Temel Eğitim Bölümü Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/52

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Pre-service elementary teachers' motivations to become a teacher and its relationship with teaching self-efficacy
(ELSEVIER SCIENCE BV, SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS, 2014) Bilim, Ibrahim; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Bilim, Ibrahim
This study investigated 341 pre-service elementary teachers' motives to become a teacher using Factors Influencing Teaching Choice (FIT-Choice) theory as a basis. It then investigated how these motivations change as candidates follow their training and these motivations' relationship with teaching self-efficacy. The results suggests that Altruistic motives (make social contribution, shape future of children and enhance social equity) were the most influential followed by prior teaching and learning experiences, work with children/adolescents, and job security. Intrinsic motives (perceived teaching ability and intrinsic career value) came next. ANOVA results suggest that the motivations for choosing this profession remain stable between Freshman, Sophomore and Junior candidates. Teaching self-efficacy was positively related to intrinsic motives and negatively related to "fallback career" motives of elementary teacher candidates. Implications of the results are further discussed. (C) 2014 The Authors. Published by Elsevier Ltd.
Turkish English Teachers' Professional Teacher Self as One of the Possible Selves
(ELSEVIER SCIENCE BV, SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS, 2016) Demirezen, Mehmet; Ozonder, Ozgul; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü;
This study reports the results of a study exploring Turkish English teachers' professional self in relation to teacher education. The study also examines the relationship between the participants' educational background, teaching experience and their professional self The study was carried out in Ankara, Turkey. The participants of the study were English language instructors of Hacettepe University, School of Foreign Languages. A total of 43 English instructors (females: 36 and males: 7) voluntarily participated in the study, responding to a questionnaire composed of 40 items regarding teacher professional self. The results of the Professional Self Questionnaire revealed that the rate of Turkish English teachers' professional self was very high (81%, M=4.09). Also, there was a significant difference in participants' professional self depending on their educational background. The results indicated that the participants' professional self did not differ significantly in relation to their teaching experience. (C) 2016 Published by Elsevier Ltd.
Student EFL Teachers' Receptive Vocabulary Size
(ELSEVIER SCIENCE BV, SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS, 2016) Ozonder, Ozgul; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Ozonder, Ozgul
This study reports the results of a study investigating the receptive vocabulary size of student EFL teachers. The study also examined the relationship between the participants' academic achievement (departmental GPA) and their receptive vocabulary size and the existence of any gender-related difference. The study was carried out in English Language Teaching (ELT) Department of a major state university in Turkey. A total of 104 undergraduate students (females: 76 and males: 28) enrolled in the department voluntarily participated in the study, took the Version 2 of the Vocabulary Levels Tests (Schmitt, Schmitt & Clapham, 2001) and responded to a survey investigating their GPA scores and genders. The results revealed that student EFL teachers have a high level of total receptive vocabulary capacity size in their foreign language (M=103.82). Learners' academic achievement (GPA) is treated as an indicator of their language proficiency level in many studies of English Language Teaching (ELT) field. However, the results of this study revealed that there was not any statistically significant correlation between academic achievement (GPA) and their receptive vocabulary size. Although GPA may be a sign of academic achievement (GPA) and successful studentship, it may not readily one's actual English language proficiency. The results also indicated that there was no significant difference between males and females regarding their receptive vocabulary size. (C) 2016 The Authors. Published by Elsevier Ltd.
Do the Positive Aspects of Tourism Affect Hotel Staff’s Perceptions of Tourists? A Study in Antalya and Eskisehir
(İrfan YAZICIOĞLU, 2017) Emir, Oktay; Gazeloglu, Cengiz; Arslantürk, Yalçın; 0000-0002-7972-1980; 0000-0002-8222-3384; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Gazeloğlu, Yalçın
Tourism is a field of activity given importance by both the participants and the tourism investors. In addition to the environmental factors affecting tourism activities, there are economic, social and physical factors depending on tourism activities. As well as the positive aspects of these factors, there are negative ones, too. This study sets out to seek an answer to whether the positive social, economic and physical impacts of tourism affect the perception of tourist thought the opinions of hotel employees. The study data were obtained from hotels tourism establishment certificate in Eskişehir and Antalya in 2015. The total number of questionnaire form evaluated is 874. In order to test the relation among the variables under consideration structural equation model has been employed. The coefficients among the variables in the structural equation model are statistically significant. Considering the study on the whole, hotel employees have awareness of tourism and tourist concepts alike, and there is an inverse relationship between the social impacts of tourism on the perception of tourist in both cities. Besides, there is a linear relationship between the economic and physical impacts of tourism and the perception of tourist
Rapport, motivation, participation, and perceptions of learning in U.S. and Turkish student classrooms: a replication and cultural comparison
(SPEECH COMMUNICATION ASSN5105 BACKLICK RD, ANNANDALE, VA 22003, 2017) Frisby, Brandi N.; Slone, Amanda R.; Bengu, Elif; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Bengu, Elif
Building on previous rapport research, Hofstede's dimensions of culture, and calls for culture-centered instructional research, this study examined instructor-student rapport in U.S. and Turkish college classrooms. U. S. participants (N = 143) and Turkish participants (N = 185) completed measures of rapport, state motivation, participation, and perceptions of learning. Results revealed no differences in state motivation and perceptions of learning, but U. S. students reported significantly more rapport with their instructors while Turkish students reported significantly more participation in the classroom. Rapport significantly predicted state motivation, participation, and perceptions of learning in both samples, but accounted for different levels of variance in the student outcomes.
Statistical analysis of vehicle driver behaviors
(American Institute of Physics Inc., 2018) Saraçll, Sinan; Gazeloǧlu, Cengiz; 0000-0002-8222-3384; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Gazeloǧlu, Cengiz
Purpose of this study is to examine the drivers' attitudes and behaviors in traffic via statistical techniques. With this purpose, the reactions of the motor vehicle drivers in traffic, correlations between negative reactions and personality characteristics and how they describe themselves and how they feel while they are driving have been examined. The participants of this study are composed of 500 drivers in Afyonkarahisar Province dates between 01 April - 30 June 2016. To measure the drivers attitudes and behaviors in traffic, a Likert scale type questionnaire, which was used in Çlnar 's (2007) study, ranging from 1 'strongly disagree' to 5 'strongly agree' is applied on a face-to-face basis. Because of some unfilled and wrong filled questionnaires, the statistical analyses were applied to over 440 questionnaires. Drivers attitudes and behaviors and the behavior types whether they do or they exposure, on their feelings and determinations of themselves as a driver were examined via CHAID and Multi Dimensional Scaling Analysis. SPSS Software is used to perform the statistical analysis. Some of the important results of the analysis showed that drivers who feel themselves aggressive while driving, determine themselves as drivers since they were born. Physical attack / fighting: as a behavior that they were exposed to was also found significant on the variable of determining themselves as how driver they are.
Preface of Mini Symposia of 82-Statistical Methods and Applications in Engineering
(American Institute of Physics Inc., 2018) Greenacre, Zerrin Aşan; Atay, Mehmet Tarık; Gazeloǧlu, Cengiz; 0000-0002-8222-3384; AGÜ, Mühendislik Fakültesi, Mühendislik Bilimleri Bölümü; Atay, Mehmet Tarık; Gazeloǧlu, Cengiz
Preface of Mini Symposia of 82-Statistical Methods and Applications in Engineering
Application of Team-Based Learning at a Health Science Course: A Case Study
(Athens Institute for Education and Research, 2019) Bengü, Elif; 0000-0001-9817-7207; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Bengü, Elif
The purpose of this study is to identify students’ reactions to the implementation of team-based learning as an instructional strategy in a pharmacology course in the context of a Turkish university. Team-based learning is defined as an active form of learning that not only encourages individual effort but also team involvement to learn in an academic setting. Team-based learning is one of the learning techniques/methods that is increasingly being used in medical education. Literature shows that in teambased learning students apply the concepts at the time they are learned in the classroom, before the exams, as opposed to traditional lecturing, in which the concepts that are learned are later tested in the exams. Furthermore, research supports that faculty are more engaged with their students in team-based learning, since it affords instructors the ability to readily identify what their students are achieving, as opposed to traditional lecturing or other group approaches. There are limited studies in Turkey that examine the applications of team-based learning in a higher education setting. Therefore, this study describes the use of the team-based learning technique in an undergraduate health science course in Turkey. The initial results indicate that this instructional strategy was beneficial for students’ learning.
Testing the Applicability of the Instructional Beliefs Model across Three Countries: The Role of Culture as a Theoretical Parameter
(Routledge, 2021) Frisby, Brandi; Tatum, Nicholas; Galy-Badenas, Flora; Bengu, Elif; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Bengu, Elif
Instructional communication research is critiqued for lacking theoretical development and limited cultural understanding. This study tested the instructional beliefs model (IBM) in three countries: US, Turkey, and Finland. Participants (N = 376) reported perceptions of teacher relevance, state motivation, procedural justice, learner empowerment, and revised learning indicators. Results revealed that the IBM provided a good fit to the data in Turkey and Finland but not in the US. In all models, procedural justice and state motivation were significant predictors of learner empowerment, and learner empowerment strongly predicted revised learning indicators. However, teacher relevance only predicted learner empowerment in non-US classrooms. These results have practical implications for teaching in increasingly diverse classrooms and understanding higher education abroad. This study supports and extends IBM. © 2021 World Communication Association.
"Literally i Grew Up" Secondary-Tertiary Transition in Mathematics for Engineering Students beyond the Purely Cognitive Aspects
(De Gruyter Open Ltd, 2023) Vinerean, Mirela; Liljekvist, Yvonne; Bengü, Elif; 0000-0001-9817-7207; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Bengü, Elif
High dropout rates in the first year of undergraduate studies are an expression of the secondary–tertiary transition problem and they seem to be particularly high in those degree programs where specialized mathematics courses are taught in the first year of study. Research shows that students’ difficulties during the transition period cannot be reduced to purely cognitive factors. In this article, we address the secondary–tertiary transition problem in mathematics for engineering students. Based on a questionnaire with focus beyond the purely cognitive aspects, a comparison of the transition problem at three European mid-sized universities is carried out, to identify common challenges and difficulties, as well as differences. The questionnaire concentrates on the four dimensions (personal, organizational, content related, and social) and corresponding critical requirements for a successful transition described in Trautwein, C., & Bosse, E. (2017). The first year in higher education – critical requirements from the student perspective. Higher Education, 73, 371–387. A group of 308 first-year engineering students partook in the study. In the presentation, we highlight students’ perceptions regarding the transition, changes, and challenges they experienced under the above-mentioned four dimensions and discuss similarities and differences between countries.

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