- EPFL CDH-DIR
GC D2 383 (Centre Midi)
Station 10
CH-1015 Lausanne - +41216938956
nihat kotluk
EPFL, Center for Learning Sciences (LEARN), Faculty Member
- I am a researcher at the EPFL to work in the area of Engineering Education focusing initially on equality and diversi... moreI am a researcher at the EPFL to work in the area of Engineering Education focusing initially on equality and diversity issues in engineering education. My teaching and research interests include educational psychology, culturally relevant pedagogy, culturally responsive science teaching, culturally relevant STEM education, Physics, Science Education, equity in education, multicultural education, diversity, and educational technology.edit
Despite the growing interest in emotions in engineering education, empirical research on incorporating them into engineering ethics education is limited. Therefore, we designed this experimental study to assess how different methods for... more
Despite the growing interest in emotions in engineering education, empirical research on incorporating them into engineering ethics education is limited. Therefore, we designed this experimental study to assess how different methods for integrating compassion into engineering ethics cases influenced the intensity of compassion associated with the protagonists of the cases. We utilised modified versions of the Engineering and Science Issues Test (ESIT) cases, employing three methods to intensify compassion associated with the cases’ protagonists: (i) implicit induction, (ii) explicit expression, and (iii) through the description of severe consequences. The participants (n = 415), predominantly engineering students (90%), were divided into one control group and three experimental groups. Results indicated that all three methods increased the intensity of compassion in the cases. However, the implicit method had a relatively weaker impact than the other two methods which had similar effects on the intensity of compassion. Other emotions did not seem to be impacted by the changes. This study provides valuable insights into effective methods to increase the intensity of compassion in engineering ethics cases without affecting other emotions.
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Background: There has been an increase in interest in emotion in engineering and science ethics education. There is also evidence that emotional content in case studies may improve students' learning and enhance awareness, understanding,... more
Background: There has been an increase in interest in emotion in engineering and science ethics education. There is also evidence that emotional content in case studies may improve students' learning and enhance awareness, understanding, and motivation concerning ethical issues. Despite these potential benefits, however, emotions' relationship to moral reasoning remains controversial, with ongoing debate as to how much and in what way emotional content impacts on moral reasoning. Furthermore, only limited empirical research has explored how emotions affect students' moral reasoning in educational settings. Purpose: The purpose of this study was to determine whether mild to moderate compassion-induced engineering ethics case contents affected the moral reasoning schemas activated in students.
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Although engineering education is often characterized as a principally rational activity, research suggests that emotions are vital for learning at all levels of education. In ethics education in particular, there is evidence that... more
Although engineering education is often characterized as a principally rational activity, research suggests that emotions are vital for learning at all levels of education. In ethics education in particular, there is evidence that including mild emotional information in case studies can enhance learning. Evidence also suggests that specific emotions such as guilt and shame can impact on motivation to act in ethical scenarios. The place of emotions in ethics education remains controversial, however, since emotion can be perceived as a source of bias rather than as a valuable factor in learning and in motivating action. While some specific emotions have been explored in ethics research, there is a lack of empirical research addressing the relationship between ethical judgement and emotional empathy. In this research, therefore, we aimed to investigate the impact of mild emotional empathy on engineering students' ethical judgements. We conducted this study as an experimental design...
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What training should engineering students receive to enable them to contribute to reducing bias, discrimination and the persistent lack of diversity in engineering? Collaboration is central to professional engineering work and,... more
What training should engineering students receive to enable them to contribute to reducing bias, discrimination and the persistent lack of diversity in engineering? Collaboration is central to professional engineering work and, consequently, teamwork and group projects are increasingly present in engineering curricula. However, the influence of unconscious bias on interactions within teams can negatively affect women and underrepresented groups and is now recognised as an important engineering ethics issue. This paper describes a workshop designed to enable engineering students to work equitably in diverse teams. Key features of the workshop include (1) the emotionally safe, empowering and warm environment created, (2) the creation of opportunities for students to discuss and apply the issues raised to their own engineering projects, and (3) the opportunities to practice the use of both proactive and reactive strategies to address bias and discrimination in teams. The evaluation of ...
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What training should engineering students receive to enable them to contribute to reducing bias, discrimination and the persistent lack of diversity in engineering? Collaboration is central to professional engineering work and,... more
What training should engineering students receive to enable them to contribute to reducing bias, discrimination and the persistent lack of diversity in engineering? Collaboration is central to professional engineering work and, consequently, teamwork and group projects are increasingly present in engineering curricula. However, the influence of unconscious bias on interactions within teams can negatively affect women and underrepresented groups and is now recognised as an important engineering ethics issue. This paper describes a workshop designed to enable engineering students to work equitably in diverse teams. Key features of the workshop include (1) the emotionally safe, empowering and warm environment created, (2) the creation of opportunities for students to discuss and apply the issues raised to their own engineering projects, and (3) the opportunities to practice the use of both proactive and reactive strategies to address bias and discrimination in teams. The evaluation of the workshop suggests that engineering students regarded both onsite and online formats as providing useful skills that they intended to apply in practice. Follow-up evaluations suggest that the workshop leads to behavioural change, especially the use of proactive teamwork strategies intended to reduce the impact of unconscious bias.
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The Effect of Creating Digital Storytelling on Secondary School Students' Academic Achievement, Self Efficacy Perceptions and Attitudes Toward Physics The Effect of Creating Digital Storytelling on Secondary School Students' Academic Achievement, Self Efficacy Perceptions and Attitudes Toward Phy...more
The aim of this study is to survey teachers' views about culturally relevant/responsive education (CRE), in Turkey in terms of some variables. The study was designed as a descriptive survey model. The data were collected by means of a... more
The aim of this study is to survey teachers' views about culturally relevant/responsive education (CRE), in Turkey in terms of some variables. The study was designed as a descriptive survey model. The data were collected by means of a scale, Culturally Relevant Education View Scale (CREVS), developed by the researchers. The scale applied to 1302 teachers who were selected with random-stratified sampling and working currently in Van, Diyarbakir, Konya, Antalya, Izmir, Istanbul, and Trabzon provinces. Descriptive statistics and non-parametric tests were used in the analysis of the data. The results clearly indicated that teachers' views are positive though they have some doubts about CRE. For example, some teachers think that taking into account the different cultural values of the students can negatively affect the educational process (53%) while the vast majority of teachers believe that different cultural values should be supported (87%) and be taken into consideration (85%...
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The aim of this study is to determine the pre-service physics teachers views on the effect of designing and developing physics digital stories (DST) on improving their 21 st centuries skills. The study is a qualitative research carried... more
The aim of this study is to determine the pre-service physics teachers views on the effect of designing and developing physics digital stories (DST) on improving their 21 st centuries skills. The study is a qualitative research carried out with 13 pre-service physics teachers, who participated in the course of designing and developing DST, during 6 weeks, at Yuzuncu Yil University, Turkey, in the spring term of 2013-2014 academic year. Data were collected using semi-structured interviews and were examined by descriptive analysis technique focusing on the themes. The major findings of the study are that they developed their many 21 st century skills; such as ICT (information and communication technologies) skills, critical thinking, problem solving; planning, self-control, responsibility, production; communication, cooperation, and collaboration when creating their digital stories. Thus, to design and develop digital stories have a positive effect on pre-service physics teachers'...
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The purpose of this study is to examine the effect of Digital Storytelling (DST) on the (a) academic achievement, (b) attitude towards physics and (c) self efficacy perception of secondary school students. This study consists of an... more
The purpose of this study is to examine the effect of Digital Storytelling (DST) on the (a) academic achievement, (b) attitude towards physics and (c) self efficacy perception of secondary school students. This study consists of an experimental group and a comparison group which are formed by equal number of students. The six-weeks study adopted a pretest and posttest experimental design involving 64 students in two physics classes taught by the same teacher. Digital story telling was additionally applied in experimental group. Non-parametric Tests have been used in the data analysis. Our findings indicate that DST participants performed significantly better than comparison group participants in terms of physics achievement. While in comparison group students‟ self-efficacy perceptions and attitudes toward physics decreased, in experimental group there was not any difference.
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This study focused on whether and how teachers implemented the principles of culturally relevant and sustaining pedagogies and the challenges teachers faced while trying to implement these principles with Syrian students in Turkey. The... more
This study focused on whether and how teachers implemented the principles of culturally relevant and sustaining pedagogies and the challenges teachers faced while trying to implement these principles with Syrian students in Turkey. The study was built on the four components of pedagogies: academic achievement; cultural competencies; sociopolitical consciousness; and the sustainability of culture. Qualitative data were obtained through interviews and field notes with four teachers who had Syrian students in their classes and four Syrian students. Content analysis was used to examine the data. The findings revealed that both teachers and students had low expectations of academic achievement. Teachers conducted the teaching-learning process entirely according to the perspectives of students who were from the mainstream culture. Teachers tried to improve the cultural competencies and enhance their sociopolitical consciousness of the Syrian students; however, the attempts were limited and inadequate. Although teachers were aware of the importance of sustaining the Syrian culture, they did not know how to do so. The teachers did not have sufficient compe-tencies or experiences to make revisions or to carry out an effective instructional process tailored to the needs of Syrian students because of an absence of skills and knowledge of multicultural education .
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We designed this study with the aim to examine teachers’ culturally relevant and sustaining education self-efficacy perceptions in Turkey. For this purpose, we developed a Culturally Relevant/Sustaining Education Self-Efficacy Scale. We... more
We designed this study with the aim to examine teachers’ culturally relevant and sustaining education self-efficacy perceptions in Turkey. For this purpose, we developed a Culturally Relevant/Sustaining Education Self-Efficacy Scale. We obtained the data from 1302 teachers. Data analysis proceeded in three steps: First, we analyzed factor analysis. Second, we conducted a descriptive analysis of the items on the CRESE Scale. Finally, we compared teachers’ perceptions. The scale consists of a single factor and teachers’ scores on the CRESE Scale were highly reliable. The findings revealed that teachers were less efficacious in their ability to revise the teaching-learning materials in terms of cultural diversity, to give culturally relevant examples, to reflect the students’ cultural values in the classroom, and to increase in school parents’ and families’ participation in Turkey. Also, teachers’ self-efficacy perceptions differ significantly according to some variables. We discussed ...
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Bu calismanin amaci, ortaogretim fizik programinda yer alan modern fizik konusu ile ilgili Yenilenmis Bloom Taksonomisi'ne gore coktan secmeli sorulardan olusan gecerli ve guvenilir bir basari testi gelistirmektir. Bu calisma, iki... more
Bu calismanin amaci, ortaogretim fizik programinda yer alan modern fizik konusu ile ilgili Yenilenmis Bloom Taksonomisi'ne gore coktan secmeli sorulardan olusan gecerli ve guvenilir bir basari testi gelistirmektir. Bu calisma, iki asamada gerceklestirilmistir. Birinci asamada, testteki her bir maddenin Yenilenmis Bloom Taksonmisi'nde yer alan bilissel surec ve bilgi boyutuna uygunluk duzeyi belirlenmistir. Ikinci asamada, guvenirlik ve gecerlik calismalarini yapmak amaciyla basari testi, 2013–2014 egitim ogretim yili bahar doneminde, Van il merkezinde faaliyet gosteren bes farkli okulda 165 ogrenciye uygulanmistir. Basari testinin gecerliligini saglamak icin, alaninda uzman iki fizik egitimcisi ve bir program gelistirme uzmani ile Milli Egitim Bakanligi'na bagli liselerde fizik ogretmeni olarak gorev yapan ve en az bes yil deneyime sahip uc fizik ogretmeninin gorusu alinmistir. Basari testinin guvenirliligini belirlemek icin ise Sperman-Brown’in testi iki esdeger yariya ...
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The aim of this study is (a) to investigate the usefulness of Bloom's revised taxonomy (RBT) for classification of standards, (b) to examine the differences and similarities between preservice teachers' and in-service... more
The aim of this study is (a) to investigate the usefulness of Bloom's revised taxonomy (RBT) for classification of standards, (b) to examine the differences and similarities between preservice teachers' and in-service teachers' classification of the same standards and (c) to determine which standards are vague and broad. The 45 standards, in the Turkish 10 Grade Physics Syllabus, were categorized by the 16 participants, who were divided into two groups. The first group included eight pre-service physics and the second group included eight in-service physics teachers, in Turkey. Firstly, each participant classified the standards using RBT individually, then, they classified the standards with their group. We compared their all classification of standards. The usefulness of Revised Bloom Taxonomy for classification of standards, the differences between individually classification and the groups' and, differences between the pre-service and inservice teachers groups'...
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This study focused on whether and how teachers implemented the principles of culturally relevant and sustaining pedagogies and the challenges teachers faced while trying to implement these principles with Syrian students in Turkey. The... more
This study focused on whether and how teachers implemented the principles of culturally relevant and sustaining pedagogies and the challenges teachers faced while trying to implement these principles with Syrian students in Turkey. The study was built on the four components of pedagogies: academic achievement; cultural competencies; sociopolitical consciousness; and the sustainability of culture. Qualitative data were obtained through interviews and field notes with four teachers who had Syrian students in their classes and four Syrian students. Content analysis was used to examine the data. The findings revealed that both teachers and students had low expectations of academic achievement. Teachers conducted the teaching-learning process entirely according to the perspectives of students who were from the mainstream culture. Teachers tried to improve the cultural competencies and enhance their sociopolitical consciousness of the Syrian students; however, the attempts were limited and inadequate. Although teachers were aware of the importance of sustaining the Syrian culture, they did not know how to do so. The teachers did not have sufficient compe-tencies or experiences to make revisions or to carry out an effective instructional process tailored to the needs of Syrian students because of an absence of skills and knowledge of multicultural education .
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In their paper, Nihat Kotluk and Serhat Kocakaya examined teachers' culturally relevant/sustaining education self-efficacy perceptions in Turkey. They developed a Culturally Relevant/Sustaining Education Self-Efficacy Scale. They obtained... more
In their paper, Nihat Kotluk and Serhat Kocakaya examined teachers' culturally relevant/sustaining education self-efficacy perceptions in Turkey. They developed a Culturally Relevant/Sustaining Education Self-Efficacy Scale. They obtained the data from 1302 teachers. Data analysis proceeded in three steps: First, they analyzed factor analysis. Second, they conducted a descriptive analysis of the items on the CRESE Scale. Finally, they compared teachers' perceptions. The scale consists of a single factor and teachers' scores on the CRESE Scale were highly reliable. The findings revealed that teachers were less efficacious in their ability to revise the teaching-learning materials in terms of cultural diversity, give culturally relevant examples, reflect the students' cultural values in the classroom, and increase in schools' parents/families participation in Turkey. Also, teachers' self-efficacy perceptions differ significantly according to some variables. They discussed the implications for these findings for both further research and future teacher preparation.
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Bu çalışmanın amacı, Türkiye' de öğretmenlerin kültürel değerlere duyarlı eğitime (KDDE) ilişkin görüşlerini incelemektir. Açıklayıcı karma yöntem deseninin kullanıldığı çalışmanın nicel safhası tarama modeli, nitel safhası durum... more
Bu çalışmanın amacı, Türkiye' de öğretmenlerin kültürel değerlere duyarlı
eğitime (KDDE) ilişkin görüşlerini incelemektir. Açıklayıcı karma yöntem deseninin kullanıldığı çalışmanın nicel safhası tarama modeli, nitel safhası durum çalışması olarak tasarlanmıştır. Örneklem, seçkisiz tabakalı örnekleme yöntemiyle belirlenen ve 2017-2018 eğitim-öğretim yılının Güz döneminde Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul ve Trabzon'da görev yapan 1302 öğretmenden, çalışma grubu ise maksimum çeşitleme ve aykırı uç örnekleme ile seçilen 28 öğretmenden
oluşmaktadır. Nicel veriler, araştırmacılar tarafından geliştirilen "Kültürel Değerlere Duyarlı Eğitime İlişkin Öğretmen Görüş Ölçeği" ile nitel veriler ise nicel verilerin analizinin ardından ölçekten yüksek ve düşük düzeyde ortalamalara sahip 28 öğretmenle yapılan görüşmelerle toplanmıştır. Nicel verilerin analizinde, aritmetik ortalama, yüzde ve frekans gibi betimsel istatistikler, nitel verilerin analizinde ise betimsel analiz ve içerik analizi kullanılmıştır. Araştırma sonuçlarına göre, öğretmenler KDDE ile ilgili olumlu görüşlere sahiptirler; ancak orta düzeyde kaygı da yaşamaktadırlar. Türkiye'de öğrenci profilinin çeşitliliğinden dolayı KDDE'ye ihtiyaç duyulduğunu belirten öğretmenler kadar, bu anlayışın eğitim sistemini ve toplumun yapısını olumsuz etkileyeceğini düşünen öğretmenler de bulunmaktadır. Türkiye'de öğretmen eğitimi programlarının içeriğinin KDDE bağlamında
incelemesinde faydalar olabilir.
eğitime (KDDE) ilişkin görüşlerini incelemektir. Açıklayıcı karma yöntem deseninin kullanıldığı çalışmanın nicel safhası tarama modeli, nitel safhası durum çalışması olarak tasarlanmıştır. Örneklem, seçkisiz tabakalı örnekleme yöntemiyle belirlenen ve 2017-2018 eğitim-öğretim yılının Güz döneminde Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul ve Trabzon'da görev yapan 1302 öğretmenden, çalışma grubu ise maksimum çeşitleme ve aykırı uç örnekleme ile seçilen 28 öğretmenden
oluşmaktadır. Nicel veriler, araştırmacılar tarafından geliştirilen "Kültürel Değerlere Duyarlı Eğitime İlişkin Öğretmen Görüş Ölçeği" ile nitel veriler ise nicel verilerin analizinin ardından ölçekten yüksek ve düşük düzeyde ortalamalara sahip 28 öğretmenle yapılan görüşmelerle toplanmıştır. Nicel verilerin analizinde, aritmetik ortalama, yüzde ve frekans gibi betimsel istatistikler, nitel verilerin analizinde ise betimsel analiz ve içerik analizi kullanılmıştır. Araştırma sonuçlarına göre, öğretmenler KDDE ile ilgili olumlu görüşlere sahiptirler; ancak orta düzeyde kaygı da yaşamaktadırlar. Türkiye'de öğrenci profilinin çeşitliliğinden dolayı KDDE'ye ihtiyaç duyulduğunu belirten öğretmenler kadar, bu anlayışın eğitim sistemini ve toplumun yapısını olumsuz etkileyeceğini düşünen öğretmenler de bulunmaktadır. Türkiye'de öğretmen eğitimi programlarının içeriğinin KDDE bağlamında
incelemesinde faydalar olabilir.
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The purpose of this study is to examine teachers' views about culturally relevant education (CRE) in Turkey. The study was carried out as a sequential exploratory mixed method design. Since both quantitative and qualitative data were... more
The purpose of this study is to examine teachers' views about culturally relevant education (CRE) in Turkey. The study was carried out as a sequential exploratory mixed method design. Since both quantitative and qualitative data were obtained, sampling was achieved in two phases: Quantitative, random-stratified sampling and qualitative, purposive sampling. The quantitative data were obtained from 1302 teachers who teach in Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul, and Trabzon provinces. The qualitative study group consisted of 28 teachers who were selected after analyzing quantitative data accordance with maximum diversity and outliers sampling. Quantitative data were collected by means of scale that were developed by the researchers. Qualitative data were obtained from interviews with 28 teachers who have highest and lowest scores on the scale. Descriptive statistics were used in the analysis of quantitative data, while descriptive analysis and content analysis were used in the analysis of qualitative data. According to results, the teachers in Turkey have positive thoughts about CRE and have some concerns. Some of the teachers think that CRE is necessary, while the others think that CRE may adversely affect the education system and the structure of society. It may be useful to look at teachers training programs in terms of culturally relevant education principles in Turkey.
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The aim of this study is to survey teachers' views about culturally relevant/responsive education (CRE), in Turkey, in terms of some variables. The study was designed as a descriptive survey model. The data were collected by means of a... more
The aim of this study is to survey teachers' views about culturally relevant/responsive education (CRE), in Turkey, in terms of some variables. The study was designed as a descriptive survey model. The data were collected by means of a scale, Culturally Relevant Education View Scale (CREVS), developed by the researchers. The scale was implemented with 1302 teachers who were selected through random-stratified sampling and who are currently working in seven different provinces: Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul, and Trabzon. Descriptive statistics and non-parametric tests were used in the analysis of the data. The results clearly indicate that the teachers are mostly positive toward CRE, they view CRE as a needed education pedagogy (%87) and think CRE can be effective (%85), due to cultural diversity in Turkey. It also appeared that teachers are moderately concerned (%53) about CRE and that teachers' views differ significantly according to personal (gender), environmental (the geographical area where they grew up, the level of family socioeconomic status), educational (the graduation programs, branches/subjects, the experiences related to diversity/multicultural education), and professional (the number of cities they have worked, the province/city they teach currently) characteristics. Based on our findings, we suggest making CRE a central part of teacher education, both during initial preparation and during professional development.
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Bu çalışmanın amacı, Kültürel Değerlere Duyarlı Eğitim (KDDE) anlayışını literatüre dayalı olarak kapsamlı bir şekilde incelemek ve KDDE'yi Türkiye'nin sahip olduğu kültürel farklılıklar bağlamında Türkiye için alternatif... more
Bu çalışmanın amacı, Kültürel Değerlere Duyarlı Eğitim (KDDE) anlayışını literatüre dayalı olarak kapsamlı bir şekilde incelemek ve KDDE'yi Türkiye'nin sahip olduğu kültürel farklılıklar bağlamında Türkiye için alternatif bir eğitim anlayışı olarak tartışmaktır. Araştırma, nitel araştırma yöntemlerinden doküman analizine dayalı olarak apılmıştır. Veriler, araştırmacılar tarafından yaklaşık üç yıl süren (2015-2018) ulusal ve uluslararası alan yazın taramaları sonucu toplanmıştır. Araştırmada KDDE'nin önemli temsilcilerine ait 15 makale ve
5 kitap temel veri kaynağı olarak kullanılmıştır. Araştırmalar sonucunda; Türkiye Eğitim Sistemi içerisinde engellilik, sosyoekonomik düzey, etnik kimlik, anadil, dini inanç gibi
kültürel ve bireysel farklılıklara sahip çok sayıda öğrenci bulunduğu, Türkiye'de eğitimde eşitsizliğin; cinsiyet, yaşanılan yerleşim yeri (kır ya da kent), kardeş sayısı, evde konuşulan dil, okul türleri, okulların devlet okulu veya özel okul olup olmaması, sosyoekonomik altyapı ve
öğrencilerin bulunduğu coğrafi bölgeler gibi birçok faktöre bağlı olduğu, Türkiye'de farklı okul ve kademelerde öğrenim gören mülteci öğrenci sayısının bir hayli fazla olduğu ve eğitim sisteminde bu tür farklılıklardan dolayı birçok problem yaşandığı belirlenmiştir. Türkiye'nin
sahip olduğu kültürel farklılıklar, çokkültürlü yapı, eğitim sisteminde bulunan engelli ve mülteci öğrenci sayısı, eğitimde eşitsizlik raporları, herkes için eğitim ve eğitimde feda edilecek tek bir fert yoktur anlayışı doğrultusunda; Türkiye'de daha kapsayıcı alternatif eğitim nlayışlarına ihtiyaç olduğu söylenebilir. Özellikle eğitimde fırsat eşitliği ve eğitimde kültürel farklılıklar bağlamında Kültürel Değerlere Duyarlı Eğitim anlayışı bu ihtiyaçlara cevap verebilir. Bu çalışmanın, özellikle benzer konularda çalışma yapacak araştırmacılara, eğitim programcılarına, öğretmen eğitimcilerine ve eğitim politikacılarına teorik anlamda kaynak teşkil etmesi beklenmektedir.
5 kitap temel veri kaynağı olarak kullanılmıştır. Araştırmalar sonucunda; Türkiye Eğitim Sistemi içerisinde engellilik, sosyoekonomik düzey, etnik kimlik, anadil, dini inanç gibi
kültürel ve bireysel farklılıklara sahip çok sayıda öğrenci bulunduğu, Türkiye'de eğitimde eşitsizliğin; cinsiyet, yaşanılan yerleşim yeri (kır ya da kent), kardeş sayısı, evde konuşulan dil, okul türleri, okulların devlet okulu veya özel okul olup olmaması, sosyoekonomik altyapı ve
öğrencilerin bulunduğu coğrafi bölgeler gibi birçok faktöre bağlı olduğu, Türkiye'de farklı okul ve kademelerde öğrenim gören mülteci öğrenci sayısının bir hayli fazla olduğu ve eğitim sisteminde bu tür farklılıklardan dolayı birçok problem yaşandığı belirlenmiştir. Türkiye'nin
sahip olduğu kültürel farklılıklar, çokkültürlü yapı, eğitim sisteminde bulunan engelli ve mülteci öğrenci sayısı, eğitimde eşitsizlik raporları, herkes için eğitim ve eğitimde feda edilecek tek bir fert yoktur anlayışı doğrultusunda; Türkiye'de daha kapsayıcı alternatif eğitim nlayışlarına ihtiyaç olduğu söylenebilir. Özellikle eğitimde fırsat eşitliği ve eğitimde kültürel farklılıklar bağlamında Kültürel Değerlere Duyarlı Eğitim anlayışı bu ihtiyaçlara cevap verebilir. Bu çalışmanın, özellikle benzer konularda çalışma yapacak araştırmacılara, eğitim programcılarına, öğretmen eğitimcilerine ve eğitim politikacılarına teorik anlamda kaynak teşkil etmesi beklenmektedir.
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The aim of this study is to investigate the effect of providing feedback to pre-service teachers' (PSTs) through focus group discussion on PSTs' self-efficacy perception about teaching experiences and practices, to determine problems... more
The aim of this study is to investigate the effect of providing feedback to pre-service teachers' (PSTs) through focus group discussion on PSTs' self-efficacy perception about teaching experiences and practices, to determine problems encountered during teaching practice by means of focus group discussion and to develop suggestions about solving these problems. This study was applied with 12 PSTs in two different schools during 12 weeks. Quantitative and qualitative data were gathered and analyzed. For quantitative data, non-parametric statistics and for qualitative data, descriptive analyses were used. As a result of the study, in experimental group, focus group discussion has significant and positive impact on PSTs' self-efficacy perception. Moreover, in interviews with PSTs, they stated that focus group discussion enabled them to make progress in topics such as lesson planning, classroom management, and teaching strategies.
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The purpose of this study is to examine the effect of Digital Storytelling (DST) on the (a) academic achievement, (b) attitude towards physics and (c) self efficacy perception of secondary school students. This study consists of an... more
The purpose of this study is to examine the effect of Digital Storytelling (DST) on the (a) academic achievement, (b) attitude towards physics and (c) self efficacy perception of secondary school students. This study consists of an experimental group and a comparison group which are formed by equal number of students. The six-weeks study adopted a pretest and posttest experimental design involving 64 students in two physics classes taught by the same teacher. Digital story telling was additionally applied in experimental group. Non-parametric Tests have been used in the data analysis. Our findings indicate that DST participants performed significantly better than comparison group participants in terms of physics achievement. While in comparison group students’ self-efficacy perceptions and attitudes toward physics decreased, in experimental group there was not any difference.
Research Interests:
The aim of this study is to determine the pre-service physics teachers' views on the effect of designing and developing physics digital stories (DST) on improving their 21st century skills. The study is a qualitative research carried out... more
The aim of this study is to determine the pre-service physics teachers' views on the effect of designing and developing physics digital stories (DST) on improving their 21st century skills. The study is a qualitative research carried out with 13 pre-service physics teachers, who participated in the course of designing and developing DST, during 6 weeks, at Yuzuncu Yıl University, Turkey, in the spring term of 2013-2014 academic year. Data were collected using semi-structured interviews and were examined by descriptive analysis technique focusing on the themes. The major findings of the study are that they developed their many 21st century skills; such as ICT (information and and collaboration when creating their digital stories. Thus, to design and develop digital stories have a positive effect on pre-service physics teachers' skills, and improve many 21st century skills. Pre-service physics teachers' views on designing and developing physics digital stories S. Kocakaya, N. Kotluk, F. Karakoyun Digital Education Review-Number 30, December 2016-http://greav.ub.edu/der/ 107
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ÖZET Bu çalışmada 2013 yılında TTKB tarafından güncellenen ortaöğretim 9. sınıf fizik öğretim programında yer alan kazanımlar dikkate alınarak öğrencilerin bu kazanımlara ulaşma düzeyi belirlenmiştir. Çalışmada Tyler'ın hedefe dayalı... more
ÖZET Bu çalışmada 2013 yılında TTKB tarafından güncellenen ortaöğretim 9. sınıf fizik öğretim programında yer alan kazanımlar dikkate alınarak öğrencilerin bu kazanımlara ulaşma düzeyi belirlenmiştir. Çalışmada Tyler'ın hedefe dayalı değerlendirme modeli kullanılmıştır. Araştırma 2014-2015 eğitim-öğretim yılında Van ili merkezinde bir lisenin 9. sınıfında okuyan 32 öğrenci ve 1 öğretmen ile 10 haftalık bir süreçte yürütülmüştür. Veri toplama aracı olarak gözlem, görüşme ve başarı testi kullanılmıştır. Geçerlik ve güvenirlik çalışması yapılan başarı testi araştırmacı tarafından geliştirilmiştir. Başarı testi hem ön-test hem de son-test olarak uygulanmıştır. Kazanımların ulaşılma düzeyinin belirlenmesinde madde güçlük indeksi kullanılmıştır. Verilerin analizinde ilişkili örneklemler için t-testi, gözlem ve görüşme verileri için betimsel analiz kullanılmıştır. Son olarak programın öğrenci başarısı üzerindeki etkisine Cohens' d testi ile bakılmıştır. Çalışmada ön-test ile son-test puan ortalamaları arasında son-test lehine anlamlı fark bulunmuştur. Ancak çalışmada öğrencilerin programda yer alan 13 kazanımdan sadece 5'ine ulaştığı ve bu haliyle kazanımların sadece % 38'ine ulaşıldığı belirlenmiştir. Öğretmen, programın mevcut şartlarda uygulanmasının zor olduğunu belirtmiştir. Dolayısıyla programda belirlenen kazanımları kazandırmada daha etkili öğrenme-öğretme süreçlerinin tasarlanması, deneyler ve etkinlikler için okulda laboratuvar bulunmaması durumunda aynı kazanımı kazandırmayı sağlayacak alternatif yöntem ve tekniklerin program içerisinde belirtilmesi gerekmektedir. Anahtar Kelimeler: Fizik öğretim programı, program değerlendirme, Tyler'ın hedefe dayalı değerlendirme modeli, kazanımlar. ABSTRACT The aim of this study is to identify the attainment degree of the high school 9th grade physics teaching program objectives which are updated by The Board of Education in 2013. Tyler's Objective Based evaluation model was used in this study. The study was conducted during 2014-2015 academic year, in a high school in Van through 10 weeks and included 32 9th graders. For data collection, observation, interview and achievement test were used. The achievement test whose validity and reliability studies had been done was developed by the researcher. Achievement test was applied as both a pre-test and post-test. To identify the attainment degree of the objectives, item difficulty index was used. In the analysis of quantitative data paired-samples t test was used and descriptive analysis was used for analyzing the observation and interview data. In conclusion, the effect of curriculum on students' achievement was examined by Cohen's d test. It was found that there was statistically significant difference between pre-test and post test score in favor of post test score. However, it was found that the students had reached only 5 (%38) out of 13 objectives (%100). The teacher stated that the program is difficult to be applied in the present circumstances. Thus, the program should be applied more effectively with teaching-learning process, and be designed even with minimum tools to be effective. Therefore, designing more effective learning-teaching environment for attaining the objectives which have been remarked in the curriculum, needs to be specified in the alternative method and models which will enable students to reach the same objectives in the lack of laboratories in the school for experiments and activities.
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The aim of this study is (a) to investigate the usefulness of Bloom's revised taxonomy (RBT) for classification of standards, (b) to examine the differences and similarities between preservice teachers' and in-service teachers'... more
The aim of this study is (a) to investigate the usefulness of Bloom's revised taxonomy (RBT) for classification of standards, (b) to examine the differences and similarities between preservice teachers' and in-service teachers' classification of the same standards and (c) to
determine which standards are vague and broad. The 45 standards, in the Turkish 10th Grade Physics Syllabus, were categorized by the 16 participants, who were divided into two groups. The first group included eight pre-service physics and the second group included eight in-service physics teachers, in Turkey. Firstly, each participant classified
the standards using RBT individually, then, they classified the standards with their group. We compared their all classification of standards. The usefulness of Revised Bloom Taxonomy for classification of standards, the differences between individually classification and the groups' and, differences between the pre-service and in- service
teachers groups' classifications, (c) the standards which are broad and vague were discussed.
determine which standards are vague and broad. The 45 standards, in the Turkish 10th Grade Physics Syllabus, were categorized by the 16 participants, who were divided into two groups. The first group included eight pre-service physics and the second group included eight in-service physics teachers, in Turkey. Firstly, each participant classified
the standards using RBT individually, then, they classified the standards with their group. We compared their all classification of standards. The usefulness of Revised Bloom Taxonomy for classification of standards, the differences between individually classification and the groups' and, differences between the pre-service and in- service
teachers groups' classifications, (c) the standards which are broad and vague were discussed.
Research Interests:
The purpose of this study is to develop a reliable and valid achievement test according to the Revised Bloom Taxonomy consisting of multiple choice questions about modern physics which takes place in... more
The purpose of this study is to develop a reliable and valid achievement test according to the Revised Bloom Taxonomy consisting of multiple choice questions about modern physics which takes place in secondary school physics program. This study was
conducted in two stages. In the first stage, science education professors were consulted to determine the level of coherence between each item’s goal of measuring outcome and Bloom’s revised cognitive taxonomy levels. In the second stage, in order to make reliability and validity studies achievement test was applied to 165 students in five different schools which operate in the city of Van, in the spring semester of academic year 2013-2014. In order to determine the validity of this achievement test, it is consulted to a curriculum and instruction expert, two educators who are expert in their field andthree experienced physics teachers. The reliability constant of the test has been determined according to SpearmanBrown’s method of division of the test to two equivalent halves (α=.716). At the end of the reliability and validity analysis, an achievement test that consists of 25 multiple choice questions is improved according to Revised Bloom’s Taxonomy.
conducted in two stages. In the first stage, science education professors were consulted to determine the level of coherence between each item’s goal of measuring outcome and Bloom’s revised cognitive taxonomy levels. In the second stage, in order to make reliability and validity studies achievement test was applied to 165 students in five different schools which operate in the city of Van, in the spring semester of academic year 2013-2014. In order to determine the validity of this achievement test, it is consulted to a curriculum and instruction expert, two educators who are expert in their field andthree experienced physics teachers. The reliability constant of the test has been determined according to SpearmanBrown’s method of division of the test to two equivalent halves (α=.716). At the end of the reliability and validity analysis, an achievement test that consists of 25 multiple choice questions is improved according to Revised Bloom’s Taxonomy.
Research Interests:
Advances in information and communication technology in 21 st century have led to changes in education trends and today new concepts such as computer, multimedia, audio, video, animation and internet have... more
Advances in information and communication technology in 21
st
century have led to
changes in education trends and today new concepts such as computer, multimedia,
audio, video, animation and internet have become an indispensable part of life. The
storytelling is the one of approach which is allowed to using technology in educational
field. The aim of this study is to define the use of digital storytelling in physics instruction
as a distance education tool. In this respect, the literature related to digital storytelling
was analyzed and for applying it in practice, 13 pre-service teachers from department of
physic education were trained on digital storytelling for 6 weeks in spring term of 2013-2014 academic year. Following the process of instruction, pre-service teachers created
and shared digital stories in YouTube and evaluated all of them. Furthermore, opinions of
the pre-service teachers were asked on digital story telling As a result of the analysing
the DST videos and opinions of pre-service teacher, it is expected that using digital
storytelling as distance education tool will be efficacious.
st
century have led to
changes in education trends and today new concepts such as computer, multimedia,
audio, video, animation and internet have become an indispensable part of life. The
storytelling is the one of approach which is allowed to using technology in educational
field. The aim of this study is to define the use of digital storytelling in physics instruction
as a distance education tool. In this respect, the literature related to digital storytelling
was analyzed and for applying it in practice, 13 pre-service teachers from department of
physic education were trained on digital storytelling for 6 weeks in spring term of 2013-2014 academic year. Following the process of instruction, pre-service teachers created
and shared digital stories in YouTube and evaluated all of them. Furthermore, opinions of
the pre-service teachers were asked on digital story telling As a result of the analysing
the DST videos and opinions of pre-service teacher, it is expected that using digital
storytelling as distance education tool will be efficacious.
Research Interests:
The purpose of this study is to examine high school students' views about the effect of Digital Storytelling on developing the 21 st century skills. The study was applied to 32 students from Van Gölü Vocational High School during six... more
The purpose of this study is to examine high school students' views about the effect of Digital Storytelling on
developing the 21
st
century skills. The study was applied to 32 students from Van Gölü Vocational High School
during six weeks in 2013-2014 academic year in the district of Van. After students created and shared digital
stories in social media, views from students about digital stories were obtained via structured interviews. The
descriptive analysis was used for data analysis. Students stated that during this process, (a) They searched for
topics and gathered data and thus improve their learning and innovation skills, (b) They combined multimedia
materials such as video, sound,music and visuals etc. with the data that they gathered and thus improve their
ICT skills, (c) They highlighted that they were actively engaged in activities like commenting, evaluating and
voiceover and thus improve their life skills.
developing the 21
st
century skills. The study was applied to 32 students from Van Gölü Vocational High School
during six weeks in 2013-2014 academic year in the district of Van. After students created and shared digital
stories in social media, views from students about digital stories were obtained via structured interviews. The
descriptive analysis was used for data analysis. Students stated that during this process, (a) They searched for
topics and gathered data and thus improve their learning and innovation skills, (b) They combined multimedia
materials such as video, sound,music and visuals etc. with the data that they gathered and thus improve their
ICT skills, (c) They highlighted that they were actively engaged in activities like commenting, evaluating and
voiceover and thus improve their life skills.
Research Interests:
Bir programın denenmesi ve/veya gözden geçirilmesi demek; denenmeye hazır olan öğrenme materyallerinin, öğretimsel deneme araçlarının, metotlar ve program materyallerinin birkaç okul ya da sınıfta program ekibi tarafından denenmesi... more
Bir programın denenmesi ve/veya gözden geçirilmesi demek; denenmeye hazır olan öğrenme materyallerinin, öğretimsel deneme araçlarının, metotlar ve program materyallerinin birkaç okul ya da sınıfta program ekibi tarafından denenmesi demektir.
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nicel ve nitel araştırmalar, quantitative and qualitative reseaarch
Research Interests:
Although engineering education is often characterized as a principally rational activity, research suggests that emotions are vital for learning at all levels of education. In ethics education in particular, there is evidence that... more
Although engineering education is often characterized as a principally rational activity, research suggests that emotions are vital for learning at all levels of education. In ethics education in particular, there is evidence that including mild emotional information in case studies can enhance learning. Evidence also suggests that specific emotions such as guilt and shame can impact on motivation to act in ethical scenarios. The place of emotions in ethics education remains controversial, however, since emotion can be perceived as a source of bias rather than as a valuable factor in learning and in motivating action. While some specific emotions have been explored in ethics research, there is a lack of empirical research addressing the relationship between ethical judgement and emotional empathy. In this research, therefore, we aimed to investigate the impact of mild emotional empathy on engineering students' ethical judgements. We conducted this study as an experimental design with 305 participants in two groups. Both groups took a modified version of the Engineering and Sciences Issues Test (ESIT) with an experimental group in which we induced a low level of emotional empathy and an emotionally neutral control group. Results show that a low level of emotional empathy does not impact participants' ethical decisions/judgments. Since the prior research evidence suggest that low level of emotional content improves learning, and given that it does not introduce biases in moral reasoning, we conclude it would make sense to include a low level of emotional content in ethics case studies.
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Bu çalışmanın amacı, Türkiye'de öğretmenlerin kültürel farklılıklardan kaynaklı karşılaştıkları zorlukları, bu zorluklara ilişkin yeterlik algılarını belirlemek ve bu bağlamda ülkemizde henüz yeterince bilinmeyen bir pedagoji (kültürel... more
Bu çalışmanın amacı, Türkiye'de öğretmenlerin kültürel farklılıklardan kaynaklı karşılaştıkları zorlukları, bu zorluklara ilişkin yeterlik algılarını belirlemek ve bu bağlamda ülkemizde henüz yeterince bilinmeyen bir pedagoji (kültürel değerlere duyarlı eğitim) önerisinde bulunmaktır.
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No: 216-Abstract Presentation Type: Oral Presentation The purpose of this study is to determine cultural challenges faced by teachers in Turkey and to examine teachers' culturally responsive/relevant/sustaining teaching self-efficacy... more
No: 216-Abstract Presentation Type: Oral Presentation
The purpose of this study is to determine cultural challenges faced by teachers in Turkey and to examine teachers' culturally responsive/relevant/sustaining teaching self-efficacy perception. The study was carried out as a sequential exploratory mixed method design.The quantitative data were obtained from 1302 teachers who teach in Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul and Trabzon provinces. The qualitative study group consisted of 28 teachers who were selected after analyzing quantitative data accordance with maximum diversity and outliers sampling. The results (both quantitative and qualitative) from this study assert that teachers are less efficacious in their ability to develop culturally relevant assessment tools, to design culturally relevant classroom environment, to revise teaching materials regarding culturally biases thinks, and to work/communicate with culturally different parents. Although teachers' culturally responsive teaching self-efficacy beliefs are at a high level, the qualitative findings revealed that this situation could not be reflected in teaching practical processes. The teachers faced many problems related to cultural diversity and teachers are inadequate in terms of culturally responsive teaching skills.
The purpose of this study is to determine cultural challenges faced by teachers in Turkey and to examine teachers' culturally responsive/relevant/sustaining teaching self-efficacy perception. The study was carried out as a sequential exploratory mixed method design.The quantitative data were obtained from 1302 teachers who teach in Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul and Trabzon provinces. The qualitative study group consisted of 28 teachers who were selected after analyzing quantitative data accordance with maximum diversity and outliers sampling. The results (both quantitative and qualitative) from this study assert that teachers are less efficacious in their ability to develop culturally relevant assessment tools, to design culturally relevant classroom environment, to revise teaching materials regarding culturally biases thinks, and to work/communicate with culturally different parents. Although teachers' culturally responsive teaching self-efficacy beliefs are at a high level, the qualitative findings revealed that this situation could not be reflected in teaching practical processes. The teachers faced many problems related to cultural diversity and teachers are inadequate in terms of culturally responsive teaching skills.
Research Interests:
As teachers can serve in any educational environment which consists of students who have different beliefs, values and the languages, religions, cultures, ethnic backgrounds and come from socioeconomic level in the cultural sense-because... more
As teachers can serve in any educational environment which consists of students who have different beliefs, values and the languages, religions, cultures, ethnic backgrounds and come from socioeconomic level in the cultural sense-because all societies are becoming multicultural-, Culturally Responsive/Relevant Education has been an actual topic in teacher education. Also, cultural identity of most teachers is different than their increasingly diverse student populations. Similarly, in almost every region of Turkey, there are students with different cultural values in different climate and geography. As teachers are appointed by the central system in Turkey, it is possible that they can serve at schools where they can face students with different cultural values from their own. It is important that educational activities should be arranged for ''all'' in terms of principles ''equal opportunity'' and ''education for everyone''. The aim of this study is to develop a Likert type "Culturally Relevant Teaching Self-Efficacy Perceptions Scale" (CRTSES) for Turkish teachers. With this purpose, the researchers made a draft form which consist of 60 items which are related to Culturally Relevant Pedagogy. Then, it was sent to experts to get their opinions. After determining item content validity ratios, 16 items were deleted and 34 items draft form was administered 395 teachers who have different branches. Before factor analysis, Kaiser-Meyer-Olkin (KMO) and Bartlett's Test were analyzed. The value of KMO was .961, and sig=.00; therefore, it was appropriate to conduct a factor analysis. The results of analyses show that CRTSES has 21 items and three factors. First factor has 16; second factor has 7; and third factor has 3 items. Each factor has a variance of 27.104.%, 18.992%, and 18.971%, respectively. Also, the Cronbach's alpha value for the scale was found to be .956.
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As an important conclude, there has not any dissertations conducted on culturally responsive education. Indeed, culturally responsive curriculum/pedagogy is very closely linked with Multiculturalism. Because they in a struggle for an... more
As an important conclude, there has not any dissertations conducted on culturally responsive education. Indeed, culturally responsive curriculum/pedagogy is very closely linked with Multiculturalism. Because they in a struggle for an equitable education for all students, regardless of their socioeconomic status, gender, ethnicity, or race. Based on the research results, more doctoral research, especially it is recommended that experimental, qualitative and mixed research method should be used more, is needed to determine the impact of curriculums, instructions and classroom activities which are designed to relevant to multicultural education, or culturally responsive curriculum, in Turkey.
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The aim of this study is (a) to investigate the effect of focus group discussion on self-efficacy, (b) to determine problems encountered during teaching practice by means of focus group discussion and develop suggestions about solving... more
The aim of this study is (a) to investigate the effect of focus group discussion on self-efficacy, (b) to determine problems encountered during teaching practice by means of focus group discussion and develop suggestions about solving these problems. This study was applied with 12 preservice teachers in 2 different schools during 12 weeks. Quantitative and qualitative data were gathered and analyzed. For quantitative data, non-parametric statistics and for qualitative data, descriptive analysis were used. As a result of the study, focus group discussion has a meaningful and positive impact on self-efficacy perception of preservice teachers in experimental group. Moreover, in interviews with preservice teachers, they stated that focus group discussion enabled them to make progress in topics such as lesson planning, classroom management, teaching strategies.
Research Interests:
Today, teachers can serve in any educational environment which consists of students who have different beliefs, values and the languages, religions, cultures, ethnic backgrounds and come from socio-economic level in the cultural sense... more
Today, teachers can serve in any educational environment which consists of students who have different beliefs, values and the languages, religions, cultures, ethnic backgrounds and come from socio-economic level in the cultural sense because all societies are becoming multicultural. In almost every region of Turkey, there are students with different cultural values in different climate and geography. As teachers are appointed by the central system in Turkey, it is possible that they can serve at schools where they can face students with different cultural values from their own. It is important that educational activities should be arranged for ''all'' in terms of principles ''equal opportunity'' and ''education for everyone'' and that students' cultural values should be taken into consideration in educational activities. While conducting educational activities with students who have the same or different cultural values from their own cultural values, teachers should reflect students' cultural values in the classroom, the teacher-student relationships and components of the education program such as objectives, content, learning experiences and assessment. But Culturally Responsive/Relevant Pedagogy, which advocates consideration of the cultural values in the education system and was put into practice and has been studied by the United States and other countries, has been less searched and studied. The aim of this study is to conceptually discuss Culturally Responsive Competencies of Teachers, the Principles of Culturally Responsive/Relevant Pedagogy, the Culturally Responsive/Relevant Classroom Management and Culturally Responsive/Relevant Pedagogy in Turkey's education system in terms of the literature on Culturally Responsive/Relevant Pedagogy (CRP) (Ladson-Billings, 1995; Gay, 2002).
Research Interests:
Turkey has a rich cultural heritage. In almost every region of Turkey, as in every period of history, there are people/students who have different cultural values. As teachers are appointed by the central system in Turkey, it is possible... more
Turkey has a rich cultural heritage. In almost every region of Turkey, as in every period of history, there are people/students who have different cultural values. As teachers are appointed by the central system in Turkey, it is possible that the teachers can serve at schools where they can face students who have different cultural values from their own. It is important that educational activities should be arranged for ''all'' in terms of principles ''equal opportunity'' and ''education for everyone'' and that students' cultural values should be taken into consideration in educational activities. However, it is not clear what level of culturally relevant/responsive/sustaining teaching self-efficacy perceptions teachers have and what teachers' views about culturally relevant education in Turkey are. In this context, the purpose of this study is to examine teachers' views about culturally relevant/responsive/sustaining education (CRE) and teachers' culturally responsive/relevant/sustaining teaching self-efficacy perception in Turkey. The study was carried out as a sequential exploratory mixed method design. Since both quantitative and qualitative data were obtained, sampling was achieved in two phases: Quantitative, random-stratified sampling and qualitative, purposive sampling. The quantitative data were obtained from 1302 teachers who teach in Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul and Trabzon provinces. The qualitative study group consisted of 28 teachers who were selected after analyzing quantitative data accordance with maximum diversity and outliers sampling. Quantitative data were collected by means of scales that were developed by the researcher. Qualitative data were obtained from interviews with 28 teachers who have highest and lowest scores on scales. Descriptive statistics and non-parametric tests were used in the analysis of quantitative data, while descriptive analysis and content analysis were used in the analysis of qualitative data. The results revealed that teachers' views are positive and they have some doubts about CRE. Significant difference was not found on the teachers' views of CRE in terms of age, degree of graduation, the level of school they are working, the number of cities they have worked so far and the years of teaching experience, however, the teachers' views differentiate meaningfully in terms of gender, the geographical area they grew up, the program they graduated, branch, the level of socioeconomic status, the experiences they have in cultural diversity and the province/city they teach currently.The results revealed that teachers' culturally responsive teaching self-efficacy perceptions are quite high. Significant difference was not found on the teachers' perception in terms of age, degree of graduation, the level of socioeconomic status, and the years of teaching experience, however, the teachers' self-efficacy perceptions differentiate meaningfully regarding gender, the program they graduated, the level of school they are working, branch, the experiences they have in cultural diversity, the province/city they teach currently, the number of cities/provinces they have worked so far and, the geographical area they grew up. As a result, the teachers in Turkey have positive thoughts about CRE and have some doubts. Similarly, qualitative data show that there are teachers who think that CRE is necessary and important, however there is a group of teachers who think that CRE will adversely affect the education system and the structure of society. Although teachers' culturally responsive teaching self-efficacy beliefs are at a high level, the qualitative findings revealed that this situation could not be reflected in teaching practical processes. Also, teachers face such difficulties related to parents', teachers' and students' different cultural values. Teachers think that they are inadequate in adding culturally different parents to the educational process, developing relevant materials to different students' backgrounds and revising or reshaping programs in culturally different classrooms. This study has implications for teachers, as well as teacher education programs to design more culturally relevant/responsive education in Turkey.
Research Interests:
Türkiye, tarihin her döneminde olduğu gibi şu anda da birçok kültürel farklılığı içinde barındıran zengin bir kültürel mirasa sahiptir. Dolayısıyla Türkiye'de farklı kültürel değerlere sahip öğrenciler bulunmaktadır. Öğretmenler... more
Türkiye, tarihin her döneminde olduğu gibi şu anda da birçok kültürel farklılığı içinde barındıran zengin bir kültürel mirasa sahiptir. Dolayısıyla Türkiye'de farklı kültürel değerlere sahip öğrenciler bulunmaktadır. Öğretmenler Türkiye'de merkezi sistemle atandıklarından, öğretmenlerin eğitim-öğretim ortamlarında kendi kültürlerinden farklı kültüre sahip öğrencilerle bir araya gelme ihtimalleri yüksektir. Böyle bir durumda öğretmenlerin kültürel farklılıklara ve farklı kültürel değerlere sahip öğrencilere yönelik bakış açıları, görüşleri ve kültürel olarak kendilerinden farklı öğrencilere öğretim konusunda sahip oldukları öz-yeterlik algıları "herkes için eğitim" açısından önemlidir. Bu doğrultuda bu çalışmanın amacı, Türkiye'de öğretmenlerin kültürel değerlere duyarlı eğitime ilişkin öz-yeterlik algılarını ve görüşlerini incelemektir.
Açıklayıcı karma yöntem desenin kullanıldığı bu çalışmanın nicel safhası tarama modeli, nitel safhası durum çalışması olarak tasarlanmıştır. Nicel örneklem, seçkisiz tabakalı örnekleme yöntemiyle belirlenen ve 2017-2018 Eğitim-Öğretim yılının Güz döneminde Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul ve Trabzon'da görev yapan 1302 öğretmenden, nitel çalışma grubu ise maksimum çeşitleme ve aykırı uç örnekleme ile seçilen 28 öğretmenden oluşmaktadır.
Araştırmada nicel veriler, araştırmacı tarafından geliştirilen "Kültürel Değerlere Duyarlı Eğitime İlişkin Öğretmen Görüşleri Ölçeği" ve "Kültürel Değerlere Duyarlı Eğitime İlişkin Öz-yeterlik Algı Ölçeği" ile toplanmıştır. Nitel veriler ise nicel verilerin analizinin ardından ölçeklerden yüksek ve düşük düzeyde puana sahip 28 öğretmenle yapılan görüşmelerden toplanmıştır. Nicel verilerin analizinde, betimsel istatistikler ve non-parametrik testler, nitel verilerin analizinde ise betimsel analiz ve içerik analizi kullanılmıştır.
Araştırma sonuçlarına göre, öğretmenlerin kültürel değerlere duyarlı eğitime ilişkin görüşleri yüksek düzeyde olumlu olmakla birlikte orta düzeyde kaygıları da bulunmaktadır. Öğretmenlerin görüşlerinin; yaş, mezuniyet derecesi, görev yaptıkları kademe, görev yaptıkları süre (kıdem) ve görev yaptıkları şehir sayısı değişkenlerine göre istatistiksel olarak farklılık göstermediği; ancak cinsiyet, mezun oldukları program, ailelerinin sosyoekonomik düzeyi, branş, çokkültürlülük veya kültürel farklılıklarla ilgili herhangi bir yaşantı sahibi olma, görev yaptıkları şehir ve yaşamlarının büyük bölümünü geçirdikleri coğrafi bölge değişkenlerine göre istatistiksel olarak anlamlı farklılık gösterdiği sonucuna ulaşılmıştır.
Çalışmada yer alan öğretmenlerin kültürel değerlere duyarlı eğitime ilişkin öz-yeterlik algılarının yüksek düzeyde olduğu sonucuna ulaşılmıştır. Öğretmenlerin öz-yeterlik algılarının; yaş, mezuniyet derecesi, ailelerinin sosyoekonomik düzeyi ve görev yaptıkları süre (kıdem) değişkenine göre istatistiksel olarak anlamlı farklılık göstermediği; ancak cinsiyet, mezun oldukları program, görev yaptıkları kademe, görev yaptıkları şehir sayısı, branş, çokkültürlülük veya kültürel farklılıklarla ilgili herhangi bir yaşantı sahibi olma, görev yaptıkları şehir ve yaşamlarının büyük bölümünü geçirdikleri coğrafi bölge değişkenlerine göre istatistiksel olarak farklılaştığı sonucuna ulaşılmıştır.
Nitel verilerden elde edilen bulgular doğrultusunda, kültürel değerlere duyarlı eğitim anlayışını gerekli ve önemli bulanlar kadar, bu anlayışın eğitim sistemini ve toplumun yapısını olumsuz etkileyeceğini düşünen ve bu açıdan kaygılı olan öğretmenler de vardır. Ayrıca, öğretmenlerin kültürel değerlere duyarlı eğitime ilişkin öz-yeterlik algıları yüksek düzeyde olmasına rağmen, nitel veriler ışığında, bu durumun pratikte eğitim öğretim süreçlerine yansıtılamadığı, öğretmenlerin kültürel farklılıklarla ilgili veli, öğretmen, öğrenci, program, materyal ve sınıf yönetimi gibi birçok boyutta zorluk yaşadıkları ve kendilerini yetersiz hissettikleri sonucuna ulaşılmıştır.
Araştırmada varılan sonuçların ve geliştirilen önerilerin; hizmet içi veya hizmet öncesi öğretmen eğitim programlarına ve eğitim modellerine temel teşkil etmesi, öğretmen eğitim programlarının kültürel açıdan daha duyarlı hale getirme çabalarına hizmet etmesi ve yapılacak düzenlemelere teorik ve pratik katkılar sunması beklenmektedir.
Açıklayıcı karma yöntem desenin kullanıldığı bu çalışmanın nicel safhası tarama modeli, nitel safhası durum çalışması olarak tasarlanmıştır. Nicel örneklem, seçkisiz tabakalı örnekleme yöntemiyle belirlenen ve 2017-2018 Eğitim-Öğretim yılının Güz döneminde Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul ve Trabzon'da görev yapan 1302 öğretmenden, nitel çalışma grubu ise maksimum çeşitleme ve aykırı uç örnekleme ile seçilen 28 öğretmenden oluşmaktadır.
Araştırmada nicel veriler, araştırmacı tarafından geliştirilen "Kültürel Değerlere Duyarlı Eğitime İlişkin Öğretmen Görüşleri Ölçeği" ve "Kültürel Değerlere Duyarlı Eğitime İlişkin Öz-yeterlik Algı Ölçeği" ile toplanmıştır. Nitel veriler ise nicel verilerin analizinin ardından ölçeklerden yüksek ve düşük düzeyde puana sahip 28 öğretmenle yapılan görüşmelerden toplanmıştır. Nicel verilerin analizinde, betimsel istatistikler ve non-parametrik testler, nitel verilerin analizinde ise betimsel analiz ve içerik analizi kullanılmıştır.
Araştırma sonuçlarına göre, öğretmenlerin kültürel değerlere duyarlı eğitime ilişkin görüşleri yüksek düzeyde olumlu olmakla birlikte orta düzeyde kaygıları da bulunmaktadır. Öğretmenlerin görüşlerinin; yaş, mezuniyet derecesi, görev yaptıkları kademe, görev yaptıkları süre (kıdem) ve görev yaptıkları şehir sayısı değişkenlerine göre istatistiksel olarak farklılık göstermediği; ancak cinsiyet, mezun oldukları program, ailelerinin sosyoekonomik düzeyi, branş, çokkültürlülük veya kültürel farklılıklarla ilgili herhangi bir yaşantı sahibi olma, görev yaptıkları şehir ve yaşamlarının büyük bölümünü geçirdikleri coğrafi bölge değişkenlerine göre istatistiksel olarak anlamlı farklılık gösterdiği sonucuna ulaşılmıştır.
Çalışmada yer alan öğretmenlerin kültürel değerlere duyarlı eğitime ilişkin öz-yeterlik algılarının yüksek düzeyde olduğu sonucuna ulaşılmıştır. Öğretmenlerin öz-yeterlik algılarının; yaş, mezuniyet derecesi, ailelerinin sosyoekonomik düzeyi ve görev yaptıkları süre (kıdem) değişkenine göre istatistiksel olarak anlamlı farklılık göstermediği; ancak cinsiyet, mezun oldukları program, görev yaptıkları kademe, görev yaptıkları şehir sayısı, branş, çokkültürlülük veya kültürel farklılıklarla ilgili herhangi bir yaşantı sahibi olma, görev yaptıkları şehir ve yaşamlarının büyük bölümünü geçirdikleri coğrafi bölge değişkenlerine göre istatistiksel olarak farklılaştığı sonucuna ulaşılmıştır.
Nitel verilerden elde edilen bulgular doğrultusunda, kültürel değerlere duyarlı eğitim anlayışını gerekli ve önemli bulanlar kadar, bu anlayışın eğitim sistemini ve toplumun yapısını olumsuz etkileyeceğini düşünen ve bu açıdan kaygılı olan öğretmenler de vardır. Ayrıca, öğretmenlerin kültürel değerlere duyarlı eğitime ilişkin öz-yeterlik algıları yüksek düzeyde olmasına rağmen, nitel veriler ışığında, bu durumun pratikte eğitim öğretim süreçlerine yansıtılamadığı, öğretmenlerin kültürel farklılıklarla ilgili veli, öğretmen, öğrenci, program, materyal ve sınıf yönetimi gibi birçok boyutta zorluk yaşadıkları ve kendilerini yetersiz hissettikleri sonucuna ulaşılmıştır.
Araştırmada varılan sonuçların ve geliştirilen önerilerin; hizmet içi veya hizmet öncesi öğretmen eğitim programlarına ve eğitim modellerine temel teşkil etmesi, öğretmen eğitim programlarının kültürel açıdan daha duyarlı hale getirme çabalarına hizmet etmesi ve yapılacak düzenlemelere teorik ve pratik katkılar sunması beklenmektedir.
Research Interests:
Turkey has a rich cultural heritage. In almost every region of Turkey, as in every period of history, there are people/students who have different cultural values. As teachers are appointed by the central system in Turkey, it is possible... more
Turkey has a rich cultural heritage. In almost every region of Turkey, as in every period of history, there are people/students who have different cultural values. As teachers are appointed by the central system in Turkey, it is possible that the teachers can serve at schools where they can face students who have different cultural values from their own. It is important that educational activities should be arranged for ''all'' in terms of principles ''equal opportunity'' and ''education for everyone'' and that students' cultural values should be taken into consideration in educational activities. However, it is not clear what level of culturally relevant/responsive/sustaining teaching self-efficacy perceptions teachers have and what teachers' views about culturally relevant education in Turkey are. In this context, the purpose of this study is to examine teachers' views about culturally relevant/responsive/sustaining education (CRE) and teachers' culturally responsive/relevant/sustaining teaching self-efficacy perception in Turkey.
The study was carried out as a sequential exploratory mixed method design. Since both quantitative and qualitative data were obtained, sampling was achieved in two phases: Quantitative, random-stratified sampling and qualitative, purposive sampling. The quantitative data were obtained from 1302 teachers who teach in Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul and Trabzon provinces. The qualitative study group consisted of 28 teachers who were selected after analyzing quantitative data accordance with maximum diversity and outliers sampling. Quantitative data were collected by means of scales that were developed by the researcher. Qualitative data were obtained from interviews with 28 teachers who have highest and lowest scores on scales. Descriptive statistics and non-parametric tests were used in the analysis of quantitative data, while descriptive analysis and content analysis were used in the analysis of qualitative data.
The results revealed that teachers' views are positive and they have some doubts about CRE. Significant difference was not found on the teachers' views of CRE in terms of age, degree of graduation, the level of school they are working, the number of cities they have worked so far and the years of teaching experience, however, the teachers' views differentiate meaningfully in terms of gender, the geographical area they grew up, the program they graduated, branch, the level of socioeconomic status, the experiences they have in cultural diversity and the province/city they teach currently.
The results revealed that teachers' culturally responsive teaching self-efficacy perceptions are quite high. Significant difference was not found on the teachers' perception in terms of age, degree of graduation, the level of socioeconomic status, and the years of teaching experience, however, the teachers' self-efficacy perceptions differentiate meaningfully regarding gender, the program they graduated, the level of school they are working, branch, the experiences they have in cultural diversity, the province/city they teach currently, the number of cities/provinces they have worked so far and, the geographical area they grew up.
As a result, the teachers in Turkey have positive thoughts about CRE and have some doubts. Similarly, qualitative data show that there are teachers who think that CRE is necessary and important, however there is a group of teachers who think that CRE will adversely affect the education system and the structure of society. Although teachers' culturally responsive teaching self-efficacy beliefs are at a high level, the qualitative findings revealed that this situation could not be reflected in teaching practical processes. Also, teachers face such difficulties related to parents', teachers' and students' different cultural values. Teachers think that they are inadequate in adding culturally different parents to the educational process, developing relevant materials to different students' backgrounds and revising or reshaping programs in culturally different classrooms. This study has implications for teachers, as well as teacher education programs to design more culturally relevant/responsive education in Turkey.
The study was carried out as a sequential exploratory mixed method design. Since both quantitative and qualitative data were obtained, sampling was achieved in two phases: Quantitative, random-stratified sampling and qualitative, purposive sampling. The quantitative data were obtained from 1302 teachers who teach in Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul and Trabzon provinces. The qualitative study group consisted of 28 teachers who were selected after analyzing quantitative data accordance with maximum diversity and outliers sampling. Quantitative data were collected by means of scales that were developed by the researcher. Qualitative data were obtained from interviews with 28 teachers who have highest and lowest scores on scales. Descriptive statistics and non-parametric tests were used in the analysis of quantitative data, while descriptive analysis and content analysis were used in the analysis of qualitative data.
The results revealed that teachers' views are positive and they have some doubts about CRE. Significant difference was not found on the teachers' views of CRE in terms of age, degree of graduation, the level of school they are working, the number of cities they have worked so far and the years of teaching experience, however, the teachers' views differentiate meaningfully in terms of gender, the geographical area they grew up, the program they graduated, branch, the level of socioeconomic status, the experiences they have in cultural diversity and the province/city they teach currently.
The results revealed that teachers' culturally responsive teaching self-efficacy perceptions are quite high. Significant difference was not found on the teachers' perception in terms of age, degree of graduation, the level of socioeconomic status, and the years of teaching experience, however, the teachers' self-efficacy perceptions differentiate meaningfully regarding gender, the program they graduated, the level of school they are working, branch, the experiences they have in cultural diversity, the province/city they teach currently, the number of cities/provinces they have worked so far and, the geographical area they grew up.
As a result, the teachers in Turkey have positive thoughts about CRE and have some doubts. Similarly, qualitative data show that there are teachers who think that CRE is necessary and important, however there is a group of teachers who think that CRE will adversely affect the education system and the structure of society. Although teachers' culturally responsive teaching self-efficacy beliefs are at a high level, the qualitative findings revealed that this situation could not be reflected in teaching practical processes. Also, teachers face such difficulties related to parents', teachers' and students' different cultural values. Teachers think that they are inadequate in adding culturally different parents to the educational process, developing relevant materials to different students' backgrounds and revising or reshaping programs in culturally different classrooms. This study has implications for teachers, as well as teacher education programs to design more culturally relevant/responsive education in Turkey.