A Cross-linguistic Comparison of Phonological Awareness and Word Recognition in Turkish and English Comparaison entre la reconnaissance phonologique et la reconnaissance des mots en turc et en anglais Una comparación lingüística cruzada de la Conciencia Fonológica y del reconocimiento de palabras en turco e inglés     

Ayla Oktay  Ebru Aktan 《International Journal of Early Years Education》2002,10(1):37-48

Phonological awareness has been demonstrated by numerous researchers to be one of the most powerful predictors of subsequent reading success. By considering these predictors as a starting point, the relations between children's phonological awareness developed at the pre-reading stage and their reading skills were examined and the influences of the features of various language systems and orthographies upon children's phonological awareness and subsequent reading abilities were studied. The results are important for developing new methods for teaching reading. In this research, besides studying the relationship between the development of children's phonological awareness and their subsequent reading skills, how the children's linguistic and orthographic characteristics of English and Turkish effect phonological awareness and subsequent reading success were also analysed. The aim was to recommend the most appropriate method for teaching reading and writing to children acquiring literacy in Turkish. The research was designed as a survey model. The participants of the study were 94 Turkish students (46 girls and 48 boys) attending two public primary schools and two public kindergartens in Istanbul during the 1994-95 educational year and 44 American students (17 girls and 27 boys) at different ages attending a public primary school and its kindergarten in Duluth, Minnesota. In this study, their scores in letter identification tasks (upper-case and lower-case letter identification), letter usage tasks, decoding tasks and various phonological awareness tasks were compared. Turkish and American students' scores in all tasks, as to grade, language and language unit variables were also analysed, and two-way ANOVA and correlations were also obtained. Whether grade, language and language unit independent variables and their interactions cause significant distinctions between the groups' scores was examined. The results of this study indicate that while Turkish kindergarten students are less successful than American students in the decoding tasks, Turkish primary school students score higher compared with American children at the same grade level. When the scores of Turkish and American students in phonological awareness tasks were compared, it was found that Turkish students scored higher in both grade levels than American students and it was ascertained that, particularly as the children became literate, the phonological awareness ability of Turkish students increased considerably. These results point to how the spoken language affects the development of phonological awareness and the contribution of this ability to learning to read in alphabetic writing systems. Il a été établi par de nombreuses études que la reconnaissance phonologique est l'un des prédicteurs les plus puissants de la réussite ultérieure en lecture. En prenant ces prédicteurs comme point de départ, on a examiné les relations entre la reconnaissance phonologique développée par les enfants à l'étape de la pré-lecture et leurs compétences en lecture, ainsi que l'influence des caractéristiques phonologiques et orthographiques de certaines langues sur la reconnaissance phonologique des enfants et leurs compétences ultérieures en lecture. Les résultats sont importants si l'on veut élaborer de nouvelles méthodes d'enseignement de la lecture. Dans cette étude, en plus de l'examen des relations entre le développement de la reconnaissance phonologique des enfants et leurs compétences ultérieures en lecture, on a analysé les conséquences des caractéristiques linguistiques et orthographiques de l'anglais et du turc sur la reconnaissance phonologique et la réussite ultérieure en lecture. L'objectif était de recommander des méthodes appropriées d'enseignement de la lecture et de l'écriture aux enfants de l'enseignement primaire turc. L'étude a été conçue sur le modèle d'une enquête. Les participants étaient quatre-vingt quatorze élèves turcs (46 filles et 48 garçons) de deux écoles primaires publiques et deux écoles maternelles d'Istanbul pendant l'année scolaire 1994-1995, et quarante-quatre élèves américains à divers âges (17 filles et 27 garçons) d'une école primaire publique et sa section maternelle à Duluth, Minnesota. Dans cette étude, on a comparé les notes qu'ils ont obtenues lors de tâches d'identification des lettres (reconnaissance des minuscules et des majuscules), tâches d'emploi des lettres, tâches de décodage et diverses tâches de reconnaissance phonologique. On a également analysé les notes obtenues par les élèves turcs et américains pour toutes les tâches, par variable d'année d'études, langue et unité de langue, et des analyses de variance et des corrélations dans les deux sens ont été obtenues. On a étudié si les variables indépendants d'année d'études, langue et unité de langue et leurs interactions causaient des distinctions significatives sur les résultats des groupes. Les résultats de cette recherche indiquent que, bien que les élèves turcs de maternelle réussissent moins bien aux tâches de décodage que les américains, les élèves turcs de niveau primaire obtiennent de meilleurs résultats que les américains de même année d'études. Lorsqu'on a comparé les notes des élèves turcs et américains en matière de reconnaissance phonologique, on a trouvé que les élèves turcs avaient de meilleures notes, aux deux niveaux scolaires, que les américains, et on a observé que, surtout à mesure que les enfants apprenaient à lire et écrire, la capacité de reconnaissance phonologique des élèves turcs augmentait considérablement. Ces résultats indiquent comment la langue parlée affecte le développement de la reconnaissance phonologique et le rôle joué par cette capacité dans l'apprentissage de la lecture dans les systèmes d'écriture alphabétiques. Numerosas investigaciones han demostrado que la conciencia fonológica es uno de los predictores más poderosos del éxito para leer subsiguiente. Teniendo en cuenta estos predictores como punto de partida, se examinaron las relaciones entre la conciencia fonológica de los niños desarrollada en la fase de prelectura y sus habilidades de lectura y se estudiaron las influencias de las características de los diferentes sistemas de lenguaje y de las ortografías en la conciencia fonológica de los niños y las habilidades de lectura subsiguientes. Los resultados son importantes para desarrollar métodos nuevos para enseñar a leer. En este trabajo de investigación, además de estudiar la relación entre el desarrollo de la conciencia fonológica de los niños y sus habilidades de lectura subsiguientes, también se analizó cómo las características ortográficas y lingüísticas del inglés y del turco de los niños afectaron a la conciencia fonológica y al éxito para leer subsiguiente. El objetivo fue recomendar el método más adecuado para enseñar a leer y a escribir a los niños que estuvieran aprendiendo a leer y a escribir en turco. El trabajo de investigación se diseñó como si se tratara de una encuesta. El número de participantes fue de noventa y cuatro alumnos turcos (46 niñas y 48 niños) de dos escuelas primarias del estado y de dos jardines de infancia también del estado de la ciudad de Estambul durante el curso académico 1994-1995 y de cuarenta y cuatro alumnos americanos (17 niñas y 27 niños) de diferentes edades que asistían a una escuela primaria del estado y a su correspondiente jardín de infancia en Duluth, Minnesota. En esta investigación, se compararon los resultados que obtuvieron en las Tareas de Reconocimiento de las Letras (Reconocimiento de las Letras Mayúsculas y Minúsculas), en las Tareas de Utilización de Letras, en las Tareas de Decodificación y en varias tareas de Conciencia Fonológica. También se analizaron los resultados de los alumnos americanos y turcos en todas las tareas, en lo que respecta al grado/curso, lenguaje y variables de la unidad de lenguaje y también se obtuvieron correlaciones y "two way ANOVA" (análisis de variaciones bidireccionales). Se estudió si el grado/curso, lenguaje y las variables independientes de la unidad de lenguaje y sus interacciones causaron diferencias importantes en los resultados de los grupos. Los resultados de esta investigación indican que aunque los alumnos turcos del jardín de infancia tienen menos éxito que los alumnos americanos en las tareas de decodificación, los alumnos turcos de enseñanza primaria obtuvieron mejores puntuaciones comparados con los alumnos americanos del mismo nivel de curso. Cuando se compararon los resultados de los alumnos americanos y turcos en las tareas de conciencia fonológica, se encontró que los alumnos turcos obtuvieron mejores puntuaciones en ambos niveles de curso que los alumnos americanos y se estableció que especialmente a medida que los alumnos aprendían a leer y escribir, la habilidad de la conciencia fonológica de los alumnos turcos aumentaba considerablemente. Estos resultados indican como el lenguaje hablado afecta al desarrollo de la conciencia fonológica y la contribución de esta habilidad para aprendar a leer en los sistemas de escritura alfabética.  相似文献   

Using the inquiry-based learning approach to enhance student innovativeness: a conceptual model     

Oguz A. Acar 《Teaching in Higher Education》2013,18(7):895-909

ABSTRACT

Individual innovativeness has become one of the most important employability skills for university graduates. In this paper, we focus on how students could be better prepared to be innovative in the workplace, and we argue that inquiry-based learning (IBL) – a pedagogical approach in which students follow the inquiry-based processes used by scientists to construct knowledge – can be effective for this purpose. Drawing on research which examines the social and cognitive micro-foundations of innovative behavior, we develop a conceptual model that links IBL and student innovativeness, and introduce three teacher-controlled design elements that can influence the strength of this relationship, namely whether an inquiry is open or closed, discovery-focused or information focused and individual or team-based. We argue that an open, discovery-focused and team-based inquiry offers the greatest potential for enhancing students’ skills in innovation. This paper has several implications for higher education research and practice.  相似文献   

Neuropsychological Assessment of First‐Year Architecture Students’ Visuospatial Abilities: Overview     

Aktan Acar  A. ebnem Soysal Acar 《The International Journal of Art & Design Education》2020,39(1):211-226

First‐year architecture students are expected to utilise visuospatial abilities to generate/construct, retain, rotate and manipulate space mentally and physically through physical and digital representations. This study of 57 female and 23 male participants was conducted to investigate first‐year architecture students’ visuospatial abilities by means of the Beck Depression Inventory, Logical Reasoning Test and Judgment of Line Orientation (JLO) test. Participants’ sexes, cognitive development level, depression scale scores, university entrance exam results, vision disorders, physical competences, art training prior to university and error types were the study’s main parameters. The results showed that academic scores of the participants both to enrol in the program and complete the first‐year studio did not correlate with their JLO scores. Nondepressed participants performed better in JLO. Error analyses demonstrated that there is a concentration on certain items according to the test stimulus line positions, especially in females. Those who reported limited physical and visual competency made more mistakes in the same items. The study concludes that sex, depression, and individual differences in physical and visual competency, and art training, are significant variables for visuospatial performance. Judging visuospatial parameters through spatial design exercises is different from having proper methods and instruments to assess the achievements of the students regarding those abilities in architectural design education. It is important to map students’ visuospatial abilities individually from a developmental perspective. There is a strong need to develop 4D psychometric instrument to assess visuospatial abilities.  相似文献   

Software and human agents in Knowledge Codification     

Pratim Datta  William Acar 《知识管理研究与实践》2010,8(1):45-60

In the age of digital networks and databases, gathering data is no longer a differentiating attribute. Instead, the onus is upon creating knowledge and codifying it into the organizational routine. The central theme of this paper is to offer a systematic knowledge codification routine that embodies specific agent attributes and best re-engineering practices. The knowledge process re-engineering schema is proposed as a routine comprising extraction, transformation, and loading to encompass seeking knowledge inputs, converting them based on context, and codifying knowledge for organizational reuse. Using the organization as the primary unit of analysis, the scope of our discussion explicates an agent-mediated process re-engineering model of knowledge creation and codification. The proposed re-engineering captures the synthetic transformation of data into information, information into explicit knowledge, the use of explicit knowledge as an input to tacit knowledge, and the codification of tacit knowledge into explicit knowledge in an attempt to shift the ownership and control of knowledge from the individual to the organization.  相似文献   

WOMEN AND UNIVERSITY EDUCATION IN TURKEY     

Feride Acar 《Higher Education in Europe》1993,18(4):65-77

An examination of the statistics indicates that Turkish women have made great strides with respect to their recruitment to positions at all levels in the higher education institutions of their country, particularly in such fields as medicine, the hard sciences, and engineering in which women in very many countries are usually thought to be underrepresented. The author attributes this achievement to the Republican ideology of post‐1923 Turkey, the opportunities which were opened to élite women by the correspondence of the latter with the developmental needs of the country, the availability of domestic service provided by non‐elite women, and the existence of family solidarity networks. Women, however, have not been so well represented in such fields as law and political science which, were traditionally close to the loci of political power. In recent years, however, with the expansion of the higher education system, competition between men and women for posts has greatly increased, and economic change and urbanization have dried up the supply of inexpensive domestic help and have stymied family solidarity networks. Thus academic women are increasingly beset by conflicts between their professional and their family roles. This new situation has caused Turkish women to lose ground with regard to recruitment to prestigious positions in higher education and to seek conservative Islamic solutions to the conflicts in question. Reforms based on a renewed Republican ideal are needed to improve the situation and to enable Turkish women academics to build on their past achievements.  相似文献   

Effect of Cooperative Learning Strategies on Students' Understanding of Concepts in Electrochemistry   总被引：1，自引：0，他引：1  

Burcin Acar  Leman Tarhan 《International Journal of Science and Mathematics Education》2007,5(2):349-373

The present study was conducted to investigate the degree of effectiveness of cooperative learning instruction over a traditional approach on 11th grade students' understanding of electrochemistry. The study involved forty-one 11th grade students from two science classes with the same teacher. To determine students' misconceptions concerning electrochemistry, the Electrochemistry Concept Test consisting of 8 open-ended and 12 multiple-choice questions was used as a pre-test and some students were interviewed. According to the results, twenty-four misconceptions (six of them initially identified) about electrochemistry were identified. The classrooms were randomly assigned to a control group (traditional instruction, 21 students) and an experimental group (cooperative learning based on a constructivist approach, 20 students). After instruction, the same test was administered to both groups as a post-test. The results from the t-test indicated that the students who were trained using cooperative learning instruction had significantly higher scores in terms of achievement than those taught by the traditional approach. According to the post-test and interviews, it was also found that instruction for the cooperative group was more successful in remediation of the predetermined misconceptions.  相似文献   

Relationships between teachers’ perceived leadership style,students’ learning style,and academic achievement: a study on high school students     

Osman Yildirim  Ahmet Cevat Acar  Susan Bull  Levent Sevinc 《教育心理学》2008,28(1):73-81

There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth‐grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The learning styles examined were: group, individual, visual, auditory, tactile, and kinesthetic. Multiple discriminant analysis indicated that teacher leadership style was the main factor affecting academic performance. No significant relationship was found between learning style and academic achievement.  相似文献   

Short forms of protean and boundaryless career attitudes scales in the Turkish context: validation and psychometric evaluation     

Çakmak-Otluoğlu  K. Övgü  Acar Bolat  Bilge 《International Journal for Educational and Vocational Guidance》2021,21(2):263-283

International Journal for Educational and Vocational Guidance - This project validates the short forms of protean and boundaryless career attitude scales and assesses their psychometric properties...  相似文献   

Investigation of the science achievement models for low and high achieving schools and gender differences in Turkey     

Ömer Acar 《科学教学研究杂志》2019,56(5):649-675

A science achievement model was separately investigated for students in low and high achieving schools (LAS and HAS) in Turkey. Then, gender differences based on variables that significantly contributed to each achievement model were investigated. The student-level variables that were under investigation for multiple regression analyses include attitudes toward science, epistemological beliefs, metacognition, views on science teaching, and socioeconomic status (SES). The science achievement scores of students on a nationwide exam were used to measure science achievement. Both for LAS and HAS, two schools were selected. Results were reported for 241 and 320 students in LAS and HAS, respectively. According to the results, self-concept in science, knowledge of cognition, SES, importance of science, gradual learning, and views on lab work significantly contributed to the science achievement model in LAS. On the other hand, self-concept in science, SES, gradual learning, studying, and learning science in school significantly contributed to the science achievement model in HAS. Results also revealed that girls outperformed boys on knowledge of cognition and importance of science in LAS. Moreover, girls scored higher than boys on gradual learning and studying in HAS. According to these findings, implications for science education were discussed.  相似文献   

Problem‐based learning in an eleventh grade chemistry class: ‘factors affecting cell potential’     

Leman Tarhan  Burçin Acar 《Research in Science & Technological Education》2013,31(3):351-369

The purpose of this research study was to examine the effectiveness of problem‐based learning (PBL) on eleventh grade students’ understanding of ‘The effects of temperature, concentration and pressure on cell potential’ and also their social skills. Stratified randomly selected control and experimental groups with 20 students each were used in this study. To determine their misunderstandings and misconceptions about closely related, previously covered subjects, such as oxidation‐reduction reactions and electrochemical cells, interviews were conducted. Following a preparatory lesson where remediation of misconceptions were undertaken, a pre‐test was given, and no significant difference was found between the two groups of students (p>0.05). Then, the same teacher taught factors that affect cell potential using a teacher‐centred traditional format to the control group, and a PBL format to the experimental group. Results from the post‐test of both groups (p<0.05) showed that PBL is effective on students’ achievement, remedying formation of misconceptions in a significant way. Interviews were also conducted with PBL students to determine their beliefs according to PBL activity. The findings according to interviews revealed that students in the PBL class were more motivated, self‐confident, willing to problem‐solve and share knowledge, and were more active in cooperative group activities than the traditionally‐taught students.  相似文献