Türkiye’deki Teknolojik Pedagojik Alan Bilgisi Çalışmalarının Analizi: Bir Meta-Sentez Çalışması

The purpose of this research is to analyze the Technological Pedagogical Content Knowledge (TPACK) studies in Turkey by using meta-synthesis method and to present the type of tendency in this field. In the research, a total of 59 studies made up of 37 papers, 15 dissertations, and 7 assertions which were published between the years of 2008-2014 and chosen through purposeful sampling method were analyzed. Google Academics search engine, TÜBİTAK ULAKBİM DergiPark, YÖK National Dissertation Center, EBSCOhost-ERIC ve SPRINGER databases took advantages of selecting the studies. Each study were examined within the context of the study’s purpose, subject area, method, sample, data collection tools, teaching applications and results by being subjected to content analysis. Obtained data were interpreted depending on the frequency and partly illustrated through tables and graphs. In the research, the results showed that a significant portion of the studies were conducted with the aims of scale validation/adaptation, examination of TPACK competences and developments; that a few number of studies focused on a special subject area; that survey study and data collection tolls such as scale/survey were used mostly; that studies conducted with prospective teachers were majority; that although it had been revealed that the participants usually have high levels of TPACK competence/perception in quantitative studies, the situation was contrary in qualitative weighted studies; that different teaching applications such as TPACK workshops, mixed vocational development program, blended learning increases TPACK. In light of the obtained results, it was seen that studies targeting TPACK development in which implementations are carried in a long process through using a quite number of data collection tools are needed in Turkey. Besides, it was recognized that the courses in education faculties should be re-updated according to TPACK and teachers or prospective teachers should be trained with the help of courses or in/pre-service training programs. Lastly, recommendations were made for researchers, program makers and appliers who will do studies in this field.Bu araştırmanın amacı Türkiye’deki teknolojik pedagojik alan bilgisi (TPAB) çalışmalarının meta sentez yöntemi kullanılarak analiz edilmesi ve bu alanda nasıl bir eğilim olduğunun ortaya konulmasıdır. Araştırmada 2008-2014 yılları arasında yayınlanmış olan ve amaçlı örnekleme yöntemi ile seçilen 37 makale, 15 tez, 7 bildiri olmak üzere toplam 59 çalışma analiz edilmiştir. Çalışmaların seçiminde Google Akademik arama motoru, TÜBİTAK ULAKBİM DergiPark, YÖK Ulusal Tez Merkezi, EBSCOhost-ERIC ve SPRINGER veri tabanlarından faydalanılmıştır. Çalışmaların her biri içerik analizine tabii tutularak çalışmanın amacı, konu alanı, yöntemi, örneklemi, veri toplama araçları, kullanılan öğretim uygulamaları ve elde edilen sonuçlar bağlamında incelenmiştir. Elde edilen veriler frekansa dayalı yorumlanmış, yer yer tablo ve grafikler kullanılarak gösterilmiştir. Araştırmada, çalışmaların önemli bir bölümünün ölçek geliştirme/uyarlama, TPAB yeterlilik ve gelişimlerinin incelenmesi amacıyla yapıldığı, az sayıda çalışmada özel bir konu alanına odaklanıldığı, en çok tarama yönteminin ve ölçek/ anket gibi veri toplama araçlarının kullanıldığı, öğretmen adaylarıyla yapılan çalışmaların çoğunlukta olduğu, genellikle nicel çalışmalarda katılımcıların yüksek TPAB yeterlik/algı/düzeyine sahip olduğu ortaya konulmasına rağmen nitel ağırlıklı çalışmalarda durumun tam aksine olduğu, TPAB çalıştayları, karma mesleki gelişim programı, harmanlanmış öğrenme gibi farklı öğretim uygulamalarının TPAB’ı artırdığı sonuçları elde edilmiştir. Elde edilen sonuçlar doğrultusunda Türkiye’de, TPAB gelişimini hedefleyen, çok sayıda veri toplama aracı kullanılarak uzun bir süreçte uygulamaların yürütüldüğü çalışmalara ihtiyaç olduğu görülmüştür. Bunun yanında eğitim fakültelerindeki derslerin TPAB’ a göre yeniden güncellenmesi ve öğretmen ya da öğretmen adaylarının kurs ya da hizmet-içi/öncesi eğitim programları yardımıyla eğitilmeleri gerektiği fark edilmiştir. Son olarak bu alanda çalışma yapacak olan araştırmacılara, program yapıcılara ve uygulayıcılara önerilerde bulunulmuştur

INVESTIGATION OF GRAPHIC READING AND INTERPRETATION SKILLS IN SOCIO-SCIENTIFIC-BASED PROBLEM SITUATIONS: THE EXAMPLE OF COVID-19 PARABOLIC GRAPH

The aim of this study is to examine the graphic reading and interpretation skills of teacher candidates with problem situations prepared in the context of the Covid-19 pandemic, which is a socioscientific situation. The study was carried out with a special case of qualitative research methods. The participants of the study consisted of 52 primary school mathematics teacher candidates studying in the third year. Participants were determined via the typical case sampling method, one of the purposive sampling methods. As a data collection tool, an open-ended question form consisting of five options based on a socio-scientific situation-based scenario with a vital aspect was used. In the analysis of the data, content analysis method was used together with descriptive statistics (frequency, percentage). When the data obtained from the research were examined, it was seen that a significant part of the pre-service teachers had the skills to read and interpret the parabola graphs given in the context of Covid-19. However, it was determined that most of the pre-service teachers who gave wrong answers to the questions about graphic reading and interpretation were at the level of visual or quantitative perception and had difficulties in transitioning between representations. For this reason, drawing activities that require more context-based qualitative understanding or technology-assisted teaching applications can be made in the teaching of graphics.Bu çalışmanın amacı sosyobilimsel bir durum olan Covid-19 pandemisi bağlamında hazırlanan problem durumlarıyla öğretmen adaylarının grafik okuma ve yorumlama becerilerinin incelenmesidir. Çalışma nitel araştırma yöntemlerinden özel durum ile yürütülmüştür. Araştırmanın katılımcıları üçüncü sınıfta öğrenim gören 52 ilköğretim matematik öğretmeni adayından oluşmaktadır. Katılımcılar amaçlı örnekleme yöntemlerinden tipik durum örneklemesi yöntemiyle belirlenmiştir. Veri toplama aracı olarak sosyobilimsel durum temelli yaşamsal yönü olan bir senaryoya dayalı beş seçenekten oluşan bir açık uçlu soru kullanılmıştır. Verilerin analizinde betimsel istatistiklerle birlikte (frekans, yüzde) içerik analizi yöntemi kullanılmıştır. Araştırmadan elde edilen veriler incelendiğinde öğretmen adaylarının önemli bir bölümünün Covid-19 bağlamında verilen parabol grafiklerini okuma ve yorumlama becerilerine sahip oldukları görülmüştür. Ancak grafik okuma ve yorumlamaya yönelik sorulara yanlış cevap veren öğretmen adaylarının çoğunun görsel ya da nicel algılama düzeyinde olduğu ve temsiller arası geçişte zorlandıkları belirlenmiştir. Bu nedenle grafikler konusunun öğretiminde daha çok bağlam temelli nitel anlama gerektiren çizim etkinlikleri ya da teknoloji destekli öğretim uygulamaları yaptırılabilir

The effect of the material based on the 7E model on the fourth grade students' comprehension skill about fraction concepts

Conference: 2nd World Conference on Educational Sciences (WCES-2010) Location: Bahceschir Univ, Istanbul, TURKEYThe purpose of this study is to investigate the effect of the material on the fourth grade primary school students' comprehension skill about fraction concept. Quasi-experimental research design including 44 students (22 experimental, 22 control group) were used. While the experimental group was taught with the materials based on the 7E model, the control group was taught with the existing textbook material. An open ended test including ten questions about fraction developed by the researchers and teachers was used as pre and post-test. Pre and post-test results were compared by using t-test in SPSS packet program and it was determined that there was a meaningful difference between experiment and control groups' success (t(42)=2.052, p=.046 <.05) about fraction

The Effect of Designed Geometry Teaching Lesson to the Candidate Teachers’ Van Hiele Geometric Thinking Level

The aim of this study is to find out how designed Geometry Teaching Lesson affects candidate teachers’ Van Hiele Geometric Thinking Levels. For that purpose, 14 weeks long study was performed with 44 candidate teachers who were university students in Turkey. Van Hiele Geometric Thinking Test was applied to candidate teachers before and after Geometry Teaching Lesson. Percentage, frequency and t-test were used for analyzing the data. When the data was investigated, it is seen that before Geometry Teaching Lesson, candidate teachers’ geometric thinking levels and t- test points were really low, after lesson both their levels and t-test points made a considerable amount of progress. In this context, it can be said that designed geometry teaching lesson has an affect on upgrading candidate teachers’ geometric thinking levels

Using Dynamic Geometry Software for the Intersection Surfaces

The purpose of this study is to define prospective teacher views about using dynamic geometry software for intersection surfaces. The study was conducted as a case study. For this purpose, data collection tool was developed based on the opinion of two experts. The data collection tool consists of 4 open-ended questions related to the intersection surfaces. The research sample consisted of 42 prospective mathematics teachers. Semi-structured interviews were conducted with three prospective teachers to obtain more detailed information. The analysis process was performed within a descriptive-interpretative approach to reveal the effects of dynamics geometry software on prospective teachers’ opinion. Qualitative data was presented under various themes. The obtained data demonstrated that the prospective teachers had difficulties in determining the intersection surfaces, the intersections had been set incorrectly due to the incorrect drawings arising from the challenges in the visualization, and some conclusions had never gone beyond estimations. It was observed that the intersection surfaces were set easily in the learning environment supported by dynamic geometry software thanks to the visualization, cutting and moving features of the software. The obtained findings were supported by the snapshots of the prospective teachers’ answers taken from the dynamic drawings and interview sections before using the software and then. The conclusion was reached that dynamic geometry software contributed more to the prospective teachers in the setting of intersection surfaces than the process in which pen and paper were used. As a result, the dynamics geometry software, especially in the teaching of surface intersection was found to be an effective tool

Opinions of prospective teachers about utilizing the 5E instructional model

The aim of this study is to determine the opinions of prospective teachers about utilizing the 5E instructional model. The study was carried out during spring semester of 2008 educational periods. The sample of the study consisted of 60 sophomore prospective teachers at the Department of Primary Teacher Education in Faculty of Education at Artvin comb University in Artvin. In the study, qualitative research method was used. This study was conducted in three stages. In the first stage, the prospective teachers were given national education standards which were about fourth and fifth class Science and Technology course and then they were asked to prepare an activity appropriate for the 5E instructional model. In the second stage, they were asked to carry out those activities into classroom. In the last stage, semi-structured interviews were followed up with the prospective teachers. The results of study revealed that the prospective teachers have positive opinions on applying of the 5E instructional model in classroom. They believe that the 5E instructional model provides the students to learn the topic. But the prospective teachers complained that insufficient learning materials and equipments which were needed for applying to the 5E model in classroom environment. In addition to these results, prospective teachers said that designing and implementing activities takes too much time when activity is practiced in classroom

STATISTICAL ANXIETY AND METACOGNITIVE AWARENESS LEVELS OF GRADUATE STUDENTS STUDYING IN MATHEMATICS EDUCATION PROGRAM

Graduate students are faced with some difficulties in determining statistical methods to be used in their assignments and researches and this leads to anxiety in them. In this study, it was aimed to examine the relationships between statistical anxiety and metacognitive awareness levels of graduate students studying in the field of mathematics education and to compare these levels in terms of some variables. The research study group consists of 101 students studying at the master's and doctorate levels in the department of mathematics education and participated in the research voluntarily. As a data collection tool in the research, Statistical Anxiety Scale (SAS) and Metacognitive Awareness Scale (MCAS) were used. In the analysis of the data, descriptive statistics, t-test, ANOVA and Correlation Coefficient were used. According to the research results, it was determined that there is a negative and moderately significant relationship between statistical anxiety and metacognitive awareness levels of graduate students studying in the field of mathematics education. As a result of the analyzes, it was observed that the statistical anxiety and metacognitive awareness of the students were high, the statistical anxiety and metacognitive awareness levels differed statistically according to the variables of graduate education level and stage of graduate education, but did not differ significantly according to the variables of gender and taking statistics course.   Article visualizations

The Effect of Dynamic Geometry Software and Physical Manipulatives on Candidate Teachers' Transformational Geometry Success

This study aims to investigate the effects of using Dynamic Geometry Software (DGS) Cabri II Plus and physical manipulatives on the transformational geometry achievement of candidate teachers. In this study, the semiexperimental method was used, consisting of two experimental and one control groups. The samples of this study were 117 students. A 30-question test which was prepared based on the relative literature and expert opinion was used as a data collection tool. The test includes sections on recognition, features, and construction, and each section consists of ten questions. The data obtained from the pre- and post-tests were analyzed using the SPSS program. As a result of the statistical analysis, success levels of all groups were found to be the same before the applications, but after the applications, students' transformational geometry success was found to significantly increase. When group success was analyzed, it was seen that the Computer Group placed first, the Manipulatives Group placed second, and the Traditional Group placed third in the sections of recognition and features. In the construction section, the Computer and Manipulatives Groups' success levels were equal, and both groups were significantly more successful than the Traditional Group. The exercises performed with all groups increased their success levels significantly, thus showing that the applications were effectiv

Tasarlanan Hizmet-İçi Eğitim Kursunun Ortaokul Matematik Öğretmenlerinin Teknoloji Kullanım Düzeylerine Etkisi

Bu çalışma ile Rieber ve Welliver'in (1989) teknoloji entegrasyon modeline göre tasarlanan hizmet içi eğitim kursunun, ortaokul matematik öğretmenlerinin teknolojiyi derslerinde kullanma düzeyleri üzerindeki etkisini belirlemek amaçlanmıştır. Kurs programı 15 haftalık bir süreçte yürütülmüştür ve kursa Bayburt ilinde görev yapan 13 ortaokul matematik öğretmeni katılmıştır. Kurs programı yapılandırılırken matematik öğretimi için geliştirilen bazı yazılımlar ve öğrenme nesnelerinden faydalanılmıştır. Uygulamalar, öğretim programına uygun çalışma yaprakları ve etkinlik örnekleri ile desteklenmiştir. Mülakat ve gözlemler kullanılarak verilerin toplandığı bu çalışmada, özel durum çalışması yöntemi kullanılmıştır. Toplanan veriler, nicel ve nitel veri analizi yöntemleri kullanılarak analiz edilmiştir. Bulgular incelendiğinde hizmet-içi eğitim kursu sonrasında öğretmenlerin, geleneksel uygulamalardan farklı olarak kavramların, ilişkilerin öğrenci merkezli keşiflerle yapılandırılması ve derin kavramsal anlama oluşturulması amacıyla teknolojiden faydalandıkları ve derslerinde sıklıkla teknoloji kullandıkları görülmüştür. Bu bağlamda tasarlanan kursun öğretmenlerin teknoloji kullanım düzeylerine olumlu bir etki yaptığı sonucu elde edilmişti