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Öğe Cognitive and metacognitive skills performed by math teachers in the proving process of number theory(Athens Institute for Education and Research, 2021) Ozturk, MesutEvaluating the proving process of mathematics teachers is important for the development of their proof skills. Developing the proof skills of teachers can contribute to their students’ meaningful learning of mathematics. For example, teachers showing simple proofs about number theory can make it easier for students to understand the concepts of multipliers and factors and the concepts of the greatest common divisor and the least common multiple. Within this context, this study was conducted in order to examine the cognitive and metacognitive skills performed by math teachers in the proving process. The study was conducted as a case study using qualitative research design. A total of 14 teachers participated in the study, six of which were elementary math teachers and eight were secondary math teachers. The data were collected through task-based interviews (think-aloud protocol), documents and observation forms. The collected data were analysed using the content analysis method. The results of the study showed that, based on the operational definition of cognition and metacognitive skills made in this study, elementary math teachers generally used cognitive skills, while secondary mathematics teachers performed metacognitive skills. © 2021, Athens Institute for Education and Research. All rights reserved.Öğe Development of self-regulation scale for middle school students: Validity and reliability study(Izzet Kara, 2023) Sarikaya, Ismail; Ozturk, Mesut; Ozgol, MustafaThis study was conducted to develop a valid and reliable measurement tool that can identify middle school students' self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely forethought and volitional control and self-reflection. In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability (CR) were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis (CFA) was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.Öğe An embedded mixed method study on teaching algebraic expressions using metacognition-based training(Elsevier Sci Ltd, 2021) Ozturk, MesutThat the students are aware of the learning process and know how they learn is important in terms of both controlling their previous learning and building their new learning on the previous ones. This thinking process, which generally requires metacognitive skills, may facilitate the difficulties experienced by the students while passing on from arithmetic to algebraic thinking. This study had two purposes:(1) to examine the effect of the IMPROVE method, a metacognitive training method, on the academic achievement of middle school students regarding algebraic expressions and (2) to examine the teaching process of algebraic expressions with IMPROVE. This study was conducted as an embedded mixed design. Forty-nine sixth grade students participated in the quantitative part of the study, while only six students from the experimental group participated in the qualitative part. The quantitative results of the study showed that there was a significant difference between the students? total achievement scores regarding algebraic expressions and the achievement scores in the questions requiring high-level thinking skills in favor of the experimental group. It has been found in the comparisons made based on cognitive field levels that there is a statistically significant difference in favor of the group that received metacognition-based education in synthesis level questions. The qualitative results indicated that this teaching method increased students? interest, contributed to their conceptual learning and improved their various affective characteristics. Also, it has been determined that the students who receive metacognition-based education do enjoy learning with this teaching method and that they think this method should be sustainable for the upcoming lessons.Öğe Middle School Students' Problem Solving Performance: Identifying the Factors that Influence It(Springer, 2024) Ozturk, Mesut; Sarikaya, Ismail; Yildiz, Kubra AdaThis research was carried out to examine the serial mediation role of mathematics self-efficacy and metacognition for problem-solving in the effect of reading comprehension on problem-solving. The relational research model, one of the quantitative research designs, was used in the study. A total of 699 middle school students studying in official public schools in Turkey participated in the study. SPSS and PROCESS macros were used in the analysis of the data of the study. The study revealed that reading comprehension, mathematics self-efficacy, and metacognition were related to problem-solving. The result of the study showed that mathematics self-efficacy and metacognition significantly mediate the relationship between reading comprehension and problem-solving.Öğe Reading comprehension, Mathematics self-efficacy perception, and Mathematics attitude as correlates of students' non-routine Mathematics problem-solving skills in Turkey(Taylor & Francis Ltd, 2020) Ozturk, Mesut; Akkan, Yasar; Kaplan, AbdullahLiterature that investigates the factors affecting problem-solving evaluates the cognitive and affective components, such as reading comprehension, metacognition, Mathematics anxiety, Mathematics attitude and Mathematics self-efficacy. Recently, studies have shown that Mathematics attitude and Mathematics self-efficacy as affective factors, and reading comprehension as a cognitive factor could play a crucial role in the problem-solving of middle school students. This study investigated the influence of reading comprehension skill, Mathematics self-efficacy perception and Mathematics attitude on non-routine Mathematics problem-solving skills. It is hypothesized that non-routine problem-solving skills are related to reading comprehension skills, Mathematics self-efficacy perception and Mathematics attitudes. To achieve this aim, a reading comprehension skill test, a Mathematics self-efficacy perception scale, a Mathematics attitude scale and a non-routine problem-solving skill test were applied. The instruments were completed by 362 middle school students. A correlation analysis was used to determine the relationship of variables on non-routine problem-solving skills, and the predictive effects of the predictor variables on non-routine Mathematics problem-solving skills were examined by hierarchical regression analysis. The analysis also showed that for middle-school students' non-routine Mathematics problem-solving skills, all related factors-reading comprehension, Mathematics self-efficacy perception and Mathematics attitude were significant. Reading comprehension skills and Mathematics self-efficacy perception significantly predicted problem-solving skills, and both predictors explained a total of 22% of the total variance.Öğe The Relationship between Self-Regulation and Proportional Reasoning: The Mediating Role of Reflective Thinking towards Problem Solving(Turkish Education Assoc, 2020) Ozturk, MesutThe present study examines the mediating impact of reflective thinking on problem-solving among seventh-grade students, focusing on the link between self-regulation and proportional reasoning. A relational research model was used to provide the quantitative research design. The prediction model proposed in this study was tested with 279 seventh-grade middle-school students. Data were collected using the 'Reflective thinking towards problem-solving scale', the 'Perceived self-regulation scale' and the 'Proportional reasoning skill test'. Correlation and mediation analyses were performed on the collected data. The results demonstrate that reflective thinking toward problem-solving is significantly related to self-regulation and proportional reasoning. The mediation analysis shows that seventh-grade students' reflective-thinking skills towards problem-solving partially mediate between their self-regulation levels and proportional-reasoning skills.Öğe The relationship between the mathematical reasoning skills and video game addiction of Turkish middle schools students: A serial mediator model(Elsevier Sci Ltd, 2021) Ozturk, Mesut; Sarikaya, IsmailThe reasoning is required for important mathematical skills such as understanding mathematics, problem-solving, and proving. Therefore, it is crucial to examine the reasoning skills of individuals. This study was conducted to determine the serial mediator effect of the negative automatic thoughts and self-regulation within the relationship between reasoning skills and video game addiction of middle-school students. The correlational research model among the quantitative research designs was used in this study which was conducted with the participation of 468 middle-school students. Reasoning skill scale, video game addiction scale, negative automatic thoughts scale, and perceived self-regulation scale were used in the data collection process. The obtained data were analyzed with correlation analysis and mediator variable analysis. In the end, the results indicated that negative automatic thoughts and self-regulation skills had a mediator effect between middle-school students' video game addiction and reasoning skills.Öğe Relieving of misconceptions of derivative concept with derive(International Journal of Research in Education and Science, 2015) Kaplan, Abdullah; Ozturk, Mesut; Ocal, Mehmet FatihThe purpose of this study is to determine students' learning levels in derivative subjects and their misconceptions. In addition, this study aims to compared to the effects of the computer based instruction and traditional instruction in resolving these misconceptions. For this purpose, 12th grade 70 students were chosen from high schools in Ağrı city with simple random sampling method. With the pre-test results, the misconceptions were determined and these misconceptions were tried to be relieving in two groups of students with computer based instruction and traditional instruction, separately. The result of the study showed that both the computer based instruction by using Derive software and traditional instruction methods were effective in resolving misconceptions that students constructed. However, it was found that the computer based instruction was more effective than traditional in relieving them. © 2015, International Journal of Research in Education and Science. All rights reserved.Öğe Teachers’ Attitudes Towards Inclusive Education: a Cross-National Exploration(Springer Science and Business Media Deutschland GmbH, 2022) Charitaki, Garyfalia; Kourti, Isidora; Gregory, Jess L.; Ozturk, Mesut; Ismail, Zaleha; Alevriadou, Anastasia; Soulis, Spyridon-GeorgiosThe study aims to suggest a model for attitudes towards inclusive education that will yield a good fit across different countries. Moreover, we aim to explore the effect of years of teaching experience, educational work level of teachers, and the highest degree completed by teachers on teachers’ attitudes towards inclusion across different countries. A demographic scale and the ATTAS-mm were applied to 908 teachers employed in schools of general education or who offered parallel support and/or resources in five different countries (Greece, the UK, the USA, Malaysia, and Turkey). CFA suggested a 4-factor solution, which included the cognitive, affective, and behavioral factors that have been previously introduced by Gregory and Noto (2012), and a fourth factor, labeled overall attitudes towards teaching all students. In the cognitive factor, the UK had the most positive attitudes. TU, MA, and GR enrolled in the same cluster, and the USA had the least positive attitudes. In the affective factor, GR had the most positive attitude. MA and the USA enrolled in the same cluster and TU and the UK had the least positive attitudes. A similar pattern is observed for the behavioral factor with GR having the most positive attitude. TU and MA enrolled in the same cluster, and the USA and the UK had the least positive attitudes. Finally, years of teaching experience, educational work level, and the highest degree completed have a significant effect on teachers’ attitudes towards inclusion in all countries. Providing feedback for future research is the focal point of the discussion part. © 2022, Associação Brasileira de Psicologia.
