03.06.1986 tarihinde İzmir’de doğdu. İlköğrenimini İzmir’de Meliha ve Doğan Akad İlköğretim Okulu ve Dokuz Eylül Ortaokulunda tamamladı. Orta öğreniminde Nevvar Salih İşgören Lisesinin (Şu an Nevvar Salih İşgören Anadolu Lisesi) Fen-Matematik bölümünden mezun oldu. 2003 yılında Dokuz Eylül Üniversitesi Eğitim Fakültesi Fen Bilgisi Öğretmenliği Bölümü’nü kazandı. 2007 yılı Haziran ayında Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Fen Bilgisi Öğretmenliği Programından ikincilikle mezun oldu. 2010 yılı Temmuz ayında Dokuz Eylül Üniversitesi Fen Bilgisi Öğretmenliği yüksek lisans programından mezun oldu ve aynı anabilim dalında doktora eğitimine başladı. 2009 yılı Mart ayından bu yana Celal Bayar Üniversitesi Eğitim Fakültesi’nde araştırma görevlisi olarak görev yapmaktadır.
Özet Çalışma kapsamında animasyon destekli kavram karikatürü ve sadece kavram karikatürü uygulama... more Özet Çalışma kapsamında animasyon destekli kavram karikatürü ve sadece kavram karikatürü uygulamalarının " Madde ve Isı " ünitesinde kullanımının altıncı sınıf öğrencilerinin sorgulayıcı öğrenme becerileri algılarına etkisi araştırılmıştır. Bu kapsamda Manisa ilinin Demirci ilçesinde bir ortaokulda öğrenim gören altıncı sınıf öğrencileri ile uygulamalar yürütülmüştür. Araştırmada iki deney (deney 1 (n=17)-‐‑ deney 2 (n=17)) bir kontrol grubu (n=17) alınarak ön test son test kontrol gruplu yarı deneysel desen kullanılmıştır. Deney 1 grubunda dersler animasyon destekli kavram karikatürleri ile fen ve teknoloji öğretim programıyla, deney 2 grubunda sadece kavram karikatürleri ile ve kontrol grubunda ise fen ve teknoloji öğretim programı ile dersler işlenmiştir. Araştırma sonucunda grupların sorgulayıcı öğrenme becerileri algı puanları incelendiğinde grupların puanlarının birbirine göre anlamlı düzeyde farklılık göstermediği ancak animasyon destekli kavram karikatürlerinin kullanıldığı deney grubunun son test puanlarının ön test puanlarına göre anlamlı düzeyde yüksek olduğu belirlenmiştir.
The present study deals with the use of mind maps as an assessment tools. In the study, the mind ... more The present study deals with the use of mind maps as an assessment tools. In the study, the mind maps prepared for the special teaching methods course by 30 pre-service teachers studying in the Department of Science Teacher Training of a university in Turkey in ...
The purpose of this study is to develop an opinion scale of constructivist approach for science t... more The purpose of this study is to develop an opinion scale of constructivist approach for science teachers. Pre-applications of this scale were conducted with 197 science teachers from the different regions of Turkey. In the end of pre-applications, validity and reliability ...
... doi:10.1016/j.sbspro.2010.03.308 Ali Günay Balım et al. ... Table 3. Distribution of student ... more ... doi:10.1016/j.sbspro.2010.03.308 Ali Günay Balım et al. ... Table 3. Distribution of student responses to item “Students have debates about subjects.” and their mean science scores All lessons Most Lessons Some lessons Hardly ever 2204 Ali Günay Balım et al. ...
Bu arastırmada fen ögretmen adaylarının fen ve teknoloji dersinde egitim teknolojilerinin kullanı... more Bu arastırmada fen ögretmen adaylarının fen ve teknoloji dersinde egitim teknolojilerinin kullanılmasına iliskin görüslerinin belirlenmesi amaçlanmıstır. Arastırmaya Dokuz Eylül Üniversitesi Fen Bilgisi Ögretmenligi Bölümünde 3. ve 4. sınıfta ögrenim görmekte olan 53 ögretmen adayı katılmıstır. Arastırmada veri toplama aracı olarak fen bilgisi ögretmen adaylarının fen ve teknoloji dersinde egitim teknolojilerinin kullanılmasına iliskin görüslerini belirmeye yönelik olarak hazırlanan dört tanesi kapalı uçlu, altı tanesi ise açık uçlu olmak üzere on sorudan olusan bir anket kullanılmıstır. Arastırmadan elde edilen verilerin analizinde içerik analizi ve betimsel analizden yararlanılmıstır. Arastırmadan elde edilen verilerin analizi sonucunda ögretmen adaylarının fen ve teknoloji dersinde egitim teknolojilerinin kullanılmasına iliskin olumlu görüslere sahip oldukları belirlenmistir. Ayrıca arastırmadan elde edilen sonuçlar dogrultusunda ögretmen adaylarının büyük bir çogunlugunun egitim teknolojilerinin ögrenme ortamında kullanılmasına iliskin olarak kendilerini kısmen yeterli gördükleri ve Türkiye’deki okul ortamlarının egitim teknolojilerinin kullanılması konusunda yeterli donanıma sahip olmadıgını düsündükleri sonucuna ulasılmıstır.
Bu çalışmada fen ve teknoloji öğretmen adaylarının, alternatif ölçme-değerlendirme yaklaşımlarına... more Bu çalışmada fen ve teknoloji öğretmen adaylarının, alternatif ölçme-değerlendirme yaklaşımlarına yönelik öz-yeterlilik düzeylerinin ve görüşlerinin belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda çalışma Celal Bayar Üniversitesi Eğitim Fakültesinde öğrenim görmekte olan 53 fen ve teknoloji öğretmen adayının katılımıyla gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak alternatif ölçme-değerlendirme yaklaşımlarına yönelik öz-yeterlilik ölçeği, alternatif ölçme-değerlendirme yaklaşımlarına yönelik açık uçlu sorulardan oluşan görüş formu ve yarı yapılandırılmış mülakat kullanılmıştır. Araştırma sonucunda öğretmen adaylarının alternatif ölçme-değerlendirme yaklaşımlarına yönelik öz-yeterlilik düzeylerinin genel olarak yüksek düzeyde olduğu belirlenmiştir. Görüş formu ve mülakatlardan elde edilen sonuçlara göre öğretmen adayları, ilerideki öğretmenlik yaşantılarında bu yaklaşımları farklı amaçlarla kullanmak istediklerini ancak söz konusu yaklaşımların uygulanmasında bazı sorunlar yaşayabileceklerine inandıklarını ifade etmişlerdir. Çalışmada ayrıca öğretmen adaylarının alternatif ölçme-değerlendirme yaklaşımlarına yönelik öz-yeterlilik düzeyleri ve görüşleri doğrultusunda bazı önerilere yer verilmiştir.
This study aims to examine student teachers’ self-efficacy for implementing the constructivist ap... more This study aims to examine student teachers’ self-efficacy for implementing the constructivist approach in terms of gender, department and grade variables. To achieve this purpose, the study was conducted using 160 student teachers studying in the third and fourth grades in the Departments of Classroom Teacher Education and Science Teacher Education in Celal Bayar University. As a result of assessing the data obtained from the implementations, a significant relationship between the levels of self-efficacy of female and male student teachers regarding lesson planning was found to be in favor of the female student teachers. In the examinations performed considering the department variable, it was observed that the scores of classroom student teachers are much higher than those of science student teachers for the aspects of self-efficacy belief for the assessment-evaluation process and for developing a learning environment. Additionally, as a result of the assessment made considering the grade variable, no significant relationship was found between the selfefficacy beliefs of student teachers studying at third and fourth grades based on subscales and total scores.
Bu çalışmada fen ve teknoloji öğretiminde zihin haritası ve kavram karikatürü etkinliklerinin öğr... more Bu çalışmada fen ve teknoloji öğretiminde zihin haritası ve kavram karikatürü etkinliklerinin öğrencilerin akademik başarılarına ve sorgulayıcı öğrenme becerileri algılarına etkisi araştırılmaya çalışılmıştır. Bu amaçla eşitlenmemiş kontrol gruplu ön test son test desen kullanılmıştır. Çalışma iki ayrı ilköğretim okulundan birer sınıf belirlenerek gerçekleştirilmiştir. Araştırmanın çalışma grubunu deney grubunda 17 ve kontrol grubunda 17 olmak üzere toplam 34 kişi oluşturmaktadır. Uygulamanın öncesinde grupların akademik başarı puanlarının ve sorgulayıcı öğrenme becerileri algı puanlarının sıra ortalamaları arasında anlamlı bir farklılık olmadığı belirlenmiş ve gruplar göreli olarak bağımlı değişkenler bakımından denk olarak kabul edilmiştir. Deneysel uygulama sonrasında uygulanan akademik başarı testi sonuçlarına göre ise grupların sıra ortalamaları arasında anlamlı bir farklılık olduğu, sorgulayıcı öğrenme becerileri algıları arasındaki farklılığın ise anlamlı düzeyde olmadığı ancak deney grubu lehine yüksek artış gösterdiği belirlenmiştir. Araştırmadan elde edilen bulguların yorumlanması sonucunda zihin haritalarının ve kavram karikatürlerinin kullanımına dayalı etkinliklerin fen ve teknoloji derslerinde kullanılmasının öğrencilerin akademik başarılarının ve sorgulayıcı öğrenme becerileri algılarının gelişimi konusunda yararlı olabileceği düşünülmektedir.
Bu çalışmada 2005-2009 yılları arasında gerçekleştirilen fen eğitimi alanındaki lisansüstü tezler... more Bu çalışmada 2005-2009 yılları arasında gerçekleştirilen fen eğitimi alanındaki lisansüstü tezlerin; amaç, önem, problem cümlesi ve/veya hipozteler, sayıltılar-sınırlılıklar ve yöntem bölümlerinin yeterlilik düzeyleri ve eksik yönleri belirlenmeye çalışılmıştır. Bu amaçla, İlköğretim bölümü ve fen bilgisi anabilim dalında gerçekleştirilen 17 üniversiteden toplam 125 yüksek lisans ve doktora düzeyinde tez içerisinden, üniversite bazında ağırlıklar göz önüne alınarak tabakalandırılmış ve incelenmek üzere 40 tez belirlenmiştir. Tezlerin değerlendirilmesi amacıyla uzmanlar tarafından geliştirilen “Tez Değerlendirme Formu” kullanılmıştır. Üç uzman tarafından gerçekleştirilen değerlendirmeler arasındaki ortalama uyuşum yüzdesi formun ilk değerlendirme kısmı için .84 ve ikincisi için .91 olarak belirlenmiştir. İncelemeler sonucunda tezlerin özellikle araştırmanın önemi, modeli, evren-örneklem seçimi, ölçme araçların geçerlilik ve güvenirlik süreçleri, istatistiksel yöntem ve veri çözümleme teknikleri konusunda eksiklikleri olduğu belirlenmiş ve çözüm önerileri getirilmeye çalışılmıştır.
Underlining the importance of teachers for the constructivist approach, the present study attempt... more Underlining the importance of teachers for the constructivist approach, the present study attempts to develop “Attitude Scale of Constructivist Approach for Science Teachers (ASCAST)”. The pre-applications of the scale were administered to a total of 210 science teachers; however, the data obtained from 5 teachers were excluded from the analysis. As a result of the analysis of the data obtained from the pre-applications, it was found that the scale could have a single factor structure, which was tested using the confirmatory factor analysis. As a result of the initial confirmatory factor analysis, the values of fit were examined and found to be low. Subsequently, by examining the modification indices, error covariance was added between items 23 and 24 and the model was tested once again. The added error covariance led to a significant improvement in the model, producing values of fit suitable for limit values. Thus, it was concluded that the scale could be employed with a single factor. The explained variance value for the scale developed with a single factor structure was calculated to be 50.43% and its reliability was found to be .93. The results obtained suggest that the scale possesses reliable-valid characteristics and could be used in further studies.
In this research, the examples of mind maps, prepared by science teacher candidates, about the di... more In this research, the examples of mind maps, prepared by science teacher candidates, about the different subject of Science and Technology are given. In addition, six open-ended questions about the using of mind mapping in constructive science and technology education were asked to science teacher candidates (n=25, male=9; female=16) and then, the data gained from this research was analyzed. In the result, according to science teacher candidates, mind mapping can be used in constructive science and technology effectively and help students in different stages; however, some science topics is not suitable for using mind mapping.
The purpose of this study is to develop an opinion scale of constructivist approach for science t... more The purpose of this study is to develop an opinion scale of constructivist approach for science teachers. Pre-applications of this scale were conducted with 197 science teachers from the different regions of Turkey. In the end of pre-applications, validity and reliability process was made. The result of exploratory and confirmatory factor analyses demonstrated that the so-called scale consists of two main factors which were “benefits of constructivism” and “the difficulties of constructivism and deficiencies in substructure in our country”. The results of analyzes displayed that this scale consisted of two factor and the reliabilities of these factors were .89 for the first factor and .81 for the second factor.
Because The Turkish Science Education Curriculum has been rearranged the basis of constructivist ... more Because The Turkish Science Education Curriculum has been rearranged the basis of constructivist approach, the role of Science teacher and students has changed. In learning process of constructivist approach, students is an active participant and teacher is a guide and facilitator who help student construct their knowledge and connect between previous experiences/knowledge and new information. Therefore, the opinions of pre-service teachers who will apply constructivist approach in future lives are of great importance in many respects. For this aim, eight semi-structured open-ended interview questions about constructivist approach are developed and these questions are asked thirteen pre-service teachers. These reviews are analyzed through the use of descriptive analyses. As results of this data obtained from these, it can be said that pre-service teachers know the definition of constructivist approach, the role of teachers and students in constructivist approach, the evaluation in constructivist approach, and the learning environment in constructivist approach. However, the most of pre-service teachers have some negative opinions about application of constructivist approach because of the insufficiencies in Turkey.
The present study deals with the use of mind maps as an assessment tools. In the study, the mind ... more The present study deals with the use of mind maps as an assessment tools. In the study, the mind maps prepared for the special teaching methods course by 30 pre-service teachers studying in the Department of Science Teacher Training of a university in Turkey in academic year 2008-2009 were assessed by using a scoring system to assess mind maps for pre-service science teachers. To ensure the reliability of the scoring system, the mind maps prepared by the pre-service teachers for the special teaching methods course were assessed by two expert raters and the assessment was repeated one week later. The reliability process for the scoring system was calculated by using inter- and intra-rater reliability values, intra-cluster correlation analysis, and variance analysis.
As science education program has been rearranged on the basis of the constructivist approach in T... more As science education program has been rearranged on the basis of the constructivist approach in Turkey, tools providing the active participation of students in the learning process and which are aimed at constructivist approach are of great importance. One of the so-called tools is concept cartoons. Concept cartoons are a visual tool and drawings which enable students to participate in the learning environment and which can be used as a stimulus for argumentation in class. Therefore, the use of concept cartoons in science education is thought to help students to construct their knowledge. In this study, it is aimed to discuss the effects of the use of concept cartoons in constructivist approach and to give the examples about the use of concept cartoons in science education.
There has been a growing tendency for the countries to be globalized in terms of the advances in ... more There has been a growing tendency for the countries to be globalized in terms of the advances in science and technology. Meaningful learning becomes significant for the science and technology to progress due to the fact that such a progress is much possible through people who have creative ideas, who apply what they have learned to real life situation and who reach the new information by means of what they have already known. Meaningful learning is realized through the connections between their previous cognitive structure and new information. The effective methods and techniques lead to the realization of meaningful learning. Visualization of the cognitive structures of the learner is believed to contribute to meaningful learning. One of these techniques that help visualization is mind mapping developed bye Tony Buzan in the late 1960’s which helps individuals express the knowledge and concepts visually through images, drawings and pictures. Mind mapping is claimed to get students to learn meaningfully. Individuals may use their brain wholly, retrieve their acquired knowledge and reflect the current knowledge through mind mapping. Moreover, through this technique learners mind correct their contextual mistakes and make necessary amends.In this study, tries to tackle the mind mapping technique effective in students’ recalling their knowledge, their connecting the previous knowledge to the new one, releasing meaningful learning, determining the current fallacies and overcoming them through exemplifications.
This study aimed to develop some activity plans by 7E model of the constructivist approach to sub... more This study aimed to develop some activity plans by 7E model of the constructivist approach to subjects about matter and heat in science and technology course. 7E model in the constructivist approach consists stages such as Elicite, Engage, Explore, Explain, Elaborate, Evaluate and Extend. The activities related to subjects about matter and heat were adapted by each stage in 7E model of constructivist learning approach. The activity plans were arranged by objects determined for science and technology course. So, the application time of these plans were determined by these objects. The activity plans have five sections. The first section of these plans contains parts called as ‘name of course’, ‘class’, ‘name of unit’, ‘number of unit’, ‘subject of unit’, ‘application time for unit’. The second section of these plans contains parts called as ‘objects toward subjects of unit’, ‘objects toward scientific process skills being learned in activities’, ‘objects toward behaviors such as attitude and value’, ‘teaching and learning strategies toward subjects of unit’, ‘educational technologies, tools and materials used subjects of unit’, ‘activities toward subjects of unit’ and ‘all documented stages of 7E model’. Moreover, the processes related to activities toward subjects of unit were not explained into each stage of 7E model. It was proposed to be explained by seperate subtitles as ‘the name of an activity’, ‘objects toward subjects in an activity’, ‘tools and materials used in an activity’ and ‘process of an activity’ at the end outline of the model. ‘Teaching and learning strategies’, ‘notes toward activity into activity number’, ‘general attentions toward unit’ and ‘security toward activity’ were given into each stage of these models. The mind and concept maps were used in addition to teaching and learning strategies. The activity number into stages of the model was aimed to look into activity process given as a different subtitle at the end of the model. The third section of these plans contained parts called ‘evaluation strategies toward unit’ and ‘integration with the other courses of subjects in unit’. The fourth section of these plans contained ‘notes and code numbers toward applications of the plan’. The code numbers of notes were given in paranthesis at stages of the model. The fifth section of these plans contained parts called ‘name of activity’, ‘objects toward subjects in activity’, ‘tools and materials used in activity’and ‘activity process’. The activity papers given to students cover experimental processes and questions toward objects in activity. For interrogative statements in students’ papers, two line-space was given for students’ answers. The activity papers given to the tutors were not the same as the students’ papers. Their papers contained ‘objects toward subjects in activity’, ‘tools and materials used in activity’and ‘comments related to activity process’. The experimental process of activity was not explained in the tutors’ paper.
Özet Çalışma kapsamında animasyon destekli kavram karikatürü ve sadece kavram karikatürü uygulama... more Özet Çalışma kapsamında animasyon destekli kavram karikatürü ve sadece kavram karikatürü uygulamalarının " Madde ve Isı " ünitesinde kullanımının altıncı sınıf öğrencilerinin sorgulayıcı öğrenme becerileri algılarına etkisi araştırılmıştır. Bu kapsamda Manisa ilinin Demirci ilçesinde bir ortaokulda öğrenim gören altıncı sınıf öğrencileri ile uygulamalar yürütülmüştür. Araştırmada iki deney (deney 1 (n=17)-‐‑ deney 2 (n=17)) bir kontrol grubu (n=17) alınarak ön test son test kontrol gruplu yarı deneysel desen kullanılmıştır. Deney 1 grubunda dersler animasyon destekli kavram karikatürleri ile fen ve teknoloji öğretim programıyla, deney 2 grubunda sadece kavram karikatürleri ile ve kontrol grubunda ise fen ve teknoloji öğretim programı ile dersler işlenmiştir. Araştırma sonucunda grupların sorgulayıcı öğrenme becerileri algı puanları incelendiğinde grupların puanlarının birbirine göre anlamlı düzeyde farklılık göstermediği ancak animasyon destekli kavram karikatürlerinin kullanıldığı deney grubunun son test puanlarının ön test puanlarına göre anlamlı düzeyde yüksek olduğu belirlenmiştir.
The present study deals with the use of mind maps as an assessment tools. In the study, the mind ... more The present study deals with the use of mind maps as an assessment tools. In the study, the mind maps prepared for the special teaching methods course by 30 pre-service teachers studying in the Department of Science Teacher Training of a university in Turkey in ...
The purpose of this study is to develop an opinion scale of constructivist approach for science t... more The purpose of this study is to develop an opinion scale of constructivist approach for science teachers. Pre-applications of this scale were conducted with 197 science teachers from the different regions of Turkey. In the end of pre-applications, validity and reliability ...
... doi:10.1016/j.sbspro.2010.03.308 Ali Günay Balım et al. ... Table 3. Distribution of student ... more ... doi:10.1016/j.sbspro.2010.03.308 Ali Günay Balım et al. ... Table 3. Distribution of student responses to item “Students have debates about subjects.” and their mean science scores All lessons Most Lessons Some lessons Hardly ever 2204 Ali Günay Balım et al. ...
Bu arastırmada fen ögretmen adaylarının fen ve teknoloji dersinde egitim teknolojilerinin kullanı... more Bu arastırmada fen ögretmen adaylarının fen ve teknoloji dersinde egitim teknolojilerinin kullanılmasına iliskin görüslerinin belirlenmesi amaçlanmıstır. Arastırmaya Dokuz Eylül Üniversitesi Fen Bilgisi Ögretmenligi Bölümünde 3. ve 4. sınıfta ögrenim görmekte olan 53 ögretmen adayı katılmıstır. Arastırmada veri toplama aracı olarak fen bilgisi ögretmen adaylarının fen ve teknoloji dersinde egitim teknolojilerinin kullanılmasına iliskin görüslerini belirmeye yönelik olarak hazırlanan dört tanesi kapalı uçlu, altı tanesi ise açık uçlu olmak üzere on sorudan olusan bir anket kullanılmıstır. Arastırmadan elde edilen verilerin analizinde içerik analizi ve betimsel analizden yararlanılmıstır. Arastırmadan elde edilen verilerin analizi sonucunda ögretmen adaylarının fen ve teknoloji dersinde egitim teknolojilerinin kullanılmasına iliskin olumlu görüslere sahip oldukları belirlenmistir. Ayrıca arastırmadan elde edilen sonuçlar dogrultusunda ögretmen adaylarının büyük bir çogunlugunun egitim teknolojilerinin ögrenme ortamında kullanılmasına iliskin olarak kendilerini kısmen yeterli gördükleri ve Türkiye’deki okul ortamlarının egitim teknolojilerinin kullanılması konusunda yeterli donanıma sahip olmadıgını düsündükleri sonucuna ulasılmıstır.
Bu çalışmada fen ve teknoloji öğretmen adaylarının, alternatif ölçme-değerlendirme yaklaşımlarına... more Bu çalışmada fen ve teknoloji öğretmen adaylarının, alternatif ölçme-değerlendirme yaklaşımlarına yönelik öz-yeterlilik düzeylerinin ve görüşlerinin belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda çalışma Celal Bayar Üniversitesi Eğitim Fakültesinde öğrenim görmekte olan 53 fen ve teknoloji öğretmen adayının katılımıyla gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak alternatif ölçme-değerlendirme yaklaşımlarına yönelik öz-yeterlilik ölçeği, alternatif ölçme-değerlendirme yaklaşımlarına yönelik açık uçlu sorulardan oluşan görüş formu ve yarı yapılandırılmış mülakat kullanılmıştır. Araştırma sonucunda öğretmen adaylarının alternatif ölçme-değerlendirme yaklaşımlarına yönelik öz-yeterlilik düzeylerinin genel olarak yüksek düzeyde olduğu belirlenmiştir. Görüş formu ve mülakatlardan elde edilen sonuçlara göre öğretmen adayları, ilerideki öğretmenlik yaşantılarında bu yaklaşımları farklı amaçlarla kullanmak istediklerini ancak söz konusu yaklaşımların uygulanmasında bazı sorunlar yaşayabileceklerine inandıklarını ifade etmişlerdir. Çalışmada ayrıca öğretmen adaylarının alternatif ölçme-değerlendirme yaklaşımlarına yönelik öz-yeterlilik düzeyleri ve görüşleri doğrultusunda bazı önerilere yer verilmiştir.
This study aims to examine student teachers’ self-efficacy for implementing the constructivist ap... more This study aims to examine student teachers’ self-efficacy for implementing the constructivist approach in terms of gender, department and grade variables. To achieve this purpose, the study was conducted using 160 student teachers studying in the third and fourth grades in the Departments of Classroom Teacher Education and Science Teacher Education in Celal Bayar University. As a result of assessing the data obtained from the implementations, a significant relationship between the levels of self-efficacy of female and male student teachers regarding lesson planning was found to be in favor of the female student teachers. In the examinations performed considering the department variable, it was observed that the scores of classroom student teachers are much higher than those of science student teachers for the aspects of self-efficacy belief for the assessment-evaluation process and for developing a learning environment. Additionally, as a result of the assessment made considering the grade variable, no significant relationship was found between the selfefficacy beliefs of student teachers studying at third and fourth grades based on subscales and total scores.
Bu çalışmada fen ve teknoloji öğretiminde zihin haritası ve kavram karikatürü etkinliklerinin öğr... more Bu çalışmada fen ve teknoloji öğretiminde zihin haritası ve kavram karikatürü etkinliklerinin öğrencilerin akademik başarılarına ve sorgulayıcı öğrenme becerileri algılarına etkisi araştırılmaya çalışılmıştır. Bu amaçla eşitlenmemiş kontrol gruplu ön test son test desen kullanılmıştır. Çalışma iki ayrı ilköğretim okulundan birer sınıf belirlenerek gerçekleştirilmiştir. Araştırmanın çalışma grubunu deney grubunda 17 ve kontrol grubunda 17 olmak üzere toplam 34 kişi oluşturmaktadır. Uygulamanın öncesinde grupların akademik başarı puanlarının ve sorgulayıcı öğrenme becerileri algı puanlarının sıra ortalamaları arasında anlamlı bir farklılık olmadığı belirlenmiş ve gruplar göreli olarak bağımlı değişkenler bakımından denk olarak kabul edilmiştir. Deneysel uygulama sonrasında uygulanan akademik başarı testi sonuçlarına göre ise grupların sıra ortalamaları arasında anlamlı bir farklılık olduğu, sorgulayıcı öğrenme becerileri algıları arasındaki farklılığın ise anlamlı düzeyde olmadığı ancak deney grubu lehine yüksek artış gösterdiği belirlenmiştir. Araştırmadan elde edilen bulguların yorumlanması sonucunda zihin haritalarının ve kavram karikatürlerinin kullanımına dayalı etkinliklerin fen ve teknoloji derslerinde kullanılmasının öğrencilerin akademik başarılarının ve sorgulayıcı öğrenme becerileri algılarının gelişimi konusunda yararlı olabileceği düşünülmektedir.
Bu çalışmada 2005-2009 yılları arasında gerçekleştirilen fen eğitimi alanındaki lisansüstü tezler... more Bu çalışmada 2005-2009 yılları arasında gerçekleştirilen fen eğitimi alanındaki lisansüstü tezlerin; amaç, önem, problem cümlesi ve/veya hipozteler, sayıltılar-sınırlılıklar ve yöntem bölümlerinin yeterlilik düzeyleri ve eksik yönleri belirlenmeye çalışılmıştır. Bu amaçla, İlköğretim bölümü ve fen bilgisi anabilim dalında gerçekleştirilen 17 üniversiteden toplam 125 yüksek lisans ve doktora düzeyinde tez içerisinden, üniversite bazında ağırlıklar göz önüne alınarak tabakalandırılmış ve incelenmek üzere 40 tez belirlenmiştir. Tezlerin değerlendirilmesi amacıyla uzmanlar tarafından geliştirilen “Tez Değerlendirme Formu” kullanılmıştır. Üç uzman tarafından gerçekleştirilen değerlendirmeler arasındaki ortalama uyuşum yüzdesi formun ilk değerlendirme kısmı için .84 ve ikincisi için .91 olarak belirlenmiştir. İncelemeler sonucunda tezlerin özellikle araştırmanın önemi, modeli, evren-örneklem seçimi, ölçme araçların geçerlilik ve güvenirlik süreçleri, istatistiksel yöntem ve veri çözümleme teknikleri konusunda eksiklikleri olduğu belirlenmiş ve çözüm önerileri getirilmeye çalışılmıştır.
Underlining the importance of teachers for the constructivist approach, the present study attempt... more Underlining the importance of teachers for the constructivist approach, the present study attempts to develop “Attitude Scale of Constructivist Approach for Science Teachers (ASCAST)”. The pre-applications of the scale were administered to a total of 210 science teachers; however, the data obtained from 5 teachers were excluded from the analysis. As a result of the analysis of the data obtained from the pre-applications, it was found that the scale could have a single factor structure, which was tested using the confirmatory factor analysis. As a result of the initial confirmatory factor analysis, the values of fit were examined and found to be low. Subsequently, by examining the modification indices, error covariance was added between items 23 and 24 and the model was tested once again. The added error covariance led to a significant improvement in the model, producing values of fit suitable for limit values. Thus, it was concluded that the scale could be employed with a single factor. The explained variance value for the scale developed with a single factor structure was calculated to be 50.43% and its reliability was found to be .93. The results obtained suggest that the scale possesses reliable-valid characteristics and could be used in further studies.
In this research, the examples of mind maps, prepared by science teacher candidates, about the di... more In this research, the examples of mind maps, prepared by science teacher candidates, about the different subject of Science and Technology are given. In addition, six open-ended questions about the using of mind mapping in constructive science and technology education were asked to science teacher candidates (n=25, male=9; female=16) and then, the data gained from this research was analyzed. In the result, according to science teacher candidates, mind mapping can be used in constructive science and technology effectively and help students in different stages; however, some science topics is not suitable for using mind mapping.
The purpose of this study is to develop an opinion scale of constructivist approach for science t... more The purpose of this study is to develop an opinion scale of constructivist approach for science teachers. Pre-applications of this scale were conducted with 197 science teachers from the different regions of Turkey. In the end of pre-applications, validity and reliability process was made. The result of exploratory and confirmatory factor analyses demonstrated that the so-called scale consists of two main factors which were “benefits of constructivism” and “the difficulties of constructivism and deficiencies in substructure in our country”. The results of analyzes displayed that this scale consisted of two factor and the reliabilities of these factors were .89 for the first factor and .81 for the second factor.
Because The Turkish Science Education Curriculum has been rearranged the basis of constructivist ... more Because The Turkish Science Education Curriculum has been rearranged the basis of constructivist approach, the role of Science teacher and students has changed. In learning process of constructivist approach, students is an active participant and teacher is a guide and facilitator who help student construct their knowledge and connect between previous experiences/knowledge and new information. Therefore, the opinions of pre-service teachers who will apply constructivist approach in future lives are of great importance in many respects. For this aim, eight semi-structured open-ended interview questions about constructivist approach are developed and these questions are asked thirteen pre-service teachers. These reviews are analyzed through the use of descriptive analyses. As results of this data obtained from these, it can be said that pre-service teachers know the definition of constructivist approach, the role of teachers and students in constructivist approach, the evaluation in constructivist approach, and the learning environment in constructivist approach. However, the most of pre-service teachers have some negative opinions about application of constructivist approach because of the insufficiencies in Turkey.
The present study deals with the use of mind maps as an assessment tools. In the study, the mind ... more The present study deals with the use of mind maps as an assessment tools. In the study, the mind maps prepared for the special teaching methods course by 30 pre-service teachers studying in the Department of Science Teacher Training of a university in Turkey in academic year 2008-2009 were assessed by using a scoring system to assess mind maps for pre-service science teachers. To ensure the reliability of the scoring system, the mind maps prepared by the pre-service teachers for the special teaching methods course were assessed by two expert raters and the assessment was repeated one week later. The reliability process for the scoring system was calculated by using inter- and intra-rater reliability values, intra-cluster correlation analysis, and variance analysis.
As science education program has been rearranged on the basis of the constructivist approach in T... more As science education program has been rearranged on the basis of the constructivist approach in Turkey, tools providing the active participation of students in the learning process and which are aimed at constructivist approach are of great importance. One of the so-called tools is concept cartoons. Concept cartoons are a visual tool and drawings which enable students to participate in the learning environment and which can be used as a stimulus for argumentation in class. Therefore, the use of concept cartoons in science education is thought to help students to construct their knowledge. In this study, it is aimed to discuss the effects of the use of concept cartoons in constructivist approach and to give the examples about the use of concept cartoons in science education.
There has been a growing tendency for the countries to be globalized in terms of the advances in ... more There has been a growing tendency for the countries to be globalized in terms of the advances in science and technology. Meaningful learning becomes significant for the science and technology to progress due to the fact that such a progress is much possible through people who have creative ideas, who apply what they have learned to real life situation and who reach the new information by means of what they have already known. Meaningful learning is realized through the connections between their previous cognitive structure and new information. The effective methods and techniques lead to the realization of meaningful learning. Visualization of the cognitive structures of the learner is believed to contribute to meaningful learning. One of these techniques that help visualization is mind mapping developed bye Tony Buzan in the late 1960’s which helps individuals express the knowledge and concepts visually through images, drawings and pictures. Mind mapping is claimed to get students to learn meaningfully. Individuals may use their brain wholly, retrieve their acquired knowledge and reflect the current knowledge through mind mapping. Moreover, through this technique learners mind correct their contextual mistakes and make necessary amends.In this study, tries to tackle the mind mapping technique effective in students’ recalling their knowledge, their connecting the previous knowledge to the new one, releasing meaningful learning, determining the current fallacies and overcoming them through exemplifications.
This study aimed to develop some activity plans by 7E model of the constructivist approach to sub... more This study aimed to develop some activity plans by 7E model of the constructivist approach to subjects about matter and heat in science and technology course. 7E model in the constructivist approach consists stages such as Elicite, Engage, Explore, Explain, Elaborate, Evaluate and Extend. The activities related to subjects about matter and heat were adapted by each stage in 7E model of constructivist learning approach. The activity plans were arranged by objects determined for science and technology course. So, the application time of these plans were determined by these objects. The activity plans have five sections. The first section of these plans contains parts called as ‘name of course’, ‘class’, ‘name of unit’, ‘number of unit’, ‘subject of unit’, ‘application time for unit’. The second section of these plans contains parts called as ‘objects toward subjects of unit’, ‘objects toward scientific process skills being learned in activities’, ‘objects toward behaviors such as attitude and value’, ‘teaching and learning strategies toward subjects of unit’, ‘educational technologies, tools and materials used subjects of unit’, ‘activities toward subjects of unit’ and ‘all documented stages of 7E model’. Moreover, the processes related to activities toward subjects of unit were not explained into each stage of 7E model. It was proposed to be explained by seperate subtitles as ‘the name of an activity’, ‘objects toward subjects in an activity’, ‘tools and materials used in an activity’ and ‘process of an activity’ at the end outline of the model. ‘Teaching and learning strategies’, ‘notes toward activity into activity number’, ‘general attentions toward unit’ and ‘security toward activity’ were given into each stage of these models. The mind and concept maps were used in addition to teaching and learning strategies. The activity number into stages of the model was aimed to look into activity process given as a different subtitle at the end of the model. The third section of these plans contained parts called ‘evaluation strategies toward unit’ and ‘integration with the other courses of subjects in unit’. The fourth section of these plans contained ‘notes and code numbers toward applications of the plan’. The code numbers of notes were given in paranthesis at stages of the model. The fifth section of these plans contained parts called ‘name of activity’, ‘objects toward subjects in activity’, ‘tools and materials used in activity’and ‘activity process’. The activity papers given to students cover experimental processes and questions toward objects in activity. For interrogative statements in students’ papers, two line-space was given for students’ answers. The activity papers given to the tutors were not the same as the students’ papers. Their papers contained ‘objects toward subjects in activity’, ‘tools and materials used in activity’and ‘comments related to activity process’. The experimental process of activity was not explained in the tutors’ paper.
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Papers by Ertuğ EVREKLİ
yönelik öz-yeterlilik düzeyleri ve görüşleri doğrultusunda bazı önerilere yer verilmiştir.
analyses. As results of this data obtained from these, it can be said that pre-service teachers know the definition of constructivist approach, the role of teachers and students in constructivist approach, the evaluation in constructivist approach, and the learning environment in constructivist approach. However, the most of pre-service teachers have some negative opinions about application of constructivist approach because of the insufficiencies in Turkey.
yönelik öz-yeterlilik düzeyleri ve görüşleri doğrultusunda bazı önerilere yer verilmiştir.
analyses. As results of this data obtained from these, it can be said that pre-service teachers know the definition of constructivist approach, the role of teachers and students in constructivist approach, the evaluation in constructivist approach, and the learning environment in constructivist approach. However, the most of pre-service teachers have some negative opinions about application of constructivist approach because of the insufficiencies in Turkey.