Education

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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
OPAC Kullanıcıların bilgi arama stratejilerinin analizi
(Hacettepe Üniversitesi Edebiyat Fakültesi Dekanlığı, 2008) Olcay, N. E.; Koçberber, Seyit; Soydal, İ.; Alır, G.
İşlem Kütüklerinin izlenmesi yöntemi, son yıllarda kullanıcıların bilgisayar ile olan etkileşimlerini ortaya çıkarmak ve ekran başında sergiledikleri davranışları izleyebilmek için araştırmacılar tarafından başvurulan önemli bir yöntem olmuştur. Kullanıcıların OPAC’ları (Online Public Access Catalog - Herkesçe Erişilebilir Çevrimiçi Kütüphane Katalogları) taramaları esnasında sistem üzerinde gerçekleştirdikleri tıklamalar, sorgularını ifade ediş biçimleri bilgibilimle ilgilenen araştırmacıların dikkatini çekmiştir. Konu ile ilgili araştırmalar genellikle işlem kütüklerinin analizi ile gerçekleştirilmektedir. Çünkü bu veriler, kullanıcıların bilgisayar ile olan etkileşimlerinin objektif olarak izlenmesini sağlamakta ve kullanıcıların bilgi arama davranışları konusunda fikir vermektedir. Bu durum, bilgi hizmetlerinin planlanmasında olduğu kadar arayüz ve bilgi sistemleri tasarımında da son derece önemlidir. Çalışmamızda, üniversite kütüphanesi OPAC kullanıcıları ile ilgili şu sorulara yanıt aranmıştır: Kullanıcılar OPAC’a nereden bağlanmaktadırlar? Kullanıcılar OPAC’larda tarama yaparken ne tür davranışlar sergilemektedirler? Kullanıcılar arayüz sunmuş olduğu seçeneklerden ne kadar faydalanmaktadırlar. Çalışma ayrıca, kullanıcıların arama yaptıkları esnada yönelttikleri sorgu cümlelerini nasıl ve neden değiştirdikleri sorularını da yanıtlamayı amaçlamaktadır. Araştırma verileri Bilkent Üniversitesi web OPAC’ına ait işlem kütüklerinden oluşmaktadır. Verilerin değerlendirilmesine 192.619 satırdan oluşan işlem kütüklerinin analiz edilmesi ile başlanmıştır. Analizler sonucunda OPAC kullanıcılarının yarıdan biraz fazlasının Bilkent Üniversitesi yerleşkesi dışından olduğu, kullanıcıların genelde kendilerine sunulan varsayılan (default) ayarları tercih ettikleri, fazla tıklamalardan katıldıkları, Boole işleçleri ve benzeri yardımcı sorgulama araçlarını kullanmak yerine doğal dille ve “basit tarama” ekranından sorgulama yapmayı tercih ettikleri görülmüştür. Ayrıca, kullanıcıların sorgulama ardından gelen sonuç sayfalarından ilkini incelemeyi genelde yeterli buldukları, bunu yeterli bulmayanların çoğunluğunun da en fazla beşinci sayfaya kadar gittikleri belirlenmiştir. Bu bulguların yanı sıra, veriler bir de oturumlara ayrılmış, her oturumda yöneltilen sorgular ve bunlarda yapılan değişiklikler izlenmiştir. Belirlenen 24.797 farklı oturumun çoğunda (%57) kullanıcıların sisteme birden fazla sorgu yönelterek oturumu sürdürdükleri görülmüştür. Bu durum, sorgu değişiklikleri olarak kabul edilmiş, Özellikle altı ve daha fazla sorgu cümlesinin yöneltildiği oturumlardaki değişiklikler incelenmiştir. Bu oturumlarda kullanıcılar genellikle sorgu sözcüklerini tamamen değiştirerek, aynı oturum içerisinde aradıkları konuyla ilgili farklı yaklaşımlar sergileyerek kaynaklara ulaşmaya çalışmaktadırlar. Elde edilen bu bulgulara göre, OPAC’ların daha kullanıcı dostu bir biçimde hazırlanması gerektiği ortaya çıkmıştır. Ayrıca, kullanıcıların fazla seçenek sunan karmaşık ekranlardan kaçındıkları dikkate alınmalı ve sistem tasarımları bu yaklaşıma uygun olarak yapılmalı ya da yeniden gözden geçirilmelidir. Böylece kolay kullanılabilen sistemler elde edilebilecek, aynı zamanda da bilgi arama araçları ve bilgi kaynaklarından daha etkin bir biçimde yararlanılabilecektir.
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
Bilkent news portal: A personalizaba system with new event detection and tracking capabilities
(ACM, 2008) Can, Fazlı; Koçberber, Seyit; Bağlıoğlu, Özgür; Kardaş, Süleyman; Öcalan, Hüseyin Çağdaş; Uyar, Erkan
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
On determining cluster size of randomly deployed heterogeneous WSNs
(IEEE, 2008) Sevgi, C.; Koçyiğit, A.
Clustering is an efficient method to solve scalability problems and energy consumption challenges. For this reason it is widely exploited in Wireless Sensor Network (WSN) applications. It is very critical to determine the number of required clusterheads and thus the overall cost of WSNs while satisfying the desired level of coverage. Our objective is to study cluster size, i.e., how much a clusterhead together with sensors can cover a region when all the devices in a WSN are deployed randomly. Therefore, it is possible to compute the required number of nodes of each type for given network parameters.
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.

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