Theses supervised by Dr. Öğr. Üyesi Armağan Ateşkan
13 theses · İhsan Doğramacı Bilkent University
Türkiye'deki özel lise öğrencilerinin okyanus okuryazarlığı
Oceans have an important role in regulating climate, oxygen and carbon dioxide cycles. Therefore ocean literacy carries an imperative role in terms of understanding and communicating one of the major regulators of our daily lives. However, there has not been any study conducted among students in Turkey related specific to ocean literacy. This study investigates the ocean literacy with cross sectional survey method. It explored ocean literacy under two concepts; content knowledge by using Turkish Survey of Ocean Literacy and Experience (T-SOLE) and attitude by Turkish Survey of Ocean Stewardship (T-SOS) instruments. Data collected from high school students (N= 328) in 6 different private schools locates in 4 different cities and analyzed with SPSS. Students‟ scored approximately 50% of T-SOLE and almost "agree" with the T-SOS statements concerning 7 Essential Principles of ocean literacy. Furthermore factors like habitat, gender and educational program found to have an impact on students‟ T-SOLE scores. Gender and educational program also had an impact on students‟ T-SOS scores. Internet found to be students‟ main preference of information source regarding ocean topics. There is also moderately positive relationship found between students‟ T- SOLE and T-SOS scores.
Filmlerdeki öğretmen imajları ve sınıf yönetimi teknikleri kullanarak öğrencilerinde nasıl bir değişime sebep oldukları
Classroom management is an important issue, especially for new teachers. However, classroom management is not given enough importance in teacher training. Since most of the classroom management training is theoretical, understanding which techniques are most effective in certain situations is challenging. Considering that movies are reflections of real-life events, observing fictionalized teachers in movies could help understand how these teachers promote change in their students' lives by using effective classroom management methods. The purpose of this study was to explore the factors behind teachers' success in terms of achieving student wellbeing and academic performance. For this purpose, five movies from different geographical locations in which a teacher interacted with a difficult classroom were purposefully selected. Qualitative content analysis method was used to explore the relationship between teacher's success in promoting some kind of change in their students and the underlying factors. Five categories were created after multiple screening of the movies. These categories are in and out of management techniques, teachers' personal traits, intersectional factors of race/ethnicity, gender and class and teachers' relationship with other effective figures in students' lives. The results of the study reveal that these five teachers are more effective with these groups of students than other teachers in the school because they manage to build positive teacher-student relationship in a whole class level. Effective classroom management techniques play a substantial role in this relation. The analysis results indicate that maintain and restore order is the most extensively used management technique whereas establishing environment for instruction is the least used one. Teachers analyzed also tend to use classroom management models effectively to some extent. Transactional analysis is the most widely used whereas there is little emphasis on behaviorism and punishment. Apart from the management techniques, teachers use their characteristics help them enable this relationship. This study is expected to help both classroom teachers and education faculties because classroom management techniques are crucial when dealing with such difficult groups of students and pre-service and in-service teachers can find creative ways to reach out to their students. Key words: classroom management, classroom management models, transformational change, movie analysis
Biyoloji öğretmenlerinin arazi gezileri hakkındaki algıları ve arazi gezilerine dair hizmet öncesi hazırlıkları
Recent studies have shown that although being aware of the considerable supplementary benefits of field trips for biology lessons in high school, biology teachers complain about difficulties when planning and implementing field trips. In addition to these barriers, teachers indicate that their pre-service preparation for field trips is insufficient. Thus, the current study investigated biology teachers' (N=39) perceptions about field trips and related pre-service preparation. Survey data was collected from 10 public and four private schools in Ankara. The significant findings showed that as the years of teaching increased, the teachers considered field trips more challenging especially for providing student safety and being supported by administration. Additionally, the results indicated that the biology teachers with an undergraduate degree considered field trips more challenging than teachers who had earned their Master's or doctorate. Furthermore, while private school teachers had higher confidence levels and considered field trips more beneficial, public school teachers focused more on the challenges. There were notable differences between male and female teachers regarding perceptions of financial constraints, parental support for field trips and confidence level. Moreover, the field trip activities in preservice preparation were seemed they were restricted to participation level. Lastly, to eliminate the challenges and include field trip related objectives to classroom lessons, this study suggests adding various field trip activities by teacher education institutions than participation.
İngiliz dili öğretiminde dijital hikâye anlatımı: Üretime yönelik bir beceri olan konuşma becerisini desteklemede dijital anlatılardan yararlanma
This quasi experimental study, done with 124 prep school students at a state university, aimed at examining if digital storytelling activities could boost these learners' competency in spoken English, and if digital storytelling had any effects on the learner attitude towards speaking. The study also evaluated the participant students and the teachers' attitude towards digital storytelling as a technique to practice speaking. The findings in the study revealed that digital storytelling actually contributed to learners' spoken performances, and students seemed to have a more positive attitude towards speaking skill with the intervention. Also, the learners regarded digital storytelling as an effective technique to practice speaking, and the teachers perceived digital storytelling tasks as successful learning material.
Lise öğrencilerinin biyoloji sınıflarında kullanılan teknoloji ile ilgili bilgileri ve teknolojiye karşı tutumları
Through the rapid development of technology of our age more technology tools are used in the field of education. In education, the use of technology and its tools affects students' attitudes towards lessons. Therefore, technology and its tools have been used in the education field to provide opportunities for students to have better educational environments and to improve their learning. This study aims to investigate high school students' (N= 612, 58% female and 42% male students) level of knowledge and attitudes towards the use of technology in biology classrooms. In this quantitative study, a questionnaire was used to collect data from four different high school in Ankara province. As a result of this study, the most used technology tools in biology classrooms are video, animation and interactive white board. In terms of gender difference, it was concluded that male students' knowledge level of technology and its tools used in biology classrooms are higher than female students. However, it was explored that female students' attitudes are more positive than male students' attitudes in biology classrooms. Finally, there is a weak correlation between students' technology knowledge and the program that they follow in schools. On the other hand, there is no relationship between students' attitudes towards technology and the program that they follow. Considering the results, the present study suggests that the technology and its tools used in high school biology classrooms will be useful in informing teachers and educational program developers about students' level of technology knowledge and attitudes towards technology.
Gıda fermentasyonu deneylerinin sınıflarda uygulanması
This study investigates the integration of food fermentation practical work into national and international curricula and teachers' perceptions of its implementation in classes. Content analysis was used to determine the incorporation of food fermentation practical work into IBDP, IGCSE, MoNE biology and MoNE science curricula to develop a framework. Furthermore, a food fermentation workshop is organized for teachers and their curriculum integration study in the workshop used for triangulation. After the workshop, semi-structured interviews were used to gather data about teachers' perceptions on the application of practical work of food fermentation in classes. Food fermentation practical work was found to be applicable in 75% of the MoNE biology curriculum units, and in 67% and 62% of the IBDP and IGCSE biology curricula, and 36% of the MoNE science curriculum. The findings suggest that all teachers' views about the use of food fermentation practical work in classes were positive in terms of contribution of practical work on learning, making abstract topic more permanent, improving students' recall level and eliminating misconceptions of the topic, and improving students' manipulative, creativity, communication, responsibility skills. It is found that teachers who have resources such as laboratories, allowed time in curriculum for practical work, the support of school administrations, availability of ready-made materials and in-service trainings on practical work, are more willing to implement food fermentation practical work in their classes. Moreover, practical studies of food fermentation were found appropriate for extracurricular activities and interdisciplinary projects by the teachers.
Lise matematik derslerinde sınıf yönetimi: Öğrenci ve öğretmen algıları
The aim of this study was to examine perceptions of high school mathematics teachers and high school students about classroom management strategies. Furthermore, the commonalities and the differences between the students' and the teachers' perceptions were explored. For this intention, both qualitative and quantitative data were collected. Firstly, mathematics lessons were observed in the 9th, 10th, and 11th grades. Then, Classroom Management Evaluation Questionnaire was applied to 123 high school students at the end of the observed lessons. Lastly, after the lessons, semi-structured interviews were conducted with six high school mathematics teachers. The perceptions were investigated in eight themes as starting the lesson, using eye contact, voice and body language, making transitions, maintaining group focus, managing the time, anticipating problem situations, giving praise and encouraging students and, applying classroom rules. The perceptions of teachers and students about the implementation of classroom management strategies were found mostly positive and parallel to each other. However, the differences of perceptions were explored in terms of maintaining group focus and giving praise. Even though most teachers indicated they couldn't keep all of their students active in the lesson, students claimed otherwise. Moreover, the perception of the students that the teachers use praise in the lesson was found to be lower in comparison with the other strategies. On the other hand, all the teachers thought that they used praise and encourage their students to the lessons.
K-12 eğitiminde blok tabanlı kodlama: Sistematik literatür incelenmesi
This study aims to determine the methodological tendencies and outputs of the studies conducted on the use of block-based coding tools in K-12 education by systematic literature review. According to their demographic characteristics, a total of 59 full-text research articles were analyzed through thematic content analysis. In addition, learning domains were explored in the research articles, and results were revealed by themes regarding the impact of block-based coding in K-12 education on learning domains. Research findings display that most of the research articles were published in 2019, commonly using the mixed-method research, and they were carried out with middle school level students with less than 50 sample sizes. This review also found that most research studies were conducted in the United States and in the Computer Science subject area. Finally, the most frequently used block-based coding tool was Scratch and problem-based learning approach was the most used considering the teaching/learning approaches. Besides, the cognitive domain was explored mainly in the research articles. The results of the research articles indicated that block-based coding tools improve the following skills regarding cognitive abilities: computational thinking, problem-solving, algorithmic and reflective thinking, critical thinking, and creative thinking skills. Moreover, results for interdisciplinary learning and gender differences regarding the cognitive domain were also found. Additionally, block-based coding positively affected students' feelings regarding the affective domain. Lastly, whereas students had positive attitudes towards coding, negative attitudes were also reported.
IB ilk yılları programında sürdürülebilir kalkınma hedefleri
Planet Earth's natural resources are fast depleting. The pressure of about seven billion people is taking its toll on all ecosystems. Today we have a depleted ozone layer, acid rain, oil spills, nuclear accidents, and health problems that have had an impact on health and education. Education is one of the important and sure ways to help change people's values and behaviors thus encouraging sustainable lifestyles. This study explored the written International Baccalaureate Primary Years Programme (IB PYP) documents and saw if these documents help envelope the United Nations (UN) 17 Sustainable Development Goals (SDGs). The results show that 17 SDGs are represented in the two IB PYP documents analyzed. However, an imbalance was observed and there was more weightage towards some of the SDGs and their targets and very little or none towards some SDGs and their targets. Further research is recommended in the taught International Baccalaureate Primary Years Programme (IB PYP). Keywords: Sustainable development goals, IB PYP programme, content analysis
Riskli oyunlara karşı bilgi, uygulama ve tutum: Türkiye'de bir okuldaki öğretmenler ile vaka çalışması
This study was conducted to examine teachers' knowledge about, practice in, and attitude toward risky play. Participants of the study are coming from different cultures and educational backgrounds. With so, the study is to be examining the effect of culture towards risky play. This case study investigates a school that is using two different educational programs; the classes in the school are all taught by one national and one international teacher. Participants for the study are chosen via purposeful and convenience sampling methods. Data for the study collected via semi-structured and one-on-one interviews. Data analyses revealed that teachers' nationalities are not a determining factor on knowledge about, practice in and attitude toward risky play. Indirectly, their upbringing, the country they grew up in and the year of teaching experience influenced their attitudes towards risky play.
Biyoloji öğretiminde etkili mentörlük: Mentörlerin ve uygulama akademisyenlerinin görüşleri
This study investigated the purposes, perspectives and practices of mentors in mentoring preservice teachers as well as the insights of supervisors regarding effective mentoring for biology teaching by attempting to determine their respective stances on the matter through a mixed method design. The purposes of mentors to work with preservice teachers and the mentoring practices that they found effective were explored through Mentoring Conceptions and Motivations Scale adopted by a research project (TÜBİTAK, 220K086) and follow-up semi-structured interviews with a subset of mentors. Furthermore, Area Specialized Effective Mentoring Opinion Form was used to reveal supervisors' opinions about effective mentoring for biology teaching. The result of the study showed that biology mentors hold developmental conceptions dominant to instrumental conceptions. In addition, it was found that payment and sense of belonging also play a role in motivating mentors to guide preservice teachers for biology teaching besides personal learning and generative outcome motives. Effective biology mentoring practices characterized under five themes by mentors: "Tripartite Cooperation (TRIAD)", "Area-specialized Teaching", "Teaching profession introduction practices", "Pedagogical Knowledge" and "Content Knowledge". Moreover, the analysis of supervisors' responses on effective mentoring in biology teaching yielded "Triad Cooperation in Teaching Practicum (TRIAD)", "Mentoring Practices in Teaching Practicum", and "The Characteristics of the Mentor" themes. This study provides valuable insights into the understanding of effective biology mentoring by shedding light on mentors' purposes, perspectives and practices as well as supervisors' opinions. Therefore, this research can contribute to the improvement of mentoring experiences for biology teaching and professional development of preservice teachers.
Türkiye'de acil uzaktan eğitim: Sistematik literatür incelenmesi
The aim of this study is to systematically review the literature on Emergency Remote Teaching (ERT) during COVID-19 period in Turkey which started on March 23, 2020 and continued until the end of the spring term 2019-2020 in K12 and higher education context. The study sample consisted of 52 articles which were located from Scopus, ERIC and DergiPark databases through search criteria and examined under systematic literature review procedures. Articles are categorized according to their demographic data; methodology, data collection tools, size of the sample, sample type, level of the sample, curricular area, and digital platforms. Results indicated that qualitative research methods were the most preferred amongst the studies, conducted mostly in the higher education level. Sample sizes of the studies differed between 0-400 and small-scale research was the most popular. Amongst the articles, video conferencing tool Zoom was the most encountered digital tool. The research articles were reviewed to locate the changes happened within the teaching- learning cycle during ERT period regarding students and teachers of K12 and higher education contexts. Findings included following patterns; concepts of context as accessibility, flexibility of time and space, characteristics of home environments, internet and infrastructure problems, inequalities in possession of required technology; concepts of classroom processes as participation, use of materials and communication between students and instructors; concepts of input as content, students' levels of interest and motivation, students' study habits and students' learning style. Implications for practice and implications for further research were given.
Ulusal bağlamda uluslararası fikirlilik: Türkiye Cumhuriyeti Millî Eğitim Bakanlığı tarafından yayınlanan 9. sınıf İngilizce ders kitabı analizi
In an era of increasing interconnectedness of the global community, fostering international mindedness has become significant for individuals. Grounded in the principles of multilingualism, intercultural understanding, and global engagement; this study aims to find out the representations of international mindedness by analyzing the Grade 9 English coursebook published by Republic of Türkiye Ministry of National Education. Through a qualitative content analysis, this research emphasizes the role of coursebooks, which are widely used at high schools in Türkiye to maintain consistency in educational content. The findings highlighted a possible relation between international mindedness and Learner Centered ideology, contributing to the holistic development of individuals who are not only academically proficient but also socially conscious and culturally sensitive to global issues. By analyzing the Grade 9 English coursebook, the research also revealed how international mindedness is integrated into the English curriculum, offering insights for educators and policymakers to raise internationally-minded individuals. Keywords: International mindedness, global engagement, intercultural understanding, multilingualism, curriculum ideologies