Educational Sciences

Permanent URI for this communityhttps://hdl.handle.net/11693/115554

Browse

Now showing 1 - 20 of 165

Open Access
Effect of instructional design based on cognitive load theory on students’ performances and the indicators of element interactivity
(Ekip Buro Makineleri A., 14-08-2023) Kala, N.; Ayas, Alipaşa
Thermodynamics is one of the most complex topics in chemistry. Cognitive Load Theory claims that the complexity of a subject is mainly due to element interactivity - how many elements an individual must organise simultaneously in her/his working memory to master a topic. The simultaneous processing of various chemistry and mathematics concepts to learn thermodynamics puts a strain on the working memory capacity of the learner. Accordingly, what kind of change occurs in a learner’s cognitive processes according to the level of element interactivity is an issue that needs to be investigated. The aim of this study is to reveal the basic indicators of element interactivity and investigate the effects of instructional design on understanding subjects with different element interactivity levels. With this objective in mind, educational software comprising eight distinct sessions for instructional design was developed in accordance with the Cognitive Load Theory. The sample consisted of 37 freshmen who were taking classes in the Chemistry Department of a public university in Turkey. The instructional design was implemented with the experimental group while the control group followed the lecturer's instructional design. The results indicate that, in terms of the cognitive load in the learning process, the study time and the learning at the retention and transfer level are among the basic indicators of the element interactivity. This study also determined that the instructional design that is developed according to Cognitive Load Theory can provide effective learning at the retention and transfer levels in subjects with high element interactivity. © (2023). All Rights Reserved.
Open Access
Instruction and exposure: how do they contribute to second language acquisition?
(Wiley-Blackwell Publishing, Inc., 1998) Shresta, T. B.
Adults have access to two distinct approaches to develop their second language competence. These are instruction and exposure (Krashen 1982). Both approaches contribute to second language acquisition in their unique ways. This article describes how they contributed to the development of oral proficiency in English as a second language in mutually ex-clusive learning situations in Nepal. There were 58 randomly selected subjects in the study, who came from two distinct groups. The first group was composed of people who had learned English mainly through formal classroom instruction with grammar-based approaches. The second group was composed of people who had learned English mainly through informal contact with English-speaking people. English speech samples were collected through personal interviews and presentations based on visual materials. These oral responses were judged holistically by five independent judges. They were also analyzed by means of grammar and fluency-related errors. Data were analyzed using t-tests and correlation procedures. The main finding was that both instruction and exposure contributed to second language acquisition in their own unique ways. The former seemed to promote accuracy and the latter fluency. For communication purposes, however, fluency seemed to be more critical than accuracy.
Open Access
Searching the TESL‐L Logs
(Wiley-Blackwell Publishing, Inc., 2002) Snyder, B.
Open Access
Teacher education in Turkey: issues and trends
(Information Age Publishing, 2004) Sands, Margaret; Stevens, D.; Mutua, K.; Szymanski, C.
Open Access
Aerobik egzersizlerin bazı fizyolojik özellikler ve kan yağları üzerine etkileri
(2004) Uğraş, Alper; Savaş, S.
Bu araştırma, Bilkent Üniversitesinde okuyan ve Amerikan futbol takımında sporcu olan erkek 25 denek (yaş: 20.36 ± 1.55) üzerinde yapılmıştır. Araştırmanın amacı, özel dayanıklılık antrenman programının bazı fizyolojik özellikler ve kan yağları üzerine yapmış olduğu etkileri tespit etmektir. Sporcu öğrencilere 8 hafta boyunca haftada 4 gün toplam 32 antrenman olmak üzere özel dayanıklılık antrenman programı uygulanmıştır. Deneklerin fiziksel ve fizyolojik kapasitelerini ölçmek için yaş, boy, vücut ağırlığı, aerobik güçleri (MaxVO2), istirahat kalp atım sayıları, anerobik güçleri, kan basınçları ve kan yağları ön test – son test olarak değerlendirilip ölçümlerde elde edilen her bir fizyolojik değişken (p<0.05 ve p<0.01) anlamlılık seviyesinde istatistiksel olarak değerlendirilmiştir. Ayrıca, düzenli olarak spor yapmayan üniversitedeki erkek öğrencilerden rastgele yöntemle oluşturulan kontrol grubu (n = 25, yaş: 21.56 ± 1.575) üzerinde de aynı testler ön ve son test olarak uygulanmıştır Sonuç olarak, Aerobik Güç (MaxVO2)** ve sistolik kan basıncı* değerleri arasında istatistiksel olarak (p<0.05 ve p<0.01) anlamlı bir fark bulunurken, geriye kalan fizyolojik değişkenler ; Yaş, Boy, Vücut Ağırlığı, İstirahat Kalp Atım Sayısı, Anerobik güç, Diastolik kan basıncı ve kan yağ değerleri arasında ise istatistiksel olarak (p<0.05 ve p<0.01) seviyesinde anlamlı bir fark bulunamamıştır.
Open Access
Bilkent Üniversitesi Amerikan futbol takımının fiziksel ve fizyolojik özellikleri
(Gazi Üniversitesi Kırşehir Eğitim Fakültesi, 2005) Uğraş, Alper; Savaş, S.
Bu çalışmada Bilkent Üniversitesinde okuyan ve Amerikan futbol takımında oynayan erkek 25 sporcu öğrencilerin yapılan 10 haftalık hazırlık çalışmaların sporcu öğrencilerin (yaş: 20.36 ± 1.55) fiziksel ve fizyolojik özellikleri üzerine yapmış olduğu etkileri değerlendirmiştir. Sporcu öğrencilerin fiziksel ve fizyolojik kapasitelerini ölçmek için yaş, boy, kilo, vücut yağ yüzdeleri (VYY), aerobik güçleri (MaxVO2), istirahat kalp atım sayıları, anaerobik güçleri, uzun atlamaları, dikey sıçramaları, esneklikleri, pençe kuvvetleri (sağ ve sol), bacak kuvvetleri test edilerek elde edilen değişkenler arasında mukayese yapılmıştır. Ölçümlerde elde edilen her bir fizyolojik değişken (p<0.05 ve p<0.01) anlamlılık seviyesinde istatistiksel olarak değerlendirilmiştir. Sonuç olarak, Vücut Yağ Oranı**, Aerobik Güç (MaxVO2)**, ve Esneklik** değerleri arasında istatistiksel olarak (p<0.05 ve p<0.01) anlamlı bir fark bulunurken, geriye kalan fizyolojik değişkenler ; Yaş, Boy, Kilo, İstirahat Kalp Atım Sayısı, Dikey sıçrama, Anerobik güç , Sağ ve Sol Pençe Kuvvetleri, Bacak Kuvvetleri değerleri arasında ise istatistiksel olarak (p<0.05 ve p<0.01) seviyesinde anlamlı bir fark bulunamamıştır.
Open Access
Turkey: paradigm change in education
(Information Age Publishing, 2006) Akşit, Necmi; Sands, Margaret; Mutua, K.; Sunal, C. S.
Teaching in Turkish schools has long been delivered in a teacher-centred way. The means of assessment also has been traditional, and because the major examinations are used for entry to quality schools and ultimately to universities, they have a powerful backwash effect on the high school curriculum. National results in three subject areas indicate that the Turkish model of teaching is not yielding results comparable with 25 other OECD countries. Current change, led by the Ministry of National Education, is directed to both curriculum and the means of assessment, as well as to teaching methodology. In addition to changes in the school classroom, the Higher Education Council recently instituted wide-ranging reforms in teacher education.
Open Access
Predicting international students' academic success... may not always be enough: assessing Turkey's Foreign Study Scholarship Program
(Kluwer Academic Publishers, 2007) Mathews, J.
In 1993, Turkey's Higher Education Council (YOK) launched a program to sponsor thousands of students for graduate study abroad, in the hopes of building up a base of highly qualified, foreign educated faculty for 24 newly established universities nationwide. With an incoming new YOK administration in 1995, dramatic changes were made in the program's selection procedures. One of the key elements of these changes was the inclusion of a high foreign language proficiency requirement, which served both to meet certain ideological goals of the new administration as well as presuming to reduce the high degree of student failure abroad. In addition to assessing the overall success of the scholarship program in light of the changes made, this study provides another look at the connection between language proficiency and academic success, with both qualitative and quantitative data collected from 23 'YOK scholars'. Although finding a positive relation between language proficiency and academic success, the study suggests that rather than having solved the scholarship program's problems by imposing high language proficiency requirements, the new YOK administration actually reduced even further the program's ability to successfully supply faculty to the new universities. Recommendations are made for the Turkish and similar foreign study programs.
Open Access
Toward an ethics of silence: Michael K
(Wayne State University Press, 2007) Chesney, D. M.
Open Access
Educational reform in Turkey
(Elsevier, 2007-03) Aksit, N.
There are a number of reform initiatives underway in Turkey but some of these, which are concerned with curricular and structural changes, have encountered serious difficulties. This paper begins with a brief summary of school effectiveness and school improvement research guiding many educational reforms. It then gives some information about school demographics in Turkey, and the country’s performance in some international benchmarking studies. It continues with the shifts introduced as a result of recent curricular reorganisation in Turkey and, subsequently, with various issues related to their implications. Finally, the efforts to legislate some structural changes and the major controversies arising are presented.
Open Access
Curriculum reform in Turkish teacher education: attitudes of teacher educators towards change in an EU candidate nation
(Elsevier, 2007-03) Grossman, G. M.; Onkol, P. E.; Sands, M.
Educational development is one way through which Turkey enhances progress towards its social goals and prepares itself for European Union membership. A major effort to upgrade the Turkish educational system was made through a multi-phased comprehensive reform of the sector introduced during the 1990s. One part of this reform, perhaps most crucial to the long-term effectiveness of other developments in education, was a transformation of the approach to teacher education. This paper utilizes recently conducted research to assess the nature and extent of that reform as well as identifying the factors which enhanced its effectiveness.
Open Access
Periphery theorising for a truly internationalised discipline: spinning IR theory out of Anatolia
(Cambridge University Press, 2008) Aydınlı, E.; Mathews, J.
Concerns over inequalities that have been located between the roles of the core and periphery within the development of the IR discipline have led to questions of whether it is possible to build up theoretical concepts in IR based on national differences. There have not yet been studies however providing an in-depth look at how IR theorising has been developing within a periphery country or region, and exploring both the local and core level factors inhibiting the development of original theoretical paradigms from within that context. By looking at the Turkish experience, the article postulates that homegrown theorising may be the only means for periphery IR to be respectfully acknowledged by the core IR discipline.
Open Access
Turkey: towards homegrown theorizing and building a disciplinary community
(Routledge, 2008) Aydınlı, Ersel; Mathews, Julie; Tickner, A. B.; Waever, O.
The International Relations (IR) discipline has existed in Turkey for well over half a century, yet in many ways it is still struggling to come together as a coordinated disciplinary community. Perhaps the most distinctive characteristic that emerges when trying to understand the discipline’s development and current state is the complex and uncomfortable relationship it holds with the world of IR theory and theorizing. Over the past 15 to 20 years in particular, “theorizing” and the professional identities associated with how – and whether – one does it have resulted in a divide in the local disciplinary community between “theorists” (a title claimed by most) and “others” (a title generally bestowed by “theorists” on the rest). This divide splits along academic generations, educational backgrounds, professional interests, and socio-economic classes, and is inextricably intertwined with a desperate competition for disciplinary power. Ironically, given the pivotal role that theory has come to play within the local discipline, it is in the realm of theory in particular that Turkish IR has achieved the least. In this chapter we look at this inconsistency in Turkish IR by focusing on the issue of IR theory – when and how it was introduced to the local disciplinary community, the factors surrounding its emergence as a privileged and therefore often claimed disciplinary activity, and the forms of scholarly activity that fall under the title of “theorizing.” We end by considering the prospects for change in these established patterns and the implications these might have on broader core-periphery relations within the discipline.
Open Access
Overlooked and understudied? a survey of current trends in research on adult english language learners
(Sage Publications, Inc., 2008) Mathews-Aydınlı, Julie
This article provides a synthesis and review of 41 recent research studies focusing on the population of adult English language learners (ELLs) studying in nonacademic contexts. It notes the unique qualities and importance of understanding the English-language needs of this population, provides a critical overview of the existing literature, and concludes that both more research and research from diverse methodological perspectives are necessary.
Open Access
Turkey 2010: transforming education to meet challenges
(Information Age Publishing, 2008) Akşit, Necmi; Mutua, K.; Sunal, C. S.
This chapter discusses the state of education in Turkey and the emergence of new key ideas within the framework of one of the strategic goals of the Lisbon 2010 Strategy: improving the quality and effectiveness of education and training systems. Since October, 2005, Turkey has been a European Union (EU) candidate country. In December 2006, the EU suspended eight out of 35 policy areas because of Turkey’s restrictions regarding Cyprus. Nevertheless, Turkey remains committed to its bid to join the EU. The Lisbon indicators form key development points and emerging trends in education in Turkey.
Open Access
Restructuring reforms in Turkish teacher education: modernization and development in a dynamic environment
(Elsevier, 2008-01) Grossman, G. M.; Sands, M. K.
The paper examines the effectiveness of recent reforms in teacher education in Turkey, specifically the restructuring of programmes in university faculties of education. It first, briefly, sets the reforms of the 1990s in an historical context, prior to the 1997 Act which increased the length of compulsory schooling from 5 to 8 years, and the 1998 restructuring of faculties of education. It considers the national need for the restructuring of teacher education and the issues involved. The thrust of the paper is a study of how teacher educators across the country perceive both the changes and their effect on the quality of teacher education, methodology as a discipline, school partnerships, and relationships with the Ministry of National Education. r 2007 Elsevier Ltd. All rights reserved.
Open Access
The effect of keeping vocabulary notebooks on vocabulary acquisition
(Sage Publications Ltd., 2009) Walters, J.; Bozkurt, N.
Vocabulary notebooks are frequently advocated as a way for students to take control of their vocabulary learning (Fowle, 2002), with the added benefit of improvements in vocabulary learning (Schmitt and Schmitt, 1995; Laufer and Nation, 1999). The study described in this article attempts to lend empirical support to these claims, by investigating the effect of vocabulary notebooks on EFL students' vocabulary acquisition. Students in three lower intermediate EFL classes participated in the study. A vocabulary notebook program was implemented in one class over a 4-week period, with the remaining two classes acting as control groups, following the same curriculum with the same materials but without keeping vocabulary notebooks. Receptive and controlled productive vocabulary tests revealed significantly greater learning of the target words in the treatment group. In addition, students in the treatment group demonstrated a greater tendency to use the target words in free writing compositions. However, a positive impact on learner autonomy - as has been reported in previous studies (McCarthy, 1990) - was not observed. These findings lead the authors to conclude that vocabulary notebooks can be an effective learning tool in EFL classrooms, but positive impacts on learner autonomy may not be seen in the absence of appropriate motivation for language learning.
Open Access
How good is your test?
(Oxford University Press, 2009) Küçük, F.; Walters, J.
This article reports on a study of the validity and reliability of tests administered in an EFL university setting. The study addresses the question of how well face validity reflects more objective measures of the quality of a test, such as predictive validity and reliability. According to some researchers, face validity, defined as the surface credibility or public acceptability of a test, has no theoretical basis since it is based on the subjective perceptions of stakeholders such as teachers and students. However, due to lack of time or resources, or due to a perceived lack of competence, practitioners tend to rely on the ‘appeal’ of language tests, rather than seek empirical evidence. This article describes several ways of evaluating achievement tests, comparing their results in order to shed light on what measures can and should be taken to ensure that achievement tests accomplish their purposes.
Open Access
To what extent do native and non-native writers make use of collocations?
(De Gruyter Mouton, 2009) Durrant, P.; Schmitt, N.
Usage-based models claim that first language learning is based on the frequency-based analysis of memorised phrases. It is not clear though, whether adult second language learning works in the same way. It has been claimed that non-native language lacks idiomatic formulas, suggesting that learners neglect phrases, focusing instead on orthographic words. While a number of studies challenge the claim that non-native language lacks formulaicity, these studies have two important shortcomings: they fail to take account of appropriate frequency information and they pool the writing of different learners in ways that may mask individual differences. Using methodologies which avoid these problems, this study found that non-native writers rely heavily on high-frequency collocations, but that they underuse less frequent, strongly associated collocations (items which are probably highly salient for native speakers). These findings are consistent with usage-based models of acquisition while accounting for the impression that non-native writing lacks idiomatic phraseology.
Open Access
Scholarly transitions: finding eden in the academic periphery
(University of the Free State * Department of Education, 2009) Mathews-Aydinli, Julie
How do international doctoral students in the "west" make the decision to return home when their studies are completed? Upon return, what types of re-adaptation problems do they face? Are they able to fully engage with the international academic community--or do they suffer from a form of Geertzian "exile-from-Eden" syndrome? In this study I explore these questions by looking at the cases of six Turkish scholars of Foreign Language Education and Applied Linguistics. In their own words, these scholars describe their experiences and call into question certain assumptions some western scholars may have about international students, the relative importance of geography when considering their transition and re-adaptation processes, and the appropriateness of phrases like "exile from Eden" to describe their academic socialization in their native country.

Browse

Browsing Educational Sciences by Issue Date