- Atilla Ergin, an education scientist, graduated from Abant İzzet Baysal University in 2007 with a bachelor's degree. ... moreAtilla Ergin, an education scientist, graduated from Abant İzzet Baysal University in 2007 with a bachelor's degree. Since then, he has been working at Istanbul Technical University. He completed his master's degree in Educational Administration and Supervision at Yeditepe University. In the autumn semester of 2024, he received his PhD degree in the Department of Curriculum and Instruction(English) at the same university. His research interests include on intellectual experience, design thinking, educational evaluation, learning and individual differences.edit
Design thinking is a human-oriented and creative problem-solving skill that can empathize with the user's emotions. Today, traditional problem-solving approaches are replaced by design thinking practices that include multidimensional... more
Design thinking is a human-oriented and creative problem-solving skill that can empathize with the user's emotions. Today, traditional problem-solving approaches are replaced by design thinking practices that include multidimensional thinking skills. The mission of higher education curricula is to enable students to use their design thinking skills effectively in higher education. In this study, the views of academicians on design thinking skills in different disciplines in higher education were consulted. A qualitative research method was used in the study and data were collected by interview technique. The research was carried out in İstanbul in the fall semester of the 2021-2022 academic year, with the participation of academic staff from two state universities (n=15). In this context, a six-question semi-structured interview form developed by the researchers was used as a data collection tool. The data were analyzed with thematic coding and content analysis techniques, which are among the qualitative analysis methods. According to the research findings, academics think that there is a "high, versatile and complementary relationship" between design and thinking skills. They express the concept of design thinking as "human-based, user-need-based, solution-oriented and creativity-based". It is stated that design thinking individuals should have characteristics such as "empathy, analysis, openness to innovations, high imagination, attention to details and creative thinking". It is seen that academicians use design thinking in their courses in practices such as "problem solving method, design project, searching real-life problems, developing thinking skills". In addition, the academicians stated that "they do not have knowledge about design thinking skills, some of them have theoretical knowledge, but those who have knowledge have weak practice levels". Finally, it is seen that they make suggestions that "design thinking practices should be added to the course content, applied training should be increased, thinking skills should be developed and innovative thoughts should be included". Design thinking Higher education curricula Academicians
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Academic procrastination, a concept that prevents students from participating in teaching processes efficiently and effectively, can be considered as a problem that they need to solve. Academic procrastination, which is the problem of all... more
Academic procrastination, a concept that prevents students from participating in teaching processes efficiently and effectively, can be considered as a problem that they need to solve. Academic procrastination, which is the problem of all individuals, is especially important for engineers who focus on problem solving abilities in education and business life. This research aims to examine the relationship between engineering faculty students' academic procrastination behaviours and problem-solving skills in terms of gender, grade, department, graduated high school type, the region of birth and perceived income level. The data of survey research designed a model of Turkey's largest and reputed engineering school of seven engineering faculty of Istanbul Technical University 400 (152 females and 248 males) were obtained from the participants. As data collection instruments; demographic information form, academic procrastination scale (APS) and problem-solving skills inventory (PSI) were used to the individuals who participated in the research. The findings indicated that the relationship between academic procrastination and problem-solving scores is negative and low. In addition, students showed significant differences in problem-solving skill levels according to grade and department variables.
Research Interests:
This research aimed to evaluate Educational Information Network (EBA) via the Educational Criticism model. A case study, one of the qualitative research designs, was used in the study. The study group was selected using a purposeful... more
This research aimed to evaluate Educational Information Network (EBA) via the Educational Criticism model. A case study, one of the qualitative research designs, was used in the study. The study group was selected using a purposeful sampling method. A semi-structured interview form was used as a data collection tool; in the analysis of the data obtained, the content analysis method was used. The research findings were obtained by interviewing seven teachers from different disciplines who use the EBA platform in their courses. According to the findings of the study; both the problems arising from EBA content and digital infrastructure and the problems seen in the implementation negatively affect the effectiveness of the EBA platform. Although such problems occur in EBA courses, technical infrastructure arrangements and content updates will make the EBA platform applicable, usable and effective. It could be transformed into a more effective instruction platform through evaluation studies on the EBA platform.
Key Words: EBA (Educational Information Network), educational criticism model, teachers, curriculum evaluation.
Key Words: EBA (Educational Information Network), educational criticism model, teachers, curriculum evaluation.
Research Interests:
The aim of this study is to evaluate the 3rd Grade Life Science Course Curriculum, which was put into practice in the 2019-2020 academic year, according to Eisner's Educational Criticism Model. The study was conducted by taking the... more
The aim of this study is to evaluate the 3rd Grade Life Science Course Curriculum, which was put into practice in the 2019-2020 academic year, according to Eisner's Educational Criticism Model. The study was conducted by taking the opinions of eight class teachers in four different primary schools in the European and Anatolian side of Istanbul. The findings of this study, designed as case study, are presented using the "Description", "Interpretation", "Evaluation" and "Thematics" sub-dimensions in the Eisner Educational Criticism model. In the research, data were collected using a semi-structured interview form developed by the researcher. Content analysis technique was used in the analysis of the data. The findings obtained from the research were generally criticized by the teachers who conducted the 3rd grade Life Science course. As a result, criticisms were made to the curriculum implementation such as the absence of student-centered activities, objectives-content incompatibility, abstract content, absence of extra-curricular activities in the learning and teaching process, the complexity of the course material, insufficient time, crowded classes, memorization-based exams in evaluation, and lack of technical equipment. However, it is thought that the implementation problems would be overcome and the curriculum would be transformed into a more effective form by making regular evaluations about the 3rd grade Life Science curriculum.
Research Interests:
Özet: Bir öz-düzenleme stratejisi olan yardım isteme, öğrencilerin öğrenme sürecinde başa çıkması gereken problem çözme becerilerinden biridir. Dolayısıyla, bu strateji öğrencinin öğrenme süreçlerine aktif katılımını doğrudan etkiler.... more
Özet: Bir öz-düzenleme stratejisi olan yardım isteme, öğrencilerin öğrenme sürecinde başa çıkması gereken problem çözme becerilerinden biridir. Dolayısıyla, bu strateji öğrencinin öğrenme süreçlerine aktif katılımını doğrudan etkiler. İstediği desteği veya yardımı alamayan öğrencinin öğrenme süreçlerinde başarısız olması kaçınılmazdır. Öğrenci ihtiyaçlarını dikkate alan mevcut araştırmanın amacı, ortaokul öğrencilerinin, öğrenme sürecinde yardım isteme düzeylerinin; cinsiyet, sınıf düzeyi, anne-baba öğrenim durumu, herhangi bir dersten özel ders alıp almama durumu, öncelik sırasına göre kimden yardım isteyeceği değişkenlerine göre farklılaşıp farklılaşmadığını incelemektir. Betimsel tarama modelinde olan araştırma, İstanbul ili Fatih, Şişli ve Beyoğlu ilçelerinde, 2018/2019 eğitim öğretim yılında yedi devlet okulunun ortaokul bölümü 6,7 ve 8. sınıflarında öğrenimlerini sürdüren 676 kadın(%52,04) ve 623 erkek(%47,96) toplam 1299 öğrencinin katılımı ile gerçekleştirilmiştir. Araştırmanın verileri araştırmacılar tarafından oluşturulan kişisel bilgi formu ve öğrenme sürecinde yardım isteme ölçeği (ÖSYİÖ) ile toplanmıştır. Araştırma verileri SPSS 24.0 programı ile analiz edilmiştir. Analiz kapsamında güvenirlik analizi, normal dağılımlar için bağımsız örneklem t testi, tek yönlü ANOVA varyans analizi, normal olmayan dağılımlar için t-testinin non-parametrik karşılığı olan Mann-Whitney U testi ile yapılmıştır. Regresyon analizi, öğrencilerin yardım alacakları kişilerin sırası ile ilişkilerini öncelik sırasına göre belirlemek için kullanılmıştır. Araştırma bulguları neticesinde ortaokul öğrencilerinin öğrenme sürecinde yardım isteme düzeyleri, cinsiyet, sınıf, kardeş sayısı, anne eğitim durumu, özel ders alma durumu ve yardım istemede önceliklendirme durumuna göre anlamlı bir farklılık göstermektedir. Buna karşın öğrencilerin öğrenme sürecinde yardım isteme düzeyleri baba eğitim durumu ve anne çalışma durumuna göre anlamlı farklılık göstermemektedir.
Research Interests:
21st-century learners live more digitally and work with a fuzzy mind. Together with this century, we deal with individuals with new and different thinking styles. The current situation affects the thinking skills of high school students... more
21st-century learners live more digitally and work with a fuzzy mind. Together with this century, we deal with individuals with new and different thinking styles. The current situation affects the thinking skills of high school students during a critical period such as adolescence. This effect forces us to ask the question. Is there a relationship between high school students' critical thinking dispositions and reflective thinking skills? Therefore, the purpose of this study is to determine the relationship between high school students' critical thinking dispositions and reflective thinking skills in terms of some demographic variables. This study, which was designed in a descriptive survey model, was conducted with 388 participants in a high school in the Kartal district of Istanbul in 2019/2020 academic year. In research, personal information form, California critical thinking dispositions inventory and reflective thinking level scale was used as data collection tools. The data obtained were analysed by the SPSS program and then analysed and interpreted the results. The analysis of the data was used Spearman correlation coefficient, point biserial correlation, Mann Whitney U test and Kruskal Wallis H Test. According to the findings, there is a positive and intermediate relationship between critical thinking dispositions and reflective thinking skills. In addition to this, critical thinking dispositions differ in terms of field, reading frequency, web usage purpose and academic level perception of the participants. Reflective thinking skills differ in terms of field, gender, reading frequency, web usage purpose and academic level perception of the participants.
Research Interests:
Emotional intelligence is the ability of people to understand the complex emotions they have in themselves and to analyse the emotional expressions of the people towards them. Problem-solving is a cognitive process for converting a... more
Emotional intelligence is the ability of people to understand the complex emotions they have in themselves and to analyse the emotional expressions of the people towards them. Problem-solving is a cognitive process for converting a particular situation into a resulting state when there is no clear solution method for the problem solver. University students can cope with their problems more easily if they are able to use their emotional intelligence to show rational and appropriate approaches. This is especially important for engineering students who are transitioning from education to business life. The aim of this study is to examine the relationship between emotional intelligence levels and problem-solving skills of engineering students in terms of gender, grade, department, university and academic achievement variables. The study group consisted of 491 university students (155 females, 336 males) enrolled in Istanbul Technical University and Yıldız Technical University Engineering Programs in 2018-2019 academic year. In the data analysis of this study, which was designed in a relational screening model, ANOVA and T-test were used for data with normal distribution in sub-dimensions, and h tests such as Mann Whitney U and Kruskal Wallis were used for data with abnormal distribution. Pearson correlation test was used to determine the relationship between variables. According to the findings, it was seen that there was a moderate uphill (negative) correlation between the emotional intelligence level and problemsolving skill of the engineering students and there was a weak uphill (positive) correlation between emotional intelligence and academic achievement. In addition, there was a weak uphill (negative) correlation between problem-solving skill and academic achievement of engineering students. The results indicate that the level of emotional intelligence and problem-solving skills of engineering students predict the academic achievement with a low rate.
Research Interests:
Mindfulness is to give attention to the current moment and open mind and to accept whatever is taking place at this moment. Academic procrastination usually involves delaying tasks and studies of academic origin for irrational reasons.... more
Mindfulness is to give attention to the current moment and open mind and to accept whatever is taking place at this moment. Academic procrastination usually involves delaying tasks and studies of academic origin for irrational reasons. Increasing the quality of students in higher education is important in terms of improving the total education quality of our country. Especially knowledge-based and teacher-cantered approaches seen in engineering curriculums make it difficult for us to see the quality of students. Therefore, this study examines whether there is a relationship between mindfulness levels and academic procrastination behaviours that affect the effective learning and achievement of the student by taking the student to the center. This study designed as a survey model. The data of the research were carried out in eight different departments of the mentioned university with 400 participants (152 females, 248 males) studying at Istanbul Technical University. Demographic Information Form, Mindful Attention Awareness Scale (MAAS) and Academic Procrastination Scale (APS) data collection instruments were applied to the individuals who participated in the research. IBM SPSS Statistics 25 program was used to analyze the data. One-way ANOVA and T-test were used for normal distribution data, Man Whitney U and Kruskal Wallis tests, which are non-parametric equivalents of these tests, were used for data with non-normal distribution. The Pearson correlation test was used to determine the relationships between variables. As a result of the analyses, it was determined that the relationship between mindfulness and academic procrastination was positive and low level. The findings of the study were discussed in the light of the literature and suggestions were presented.
Research Interests:
Özet: Öğrenme süreci içerisinde öğrencilerin bireysel farklılıklarının son derece önemli olduğu kabul edilmektedir. Bireysel farklılıkların dışında bireyin öz-düzenleme ve motivasyon becerisi gibi duyuşsal etkenlerin de öğrenme... more
Özet: Öğrenme süreci içerisinde öğrencilerin bireysel farklılıklarının son derece önemli olduğu kabul
edilmektedir. Bireysel farklılıkların dışında bireyin öz-düzenleme ve motivasyon becerisi gibi duyuşsal
etkenlerin de öğrenme sürecinde önemli etkileri olduğu ileri sürülmektedir. Bireyin öğrenmesini doğrudan ya da
dolaylı olarak etkileyen bu etkenlerin öğrenmeyi olumlu ya da olumsuz olarak etkileme gücüne sahip olduğu
vurgulanmaktadır. Bu çalışmada, bahsedilen etkenler göz önünde bulundurulmuş ve üniversite öğrencilerinin öz-
düzenleme stratejileri ve motivasyonel inançları cinsiyet, sınıf, bölüm ve akademik ortalama değişkenleri
açısından ele alınmıştır. Çalışmaya 171 kadın (% 54.8), 141 erkek (% 45.2) olmak üzere toplam 312 üniversite
öğrencisi katılmıştır. Araştırmada ölçme aracı olarak, özdüzenleme stratejileri ve motivasyonel inançları
belirlemek üzere 44 maddelik “Öğrenmeye İlişkin Motivasyonel Stratejiler Ölçeği” kullanılmıştır. Elde edilen
veriler bağımsız t testi ve tek yönlü ANOVA ile analiz edilmiştir. Araştırmanın sonucunda, öğrenmeye ilişkin
motivasyonel stratejilerin bütün alt boyutları arasında anlamlı ilişkinin yanısıra stratejilerin akademik başarıya
etki ettiği sonucuna varılmıştır. Ayrıca öğrenmeye ilişkin motivasyonel stratejiler ölçeğinin motivasyonel
inançlar boyutunun içsel değer alt boyutunda öğrencilerin öğrenim gördüğü sınıfların ve bölümlerin etkisinin
olduğu tespit edilmiştir.
Anahtar Kelimeler: öz-düzenleme, motivasyonel inançlar, üniversite öğrencileri
edilmektedir. Bireysel farklılıkların dışında bireyin öz-düzenleme ve motivasyon becerisi gibi duyuşsal
etkenlerin de öğrenme sürecinde önemli etkileri olduğu ileri sürülmektedir. Bireyin öğrenmesini doğrudan ya da
dolaylı olarak etkileyen bu etkenlerin öğrenmeyi olumlu ya da olumsuz olarak etkileme gücüne sahip olduğu
vurgulanmaktadır. Bu çalışmada, bahsedilen etkenler göz önünde bulundurulmuş ve üniversite öğrencilerinin öz-
düzenleme stratejileri ve motivasyonel inançları cinsiyet, sınıf, bölüm ve akademik ortalama değişkenleri
açısından ele alınmıştır. Çalışmaya 171 kadın (% 54.8), 141 erkek (% 45.2) olmak üzere toplam 312 üniversite
öğrencisi katılmıştır. Araştırmada ölçme aracı olarak, özdüzenleme stratejileri ve motivasyonel inançları
belirlemek üzere 44 maddelik “Öğrenmeye İlişkin Motivasyonel Stratejiler Ölçeği” kullanılmıştır. Elde edilen
veriler bağımsız t testi ve tek yönlü ANOVA ile analiz edilmiştir. Araştırmanın sonucunda, öğrenmeye ilişkin
motivasyonel stratejilerin bütün alt boyutları arasında anlamlı ilişkinin yanısıra stratejilerin akademik başarıya
etki ettiği sonucuna varılmıştır. Ayrıca öğrenmeye ilişkin motivasyonel stratejiler ölçeğinin motivasyonel
inançlar boyutunun içsel değer alt boyutunda öğrencilerin öğrenim gördüğü sınıfların ve bölümlerin etkisinin
olduğu tespit edilmiştir.
Anahtar Kelimeler: öz-düzenleme, motivasyonel inançlar, üniversite öğrencileri
Research Interests:
No: 328-Abstract Presentation Type: Oral Presentation: The curriculum is the document of the wide goals of competencies and personal development. In other words, it is more than the list of subjects to be taught and the textbooks to be... more
No: 328-Abstract Presentation Type: Oral Presentation: The curriculum is the document of the wide goals of competencies and personal development. In other words, it is more than the list of subjects to be taught and the textbooks to be used. It sets the subjects within this wider context and shows how learning experiences within the subjects need to contribute to the attainment of the wider goals. It has been changing frequently in this century so as to meet the current needs, demands and expectations of the society that constantly and rapidly changes. Revising and updating the curriculum is just a means itself since the success of any new curriculum depends upon an appropriate level of qualified input by the teachers because no curriculum can succeed if teachers do not support it. In other words, the potential of the curriculum lies in the hands of the teachers who can also be referred to as the “curriculum workers”. If teachers` understanding of the curriculum is not enhanced then their commitment to the innovation would be impaired. Misunderstandings of the components of the curriculum and of the 'spirit of the curriculum' often have negative results in terms of
the developers' intentions regarding their innovations. There need to be a more fruitful reciprocal relation between curricular theory and curricular practice. Teachers, therefore, need to be up to date and informed about the recent knowledge and research about the subject matters as well as pedagogy. Being well equipped with knowledge and skills at a specific subject matter does not necessarily mean effective and efficient transmission of knowledge to the learners. They also need to have the necessary pedagogical knowledge. Only then they could make use of cognitive knowledge to make informed decisions for creating effective teaching and learning environments. The curriculum is the layout of subject matter aligned with pedagogy. They need to be able to read the curriculum, analyze it, draw conclusions and make informed decisions. In other words, be able to reflect upon what they have understood. Otherwise, their understanding and thus interpretation of the new curriculum would be limited to their own prior beliefs and practices. This can only be assured when and only there is a major curriculum course
at teacher education and teachers are provided in-service training via workshops as part of their professional development. Despite its importance curriculum is not a major or core course at the teacher education programs at many of the education faculties in our country. This means that teachers cannot be effective and
efficient curriculum workers since they do not have proper training in even the basics of the curriculum. The aim of this focused study was to assess the potential of teachers who are doctorate students at curriculum and instruction program at evaluation of their received knowledge pertaining to curricula issues via hands-on experience. The following research questions were posed: (a) what problems do these teachers encounter during their hands-on experience in curriculum design? (b)what kinds of impact would design a curriculum have on the teachers? It was hypothesized that identification of the essential
curriculum tasks and reflecting the problems encountered while putting those tasks into practice would enhance the teachers' ability to synthesize and evaluate the educational input received and enable them to construct their own understanding.
The data were collected via reflective essays written by the 8 teachers taking the curriculum design and practice course offered at the curriculum and instruction doctorate program. Each teacher had to
write reflective journals on a weekly basis to be kept at their portfolio for six weeks. Content analysis was employed for the reflective essays. One of the common finding was that curriculum making is a complex process.
the developers' intentions regarding their innovations. There need to be a more fruitful reciprocal relation between curricular theory and curricular practice. Teachers, therefore, need to be up to date and informed about the recent knowledge and research about the subject matters as well as pedagogy. Being well equipped with knowledge and skills at a specific subject matter does not necessarily mean effective and efficient transmission of knowledge to the learners. They also need to have the necessary pedagogical knowledge. Only then they could make use of cognitive knowledge to make informed decisions for creating effective teaching and learning environments. The curriculum is the layout of subject matter aligned with pedagogy. They need to be able to read the curriculum, analyze it, draw conclusions and make informed decisions. In other words, be able to reflect upon what they have understood. Otherwise, their understanding and thus interpretation of the new curriculum would be limited to their own prior beliefs and practices. This can only be assured when and only there is a major curriculum course
at teacher education and teachers are provided in-service training via workshops as part of their professional development. Despite its importance curriculum is not a major or core course at the teacher education programs at many of the education faculties in our country. This means that teachers cannot be effective and
efficient curriculum workers since they do not have proper training in even the basics of the curriculum. The aim of this focused study was to assess the potential of teachers who are doctorate students at curriculum and instruction program at evaluation of their received knowledge pertaining to curricula issues via hands-on experience. The following research questions were posed: (a) what problems do these teachers encounter during their hands-on experience in curriculum design? (b)what kinds of impact would design a curriculum have on the teachers? It was hypothesized that identification of the essential
curriculum tasks and reflecting the problems encountered while putting those tasks into practice would enhance the teachers' ability to synthesize and evaluate the educational input received and enable them to construct their own understanding.
The data were collected via reflective essays written by the 8 teachers taking the curriculum design and practice course offered at the curriculum and instruction doctorate program. Each teacher had to
write reflective journals on a weekly basis to be kept at their portfolio for six weeks. Content analysis was employed for the reflective essays. One of the common finding was that curriculum making is a complex process.
Research Interests:
Öğrencilerin sınıf içerisindeki öğrenme performansını etkileyen faktörler incelendiğinde disiplin sorunları ve sınıf yönetimi kavramlarının ön planda olduğu görülmektedir. Bu araştırmanın amacı, sınıf öğretmenlerinin öğrencilerle yaşadığı... more
Öğrencilerin sınıf içerisindeki öğrenme performansını etkileyen faktörler incelendiğinde disiplin sorunları ve sınıf yönetimi kavramlarının ön planda olduğu görülmektedir. Bu araştırmanın amacı, sınıf öğretmenlerinin öğrencilerle yaşadığı disiplin sorunlarına ilişkin görüşlerini belirlemektir. Araştırmanın çalışma grubu, İstanbul’da özel okullarda görev yapan 25 sınıf öğretmeninden oluşmuş ve öğretmenlere sınıf içi disiplin sorunlarıyla ilgili 12 soru sorulmuştur. Araştırma, nitel araştırma tekniklerinden görüşme tekniği kullanılarak gerçekleştirilmiştir. Yarı yapılandırılmış görüşme tekniği kullanılarak toplanan sözel veriler, veri azaltma, veri sunma ve sonuç çıkarma aşamaları izlenerek analiz edilmiştir. Tema ve kategorilere işlenen verilerin frekans dağılımlarından yararlanılarak yorumlar yapılmıştır. Araştırma sonuçlarına göre, öğretmenlerin disiplin sorunlarına ilişkin görüşleri Disiplin Algısı ve Sınıf Yönetimi ve Disiplin İlişkisi olmak üzere temalara ayrılmış ve bu temaları destekleyen farklı kategorilere ulaşılmıştır
Research Interests:
Mindfulness-based self-efficacy is defined as a sense of belief and competence to act with conscious awareness. In this study, it is aimed to determine mindfulness-based self-efficacy levels of primary school students and to evaluate... more
Mindfulness-based self-efficacy is defined as a sense of belief and
competence to act with conscious awareness. In this study, it is aimed to determine mindfulness-based self-efficacy levels of primary school students and to evaluate them on the basis of gender, age and school type. The sample of the research using the descriptive method is composed of 284 elementary school students in a total of 134 girls and 150 boys aged between 9-12 who are studying in state and private schools in Çekmeköy, İstanbul province. The data of the study was collected by Mindfulness-Based Self-efficacy Scale-Revised. As a result of the analysis of the data obtained in this study, the difference between the mean scores of the students' Mindfulness-Based Self-efficacy Scale-Revised (MSES-R) scale was examined by independent sample t-test. As a result of the analysis, mindfulness-based self-efficacy scores of the students were examined according to gender and there was no statistically significant difference between female students and male students. When the scores obtained in the general sense are examined, it can be said that male students' mindfulness-based self-efficacy are slightly stronger than female students. On the other hand, mindfulness-based self-efficacy of the students were examined according to the type of school type, and there was no statistically significant difference between the students in the private school and the students in the public school. When the scores from the subscales of the scale were examined, it was seen that there was a significant difference between the students in the private school and the students in the state school only in terms of the two types of schools in the stress tolerance subscale.
competence to act with conscious awareness. In this study, it is aimed to determine mindfulness-based self-efficacy levels of primary school students and to evaluate them on the basis of gender, age and school type. The sample of the research using the descriptive method is composed of 284 elementary school students in a total of 134 girls and 150 boys aged between 9-12 who are studying in state and private schools in Çekmeköy, İstanbul province. The data of the study was collected by Mindfulness-Based Self-efficacy Scale-Revised. As a result of the analysis of the data obtained in this study, the difference between the mean scores of the students' Mindfulness-Based Self-efficacy Scale-Revised (MSES-R) scale was examined by independent sample t-test. As a result of the analysis, mindfulness-based self-efficacy scores of the students were examined according to gender and there was no statistically significant difference between female students and male students. When the scores obtained in the general sense are examined, it can be said that male students' mindfulness-based self-efficacy are slightly stronger than female students. On the other hand, mindfulness-based self-efficacy of the students were examined according to the type of school type, and there was no statistically significant difference between the students in the private school and the students in the public school. When the scores from the subscales of the scale were examined, it was seen that there was a significant difference between the students in the private school and the students in the state school only in terms of the two types of schools in the stress tolerance subscale.
Research Interests:
ÖZ: Motivasyon bizi harekete geçiren, hareketimizde devamlılık sağlayan güçtür. Hayatın her alanında olduğu gibi eğitim sahasında da başarının ve etkili öğretimin en önemli bileşeni olduğu açıktır. Motivasyonu yüksek bireyler başarılı ve... more
ÖZ: Motivasyon bizi harekete geçiren, hareketimizde devamlılık sağlayan güçtür. Hayatın her alanında olduğu gibi eğitim sahasında da başarının ve etkili öğretimin en önemli bileşeni olduğu açıktır. Motivasyonu yüksek bireyler başarılı ve özgüvenli olmalarının yanı sıra, Maslow'un ihtiyaçlar hiyerarşisinin en üst basamağında bulunan "kendini gerçekleştirme ihtiyacına" sahiptirler. Eğitimde öğrencilerin başarı motivasyonunu etkileyen içsel ve dışsal kaynaklar vardır. Başarı Odaklı Motivasyon kaynakları ile akademik başarı arasındaki ilişkilerin yapısı öğrenim kademelerine göre farklılık gösterebilmektedir. Bu araştırmada, üniversite öğrencilerinin başarı odaklı motivasyonları cinsiyet, sınıf, bölüm, akademik ortalama, üniversite tercih sıralaması ve öğrenci kulübüne üyelik değişkenleri açısından ele alınmıştır. Çalışmaya İstanbul Teknik Üniversitesi'nde öğrenimlerini sürdüren 9 ayrı bölümden toplam 440 öğrenci katılmıştır. Ölçme aracı olarak, katılımcıların başarı odaklı motivasyonlarını ölçmek amacıyla "Başarı Odaklı Motivasyon Ölçeği" kullanılmıştır. Toplanan veriler Pearson korelasyon (Pearson correlation), bağımsız örneklemlerde t-testi (independent samples of t-test) ve tek yönlü ANOVA (one-way ANOVA) analizleri ile yorumlanmıştır. Başarı odaklı motivasyon ile ilişkisi olan ve farklılık oluşturan değişkenler muhtemel çözüm önerileri üretmek adına alan yazınla ilişkilendirilerek tartışılmıştır. ABSTRACT: Motivation is the power that gives us action, the continuity in our action. It is clear that the most important component of success and effective teaching is in education as it is in every field of life. Highly motivated individuals have a "sense of self-realization" that is at the top of Maslow's hierarchy of needs, as well as being successful and confident. There are internal and external resources that influence the motivation of students' success in education. The structure of the relationships between achievement-focused motivation resources and academic achievement may vary according to the learning stages. In this study, achievement-oriented motivations of university students were examined in terms of gender, class, department, academic average, university preference order and membership variables of student club. 440 students from 9 different departments attending the study and training at Istanbul Technical University participated. The "Achievement Orriented Motivation Scale" was used as a measurement tool based on measuring participants' motivation for success. The collected data were analyzed by Pearson correlation, t-test and one-way ANOVA. Variables that are related to achievement-focused motivation and that are different have been discussed in relation to field literature in order to produce possible solution proposals.
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Individual differences are considered as important factors in the language learning process. Apart from individual differences, affective factors such as attitudes and motivation of individuals and their anxiety levels which affect the... more
Individual differences are considered as important factors in the language learning process. Apart from individual differences, affective factors such as attitudes and motivation of individuals and their anxiety levels which affect the individuals' language learning directly or indirectly are also believed as significant impacts in this process. Therefore, the purpose of the present study is to examine the relationship between self-regulation strategies, motivational beliefs, attitudes, speaking anxiety and foreign language classroom anxiety and to investigate the predictive power of these variables for foreign language classroom anxiety. The relational model was used in the current study. The research group included 320 male (65.6 %) and 168 female (34.4 %) English preparatory students at Istanbul Technical University. Attitudes toward English Lesson Scale, Foreign Language Speaking Anxiety Questionnaire, The Motivational Strategies for Learning Questionnaire, and Foreign Language Classroom Anxiety Scale were used as the data collection tool. The statistical methods used for analyses were correlation and multiple regression. The findings indicated that there is a significant positive correlation between foreign language classroom anxiety and self-regulation, test anxiety, and foreign language speaking anxiety. Also, there is significant negative correlation between foreign language classroom anxiety and self-efficacy intrinsic value perception, and attitude towards English. Moreover, self-efficacy, test anxiety, attitude towards English, and foreign language speaking anxiety are predictors of the university students' foreign language classroom anxiety.
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This study aimed to understand if the students" attitudes towards learning English show significant differences in terms of gender, language level, receiving English preparatory training, and the kind of high school they graduated from.... more
This study aimed to understand if the students" attitudes towards learning English show significant differences in terms of gender, language level, receiving English preparatory training, and the kind of high school they graduated from. The study was carried out in the descriptive survey model. The research group included 320 male (65.6 %) and 168 female (34.4 %) English preparatory students at Istanbul Technical University. The Attitudes towards English Scale was used as the data collection tool. Data were analysed using independent samples t-test and one-way ANOVA. According to t-test and ANOVA results, it can be said the university students" attitudes towards learning English are not affected by gender, receiving preparatory training, language level and high school differentiation. Özet Bu çalışmanın amacı, hazırlık sınıfında okuyan öğrencilerin İngilizceye karşı tutumlarının onların cinsiyetlerine, dil seviyelerine, daha önce hazırlık eğitimi alıp almadıklarına ve mezun oldukları lise türüne göre değişiklik gösterip göstermediğini anlamaktır. Çalışmada betimsel tarama modeli uygulanmıştır. Araştırmanın çalışma gurubunu, 320 erkek (% 65.6) ve 168 kadın (%34.4) olmak üzere İstanbul Teknik Üniversitesi"nin hazırlık sınıfında okuyan öğrenciler oluşturmuştur. İngilizceye Yönelik Tutum Ölçeği, araştırmada veri toplama ölçeği olarak kullanılmıştır. Veriler, bağımsız örneklemler için t-testi ve tek yönlü ANOVA teknikleri kullanılarak analiz edilmiştir. t-testi ve tek yönlü ANOVA sonuçlarına göre, öğrencilerin İngilizceye karşı tutumlarının cinsiyetlerinden, dil seviyelerinden, daha önce hazırlık eğitimi almış olmalarından ve mezun oldukları lise türlerinden etkilenmediği söylenebilir. Anahtar Kelimeler: Tutum, yabancı dil, üniversite öğrencileri.
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Anxiety has been found to interfere with many types of learning. And, many researches such as MacIntyre and Gardner (1989) indicate there is a negative relationship between anxiety and second language learning achievement. In current... more
Anxiety has been found to interfere with many types of learning. And, many researches such as MacIntyre and Gardner (1989) indicate there is a negative relationship between anxiety and second language learning achievement. In current study, it was aimed to determine whether the students' foreign language classroom anxiety (FLCA) display significant differences on the basis of gender, language level, receiving English preparatory training, and the kinds of high school they graduated from. The research group included 320 male (65.6 %) and 168 female (34.4 %) English preparatory students at Istanbul Technical University. Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz and Cope (1986) and adapted in Turkish by Aydın (2001) was used as the data collection tool. Data were analysed using independent samples t-test, one-way ANOVA and the Scheffe's post-hoc test. T-test results showed female students' FLCA score is higher. But, there was not a statistically significant relationship between FLCA and receiving preparatory training. ANOVA results indicated high school differentiation does not affect it. Yet, Scheffe's test findings demonstrated the students' FLCA change over depending on their language level. In other words, female students are more appropriate to suffer from FLCA and FLCA is affected by students' language level.
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Learning English which is the most widely used foreign language has become a necessity in globalised world. Yet, in Turkey, some problems exist about it thanks to lack of motivation and knowledge about self-regulation strategies. In this... more
Learning English which is the most widely used foreign language has become a necessity in globalised world. Yet, in Turkey, some problems exist about it thanks to lack of motivation and knowledge about self-regulation strategies. In this study, it was tried to explore if the students' self-regulation strategies and motivational beliefs show significant differences in terms of gender, language level, receiving English preparatory training, and the kind of high school. The research group included 320 male (65.6 %) and 168 female (34.4 %) English preparatory students at Istanbul Technical University. Motivated Strategies for Learning Questionnaire developed by Pintrinch and De Groot (1990) and adapted in Turkish by Uredi (2005) was used as the data collection tool. Data were analysed using independent samples t-test, one-way ANOVA and the Scheffe's test via SPSS 20.0 software program. T-test findings indicated female students' cognitive strategies dimension score is higher. Yet, there are no significant differences in the students' self-regulation strategies and motivational beliefs according to receiving preparatory training. The ANOVA test's result demonstrated high school differentiation does not affect self-regulation strategies and motivational beliefs. However, the Scheffe's test results revealed the students' self-regulation, cognitive strategies and intrinsic value perception change over depending on language level.
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How anxiety affects the learning a foreign language is a focus in the current studies such as Horwitz’s (1986), and MacIntyre and Gardner’s (1994). Taking into consideration this focus, the aim of this study is to identify whether the... more
How anxiety affects the learning a foreign language is a focus in the current studies such as Horwitz’s (1986), and MacIntyre and Gardner’s (1994). Taking into consideration this focus, the aim of this study is to identify whether the students’ foreign language speaking anxiety demonstrate significant differences in terms of their gender, language level, receiving English preparatory training, and the kind of high school they graduated from. The research group included 320 male (65.6 %) and 168 female (34.4 %) English preparatory students at Istanbul Technical University. Foreign Language Speaking Anxiety Questionnaire developed by Horwitz, Horwitz and Cope (1986) and adapted in Turkish by Saltan (2003) was used as the data collection tool. Data were analysed using independent samples T-test and one-way ANOVA. According to T-test results, it was seen that female students’ score is higher than male students’. Also, it could be reported anxiety of students who have received English preparatory training are lower based on T-test results. Moreover, ANOVA results indicated the students’ language level and the kind of high school do not affect their speaking anxiety. In a nutshell, foreign language speaking anxiety is affected by gender and receiving English preparatory training.
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This study aims to create a model that predicts the relationship among university students' design thinking, digital literacy skills and intellectual experiences. Understanding this connection can help us improve educational practices and... more
This study aims to create a model that predicts the relationship among university students' design thinking, digital literacy skills and intellectual experiences. Understanding this connection can help us improve educational practices and policies by equipping students with the 21st-century skills they need to grapple with complex information, generate new knowledge, and navigate modern challenges. Examining the connections between design thinking, digital literacy, and intellectual experience, we implemented a quantitative correlational study. The participating sample included 750 diverse university students, representing various grade levels and 25 departments across 12 universities. Convenience sampling enabled participation during the spring semester of 2023. Data collection utilized a multi-instrument approach. The participants completed the Demographic Information Form, the Digital Literacy Scale developed by Ng (2012a) and adapted and validated by Hamutoğlu et al. (2017), the Intellectual Experience Scale developed by Mayer and Caruso (1989) and adapted for this study, and the newly developed Design Thinking Scale. After collecting data through various scales, we analyzed it for validity, reliability, and underlying factors. Descriptive statistics were calculated using SPSS-24 software, while confirmatory factor analysis and structural correlations were conducted using LISREL 8.80. Additionally, PLS-SEM (partial least squares structural equation modelling) was used to examine the relationships between design thinking skills (DTS), digital literacy skills (DLS), and intellectual experience skills (IES). Statistical analysis revealed robust support for the hypothesized model. Model fit indices confirmed acceptable and a good fit, indicating strong relationships between design thinking (DTS), digital literacy (DLS), and intellectual experience (IES). DTS emerged as a significant predictor of IES (large direct effect) and DLS (medium effect size), while DLS had a smaller direct effect on IES. Notably, DTS explained 51% of the variance in IES and 6% in DLS, solidifying its position as the most influential factor in the model.
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The purpose of this study is to analyze the effect of Alternative Energy Resources Curriculum on the problem-solving skills and achievement levels of the 7th-grade of primary school students. This study has been conducted with a total of... more
The purpose of this study is to analyze the effect of Alternative Energy Resources Curriculum on the problem-solving skills and achievement levels of the 7th-grade of primary school students. This study has been conducted with a total of 24 students in two classes equal to each other in the first term of 2009-2010 academic year in ITU‟s Development
Foundation Private Primary School of Natuk Birkan. These groups are formed according to their teachers‟ views and the students‟ grades, taken from the examinations at the end of the first unit for a science education course. These classes are divided into two groups: Control and experimental group. While students in the experimental group learn Science Education Course with the problem-solving ability, control group learns this lesson with traditional methods. Problem-solving ability and the student achievement test are applied to the students during their study. Scales are applied to the students before the practice as a pre-test and after the practice as a post-test. After six weeks the achievement test has been applied to the students as a retention test. For analyzing the data, Mann Whitney U tests and Related Groups Wilcoxon tests are used. At the end of the study, the following are obtained:
1. The level of students‟ success, according to the results of the problem-solving experiment group and traditional control group‟s pre and protest, any significant difference with contrast to each other is not found.
2. The ability of problem-solving, according to the results of the problem-solving experiment group and traditional control group‟s pre and protest, any significant difference with contrast to each other is not found.
3. According to a result of retention test, between problem-solving ability approach experimental group and the traditional control group a considerable difference in favour of the experimental group is found.
4. According to a result of retention test, between problem-solving ability experimental group and the traditional control group a considerable difference in favour of the experimental group has been found.
Foundation Private Primary School of Natuk Birkan. These groups are formed according to their teachers‟ views and the students‟ grades, taken from the examinations at the end of the first unit for a science education course. These classes are divided into two groups: Control and experimental group. While students in the experimental group learn Science Education Course with the problem-solving ability, control group learns this lesson with traditional methods. Problem-solving ability and the student achievement test are applied to the students during their study. Scales are applied to the students before the practice as a pre-test and after the practice as a post-test. After six weeks the achievement test has been applied to the students as a retention test. For analyzing the data, Mann Whitney U tests and Related Groups Wilcoxon tests are used. At the end of the study, the following are obtained:
1. The level of students‟ success, according to the results of the problem-solving experiment group and traditional control group‟s pre and protest, any significant difference with contrast to each other is not found.
2. The ability of problem-solving, according to the results of the problem-solving experiment group and traditional control group‟s pre and protest, any significant difference with contrast to each other is not found.
3. According to a result of retention test, between problem-solving ability approach experimental group and the traditional control group a considerable difference in favour of the experimental group is found.
4. According to a result of retention test, between problem-solving ability experimental group and the traditional control group a considerable difference in favour of the experimental group has been found.
Research Interests:
The studies examined in this research, doctoral theses, master theses, and the main subject of education and individual differences are limited to the sources and data reviews. In this sense, more comprehensive and detailed content... more
The studies examined in this research, doctoral theses, master theses, and the main subject of education and individual differences are limited to the sources and data reviews. In this sense, more comprehensive and detailed content analysis can be made for individual differences. In this sense, broader and more detailed content analysis could be made regarding individual differences. In the studies reviewed, the suggestions variable was not included in the current study since it was not available in every study and was not generalizable. It was revealed that the effects of individual differences in students' attitudes and achievements in the learning process have a positive meaning. This finding is important data for us to see the importance of the subject. Therefore, quantitative, qualitative, and mixed studies and quasi-experimental studies could be done in this field. The findings examined from the research results show that individuals have significant individual differences in learning characteristics. Traditional methods do not provide equal benefits for all individuals. Individual differences, quantity and quality problems in learning, the structure of teaching materials, the impossibility of having a mental knowledge level, and similar reasons require education according to the individual and his / her needs.
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Design thinking is a human-oriented problem-solving skill that can empathize with the target audience/student. Today, it is the duty of higher education institutions to reveal what students need to have digital skills and to prepare... more
Design thinking is a human-oriented problem-solving skill that can empathize with the target audience/student. Today, it is the duty of higher education institutions to reveal what students need to have digital skills and to prepare programs suitable for these needs. In this study; It has been examined whether there is a need to apply design thinking skills in higher education. The study was carried out according to the literature review method, which is one of the qualitative research types. Within the scope of the literature review, national and international sources were consulted. Thus, information about design thinking skills, design thinking skills in higher education and studies in the related literature were tried to be collected. According to the results of the research, it has been revealed that important higher education institutions such as Stanford, Harvard, MIT and Potsdam include design thinking skills in their curriculums, while the studies conducted in our country remain at the theoretical level. Its importance is not yet fully understood and this skill is not included in the curriculums. It is suggested that studies on design thinking in higher education in our country are mostly limited to design and science, and that studies in the field of education should be increased. Another finding to be drawn from the research is that it could be said that there is a need to develop scales that evaluate thinking skills of university students.