Theses supervised by Doç. Dr. Erdat Çataloğlu
13 theses · İhsan Doğramacı Bilkent University
Türk öğrencilerin fen konularındaki yaygın kavram yanılgıları üzerine betimleyici bir araştırma
The purpose of the study was to investigate Turkish students' misconceptions about general science subjects. Variables such as gender, school type, grade, age, and school level were employed in the present study. Descriptive research method was used and the sample consisted of 749 students (male=364, female=385) from two state middle schools, two state high schools, one private middle school, and one private high school located in the Çankaya district of Ankara. The instrument used was the Turkish translated version of the questionnaire "A Survey of Some Science-Related Ideas – SSSRI." SSSRI was developed by Osborne, Freyberg, & Bell (1985) for the purpose of determining students' misconceptions on general science subjects. The SSSRI contains 19 multiple-choice type and one open-ended question. The questionnaire was administered to students in the fall term of 2017-18 academic year. The analyses of data were conducted by taking into consideration students' grades of science, biology, physics, and chemistry courses, total scores of students, and their responses to each item. Descriptive statistical analyses were conducted to determine students' levels of misconceptions based on variables: gender, school type, grade, age, and school level. Independent samples t-test was used to find out if there were significant differences between mean scores within gender and school type. One-way ANOVA was conducted to determine if there was significant difference between mean scores of grades. Additionally, Pearson correlation coefficients were computed between total scores of students and their grades of science, biology, physics and chemistry courses. Analyses demonstrated that students' misconceptions about general science subjects were independent from their gender and school type. Moreover, students still had misconceptions, especially in topics "electric current" and "change of state of water."
MEB ve UB okulları'nın İngilizce öğretim ortamlarının karşılaştırmalı araştırması (Türkiye)
This thesis aims at investigating the differences and similarities in English language teaching of MONE and IB schools in Ankara. Participant MONE schools are state owned and IB schools are private institutions. This research focused on criteria such as English language teaching and learning environment at schools and students' motivation level toward learning English. In order to assess these criteria, school observation checklists, semi-structured interviews, and questionnaire were chosen as the instruments of data collection. Independent sample t-test was conducted to measure scores of students in the survey. The findings showed that IB schools have a clear advantage over their counterparts in terms of activities and extra materials used in teaching and IB students had slightly higher motivation level towards learning English in many aspects of motivation. Key words: MONE schools, IB schools, English language teaching, ELT environment, International Baccalaureate Program, Students Motivation, Observational Ethnographic Research
İlköğretim matematik öğretmenlerinin diskalkuli farkındalığı
The main aim of this study was to reveal the awareness of mathematics learning disorder (Dyscalculia) according to the opinions of the primary school teachers. Based on this aim, the general question was expressed as: "To what extent were Turkish primary school teachers aware of dyscalculia and dyscalculic children in their mathematics lessons?" Teachers' awareness about dyscalculia most likely might have a great importance in terms of communicating more effectively with those students in their classrooms and hence, implementing the mathematics education more efficiently. With that purpose, data from 16 different primary schools in the Çankaya district in Ankara from 113 primary school teachers were solicited through a questionnaire. The main result indicated that the majority of primary school teachers involved in the study were not aware of the concept of dyscalculia. Moreover, the majority of the primary teachers lacked the knowledge to deal effectively with dyscalculic children. Keywords: Mathematics learning disability, dyscalculia, Turkish primary teachers
Ankara'nın Çankaya ilçesindeki lise öğrencilerinin görsel uzamsal becerileri üzerine nicel bir çalışma
The purpose of this study was to investigate Turkish high school students' spatial visualization ability. Gender, school type, and grade were used as independent variables to describe spatial visualization ability as it pertains to the respective dimensions. Descriptive research was used, and the sample consisted of 555 students from private and state high schools. The study was carried out in Çankaya, Ankara. The "Purdue Spatial Visualization Test - PSVT" developed by Roland Guay in 1976, adapted into Turkish by Sevimli (2009) was used to measure students' spatial visualization abilities. The data collection took place during the fall semester of the 2018-2019 academic year. The data analyses were conducted by considering students' total scores of PSVT. Descriptive statistical analyses were conducted to determine students' spatial visualization levels based on the variables: gender, school type, and grade. An independent samples t-test was conducted to determine whether the mean difference between gender and school types were statistically significant. Welch's ANOVA test was conducted to determine whether the mean difference between grades was statistically significant. Moreover, Pearson correlation coefficients were computed to find out if there were relationships between the students' PSVT total scores and their mathematics course grades, also for their socioeconomic status. Analyses revealed that students' spatial visualization levels were dependent on their gender and school type. It was found that there was not a statistically significant difference between the PSVT mean scores of grades. There was a significant, positive correlation between students' spatial visualization levels and mathematics grades and socioeconomic status.
Lise seviyesindeki öğrencilerin eylemli ve eylemsiz referans çerçevelerini anlamaları
The purpose of this study was to investigate high school students understanding of inertial and non-inertial reference frames. To this end the study used a test that was composed of two parts A and B. Part A consisted of 7 open-ended and part B 12 force multiple choice test questions. After obtaining the necessary permissions from the Ministry of Education, Turkey, the test was applied to a total of 301 9th, 10th and 12th grade high-students in 2019. The female and male ratio were balanced and resembled the Turkish national distribution. After data collection, the first step was to determine the categories based on the student responses of the open-ended questions. As a result of these procedure 40 categories were determined. Then OLAP Cube procedures were used to obtain descriptive statistics on the 40 emerged categories. Classical item analysis was conducted on the force multiple choice part of the test. The Cronbach alpha value was found to be 0.53 and the test was classified as difficult. As a result of the analyses, we determined four major student understanding difficulties. These were labeled as In a lab/ground frame versus no frame/relativity, rotating versus steady objects, rotating frame and Newton's law.
Lise öğrencilerinin matematik başarının matematik öz-yeterliği kaynaklarının düzeyi, cinsiyet ve okul türü ile incelenmesi
The purpose of this study was to investigate high school students' mathematics achievement. Their mathematics achievement was determined by their latest mathematics Grade Point Average (GPA) results that were collected at the end of the first term of 2019-2020 academic year. Level of sources of mathematics self-efficacy, gender and school types were examined to gain information about their mathematics achievement by using descriptive research design. Descriptive statistics were used to analyze students' mathematics achievement in terms of level of sources of mathematics self-efficacy, gender and school types. The participants consisted of 9th, 10th and 11th grade students. A total of 644 students from private and state schools took part in this study. The Turkish version of the sources of mathematics self-efficacy survey developed by Perkmen (2016) was used to measure students' sources of mathematics self-efficacy. It was investigated whether there was a correlation between students' level of sources of mathematics self-efficacy and mathematics achievement or not. The results showed that there was a statistically significant and positive correlation between students' mathematics achievement and mastery experiences, vicarious experience, social persuasion, and psychological states. Also, independent sample t-tests were used to examine gender difference and school types in terms of students' mathematics achievement. There was a statistically significant mean difference between female and male students in favoring of female students' mathematics achievement with a medium effect size. Furthermore, there was a statistically significant mean difference between private and state schools with a small effect size in favoring of private high school students' mathematics achievement.
Zenginleştirilmiş programların üstün zekâlı ve yetenekli öğrencilerin akademik başarısına etkisi üzerine meta-analiz çalışması
Much research has been conducted about gifted education recently. One of the most applied interventions in gifted education is enrichment. Enrichment is the teaching and learning process that increases the depth and complexity of typical school subjects. In this thesis, the effects of enrichment on the academic achievement of gifted and talented students, was examined. The meta-analytic procedure was used to determine the overall effect size. The researcher used Education Resources Information Center database (ERIC), the most comprehensive database on education literature, Bilkent online library, and Google Scholar to detect relevant studies. The studies were filtered to the studies published between 2013 and 2021. After applying the inclusion and exclusion criteria, 22 studies were determined to be included in this meta-analysis. The pooled effect size was estimated under the random-effects model using the R statistical software. The effect size measure used was Hedges' g. The findings showed that enrichment programs had a positive moderate effect (g= 0.68, 95% CI [0.31, 1.05]) on students' academic achievement. To investigate the robustness of the findings, heterogeneity analyses were conducted and publication bias was investigated through the funnel plot. High heterogeneity (I2=84.6%) of the findings supports the use of a random-effects model. Also, the funnel plot showed an asymmetry which might be the reason for this heterogeneity and/or a possible publication bias found in the literature. In addition, subgroup analyses were performed to check for possible reasons for this high heterogeneity.
Hizmet öncesi ve hizmet içi lise matematik öğretmenlerinin hesap makinesini kullanma konusundaki inanç ve görüşleri
The purpose of the study was to explore Turkish high school pre-service and in-service mathematics teachers' beliefs and views about using digital technology, particularly calculators, in their mathematics classrooms. The Ministry of National Education (MoNE) has recently put into practice a smart class project (FATİH Project) to equip 42000 schools and 570000 classes across the nation with the state of art information hardware (MoNE, 2012a). In this context, the results and findings of this timely research are of great significance as it aims at exploring Turkish pre-service and in-service high school mathematics teachers', views and beliefs about using digital technology, calculators in particular, during mathematics instruction. The research study was conducted with 60 pre-service and in-service high school mathematics teachers from two different universities and five different high schools in Turkey. A survey was used as a data collection tool in the present study. The survey consisted of 23 Likert type questions, and all the questions were analyzed in three categories. Both the pre-service and in-service participants have responded to the same survey questions within the research study. Pre-service high school mathematics teachers participated to the study by responding online survey questions in April and June 2013. In-service high school mathematics teachers participated to the study by responding the same survey questions by using paper and pencil in November and December 2013. Frequency tables and Mann Whitney U test were used to analyze the descriptive data. The study revealed that there was a statistically significant difference between the pre-service and in-service high school mathematics teachers' responses to survey questions about using calculators, in their classrooms. The findings of the research study were evaluated with a special emphasis on the participants' technological pedagogical knowledge, experience with technology and calculators, the teacher education programs they have attended and their willingness to use digital technology, specifically calculators, during mathematics instruction. Key words: Calculator, digital technology, FATİH Project, technological pedagogical content knowledge.
Türk lise matematik öğretmenleri için oluşturulan bağlamsal içerikli Geogebra çalışma kağıtlarının geliştirilme süreci
The purpose of this study was to develop contextual based geogebra worksheets to help Turkish high school mathematics teachers learn how to use GeoGebra appropriately and efficiently in teaching and learning of geometry. The Ministry of National Education [Milli Eğitim Bakanlığı] (MEB) has recently published a new mathematics curriculum to be taught in all high schools in Turkey from September 2013. The new curriculum contains geometry lesson objectives which require mathematics teachers to prepare a lesson combined with GeoGebra. However, Turkish high school mathematics teachers are not provided with anylessons or provided with limited lessons concerning GeoGebra by Council of Higher Education [Yükseköğretim Kurulu] (YÖK). Within this context, the results of the study are of great importance that Turkish high school mathematics teachers do not have only necessary skills to use GeoGebra but also how to use GeoGebra to achieve geometry lesson objectives written in the new curriculum. The participants of the study consisted of 7 first year pre service mathematics teachers who were enrolled in Graduate School of Education at Bilkent University in 2013. In this study to collect data, a survey with 7 diferent parts which have 63 questions in total on a 5 level Likert and alsothrough verbal was utilized and written feedbacks which were provided by first year pre service mathenatics teachers were collected.Simple descriptive statistics was conducted to analyze the data collected thorough a survey and written and verbal feedbacks were categorized. The results and findings of the study indicated that intrinsic motivation and general computer literacy knowledge level are two important factors that affect the learning of GeoGebra. Intrinsically motivated learners and high level users on general computer literacy knowledge learn faster and more meaningfully. Another important conclusion formed from this studyis that learning will happen more effectively when contextual based worksheets are created by difficulty levels than the contextual based worksheets are developed considering holistic approach of GeoGebra. Key words: GeoGebra, dynamic mathematics software, general computer literacy knowledge, contextual-based learning, pre-service mathematics teachers.
Kitlesel açık çevrimiçi derslerin (KAÇD) bilimsel yayınlarda açıklanan bileşenleri
The aim of this thesis is to determine the salient components of Massive Open Online Courses (MOOCs) as revealed in scholarly publications. Drawing the attention of leading universities around the world, MOOCs are new distance education (DE) phenomena. It is expected that the number of students applying for higher education will be increasing 62.7% by the year 2025, however, the number of institutions is not accelerating at a fast enough pace to meet the demand. Due to their constantly expanding young population, developing countries like Turkey consider DE as a potential solution to this growing demand. Some educationists and governments have confirmed that education could become more flexible if a technological infrastructure were applied to life-long learning programs and short term certificate programs. This thesis utilizes the content analysis research method and a thematic network analytic tool to identify the salient components of MOOCs as revealed in scholarly publications for the benefit of university stakeholders. According to the research questions, all the themes related to MOOCs were explored and were examined with a wide perspective. Only peer reviewed journal articles were selected through stratified sampling and coded to collect qualitative data in Nvivo 10. Well-known procedures were followed to provide rigor in this research. Truth-value, applicability, consistency and neutrality were the four major measures utilized for the validity and reliability of this thesis. The findings of the thesis were summarized in terms of eight global themes, 22 organizing themes, and 71 basic themes. These themes constitute a unique framework for the literature and for the stakeholders of MOOCs. The themes and their descriptions can guide individuals and institutions (like universities and organizations) thinking about participating in and/or developing a MOOC course. Individuals or institutional leaders can be made aware of all the aspects of MOOCs as discussed in scholarly publications to gain a holistic view prior to embarking on their own decision process. Thus, some of the pitfalls of early MOOCs can be avoided.
I. D. Bilkent Üniversitesi işletme bilgi yönetimi bölümü öğrencilerinin bilgi teknolojileri yetkinliklerine dair özalgıları
The purpose of this research study was to examine the Ihsan Doğramacı Bilkent University Business Information Management (BIM) Department students' own perception of their Fluency in Information level (FITness). A secondary purpose of this study was to determine the possible factors affecting the BIM students' perceived FITness levels particularly as they progress through their four academic years. This was a quantitative descriptive cross-sectional study. In order to obtain data, an instrument developed by Sharp (2010) was used. This study was conducted in the Department of Business Information Management, İ.D. Bilkent University. In December 2015, ninety-six BIM students from all years participated in this study, by responding to the same survey questions. The survey included three sections: Contemporary Skills, Foundational Concepts and Intellectual Capabilities. There were 13 Likert-type questions in the survey. To analyze the data, frequency tables, a one-way analysis of variance (ANOVA) and Independent Samples T-Test were used. The results revealed that Fluency in Information Technology perception level mean scores of BIM students increased each academic year. Freshman BIM students had significantly lower scores than other years in terms of their contemporary skills and foundational concepts perceptions. However, there was no statistical significance in intellectual capabilities of BIM students regardless of academic year. The results also revealed no significant difference between the perception survey total scores of male and female BIM students. Key words: Fitness, perceived computer skills, information technology fluency, information literacy, computer literacy
Lise matematik öğretmenleri için belirli integral konusu üzerinde araştırmaya dayalı bir ünite planı geliştirme
The 2013 official national curriculum published by the Turkish Ministry of Education formally required high school mathematics teachers to actively incorporate computer software in their teaching. The primary purpose of this study was to demonstrate the development of an inquiry-based teaching unit especially geared for high school mathematics students and teachers for the general concept of integral calculus. The main theme chosen as a case for this proposed inquiry unit was on definite integral and volumes of solids of revolution of real life daily objects. As a result, the primary purpose was to provide the process of developing a practical example of using pedagogically driven dynamic mathematics software (GeoGebra), a 3D digital model coupled with hands-on real life examples, all embedded in a constructivist learning environment. Also, within this study, the perceived effectiveness of the developed teaching unit by in-service high school mathematics teachers based on their experiences was reported. Key words: Mathematics education, inquiry-based learning, integral calculus, definite integral, constructivist learning, modeling, dynamic mathematics software, GeoGebra
İlk yıllar programı öğrenen profillerinin değerlendirilmesi hakkında öğretmenlerin bakış açıları
This study attempted to determine teachers? perspectives on the 10 attributes of the IB learner profile. The 24 participants in this descriptive case study were elementary classroom teachers ranging from kindergarten to grade 5 at an international, private, bilingual school in Ankara, Turkey during the 2011-2012 school year. A survey and semi-structured interviews were used to determine teachers? perspectives on the clarity of assessing the learner profile attributes, the strategies used for assessing the attributes, and the classification of the attributes into four given categories. Frequency analysis established which of the learner profile attributes were perceived to be the clearest, as well as the most unclear attributes, when considering assessment. Caring was the learner profile teachers perceived to be the clearest attribute to assess, while balanced was the attribute teachers perceived to be the most unclear to assess. Frequency analysis was also used to determine into which categories each of the attributes was classified. Five common themes emerged from survey responses, and were further developed through the analysis of the semi-structured interviews as to why teachers perceived certain attributes to be more difficult, or unclear, when considering assessment. The five themes were: ?subjectivity due to the abstract nature of certain attributes,? ?artificial results,? attributes that are ?unable to be observed,? and finally, ?personal,? and ?cultural? elements. Another major result of this study was that participants had different understandings regarding classification of the 10 attributes amongst themselves, as well as when compared to the classification Dr. Kate Bullock published in 2011. Supported by the literature reviewed for this research, this study suggests that the ambiguity of the learner profile attributes is due to the fact that the IB has not provided research into how and why the current 10 attributes were chosen. More importantly, the IB has not provided research about theories of values development in children throughout different age groups. It is recommended that the IB create common documents to assist with data collection and reporting on the learner profile attributes; the IB intensively train teachers on how to implement the learner profile; and the IB create a developmental continuum for each of the attributes of the learner profile.