Browsing by Author "Pektaş M."

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A comparison of the middle school science programmes in Turkey, Singapore and Kazakhstan
(2018-01-01) Yazıcıoğlu Ö.; Pektaş M.
Comparative education is important for recognising the education systems of different countries for bringing new practices into the education system and for ensuring educational equality among different societies. This study discusses the education systems of Turkey, Singapore and Kazakhstan. The science programmes of the three countries are compared in terms of their general objectives, processes and skills, content, measurement and evaluation approaches and learning outcomes. This is a comparative education research with a horizontal approach. The middle school science curriculum of the three countries was used as a data collection tool. As a method of analysis, document analysis was carried out. According to the results of the research, the programmes of all three countries are similar in terms of their general aims, processes and skills, but in contrast they have differences in measurement and evaluation approaches and learning approaches.
Evaluating views of teacher trainees on teacher training process in Turkey
(2013-02-01) Kildan A.O.; Ibret B.ü.; Pektaş M.; Aydinözü D.; Incikabi L.; Recepoglu E.
The views of the teacher trainees who have recently started the teaching profession on teacher training process are of great value because they are new graduates and they are in their first year in the profession. Since the teachers in their first year in the profession do not have any experience, they have to pursue the educational tasks based on the knowledge and skills they acquired in their faculties. The main purpose of the study is to evaluate the views of the teacher trainees on the process of teacher training in Turkey.Being qualitative in nature, the current research was a descriptive study. The study group involved 58 newly-appointed teacher trainees from different branches who began their teaching profession in Kastamonu in 2010. An "Interview Form" was used for data collection. The data collected from the participants were analysed through Nvivo 9 software package. As a result of the study, the teacher trainees indicated that they felt insufficient especially related to curriculum and content knowledge and that teaching practice and school experience courses do not adequately contribute to their profession.
Investigation of ecological footprint of academicians according to different variables
(2019-06-01) Doğan Y.; Pektaş M.
The purpose of this study is to calculate and evaluate the ecological footprints of the academicians in terms of various variables. The survey method was used in the study. Data were collected from academicians (149 males, 57 female) working at a state university in the South-eastern Anatolia of Turkey during the 2017-2018 academic year. The web-based “Ecological Footprint Calculation Tool” with four sub-dimensions (food, travel, housing, other) was used as data collection tool in the research. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to analyse the data. In paired comparisons, t-test was used for independent groups and ANOVA was used for the comparison of more than two groups. The average ecological footprint value of the participants was calculated in terms of global hectares and the carbon footprint was calculated in tons. According to the results, it was determined that most of the academicians were not knowledgeable about the ecological footprint, they were not members of any non-governmental organizations related to the environment, and did not participate in social and sports activities related to the environment. The average ecological footprint value of academicians was determined above Turkey’s and global average. It was revealed that there was no significant difference among the groups in terms of gender, knowledge of the ecological footprint, being a member of any non-governmental organization related to environment, academic title, participating in social and sports activities related to environment, age and faculty variables.
The Role of Science Teachers' Awareness in their Classroom Practice of Formative Assessment
(2021-01-01) Kaya G.; Atasoy V.; Candan-Helvacı S.; Pektaş M.
The aim of this study is to determine the awareness of science teachers of formative assessment and to examine how formative assessment awareness is reflected in teachers' classroom practices. For this purpose, the exploratory mixed method was used in the study. For the first part of the study, the quantitative dimension was composed of 33 teachers, and the second part of the qualitative aspect consisted of 4 science teachers. As a data collection tool, a formative evaluation interview form consisting of 7 open-ended questions developed by the researchers and in-class observation form focusing on teachers' practices were used. The data obtained were analyzed by content analysis, and themes and codes were created. For the analysis of this data collection tool, a theme-code list was formed based on the data obtained in the research. As a result of the analyses, the teachers were divided into three levels: naive, eclectic and conscious. The majority of teachers who participated in the study were at the eclectic level. Teachers at this level have fundamental knowledge about the importance and use of formative assessment; however, it was found that these teachers do not adequately reflect the formative assessment in their practice. It was also observed that there was a parallel between teachers' awareness of formative assessment and their classroom practices. Considering the results obtained in this study, it is concluded that increasing the teachers' awareness regarding formative assessment can directly affect the shaping of their classroom practices.
What Do Prospective Teachers Think about Educational Gamification?
(2019-01-01) Pektaş M.; Kepceoǧlu I.
This case study investigated what prospective science education teachers think about the use of gamification in education. 44 pre-service science teachers were asked to provide their opinions about the use of gamification in education after a 4-week implementation of gamification. The participants revealed the benefits of gamification such as an increase in motivation, saving time, and preventing cheating, as well as limitations such as difficulty in classroom management and technological problems. Furthermoer, according to the participants, gamification applications could be used in the assessment of instruction. While this study was carried out with respect to the playing practices in the teacher training period, it would be beneficial to study different teaching levels and apply the practices in different courses to diversify the results.