Türkiye’de Fen Bilimleri ve Matematik Eğitimi

Abazaoğlu, İlkay; Yildizhan, Yılmaz; Yatağan, Murat

doi:10.17051/io.2015.77272

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…It is highly significant for the teachers to be able to have a quality for educating individuals, to have enough and updated knowledge incompatible with the age he is living in and apply approaches accordingly. For this reason, the efficiency of teachers plays a very important role on effective learning and teaching activities and motivating the students to learn in an efficient way (Abazoğlu, Yıldızhan & Yatağan, 2015). Science school seems to be deficient in satisfying student needs in terms of social activities.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Science High School Students’ Perceptions of Science High Schools in Turkey

Pesen

Oral

Epçaçan

2020

Journal of Education and Future

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The aim of this study is to investigate the 10 th , 11 th and 12 th grade science high school students' perceptions of science high schools where they are educated. The study, which is carried out by using qualitative research methods, is a based on multiple case study model. The study group of the study consisted of 69 students studying at 10 th , 11 th and 12 th grades. An interview form prepared by the researchers was used as a data collection tool. The data were analysed by using descriptive analysis and content analysis approaches. As a result of data analysis, it was concluded that science high school students mostly choose science high schools because of their qualified education and teachers. It has been found out that science high schools, in general, aim at educating qualified students, and enabling them to enter good universities. It has been further concluded that the students' social opportunities and experimental training in school environment should be augmented. With the students' opinions, it has emerged that science high schools are advantageous in terms of their level of achievement, qualified education, and good prospects; and disadvantageous in terms of high expectation and psychological pressure resulting from some other factors.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Science High School Students’ Perceptions of Science High Schools in Turkey

Pesen

Oral

Epçaçan

2020

Journal of Education and Future

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“…Program içeriklerinde yapılan değişikliklerde ulusal ve uluslararası toplumsal, ekonomik ve siyasi gereksinimler, akademik araştırmalar, ulusal merkezi ve uluslararası testlerden alınan genel veriler etkilidir. Ülkeler kendi eğitim sistemlerini kendi içlerinde ve uluslararası düzeyde karşılaştırabilecekleri ve uzun vadede veri tabanı oluşturabilecekleri çalışmaları 1990'lı yılların başından itibaren uluslararası sınavlara katılmakla gerçekleştirmektedir (Abazaoğlu, Yıldızhan ve Yıldırım, 2014). Uluslararası bu sınavlara TIMSS (Third International Mathematics and Science Study-TIMSS), PISA ve PIRLS gibi sınavlar örnek verilebilir.…”

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A Comparison of 2016 İzmir and 2011 Turkey Data by TIMSS 2011 Science Test

Türkoğuz

Balım

Bardakçi

2019

İnsan Ve Toplum Bilimleri Araştırmaları Dergisi

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The effect of student characteristics and socioeconomic status on mathematics achievement in Türkiye: Insights from TIMSS 2011-2019

COŞKUN,

KARAKAYA ÖZYER

2023

International Journal of Assessment Tools in Education

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This study examines the factors affecting the mathematics achievement of 8th-grade students in Türkiye using data from the TIMSS in 2011, 2015, and 2019. The data were analysed with multilevel (two-level) modelling. The first level was the student, and the second level was the school. At the student level, such affective characteristics as self-confidence in learning mathematics, liking to learn mathematics, and value given to learning mathematics, as well as educational resources, namely at home, gender, and the frequency of speaking the language of the test at home, were taken into consideration. At the school level, the school’s socioeconomic status was included in the model. The results showed that self-confidence in learning mathematics is the most important variable affecting students' mathematics achievement in all years. Besides, the school’s socioeconomic status has the strongest effect on students' mathematics achievement, which has increased over the years. The study also showed that those students who performed higher achievement in TIMSS 2011, 2015, and 2019 are confident in learning mathematics, have many educational resources at home, frequently speak Turkish at home, and are from affluent schools. On the other hand, for TIMSS 2011 and 2019, female students were more successful than male students. The effect of liking to learn mathematics on achievement was negative and significant only for TIMSS 2015, while the effect of value given to learning mathematics was positive and significant only for TIMSS 2019. However, the effect size values of the variables showed that this effect was not significant in practice.

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Türkiye’de Fen Bilimleri ve Matematik Eğitimi

Cited by 3 publications

References 7 publications

Science High School Students’ Perceptions of Science High Schools in Turkey

Science High School Students’ Perceptions of Science High Schools in Turkey

A Comparison of 2016 İzmir and 2011 Turkey Data by TIMSS 2011 Science Test

The effect of student characteristics and socioeconomic status on mathematics achievement in Türkiye: Insights from TIMSS 2011-2019

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