Türkiye'de Yükseköğretime Geçiş Sürecinin Analizi: Gelişmeler, Modeller ve Uygulamalar

Gürbüztürk, Oğuz; Kıncal, Remzi Y.

doi:10.29329/mjer.2018.147.3

Cited by 6 publications

(3 citation statements)

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“…Within the Transition to Higher Education exams, Special Talent Exam has been applied as a model for a long time. Gurbuzturk & Kincal (2018) refer that selecting students to the Higher Education institutions, apart from the central placement, has also been actualised with the Special Talent exams dating back to 1975. It is expected that an exam with a history of nearly half a century will be carried out in the best way with the knowledge, qualification and experience.…”

Section: Discussion and Resultsmentioning

confidence: 99%

An Investigation on Special Talent Exams in the Division of Art Teaching

Taşkesen

2019

JETS

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In this research, it is aimed to investigate the application, implementation and evaluation processes of the exam held by the Institutions of Higher Education in selecting students to the art teaching departments, which educate students with special talents in Turkey. This research is appropriate for the descriptive survey model. The document survey technique was applied in the research. The universe of the research consists of the Art Teaching Divisions, which take students with special talent exams in the 2018-2019 academic year. In the research, the sample was not determined to reach the whole universe. According to the findings of the research, the application conditions, implementation and evaluation of the special talent exams applied by the Institutions of Higher Education were found to have different and similar sides. As a result, although the application conditions, implementation and evaluation of the exams are similar, it has been concluded that the centralization of special talent exams will provide coherence.

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Section: Discussion and Resultsmentioning

confidence: 99%

An Investigation on Special Talent Exams in the Division of Art Teaching

Taşkesen

2019

JETS

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“…Students who answer a certain part of the questions correctly in the university entrance examination can be placed in the higher education programs they wish to enrol (Gurbuzturk, & Kincal, 2018). The teachers honestly stated that their biggest source of demotivation is the contradiction between school exams and university entrance examination.…”

Section: Opinions On Curriculummentioning

confidence: 99%

Being a teacher in the English language-oriented course

Bakay¹,

Saka²

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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The English language-oriented course (ELOC) corresponds to the 11 th and 12 th grades of high school and are highly preferred by students. Yet, the implementation of ELOC's curriculum is an issue that is hardly focused on in the field. Although the curriculum developed for all 11 th and 12 th -grade students by the Ministry of National Education is comprehensively planned, there seem to be some challenges teachers face while implementing it due to its irrelevancy to ELOC. In the present study, it is aimed to reveal how the implemented curriculum is perceived by teachers. The research group includes 31 English teachers from Anatolian high schools in Antalya that have ELOC. The study adopted a qualitative research design. The data were collected from teachers via semi-structured interviews, administered by the researchers, and then examined by utilizing content analysis. The major areas of investigation consist of the teachers' opinions of the overall curriculum implementation, coursebooks, and teaching methods used. In-depth data about this matter are revealed. At the end of the study, an understanding of how the the curriculum of English language-oriented course was being applied was established. It was concluded that almost none of the teachers were satisfied with overall curriculum implementation, coursebooks, and the teaching methods preferred. Many of the teachers pointed out that the university entrance examination directly impacts on teaching methods and curriculum, which also results in disfavour of coursebooks. In consideration of the results of the study, some suggestions were proposed covering the issues of curriculum, coursebook, and teaching methods.

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“…2017 yılında üniversiteye giriş sistemine son şekil verilmiştir. Bu çerçevede, 2018 yılında yapılacak sınavın adı "Yükseköğretim Kurumları Sınavı (YKS)" olarak belirlenmiştir [4]. Yükseköğretimde arz ve talep açısından son yıllarda önemli gelişmeler sağlanmıştır.…”

Section: Gi̇ri̇ş (Introduction)unclassified

LSTM Deri̇n Si̇ni̇r Ağlari İle Üni̇versi̇te Gi̇ri̇ş Sinavindaki̇ Matemati̇k Soru Sayilarinin Konulara Göre Tahmi̇ni̇

Süzen¹

2019

NWSA

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In this study, we proposed a model for estimating the number of questions in the long short term memory (LSTM) deep neural network (DNN) and the mathematics test in the university entrance exam. The data set of the model consists of 931 questions divided according to 16 subjects of the mathematics test for the years 1981-2018. The data set is divided into 80% for the training of the model and 20% for the test. Hypercritical parameters have been determined to provide high accuracy in time series estimation problems in the LSTM model. The number of questions for each subject group has been trained one by one in the time series model. As a result of the study, the average accuracy was 98.42% and the average accuracy was 96.82% in the test. The data set was compared with machine learning algorithms to measure the accuracy of the DNN algorithm used and LSTM DSA achieved the highest performance. As a result of study, the future studies will provide the development of robots to predict because of the high accuracy of the model.

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Türkiye'de Yükseköğretime Geçiş Sürecinin Analizi: Gelişmeler, Modeller ve Uygulamalar

Cited by 6 publications

References 0 publications

An Investigation on Special Talent Exams in the Division of Art Teaching

An Investigation on Special Talent Exams in the Division of Art Teaching

Being a teacher in the English language-oriented course

LSTM Deri̇n Si̇ni̇r Ağlari İle Üni̇versi̇te Gi̇ri̇ş Sinavindaki̇ Matemati̇k Soru Sayilarinin Konulara Göre Tahmi̇ni̇

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