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Öğe Analysis of technological pedagogical content knowledge studies in Turkey: A meta-synthesis study(Turkish Education Association, 2015) Yilmaz G.K.The purpose of this research is to analyze the Technological Pedagogical Content Knowledge (TPACK) studies in Turkey by using meta-synthesis method and to present the type of tendency in this field. In the research, a total of 59 studies made up of 37 papers, 15 dissertations, and 7 assertions which were published between the years of 2008-2014 and chosen through purposeful sampling method were analyzed. Google Academics search engine, TÜB?TAK ULAKB?M DergiPark, YÖK National Dissertation Center, EBSCOhost-ERIC ve SPRINGER databases took advantages of selecting the studies. Each study were examined within the context of the study's purpose, subject area, method, sample, data collection tools, teaching applications and results by being subjected to content analysis. Obtained data were interpreted depending on the frequency and partly illustrated through tables and graphs. In the research, the results showed that a significant portion of the studies were conducted with the aims of scale validation/adaptation, examination of TPACK competences and developments; that a few number of studies focused on a special subject area; that survey study and data collection tolls such as scale/survey were used mostly; that studies conducted with prospective teachers were majority; that although it had been revealed that the participants usually have high levels of TPACK competence/perception in quantitative studies, the situation was contrary in qualitative weighted studies; that different teaching applications such as TPACK workshops, mixed vocational development program, blended learning increases TPACK. In light of the obtained results, it was seen that studies targeting TPACK development in which implementations are carried in a long process through using a quite number of data collection tools are needed in Turkey. Besides, it was recognized that the courses in education faculties should be re-updated according to TPACK and teachers or prospective teachers should be trained with the help of courses or in/pre-service training programs. Lastly, recommendations were made for researchers, program makers and appliers who will do studies in this field. © 2015 Education and Science.Öğe Effect of designed in-service training to secondary school mathematics teachers technology usage level(Turkish Education Association, 2016) Güven B.; Yilmaz G.K.By this research, it is aimed to determine the effect of in-service training was designed due to Rieber and Welliver's (1989) technology integration model to the secondary school mathematics teachers' technology usage level. The in-service course was conducted over a 15-week period and 13 secondary school mathematics teachers from Bayburt participated in the course. When the course program was being structured, some software and learning objects developed for mathematics teaching were utilized. The applications were supported by worksheets and activity examples appropriate for the curriculum. In this study where data were gathered using interviews and observations, the case study method was used. The collected data was analysed by means of qualitative and quantitative analysis methods. When the findings were checked, it can be seen a result that teachers took advantage of technology for composing deep conceptual comprehension and structuring concepts by students centred explores and used technology in their lessons frequently. By this manner, it was resulted that the designed course positively affected to teacher's technology usage levels.Öğe The investigating high school students' learning styles with respect to the different variables: A sample from Turkey(2011) Metin M.; Yilmaz G.K.; Birisci S.; Coskun K.The aim of this study is to investigate high school students' learning styles in terms of gender, grade level, type of school, graduation type of mother and father variables. The study was carried out at spring semester of 2010 with 660 high school students who were chosen as a sample from the cities of Artvin and Trabzon, in Turkey. "Kolb Learning Style Inventory" was used as a data collection tool. The inventory was used to determinate the students' learning styles as divergent, assimilator, convergent, and accommodator and the information sheet for demographic factors such as gender, grade level, school type, education of mother and father was used to collect information from students. The data were analyzed by using frequency, percent value, mean scores, standard deviation, independent samples t-test and one-way ANOVA. The results show that the dominant learning style among the students is accommodator and it is followed by divergent learning style. There was not significantly difference between students' learning style and gender except for "Active Experimentation (AE) and AE-RO", grade level "except for Concrete Experience (CE)", school type, education of mother "expert for Reflective Observation (RO)" and education of father. © Sila Science.Öğe The investigating pre-service teachers' learning styles with respect to the gender and grade level variables(Elsevier Ltd, 2011) Metin M.; Yilmaz G.K.; Birişçi S.; Coşkun K.The aim of this study is to investigate pre-service teachers' learning styles in terms of gender and grade level variables. The study was carried out at spring semester of 2010. The sample of the study consisted of 347 pre-service teachers at the Department of Primary and Science Teacher Education in Faculty of Education at Artvin Çoruh University. "Kolb Learning Style Inventory" was used as a data collection tool. The data were analyzed by using frequency, percentage, means, standard deviation, independent samples t-test and one-way ANOVA. The results show that the dominant learning style among the students is accommodator and it is followed by convergent, divergent and assimilator learning style. There was not significantly difference between students' learning style and gender and between students' learning style and grade level. © 2011 Published by Elsevier Ltd.Öğe Mathematics teachers' views about measurement and evaluation dimension of new Turkish geometry curriculum(2011) Yilmaz G.K.; Alkan S.; Baran D.; Elmas H.; Güven B.The aim of this study is to investigate mathematics teachers' views about measurement-evaluation dimension of new Turkish geometry curriculum. With this aim, 15 mathematics teachers who are selected from Artvin, Bayburt, Rize and Trabzon were carried out semi-structured interview. As a result, it was seen that teachers in our samples tend to apply traditional measurement and evaluation approach as they find the new measurement-evaluation dimension difficult and uneasy using the tools and methods. And the teachers are not aware of which tools are to be used in alternative measurement and evaluation approach or they do not know how to use it. Also, there are teachers who have negative views about new approach. These teachers have stated the main issue occurs due to time limitations, crowded classes, lack of tools and materials and density of class hours. © 2011 Elsevier Ltd.Öğe Opinions of prospective teachers about utilizing the 5E instructional model(2011) Metin M.; Coskun K.; Birisci S.; Yilmaz G.K.The aim of this study is to determine the opinions of prospective teachers about utilizing the 5E instructional model. The study was carried out during spring semester of 2008 educational periods. The sample of the study consisted of 60 sophomore prospective teachers at the Department of Primary Teacher Education in Faculty of Education at Artvin Çoruh University in Artvin. In the study, qualitative research method was used. This study was conducted in three stages. In the first stage, the prospective teachers were given national education standards which were about fourth and fifth class Science and Technology course and then they were asked to prepare an activity appropriate for the 5E instructional model. In the second stage, they were asked to carry out those activities into classroom. In the last stage, semi-structured interviews were followed up with the prospective teachers. The results of study revealed that the prospective teachers have positive opinions on applying of the 5E instructional model in classroom. They believe that the 5E instructional model provides the students to learn the topic. But the prospective teachers complained that insufficient learning materials and equipments which were needed for applying to the 5E model in classroom environment. In addition to these results, prospective teachers said that designing and implementing activities takes too much time when activity is practiced in classroom. © Sila Science.Öğe A study on developing an attitude scale towards multi-grade classrooms for elementary school teachers(2011) Coskun K.; Metin M.; Bülbül K.; Yilmaz G.K.The aim of this study is to develop an attitude scale towards multi-grade classrooms (AMC) for elementary school teachers who work in the Multi-grade Classrooms. The research was carried out with the total 215 elementary school teachers in Tokat and Samsun provinces in Turkey. The study carried out in five stages that are literature review, creating item pool, expert opinions, administer of scale and computing the reliability and validity. The five point rating scale consisted of 50 items was developed. The draft scale obtained has been applied to the total 205 elementary school teachers and as a result of factor analysis; the number of items in draft scale was reduced to 43. The Cronbach-Alpha internal integrity coefficient of the final version of the scale was found to be 0.81 after factor analysis was carried out. The scale has been ready to be used. © 2011 Published by Elsevier Ltd.
