TGA destekli sorgulama temelli öğretimin akademik başarıya ve bilimsel sorgulama becerisine etkisi

Sarıoğlan, Ayberk Bostan; SARICA>, Emrullah

doi:10.25092/baunfbed.1180304

Cited by 2 publications

(1 citation statement)

References 36 publications

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“…The main reason for this success is thought to be related to the decrease in the course hours of the Calculus-I course in the current curriculum compared to the previous program. In parallel with the findings of the study, it has been argued that practice in derivative learning positively affects academic achievement (Sağırlı, Kırmacı & Bulut, 2010). Besides, in the quasi-experimental study conducted by Çekmez and Baki (2019), the effect of dynamic software used for application in the learning of the geometric interpretation of the derivative was examined and it was concluded that the experimental group students who were subjected to the application had higher academic success.…”

Section: Discussion Conclusion and Suggestionssupporting

confidence: 54%

An Examination of Primary School Mathematics Pre-Service Teachers’ Scores in Calculus-I Course According to the Updated Curriculum: The Case of Derivative Concept

EROL

Saygı

Koyuncu

2022

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi

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This study aims to examine the change in pre-service teachers’ Calculus-I course passing scores in the undergraduate curriculum of primary school mathematics teaching program through comparing the previous curriculum and the new curriculum updated in 2018. This study is a causal comparison study, as it aims to compare the existing differences. The study group of the research consists of 212 pre-service teachers in primary school mathematics education department at a state university in the Aegean region, Turkey. The data within the scope of the research were obtained from the Calculus-I course midterm and final exams of the pre-service teachers in the previous curriculum (2016-2017 fall and 2017-2018 fall) and in the updated curriculum (2018-2019 fall and 2019-2020 fall). The courses were taught by a single instructor in all semesters, and an interview was conducted with the responsible instructor about the course. In the study, when the effect of the university placement score was held constant, whether the Calculus-I course passing scores differed according to the previous and updated curricula was examined by nonparametric covariance analysis. The study revealed that the average of the university placement scores of the pre-service teachers in the previous and updated curricula was very close to each other, but the average scores of passing the Calculus-I course were statistically higher in the previous curriculum than in the updated one. The main reason for this is thought to be the reduction of the Calculus-I course hours in the new curriculum.

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Section: Discussion Conclusion and Suggestionssupporting

confidence: 54%

An Examination of Primary School Mathematics Pre-Service Teachers’ Scores in Calculus-I Course According to the Updated Curriculum: The Case of Derivative Concept

EROL

Saygı

Koyuncu

2022

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi

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Self-Directed Learning in the Analytical Chemistry Laboratory

Alkan

2023

Advancing Self-Directed Learning in Higher Education

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Self-directed learning is an approach that includes educational features in which the learner assumes the responsibility of learning and decides what, how, where, and when to learn. Self-directed learning steps are similar to Kolb's experiential learning steps. In experiential learning, students' learning experiences become more meaningful because they are presented with a series of processes or activities such as thinking, observation, and application. The study was designed in a mixed method. The sample group of the research consists of 20 pre-service chemistry teachers. Data were collected with inquiry skills scale and qualitative analyze laboratory form. The difference between the pretest and posttest scores was examined by Wilcoxon Signed Rank test. The qualitative data obtained from the form were analyzed by content analysis. As a result of the research, it was determined that experiential learning is meaningful in improving the inquiry skills of chemistry teacher candidates. The effect of experiential learning on inquiry skills is also supported by other research results.

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TGA destekli sorgulama temelli öğretimin akademik başarıya ve bilimsel sorgulama becerisine etkisi

Cited by 2 publications

References 36 publications

An Examination of Primary School Mathematics Pre-Service Teachers’ Scores in Calculus-I Course According to the Updated Curriculum: The Case of Derivative Concept

An Examination of Primary School Mathematics Pre-Service Teachers’ Scores in Calculus-I Course According to the Updated Curriculum: The Case of Derivative Concept

Self-Directed Learning in the Analytical Chemistry Laboratory

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