Classroom Teachers’ Perception Levels On Flipped Learning

The process of education and training is one of the most affected and compelled fields to change by technology which changes and progresses every day. It cannot be expected for a uniform education that is stuck in certain patterns to meet the needs of the current age. In the recent years, the process of education has acquired a new format under the name flipped education with the influence of global factors and technological advancements. Flipped education has affected all its partakers and cause them to make changes. The aim of this study is to analyze the perception of classroom teachers, who are one of the most important partakers of education, of flipped learning in terms of various variables. With this purpose, a study group consisting of 306 classroom teachers who worked in primary schools affiliated with the Ministry of Education in the 2021- 2022 academic year were selected through the maximum variation sampling method. The data of the study were collected through the Flipped Learning Perception Scale developed by Erensayın (2019) which consists of four sub-dimensions as, teacher self-efficacy, technological competence, pedagogical competence, and technological-pedagogical competence. According to the results of the study, it was determined that there is a significant difference in favor of mostly male teachers in terms of gender; there is a significant difference in favor of teachers who have received flipped learning training in terms of training on flipped learning and that there is a significant difference between the teachers with the most seniority and teachers with medium level seniority in terms of professional seniority. No difference was found in terms of the grade level the teachers taught

Teaching Self-Proficiency of Teacher Trainers

Bu araştırmanın amacı, öğretmen yetiştiren en temel kurum olan Eğitim Fakültelerinde görev yapan öğretim elemanlarının kendilerini öğretmenlik yeterliliği açısından hangi düzeyde gördükleri ve öğrencilerinin kendilerine meslek öğreten öğretim elemanlarını öğretmenlik yeterliliği açısından ne düzeyde gördüğü arasındaki farkı tespit etmektir. Araştırmanın çalışma grubunu 2013-2014 eğitim öğretim yılında bir devlet üniversitesinde Eğitim Fakültesi Sınıf Öğretmenliği Anabilim Dalı'nda üçüncü sınıfta öğrenim gören öğrenciler ve aynı dönemde aynı fakültede görev yapan öğretim elemanları oluşturmaktadır. Çalışma grubunu amaçlı örnekleme ile seçilmiş 155 öğrenci ve 44 öğretim elemanı oluşturmaktadır. Araştırmada veri toplamak amacıyla Şen ve Erişen (2002) tarafından geliştirilen "Öğretim Elemanı Yeterlilik Ölçeği" kullanılmıştır. Araştırmada sayısal veriler SPSS 22 paket programı ile analiz edilmiştir. Araştırmanın sonuçlarına göre; öğrencilerin, kendilerine ders veren öğretim elemanlarının öğretmenlik yeterliliklerini değerlendirmeleri ile öğretim elemanlarının kendilerini değerlendirmeleri arasında anlamlı farklılık bulunmuştur. Ayrıca, ilgili anabilim dalında görev yapan ve diğer anabilim dallarında görev yapıp sınıf öğretmenliğinde ders veren öğretim elemanlarının kendilerini değerlendirmeleri arasında sınıf yönetimi becerisi hariç diğer alt faktörlerde anlamlı fark bulunamamıştır.The aim of the study is to determine the difference between the teaching competence level at which the academics working in schools of education, which are the primary institutions of teacher education, see themselves and the teaching competence level at which the students see their instructors teaching them the profession. The study group was composed of the junior students in the Department of Elementary Education and the faculty members in the School of Education a University in 2013- 2014 academic year. The study group consisted of 155 students and 44 instructors who were selected by purposeful sampling. The "Instructor Proficiency Scale" developed by Şen and Erişen (2002) was used to collect the data in the study. Numerical data in the study were analyzed by SPSS 22 program package. According to the results of the study, there was a significant difference between the teaching skills that the instructors have seen in themselves and the teaching skills that the students have seen in their instructors. In addition, a significant difference was found only in the 'classroom management' sub-factor between the instructors of the Department of Elementary Education and the instructors who lecture in this department but affiliated with other departments

Impact of clinicopathological variables on laparoscopic hysterectomy complications, a tertiary center experience

Objectives: To analyze intraoperative and postoperative complications according to Clavian-Dindo Classification (CDC) and evaluate the influence of clinicopathological features on the feasibility and safety of total laparoscopic hysterectomy (TLH) in patients that underwent surgery in a tertiary center. Material and methods: We retrospectively reviewed the database of 469 patients that underwent surgery for patients who underwent extra facial TLH from 2013 to 2020. Results: A total of 86 (18.3%) peri-postoperative complications were observed. The incidence of intraoperative complications was 2% (n = 10). The overall conversion rate to open surgery was 1.9% (n = 9). A total of 76 postoperative complications were observed in 61 patients (14.3%). The incidence of minor (Grade I [n = 16, 3.4%] and II [n = 42, 8.9%]) and major complications (Grade III [n = 15, 3.2%], IV [n = 2, 0.4%] and V [n = 1, 0.2 %]) were 12.3% and 3.8%, respectively. A higher BMI and performing surgery at the first step of learning are found to be associated with intraoperative and postoperative complications (p < 0.05). Postoperative complications related to having a history of the cesarean section, additional comorbidities, and uterine weight ≥ 300 g (p < 0.05). Conclusions: The implementation of TLH by experienced surgeons appears to have remarkable advantages over open surgery. However, the risk factor for complications should be taken into account by surgeons in the learning curve in selecting the appropriate patient for surgery.

Improving the speaking skills of elementary 4th grade students with speaking fluency problems

İletişim kurmak, insanoğlunun var olduğundan beri en temel ihtiyacıdır. İnsanlar tarih boyunca bu ihtiyacı çeşitli yollarla karşılamışlar ancak tercih ettikleri en kolay ve etkili yol çoğu zaman konuşma olmuştur. Güzel ve etkili konuşmak, küçük yaşlarda kazandırılması gereken bir beceridir. Eğitim kurumları bu beceri üzerinde önemle durmalıdır. Akıcı konuşma becerisi; doğru telaffuz, geniş kelime hazinesi, konuşmaya eşlik eden davranışların kontrolü, konuşma kurallarının bilinmesi, konuşmaya odaklanabilme, dinleyiciler hakkında fikir sahibi olma, konuşulacak konu hakkında ön bilgilere sahip olma gibi hususları beraberinde getirmektedir. Bu hususların devamlılığı da konuşma becerisinin göz ardı edilmemesi ile sağlanabilir. Bu araştırmada, akıcı konuşma problemi yaşayan öğrencilerin, konuşma becerilerinin, araştırmacı tarafından belirlenen etkinlikler ile geliştirilmesi amaçlanmıştır. Bu amaç doğrultusunda 2011-2012 eğitim-öğretim yılında Ankara ili Yenimahalle ilçesi Atakent İlköğretim Okulunda 4. sınıf öğrencileri ile ön görüşmeler ve ders esnasında gözlemler yapılmış; görüşmeler araştırmacının haricinde iki uzman tarafından izlenmiş ve puanlanmıştır. Puanlamalar sonucunda 10 öğrencinin akıcı konuşma problemi yaşadığı tespit edilmiştir. Belirlenen öğrenciler için sınıf öğretmenleri ve okul rehberlik öğretmenleri ile görüşülmüştür. Görüşmeler sonucunda öğrencilerin herhangi bir fiziksel veya zekâ özürlerinin olmadığı, herhangi bir alanda özel eğitime ihtiyaç duymadıkları ve sadece akıcı konuşma problemi yaşadıkları onayı alınmıştır. Araştırmada nitel ve nicel araştırma yöntemleri bir arada kullanılmıştır. Araştırmanın nitel verilerinin çözümlenmesinde içerik analizi yöntemi; nicel verilerinin çözümlenmesinde ise deney öncesinde, deney sırasında ve deney sonrasında farklılık olup olmadığının belirlenmesi amacıyla Mann Whitney U, Wilcoxon testi kullanılmıştır. Belirlenen 10 öğrenci ile 60 saatlik akıcı konuşma becerisini geliştirici etkinlik dizisinden oluşan bir program uygulanmıştır. 60 saatlik etkinlik dizisi sonrasında öğrencilerin, dakikada kurdukları cümle sayılarında, kelime sayılarında ve hece sayılarında artış olduğu; dakikada kullandıkları gereksiz kelime sayılarında, devrik cümle sayılarında, yarım bıraktıkları cümle sayılarında, harflerini atladıkları cümle sayılarında ve yarım bıraktıkları kelime sayılarında azalmalar olduğu tespit edilmiştir. Ayrıca öğrencilerin cümlede kullandıkları ortalama kelime sayılarında, hece sayılarında, kelimede kullandıkları hece sayılarında artış olduğu; cümlede kullandıkları ortalama gereksiz kelime sayılarında ve harflerini atladıkları kelime sayılarında da azalma olduğu tespit edilmiştir.Communication is the basic need for mankind since the origin of man. People have been fulfilling this need in various ways throughout ages, but the easiest and the most effective way has always been speaking. Effective speaking is a skill that should be gained during childhood and schools must pay great attention to this skill. Speaking fluency skill brings along some facts like correct pronunciation, a wide vocabulary, control of behaviors accompanying speaking, knowledge of speaking rules, focusing on the conversation, holding an opinion about listeners, pre-knowledge about the subject. The continuity of these facts could be achieved through acknowledging the speaking skill. This study aimed at improving speaking skills of students', who were diagnosed to have speaking fluency problems, through the tasks exercises designed by the researcher. In 2011-2012 academic year at the Atakent Elementary School in Yenimahalle, Ankara, pre-interviews and post-interviews were conducted and observations were made during classes with 4th grade students in direction of this aim. The interview results were analyzed examined and scored by both the researcher and two other experts. The scores showed that 10 students had speaking fluency problems. Classroom teachers and school guidance counselors approved that these students had no other physical or mental disorder than the problem of speaking fluency, nor were in need of special education. Qualitative and quantitative research methods were applied in this study. In the qualitative aspect of the study, content analysis method was used; in the quantitative aspect of the study, Mann Whitney U and Wilcoxon tests were conducted in order to reveal the differences among pre-experiment, mid-experiment and post-experiment data. The participants were assigned to a 60-hour program of speaking fluency improvement tasks. After completing the program, results showed that the number of sentences students made per minute, number of words and syllables were increased; the number of unnecessary words students used per minute, number of inverted sentences, number of incomplete sentences, number of omitted letters sentences and number of incomplete words were decreased. Furthermore, the mean score of the number of words students used in a sentence, number of syllables and number of syllables students used in a word were increased; the number of unnecessary words students used in a sentence and number of omitted letters words were decreased

Analysis of Classroom Teaching Candidates’ Speaking Self-efficacy in Terms of Different Variables

Human beings are social creatures by nature and one of their most important characteristics is the multifaceted communication they establish with their environment. There are numerous ways of establishing communication. However, the most preferred manner has always been speech. For the speaking skill to be used effectively, the individual should have self-confidence. Educational institutions are the places where the foundations of self-confidence are laid. In educational institutions where self-confidence is taught, it is fundamental that the educators have self-confidence themselves. The purpose of this study is to determine whether the self-efficacy levels of classroom teacher candidates, who will be teaching in primary schools where the basic characteristics of the speaking skill are taught, display any differences in terms of different variables. The study group of the study consists of students receiving education at the Department of Primary School Teaching, Faculty of Education in a state university in the 2016-2017 academic year. The study group consists of 225 students who were selected through the typical case sampling method, which is one of the purposeful sampling types. With the purpose of collecting data, the ‘Speaking Self-Efficacy Scale (SSES)’ developed by Aydın (2013) consisting of four sub-dimensions with a Cronbach Alpha value of 0.95 was used. SPSS software program (Version 22) was used in the analysis of numeric data. The data was analyzed with the Independent Sample t-test, One Way ANOVA and Kruskal-Wallis tests. According to the results of the study, a significant difference has been determined in the speaking process and listener factor sub-dimensions of the students in favor of the male students. Regarding the grade levels, it was concluded that the upper grade levels regarded themselves as more self-sufficient in the skill of speaking in all of the sub-dimensions

An evaluation of factors affecting decision making among 4th grade elementary school students with low socio-economic status

Decision making is one of the most important life skills. While making correct, timely, accurate and appropriate decisions lead to positive changes in one’s life, making incorrect decisions may have a negative impact. It is an important issue to examine what the 4th grade students in primary school have about the decision-making ability to be achieved in adolescence and what qualities 4th grade primary students should have for this skill. Evaluation of 4th grade elementary school students for developmental characteristics and qualifications they need to have to be able to gain appropriate decision making ability by puberty emerges as an important issue. Even though age 9-10 is not a period when important or life changing decisions are made, it is still considered the period that individuals start to make real decisions in their life. In this age period, we believe that attempts can be made to help children use their decision making ability more effectively by identifying factors affecting this behavior. In this regard, the aim of this study is to determine factors that have impact on children’s decision making process. This study is designed as a case study and conducted according to qualitative research approach. The study was conducted with 34 elementary school students and 3 teachers. Student interview forms developed by researchers were used to collect the data. In accordance with the data obtained, interviews were conducted with the teachers. The content analysis is included during data analysis process. In our study, we have shown that TV-media, family- close family/friends, neighborhood, the teaching process and some developmental characteristics are found to have affected children’s decision making

An Evaluation of Factors Affecting Decision Making Among 4th Grade Elementary School Students with Low Socio-Economic Status

Decision making is one of the most important life skills. While making correct, timely, accurate and appropriate decisions lead to positive changes in one’s life, making incorrect decisions may have a negative impact. It is an important issue to examine what the 4th grade students in primary school have about the decision-making ability to be achieved in adolescence and what qualities 4th grade primary students should have for this skill. Evaluation of 4th grade elementary school students for developmental characteristics and qualifications they need to have to be able to gain appropriate decision making ability by puberty emerges as an important issue. Even though age 9-10 is not a period when important or life changing decisions are made, it is still considered the period that individuals start to make real decisions in their life. In this age period, we believe that attempts can be made to help children use their decision making ability more effectively by identifying factors affecting this behavior. In this regard, the aim of this study is to determine factors that have impact on children’s decision making process. This study is designed as a case study and conducted according to qualitative research approach. The study was conducted with 34 elementary school students and 3 teachers. Student interview forms developed by researchers were used to collect the data. In accordance with the data obtained, interviews were conducted with the teachers. The content analysis is included during data analysis process. In our study, we have shown that TV-media, family- close family/friends, neighborhood, the teaching process and some developmental characteristics are found to have affected children’s decision making