Lokman Gürgen - Academia.edu (original) (raw)
Papers by Lokman Gürgen
Many dramatic changes have been observed in the quality and quantity of knowledge and skills, as ... more Many dramatic changes have been observed in the quality and quantity of knowledge and skills, as well as in the form of access to and transfer of information in the 21st century. It is important to identify the skill levels of the classroom teachers who are responsible for educational activities in primary schools for maintaining an effective educational process. The aim of this study is to examine the classroom teachers' 21st century skills in terms of various variables. An explanatory sequential pattern of mixed research methods was used in the study. The quantitative data of the study were collected from 268 classroom teachers determined by convenience sampling method, and the qualitative data were collected from 20 classroom teachers determined by maximum sampling method. The quantitative data of the study were collected using the 21st Century Teaching Skills Scale developed by Orhan-Göksün (2016) and the qualitative data were collected through an interview form prepared by the researchers consisting of seven questions. The quantitative data were evaluated by descriptive statistics, Mann-Whitney U-Test and Kruskal Wallis H-test using SPSS 22 program. The qualitative data were analyzed by the content analysis method using Nvivo 11 program. The quantitative findings of the study revealed that the participants "generally" benefited from the 21st century teaching skills in the classroom. It was also found that they used confirmatory teaching skills at the most and flexible teaching skills at the least in the sub-dimensions of the scale. The results of the study showed that the 21st century skills of classroom teachers do not differ significantly in terms of age, gender, seniority in the profession and educational level. However, there were significant differences in terms of gender in the flexible teaching sub-dimension; in terms of age and seniority in the profession in technopedagogical and consenting skills sub-dimensions. The qualitative findings of the study revealed that the classroom teachers often reinforced the positive behaviors of their students, made the necessary work to ensure that students respect individual differences, kept observation records about the basic skills of their students, determine the classroom rules together with their students, prepared worksheets and authentic materials, used technological devices to enrich teaching and organized educational and social activities for students.
International journal of progressive education, Jun 1, 2023
International Journal of Progressive Education
2020 IEEE 18th International Conference on Industrial Informatics (INDIN), 2020
This paper studied the problem of autonomous channel matching for device-to-device (D2D) pairs in... more This paper studied the problem of autonomous channel matching for device-to-device (D2D) pairs in a multiuser cellular network. The goal of each D2D pair is to match an optimal wireless channel to maximize its reward. The reward is defined as the rate of the D2D pairs and limited by the SINR (Signal to Interference plus Noise Ratio) of the cellular user on the current channel. This strategy maximizes a certain network D2D throughput in a distributed manner without requiring online coordination or message exchange among users. We describe this problem as a random non-cooperative game with multiple players (D2D pairs), where each player becomes a learning agent, whose task is to learn its best strategy (based on locally observed information). Then, we designed a multi-user learning algorithm based on double deep Q-network (DDQN), which converged to Nash equilibrium (NE) of mixed strategy. After simulation verification, the algorithm can enable each user to obtain a best strategy to obtain a high communication rate through online or offline learning. And the algorithm has a faster convergence speed compared to the similar method.
The aim of this study is to reveal the effectiveness, strengths and weaknesses of the primary sch... more The aim of this study is to reveal the effectiveness, strengths and weaknesses of the primary school mathematics curriculum by evaluating it according to the expertise-oriented approach to curriculum evaluation (Eisner's Educational Criticism Model). The study has employed a descriptive survey model, which is one of the quantitative research methods. The sample of the study consists of a total of 158 primary school teachers. 112 of the participants are male and 46 are female, and the sample is determined by simple random sampling method. Before collecting data from the sample, an application was made to Sivas Cumhuriyet University Scientific Research and Publication Ethics, Social and Human Sciences Committee with the date 09.03.2021 and number 96, and the ethics committee approval numbered E-60263016-050.06.04-29031 was obtained from the relevant committee on 01.04.2021. The researcher has used a questionnaire developed by the researcher as the data collection tool, and the descriptive statistics frequency (f), percentage (%), arithmetic mean (AM) and standard deviation (SD) are used in the analysis of the data obtained through the questionnaire. The results have revealed that the views of the participants on the achievements of the Primary School Mathematics Curriculum are generally positive (60%), however, they have stated that learning objectives are not suitable for the use of equipment, and lesson hours determined within the scope of the curricilum are not sufficient to realize the learning objectives. The participants' views on the subjects are relatively positive (52.7%), however, they have stated that there are subjects that should be removed from the curriculum and more activities should be included in the curriculum. Although the results have revealed that there are more positive opinions about the learning-teacher process dimension than the negative opinions, it is still determined as 44.6%. The opinions of the participants have revealed that the curriculum could not adequately address individual differences and could not attract the attention of students sufficiently. Although there are more positive opinions about the measurement and evaluation dimension
e-International Journal of Educational Research
Many dramatic changes have been observed in the quality and quantity of knowledge and skills, as ... more Many dramatic changes have been observed in the quality and quantity of knowledge and skills, as well as in the form of access to and transfer of information in the 21st century. It is important to identify the skill levels of the classroom teachers who are responsible for educational activities in primary schools for maintaining an effective educational process. The aim of this study is to examine the classroom teachers' 21st century skills in terms of various variables. An explanatory sequential pattern of mixed research methods was used in the study. The quantitative data of the study were collected from 268 classroom teachers determined by convenience sampling method, and the qualitative data were collected from 20 classroom teachers determined by maximum sampling method. The quantitative data of the study were collected using the 21st Century Teaching Skills Scale developed by Orhan-Göksün (2016) and the qualitative data were collected through an interview form prepared by the researchers consisting of seven questions. The quantitative data were evaluated by descriptive statistics, Mann-Whitney U-Test and Kruskal Wallis H-test using SPSS 22 program. The qualitative data were analyzed by the content analysis method using Nvivo 11 program. The quantitative findings of the study revealed that the participants "generally" benefited from the 21st century teaching skills in the classroom. It was also found that they used confirmatory teaching skills at the most and flexible teaching skills at the least in the sub-dimensions of the scale. The results of the study showed that the 21st century skills of classroom teachers do not differ significantly in terms of age, gender, seniority in the profession and educational level. However, there were significant differences in terms of gender in the flexible teaching sub-dimension; in terms of age and seniority in the profession in technopedagogical and consenting skills sub-dimensions. The qualitative findings of the study revealed that the classroom teachers often reinforced the positive behaviors of their students, made the necessary work to ensure that students respect individual differences, kept observation records about the basic skills of their students, determine the classroom rules together with their students, prepared worksheets and authentic materials, used technological devices to enrich teaching and organized educational and social activities for students.
International journal of progressive education, Jun 1, 2023
International Journal of Progressive Education
2020 IEEE 18th International Conference on Industrial Informatics (INDIN), 2020
This paper studied the problem of autonomous channel matching for device-to-device (D2D) pairs in... more This paper studied the problem of autonomous channel matching for device-to-device (D2D) pairs in a multiuser cellular network. The goal of each D2D pair is to match an optimal wireless channel to maximize its reward. The reward is defined as the rate of the D2D pairs and limited by the SINR (Signal to Interference plus Noise Ratio) of the cellular user on the current channel. This strategy maximizes a certain network D2D throughput in a distributed manner without requiring online coordination or message exchange among users. We describe this problem as a random non-cooperative game with multiple players (D2D pairs), where each player becomes a learning agent, whose task is to learn its best strategy (based on locally observed information). Then, we designed a multi-user learning algorithm based on double deep Q-network (DDQN), which converged to Nash equilibrium (NE) of mixed strategy. After simulation verification, the algorithm can enable each user to obtain a best strategy to obtain a high communication rate through online or offline learning. And the algorithm has a faster convergence speed compared to the similar method.
The aim of this study is to reveal the effectiveness, strengths and weaknesses of the primary sch... more The aim of this study is to reveal the effectiveness, strengths and weaknesses of the primary school mathematics curriculum by evaluating it according to the expertise-oriented approach to curriculum evaluation (Eisner's Educational Criticism Model). The study has employed a descriptive survey model, which is one of the quantitative research methods. The sample of the study consists of a total of 158 primary school teachers. 112 of the participants are male and 46 are female, and the sample is determined by simple random sampling method. Before collecting data from the sample, an application was made to Sivas Cumhuriyet University Scientific Research and Publication Ethics, Social and Human Sciences Committee with the date 09.03.2021 and number 96, and the ethics committee approval numbered E-60263016-050.06.04-29031 was obtained from the relevant committee on 01.04.2021. The researcher has used a questionnaire developed by the researcher as the data collection tool, and the descriptive statistics frequency (f), percentage (%), arithmetic mean (AM) and standard deviation (SD) are used in the analysis of the data obtained through the questionnaire. The results have revealed that the views of the participants on the achievements of the Primary School Mathematics Curriculum are generally positive (60%), however, they have stated that learning objectives are not suitable for the use of equipment, and lesson hours determined within the scope of the curricilum are not sufficient to realize the learning objectives. The participants' views on the subjects are relatively positive (52.7%), however, they have stated that there are subjects that should be removed from the curriculum and more activities should be included in the curriculum. Although the results have revealed that there are more positive opinions about the learning-teacher process dimension than the negative opinions, it is still determined as 44.6%. The opinions of the participants have revealed that the curriculum could not adequately address individual differences and could not attract the attention of students sufficiently. Although there are more positive opinions about the measurement and evaluation dimension
e-International Journal of Educational Research