2023 Cilt 36 Sayı 1

Permanent URI for this collectionhttps://hdl.handle.net/11452/31694

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    Evaluation of English and Turkish language teaching textbooks according to CEFR criteria
    (Bursa Uludağ Üniversitesi, 2023-01-06) İpek, Ömer Faruk; Eğilmez, Nigar İpek
    İngilizce uzun yıllardır tüm dünyada Lingua Franca (LF) olarak kullanılırken, kitlesel göçlere maruz kalan ve üniversiteleri aracılığıyla uluslararasılaşma sürecine giren Türkiye'de, yabancılara Türkçe'nin ikinci veya yabancı dil olarak öğretilmesi son yıllarda gündeme gelmeye başlamıştır. Türk diline gösterilen ilginin bir sonucu olarak, Türkiye'deki kurumlar, dil öğretimi materyallerini Avrupa Ortak Dil Referans Çerçevesi (CEFR) kriterlerine göre tasarlamak için birçok proje başlatmışken, İngiltere, kendi dili ile ilgili öğretim materyallerini yıllar önce CEFR kriterlerine uyarlamıştır. Uyarlanan materyallerin en başında ise ders kitapları gelmektedir. Bu yüzden, çalışmanın amacı, İngilizceyi yabancı dil olarak öğrenenler için yayınlanan A1 düzeyinde İngilizce bir ders kitabı ile yabancılar için Türkçe öğretimi için hazırlanan A1 düzeyi Türkçe bir ders kitabının kitap düzenini ve kitap içeriklerinde bulunan sözlü etkileşim etkinliklerini CEFR ölçütleri acısından incelemek ve karşılaştırmaktır. Bu doğrultuda uzman görüşü alınarak her iki dilde yazılmış iki kitap seçilmiş ve dokuman analizi yöntemiyle incelenmiştir. Sonuçlar incelendiğinde, ünitelerin organizasyonu ve yerleşiminde çeşitli farklılıkların olduğu görülmektedir. Ayrıca İngilizce ders kitabında Türkçe ders kitabından daha fazla ve çeşitli sözlü etkileşim etkinliği bulunduğu anlaşılmıştır.
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    Examining the instructional decision making process of preservice science teachers
    (Bursa Uludağ Üniversitesi, 2023-01-06) Bilgin, Arzu Kirman; Akbulut, Hava İpek
    This study aimed to examine the instructional decision-making process of preservice science teachers. Within a case study research methodology, the study group consisted of 28 third-year preservice science teachers studying at a state university in Turkey. Instructional decision-making diaries kept by preservice science teachers containing information on their instructional decision-making processes were used to collect data. Preservice science teachers were asked to design worksheets and write down their design processes as tasks (Task I and Task II). They were asked to design worksheets individually under Task I, and as teamwork under Task II. Obtained data were analyzed by using content analysis. Findings show that some of the preservice teachers could not generate more than one solution although they could create a problem situation related to daily life; and they could not identify the positive and negative aspects of the solutions. In addition, it was determined that they could partially decide on the appropriate solution but could not follow the process of coming to the most appropriate solution.
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    Investigation of the relationship between elementary school mathematics teacher candidates' attitudes towards STEM education and their proficiency perceptions of 21st century skills
    (Bursa Uludağ Üniversitesi, 2023-03-28) Temel, Hasan
    This study aimed to determine the relationship between elementary mathematics teacher candidates' attitudes towards STEM education and proficiency perceptions of 21st-century skills. The relational screening model, which is used to determine the relationship between two or more variables, was used from quantitative research methods. The sample of the study consists of 71 elementary mathematics teachers. The data were collected with two measurement tools, “STEM (Science-Technology-EngineeringMathematics) Education Attitude Scale” and “21st Century Skills and Competences Scale Directed at Teaching Candidates”. In the study, it was investigated whether there is a significant difference in the attitudes of elementary school mathematics teacher candidates towards STEM education according to grade level and gender, whether there is a significant difference in 21st-century skills proficiency perceptions according to grade level and gender, and whether there is a significant relationship between their attitudes towards STEM education and 21st-century skills. As a result of the analyses conducted, it has been determined that there is a significant difference in 21st-century skills proficiency perceptions according to grade levels. It was concluded that there is no significant relationship between their attitudes towards STEM education and their perceptions of 21st-century skills competence.