Aydogdu, Fatih

In this study, peer relationships and school adjustment of refugee and non-refugee children were compared. In addition, it is aimed to examine the mediating role of self-regulation in the relationship between children's parent and peer relationships and school adjustment. The study was conducted on a total of 120 children attending preschool, including 50 refugees and 70 non-refugees. The data of the study were obtained using the Child Behavior Scale by Ladd and Profile, School Adaptation Teacher Rating Scale-Short Form, and Self-Regulatory Skills Scale. The analysis of the data was done using the t-test and structural equation analysis. As a result of the study, peer relations and school adaptation of non-refugee children were significantly higher than those of the refugee children. In the correlational part of the study, peer relations were found to have positive and significant effects on school adaptation and self-regulation skills and self-regulation skills were found to have positive and significant effects on school adaptation skills. In addition, self-regulation skills were found to have a complete intermediary role between peer relations and school adaptation.

Kılıç, Sonnur Küçük

In a developing and changing world, more passive lifestyle is adopted and the activity needs of young people are ignored. In this context, it is considered that it is important that young people turn to physical activity in order to meet their activity needs and get rid of the negative effects of passive life. On the other hand, it has been determined that the student's interest towards physical education courses, which are supposed to offer equal opportunities to young people in physical activity participation, has decreased in time. Therefore, it is considered important to determine the factors that affect the attitude towards physical education. In this way, it is believed that the quality of education will increase and a healthier young society will be formed. The aim of this study is to determine whether self-efficacy, perceived social support and teacher feedback perceptions of middle school students are a significant predictor of physical education attitude. The study group consisted of 520 (267 female, 253 male) students that studying at 6th, 7th and 8th grades of three different middle schools in Erzincan. ‘The Physical Education Predisposition Scale’, ‘Perceived Social Support Scale’ and ‘Perceived Teacher Feedback Scale’ were used to collect data. ANOVA, simple and multiple linear regression analyzes were used in the data analysis. The results of the research show that self-efficacy towards physical education, perceived peer support, perceived positive nonverbal teacher feedback and performance information feedback are positive predictors of attitude toward physical education and negative nonverbal teacher feedback is negative predictor of attitude toward physical education. Finally, the most important variable that predict the attitude towards physical education was determined as a teacher feedback, perception of self-efficacy and social support towards physical education followed.

Yalçın, Paşa; Karenoğulları, Tuğba; Yalçın, Sema Altun

The purpose of this study is to try to determine the attitude and knowledge levels of teachers regarding radiation. The sample of the research consists of 274 teachers from various branches working in primary and secondary schools in a city with a population of 250 000. Personal data survey and the scale of attitude towards the radiation concept prepared by Torun, Yalçın, and Altun Yalçın (2011) were used in order to collect data. The data obtained were transferred to the SPSS 15 package program and analyzed. Evaluation was done with respect to gender of teachers in the sample, the faculty they graduated from, the institution they work at and the school level they work at and independent t-test was used to compare their opinions obtained. The One-way variance analysis (ANOVA) was used in order to determine whether there are any differences between group variables related to the education branches of teachers in the sample, and the Kruskal-Wallis test was used to determine if there are differences between group variables related to the region of the university of graduation and the educational status of teachers. According to the results of the study, no significant differences were found among teachers in terms of the variables of the level of education, the region of the university of graduation, the faculty of graduation, the institution of employment and the level of education, while significant differences were found in variables the gender of teachers and their education branch.

Baş, Fatih

Eğitimin kalitesini yükseltmek tüm dünyada olduğu gibi ülkemizde de öncelikli amaçlardan biri olup bu doğrultuda her yıl tek bir disiplin de bile yüzlerce araştırma gerçekleştirilmektedir. Fakat bu araştırmaların eğitimin yürütüldüğü okullara ne derece ulaştığı tartışmaya açık bir konudur. Bu araştırma da eğitim araştırmalarının matematik öğretmenlerinin mesleki gelişim sürecindeki yerinin, öğretmenlerin eğitim araştırmalarına yönelik tutumlarının ve bu tutumlarının oluşumunda etkili olabilecek değişkenlerin belirlenmesi amacıyla yapılmıştır. Araştırma 315 gönüllü katılımcı ile gerçekleştirilmiş bir tarama araştırmasıdır. Veriler Öğretmenleri Perspektifinden Eğitim Araştırmaları Formu isimli bir form kullanılarak toplanmıştır. Üç bölümden oluşan bu form; birinci bölümü katılımcıların demografik bilgilerini, ikinci bölümü matematik öğretmenlerinin mesleki gelişimlerinde kullandıkları kaynakları, üçüncü bölümü ise matematik öğretmenlerin eğitim araştırmalarına yönelik tutumlarını belirlemeye yönelik olarak tasarlanmıştır. Verilerin analizinde betimsel istatistik, ki-kare testi, bağımsız örneklem t-testi ve tek yönlü ANOVA testi kullanılmıştır. Ulaşılan sonuçlar ışığında; matematik öğretmenlerinin sadece küçük bir bölümünün eğitim araştırmalarını takip ettiği ve mesleki gelişim süreçlerinde en fazla kullandıkları bilgi kaynağının internet olduğu görülmüştür. Öğretmenlerin lisans veya yüksek lisans mezunu olmaları ve mezun oldukları program ile eğitim araştırmalarını takip etmeleri arasında anlamlı bir ilişki bulunmuştur. Ayrıca katılımcıların büyük çoğunluğunun eğitim araştırmalarına yönelik tutumlarının yüksek olduğu görülmüştür. Deneyim yılı ve mezun olunan program değişkenlerinin matematik öğretmenlerin eğitim araştırmalarına yönelik tutumları üzerinde etkili olduğu belirlenmiştir. 1-5 yıl deneyime sahip katılımcıların 6-10 yıl ve 11-15 yıl deneyime sahip katılımcılara ve ilköğretim matematik eğitimi programından mezun olan katılımcıların orta öğretim matematik öğretmenliği programından mezun olan katılımcılara kıyasla daha olumlu tutuma sahip oldukları tespit edilmiştir.

Sagirli, Meryem Ozturan; Baş, Fatih

Bu araştırmanın amacı ülkemizde eğitim alanında üstbiliş odaklı yapılan ve makale olarak yayınlanan çalışmaları; alan, konu, çalışma grubu/örneklem, kullanılan yöntem, veri toplama araçları, verilerin analiz teknikleri ve yayın dilleri açısından incelemektir. Betimsel içerik analizi yöntemi temel alınarak tasarlanan araştırma kapsamında 112 dergiye ait tüm online sayılar taranarak ulaşılan 136 çalışma incelenmiştir. Yapılan analizler sonucunda şu sonuçlara ulaşılmıştır. Eğitim alanındaki üstbiliş odaklı çalışmaların sayısı özellikle son beş yıl içerisinde 2013 yılı hariç hızlı bir artış göstermiştir. Çalışmaların yaklaşık yarısında özel bir alandan bağımsız olarak katılımcıların üstbiliş veya üstbilişin özel bir yönüne dair farkındalıkları, stratejileri, kullanım düzeyleri gibi genel özelliklerine odaklanılmıştır. Sırasıyla Türkçe, Matematik ve Fen ve Teknoloji kapsamında en fazla çalışma yapılan özel alanlardır. Üstbilişsel bir özellik üzerinde etkili olabilecek değişkenler ve yine üstbilişsel bir özellik ile farklı özellikler arasındaki ilişkiler en fazla ele alınan konulardır. Araştırmaların büyük bir bölümü de öğretmen adaylarıyla gerçekleştirilmiştir. Lise düzeyindeki öğrencilere ve öğretmenlere yönelik araştırmalar yok denilecek kadar azdır. Lisansüstü öğrencilere, yöneticilere ve velilere yönelik araştırma yoktur. Genellikle araştırmalar nicel bir yaklaşımla betimsel nitelikte tasarlanmış olup bunun bir sonucu olarak da ağırlıklı olarak nicel veri toplama araçları kullanılmıştır. Analiz sürecinde en fazla hipotez testleri ve ilişkisel testlere başvurulmuştur. Çalışmaların büyük bir bölümü Türkçe olarak yayınlanmıştır

Baş, Fatih

Raising the quality of education is one of the former aims in our country as in the whole world and with this purpose, several researches are carried out even in a single discipline. Yet, how these researches are applied by the schools is still a controversial topic. And this research was carried out to analyse the role of educational researches (e.g. theses, journal articles) in the professional development process of mathematics teachers, to determine their attitudes towards educational researches and the variables which may be effective in these attitude-construction processes. The study, which a survey used in, was carried out with 315 mathematics teachers who voluntarily participated in. Data were collected with a data collection tool called Education Researches Form from the Perspectives of Mathematics Teachers. This form, which included three parts, was designed to determine the demographic information of the participants with the first part, the sources, which the mathematics teachers used for their professional developments with the second part and the attitudes of mathematics teachers for the educational resources with the third part. During the data analysis process, the descriptive statistics, chi-squared analysis, independent-samples t-tests and one-way ANOVA were applied. In the lights of obtained results, it was concluded that only a small number of mathematics teachers had followed the educational researches and that the internet was the resource commonly used by them for their professional development. It was encountered that a significant relationship between that the teachers' education levels as undergraduate or graduate and their following the educational researches. Furthermore, it was determined that most of the participants' attitudes towards the educational researches were high. It was also found out that the variables of their experience and teachertraining department, where they graduated were effective on their attitudes. It was determined that the participants with high experience levels of 6-10 or 11-15 years have more positive attitudes compared with those with less experience (1-5 years) and the participants who graduated from secondary school mathematics teacher training departments have more positive attitudes than those who graduated from high school mathematics teacher training departments.

Baş, Fatih; Sağırlı, Meryem Özturan

The aim of this research is to review the researches, which have been conducted on metacognition in education in our country and published as articles in terms of the field, topic, study group/sample, applied method, data collection tools, data analysis methods and publication languages. In the research, designed with descriptive content analysis method, all the 136 studies were reviewed stated in 112 journals. The following results were reached with the analyses. The number of studies-carried focusing on metacognition in the area of education- demonstrated a rapid increase especially in the last five years except for the year 2013. Almost in half of the studies, the researchers mainly focused on general features, such as the participants' awareness on metacognition or a particular side of metacognition, strategies, levels of use apart from a specific area. Orderly, Turkish, Mathematics, Science and Technology were among the most specific study areas. The variables, which may have effect on a metacognitive feature, and the relationship with a metacognitive feature and other various features were the most studied topics. A great number of the researches were carried out with pre-service teachers. There were almost no encountered study with high school students and teachers. No researches- with post-graduate students, administrators, and parents- have been encountered, either. As the researches were carried out generally with a quantitative approach and descriptively, mainly quantitative data collection tools were used. Mostly the hypothesis tests and relational tests were applied during the analysis process. The majority of the studies were published in Turkish.

Kaşkaya, Alper

Akıcı okuma ve okuduğunu anlama iyi bir okuyucunun en belirgin özelliğidir. Çalışmada zihinsel veya fiziksel herhangi bir engeli bulunmadığı halde okuma yetersizliği yaşayan öğrencilerin okuma problemlerinin üstesinden gelebilmeleri hedeflenmektedir. Bu amaç doğrultusunda okuma öğretimi sürecinde Beyin Etkileme Metodu (BEM), öğrencilerin "sık kullanılan kelime" kapasitelerini artırmayı uygulanmıştır. Gerçekleştirilen okuma öğretimi sürecinin okumada kalıcılığa ve anlama üzerine etkisini belirlemek araştırmanın amacını oluşturmaktadır. Araştırmada zihinsel veya fiziksel herhangi bir engeli bulunmadığı halde okuma yetersizliği yaşadığı tespit edilen iki öğrenci ile çalışılmıştır. Çalışmada eylem araştırması yöntemi benimsenmiştir. Uygulama sürecinde kullanılan yöntemin (BEM) etkililiğini artırmak üzere süreç içerisinde bir takım uyarlamalar yapılmıştır. Böylelikle BEM sürecinin iyileştirilmesi hedeflenmiştir. Araştırmada öğrencilerin okuma düzeyleri "Yanlış Analiz Envanteri" kullanılarak belirlenmiştir. Süreçte kullanılan metinlerin düzeyi ise "Fog Testi" ile tespit edilmiştir. Bununla birlikte öğrencilerle öğretmenlerle ve velilerle yapılan görüşmeler yoluyla veriler elde edilmeye çalışılmıştır. Araştırmanın sonuçlarına göre; metindeki kelimelerin sık kullanılan kelimeler haline getirilmesi ile gerçekleştirilen "beyin etkileme metodu"nun öğrencilerin akıcı okuma becerileri kazanmalarını sağladığı ve anlama becerilerinin gelişimini ilerlettiği görülmüştür. Bunun yanında araştırmada uygulanan BEM destekli okuma sürecinin öğrencilerin okuma özgüvenleri üzerinde olumlu etkiye sahip olduğu görülmüştür.

Kaskaya, Alper

Reading fluency and reading comprehension are the most prominent characteristics of a good reader. In this study, the aim is helping the students who have reading deficiencies although they do not have any mental or physical handicaps to overcome their reading problems. For this purpose, The Neurological Impress Method (NIM) was applied accompanied by various activities that aim to develop the "Sight Words" capacities of the students in the process of teaching how to read. Determining the influence of the teaching how to read process on permanence in reading and comprehension is the main purpose of the study. Two students who had insufficiency in reading although they did not have any mental or physical drawbacks were included in the study. The Activity Research Method was adopted in the study. Some adjustments were made in the process in order to increase the efficiency of the method used in the study (NIM). By doing so, the purpose was to improve the NIM process. The reading levels of the students in the study were determined by using the "Mistake Analysis Inventory". The levels of the texts used in the study were determined by using the "Fog Test". Also, additional data were obtained with the interviews with the students, teachers and parents. According to the results of the study, it was observed that "Neurological Impress Method", which was performed by converting the words in the text into Sight Words, ensured that the students acquired reading fluency skills, and improved their comprehension skills. In addition, it was also observed that NIM-assisted reading process, which was applied in the study, had a positive influence on the self-confidence of the students in terms of reading.

Beyaztas, Dilek Ilhan; Senemoglu, Nuray

The purpose of this descriptive study is to identify learning approaches (deep, surface, or strategic) among successful undergraduate students and the factors that affect and shape their learning approaches. The study sample comprised 90 freshman students who were ranked in the top one percent portion of the 2013 University Placement Exam (UPE) in Turkey. Students were variously attending faculties of education, law or medicine and were grouped in subject areas of Literacy-Social (LS), Literacy-Math (LM), and Math-Science (MS). Data was obtained via semi structured interviews with students and recorded on a form developed by the researchers. We found that students tend to be inclined to a surface learning approach, their teacher has a rote learning education understanding - the content of the course is quantitative, and exams are multiple choice or use a true/false system. However, they tend to choose a deep learning strategy when their teacher has both research and interrogation based expectations, the content of the course is qualitative, and the exam style is writing an essay or of a fill in the gaps type. Moreover, preparation courses and group of friends t have significant influence on how students internalize strategic learning approaches.