Browsing by Author "Bulunuz, Mizrap"

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Assessment of speech intelligibility during different teaching activities in classrooms with and without acoustic treatment
(Elsevier Sci Ltd, 2023-04-05) Saher, Konca; Nas, Sezin; Kelmendi, Jonida; Bulunuz, Mizrap; Bursa Uludağ Üniversitesi/Eğitim Fakültesi.
There is limited data for assessing speech intelligibility in real classrooms with realistic occupied noise levels and teacher's and students' speech levels for different teaching activities in Turkish secondary school classrooms. This study investigates the effect of reverberation time (RT), occupied noise levels and signal-to-noise ratio (SNR) on speech transmission index (STI) in real classrooms for instruction and group work. Noise levels were measured and STI values were calculated in two secondary school classrooms with RT of 0.88 s and 2.73 s. During instruction situation, calculated mean STI values were 0.63 (classroom with acoustic treatment) and 0.29 (classroom without acoustic treatment) for normal voice effort and 0.65 (classroom with acoustic treatment) and 0.39 (classroom without acoustic treatment) for raised voice effort. During group work, STI values ranged from 0.50 to 0.74 in classroom with acoustic treatment and from 0.01 to 0.34 in classroom without any acoustic treatment. SNR of 15 dBA is only approached in classroom with acoustic treatment during instruction situation. The effect of increasing SNR on STI is prominent in the classroom without acoustic treatment which already has low SNR values. The present results show that the classroom with acoustic treatment will have good speech intelligibility for instruction with normal vocal effort and for group work with raised vocal effort at 3 m distance. However, the classroom with no acoustic treatment will have STI values in the range of bad and poor intelligibility. The present results confirm the impact of SNR and RT on speech intelligibility and shows that RT value of minimum 0.8 s is optimal to have good speech intelligibility in a secondary school classroom of approximately 250 m3 with a capacity of 18 students.
Clinical supervision model to improve supervisory skills of cooperating teachers and university supervisors during teaching practice
(Hacettepe Üniveristesi, 2013) Kesner, John; Gürsoy, Esim; Bulunuz, Nermin; Göktalay, Şehnaz Baltacı; Bulunuz, Mizrap; Salihoğlu, Umut; Uludağ Üniversitesi/Eğitim Fakültesi/İlköğretim Bölümü.; Uludağ Üniversitesi/Eğitim Fakültesi/Yabancı Dil Eğitimi Bölümü.; Uludağ Üniversitesi/Eğitim Fakültesi/Bilgisayar Eğitimi ve Öğretimi Bölümü.; 0000-0002-6650-088X; 0000-0003-3715-4583; 0000-0001-7826-7301; 0000-0003-1961-1840; K-1318-2019; ABB-9052-2020; L-3255-2019; ABF-7017-2020; AAH-5144-2021; ABG-8660-2021
Despite the renovation of the curriculum in education faculties in 1997, research has revealed some problems in School Experience and Teaching Practice courses. Specifically, problems were related to the quality, frequency, and type of feedback received (oral/ written), lack of training for cooperating teachers and supervisors, an inadequate number of observations, and a lack of opportunities for feedback. This paper reports the preliminary results of a TUBITAK-Evrena project to help teacher trainees develop basic teaching skills while they are continuing their education in the education faculties. The project uses a "Clinical Supervision Model" (CSM) as a solution. To improve the quality of supervisory skills of cooperating teachers and university supervisors, the project researchers provided training to university supervisors and cooperating teachers about the CSM. The present research assesses the effectiveness of this training on the quality of supervision, feedback, communication skills, and professional behavior (punctuality, professional attire) of the university supervisors. The data for the study was collected from cooperating teachers and teacher trainees via questionnaires and an interview. Results indicated that there are statistically significant differences between supervisors who took CSM training and those who did not receive training. Teacher trainees and cooperating teachers had more positive opinions of CSM-trained supervisors. These results suggest that CSM techniques can increase the quality of supervisory skills.
An evaluation of educational practices concerning noise level and noise control in nursery school: An action research
(Türkçe Eğitim Derneği, 2017) Ovalı, Deniz Ece; Çıkrıkçı, Ayşegül İri; Mutlu, Elfide; Bulunuz, Mizrap; Uludağ Üniversitesi/Eğitim Fakültesi/Temel Eğitim Bölümü.; 0000-0002-6650-088X; L-3255-2019; K-1318-2019; 27067468900
Children are more vulnerable to noise than adults. Because their ability to select and control the acoustic environment is very limited. Today it is known that noisy environments negatively affect especially pre-school children who have incomplete hearing and language development. The aim of this Research is to determine noise levels in nursery classes and to evaluate educational practices for controlling noise. The research is an action research that is conducted with 23 students who are 5-6 years old in a nursery class in a nursery school. The main data of the study are generated from measurements made by decibel meter, observations and interviews. The first measurements established that the noise level at the nursery class was [83.79 dB(A)], which is significantly above the standards. At the end of the education program for reducing noise in nursery school, measurements made with a decibel meter [74.52 dB(A)] indicated that there was almost 10 dB(A) decrease in noise levels. Both interview and observation results also show that noise awareness and sensitivity had some positive influence on student attitudes and behavior changes about noise pollution. In the light of these findings, in order to create tranquil learning environment in schools, it is recommended that noise awareness and sensitivity training should be provided, starting from preschool. Promotion and dissemination of noise educational practices in the nursery school are discussed.
Level of inquiry as motivator in an inquiry methods course for preservice elementary teachers
(Wiley, 2012-10-01) Jarrett, Olga S.; Martin-Hansen, Lisa; Bulunuz, Mizrap; BULUNUZ, MIZRAP; Bursa Uludağ Üniversitesi/Eğitim Fakültesi/Temel Eğitim Bilimleri.; 0000-0002-6650-088X; 0000-0003-2043-9291; L-3255-2019; K-1318-2019
Of great importance for achieving science education reform may be teachers' interest in science and enjoyment of science. This study explores the motivational qualities (rated for interest, fun, and learning value) of different levels of inquiry of hands-on class activities. The participants, 53 preservice teachers in two sections of a science methods course, rated the activities at the end of each class. At the end of the course, these activities were categorized by level of inquiry (levels 0-3), with 30% rated as level 0 (no inquiry), 40% as level 1, 22% as level 2, and 8% as level 3, according to how much choice was given for posing questions and designing investigations. Ratings of each hands-on activity indicated that participants perceived activities of higher levels of inquiry to be more fun and more interesting. They also perceived that they had learned more. These findings suggest that course instructors should determine level of inquiry when planning course activities, and degree of participant input into course activities may be important in the development of interest in science. A focus on hands-on learning especially at higher levels of inquiry may serve both to capture the interest of teachers and to model how they can make science more authentic and engaging for children.
Motivational qualities of hands-on science activities for Turkish preservice kindergarten teachers
(Eurasia, 2012-04) Bulunuz, Mizrap; Uludağ Üniversitesi/Eğitim Fakültesi/İlköğretim Bölümü.; 0000-0002-6650-088X; L-3255-2019; K-1318-2019; 27067468900
The purpose of this research, conducted in a science methods course in Turkey, was to explore the qualities of hands-on science activities which might motivate preservice kindergarten teachers to use these activities in their own classrooms. Two similar classes totaling 47 students and taught by the same instructor were used in this study. On surveys filled out at the end of the course, students rated course activities as fun, interesting, and high in learning and identified which activities they were likely to use in their own classrooms. Results indicated that student ratings of activities as fun, interesting, and high in learning were highly correlated and that students rated the activities they expected to use in the classroom significantly higher in fun, interest, and learning than the activities they did not intend to use. Implications for teaching science methods courses are discussed.
Pre-service teacher scientific behavior: Comparative study of paired science project assignments
(Ani Yayincilik, 2016-01-01) Bulunuz, Mizrap; Tapan Broutin, Menekse Seden; TAPAN BROUTIN, MENEKŞE SEDEN; Bulunuz, Nermin; BULUNUZ, NERMİN; Bursa Uludağ Üniversitesi/Eğitim Fakültesi.; 0000-0002-6650-088X; 0000-0002-1860-852X; W-2281-2017; L-3255-2019; K-1318-2019
Problem Statement: University students usually lack the skills to rigorously define a multi-dimensional real-life problem and its limitations in an explicit, clear and testable way, which prevents them from forming a reliable method, obtaining relevant results and making balanced judgments to solve a problem.Purpose of the Study: The study examines the processes undergone by students in two projects and the results of these projects. One of the projects was on the subject of heat waste in the buildings of a university's school of education. The other project was a new version of that project conducted by a group of students in the following year.Method: The study was conducted with eight pre-service science teachers who were third-year students in the Science Teaching and Laboratory Practices course at a state university's education school located in Turkey's Marmara Region. Case study, a qualitative research method, is used to obtain detailed and in-depth information. The research data for this report were obtained from the students' project posters, interviews with the instructor and semi-structured interview records of interviews with the students.Findings: In the first project, pre-service teachers had serious difficulty identifying a testable research problem they encountered every day as well as developing a method to solve such a problem. Therefore, the collected data could not be analyzed because of the complexity of the data, the failure to adjust the plan to reality and the abundance of variables. Pre-service teachers in the second project began by determining an explicit, clear and testable research problem, including dependent and independent variables, regarding the waste of heat in university buildings. Two factors were very influential for this project's success. First, re-evaluating a previous research problem was more advantageous than determining a research problem from scratch, which can be explained by the fact that science is a process that progresses cyclically and cumulatively. Second, there was more intense dialogue and cooperation between the instructor and the students in the second project than in the first project.Conclusion and Recommendations: The present study revealed that when linear scientific research project practices are replaced with cyclical scientific research processes, new and more advanced projects with a wider sphere of influence can be achieved. Providing pre-service teachers with scientific research opportunities is a way to help spread the attitudes and skills needed for research, development and innovative thinking more widely throughout society.
The evaluation of pre-service preschool teachers' experiences and views regarding integrated guided reading practices
(Routledge Journals, Taylor & Francis Ltd, 2019-03-04) Bulunuz, Mizrap; BULUNUZ, MIZRAP; Koç, Demet; KOÇ TÜYLÜ, DEMET; Bursa Uludağ Üniversitesi/Eğitim Fakültesi.; 0000-0002-6650-088X; 0000-0002-6530-3171; L-3255-2019; AAH-6812-2020; K-1318-2019
The aim of the study is to evaluate pre-service teachers' views and experiences regarding integrated guided reading practices in kindergarten. 66 senior pre-service teachers participated in the study. The views and experiences of the pre-service preschool teachers were analyzed qualitatively. The analysis of the interviews and observations revealed that guided reading practices allowing students to participate actively were influential in keeping students' learning skills active during the process. The opinions of the pre-service teachers and the observations of the researcher show that GR activities enabled the students to participate actively and that the activities were attention-drawing, interesting, and diverse. The children actively participated in the reading process from the start. The children actively displayed their listening, attention-paying, observing, problem-solving, and recognizing skills. Moreover, the children were observed to be eager to express their observations and experiences and to discuss and answer the addressed questions. The research results indicated a need for conducting studies devoted to promoting, implementing, exploring, and generalizing such practices in kindergarten education.