Browsing by Publisher "Turkish Education Association"
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Item 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.Item From enneagram to nine types temperament model: A proposal; [Enneagram'dan dokuz tip mizaç modeli'ne: Bir öneri](Turkish Education Association, 2014) Demirel Yilmaz E.; Gençer A.G.; Ünal O.; Aydemir O.Temperament, character and personality concepts are addressed by many disciplines that study interpersonal differences. Although each of these concepts is related with each other, they are different and often used instead of one another. Nine Types Temperament Model (NTTM), a new temperament model formulated with the interpretation of Enneagram System, explains the definition, limit, scope and interrelations of these concepts, as well as presents a new perspective on studying the differences between individuals and differences within an individual. With this paper, we explain the similarities and differences between Enneagram and NTTM, nine basic temperament types, as well as behaviors and attitudes, which are different from normal, that these types display under stressed and relaxed conditions. At the same time, we propose NTTM as a new and integrated model which can explain the reasons of human behavior and be used in research and practice for the fields of psychiatry, psychology and education. © 2014 Eǧitim ve Bilim Dergisi.Item Validity-reliability of nine types temperament scale adolescent form (NTTS-A) and relationship between temperament types and attention deficit hyperactivity disorder; [Dokuz Tip Mizaç Ölçeʇi Ergen (DTMÖ-E) Formunun Geçerlik-Güvenirliʇi ve Ergenlerde Dikkat Eksikliʇi Hiperaktivite bozukluʇu Ile Mizaç Tipleri Arasindaki Ilişki](Turkish Education Association, 2015) Yilmaz E.D.; Ünal O.; Palanci M.; Kandemir M.; Örek A.; Akkin G.; Demir T.; Üstündaʇ M.F.; Gürçaʇ S.N.; Aydemir O.; Selçuk Z.The purpose of this study is developing adolescent form (11-16 years old) of Nine Types Temperament Scale (NTTS) depending on Nine Types Temperament Model (Study 1) and evaluating and searching the relationship between Attention Deficit and Hyperactivity Disorder (ADHD) and Types of NTTM (Study 2). Sample of Study I consist of 1240 students who are between 11 and 16 years old. Pilot form of the Scale which consists of 90 items is tested with confirmatory factor analysis and with convergent and discriminant validity and the last version of the measure which consist of 82 items is prepared. Basic Personality Traits Inventory (BPTI) which depends on Fife Factor Model is used for Criterion-related validation. Results show that NTTS-A is valid and reliable measure for evaluating temperament types between 11-16 years adolescents. Their fit index is calculated as χ2/df <3; SRMR, 0.06; RMSEA, 0.045; CFI, 0.909: TLI, 0901 supported to validity data. Sample of Study II consist of 56 adolescents who are diagnosed with ADHD according to DSM-IV diagnosis criteria and 56 students who does not get diagnosed with ADHD or mental retardation/medical disorder. Temperament types of participants are evaluated by the agency of Study-I and NTTS-A, which is developed appropriate for Turkish culture. Indication of the study shows that there are more NTT7 and NTT8 in NTTM types between adolescents with ADHD than the group, who are not diagnosed with ADHD. As a result, it is discussed that traits which belong to some temperament types could have a predisposing effect on emergence of ADHD, experiencing these traits extreme severely could cause a view similar to ADHD and ADHD which is a neurodevelopmental disease could interact with temperament traits of person, in that way it could illustrate ADHD clinic. Available findings support critics about that students are labelled as ADHD specially in the last years in education environment even if they have mostly not developmental problems and students are diagnosed easily with limited observations. However, it is asserted that diagnosis based on temperament, treatment and psychosocial support programmes could be formed and effects of ADHD, which is a factor interacting with temperament traits, on personality structure of adolescents on their development process, could be predicted. Our study has the feature of being the first measure developing study which is intended to evaluate temperament types of adolescents between 11-16 years old and also it is has the feature of being the first study which searches relationship between NTTM types and ADHD.Item Effectiveness of tablet computer use in achievement of schedule-following skills by children with autism using graduated guidance(Turkish Education Association, 2016) Eliçin Ö.; Tunali V.Tablet computers are frequently used in the education of children with autism. Studies show that educational activities involving tablet computers have positive effects on the acquisition of target skills by children with autism. In this research, the effectiveness of the use of tablet computers in teaching children with autism to use schedules was evaluated. Three male students of ages 5 to 7 diagnosed with autism participated in the research. A single-case multiple-probe-design-across-participants was used in the research. Independent variable of the research was the education provided via tablet computers using the graduated guidance technique, and the dependent variable was the acquisition of schedule-following skill. Follow-up and generalization data were collected on the 7th, 14th, and 21st days after the teaching sessions ended. Follow-up sessions were completed with 100% performance for all three subjects. Generalized correct responses were found 90% for one subject, and 100% for the other two. The results indicated that the subjects acquired, maintained, and generalized the schedule-following skills after the teaching sessions completed. In addition, the teachers of the subjects were asked their opinions about the application. These opinions that form the social validity data of the research support the research findings.Item Ders Disi Sporla Ilgili Oyunlarin Lise Ögrencilerinin Davranis Örüntülerine Etkisi(Turkish Education Association, 2020) Soytürk M.; Öztürk Ö.T.[No abstract available]Item Examination of the relationship between seventh-grade students' scientific literacy among certain cognitive variables(Turkish Education Association, 2020) Şahin F.; Ateş S.The aim of this study was to model the possible relationships between the seventh-grade students' scientific literacy and their logical thinking abilities, cognitive styles (field-dependent/field-independent), functional mental capacities and mental rotation abilities. To that end, a theoretical model, which is believed to explain the relationship between the specified variables, was proposed and then tested by using the Structural Equation Modeling (SEM) techniques. The sample of the study consisted of 823 seventh-grade students who were sampled by using the stratified random sampling method from the central districts of Ankara. The analysis of the data collected in the study supported the proposed theoretical model in the study. Based on the model, the logical thinking ability of the seventh-grade students was the only variable that directly affected the scientific literacy of the students. Field-dependent/field-independent cognitive styles affected the scientific literacy both directly and through all other cognitive variables indirectly. The functional mental capacity affected the scientific literacy both directly and through the mental rotation ability and the logical thinking ability indirectly. Mental rotation abilities affected scientific literacy both directly and through the logical thinking ability indirectly. Finally, the findings obtained from the study were compared with the research studies in the relevant field, and recommendations were presented for the researchers and practitioners of science education. © 2020 Turkish Education Association. All rights reserved.Item Myths or Facts: Prevalence, and Predictors of Neuromyths among Turkish Teachers *(Turkish Education Association, 2023) Tunga Y.; Çağıltay K.Neuromyth is a concept used for misconceptions regarding the brain and its relation to learning. Identifying the prevalence of neuromyths is seen as the first step of dispelling them. The purpose of this study is to determine the prevalence and predictors of neuromyths among teachers in Türkiye. The educational neuromyths survey, which contains 19 general brain knowledge statements and 21 neuromyth statements, was conducted on 730 primary and secondary school teachers during the 2020-2021 educational year's spring semester. The findings showed that the most prevalent myths among teachers were learning styles, multiple intelligences, and an enriched environment. Hemispheric dominance, Mozart effect, BrainGYM, critical periods, fatty acids, learning while sleep, 10 % myths were believed more than 50% of teachers. The predictor analyses revealed that gender, teaching experience, reading popular science publications did not significantly predict the number of endorsed myths. Significant predictors were general brain knowledge, reading peer-reviewed journals, and taking neuroscience education. At the end of the study, recommendations for further research and practice are presented. © 2023 Turkish Education Association. All rights reserved.