2022 Cilt 35 Sayı 3

Permanent URI for this collectionhttps://hdl.handle.net/11452/30942

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Analysis of studies that were carried out using chemistry textbooks: A meta-synthesis study
(Bursa Uludağ Üniversitesi, 2022-11-10) Dolu, Gamze
This is a meta-synthesis of studies that used chemistry textbooks approved by the Ministry of National Education (MoNE). The study was carried out using the document review method, one of the qualitative research designs, and involved 32 articles and 36 theses published between 2001-2020 that had been selected based on the criteria specified. The data were collected using the "coding form", and the frequency values were evaluated in depth and presented in tables and a graph. The study revealed that in Turkey, most of the studies that used chemistry textbooks were in 2010 and 2011 and that the studies mostly used qualitative research methods. It was also found out that the textbooks purpose was highest frequency "to examine the characteristics of the textbooks", and that the units/topics examined in the chemistry textbooks were very diverse. It is thought that the results obtained within the scope of the study will serve as a guide for the researchers who will use chemistry textbooks in their future studies.
The effect of integrated maths lessons with children’s literature on problem solving attitudes and self-efficacy
(Bursa Uludağ Üniversitesi, 2022-09-13) Yalçın, Meltem; Akkaya, Recai; Durmaz, Burcu
The aim of this study is to examine the effect of mathematics courses integrated with children’s literature on the problem-solving skills and strategies, the attitudes towards mathematical problem solving, the mathematical connection self-efficacy and mathematical self-efficacy levels of 8th grade students. The quasi-experimental design with pretest-posttest control group was used. The research was conducted with 30 students. The data were obtained by using the Attitude Scale towards Mathematical Problem-Solving, the Problem-Solving Skills and Strategies Questionnaire, the Mathematical Self-Efficacy Scale and the Mathematical Connection Self-Efficacy Scale. Data were analyzed using Kolmogorov Smirnov, Shapiro Wilk, related samples t-test, Wilcoxon Signed Ranks test, independent samples t-test and Mann Whitney U tests. No statistically significant difference was found between the pretest and posttest scores of the experiment and control groups. However, it was observed that there was a positive change in the scores of the experiment group in the "Assessment of the Problem Solving" sub-topic of the problem-solving skills and strategies questionnaire. This finding can contribute to the evaluation of the solution of the problem, which has an important role in the problem-solving stages. Finally, the current findings differ slightly from the literature that argues that children’s literature integration has many contributions. Some suggestions for further studies and implications have been made according to the results.
Evaluation of pre-service science teachers' visual and cognitive constructions of a line graph
(Bursa Uludağ Üniversitesi, 2022-12-05) İlkörücü, Şirin; Broutin, Menekşe Seden Tapan; Uludağ Üniversitesi/Eğitim Fakültesi/Matematik ve Fen Bilimleri Eğitimi.; 0000-0003-1988-6385; 0000-0002-1860-852X
This research was conducted in order to explain the process of creating a line graph on the subject of biology by pre-service teachers and thus to understand their comments about the graph they drew. In this context, the research was conducted with 180 pre-service science teachers, 55 in the 2013-2014 fall semester, 66 in the 2015-2016 fall semester, and 59 in the 2016-2017 fall semester, who were studying in the second year of a state university. The research was carried out within the framework of document analysis. The data source is the end-of-term evaluation form of the general biology laboratory course collected for three years The answers of the pre-service science teachers were made within the framework of evaluating their visual and cognitive construction in drawing the line graph. According to the findings, it can be stated that preservice teachers have poor visual construction skills and cognitive construction skills and their ability to make logical inferences from a graph is less efficient when compared to graph drawing and interpretation skills.
Footprints of the COVID-19 Pandemic on higher education
(Bursa Uludağ Üniversitesi, 2022-10-24) Ayyıldız, Pınar; Yılmaz, Aydın
This research examined the effects and reflections of the COVID-19 Pandemic in Higher Education were examined. Participants were 1166 university students studying in different departments were determined using convenient sampling method. The survey method, which is one of the quantitative research approaches, was used in the research process. As the data collection tool, a Likert-type scale with 5 factors and 45 questions was employed by the researchers. Research data were analyzed using IBM SPSS 24.0 and IBM AMOS 24.0. Descriptive and inferential statistical techniques were used in the analysis of the research data. Independent samples t-test, one-way ANOVA test, and correlation test were performed in inferential statistical analysis. Confirmatory factor analysis was carried out for the construct validity of the scale. The mediation effect for scale dimensions was tested with serial multiple mediation effect analysis using HAYES's model number 6. As a result of the research, the opinions of university students showed a significant difference apropos of gender, grade level, and department variables. The highest attitude tendency was in the CVEP (COVID-19 Vaccine and Education Process) dimension and the lowest in the ATDE (Attitude towards Distance Education) dimension. The attitudes of university students toward distance education indirectly affect the mediating impact of the variables viz. faculty members' activities, technical infrastructure as well as the variables of the measurement and evaluation system, the Covid-19 vaccine and the process.
Pre-service EFL teachers as future professionals and researchers
(Bursa Uludağ Üniversitesi, 2022-10-14) Damar, Ebru Atak; Salı, Pınar; Uludağ Üniversitesi/Eğitim Fakültesi/Fakültesi İngilizce Öğretmenliği Bölümü.; 0000-0002-4295-078X; 0000-0003-2711-6997
Bu araştırmanın amacı İngilizce öğretmen adaylarının araştırma kavramı ve araştırma deneyimleri hakkındaki algılarını ortaya koymaktır. Hem nitel hem de nicel kapsamlı bir araştırmanın bir parçası olan bu çalışmanın çıktıları ile İngilizce öğretmen adaylarının araştırma kavramına karşı tutumlarının geliştirilmesi ve böylece kendi bilgilerini üreten, sınıf içinde ya da dışında tespit ettiği sorunlara yansıtıcı bir bakış açısıyla yaklaşan araştırmacı profesyoneller olmalarına katkı sağlamak hedeflenmiştir. Araştırma Türkiye’de büyük bir devlet üniversitesinde İngilizce Öğretmenliği bölümünde okuyan 4. sınıf öğrencisi olan 85 öğretmen adayı ile gerçekleştirilmiştir. Araştırmaya katılan öğrenciler hâlihazırda Bilimsel Araştırma Yöntemleri ve İngilizce Öğretim Yöntemleri gibi araştırma ve ilgili kavramları içeriklerinde barındıran ve öğrencilere araştırma deneyimi edinme fırsatı sunan dersleri almışlardır. Bu araştırmada veriler anket yoluyla elde edilmiş ve nicel yöntemle analiz edilmiştir. Sonuçlar incelendiğinde İngilizce öğretmen adaylarının araştırma kavramına ve kendi araştırma deneyimlerine karşı pozitif bir tutum sergiledikleri gözlemlenmiştir. Öte yandan katılımcıların kendi yaşamlarında araştırma bazlı düşünme, kendilerini araştırmacı olarak ve araştırma yaparken görme, araştırma planlarını üzerinde tekrar tekrar çalışabilme ve gelecekteki olası araştırma başarıları gibi konularda kendilerini güvende hissetmedikleri gözlemlenmiştir.
Secondary school students' views about distance education experiences and lessons in the COVID-19 period in Turkey
(Bursa Uludağ Üniversitesi, 2022-10-11) Bahçekapılı, Ekrem
The purpose of this study is to determine the experiences and views of secondary school students about distance education in the COVID-19 period in Turkey. The study, which was conducted through the survey method, consisted of 2889 secondary school students. The results of the study indicated that students usually attend distance education courses with the help of their smart phones, spend an average of 7 hours or more a day for synchronous online lessons, and spend an hour for outside study time. In addition, most of the students stated that a maximum of 5 synchronous online lessons in a day is sufficient; the duration of the lessons is supposed to last 30 minutes; and the breaks between lessons are required to be 15 minutes. The results indicated male and female students shared a similar opinion. There was no difference in the results obtained between male and female students. The study should help us evaluate the distance education process, which is an important part of our lives, and figure out what the students' needs are.
Teachers' self-efficacy of technological pedagogical content knowledge and using education informatics network
(Bursa Uludağ Üniversitesi, 2022-12-11) Tiryaki, Sevil Anbay; Halı, Servet
This study attempted to explore teachers’ self-efficacy perceptions of Education Informatics Network (EIN) use and identify whether their self-efficacy perception of Technological Pedagogical Content Knowledge (TPACK) was a predictor of their self-efficacy perceptions levels of Education Informatics Network use. This study also sought to whether teachers’ TPACK self-efficacy perception levels and self-efficacy perceptions of the EIN use differ according to age, professional experience, school type, level of computer use, and in-service training for EIN use. This study was conducted with 228 teachers from different departments, who worked in high schools in Hatay/ Antakya during the 2016-2017 education year. The correlational survey model was employed in the study, and the TPACK self-efficacy and the EIN self-efficacy scales were implemented as data collection tools. The collected data was analyzed on SPSS statistical program using descriptive statistics, independent t-test, ANOVA and simple regression analysis. According to the results of the study, teachers' TPACK self-efficacy perceptions differed statistically according to age, occupational experience, and the level of use of the computer, while using EIN self-efficacy perceptions do not differ statistically. However, teachers’ self-efficacy perceptions levels EIN use showed a significant difference in terms of the school type and in-service training for EIN use. A striking result of the study was that the TPACK self-efficacy perception levels of the teachers did not predict their self-efficacy perception levels of the EIN use.

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