Scholarly Publications - Educational Sciences

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

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Exploring creative thinking skills and creativity in English courses through the lenses of creative pedagogy in two continuum IB schools
(Elsevier, 2025-07-18) Chouseinoglou, Seçil; Ateşkan, Armağan
Creativity and creative thinking skills are imperative in the 21st-century workforce and are integral to modern educational curricula. The International Baccalaureate (IB) stands out for seamlessly incorporating these skills into its Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). However, the interchangeable use of the terms creativity and creative thinking skills presents challenges to their differentiation and integration into teaching practices. This study examines the roles of creativity and creative thinking skills in two continuum IB schools in Türkiye. Lin's (2011) creative pedagogy framework, which originally included teaching creatively, teaching for creativity and creative learning as the core components, has been revised twice for the current study. It now includes creative thinking skills as the fourth component and this is one of the major contributions of this research. Our findings revealed that IB curricula foster creativity and creative thinking skills, but the teachers faced some challenges as a result of the demanding nature of the curricula and time constraints. This multiple case study followed a concurrent mixed-methods approach employing semi-structured teacher interviews, questionnaires and class observations as data sources to ensure triangulation. Based on the findings, each component of the framework has been redefined from the IB perspective. Thus, the final version of the framework, the Creative Pedagogy Framework for Continuum IB Schools, offers a systematic infusion of each component mentioned previously into IB curricula in continuum IB schools, addressing challenges and enhancing integration.
Open Access
Mathematics teachers’ perceptions about the end-of-secondary school external assessment in two educational contexts: implications for teaching and learning
(Cogent OA, 2025-11-26) Sağlam Karakoç, Reyhan; Michou, Aikaterini
End-of-secondary-school external examinations play a critical role in shaping teaching and learning, yet little is known about how teachers interpret their design and educational consequences across different systems. In this comparative study, we investigated through semi-structured interviews mathematics teachers’ (n = 12) perceptions of the design of end-of-secondary school external assessment and its implications for the teaching and learning of mathematics in the Turkish Ministry of National Education Program (MoNEP) and the International Baccalaureate Diploma Programme (IBDP). Findings of the thematic analysis revealed clear contrasts. While the IBDP’s criterion-referenced assessment was seen as aligned with curricular aims and fostering inquiry and conceptual learning, the norm-referenced university entrance exam (YKS) in MoNEP was viewed as misaligned with curricular goals and pushing teaching towards memorisation and test-taking strategies. Across both systems, teachers highlighted strong backwash effects, illustrating how assessment design impacts instructional practices and learning outcomes. The study suggests that aligning curriculum and assessment more closely, diversifying assessment formats and investing in sustained professional development are essential for fairer and deeper mathematics learning.
Open Access
Pathways to need supportive teaching: Teaching mindsets
(Springer, 2024-07-23) Cilalı, Bengü; Michou, Aikaterini; Daumiller, Martin
Teachers differ in the extent to which they sup port their students’ basic psychological needs. To better understand these differences, we investigated how mindsets and motivation to teach English relate to their need-supportive teaching practices. Data was gathered from 348 EFL instructors (261 female, 87 male; M_age= 38.47, SD = 9.22) working at state and private universities in Turkey through the following self-report questionnaires: the Implicit Theories of Intelligence Scale (ITIS; Dweck et al., 1995), the Comprehensive Relative Autonomy Index (C-RAI; Sheldon et al., 2017), and the Teacher as a Social Context Questionnaire (TASC-Q; Belmont et al., 1988). Results of structural equation modeling revealed that language instructors’ fixed teaching mindset beliefs had both direct and indirect relationships with their need-supportive teaching through quality of teaching motivation. The direct relationships suggest that instructors who believe their teaching ability is a fixed trait are less likely to teach for autonomous reasons, such as personal interest and values, and more inclined to teach out of external reasons, such as pressure from supervisors. The indirect relationships suggest that autonomous teaching motivation mediates the negative relationships between fixed teaching mindset and provision of involvement and structure. These findings highlight the important role of teaching mindsets and motivation in promoting need-supportive learning environments.
Open Access
Incorporating AI in foreign language education: an investigation into ChatGPT’s effect on foreign language learners
(Springer, 2024-03-19) Karataş, Fatih; Abedi, Faramarz Yaşar; Özek Günyel, Filiz; Karadeniz, Derya; Kuzgun, Yasemin
ChatGPT, an artificial intelligence application, has emerged as a promising educational tool with a wide range of applications, attracting the attention of researchers and educators. This qualitative case study, chosen for its ability to provide an in-depth exploration of the nuanced effects of AI on the foreign language learning process within its real-world educational context, aimed to utilize ChatGPT in foreign language education, addressing a gap in existing research by offering insights into the potential, benefits, and drawbacks of this innovative approach. The study involved 13 preparatory class students studying at the School of Foreign Languages at a university in Turkey. The students were introduced to ChatGPT through learning experiences over a span of four weeks by the researcher as a language teacher. The qualitative data collected from the interviews were analysed using thematic analysis. The findings suggest that ChatGPT positively affects students’ learning experiences, especially in writing, grammar, and vocabulary acquisition, and enhances motivation and engagement through its versatile and accessible nature in various learning activities. These insights contribute to understanding the utility and constraints of employing ChatGPT technology in foreign language instruction and can inform educators and researchers in developing effective teaching strategies and in designing curricula.
Open Access
Exploring habits of mind associated with incremental learning theory to explain actions of teachers integrating environmental education
(Routledge Journals, Taylor & Francis Ltd., 2024-03-11) Lane, Jennie Farber; Altan, Servet; Franzen, Rebecca L.
This study was launched after re-analyzing teacher narratives from an earlier study; the narratives were reflections on environmental education practices. The analysis involved using a framework that relates Habits of Mind to educational theories. An unsurprising outcome was finding Habits of Mind associated with mindfulness and constructivism. An unanticipated finding was to learn how incremental learning theory explains why teachers strive to include environmental education in their lessons. Although there has been environmental research related to growth and fixed mindsets, more studies in environmental education are needed to explore how incremental learning theory plays a role in the decisions and actions of exemplary environmental educators. Therefore, to begin this exploration, a new study was conducted using the framework to analyze interviews with ten currently practicing teachers. The findings give insights into the following Habits of Mind associated with incremental beliefs: wonderment and awe, continuous learning, striving for accuracy, risk-taking, and persistence.
Open Access
Born to be an English speaker: motivational pathways of fixed mindset to success in EFL
(Sveuciliste u Zagrebu * Uciteljski Fakultet, 2024-06-21) Maden, Sinem; Peker, H.; Michou, A.
Several maladaptive motivational pathways to success have been investigated in foreign language (L2) learning. However, the links between a fixed mindset and academic success through language selves and academic buoyancy in English Preparatory Programs (EPP) of English Medium Instruction (EMI) universities have not been researched. Although the L2 Motivational Self System (L2MSS; Dörnyei, 2005) has been extensively used to describe L2 learners’ motivation, its links with important motivational constructs such us students’ mindset and academic buoyancy in the prediction of success have not been studied to fully describe L2 learners’ motivational pathways to success. In the present study, carried out on a sample of 343 Turkish EPP learners and through partial least squares structural equation modelling (PLSSEM), we identified the following maladaptive pathways: learners’ fixed mindset was related to their ought-to and feared L2 selves (Peker, 2016, 2020) positively and to their ideal L2 self and academic buoyancy negatively. Academic buoyancy and academic success were positively related. Significant negative indirect relationships between fixed mindset and academic buoyancy through L2 selves were identified in addition to significant negative indirect relationships between fixed mindset and academic success through L2 selves and academic buoyancy. We discuss EPP students’ motivational mechanisms in terms of their implications for facilitating their success.
Open Access
Using nature journals to support students' motivation for writing in an english as a foreign language classroom
(Routledge, 2024-11-08) Koparmal, Sinem; Lane, Jennie Farber
English as a Foreign Language teachers often look for ways to encourage students to practice writing and develop writing skills. In this study, an English teacher utilized nature journaling to motivate her students to write in the target language and develop nature writing skills. Through a reflexive notebook as part of action research, the researcher monitored her teaching efforts and student responses. A content analysis of the student journals provided insights into students' nature writing skills. The outcomes revealed that nature journaling can motivate students to write and increase awareness of the natural world.
Open Access
An investigation into high school mathematics teachers and inclusive education for students with visual impairments
(SAGE Publications, 2024-01) Baykaldı, Gamze; Çorlu, M. Sencer; Yabaş, Defne
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
A meta-analysis of effectiveness of chemical bonding-based intervention studies in improving academic performance
(R S C Publications, 2024-01-05) Çalik, M.; Ültay, N.; Bağ, H.; Ayas, Alipaşa
The purpose of this study is to meta-analytically evaluate research that used chemical bonding-based interventions to improve academic performance. Through meta-analysis, the present study used several keyword patterns (e.g., chemical bonding, experimental, chemistry education, science education) via relevant databases (e.g., ERIC, Springer Link, Taylor & Francis, Wiley Online Library Full Collection, and Scopus) to find chemical bonding-intervention studies. Thus, it included 50 chemical bonding-based intervention papers (15 dissertations, 32 articles, and 3 proceedings). The current meta-analysis found that the overall effect-size of chemical bonding-based intervention studies was 1.007, which shows a large effect. Findings regarding moderator analysis displayed non-significant differences between educational levels and a statistically significant difference between the intervention types. This metaanalysis reveals that the chemical bonding-based intervention studies are effective at improving the participants’ academic performance in terms of chemical bonding. Further, it denotes that when the abstract nature of chemical bonding is overlapped with the features of the intervention type, the interventions (e.g., cooperative learning and enriched learning environment with different methods) result in better academic performance. Since this study, like all meta-analyses, points out consistent and inconsistent findings among published research, further meta-analysis studies should be undertaken to resolve any contradictory findings.
Open Access
Supporting critical thinking skills needed for the International Baccalaureate Diploma Programme: A content analysis of a national and two international education programs in Turkey
(Elsevier Ltd, 2022-11-29) Dulun, Ö.; Lane, Jannie Farber
Students need well developed critical thinking skills for future employment and to deal with real life problems. These skills involve reviewing, comprehending and analyzing sources of data to make informed decisions and to reflect on possible outcomes and consequences of these decisions. Fortunately, many education programs provide learners with activities and experiences to foster and develop their critical thinking skills. One well-known program is the International Baccalaureate Diploma Program for upper high school students. Given the challenges of this program, it is important to ensure that students are prepared before they enroll. Therefore, this study examined educational programs offered to Turkish students in grades 9 and 10 to learn about the objectives and learning experiences they receive to develop their critical thinking. A content analysis of three education programs was conducted, guided by a framework identifying dimensions of critical thinking. The three programs were the national program, the International Baccalaureate Middle Years Programme and Cambridge's International General Certificate of Secondary Education. For each program, four different subject areas were analyzed. The subject areas that addressed all the critical thinking components most thoroughly were the language courses (Turkish and English). The study also found that Approaches to Learning skills outlined by the International Baccalaureate provide strong guidance to ensuring critical thinking are integrated throughout the curriculum.
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Reimagining trainee teacher practicum experiences in Turkish K-12 schools
(Elsevier BV, 2023-06-09) Kırkgöz, Y.; O'Dwyer, John; Godfrey, T.; Üstünel, E.
The practicum is essential in forming a future cadre of K-12 teachers. This study explores experiences of two separate cohorts of students seeking qualified teacher status on teacher education programmes in three Turkish universities. The theoretical framework, using Langdon et al.’s (2012) 12 principles, connects delivery level concerns to systemic issues. Mixed methods gather trainee perceptions of practicum learning, mentoring and school support. School experiences were the least fulfilling; qualitative data evidence a variable picture in the provision of fit-for-purpose mentoring and school support. Findings argue for incentivising practicum delivery by linking macro-level providers - policy hubs, universities and schools - to school-based practicum needs.
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
The innovative teacher within learning organisations: a leadership perspective
(Taylor&Francis, 2023-01) O'dwyer, John; Atlı, Hilal Handan
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
Navigating the Covid 19 turbulence in higher education: Evidence from Turkish faculty members
(Dokuz Eylul University, 2022-09-30) Örücü, Deniz; Kutlugün, Habibe Elif
Covid19 was the first pandemic of the modern era to strike with such virulence. We sought to understand this recent phenomenon and contribute to the empirical findings on the expectations from HEI leadership and management in Turkey. Drawing on the Turbulence Theory, we explored how the academic staff experienced the initial phase of the pandemic in Turkey and how they perceived the HE leaders’ navigation of the crisis at the selected universities. Within qualitative phenomonology, data from semi-structured interviews with a convenient sample of 10 academic staff in five public and five private universities in Turkey, was analysed through content analysis. Findings highlighted the opportunities and challenges of the pandemic for the faculty at personal and organizational level in an intersectional pattern. Moreover, the ways HEI leaders navigated the crisis created binaries in the form of experience vs. inexperience and trust vs. distrust. The challenges derived from the rapid but ineffective decision-making processes and the heightened surveillance mechanisms over the academic staff; which in some cases resulted in lack of trust. Hence, the turbulence level was shaped by how the universities and their leaders addressed it. In such cases, practices of building trustworthy connections, more distributive forms of leadership and robust communication; which would help the leaders to navigate the turbulence at times of crises are significant. Further recommendations are provided for research, policy and practice.
Open Access
No aspect of structure should be left behind inrelation to student autonomous motivation
(John Wiley & Sons Ltd., 2022) Mouratidis, Athanasios; Michou, Aikaterini
Background.Provision of structure in classroom settings constitutes one of the pillarsof conducive learning environments. However, little is known whether the particularelements of provided structure—namely, contingency, clear expectations, help andsupport, and monitoring—are equally important for student learning and motivation. Aims.In this cross-sectional study, we aimed to investigate to what extent students’autonomous motivation is linearly and curvilinearly related to their perceptions of theirteachers’ contingency, clear expectations, help and support, and monitoring. Sample.Participants were 12,036Turkish adolescent students (age range: 15–19 years;54.4% males) from 446 classes, nested into 24 public schools. Methods.Cross-sectional, based on student ratings of their self-determined motivationand their teacher structure provision and autonomy support. Results.Multilevel and ordinary least-squares polynomial regression analyses showedall the four perceived structure elements to predict autonomous motivation, withexpectations and contingency (especially when coupled with monitoring) being evenmore important predictors than the other elements. Response surface analyses alsoshowed strong positive relation between autonomous motivation and all the possiblepairs of the four elements of perceived structure along the line of congruence, suggestingan additive effect when teachers are thought to be contingent and helpful and supportive(or monitor their students, or clearly communicate their expectations).Conclusions.These findings imply the key role that teachers could play in enhancingtheir students’ autonomous motivation by providing all the elements of structure.
Open Access
Learner profile attributes in IB teaching: Insights from a continuum school in Turkey
(SAGE, 2022) Keser, Özlem; Altan, Servet; Lane, Jennie F.
This article presents findings from a case study of a K-12 school in Turkey where teachers shared perceptions of how the International Baccalaureate Learner Profile attributes related to their own practice. While discussing the interdependency of the attributes, teachers considered that being an inquirer is the most valuable attribute for effective International Baccalaureate teachers. Participants at all grade levels believed that being open-minded and reflective were important attributes. Despite the importance of inquiry, participants shared that they feel most capable of implementing the attribute of being knowledgeable. The conceptual framework developed for this study may be used by schools and teacher educators to develop attributes of teachers who can help students become global citizens with intercultural understandings.
Open Access
Establishing an institutional EAP teacher development scheme based on BALEAP's competency framework: A critical review of the competencies
(Elsevier Ltd, 2022-09-23) Aksit, Tijen; Aksit, Necmi
Open Access
The contribution of personal epistemological beliefs to uptake in in-service professional development: a case-study
(Routledge, 2021-04-22) Atlı, Hilal Handan; O’Dwyer, John
Formal in-service professional development programmes may help novice teachers or those new to a school adapt to targeted teaching approaches in their new workplace. However, the extent to which their practice changes in response to in-service learning may depend on prior beliefs. This longitudinal case study explored in-depth the personal epistemological beliefs of four pre-sessional English language teachers, international and national, in an English-medium university context in Turkey during a year-long, formal in-service teacher education course, and for 6 months after the course. It investigated changes in classroom practice and beliefs about knowledge and knowing, teaching and learning, and professional learning as a result of in-service learning. Interviews, classroom observations and reflective journals underpinned a hermeneutic analysis which compared informants’ beliefs and classroom practice over time using an existing theoretical model. Underlying patterns of change in epistemological beliefs show belief type, depth, and sophistication, as well as context, as major factors in the uptake and sustainability of targeted teaching approaches in this context. In-service educators’ knowledge of a teacher’s epistemological beliefs profile can lead to more effective and sustainable uptake in formal in-service professional learning through differentiated, practice-based interventions.
Open Access
Procrastination, perceived maternal psychological control, and structure in math class: The intervening role of academic self-concept
(John Wiley & Sons, Inc., 2021-04-15) Selçuk, Ş.; Koçak, A.; Mouratidis, Athanasios; Michou, Aikaterini; Sayıl, M.
Do students procrastinate less when their parents psychologically press them to study? Or do they show procrastination when classroom environment lacks structure? In this study, we aimed to investigate to what extent perceived maternal psychological control and perceived classroom structure in math class relate to adolescents' academic procrastination in math via adolescents’ academic self-concept in math. Three hundred fifty-three adolescents (M age = 16.86 years, SD = 1.35) rated maternal psychological control, structure provided by their math teachers, their own academic self-concept in math, and academic procrastination in math. Results from structural equation model indicated that procrastination in math was positively predicted by achievement-oriented psychological control and negatively by perceived provision of structure by means of academic self-concept in math. Based on the current findings, we provided some suggestions for school counselors and other specialists.