guler tuluk | Kastamonu University (original) (raw)
Papers by guler tuluk
International Journal of Scientific and Technological Research, Aug 1, 2020
In the 2012-2013 academic year, the age of starting elementary school was implemented as sixty mo... more In the 2012-2013 academic year, the age of starting elementary school was implemented as sixty months in the compulsory education system that lasts twelve years, and the students who started primary school at this age started middle school in the 2016-2017 academic year. Thus, many students in different age ranges had to be in the same classroom environment. The aim of this study is to reveal the mathematics achievement status of primary school students in 4 + 4 + 4 education system and the status of Van Hiele Geometry Thinking Levels under the age variable. Survey model was used as a research model. Participants of the study are 374 fifth grade students from a developed province of Central Black Sea Region, determined by simple sampling method definition depends on maximum diversity sample. Participants were divided into two groups: those who are under 72 months and those who are 72 months and over, considering the age of starting primary school. Van Hiele geometry test and mathematics achievement test were used to collect the data. Independent-samples t-test and correlation tests were used in the analysis of the data collected. It was determined that there was a moderate, positive and significant relationship between the Van Hiele Geometry Levels and the math achievement scores of the students participating in the study, and the age of the students affected the relationship between the Van Hiele Geometry Levels and the math achievement scores. In the study, it was also determined that the average scores of Van Hiele Geometry Thinking Test and mathematics achievement test scores of older age students were significantly higher than the young age group.
Kastamonu eğitim dergisi, Jan 31, 2023
Purpose: The study was carried out to examine the mathematics questions in the 2021 High School E... more Purpose: The study was carried out to examine the mathematics questions in the 2021 High School Entrance Exam (LGS) regarding learning areas and the MATH Taxonomy's groups and categories for cognitive processes. In addition, math questions in 2018, 2019, and 2021 LGS were compared based on learning areas and MATH taxonomy. Design/Methodology/Approach: Learning areas were coded as "learning areas" and "linked learning areas." In the context of cognitive processes, the exam questions were classified according to the groups and categories of the MATH Taxonomy developed explicitly for mathematics. The research was designed as document analysis, one of the qualitative research designs. Findings: It was found that the questions in 2021 LGS were taken from all learning areas of secondary school mathematics and the number of questions was compatible with the learning areas in the curriculum. It was seen that many questions addressed more than one learning area, and the learning areas were related to each other. When the questions in 2021 LGS were examined in the context of cognitive processes according to the MATH taxonomy, it was found that there were questions from groups B and C, mostly C, and no questions from group A. The questions in 2018, 2019, and 2021 LGS were also compared in this study. It was found that the learning areas generally had a similar distribution, and when compared in terms of MATH taxonomy, the questions' level increased as the years progressed. Highlights: MATH Taxonomy, explicitly developed for mathematics, is vital in examining mathematics questions according to cognitive processes. It was observed that the questions were not directed to a single learning area and that the learning areas were related to each other. Coding in the form of a learning area-linked learning area is essential. Öz Çalışmanın amacı: Bu çalışma, 2021 Lise Giriş Sınavında (LGS) yer alan matematik sorularının öğrenme alanları ve MATH Taksonomisinin bilişsel süreçlere yönelik grupları ve kategorileri açısından incelenmesi amacıyla yapılmıştır. Ayrıca 2018, 2019 ve 2021 LGS'de yer alan matematik soruları öğrenme alanları ve MATH taksonomiye dayalı olarak karşılaştırılmıştır. Materyal ve Yöntem: Öğrenme alanları "öğrenme alanı" ve "bağlantılı öğrenme alanı" olarak kodlanmıştır. Bilişsel süreçler bağlamında, sınav soruları matematik için özel olarak geliştirilen MATH Taksonomisinin gruplarına ve kategorilerine göre sınıflandırılmıştır. Araştırma nitel araştırma desenlerinden doküman incelemesine dayalı olarak yürütülmüştür. Bulgular: 2021 LGS'deki soruların ortaokul matematiğinin tüm öğrenme alanlarından alındığı ve soru sayılarının öğretim programındaki öğrenme alanları ile uyumlu olduğu tespit edilmiştir. Birçok sorunun birden fazla öğrenme alanına hitap ettiği, öğrenme alanlarının birbiriyle ilişkili olduğu görülmüştür. 2021 LGS'de yer alan sorular MATH taksonomisine göre bilişsel süreçler bağlamında incelendiğinde, B ve C gruplarından çoğunlukla C olmak üzere soruların olduğu, A grubundan ise hiç soru bulunmadığı tespit edilmiştir. Bu çalışmada 2018, 2019 ve 2021 LGS arasında karşılaştırma da yapılmış olup, öğrenme alanlarının genel olarak benzer bir dağılıma sahip olduğu; MATH taksonomisi açısından karşılaştırıldığında ise yıllar geçtikçe soruların seviyesinin arttığı sonucuna ulaşılmıştır. Önemli Vurgular: Matematik sorularının bilişsel süreçlere göre incelenmesinde matematiğe özel olarak geliştirilen MATH Taksonomi kullanımının önemli bir rolü vardır. Soruların tek bir öğrenme alanına yönelik olmadığı, öğrenme alanlarının birbiri ile ilişkili olduğu görülmüştür. Öğrenme alanı-ilişkili öğrenme alanı şeklindeki kodlamanın önemli olduğu düşünülmektedir.
Cumhuriyet International Journal of Education, Jun 1, 2014
The purpose of this study is to investigate the effects of teaching by concept maps of the angle ... more The purpose of this study is to investigate the effects of teaching by concept maps of the angle concept, one of the basic concepts in the curriculum of 5th grade geometry course and measurement sub-area, on students" learning performance. At a secondary school in a central district of the western Black Sea region, one of two classes was randomly chosen as the experimental group, and the other as the control group. In the experimental group, the students were taught angle concept using concept maps Inspiration9 package. The students in the control group were taught using traditional method(simple lecturing). In teaching angle concept, teaching using concept maps significantly affected performance and attitude towards math of the students taught using concept maps, compared to the group taught using traditional method. Concept maps with active learning strategy can induce different discoveries in math lessons without being bound by a single evaluation and help students establish links between the concepts.
Athens Journal of Education, Feb 5, 2021
The aim of this study was to examine the effect of middle school mathematics teachers' self-effic... more The aim of this study was to examine the effect of middle school mathematics teachers' self-efficacy and leadership styles on middle school students' mathematical achievements and attitude towards mathematics. In this study, the general survey method was employed and the research population was consisted of a total of 917, 5th grade students, 472 girls and 455 boys, picked across 10 middle schools in a central district of a province located in NorthWest Anatolia. In order to gather scientific data, scales such as Mathematics Attitude Scale, Teacher's Self-Efficacy Scale, and Mathematics Achievement Test were used. Teacher characteristics were divided into two categories which consist of two and three sub-categories respectively; autocratic and semidemocratic based on the Leadership Style Scale. And low, moderate, high level according to teachers' scores in the Self-Efficacy Scale. The data obtained were analysed in accordance with the objectives by means of frequency, percentage, arithmetic mean, standard deviation, t test, one-way variance analysis (Ancova). The significance level in statistical analyses was set at p<0.05. Consequently, whether the teachers displayed low or high leadership styles had no significant effect on the students' mathematical achievement and their attitude towards the subject. Teachers' self-efficacy for classroom management sub-scale was found to have an effect on the mathematical achievement of students. The self-efficacy level of teachers for student engagement does not have a significant effect on students' mathematical achievement. However, it was found that teachers' self-efficacy for instructional behaviour, classroom management and student management affected students' attitude towards mathematics.
Turkish Journal of Computer and Mathematics Education, Sep 8, 2015
Bu araştırmanın amacı, ortaokul matematik öğretmeni adaylarının açı kavramı bilgilerini bilgisaya... more Bu araştırmanın amacı, ortaokul matematik öğretmeni adaylarının açı kavramı bilgilerini bilgisayar destekli ortamda hazırlanan kavram haritalarından yola çıkarak değerlendirmektir. Bu amaca ulaşmak için öncelikle 57 ortaokul matematik öğretmen adaylarına kavram haritası tasarımı için geliştirilmiş olan Inspiration9 programı tanıtılmıştır. Daha sonra adaylardan bu programı kullanarak açı kavramıyla ilgili bir kavram haritası hazırlamaları istenmiştir. Çalışma sonunda öğretmen adaylarının kavram haritalarını oluştururken kullandıkları kavramlarda konu alanı bilgisi açısından çapraz bağlantılarda anlamlı ilişkiler kuramadıkları ortaya çıkmıştır. Diğer bir taraftan kavram haritalarının kavramsal anlamaya ve yapısal değişimleri incelemeye yönelik kullanışlı bir araç olduğu görülmüştür.
Procedia - Social and Behavioral Sciences, Feb 1, 2014
In this study, aim was to provide pre-service mathematics student teachers with a new learning an... more In this study, aim was to provide pre-service mathematics student teachers with a new learning and teaching experience while they were playing two roles as learners and teachers within a arranging and publishing blog environment. The question of study was to investigate how a blog-mathematics course affected the ideas pre-service mathematics student teachers as a result of their experiences within that environment. The study showed that participants were: • Willing toimplement blog construction activities about geometry lessons for their students; • Willing to develop new methood sands trategies for conceptual geometry lessons; and to gain new perspectives on developing a blog as a teacher; • Able to discover the importance of good team communication and appreciate developing a product for their students. • Willing to uses ocial soft ware (wikipedia, wiktionaryetc.) It was concluded that the mathematic thinking processmay be improved as a result of preaparing a blogpage in mathematics teaching.Thus by considering the positive effects of blog page instruction, wesuggest that thephylosophical aspects and dynamics behind instructional technology should be clearly understood by teachers. Therefore educational faculties need to perform more research in this field.
There are different perspectives in the literature on the examination of visual images used in co... more There are different perspectives in the literature on the examination of visual images used in course books. In this study, illustrations from the visuals used in geometry in the lower learning area of school mathematics were examined and summarized first by researchers and then by teachers and students. For many students, the mathematics coursebook is the first material they encounter in understanding the course content and conveying the mathematics culture. In this study, the illustrations related to the concept of Angle used in mathematics coursebook, two books published abroad, two books published in Turkey, for 5th grade students were analyzed. The type of research is Document Analysis and the illustrations were examined in qualitative and quantitative terms. In this way, the study aimed to analyze the contribution of illustrations in mathematics education to the conceptualization ofgeometrical definitions through the coursebook and the contribution and effect of improving geometrical thinking. Results of the study showed that illustrations for the field of mathematics that are in coursebooks must include an algebraic representation. Keywords: 5 th Grade Mathematics textbook, Angle Concept, Virtual images. * Creating and changing geometric figures in mind, * Detecting geometric features, * Associating images with concepts and theorems in geometry, and * Deciding where and how to start when solving problems in geometry. Mathematics coursebooks are one of the basic elements used in the development of research and inquiry skills. Paintings, photographs, and illustrations are used in secondary school coursebooks. This situation has left teachers with interpretations of these paintings, photographs, and illustrations, as well as graphical representations. Visualizing angles has the potential to inform and build students and teachers about the concept. The angle is the second variable we use after the concept of distance in school mathematics. It is the
DergiPark (Istanbul University), Jan 15, 2014
Bu çalışmanın amacı sınıf öğretmenliği programı birinci sınıfta okuyan öğretmen adaylarının geome... more Bu çalışmanın amacı sınıf öğretmenliği programı birinci sınıfta okuyan öğretmen adaylarının geometri bilgilerinden; nokta, çizgi, yüzey ve uzayla ilgili olan kavramlar hakkında kullandıkları çoklu temsilleri elde etmek ve bu temsilleri alan bilgisi ile alan öğretimi bilgisi açısından yorumlamaktır.122 birinci sınıf öğrencisi araştırmanın örneklemini oluşturmuştur. Veri toplama aracı olarak, adaylara Temel Matematik II dersi konularının işlenmesinden sonra 9 açık uçlu soru sorulmuş ve betimsel analiz yapılarak farklı kategoriler üzerinden cevaplar incelenmiş ve geometrik şekillerin temelini oluşturan kavramlarla ilgili değerlendirmeler yapılmıştır. Adaylar kavramları düzlem üzerinde ve 1-boyutlu ve 2-boyutlu olarak yorumlamışlardır. Buna göre sınıf öğretmeni adaylarının geometri bilgisinin kuruluşundaki nokta, çizgi, yüzey ve uzay kavramlarının 3-boyutlu şekillere yönelik genişletilmesi de gerekir. Ayrıca öğretmen eğitiminde geometri içerik bilgisinin verilebilmesi için Temel Matematik II dersi kur tanımında ad ve saat değiştirilmesiyle ilgili alternatifler sunulmuştur.
International journal of academic research, Aug 21, 2013
Kastamonu eğitim dergisi, May 20, 2020
Zihin haritaları, özellikle ortaöğretim düzeyinde öğrencilerin kavramsal anlama ve kavramlar aras... more Zihin haritaları, özellikle ortaöğretim düzeyinde öğrencilerin kavramsal anlama ve kavramlar arasındaki ilişkilendirme (bağlantılandırma) aktivitelerinde sıklıkla tercih edilen bir öğretim stratejisidir. 21.yy da kavram ilişkilendirme sürecinde teknoloji kullanımı bir hayli ön plana çıkmıştır. Araştırmacı 2018-2019 güz dönemi pedagojik formasyon programı matematik öğretmeni adaylarının pedagojik alan bilgileri ve orta öğretim programı bilgilerini hazırladıkları zihin haritaları üzerinden incelemeyi amaçlamıştır. Çalışma, Batı Karadeniz bölgesinde bulunan bir eğitim fakültesinde güz yarıyılında formasyon programına devam eden fen-edebiyat fakültesi matematik bölümünde okuyan dokuz öğrenci ile yapılmıştır. Nitel tabanlı bir araştırma stratejisinin kullanıldığı çalışmada ortaöğretim matematik öğretmeni adayları kağıt-kalem tekniği ve üç değişik (bubbl.us-inspiration 9-coogle.it) yazılım kullanarak çalışmayı sürdürmüşler ve görüşlerini uygulama öğretim elemanı ve kendi aralarında paylaşmışlardır. Çalışmada pedagojik formasyon eğitimi alan ortaöğretim matematik öğretmeni adaylarının görüşleri açık uçlu beş anket sorusu ile alınmış sonucundan hareketle; öğrenme stratejisi olarak not alma tekniğine uygun zihin haritaları, pedagojik alan bilgisi ve öğretim programı ile ilgili tek bir değerlendirmeye bağlı kalmadan farklı keşiflere gitmiş ve öğretmen adaylarının kavramlar arasındaki bağlantılandırmayı ve görselleri bağlamsal düzeyde olumlu yönde anlamlandırdıkları görülmüştür.
International Journal of Evaluation and Research in Education, Jun 1, 2019
This study aimed to investigate the relationship between pre-service teachers' web pedagogical co... more This study aimed to investigate the relationship between pre-service teachers' web pedagogical content knowledge and online information searching strategies. In accordance with the aim, the correlational comparative survey method is used. The participants of the study are 220 university students from a faculty of education of a state university. The data of the study is gathered by Turkish versions of "Teachers' Self-Efficacy toward the Web Pedagogical Content Knowledge Scale" and "Online Information Searching Strategy Inventory". Canonical correlation analysis is used to determine the relationship between these two scales. As a result of the study, 17.3% common variance is determined between web pedagogical content knowledge and online information searching strategies.
The aim of this study was to determine the multiple representations that were being used by teach... more The aim of this study was to determine the multiple representations that were being used by teacher candidates for the concepts of point, line, surface and space and was to interpret these representations in terms of the content knowledge and the pedagogical knowledge. The participants of the study were consisted of 122 first-year college students from the program of classroom teacher education. Data were collected through nine open-ended questions after processing the Basic Mathematics II course and was analyzed by means of descriptive techniques that allowed 9 different categories. Candidates interpreted the concepts on the plane as one-dimensional and two-dimensional. Accordingly, the foundation of classroom teachers' geometry knowledge of point, line, surface and space needs to be expanded to three-dimensional aspects. In addition, comments were provided for expanding hours and improving ingredients of Basic Mathematics II course in order to support teacher candidates’ know...
Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 2015
Öz-yeterlilik, öğretmenlerin başarılı bir öğretme ve öğrenme için geliştirdikleri ve öğrencilerin... more Öz-yeterlilik, öğretmenlerin başarılı bir öğretme ve öğrenme için geliştirdikleri ve öğrencilerinin de geliştirmesinde rol oynadıkları bir niteliktir. Araştırmanın amacı öğretmen olmayı hedeflemiş ilköğretim ve Türkçe Eğitimi bölümleri programlarında okuyan öğretmen adaylarının öz-yeterlik algılarına öğrenim gördükleri programların etkilerini incelemektir. Çalışmada, Baloğlu ve Karadağ'ın öğretmenlik öz-yeterlik ölçeği kaynak olarak alınmış, kullanılmadan önce güvenirlik çalışması yinelenmiştir. Yeni ölçeğe göre adayların Öz-yeterlik puanları bulundukları programa göre değişmektedir. Öğretmen adaylarının mevcut öz-yeterlik eğilimlerinin yüksek olduğu sonucuna ulaşılmıştır.
Journal of Curriculum and Teaching, 2020
This questions the prevailing approach in the presentation of the concept of slope in teaching un... more This questions the prevailing approach in the presentation of the concept of slope in teaching undergraduate in Turkey. For this purpose, five mathematics textbooks, were analyzed for problems related to slope, and similarities and differences were revealed. First, the subjects related to the slope in the textbooks were categorized and examined within the context in which they were handled. Therefore, this study is a qualitative study that adopts the interpretive paradigm. These categories are discussed in the form of connectivity, exploration, and purpose using the study for the context (Rezat, 2006). Stump (1999; 2001b) and Moore-Russo et al. (2011) studies were used for cognitive development. These are determined as geometric ratio, behavioral indicator, property determiner, algebraic ratio, parametric coefficient, functional property, linear constant, real life, physical property and trigonometry. Representations of the process skills were chosen as algebraic expressions, tables...
International Journal of Evaluation and Research in Education (IJERE), 2019
This study aimed to investigate the relationship between pre-service teachers’ web pedagogical co... more This study aimed to investigate the relationship between pre-service teachers’ web pedagogical content knowledge and online information searching strategies. In accordance with the aim, the correlational comparative survey method is used. The participants of the study are 220 university students from a faculty of education of a state university. The data of the study is gathered by Turkish versions of “Teachers’ Self-Efficacy toward the Web Pedagogical Content Knowledge Scale” and “Online Information Searching Strategy Inventory”. Canonical correlation analysis is used to determine the relationship between these two scales. As a result of the study, 17.3% common variance is determined between web pedagogical content knowledge and online information searching strategies.
Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2015
Bu araştırmanın amacı, ortaokul matematik öğretmeni adaylarının açı kavramı bilgilerini bilgisaya... more Bu araştırmanın amacı, ortaokul matematik öğretmeni adaylarının açı kavramı bilgilerini bilgisayar destekli ortamda hazırlanan kavram haritalarından yola çıkarak değerlendirmektir. Bu amaca ulaşmak için öncelikle 57 ortaokul matematik öğretmen adaylarına kavram haritası tasarımı için geliştirilmiş olan Inspiration9 programı tanıtılmıştır. Daha sonra adaylardan bu programı kullanarak açı kavramıyla ilgili bir kavram haritası hazırlamaları istenmiştir. Çalışma sonunda öğretmen adaylarının kavram haritalarını oluştururken kullandıkları kavramlarda konu alanı bilgisi açısından çapraz bağlantılarda anlamlı ilişkiler kuramadıkları ortaya çıkmıştır. Diğer bir taraftan kavram haritalarının kavramsal anlamaya ve yapısal değişimleri incelemeye yönelik kullanışlı bir araç olduğu görülmüştür.
Bilim İnsanı Dr. Mustafa Eski'ye Armağan Eğitime Adanmış Bir Ömür, 2020
Universal Journal of Educational Research, 2019
The purpose of this study is to investigate the effects of the EBA Coding module-created in Turke... more The purpose of this study is to investigate the effects of the EBA Coding module-created in Turkey to be used in coding education-on the self-efficacy of secondary school students in the 5th grade in relation to programming, and the students' opinions about the platform and platform usability. The study was carried out via the mixed method with a total of 30 students in the 5th grade studying at the Hatay Anayazı Secondary School in the 2nd semester of the 2017-2018 academic year, who participated in the Support and Training Program for the Information Technologies and Software Course. 15 of these students were in the experimental group, while the remaining 15 students were in the control group. During the study, the experimental group was trained by the EBA Coding module, while the control group was trained by the demonstration and practice method. At the end of the study, it was found that the EBA Coding module was more effective in improving the self-efficacy of students in programming compared to the demonstration and practice method. In addition, the study concludes with the students considering the EBA Coding module to be useful and informative, and described it as a usable platform for programming education.
International Journal of Scientific and Technological Research, Aug 1, 2020
In the 2012-2013 academic year, the age of starting elementary school was implemented as sixty mo... more In the 2012-2013 academic year, the age of starting elementary school was implemented as sixty months in the compulsory education system that lasts twelve years, and the students who started primary school at this age started middle school in the 2016-2017 academic year. Thus, many students in different age ranges had to be in the same classroom environment. The aim of this study is to reveal the mathematics achievement status of primary school students in 4 + 4 + 4 education system and the status of Van Hiele Geometry Thinking Levels under the age variable. Survey model was used as a research model. Participants of the study are 374 fifth grade students from a developed province of Central Black Sea Region, determined by simple sampling method definition depends on maximum diversity sample. Participants were divided into two groups: those who are under 72 months and those who are 72 months and over, considering the age of starting primary school. Van Hiele geometry test and mathematics achievement test were used to collect the data. Independent-samples t-test and correlation tests were used in the analysis of the data collected. It was determined that there was a moderate, positive and significant relationship between the Van Hiele Geometry Levels and the math achievement scores of the students participating in the study, and the age of the students affected the relationship between the Van Hiele Geometry Levels and the math achievement scores. In the study, it was also determined that the average scores of Van Hiele Geometry Thinking Test and mathematics achievement test scores of older age students were significantly higher than the young age group.
Kastamonu eğitim dergisi, Jan 31, 2023
Purpose: The study was carried out to examine the mathematics questions in the 2021 High School E... more Purpose: The study was carried out to examine the mathematics questions in the 2021 High School Entrance Exam (LGS) regarding learning areas and the MATH Taxonomy's groups and categories for cognitive processes. In addition, math questions in 2018, 2019, and 2021 LGS were compared based on learning areas and MATH taxonomy. Design/Methodology/Approach: Learning areas were coded as "learning areas" and "linked learning areas." In the context of cognitive processes, the exam questions were classified according to the groups and categories of the MATH Taxonomy developed explicitly for mathematics. The research was designed as document analysis, one of the qualitative research designs. Findings: It was found that the questions in 2021 LGS were taken from all learning areas of secondary school mathematics and the number of questions was compatible with the learning areas in the curriculum. It was seen that many questions addressed more than one learning area, and the learning areas were related to each other. When the questions in 2021 LGS were examined in the context of cognitive processes according to the MATH taxonomy, it was found that there were questions from groups B and C, mostly C, and no questions from group A. The questions in 2018, 2019, and 2021 LGS were also compared in this study. It was found that the learning areas generally had a similar distribution, and when compared in terms of MATH taxonomy, the questions' level increased as the years progressed. Highlights: MATH Taxonomy, explicitly developed for mathematics, is vital in examining mathematics questions according to cognitive processes. It was observed that the questions were not directed to a single learning area and that the learning areas were related to each other. Coding in the form of a learning area-linked learning area is essential. Öz Çalışmanın amacı: Bu çalışma, 2021 Lise Giriş Sınavında (LGS) yer alan matematik sorularının öğrenme alanları ve MATH Taksonomisinin bilişsel süreçlere yönelik grupları ve kategorileri açısından incelenmesi amacıyla yapılmıştır. Ayrıca 2018, 2019 ve 2021 LGS'de yer alan matematik soruları öğrenme alanları ve MATH taksonomiye dayalı olarak karşılaştırılmıştır. Materyal ve Yöntem: Öğrenme alanları "öğrenme alanı" ve "bağlantılı öğrenme alanı" olarak kodlanmıştır. Bilişsel süreçler bağlamında, sınav soruları matematik için özel olarak geliştirilen MATH Taksonomisinin gruplarına ve kategorilerine göre sınıflandırılmıştır. Araştırma nitel araştırma desenlerinden doküman incelemesine dayalı olarak yürütülmüştür. Bulgular: 2021 LGS'deki soruların ortaokul matematiğinin tüm öğrenme alanlarından alındığı ve soru sayılarının öğretim programındaki öğrenme alanları ile uyumlu olduğu tespit edilmiştir. Birçok sorunun birden fazla öğrenme alanına hitap ettiği, öğrenme alanlarının birbiriyle ilişkili olduğu görülmüştür. 2021 LGS'de yer alan sorular MATH taksonomisine göre bilişsel süreçler bağlamında incelendiğinde, B ve C gruplarından çoğunlukla C olmak üzere soruların olduğu, A grubundan ise hiç soru bulunmadığı tespit edilmiştir. Bu çalışmada 2018, 2019 ve 2021 LGS arasında karşılaştırma da yapılmış olup, öğrenme alanlarının genel olarak benzer bir dağılıma sahip olduğu; MATH taksonomisi açısından karşılaştırıldığında ise yıllar geçtikçe soruların seviyesinin arttığı sonucuna ulaşılmıştır. Önemli Vurgular: Matematik sorularının bilişsel süreçlere göre incelenmesinde matematiğe özel olarak geliştirilen MATH Taksonomi kullanımının önemli bir rolü vardır. Soruların tek bir öğrenme alanına yönelik olmadığı, öğrenme alanlarının birbiri ile ilişkili olduğu görülmüştür. Öğrenme alanı-ilişkili öğrenme alanı şeklindeki kodlamanın önemli olduğu düşünülmektedir.
Cumhuriyet International Journal of Education, Jun 1, 2014
The purpose of this study is to investigate the effects of teaching by concept maps of the angle ... more The purpose of this study is to investigate the effects of teaching by concept maps of the angle concept, one of the basic concepts in the curriculum of 5th grade geometry course and measurement sub-area, on students" learning performance. At a secondary school in a central district of the western Black Sea region, one of two classes was randomly chosen as the experimental group, and the other as the control group. In the experimental group, the students were taught angle concept using concept maps Inspiration9 package. The students in the control group were taught using traditional method(simple lecturing). In teaching angle concept, teaching using concept maps significantly affected performance and attitude towards math of the students taught using concept maps, compared to the group taught using traditional method. Concept maps with active learning strategy can induce different discoveries in math lessons without being bound by a single evaluation and help students establish links between the concepts.
Athens Journal of Education, Feb 5, 2021
The aim of this study was to examine the effect of middle school mathematics teachers' self-effic... more The aim of this study was to examine the effect of middle school mathematics teachers' self-efficacy and leadership styles on middle school students' mathematical achievements and attitude towards mathematics. In this study, the general survey method was employed and the research population was consisted of a total of 917, 5th grade students, 472 girls and 455 boys, picked across 10 middle schools in a central district of a province located in NorthWest Anatolia. In order to gather scientific data, scales such as Mathematics Attitude Scale, Teacher's Self-Efficacy Scale, and Mathematics Achievement Test were used. Teacher characteristics were divided into two categories which consist of two and three sub-categories respectively; autocratic and semidemocratic based on the Leadership Style Scale. And low, moderate, high level according to teachers' scores in the Self-Efficacy Scale. The data obtained were analysed in accordance with the objectives by means of frequency, percentage, arithmetic mean, standard deviation, t test, one-way variance analysis (Ancova). The significance level in statistical analyses was set at p<0.05. Consequently, whether the teachers displayed low or high leadership styles had no significant effect on the students' mathematical achievement and their attitude towards the subject. Teachers' self-efficacy for classroom management sub-scale was found to have an effect on the mathematical achievement of students. The self-efficacy level of teachers for student engagement does not have a significant effect on students' mathematical achievement. However, it was found that teachers' self-efficacy for instructional behaviour, classroom management and student management affected students' attitude towards mathematics.
Turkish Journal of Computer and Mathematics Education, Sep 8, 2015
Bu araştırmanın amacı, ortaokul matematik öğretmeni adaylarının açı kavramı bilgilerini bilgisaya... more Bu araştırmanın amacı, ortaokul matematik öğretmeni adaylarının açı kavramı bilgilerini bilgisayar destekli ortamda hazırlanan kavram haritalarından yola çıkarak değerlendirmektir. Bu amaca ulaşmak için öncelikle 57 ortaokul matematik öğretmen adaylarına kavram haritası tasarımı için geliştirilmiş olan Inspiration9 programı tanıtılmıştır. Daha sonra adaylardan bu programı kullanarak açı kavramıyla ilgili bir kavram haritası hazırlamaları istenmiştir. Çalışma sonunda öğretmen adaylarının kavram haritalarını oluştururken kullandıkları kavramlarda konu alanı bilgisi açısından çapraz bağlantılarda anlamlı ilişkiler kuramadıkları ortaya çıkmıştır. Diğer bir taraftan kavram haritalarının kavramsal anlamaya ve yapısal değişimleri incelemeye yönelik kullanışlı bir araç olduğu görülmüştür.
Procedia - Social and Behavioral Sciences, Feb 1, 2014
In this study, aim was to provide pre-service mathematics student teachers with a new learning an... more In this study, aim was to provide pre-service mathematics student teachers with a new learning and teaching experience while they were playing two roles as learners and teachers within a arranging and publishing blog environment. The question of study was to investigate how a blog-mathematics course affected the ideas pre-service mathematics student teachers as a result of their experiences within that environment. The study showed that participants were: • Willing toimplement blog construction activities about geometry lessons for their students; • Willing to develop new methood sands trategies for conceptual geometry lessons; and to gain new perspectives on developing a blog as a teacher; • Able to discover the importance of good team communication and appreciate developing a product for their students. • Willing to uses ocial soft ware (wikipedia, wiktionaryetc.) It was concluded that the mathematic thinking processmay be improved as a result of preaparing a blogpage in mathematics teaching.Thus by considering the positive effects of blog page instruction, wesuggest that thephylosophical aspects and dynamics behind instructional technology should be clearly understood by teachers. Therefore educational faculties need to perform more research in this field.
There are different perspectives in the literature on the examination of visual images used in co... more There are different perspectives in the literature on the examination of visual images used in course books. In this study, illustrations from the visuals used in geometry in the lower learning area of school mathematics were examined and summarized first by researchers and then by teachers and students. For many students, the mathematics coursebook is the first material they encounter in understanding the course content and conveying the mathematics culture. In this study, the illustrations related to the concept of Angle used in mathematics coursebook, two books published abroad, two books published in Turkey, for 5th grade students were analyzed. The type of research is Document Analysis and the illustrations were examined in qualitative and quantitative terms. In this way, the study aimed to analyze the contribution of illustrations in mathematics education to the conceptualization ofgeometrical definitions through the coursebook and the contribution and effect of improving geometrical thinking. Results of the study showed that illustrations for the field of mathematics that are in coursebooks must include an algebraic representation. Keywords: 5 th Grade Mathematics textbook, Angle Concept, Virtual images. * Creating and changing geometric figures in mind, * Detecting geometric features, * Associating images with concepts and theorems in geometry, and * Deciding where and how to start when solving problems in geometry. Mathematics coursebooks are one of the basic elements used in the development of research and inquiry skills. Paintings, photographs, and illustrations are used in secondary school coursebooks. This situation has left teachers with interpretations of these paintings, photographs, and illustrations, as well as graphical representations. Visualizing angles has the potential to inform and build students and teachers about the concept. The angle is the second variable we use after the concept of distance in school mathematics. It is the
DergiPark (Istanbul University), Jan 15, 2014
Bu çalışmanın amacı sınıf öğretmenliği programı birinci sınıfta okuyan öğretmen adaylarının geome... more Bu çalışmanın amacı sınıf öğretmenliği programı birinci sınıfta okuyan öğretmen adaylarının geometri bilgilerinden; nokta, çizgi, yüzey ve uzayla ilgili olan kavramlar hakkında kullandıkları çoklu temsilleri elde etmek ve bu temsilleri alan bilgisi ile alan öğretimi bilgisi açısından yorumlamaktır.122 birinci sınıf öğrencisi araştırmanın örneklemini oluşturmuştur. Veri toplama aracı olarak, adaylara Temel Matematik II dersi konularının işlenmesinden sonra 9 açık uçlu soru sorulmuş ve betimsel analiz yapılarak farklı kategoriler üzerinden cevaplar incelenmiş ve geometrik şekillerin temelini oluşturan kavramlarla ilgili değerlendirmeler yapılmıştır. Adaylar kavramları düzlem üzerinde ve 1-boyutlu ve 2-boyutlu olarak yorumlamışlardır. Buna göre sınıf öğretmeni adaylarının geometri bilgisinin kuruluşundaki nokta, çizgi, yüzey ve uzay kavramlarının 3-boyutlu şekillere yönelik genişletilmesi de gerekir. Ayrıca öğretmen eğitiminde geometri içerik bilgisinin verilebilmesi için Temel Matematik II dersi kur tanımında ad ve saat değiştirilmesiyle ilgili alternatifler sunulmuştur.
International journal of academic research, Aug 21, 2013
Kastamonu eğitim dergisi, May 20, 2020
Zihin haritaları, özellikle ortaöğretim düzeyinde öğrencilerin kavramsal anlama ve kavramlar aras... more Zihin haritaları, özellikle ortaöğretim düzeyinde öğrencilerin kavramsal anlama ve kavramlar arasındaki ilişkilendirme (bağlantılandırma) aktivitelerinde sıklıkla tercih edilen bir öğretim stratejisidir. 21.yy da kavram ilişkilendirme sürecinde teknoloji kullanımı bir hayli ön plana çıkmıştır. Araştırmacı 2018-2019 güz dönemi pedagojik formasyon programı matematik öğretmeni adaylarının pedagojik alan bilgileri ve orta öğretim programı bilgilerini hazırladıkları zihin haritaları üzerinden incelemeyi amaçlamıştır. Çalışma, Batı Karadeniz bölgesinde bulunan bir eğitim fakültesinde güz yarıyılında formasyon programına devam eden fen-edebiyat fakültesi matematik bölümünde okuyan dokuz öğrenci ile yapılmıştır. Nitel tabanlı bir araştırma stratejisinin kullanıldığı çalışmada ortaöğretim matematik öğretmeni adayları kağıt-kalem tekniği ve üç değişik (bubbl.us-inspiration 9-coogle.it) yazılım kullanarak çalışmayı sürdürmüşler ve görüşlerini uygulama öğretim elemanı ve kendi aralarında paylaşmışlardır. Çalışmada pedagojik formasyon eğitimi alan ortaöğretim matematik öğretmeni adaylarının görüşleri açık uçlu beş anket sorusu ile alınmış sonucundan hareketle; öğrenme stratejisi olarak not alma tekniğine uygun zihin haritaları, pedagojik alan bilgisi ve öğretim programı ile ilgili tek bir değerlendirmeye bağlı kalmadan farklı keşiflere gitmiş ve öğretmen adaylarının kavramlar arasındaki bağlantılandırmayı ve görselleri bağlamsal düzeyde olumlu yönde anlamlandırdıkları görülmüştür.
International Journal of Evaluation and Research in Education, Jun 1, 2019
This study aimed to investigate the relationship between pre-service teachers' web pedagogical co... more This study aimed to investigate the relationship between pre-service teachers' web pedagogical content knowledge and online information searching strategies. In accordance with the aim, the correlational comparative survey method is used. The participants of the study are 220 university students from a faculty of education of a state university. The data of the study is gathered by Turkish versions of "Teachers' Self-Efficacy toward the Web Pedagogical Content Knowledge Scale" and "Online Information Searching Strategy Inventory". Canonical correlation analysis is used to determine the relationship between these two scales. As a result of the study, 17.3% common variance is determined between web pedagogical content knowledge and online information searching strategies.
The aim of this study was to determine the multiple representations that were being used by teach... more The aim of this study was to determine the multiple representations that were being used by teacher candidates for the concepts of point, line, surface and space and was to interpret these representations in terms of the content knowledge and the pedagogical knowledge. The participants of the study were consisted of 122 first-year college students from the program of classroom teacher education. Data were collected through nine open-ended questions after processing the Basic Mathematics II course and was analyzed by means of descriptive techniques that allowed 9 different categories. Candidates interpreted the concepts on the plane as one-dimensional and two-dimensional. Accordingly, the foundation of classroom teachers' geometry knowledge of point, line, surface and space needs to be expanded to three-dimensional aspects. In addition, comments were provided for expanding hours and improving ingredients of Basic Mathematics II course in order to support teacher candidates’ know...
Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 2015
Öz-yeterlilik, öğretmenlerin başarılı bir öğretme ve öğrenme için geliştirdikleri ve öğrencilerin... more Öz-yeterlilik, öğretmenlerin başarılı bir öğretme ve öğrenme için geliştirdikleri ve öğrencilerinin de geliştirmesinde rol oynadıkları bir niteliktir. Araştırmanın amacı öğretmen olmayı hedeflemiş ilköğretim ve Türkçe Eğitimi bölümleri programlarında okuyan öğretmen adaylarının öz-yeterlik algılarına öğrenim gördükleri programların etkilerini incelemektir. Çalışmada, Baloğlu ve Karadağ'ın öğretmenlik öz-yeterlik ölçeği kaynak olarak alınmış, kullanılmadan önce güvenirlik çalışması yinelenmiştir. Yeni ölçeğe göre adayların Öz-yeterlik puanları bulundukları programa göre değişmektedir. Öğretmen adaylarının mevcut öz-yeterlik eğilimlerinin yüksek olduğu sonucuna ulaşılmıştır.
Journal of Curriculum and Teaching, 2020
This questions the prevailing approach in the presentation of the concept of slope in teaching un... more This questions the prevailing approach in the presentation of the concept of slope in teaching undergraduate in Turkey. For this purpose, five mathematics textbooks, were analyzed for problems related to slope, and similarities and differences were revealed. First, the subjects related to the slope in the textbooks were categorized and examined within the context in which they were handled. Therefore, this study is a qualitative study that adopts the interpretive paradigm. These categories are discussed in the form of connectivity, exploration, and purpose using the study for the context (Rezat, 2006). Stump (1999; 2001b) and Moore-Russo et al. (2011) studies were used for cognitive development. These are determined as geometric ratio, behavioral indicator, property determiner, algebraic ratio, parametric coefficient, functional property, linear constant, real life, physical property and trigonometry. Representations of the process skills were chosen as algebraic expressions, tables...
International Journal of Evaluation and Research in Education (IJERE), 2019
This study aimed to investigate the relationship between pre-service teachers’ web pedagogical co... more This study aimed to investigate the relationship between pre-service teachers’ web pedagogical content knowledge and online information searching strategies. In accordance with the aim, the correlational comparative survey method is used. The participants of the study are 220 university students from a faculty of education of a state university. The data of the study is gathered by Turkish versions of “Teachers’ Self-Efficacy toward the Web Pedagogical Content Knowledge Scale” and “Online Information Searching Strategy Inventory”. Canonical correlation analysis is used to determine the relationship between these two scales. As a result of the study, 17.3% common variance is determined between web pedagogical content knowledge and online information searching strategies.
Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2015
Bu araştırmanın amacı, ortaokul matematik öğretmeni adaylarının açı kavramı bilgilerini bilgisaya... more Bu araştırmanın amacı, ortaokul matematik öğretmeni adaylarının açı kavramı bilgilerini bilgisayar destekli ortamda hazırlanan kavram haritalarından yola çıkarak değerlendirmektir. Bu amaca ulaşmak için öncelikle 57 ortaokul matematik öğretmen adaylarına kavram haritası tasarımı için geliştirilmiş olan Inspiration9 programı tanıtılmıştır. Daha sonra adaylardan bu programı kullanarak açı kavramıyla ilgili bir kavram haritası hazırlamaları istenmiştir. Çalışma sonunda öğretmen adaylarının kavram haritalarını oluştururken kullandıkları kavramlarda konu alanı bilgisi açısından çapraz bağlantılarda anlamlı ilişkiler kuramadıkları ortaya çıkmıştır. Diğer bir taraftan kavram haritalarının kavramsal anlamaya ve yapısal değişimleri incelemeye yönelik kullanışlı bir araç olduğu görülmüştür.
Bilim İnsanı Dr. Mustafa Eski'ye Armağan Eğitime Adanmış Bir Ömür, 2020
Universal Journal of Educational Research, 2019
The purpose of this study is to investigate the effects of the EBA Coding module-created in Turke... more The purpose of this study is to investigate the effects of the EBA Coding module-created in Turkey to be used in coding education-on the self-efficacy of secondary school students in the 5th grade in relation to programming, and the students' opinions about the platform and platform usability. The study was carried out via the mixed method with a total of 30 students in the 5th grade studying at the Hatay Anayazı Secondary School in the 2nd semester of the 2017-2018 academic year, who participated in the Support and Training Program for the Information Technologies and Software Course. 15 of these students were in the experimental group, while the remaining 15 students were in the control group. During the study, the experimental group was trained by the EBA Coding module, while the control group was trained by the demonstration and practice method. At the end of the study, it was found that the EBA Coding module was more effective in improving the self-efficacy of students in programming compared to the demonstration and practice method. In addition, the study concludes with the students considering the EBA Coding module to be useful and informative, and described it as a usable platform for programming education.
BİR DERSİN TARİHÇESİ: TATBİKAT MEKTEBİ’NDEN ÖĞRETMENLİK UYGULAMASINA, 2020
Yapılan bu çalışmada günümüz Türkiye’sinde Eğitim Fakülteleri müfredatındaki öğretmenlik uygulama... more Yapılan bu çalışmada günümüz Türkiye’sinde Eğitim Fakülteleri müfredatındaki öğretmenlik uygulaması dersinin tarihsel arka planını ortaya konulması amaçlanmıştır.
Bir Dersin Tarihçesi Tatbikat Mektebi'nden Öğretmenlik Uygulamasına, 2020
Yirmi birinci yüzyılda Türkiye’de öğretmen yetiştiren kurumlarda müfredatta yer alan öğretmenlik ... more Yirmi birinci yüzyılda Türkiye’de öğretmen yetiştiren kurumlarda müfredatta yer alan öğretmenlik uygulaması dersi, öğretmen adaylarının mesleki deneyim kazanması açısından oldukça önemlidir. Yapılan bu çalışmada günümüz Türkiye’sinde Eğitim Fakülteleri müfredatındaki öğretmenlik uygulaması dersinin tarihsel arka planını ortaya konulması
amaçlanmıştır.
Until the 2019 COVID-19 outbreak, preservice teachers taught by interacting in reallife situatio... more Until the 2019 COVID-19 outbreak, preservice teachers taught by interacting in reallife situations that naturally occur in practices based on variable practice schools.
Micro-teaching was carried out in this study in an online learning environment to fill the gap between preparation for undergraduate and real world application, and to propose a technological solution
This study aims to professionally examine preservice mathematics teachers' experiences during the micro-teaching experience in an online learning environment.
The data in the case study were obtained from the written opinions of the candidates and the observations made by the researchers during the candidates' lectures.
Micro-teaching can also be considered as the preparation of preservice teachers who
had to return to compulsory distance education due to the COVID-19 pandemic in faceto-face education for technology-supported teaching practice.
This practice should be considered as technology-aided preparation for the teaching profession together with the school experience course in the fall semester of 2020- 2021. The same scenario should be taken into account in Teaching Practice I and II courses to be implemented in the following years.