Person: BULUNUZ, MIZRAP
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BULUNUZ
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MIZRAP
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Publication Teachers' noise sensitivity and efforts to prevent noise pollution in school(Anı Yayıncılık, 2021-03-04) Bulunuz, Nermin; Onan, Berna Coşkun; Bulunuz, Mızrap; BULUNUZ, NERMİN; COŞKUN ONAN, BERNA; BULUNUZ, MIZRAP; Bursa Uludağ Üniversitesi/Eğitim Fakültesi/İlköğretim Bölümü.; 0000-0001-7891-0379; 0000-0002-5218-5452; 0000-0002-6650-088X; ABI-3440-2020; L-3255-2019; EPZ-5535-2022The noise phenomenon at school is one of the factors that may negatively affect school climate. Purpose In this study, the noise sensitivity and coping efforts of classroom teachers who intensely experienced noise phenomenon in their school were determined using basic qualitative research. Method Semi-structured interviews were conducted with the teachers selected for the study group. The collected data were analyzed using thematic analysis. Findings showed that loud noise at school might lead to hypersensitivity in teachers, migraine and prolonged severe headache, difficulty in communicating, tinnitus, difficulty in focusing on lessons, adverse effects on communication and interaction within the family, excessive tiredness and getting distracted, and a reduced tolerance limit, as well as feeling tired and angry. The findings suggest that teachers are in search of a quiet environment to get away from the noise in the school. They reluctantly try to get used to the noise, and they think of retiring early from the profession. It was understood that teachers acted in various ways to cope with the noise, such as verbally warning noisy students, plugging their ears, closing the door/windows, and going out to the schoolyard to get away from the noise inside the building. Implications the teachers suggested improving the acoustics of the school, using visual stimuli with lights instead of bell sounds, raising the awareness of parents about noise and arranging the schoolyard in such a way that students can release their energies without causing noise.Publication 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-1318-2019The 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.Publication Clinical supervision model in teacher education and evaluation of current practices(Dergipark Akad, 2015-07-01) Bulunuz, Nermin; Bulunuz, Mızrap; BULUNUZ, NERMİN; BULUNUZ, MIZRAP; Uludağ Üniversitesi/Eğitim Fakültesi/Fen Bilgisi Eğitimi Anabilim Dal/İlköğretim Bölümü; Uludağ Üniversitesi/Eğitim Fakültesi/Sınıf Öğretmenliği Anabilim Dalı/İlköğretim Bölümü; 0000-0002-6650-088X; L-3255-2019; K-1318-2019This research had two purposes. The first was to evaluate current field practicum in terms of frequency, content, and types of feedback preservice teachers receive at schools by comparing preservice teachers' self-evaluations to supervisor evaluations. The second was to introduce the Georgia State University Clinical Supervision Model (CSM) currently being adapted, applied, and tested to improve teaching practice at the Uludag University with a joint TUBITAK project. Data collection tools are three surveys. The first was about self-evaluation of the type, content, and frequency of feedback provided by supervisors. The second examined self-evaluation of preservice teachers on the same variables related to the feedback they received from supervisors in field placements. The third survey identified supervisors' self-perceived roles and responsibilities in the field practicum. Descriptive analysis of the data indicated there were several significant differences between the variables in the feedback preservice teachers received and the feedback provided by supervisors. Preservice teachers were often informed about the expectations, rules and regulations of their teaching practice schools. However, they had received very little written feedback and guidance on teaching materials and resources.Publication 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-1318-2019Of 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.