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BAĞÇELİ KAHRAMAN, PINAR

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BAĞÇELİ KAHRAMAN

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PINAR

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2018 - 20203
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    Publication
    The effect of social skills education on 60-69 months old syrian children's social skills, problem solving and adaptation
    (Cukurova Univ, 2020-10-01) Arabacıoğlu, Betül; Bağçeli Kahraman, Pınar; BAĞÇELİ KAHRAMAN, PINAR; Eğitim Fakültesi; J-8309-2019
    The purpose of this research is to examine the effect of social skills education on social skills, social and emotional adaptations and problem-solving skills of children who emigrated from Syria. The research was designed in quasi- experimental design with a pretest-posttest group. The study group of the research consists of experiment (9 female, 9 male) and control (7 female, 9 male) group totally 34 60-69 month old preschool period children who attend a preschool in the central district of Kilis. Social Skills Evaluation Scale (at the age of 4-6), Marmara Socio-Emotional Adaptation Scale and Wally Child Social Problem-Solving Detective Game Test were used. As a result of this research it was determined that Social Skills Education Program had a positive influence on social problem solving skills, social and emotional adaptations and social skills of children who emigrated from Syria.
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    Publication
    The examination of preschool period children's problem solving skills according to their chess training status
    (Dergipark Akad, 2018-01-01) Bağçeli Kahraman, Pınar; BAĞÇELİ KAHRAMAN, PINAR; Çubukçu, Ayse; Eğitim Fakültesi; İlköğretim Ana Bilim Dalı; J-8309-2019
    The aim of this study is to determine whether chess education makes a difference in social problem solving skills of the preschool children or not. Totally 160 samples were reached; including 80 preschool students who had chess education and 80 preschool students who did not have chess education. In order to examine the problem solving skills of the children who had chess education and the ones who did not, "Problem Solving Skills Scale", which was developed by Oguz and Koksal-Akyol (2015), was used. In order to examine the problem solving skills of the children who took chess education and the ones who did not, Independent Samples t-Test was used and the findings obtained were interpreted. According to the findings obtained from the research, a significance difference was encountered between the problem solving skills of the children on behalf of the ones who took chess education. This research indicate that chess education affect the problem solving skills of the children in a positive way.
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    Publication
    Perceptions of teacher candidates regarding democracy
    (Nesibe Aydin Education Inst, 2019-01-01) Sezer, Gönül Onur; Kahraman, Pınar Bağçeli; ONUR SEZER, GÖNÜL; BAĞÇELİ KAHRAMAN, PINAR; Eğitim Fakültesi; İlköğretim Bölümü; J-8309-2019; ITQ-6736-2023
    In this study it is aimed to investigate the perceptions of the teacher candidates regarding democracy. Within this research phenomenology pattern, which is one of the qualitative research patterns, was used. The study group of the research consists of 222 teacher candidates who attend Elementary Education, Mathematics Education, Science Education, Social Studies Education and Preschool Education, determined with criterion sampling method among junior and senior teacher candidates. The quantitative data was analysed with content analysis method. The metaphors regarding democracy were categorized "democracy as vital needs", "democracy as material", "democracy as nutritional source", "democracy as the symbol of freedom", "democracy as abstract thinking", "democracy as balance", and "democracy as negativity" considering the connection that the teacher candidates related with democracy. Teacher candidates, who participated in the research, from different departments explained democracy with metaphors regarding equality, respect, life source and freedom concepts. It is seen that the teacher candidates did not focus on especially cooperation and responsibility concepts. Also as a result of the research it is determined that more than half of the teacher candidates did not participate in a democratic activity in lessons at school all of their student-life.