Browsing by Author "Şaşmaz Ören F."

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    The alternative assessment-evaluation approaches preferred by pre-service teachers and their self-efficacy towards these approaches; [Ögretmen adaylarinin tercih ettikleri alternatif ölçme- deǧerlendirme yaklaşimlari ile bu yaklaşimlara ilişkin öz-yeterlilikleri]
    (Turkish Education Association, 2014) Şaşmaz Ören F.; Ormanci U.; Evrekli E.
    The present research is a survey study carried out on pre-service teachers in the Education Faculty at Celal Bayar University (n=174). The study employed a questionnaire consisting of close-ended and semi-open-ended questions administered to determine the opinions of pre-service teachers about the alternative assessment-evaluation approaches they prefer. Furthermore, the self-efficacy scale was used to determine the efficacy of pre-service teachers towards alternative assessment-evaluation approaches. As shown by the results of the analysis, the pre-service teachers stated that they would like to use frequently instruments such as portfolios, performance assessment, concept maps, observation, and concept cartoons in their future teaching careers. Moreover, the MANOVA results revealed a significant difference in the self-efficacy of pre-service teachers about alternative assessment-evaluation approaches according to gender, while it did not significantly differ with the variables of department and grade. On the basis of the obtained results, certain suggestions are made with regard to the use of alternative assessment-evaluation approaches. © 2014 Eǧitim ve Bilim Dergisi.
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    What is the level of inquiry skills of science teacher candidates? Does it change by gender and class level?
    (Sakarya University, 2017) Şaşmaz Ören F.; Karapinar A.
    In today’s education system, individuals who are searching, questioning, learning to learn, producing knowledge, reaching knowledge, analyzing information, choosing useful knowledge are needed instead of individuals who are waiting for memorizing and ready information. The expectation of these qualities can be reflected to the school process by differentiating the knowledge and skills to be gained to the students. One of the skills discussed as common basic skills is inquiry skill. In this study, it is aimed to determine the inquiry skills of science teacher candidates and to examine them in terms of gender and class level. The study constitutes a survey research conducted with the participation of a total 247 pre-service teachers receiving education in first, second, third and fourth grades at the Celal Bayar University’s Faculty of Education in Turkey during the spring semester of 2014- 2015 academic years. In the study, ‘Inquiry Skills Scale’ was used in determining the questioning skills of the teacher candidates. The aforementioned inquiry skills scale consists of 14 items and three sub-dimensions (information acquisition, information control and self-confidence). The Kruskall-Wallis and the Mann- Whitney U tests are used along with the descriptive statistics for the analysis of the data. According to the results of the analysis, the ability of the teacher candidates to inquiry skills was found in the ‘above average’ range. When examined in terms of gender, the inquiry skills of the students shows a significant difference in favor of male students according to the gender variable in the subscale of self-confidence. From here, it can be said that the students’ self-confidence towards inquiry skill is higher in male students than in female students. According to the other sub-problem class level, there was no statistically significant difference between the classes. Although there is no significant difference, it is seen that the 4th grade level is higher than the other grade levels when the rank average scores are examined. Some suggestions have been made about the development of inquiry skills for these results. © The Turkish Online Journal of Educational Technology.
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    The effect of inquiry-based learning strategy on the students' academic achievements: A metaanalysis study; [Araştırmaya dayalı öğrenme stratejisinin öğrencilerin akademik başarılarına etkisi: Bir meta analiz çalışması]
    (Hacettepe University, 2020) Sari K.; Şaşmaz Ören F.
    In this study, a meta-analysis study was conducted to determine the effect of inquiry-based learning strategy on academic achievements of students. For this purpose, studies, which are appropriate to the research problem and have been carried on this subject between 2000-2017 in Turkey, were obtained from the database of the ULAKBIM (Turkish Academic Network and Information Center), National Higher Education Council Thesis Center and Google Academic. In this study, 53 studies investigating the effect of the inquirybased learning strategy on academic achievements were included in the meta-analysis. The effect size values of the studies included in the meta-analysis were calculated using the CMA (Comprehensive Meta-Analysis) program according to Cohen’s d. Besides this, the studies were analyzed using moderator variables such as grade level, type of publication, sample size and year they were conducted. Findings show that the inquirybased learning strategy has a positive effect on the academic achievement of the students according to the teaching methods applied in the control groups. It has been determined that the overall effect size of this learning strategy on students’ academic achievement is moderate with 0,700 values according to the random effects model. Moreover, moderator analysis showed that the level of education, publication type, sample size, and years did not change the effect size on academic achievement. In addition, the findings show that there is no publication bias in research included in the analysis. At the end of the study, some suggestions were offered for researchers on inquiry-based learning strategy and for new meta-analysis studies. © 2020, Hacettepe University. All rights reserved.