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81.
S. Aslι Özgün-Koca 《Journal of Mathematics Teacher Education》2010,13(1):49-71
Although growing numbers of secondary school mathematics teachers and students use calculators to study graphs, they mainly
rely on paper-and-pencil when manipulating algebraic symbols. However, the Computer Algebra Systems (CAS) on computers or
handheld calculators create new possibilities for teaching and learning algebraic manipulation. This study investigated the
views of Turkish prospective secondary mathematics teachers on the use of advanced calculators with CAS in algebra instruction.
An open-ended questionnaire and group interviews revealed prospective teachers’ views and beliefs about when and why they
prefer three possible uses of CAS—black box, white box, or Symbolic Math Guide (SMG). The results showed that participants
mainly preferred the white box methods and especially SMG to the black box method. They suggested that while the black box
method could be used after students mastered the skills, the general white box method and SMG could be used to teach symbolic
manipulation. 相似文献
82.
In this study, relationships between vocational self-esteem and psychological needs (autonomy, affiliation, achievement, and
dominance) in Turkish counseling students were examined. In addition, the moderating effect of gender on the relationships
between vocational self-esteem and psychological needs was investigated. The participants consisted of 281 undergraduate counseling
students at Pamukkale University, in Denizli, Turkey. Data were gathered by using the Vocational Self-Esteem Scale and the
Needs Assessment Questionnaire. Results indicated that vocational self-esteem was positively related to need for affiliation
and achievement in Turkish counseling students. Vocational self-esteem was higher in female students compared to male students.
There was a stronger relationship between vocational self-esteem and need for achievement in females than males. 相似文献
83.
Teachers’ views on the effectiveness of in‐service courses on the new curriculum in Turkey 总被引：1，自引：1，他引：0
This study aims to evaluate the effectiveness of in‐service courses conducted by the Ministry of National Education in order to inform teachers about the changes introduced by the new primary and secondary school curricula. The study also aims to reveal whether these changes have entered the classrooms based on the teachers’ views of the INSET courses they attended. For this purpose, semi‐structured interviews were conducted with both primary and secondary school teachers during the 2007–2008 academic year. Data were analysed based on the effective INSET criteria identified from the literature. According to the findings, the INSET courses were found to be ineffective, mainly in terms of the quality of the instructors, teaching methods employed, duration of the courses and support after training. Suggestions to conduct effective INSET courses, especially when change is afoot, are included at the end of this paper. 相似文献
84.
The purpose of this study was to model the relationship between pre-service chemistry teachers’ epistemological beliefs and their preference to use constructivist-learning environment in their future class. The sample was 125 pre-service chemistry teachers from five universities in Turkey. Two instruments were used in this study. One of the instruments was constructivist-learning environment scale developed by Taylor, Fraser and Fisher. The other instrument was Epistemological Questionnaire (EQ) developed by Schommer. In order to analyse data, Structural Equation Modelling was conducted by using LISREL 8.7. The results provided evidence for the good fit of the hypothesised model. Pre-service chemistry teachers’ epistemological belief scores were found to be correlated to their constructivist-learning environment scale scores with the value of .35. This study revealed that pre-service chemistry teachers with sophisticated epistemological beliefs favoured constructivist-learning environment in their future class. 相似文献
85.
Güldal Şeyma Kılıçoğlu Nur Akbulut Kasapoğlu Figen 《International journal for the advancement of counseling》2022,44(2):220-242
Psychological flexibility is associated with psychological health and affected by various factors. The aim of the present study is to examine the role of coronavirus anxiety, humor and social media addiction on psychological flexibility during the COVID-19 pandemic in Turkey. Variables were measured with online self-report surveys and data were gathered from December 2020 to January 2021 in Turkey. The sample consisted of 376 people (295 female, M?=?29.88, SD?=?11.05). The relationships between the variables were tested with path analysis using structural equation modelling (SEM). According to results, the constructed model showed that COVID-19 anxiety significantly and directly increased social media addiction (β?=?.17, p?<?.01), decreased coping humor (β?=?-.11, p?<?.05) and decreased psychological flexibility indirectly through social media addictions (β?=?-.08, p?<?.01). Humor coping significantly and directly increased psychological flexibility (β?=?.25, p?<?.01), and social media addiction significantly and directly decreased psychological flexibility (β?=?-.31, p?<?.01). Findings indicated that psychological flexibility is influenced by coronavirus anxiety, social media addiction and humor coping. Supporting humor coping and reducing anxiety and problematic social media use would be helpful to enhance psychological flexibility of individuals during the pandemic.
相似文献86.
ABSTRACTBasic values, defined as trans-situational goals that vary in importance and act as guiding principles in life, have been linked with unethical cognitions, emotions and actions. Their roles in doping, a form of cheating in sport, have yet to established. College athletes reported doping likelihood in hypothetical scenario-based situations and completed measures of basic values, moral disengagement, and anticipated guilt. Correlation analysis showed that doping likelihood was positively associated with self-enhancement values but negatively associated with self-transcendence values and conservation values. Moral disengagement correlated positively with self-enhancement values and negatively with self-transcendence values, whereas guilt correlated positively conservation values and negatively with self-enhancement values and openness to change values. Regression analyses showed that self-enhancement values positively predicted doping likelihood directly, self-transcendence values negatively predicted doping likelihood indirectly via moral disengagement and guilt, and conservation values negatively predicted doping likelihood indirectly via guilt. In line with theory and evidence concerning the relationship between basic value systems and moral thought and action, we found that the values of athletes are directly (self-enhancement) and indirectly (self-transcendence, conservation) linked with likely use of banned performance enhancing substances, an expression of cheating in sport. 相似文献
87.
Children and Adults Selectively Attribute Shared Cultural Knowledge to Speakers of the Same Language
Children's and adults’ attributions of shared knowledge of and shared preference for songs were investigated across two prominent social categories: language and gender. Both attributions indicate similarity among individuals but shared cultural knowledge can be more informative about common social history than shared preference, as it is mainly transferred through social interactions within cultures, while preferences can have various sources. Both 5- to 6-year-old children (N = 60) and adults (N = 160) generalized knowledge of songs across individuals who speak the same-language rather than same-gender individuals. In contrast, preference for songs was not systematically generalized across either category. Thus, individuals selectively infer shared cultural knowledge among same-language speakers, suggesting an early emerging link between shared knowledge and cultural boundaries. 相似文献
88.
In the present experimental study, the effects of the cooperative learning method supported by multiple intelligence theory
(CLMI) on elementary school fourth grade students’ academic achievement and retention towards the mathematics course were
investigated. The participants of the study were 150 students who were divided into two experimental (used CLMI) and two control
groups (used traditional method). “Mathematics Achievement Test,” “Teele Inventory for Multiple Intelligences” and “Personal
Information Form” were used as the measurement instruments of the study. The findings of this research have indicated that
CLMI has a more significant effect on academic achievement than the traditional method. Yet, regarding the retention scores,
CLMI has not significant effect on retention. 相似文献
89.
Canan A. Agirtan Taner Akar Seher Akbas Recep Akdur Cahide Aydin Gulsen Aytar Suat Ayyıldız Sevgi Baskan Tugba Belgemen Ozdecan Bezirci Ufuk Beyazova Fatma Yucel Beyaztas Bora Buken Erhan Buken Aysu D. Camurdan Demet Can Sevgi Canbaz Gurol Cantürk Meltem Ceyhan Abdulhakim Coskun Kadriye Yurdakok 《Child abuse & neglect》2009,33(4):247-255
90.
The authors in a convergent parallel mixed method design aimed to investigate whether and how the geometry knowledge and attitude toward geometry of students with field-dependent/independent cognitive style improve differentially within a project-based learning environment. Quantitative data were collected from 97 seventh-grade students before and after the treatment. Repeated measures multivariate analysis of covariance results, controlling for gender and prior mathematics achievement, revealed a statistically significant main effect of time but not cognitive style. Follow-up repeated measures analysis of covariance by controlling the experiment-wise alpha level indicated that field-dependent, field-mixed, and field-independent students achieved a statistically significant mean increase for all measures. The qualitative (classroom observations and interviews with some students) data provided evidence that contextualizing, visualizing, and collaborating opportunities in the project-based learning environment made contributions for mean increase. 相似文献