Polygons Teaching Through Creative Drama in Mathematics Teaching

Abstract Creative drama, one of the contemporary teaching methods, allows student to explore. Geometry teaching through creative drama, a teaching method, is the main focus of this study. In the study, creative drama practices were carried out aiming at two acquisitions pertaining to geometry learning area polygon learning area in 7th grade mathematics subject. In the study, the purpose is to put forward the applicability of creative drama in mathematics teaching. The study is a private case work and, workshop plan and an assessment form composed of 3 open-ended questions, which were developed by the researcher, were used as data collection tools. Descriptive analysis method was used in the analysis of the data. The practices were carried out with 40 students attending Samsun Gazi Primary School in the second term of 2012-2013 academic year. Within the scope of the practices, 20 students treated the subject via creative drama practices, while the other 20 students treated the subject via conventional method. In consequence of the application, it became apparent that the students in the creative drama group could better understand the processes of forming polygon, deriving polygon, forming a polygon similar to a polygon than the conventional group. As a result, it was concluded that it is positive for the acquisitions pertaining to polygon sub learning area to be provided via creative drama

İlköğretim ikinci kademede eleştirel düşünmenin yeri

Araştırmanın amacı, ilköğretim düzeyinde öğrenim gören öğrencilerin eleştirel düşünme eğilimlerini belirlemektir. Araştırma grubunu, İzmir ilindeki bir devlet ve birde özel okulunun ikinci kademesinde öğrenim gören 311 öğrenci oluşturmaktadır. Veriler Kökdemir (2003) tarafından uyarlanan “Eleştirel Düşünme Eğilimi Ölçeği (The California Critical Thinking Disposition Inventory – CCTDI)” ile toplanmıştır. İlköğretim öğrencilerine uygulanan ölçeğin güvenirliği 0,698 olarak bulunmuştur. Bu bağlamda, ilköğretim devlet okulunda okuyan öğrenciler ile özel okulda okuyan öğrencilerin eleştirel düşünme eğilimi düzeyleri okul ve sınıf bazında değerlendirilmeye alınmıştır. Elde edilen bulguların sonucunda ilköğretim düzeyindeki öğrencilerin eleştirel düşünme eğilimlerinin düşük olduğu ortaya konulmuştur. Bu sonuca göre, ilköğretim öğrencileri üst düzey düşünme becerilerini kazanamamaktadırlar. Soyuttan somuta geçiş döneminde bu sonuç sorgulanmalıdır

Self-Efficacy Beliefs Of Prospective Primary Mathematics Teachers About Mathematical Literacy

The aim of this study was to examine the self-efficacy beliefs about mathematical literacy among teachers of primary school mathematics and the relationship between the self-efficacy beliefs and attitudes towards mathematics. To that end, a descriptive research study was conducted with 550 prospective teachers studying primary school mathematics and teaching at three Turkish universities in three different cities. We obtained data through use of the Mathematical Literacy Self-efficacy Scale and a Scale Measuring Attitude towards Mathematics. The self-efficacy beliefs of prospective teachers about mathematical literacy were compared according to their gender, the grade level(s) they were being trained to teach, and the university they attended. Additionally, the relationship between the self-efficacy beliefs of the prospective teachers about mathematical literacy and their attitudes towards mathematics were examined. We also examined whether attitude is a predictor of self-efficacy beliefs. Based on the research findings, we determined that the self-efficacy beliefs of prospective teachers about mathematical literacy were high and these beliefs did not change according to gender, the grade level(s) they were being trained to teach, or the university they attended. Further, the results of the study revealed a significantly low relationship between the self-efficacy beliefs and attitudes of prospective teachers towards mathematics. The findings of this study indicate that prospective teachers’ attitudes towards mathematics are an important predictor of self-efficacy beliefs about mathematical literacy

A multidisciplinary approach to address climate-resilience, conservation and comfort in traditional architecture: The PROT3CT example

Traditional dwellings despite their environmental credentials, due to age, previous damage, and residents unable to afford even the limited maintenance allowed by restrictive legal framework, may offer poor thermal performance, which is expected to be further exacerbated by changing climate. More than 70% of Turkey’s built heritage stock is composed of traditional dwellings, which makes this stock able to create a major impact nationally on the building-related energy use, carbon emissions and population wellbeing. This research aims to develop an evidence-based multidisciplinary methodology for cost-effective retrofit of the traditional dwellings in Turkey, to improve energy performance, satisfy user expectations of comfort, and protect heritage value

A multidisciplinary approach to address climate-resilience, conservation and comfort in traditional architecture: The PROT3CT example

Traditional dwellings despite their environmental credentials, due to age, previous damage, and residents unable to afford even the limited maintenance allowed by restrictive legal framework, may offer poor thermal performance, which is expected to be further exacerbated by changing climate. More than 70% of Turkey’s built heritage stock is composed of traditional dwellings, which makes this stock able to create a major impact nationally on the building-related energy use, carbon emissions and population wellbeing. This research aims to develop an evidence-based multidisciplinary methodology for cost-effective retrofit of the traditional dwellings in Turkey, to improve energy performance, satisfy user expectations of comfort, and protect heritage value

Characteristics of food allergy in children: National multicenter study

Conference: Congress of the European-Academy-of-Allergy-and-Clinical-Immunology (EAACI) Location: Lisbon, PORTUGAL Date: JUN 01-05, 2019Background : Food allergies impose a significant burden on the life of the child and the family. In this study, to determine the demographic characteristics of food allergies, we investigated the characteristics of patients with food allergies in different regions of Pediatric Allergy- Immunology departments in Turkey. Method : Turkey ' s National Study of Allergy and Clinical Immunology Society has conducted a Study Group on Food Allergies. 25 centers participated in this multicenter, cross- sectional and descriptive study.European Academy of Allergy and Clinical Immunolog

High-level cognitive thinking skills and the changes in affection acquisitions in the problem-based learning process

Çağdaş öğretim modelinde, bireyin üst düzey bilişsel düşünme becerilerini kazanması gerekmektedir. Üst düzey bilişsel düşünme becerilerinin kazanılması için bireyin bilgiye ulaşma, problem çözme, problemi açıklama, analiz edebilme, sentezleme ve genelleme yapabilme gibi becerileri kullanması gerekmektedir. Sonuçta, bireyin bu becerileri kullanmasına olanak sağlayan çağdaş öğretim yöntemlerinin öğretim sürecine katılmasının gerektiği ortaya çıkmaktadır. Çağdaş öğretim yöntemlerden biri de ?Probleme Dayalı Öğrenme? yöntemidir.Bu araştırmanın amacı, ilköğretim matematik öğretmenliği üçüncü sınıf öğrencilerine ?İstatistik ve Olasılık-I? dersinde uygulanan Probleme Dayalı Öğrenme yönteminin üst düzey bilişsel düşünme becerilerine ve duyuşsal kazanımlarına etkisini ortaya koymaktır. Bu araştırmada, üst düzey bilişsel düşünme becerilerinden matematiksel düşünme, yaratıcı düşünme ve eleştirel düşünme; duyuşsal kazanımlardan tutum ve motivasyondaki değişim incelenmiştir.Araştırmada, matematiksel düşünmeyi ortaya çıkarmak için araştırmacılar tarafından geliştirilen ?Matematiksel Düşünme Ölçeği?, yaratıcı düşünme becerisini belirlemek için Aslan (2001) tarafından Türkçe versiyonu oluşturulan ?Torrance Yaratıcı Düşünme Sözel A-B Formu?, eleştirel düşünme eğilimini belirlemek için Kökdemir (2003) tarafından Türkçe'ye uyarlanan ?California Eleştirel Düşünme Eğilimi Ölçeği? ve Aşkar (1986) tarafında geliştirilen ?Matematiğe Yönelik Tutum Ölçeği? kullanılmıştır.Araştırma iki bölümden oluşmaktadır. Bu sebeple araştırmanın yöntemi iki model ile tasarlanmıştır. Birinci model, deneme modellerinden ön test-son test kontrol gruplu model; ikinci model ise tarama modelinden ilişkisel tarama modelidir.Araştırmanın deneme modelinde, deney grubunda dersler Probleme Dayalı Öğrenme yöntemi, kontrol grubunda ise geleneksel yöntem ile işlenmiştir. Deneysel çalışma sonunda öğrencilerin ?Modül İçi Etkinlikleri Değerlendirme? formuna yönelik görüşleri alınarak değerlendirmeler yapılmıştır. Ayrıca, Probleme Dayalı Öğrenme sürecine katılan öğrenciler ile motivasyona yönelik görüşmeler yapılmıştır. Elde edilen nitel veriler araştırmacılar tarafından çözümlenmiştir.Araştırmanın deneysel bölümünün sonunda, Probleme Dayalı Öğrenme yönteminin ?İstatistik ve Olasılık-I? dersinde öğrencilerin matematiksel düşünme düzeylerini, yaratıcı düşünme becerilerini ve eleştirel düşünme eğilimlerini geliştirdiği; matematiğe yönelik tutum üzerinde olumlu etki yarattığı ortaya çıkmıştır. Ayrıca, alınan dönütlerden öğrencilerin Probleme Dayalı Öğrenme yöntemi ile ilgili görüşlerinin olumlu olduğu görülmüştür. Sonuçta, Probleme Dayalı Öğrenme yöntemi ile sunulan öğretimin öğrencilerin üst düzey bilişsel düşünme becerileri ve duyuşsal kazanımlarında gelişme oluşturduğu ortaya çıkmıştır.Araştırmada ilişkisel tarama modelinde karşılaştırma yolu ile çözümlemeler yapılmıştır. Araştırmada, Probleme Dayalı Öğrenme yöntemi ile eğitim alan DEÜ Fen Fakültesi İstatistik Bölümü 1.sınıf öğrencileri ve geleneksel eğitim alan OMÜ Fen Edebiyat Fakültesi İstatistik Bölümü 1.sınıf öğrencilerinin üst düzey bilişsel düşünme becerileri ve duyuşsal kazanımları karşılaştırılmalı olarak ortaya konulmaktadır. Sonuçta, Probleme Dayalı Öğrenme yöntemi ile öğretim sürecini tamamlayan DEÜ öğrencilerinin, geleneksel öğretim gören OMÜ öğrencilerine göre bilişsel ve duyuşsal boyutta kazanımlarının daha iyi olduğu ortaya çıkmıştır In modern teaching model, it is necessary for individual to acquire top-level cognitive thinking skills. Individual should employ such skills as reaching the information, problem-solving, explaining the problem, being able to analyze, synthesizing and generalizing in order for the top-level cognitive thinking skills to be acquired. In conclusion, it appears to be necessary that the modern teaching methods, which allow the individual to use these skills, be included in the teaching process. One of the modern teaching methods is, on the other hand, the method of ?Problem-Based Learning?.The purpose of this study is to reveal the effect of Problem-Based Learning method applied in the subject of ?Statistics and Probability? to the third year students of elementary education mathematics teaching. Of the top-level cognitive thinking skills, mathematical thinking, creative thinking and critical thinking, and of the sensual acquisitions, attitude and the change in motivation were examined in this study.?Mathematical Thinking Scale?, developed by the researchers to unveil the mathematical thinking, ?Torrance Creative Thinking Verbal A-B Form?, whose Turkish version was created by Aslan (2001) to determinethe creative thinking skill, ?California Critical Thinking Aptitude Scale? adapted to Turkish by Kökdemir (2003) to determine the critical thinking aptitude and Scale of Attitude Towards Mathematics developed by Aşkar (1986) were used in the study.The research is composed of two parts. Therefore, method of the study was designed with two models. The first model is the one with pre-test/post-test control group from the testing models, and the second one is the relational screening model from the screening model.In testing model of the research, the courses were taught with the model of Problem-Based Learning in the experiemntal group and with the traditional method in the control group. As a consequence of the experimental study, assessments were made by receiving students? opinions towards the form of ?Evaluating Intra-Modular Activities?. Besides, interviews were carried out with the students participating in the process of Problem-Based Learning. The qualitative data obtained were analyzed by the researchers.In consequence of the experimental part of the study, it appears that Problem-Based Learning method improved the students? mathematical thinking levels in ?Statistics and Probability-I? subject and created a positive effect on their attitudes towards mathematics. In addition, it was observed from the feedbacks received that students?s views concerning Problem-Based Learning method are positive. In conclusion, the instruction presented with Problem-Based Learning method was understood to create improvement in students? top-level cognitive thinking skills and sensual acquisitions.In the study, the analyes through comparison in the relational screening model were carried out. Top-level cognitive thinking skills and sensual acquisitions of the first year students of Dokuz Eylül University, Faculty of Science, the Department of Statistics, who are instructed with the Problem-Based Learning method, and of the first year students of Ondokuz Mayıs University, Faculty of Science and Letters, the Department of Statistics, who are instructed with the traditional method, are comparatively presented. As a result, it was discovered that the students of Dokuz Eylül University, who completed the teaching process with Problem-Based Learning method have better acquisitons in cognitive and sensual aspects than the students of Ondokuz Mayıs University, who were instructed with traditional method