An Assessment of Factors Related to Science Achievement of Turkish Students

Kalender, İlker; Berberoglu, Giray

doi:10.1080/09500690801992888

Cited by 35 publications

(44 citation statements)

References 14 publications

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“…Although today's curriculum development philosophies put students on focus, the teacher seems to be the strongest predictor of student achievement in many countries including Turkey (Kalender & Berberoglu, 2009). The present study also provided evidence for teachers' role in development of students' positive attitudes toward school and teachers and overcoming the negative effects of being disadvantaged which are known as a variable having strong relationship with student achievement (OECD, 2011a).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…For example, Ceylan and Berberoglu (2007) and Kalender and Berberoglu (2009) found that teacher is a dominant actor in student achievement and teacher-centred activities are positively correlated with student achievement. Similarly, the Varkey GEMS (George Educational Medical & Charitable Society) foundation's global teacher status index (calculated based on attitudes to teachers around the world) showed that Turkey is one of the countries in which receive have high respect in the society (Dolton & Marcenaro-Gutierrez, 2013).…”

Section: Introductionmentioning

confidence: 99%

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An Analysis of the Profile of Resilient Students based on PISA 2012

Kalender¹

2015

EPOD

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The present study sought to define resilient students' profile in comparison with low achieving/low SES students. To this end, several school-and teacher-related variables, taken from PISA 2012 student questionnaire, that were considered to be influential on students' reading literacy were examined. A total number of 28 items from 5 dimensions were selected. They are: Student-Teacher Relations (5 items), Sense of Belonging (9 items), Attitude towards Learning at School (4 items), Attitude toward School (4 items), and Perceived Control (6 items). Using binary logistic regression, significant variables were defined explaining literacy differences between two groups of students. Then, profile of resilient students was defined. Results indicated that resilient students had more positive attitudes towards school and teachers compared with low achievers. The findings of the present may provide significant information as to increase rate of resilient students.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Analysis of the Profile of Resilient Students based on PISA 2012

Kalender¹

2015

EPOD

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“…Diğer yandan, öğretmenlerinin sıklıkla öğretmen-merkezli öğretim yöntemlerini kullandığını rapor eden öğrenciler daha yüksek TSHP'ye sahiptir. Bu sonuçlar alanyazınla uyumludur (Aypay ve diğ., 2007;Ceylan ve Berberoğlu, 2007;Kalender ve Berberoğlu, 2008;Sousa, Park ve Armor, 2012;Yayan ve Berberoğlu, 2004). Üniversite Giriş Sınavı çoktan seçmeli olması sebebiyle, öğrenci-merkezli öğretim yöntemleriyle kazandırılan yeterlik ve becerileri değerlendirmede yetersiz kalıyor olabilir.…”

Section: Tartışma Ve Sonuçunclassified

“…Çeşitli çalışmalarda araştırmacılar sosyoekonomik statü ile başarı arasındaki pozitif ilişkiyi göstererek; SES'in önemini vurgulamaktadır (Alacacı ve Erbaş, 2010;Caldas ve Bankston, 1997;Coleman ve diğ., 1966;Davis-Kean, 2005;Kalender ve Berberoğlu, 2008;Köse, 2007;Ma ve Klinger, 2000;Martins ve Veiga, 2010). Ayrıca, Türkiye'de yükseköğretime katılımda öğrencilerin sosyoekonomik statüleri belirleyici bir etkiye sahiptir (Ekinci, 2011;Mıhçıoğlu, 1989).…”

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“…Bazı çalışmalar öğretmen-merkezli öğretim yöntemleriyle öğrenci başarısı arasında pozitif bir ilişki olduğunu ortaya koyarken (Yayan ve Berberoğlu;, fen alanında alternatif öğretim yöntemlerinin geleneksel yöntemlerden daha etkin olduğu yönünde çalışmalar da bulunmaktadır (Schroeder, Scott, Tolson, Huang, ve Lee, 2007;Wise, 1996). Ayrıca, bazı araştırmalar matematik ve fen başarısı ile öğrenci-merkezli yöntemler arasında negatif bir ilişki olduğunu göstermiştir (Aypay, Erdoğan, ve Sözer, 2007;Kalender ve Berberoğlu, 2008).…”

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Factors Related To University Entrance Examination Achievement: A Case Study from Turkey

Kalaycıoğlu¹

2015

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Exploring Sources of Variation in Studies of Knowledge Structure Coherence: Comparing Force Meanings and Force Meaning Consistency Across Two Turkish Cities

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Substantial variation has been observed across an international series of studies examining the consistency of students’ explanations of force and the most common meanings of force apparent in those explanations. On the surface, the variations among studies might be attributed to differences at the national level, but the studies also demonstrate differences among students from different schools in the United States. To what degree, therefore, can these variations be attributed to differences in educational systems as opposed to demographic differences or random variation? The current study compares student interviews across two cities in Turkey to provide insight into this question because Turkey, unlike the United States, has a strongly standardized national educational system. The results demonstrate no significant differences in students' consistency or meanings of force between cities. The results, however, demonstrate the expected differences across ages and majors, which suggest that the study has sufficient power. Thus, while differences have been observed between every city and country in the previous studies, and differences are observed in the current study in terms of grade level and academic majors, no differences are observed between the cities in Turkey. The implications of these findings are discussed in terms of ongoing conceptual change research.

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An Assessment of Factors Related to Science Achievement of Turkish Students

Cited by 35 publications

References 14 publications

An Analysis of the Profile of Resilient Students based on PISA 2012

An Analysis of the Profile of Resilient Students based on PISA 2012

Factors Related To University Entrance Examination Achievement: A Case Study from Turkey

Exploring Sources of Variation in Studies of Knowledge Structure Coherence: Comparing Force Meanings and Force Meaning Consistency Across Two Turkish Cities

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