The present study was conducted to reveal high school students‟ feelings regarding their experien... more The present study was conducted to reveal high school students‟ feelings regarding their experiences of being deprived of their smartphones (nomophobia). The study group of the study was comprised of 158 students attending a high school in a city center in the central Anatolian region in Turkey. One of the qualitative research methods, namely the phenomenology research design, was employed. The data of the research were collected by means of a questionnaire, comprised of open ended questions, and a metaphor form. The data obtained were analyzed using the content analysis technique by the researchers simultaneously. As a result of the analyses, it is possible to say that the participants (i) generally underwent a psychological breakdown, or felt furious, or sad in some of the nomophobia scenarios they experienced, (ii) frequently experienced intense negative feelings, such as anxiety, anger, and/or boredom, and (iii) sometimes refrain from expressing their feelings by saying “it doesn‟t affect me”. The present study yielded striking and equally thought-provoking findings such that the smartphone has a central place in the lives of the participants, who consider being deprived of a telephone equivalent to the loss of their most beloved ones.
Bu araştırmada amaç, günümüz sosyal bilgiler öğretim programında vurgulanan beş temel kavram yard... more Bu araştırmada amaç, günümüz sosyal bilgiler öğretim programında vurgulanan beş temel kavram yardımıyla sosyal bilgiler öğretmen adaylarının kelime ilişkilendirme testi kullanarak bilişsel algılarını ortaya çıkarmaktır. Araştırmanın verileri 2017-2018 eğitim-öğretim yılı güz döneminde İç Anadolu Bölgesinde bir devlet üniversitesindeki 158 sosyal bilgiler öğretmen adaylarından toplanmıştır. Araştırmada nitel araştırma yöntemlerinden biri olan fenomenoloji deseni kullanılmıştır. Öğretmen adaylarına “Bilim”, “Teknoloji”, “Öğretim Materyali”, “Bilgiİletişim” ve “Öğretmenlik” olmak üzere beş kavram yöneltilmiş ve bu anahtar kavramların onlarda uyandırdığı çeşitli kelimelerle frekans tabloları oluşturulmuştur. Anahtar kavramlar arasındaki ilişki durumu incelendiğinde öğretmen adaylarının sadece iki anahtar kavram (Bilim ve Teknoloji) arasında doğrudan ilişki kurdukları, diğer anahtar kavramlar arasında doğrudan bir ilişki kuramadıkları sonucuna ulaşılmıştır. Öğretmen adaylarının bu anahtar kavramlarla ilişkilendirdikleri kelime sayısının oldukça fazla ve geniş bir yelpazede olması sosyal bilgiler dersinin multidisipliner bir çalışma alanı olmasından kaynaklandığını kanıtlar niteliktedir. Bundan sonraki araştırmalar için sosyal bilgiler disiplinindeki farklı öğrenme alanlarından daha spesifik konuların ele alınarak bu konularla ilgili öğretmen ve öğretmen adayı algılarının ortaya çıkarılması önerilebilir.
The purpose of this research is to adapt Liu’s (2017) the English Mobile Learning Attitude Scale ... more The purpose of this research is to adapt Liu’s (2017) the English Mobile Learning Attitude Scale for Adult Learners to Turkish. These studies were conducted with a sample of 309 undergraduate students who study at a state university in Central Anatolia in the spring semester of 2017-2018 academic year. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed to construct the validity of the scale. The results of the EFA revealed a four-factor structure with 21 items, and the fit index obtained from the CFA result confirms the four-factor structure of the scale. The reliability of the scale was found to be α = .90 by calculating the Cronbach Alpha coefficient. In this context, it can be said that the validity and reliability of the English Mobile Learning Scale for Adult Learners adapted to Turkish language is adequate and it is a suitable measuring tool to measure the attitude towards English mobile learning.
The purpose of this study is to investigate the usability of interactive videos for developing sp... more The purpose of this study is to investigate the usability of interactive videos for developing spatial skills of students in geometric solids. For this purpose, it is aimed (1) to specify crucial steps for developing such videos viewed by web browsers, (2) to examine the interactive environment, which were developed in accordance with the learning outcomes of geometric solids in Ministry of National Education elementary school mathematics curriculum, by experts based on Nielsen's heuristics and (3) to point out the opinions for usability of such videos in teaching of geometry. Experts evaluated the developmental process in which the exploratory research method was used. Accordingly, heuristic evaluation was made by mathematics education experts based on Nielsen heuristics to identify the usability of the video. The data obtained from the interviews were qualitatively analyzed and matched with Nielsen heuristics. The codes obtained in terms of the contribution of the interactive video to the teaching process and the student are presented in the themes and categories. At the end of the evaluation, the experts agreed on the usability of interactive videos in teaching of geometry for developing spatial skills and showed positive attitude towards the development of such videos. For further developments, it is suggested to provide such videos in students' familiar media and interfaces, place interactive question-answer environment and associate the content of videos with daily life.
The importance of teaching foreign languages is known and it is also known that there are many di... more The importance of teaching foreign languages is known and it is also known that there are many difficulties in it. In our current age of technology, there are some new pursuits for dealing with these difficulties in the process during which digital natives learn a foreign language especially English. Because the target group is digital natives, educators tend to make use of technology. One of the most outstanding applications based on technologies of foreign language teaching is mobile learning. Accordingly, in the literature it is reported that integration of mobile technologies and mobile applications into educational environments has recently become widespread. With digital applications which can be set up on mobile devices as well as mobile phones, learners can enjoy entertaining and educational applications whenever and wherever they want. These applications can provide a more entertaining learning experience for learners. As a result, in this study, a mobile application design for teaching English within the context of “Tenses” (SOS Table) has been developed and has been presented. The mobile application of SOS Table was programmed on android platform because of the market share of it among other operating systems and then it was set up on Google Play Store. After users set up the program on their mobile devices, they are required to register remote database. Registered users’ data are recorded in a database and thus with these data, uses are monitored in order to determine how much progress has been acquired thanks to the application of SOS Table.
Bu araştırmada, bilişim teknolojileri öğretmen adaylarının mesleki eğitimlerine ilişkin görüşleri... more Bu araştırmada, bilişim teknolojileri öğretmen adaylarının mesleki eğitimlerine ilişkin görüşlerini, bu süreçte kazandıkları bilgi ve beceriler çerçevesinde incelemek amaçlanmıştır. Nitel araştırma yöntemi fenomenoloji deseni ile gerçekleştirilen araştırmaya İç Anadolu Bölgesi’nde bir üniversitede Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü dördüncü sınıfta öğrenim gören 29 öğretmen adayı katılmıştır. Araştırmanın verileri katılımcılarla gerçekleştirilen yarı yapılandırılmış görüşmelerle toplanmıştır. Elde edilen verilerin içerik analiziyle çözümlenmesi sonucunda; katılımcıların aldıkları derslerin öğretmenlik mesleği ile ilgili bilgilerini artırıp becerilerini geliştirdiğini, derslerin alan bilgisi ve teknik beceriler kazandırma açısından yetersiz olduğunu ve pedagoji derslerinin kendilerine en fazla katkı sağlayan dersler olduğunu düşündükleri gibi sonuçlar tespit edilmiştir.
The number of technological pedagogical and content knowledge (TPACK) studies has been increasing... more The number of technological pedagogical and content knowledge (TPACK) studies has been increasing day by day; however, limited number of studies has provided both quantitative and qualitative findings based on teachers' learning by design experiences. This study aimed to reveal the changes in pre-service teachers' TPACK competencies in the educational website design process and their experiences in the design process within the scope of a course based on TPACK framework and the learning by design approach. Designed as an embedded mixed design research, the study was conducted with 28 pre-service teachers. The data were collected through the TPACK-deep scale, a survey and e-mails sent to the instructors. The research concluded that the learning by design approach brings pre-service teachers' TPACK competencies in highly effective significant contributions. Moreover, it was revealed that the design process expands pre-service teachers' schemas regarding the properties which digital instructional materials should possess. The research also enlightened the motivating factors such as receiving support and the challenging factors such not being able to use software for the pre-service teachers in the design process. Finally, the findings were interpreted within the framework of TPACK and the learning by design approach and recommendations were made for future practices and studies.
The purpose of this study is to find out pre-service teachers' views about the use of technology ... more The purpose of this study is to find out pre-service teachers' views about the use of technology in science and middle school mathematics courses. For this purpose, semi-structured interviews were conducted with 30 pre-service teachers studying in a university in Central Anatolia Region during the spring semester of 2017-2018 academic year. The obtained data were analyzed using content analysis by the researchers. According to the findings, pre-service teachers thought that computer, smart board, projector, laboratory equipment, notebook, and pencil are the main technologies that can be used in the classroom. The participants also thought that presentation and video processing programs make course interesting and enjoyable, visualize the topic, make learning easier, and enable the permanent learning. However, they also stated that preparing a presentation and video processing program may be time consuming and boring if it is used throughout the course; and the program may not be useful for every subject. The participants found blogs and web pages useful since they give opportunities to share course content, materials, and information, make announcements to make students prepared for the course. Almost all the participants believed that technological equipment of their classroom definitely affect their teaching. Namely, in an ill-equipped class, the students would have difficulty in learning, tend to memorize things; also their attitudes, interests, and motivations towards the course, and participation in the lesson would be affected; and their learning would not be permanent.
Schooling age and the level of school readiness are considered critical concepts in students’ ada... more Schooling age and the level of school readiness are considered critical concepts in students’ adaptation to school, in their academic achievement and in attaining educational objectives. Therefore, the issues of schooling age and school readiness are frequently discussed within educational matters. In Turkey, schooling age is 60 months or older in the 4+4+4 educational system. According to this legal arrangement, students who turn 60 months at the time are allowed to start school with parental consent, which means that students can start school one year earlier. In this study, the relation between the fourth grade students’ schooling ages and their academic achievement is investigated. The data for the fourth grade students who studied in schools both in the city and in the province under the Niğde Provincial Directorate of National Education in 2015-2016 academic years were investigated by the study. The data were collected from the students’ second term grade-point averages by scanning the e-school databases of schools in Niğde. The data was analyzed using descriptive, comparison and relational tests. The results of the study revealed weak, negative and significant relations between students’ schooling ages and their academic achievement. When compared in terms of schooling age groups, a significant difference in terms of low age groups was found in students’ academic achievements. According to this result, students’ grade-point averages increase as their schooling ages decrease.
Abstract
The purpose of this research is to investigate the effects of AR education practices on... more Abstract The purpose of this research is to investigate the effects of AR education practices on the academic motivation of mathematics teacher candidates. A single group pretest-posttest experimental research model was used in the study. The study group of the study consisted of 38 volunteer freshman students in the Primary School Mathematics Teaching Department of a Faculty of Education in a university in the Central Anatolia Region. The teacher candidates underwent a five-week training on teaching mathematics via AR practices offered by two specialists. Research data were collected before and after the application of the Academic Motivation Scale. Data were analyzed by means of t-Tests for the related samples. As a result, it was found that AR applications in mathematics have a positive effect on academic motivation. Accordingly, it can be suggested that AR applications should be further expanded and integrated into mathematics teaching programs at various levels.
The purpose of this research is to determine the impact of augmented reality technology and geome... more The purpose of this research is to determine the impact of augmented reality technology and geometry teaching on elementary school mathematics teacher candidates' technology acceptance and to examine participants' views on augmented reality. The sample of the research was composed of 40 elementary school mathematics teacher candidates who were freshman students in the faculty of education of a university which located in the central Anatolian region of Turkey during the fall semester of 2016-2017 academic year. Participants in the study were given a training seminar on teaching geometry via augmented reality (AR). They were provided with the opportunity to develop teaching materials for AR. At the end of this process, their opinions on the use of these materials were taken. Both qualitative and quantitative research methods were used in the research. The quantitative data of this study were collected by the Technology Acceptance and Use Scale for Information and Communication Technologies and the qualitative data were collected through semi-structured interviews. The themes and codes related to the usefulness of geometry teaching supported by augmented reality teaching emerged by means of qualitative content analysis. The t-Test, one of the parametric tests, was used to analyze the quantitative data. The data obtained from the semi-structured interview forms were classified under 9 categories and 35 themes. As a result of data analyses, it was found that the teacher candidates' attitudes towards the effectiveness geometry instruction supported by the augmented reality technology were positive but as regards' teacher candidates' intentions to use augmented reality technology, it was observed that some of them had reservations because of technological limitations, such as recognition of signs and freezing of the augmented reality environments.
It is a great paradox that despite the great importance attached to mathematics education in Turk... more It is a great paradox that despite the great importance attached to mathematics education in Turkey, high failure rates are observed among Turkish students in mathematics. For this reason, new applications are implemented in the field of mathematics education in Turkey. One of these applications is the use of technology in mathematics education. Thus, this research aimed to determine the attitudes and opinions of the middle school students towards the use of the interactive whiteboard, which is among the technologies used in mathematics and mathematics lessons. The research is based on a mixed-method research design in which both quantitative and qualitative methods were used. The quantitative part of the study was conducted with 726 students, selected via the convenience sampling method, in 4 different central schools affiliated to the Ministry of Education (MNE) in the Karabük province during the 2015-2016 academic year, while the qualitative part was carried out with 20 participants determined on a voluntary basis. The research data were obtained from the " Attitude Scale towards Mathematics " , the " Interactive Whiteboard Attitude Scale " and the semi-structured interviews. It was found that the participants in the survey had a positive attitude towards the use of the interactive whiteboard in mathematics lessons and that they were positively affected by the interactive whiteboard in learning mathematics. In addition, it was concluded that participants' attitudes towards mathematics and the use of the interactive whiteboard was above average. It was also found that the male students' attitudes towards the interactive whiteboard were more positive than that of the female students, and the level of positive attitude towards mathematics decreases as the class level increases accordingly. Finally, a low positive correlation was found between students' attitudes towards mathematics and the interactive whiteboard.
ÖZ Bu araştırmada amaç, Kelime İlişkilendirme Testi kullanarak Bilgisayar ve Öğretim Teknolojiler... more ÖZ Bu araştırmada amaç, Kelime İlişkilendirme Testi kullanarak Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümünde (BÖTE) öğrenim gören öğretmen adaylarının bölümlerine ilişkin bilişsel algılarını ortaya çıkarmaktır. Araştırmanın verileri 2016-2017 eğitim-öğretim yılı güz döneminde Ömer Halisdemir Üniversitesi Eğitim Fakültesi, BÖTE Bölümünde öğrenim gören katılımcılardan toplanmıştır. Öğretmen adaylarına BÖTE bölümünün adını oluşturan beş adet anahtar kavram (Bilgisayar, Öğretim, Teknoloji, Eğitim, Öğretmenlik) verilmiştir. Belli bir süre dâhilinde bu anahtar kavramların öğrencilerde uyandırdığı çeşitli kelimeler, frekans tablolarına kaydedilmiştir. Veriler ışığında BÖTE bölümü öğretmen adaylarının bilişsel algılarını ortaya çıkaran çeşitli kavram ağları çizilmiştir. Bu ağlar neticesinde öğretmen adaylarının daha çok eğitim, öğretim ve öğretmenlik kavramlarını birbirleri ile ilişkilendirirlerken, teknoloji ve bilgisayar kavramlarını da birlikte ve diğer üç kavramdan bağımsız düşündükleri; bilgisayarı donanım birimlerinden ve oyundan ibaret, teknolojiyi ise telefon ve kolaylık olarak algıladıkları görülmüştür. Bu sonuçların BÖTE öğretmen adaylarının öğretmenlik deneyimlerini etkileyebileceği bu nedenle hizmet öncesi eğitimde öğretmen adaylarının bu algıları ışığında çeşitli eğitimler almaları gerektiği önerilmektedir. ABSTRACT The purpose of this research is to reveal the cognitive perceptions of computer student teachers (CEIT) of their departments with the Word Association Test. The research data was collected from the student teachers who are studying in Ömer Halisdemir University Education Faculty in the fall term of the academic year of 2016-2017. The participants were provided with (Computer, Instruction, Technology, Education, Teachingconcept). According to data, several concept networks were drawn to reveal cognitive perceptions of the participant of CEIT department. It was seen that the participants associated the concepts Education, Instruction and Teaching rather with each other, thought of the concepts Technology and Computer together but independently from other three concepts and perceived computer as only being about hardware components and games and technology as phone and convenience. It can be recommended for the pre-service teachers to apply educational practices in their pre-service trainings in accordance with these perceptions.
ÖZET Müzelerin öğretim etkinliklerinde kullanılmasının öğrenme sürecini olumlu yönde etkilediği l... more ÖZET Müzelerin öğretim etkinliklerinde kullanılmasının öğrenme sürecini olumlu yönde etkilediği literatürde sıklıkla vurgulanmaktadır. Sosyal bilgiler dersi açısından müzeler oldukça önemlidir. Bu bağlamda özellikle drama ile gerçekleştirilen müze eğitiminin öğrencilerin tarihsel kazanımları daha kolay elde etmesini sağladığı görüşü dile getirilebilir. Müze eğitiminde karşılaşılan en önemli sorunlar ise bürokratik engeller, zaman, maliyet ve öğrenci kontrolünde yaşanan aksaklıklar olarak ifade edilebilir. Gerçekleştirilen bu çalışmada elde edilen bulgular ışığında sanal müzelerin eğitim-öğretim sürecinde kullanılmalarının karşılaşılan bu sorunların üstesinden gelinmesinde katkı sağlayacağı görüşü ileri sürülebilir. Bu çalışmada sosyal bilgiler öğretmen adaylarının müze eğitimi ve sanal müzelerle ilgili görüşlerinin incelenmesi amaçlanmıştır. Öğretmen adaylarının belirlenmesinde "amaçlı örnekleme" yöntemleri içinde yer alan "ölçüt örnekleme" yönteminden yararlanılmıştır. Araştırmada müze eğitimi hakkında genel bilgi sahibi olan öğretmen adaylarına iki hafta süren on saatlik bir sanal müze eğitimi verilmiştir. Tek grup öntest-sontest deneysel desen kullanılarak yarı yapılandırılmış görüşme formlarıyla toplanan veriler, nitel veri çözümleme tekniğiyle incelenmiştir. Çözümleme sonuçlarına göre araştırmaya katılan öğretmen adaylarının tamamı, müze eğitiminin öğrenmenin kalıcı olmasına katkı sağladığını belirtmişlerdir. Müze eğitiminde en önemli sorunun kalabalık sınıfların kontrolü olduğunu ifade eden öğretmen adayları, müze eğitimi esnasında özellikle gezi-gözlem ve drama yöntemlerinden yararlanmayı düşündüklerini dile getirmişlerdir. * Bu çalışmanın bir bölümü 7.Uluslararası Bilgisayar ve Öğretim Teknolojileri Eğitimi Sempozyumunda sözlü bildiri olarak sunulmuştur.
Öz: Bu çalışma ortaokul matematik öğretmenlerinin matematik öğretiminde bilişim teknolojileri (BT... more Öz: Bu çalışma ortaokul matematik öğretmenlerinin matematik öğretiminde bilişim teknolojileri (BT) kullanımına ilişkin görüşlerinin ortaya çıkarılması amacıyla gerçekleştirilmiştir. Çalışma grubu olarak Niğde'deki merkez ve merkeze bağlı ortaokullarda görev yapan matematik öğretmenleri arasından ölçüt örneklemeyle seçilmiş 24 matematik öğretmeni belirlenmiştir. Çalışmada nitel araştırma desenlerinden durum çalışması yöntemi kullanılmıştır. Çalışma kapsamında araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formundaki sorular, öğretmenlerle röportaj yapılarak yöneltilmiştir. Ses kaydı kullanılarak görüşleri alınan öğretmenlerden elde edilen veriler araştırmacı ve farklı bir alan uzmanı tarafından eş zamanlı olarak içerik analizi tekniği ile çözümlenmiştir. Bu sayede %100 görüş birliği ile kodlayıcı güvenirliliği sağlanmıştır. Çalışmada bilişim teknolojileri ile matematik öğretimine ilişkin olarak görüşme yapılan öğretmenlerin büyük çoğunluğu bu konuda olumlu düşündüklerini ve bu tür uygulamalara sıcak baktıklarını dile getirmişlerdir. Ayrıca matematik öğretmenlerinin BT kullanımıyla ilgili hizmet içi eğitimlerin üniversitelerle işbirliği içinde alanında uzman öğretim elemanlarınca gerçekleştirilmesi daha faydalı olacağı düşünülmektedir. Anahtar Kelimeler: Ortaokul matematik öğretmeni, bilişim teknolojileri, öğretmen görüşleri Abstract: This study was conducted to understand the ideas of middle school mathematics teachers on use of Information Technologies in mathematics instruction. Study group was selected among mathematics teachers in middle schools located in Nigde province by using purposive sampling. 24 mathematics teachers agreed to participate in the study. Case study methodology was employed as a research method in this study. Interviews were conducted with the participants of the study. The data obtained from participants were analyzed by the researcher and another specialist in the area by using the content analysis technique. Thus, very high inter-rater reliability was obtained. The majority of participants claimed that they thought positively related to mathematics teaching using information technologies and expressed their positive attitude to the applications in this regard. In addition, it is recommended that providing in-service training programs for using information technologies in mathematics education that are prepared in collaboration with academicians would be useful. Giriş Öğretmenler, sınıf içi öğrenme ve öğretme etkinliklerine teknoloji entegresyonunun uygulayıcısı olmaları açısından oldukça önemli bir etkendir. Sınıf içi uygulamalarında bilişim teknolojilerinden (BT) yararlanan öğretmenlerin bu davranışlarıyla öğrencilerine rol model olabileceği söylenebilir. Ülkemizde eğitimde teknoloji kullanımına yönelik yatırımlar gün geçtikçe artmakta olup, eğitim kurumlarındaki sınıflar, güncel teknolojik araçlarla donatılmakta ve her öğrencinin yeni teknolojik araç gereçlerle tanışma fırsatı yakalamasına zemin hazırlanmaktadır. Dolayısıyla derslerde BT'nin kullanıldığı öğrenme ortamlarının hızla yaygınlaştırıldığını ve bu duruma yönelik yapılan çalışmaların hız kazandığını söylemek yanlış olmayacaktır.
The purpose of this study is to develop a TPACK (Technological Pedagogical Content Knowledge) sca... more The purpose of this study is to develop a TPACK (Technological Pedagogical Content Knowledge) scale based on the main components of TPACK framework. The validity and reliability studies of the scale were carried out with 316 Turkish pre-service mathematics teachers at seven different universities in Turkey. The Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) of the scale were carried out. The Cronbach's alpha reliability coefficient for the whole scale was found as .97. This scale consists of 59 items and nine factors. With the exploratory factor analysis nine constructs were found: technological knowledge (TK), content knowledge (CK), pedagogy knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), online technological pedagogical knowledge (TPK online), offline technological pedagogical knowledge (TPK offline), technological pedagogical content knowledge (TPCK) and contexts knowledge. According to the CFA results of scale, the ratio of the chi-square value (2866.53) to the degree of freedom (1616) was 1.77. In addition, the goodness-of-fit values for the model revealed by the CFA were SRMR=0.047 and RMSEA=0.050. The development of both reliable and valid scale related to the technological pedagogical content knowledge of pre-service mathematics teachers' would be promote further studies.
Bu araştırmanın amacı, eğitim fakültesi öğretim elemanlarının teknolojik pedagojik içerik bilgile... more Bu araştırmanın amacı, eğitim fakültesi öğretim elemanlarının teknolojik pedagojik içerik bilgilerine yönelik öz-güvenlerini çeşitli değişkenler açısından incelemektir. Araştırmanın örneklemi Türkiye eğitim fakültelerindeki 329 öğretim elemanı olarak ulaşılabilir örnekleme yöntemiyle belirlenmiştir. Araştırmanın verileri, Graham, Burgoyne, Cantrell, Smith, St. Clair ve Harris (2009) tarafından geliştirilen, Timur ve Taşar (2011) tarafından Türkçe’ye uyarlanan “Teknolojik Pedagojik Alan Bilgisi Öz-Güven Ölçeği (TPABÖGÖ)” kullanılarak çevrimiçi ve basılı yolla toplanmıştır. TPABÖGÖ (TPİB özgüven ölçeği)’nün alt boyutlarından elde edilen puanların cinsiyete ve eğitim durumlarına göre farklılaşıp farklılaşmadığını belirlemek amacıyla ilişkisiz örneklemeler için t-testi; bölüm ve hizmet yılı düzeyine göre farklılaşıp farklılaşmadığını saptamak için ise tek yönlü varyans analizi (ANOVA) yapılmıştır. Araştırma sonuçlarına göre eğitim fakültesi öğretim elemanlarının TPİB özgüvenlerine ilişkin algılarında bölüm ve hizmet yıllarına göre anlamlı farklılık çıkmışken, cinsiyet ve eğitim durumlarına göre ise anlamlı bir farklılık olmadığı gözlenmiştir. Anahtar Kelimeler: eğitim, teknolojik pedagojik içerik bilgisi, öğretim elemanı, özgüven
The present study was conducted to reveal high school students‟ feelings regarding their experien... more The present study was conducted to reveal high school students‟ feelings regarding their experiences of being deprived of their smartphones (nomophobia). The study group of the study was comprised of 158 students attending a high school in a city center in the central Anatolian region in Turkey. One of the qualitative research methods, namely the phenomenology research design, was employed. The data of the research were collected by means of a questionnaire, comprised of open ended questions, and a metaphor form. The data obtained were analyzed using the content analysis technique by the researchers simultaneously. As a result of the analyses, it is possible to say that the participants (i) generally underwent a psychological breakdown, or felt furious, or sad in some of the nomophobia scenarios they experienced, (ii) frequently experienced intense negative feelings, such as anxiety, anger, and/or boredom, and (iii) sometimes refrain from expressing their feelings by saying “it doesn‟t affect me”. The present study yielded striking and equally thought-provoking findings such that the smartphone has a central place in the lives of the participants, who consider being deprived of a telephone equivalent to the loss of their most beloved ones.
Bu araştırmada amaç, günümüz sosyal bilgiler öğretim programında vurgulanan beş temel kavram yard... more Bu araştırmada amaç, günümüz sosyal bilgiler öğretim programında vurgulanan beş temel kavram yardımıyla sosyal bilgiler öğretmen adaylarının kelime ilişkilendirme testi kullanarak bilişsel algılarını ortaya çıkarmaktır. Araştırmanın verileri 2017-2018 eğitim-öğretim yılı güz döneminde İç Anadolu Bölgesinde bir devlet üniversitesindeki 158 sosyal bilgiler öğretmen adaylarından toplanmıştır. Araştırmada nitel araştırma yöntemlerinden biri olan fenomenoloji deseni kullanılmıştır. Öğretmen adaylarına “Bilim”, “Teknoloji”, “Öğretim Materyali”, “Bilgiİletişim” ve “Öğretmenlik” olmak üzere beş kavram yöneltilmiş ve bu anahtar kavramların onlarda uyandırdığı çeşitli kelimelerle frekans tabloları oluşturulmuştur. Anahtar kavramlar arasındaki ilişki durumu incelendiğinde öğretmen adaylarının sadece iki anahtar kavram (Bilim ve Teknoloji) arasında doğrudan ilişki kurdukları, diğer anahtar kavramlar arasında doğrudan bir ilişki kuramadıkları sonucuna ulaşılmıştır. Öğretmen adaylarının bu anahtar kavramlarla ilişkilendirdikleri kelime sayısının oldukça fazla ve geniş bir yelpazede olması sosyal bilgiler dersinin multidisipliner bir çalışma alanı olmasından kaynaklandığını kanıtlar niteliktedir. Bundan sonraki araştırmalar için sosyal bilgiler disiplinindeki farklı öğrenme alanlarından daha spesifik konuların ele alınarak bu konularla ilgili öğretmen ve öğretmen adayı algılarının ortaya çıkarılması önerilebilir.
The purpose of this research is to adapt Liu’s (2017) the English Mobile Learning Attitude Scale ... more The purpose of this research is to adapt Liu’s (2017) the English Mobile Learning Attitude Scale for Adult Learners to Turkish. These studies were conducted with a sample of 309 undergraduate students who study at a state university in Central Anatolia in the spring semester of 2017-2018 academic year. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed to construct the validity of the scale. The results of the EFA revealed a four-factor structure with 21 items, and the fit index obtained from the CFA result confirms the four-factor structure of the scale. The reliability of the scale was found to be α = .90 by calculating the Cronbach Alpha coefficient. In this context, it can be said that the validity and reliability of the English Mobile Learning Scale for Adult Learners adapted to Turkish language is adequate and it is a suitable measuring tool to measure the attitude towards English mobile learning.
The purpose of this study is to investigate the usability of interactive videos for developing sp... more The purpose of this study is to investigate the usability of interactive videos for developing spatial skills of students in geometric solids. For this purpose, it is aimed (1) to specify crucial steps for developing such videos viewed by web browsers, (2) to examine the interactive environment, which were developed in accordance with the learning outcomes of geometric solids in Ministry of National Education elementary school mathematics curriculum, by experts based on Nielsen's heuristics and (3) to point out the opinions for usability of such videos in teaching of geometry. Experts evaluated the developmental process in which the exploratory research method was used. Accordingly, heuristic evaluation was made by mathematics education experts based on Nielsen heuristics to identify the usability of the video. The data obtained from the interviews were qualitatively analyzed and matched with Nielsen heuristics. The codes obtained in terms of the contribution of the interactive video to the teaching process and the student are presented in the themes and categories. At the end of the evaluation, the experts agreed on the usability of interactive videos in teaching of geometry for developing spatial skills and showed positive attitude towards the development of such videos. For further developments, it is suggested to provide such videos in students' familiar media and interfaces, place interactive question-answer environment and associate the content of videos with daily life.
The importance of teaching foreign languages is known and it is also known that there are many di... more The importance of teaching foreign languages is known and it is also known that there are many difficulties in it. In our current age of technology, there are some new pursuits for dealing with these difficulties in the process during which digital natives learn a foreign language especially English. Because the target group is digital natives, educators tend to make use of technology. One of the most outstanding applications based on technologies of foreign language teaching is mobile learning. Accordingly, in the literature it is reported that integration of mobile technologies and mobile applications into educational environments has recently become widespread. With digital applications which can be set up on mobile devices as well as mobile phones, learners can enjoy entertaining and educational applications whenever and wherever they want. These applications can provide a more entertaining learning experience for learners. As a result, in this study, a mobile application design for teaching English within the context of “Tenses” (SOS Table) has been developed and has been presented. The mobile application of SOS Table was programmed on android platform because of the market share of it among other operating systems and then it was set up on Google Play Store. After users set up the program on their mobile devices, they are required to register remote database. Registered users’ data are recorded in a database and thus with these data, uses are monitored in order to determine how much progress has been acquired thanks to the application of SOS Table.
Bu araştırmada, bilişim teknolojileri öğretmen adaylarının mesleki eğitimlerine ilişkin görüşleri... more Bu araştırmada, bilişim teknolojileri öğretmen adaylarının mesleki eğitimlerine ilişkin görüşlerini, bu süreçte kazandıkları bilgi ve beceriler çerçevesinde incelemek amaçlanmıştır. Nitel araştırma yöntemi fenomenoloji deseni ile gerçekleştirilen araştırmaya İç Anadolu Bölgesi’nde bir üniversitede Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü dördüncü sınıfta öğrenim gören 29 öğretmen adayı katılmıştır. Araştırmanın verileri katılımcılarla gerçekleştirilen yarı yapılandırılmış görüşmelerle toplanmıştır. Elde edilen verilerin içerik analiziyle çözümlenmesi sonucunda; katılımcıların aldıkları derslerin öğretmenlik mesleği ile ilgili bilgilerini artırıp becerilerini geliştirdiğini, derslerin alan bilgisi ve teknik beceriler kazandırma açısından yetersiz olduğunu ve pedagoji derslerinin kendilerine en fazla katkı sağlayan dersler olduğunu düşündükleri gibi sonuçlar tespit edilmiştir.
The number of technological pedagogical and content knowledge (TPACK) studies has been increasing... more The number of technological pedagogical and content knowledge (TPACK) studies has been increasing day by day; however, limited number of studies has provided both quantitative and qualitative findings based on teachers' learning by design experiences. This study aimed to reveal the changes in pre-service teachers' TPACK competencies in the educational website design process and their experiences in the design process within the scope of a course based on TPACK framework and the learning by design approach. Designed as an embedded mixed design research, the study was conducted with 28 pre-service teachers. The data were collected through the TPACK-deep scale, a survey and e-mails sent to the instructors. The research concluded that the learning by design approach brings pre-service teachers' TPACK competencies in highly effective significant contributions. Moreover, it was revealed that the design process expands pre-service teachers' schemas regarding the properties which digital instructional materials should possess. The research also enlightened the motivating factors such as receiving support and the challenging factors such not being able to use software for the pre-service teachers in the design process. Finally, the findings were interpreted within the framework of TPACK and the learning by design approach and recommendations were made for future practices and studies.
The purpose of this study is to find out pre-service teachers' views about the use of technology ... more The purpose of this study is to find out pre-service teachers' views about the use of technology in science and middle school mathematics courses. For this purpose, semi-structured interviews were conducted with 30 pre-service teachers studying in a university in Central Anatolia Region during the spring semester of 2017-2018 academic year. The obtained data were analyzed using content analysis by the researchers. According to the findings, pre-service teachers thought that computer, smart board, projector, laboratory equipment, notebook, and pencil are the main technologies that can be used in the classroom. The participants also thought that presentation and video processing programs make course interesting and enjoyable, visualize the topic, make learning easier, and enable the permanent learning. However, they also stated that preparing a presentation and video processing program may be time consuming and boring if it is used throughout the course; and the program may not be useful for every subject. The participants found blogs and web pages useful since they give opportunities to share course content, materials, and information, make announcements to make students prepared for the course. Almost all the participants believed that technological equipment of their classroom definitely affect their teaching. Namely, in an ill-equipped class, the students would have difficulty in learning, tend to memorize things; also their attitudes, interests, and motivations towards the course, and participation in the lesson would be affected; and their learning would not be permanent.
Schooling age and the level of school readiness are considered critical concepts in students’ ada... more Schooling age and the level of school readiness are considered critical concepts in students’ adaptation to school, in their academic achievement and in attaining educational objectives. Therefore, the issues of schooling age and school readiness are frequently discussed within educational matters. In Turkey, schooling age is 60 months or older in the 4+4+4 educational system. According to this legal arrangement, students who turn 60 months at the time are allowed to start school with parental consent, which means that students can start school one year earlier. In this study, the relation between the fourth grade students’ schooling ages and their academic achievement is investigated. The data for the fourth grade students who studied in schools both in the city and in the province under the Niğde Provincial Directorate of National Education in 2015-2016 academic years were investigated by the study. The data were collected from the students’ second term grade-point averages by scanning the e-school databases of schools in Niğde. The data was analyzed using descriptive, comparison and relational tests. The results of the study revealed weak, negative and significant relations between students’ schooling ages and their academic achievement. When compared in terms of schooling age groups, a significant difference in terms of low age groups was found in students’ academic achievements. According to this result, students’ grade-point averages increase as their schooling ages decrease.
Abstract
The purpose of this research is to investigate the effects of AR education practices on... more Abstract The purpose of this research is to investigate the effects of AR education practices on the academic motivation of mathematics teacher candidates. A single group pretest-posttest experimental research model was used in the study. The study group of the study consisted of 38 volunteer freshman students in the Primary School Mathematics Teaching Department of a Faculty of Education in a university in the Central Anatolia Region. The teacher candidates underwent a five-week training on teaching mathematics via AR practices offered by two specialists. Research data were collected before and after the application of the Academic Motivation Scale. Data were analyzed by means of t-Tests for the related samples. As a result, it was found that AR applications in mathematics have a positive effect on academic motivation. Accordingly, it can be suggested that AR applications should be further expanded and integrated into mathematics teaching programs at various levels.
The purpose of this research is to determine the impact of augmented reality technology and geome... more The purpose of this research is to determine the impact of augmented reality technology and geometry teaching on elementary school mathematics teacher candidates' technology acceptance and to examine participants' views on augmented reality. The sample of the research was composed of 40 elementary school mathematics teacher candidates who were freshman students in the faculty of education of a university which located in the central Anatolian region of Turkey during the fall semester of 2016-2017 academic year. Participants in the study were given a training seminar on teaching geometry via augmented reality (AR). They were provided with the opportunity to develop teaching materials for AR. At the end of this process, their opinions on the use of these materials were taken. Both qualitative and quantitative research methods were used in the research. The quantitative data of this study were collected by the Technology Acceptance and Use Scale for Information and Communication Technologies and the qualitative data were collected through semi-structured interviews. The themes and codes related to the usefulness of geometry teaching supported by augmented reality teaching emerged by means of qualitative content analysis. The t-Test, one of the parametric tests, was used to analyze the quantitative data. The data obtained from the semi-structured interview forms were classified under 9 categories and 35 themes. As a result of data analyses, it was found that the teacher candidates' attitudes towards the effectiveness geometry instruction supported by the augmented reality technology were positive but as regards' teacher candidates' intentions to use augmented reality technology, it was observed that some of them had reservations because of technological limitations, such as recognition of signs and freezing of the augmented reality environments.
It is a great paradox that despite the great importance attached to mathematics education in Turk... more It is a great paradox that despite the great importance attached to mathematics education in Turkey, high failure rates are observed among Turkish students in mathematics. For this reason, new applications are implemented in the field of mathematics education in Turkey. One of these applications is the use of technology in mathematics education. Thus, this research aimed to determine the attitudes and opinions of the middle school students towards the use of the interactive whiteboard, which is among the technologies used in mathematics and mathematics lessons. The research is based on a mixed-method research design in which both quantitative and qualitative methods were used. The quantitative part of the study was conducted with 726 students, selected via the convenience sampling method, in 4 different central schools affiliated to the Ministry of Education (MNE) in the Karabük province during the 2015-2016 academic year, while the qualitative part was carried out with 20 participants determined on a voluntary basis. The research data were obtained from the " Attitude Scale towards Mathematics " , the " Interactive Whiteboard Attitude Scale " and the semi-structured interviews. It was found that the participants in the survey had a positive attitude towards the use of the interactive whiteboard in mathematics lessons and that they were positively affected by the interactive whiteboard in learning mathematics. In addition, it was concluded that participants' attitudes towards mathematics and the use of the interactive whiteboard was above average. It was also found that the male students' attitudes towards the interactive whiteboard were more positive than that of the female students, and the level of positive attitude towards mathematics decreases as the class level increases accordingly. Finally, a low positive correlation was found between students' attitudes towards mathematics and the interactive whiteboard.
ÖZ Bu araştırmada amaç, Kelime İlişkilendirme Testi kullanarak Bilgisayar ve Öğretim Teknolojiler... more ÖZ Bu araştırmada amaç, Kelime İlişkilendirme Testi kullanarak Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümünde (BÖTE) öğrenim gören öğretmen adaylarının bölümlerine ilişkin bilişsel algılarını ortaya çıkarmaktır. Araştırmanın verileri 2016-2017 eğitim-öğretim yılı güz döneminde Ömer Halisdemir Üniversitesi Eğitim Fakültesi, BÖTE Bölümünde öğrenim gören katılımcılardan toplanmıştır. Öğretmen adaylarına BÖTE bölümünün adını oluşturan beş adet anahtar kavram (Bilgisayar, Öğretim, Teknoloji, Eğitim, Öğretmenlik) verilmiştir. Belli bir süre dâhilinde bu anahtar kavramların öğrencilerde uyandırdığı çeşitli kelimeler, frekans tablolarına kaydedilmiştir. Veriler ışığında BÖTE bölümü öğretmen adaylarının bilişsel algılarını ortaya çıkaran çeşitli kavram ağları çizilmiştir. Bu ağlar neticesinde öğretmen adaylarının daha çok eğitim, öğretim ve öğretmenlik kavramlarını birbirleri ile ilişkilendirirlerken, teknoloji ve bilgisayar kavramlarını da birlikte ve diğer üç kavramdan bağımsız düşündükleri; bilgisayarı donanım birimlerinden ve oyundan ibaret, teknolojiyi ise telefon ve kolaylık olarak algıladıkları görülmüştür. Bu sonuçların BÖTE öğretmen adaylarının öğretmenlik deneyimlerini etkileyebileceği bu nedenle hizmet öncesi eğitimde öğretmen adaylarının bu algıları ışığında çeşitli eğitimler almaları gerektiği önerilmektedir. ABSTRACT The purpose of this research is to reveal the cognitive perceptions of computer student teachers (CEIT) of their departments with the Word Association Test. The research data was collected from the student teachers who are studying in Ömer Halisdemir University Education Faculty in the fall term of the academic year of 2016-2017. The participants were provided with (Computer, Instruction, Technology, Education, Teachingconcept). According to data, several concept networks were drawn to reveal cognitive perceptions of the participant of CEIT department. It was seen that the participants associated the concepts Education, Instruction and Teaching rather with each other, thought of the concepts Technology and Computer together but independently from other three concepts and perceived computer as only being about hardware components and games and technology as phone and convenience. It can be recommended for the pre-service teachers to apply educational practices in their pre-service trainings in accordance with these perceptions.
ÖZET Müzelerin öğretim etkinliklerinde kullanılmasının öğrenme sürecini olumlu yönde etkilediği l... more ÖZET Müzelerin öğretim etkinliklerinde kullanılmasının öğrenme sürecini olumlu yönde etkilediği literatürde sıklıkla vurgulanmaktadır. Sosyal bilgiler dersi açısından müzeler oldukça önemlidir. Bu bağlamda özellikle drama ile gerçekleştirilen müze eğitiminin öğrencilerin tarihsel kazanımları daha kolay elde etmesini sağladığı görüşü dile getirilebilir. Müze eğitiminde karşılaşılan en önemli sorunlar ise bürokratik engeller, zaman, maliyet ve öğrenci kontrolünde yaşanan aksaklıklar olarak ifade edilebilir. Gerçekleştirilen bu çalışmada elde edilen bulgular ışığında sanal müzelerin eğitim-öğretim sürecinde kullanılmalarının karşılaşılan bu sorunların üstesinden gelinmesinde katkı sağlayacağı görüşü ileri sürülebilir. Bu çalışmada sosyal bilgiler öğretmen adaylarının müze eğitimi ve sanal müzelerle ilgili görüşlerinin incelenmesi amaçlanmıştır. Öğretmen adaylarının belirlenmesinde "amaçlı örnekleme" yöntemleri içinde yer alan "ölçüt örnekleme" yönteminden yararlanılmıştır. Araştırmada müze eğitimi hakkında genel bilgi sahibi olan öğretmen adaylarına iki hafta süren on saatlik bir sanal müze eğitimi verilmiştir. Tek grup öntest-sontest deneysel desen kullanılarak yarı yapılandırılmış görüşme formlarıyla toplanan veriler, nitel veri çözümleme tekniğiyle incelenmiştir. Çözümleme sonuçlarına göre araştırmaya katılan öğretmen adaylarının tamamı, müze eğitiminin öğrenmenin kalıcı olmasına katkı sağladığını belirtmişlerdir. Müze eğitiminde en önemli sorunun kalabalık sınıfların kontrolü olduğunu ifade eden öğretmen adayları, müze eğitimi esnasında özellikle gezi-gözlem ve drama yöntemlerinden yararlanmayı düşündüklerini dile getirmişlerdir. * Bu çalışmanın bir bölümü 7.Uluslararası Bilgisayar ve Öğretim Teknolojileri Eğitimi Sempozyumunda sözlü bildiri olarak sunulmuştur.
Öz: Bu çalışma ortaokul matematik öğretmenlerinin matematik öğretiminde bilişim teknolojileri (BT... more Öz: Bu çalışma ortaokul matematik öğretmenlerinin matematik öğretiminde bilişim teknolojileri (BT) kullanımına ilişkin görüşlerinin ortaya çıkarılması amacıyla gerçekleştirilmiştir. Çalışma grubu olarak Niğde'deki merkez ve merkeze bağlı ortaokullarda görev yapan matematik öğretmenleri arasından ölçüt örneklemeyle seçilmiş 24 matematik öğretmeni belirlenmiştir. Çalışmada nitel araştırma desenlerinden durum çalışması yöntemi kullanılmıştır. Çalışma kapsamında araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formundaki sorular, öğretmenlerle röportaj yapılarak yöneltilmiştir. Ses kaydı kullanılarak görüşleri alınan öğretmenlerden elde edilen veriler araştırmacı ve farklı bir alan uzmanı tarafından eş zamanlı olarak içerik analizi tekniği ile çözümlenmiştir. Bu sayede %100 görüş birliği ile kodlayıcı güvenirliliği sağlanmıştır. Çalışmada bilişim teknolojileri ile matematik öğretimine ilişkin olarak görüşme yapılan öğretmenlerin büyük çoğunluğu bu konuda olumlu düşündüklerini ve bu tür uygulamalara sıcak baktıklarını dile getirmişlerdir. Ayrıca matematik öğretmenlerinin BT kullanımıyla ilgili hizmet içi eğitimlerin üniversitelerle işbirliği içinde alanında uzman öğretim elemanlarınca gerçekleştirilmesi daha faydalı olacağı düşünülmektedir. Anahtar Kelimeler: Ortaokul matematik öğretmeni, bilişim teknolojileri, öğretmen görüşleri Abstract: This study was conducted to understand the ideas of middle school mathematics teachers on use of Information Technologies in mathematics instruction. Study group was selected among mathematics teachers in middle schools located in Nigde province by using purposive sampling. 24 mathematics teachers agreed to participate in the study. Case study methodology was employed as a research method in this study. Interviews were conducted with the participants of the study. The data obtained from participants were analyzed by the researcher and another specialist in the area by using the content analysis technique. Thus, very high inter-rater reliability was obtained. The majority of participants claimed that they thought positively related to mathematics teaching using information technologies and expressed their positive attitude to the applications in this regard. In addition, it is recommended that providing in-service training programs for using information technologies in mathematics education that are prepared in collaboration with academicians would be useful. Giriş Öğretmenler, sınıf içi öğrenme ve öğretme etkinliklerine teknoloji entegresyonunun uygulayıcısı olmaları açısından oldukça önemli bir etkendir. Sınıf içi uygulamalarında bilişim teknolojilerinden (BT) yararlanan öğretmenlerin bu davranışlarıyla öğrencilerine rol model olabileceği söylenebilir. Ülkemizde eğitimde teknoloji kullanımına yönelik yatırımlar gün geçtikçe artmakta olup, eğitim kurumlarındaki sınıflar, güncel teknolojik araçlarla donatılmakta ve her öğrencinin yeni teknolojik araç gereçlerle tanışma fırsatı yakalamasına zemin hazırlanmaktadır. Dolayısıyla derslerde BT'nin kullanıldığı öğrenme ortamlarının hızla yaygınlaştırıldığını ve bu duruma yönelik yapılan çalışmaların hız kazandığını söylemek yanlış olmayacaktır.
The purpose of this study is to develop a TPACK (Technological Pedagogical Content Knowledge) sca... more The purpose of this study is to develop a TPACK (Technological Pedagogical Content Knowledge) scale based on the main components of TPACK framework. The validity and reliability studies of the scale were carried out with 316 Turkish pre-service mathematics teachers at seven different universities in Turkey. The Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) of the scale were carried out. The Cronbach's alpha reliability coefficient for the whole scale was found as .97. This scale consists of 59 items and nine factors. With the exploratory factor analysis nine constructs were found: technological knowledge (TK), content knowledge (CK), pedagogy knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), online technological pedagogical knowledge (TPK online), offline technological pedagogical knowledge (TPK offline), technological pedagogical content knowledge (TPCK) and contexts knowledge. According to the CFA results of scale, the ratio of the chi-square value (2866.53) to the degree of freedom (1616) was 1.77. In addition, the goodness-of-fit values for the model revealed by the CFA were SRMR=0.047 and RMSEA=0.050. The development of both reliable and valid scale related to the technological pedagogical content knowledge of pre-service mathematics teachers' would be promote further studies.
Bu araştırmanın amacı, eğitim fakültesi öğretim elemanlarının teknolojik pedagojik içerik bilgile... more Bu araştırmanın amacı, eğitim fakültesi öğretim elemanlarının teknolojik pedagojik içerik bilgilerine yönelik öz-güvenlerini çeşitli değişkenler açısından incelemektir. Araştırmanın örneklemi Türkiye eğitim fakültelerindeki 329 öğretim elemanı olarak ulaşılabilir örnekleme yöntemiyle belirlenmiştir. Araştırmanın verileri, Graham, Burgoyne, Cantrell, Smith, St. Clair ve Harris (2009) tarafından geliştirilen, Timur ve Taşar (2011) tarafından Türkçe’ye uyarlanan “Teknolojik Pedagojik Alan Bilgisi Öz-Güven Ölçeği (TPABÖGÖ)” kullanılarak çevrimiçi ve basılı yolla toplanmıştır. TPABÖGÖ (TPİB özgüven ölçeği)’nün alt boyutlarından elde edilen puanların cinsiyete ve eğitim durumlarına göre farklılaşıp farklılaşmadığını belirlemek amacıyla ilişkisiz örneklemeler için t-testi; bölüm ve hizmet yılı düzeyine göre farklılaşıp farklılaşmadığını saptamak için ise tek yönlü varyans analizi (ANOVA) yapılmıştır. Araştırma sonuçlarına göre eğitim fakültesi öğretim elemanlarının TPİB özgüvenlerine ilişkin algılarında bölüm ve hizmet yıllarına göre anlamlı farklılık çıkmışken, cinsiyet ve eğitim durumlarına göre ise anlamlı bir farklılık olmadığı gözlenmiştir. Anahtar Kelimeler: eğitim, teknolojik pedagojik içerik bilgisi, öğretim elemanı, özgüven
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the researchers simultaneously. As a result of the analyses, it is possible to say that the participants (i) generally underwent a psychological breakdown, or felt furious, or sad in some of the nomophobia scenarios they experienced, (ii) frequently experienced intense negative feelings, such as anxiety, anger, and/or boredom, and (iii) sometimes refrain from expressing their feelings by saying “it doesn‟t affect me”. The present study yielded striking and equally thought-provoking findings such that the smartphone has a central place in the lives of the participants, who consider being deprived of a telephone equivalent to the loss of their most beloved ones.
döneminde İç Anadolu Bölgesinde bir devlet üniversitesindeki 158 sosyal bilgiler öğretmen adaylarından toplanmıştır. Araştırmada nitel araştırma yöntemlerinden biri olan fenomenoloji deseni kullanılmıştır. Öğretmen adaylarına “Bilim”, “Teknoloji”, “Öğretim Materyali”, “Bilgiİletişim” ve “Öğretmenlik” olmak üzere beş kavram yöneltilmiş ve bu anahtar kavramların onlarda uyandırdığı çeşitli kelimelerle frekans tabloları oluşturulmuştur. Anahtar kavramlar arasındaki ilişki durumu incelendiğinde öğretmen adaylarının sadece iki anahtar kavram (Bilim
ve Teknoloji) arasında doğrudan ilişki kurdukları, diğer anahtar kavramlar arasında doğrudan bir ilişki kuramadıkları sonucuna ulaşılmıştır. Öğretmen adaylarının bu anahtar kavramlarla ilişkilendirdikleri kelime sayısının oldukça fazla ve geniş bir yelpazede olması sosyal bilgiler
dersinin multidisipliner bir çalışma alanı olmasından kaynaklandığını kanıtlar niteliktedir. Bundan sonraki araştırmalar için sosyal bilgiler disiplinindeki farklı öğrenme alanlarından daha spesifik konuların ele alınarak bu konularla ilgili öğretmen ve öğretmen adayı algılarının ortaya
çıkarılması önerilebilir.
structure with 21 items, and the fit index obtained from the CFA result confirms the four-factor structure of the scale. The reliability of the scale was found to be α = .90 by calculating the Cronbach Alpha coefficient. In this context, it can be said that the validity and reliability of the English Mobile Learning Scale for Adult Learners adapted to Turkish language is adequate and it is a suitable measuring tool to measure the attitude towards English mobile learning.
mobile learning. Accordingly, in the literature it is reported that integration of mobile technologies and mobile applications into educational environments has recently become widespread. With digital applications which can be set up on mobile devices as well as mobile
phones, learners can enjoy entertaining and educational applications whenever and wherever they want. These applications can provide a more entertaining learning experience for learners. As a result, in this study, a mobile application design for teaching English within the context of “Tenses” (SOS Table) has been developed and has been presented. The mobile application of SOS Table was programmed on android platform because of the market share of it among other operating systems and then it was set up on Google Play Store. After users set up the program on their mobile devices, they are required to register remote database. Registered users’ data are recorded in a database and thus with these data, uses are monitored in order to determine how much progress has been acquired thanks to the application of SOS Table.
kazandırma açısından yetersiz olduğunu ve pedagoji derslerinin kendilerine en fazla katkı sağlayan dersler olduğunu düşündükleri gibi sonuçlar tespit edilmiştir.
The purpose of this research is to investigate the effects of AR education practices on the academic motivation of mathematics teacher candidates. A single group pretest-posttest experimental research model was used in the study. The study group of the study consisted of 38 volunteer freshman students in the Primary School Mathematics Teaching Department of a Faculty of Education in a university in the Central Anatolia Region. The teacher candidates underwent a five-week training on teaching mathematics via AR practices offered by two specialists. Research data were collected before and after the application of the Academic Motivation Scale. Data were analyzed by means of t-Tests for the related samples. As a result, it was found that AR applications in mathematics have a positive effect on academic motivation. Accordingly, it can be suggested that AR applications should be further expanded and integrated into mathematics teaching programs at various levels.
Anahtar Kelimeler: eğitim, teknolojik pedagojik içerik bilgisi, öğretim elemanı, özgüven
the researchers simultaneously. As a result of the analyses, it is possible to say that the participants (i) generally underwent a psychological breakdown, or felt furious, or sad in some of the nomophobia scenarios they experienced, (ii) frequently experienced intense negative feelings, such as anxiety, anger, and/or boredom, and (iii) sometimes refrain from expressing their feelings by saying “it doesn‟t affect me”. The present study yielded striking and equally thought-provoking findings such that the smartphone has a central place in the lives of the participants, who consider being deprived of a telephone equivalent to the loss of their most beloved ones.
döneminde İç Anadolu Bölgesinde bir devlet üniversitesindeki 158 sosyal bilgiler öğretmen adaylarından toplanmıştır. Araştırmada nitel araştırma yöntemlerinden biri olan fenomenoloji deseni kullanılmıştır. Öğretmen adaylarına “Bilim”, “Teknoloji”, “Öğretim Materyali”, “Bilgiİletişim” ve “Öğretmenlik” olmak üzere beş kavram yöneltilmiş ve bu anahtar kavramların onlarda uyandırdığı çeşitli kelimelerle frekans tabloları oluşturulmuştur. Anahtar kavramlar arasındaki ilişki durumu incelendiğinde öğretmen adaylarının sadece iki anahtar kavram (Bilim
ve Teknoloji) arasında doğrudan ilişki kurdukları, diğer anahtar kavramlar arasında doğrudan bir ilişki kuramadıkları sonucuna ulaşılmıştır. Öğretmen adaylarının bu anahtar kavramlarla ilişkilendirdikleri kelime sayısının oldukça fazla ve geniş bir yelpazede olması sosyal bilgiler
dersinin multidisipliner bir çalışma alanı olmasından kaynaklandığını kanıtlar niteliktedir. Bundan sonraki araştırmalar için sosyal bilgiler disiplinindeki farklı öğrenme alanlarından daha spesifik konuların ele alınarak bu konularla ilgili öğretmen ve öğretmen adayı algılarının ortaya
çıkarılması önerilebilir.
structure with 21 items, and the fit index obtained from the CFA result confirms the four-factor structure of the scale. The reliability of the scale was found to be α = .90 by calculating the Cronbach Alpha coefficient. In this context, it can be said that the validity and reliability of the English Mobile Learning Scale for Adult Learners adapted to Turkish language is adequate and it is a suitable measuring tool to measure the attitude towards English mobile learning.
mobile learning. Accordingly, in the literature it is reported that integration of mobile technologies and mobile applications into educational environments has recently become widespread. With digital applications which can be set up on mobile devices as well as mobile
phones, learners can enjoy entertaining and educational applications whenever and wherever they want. These applications can provide a more entertaining learning experience for learners. As a result, in this study, a mobile application design for teaching English within the context of “Tenses” (SOS Table) has been developed and has been presented. The mobile application of SOS Table was programmed on android platform because of the market share of it among other operating systems and then it was set up on Google Play Store. After users set up the program on their mobile devices, they are required to register remote database. Registered users’ data are recorded in a database and thus with these data, uses are monitored in order to determine how much progress has been acquired thanks to the application of SOS Table.
kazandırma açısından yetersiz olduğunu ve pedagoji derslerinin kendilerine en fazla katkı sağlayan dersler olduğunu düşündükleri gibi sonuçlar tespit edilmiştir.
The purpose of this research is to investigate the effects of AR education practices on the academic motivation of mathematics teacher candidates. A single group pretest-posttest experimental research model was used in the study. The study group of the study consisted of 38 volunteer freshman students in the Primary School Mathematics Teaching Department of a Faculty of Education in a university in the Central Anatolia Region. The teacher candidates underwent a five-week training on teaching mathematics via AR practices offered by two specialists. Research data were collected before and after the application of the Academic Motivation Scale. Data were analyzed by means of t-Tests for the related samples. As a result, it was found that AR applications in mathematics have a positive effect on academic motivation. Accordingly, it can be suggested that AR applications should be further expanded and integrated into mathematics teaching programs at various levels.
Anahtar Kelimeler: eğitim, teknolojik pedagojik içerik bilgisi, öğretim elemanı, özgüven