Eğitim Bilimleri Fakültesi / Faculty of Education
Permanent URI for this collectionhttps://hdl.handle.net/11727/2116
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Item "Here, We Investigate If There Is …": A Functional Investigation of Self-Mentions in Research Article Abstracts(Başkent Üniversitesi Eğitim Bilimleri Fakültesi, 2024-08-11) Akbas, Erdem; Dagdeviren-Kirmizi, Gulin; Kirmizi, OzkanThe present study explored authorial presence in the abstracts across three purpose-built discipline-specific corpora of RAs in major but relatively less represented disciplines in corpus studies: Civil Engineering (CE), Political Sciences (PS) and Veterinary Medicine (VM). In particular, due to less attention having been paid to these fields, we examined explicit authorial references with a functional perspective in a corpus of abstracts totaling over one million words. To this end, we first conducted a preliminary search for explicit third-person plural author references in the corpora and manually analysed a total of over 6,000 instances to check if they were all markers signaling an authorial presence in the text. Following this, the second manual analyses concentrated on categorizing the rhetorical functions of self-mentions based on Xia's (2018) framework. The preliminary findings showed that the frequency of "we"-based authorial references in PS outweighed that in the other disciplines (PS: 722.13; CE: 636.81; VM: 481.30 per 100,000 words). Regarding the density of authorial references, we found that each discipline favored being more visible with divergent authorial roles in their abstracts. For example, PS were more rhetorically present in their abstracts by "proposing a theory or approach" whereas CE and VM authors used fewer self-mentions to mark their presence frequently with this rhetorical device. With respect to the functional analyses of the self-mentions of "we", all three disciplines displayed more low-stakes functions such as "recount experimental procedure and methodology". We focused on the significance of cross-disciplinary and functional analysis in the study in order to contribute to designing activities in EAP for each discipline.Item Voices from the Field: What Do Turkish Students Suggest? A Socio-Ecological Study on School Belonging(Başkent Üniversitesi Eğitim Bilimleri Fakültesi, 2024-04-29) Akbaba Altun, Sadegul; Turan Bora, HaticeThe study of school belonging has become increasingly important as the sense of belonging to school is a source of motivation that influences students' behaviour. This study aims to explore students' views on what society, principals, teachers, guidance counsellors, families and students should do to increase students' sense of school belonging. The study is a basic qualitative research. Eight hundred and seventy-six high school students from T & uuml;rkiye were asked to answer open ended questions about what school stakeholders should do to ensure that students feel a sense of belonging to school. This study found some different results compared to previous studies by revealing the expected behaviour of stakeholders outside the school, such as society and family. Belonging to school is highly complex and linked to some of society's most challenging problems and therefore needs to be examined within the school and its environment. For this reason, the research findings on what stakeholders should do to increase school belonging are presented within the framework of the socio-ecological systems model.Item Unleashing The Potential: Illuminating Pedagogical Strategies Employed By Early Childhood Educators In Stem Education For Cultivating Algorithmic Thinking Skills In Young Learners(Başkent Üniversitesi Eğitim Bilimleri Fakültesi, 2024-04-20) Abanoz, Tugba; Kalelioglu, FilizIn the digital age, it's crucial to equip children with twenty-first-century skills, including programming and other competencies such as creativity, analytical thinking, and collaboration. This study introduces an integrated STEM (Science, Technology, Engineering, and Mathematics) curriculum focused on computer science for educators. It explores the pedagogical strategies employed by early childhood teachers to enhance children's algorithmic thinking skills. Descriptive analysis of videos depicting coding instruction in three cases revealed that teachers used question & answer and unplugged strategies to support algorithmic thinking. However, these practices primarily targeted lower-order thinking skills. Teachers employed algorithm design, reading and tracing code as programming-specific approaches. Additionally, worksheets with puzzles/grids and grid board games were commonly used as scaffolding materials in coding activities.Item DENEME DURSUN AKSOY(2025) Dursun AksoyItem Yükseköğretime Bakış: İzleme ve Değerlendirme Raporu(2025) Yurdakul, Serkan; Şahin Demir, Sümeyye Ayyüce; Varol, ElifItem Yükseköğretime Bakış: İzleme ve Değerlendirme Raporu(2025) Yurdakul, Serkan; Şahin Demir, Sümeyye Ayyüce; Varol, ElifItem Exploring The Moderation Role Of Teacher Cultural Value Profiles On The Association Between Transformational Leadership And Teacher Job Satisfaction: Evidence From Turkish Education Context(Başkent Üniversitesi Eğitim Bilimleri Fakültesi, 2024-03-27) Sezgin, Ferudun; Kilinc, Ali Cagatay; Ozdemir, Servet; Ozdemir, Nedim; Erdogan, OnurThis study aims to identify teachers' cultural value profiles and to investigate how each profile moderates the empirical link between principal transformational leadership and teacher job satisfaction. Gathering data from a sample of 1062 teachers in 113 elementary and lower secondary schools in Turkiye, this cross-sectional study conducted latent profile analysis with moderation modelling to measure the structural links between study variables. Results showed that the sampled teachers were categorized under four profiles: decisive and participatory culture, flexible collaboration culture, rule-oriented culture, and respectful authority culture. The study also provided evidence of the significant moderator role of cultural values profiles on the association between transformational leadership and job satisfaction with the work environment and the profession. We provide implications for policy and practice.Item Investigating EFL teacher candidates' acceptance and self-perceived self-efficacy of augmented reality(Başkent Üniversitesi Eğitim Bilimleri Fakültesi, 2024-02-20) Okumus, Aysegul; Savas, PerihanThe mixed-methods sequential explanatory design study presented here sought to investigate the acceptance and self-perceived self-efficacy of Augmented Reality technology among English as a Foreign Language teacher candidates. This study's contribution to the field of AR as an instructional technology lies in that research on the using AR technology in language teacher education are particularly limited. To bridge this research gap, one-group pre-test-post-test design was used in this study, in which ten weeks of AR-enhanced English language teacher training treatment was carried out. To answer the research questions, quantitative data were gathered from 50 volunteers by using the Technology Acceptance Model survey and Self-Efficacy Scale. Qualitative data were received via semi-structured interviews carried out with 12 pre-service teachers. Findings revealed that there was a significant increase in EFL teacher candidates' levels of AR technology acceptance whereas no significant difference was identified in their self-perceived self-efficacy. The interviewees proposed interpersonal, intrapersonal, technological, and technical factors to explain their low self-efficacy levels. Based on the findings, the paper offers implications and suggestions for researchers, teacher educators, and policymakers. The solutions to increase the level of acceptance and self-perceived self-efficacy levels to use AR among EFL Teacher Candidates include courses on Emergent Technologies (ICT, MALL, CALL, AR), training via seminars, workshops, input sessions through (inter)nationally funded projects, real-life examples, field-specific samples, and hands-on experiences.Item Investigating Problem-Solving Behaviours Of University Students Through An Eye-Tracking System Using Geogebra In Geometry: A Case Study(Başkent Üniversitesi Eğitim Bilimleri Fakültesi, 2024-08) Turkoglu, Hacer; Yalcinalp, SerpilProblem solving is one of the high-level thinking skills and essential in teaching mathematical concepts and procedures. The eye-tracking method allows educators to see and interpret different problem-solving behaviours of students. The purpose of this study was to investigate the problem-solving behaviours of university students based on eye tracking statistics when faced with a geometry problem, and to explain these behaviours in terms of the students' success and learning styles. The research design was a case study approach that combined quantitative and qualitative data. Eight first-year students from the department of elementary mathematics education in a private University, Turkey, participated in this study. They were asked to solve a specific geometry question using the GeoGebra software. While solving this question, their eye movements were recorded and analysed using an eye-tracking program. Results were analysed to investigate their problem-solving skills and behaviours based on Polya's mathematical problem-solving stages. Results of the study suggest that the effort devoted to the understanding and planning stages of problem-solving are important factors that contribute to success in this case. Results also revealed that participated students with a converger learning style were more successful in each step of the problem-solving process. Additionally, it could be concluded that the input area had only been used by converger students, indicating that they devoted time and effort to creating and trying formulas.Item Investigating Problem-Solving Behaviours Of University Students Through An Eye-Tracking System Using Geogebra In Geometry: A Case Study(EDUCATION AND INFORMATION TECHNOLOGIES, 2024-02-15) Turkoglu, Hacer; Yalcinalp, SerpilProblem solving is one of the high-level thinking skills and essential in teaching mathematical concepts and procedures. The eye-tracking method allows educators to see and interpret different problem-solving behaviours of students. The purpose of this study was to investigate the problem-solving behaviours of university students based on eye tracking statistics when faced with a geometry problem, and to explain these behaviours in terms of the students' success and learning styles. The research design was a case study approach that combined quantitative and qualitative data. Eight first-year students from the department of elementary mathematics education in a private University, Turkey, participated in this study. They were asked to solve a specific geometry question using the GeoGebra software. While solving this question, their eye movements were recorded and analysed using an eye-tracking program. Results were analysed to investigate their problem-solving skills and behaviours based on Polya's mathematical problem-solving stages. Results of the study suggest that the effort devoted to the understanding and planning stages of problem-solving are important factors that contribute to success in this case. Results also revealed that participated students with a converger learning style were more successful in each step of the problem-solving process. Additionally, it could be concluded that the input area had only been used by converger students, indicating that they devoted time and effort to creating and trying formulas.