teacher candidates in total, 36 of them were girls and 42 of them were boys. The data collected in the research were obtained through an interview form in which there was an incomplete sentence like “The multigrade classes resemble…because…” In the process of collecting data, the teacher candidates were asked to write metaphors related to multigrade classes with the first justifications coming to their minds. In this study, phenomenology design, one of the qualitative research methods, was used and the research data were analyzed by means of the content analysis technique. According to the findings, the teacher candidates developed 60 different and valid metaphors in total about multigrade classes. The metaphors were classified under six different conceptual categories. These categories were classified in the form of multigrade classes as diversity in social-cognitive level and abilities, the process of challenging struggle, complementary-supportive service environment, source of life, family atmosphere and hierarchical order. It was found that the most preferred metaphors developed by the teacher candidates were extended family, family, flower garden, lush forest and Ashura.

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  AtıfScopus1·OpenAlex7

  İncele
• MakaleYalnız künye2014/r/bayburt/15523
  Kelime öğretiminde grafik düzenleyicileri (frayer modeli örneği)

  İlter, İlhan

  Kelime dağarcığı, temelinde bilgiye dayalı sözcükler, terimler ve kavramlar bilgisi olup; aslında insan bilincinin bir evrenidir (Vygotsky, 1986). Bu açıdan kelime kazanımı ve gelişimi, bireyin akademik, sosyal ve kültürel gelişiminin, kısacası profesyonel yaşamın gerekli bir parçasıdır. Zengin kelime bilgisi, eğitimsel deneyimlerin tüm içerik bölgelerini etkiler ve özellikle iletişimin bütün bölümlerinde etkin bir rol oynar. Kelime öğretiminde bir grafik düzenleyici olan Frayer modeli, sosyal ve bilişsel yapılandırmacı öğrenme kuramını temel alarak öğrenci öğrenmesini destekler; bu nedenle model, başarılı kelime öğretiminin tüm bileşenlerine fazlasıyla sahiptir. Nitekim bu tip bir düzenleyici kullanmanın en büyük avantajlarından biri de, öğrencilerin yeni bilgiyi şemalarında bulunan ön bilgi ve yaşantılarına bağlamasıdır. Şema teorisine göre, bir kişi zihinde daha önce depoladığı bilgiyle yeni bilgi arasında anlamlı bir bağ kuramadığı sürece yeni bilgiyi öğrenemez. Dolayısıyla Frayer modeli, öğrencilerin kelimeleri uzun süreli belleğe kaydetmesini amaçlayan bilgi işlem sürecine dayalı bir strateji olup; kelimelere yeni anlamlar kazandırarak semantik haritalar oluşturmasına yardımcı olur. Ayrıca Frayer modeli, öğrencilerin anahtar kelimeye ilişkin tanımını ve temel özelliklerini açıklamalarına, örnek olan ve örnek olmayan kavramları belirlemelerine, böylece kendi anlamlarını geliştirmelerine katkı sağlar. Bu araştırmanın amacı, Frayer modelinin özelliklerini açıklamak ve modele yönelik Sosyal bilgiler, Matematik ve Fen ve Teknoloji dersleri bağlamında örnek etkinlikler sunmaktır. Araştırmada, nitel araştırma yöntemlerinden biri olan 'doküman incelemesi' yöntemi kullanılmıştır. Sonuç olarak modelin kullanımının kavramsal algı zorluğu çeken öğrenciler ya da zayıf okuyucular üzerinde olumlu etkiler yaratması, soyut ve karmaşık kelimelerin öğretiminde ya da öğrencinin öğrenmesine engel olduğu herhangi bir kavram bölgesinde kullanılarak anlamlı öğrenmeyi gerçekleştirmesi açısından öğrenme ortamında etkili olacağı önerilmektedir

  AtıfTR Dizin8

  İncele
• MakaleYalnız künye2013/r/bayburt/14259
  The Natural Disasters in the Geography Teaching Curriculum

  Degirmenci, Yavuz; Ilter, Ilhan

  Disasters affect all aspects the communities and environment is a fact that we live on of our world. It takes place that types of natural disasters at different times and in types of the world and these affect people in many ways such as social, economic, and cultural. As it known that our country is an extremely risky structure in terms of natural disasters. Because of locating on the earthquake zones of Turkey's geographical position causes frequent to exposure earthquakes. In addition, existence of diversity of the earth surface, different climates, extreme situations, and lack of information about disaster education disaster awareness increase effect of disasters in our country. Education and training programs play an important role on disaster awareness and disaster education and formatting of human profile which is sensitive to environmental and compatible with environmental. From this perspective, geography lesson is an important on growing the consciousness of individuals who know his environment, aware of his boundaries and has awareness of natural disasters. The purpose of this study is determined how many activities, skills, values, techniques of measurement and evaluation, achievements, learning fields about natural disasters in the Geography Teaching Curriculum. This study used method of analysis document; it is exampled that sufficiency of Natural Disasters is in the program by based on current Geography Teaching Curriculum. The data obtained were analyzed using descriptive analysis. To results, it has seen that about achievements of natural disasters have been in the level of every grades. It has been determined that most of these achievements are levels of 9th the grade (f=24) the least is 12th grade (f=22). Analyzed the distribution of achievements by learning fields; it is intensity in the in the environment and society of learning field and it has been seen that it has observed less in the global environment: regions and countries of learning field.

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