Browsing by Author "Titrek, O."
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Item Importance of local governments' contributions to providing women with life-long education(Sakarya Üniversitesi, 2017) Pereira, P. A. D.; Titrek, O.; Sezen Gültekin, G.; Fırat, Zerrin; Uludağ Üniversitesi/ İktisadi ve İdari Bilimler Fakültesi.; CPO-8055-2022Globalization process, effects of demographic changes and changes in workforce markets have caused compulsory education and formal education to fall short of meeting the need for training qualified workforce required by the economy in recent years. This situation has brought about the need for diversifying post-compulsory educational policies and services and lifelong education has started to become widespread via being supported as a social policy tool. While, on the one hand, thanks to life-long education, alternative works are carried out for those who have a disadvantageous position in the involvement in the compulsory education process or those who have a negative educational background, on the other hand, works are done to have people acquire professional qualities and skills. To achieve social integration and economic growth, the coverage of life-long education programs can be versatile ranging from basic education based on read-and-write, professional education, general education, general culture education to trainings developed with the aim of evaluating free times. Women's low education levels and low participation rates in the workforce as an employee and employer have text to an increase in the number of programs aiming at women in these trainings. In the education process, various programs have been developed especially for women who could not complete their educations for various reasons or for those whose educations do not fit the requirements of the day. The purpose of this study is to examine the role and importance of local governments by examining non-formal education programs for women in the case of Bursa.Item Reviewing the conformity of illustrated children's books to the book features mentioned on the preschool education program(Sakarya Üniversitesi, 2016) Titrek, O.; Potmesil, M.; Vojtech, R.; Güneş, D. Z.; Ekşioğlu, S.; Gültekin, G. S.; Başal, Handan Asude; Kahraman, Pınar Bağceli; Özen, Rabia; Mandıracılar, Deniz Ece; Karaayvaz, Gülşen; Selkaya, Sulenur; Uludağ Üniversitesi/Eğitim Fakültesi/Okulöncesi Eğitimi Bölümü.; 0000-0002-0551-7741; AAJ-5775-2021; J-8309-2019This research aims to study the books used at preschool institutions in respect to book features described on Family Support Training Guide (OBADER) which is integrated with Preschool Education Program issued by Ministry of Education (MEB) General Directorate of Primary Education.This research is a descriptive study in the "Form of a Survey". Work group consists of 270 books selected by random sampling method from the illustrated children's books used in these infant's schools. Books in the work group were evaluated individually according to every single item on the "Book Evaluation Form". The data obtained were analyzed by using frequency and percentages.When the illustration features of the books of work group are analyzed generally, it can be derived that most of the books are on a sufficient level.Item A suggestion on how edmodo can encourage a lifelong learning(Iclel Conference, 2017) Pereira, P. A. D.; Titrek, O.; Sezen, Gültekin G.; Ersöz, Abdullah R.; Küçüksüleymanoğlu, Rüyam; Ersöz, Zeynep; Uludağ Üniversitesi/Eğitim Fakültesi/Eğitim Bilimleri Bölümü.; 0000-0003-3540-2117; COF-7291-2022; A-7341-2019; COV-0965-2022Edmodo is basically a web application that is similar to Facebook but provides educational tools instead of a social media platform. Edmodo also reinforces classroom activities. Another benefit of Edmodo is that it allows teachers to create online classes. Teachers post assignments, lecture notes, exams, competitions, and also evaluate students and communicate with them via Edmodo. E-Learning makes it possible to learn about information and communication technologies. Applications such as Edmodo Classroom 2.0 makes it possible to learn even outside the classroom. These applications are viewed as solutions to insufficient class hours and issues that are experienced within the class. In the digital age, new generations tend to maintain different opinions and also different learning capabilities. It's important that we care about how this generation can learn and respond to diverse teaching methods for the sake of their future. Online activities that support a learning outside classroom is similar to other learning practices. Life-long learning is important for building the future of our education. It is a process that's alternative to formal education It has no place and no time. Life-long learning aims to ensure the community is aware of all learning opportunities, it establishes a culture of learning so that people are excited by learning and they can enhance independent learning through technology. Students who use technology as a part of their life makes life-long learning necessary. E-learning environments and mass media are needed in lifelong learning activities to provide learning outside the school. In this study, a course work is explained with using Edmodo for life-long learning. It also explains how the learning continues in online environments and the benefits of life-long learning of Edmodo. In this way, it is thought that the researchers who study same subjects can benefit in an effective way.Item Visual mathematics literacy's reflections on the mathematical reasoning of secondary school students(Iclel Konferansları, 2018) Işık Sarıoğlu, Burcu; Titrek, O.; Zembrzuska, A.; Sezen, G. Gültekin; Tapan, Menekşe Seden Broutin; Uludağ Üniversitesi/Eğitim Fakültes/Matematik ve Fen Bilimleri Eğitimi.; 0000-0002-1860-852X; W-2281-2017The aim of the study is to determine the mathematical reasoning skills of secondary school students in solving everyday life problems and examine the reflections of mathematical visualization on the relationship between geometric thinking levels and visual mathematics literacy skills. The study is designed as a case study using qualitative research methods. Twenty secondary school students were chosen by maximum variation sampling technique. The study consists of two phases of experiment; in the first phase the students' approaches that they used to solve the problems were determined, in the second phase with the help from instructions they were encouraged to add some visual elements. The data was analyzed with the content analysis technique and four main categories were identified. It was seen that students more commonly use numerical approach in solving daily life problems, the students who have a higher geometric thinking level have advanced visual mathematical literacy skills.