Eğitim Bilimleri Fakültesi / Faculty of Education
Permanent URI for this collectionhttps://hdl.handle.net/11727/2116
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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 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.Item Research Competence İn İnitial Teacher Education: Perceptions, Orientations, And Suggestions(TURKISH JOURNAL OF EDUCATION, 2024-02-15) Gumusok, Fatma; Taner-Yavuz, Guelden; Balikci, GozdeThis study aimed to investigate student teachers' perceived competence in educational research, along with teacher educators' and graduates' opinions and suggestions regarding research in an initial English language teacher education program at a state university in Turkiye. To this end, this case study employed a mixed -method design to explore data from 70 student teachers, nine graduates, and six teacher educators through surveys and interviews. We observed that the student teachers perceive themselves as competent in designing, conducting, and reporting research, and their competence was also acknowledged by the graduates and teacher educators. All the participants highlighted the importance of research for teachers; however, some had reservations. They found the context too academically oriented and emphasized the need to introduce the inherent link between teaching and research, which seemed to be obscure especially for the student teachers. We conclude that introducing action research early on is an ideal way to address and embrace all the diverse perceptions, orientations, interests, and motivations about research in initial teacher education.Item THE WILD WOMAN ARCHETYPE: A COMPARATIVE STUDY OF MOTIF CORRESPONDENCE BETWEEN "BLUEBEARD" AND THE TURKISH FAIRY TALE "İĞCİ BABA"(FOLKLORE-ELECTRONIC JOURNAL OF FOLKLORE, 2024-09-12) Demir, AhmetGiven that myths and tales are living and memory areas of archetypes, in this study the French tale "Bluebeard" and the Turkish fairy tale "& Idot;& gbreve;ci Baba" are compared both in terms of the wild woman archetype and the motif correspondence based on this archetype. In this respect, two tales are analysed based on archetypal criticism. Moreover, archetypal criticism paves the way for imagery analysis by making it possible to see the collective, universal, and archetypal image of women to be seen through the motif correspondence associated with the wild woman archetype. The correspondence of motifs based on the wild woman archetype makes it possible to compare "Bluebeard" and "& Idot;& gbreve;ci Baba", which are texts from different geographical regions, cultures, and eras. The wild woman archetype and the motifs in the two tales, such as initiation, the forbidden secret room, the irresistible curiosity and desire to know, and the key, are strikingly similar. The encounter with the wild woman archetype in two texts can be explained by the suprapersonal, supracultural and universal character of the archetypes, and the strong correspondence between the two texts based on similar motifs can be explained by the universality of the fairy tales and supracultural motifs.Item Perceptions of Primary School Teachers on Interdisciplinary Computational Thinking Skills Training(INFORMATICS IN EDUCATION, 2024-10-02) Cimsir, Serap; Kalelioglu, Filiz; Gulbahar, YaseminThis study aims to examine the impact of interdisciplinary computational thinking (CT) skills training on primary school teachers' perceptions of CT skills. The sample of the study consisted of 30 primary school teachers in Istanbul. In this study, where quantitative and qualitative methods were used together, qualitative data were obtained from the teacher identification form. Quantitative data were obtained from the scale for CT skills. After the pretest was applied to the study group, "CT Skills Training" was applied. During the training, the basic concepts of CT skills and the subskills were covered theoretically and practically. From the quantitative data, the education applied was determined to have had a positive effect on the primary school teachers' perceptions of CT skills. From the qualitative data, it was determined that the participants had a positive opinion about the applied training and thought that they gained skills related to CT.Item Coeffiinicet Problems For A Certain Subclass Of Analytic And Univalent Functions(TURKISH JOURNAL OF MATHEMATICS, 2024-11-26) Altintas, Osman; Mustafa, NizamiIn the present work, some new subclasses of analytic and univalent functions are introduced and some geometric properties such as coefficient estimates problem are studied for them. Furthermore, we show that our results are generalization for some earlier work in the literature and we show this by comparing ours with those related.