Kolb'un Deneyimsel Öğrenme Kuramına Dayalı Öğrenme Stilleri Envanteri-III'ü Türkçeye Uyarlama Çalışması

Bireyler farklı yollarla öğrenmektedir. Öğrenme öğretme sürecinde kullanılan yöntemlerin ve eğitim teknolojisinin tüm öğrencilerde olumlu gelisme olusturmaması, öğrenme stilleri konusuna yoğunlasma sürecini baslatmıstır. Öğrenmenin farklı düzeylerde gerçeklesmesinin tek etkeni olmasa da öğrenme stilleri, öğrenme öğretme sürecinin en önemli bilesenlerindendir. Öğrenme stilleri çok boyutlu bir kavramdır. Farklı boyutlara odaklanılarak bir çok öğrenme stili modeli ve envanteri gelistirilmistir. Bu çalısmada, eğitim bilimleri alan yazınında önemli bir yere sahip olan D. A. Kolb'un deneyimsel öğrenme kuramı hakkında bilgi verilmekte ve bu kuramın bir uzantısı olarak ortaya koyduğu öğrenme stilleri envanteri'nin (III.Versiyon) Türkçeye uyarlanması sunulmaktadır. Örneklemi 320 öğrencinin olusturduğu arastırmanın bulguları, Kolb Öğrenme Stilleri Envanteri-III'ün Türkiye'deki ilköğretim öğrencilerinin öğrenme stillerinin belirlenmesinde kullanılabilecek düzeyde geçerli ve güvenilir olduğunu göstermektedir. Individuals learn in different ways and gain information quite differently. As teaching methods and education technologies used in the learning process do not fulfill the expectations, this leads to initiate and focus on learning styles process. Learning style is not the only agent that causes differences in learning however it is accepted as one of the most important components of the learning process. Focusing on different aspects, scholars have developed various learning styles inventories. This study gives information about Kolb's experiential learning theory and aims Learning Styles Inventory adaptation to Turkish primary school students. The sampling consists of 320 primary pupils. The findings indicate that Kolb's Inventory is reliable and valid to be used in identifying Turkish students' learning styles

Öğretmen Adaylarının Yaşam Boyu Öğrenme Yeterliklerine Yönelik Algıları

The aim of this study was to investigate prospective teachers’ perceptions towards their lifelong learning competencies. The research was carried out at Canakkale Onsekiz Mart University’s Faculty of Education. The study group consisted of 551 4th grade preservice teachers. Data of the research were collected with “The Scale of Key Competences for Lifelong Learning” developed by Şahin, Akbaşlı and Yanpar Yelken (2010). The data were analysed by ANOVA, the independent t test and the Scheffe test. The findings demonstrated that prospective teachers’ perceptions towards their lifelong learning competencies changed siginificantly in accordance with gender and departments. It was found that prospective teachers feel that they are most competent in communication in their native language and least competent in communication in foreign languages and in social and civic competencesBu çalışmanın amacı, öğretmen adaylarının (N=551) yaşam boyu öğrenme yeterliklerine yönelik algılarını incelemektir. Çalışma grubunu Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi son sınıf öğrencileri oluşturmuştur. Veriler Şahin, Akbaşlı ve Yanpar Yelken (2010) tarafından geliştirilen “Yaşam Boyu Öğrenme İçin Anahtar Yeterlikler Ölçeği” ile toplanmıştır. Araştırma verileri ANOVA, bağımsız t testi ve Scheffe testi ile analiz edilmiştir. Analiz sonuçlarına göre öğretmen adaylarının yaşam boyu öğrenme yeterliklerine yönelik algıları cinsiyet ve öğrenim görülen anabilim dalı açısından istatistiksel olarak anlamlı farklılık göstermektedir. Öğretmen adaylarının kendilerini en yeterli hissettiği alanın anadilde iletişim, en yetersiz hissettikleri alanların yabancı dilde iletişim ile sosyal ve vatandaşlıkla ilgili yeterlikler olduğu belirlenmiştir

Investigating Prospective Teachers\' Perceived Levels of Competence towards Measurement and Evaluation

The aim of this study was to investigate the perceived competence level of prospective teachers (N=486) in terms of measurement and evaluation. The research was carried out at Canakkale Onsekiz Mart University, Faculty of Education. The sample of the study consisted of 486 4th grade prospective teachers. In the process of data collection Competence Perception Scale towards Measurement and Evaluation (Karaca,2003) was used. The data were analyzed by the Mann-Whitney U and the Kruskal Wallis-H tests. Results derived from the analyses showed that the perceived competence level of prospective teachers was medium. It was found that prospective teachers feel that they were least competent in alternative measurement and evaluation techniques. The findings demonstrated that there were no significant differences of prospective teachers’ perceived competence level in terms of gender; however in terms of measurement and evaluation, their competence level changed significantly accordance with departments and preparation for the Public Personnel Selection Examinatio

Investigation of choice of teaching strategies of science teachers’ in terms of some variables

Bu araştırma, fen bilgisi öğretmenlerinin tercih ettikleri öğretme stratejilerinin çeşitli değişkenler açısından incelemesi amacıyla gerçekleştirilmiştir. Aydın ili merkez ilçede görev yapmakta olan 78 fen bilgisi öğretmeninin katılımı ile gerçekleştirilen araştırmada, “Öğretme Stratejileri Ölçeği” kullanılmıştır. 21 madde ve 3 alt boyuttan oluşan ölçme aracı ile elde edilen verilerin analizinde parametrik testlerden t-testi, nonparametrik testlerden Kruskal Wallis H-testi ve Mann-Whitney-U testi kullanılmıştır. Sonuç olarak; fen bilgisi öğretmenlerinin tercih ettikleri öğretme stratejilerinin görev yapılan okulun sosyo-ekonomik düzeyi, cinsiyet, mezun olunan eğitim kurumu, kıdem, hizmet içi eğitim alma durumu ve haftalık ders yükü değişkenlerine göre istatistiksel olarak anlamlı bir farklılık göstermediği sonucuna ulaşılmıştır.This research was conducted for analyzing science teachers’ choice of teaching strategies according to different variables. As a data collection tool, “Teaching Strategies Scale” was applied to 78 science teachers that carry out their duties in the central district of Aydın. The scale has 21 items and 3 sub-scales. In the analysis of the data, t-test which is one of the parametric tests and also Kruskal Wallis H-test and Mann- Whitney-U test which is one of the nonparametric tests were used. As a result, science teachers’ choice of teaching strategies do not show strategically significant difference according to socio-economic level, gender, graduated educational instituation, seniority, status of having in-service training, weekly course load

Teachers’ and students’ opinions about teachers’ efficacy on teaching proccess

Araştırmada öğretmen ve öğrenci görüşleri açısından ortaöğretim öğretmenlerinin öğretme sürecindeki davranışları irdelenmiştir. Bu amaçla, 667 lise öğrencisi ile bu öğrencilerin ders aldığı 121 öğretmene, Saracaloğlu tarafından geliştirilen “Sınıf İçi Öğretmen Davranışları Ölçeği” (SÖDÖ) uygulanmıştır. Araştırmada verilerin yüzde dökümleri alınmış, aritmetik ortalama, standart sapma, minimum ve maksimum değerleri hesaplanmıştır. Verilere alt problemler doğrultusunda ANOVA, t, Scheffe ve LSD testleri uygulanmıştır. Bulgular incelendiğinde, öğretmenler etkili sınıf-içi davranışlar gösterme konusunda kendilerini yeterli görürken, etkileşimin diğer tarafında bulunan öğrenciler bunun tersi görüşe sahiptir. Sonuç olarak; ortaöğretim öğretmenlerin öğrenme-öğretme sürecine ilişkin görüşlerinin mevcut durumu yansıtmadığı görülmektedir. Bu konuya ilişkin öğretmenlere farkındalık kazandırılmalıdır.In this study, high school teachers’ behaviors examined with respect to students’ and teachers’ views. For this aim, “Teacher Behaviors in Classroom Scale”, which is developed by Saracaloğlu, was applied to 667 high school students and 121 teachers. Percent, average, standard deviation, minimum and maximum scores calculated for data analysis. ANOVA, t, Scheffe and LSD analysis was occurred according to the subproblems. When we examine the findings, it is seen that teachers think they are “sufficient” for effective classroom behaviors; however, students, who are on the other side of the interaction, have the opposite view. As a result, teachers’ opinions about learning-teaching process do not reflect the actual case. Teachers awareness about this concept should be increased

Algorithmic thinking and creativity: a deck of cards for early childhood education

The challenges presented to educational systems and researchers about algorithmic thinking are wide and exciting. Several initiatives are working on contributions. In the framework of a European Project focused on algorithmic thinking skills through play-based learning, we undertook the development of a resource for introducing algorithmic thinking to teachers and children in Early Childhood Education. The paper presents the resource, a deck of cards, highlighting its connections to creativity and algorithmic thinking. The paper briefly introduces the research design in place to pilot together with preliminary data from the tests with future teachers and a group of 5 years-old children. The deck of cards has been well received by both future teachers and children. The simple drawings are considered attractive and allow for diverse decisions about what to represent. Conditions, in particular, were well received by children. Further analysis of existing data will provide more information regarding the potential and limitations of the deck of cards.info:eu-repo/semantics/publishedVersio

Curriculum –Integration of Algorithmic Thinking Skills into Preschool Education

ALGOLITTLE is an EU funded Erasmus+ KA203 project seeking the ways of integrating algorithmic thinking skills into preschool education to cultivate future’s code literates starting from the earliest years. When we consider the COVID-19 outbreak process, while a transformation has been being experienced in every field, education has also been digitalized in a tremendous way. These developments promise the systems digitalized in a more global scale. Therefore, it becomes important to raise individuals with the skills allowing them to keep up with the expectations of the 21st century business world. ALGOLITTLE project consortium consists of 6 partners: İzmir Democracy University (Turkey), Scuola di Robotica (Italy), University of Maribor (Slovenia), University of Rijeka (Croatia), Instituto Politecnico de Viseu (Portugal) and Educloud Ed-Tech (Turkey). The consortium has been developing a curriculum and teaching materials to equip early childhood education undergraduates with the new skills which modern world demands and support them to become competent to meet the requirements of their future professions. Algorithmic thinking skills are defined as thinking about the steps to achieve a determined objective in a clear and detailed way (Brown, 2015). This term was suggested for the first time by Wing (2006) and is based on the studies of Seymour Papert (Papert, 1980, 1991). Wing (2006) claims that algorithmic thinking requires “solving problems, designing systems and understanding human behaviour by benefiting from the basic concepts of computer science”. And this becomes an opportunity in teacher education to ensure undergraduate students gain contemporary and innovative skills.info:eu-repo/semantics/publishedVersio