Creative and critical thinking skills in problem-based learning environments

Bengi Birgili (MEF Author)##nofulltext##Creative and critical thinking skills are the abilities, which can sometimes be used interchangeably in definition. In fact, they have different constructs because they differentiate in outcome of human behaviours. Also one of today’s requirementsis that individuals should approach everyday problems by using bothcompetences. So, one of the helpful tool for development of creativity and critical thinking skills proposed is problem-based learning environments in classrooms.In this study, problem based approach including philosophy; generalcharacteristics of it, role of teachers and students in problem-based learningenvironment, and its uniqueness over other learning approaches is explained byconsidering advantages and limitations. Then, problem-based learning isdiscussed with regard to instructional design perspective in a scientific manner.Finally, the study is aimed to explain when PBL grounded in development ofinstructional strategy as a fruitful approach; instructional strategies, methods and techniques are differentiated in creativity and critical thinking skills

Comparative reflection on best known instructional design models: notes from the field

Instructional design is a systematic, reflective process in which instructional principles are applied into teaching and learning plans via the differentiation of materials, activities, resources and evaluation (Smith & Ragan, 2004; Morrison, Ross & Kemp, 2001). In this systematic process, instructional design tasks include analysis of knowledge and skills, of concepts, and the design of the learning environment with evaluation of learning outcomes. An instructional design model provides information regarding how to develop instructive programs in line with appropriate learning theories and prescribes how to teach content effectively (Dijkstra, 1997, 2001). Instructional design (ID), in other words, helps instructors or teachers visualize the instructional problems they will likely encounter during the education experience by breaking down learning occasions into discrete and practicable units so that instructors and teachers can analyse and adapt instruction systematically. In addition, the instructional design process requires that designers know and inquire about theories of learning, systematic analysis of learners, management techniques, and the ability to use information technology efficiently

Awareness of misconceptions in science and mathematics education: perceptions and experiences of pre-service teachers

This study aimed to reveal elementary science and mathematics pre-service teachers’ perceptions and experiences on misconceptions. To what extent pre-service teachers are aware of students’ misconceptions, and what they experienced about identifying and working with misconceptions were of interest for this study. Semi-structured interviews were conducted with 11 pre-service teachers from elementary science education and mathematics education programs. The results revealed that pre-service teachers had awareness on nature of misconceptions while having difficulties in providing more concise definitions of misconceptions. The misconceptions were mostly realized while giving additional examples compared to students’ explanation during teaching learning process. Another finding showed pre-service teachers believed that misconceptions might lead to academic underachievement, can have impact on other topics, can create negative symptoms of psychology, and classroom management problems. The findings were further structured into a SWOT analysis framework that can help future researchers.Bu çalışma, fen ve matematik öğretmen adaylarının kavram yanılgıları hakkındaki algılarını ve deneyimlerini ortaya çıkarmayı amaçlamaktadır. Öğretmen adaylarının öğrencilerdeki kavram yanılgılarının ne kadar farkında oldukları ve kavram yanılgılarını belirlerken ve kavram yanılgıları ile çalışırken neler deneyimledikleri bu çalışmanın kapsamı içerisindedir. Fen ve matematik eğitimi bölümlerinden 11 öğretmen adayları ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Çalışmanın sonuçları göstermektedir ki öğretmen adayları kavram yanılgılarının doğası ile ilgili bir farkındalığa sahip olmakla beraber tanımlama yapmakta zorlanmaktadırlar. Kavram yanılgıları sıklıkla ek örnekler yoluyla tespit edilmektedir. Öğretmen adayları kavram yanılgılarının sonuçlarını akademik başarısızlık, diğer konuları öğrenmeye olumsuz etki, psikolojiye olumsuz etki ve sınıf yönetimi sorunları olarak görmektedirler. Bulgular son olarak bir SWOT analizi ile geliştirilerek sunulmuştur. Sonuçlar aracılığı ile algı ve deneyimlerinin ortaya konması öğretmen adaylarının geliştirilebilir yönlerine işaret etmektedir.TR - Dizi

A Dilemma in Turkish Examination System: Open-Ended or Multiple-Choice?

Ministry of National Education (MoNE) in Turkey, expressed the transition to Kazakh Examination System (Haberturk; 2013; Sabah, 2013; TEDMEM, 2013; TRTNews, 2013; Vatan, 2013) in evaluating student success in Turkish schools

Evaluation of a strategic management program: context, input, process, product model as a prototype for business academies

The present study examines the evaluation models of strategic management (SM) programs in business academies and evaluates a sample program based on Stufflebeam's context, input, process, product (CIPP) program evaluation model. When evaluation studies used in Turkey were scrutinized, Stake's countenance model and Provus's discrepancy model were also discovered; however, the CIPP Model has generally been used. Further, this study explores (1) the history of SM education and (2) SM education within the perspectives of business academies, (3) a sample of SM education developed by a private education consulting service and (4) a theoretical background and a practical method to evaluate the program of business academies.WOS:000625328500026Scopus - Affiliation ID: 60105072Emerging Sources Citation IndexArticleUluslararası işbirliği ile yapılmayan - HAYIRFebruary2021YÖK - 2020-2

In the pursuit of a course design: a tpack-based geometry for preservice mathematics teachers

Preservice mathematics teachers seem to need professional support regarding the use of educational technologies to teach geometry topics. Particularly, our previous study showed that when it comes to their techno-pedagogical content knowledge (TPACK), they self-report to need guidance to teach with technology. The purpose of this study was to develop a 14-week course to increase their TPACK in hopes of bridging the knowledge gap identified in earlier studies. This paper summarized the course content with a humble expectation to get valuable feedback from an international audience. The developed course included lessons on components of TPACK, which were found to require improvement to best meet future students’ needs in teaching geometry with technology. We hope that preservice teachers’ TPACK levels will be improved after the course

The Effect of Portfolio Assessment Used in Data Analysis Unit on 7th Grade Students’ Statistics Achievement

Bu çalışmanın amacı portfolyo değerlendirmesinin istatistik başarısı üzerindeki etkisini incelemektir. Çalışma, İstanbul ili Fatih ilçesinde bulunan bir ortaokulda öğrenim görmekte olan 7. sınıf öğrencilerinin katılımıyla iki ayrı sınıfta yürütülmüştür. Araştırmada yarı deneysel desen kullanılmış ve deney grubunda 32, kontrol grubunda 32 olmak üzere toplam 64 öğrenci ile çalışılmıştır. Deney ve kontrol grubunda yer alan öğrencilerin istatistik başarısı araştırmacılar tarafından veri analizi ünitesi içeriğinde geliştirilen İstatistik Başarı Testi (İBT) ile ölçülmüş, öntest ve cinsiyet değişkenleri kontrol altında tutularak sontest puanları arasındaki değişim incelenmiştir. Uygulama 6 hafta boyunca yürütülmüştür. Uygulama boyunca veri analizi ünitesi kontrol grubunda mevcut öğretim programına göre, deney grubunda ise mevcut öğretim programına ek olarak portfolyo değerlendirmesi kullanılarak işlenmiştir. Elde edilen verilerin analizinde İlişkili Örneklemler t-testi, İlişkisiz Örneklemler t-testi, ve Çift-Faktörlü Kovaryans Analizi kullanılmıştır. Araştırmanın sonuçları, portfolyo değerlendirmesi kullanılan öğretimin istatistik başarısını deney grubu lehine anlamlı düzeyde etkilediğini göstermiştir

Teaching method preferences of teachers: The cooperative teaching method

Teachers’ preferred teaching methods are of the utmost importance. The aim of this qualitative study is to examine 47 primary and secondary-school teachers’ (1) teaching method preferences, (2) reasons for group work preferences, and (3) implementation paths for the methods they use. Results show that (1) teachers mostly prefer direct instruction; group work is the second preference; (2) permanent learning, physical conditions, and comprehensive programs are the result of the preference; (3) while teachers are implementing the cooperative method, they implement activities and projects at all levels, form the groups themselves based on students’ qualifications, and see the highest success in 4th, 6th, and 11th grades

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

As an innovative active learning method, flipped learning provides students with several opportunities. This study was conducted to reveal the trends and outcomes in research into the flipped learning approach published between 2012 and 2018. Descriptive content analysis was used to review 316 research and conceptual articles published in academic journals included in five significant databases that ascribe to journals the highest impact factor. The results indicate that most of the studies are conducted with students as the most frequent study group and with a mixed-method research design in the subject areas of education and medicine. The flipped learning approach is mostly conducted in higher education. As a region, Asia has taken the lead in flipped learning studies. Finally, the outcomes of flipped learning indicate an increase in student performance and positive influence on cognitive, affective, and soft skills.WOS:000616425700001Scopus - Affiliation ID: 60105072Emerging Sources Citation IndexArticle; Early AccessUluslararası işbirliği ile yapılan - HAYIRŞubat2021YÖK - 2020-2

Teacher educators in k-12 classrooms: how to nurture professional development and research

Four mathematics teacher educators taught 5th grade mathematics for one year at a disadvantaged public school in a metropolitan city in Turkey. Teacher educators (TE) met every week for 10 months where they discussed what to teach, how to teach and reflected on implementation of their shared planning (Regular Meetings). In some meetings, there was a special focus on teaching and learning of fractions (Fraction Research Meetings). Videotapes of the first six Regular Meetings and six of the Fraction Research Meetings were analyzed. The focus of qualitative analyses was on how the pedagogical content knowledge (PCK) was constructed during meetings. References evidencing TEs' knowledge of students, instructional strategies and assessment were revealed more frequently during the Fraction Research Meetings compared to the Regular Meetings. Findings showed that TEs were more focused on what questions to ask in the classroom and shared their experiences about students' mathematical thinking more frequently. Framing planning and reflection discussions with a focus on conducting research was a productive way of nurturing professional development for TEs. Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.Scopus - Affiliation ID: 60105072Şuba