As in the rest of the world, the diversity of our country’s classes is increasing day by day due ... more As in the rest of the world, the diversity of our country’s classes is increasing day by day due to reasons such as immigration. For this reason, it is important for teachers to use equitable assessment practices to let all their students show what they have learned. The purpose of this study is to examine the perceptions of practicing and prospective science teachers about equitable assessment through conceptual metaphors. For this purpose, phenomenology, one of the qualitative research patterns, was used. The data of the study were collected in the fall semester of the 2019-2020 academic year. In order to ensure a high level of participation of participants, 85 teachers who served as science teachers in different provinces of Turkey and 47 prospective science teachers studying in their senior year at a state university were selected as participants of the study. The data were collected by the metaphor test, which asked participants for the completion of the following sentence "Equitable assessment is like..., because …”. Two new sections were added to this test, where in the first section participants were asked to give a sample of fair and unfair assessment, and in the second section participants were asked to choose a question wthin the provided three questions and write why they think the question is more fair. According to the findings, both participant groups perceptions of equitable assessment were focused around of education, students, teachers and assessments. It was also seen that the majority of the participants’ perceptions of equitable assessment focused on objectivity. When defining fairness of assessment, teachers used the objectivity of the assessment, the objectivity of the teacher and the individual differences of the students; teacher candidates used to the objectivity of the teacher, the objectivity of the assessment and the competence of the teacher. According to the research findings, the characteristics of fair assessments are sensitivity to individual differences of students, objectivity, discrimination, content validity and diversity of the assessment, and explicity and clarity of the assessment. It is prominent that the participants are considered following criteria to provide an example of unfair assessments; a) equality of students, b) uncertainty of the questions or the answers, c) subjectivity of the teacher, d) the fluke of assessment, e) limited type of questions in the assessment and f) the opportunity of students to show what they have learned. Objectivity has also been the most frequent reason for providing an example of fair assessments. It has been determined that the perception of fair assessment is divided into very different categories and completely opposite perceptions were found. However, it was observed that teacher candidates focused less on students than teachers and more on teacher competence when defining fair assessments. Based on the results of the research, it is recommended that teachers need to be provided in-service training for equitable assessments and that equitable assessment should be highlighted within the scope of different courses in teacher training programs. It is also recommended that more research are needed about equitable assessment in Turkey to support stakeholders.
Yüksek Lisans TeziTüm dünyada olduğu gibi ülkemiz sınıflarındaki öğrencilerin çeşitlilikleri göçl... more Yüksek Lisans TeziTüm dünyada olduğu gibi ülkemiz sınıflarındaki öğrencilerin çeşitlilikleri göçler gibi nedenlerden dolayı her geçen gün artmaktadır. Bu nedenle öğretmenlerin tüm öğrencilerine öğrendiklerini gösterebilmeleri için kapsayıcı bir ölçme değerlendirme (ÖD) sunması önem kazanmaktadır. Bu araştırmanın amacı; fen bilimleri öğretmenlerinin ve öğretmen adaylarının eşitlikçi ÖD ile ilgili algılarını oluşturdukları kavramsal metaforlar aracılığı ile incelemektir. Bu amaçla nitel araştırma desenlerinden fenomenoloji (olgubilim) deseni kullanılmıştır. Araştırmanın verileri 2019-2020 eğitim-öğretim yılının ilk döneminde toplanılmıştır. Araştırmaya geniş katılım sağlamak amacıyla Türkiye’nin farklı illerinde fen bilimleri öğretmeni olarak görev yapan 85 öğretmen ve bir devlet üniversitesinde son sınıfta öğrenim gören 47 fen bilimleri öğretmen adayı katılmıştır. Veriler, üzerinde ‘Adaletli bir ölçme değerlendirme… gibidir, çünkü…’ yazan yarım cümlenin tamamlanmasını isteyen metafor...
Necmettin Erbakan Üniversitesi Eğitim Bİlimleri Enstitüsü, 2020
As in the rest of the world, the diversity of our country’s classes is increasing day by day due ... more As in the rest of the world, the diversity of our country’s classes is increasing day by day due to reasons such as immigration. For this reason, it is important for teachers to use equitable assessment practices to let all their students show what they have learned. The purpose of this study is to examine the perceptions of practicing and prospective science teachers about equitable assessment through conceptual metaphors. For this purpose, phenomenology, one of the qualitative research patterns, was used. The data of the study were collected in the fall semester of the 2019-2020 academic year. In order to ensure a high level of participation of participants, 85 teachers who served as science teachers in different provinces of Turkey and 47 prospective science teachers studying in their senior year at a state university were selected as participants of the study. The data were collected by the metaphor test, which asked participants for the completion of the following sentence "Equitable assessment is like..., because …”. Two new sections were added to this test, where in the first section participants were asked to give a sample of fair and unfair assessment, and in the second section participants were asked to choose a question wthin the provided three questions and write why they think the question is more fair. According to the findings, both participant groups perceptions of equitable assessment were focused around of education, students, teachers and assessments. It was also seen that the majority of the participants’ perceptions of equitable assessment focused on objectivity. When defining fairness of assessment, teachers used the objectivity of the assessment, the objectivity of the teacher and the individual differences of the students; teacher candidates used to the objectivity of the teacher, the objectivity of the assessment and the competence of the teacher. According to the research findings, the characteristics of fair assessments are sensitivity to individual differences of students, objectivity, discrimination, content validity and diversity of the assessment, and explicity and clarity of the assessment. It is prominent that the participants are considered following criteria to provide an example of unfair assessments; a) equality of students, b) uncertainty of the questions or the answers, c) subjectivity of the teacher, d) the fluke of assessment, e) limited type of questions in the assessment and f) the opportunity of students to show what they have learned. Objectivity has also been the most frequent reason for providing an example of fair assessments. It has been determined that the perception of fair assessment is divided into very different categories and completely opposite perceptions were found. However, it was observed that teacher candidates focused less on students than teachers and more on teacher competence when defining fair assessments. Based on the results of the research, it is recommended that teachers need to be provided in-service training for equitable assessments and that equitable assessment should be highlighted within the scope of different courses in teacher training programs. It is also recommended that more research are needed about equitable assessment in Turkey to support stakeholders.
Necmettin Erbakan Üniversitesi Eğitim Bİlimleri Enstitüsü, 2020
As in the rest of the world, the diversity of our country’s classes is increasing day by day due ... more As in the rest of the world, the diversity of our country’s classes is increasing day by day due to reasons such as immigration. For this reason, it is important for teachers to use equitable assessment practices to let all their students show what they have learned. The purpose of this study is to examine the perceptions of practicing and prospective science teachers about equitable assessment through conceptual metaphors. For this purpose, phenomenology, one of the qualitative research patterns, was used. The data of the study were collected in the fall semester of the 2019-2020 academic year. In order to ensure a high level of participation of participants, 85 teachers who served as science teachers in different provinces of Turkey and 47 prospective science teachers studying in their senior year at a state university were selected as participants of the study. The data were collected by the metaphor test, which asked participants for the completion of the following sentence "Equitable assessment is like..., because …”. Two new sections were added to this test, where in the first section participants were asked to give a sample of fair and unfair assessment, and in the second section participants were asked to choose a question wthin the provided three questions and write why they think the question is more fair. According to the findings, both participant groups perceptions of equitable assessment were focused around of education, students, teachers and assessments. It was also seen that the majority of the participants’ perceptions of equitable assessment focused on objectivity. When defining fairness of assessment, teachers used the objectivity of the assessment, the objectivity of the teacher and the individual differences of the students; teacher candidates used to the objectivity of the teacher, the objectivity of the assessment and the competence of the teacher. According to the research findings, the characteristics of fair assessments are sensitivity to individual differences of students, objectivity, discrimination, content validity and diversity of the assessment, and explicity and clarity of the assessment. It is prominent that the participants are considered following criteria to provide an example of unfair assessments; a) equality of students, b) uncertainty of the questions or the answers, c) subjectivity of the teacher, d) the fluke of assessment, e) limited type of questions in the assessment and f) the opportunity of students to show what they have learned. Objectivity has also been the most frequent reason for providing an example of fair assessments. It has been determined that the perception of fair assessment is divided into very different categories and completely opposite perceptions were found. However, it was observed that teacher candidates focused less on students than teachers and more on teacher competence when defining fair assessments. Based on the results of the research, it is recommended that teachers need to be provided in-service training for equitable assessments and that equitable assessment should be highlighted within the scope of different courses in teacher training programs. It is also recommended that more research are needed about equitable assessment in Turkey to support stakeholders.
Dünyayı etkisine alan covid-19 pandemisi nedeniyle sosyal hayata ilişkin pek çok faktör değişime ... more Dünyayı etkisine alan covid-19 pandemisi nedeniyle sosyal hayata ilişkin pek çok faktör değişime uğramaktadır. Kuşkusuz bu değişimden eğitim de payını almaktadır. Mart 2020’den bu yana Türkiye’de de eğitim, her kademede uzaktan eğitim yoluyla verilmektedir. Uzaktan eğitimin eğitim programlarına ne derece uyum sağladığı dolayısıyla Fen bilimleri derslerinde programda öngörülen deneylerin yeni dönemde nasıl şekillendiği önem taşımaktadır. Bu yüzden bu araştırmada uzaktan eğitim sürecinde Fen bilimleri derslerinde deneylerin nasıl yürütüldüğünü ortaya koymak ve yaşanan sorunlara çözüm önerileri sunmak amaçlanmıştır. Araştırmada Nitel araştırma desenlerinden iç içe geçmiş bütüncül durum çalışması deseni kullanılmıştır. Öncelikle uzaktan eğitim ortamı; öğrenci katılımı, derslerin sürekliliği ve öğretmenlerin kullandığı öğretim yöntemleri incelenerek betimlenmeye çalışılmıştır. Öğrenme-öğretme ortamı betimlendikten sonra fen bilimleri derslerinde deneylere yer verilip verilmediği ve deneylerin hangi yollarla öğrencilerle buluşturulduğu incelenmiştir. Araştırmanın çalışma grubunu Türkiye’nin farklı illerinde görev yapan ve çalışmaya gönüllü olarak katılan 24 fen bilimleri öğretmeni oluşturmuştur. Katılımcı öğretmenlere araştırmacı tarafından hazırlanan görüşme formu dijital ortamda gönderilmiş ve cevaplar yazılı olarak alınmıştır. Araştırmanın geçerlik ve güvenirliğini sağlamak amacıyla görüşme soruları ve veriler Fen Bilgisi Eğitimi doktora öğrencisi bir Fen bilimleri öğretmenine de gönderilmiş ve onaylanmıştır. Araştırmadan elde edilen verilere göre öğrencilerin canlı derslere girmesinde cihaz eksikliği, internet sıkıntıları ve öğrenci veya velilerin ilgi göstermemesi nedenleriyle önemli sorunlar vardır. Öğretmenler de yeni dönemde farklı öğretim yöntemlerine yönelmektedir. Öğretmenlerin önemli bir kısmı derslerinde deneylere yer vermemektedir. Derslerinde deneylere yer veren öğretmenler ise ders esnasında kamera karşısında gösteri deneyleri yapma veya öğrencilere video izletme ve dersten sonra izlenmek üzere video linki gönderme yöntemlerini tercih etmektedir. Deneylerin yürütülmesinde canlı derslerin kısa olması, internet vs. teknik sorunlar ve öğrencilerin yeterince ilgi göstermemesi sorunları yaşanmaktadır. Sorunların çözümü için öğretmenlere teknik destek verilmesi ve içerik havuzu oluşturulması önerilmektedir. Bu araştırmanın verileri 2020 Aralık ayında toplanmış olup deneyimlerinin artmasıyla öğretmen ve öğrencilerin yeni duruma adapte olabilecekleri ve teknik altyapının gelişeceği göz önüne alındığında araştırma probleminin ilerleyen zamanlarda yeniden araştırılması diğer araştırmacılara önerilmektedir.
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü, 2020
As in the rest of the world, the diversity of our country’s classes is increasing day by day due ... more As in the rest of the world, the diversity of our country’s classes is increasing day by day due to reasons such as immigration. For this reason, it is important for teachers to use equitable assessment practices to let all their students show what they have learned. The purpose of this study is to examine the perceptions of practicing and prospective science teachers about equitable assessment through conceptual metaphors. For this purpose, phenomenology, one of the qualitative research patterns, was used. The data of the study were collected in the fall semester of the 2019-2020 academic year. In order to ensure a high level of participation of participants, 85 teachers who served as science teachers in different provinces of Turkey and 47 prospective science teachers studying in their senior year at a state university were selected as participants of the study. The data were collected by the metaphor test, which asked participants for the completion of the following sentence "Equitable assessment is like..., because …”. Two new sections were added to this test, where in the first section participants were asked to give a sample of fair and unfair assessment, and in the second section participants were asked to choose a question wthin the provided three questions and write why they think the question is more fair. According to the findings, both participant groups perceptions of equitable assessment were focused around of education, students, teachers and assessments. It was also seen that the majority of the participants’ perceptions of equitable assessment focused on objectivity. When defining fairness of assessment, teachers used the objectivity of the assessment, the objectivity of the teacher and the individual differences of the students; teacher candidates used to the objectivity of the teacher, the objectivity of the assessment and the competence of the teacher. According to the research findings, the characteristics of fair assessments are sensitivity to individual differences of students, objectivity, discrimination, content validity and diversity of the assessment, and explicity and clarity of the assessment. It is prominent that the participants are considered following criteria to provide an example of unfair assessments; a) equality of students, b) uncertainty of the questions or the answers, c) subjectivity of the teacher, d) the fluke of assessment, e) limited type of questions in the assessment and f) the opportunity of students to show what they have learned. Objectivity has also been the most frequent reason for providing an example of fair assessments. It has been determined that the perception of fair assessment is divided into very different categories and completely opposite perceptions were found. However, it was observed that teacher candidates focused less on students than teachers and more on teacher competence when defining fair assessments. Based on the results of the research, it is recommended that teachers need to be provided in-service training for equitable assessments and that equitable assessment should be highlighted within the scope of different courses in teacher training programs. It is also recommended that more research are needed about equitable assessment in Turkey to support stakeholders.
Education Research Highlights in Mathematics, Science and Technology 2020, 2020
Researchers in education have made grade progress supporting all students’ learning
by providing ... more Researchers in education have made grade progress supporting all students’ learning by providing effective practices. Based on the efforts, teachers’ practices of teaching have shifted from teacher-centered instructions to student-centered instructions. However, this shift in teachers’ instructional practices is not adequately reflected in teachers’ assessment practices. It is well-established that assessment and learning are interwined. Besides, how is assessment carried out and what is being assessed inform student learning. Therefore, assessment practices are essential to engage students in deep learning and closing the achievement gap between diverse students. Using assessment processes to support student learning rather than just providing grades is conceptualized as formative assessment or assessment for learning in literature.
International Conference on Science and Education (IConSE), 2018
The aim of the study is to review argumentation related studies published between 2007 and 2017 a... more The aim of the study is to review argumentation related studies published between 2007 and 2017 and conducted on Turkish primary school students’ science learning based on some predefined categories. By doing this, we think to provide a summary of findings for the related studies and show gaps in this area to provide suggestions for the related stakeholders. For this aim, we reviewed 43 studies in which 22 of them were master and doctoral thesis, 20 of them were journal articles and one of them was conference presentation. All of the studies were used argumentation as a way to support primary level students’ learning outcomes. During the analysis of the studies, descriptive analysis was used to provide a summary of the studies, and then thematic analysis was used to displayed information about the year, type, topic, aim, method, sampling, context, results and suggestions of the analyzed studies. The results of the analysis showed that studies mostly published during 2014 and 2016 years, mostly focused on 8th grade students, experimental design frequently preferred, and looked for the impact of argumentation on students’ academic achievement, attitudes, science process skills and nature of science conceptions. In general, the findings of the analyzed studies showed that argumentation approach increases students’ academic achievements, class participation and socialization of students. These studies also suggested conduction of more longitudinal studies and providing argumentation oriented professional development opportunities for teachers. Bu araştırmanın amacı Türkiye kapsamında gerçekleştirilen ve ilköğretim öğrencilerinin fen eğitiminde argümantasyon yaklaşımını kullanan 2007-2017 yılları arasında yayınlanmış olan akademik çalışmaları farklı araştırma soruları ışığında incelemektir. Bu sayede, araştırmaların ortaya koydukları bulguların ve eksik kalan noktaların belirlenmesi ve ulaşılan sonuçlar temelinde ilgili paydaşlara tavsiyelerde bulunulması amaçlanmıştır. Bu amaçlar doğrultusunda 2007-2017 yılları arasında Türkiye’de gerçekleştirilen, örneklemini ilköğretim öğrencilerinden alan fen eğitiminde argümantasyon yaklaşımını kullanan erişime açık 22 tez, 20 makale ve 1 bildiri olmak üzere 43 çalışma farklı veri tabanlarından elde edilerek incelenmiştir. Çalışmaların incelenmesinde içerik analizi yöntemlerinden öncelikle betimsel içerik analizi kullanılarak genel bir özetleme yapılmış, daha sonra tematik içerik analizi (meta sentez) yapılarak çalışmalar yıl, tür, konu, amaç, yöntem, örneklem, bağlam, boylam, sonuç ve öneri yönleriyle incelenmiştir. Bulgulara bakıldığında; çalışmaların 2014 ve 2016 yıllarında yoğunlaştığı; daha çok 8. sınıf öğrencileri ile araştırma yapıldığı; deneysel desenlerin daha çok tercih edildiği, akademik başarı, tutum, bilimsel süreç becerileri ve bilimin doğası anlayışlarına etkisinin gibi yapıların yoğun çalışıldığı görülmüştür. Genel olarak argümantasyon odaklı seçilen stratejilerin öğrencilerin akademik başarılarına olumlu katkı sağladığı, sınıf içi etkileşimi artırdığı, sosyalleşmeyi ve buna bağlı becerileri geliştirdiği belirlenmiştir. Çalışmalarda diğer araştırmacılar için daha uzun süreli araştırmalar yapılması gerektiğinin ve öğretmenlere hizmet içi eğitimler verilmesinin önerildiği görülmüştür. Anahtar sözcükler: Argümantasyon, Yaparak yazarak bilim öğrenme, Bilimsel tartışma
International Conference on Science and Education (IConSE 2018), 2018
Bu araştırma atipik otizm tanısı almış, ilkokul 2.sınıfta öğrenim gören bir öğrenci üzerinde yürü... more Bu araştırma atipik otizm tanısı almış, ilkokul 2.sınıfta öğrenim gören bir öğrenci üzerinde yürütülmüştür. Araştırma 2017-2018 eğitim öğretim yılı boyunca sürdürülmüştür. Bu araştırmada öğrencinin sayı sayma basamağından başlanarak art arda düzenlenmiş eğitim müdahaleleri ile önce toplama ve çıkarma işleminin somut olarak ne ifade ettiğinin öğretilmesi daha sonra da somut olarak öğrenilen toplama ve çıkarma işlemlerinin sembolik ve soyut boyutta kazandırılması, öğrencinin yardım almaksızın iki haneli iki sayıyı toplamayı veya çıkarmayı öğrenmesi amaçlanmıştır. Araştırma, nitel araştırma yöntemlerinden eylem araştırması olarak tasarlanmıştır. Bu yönteme göre önce öğrencinin söz konusu kazanımlarda yaşadığı sorunun kaynağı belirlenmiş ve öğrencinin ihtiyaçlarına özgü bir eylem planı hazırlanmıştır. Uygulanan eylem süreç içerisinde sürekli değerlendirilmiş ve gerekli düzeltmeler uygulanmıştır. Araştırmanın verileri gözlem ve görüşme yöntemiyle elde edilmiştir. Bulgulara göre öğrenci, somut örnekler kullanıldığında toplama ve çıkarma işlemlerinin gerçek hayattaki anlamını öğrenmiştir. Sembol ve sayılar kullanarak toplama işleminde tek ve iki haneli sayıları zorlanmadan toplamayı; çıkarma işleminde de tek ve iki haneli sayılarla çıkarma yapmayı başardığı gözlenmiştir. Fakat eğitim öğretim yılının sona ermesi üzerine çıkarma işleminde onluk bozma gerektiren etkinlikler yaptırılamamıştır. Öğrencinin okulda öğrenmekte olduğu kazanımların, araştırma kapsamında yapılan etkinliklerle desteklenmesinin öğrenciye motivasyon kattığı ve yapılan bu etkinliklerle öğrencinin sosyal uyaranlara karşı olumlu tepkiler verdiği de gözlenmiştir. Diğer araştırmacılara; ilköğretimin farklı seviyelerindeki veya farklı özelliklerdeki öğrencilerle yeni araştırmalar yapmaları önerilmektedir. Öğretmenler için ise farklı öğrenen öğrenciler için farklı etkinlikler denemeleri, sosyal yönden uyaran pekiştireçleri kullanmaları önerilmektedir. This survey is carried out on a child who is a second grade student and has a diagnosis of atypical autism. The survey is maintained during 2017-2018 education year. In that survey, it is aimed that the student should be taught by starting from counting step that what addition and subtraction perceptibly mean with successively regulated educational inventions and then, addition and subtraction that is perceptibly learned should be gained abstractly. The student should learn how to add and subtract double-digit numbers without taking help. The survey is designed as an action search from qualitative research methods. According to this method, previously it is specified the source of problems that the student had on relevant learning outcomes and then, it is prepared a need based action plan. Applied action is continually evaluated within the process and necessary adjustments are applied. Survey data are obtained via observation and interview. According to the findings, when the student uses concrete examples, he learns the real meaning of addition and subtraction. It is observed that the student succeed to add and subtract digit and double-digit numbers by using symbol and numbers. However, due to the fact that schools are closed because of the end of term the student couldn’t have done the activities like decimal digit numbers in subtraction. It is observed that when learning outcomes that are gained at school are supported, it improves motivation and it is well received with social conditions. To other researchers, it is suggested to do new surveys with students from different grades and qualities. To teachers, it is suggested to try different activities with different learning students and to use social reinforcers. Keywords: Autism, action research, addition, subtraction
As in the rest of the world, the diversity of our country’s classes is increasing day by day due ... more As in the rest of the world, the diversity of our country’s classes is increasing day by day due to reasons such as immigration. For this reason, it is important for teachers to use equitable assessment practices to let all their students show what they have learned. The purpose of this study is to examine the perceptions of practicing and prospective science teachers about equitable assessment through conceptual metaphors. For this purpose, phenomenology, one of the qualitative research patterns, was used. The data of the study were collected in the fall semester of the 2019-2020 academic year. In order to ensure a high level of participation of participants, 85 teachers who served as science teachers in different provinces of Turkey and 47 prospective science teachers studying in their senior year at a state university were selected as participants of the study. The data were collected by the metaphor test, which asked participants for the completion of the following sentence "Equitable assessment is like..., because …”. Two new sections were added to this test, where in the first section participants were asked to give a sample of fair and unfair assessment, and in the second section participants were asked to choose a question wthin the provided three questions and write why they think the question is more fair. According to the findings, both participant groups perceptions of equitable assessment were focused around of education, students, teachers and assessments. It was also seen that the majority of the participants’ perceptions of equitable assessment focused on objectivity. When defining fairness of assessment, teachers used the objectivity of the assessment, the objectivity of the teacher and the individual differences of the students; teacher candidates used to the objectivity of the teacher, the objectivity of the assessment and the competence of the teacher. According to the research findings, the characteristics of fair assessments are sensitivity to individual differences of students, objectivity, discrimination, content validity and diversity of the assessment, and explicity and clarity of the assessment. It is prominent that the participants are considered following criteria to provide an example of unfair assessments; a) equality of students, b) uncertainty of the questions or the answers, c) subjectivity of the teacher, d) the fluke of assessment, e) limited type of questions in the assessment and f) the opportunity of students to show what they have learned. Objectivity has also been the most frequent reason for providing an example of fair assessments. It has been determined that the perception of fair assessment is divided into very different categories and completely opposite perceptions were found. However, it was observed that teacher candidates focused less on students than teachers and more on teacher competence when defining fair assessments. Based on the results of the research, it is recommended that teachers need to be provided in-service training for equitable assessments and that equitable assessment should be highlighted within the scope of different courses in teacher training programs. It is also recommended that more research are needed about equitable assessment in Turkey to support stakeholders.
Yüksek Lisans TeziTüm dünyada olduğu gibi ülkemiz sınıflarındaki öğrencilerin çeşitlilikleri göçl... more Yüksek Lisans TeziTüm dünyada olduğu gibi ülkemiz sınıflarındaki öğrencilerin çeşitlilikleri göçler gibi nedenlerden dolayı her geçen gün artmaktadır. Bu nedenle öğretmenlerin tüm öğrencilerine öğrendiklerini gösterebilmeleri için kapsayıcı bir ölçme değerlendirme (ÖD) sunması önem kazanmaktadır. Bu araştırmanın amacı; fen bilimleri öğretmenlerinin ve öğretmen adaylarının eşitlikçi ÖD ile ilgili algılarını oluşturdukları kavramsal metaforlar aracılığı ile incelemektir. Bu amaçla nitel araştırma desenlerinden fenomenoloji (olgubilim) deseni kullanılmıştır. Araştırmanın verileri 2019-2020 eğitim-öğretim yılının ilk döneminde toplanılmıştır. Araştırmaya geniş katılım sağlamak amacıyla Türkiye’nin farklı illerinde fen bilimleri öğretmeni olarak görev yapan 85 öğretmen ve bir devlet üniversitesinde son sınıfta öğrenim gören 47 fen bilimleri öğretmen adayı katılmıştır. Veriler, üzerinde ‘Adaletli bir ölçme değerlendirme… gibidir, çünkü…’ yazan yarım cümlenin tamamlanmasını isteyen metafor...
Necmettin Erbakan Üniversitesi Eğitim Bİlimleri Enstitüsü, 2020
As in the rest of the world, the diversity of our country’s classes is increasing day by day due ... more As in the rest of the world, the diversity of our country’s classes is increasing day by day due to reasons such as immigration. For this reason, it is important for teachers to use equitable assessment practices to let all their students show what they have learned. The purpose of this study is to examine the perceptions of practicing and prospective science teachers about equitable assessment through conceptual metaphors. For this purpose, phenomenology, one of the qualitative research patterns, was used. The data of the study were collected in the fall semester of the 2019-2020 academic year. In order to ensure a high level of participation of participants, 85 teachers who served as science teachers in different provinces of Turkey and 47 prospective science teachers studying in their senior year at a state university were selected as participants of the study. The data were collected by the metaphor test, which asked participants for the completion of the following sentence "Equitable assessment is like..., because …”. Two new sections were added to this test, where in the first section participants were asked to give a sample of fair and unfair assessment, and in the second section participants were asked to choose a question wthin the provided three questions and write why they think the question is more fair. According to the findings, both participant groups perceptions of equitable assessment were focused around of education, students, teachers and assessments. It was also seen that the majority of the participants’ perceptions of equitable assessment focused on objectivity. When defining fairness of assessment, teachers used the objectivity of the assessment, the objectivity of the teacher and the individual differences of the students; teacher candidates used to the objectivity of the teacher, the objectivity of the assessment and the competence of the teacher. According to the research findings, the characteristics of fair assessments are sensitivity to individual differences of students, objectivity, discrimination, content validity and diversity of the assessment, and explicity and clarity of the assessment. It is prominent that the participants are considered following criteria to provide an example of unfair assessments; a) equality of students, b) uncertainty of the questions or the answers, c) subjectivity of the teacher, d) the fluke of assessment, e) limited type of questions in the assessment and f) the opportunity of students to show what they have learned. Objectivity has also been the most frequent reason for providing an example of fair assessments. It has been determined that the perception of fair assessment is divided into very different categories and completely opposite perceptions were found. However, it was observed that teacher candidates focused less on students than teachers and more on teacher competence when defining fair assessments. Based on the results of the research, it is recommended that teachers need to be provided in-service training for equitable assessments and that equitable assessment should be highlighted within the scope of different courses in teacher training programs. It is also recommended that more research are needed about equitable assessment in Turkey to support stakeholders.
Necmettin Erbakan Üniversitesi Eğitim Bİlimleri Enstitüsü, 2020
As in the rest of the world, the diversity of our country’s classes is increasing day by day due ... more As in the rest of the world, the diversity of our country’s classes is increasing day by day due to reasons such as immigration. For this reason, it is important for teachers to use equitable assessment practices to let all their students show what they have learned. The purpose of this study is to examine the perceptions of practicing and prospective science teachers about equitable assessment through conceptual metaphors. For this purpose, phenomenology, one of the qualitative research patterns, was used. The data of the study were collected in the fall semester of the 2019-2020 academic year. In order to ensure a high level of participation of participants, 85 teachers who served as science teachers in different provinces of Turkey and 47 prospective science teachers studying in their senior year at a state university were selected as participants of the study. The data were collected by the metaphor test, which asked participants for the completion of the following sentence "Equitable assessment is like..., because …”. Two new sections were added to this test, where in the first section participants were asked to give a sample of fair and unfair assessment, and in the second section participants were asked to choose a question wthin the provided three questions and write why they think the question is more fair. According to the findings, both participant groups perceptions of equitable assessment were focused around of education, students, teachers and assessments. It was also seen that the majority of the participants’ perceptions of equitable assessment focused on objectivity. When defining fairness of assessment, teachers used the objectivity of the assessment, the objectivity of the teacher and the individual differences of the students; teacher candidates used to the objectivity of the teacher, the objectivity of the assessment and the competence of the teacher. According to the research findings, the characteristics of fair assessments are sensitivity to individual differences of students, objectivity, discrimination, content validity and diversity of the assessment, and explicity and clarity of the assessment. It is prominent that the participants are considered following criteria to provide an example of unfair assessments; a) equality of students, b) uncertainty of the questions or the answers, c) subjectivity of the teacher, d) the fluke of assessment, e) limited type of questions in the assessment and f) the opportunity of students to show what they have learned. Objectivity has also been the most frequent reason for providing an example of fair assessments. It has been determined that the perception of fair assessment is divided into very different categories and completely opposite perceptions were found. However, it was observed that teacher candidates focused less on students than teachers and more on teacher competence when defining fair assessments. Based on the results of the research, it is recommended that teachers need to be provided in-service training for equitable assessments and that equitable assessment should be highlighted within the scope of different courses in teacher training programs. It is also recommended that more research are needed about equitable assessment in Turkey to support stakeholders.
Dünyayı etkisine alan covid-19 pandemisi nedeniyle sosyal hayata ilişkin pek çok faktör değişime ... more Dünyayı etkisine alan covid-19 pandemisi nedeniyle sosyal hayata ilişkin pek çok faktör değişime uğramaktadır. Kuşkusuz bu değişimden eğitim de payını almaktadır. Mart 2020’den bu yana Türkiye’de de eğitim, her kademede uzaktan eğitim yoluyla verilmektedir. Uzaktan eğitimin eğitim programlarına ne derece uyum sağladığı dolayısıyla Fen bilimleri derslerinde programda öngörülen deneylerin yeni dönemde nasıl şekillendiği önem taşımaktadır. Bu yüzden bu araştırmada uzaktan eğitim sürecinde Fen bilimleri derslerinde deneylerin nasıl yürütüldüğünü ortaya koymak ve yaşanan sorunlara çözüm önerileri sunmak amaçlanmıştır. Araştırmada Nitel araştırma desenlerinden iç içe geçmiş bütüncül durum çalışması deseni kullanılmıştır. Öncelikle uzaktan eğitim ortamı; öğrenci katılımı, derslerin sürekliliği ve öğretmenlerin kullandığı öğretim yöntemleri incelenerek betimlenmeye çalışılmıştır. Öğrenme-öğretme ortamı betimlendikten sonra fen bilimleri derslerinde deneylere yer verilip verilmediği ve deneylerin hangi yollarla öğrencilerle buluşturulduğu incelenmiştir. Araştırmanın çalışma grubunu Türkiye’nin farklı illerinde görev yapan ve çalışmaya gönüllü olarak katılan 24 fen bilimleri öğretmeni oluşturmuştur. Katılımcı öğretmenlere araştırmacı tarafından hazırlanan görüşme formu dijital ortamda gönderilmiş ve cevaplar yazılı olarak alınmıştır. Araştırmanın geçerlik ve güvenirliğini sağlamak amacıyla görüşme soruları ve veriler Fen Bilgisi Eğitimi doktora öğrencisi bir Fen bilimleri öğretmenine de gönderilmiş ve onaylanmıştır. Araştırmadan elde edilen verilere göre öğrencilerin canlı derslere girmesinde cihaz eksikliği, internet sıkıntıları ve öğrenci veya velilerin ilgi göstermemesi nedenleriyle önemli sorunlar vardır. Öğretmenler de yeni dönemde farklı öğretim yöntemlerine yönelmektedir. Öğretmenlerin önemli bir kısmı derslerinde deneylere yer vermemektedir. Derslerinde deneylere yer veren öğretmenler ise ders esnasında kamera karşısında gösteri deneyleri yapma veya öğrencilere video izletme ve dersten sonra izlenmek üzere video linki gönderme yöntemlerini tercih etmektedir. Deneylerin yürütülmesinde canlı derslerin kısa olması, internet vs. teknik sorunlar ve öğrencilerin yeterince ilgi göstermemesi sorunları yaşanmaktadır. Sorunların çözümü için öğretmenlere teknik destek verilmesi ve içerik havuzu oluşturulması önerilmektedir. Bu araştırmanın verileri 2020 Aralık ayında toplanmış olup deneyimlerinin artmasıyla öğretmen ve öğrencilerin yeni duruma adapte olabilecekleri ve teknik altyapının gelişeceği göz önüne alındığında araştırma probleminin ilerleyen zamanlarda yeniden araştırılması diğer araştırmacılara önerilmektedir.
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü, 2020
As in the rest of the world, the diversity of our country’s classes is increasing day by day due ... more As in the rest of the world, the diversity of our country’s classes is increasing day by day due to reasons such as immigration. For this reason, it is important for teachers to use equitable assessment practices to let all their students show what they have learned. The purpose of this study is to examine the perceptions of practicing and prospective science teachers about equitable assessment through conceptual metaphors. For this purpose, phenomenology, one of the qualitative research patterns, was used. The data of the study were collected in the fall semester of the 2019-2020 academic year. In order to ensure a high level of participation of participants, 85 teachers who served as science teachers in different provinces of Turkey and 47 prospective science teachers studying in their senior year at a state university were selected as participants of the study. The data were collected by the metaphor test, which asked participants for the completion of the following sentence "Equitable assessment is like..., because …”. Two new sections were added to this test, where in the first section participants were asked to give a sample of fair and unfair assessment, and in the second section participants were asked to choose a question wthin the provided three questions and write why they think the question is more fair. According to the findings, both participant groups perceptions of equitable assessment were focused around of education, students, teachers and assessments. It was also seen that the majority of the participants’ perceptions of equitable assessment focused on objectivity. When defining fairness of assessment, teachers used the objectivity of the assessment, the objectivity of the teacher and the individual differences of the students; teacher candidates used to the objectivity of the teacher, the objectivity of the assessment and the competence of the teacher. According to the research findings, the characteristics of fair assessments are sensitivity to individual differences of students, objectivity, discrimination, content validity and diversity of the assessment, and explicity and clarity of the assessment. It is prominent that the participants are considered following criteria to provide an example of unfair assessments; a) equality of students, b) uncertainty of the questions or the answers, c) subjectivity of the teacher, d) the fluke of assessment, e) limited type of questions in the assessment and f) the opportunity of students to show what they have learned. Objectivity has also been the most frequent reason for providing an example of fair assessments. It has been determined that the perception of fair assessment is divided into very different categories and completely opposite perceptions were found. However, it was observed that teacher candidates focused less on students than teachers and more on teacher competence when defining fair assessments. Based on the results of the research, it is recommended that teachers need to be provided in-service training for equitable assessments and that equitable assessment should be highlighted within the scope of different courses in teacher training programs. It is also recommended that more research are needed about equitable assessment in Turkey to support stakeholders.
Education Research Highlights in Mathematics, Science and Technology 2020, 2020
Researchers in education have made grade progress supporting all students’ learning
by providing ... more Researchers in education have made grade progress supporting all students’ learning by providing effective practices. Based on the efforts, teachers’ practices of teaching have shifted from teacher-centered instructions to student-centered instructions. However, this shift in teachers’ instructional practices is not adequately reflected in teachers’ assessment practices. It is well-established that assessment and learning are interwined. Besides, how is assessment carried out and what is being assessed inform student learning. Therefore, assessment practices are essential to engage students in deep learning and closing the achievement gap between diverse students. Using assessment processes to support student learning rather than just providing grades is conceptualized as formative assessment or assessment for learning in literature.
International Conference on Science and Education (IConSE), 2018
The aim of the study is to review argumentation related studies published between 2007 and 2017 a... more The aim of the study is to review argumentation related studies published between 2007 and 2017 and conducted on Turkish primary school students’ science learning based on some predefined categories. By doing this, we think to provide a summary of findings for the related studies and show gaps in this area to provide suggestions for the related stakeholders. For this aim, we reviewed 43 studies in which 22 of them were master and doctoral thesis, 20 of them were journal articles and one of them was conference presentation. All of the studies were used argumentation as a way to support primary level students’ learning outcomes. During the analysis of the studies, descriptive analysis was used to provide a summary of the studies, and then thematic analysis was used to displayed information about the year, type, topic, aim, method, sampling, context, results and suggestions of the analyzed studies. The results of the analysis showed that studies mostly published during 2014 and 2016 years, mostly focused on 8th grade students, experimental design frequently preferred, and looked for the impact of argumentation on students’ academic achievement, attitudes, science process skills and nature of science conceptions. In general, the findings of the analyzed studies showed that argumentation approach increases students’ academic achievements, class participation and socialization of students. These studies also suggested conduction of more longitudinal studies and providing argumentation oriented professional development opportunities for teachers. Bu araştırmanın amacı Türkiye kapsamında gerçekleştirilen ve ilköğretim öğrencilerinin fen eğitiminde argümantasyon yaklaşımını kullanan 2007-2017 yılları arasında yayınlanmış olan akademik çalışmaları farklı araştırma soruları ışığında incelemektir. Bu sayede, araştırmaların ortaya koydukları bulguların ve eksik kalan noktaların belirlenmesi ve ulaşılan sonuçlar temelinde ilgili paydaşlara tavsiyelerde bulunulması amaçlanmıştır. Bu amaçlar doğrultusunda 2007-2017 yılları arasında Türkiye’de gerçekleştirilen, örneklemini ilköğretim öğrencilerinden alan fen eğitiminde argümantasyon yaklaşımını kullanan erişime açık 22 tez, 20 makale ve 1 bildiri olmak üzere 43 çalışma farklı veri tabanlarından elde edilerek incelenmiştir. Çalışmaların incelenmesinde içerik analizi yöntemlerinden öncelikle betimsel içerik analizi kullanılarak genel bir özetleme yapılmış, daha sonra tematik içerik analizi (meta sentez) yapılarak çalışmalar yıl, tür, konu, amaç, yöntem, örneklem, bağlam, boylam, sonuç ve öneri yönleriyle incelenmiştir. Bulgulara bakıldığında; çalışmaların 2014 ve 2016 yıllarında yoğunlaştığı; daha çok 8. sınıf öğrencileri ile araştırma yapıldığı; deneysel desenlerin daha çok tercih edildiği, akademik başarı, tutum, bilimsel süreç becerileri ve bilimin doğası anlayışlarına etkisinin gibi yapıların yoğun çalışıldığı görülmüştür. Genel olarak argümantasyon odaklı seçilen stratejilerin öğrencilerin akademik başarılarına olumlu katkı sağladığı, sınıf içi etkileşimi artırdığı, sosyalleşmeyi ve buna bağlı becerileri geliştirdiği belirlenmiştir. Çalışmalarda diğer araştırmacılar için daha uzun süreli araştırmalar yapılması gerektiğinin ve öğretmenlere hizmet içi eğitimler verilmesinin önerildiği görülmüştür. Anahtar sözcükler: Argümantasyon, Yaparak yazarak bilim öğrenme, Bilimsel tartışma
International Conference on Science and Education (IConSE 2018), 2018
Bu araştırma atipik otizm tanısı almış, ilkokul 2.sınıfta öğrenim gören bir öğrenci üzerinde yürü... more Bu araştırma atipik otizm tanısı almış, ilkokul 2.sınıfta öğrenim gören bir öğrenci üzerinde yürütülmüştür. Araştırma 2017-2018 eğitim öğretim yılı boyunca sürdürülmüştür. Bu araştırmada öğrencinin sayı sayma basamağından başlanarak art arda düzenlenmiş eğitim müdahaleleri ile önce toplama ve çıkarma işleminin somut olarak ne ifade ettiğinin öğretilmesi daha sonra da somut olarak öğrenilen toplama ve çıkarma işlemlerinin sembolik ve soyut boyutta kazandırılması, öğrencinin yardım almaksızın iki haneli iki sayıyı toplamayı veya çıkarmayı öğrenmesi amaçlanmıştır. Araştırma, nitel araştırma yöntemlerinden eylem araştırması olarak tasarlanmıştır. Bu yönteme göre önce öğrencinin söz konusu kazanımlarda yaşadığı sorunun kaynağı belirlenmiş ve öğrencinin ihtiyaçlarına özgü bir eylem planı hazırlanmıştır. Uygulanan eylem süreç içerisinde sürekli değerlendirilmiş ve gerekli düzeltmeler uygulanmıştır. Araştırmanın verileri gözlem ve görüşme yöntemiyle elde edilmiştir. Bulgulara göre öğrenci, somut örnekler kullanıldığında toplama ve çıkarma işlemlerinin gerçek hayattaki anlamını öğrenmiştir. Sembol ve sayılar kullanarak toplama işleminde tek ve iki haneli sayıları zorlanmadan toplamayı; çıkarma işleminde de tek ve iki haneli sayılarla çıkarma yapmayı başardığı gözlenmiştir. Fakat eğitim öğretim yılının sona ermesi üzerine çıkarma işleminde onluk bozma gerektiren etkinlikler yaptırılamamıştır. Öğrencinin okulda öğrenmekte olduğu kazanımların, araştırma kapsamında yapılan etkinliklerle desteklenmesinin öğrenciye motivasyon kattığı ve yapılan bu etkinliklerle öğrencinin sosyal uyaranlara karşı olumlu tepkiler verdiği de gözlenmiştir. Diğer araştırmacılara; ilköğretimin farklı seviyelerindeki veya farklı özelliklerdeki öğrencilerle yeni araştırmalar yapmaları önerilmektedir. Öğretmenler için ise farklı öğrenen öğrenciler için farklı etkinlikler denemeleri, sosyal yönden uyaran pekiştireçleri kullanmaları önerilmektedir. This survey is carried out on a child who is a second grade student and has a diagnosis of atypical autism. The survey is maintained during 2017-2018 education year. In that survey, it is aimed that the student should be taught by starting from counting step that what addition and subtraction perceptibly mean with successively regulated educational inventions and then, addition and subtraction that is perceptibly learned should be gained abstractly. The student should learn how to add and subtract double-digit numbers without taking help. The survey is designed as an action search from qualitative research methods. According to this method, previously it is specified the source of problems that the student had on relevant learning outcomes and then, it is prepared a need based action plan. Applied action is continually evaluated within the process and necessary adjustments are applied. Survey data are obtained via observation and interview. According to the findings, when the student uses concrete examples, he learns the real meaning of addition and subtraction. It is observed that the student succeed to add and subtract digit and double-digit numbers by using symbol and numbers. However, due to the fact that schools are closed because of the end of term the student couldn’t have done the activities like decimal digit numbers in subtraction. It is observed that when learning outcomes that are gained at school are supported, it improves motivation and it is well received with social conditions. To other researchers, it is suggested to do new surveys with students from different grades and qualities. To teachers, it is suggested to try different activities with different learning students and to use social reinforcers. Keywords: Autism, action research, addition, subtraction
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Papers by Kevser Bozkurt
metaphors. For this purpose, phenomenology, one of the qualitative research patterns, was used. The data of the study were collected in the fall semester of the 2019-2020 academic year. In order to ensure a high level of participation of participants, 85 teachers who served as science teachers in different provinces of Turkey and 47 prospective science teachers studying in their senior year at a state university were selected as participants of the study. The data were collected by the metaphor test, which asked participants for the completion of the following sentence "Equitable assessment is like..., because …”. Two new sections were added to this test, where in the first section participants were asked to give a sample of fair and unfair assessment, and in the second section participants were asked to choose a question wthin the provided three questions and write why they think the question is more fair. According to the findings, both participant groups perceptions of equitable assessment were focused around of education, students, teachers and assessments. It was also seen that the majority of the participants’ perceptions of equitable assessment focused on objectivity. When defining fairness of assessment, teachers used the objectivity of the assessment, the objectivity of the teacher and the individual differences of the students; teacher candidates used to the objectivity of the teacher, the objectivity of the assessment and the competence of the teacher.
According to the research findings, the characteristics of fair assessments are sensitivity to individual differences of students, objectivity, discrimination, content validity and diversity of the assessment, and explicity and clarity of the assessment. It is prominent that the participants are considered following criteria to provide an example of unfair assessments; a) equality of students, b) uncertainty of the questions or the answers, c) subjectivity of the teacher, d) the fluke of assessment, e) limited type of questions in the assessment and f) the opportunity of students to show what they have learned. Objectivity has also been the most frequent reason for providing an example of fair assessments. It has been determined that the perception of fair assessment is divided into very different categories and completely opposite perceptions were found. However, it was observed that teacher candidates focused less on students than teachers and more on teacher competence when defining fair assessments. Based on the results of the research, it is recommended that teachers need to be provided in-service training for equitable assessments and that equitable assessment should be highlighted within the scope of different courses in teacher training programs. It is also recommended that more research are needed about equitable assessment in Turkey to support stakeholders.
by providing effective practices. Based on the efforts, teachers’ practices of teaching
have shifted from teacher-centered instructions to student-centered instructions.
However, this shift in teachers’ instructional practices is not adequately reflected in
teachers’ assessment practices. It is well-established that assessment and learning are
interwined. Besides, how is assessment carried out and what is being assessed inform
student learning. Therefore, assessment practices are essential to engage students in deep learning and closing the achievement gap between diverse students. Using assessment processes to support student learning rather than just providing grades is conceptualized as formative assessment or assessment for learning in literature.
analysis was used to displayed information about the year, type, topic, aim, method, sampling, context, results and suggestions of the analyzed studies. The results of the analysis showed that studies mostly published during 2014 and 2016 years, mostly focused on 8th grade students, experimental design frequently preferred, and looked for the impact of argumentation on students’ academic achievement, attitudes, science process skills and nature of science conceptions. In general, the findings of the analyzed studies showed that argumentation approach increases students’ academic achievements, class participation and socialization of students. These
studies also suggested conduction of more longitudinal studies and providing argumentation oriented professional development opportunities for teachers.
Bu araştırmanın amacı Türkiye kapsamında gerçekleştirilen ve ilköğretim öğrencilerinin fen eğitiminde argümantasyon yaklaşımını kullanan 2007-2017 yılları arasında yayınlanmış olan akademik çalışmaları farklı araştırma soruları ışığında incelemektir. Bu sayede, araştırmaların ortaya koydukları bulguların ve eksik kalan noktaların belirlenmesi ve ulaşılan sonuçlar temelinde ilgili paydaşlara tavsiyelerde bulunulması amaçlanmıştır.
Bu amaçlar doğrultusunda 2007-2017 yılları arasında Türkiye’de gerçekleştirilen, örneklemini ilköğretim öğrencilerinden alan fen eğitiminde argümantasyon yaklaşımını kullanan erişime açık 22 tez, 20 makale ve 1 bildiri olmak üzere 43 çalışma farklı veri tabanlarından elde edilerek incelenmiştir. Çalışmaların incelenmesinde içerik analizi yöntemlerinden öncelikle betimsel içerik analizi kullanılarak genel bir özetleme yapılmış, daha sonra tematik içerik analizi (meta sentez) yapılarak çalışmalar yıl, tür, konu, amaç, yöntem, örneklem, bağlam, boylam, sonuç ve öneri yönleriyle incelenmiştir. Bulgulara bakıldığında; çalışmaların 2014 ve 2016 yıllarında yoğunlaştığı; daha çok 8. sınıf öğrencileri ile araştırma yapıldığı; deneysel desenlerin daha çok tercih edildiği, akademik başarı, tutum, bilimsel süreç becerileri ve bilimin doğası anlayışlarına etkisinin gibi yapıların yoğun çalışıldığı görülmüştür. Genel olarak argümantasyon odaklı seçilen stratejilerin öğrencilerin akademik başarılarına olumlu katkı sağladığı, sınıf içi etkileşimi artırdığı, sosyalleşmeyi ve buna bağlı becerileri geliştirdiği belirlenmiştir. Çalışmalarda diğer araştırmacılar için daha uzun süreli araştırmalar yapılması gerektiğinin ve öğretmenlere hizmet içi eğitimler verilmesinin önerildiği görülmüştür.
Anahtar sözcükler: Argümantasyon, Yaparak yazarak bilim öğrenme, Bilimsel tartışma
This survey is carried out on a child who is a second grade student and has a diagnosis of atypical autism. The
survey is maintained during 2017-2018 education year. In that survey, it is aimed that the student should be taught by
starting from counting step that what addition and subtraction perceptibly mean with successively regulated educational
inventions and then, addition and subtraction that is perceptibly learned should be gained abstractly. The student should
learn how to add and subtract double-digit numbers without taking help. The survey is designed as an action search from
qualitative research methods. According to this method, previously it is specified the source of problems that the student
had on relevant learning outcomes and then, it is prepared a need based action plan. Applied action is continually evaluated
within the process and necessary adjustments are applied. Survey data are obtained via observation and interview.
According to the findings, when the student uses concrete examples, he learns the real meaning of addition and subtraction.
It is observed that the student succeed to add and subtract digit and double-digit numbers by using symbol and numbers.
However, due to the fact that schools are closed because of the end of term the student couldn’t have done the activities
like decimal digit numbers in subtraction. It is observed that when learning outcomes that are gained at school are
supported, it improves motivation and it is well received with social conditions. To other researchers, it is suggested to do
new surveys with students from different grades and qualities. To teachers, it is suggested to try different activities with
different learning students and to use social reinforcers.
Keywords: Autism, action research, addition, subtraction
metaphors. For this purpose, phenomenology, one of the qualitative research patterns, was used. The data of the study were collected in the fall semester of the 2019-2020 academic year. In order to ensure a high level of participation of participants, 85 teachers who served as science teachers in different provinces of Turkey and 47 prospective science teachers studying in their senior year at a state university were selected as participants of the study. The data were collected by the metaphor test, which asked participants for the completion of the following sentence "Equitable assessment is like..., because …”. Two new sections were added to this test, where in the first section participants were asked to give a sample of fair and unfair assessment, and in the second section participants were asked to choose a question wthin the provided three questions and write why they think the question is more fair. According to the findings, both participant groups perceptions of equitable assessment were focused around of education, students, teachers and assessments. It was also seen that the majority of the participants’ perceptions of equitable assessment focused on objectivity. When defining fairness of assessment, teachers used the objectivity of the assessment, the objectivity of the teacher and the individual differences of the students; teacher candidates used to the objectivity of the teacher, the objectivity of the assessment and the competence of the teacher.
According to the research findings, the characteristics of fair assessments are sensitivity to individual differences of students, objectivity, discrimination, content validity and diversity of the assessment, and explicity and clarity of the assessment. It is prominent that the participants are considered following criteria to provide an example of unfair assessments; a) equality of students, b) uncertainty of the questions or the answers, c) subjectivity of the teacher, d) the fluke of assessment, e) limited type of questions in the assessment and f) the opportunity of students to show what they have learned. Objectivity has also been the most frequent reason for providing an example of fair assessments. It has been determined that the perception of fair assessment is divided into very different categories and completely opposite perceptions were found. However, it was observed that teacher candidates focused less on students than teachers and more on teacher competence when defining fair assessments. Based on the results of the research, it is recommended that teachers need to be provided in-service training for equitable assessments and that equitable assessment should be highlighted within the scope of different courses in teacher training programs. It is also recommended that more research are needed about equitable assessment in Turkey to support stakeholders.
by providing effective practices. Based on the efforts, teachers’ practices of teaching
have shifted from teacher-centered instructions to student-centered instructions.
However, this shift in teachers’ instructional practices is not adequately reflected in
teachers’ assessment practices. It is well-established that assessment and learning are
interwined. Besides, how is assessment carried out and what is being assessed inform
student learning. Therefore, assessment practices are essential to engage students in deep learning and closing the achievement gap between diverse students. Using assessment processes to support student learning rather than just providing grades is conceptualized as formative assessment or assessment for learning in literature.
analysis was used to displayed information about the year, type, topic, aim, method, sampling, context, results and suggestions of the analyzed studies. The results of the analysis showed that studies mostly published during 2014 and 2016 years, mostly focused on 8th grade students, experimental design frequently preferred, and looked for the impact of argumentation on students’ academic achievement, attitudes, science process skills and nature of science conceptions. In general, the findings of the analyzed studies showed that argumentation approach increases students’ academic achievements, class participation and socialization of students. These
studies also suggested conduction of more longitudinal studies and providing argumentation oriented professional development opportunities for teachers.
Bu araştırmanın amacı Türkiye kapsamında gerçekleştirilen ve ilköğretim öğrencilerinin fen eğitiminde argümantasyon yaklaşımını kullanan 2007-2017 yılları arasında yayınlanmış olan akademik çalışmaları farklı araştırma soruları ışığında incelemektir. Bu sayede, araştırmaların ortaya koydukları bulguların ve eksik kalan noktaların belirlenmesi ve ulaşılan sonuçlar temelinde ilgili paydaşlara tavsiyelerde bulunulması amaçlanmıştır.
Bu amaçlar doğrultusunda 2007-2017 yılları arasında Türkiye’de gerçekleştirilen, örneklemini ilköğretim öğrencilerinden alan fen eğitiminde argümantasyon yaklaşımını kullanan erişime açık 22 tez, 20 makale ve 1 bildiri olmak üzere 43 çalışma farklı veri tabanlarından elde edilerek incelenmiştir. Çalışmaların incelenmesinde içerik analizi yöntemlerinden öncelikle betimsel içerik analizi kullanılarak genel bir özetleme yapılmış, daha sonra tematik içerik analizi (meta sentez) yapılarak çalışmalar yıl, tür, konu, amaç, yöntem, örneklem, bağlam, boylam, sonuç ve öneri yönleriyle incelenmiştir. Bulgulara bakıldığında; çalışmaların 2014 ve 2016 yıllarında yoğunlaştığı; daha çok 8. sınıf öğrencileri ile araştırma yapıldığı; deneysel desenlerin daha çok tercih edildiği, akademik başarı, tutum, bilimsel süreç becerileri ve bilimin doğası anlayışlarına etkisinin gibi yapıların yoğun çalışıldığı görülmüştür. Genel olarak argümantasyon odaklı seçilen stratejilerin öğrencilerin akademik başarılarına olumlu katkı sağladığı, sınıf içi etkileşimi artırdığı, sosyalleşmeyi ve buna bağlı becerileri geliştirdiği belirlenmiştir. Çalışmalarda diğer araştırmacılar için daha uzun süreli araştırmalar yapılması gerektiğinin ve öğretmenlere hizmet içi eğitimler verilmesinin önerildiği görülmüştür.
Anahtar sözcükler: Argümantasyon, Yaparak yazarak bilim öğrenme, Bilimsel tartışma
This survey is carried out on a child who is a second grade student and has a diagnosis of atypical autism. The
survey is maintained during 2017-2018 education year. In that survey, it is aimed that the student should be taught by
starting from counting step that what addition and subtraction perceptibly mean with successively regulated educational
inventions and then, addition and subtraction that is perceptibly learned should be gained abstractly. The student should
learn how to add and subtract double-digit numbers without taking help. The survey is designed as an action search from
qualitative research methods. According to this method, previously it is specified the source of problems that the student
had on relevant learning outcomes and then, it is prepared a need based action plan. Applied action is continually evaluated
within the process and necessary adjustments are applied. Survey data are obtained via observation and interview.
According to the findings, when the student uses concrete examples, he learns the real meaning of addition and subtraction.
It is observed that the student succeed to add and subtract digit and double-digit numbers by using symbol and numbers.
However, due to the fact that schools are closed because of the end of term the student couldn’t have done the activities
like decimal digit numbers in subtraction. It is observed that when learning outcomes that are gained at school are
supported, it improves motivation and it is well received with social conditions. To other researchers, it is suggested to do
new surveys with students from different grades and qualities. To teachers, it is suggested to try different activities with
different learning students and to use social reinforcers.
Keywords: Autism, action research, addition, subtraction