Uludağ Üniversitesi Eğitim Fakültesi Dergisi / Journal of Uludag University Faculty of Education

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An exploratory study of EFL teacher candidates’ webinar experiences during and after the COVID-19 pandemic
(Bursa Uludağ Üniversitesi, 2023-05-11) Aslan, Kardelen; Solmaz, Osman
Çevrimiçi öğretmen mesleki gelişimi, dijital öğrenme teknolojilerinin yaygınlaşması ve COVID-19 salgınından da etkilenen gelişen eğitim ortamının kritik bir bileşeni haline gelmiştir. Bu araştırma, COVID-19 salgını sırasında ve sonrasında çevrimiçi mesleki gelişim web seminerlerine katılan İngilizce öğretmen adaylarının deneyimlerini keşfetmeyi amaçlamaktadır. Çalışmaya, çeşitli küresel ve yerel kurumlar tarafından sunulan mesleki gelişim web seminerlerine katılan 15 İngilizce öğretmeni adayı katılmıştır. Veriler, bireysel ve odak grup yarı yapılandırılmış görüşmeler yoluyla toplanmış ve tematik analiz kullanılarak analiz edilmiştir. Çalışma, web seminerlerinin İngilizce öğretmeni adaylarının mesleki gelişimleri üzerinde olumlu bir etkisi olduğunu ve örgün eğitimlerine ek destek sağladığını ortaya koymuştur. Bununla birlikte, web seminerlerine katılmak öğretmen adayları için çeşitli zorlukları ve sorunları da ortaya çıkarmıştır. Bu çalışmanın bulguları, İngilizce öğretmeni adaylarının mesleki gelişim ihtiyaçlarını karşılamak için potansiyel bir platform olarak web seminerlerinin kullanımına ilişkin içgörü sağlamakta ve öğretmen eğitimi programları için öneriler sunmaktadır.
An analysis of scores of prospective biology teachers on the factors of MSLQ
(Uludağ Üniversitesi, 2009-08-01) Taşdelen, Özlem
The factors of learning strategies and motivation as components of self-regulation are determined well in MSLQ (Motivated Strategies for Learning Questionnaire) scale. The scale includes 15 factors. But, these 15 factors are not appropriate for practical use. In this study, a survey research was conducted with 112 prospective biology teachers by using MSLQ to analyze the factors. One-way ANOVAs and Pearson Product-Moment Correlation Coefficients were used for analysis. The results of ANOVAs showed that there were no statistically significant differences between mean scores of the participants at different grade levels on scales of MSLQ. In addition, the “task value”, the “self-efficacy” and the “help seeking” subfactors were found to be the most dominant sub-factors of the whole scale. In the article, results of the study and limitations will be discussed.
Analysis of studies that were carried out using chemistry textbooks: A meta-synthesis study
(Bursa Uludağ Üniversitesi, 2022-11-10) Dolu, Gamze
This is a meta-synthesis of studies that used chemistry textbooks approved by the Ministry of National Education (MoNE). The study was carried out using the document review method, one of the qualitative research designs, and involved 32 articles and 36 theses published between 2001-2020 that had been selected based on the criteria specified. The data were collected using the "coding form", and the frequency values were evaluated in depth and presented in tables and a graph. The study revealed that in Turkey, most of the studies that used chemistry textbooks were in 2010 and 2011 and that the studies mostly used qualitative research methods. It was also found out that the textbooks purpose was highest frequency "to examine the characteristics of the textbooks", and that the units/topics examined in the chemistry textbooks were very diverse. It is thought that the results obtained within the scope of the study will serve as a guide for the researchers who will use chemistry textbooks in their future studies.
Anxiety scale for science teachers’ laboratory work and teaching: Validity and reliability analyses
(Uludağ Üniversitesi, 2017-09-25) Kahraman, Murat; Polat, Dilber
This study aimed to develop a valid and reliable measurement tool to determine sources of anxiety for science teachers who do laboratory teaching. For this purpose, fifty-four participants in the field of science education (five doctoral students, nine graduate students, twelve teachers and twenty-eight undergraduate students) were asked to write a composition about "What anxieties does a science teacher experience in teaching process and in laboratory?" After content analysis of the compositions, a sixty-five item pool was created based on a review of the relevant literature. The item pool was presented to four experts’ opinions (three science experts and one language expert) to check its content and language validity. In keeping with the experts' opinions, five items were excluded from the scale. A ten-point Likert scale draft consisting of sixty items was first pilot tested with fourteen science teachers and then administered to one hundred and eleven teachers. The data collected were subjected to exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The a Cronbach alpha coefficients (0.91) of the sub-dimensions of the scale were high (science and laboratory=0.95, communication=0.91, and classroom management=0.88), indicating that items in the sub-dimensions were consistent with each other. The CFA results showed that the T values of all items were significant (p<0.05). These results show that this is a valid and reliable scale that can be used to measure anxieties about the laboratory teaching of science teachers.
An area of difficulty adverbial clauses in a translation process
(Uludağ Üniversitesi, 1986) Kiper, Tema; Uludağ Üniversitesi/Eğitim Fakültesi.
Dil öğretiminde, öğrencinin karşılaşabileceği sorunları önceden bilmek, bunları ortadan kaldıracak şekilde öğretim stratejisi geliştirmek, öğreticinin en başta gelen görevlerinden biri olarak kabul edilmektedir. Öğrencinin karşılaşabileceği güçlükler, diğer bir deyişle güçlük alanları en belirgin şekli ile, ana dilden erek dile çeviri işlemleri sırasında kendisini göstermektedir. Bu makale ile, bu sorunlardan bir tanesini ele almayı uygun gördüm. Bu konuda hammaddem ise, çeviri derslerine girdiğim öğrencilerimdi. öğrencilerimin en çok, Türkçemizdeki "zarf cümlelerinin" İngilizceye aktarılmasında güçlükler ile karşılaştık/arım gözledim. Aslında, bu alanda gözlediğim güçlükler, genelde gözlenen güçlüklerden pek farklı değildi. Şöyle ki, temelde erek dilin gramerini tam anlamı ile öğrenememe, eksiklikler, aksayan noktalar, zarf cümlelerinin aktarımında da önemli bir aksaklık oluşturuyordu. Dahası, ana dildeki sözcüklerin, deyişlerin, cümle yapılarının erek dilde, bire-bir tam karşılıklarının aranması da bir başka olumsuz noktalardan biriydi. Bu düşünce ile, çalışmamda, Türkçede ve İngilizcedeki zarf cümlelerinin genel hatlarını vermeye çalıştım. Deneyimlerimden faydalanarak, en çok yapılan yanlışları, karıştırılan noktaları örnekleri ile sergilemeye çalıştım. Son olarak ta, İngilizce öğrenen Türklere yol göstermek amacı ile, konuyla ilgili bir takım ipuçları geliştirdim.
Arts-based research and the artistic and creative role of artifacts as stories in literacy practices
(Uludağ Üniversitesi, 2017-09-11) Debreli, Emre; Altıntuğ, Fatma Aslantürk
This paper makes a debate on arts-based methodologies in terms of their application to literacy practices of students’ wherein out-of-school artifacts are used to reveal stories about students’ lives and strengthen their creative and critical thinking skills. It is argued that different stories and narratives emerge when we listen to students’ narrating about artifacts, thus we claim that the application of artsbased methodologies to the field of literacy would enable educational researchers to obtain useful information about students’ identities, values, and cultural backgrounds, and assist students artistically in using their creativity, imagination, and self-reflection in the narration process. Throughout the paper, the importance of multimodal literacy practices and how such practices can be enhanced through the use of narratives; the issue of self-reflexivity to emphasize students’ subjective and reflexive presence as co-researchers in arts-based inquiries; and the issue of visual objects as modes of arts-based inquiries are discussed. A discussion on artifacts and everyday objects as reflections of others’ lives and self-identities is also presented. Finally, artifactual literacies as both mode and medium in arts-based research are introduced.
Attitudes of student teachers towards a collaborative and student-centered learning in an EFL teacher education setting
(Uludağ Üniversitesi, 2006) Gürsoy, Esim; Karatepe, Çiğdem; Uludağ Üniversitesi/Eğitim Fakültesi.
The aim of this study is to investigate the attitudes of ELT student teachers towards collaborative and student centered way of teaching the Language Acquisition course in a Turkish ELT teacher education program. Data was collected by means of pre- and post-questionnaires and two sets of interview. The results showed that student-teachers have positive attitudes towards the course and found collaborative learning activities more motivating in comparison with the teacher centered teaching. They indicated that peer collaboration helped them to retain what they had learned in this course and enabled them to make use what they learned in other courses.
Building vocabulary in a foreign language
(Uludağ Üniversitesi, 1986) Yıldız, Zübeyde; Uludağ Üniversitesi/Eğitim Fakültesi.
Kelime öğretimi, ikinci bir dili öğrenmede önemli bir yer kapsar. Bu başarılı kelime öğretiminde bazı yöntemler ve kelime hakkında belli açıklamalarda bulunan bir makaledir. Kelime öğretimi, ilgisiz kelimelerin bulunduğu bir listeyi öğrenciye verip ezberletmek değildir. Bu konuda yapılması gereken en önemli nokta, kelimenin gerçek anlamını ve kullanımını elde ettiği bir "durum" ve cümle içinde öğretilmesi gerektiğidir. Kelime öğretimi, dersin doğal akışı içinde olmalı, yapılan ders planında ''kelime çalışması" diye ayrı bir bölüm bulunmamalıdır. İngilizcede anlaşılabilir bir şekilde konuşabilmek için kullanılan kelimelerin doğru seçilmesi, telaffuzunun ve vurgusunun çok iyi yapılması gerektiğinden, kelime öğretiminde yalnız anlam ve kullanım değil bu noktalar da sistemli olarak verilmeli ve devamlı pratik yapılmalıdır
Communication strategies of Turkish speakers of English
(Uludağ Üniversitesi, 2000) Karatepe, Çiğdem; Uludağ Üniversitesi/Eğitim Fakültesi.
Bu çalışmada, ana dili Türkçe olan ve İngilizce öğrenen yetişkinlerin bir resmi tarif ederken kullandığı iletişim stratejileri incelenmektedir. Çalışmada Kellerman 'ın (1990) modelinin Türk öğrencilerinin stratejilerine uygulanıp uygulanamayacağı ve öğrencilerin İngilizce 'yi kullanma becerileri ile strateji seçimleri arasında bir bağlantı olup olmadığı araştırılmıştır. Analiz sonuçları Kellerman 'in modelinin Türk öğrencilerin kullandığı stratejilere uygulanabilir olduğu ve İngilizce becerileri daha iyi olan öğrencilerin daha karmaşık strateji çeşitlerini tercih etmeye meyilli oldukları bulunmuştur.
A comparative analysis of the pragmatist thought: Dewey and Erişirgil
(Uludağ Üniversitesi, 1988) Anar, Suat; Uludağ Üniversitesi/Necatibey Eğitim Fakültesi.
In this paper, a discussion has been being introduced that whether the Pragma tist thought was affected by the different social and cultural settings of Turkey and the United States, and the non -American reflections of Pragmatism has been being brought as one of the discussion issue due to the different conditions of the countries. Thus, the similarities and dissimilarities of thoughts of the two have been being, comparatively, taken from the prespectives of epistemology, axiology, onto logy, teaching methods, ete. with this comparasion , Erişirgil. has been researching the philosophical foundations in order to find a way to develop the Turkish Educational System throughout the mostly accepted ideas, principles and theories of Dewey.
Comparison of test equating methods based on classical test theory and Item response theory
(Bursa Uludağ Üniversitesi, 2023-09-22) Mutluer, Ceren; Çakan, Mehtap
This study aims to choose the equating method with the least equating error by using the equating methods in Classical Test Theory and Item Response Theory. In this study, booklet 1 and booklet 3 data were used for PISA (Programme for International Student Assessment) 2012 Mathematics test. Data from Turkey, Indonesia, Shanghai/China and Finland, countries participating in PISA 2012, were selected for this study. Non-equivalent groups design was used in the test equating process. Linear equating methods [Tucker (w1=1, w1=0.5), Levine observed score (w1=1, w1=0.5), Levine true score, Classical Congeneric and Braun-Holland), equipercentile equating methods (pre smoothing according to C6 polynomial degree, beta4, post smoothing according to S 0.05 cubic function, frequency estimation (w1=1, w1=0.5) ] were used in the study. In Classical Test Theory, the least error is obtained from the frequency estimation method with a synthetic universe weight of w1 = 0.5. For the Item Response Theory, the calibration method was first decided, which is the Stocking-Lord method. After the scale transformation was achieved with the Stocking-Lord calibration method, the equating scores were calculated from the IRT's true and observed equating methods. The least error in IRT was obtained from the true score equating method. For error values, error coefficients were calculated according to Newton-Raphson's delta method and bootstrap methods. When the error coefficients (delta and bootstrap) of the equating methods in both theories were compared, it was found that the equating methods based on IRT had fewer errors than the equating methods in CTT, and the method with the least equating error was the IRT true score equating. The least equating error frequency estimation in CTT (w1=0.5) and the most error Levine true score equating method.
Computer based instruction and computer assisted language learning in schools in Bursa
(Uludağ Üniversitesi, 2002-04-01) Alsay, Yunus; Gürsoy, Esim; Uludağ Üniversitesi/Eğitim Fakültesi/Yabancı Diller Eğitimi Bölümü.
Present research is the pilot study of a larger scale, longitudinal study that’s being carried on in Bursa. 20 schools were randomly selected for investigation. A questionnaire that investigates the hardware, purposes of using computers, attitudes of teachers towards computer-based instruction, and possible reasons that prevent the integration of computers, was given either to the principal or the vice principal of each school. Research results show a big difference between private schools and government schools in computer-based instruction. There is a clear superiority of private schools both in the number of hardware they posses and in the use of computers for educational purposes. The results of the study indicate that, although steps are taken both by National Ministry of Education and Local Education Authorities, such as providing computers and offering in-service training, computers are not widely used in education. The majority of schools use computers for reasons other than education such as keeping records and registration. In addition, if computers are used, they are used in subjects other than teaching. The main reason, aside from finance, that seems to prevent the integration of computers found to be that teachers and administrators are not aware of pedagogical opportunities that computers provide.
Cooperation, eigenvalues, repellor and attractor
(Uludağ Üniversitesi, 1991) Altın, Aydın
In this paper we derive some general conditions for a polygon of orientable hypersurfaces to be a repellor (respectively attractor) using modern geometric methods.
Cooperative learning
(Uludağ Üniversitesi, 1998) Özkılıç, Rüçhan; Uludağ Üniversitesi/Eğitim Fakültesi.
In this article, the following issues related to cooperative learning strategy are explained and discussed; the definition, advantages and importance of cooperative learning, major cooperative learning methods and the researches related to the implementation of cooperative learning in Turkey.
Correlation between social studies teacher candidates’ epistemological beliefs and their information literacy levels
(Bursa Uludağ Üniversitesi, 2021-06-24) Yordamlı, Deniz; Şenşekerci, Erkan; Bursa Uludağ Üniversitesi/Eğitim Bilimleri Enstitüsü.; Bursa Uludağ Üniversitesi/Eğitim Fakültesi/Türkçe ve Sosyal Bilimler Eğitimi Bölümü.; 0000-0001-5719-7412; 0000-0003-3018-5301
It is evident that the school is the fundamental institution where both information literacy and sophisticated and flexible epistemological beliefs can be acquired as a competence subject. In this context, the main problem this study aims to address is the vital importance of educating pre-service teachers as information literates with sophisticated and flexible epistemological belief levels for teacher training institutions. Thus, this study aims to determine the epistemological belief and information literacy levels of Social Studies teacher candidates and to investigate whether there is a significant relationship between both levels. Conducted in a relational survey model, the study focuses on the effects of gender and class variables. Participants were 426 social studies teacher candidates studying at four different state universities located in the provinces of Bursa, Istanbul and Çanakkale in the academic year of 2018-2019. During the data collection process, we used the Epistemological Beliefs Scale originally developed by Schommer (1990), and the Information Literacy Scale developed by Adıgüzel (2011). The Epistemological Beliefs Scale utilised in our study was the Turkish version of the scale adapted into Turkish by Deryakulu & Büyüköztürk (2002) and whose validity and reliability analyses were made by Aydın et al. (2017). Apart from these two scales, the participants were also provided with a Personal Information Form to be filled in. Various statistical analyses and tests were applied to the collected data and the following basic findings were obtained: The epistemological beliefs and information literacy skills of social studies teacher candidates are at a high level. There was a low and moderate correlation between the epistemological beliefs of teacher candidates and their information literacy levels in the dimension of "belief that learning depends on effort" and "belief that learning depends on talent,” and a low correlation in the dimension of "belief that there is only one truth".
Creativity and change in early childhood
(Uludağ Üniversitesi, 2007) Bilhan, Dilek Şahiner; Uludağ Üniversitesi/Eğitim Fakültesi/Güzel Sanatlar Eğitimi Bölümü.
A child faces with a continuous change as a result of his relations with all of the things he meets. The habit of transforming the human energy into creativity must be taught to children in early ages, through the art education. The aim of the research, presented with this point of view as a poster, is to determine the two dimensional creative behavior changes of a group of children during art education given in their early childhood and is to observe for a year. In the beginning, this research is started with nineteen preschool children with ages of four and five, and their creative works are observed. In the first phase, the fine arts school is introduced to them and they are asked to paint pictures of what they saw. Observing the changes in children's behaviour ensured the continuation of the study. In the second phase, which is the subject of this article, mainly five children is chosen. But helping to acquire the creative behaviour changes in the works of all children are aimed. Learning from a model, which is applied in the first phase in Uludag University Faculty of Education, Fine Arts Education Department, Arts and Craft Education, has been, a year later, applied in “Tofas Bursa Museum of Anatolian Cars”. The museum and some art concepts have been introduced. Children have painted pictures and have been asked some questions. It has been observed that, children have not painted about the art school they saw, but they have painted what they want. The aim of the research, in the first phase, is to produce active learning by giving some clues to children; in the second phase, to observe the behaviour changes in their creativities and what they have painted. In addition, children aged four have been interested in what they feel instead of what they see. However, when they became six their tendency to paint what they feel changes into painting what they see.
Definition and function of curriculum design
(Uludağ Üniversitesi, 1989) Saylan, Nevin; Uludağ Üniversitesi/Necatibey Eğitim Fakültesi/Eğitim Bilimleri Bölümü.
At present it is well to recognize that there is no consistently clear distinction in the use of much educational terminology. Many curriculum scholars in their writings called greater care in the definition of terms. They also noted that first and very important job in curriculum construction activity is the definition and consistent use of technical terms. Because of the conflicting terminology in the literature, it seems necessary to define what curriculum design means when used and what its function is in curriculum construction activity. In short, the aim of this paper is to examine the definitions and functions of the curriculum design in order to give a consistent definition of curriculum design.
Deformation of cylinder surface preserved on length
(Uludağ Üniversitesi, 1989) Okçu, Aydın; Uludağ Üniversitesi/Necatibey Eğitim Fakültesi.
In this study, the cylinder was studied according to its deformation of its surface with respect to length due to an external source. In the deformation, the length of main lines of cylinder was held constant; and horizontal and vertical positions of second order curves, especially Euclidian helix were examined. We can summarize the conclusion as follows: 1. After the deformation, amount of transformation us, a deformation angle was computed. 2. After the confident to the distances, the locus of the Pi points is a circle with diameter r.p/h, and horizontal projection Ci, touches the base circle at the begininng point of the motion. 3. Parameter circle of the motion found by the description of the Euclidian helix, is p = d. Cos 0, while it is the loop of the orbit involute which touches the base circle at two points a horizontal projection, 4. The motions of description and involution are reversible. 5. Locus of points at height P on the main lines of the cylinder is a curve on the hyperboloid surface and its horizontal projection is concentric with the base circle of the cylinder.
Delinition of curriculum
(Uludağ Üniversitesi, 1992) Saylan, Nevin; Uludağ Üniversitesi/Necatibey Eğitim Fakültesi/Eğitim Bilimleri Bölümü.
It is well to recognize that the term curriculum is used in different meanings and under different names. In this paper, different definitions of the curriculum are examined in the literature. To eliminate fuzziness and confusion in the use of the term, curriculum is defined as a field of study which includes all of the working areas of the field.
Desegregation of kindergartens: Empiric and theoretic model -based on the examples of pre-school education in the Republic of Bulgaria
(Uludağ Üniversitesi, 2007) Koleva, Irina
The article overview in analytic plan cut through the problems of intercultural education in the Republic of Bulgaria. The presented educational project on intercultural education is financed by European Union. The model strategy proposed in the article is on intercultural education in the Republic of Bulgaria up to year 2015. There are analyses of pedagogical and psychological approaches on intercultural education, according to the priorities of European Union.

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