Increasing the quality of education is based on changes thinking and teaching styles. Considering variance of thinking styles and teaching styles person to person, identifying thinking styles and teaching styles of prospective mathematics teachers is very important. So, the aim of this study is to determine the correlation between thinking and teaching styles of prospective mathematics teachers and to examine thinking styles and teaching styles of the prospective mathematics teachers by considering some demographic characteristics. The sample of the research consisted of 80 prospective mathematics teachers who studied at the Mathematics Education Department of Ahmet Keleşoğlu Education Faculty at Necmettin Erbakan University. Relational screening model was used in analysis of the data. "Thinking Styles Scale" which was developed by Sternberg and Wagner (1992) and adapted to Turkish by Buluş (2006) and "Teaching Style Inventory" developed by Grasha (1994) and adapted to Turkish by Uredi (2006) were used as data collection tool in the research. According to the conclusion of the research, a positive moderate correlation was found between thinking styles and teaching styles of prospective mathematics teachers.
New ideas and inventions are needed in the globalizing world in order that societies can be survived. To achieve this, there is a need for teachers and prospective mathematics teachers who will guide these students, who have creative ideas, make new inventions and generate new ideas in the educational environment where individuals are educated. Creative thinking skills should be used at the highest level in order to achieve a more permanent learning and ensure interdisciplinary transition. Creativity is defined as sensitivity emerging against problems. For this reason, importance of the noteworthy that opportunities should be given prospective mathematics teachers to develop creative thinking skills and have more time for designing creative products. Although each individual has creative thinking skills, it is very important to determine how using tendency of creative thinking skills and factors that will activate this tendency do change in accordance with different variables. So it was aimed to determine the level of creative thinking tendencies of prospective mathematics teachers and examine this level in terms of different variables. Marmara Creative Thinking Tendency Scale were applied to prospective mathematics teachers. According to the results obtained, it was declared that the creative thinking tendencies of the prospective mathematics teachers were in the group consisting of the "good" range in the total score section.
The aim of this research is to determine the attitudes of mathematics teacher candidates towards scientific research and their thinking style and whether there is a significant relationship between these two. The sample of the research is constituted of 83 second year students studying at the Mathematics Education Department, Ahmet Keleşoğlu Education Faculty, Necmettin Erbakan University in the spring semester of 2017-2018 academic years. The relational screening model was used in the analysis of the data. The 'Thinking Styles Scale' developed by Sternberg and Wagner [47] and adapted to Turkish by Buluş [8], and the 'Attitude Scale towards Scientific Research' developed by Korkmaz, Şahin and Yeşil [31] were used as data collection tools in the research. Research findings show that there is no significant relationship between the thinking styles of the teacher candidates and their attitudes towards scientific research. It was found that the highest relationship was between positive attitudes toward research and open-minded (liberal) thinking styles.
Bu çalışmanın amacı, Lisans Öğrencilerinin Erasmus Öğrenci Öğrenim Hareketliliği Programı'na ilişkin farkındalık düzeylerini belirlemek ve tutumlarını farklı değişkenler açısından ortaya koymaktır. Araştırma evrenini 2015-2016 eğitim öğretim yılında Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesindeki lisans öğrcncileri oluştururken, örneklem Fakültenin dokuz farklı bölümde öğrenim gören toplam 724 lisans öğrencisinden oluşmaktadır. Yapılan çalışmanın sonucunda, lisans öğrencilerin Erasmus Öğrenci Öğrenim Hareketliliği Programı hakkındaki farkındalıklarının çok düşük olduğu tespit edilmiştir. Bununla birlikte öğrencilerin Erasmus Öğrenci Öğrenim Hareketliliği Programına ilişkin tutumları cinsiyet dışındaki tüm değişkenler için anlamlı şekilde farklılık göstermiştir. Son olarak, Üniversite Erasmus Koordinatörlüğüne iletilmek üzere öğrencilerin Erasmus Öğrenci Öğrenim Hareketliliği Programı'na dair tutumlarını ve farkındalıklarını artıracağı düşünülen öneriler ortaya konmuştur.
Instructional Technologies and Material Design (ITMD) lesson is a tool that enables Mathematics teacher candidatesto design materials for contributing to lasting learning of their students, and use them most effectively. This lessonhelps students to activate their creative thinking skills, increase their courage and self-confidence, find differentsolutions in the face of problems, and therefore introduce creative products. In this context, firstly, it is aimed toexamine the level of Mathematics teacher candidates' attitudes towards the Instructional Technologies and MaterialDesign lesson and their effects in terms of different variables in this study and then determine whether there is arelationship between creative thinking tendencies of Mathematics teacher candidates and their attitudes towardsInstructional Technologies and Material Design lesson in this study. The sample of the research constitutes of 315Mathematics teacher candidates who are studying in Mathematics Education Department spring semester of the2016-2017 academic year of at Necmettin Erbakan University. The data were obtained by applying Marmara CreativeThinking Tendency Scale (MCTTS) developed by Özgenel and Çetin (2017) and whose validity and reliability studieswere conducted to teacher candidates, and by applying the Attitude Scale towards Instructional Technologies andMaterial Design Lesson (ASITMD) developed by Çetin, Bağçeci, Kınay, Şimşek (2013) and whose validity andreliability studies were conducted. There was no significant difference between the Attitudes towards InstructionalTechnologies and Material Design Lesson and the Creative Thinking tendencies, in terms of gender variable, but it wasfound significant difference in terms of the high school graduation variable. However, it was obtained that there is apositive and non significant relationship between creative thinking tendencies of Mathematics teacher candidates andtheir attitudes towards Instructional Technologies and Material Design lesson.
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