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Item Open Access ACM-W: global growth for a local impact(Walter de Gruyter GmbH, 2021-05-19) Tims, J.; Ayfer, ReyyanACM-W is the community within the Association for Computing Machinery (ACM) that is dedicated to issues of gender equality in Computer Science. ACM-W works globally to support, celebrate and advocate for the full participation of women in all aspects of the computing field. This article presents a brief history of ACM-W with an emphasis on the global growth of the organization. A summary of the primary programs of ACM-W is provided to further highlight the global impact of our work. Also included are examples of how ACM-W is partnering with other computing and scientific organizations to realize greater impact in the arena of gender equality.Item Open Access Advantage of using Web 2.0 applications in class(ACM, 2010) Aydinol, Ayşe Begüm; Gültekin, ÖzgürIn this study the advantage of using Web 2.0 applications in terms of increasing student attention and enthusiasm will be emphasized by presenting the example of community service activities which were supported by the blog usage. Copyright 2010 ACM.Item 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.Item 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.Item 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.Item 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.Item Open Access Assessment methods and how teachers and students view them in a computer science course at Uppsala University(ACM, 2010) Ezel, Mithat CanberkI have examined concepts of assessments and aimed to see differences between teachers and students opinions. I created a questionnaire and sent it to three groups in CS department at Uppsala University. These groups were undergraduate student, graduate students and teachers in CS. Copyright 2010 ACM.Item 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.Item 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, ErkanItem 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.Item 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.Item 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.Item Open Access Common ground for positioning: a discourse analysis on second language socialization(Hacettepe Universitesi, 2014) Ortaçtepe, DenizApplying Kecskes and Zhang's (2009) dynamic model of common ground in positioning theory (Davies & Harre, 1990), the present study aims to explore the second language (L2) socialization of Turkish students through the discursive processes as well as the skills they adopted in social interactions with the American speakers during a formal reception at an American university. The findings indicated that the Turkish students endorsed similar discursive processes not only to establish common ground as the American speakers', but also to position themselves in the speech context. This study highlights that engaging in real-life conversations with the target language speakers (Gumperz, 1996) encourages L2 learners/users (Cook, 1999) to embrace the discursive practices that are shared within a particular speech community. It also provides suggestions for future research embracing more longitudinal/ethnographic approahes to examine L2 socialization as well as teaching implications for instructional materials and contexts that reflect authentic social encounters.Item Open Access Conceptual socialization in EFL contexts: a case study on Turkish EFL learners’ request speech acts realization(Selçuk University, 2019) Şanal, Merve; Ortaçtepe, DenizConceptual socialization refers to the process second/foreign language learners go through to transform their conceptual system so as “to fit the functional needs of the new language and culture” (Kecskes, 2002, p. 157). Therefore, the present study examined Turkish EFL learners’ conceptual socialization by analyzing the similarities and differences between native speakers of English and Turkish learners of English in their request speech acts realization. The data were collected from Turkish learners of English (focal group) and native speakers of English (baseline group) through role-plays and a written discourse completion task on requests both in Turkish and English. Participants’ responses were rated in terms of the level of formality, politeness, directness and appropriateness. The results indicated that although the Turkish EFL learners were higher level learners, they could not produce the required level of politeness, formality and appropriateness in their speech acts as much as the native speakers did. This study reveals that in EFL contexts, where there is lack of authentic social interaction and engagement with a community of practice, language learners’ conceptual socialization process is bound to their experiences of classroom instruction and L1 socialization.Item Open Access Demystifying computational thinking for teacher candidates: a case study on Turkish secondary school pre-service teachers(Springer, 2021-09) Ateşkan, Armağan; Ortactepe Hart, D.The present study is based on a teaching-module designed to introduce computational thinking (CT) to pre-service teachers pursuing MA degrees at a large-scale university in Ankara, Turkey. It aims to explore Turkish pre-service teachers’ perceptions and integration of CT in different disciplines through CT-based tasks. Pre- and post-attitude questionnaires were administered before and after the presentation of a CT module to find out about their self-efficacy of computer use in class, perceptions of computing and CT, and integration of CT into their classrooms and in other disciplines. Student lesson plans were analysed in order to explore the challenges they faced while integrating CT into their teaching. According to the results, the pre-service teachers in this study 1) gained an awareness that computing, and CT are more than using computers and technology but relate to the process of problem-solving, 2) developed a better understanding of how to integrate CT into their teaching, and 3) agreed that CT could and should be integrated into the teaching of other disciplines, and 4) integrated different CT vocabulary in lesson plans based on their specific subject area.Item Open Access The effect of L1 on the production of L2 formulaic expressions(Turkish Association of Applied Linguistics, 2016) Pfeiffer, K.; Ortaçtepe, D.; Corlu, S.This study explores whether formulaic expressions congruent to the ones in an individual's native language (L1) have an effect on the production those expressions and their respective contexts in that individual's second language (L2). Fifteen EFL students were given a pre- and post-Discourse Completion Test and a Writing Prompt to assess their improvement in producing English idioms and their contexts after a workshop that focused on idioms of varying similarity to the participants' L1: Category I, word-for-word translations of the idiom used in L1; Category II, conceptually similar versions of the idiom used in L1; and Category III, idioms specific to the L2. The results of the study suggest that explicit instruction and comparison of any category of idioms can promote its production, but also that EFL learners are more comfortable working with Category II idioms.Item Open Access The effect of video tutorials on learning spreadsheets(ACM, 2010) Aydınol, Ayşe Begüm; Gültekin, ÖzgürIn this study a video tutorial for spreadsheet use (Excel) will be prepared by two undergraduate students by using a recorder and applied on a group of students to understand how effective this kind of a tutorial is to increase student achievement. Copyright 2010 ACM.Item Open Access Effectiveness of particulate nature of matter (PNM)-based intervention studies in improving academic performance: a meta-analysis study(Royal Society of Chemistry, 2023-03-13) Çalık, M.; Ültay, N.; Bağ, H.; Ayas, AlipaşaThrough a meta-analysis, this study examines how effective particulate nature of matter (PNM)-based intervention studies are at improving academic performance. Well-known databases (e.g., ERIC, Springer Link, Taylor & Francis, and ScienceDirect) were used to look for the PNM-based intervention studies via specific keyword patterns. Also, a manual search of related journals and dissertations was conducted to find any missing papers. Subsequently, this meta-analysis included 66 papers (44 dissertations, 21 articles, and one proceeding) published from 1992 to 2022. All statistical data from the papers were initially inserted into an Excel sheet and then imported into comprehensive meta-analysis (CMA) statistics software to calculate Hedges’ g values. The findings indicated that the overall effect-size for the random-effects model was 0.90, which means that the PNM-based intervention studies have a large effect for academic performance. Furthermore, it was revealed that moderator variables, namely educational level and type of intervention, positively affected participants’ PNM-based academic performance (p o 0.05). In light of the findings, it can be concluded that the PNM-based intervention studies are effective at improving the participants’ academic performance. Moreover, given the findings regarding educational level, it can be deduced that K–8 students are able to learn the fundamental features or dimensions of the PNM. Since the meta-analysis includes few extreme values, further research should be undertaken to test the effectiveness of the intervention types on academic performance. Furthermore, the current study excluded a notable number of papers because they lacked sufficient data; therefore, science researchers should take care to include sufficient data or effect-size value for their papers to facilitate dissemination, generalization and comparison of their results.Item Open Access The effects of a professional development program on English as a foreign language teachers’ efficacy and classroom practice(Wiley-Blackwell Publishing, Inc., 2015-12) Ortaçtepe, D.; Akyel, A. S.The purpose of the present study is twofold: (1) to investigate the relationship between the efficacy of teachers of English as a foreign language (EFL) and their self-reported practice of communicative language teaching (CLT) and (2) to examine the impact of an in-service teacher education program on teachers’ efficacy and self-reported and actual practice of CLT. Data came from a Teachers’ Background Questionnaire, English Teachers’ Sense of Efficacy Scale (Chacon, 2005), Communicative Orientation of Language Teaching (COLT; Spada & Fronlich, 1995), and € the questionnaire version of COLT. Fifty Turkish EFL teachers working in eight schools responded to the questionnaires, and 20 of them were observed. The findings indicate that after the in-service education program, the teachers not only improved their practice of CLT but also became more efficacious. The findings highlight the importance of awareness-raising activities for professional development programs as well as the need for multiple instruments to analyse the extent to which teachers’ self-reported beliefs and practices concur with their observed teaching practice.Item Open Access EFL learners’ use of formulaic language in oral assessments: a study on fluency and proficiency(Hacettepe Üniversitesi Eğitim Fakültesi Dekanlığı, 2016) Üstünbaş, Ü.; Ortaçtepe, DenizDespite the recent, increasing interest in the research of formulaic language which constitutes a significant part of languages, there is little research on formulaic language use in registers such as classroom teaching and textbooks. Therefore, this article aims to investigate a) formulaic language use of EFL learners in multi-task oral proficiency exams consisting of an individual and a paired task, b) the task type in which these learners use more formulaic language, and c) whether the use of formulaic expressions is related to their fluency and overall proficiency scores. The data were gathered from the content analyses of video recordings of oral proficiency exam belonging to 190 EFL learners with different proficiency levels according to the description of CEFR and the course book used at School of Foreign Languages at a state university in Turkey. The findings indicate that EFL learners used formulaic language which they were exposed to through their course books in oral proficiency exams with different tasks; they used more formulaic language in the paired tasks in which they interact with another exam taker and their use was significantly related to their scores of fluency and language proficiency.