Scholarly Publications - Educational Sciences

Permanent URI for this collectionhttps://hdl.handle.net/11693/115556

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Open Access
Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being
(Academic Press, 2017) Mouratidis, A.; Michou, A.; Vassiou, A.
Research on students’ motivation has mainly focused on interpersonal differences rather than on the ongoing, intrapersonal dynamics that forge students’ everyday life. In this five-month longitudinal (diary) study, we recruited a sample of 179 high school students from Greece (35.8% males; Mage = 16.27; SD = 1.02) to investigate through multilevel analyses the ongoing dynamics of students’ motivation. We did so by examining the relation between autonomous functioning and aspects of study regulation (namely, study efforts and procrastination) and well-being (namely, subjective vitality and depressive feelings). After controlling for perceived competence, we found week-to-week autonomous functioning to relate positively to study efforts and subjective vitality and negatively to procrastination and depressive feelings. Interestingly, implicit theories of ability - the degree to which one believes that ability is fixed or amenable - were found to moderate the week-to-week relations of autonomous functioning to study efforts and homework procrastination. In particular, autonomous functioning co-varied positively to study efforts and negatively to homework procrastination only among students who believed that ability is malleable. Also, beliefs that ability is fixed predicted poorer grades, lower mean levels of study efforts, and higher homework procrastination. The results underscore the necessity of taking a more dynamic view when studying motivational phenomena and the importance of jointly considering the implicit theory framework and self-determination theory.
Open Access
Adult learners' retention of collocations from exposure
(Sage Publications Ltd., 2010) Durrant, P.; Schmitt, N.
Formulaic language is widely recognized to be of central importance to fluent and idiomatic language use. However, the mechanics of how formulaic language is acquired are not well understood. Some researchers (e.g. Nick Ellis) believe that the chunking inherent in formulaic language drives the language learning process. Others (e.g. Wray) claim that adult second language learners take an essentially non-formulaic approach to language learning, analysing their input into individual words and not retaining information about what words appear together. If the second model is right, it represents a crucial difference between child first and adult second language learning. This 'non-formulaic' model is tested here through a lab-based study of collocation learning. Our findings indicate that, contrary to the model, adult second language learners do retain information about what words appear together in their input. This suggests that any shortfall in non-natives' knowledge of collocational associations between words is due to inadequate input, rather than a non-nativelike approach to learning. The study also examines the effects of different forms of repetition on collocation acquisition and draws conclusions regarding pedagogical activities for learning.
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
An investigation into high school mathematics teachers and inclusive education for students with visual impairments
(Sage Publications, Inc., 2023-05-16) Baykaldı, Gamze; Çorlu, M. S.; Yabaş, D.
Inclusive education strives to support all students, regardless of their differences, so no child is left behind. However, some teachers, especially those in high schools, may oppose inclusive education. This study aimed to examine the experiences and actions of high school mathematics teachers as they taught students with visual impairments to understand the challenges they faced and how these affected their willingness to embrace the inclusion of these students. Researchers conducted semi-structured interviews with eight mathematics teachers experienced in teaching students with visual impairments. The findings were organized into five themes: mathematics teaching practices, curriculum, material preparation, assessment practices, and beliefs about inclusive education and students with visual impairments. The results revealed that while mathematics teachers were conscious of not being adequately equipped to implement inclusive education, those with strong teaching efficacy beliefs were more inclined to teach rigorous mathematics to students with visual impairments.
Open Access
Analysing school-museum relations to improve partnerships for learning: A case study
(Türk Eğitim Derneği, 2020) Ateş, Aysun; Lane, Jennie F.
Field trips to museums can improve student learning by providing them with opportunities to see first-hand concepts they learned in the classroom. Unfortunately, perceived and real barriers may discourage partnerships between schools and museums for education. The current paper describes how case study methodology was used to examine relations between a school and museums. Through this case study, a phenomenographic research approach was used to gain insights into museum educators and teachers’ perceptions and practices related to museum education. The research was conducted in Ankara, Turkey, involving teachers from a private school and seven staff from local museums. This study utilized quantitative data to support qualitative data. Through interviews, questionnaires, and an analytical framework, the results revealed the importance of identifying roles associated with museum education and strengthening pathways for communication. Based on the results of the study, the authors provide suggestions to improve partnerships between a school and local museums. One strategy is to identify a school staff member who serves as a liaison between the school and the museums, ensuring consistent communication and sharing of ideas. Future research ideas for consideration are identified
Open Access
An Analysis of the Resilient Students' Profile based on PISA 2012
(Eğitimde ve Psikolojide Ölçme ve Değerlendirme Derneği, 2015) Kalender, İlker
The present study sought to define resilient students' profile in comparison with low achieving/low SES students. To this end, several school- and teacher-related variables, taken from PISA 2012 student questionnaire, that were considered to be influential on students' reading literacy were examined. A total number of 28 items from 5 dimensions were selected. They are: Student-Teacher Relations (5 items), Sense of Belonging (9 items), Attitude towards Learning at School (4 items), Attitude toward School (4 items), and Perceived Control (6 items). Using binary logistic regression, significant variables were defined explaining literacy differences between two groups of students. Then, profile of resilient students was defined. Results indicated that resilient students had more positive attitudes towards school and teachers compared with low achievers. The findings of the present may provide significant information as to increase rate of resilient students.
Open Access
Aspects of validity of a test of productive vocabulary: Lex30
(Taylor & Francis, 2012) Walters, J.
This study investigates aspects of validity of an alternative measure of productive vocabulary. Lex30, developed by Meara and Fitzpatrick, is a word association task that claims to give an indication of productive vocabulary knowledge. Previous studies of Lex30 have assessed test-retest reliability, performance against native speaker norms, concurrent validity, reliability of parallel forms, and ability to reflect improvements in vocabulary development. In addition, the issue of construct validity has been explored. The study described here replicates some of these investigations with a different population and extends the investigation of construct validity. By comparing the performance of second language (L2) learners at different proficiency levels, the ability of the test to distinguish between levels of proficiency is explored. Concurrent validity is explored by comparing L2 learners' performance on Lex30 with that of two other productive vocabulary tests. Finally, one aspect of construct validity is explored by assessing whether Lex30 measures productive vocabulary use or simply recall. The findings indicate that Lex30 is a reliable and valid measure of productive vocabulary knowledge, but whether it measures only recall, or whether it measures actual ability to use vocabulary meaningfully and appropriately, appears to depend on the proficiency level of the test taker. © 2012 Taylor & Francis Group.
Open Access
Assessing changes in high school students' conceptual understanding through concept maps before and after the computer-based predict-observe-explain (CB-POE) tasks on acid-base chemistry at the secondary level
(Royal Society of Chemistry, 2015-07-22) Yaman, F.; Ayas, A.
Although concept maps have been used as alternative assessment methods in education, there has been an ongoing debate on how to evaluate students’ concept maps. This study discusses how to evaluate students’ concept maps as an assessment tool before and after 15 computer-based Predict–Observe–Explain (CB-POE) tasks related to acid–base chemistry. 12 high school students participated in this study. Students’ concept maps were evaluated taking into account three parts: qualitative, quantitative and representational level. The results gathered from the quantitative analysis of the pre and post concept maps were analyzed using SPSS 17.0. The results showed that there is a significant difference between students’ pre and post concept map scores (z = 3.05; p o 0.05). From the qualitative analysis of the concept maps, the majority of the students constructed their pre and post concept maps non-hierarchically; while they drew more interconnected concept maps after the CB-POE tasks. Regarding their representational level, the students used the macroscopic level more often than microscopic and symbolic levels in both their pre and post concept maps. Nonetheless, they increased the number of macroscopic, microscopic and symbolic level representations in their post concept maps. The paper concludes with suggestions and implications for educators and researchers to improve the quality of concept map evaluation.
Open Access
Assessing prospective chemistry teachers' understanding of gases through qualitative and quantitative analyses of their concept maps
(R S C Publications, 2013-04) Kibar, Z. B.; Yaman, F.; Ayas, A.
The use of concept mapping as a tool to measure the meaningful learning of students is the focus of this study. The study was carried out with 24 last year students (22 years old) from the Department of Chemistry Teaching at Fatih Faculty of Education, Karadeniz Technical University (KTU). Prospective Chemistry Teachers (PCT) were asked to create concept maps using a list of given concepts related to gases. An examination of the PCTs' maps revealed that the students could not form hierarchical maps even after being shown examples of the basic elements and meaningful propositions between the concepts. After being provided with feedback about their concept maps and trained to form non-hierarchical concept maps, the students were asked to create new maps. This time they were allowed to use either hierarchical or non-hierarchical maps. When their new maps were examined, we found that most of the PCTs formed non-hierarchical maps. However, they still could not form meaningful relationships between the given concepts. We also found that the PCTs had some misconceptions about gases and kinetic molecular theory that explains gas behavior. The study ended up with some suggestions and implications for educators and researchers related to pre-service teachers' training.
Open Access
Assessing teachers’ systems thinking skills during a professional development program in Turkey
(Elsevier, 2018) Ateşkan, Armağan; Lane, Jennie F.
Through effective professional development in Education for Sustainable Development (ESD), teachers can help students gain knowledge, skills, and dispositions to build and support sustainable communities. This paper shares how a university in Turkey developed, implemented, and evaluated an ESD professional development program (PDP) for in-service teachers. The evaluation focused on how the program enhanced participants’ awareness of thinking in systems. Thirty-nine teachers from different parts of the country participated. The PDP took place over eight months and was launched by a five-day summer workshop that included presentations, hands-on activities, and field trips. The theme of energy was used throughout the workshop to emphasize how the environment, society, and economy are connected and interdependent. Teachers’ systems thinking skills were analyzed through a pre- and post-workshop questionnaire and concept maps. Results of the questionnaire showed statistically significant differences between teachers’ systems thinking scale scores before and after the workshop. Concept map analysis, however, identified that participants need more support relating concepts such as social justice to the environment and economy.
Open Access
Attitudes to English teachers' accents in the Arabian Gulf
(Wiley-Blackwell Publishing Ltd, 2014) Buckingham, L.
While the spread of English as a lingua franca has led to calls for multidialectal competence, EFL learners often still consider inner circle native English speaker (NES) pronunciation as their learning goal, and may profess a preference for particular teachers based on their NES or non-native English speaker (NNES) status. This study investigates whether a teacher’s NES/ NNES status may affect Omani students’ level of confidence towards the teacher. Using an adapted matched-guise technique with almost 350 students, the study reveals a preference for speakers and accents students understand to be from the UK, although students also responded favourably to Arabic native speakers. Where the NES/NNES variable remained constant, no significant difference in student’s ratings of the teacher was found.
Open Access
Autonomous and controlling reasons underlying achievement goals during task engagement: their relation to intrinsic motivation and cheating
(Routledge, 2016) Oz, A. O.; Lane, J. F.; Michou, A.
The aim of this study was to investigate the relation of autonomous and controlling reasons underlying an endorsed achievement goal to intrinsic motivation and cheating. The endorsement of the achievement goal was ensured by involving 212 (Mage = 19.24, SD = .97) freshman students in a spatial task and asking them to report their most important achievement goal, as well as the reasons for adopting the goal, during the task. Results from a hierarchical regression analysis revealed that independent of the achievement goal the students adopted, the autonomous reasons for the endorsed goal were positively related to the indices of intrinsic motivation. Furthermore, the autonomous reasons underlying either performance or mastery-avoidance goals were negatively related to cheating. Alternatively, the controlling reasons for the endorsed goal were positively related to pressure and tension. The importance of considering both the ‘what’ and the ‘why’ aspect of achievement motivation are discussed.
Open Access
Basic training and professional qualifications of teachers in Bulgaria and Turkey: a comparative study
(Hacettepe Üniversitesi Eğitim Fakültesi Dekanlığı, 2012) Evgenieva, E.; Arslan, Şerife
The professional qualification of teachers is a derivative of the career development system, the lifelong study model, the expected efficiency of the learning process and others. Motivating a teacher with regard to the need for continuous development depends on the order of the profession with respect to other professions, the remuneration, the satisfaction one gets from the accomplished work and other conditions. The purpose of this study is to discover the mode of interaction of these factors with continuous development phenomenon of every person, and to relate the accumulated experience of one's personal training at different stages with the project for career development of students with educational majors.
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
Blindness and visual impairment in opera
(SAGE Publications, 2018) Aydin, P.; Ritch, R.; O’Dwyer, J.
Purpose: The performing arts mirror the human condition. This study sought to analyze the reasons for inclusion of visually impaired characters in opera, the cause of the blindness or near blindness, and the dramatic purpose of the blindness in the storyline. Methods: We reviewed operas from the 18th century to 2010 and included all characters with ocular problems. We classified the cause of each character’s ocular problem (organic, nonorganic, and other) in relation to the thematic setting of the opera: biblical and mythical, blind beggars or blind musicians, historical (real or fictional characters), and contemporary or futuristic. Results: Cases of blindness in 55 characters (2 as a choir) from 38 operas were detected over 3 centuries of repertoire: 11 had trauma-related visual impairment, 5 had congenital blindness, 18 had visual impairment of unknown cause, 9 had psychogenic or malingering blindness, and 12 were symbolic or miracle-related. One opera featured an ophthalmologist curing a patient. Conclusions: The research illustrates that visual impairment was frequently used as an artistic device to enhance the intent and situate an opera in its time.
Open Access
Building a career in English: users of English as an additional language in academia in the Arabian Gulf
(Wiley-Blackwell Publishing, Inc., 2014) Buckingham, L.
This study investigates how a group of 30 multilingual academics, all users of English as an additional language (EAL) working at a private university in Oman, acquired discourse community membership in their disciplines through publishing in English, and the strategies they use to sustain the level of literacy needed to disseminate their research in refereed journals while working on the periphery. The participants, from the natural sciences, information technology, and economics, originate from countries in the surrounding region and, although many did not study in one of the traditional Anglophone countries, their academic literacy skills in English have been the cornerstones of their peripatetic academic careers. Participants describe their experience publishing from the periphery and perceptions of reviewer bias, and identify strategies used to overcome material shortcomings and linguistic challenges. The practice of language reuse to support the drafting of particular sections of an article is a recurring theme in many interviews. The article discusses the importance of conventional language in the sciences and the differing understandings of plagiarism among academics from the humanities and sciences. An implication from this study is the need for greater institutional support for the writing process in environments where most faculty members are EAL users.
Open Access
Building on the enriched hierarchical model of achievement motivation: autonomous and controlling reasons underlying mastery goals
(Ubiquity Press Ltd., 2016) Michou, A.; Matos, L.; Gargurevich, R.; Gumus, B.; Herrera, D.
Two motivational theories - the Achievement Goal Theory and Self-Determination Theory - have recently been combined to explain students' motivation, making it possible to study the "what" and the "why" of learners' achievement strivings. The present study built on this approach by (a) investigating whether the distinction between autonomous or volitional and controlling or pressuring reasons can be meaningfully applied to the adoption of mastery-avoidance goals, (b) investigating the concurrent and prospective relations between mastery-avoidance goals and their underlying reasons and learning strategies when mastery-approach goals and their underlying reasons were also considered, and by (c) incorporating psychological need experiences as an explanatory variable in the relation between achievement motives (i.e., the motive to succeed and motive to avoid failure) and both mastery goals and their underlying reasons. In two Turkish university students samples (N = 226, Mage = 22.36; N = 331, Mage = 19.5), autonomous and controlling reasons appeared applicable to mastery-avoidance goals and regression and path analysis further showed that mastery-avoidance goals and their underlying autonomous reasons fail to predicted learning strategies over and above the pursuit of mastery-approach goals and their underlying reasons. Finally, need experiences were established as mediators between achievement motives and both mastery goals and their underlying reasons.
Open Access
Can computerized adaptive testing work in students’ admission to higher education programs in Turkey?
(EDAM, 2017-04) Kalender, I.; Berberoglu, G.
Admission into university in Turkey is very competitive and features a number of practical problems regarding not only the test administration process itself, but also concerning the psychometric properties of test scores. Computerized adaptive testing (CAT) is seen as a possible alternative approach to solve these problems. In the first phase of the study, a series of CAT simulations based on real students’ responses to science items were conducted in order to determine which test termination rule produced more comparable results with scores made on the paper and pencil version of the test. An average of 17 items was used to terminate the CAT administration for a reasonable reliability level as opposed to the normal 45 items. Moreover, CAT based science scores not only produced similar correlations when using mathematics subtest scores as an external criterion, but also ranked the students similarly to the paper and pencil test version. In the second phase, a live CAT administration was implemented using an item bank composed of 242 items with a group of students who had previously taken the exam the paper and pencil version of the test. A correlation of .76 was found between the CAT and paper and pencil scores for this group. The results seem to support the CAT version of the subtests as a feasible alternative approach in Turkey’s university admission system.
Open Access
A case study on the perceptions of professional development unit members at an EFL program
(2019) Peker, Hilal; Özkaynak, O.; Arslan, Z.; Tunç, H.
Prior research focusing on teacher training indicated that professional development is considered as a continuous process, and trainings are essential for teacher development. In this qualitative case study, researchers examined the perceptions of professional development unit (PDU) members regarding the training sessions they offered at a foundation university in Turkey. After ethical committee permissions were obtained, the data were collected through semi-structured interview questions besides note taking during the interviews. There were five PDU members as participants. Content analysis was utilized after all the notes and transcriptions were brought together. To carry out the content analysis, the researchers employed a modified van Kaam method as defined by Moustakas (1994). Thematically analyzed data indicated three main findings: continuous professional development, good rapport, and motivation. These themes are discussed as reflected by the participants and implications are provided for future professional development series.
Open Access
catcher: a software program to detect answer copying in multiple-choice tests based on nominal response model
(SAGE Publications, 2012-08-16) Kalender, I.
catcher is a software program designed to compute the v index, a common statistical index for the identification of collusions (cheating) among examinees taking an educational or psychological test. It requires (a) responses and (b) ability estimations of individuals, and (c) item parameters to make computations and outputs the results of the analyses in two text files. The program uses the nominal response model to estimate v index and is based on residuals between expected and observed values of matched answers between examinee pairs (copier and source) by considering correct and incorrect answers, conditioning on source’s answers, copier’s ability level, and item parameters.