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Okuma-yazma öğretiminde farklılaştırmaya yönelikproblem tabanlı çevrimiçi öğretmen eğitimi programının tasarlanması
Effective professional development (PD) programs closely linked to classroom practice, and teacher collaboration stand as a crucial element in enhancing educational quality. In PD programs that incorporate problem-based learning (PBL), teachers work together to address real-world challenges. Elementary teachers often struggle with assessment and teaching early literacy to students with varied skill levels and diverse backgrounds. This study aimed to address this need by design and delivery of a PD program to develop in-service early literacy teachers' knowledge and implementation of differentiated instruction (DI). The program, designed with PBL principles, was conducted on an online platform. In this design-based research, a needs analysis was conducted, followed by two cycles, with design improvements implemented after the first cycle. Participant artifacts, video recordings of the sessions, interviews, questionnaires and field notes were used for data collection. The findings indicate that participation in the PD program led to improvements in the participants' understanding and application of DI. Through collaborative problem-solving and self-directed learning tasks, teachers demonstrated a deeper understanding of DI and made progress in developing differentiated lesson plans. The findings suggested that teacher PD programs structured around PBL design principles can foster effective learning experiences that support teachers in developing practical skills in DI.
Fizik öğretmenlerinin isi ve sicaklikla ilgili pedagojik alan bilgilerinin vinyet tabanli bir ölçekle değerlendirilmesi
This study aims to develop a vignette based instrument to probe in-service physics teachers' PCK of heat and temperature. The instrument focuses on two dimensions of PCK, namely (1) knowledge of student understanding and (2) knowledge of instructional strategies. The procedure of the instrument development consisted of conceptualizing PCK, developing preliminary items, conducting the first round of cognitive interviews, developing a comprehensive item pool, conducting the second round of cognitive interviews, administering the final instrument, and conducting descriptive statistics. The final form of the instrument consists of 24 items, with 12 items in the Knowledge of Student Understanding section and 12 items in the Knowledge of Instructional Strategies section. A total of 99 in-service physics teachers and 10 non-physics teachers participated in the study. To ensure the validity of the instrument, expert opinions were taken, cognitive interviews were conducted, and scores of physics and non-physics teachers were compared. Item analysis, item-total correlation, Cronbach's alpha correlation, and inter-rater correlation were conducted to evaluate the reliability of the instrument. The results of the study suggest that in-service physics teachers mostly made too general interpretations regarding student alternative conceptions. The physics teachers' interpretations of alternative conceptions of temperature were more sophisticated compared to heat and heat conduction. Similarly, most of the teachers' answers to items probing their knowledge of instructional strategies were false/irrelevant. Their performance on items eliciting knowledge of analogies and demonstrations was insufficient.
Bir öğrenme ortamı tasarımı: fen bilgisi öğretmen adaylarının öğretmenlik uygulamalarında kanıt kullanımı konusunda güçlendirilmesi
Scientific evidence is a crucial component of scientific practices in developing scientific knowledge. However, preservice science teachers (PSTs) face challenges in incorporating evidence into their lessons. This study aimed to enhance PSTs' conceptual understanding of scientific evidence and enrich their teaching practices by incorporating evidence-based explanations. Design-based research was used to create a learning environment for PSTs within the context of a practicum course in a public university science education program. The learning environment was designed based on three principles derived from sociocultural learning theory, teacher learning research, and science education literature—providing scaffolding, facilitating reflection, and situating learning experiences in meaningful contexts. A pilot study and two cycles of implementation and refinement were conducted. Qualitative data were collected through questionnaires, interviews, observations of teaching practices, and lesson plans created by PSTs. The findings showed improvements in PSTs' conceptual understanding of evidence and the progression of their teaching practices toward evidence-based lessons. The results highlight the role of the three design principles in supporting their learning. The current research offers valuable insights for enhancing science teacher education, demonstrating how well-designed learning environments can equip PSTs with the essential pedagogical content knowledge needed for teaching evidence-based lessons.
Individualized second language vocabulary learning through a collaborative multimedia platform: A design-based research
Incorporation of computer-assisted language learning applications into learning environments through collaborative learning management systems embedded in a hybrid/native mobile app is the subject of this research to apply, evaluate, and improve adult English as Foreign Language (EFL) learners' digital language learning experiences. This design-based research aims to disseminate the best practice of existing digital services by turning them into a progressive web app (PWA) to be used as a solution to a specific learning environment. Prior to the dissemination step of the research, an exploratory context analysis study was carried out to inform the learning environment (Phase I) in the analysis step. Following that, worldwide language learning apps and platforms were examined, analyzed, and mapped within the scope of international projects to form the pattern of the features of the recent worldwide digital language learning solutions (Phase II). In the design step, a set of studies was conducted to utilize the most effective method considering the parameters of the learning environment where research is carried out. Firstly, the effectiveness of individualized second language vocabulary learning strategy aid through prompts, instead of conventional comprehension exercises, was examined. In addition, research fostering the strategy use by prioritizing the cognitive steps as facilitators was designed to address the critical gap of considering individualized variables in e-learning solutions. In the development stage of the research, the concept of digital language learning and adult EFL learners was introduced to a transformative solution of an innovative hybrid learning environment existing in all digital platforms (Phase III). Lastly, the implementation of the designed tool was compared to conventional methods that have been used in the learning environment and it was found out that the individualization of second language vocabulary learning in e-learning environment was effective when cognitive steps were taken into account and e-learning principles were applied (Phase IV). It was found out that the learners in the experimental group were able to improve their ability to self-regulate their vocabulary learning process, as well as their learning motivation and sense of self-efficacy by utilizing the designed tool. Keywords: Design-Based Research, Educational Digital Transformation, Progressive Web App, Vocabulary Learning, Instructional Design