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51.
Y. Yilmaz 《Journal of The Franklin Institute》2007,344(5):489-494
The aim of this study is to present spatial estimates of Phragmen-Lindelof type for a dynamical system. We show that an appropriate measure of the solutions either tends to infinity by exponential rate or decays to zero by exponential rate. 相似文献
52.
Gamze Ozogul Howard Sullivan 《Educational technology research and development : ETR & D》2009,57(3):393-410
This study investigated the effects of teacher, self and peer evaluation on preservice teachers’ performance, knowledge and
attitudes. Earlier research by the same authors revealed that students made significant improvements in their lesson plans
under all three of these conditions, but the teacher-evaluation improved significantly more than the two student-evaluation
groups. Therefore, relevant training and practice in the evaluation process were added in this study. All three groups made
significant improvements from draft to final version of their plans, and the differences between the teacher-evaluation group
and the two student-evaluation groups were non-significant. The authors attribute the stronger performance of the student-evaluation
groups to their training on the evaluation task. Students’ overall attitudes were significantly more positive toward teacher
evaluation than toward peer evaluation, but did not differ significantly between these two groups and the self-evaluators.
Several suggestions are discussed for further improvements in the training of self and peer evaluators.
相似文献
| Howard SullivanEmail: |
53.
The purpose of this study is to investigate the effect of using role play (portraying a scientist's life story) on the children's views of the nature of science (NOS). The study was carried out at the Children's University of Trakya in Turkey during the summer of 2010. The participants consisted of 18 children, aged 10–11. They met for 10 days for approximately 3 h per day. All children completed the pre- and post-tests including 16 open-ended questions in order to reveal changes in their views of the NOS prior to and at the completion of the role-play activities. The results revealed that the children had more informed views of the target NOS aspects in comparison with their views prior to the role-play activities. A large majority of the children (around 80–85%) started out with naive conceptions of the target NOS aspects. Following the role-play activities portraying scientists’ lives, there was a 40–45% positive change in children's views of the tentative, empirical and creative/imaginative aspect of the NOS, and a 50–60% positive change in their views regarding the subjective/theory-laden and social–cultural embeddedness of science. The most substantial change occurred in their views concerning scientific method, with a shift of 72%. The percentage of informed views on images of scientists showed diversity. Overall results indicate that role-play/drama-oriented activities portraying scientist's life stories could be used as one of the exciting, informative and constructive ways of developing understanding of the NOS among children. 相似文献
54.
&#;nayet Aydin Kür&#;ad Yilmaz Hasan Basri Memduho&#;lu Ebru O&#;uz Sabri Güngör 《Higher Education Quarterly》2008,62(3):252-272
Studies of psychological contract as part of organisation-individual agreements have become important in recent years. This study determines views, about the psychological contract, of academic and non-academic staff and managers in faculties of education in Turkey. A total of 442 employees at 11 state universities in Turkey were included in the research. 'Psychological Contract Inventory' and 'Psychological Contract Measures', designed by Rousseau were utilised during the development process of the data-gathering tool. After the adaptation work, the scale consisted of 68 items under three sections and seven subscales. The results showed that academic staff and executives considered that their university carried out its obligations towards the staff at a 'moderate' level, whereas the non-academic staff considered it 'insufficient'. The academic and the non-academic staff considered that the employees carried out their tasks at a 'maximum' level, whereas the executives considered it 'moderate'. 相似文献
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56.
Turgay Demirel Turkan Karakus Yilmaz 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1482-1494
The goal of this study is to determine the effectiveness of mind games played by secondary school sixth grade students as classroom activities in math and grammar courses on their perceived problem-solving skills and achievements. In the quantitative part of the study, the nonequivalent groups pre-test–post-test control group design from single-factor quasi experimental designs was used. Qualitative data collection and analysis approaches have also been used to support and explain quantitative data. The study's sample group, which was formed using a convenience sampling method, consisted of 48 sixth grade secondary school students who studied in a moderately developed city center in Turkey and their teachers. An achievement test, perceived problem-solving skills scale and semistructured interview guide were used as the data collection tools. According to the findings, the students in the experimental group who played mind games showed development in their perceived problem-solving skills and achievements compared to the control group. The opinions of the teachers and students on the effects of the mental practices were also found to be positive. 相似文献
57.
ABSTRACTThis article presents a large-scale evaluation study of over 3000 9–14-year-old students who participated in an engineering workshop during their school fieldtrips. Student perceptions right before and after, as well as two weeks after the workshop were captured and examined. Before the workshop, younger students and boys, generally exhibited higher interest, higher self-efficacy, and less negative stereotypes for engineering than their counterparts. Also, Caucasian students had higher self-efficacy and lower negative stereotypes than Hispanic students. Students’ interest, self-efficacy, negative stereotype, and utility perceptions of engineering were significantly improved right after the workshop, and improved perceptions were maintained at the delayed-post (follow-up) survey. The results indicate that fieldtrips can significantly improve students’ perceptions towards engineering and improved perceptions are not limited to the workshop day, but persist afterwards. The gender and ethnic differences in engineering perceptions in the youngest age group indicate that outreach interventions should begin in elementary school. 相似文献
58.
Fatma Gizem Karaoglan Yilmaz Hatice Durak 《Education and Information Technologies》2018,23(3):1277-1295
Math is a subject in which students are generally not very interested and are unsuccessful compared to other courses. It has been suggested that digital stories designed for educational purposes could be used to prevent students’ lack of interest and failure in this subject. However, designing stories that are fit for purpose is important if the use of digital stories is to be successful. The purpose of this study is to investigate pre-service teachers’ opinions about how they utilized the steps of Gagne’s model while designing digital stories for math lessons. The participants in the study were 49 pre-service teachers studying at a Math Department at a Turkish state university in the spring term of the 2014–2015 academic year. The Pre-service Teachers’ Opinion Form and a Personal Information Form, both developed by the researchers, were used as data collection tools in the study, in which the qualitative method was adopted. Content analysis was utilized to analyze the data collected through open-ended questions. When the findings were examined it was seen that pre-service teachers had designed digital stories in which they often chose to attract attention by creating interesting characters in the “gaining students’ attention” step of Gagne’s teaching model, that the main character stated the objectives/topic in the story precisely in the “informing students of the objectives” step, and that the characters created repeated the previous topic in the “stimulating recall of prior learning” step. In the current study, the integration of digital story design into lesson plans in accordance with Gagne’s model was carried out and pre-service teachers’ opinions about their experiences of this process were investigated. 相似文献
59.
Christine Olson Kylie Lanthorn Gamze Onut Laras Sekarasih Erica Scharrer 《Critical Studies in Media Communication》2019,36(1):58-74
This study is a qualitative analysis of Public Service Announcement (PSA) storyboards produced by 177 fourth and sixth-grade students as part of a Media Literacy Education program on advertising and commercial culture. The program curriculum addressed the ubiquity and hidden nature of ads, as well as gender portrayals, violence, and nutritional messages in advertising content. Textual analysis revealed differing patterns in student reception of the varied lesson topics. Students called for specific behavioral changes in PSAs for the topics of nutrition and gender, although most were limited to non-media-related behaviors such as improving eating habits and encouraging fluidity across roles more traditionally associated with masculinity or with femininity. The analysis also suggested responsibility for the problems students identified with advertising were largely based on individual, consumerist perspectives rather than on collective or social, citizen-based terms. Fourth graders’ storyboards especially indicated an apparent mimicry of mainstream commercial productions and practices. The analysis further explores these fourth and sixth graders’ underlying orientations toward the U.S. commercial media system as well as the potential strengths and limitations of a production component in MLE programs to promote outcomes associated with critical media literacy. 相似文献
60.
Gamze Ozogul Zane Olina Howard Sullivan 《Educational technology research and development : ETR & D》2008,56(2):181-201
The study investigated the effects of three types of evaluation on preservice teachers’ performance, knowledge and attitudes
related to writing lesson plans that incorporate technology. Subjects were randomly assigned to one of the three treatment
conditions: teacher-evaluation, self-evaluation or peer-evaluation. All groups completed three class periods of instruction
on writing lesson plans, then each subject submitted his/her draft lesson plan. The drafts were evaluated by assigned evaluators
(teacher, self or peer), who provided scores and written feedback on a 15-item rubric. Students then revised their lesson
plans into final form. All three treatment groups improved their lesson plans significantly from draft version to final version,
with the teacher-evaluation group showing significantly greater improvement and writing significantly better final lesson
plans than each of the other two groups. Teacher-evaluation and self-evaluation groups had significantly higher scores on
a knowledge-based posttest than the peer-evaluation group. Several suggestions are discussed for making further improvements
in the self-evaluation and peer-evaluation processes. 相似文献