Eğitim Bilimleri Fakültesi / Faculty of Education

Permanent URI for this collectionhttps://hdl.handle.net/11727/2116

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Author: search.filters.author.Kalelioglu, Filizsearch.filters.applied.f.rights: search.filters.rights.info:eu-repo/semantics/openAccess

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Now showing 1 - 5 of 5
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    Snapshot of Computational Thinking in Turkey: A Critique of 2019 Bebras Challenge
    (2022) Kalelioglu, Filiz; Dogan, Dilek; Gulbahar, Yasemin
    This study aims to provide a deeper understanding about the Bebras tasks, which is one of the computational thinking (CT) unplugged activities, in terms of age level, task category, and CT skills. Explanatory sequential mixed method was adopted in the study in order to collect data according to the research questions. The participants of the study were 113,653 school students from different age levels. Anonymous data was collected electronically from the Turkey 2019 Bebras challenge. Factor analysis was employed to reveal the construct validity to determine how accurately the tool measured the abstract psychological characteristics of the participants. In ad-dition, the item discrimination index was calculated to measure how discriminating the items in the challenge were. Qualitative data gathered through the national Bebras workshop was analysed according to content analysis. The findings highlighted some interesting points about the implica-tions of the Bebras Challenge for Turkey, which are discussed in detail. Furthermore, common problems of Bebras tasks are identified and possible suggestions for improvement are listed.
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    Bilgisayar Okuryazarlığı
    (2017) Cabı, Emine; Ersoy, Halil; Kalelioglu, Filiz; Avcı, Ümmühan; Koç, Serdar Engin; Çetinkaya, Hüseyin Hakan
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    The Effects of Using Web-Based 3D Design Environment on Spatial Visualisation and Mental Rotation Abilities of Secondary School Students
    (2020) Dere, H. Ebru; Kalelioglu, Filiz
    The purpose of this study is to investigate the effects of applications created using a web-based 3D design environment on the spatial visualisation and mental rotation abilities of secondary school students. A total of 63 school students from the sixth grade participated in the study. The researchers applied a mixed research method including both quantitative and qualitative measures. The Spatial Visualisation Test, Mental Rotation Test, and Santa Barbara Solids Test, which concurrently measure spatial orientation and spatial relations, were used as tools to measure the different components of spatial ability prior to and after the treatment application. Following the treatment, a focus group interview using structured questions was conducted. A statistically significant difference showed an increase in all three test scores of the students; also, the students stated that they were satisfied with being able to design and create something new.
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    The Effect of Instructional Techniques on Critical Thinking and Critical Thinking Dispositions in Online Discussion
    (2014) Kalelioglu, Filiz; Gulbahar, Yasemin
    The aim of this research study was to explore the effect of instructional techniques on critical thinking and critical thinking dispositions in online discussion, based on triangulation design. Six Thinking Hats, Brainstorming, Role Playing, Socratic Seminar, and Anyone Here an Expert, were selected as an instructional techniques for online discussion. In the quantitative part, according to the results of ANOVA, except Socratic Seminar, there is no difference between groups in terms of scores of pre-tests and post-tests of critical thinking dispositions. In the qualitative part, according to the results of the analysis of critical thinking in online discussion, the Mixed Techniques group performed as having the best ability of critical thinking, the Anyone Here an Expert group was second and the Brainstorming group was third in terms of performing critical thinking ability in online discussion.
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    ASSESSMENT OF A MULTINATIONAL ONLINE FACULTY DEVELOPMENT PROGRAM ON ONLINE TEACHING: REFLECTIONS OF CANDIDATE E-TUTORS
    (2017) Kalelioglu, Filiz; Adnan, Muge; Gulbahar, Yasemin; 0000-0002-7729-5674; AAF-8110-2019
    Teaching online requires different skills, roles and competencies for online instructors compared to teaching in traditional learning environments. Universities should offer ongoing support in various forms to help academic staff through their online journey. This paper provides insights into a multinational faculty development program for teaching online, elaborating on results of expectancy and satisfaction surveys. From a local program to a subproject within the Swiss National Science Foundation Project Scopes, e-Tutor aimed at expanding competencies in online lecturing and providing OER material for training colleagues. Designed in the form of a descriptive case study, this research was conducted with 34 attendees of e-Tutor. Data was collected using an e-learning readiness and expectancy questionnaire, and open-ended questions after the program to measure satisfaction. Descriptive statistics were used to analyze the survey data and content analysis for open-ended data. Participants considered e-Tutor a well-planned and targeted program with good theoretical and practical balance. Duration of such courses, opportunities for adaptation to real-life situations, and localization of the content are areas to be explored further. For future studies, it would also be interesting to see whether participants can apply their newly acquired knowledge and skills to create efficient online learning environments.