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- Uzunboylu, H(20)
- Yalçın, Sema Altun(15)
- Kanbul, S(14)
- Ozdamli, F(12)
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Yayınlar
- ArticleAçık Erişim2020Understanding the characteristics of english language learners’ out-of-class language learning through digital practices
Dincer, Ali
This study aims to understand the extent to which English as a foreign language learners use technology for their autonomous language learning beyond the classroom. With a cross-sectional survey design approach, the study focuses on learner characteristics. It first investigates the existing language learner profiles of 512 English major university students concerning autonomous language learning and out-of-class technology engagement. Then, details regarding the characteristics of existing learner profiles in terms of language proficiency, daily technology use time, a variety of digital tool use and the most beneficial tools are outlined. Within this frame, cluster analyses suggested two clusters: more autonomously engaged with digital tools and less autonomously engaged with digital tools. The findings showed that more autonomously engaged students tend to have greater language-learning proficiency than the less autonomous group. The more autonomously engaged students also spent more time daily and used various digital tools in comparison to less autonomous technology users. While online websites and social media were the most frequently used digital tools for both groups, the use of podcasts, blogs and online language courses differed. According to the provided tool lists of learners, students benefited significantly from social media, online websites, dictionaries, and intelligent tutoring system applications (apps). Online games, YouTube, Instagram and other smartphone apps, which allow students to practice vocabulary and speak with foreigners, also had considerable influence on language development. The study findings provide insights for language teachers aiming to extend learners’ in-class language-learning experiences beyond the confines of the classroom.
- ArticleYalnız künye2020The Educational Inequalities in the Disadvantaged Social Strata of Romani Population
Özbaş, Mehmet
The objective of this study is to determine the variables that create inequality for children from disadvantaged social strata in their process of compulsory education. The study was carried out in Erzincan, which is a significant city located in the eastern Anatolia region of Turkey, in 2017. Nearly, 117 parents from disadvantaged social strata participated in the study. Disadvantaged children face the most serious problems in education. Those families were poor and disadvantaged Romanies, so their children did not attend the school. The study reveals that the inhabitants of a disadvantaged social stratum of this study mostly come from the ethnic origin of Romanies. This study was designed in a descriptive research model and carried out with face-to-face interview method. The semi-structured interview form of “Educational Inequalities in Disadvantaged Social Strata” was used in this study. The semi-structured interview form has been developed for this study. The study also reveals that 76 percent of disadvantaged families are not able to receive any proper economic support from the state they needed for their children. The disadvantaged families claim that authorities have never told them the true meaning, significance, and functions of compulsory education. In addition, the study reveals that the biggest obstacles are having poorly educated parents and financial insecurity for disadvantaged families in terms of their social, economic, and individual growth. The study reveals that the lack of continuous cash transfers to the students of disadvantaged strata creates social injustice and inequality in compulsory education. It is highly recommended that continued economic support should be given for the students from disadvantaged families to meet their basic psychological and human needs.
- Book ChapterYalnız künye2020Self-determination and motivated engagement in language learning
Noels, Kimberly A.; Lou, Nigel Mantou; Lascano, Dayuma I. Vargas; Chaffee, Kathryn E.; Dincer, Ali; Zhang, Ying Shan Doris; Zhang, Xijia
This chapter provides an overview of self-determination theory (SDT), and reviews how it has been incorporated in second language learning research to better understand language learning motivation. Findings from 20 years of empirical studies generally support the premises of SDT, although there are noteworthy gaps in this body of research regarding the motivational process across learners’ ages and ethnolinguistic contexts, as well as regarding the dynamic, time-nested nature of the process. The chapter ends by suggesting future directions for theory development, quantitative and qualitative research, and interventions for teaching.
- ArticleAçık Erişim2020How to Develop Computational Thinking: A Systematic Review of Empirical Studies
TASLIBEYAZ, Elif; KURSUN, Engin; KARAMAN, Selcuk
The primary purpose of this study is to investigate CT skills development process in learning environments. It is also aimed to determine the conceptual understanding and measurement approaches in the studies. To achieve these aims, a systematic research review methodology was implemented as the research design. Empirical studies on computational thinking indexed in the Web of Science and ERIC databases were selected without constraint on the publication dates. The studies found were examined and a pre-analysis was conducted by the researchers. Following the pre-analysis, 29 articles were selected to be included in the study. Content analysis was applied in order to determine and evaluate the common codes and themes related to the findings. In conclusion, instead of relying on attractiveness, functionality, market share of educational tools (robotic sets, software packets etc.), availability of qualified learning activities focused on problem solving is the main point practitioners should consider.
- Book ChapterYalnız künye2020Facilitating Modelling Activities in a Grade 5 Classroom
Manouchehri, Azita; Bekdemir, Mehmet; Yao, Xiangquan
Ten hours of whole group discussions in a US Grade 5 classroom were analysed to identify teacher interventions aimed to stabilize student work on modelling tasks and the type of mathematical actions those interventions provoked. Analysis of group interactions highlights that teacher interventions impacted students’ reasoning, structuring, and mathematizing processes. These processes corresponded to the stages of the modelling cycle, including interpreting, structuring, working mathematically, and validating ideas.
- ArticleAçık Erişim2020Efl teachers’ autonomy supportive practices for out-of-class language learning
Işık, Tuba; Balçıkanlı, Cem
Autonomy support is a recently defined role for teachers, and they are expected to help learners engage in autonomous out-of-class learning. With a focus on English language learning outside the classroom, this study intended to uncover English as a foreign language teachers’ practices related to autonomy support and to discuss the challenges faced by the teachers in this process. Eleven teachers working at the tertiary level at a state university in Turkey were interviewed. Semi-structured interviews were conducted in three sessions to find out the extent to which the teachers help their learners become autonomous. The findings revealed that the teachers perform many autonomy-supportive behaviors which are feasible in language classrooms such as motivating students, giving language advice and promoting peer collaboration. In doing this, the teachers utilize five different support mechanisms: affective, resource, capacity, technology, and social support. On the other hand, the findings uncovered such constraints as crowded classes, overloaded curriculum, and low learner motivation. These challenges were perceived as barriers hampering teachers’ efforts for autonomy support. This study highlights the feasibility of creating an autonomy-supportive language learning environment and provides implications for teachers of English as a Foreign Language.
- ArticleAçık Erişim2020Peaceful and happy schools: How to build positive learning environments
Calp, Şükran
It is very important for students and teachers to have a positive learning environment. The school that is an institution for educating children should be a peaceful and happy environment. There are principles such as love, respect, honesty, courage, empathy and kindness in the peaceful and happy schools. This study examined the concept of a “peaceful and happy school” and aimed to describe a peaceful and happy school from the point of view of primary school teachers and primary school students. It was designed with a case-study research model. A peaceful and happy school climate is the “case” of this study. The participants of the study consisted of 126 persons, 103 primary school students, and 23 primary school teachers from public schools in Turkey. Data were collected through face-to-face interviews from primary school students and teachers. Semi-structured interview form was used for both groups. At the end of the study, primary school teachers’ and students’ defini-tions of a peaceful and happy school were presented. It was understood from the findings that primary school students and teachers want to improve the same basic issues related to a peaceful and happy school.
- ArticleYalnız künye2020Effect of coding and robotic education on pre-school children’s skills of scientific process
Turan, Sedat; Aydoğdu, Fatih
This study was carried out with the aim of determining the effect of robotic coding education on pre-school children’s skills of scientific process. Study group consisted of 30 children aged five who studied in an independent kindergarten connected to Ministry of National Education in Refahiye district of Erzincan province in the first semester of 2017–2018 academic year and 15 of them were in the experiment group and other 15 of them were included in the control group. In the study, experimental design with pre-test, post-test and control groups was used. “Scale for Preschool Students’ Basic Skills” developed by Aydogdu and Karakus (Kuramsal Eğitimbilim Dergisi, 10 (1), 49-72, 2017) was applied to both experiment and control group before and after the education. After applying the pre-test to the students in the experiment group, “Coding and Robotic Education Program”, which consisted of 16 sessions, was also applied to them during eight weeks, two days a week and an hour a day. No programs were applied to the control group and they continued their education in their own programs. No programs were applied to the control group and they continued their education in their own programs. As a result of the study it was found that the post-test scores of the children in the experiment group were significantly higher than their pre-test scores. It was determined that there was no significant difference between the posttest scores and the pre-test scores of the control group. To sum up, it can be claimed that the robotic coding education, which was applied to preschool children, developed the children’s skills of scientific process.
- ArticleAçık Erişim2020Investigating the use of case-oriented station technique in teaching socio-scientific issues: A mixed method study
Türe, Zeliha Gül; Yalçin, Paşa; Yalçin, Sema Altun
This research aims to investigate the effect of teaching the socio-scientific issues, "Global Warming, Sustainable development and Bio-technology" in 8th class, with the case-oriented station technique on the academic achievement of the students and their motivation toward science learning. The study was carried out with 71 students in 8th class in 2 secondary schools of a district with approximately 20.000 population in the Eastern Anatolia Region. The mixed-method, consisting of the data collected as qualitatively and quantitatively, was employed. In the quantitative part of the study, the Socio-scientific issues Achievement Test and the Science Learning Motivation Scale developed by Dede and Yaman (2008) to measure students' motivation to learn were used. Unstructured interview, which is one of the qualitative research methods, was preferred in order to support the study with student opinions and comments. The Socio-scientific Issues Achievement Test and the Science Learning Motivation Scale were applied to the experimental and control groups as pre-test at the beginning and as post-test at the end of the study. Results indicated that teaching the socio-scientific issues with case-oriented station technique positively affected the students' academic achievements and their motivation toward science learning. Besides, the interviews showed that the students found it useful, fun, remarkable and permanent to learn socio-scientific issues using the case-oriented station technique.
- ArticleAçık Erişim2020Pre-school teacher candidates' views on stem applications based on montessori approach
Çakır, Zehra; Yalçın, Sema Altun
The aim of this study is to determine the pre-school teachers' opinions about Montessori approach based STEM activities. In the study, during the fall semester of the 2017-2018 academic year, the education faculty of a state university pre-school teacher studied at the 3rd grade and 50 teachers were trained and 15 people were interviewed. In the research, case studies pattern based on the effects of the program, one of the qualitative research methods, was used. “Montessori approach based STEM applications Interview Form” was used as a qualitative data tool developed by the researcher in the study. Qualitative data were analyzed using content analysis method. As a result of data analysis, it was determined that pre-service teachers about Montessori approach based STEM applications have a positive opinion and they intend to use these applications in their lessons in the future. In addition, it is seen that these practices improve the cognitive and psycho-motor features of prospective teachers. It has been changed in the perspective of preservice teachers towards science and technology in their daily lives.
- Book ChapterYalnız künye2020Investigating the status of tablet computers and e-books use of open education faculty students: A case study
Koçak, ömer; Yildirim, önder; Kursun, Engin; Yildirim, Gürkan
The increase in tablet computers and e-books use brings to mind the question of how users benefited from these technologies. In this sense, the present study investigated the status of students' tablet computers and e-books use and the reasons why students prefer to use and not use of tablet computers and e-books. Students' study habits while using e-books were also examined. In the study, which was designed as an instrumental case study, the data was obtained from 100 open education faculty students through semistructured interview forms by making calls over the phone. In the analysis of the data, content analysis method was used. Results showed that the majority of the students stated that they use tablet computers and prefer e-books while studying. The main reasons why they prefer e-books are that they can be carried easily and studied everywhere. Considering the students' learning habits on e-books, four study habits were emerged. Interestingly, most of them study on tablets and take notes on a separate sheet. Eye fatigue and difficulty to edit the e-books are the main reasons of the students who preferred printed materials.
- ArticleAçık Erişim2020The Effects of Family-Mediated Physical Activities on Communication Skills of a Student with Autism Spectrum Disorder: A pilot study
Yarimkaya, Erkan; Esentürk, Oğuz Kaan; Ilhan, Ekrem Levent
Effective strategies to address communication skills are critical to students with Autism Spectrum Disorder (ASD) participating in inclusive education. The purpose of this pilot study is to investigate the effects of family-mediated physical activities on the communication skills of a student with ASD. One inclusive student with ASD and his mother participated in the study designed in the pretest-posttest experimental model. For 8 weeks, family-mediated physical activities were carried out with the student with ASD and his mother. 6 sessions of family education programs were organized before family-mediated physical activities. The data were obtained with the Observation Form developed in line with the literature, and communication skills of the student with ASD. According to the findings of the study, it was determined that the communication skills of the student with ASD increased significantly after 8 weeks after family-mediated physical activities. As a result, it was obtained the impression that family-mediated physical activities had a positive effect on the communication skills of the student with ASD.
- ArticleAçık Erişim2020Digitizing and interpreting the world map drawn by kashgarli mahmud: Constructing information using evidence based political literacy
Inec, Zekeriya Fatih; Akpinar, Erdal
In this study, a world map featured in Divan-i Lugati't-Turk and drawn by Kashgarli Mahmud was made interactive through the use of Seyyah, a geographic information system (GIS) application developed in response to ADDIE, an instructional design teaching model. The geographical symbols and notes on the world map drawn by Kashgarli Mahmud were transferred to Seyyah's database so evidence-based learning could occur. The aim of the research is to evaluate the process of transforming the information obtained by the Social Studies teacher candidates with evidence into a jointly structured knowledge with the political literacy skill. The study is a qualitative action research project using a technical, scientific and collaborative approach. In this context, descriptive analysis was used to interpret the political literacy information which was interpreted and organized by Social Science teacher candidates into Seyyah's database. A standardized open-ended interview was conducted with the teacher candidates to detect the relationship between the use of Seyyah with evidence-based learning, political literacy and culture, the common structuring process and general status of information. Data from ten Social Science teacher candidates was analyzed by content analysis. The Social Science teacher candidates in the study were determined by the maximum diversity method which is a purposeful sampling method. According to the findings from Seyyah's database, Social Studies teacher candidates organized the political literacy information from the world map under four elements: cities; countries; regions and physical geography elements. There were three different categories of political knowledge in other geographical signs and nations themes. Findings obtained from the opinions of candidates show that Seyyah requires the use of high-level thinking skills in evidence-based learning to jointly structure political literacy information in a database, and present and evaluate Turkish culture in a different form.
- ArticleAçık Erişim2020Proficient speakers of english as a foreign language: A focus-group study
Dincer, Ali; Dariyemez, Tevfik
Although English is the de facto language of communication across nations in today’s world, a limited number of foreign language learners are able to communicate well in English and perceive themselves as competent speakers. Investigating traits of proficient speakers of English and understanding the reasons behind their speaking skills can guide language teachers in creating supportive language learning contexts for their students. This study explores what proficient speakers of English do to gain success in speaking, and it sheds light on how to improve speaking skills in language learning. The study examines what factors play an important role in the language development of proficient speakers of English. Sixteen English as a foreign language (EFL) students who had the highest scores on English speaking tests volunteered for this study; four focus groups were created with four participants in each group. Content analysis results indicate that contextual factors – including self-practice, teacher factor, experience abroad, Turkish context, out-of-class technology use, and affective factors, including motivation and anxiety – are important for speaking enhancement. Findings clearly reveal that language learning should go beyond the confines of the school and be supported with technology-enhanced extracurricular exercises in EFL contexts. Moreover, what motivates language learners to study English and how they feel while speaking should be considered while teaching or planning their speaking lessons.
- ArticleAçık Erişim2020Investigating the use of text positions on videos: An eye movement study
Polat, Hamza
Videos have become an indispensable part of both online and blended learning environments. However, the design of such videos requires careful consideration of multimedia learning principles to reduce the cognitive load during the instruction. In this regard, the purpose of this study is to investigate the effect of text-positions presented at two videos on eye-fixation duration and remembering. An experimental research with one-shot case study design was employed to meet this purpose. Two videos about financial issues were selected from a public TV channel archive: one of them included on-screen texts located at the bottom, and the other included informative texts located on the right side of the screen. A total of 61 students first watched these videos by interacting with an eye-tracking device in a human-computer interaction lab and then completed a retention test. The results indicated a significant positive correlation between total eye fixation duration and retention test scores. Additionally, the fixation duration of the participants was higher when the texts were presented on the right side of the videos than that when texts were presented at the bottom. The total fixation durations for longer text were higher than those for shorter text.
- ArticleAçık Erişim2020Development and validation of robotic coding attitude scale
Yalcin, Sema Altun; Kahraman, Sakip; Yilmaz, Zeynel Abidin
This study aimed to develop a reliable and valid instrument to measure secondary school students' attitude towards robotic coding and the results of the analyses regarding the Robotic Coding Attitude Scale (RCAS) developed for this purpose were reported in the current study. To test the construct validity of the first version of the RCAS consisting of 29 items, Exploratory Factor Analysis (EFA) was performed on the data from 196 seventh-grade secondary school students (who had received robotic coding education already) enrolled in the public schools in a city in the northeastern Turkey. As a result of the EFA, the 22-item five-factor model was extracted. Then, the 22-item five-factor model obtained from EFA was cross-validated using Confirmatory Factor Analysis (CFA) and the results indicated acceptable model fits where χ2/(df = 197) = 1.827, NFI =.825, CFI =.911, RMSEA =.065. Cronbach's Alpha coefficient which was calculated to show whether the RCAS is a reliable scale was found to be.91. In sum, the results indicated that RCAS can be used as a reliable and valid instrument to measure secondary school students' attitude towards robotic coding.
- ArticleYalnız künye2020Statistical knowledge and training in second language acquisition: The case of doctoral students
Gonulal, Talip
The present study investigated second language acquisition (SLA) doctoral students' statistical training and knowledge of statistics. One hundred and twenty SLA doctoral students in North America took a comprehensive statistics survey, and 16 of them participated in follow-up interviews. The results showed that doctoral students were well trained in basic descriptive statistics, while their training in inferential statistics, particularly advanced statistics, was limited. When looking at their statistical knowledge, the results indicated that SLA doctoral students were good at understanding descriptive and inferential statistics, but they found it hard to interpret statistical analyses related to inferential statistics that are commonly encountered in SLA research. Several suggestions directed toward improving statistical literacy in SLA were provided.
- ArticleAçık Erişim2020Preservice teachers perceptions about the use of blended learning in a science education methods course
Yılmaz, Özkan; Malone, Kathy L.
The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.
- ArticleYalnız künye2020The effect of scenario-based interactive videos on English learning
Taslibeyaz, Elif
The purpose of the present study was to examine the effect of scenario-based interactive videos, on students’ achievement and their development of self-regulated learning behaviors, when used in an English grammar course. Scenario-based interactive videos can present an experience-centered learning environment that enables students to be more active in the learning process. A true experimental research design was used. The sample consisted of 84 seventh-grade non-native speakers from an elementary school. The students were divided into two groups. The experimental group used scenario-based interactive videos, while the control group used non-scenario-based interactive videos. Pre and post-tests were conducted to measure achievements of the students in each group. Moreover, screen log data were examined to evaluate their self-regulated learning behaviors. Finally, the results showed that the students in the experimental group were more successful than those in control group with regard to their achievement level on the posttest. The experimental group showed self-regulated learning behaviors more than the control group did.
- ArticleAçık Erişim2019The effect of sleep quality on academic performance
Topal, İsmail
Aim: Sleep problem is a common issue among children. Insufficient sleep leads to inattention and behavior disorders and thus adversely affects academic performance. In this study, it is aimed to research the effect of sleep quality on the academic performance of eighth-grade students who are going to take the national exam (TEOG) designed for the transition to secondary education from primary education.Material and Methods: Population of the research consists of 272 8th grade students attending eight different schools in Erzincan province. Pittsburgh Sleep Quality Index (PSQI) was applied in research questionnaire and Bodymedia’s Armband Sense Wear Metabolic Holter (SWA) device was utilized to measure sleep effectiveness.Results: It is found that TEOG scores of the students, whose PSQI score <5 and who has a high sleep quality measured by the Bodymedia’s Armband Sense Wear Metabolic Holter, are high.Conclusion: Students who have a good quality of sleep have better academic performance in the school. Body Media Sense Wear Metabolic Holter is an effective and practical method to measure sleep quality.
