Bı̇lı̇m ve Sanat Merkezlerı̇nde Görev Yapan Matematı̇k Öğretmenlerı̇nin Karşılaştıkları Sorunlar

Çetin, Abdullah; Doğan, Adem

doi:10.21565/ozelegitimdergisi.370355

Cited by 14 publications

(7 citation statements)

References 22 publications

(14 reference statements)

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“…The fact that the courses are on weekdays, evenings and Saturdays in BİLSEMs affects teachers' lives in many ways. The findings obtained in the study coincide with the results of Çetin and Doğan (2018).…”

Section: Findings Discussion and Resultssupporting

confidence: 90%

“…Some activities cause gifted students to get bored. In their study, Çetin and Doğan (2018) found that the sequence, duration and level of activities included in the framework curriculum were not appropriate, contained scientific errors, did not attract students' interest, and did not correspond to the curriculum implemented in schools. These results are similar to the findings of this study.…”

Section: Findings Discussion and Resultsmentioning

confidence: 98%

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Bilim ve Sanat Merkezi Öğretmenlerinin Yaşadıkları Sorunlar ve Bu Sorunlara İlişkin Çözüm Önerilerinin Belirlenmesi

Cakar¹

2020

TurkishStudies

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The aim of this research is to reveal the problems faced by teachers working in Science and Art Centers and their solutions. Research is a qualitative study with an integrated multi-state pattern. The study group consisted of 30 teachers working at two Science and Art Center in Antalya. As a data collection tool, semi-structured interview forms consisting of open-ended questions were used. Taking into account the characteristics of the data collection tool, the data were analyzed by content analysis. Based on this data analysis, findings and interpretations of the research were formed. The findings of the research were given in tables, frequency and percentage values were given and direct excerpts were taken from the students' opinions. According to the results of the study, it is determined that teachers have many problems in personal, educational and managerial areas. As a personal problem, teachers intensely state that the teaching hours in Science and Art Centers are not suitable for both teachers and students. The most frequently mentioned problems in the educational sense of the teachers are the lack of equipment and materials in the center where they work, the inadequate physical facilities of the centers, and the content of the activities in the framework programs of the Science and Art Centers. The lack of communication with the administrators, the result-oriented thinking of the managers due to the success of the institution and the lack of fairness in terms of the opportunities offered to the teachers emerge as the administrative problems expressed by the teachers. As a solution to the problems experienced, teachers often suggest that working hours at BİLSEMs should be brought up to date and MEB should provide support to BİLSEM on physical equipment. The findings of the research are discussed in the light of the literature and recommendations are presented.

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Section: Findings Discussion and Resultssupporting

confidence: 90%

Section: Findings Discussion and Resultsmentioning

confidence: 98%

Bilim ve Sanat Merkezi Öğretmenlerinin Yaşadıkları Sorunlar ve Bu Sorunlara İlişkin Çözüm Önerilerinin Belirlenmesi

Cakar¹

2020

TurkishStudies

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“…In another study (Yıldız, et al, 2012), it was found that gifted students used more strategies when solving problems than those who were non-gifted; as in this study, gifted students had a higher level of success. The reason for this can be considered as providing differentiated, enriched, and deepened education to gifted students (Çetin & Doğan, 2018;Yıldız, 2010).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Examining 4th Grade Gifted and Non-Gifted Students Understanding Levels of Place Value

Paydar

Doğan

2022

IJPES

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The aim of this research is to reveal the understanding of dimensions and sub-dimensions of the place value in natural numbers of gifted and non-gifted students attending fourth grade. A mixed approach was adopted in the research. The research is quantitative in terms of revealing the levels of place value, counting, representing, naming, renaming, comparing and calculating the dimensions of the students and comparing the general mean score of both groups with the mean score for each dimension, and it is qualitative in terms of revealing the mistakes made in these dimensions. The study group of the research consists of 76 students diagnosed as gifted who attend four different SACs and 90 non-gifted fourth grade students attending in a regular school in town in the Central Anatolia Region. According to the findings obtained in the research, it was revealed that students with a diagnosis of giftedness could not reach the desired learning level in the count by 10 forward sub-dimension of the counting dimension of the place value. It was also revealed that they could not reach the desired learning level in the non-standard representation sub-dimension of the representation dimension. On the other hand the non-gifted students could not reach the desired learning level also in the division sub-dimension of the calculation dimension. It was concluded that students that are diagnosed as gifted had high success in terms of understanding the place value of natural numbers. For both groups of students, it can be said that they have difficulties in operations with non-standard representations, and they have difficulty in thinking differently because they are used to doing the questions by memorization and rules. Experimental studies can be carried out on the dimensions of the place value.

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“…Matematiğe karşı olumlu tutum geliştiren öğrenciler matematik problemlerini çözerken sabırlı, kaygıdan uzak, tutarlı ve öz güveni yüksek davranışlar sergilerler (MEB, 2015). Üstün yetenekli öğrencilerin yaşıtlarına göre duygularını daha yoğun yaşayan (Çetin ve Doğan, 2018), bireyler olduğu düşünüldüğünde, bu öğrencilerin matematik dersine ve problem çözmeye karşı olumlu tutum geliştirmesi günlük hayattaki problemlerin çözümünde etkili olabilir. Bu yüzden bu araştırmada üstün yetenekli öğrencilerin matematik problemlerine karşı tutumlarının neler olduğu belirlenmeye çalışılmıştır.…”

Section: öZunclassified

“…İki araştırmanın sonucunun farklı çıkmasının nedeni öğrencilerin özelliklerinden kaynaklanacağı gibi, aldıkları eğitimlerden de kaynaklanabilir. Üstün yetenekli öğrenciler BİLSEM'lerde problem çözmeye yönelik çok farklı eğitimler almaktadırlar (Çetin ve Doğan, 2018;MEB, 2015) Yavuz (2006) yaptığı bir çalışmada problem çözme stratejilerinin öğretiminin öğrencilerin matematik tutum puanları üzerinde etkili olduğunu tespit etmiştir. Bu araştırmada üstün yeteneklilerin matematik problemi çözmeye yönelik tutumlarının olumlu olduğu düşünüldüğünde öğrencilerin çok daha olumlu tutum geliştirmeleri için problem çözme stratejileri öğrencilere öğretilebilir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Investigation of the Perceptions of Gifted Students on the Problem Solving Attitudes and Processes

Çetin¹,

Doğan²

2018

Cumhuriyet International Journal of Education

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Bı̇lı̇m ve Sanat Merkezlerı̇nde Görev Yapan Matematı̇k Öğretmenlerı̇nin Karşılaştıkları Sorunlar

Cited by 14 publications

References 22 publications

Bilim ve Sanat Merkezi Öğretmenlerinin Yaşadıkları Sorunlar ve Bu Sorunlara İlişkin Çözüm Önerilerinin Belirlenmesi

Bilim ve Sanat Merkezi Öğretmenlerinin Yaşadıkları Sorunlar ve Bu Sorunlara İlişkin Çözüm Önerilerinin Belirlenmesi

Examining 4th Grade Gifted and Non-Gifted Students Understanding Levels of Place Value

Investigation of the Perceptions of Gifted Students on the Problem Solving Attitudes and Processes

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