Browsing by Author "Pektas M."

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An investigation of mathematics and science questions in entrance examinations for secondary education institutions in Turkey
(2013-01-01) Incikabi L.; Kurnaz M.; Pektas M.
This study aimed to investigate LDE mathematics and science questions in terms of cognitive requirements (knowing, applying and reasoning) and structural properties (conceptual, algorithmic and graphical). The methodology adopted in the current study was document analysis. The results of this study indicated that LDE science assessments emphasized conceptual questions, while mathematics questions were more algorithmic in structure. In addition, both mathematics and science items de-emphasized graphical representations. In terms of their cognitive requirements, both science and mathematics LDE items neglected the cognitive domain of reasoning. Moreover, science questions mostly met in the intersection of knowing and conceptual, while mathematics questions often required students to apply knowledge on algorithmic questions. This study also concluded that the distribution of question requirements differed from year to year. Some implications regarding the results included that implementing a nation-wide assessment that neglects graphical representations contradicts the target goal of the mathematics and science programs in Turkey. The fact that the LDE was designed to determine the level of students' learning yet neglects reasoning questions also presents a contradiction to the curricular aims.
Analysis of prospective teachers’ environmental identities in terms of some variables
(2020-01-01) Pektas M.; Çiçek Şentürk Ö.
This study examines how environmental identity of prospective teachers studying in different departments of faculty of education has changed in some variables (such as their departments, gender, hometown, families’ place of residence, enrollment to courses about the environment, activities about the environment, and their membership to non-governmental organizations about the environment). The survey method was used in the current study. The sample comprised 644 prospective teachers. In this study, Environmental Identity Scale was used to collect the data. The data were analyzed using independent samples t-test and one-way ANOVA. The results showed that the prospective teachers studying social studies teaching programs had a significantly lower environmental identity than those studying in other departments (i.e., science teaching, Turkish teaching, early childhood teaching, and elementary school teaching). Additionally, prospective teachers’ environmental identity levels did not differ according to their gender and whether they are members of an environmental non-governmental organization. Furthermore, it was observed that prospective teachers who grew up in rural areas and whose families lived in rural areas had a higher environmental identity than those who grew up in urban areas and whose families lived in urban areas. Moreover, the results showed that the prospective teachers who took environmental courses and who participated in environmental activities had a high environmental identity.
Gamification of middle school mathematics and science: Game-playing for learning
(2021-11-26) Incikabi L.; Kepceoglu I.; Pektas M.
Investigating mathematical creativity through the connection between creative abilities in problem posing and problem solving
(2022-09-01) Sadak M.; Incikabi L.; Ulusoy F.; Pektas M.
The majority of existing research have repeatedly embedded problem solving and problem posing in the assessment of students’ mathematical creativity, but there is a lack of studies focusing on the relationship between these two regarding mathematical creativity. In this study, we aimed to examine whether there is a relationship between the constructs of creative ability in mathematical problem posing (CAMPP) and creative ability in mathematical problem solving (CAMPS) and to examine the structure of this relationship through confirmatory factor analysis. The participants were 187 sixth-grade students in Turkey. Data were collected by two creative ability tests, namely CAMPP and CAMPS. We used a rubric to characterize mathematical creativity by interpreting scores of in the dimensions of creative ability (fluency, flexibility, and originality) in the context of problem solving and problem posing. The findings showed that mathematical problem posing and mathematical problem solving both constituted the constructs of CAMPP and CAMPS respectively, based on the dimensions of creative ability. Moreover, the structure of the relationship between the constructs of CAMPP and CAMPS can be explained better with a constituted higher-order factor of Creative Ability in Mathematics (CAM) rather than placing one of these factors as a sub-construct under the other one.
Motivations and expectations for pursuing graduate education in mathematics and science education
(2013-01-01) Incikabi L.; Pektas M.; Ozgelen S.; Altan Kurnaz M.
The aim of this study was to reveal the reasons behind the decisions of individuals for pursuing graduate education in mathematics and science education. In this paper, candidates were investigated in terms of their explanations for the necessities of graduate education, their motivational factors for pursuing higher education and their expectations from it. Being qualitative in nature this study was a case study and the case being examined was graduate candidates' motivations for and expectations from graduate education. The sample consisted of 49 graduate candidates (teachers and recent college graduates) applying to a university in Turkey. Among the results of the study were that graduate candidates' explanations for necessities for graduate education were mainly gathered under themes of academic development, professional development and social development; that the same themes were also found in their expectations from graduate education; that motivations were consisted of internal and external motivation factors; and that motivations generally caused academic expectations, especially ISCSR and PAS. © Kamla-Raj 2013.