Browsing by Author "Evrekli E."

Now showing 1 - 7 of 7
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    The attitude scale of constructivist approach for prospective science teachers: A study of validity and reliability; [Fen Öǧretmen Adaylarina Yönelik Yapilandirmaci Yaklaşim Tutum Ölçeǧi: Geçerlilik ve Güvenirlik Çalişmasi]
    (2009) Evrekli E.; Inel D.; Balim A.G.; Kesercioǧlu T.
    This study includes a scale development study to identify pre-service Science and Technology teachers' attitudes towards the constructivist approach. The studies concerning the pre-application form of the scale were implemented with 550 pre-service Science and Technology teachers studying in the junior and senior grades of the education faculties in eight randomly selected universities located in various regions. Since 68 pre-service teachers left some of the items unanswered and the consistency of the responses in the control items were low, the analyses were conducted with 482 pre-service teachers. As a result of the analyses performed, the scale consisted of two factors, one being positive and the other negative attitudes. The reliability of the factors was found to be .90 and .87, respectively, and the explained variances were found to be 28.39% and 23.88%. The total explained variance by the scale was found to be 52.27%; the Cronbach's Alpha reliability of the entire scale was found as .93; and the half-split reliability was found to be .83. Considering the analyses performed, it was determined that the scale has a valid and reliable structure and can be used in further studies.
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    Turkey's position in terms of classroom teacher activities according to the PISA 2006 results in comparison to other countries
    (2010) Balim A.G.; Deniş H.; Evrekli E.; Inel D.
    The research aimed to reveal the frequency of particular situations experienced in learning science subjects at schools by the students in Finland, Hong Kong, Canada, the three highest-performing countries in science according to the PISA 2006 results, and Turkey, ranking the 44th in the same survey, as well as to assess their science performance. The data concerning the questionnaire with five items were evaluated by examining the percent values and the mean science performances. The data analysis demonstrated that Turkey had shortcomings in conduction of experiments in lessons and explanation of how subjects are adapted to different events and situations, when compared to Finland, Hong Kong and Canada. © 2010 Elsevier Ltd. All rights reserved.
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    Development of a scoring system to assess mind maps
    (2010) Evrekli E.; Inel D.; Balim A.G.
    The present study deals with the use of mind maps as an assessment tools. In the study, the mind maps prepared for the special teaching methods course by 30 pre-service teachers studying in the Department of Science Teacher Training of a university in Turkey in academic year 2008-2009 were assessed by using a scoring system to assess mind maps for pre-service science teachers. To ensure the reliability of the scoring system, the mind maps prepared by the pre-service teachers for the special teaching methods course were assessed by two expert raters and the assessment was repeated one week later. The reliability process for the scoring system was calculated by using inter- and intra-rater reliability values, intra-cluster correlation analysis, and variance analysis. © 2010 Elsevier Ltd. All rights reserved.
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    The science and technology pre-service teachers' self-efficacy levels and opinions about alternative assessment and evaluation approaches
    (2011) Ören F.S.; Ormanci U.; Evrekli E.
    The present study aims to determine the science and technology pre-service teachers' self-efficacy levels and their opinions about alternative assessment and evaluation approaches. The study was carried out with the participation of 53 science and technology pre-service teachers studying in the Faculty of Education at Celal Bayar University. As the data collection instruments, a self-efficacy scale about alternative assessment and evaluation approaches, a questionnaire form which was composed of open-ended questions about alternative assessment and evaluation approaches, and a semi-structured interview were used. It was found out that most of the pre-service teachers had high self-efficacy levels about alternative assessment and evaluation approaches. The results obtained from the questionnaire form and the interviews revealed that the pre-service teachers wanted to use these approaches in their future careers for different purposes, but they believed they might experience some problems while implementing these approaches. Furthermore, the study also offers some suggestions based on the pre-service teachers' self-efficacy levels and opinions about alternative assessment and evaluation approaches. © 2011 Eḡitim Dani{dotless}şmanli{dotless}ḡi{dotless} ve Araşti{dotless}rmalari{dotless} İletişim Hizmetleri Tic.
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    Teachers’ views about problem-based learning through concept cartoons
    (Scientific Methodical Center, 2014) Balim A.G.; Turkoguz S.; Ormanci U.; Kacar S.; Evrekli E.; Ozcan E.
    This study aimed to examine the views of science and technology teachers towards concept cartoons integrated to problem-based learning. In this context, teachers’ views were compared before and after the experimental treatment of a project. Data was gathered through qualitative research methods. Participants of this study were science and technology teachers from 9 elementary schools in the city of Izmir in the 2011-2012 academic year. In the first step of the study, a 30-hour workshop including theoretical subjects, applications and experimental treatments about concept cartoons was presented to teachers. Then semi-structured interviews were conducted with teachers. Following this workshop, teachers were requested to apply all these applications and experimental treatments. After the experimental applications, semi-structured interviews were conducted again with the same teachers. According to the findings, teachers indicated that problem-based learning modules to improve students’ critical thinking, inquiry learning skills and help them relate their knowledge to daily life. © 2014, Scientific Methodical Center. All rights reserved.
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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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