The purposes of this study were to evaluate the effect of year on pre-service teachers’ epistemol... more The purposes of this study were to evaluate the effect of year on pre-service teachers’ epistemological beliefs and their teaching concerns as well as to investigate the relationship between teaching concerns and epistemological beliefs. One hundred seventy seven mathematics pre-service teachers enrolled in the Department of Secondary Mathematics Education in two universities participated in the present study. Two instruments: Teaching Concerns Checklist and Schommer Epistemological Questionnaire were used for data collection. Two MANOVAs were conducted to determine the effect of year on pre-service mathematics teachers ’ epistemological beliefs and their teaching concerns. In order to find out the relationship between pre-service teachers ’ teaching concerns and their epistemological beliefs, canonical analysis was conducted. It was found that there were no significant mean differences among pre-service teachers attending different years regarding teaching concerns, whereas there w...
The purpose of this study is to find out Turkish prospective teachers' subject matter knowled... more The purpose of this study is to find out Turkish prospective teachers' subject matter knowledge of variables and pedagogical content knowledge of variables and also the nature of the interactions between these two types of knowledge. One hundred and eighty four students participated in the study. Questionnaires were distributed to 2nd, 3rd, 4th year mathematics education faculty students of three different universities. The questionnaire included 16 fixed and open-ended questions about (a) the principal uses of variables, (b) the awareness about different roles of variables, (c) the flexibility, versatility and connectedness among the different roles and uses, and (d) ways of presenting the subject matter, (e) curriculum knowledge. As a follow-up study, ten students of different year groups who completed this questionnaire were interviewed. The outcome of this study is that prospective teachers have different perceptions of the notion of the variable which are reflected in their...
Although practical work is a major component of science education, it is questionable whether it ... more Although practical work is a major component of science education, it is questionable whether it is used effectively in science classes or not. This article provides a critical review of practical work in science education by discussing the nature of practical work in schools. It is concluded that practical work, which is used in the context of suitable teaching styles, where students can relate to their learning, will be more beneficial to the students than the practical work in which students are led “cookbook” style through a set of instructions.
In this study, prospective teachers’ pedagogical content knowledge (PCK) of variables are examine... more In this study, prospective teachers’ pedagogical content knowledge (PCK) of variables are examined by means of questionnaires answered by 184 prospective mathematics teachers from three different universities, and semi-structured interviews with 10 students. The respondents were from three different year groups. The data was analysed by putting responses into categories. The results suggest that the teacher candidates have different perceptions of the notion of the variable which are reflected in their pedagogical content knowledge in a complex way. The findings help our conceptualisation of PCK. This study suggests that also prospective teachers can possess PCK.
Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 2014
The purposes of this study were to evaluate the effect of year on pre-service teachers’ epistemol... more The purposes of this study were to evaluate the effect of year on pre-service teachers’ epistemological beliefs and their teaching concerns as well as to investigate the relationship between teaching concerns and epistemological beliefs. One hundred seventy seven mathematics pre-service teachers enrolled in the Department of Secondary Mathematics Education in two universities participated in the present study. Two instruments: Teaching Concerns Checklist and Schommer Epistemological Questionnaire were used for data collection. Two MANOVAs were conducted to determine the effect of year on pre-service mathematics teachers’ epistemological beliefs and their teaching concerns. In order to find out the relationship between pre-service teachers’ teaching concerns and their epistemological beliefs, canonical analysis was conducted. It was found that there were no significant mean differences among pre-service teachers attending different years regarding teaching concerns, whereas there was...
The concept of variable is one of the most fundamental concepts in mathematics from elementary sc... more The concept of variable is one of the most fundamental concepts in mathematics from elementary school through to university. However, research conducted in many countries indicates that students experience difficulties on their journey to learning the concept of variable. Although it is so fundamental and so difficult to learn for some, we do not know enough about teachers’ or prospective teachers’ knowledge base for teaching this concept; in particular subject matter knowledge and pedagogical content knowledge. This paper concentrates on prospective secondary mathematics teachers’ knowledge and understanding of this fundamental conceptthe concept of variable. It is based on a study of the relationships between subject matter knowledge and pedagogical content knowledge of variables.
There are different kinds of assessment. The purpose of this article is to investigate formative ... more There are different kinds of assessment. The purpose of this article is to investigate formative assessment and the link between formative assessment and learning in great depth. Formative assessment can be used to determine children’s knowledge or understanding in order to give feedback and to help to plan the appropriate next steps for pupils’ learning. Therefore, it can be stated that formative assessment is vital for the enhancement of students’ learning. Although it seems difficult to apply formative assessment in classrooms, questions teachers ask and some open-ended tests can still give an idea of what pupils think and help teachers plan the next steps for their teaching.
Bu çalışmanın amacı, Ankara'da iki farklı üniversitenin orta öğretim kimya ve matematik öğretmen ... more Bu çalışmanın amacı, Ankara'da iki farklı üniversitenin orta öğretim kimya ve matematik öğretmen adaylarının öğretmenliği tercih etme nedenlerini incelemektir. Çalışmaya 38 öğretmen adayı katılmıştır. Katılımcıların öğretmenlik mesleğini tercih etme nedenlerini anlayabilmek için onlardan iki açık uçlu soruya cevap vermeleri istenmiştir. Bu cevaplar incelendikten sonra kategoriler oluşturulmuştur. Verilerin analizi, katılımcıların daha çok içsel ve dış etkenlerden dolayı öğretmen olmayı istediklerini ortaya çıkarmıştır. Öğretmen adaylarının, öğretmeyi sevmesi, öğrencilik yıllarında kendi matematik ya da kimya öğretmenlerinden olumlu şekilde etkilenmeleri ve kimya ya da matematik alan bilgisine karşı duyulan sevgi, öğretmenliği tercih etme nedenlerinin başında gelmektedir.
Studies that explore pedagogical content knowledge (PCK) in the field of mathematics education da... more Studies that explore pedagogical content knowledge (PCK) in the field of mathematics education date back to the turn of the century in Turkey. In recent years, studies on PCK have gained momentum. Master' s theses and doctoral dissertations have been written on PCK. In this context, there is a need to analyze the studies on PCK in Turkey to discover the dominant trends and to determine the gaps in the field. Understanding the current situation is important and essential for researchers in this field. Thus, this study analyzes PCK studies in the field of mathematics education in Turkey by using the meta-synthesis approach. As part of this study, 56 studies, which include 24 dissertations, 27 articles, and five proceedings all published between 2004 and 2015, have been analyzed. These studies were analyzed thematically and methodologically. Analyses of these works revealed that most of the studies had concentrated on determining the existing PCK of teacher candidates and that the most extensively studied PCK components were knowledge about students and knowledge of teaching strategies and representations. In addition it was found that qualitative approach was dominant methodology of these studies and algebra was the mostly studied mathematical context.
Gaziosmanpasa Universitesi Sosyal Bilimler Arastirmalari Dergisi, 2007
Bu çalışmada öğretmen adaylarının değişkenler hakkındaki bilgileri incelenecektir. Üç farklı üniv... more Bu çalışmada öğretmen adaylarının değişkenler hakkındaki bilgileri incelenecektir. Üç farklı üniversiteden ve farklı sınıflardan 184 öğretmen adayından anketlerle veri toplanmıştır. Bu anketlerin kategorilere konularak analizinden sonra 10 öğretmen adayı seçilip röportaj yapılmıştır. Öğretmen adayları harfleri, alışkın olduğu durumlarda yani harflerin bilinmeyen rolü aldığı durumlarda kolayca kullanıyorlar. Diğer yandan harfleri genel sayı ya da fonksiyonlarda değişken olarak kullanmada zorlanıyorlar. Soruların seviyesine uygun ispat çeşitlerini kullanmıyorlar. Cevapları, rutin sorulara şipşak cevaplar vermeye hazır olduklarını gösteriyor. Bu çeşit bir anlayış 'eylem seviyesinde' bir anlayış olarak etiketlendirilebilir. Bu sorunun altında yatan ana sebep okullarımızda öğrencilerimizin en kısa sürede doğru cevabı bulmayı empoze edilmesiyle ilgili olabilir. Bu nedenle manayı bir kenara bırakıp, doğru cevabı bulmaya odaklanıyor olabilirler. Öğrencilerin manaya önem vermelerine yardımcı olmak için öğrencilerin öğrenmelerinin her aşamasında manayı aramalarına olanak sağlayacak sınıf ortamları oluşturmalıyız.
Hrvatski Casopis Za Odgoj I Obrazovanje, Jun 26, 2014
The purposes of this study were to evaluate the effect of year on pre-service teachers' epistemol... more The purposes of this study were to evaluate the effect of year on pre-service teachers' epistemological beliefs and their teaching concerns as well as to investigate the relationship between teaching concerns and epistemological beliefs. One hundred seventy seven mathematics pre-service teachers enrolled in the Department of Secondary Mathematics Education in two universities participated in the present study. Two instruments: Teaching Concerns Checklist and Schommer Epistemological Questionnaire were used for data collection. Two MANOVAs were conducted to determine the effect of year on pre-service mathematics teachers' epistemological beliefs and their teaching concerns. In order to find out the relationship between pre-service teachers' teaching concerns and their epistemological beliefs, canonical analysis was conducted. It was found that there were no significant mean differences among pre-service teachers attending different years regarding teaching concerns, whereas there was a significant effect of year on pre-service teachers' epistemological beliefs. Apart from that, canonical analysis revealed a significant relationship between teaching concerns and epistemological beliefs.
... Page 7. AYDIN, S., ET AL. 257 PRE-SERVICE CHEMISTRY TEACHERS' CHOICESEzgi: Ezgi ... more ... Page 7. AYDIN, S., ET AL. 257 PRE-SERVICE CHEMISTRY TEACHERS' CHOICESEzgi: Ezgi liked the teaching profession but wanted to work only in renowned private schools as a chemistry teacher. She is an average student. ...
The purposes of this study were to evaluate the effect of year on pre-service teachers’ epistemol... more The purposes of this study were to evaluate the effect of year on pre-service teachers’ epistemological beliefs and their teaching concerns as well as to investigate the relationship between teaching concerns and epistemological beliefs. One hundred seventy seven mathematics pre-service teachers enrolled in the Department of Secondary Mathematics Education in two universities participated in the present study. Two instruments: Teaching Concerns Checklist and Schommer Epistemological Questionnaire were used for data collection. Two MANOVAs were conducted to determine the effect of year on pre-service mathematics teachers ’ epistemological beliefs and their teaching concerns. In order to find out the relationship between pre-service teachers ’ teaching concerns and their epistemological beliefs, canonical analysis was conducted. It was found that there were no significant mean differences among pre-service teachers attending different years regarding teaching concerns, whereas there w...
The purpose of this study is to find out Turkish prospective teachers' subject matter knowled... more The purpose of this study is to find out Turkish prospective teachers' subject matter knowledge of variables and pedagogical content knowledge of variables and also the nature of the interactions between these two types of knowledge. One hundred and eighty four students participated in the study. Questionnaires were distributed to 2nd, 3rd, 4th year mathematics education faculty students of three different universities. The questionnaire included 16 fixed and open-ended questions about (a) the principal uses of variables, (b) the awareness about different roles of variables, (c) the flexibility, versatility and connectedness among the different roles and uses, and (d) ways of presenting the subject matter, (e) curriculum knowledge. As a follow-up study, ten students of different year groups who completed this questionnaire were interviewed. The outcome of this study is that prospective teachers have different perceptions of the notion of the variable which are reflected in their...
Although practical work is a major component of science education, it is questionable whether it ... more Although practical work is a major component of science education, it is questionable whether it is used effectively in science classes or not. This article provides a critical review of practical work in science education by discussing the nature of practical work in schools. It is concluded that practical work, which is used in the context of suitable teaching styles, where students can relate to their learning, will be more beneficial to the students than the practical work in which students are led “cookbook” style through a set of instructions.
In this study, prospective teachers’ pedagogical content knowledge (PCK) of variables are examine... more In this study, prospective teachers’ pedagogical content knowledge (PCK) of variables are examined by means of questionnaires answered by 184 prospective mathematics teachers from three different universities, and semi-structured interviews with 10 students. The respondents were from three different year groups. The data was analysed by putting responses into categories. The results suggest that the teacher candidates have different perceptions of the notion of the variable which are reflected in their pedagogical content knowledge in a complex way. The findings help our conceptualisation of PCK. This study suggests that also prospective teachers can possess PCK.
Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 2014
The purposes of this study were to evaluate the effect of year on pre-service teachers’ epistemol... more The purposes of this study were to evaluate the effect of year on pre-service teachers’ epistemological beliefs and their teaching concerns as well as to investigate the relationship between teaching concerns and epistemological beliefs. One hundred seventy seven mathematics pre-service teachers enrolled in the Department of Secondary Mathematics Education in two universities participated in the present study. Two instruments: Teaching Concerns Checklist and Schommer Epistemological Questionnaire were used for data collection. Two MANOVAs were conducted to determine the effect of year on pre-service mathematics teachers’ epistemological beliefs and their teaching concerns. In order to find out the relationship between pre-service teachers’ teaching concerns and their epistemological beliefs, canonical analysis was conducted. It was found that there were no significant mean differences among pre-service teachers attending different years regarding teaching concerns, whereas there was...
The concept of variable is one of the most fundamental concepts in mathematics from elementary sc... more The concept of variable is one of the most fundamental concepts in mathematics from elementary school through to university. However, research conducted in many countries indicates that students experience difficulties on their journey to learning the concept of variable. Although it is so fundamental and so difficult to learn for some, we do not know enough about teachers’ or prospective teachers’ knowledge base for teaching this concept; in particular subject matter knowledge and pedagogical content knowledge. This paper concentrates on prospective secondary mathematics teachers’ knowledge and understanding of this fundamental conceptthe concept of variable. It is based on a study of the relationships between subject matter knowledge and pedagogical content knowledge of variables.
There are different kinds of assessment. The purpose of this article is to investigate formative ... more There are different kinds of assessment. The purpose of this article is to investigate formative assessment and the link between formative assessment and learning in great depth. Formative assessment can be used to determine children’s knowledge or understanding in order to give feedback and to help to plan the appropriate next steps for pupils’ learning. Therefore, it can be stated that formative assessment is vital for the enhancement of students’ learning. Although it seems difficult to apply formative assessment in classrooms, questions teachers ask and some open-ended tests can still give an idea of what pupils think and help teachers plan the next steps for their teaching.
Bu çalışmanın amacı, Ankara'da iki farklı üniversitenin orta öğretim kimya ve matematik öğretmen ... more Bu çalışmanın amacı, Ankara'da iki farklı üniversitenin orta öğretim kimya ve matematik öğretmen adaylarının öğretmenliği tercih etme nedenlerini incelemektir. Çalışmaya 38 öğretmen adayı katılmıştır. Katılımcıların öğretmenlik mesleğini tercih etme nedenlerini anlayabilmek için onlardan iki açık uçlu soruya cevap vermeleri istenmiştir. Bu cevaplar incelendikten sonra kategoriler oluşturulmuştur. Verilerin analizi, katılımcıların daha çok içsel ve dış etkenlerden dolayı öğretmen olmayı istediklerini ortaya çıkarmıştır. Öğretmen adaylarının, öğretmeyi sevmesi, öğrencilik yıllarında kendi matematik ya da kimya öğretmenlerinden olumlu şekilde etkilenmeleri ve kimya ya da matematik alan bilgisine karşı duyulan sevgi, öğretmenliği tercih etme nedenlerinin başında gelmektedir.
Studies that explore pedagogical content knowledge (PCK) in the field of mathematics education da... more Studies that explore pedagogical content knowledge (PCK) in the field of mathematics education date back to the turn of the century in Turkey. In recent years, studies on PCK have gained momentum. Master' s theses and doctoral dissertations have been written on PCK. In this context, there is a need to analyze the studies on PCK in Turkey to discover the dominant trends and to determine the gaps in the field. Understanding the current situation is important and essential for researchers in this field. Thus, this study analyzes PCK studies in the field of mathematics education in Turkey by using the meta-synthesis approach. As part of this study, 56 studies, which include 24 dissertations, 27 articles, and five proceedings all published between 2004 and 2015, have been analyzed. These studies were analyzed thematically and methodologically. Analyses of these works revealed that most of the studies had concentrated on determining the existing PCK of teacher candidates and that the most extensively studied PCK components were knowledge about students and knowledge of teaching strategies and representations. In addition it was found that qualitative approach was dominant methodology of these studies and algebra was the mostly studied mathematical context.
Gaziosmanpasa Universitesi Sosyal Bilimler Arastirmalari Dergisi, 2007
Bu çalışmada öğretmen adaylarının değişkenler hakkındaki bilgileri incelenecektir. Üç farklı üniv... more Bu çalışmada öğretmen adaylarının değişkenler hakkındaki bilgileri incelenecektir. Üç farklı üniversiteden ve farklı sınıflardan 184 öğretmen adayından anketlerle veri toplanmıştır. Bu anketlerin kategorilere konularak analizinden sonra 10 öğretmen adayı seçilip röportaj yapılmıştır. Öğretmen adayları harfleri, alışkın olduğu durumlarda yani harflerin bilinmeyen rolü aldığı durumlarda kolayca kullanıyorlar. Diğer yandan harfleri genel sayı ya da fonksiyonlarda değişken olarak kullanmada zorlanıyorlar. Soruların seviyesine uygun ispat çeşitlerini kullanmıyorlar. Cevapları, rutin sorulara şipşak cevaplar vermeye hazır olduklarını gösteriyor. Bu çeşit bir anlayış 'eylem seviyesinde' bir anlayış olarak etiketlendirilebilir. Bu sorunun altında yatan ana sebep okullarımızda öğrencilerimizin en kısa sürede doğru cevabı bulmayı empoze edilmesiyle ilgili olabilir. Bu nedenle manayı bir kenara bırakıp, doğru cevabı bulmaya odaklanıyor olabilirler. Öğrencilerin manaya önem vermelerine yardımcı olmak için öğrencilerin öğrenmelerinin her aşamasında manayı aramalarına olanak sağlayacak sınıf ortamları oluşturmalıyız.
Hrvatski Casopis Za Odgoj I Obrazovanje, Jun 26, 2014
The purposes of this study were to evaluate the effect of year on pre-service teachers' epistemol... more The purposes of this study were to evaluate the effect of year on pre-service teachers' epistemological beliefs and their teaching concerns as well as to investigate the relationship between teaching concerns and epistemological beliefs. One hundred seventy seven mathematics pre-service teachers enrolled in the Department of Secondary Mathematics Education in two universities participated in the present study. Two instruments: Teaching Concerns Checklist and Schommer Epistemological Questionnaire were used for data collection. Two MANOVAs were conducted to determine the effect of year on pre-service mathematics teachers' epistemological beliefs and their teaching concerns. In order to find out the relationship between pre-service teachers' teaching concerns and their epistemological beliefs, canonical analysis was conducted. It was found that there were no significant mean differences among pre-service teachers attending different years regarding teaching concerns, whereas there was a significant effect of year on pre-service teachers' epistemological beliefs. Apart from that, canonical analysis revealed a significant relationship between teaching concerns and epistemological beliefs.
... Page 7. AYDIN, S., ET AL. 257 PRE-SERVICE CHEMISTRY TEACHERS' CHOICESEzgi: Ezgi ... more ... Page 7. AYDIN, S., ET AL. 257 PRE-SERVICE CHEMISTRY TEACHERS' CHOICESEzgi: Ezgi liked the teaching profession but wanted to work only in renowned private schools as a chemistry teacher. She is an average student. ...
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