YED.JEL Yaşadıkça Eğitim Dergisi / Journal of Education For Life
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Browsing YED.JEL Yaşadıkça Eğitim Dergisi / Journal of Education For Life by Language "en_US"
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Publication A Case Study in University and Community Integration: Science Meets with Children at University(İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2019-09-19) Aral, Neriman; Özdoğan Özbal, Ece; Gürsoy, Figen; Çetin Sultanoğlu, Saliha; Fındık, Ezgi; Yurtyeri Tiryaki, Aybüke; Toran, Mehmet; Yıldız, Rauf; Kulaksız, TaibeThis study was undertaken to investigate whether children’s perceptions of science and scientists changed following their participation in the science education program within the scope of “Science Meets with Children at University”-the project which was initiated at Ankara University by Ankara Development Agency, and it was also intended to find out whether the science education program affected children’s future job choices. Within the scope of the project “Science Meets with Children at University”, 6319 children attended half-day education sessions.“Questionnaire of Views on Science and Scientists” was administered to 4688 of the children who volunteered to take part in the study. The results indicated that there were changesin the views of the children following the education program, their views on science and the scientist changed positively after education program 90,4% of children reported they would like to choose a science-related career in the future and 90.1% of them said they would like to attend the education program again.Publication Androgojik Yaklaşımlar Çerçevesinde Kurumsal Akademilerin Türkiye'de Konumlandırılması(İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2017-04-08) Deveci, Tanju; Tezcan, Fatma; Şimşek, Hasan; Hacıfazlıoğlu, ÖzgeThis paper provides a comparison of andragogical and pedagogical orientations to learning, and argues that andragogy needs to be viewed as a principle for lifelong learning. Andragogical and lifelong learning assumptions are discussed from the perspective of engineering education in general and project-based learning in particular. The paper also presents the results of a small-scale study conducted on fifty-eight freshman engineering students’ andragogical and lifelong learning orientations in the context of Khalifa University of Science and Technology, Petroleum Institute, Abu Dhabi in the UAE. Results showed that the students had a greater tendency towards andragogical orientations, and that they had a moderate level of lifelong learning orientation. Data also revealed a positive correlation between andragogical and lifelong learning tendencies, and a negative correlation between pedagogical and lifelong learning tendencies. The results of the study are discussed and recommendations are made.Publication Anxiety of Pre-Service Teachers about being Appointed to their Profession (A Mersin Case)(İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2016-08-08) Üredi, Lütfi; Akbaşlı, Sait; Demirtaş, Berat; Şimşek, Hasan; Hacıfazlıoğlu, ÖzgeThe purpose of this study was to investigate anxiety of pre-service teachers who had just started to university and who were at the final grade about being appointed to their profession. Population of this research included first and final grade students studying in the departmenst of Science Teaching, English Teaching, Classroom Teaching, Psychological Counseling and Guidance, Pre-School Teaching, Mathematics Teaching and Turkish Teaching departments at Faculty of Education of Mersin University. Because the population was accessible, there was no need to draw a sample, so all population was included in the study. Consequently, 418 pre-service teachers were included in the study. The“Pre-Service Teacher Anxiety Scale” that was originally develped by Borich and was adapted to Turkish context by Saban, Korkmaz and Akbaşlı (2004) was used to collect data. This scale was on 5-point Likert type, and included 3 dimensions as self-centered anxieties, student-centered anxieties, and task-centered anxieties. Research result indicate that anxiety towards being appointed to profession was found to be less in students of Pre-School Teaching department that had no KPSS Content Knowledge Test that was supposed to taken after graduation for appointment. Furthermore, final year students’ anxiety towards being appointed was found to be higher than the first year students.Publication Education and Educational Research: Blind Men, Elephant, Crisis of Identity(İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2015-12-01) Şimşek, Hasan; Şimşek, Hasan; Hacıfazlıoğlu, ÖzgeEducational research is found to be problematic by some prominent education scholars. Major weaknesses of the field are supposed to be stemming from seven primary sources: The scientific, academic and disciplinary standing of education as a field of study; being somewhat an extension of other more established disciplines leading to mixed identities in the field; easy infiltration to the field by other disciplines and researchers; ambiguous standing of school as an institution in the society that creates a rather elusive context for solid theory and research; the field’s oversensitivity to larger external forces such as economic and political transformations; the concept of science in the eyes of policy-makers and funders that dictate certain forms of knowledge production, that is usually positivist; profile of practitioners and prestige of profession in education that is gender, pay and socio-economic structure of the profession. At the end, major proposals are presented to get the educational research out of this problematic status.Publication Ideologies, Attitudes, and Curriculum Change: Teachers’ Perception(İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2015-12-01) Yıldırım Yanılmaz, Tuba Nur; Kiraz, ErcanThis study investigates the effects of educational ideologies on teachers’ perceptions and their attitudes towards curriculum reform. For this purpose, in order to explore teachers’ beliefsrelated with the recent curriculum change, identifying educational beliefs became especially important since they are the principal implementers of the curriculum. Participants of this study were teachers from primaryand secondary schools. Data were gathered from the participants via two inventories, Educational Ideologies Inventory and Teachers’ Receptivity to Change Inventory. The results of the study indicated some key contribution from teachers’ standpoint that their educational ideologies were considerably compatible with the approach of the new curriculum. Although most of the teachers confirmed tendency in the direction of liberal educational ideologiesand in consequencethere were no significant difference between teachers’ educational ideologies and their receptivityof curriculum change, it would be an importantcontributiontothe literature toinvestigate the beliefof teachers if they mainly had conservative educational ideologiestoward curriculum change.Publication It Takes a Village: Including Diversity of Pupils’ Needs in Science Classes(İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2016-05-08) Polat, Filiz; Erduran, Sibel; Şimşek, Hasan; Hacıfazlıoğlu, ÖzgeScience teaching for promoting inclusion (Step-IN) project is Teacher Development Agency (TDA) funded collaboration between a secondary school and a higher education institute. This project was based on a collaborative research philosophy to promote inclusive science teaching using evidence-based teaching strategies. The purpose of this continued professional development (CPD) project was to create the space for science teachers to identify potential inclusion issues in their classes and to develop strategies to tackle such issues. The CPD model included peer-collaboration and evidence-based reasoning about inclusive science teaching. This CPD experience was perceived to be an unequivocally positive one for the teachers. Inclusion of teacher’s voices, developing their own CPD agenda, was found to be one of the major findings of the project.Publication Job Satisfaction and Burnout Risk Among American and Turkish Counselor Educators(İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2015-12-01) W. Owen, Dean; Demir, Ayhan; Şimşek, Hasan; Hacıfazlıoğlu, ÖzgeThe roles required of university teaching faculty have evolved quite dramatically over the past half century. With this evolution in role and function has come increasing demands for productivity, efficiency, learning new delivery platforms and responding to the ever changing demands of higher education. This study compared a sample Turkish (n = 91) counselor education faculty members with a sample of their U.S. counterparts (n = 90) with regard to job satisfaction and burnout risk. Data were collected through the use of an online survey and results revealed significant differences between the samples. Results indicated significant differences between samples in job satisfaction levels as well as a negative relationship between burnout risk and satisfaction. Discussion of findings andimplications for further research were presented.Publication Student Teachers’ Perspectives on Teaching Profession out of a Multigrade Classroom Site Visitation(İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2017-04-08) Türktan, Şebnem; Özışık, Cem; HACIFAZLIOĞLU, ÖZGE; Şimşek, Hasan; Hacıfazlıoğlu, ÖzgeMultigrade classrooms, places where students of different grades are taught together, have been used throughout the world for two main purposes: to solve the problems of uneven student enrolment as well as the insufficient number of teachers and to provide the disadvantaged and remote areas with education. In the case of Turkey, student teachers need to gain the earliest possible awareness of a real education setting, specifically the reality of multigrade classrooms. Village schools visited in this study are the schools affiliated with one of the provinces, which was within the scope of TUBITAK Evrena 1010 Project, entitled as “Role of Immigration on Student Engagement: Influence of Social, Cultural, Psychological Factors and Social Capital” (112 K 600). The purpose of this study is to investigate the ways in which “a multigrade classroom experience in a village school” contributes to student teachers’ attitudes towards teaching and being a teacher. The research was conducted as a case study among qualitative reseach methods. The data was drawn from the reflections reported by 109 student teachers in İstanbul and analyzed by means of content analysis. This project revealed two main themes: (i) Student Tecahers’ Perceptions of the Constraints/Barriers Encountered by Teachers and (ii) Student Teachers’ Attitudes Towards Being a Teacher. This site visitation is expected to raise awareness of the student teachers to make a change in the lives of pupils and school administrators.Publication Teachers’ Metaphors on a School Organization(İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2015-12-01) Erim Eker, Bengi; Hacıfazlıoğlu, Özge; Şimşek, HasanAs part of the late interest in the symbolic-interpretive approach to organizations, metaphors have attracted the attention of organization scientists in terms of their potential value in organizational analysis. Consistent with this, the purpose of this study was to identify the perceptions and descriptions of teachers on present and desired organizational structure and processes in a school in Turkey by using metaphors. In examining the organizational structure and processes, metaphors were used as an analysis technique. The results indicate that there seems to be a widely shared dissatisfaction among the teachers about the school which is, from the teachers’ point of view, largely structured on mechanistic assumptions ignoring the needs of the teachers. Metaphors are very powerful analysis tools in capturing the various domains of a single organization (structural, human resources, sysmbolic/cultural) in a single study.Publication The Effect of One Teach One Observe Model On Effective Teaching Skills of Classroom Teachers(İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2019-09-19) Kayhan, Nilay; Akçamete, Gönül; Toran, Mehmet; Yıldız, Rauf; Kulaksız, TaibeThe purpose of this study is to investigate effectiveness of one teach one observemodel, one of co-teachingapproaches, on planning of teaching, implementation and evaluation skills of inclusive classroom teachers. Three teachers whoare experienced at least for five years, work in primary schools in Ankara, Turkey participated in the study conducted using Between-Subjects Multiple Surveys Design, one of the single-subject experimental designs. The data were recorded by determining the number of effective teaching behaviors of subjects and marking related scoring part on the Checklist for Effective Teaching Skills, analyzed visually and shown as graphics. It’s been indicated that One teach one observemodel’s effective in improving effective teaching skillsof inclusive classroom teachers, and the subjects maintain post-teaching learning outcomes related to planning of the teaching, implementation,and evaluation for the Turkish class 3 weeks and 10 days after the study was completed. It’s been observed that the co-teaching approach contributes to inclusive classroom teachers for making educational regulations, preparing lesson plans using different methods and techniques.Publication Using Humor in the EFL Context to Enhance Language Teaching Effectiveness(İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2015-12-01) Akalın, Nahide; Akbarov, Azamat; Şimşek, Hasan; Hacıfazlıoğlu, ÖzgeAs soon as benefits of humor are known, lecturers’ tendency and thoughts about humor in foreign language education is object of interest. At this master thesis, it was investigated that thoughts of lecturers who work in Pamukkale University School of Foreign Languages about benefits and drawbacks of humor in English teaching, if they use humor in their classes, they feel they are sufficient regarding use of humor or not and how they improve themselves, which types of humor they prefer and their reasons. In addition, course materials’ adequacy of humor was questioned. Basic qualitative research design was used in this study. Data was collected from 10 lecturers’ interviews. Descriptive data analysis method was applied to obtained results. In this study, it was understood that all lecturers have a positive opinion about the role of humor in English language teaching. Lecturers mentioned that humor has psychological, social and cognitive benefits. Most of the lecturers said that they use humor in the courses, but they do not see this sufficient and they want to improve themselves about effective humor use. It was also revealed that they prefer humorous comment and visual humor most. It was understood that most of them are in agreement about humor is not sufficient in course materials. Lecturers shared their ideas about the harmful use of humor.