Bekdemir, Mehmet; Sağlam Kaya, Yasemin; Manouchehri, Azita

This study aims to develop a scale to determine the pre-service teachers’ knowledge about the mathematical modelling process. A survey method, among the quantitative research methods, was employed in the study. The data were collected from 380 pre-service mathematics teachers in the pilot study and 348 pre-service teachers in the main part of the study. The construct validity of the Mathematical Modelling Scale (MMS) that was developed, was verified with the exploratory and confirmatory factor analyses. As a result of the analyses, a scale with 13 items in 5-point Likert type related to the mathematical modelling process and three sub-dimensions as “Model (1-3 items)”, “Modelling Process (4-9 items)” and “Curriculum (10-13 items)” was developed whose validity and reliability was verified. With the MMS, data can be collected from pre-service mathematics teachers as well as teachers. In addition, data collected with the MMS can be evaluated as a whole or the scores of the participants can be evaluated individually.

İbili, Hakan; Özbaş, Mehmet

In this study, it was aimed to investigate the effects of environmental factors such as the technological infrastructure of the school used for educational and administrative processes, physical facilities, economic opportunities, monthly income sources, receiving allowances, intra-school communication status and parent support status upon the technological leadership competencies of school administrators. Relational screening model was used in this study carried out with the quantitative research method. The whole population was accepted as the sample not determining the study sample. The study was carried out with 325 school administrators carrying on their duties in public schools in the city center and districts of Erzincan in 2020-2021 academic year. Among the school administrators, 166 (51.1%) were directors and 159 (48.9%) were vice directors. In the study, "Technology Leadership Competencies Scale for Education Administrators," and "Environmental Factor Form" and "Personal Information Form" developed by the researcher were used as data collection tools. Dummy coding was performed on environmental variables in order to perform correlation and regression analyzes on environmental factors as the categorical variables. Correlation analysis was performed to determine the relationship between the variables, and regression analysis was employed to determine the level of prediction between two variables. It was determined that there was a positive, low level and statistically significant relationship between the technological infrastructure, physical facilities, economic opportunities and intra-school communication used in educational and administrative processes of the school and the technological leadership competencies. A positive, low and statistically significant relationship was also specified between good parental support to the school and technological leadership competencies. It was also revealed that the environmental factors called "Monthly Income Sources of the School" and "School Allowance" had no effect upon technological leadership competencies. It was determined that technological infrastructure of the school, physical facilities, economic opportunities and school's technological infrastructure used in educational and administrative processes at a quite good level predicted technological leadership competencies. However, it was observed that determined predictive levels had an insufficient effect upon technological leadership competencies.

Bayrak, Naci; Çalik, Muammer; Dogan, Salih

Smart formative assessment system was designed to support the problems teachers encountered in the course process. This system evaluated students' pre-existing knowledge, their gained knowledge after the course, their learning styles and multiple intelligence types and presented suggestions to the teachers for the course process in regard to the expert system method, one of artificial intelligence methods. The aim of this study was to examine the effects of a smart formative assessment system on students' academic achievement levels and course process. Through sequential explanatory design of mixed research methods, two biology teachers and 122 grade 10 students participated in the study. The results indicated that the smart formative assessment system increased the students' academic success levels. In addition, it was found that the smart formative assessment system not only drove the teachers to use individualized methods in their course process, but also facilitated the implementation of formative assessment in their courses. As a result, some suggestions are made for testing smart formative assessment systems to teach different topic(s), courses and possible smart formative assessment systems that will be prepared for formative assessment.

Turgut, Mirac Neslihan Akhunlar; Ertürk, Ozge Sariot; Karsli, Feyza; Sakiroglu, Mehmet

This study aimed to investigate the mediator role of separation anxiety symptoms on the relationship between perceived stress and adaptation to university life of students. 269 freshmen participated in the study (86 men, 183 women). Participants completed the University Life Scale, Separation Anxiety Symptoms Inventory and Perceived Stress Scale. Results indicated that there was a positive relation between perceived stress and separation anxiety. Both perceived stress and separation anxiety showed negative relation with adaptation to university life. There was no significant difference between genders for the level of adaptation to university life, adaptation to university environment, emotional adaptation, personal adaptation, adaptation to relationships with opposite sex, academic adaptation and social adaptation. Levels of adaptation to relationships with opposite sex showed differences according to having a romantic relationship or not; however, adaptation to university life, adaptation to university environment, emotional adaptation, personal adaptation, academic adaptation and social adaptation did not. Besides, there were no differences between the levels of adaptation to university life, adaptation to university environment, emotional adaptation, personal adaptation, adaptation to relationships with opposite sex, academic adaptation and social adaptation depending on the place the participant spent most of his/her life. Finally, separation anxiety symptoms had a partial mediation effect on the relationships between perceived stress and adaptation subscales (adaptation to university life, academic adaptation, emotional adaptation and adaptation to relationships with opposite sex).

Bekdemir, Mehmet

The aim of this study is to examine the students' level of conceptual and procedural understanding for circle and disc among elementary pre-service teachers. An instrument is used to measure conceptual and procedural blow t edge on circle and disc on sample of 158 participants. Independent t- test, MANOVA test and descriptive statistics were used to analyze data. The results show that students have significantly more success on questions about procedural knowledge than about conceptual knowledge. However, this success is insufficient for both procedural and mostly conceptual knowledge considering the mid-point of the range. Finally, senior students' total achievement is significantly better than freshmen's. Descriptive analysis of conceptual knowledge questions suggests that the students either misunderstood basic concepts, their relations, the meaning and development of formulas, or don't conceptualize at all. However, they are incompetent to abstract, generalize, or transfer the knowledge to other domains, as well as solve problems with squared numbers or algebraic expressions.