Browsing by Author "Aydin, E."

Now showing 1 - 3 of 3

Open Access
Bilkent University at TRECVID 2007
(National Institute of Standards and Technology, 2007) Aksoy, Selim; Duygulu, Pınar; Aksoy, C.; Aydin, E.; Gunaydin, D.; Hadimli, K.; Koç L.; Olgun, Y.; Orhan, C.; Yakin G.
We describe our fourth participation, that includes two high-level feature extraction runs, and one manual search run, to the TRECVID video retrieval evaluation. All of these runs have used a system trained on the common development collection. Only visual information, consisting of color, texture and edge-based low-level features, was used.
Open Access
Mathematics and science assessment in the Turkish educational system: an overview
(Information Age Publishing, Inc., 2013) Ayas, A.; Corlu, M. S.; Aydin, E.
Changes in the nature of assessment in science and mathematics have led to a profound change in the conceptions of assessment. The change in our understanding of assessment reflected a move toward the greater integration of assessment and learning—away from assessment instruments whose links to learning were weak. The aim of the current paper was to review how these changes were reflected in the Turkish context, mainly in 2 parts: (1) governmental interventions, including changes in the middle grades teacher education, assessment system, and curriculum, and (2) the implementation of these changes in the middle grades classrooms. The review is based on three sources, including the program documents, textbooks, and external examinations. The analysis of these sources suggested that the program documents were the most successful in guiding mathematics and science teachers’ assessment practices; however, several problems in the implementation of the prescribed ideas in the middle grades classrooms remained unresolved.
Open Access
Preschoolers’ learning of information from fantastical narrative versus expository books
(Elsevier, 2021-05-04) Aydin, E.; Ilgaz, Hande; Allen, Jedediah W.P.
This study investigated preschool children’s learning from expository and fantastical narrative books and whether the children would show a tendency for learning from expository books in cases of conflicting information. Over three testing sessions, 71 3- and 5-year-olds were individually read one expository book and one fantastical narrative book. These books contained four types of information units: narrative-only, expository-only, conflicting, and consistent. Children were asked questions that tapped these information units. Results showed a main effect of age, with 5-year-olds learning more information from both books than 3-year-olds. When the information in the narrative and expository books conflicted, 5-year-olds showed a tendency to report information from the expository book, but 3-year-olds were at chance level for prioritizing information learned from either book.