Eğitim Bilimleri

The purpose of this study was to compare the efficiency of CCC(3C) and calculation strategies instruction on the improving fluency levels of addition and multiplication of fourth grade students. The research has been conducted to four female and two male students who were at the fourth grade of Primary School in Çanakkale. "Adapted Alternating Treatment Design" which was one at the single subject designs, was used as a research design. Students are divided into three small groups with random sampling Each group attended sessions twice a day at different times. Sessions are made to be 4 times per week in lessons. For example, the students have worked to improve their multiplication fluency with 3C technique in first session and they worked to improve their addition fluency with instruction calculation strategies in other session. Each session has been directed by the author herself. For reliability findings; three session was followed by a selected observer. Research has continued for three weeks. According to the findings; The 3Cs and calculation strategies have similarly affected the increasing of the fluency levels of addition and multiplication.As a result of the interviews, the students prefer more to calculation teaching strategies presented in small groups with games and activities. The findings of the social comparison have displayed that, after teaching sessions, the means of the fluency levels of addition and multiplication of the fourth-grade student-participants who were unsuccessful in maths became either closer to or greater than the means of the fluency levels of the rest of the fourth-grade students.

Abstract: The purpose of this research is to suggest how to be a dyscalculic student and
how to learn the difficulty of learning mathematics by means of dyscalculia. For this purpose, the
answer was searched firstly for the question of dyscalculia and then the characteristic features of
dyscalculic students were described. In accordance with the main purpose of the study,
recommendations are given to the teachers in the following sections. Given the low mathematical
success of any exam in Turkey, the dyscalculia is a learning difficulty that is very unknown to the
country but is very important. It is important that teachers know how to deal with this difficulty.
This analytical study based on the rewiev of the literature has made to address dyscalculia. Another
goal is to ensure that the study is the premise for future research. The article concludes with a short
review of the activities, books, materials and games available on the internet, which can help a
dyscalculic student.
Keywords: Dyscalculia, Mathematics, Mathematics Learning Disability, Learning Disability.

The main purpose of this study was to investigate how well certain students in a high school solve non-routine problems. These problem situation required the use of their conceptual understanding of mathematics and their procedural knowledge of the algorithm involved in the solution. Results of analysis of students' solutions showed that each student employed at least three problem solving strategies. Nine out of the ten possible problem solving strategies were used at least once to solve the eight non-routine problems. The most frequently used strategies were making systematic list, looking for patterns, logical reasoning and making a model or diagram. Those who performed well were also proficient in the use of solution strategies.

The main purpose of this study was to investigate how well certain students in a high school solve non-routine problems. These problem situation required the use of their conceptual understanding of mathematics and their procedural knowledge of the algorithm involved in the solution. Results of analysis of students’ solutions showed that each student employed at least three problem solving strategies. Nine out of the ten possible problem solving strategies were used at least once to solve the eight non-routine problems. The most frequently used strategies were making systematic list, looking for patterns, logical reasoning and making a model or diagram. Those who performed well were also proficient in the use of solution strategies.

Bu arastirmanin amaci, Kapat-Kopyala-Karsilastir (3K) teknigi ve hesaplama stratejileri ogretiminin, 4.sinif ogrencilerinin toplama ve carpma islemleri akicilik duzeylerini gelistirmede etkililiklerinin karsilastirilmasidir. Arastirma, Canakkale ilinde bir ilkokuldaki dort kiz ve iki erkek ogrenci ile gerceklestirilmistir. Arastirmada tek denekli deneysel modellerden, uyarlamali donusumlu uygulamalar modeli kullanilmistir. Ogrenciler yansiz atama ile ucer kisilik kucuk gruplara ayrilmistir. Her grup farkli saatlerde bir gun icinde iki kez oturuma katilmistir. Oturumlar ders saati icerisinde haftada 4 kez olacak sekilde yapilmistir. Ornegin ogrenciler ilk oturumda 3K teknigi ile carpma islemi akiciligi icin diger oturumda hesaplama stratejileri ogretimi ile toplama islemi akiciliklarini gelistirmek icin calismislaridir. Her oturumu yazarin kendisi yonetmistir. Guvenirlik bulgulari icin yeter sayida oturumu secilen bir gozlemci izlemistir. Arastirma uc hafta surmustur. Arastirmanin bu...

PISA nedir? Açılımı "Uluslararası Öğrenci Değerlendirme Programı" olan PISA, Ekonomik İşbirliği ve Kalkınma Örgütü (OECD) tarafından üçer yıllık dönemler hâlinde, 15 yaş grubundaki öğrencilerin kazanmış oldukları bilgi ve becerileri değerlendiren bir araştırma projesidir. PISA Projesi'nin amacı nedir? PISA'nın temel amacı, gençlerimizi daha iyi tanımak; onların öğrenme isteklerini, derslerdeki performanslarını ve öğrenme ortamları ile ilgili tercihlerini daha açık bir biçimde ortaya koymaktır.

Aim. The aim of this research is to identify student perceptions of the current organizational culture type in four agship Turkish public universities. Its further goal after this diagnosis was to help the researchers and policy makers to deeply understand the actual situations and make recommendations for organizational culture change and educational innovations. Methods. We applied a mixed-method approach to collect data. The quantitative method consisted of 964 applications of the instrument of OCAI to bachelor students. The qualitative method included 19 semi-structured interviews to foll ow up and verify the results from the survey to have a deeper insight into Turkish HEIs. Results. The variety of ndings through survey and interviews revealed and validated that the dominant culture type of Turkish universities regarding students is hierarchy followed by market culture. It is probable that the national cultural structure of the Turkish society is a result of this nding. It appears that Turkey has a hierarchical workplace attributing control, order, authority, and smooth functioning. Conclusions. Based on student perceptions, this study can provide policy makers, academic leaders, academic staff and employees in administrative units with a broader knowledge of the current organizational culture type in universities in Turkey, and identify the strengths and weaknesses of organizational culture in universities and to improve the quality through making innovations.

Aim. The aim of this research is to identify student perceptions of the current organizational culture type in four flagship Turkish public universities. Its further goal after this diagnosis was to help the researchers and policy makers to deeply understand the actual situations and make recommendations for organizational culture change and educational innovations. Methods. We applied a mixed-method approach to collect data. The quantitative method consisted of 964 applications of the instrument of OCAI to bachelor students. The qualitative method included 19 semi-structured interviews to follow up and verify the results from the survey to have a deeper insight into Turkish HEIs. Results. The variety of findings through survey and interviews revealed and validated that the dominant culture type of Turkish universities regarding students is hierarchy followed by market culture. It is probable that the national cultural structure of the Turkish society is a result of this finding. It...

Bu araştırmanın amacı ortaöğretim okullarında görev yapan öğretmenlerin akıllı tahtaya yönelik tutumlarını incelemektir. Araştırma öğretmenlerin akıllı tahtaya yönelik tutumları ile cinsiyet, yaş, akıllı tahtayı günlük kullanım süresi ve haftalık kullanım saatlerinin bu tutumlar üzerindeki etkisini ortaya koymaya çalışmaktadır. Araştırmanın çalışma grubunu 2012-2013 öğretim yılında Çanakkale ilinde görev yapan 130 gönüllü öğretmen oluşturmaktadır. Araştırma verileri "Akıllı Tahta Tutum Ölçeği" ile toplanmıştır. Araştırma sonucunda öğretmenlerin akıllı tahtaya yönelik olumlu tutumlar geliştirdiği, cinsiyet ile yaşa göre akıllı tahtaya yönelik öğretmen tutumlarının değişmediği, akıllı tahtayı daha uzun süre ve haftalık olarak daha fazla saat kullanan öğretmenlerin tutumlarını etkilediği, akıllı tahtaya uzun süre vakit ayıran öğretmenlerin akıllı tahtanın motivasyonel ve öğretimsel etkilerine yönelik tutumlarının daha yüksek olduğu görülmüştür.

Educational technologies are used as an effective tool in achieving educational objectives. In this research, it is aimed to examine teachers' opinions about the effectiveness level of digital technology in acquiring cognitive objectives. The research was conducted as the sequential explanatory mixed research design. "A questionnaire of technology beliefs for cognitive objectives" and semi-structured interview form developed by the researchers were applied. At the end of the research, it was concluded that teachers' views about the effectiveness of digital technologies in achieving cognitive objectives were generally high. The teachers think that smart boards and Web 2.0 are the most effective tools. Respectively computer, tablet pc, smartphone and Web 1.0 come next in that list. It has been seen that smart board and Web 2.0 technologies play an effective role in the acquisition of cognitive objectives by enabling the development of different parameters.

In the research, it is aimed to analyze the roles of teachers teaching in distance education in the Covid-19 pandemic period and to investigate the obstacles encountered in the realization of these roles. The aim of the research is examined with the post-positivist paradigm and analyzed with the phenomenological design which is one of the qualitative research methods. In the research, participants were chosen from the teachers of Mathematics, Foreign Language, Science, Turkish and Social Studies who teach at least 15 hours or more per week in distance education. The data collection process in which data triangulation was performed included diaries kept by teachers for five days, individual interviews and focus group interviews. Transcripted data were analyzed by content analysis technique. According to the findings of the research, it was observed that the roles of the teachers who participated in the study were “communicator”, “collaborator”, “facilitator” and “learner” teacher dur...

The information technologies have a great importance for the people, since they facilitate the life and institutions' acts and processes. The information technologies that are used in education system, are expected to be an effective tool for achieving in educational goals. In the education process, goals are determined according to the learning areas and the goals are tried to be gained in the determined areas. Affective objectives are of particular importance. Limitations in achieving affective goals lie at the root of students' alienation to education. It is thought that digital technologies can have a significant effect on the elimination of the limitations in the achievement of affective objectives and on the achievement of these objectives. For this reason, the opinions of the teachers who are the implementers of the curriculum are important. This research is designed according to the explanatory sequential mixed research design. The principles of research and publication ethics were respected in the research. The data of the research were collected in 2017. "A questionnaire of technology beliefs for affective objectives" and semi-structured interview form developed by the researchers were used for conduct this research. At the end of the research, it was observed that teachers have strong opinions about the effectiveness of technologies in gaining affective objectives. Smart boards and Web 2.0 are thought the most effective tool by the teachers. Respectively, computer, tablet pc, smartphone, web 1.0 come next in that list. Effectiveness of smart board is explained by

In the research, it is aimed at to examine the self-efficacy levels of information technology of secondary school mathematics teachers according to gender. The study also finds out whether the self-efficacy levels of male and female teachers differ according to professional experience. In the study, a causal comparative research design one of the quantitative research methods is used. The research population is composed of secondary school mathematics teachers taught in Çanakkale. Based on the principle of volunteering, participants were reached by using "random sampling technique". A total of 168 teachers, 71 males and 97 females, participated in the research. With this technique, the "Self-efficacy Perceptions Scale of Teachers' Information Technology" developed by Ekici, Ekici and Kara (2012), consisting of 27 items, was used as data collection tool. The results of the study revealed that male and female mathematics teachers' self-efficacy levels of IT are "high" (over total score) according to the rating between "very low" and "very high". It was found out that self-efficacy levels of male teachers are higher than selfefficacy levels of female teachers. In addition, it was seen that self-efficacy levels of male teachers are higher than female self-efficacy levels in each professional experience.

Bu araştırmanın amacı ortaöğretim okullarında görev yapan öğretmenlerin akıllı tahtaya yönelik tutumlarını incelemektir. Araştırma öğretmenlerin akıllı tahtaya yönelik tutumları ile cinsiyet, yaş, akıllı tahtayı günlük kullanım süresi ve haftalık kullanım saatlerinin bu tutumlar üzerindeki etkisini ortaya koymaya çalışmaktadır. Araştırmanın çalışma grubunu 2012-2013 öğretim yılında Çanakkale ilinde görev yapan 130 gönüllü öğretmen oluşturmaktadır. Araştırma verileri "Akıllı Tahta Tutum Ölçeği" ile toplanmıştır. Araştırma sonucunda öğretmenlerin akıllı tahtaya yönelik olumlu tutumlar geliştirdiği, cinsiyet ile yaşa göre akıllı tahtaya yönelik öğretmen tutumlarının değişmediği, akıllı tahtayı daha uzun süre ve haftalık olarak daha fazla saat kullanan öğretmenlerin tutumlarını etkilediği, akıllı tahtaya uzun süre vakit ayıran öğretmenlerin akıllı tahtanın motivasyonel ve öğretimsel etkilerine yönelik tutumlarının daha yüksek olduğu görülmüştür.

Tüm dünyada yaşanan Covid-19 pandemisi hayatın her alanını doğrudan etkileyerek olağan yaşam sürecinde değişimlerin yaşanmasını sağlamıştır. Eğitim de bu alanlardan biridir. Pandeminin eğitim sürecini kesintiye uğratmasına yönelik ülkelerin göstermiş olduğu reflekslerle, eğitimin pandemi gibi kriz dönemi / dönemlerinde de sürdürülebilir olması için çabalar ortaya konulmuştur. Bu süreçte çeşitli uluslararası kuruluşlar, eğitim sürecinin sağlıklı bir şekilde yürütülebilmesi için tüm dünya ülkelerine çeşitli önerilerde bulunmuşlardır. Uluslararası örgütlerin önerileri incelendiğinde, eğitime ilişkin yaklaşımlarında benzerliklerin ve farklılıkların olduğu görülmektedir. Bu çalışmada, uluslararası örgütlerin Covid-19 pandemisi sürecinde eğitime yönelik önerilerinin incelenmesi ve Türkiye'nin eğitim sürecindeki uygulamalarının bu örgütlerin ortaya koyduğu önerilerle ne ölçüde örtüştüğünün karşılaştırılması amaçlanmaktadır. Bu çalışma derleme çalışması olarak gerçekleştirilmiştir. Çalışma sonuçlarına göre uluslararası örgütlerin yapmış olduğu öneriler genel anlamda eğitim politikaları, öğretmen ve öğrenci, uzaktan eğitim ve teknoloji başlıkları altında toplanmaktadır. Bu başlıklar altında toplanan benzer ve farklı öneriler yer almaktadır. Türkiye'de pandemi sürecinde yapılan bu çalışmalar uluslararası örgütlerin "öğrencinin akademik desteğinin sağlanması", "ücretsiz ve açık kaynak teknolojiler", "öğrenme materyallerine erişim" ve "öğrenme kaybını önleme" başlıklarındaki önerileri ile "iletişim", "geri bildirim", "öğretmen eğitimi", "mesleki gelişim", "öğretmenlerin desteklenmesi", "materyallere / kaynaklara erişme" gibi konu başlıklarına ilişkin önerilerinin örtüşmekte olduğu görülmektedir. Türkiye'de Covid-19 salgını sürecinde ortaya çıkarılan yol haritalarının uluslararası örgütlerin önerileriyle örtüştüğü anlaşılmaktadır.

Bu araştırmada bilgisayar ve öğretim teknolojileri eğitimi öğretmen adaylarının öğretmenlik ve bilgisayar öğretimi öz yeterlilik algıları ve bu algılar arasındaki ilişkilerin incelenmiştir. Araştırma 184 bilgisayar ve öğretim teknolojileri eğitimi öğretmen adayının katılımıyla gerçekleştirilmiştir. Araştırma verileri TSES-Öğretmen Öz Yeterlik Ölçeği ve "Bilgisayar Öğretmenliği Öz Yeterlik Ölçeği ile toplanmıştır. Araştırma sonuçunda öğretmen adaylarının bilgisayar öğretimi öz yeterlik algılarının cinsiyete ve sınıf düzeyine göre değiştiği, bilgisayar öğretimi öz yeterlik algısı ile öğretmenlik özyeterlik algısı arasında orta düzeyde pozitif yönde ilişki olduğu bulunmuştur.