Browsing by Subject "International baccalaureate."
Now showing 1 - 8 of 8
Results Per Page
Sort Options
Item Open Access Ankara ilinde Uluslararası Bakalorya Diploma Programı'na dâhil olan ve olmayan on ikinci sınıf öğrencilerinin okuma alışkanlıkları ve okumaya yönelik tutumları(2013-05) Keleş, Ajda BüşraThis study aims to examine the reading habits and attitudes towards reading of all twelfth grade students in the schools offering International Baccalaureate Diploma Program according to being an IBDP student, gender and department variables. The data gathered from the questionnaire conducted on 107 twelfth grade students in two different schools, the interviews with 10 IBDP students and 3 interviews with their teachers in Ankara. The results showed IBDP students read more than the others, girls read more than boys but there is not any difference according to their departments. Besides, IBDP students have higher attitude in “enjoyment” subscale, girls have higher attitude in all subscales.Item Open Access Comparative analysis of biology textbooks with regard to cellular respiration and photosynthesis(2012) İnanç Gök, TuğbaThe topics of cellular respiration and photosynthesis in the International Baccalaureate Diploma Programme (IBDP) and Ministry of National Education (MEB) biology textbooks were analysed and compared with regard to content, presentation and learning strategies by using content analysis as a research method. Interviews were conducted with five practising biology teachers. Both textbooks follow a general to specific (deductive) order in the topics and have similar features in terms of readability and typography. The assessment strategies of neither textbooks focus on measuring higher order cognitive levels. The differences between the two textbooks are prominent in the content, presence and absence of major themes, number of student-centred activities, real life connections and use of technology. The MEB textbook had more comprehensive content but with many details which were not appropriate for the students‘ level. While the IBDP textbook included all major themes in the two topics, the MEB textbook lacked some important ones. The MEB textbook is richer in terms of student-centred activities, experiments and real life connections. The IBDP textbook is richer in terms of technology. The findings of the content analysis were supported by the ideas of the practising teachers.Item Open Access A comparative analysis of ecology units in the biology textbooks of secondary school programs(2013) Ödün, SinemThe purpose of this study was analyze and compare ecology units in four Ministry of National Education (Milli Eğitim Bakanlığı, MEB) biology textbooks, International Baccalaureate Diploma Programme (IBDP) biology textbook and International General Certificate of Secondary Education (IGCSE) biology textbook in terms of content, presentation and learning. Content analysis was used as a research method and interviews were conducted with biology teachers. The analysis of the ecology-related unit content of textbooks showed that MEB textbooks cover large numbers of life connections and interdisciplinary treatments which makes MEB textbooks advantageous over the other two textbooks. From the perspective of presentation, the IGCSE textbook is the only textbook that has teachers’ resource kit. The other advantageous point is presenting bite-size information, a chunking. The IBDP textbook contains lots of links to a website that makes textbook interact with technology. Regarding learning, the ecology units of MEB textbooks rank higher hierarchy than IBDP and IGCSE textbooks. MEB textbooks present the most friendly language style. Moreover, MEB textbooks support students with activities and, variety of questions.Item Open Access A comparative analysis of quadratics in mathematics textbooks from Turkey, Singapore, and the international baccalaureate diploma programme(2012) Sağlam, ReyhanThe purpose of this study was to analyze and compare the chapters on quadratics in three mathematics textbooks selected from Turkey, Singapore, and the International Baccalaureate Diploma Programme (IBDP) in terms of content, organization, and presentation style through content analysis. The analysis of mathematical content showed that the Turkish textbook covers a greater number of learning outcomes targeted for quadratics in the three mathematics syllabi, in a more detailed way compared to the other two textbooks. The organization of mathematical knowledge reflects an inductive approach in the Turkish textbook from quadratic equations to functions, whereas the Singaporean and IBDP-SL (Standard Level) textbooks present mathematical concepts in a deductive way from quadratic functions to equations. Regarding presentation style, the Turkish and IBDP-SL textbooks are rich in studentcentered activities compared to the Singaporean textbook. While the IBDP-SL textbook gives opportunities to students to make investigations and reach generalizations, the Turkish textbook presents mathematical concepts in a readymade way. The IBDP-SL textbook is also the one which uses real-life connections and technology the most. In addition, the IBDP-SL textbook uses problems with moderate complexity more frequently than the other two textbooks where the problems with low complexity are dominant. This study revealed that each mathematics textbook has different priorities, and the approaches in the three textbooks were interpreted in the light of reader-oriented theory (Weinberg & Wiesner, 2011) and Rezat’s (2006) model of textbook use.Item Open Access Investigating the impact of international general certificate of secondary education scores and gender on the diploma programme scores in mathematics and science(2014) Yağız, BurcuInspired by their goal for a well-rounded education in a world that has become more globalized, an increasing number of schools in the United States, Europe and other parts of the world have been adapting the philosophy and curricula of international schools. While there have been several studies to support Diploma Program as an established curriculum at the senior high school level, there has been little evidence that would support any particular curriculum at the junior high school level. The purpose of this study was to investigate the relationship between external examination scores of International General Certificate of Secondary Education and those of Diploma Program. A purposive sample was drawn from high school students who attended a private international school in a major metropolitan city in Turkey (N = 250). Data were analyzed with a multiple regression approach. Statistically significant and relatively strong relationships were found between external examination scores, both in mathematics and science.Item Open Access Teachers' perspectives on assessment of the learner profile attributes in the primary years programme(2013) Weiss, KristinThis study attempted to determine teachers’ perspectives on the 10 attributes of the IB learner profile. The 24 participants in this descriptive case study were elementary classroom teachers ranging from kindergarten to grade 5 at an international, private, bilingual school in Ankara, Turkey during the 2011-2012 school year. A survey and semi-structured interviews were used to determine teachers’ perspectives on the clarity of assessing the learner profile attributes, the strategies used for assessing the attributes, and the classification of the attributes into four given categories. Frequency analysis established which of the learner profile attributes were perceived to be the clearest, as well as the most unclear attributes, when considering assessment. Caring was the learner profile teachers perceived to be the clearest attribute to assess, while balanced was the attribute teachers perceived to be the most unclear to assess. Frequency analysis was also used to determine into which categories each of the attributes was classified. Five common themes emerged from survey responses, and were further developed through the analysis of the semi-structured interviews as to why teachers perceived certain attributes to be more difficult, or unclear, when considering assessment. The five themes were: “subjectivity due to the abstract nature of certain attributes,” “artificial results,” attributes that are “unable to be observed,” and finally, “personal,” and “cultural” elements. Another major result of this study was that participants had different understandings regarding classification of the 10 attributes amongst themselves, as well as when compared to the classification Dr. Kate Bullock published in 2011. Supported by the literature reviewed for this research, this study suggests that the ambiguity of the learner profile attributes is due to the fact that the IB has not provided research into how and why the current 10 attributes were chosen. More importantly, the IB has not provided research about theories of values development in children throughout different age groups. It is recommended that the IB create common documents to assist with data collection and reporting on the learner profile attributes; the IB intensively train teachers on how to implement the learner profile; and the IB create a developmental continuum for each of the attributes of the learner profile.Item Open Access Theory of knowledge and the Turkish national curriculum : the dynamics of a new relationship(2012) Harris, GlynThis is an exploratory research study focusing on the International Baccalaureate’s Theory of Knowledge (TOK) programme in Turkish schools, all of whom deliver the Turkish National Curriculum. In the study 26 staff and students from four private schools in Ankara, Turkey, completed surveys and interviews. The results show that although the TOK course provides many opportunities to address issues with student and teacher autonomy, and to fulfil newly reformed aims of The National Ministry of Education (MEB), difficulties with MEB course load and lack of collaboration mean that TOK is perceived and implemented as a periphery course. The study also reveals issues of communication within the schools, particularly in respects to the MEB curriculum reforms, and developments concerning the IB programme in Turkey.Item Open Access Uluslararası bakalorya ve MEB Türk edebiyatı dersi kesişiminde bir roman analizi : kültürel açıdan İnce Memed(2013) Çarşanlı, DilaraThe purpose of this study is to explore how culture and cultural items are covered in the masterpieces which are studied in International Baccalaureate Diploma Programme (IBDP) Turkish lessons and to show how aims and objectives of IBDP Turkish and Ministry of National Education (MoNE) Turkish Literature lessons are examined. For this purpose, a novel chosen from IBDP Turkish prescribed book list was examined in the light of The New Historicism with content analysis and coding methods through determined cultural items. Consequently, cultural aims and objectives of the lessons were found supporting each other. It is concluded that cultural items determined in the masterpieces which are examined in the lessons can be analyzed through the aims and the objectives of the lesson and also these items could be transferred in a national and international concept similar to the schema developed at the end of the study.