Eğitim Bilimleri Fakültesi / Faculty of Education
Permanent URI for this collectionhttps://hdl.handle.net/11727/2116
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Item On the Matrix Representation of Bezier Curves and Derivatives in E3(2023) Kilicoglu, Seyda; Senyurt, Suleyman; 0000-0003-1097-5541; GRY-4465-2022In this study we have examined, the coefficient matrix of a cubic, 4th order and nth order Bezier curves using combinations as the elements to get a pattern. Also their first, second, third derivativies are examined based on the control points, in matrix represation in E3. Further as a simple way has been given to find the equation of a Bezier curves and its derivatives using matrix product, based on the control points.Item English Language Testing and Evaluation Course in English Language Teacher Education Programs in Turkiye: Who, What, and How?(2023) Sahin, Sevgi; Hatipoglu, CilerThis study investigates the current state of a language testing course taught in Foreign Language Education Departments in Turkiye. It examines who teaches the ELTEC, how course content is determined, and which topics and textbooks are covered. The participants of the study included 21 ELTEC instructors from 13 universities. Semi-structured interviews and documentation were utilized to collect the data. Adopting a mixed-methods research design, the researchers collected qualitative data and employed a rigorous systematic content analysis. Then they quantized the content analysis results to provide descriptive findings. The results reveal that teacher educators often use a textbook-based approach to create the ELTEC content; therefore, it falls behind the recent developments in LTA. The content coverage is heavily summative assessment-oriented with little or no focus on formative assessment and giving feedback. It is suggested that the ELTEC instructors and curriculum developers make qualitative and quantitative changes to the ELTEC to improve the Language Assessment Literacy of future EFL teachers by means of a situated-LTA training approach. (c) Association of Applied Linguistics. All rights reservedItem Being a Young Speaker of the Gagauz Language in Post-Soviet Context(2023) Inan, Kayhan; Kirmizi, Gulin DagdevirenThe concept of identity assumes great importance in the context of endangered languages. In this study, the identity perceptions of Gagauz adolescents were investigated using Bucholtz and Hall's (2005) sociocultural linguistic approach. To this end, semi-structured in-depth interviews were conducted with three adolescent Gagauz speakers who had distinctive profiles in terms of Gagauz identity. Bucholtz and Hall's indexicality principle, specifically the use of WE- and THEY- references, was taken into consideration in the analysis of interviews held with young Gagauz speakers. In the semistructured interviews, the participants responded to specific questions that probed self-identification, the relationship between the Gagauz language and ethnicity, the future of Gagauz people and Gagauz language, and perceived linguistic (in)security when speaking Gagauz and Russian languages, as well as language choice at school. The findings show that the participants have different profiles and use various indexical references and linguistic strategies regarding group membership. The influence of Russia and the Russian language on Gagauz identity is salient in social life, bureaucracy, and politics. As a result, the strong identification with ethnic identity and perception of Gagauz identity does not help maintain the Gagauz language in Gagauzia.Item Validity and Reliability Study of the Unrealistic Family Expectations Scale in Turkish Culture(2023) Bali, Onur; Donmez, BurhanettinThe study aims to perform the validity and reliability analysis of Unrealistic Parental Expectations Scale in Turkish culture, developed by Imasa (2012). To do so, the scale was translated from English into Turkish language and validity and reliability analysis were conducted. Research data were collected from two different samples: the first sample consists of 229 and the second sample consists of 235 secondary school students. Validity of the scale was tested with exploratory and confirmatory factor analysis, and reliability was tested with Cronbach's Alpha internal consistency coefficient. The results of exploratory factor analysis indicated that while the original scale was consisting of 11 items in a single factor, the translated scale involved 10 items in a single factor explaining the 40% of variance of the structure. The confirmatory factor analysis data showed a good model-data fit of the scale's single factor structure. Concerning reliability, Cronbach's Alpha internal consistency coefficient was .83 for the first sample and .80 for the second sample. Therefore, the research findings show that the Turkish form of the Unrealistic Parental Expectations Scale is a valid and reliable measurement tool for determining secondary school students' perceptions of their parents' unrealistic academic expectations.Item An Explanatory Item Response Theory Approach for a Computer-Based Case Simulation Test(2014) Kahraman, Nilufer; S-9457-2018Problem: Practitioners working with multiple-choice tests have long utilized Item Response Theory (IRT) models to evaluate the performance of test items for quality assurance. The use of similar applications for performance tests, however, is often encumbered due to the challenges encountered in working with complicated data sets in which local calibrations alone provide a poor model fit. Purpose: The purpose of this study was to investigate whether the item calibration process for a performance test, computer-based case simulations (CCS), taken from the United States Medical Licensing Examination((R)) (USMLE (R)) Step 3((R)) examination may be improved through explanatory IRT models. It was hypothesized that explanatory IRT may help improve data modeling for performance assessment tests by allowing important predictors to be added to a conventional IRT model, which are limited to item predictors alone. Methods: The responses of 767 examinees from a six-item CCS test were modeled using the Partial Credit Model (PCM) and four explanatory model extensions, each incorporating one predictor variable of interest. Predictor variables were the examinees' gender, the order in which examinees encountered an individual item ( item sequence), the time it took each examinee to respond to each item ( response time), and examinees' ability score on the multiple-choice part of the examination. Results: Results demonstrate a superior model fit for the explanatory PCM with examinee ability score from the multiple-choice portion of Step 3. Explanatory IRT model extensions might prove useful in complex performance assessment test settings where item calibrations are often problematic due to short tests and small samples. Recommendations: Findings of this study have great value in practice and implications for researchers working with small or complicated response data. Explanatory IRT methodology not only provides a way to improve data modeling for performance assessment tests but also enhances the inferences made by allowing important person predictors to be incorporated into a conventional IRT model.Item The Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners' Perspective(2014) Kalelioglu, Filiz; Gulbahar, Yasemin; 0000-0002-7729-5674; AAF-8110-2019Computer programming is perceived as an important competence for the development of problem solving skills in addition to logical reasoning. Hence, its integration throughout all educational levels, as well as the early ages, is considered valuable and research studies are carried out to explore the phenomenon in more detail. In light of these facts, this study is an exploratory effort to investigate the effect of Scratch programming on 5th grade primary school students' problem solving skills. Moreover, the researchers wondered what 5th grade primary school students think about programming. This study was carried out in an explanatory sequential mixed methods design with the participation of 49 primary school students. According to the quantitative results, programming in Scratch platform did not cause any significant differences in the problem solving skills of the primary school students. There is only a non-significant increase in the mean of the factor of "self-confidence in their problem solving ability". When the thoughts of the primary students were considered, it can be clearly stated that all the students liked programming and wanted to improve their programming. Finally, most of the students found the Scratch platform easy to use.Item Some Identities for Fibonacci and Incomplete Fibonacci p-Numbers via the Symmetric Matrix Method(2014) Firengiz, M. Cetin; Tasci, Dursun; Tuglu, Naim; 0000-0002-9588-0295; HNQ-9215-2023We obtain some new formulas for the Fibonacci and Lucas p-numbers, by using the symmetric infinite matrix method. We also give some results for the Fibonacci and Lucas p-numbers by means of the binomial inverse pairing.Item Generalized Euler-Seidel Method for Second Order Recurrence Relations(2014) Firengiz, M. Cetin; Dil, A.; 0000-0002-9588-0295; C-4040-2012; HNQ-9215-2023We obtain identities for the generalized second order recurrence relation by using the generalized Euler-Seidel matrix with parameters x, y. As a consequence, we give some properties and generating functions of well-known special integer sequences.Item The Paragogy of Adaptation in an EFL Context(2014) Raw, LaurenceItem Are the Photosynthetic Performance Indexes and the Drought Factor Index Satisfactory Selection Criterion for Stress?(2015) Cicek, Nuran; Arslan, Ozlem; Culha-Erdal, Sekure; Eyidogan, Fusun; Ekmekci, Yasemin; ACA-9644-2022This study was conducted to assess the drought stress and the recovery responses of twenty one chickpea cultivars (Cicer arietinum L.) grown in Turkey. 20-day-old seedlings were subjected to mild drought conditions for 7 days, recovery period of 3 days followed. Then a moderate stress period of 10 days was applied, followed by recovery period of 4 days. Finally, severe stress period of 13 days was applied, followed by recovery period of 5 days. Drought stress treatments were observed to have an adverse effect on photosynthetic efficiency, but also malondialdehyde, total chlorophyll (app. half of cultivars) and carotenoid contents of leaf tissue have increased when compared with their controls. 21 chickpea cultivars were classified into four groups; highly tolerant, tolerant, less tolerant and sensitive, according to the drought factor index (DFI), the values calculated by photosynthetic performance index (PItotal). Only four cultivars recovered from severe drought stress conditions. Aziziye and Diyar 95 cultivars may be suggested to be cultivated in drought-prone areas. In general, the present results indicate that: 1. PItotal and DFI are very satisfactory selection criterion for drought stress. 2. The recovery processes of plants exposed to environmental constraints should be investigated to make the right selection.