Okul Öncesi Öğretmen Adaylarının Uzamsal Düşünme Becerilerinin İncelenmesi

Abstract

The aim of this study was to investigate prospective preschool teachers' spatial thinking skills in terms of gender, class standings, type of high school they previously graduated from and whether they attend a course on early mathematics education or not. Survey Method was used in this study. A total of 132 prospective preschool teachers who were attending a preschool teacher training program at a state university in Turkey participated in this study. Santa Barbara Sense of Direction Scale (SBSOD) and Spatial Ability Self-Report Scale (SASRS) were used as the data collection tools. Correlation Analysis was used to investigate correlation between the scores of two scales. ANOVA, Independent-Samples T-Test, Kruskal Wallis-H Test and Mann Whitney-U Test were used according to the assumptions of parametric tests. A positive correlation was found between the scores of two different scales. Differences between the mean scores of participants in terms of gender, class standings, high school types and whether they attended a course on early mathematics education or not, were not statistically significant for each assessment scale, as other results of this study.

The Relationship Between Pre-Service Primary Education Mathematics Teachers’ Spatial Visualization and Spatial Habits of Mind

“…Also, the scores the participants received in spatial visualization test did not differ significantly according to gender. This was a result in parallel to the ones obtained in other studies in the literature (Abay et al 2018;Korkmaz and Tekin, 2020;Özcan et al, 2016;Prokýšek and Štípek, 2016;Sherman, 1980;Turgut and Yenilmez, 2012;Turgut and Yılmaz, 2012;Yurt and Tünkler, 2016). However, Battista (1990) states that although spatial visualization makes a significant contribution to learning geometry, it makes different contributions to male and female performances.…”

Is the audiology education process effective on professional self-esteem and career decision-making self-efficacy?

“…The case was similar in studies conducted with students in different departments. Similar to our study, Efilti & Çıkılı (2017) evaluated the professional self-esteem of students in the department of special education, Demir et al (2011) & Körükçü & Oğuz (2011 evaluated the professional self-esteem of students in the department of preschool teaching, and they found no statistically significant relationship between school years (Efilti et al, 2017;Demir et al, 2011;Körükçü et al, 2011). Vocational self-concept starts with the individual's university preference, becomes clearer with the vocational education they receive, and solidifies with real-world practice (Lee, 2007).…”