128 research outputs found

    TURKEY IN 1968 MEXICO CITY OLYMPIC GAMES

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    State of the Republic of Turkey the first time in 1924 in Paris participated in Olympiads, which is the most important of international sport organizations. For sports organization of young Republic of Turkey has been new, Turkish sportsmen couldn’t show any success in these Olympic Games. They gained an experience by participating in such international organization. Later on, Turkey participated in 1928 Amsterdam, 1936 Berlin, 1948 London, 1952 Helsinki, 1956 Melbourne, 1960 Rome and 1964 Tokyo Olympic Games [1]. Turkey participated in 1968 Mexico City Olympic Games with group of 49 people, 29 of which were sportsmen in such branches as athletics, boxing, wrestling and shooting [2]. Due to high altitude of the Mexico in addition to problems came up between the President of Turkish Wrestling Federation of that period and Turkish national wrestlers before 1968 Mexico City Olympic Games, Turkey contented itself with championship of Mahmut Atalay and Ahmet Ayık in freestyle wrestling and with fourth place of İsmail Akçay in athletics marathon branch.   Article visualizations

    Reflections from lesson study: A perspective to promote students’ metacognitions in the problem solving environment

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    The aim of the study is to reflect the lesson study cycles, applied with middle school mathematics teachers, to promote students' metacognitions in the problem solving environment. Four mathematics teachers participated this research. The lesson study cycles were carried out two different groups separately. Five lesson study cycles were carried out. Interviews used as data collection tools. In conclusion, it is determined that the lesson study has positive effects on the behaviors of mathematics teachers and on promoting the students’ metacognitions, in the problem solving environment. However, the teachers’ belief is an effective issue on the behaviors. © The Turkish Online Journal of Educational Technology

    Knowledge types used by eighth grade gifted students while solving problems

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    This study aims to determine how primary school eighth grade (14 years old) gifted students use knowledge types while solving problems. In the context, the data were collected through clinical interviews conducted with three gifted students. The students' voice recordings during problem solving and the solutions they wrote on the paper formed the data of the study. We found out that gifted students use more algorithmic knowledge and less schema knowledge in the problems that they had to solve. It can be said that the reduced usage of schema knowledge is likely to be a result of the fact that the gifted students produce different solutions using the field knowledge instead of remembering the schemas of similar problems they have encountered before
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