GRADU

AT

E SC

HOOL of EDUCATION

AL S

CIEN

CES

DOKUZ EYLUL UNIVERSITYGRADUATE SCHOOL OFFOREIGN LANGUAGES

&GRADUATE SCHOOL of

EDUCATIONAL SCIENCES

2nd International Conference onBest Practices and

Innovations in Education

Prof. Dr. Ali Günay BALIMAssoc. Prof. Dr. İrem ÇOMOĞLU

19-21 OCTOBER 2017

Abstract Book

İzmir - 2017

© Tüm Hakları Saklıdır. - © All Rights Reserved

Publication Place : Dokuz Eylül University Printing HousePublication Date : 29 November 2017Publication Quantity : 200Publication Adress : Dokuz Eylül University Printing House DEU Tınaztepe Campus 35390 Buca / IZMIR / TURKEYPhone : +90(232) 301 93 00Fax : +90(232) 301 93 13

Place of Management : Dokuz Eylül University Graduate School of Foreign Languages DEU Dokuzçeşmeler Campus 35160 Buca / IZMIR / TURKEYPhone : 0 (232) 301 09 39e-mail : agunay.balim@deu.edu.tr - irem.kaslan@deu.edu.tr

DOKUZ EYLUL UNIVERSITY PUBLICATIONS

Editors : Prof. Dr. Ali Günay BALIM - Assoc. Prof. Dr. İrem ÇOMOĞLU

1st Edition

DOKUZ EYLUL UNIVERSITY GRADUATE SCHOOL OF FOREIGN LANGUAGES &GRADUATE SCHOOL OF EDUCATIONAL SCIENCES

The academic and content responsibility of the content in our book exclusively belongs to the authors.The published book cannot be used without giving reference.

2nd International Conference on Best Practices andInnovations in Education

Edition Number: 09.8888.5400.000/Dİ.017.015.914ISBN: 978-975-441-498-1

3

SCIENTIFIC COMMITTEE

Prof. Dr. Talat Akaslan Dokuz Eylül Ünv.

Prof. Dr. Ercan Akpınar Dokuz Eylül Ünv.

Prof. Dr. Agnaldo Arroio Universidade de São Paulo

Prof. Dr. Ali Günay Balım Dokuz Eylül Ünv.

Prof. Dr. Tetyan Borova University of Economics

Prof. Dr. Nilay Bümen Ege Ünv.

Prof. Dr. Robert Croker Nanzan University

Prof. Dr. Salih Çepni Uludağ Ünv.

Prof. Dr. Murat Günel TED Ünv.

Prof. Dr. Leyla Harputlu Alaaddin Keykubat Ünv.

Prof. Dr. Teoman Kesercioğlu Dokuz Eylül Ünv.

Prof. Dr. Yasemin Kırkgöz Çukurova University

Prof. Dr. Vincentas Lamanauskas Vilnius Pedagogic University

Prof. Dr. Bruno Leutwyler Padagogie Hochschule Zug

Prof. Dr. Iwona Maciejowska Jagiellonian University

Prof. Dr. Sinan Olkun TED Ünv.

Prof. Dr. Katarzyna Potyrala Padagogical University of Krakow

Prof. Dr. Charles J. Russo University of Dayton, Ohio

Prof.Dr. Ali Ekber Şahin Hacettepe Ünv.

Prof. Dr. Karen Cacilda Weber Universidade Federal da Paraíba

Doç. Dr. Mehmet Aksaraylı Dokuz Eylül Ünv.

Doç. Dr. Hakan Atılgan Ege Ünv.

Doç. Dr. Marcos Cherinda Universidade Pedagogica

Doç. Dr. İrem Çomoğlu Dokuz Eylül Ünv.

4

Doç. Dr. Ali Ersoy Anadolu Ünv.

Doç. Dr. Katarina Fıchnova Constantine the PhilosopherUniversity

Doç. Dr. Milan Houska Czech University of Life Sciences

Doç. Dr. Jolanta Mackowicz Pedagogical University of Krakow

Doc. Dr. Romualda Lazauskaite Lietuvos Edukologijos University

Doç. Dr. Hale Sucuoğlu Dokuz Eylül Ünv.

Doç. Dr. Suat Türkoğuz Dokuz Eylül Ünv.

Yrd. Doç.Dr. Miraç Aydın Karadeniz Teknik Ünv.

Yrd. Doç.Dr. Kenan Dikilitaş Bahçeşehir Üniversitesi

Yrd. Doç. Dr. Joanna Kic-Drgas Adam Mickiewicz University

Yrd. Doç. Dr. Burak Karabey Dokuz Eylül Ünv.

Yrd. Doç. Dr. Gülşah Külekçi Dokuz Eylül Ünv.

Yrd. Doç. Dr. Ceyhun Yükselir Osmaniye Korkut Ata Ünv.

Dr. Sezin Ertekin Dokuz Eylül Ünv.

Dr. Berna Güryay Dokuz Eylül Ünv.

Dr. Esin Kumlu Dokuz Eylül Ünv.

Dr. Ricardo Lozano Hasan Kalyoncu Ünv.

5

LOCAL ORGANIZING COMMITTEE

INOVED 2017 Main Leaders

Prof. Dr. Leyla HARPUTLUProf. Dr. Ali Günay BALIM

Leyla Harputlu

Ali Günay Balım

Ercan Akpınar

Teoman Kesercioğlu

İrem Çomoğlu

F. Serkan Akdoğan

Erkan Özcan

Özgehan Uştuk

Eda Ceylan

Yasemin Kahyaoğlu Erdoğmuş

Osman Urhan

6

TABLE OF CONTENTS

SCIENTIFIC COMMITTEE ..........................................................................................2

LOCAL ORGANIZING COMMITTEE ...........................................................................5

Determination of Science Teacher Candidates' Opinions about Skills Education ... 15

Cooperative Learning in Teaching Geometry.........................................................16

Pre-Servıce Science Teachers' Views towards Relating Knowledge with Daily Life. 17

Teaching Analytical Geometry Using Dynamic Geometry Software .......................18

Local or Imported? : Foreign Language Course Book Selection at Schools in Turkey.............................................................................................................................19

Analyzing the Factors Affecting the Overall Performance on Reading Skills by UsingTwo Level Hierarchical Liner Modelling................................................................. 20

Values-Based Education that Provides Cultural Continuity in the 2017 TurkishTeaching Program................................................................................................. 21

Pedagogical Literacy of Prospective Foreign Language Teachers ...........................22

Views of English Language Teacher Candidates about Pedagogical FormationCertificate Programs in Turkey.............................................................................. 23

Sample Activities Related to the Use of Problem-Based Learning Method in ScienceCourses................................................................................................................. 24

Sample Activities Related to the Use of Argumentation-Based Inquiry Method inScience Courses1 ................................................................................................... 25

A Thematic Review of Interactive E-Book (Z-Book) Studies in Science Education... 26

Pre-Service Science Teachers’ Views towards Science Ethics ................................. 27

A Comparison of Latent Growth Modeling with Traditional Methods andHierarchical Linear Modeling in the Context of Student Achievement Improvement.............................................................................................................................28

Whose Needs To Analyze? The Real Students' or the Assumed Ones'?.................. 30

7

Perceptions of EFL Academics in the United States towards Academic IntegrityCulture.................................................................................................................. 31

An Investigation on Students' Mathemathical Proof Tendencies Using ArtificialNeural Network Model .........................................................................................32

The Effect of Material Development Process with Active Participation onProspective Science Teachers' Conceptual Understanding: Some AstronomySubjects ................................................................................................................ 33

Investigation of Turkey's International Examination Success with Question Types 34

Examination of Geogebra Activities Developed by Pre-Service MathematicsTeachers ............................................................................................................... 35

Assessment of Pre-Service Mathematics Teachers' Technology-Based Lesson Plans.............................................................................................................................36

Examining a Teacher’s Views Conducting a Modelling Implementation ................ 37

Reflections from Students’ Modelling Approaches: A Painting Problem ................ 38

Learning a Foreign Language - Research - Practice - Inclusion - And InnovativeMethods ............................................................................................................... 39

A Look at the Pre-Service Mathematics Teachers’ Teaching of Integral Concept.... 40

A Study on Mathematical Thinking Processes of High School Students ................. 41

Comparison of 2009-2013-2017 Curriculum 5. - 8. Grades Mathematics Lessons ByNumber Sense Components.................................................................................. 42

Zihni Sinir Training Environment Project: CDA (Child Development Academy) ...... 43

A Scale Development Study: Computer Education and Instructional TechnologyGraduate's Perceived Pedagogical Competency Scale ........................................... 44

A Mathematical and Physical Perspective of Light and Pigment Colors ................. 45

An Art Activity for the Perception of Infinity in Mathematics: Escher's Example ... 46

What Do Pre-Service Teachers Think About Future Of Technology Use inEducation?............................................................................................................ 47

8

Investigation of Pre-service Science Teachers’ Attitudes towards GeneticsApplications.......................................................................................................... 48

Investigating Reflective Writings of Pre-Service Science Teachers on Stem BasedActivities............................................................................................................... 49

Investigating the Effect of Stem Based Activities on Pre-service Science Teachers’Scientific Process Skills..........................................................................................50

Comparison of Three Tier Diagnostic Chemistry Test and Multiple Choice ChemistryTest According To Visual Forms............................................................................. 51

Activities Designed By Mathematics Student Teachers Related To Infinity ............ 52

Mathematics Student Teachers’ Views about Misconceptions on Fractions .......... 53

A Research on Entrepreneurship Tendency in Information and RecordsManagement Graduates .......................................................................................54

Investigation of Classroom Teacher Candidates’ awareness about Global Warmingand Climate Change ..............................................................................................55

Investigation of Pre-Service Teachers' views on Chemistry Experiments Supportedby Arduino Microcontroller in the Analytical Chemistry Laboratory ......................56

Use of Argumentative V-Diagrams in Learning Environments: An Example ofNuclear Power Plant .............................................................................................57

The Use of Role Playing in Argumentation-Based Learning Environments ............. 58

Reflections of Primary School Teacher Candidates' onDrawings of Their SomeConcepts in the "The World and the Universe" Learning Area...............................59

Examining Prospective Teachers' Opinions about Nature of Science Course.......... 60

Implementing Peer Learning Approach in a High School Physics Class ................... 61

Preparing A Science Experiments Guidebook for Secondary School MainstreamingStudents with Learning Disabilities: A Case of “Physical Events” Learning Field*... 62

Academic Vocabulary Learning through Teacher-active and Student-activeApproaches........................................................................................................... 63

9

Preparing A Science Experiments Guidebook for Secondary School MainstreamedStudents with Learning Disabilities: A Case Of “Earth And Universe” Learning Field*.............................................................................................................................64

The Effect of Inquiry-Based Learning with Innovative Science Experiments onConceptual Understanding ................................................................................... 65

Science Teacher Candidates' Opinions about Global Warming ..............................66

Pre-Service English Teachers' Perceptions about Their Critical Reading Self-Efficacyand Cognitive Flexibility........................................................................................67

Use of ‘’LapBook’’ in Learning-Teaching Process ................................................... 68

Sharing Good Practice Examples: Climate Refugees .............................................. 69

Opinions and Suggestions of Prospective Teachers on the Teaching of ListeningSkills in French: The Case of Uludag University......................................................70

A Survey Research: The Relation between Metacognitive Awareness and Teachingwith Metacognition ..............................................................................................71

English language education in primary schools in the Netherlands and Turkey ..... 72

Converging evidence of contact-induced change regarding subordination of DutchTurkish.................................................................................................................. 73

Innovative Ways to Use Child Games in Vocabulary Teaching ...............................74

No Isolation But Cooperation With The Two: 'native' and 'non-Native' TeacherBurnout ................................................................................................................ 75

An example of an innovative physics experiment; How to make a rocket invacuum? ............................................................................................................... 76

Formative Assessment through Digital Tools in EFL Listening Comprehension:Stories from a Turkish Context.............................................................................. 77

Bloom's Taxonomy For Web 2.0 Tools: Is it Applicable? ........................................ 78

University Prep Class Students' Critical Thinking Dispositions ...............................79

University Preparatory Class Students' Foreign Language Ambiguity Tolerance AndTheir Class Anxiety................................................................................................80

10

A Qualitative Study of Test Anxiety among Adolescent Efl Learners......................81

Pre-Service Science Teachers' Views about The 5Es and Common KnowledgeConstruction Model (CKCM)) ................................................................................ 82

Flipped Classrooms Model in Teaching Basic Language Skills in Primary Education:A Guide To Teachers .............................................................................................83

A Hybrid Quality Evaluation Model based on “Fuzzy DEMATEL” and “FuzzyComprehensive Evalution Method”: Dokuz Eylül University School of ForeignLanguages............................................................................................................. 84

Influence of Scientific Activities at Shopping Centers on Children's Interactions andLearning: Examples of Life of Butterfly and Formation of the Rainbow ................. 85

Using Flipped Classrooms Model in the Development of Basic Language Skills andEnriching Activities: Digital Story and Games ........................................................86

Analysis of the Benefits of Project-Based Education for the Students of theDepartment of Econometrics with Data Mining .................................................... 87

Analysis of Relations between Reasons of Preference and Success of DistanceEducation with Clustering Analysis........................................................................ 88

Exploring Pre-Service Science Teachers' Views on Nature of Science and ClassroomPractices ............................................................................................................... 89

The Syntactic Puzzle For Non-Native Speakers: Garden Path Sentences ................ 90

Effect of Argumentation Applications on Comprehension of Heat and TemperatureUnit by Secondary School 5th Grade Students ......................................................91

Effect of Argumentation Based Science Inquiry on Critical Thinking Skills of 5thGrade Students ..................................................................................................... 92

The Role of Paideia Seminar Technique in Teaching English Poetry to UniversityStudents ............................................................................................................... 93

Analysis of the Vocabulary of Listening-Speaking Books by Using InformationTechnologies İn Terms Of Frequency..................................................................... 94

The Adaptation of STEM-CIS Survey into Turkish................................................... 95

Popular Brain Games from the Perspectives of Preservice Teachers and Students [*].............................................................................................................................96

11

The Effect of Science Stories’ Supported With Concept Cartoons On Students’Academic Achievemet, Attitudes And Motivations ............................................... 97

System Thinking At the Museum .......................................................................... 98

Orienteering with Mathematics ............................................................................ 99

A Comparison between Item Analysis and Item Selection on Classical Test Theoryand DINA Model ................................................................................................. 100

Evaluation of Pre-Service Chemistry Teachers’ Presentations According to VideoRecordings and Determined Shortcomings ......................................................... 101

Pre-Service Chemistry Teachers' Peer Evaluations and How These are Reflected inthe Lesson Plans They Prepare............................................................................ 102

Investigating Pre-Service English Teachers on The Way Of Becoming Real Teachers:A Focus On Reflection Upon Teaching Practice.................................................... 103

The Critical Discourse Analysis of Advertising ..................................................... 104

Turkish Lesson Digital Panel and Reading Circle Activities ................................... 105

Science Camp in Nature ...................................................................................... 106

Measuring the Impact of Personal Factors on Secondary School Students' Beliefs ofAcademic Achievement by Logistic Regression Analysis ...................................... 107

A Study for Developing Scientific Process Skills of Students on Guided InquiryLearning Approach: I Diagram Activities.............................................................. 108

Changes in scientific paradigms and 21st century skills ....................................... 109

Pre-Service Teachers’ Views and Recommendations about the Teaching of FrenchSpeaking Skill: The Case of Uludag University ..................................................... 110

The Role of Reflections and Classroom Assessment Techniques (Cats) OnProspective English Teachers' Professional Development ................................... 111

Sample Activities Based on Argumentation-Driven Inquiry to Bring in the 21.Century Skills ...................................................................................................... 112

Pre- Service Science Teachers Views on the Effect of Teaching Activities Based onArgumentation-Driven Inquiry on Improving 21. Century Skills ........................... 113

12

Student-Sided Self-Criticism In Learning English: 'Why Can't We Still Learn?’ A Studyon Preparatory Class Students at DEU School of Foreign Languages .................... 114

Reliability of the Assessment of Student Compositions: A Single and MultipleVariable Generalizability Study ........................................................................... 115

Epistemological Problems Encountered by 8 Graders in Three-Dimensional DynamicGeometry Environment ...................................................................................... 116

The Influence of Family Behavior on Family-Child Interaction and Children's ScienceLearning in Informal Learning Environments: An Example of the Sasalı Natural LifePark .................................................................................................................... 117

Students' Schemes in the Context of Concrete Material Based Games ................ 118

Looking, Seeing, Noticing .................................................................................... 119

Less Stress, More Talk In the Elt Class ................................................................. 120

New Perspectives in Comparative Literature: How Fairy Tales Transform theUnconscious Mind of Children in Language Classes ............................................. 121

Uses of Infographics in ELT.................................................................................. 122

Identifying the Perceptions of Prospective English Language Teachers onCharacteristics of Effective Teachers: Who is The Ideal Teacher? ........................ 123

Educational Technologies for Digital Material Development ............................... 124

The Impact Of Process Based Writing Teaching On L2 Learners' WritingPerformances And Self Efficacy Levels. ............................................................... 125

The Influence of the Common Knowledge Constructing Model on Socio-ScientificIssues.................................................................................................................. 126

The Influence of the Common Knowledge Constructing Model on the Nature ofScience ............................................................................................................... 127

Turkish EFL Instructors' Perceived Importance of Motivational Strategies: ADescriptive Study................................................................................................ 128

Analysis of Middle School Students Attitudes towards Mathematics According toSome Variables ................................................................................................... 129

13

EFL Instructors' Views on Inquiry-Based Instruction within the Context of UnitedStates Higher Education: A Case Study ................................................................ 130

The Effect of Concept Cartoon Activities on Conceptual Comprehension Levels ofSecondary School Students Studying at Fine Arts High School ............................. 131

The Effect of Concept Cartoon Activities Based on Argumentation-orientedTeaching Method on Academic Achievement of Students regarding "Liquids" andTheir Perceptions about Inquiry Learning Skills towards Science......................... 132

An Evaluation according to SOLO Taxonomy of Preservice Science Teachers'Learning the Topic of Aromatic Compound Reactions ......................................... 133

An Investigation on the Understanding Levels of Biology Concepts in the 6th, 7thand 8th Grades Science and Technology Curriculum ........................................... 134

An Investigation on the Environmental Outcomes in Science Education Program 135

An Investigation on the Perceptions of English Teachers and Students on EnglishTextbooks ........................................................................................................... 136

An Investigation on the Effectiveness of Recycling Units in terms of EnvironmentalEducation ........................................................................................................... 137

Unraveling Teachers' Stories about the EFL Coursebook ..................................... 138

English test anxiety during adolescence: The case of Izmir Ataturk High School .. 139

Teaching Intercultural Communication Skills in Maincourse and Speaking Classes........................................................................................................................... 140

In-Service Teacher Training Needs of EFL Instructors Working At University: ANeeds Analysis.................................................................................................... 141

Becoming a teacher – one dream, different processes: A comparison of theeducational systems in Turkey and Poland.......................................................... 142

Problem-Based Learning for The 21St Century İn Teacher Education Programs ... 143

A New Application on Interdisciplinary Education in Vocatıonal Schools: In the caseof the Flying Chefs Project for Intercontinental Flights of Efes Vocational School 144

Popular Words and Their Usages in Our Classes .................................................. 145

14

The Perceptions of Prep Class Instructors about Effective Teacher Characteristics........................................................................................................................... 146

Music-Architecture Relationship and Education.................................................. 147

Preservice Science Teachers' Self-Efficacy Beliefs Towards Science Education: TheImpact of Micro Teaching Practices Based On New Approaches in ScienceEducation. .......................................................................................................... 148

Preservice Teachers' Epistemological Patterns of Reasoning about A SocioscientificIssue: Artificial Intelligence ................................................................................. 149

It is Hard Work to Be a Zoologist ......................................................................... 150

An Investigation of Pre-Service Teachers’ Sense of Self-Efficacy.......................... 151

Expert Opinions on Alternative Question Solving Platform Software Developmentand Use .............................................................................................................. 152

Software Developed for Students with Special Education Needs......................... 153

Is Meeting Students' Academic Needs A Prerequisite For Better Learning AndBehaviour? ......................................................................................................... 154

Examining the Self-Efficacy about Assessment Literacy of Teachers from DifferentBranches according to Period of Experience........................................................ 155

Developing aesthetic appreciation levels of 7th graders ..................................... 156

Reality versus Dreams: Professional Efficacy of Prospective English Teachers ..... 157

9-12 Year Old Students' Metaphors Concerning the Concept of Aesthetics ......... 158

15

Determination of Science Teacher Candidates' Opinionsabout Skills Education

Ümmühan Ormancı, ummuhan45@gmail.com, Uludağ ÜniversitesiErkan Özcan, erkanozcan88@gmail.com, Dokuz Eylül Üniversitesi

Sevinç Kaçar, kacarsevinc@gmail.com, Dokuz Eylül ÜniversitesiAli Günay Balım, agbalim@gmail.com, Dokuz Eylül Üniversitesi

In parallel with the advancement of knowledge and technology, it isbecoming increasingly important for individuals to understand how theyaccess, analyze, and understand information rather than learn only. However,in recent years it has become important to acquire skills as well as to learnthe knowledge. It can be said that it has been expressed in the 21st-centuryskills especially and it is very important in the recent years that the skills suchas creativity, entrepreneurship, sustainability, and knowledge andcommunication literacy are gained to the students. It is thought that theconcept of skill in our country has just begun to enter the programs, but thereis a lack of consideration of how these skills can be gained or integrated intothe lectures. It is thought that it will be important in the field literature todetermine what the teachers understand the skill concept, how the skilleducation will be done and how to integrate them into the lectures. In thiscontext, it is aimed to determine the opinions of science teacher candidatesregarding to skills education. The qualitative study was carried out by 60science teachers. Interview form was used as data collection tool. In the formare included questions about skills concept, types of skills, skills integratedinto science programs, skills training, and so on. The data obtained as a resultof these applications are analyzed using descriptive and content analysismethods. As a result of the study, it is understood that the teacher candidatesdo not have a mastery of the skill concept and that they have deficiencies interms of skill training, and in-depth analysis continues. Proposals will bemade in parallel with the results obtained.

Keywords: Science education, skills education, teacher candidates, opinion.

16

Cooperative Learning in Teaching Geometry

Burcu Nur Baştürk Şahin, bnbasturk@uludag.edu.tr, Uludag UniversityMenekşe Seden Tapan Broutin, tapan@uludag.edu.tr, Uludag University

Ayşegül Gülsar, aysegulsar@hotmail.com, MEB

The aim of the research is to investigate the effects of "student teams successparts" on cooperative learning techniques on students' mathematicalachievements.In this research we used quantitative research methods. Weutilised pre test- post test quasi-experimental design with control group.Participants of the study are 49 fifth grade students who study in a secondaryschool in the province of Bursa. We conducted the research for five weeks on"No math without geometry." unit. For five weeks, we used cooperativelearning techniques wtih the experimental group, while using traditionalteaching techniques with control group. We applied the "Achievement Test"developed by the researcher in the research both as pre-test and post-test. Weanalyzed the data obtained from the applications using the SPSS 17.0package program. As a result of the research, there was a significantdifference in favor of the experimental group between the mathematicalachievement of the experimental group and the control group students. In thiscontext, it can be said that inclusion of cooperative learning into the teachingprocess of the students will have more successful results.

Keywords: Cooperative learning, student teams success parts.

17

Pre-Servıce Science Teachers' Views towards RelatingKnowledge with Daily Life

Erkan Özcan, erkanozcan88@gmail.com, Dokuz Eylul UniversityAli Günay Balım, agbalim@gmail.com, Dokuz Eylul University

The aim of science course is to introduce students their environment andprovide them with basic living and thinking skills. In this connection, sciencecourses encounter students with problems related to their daily life, help themto realize and inquire these problems, provide possibilities for solution ofthese problems and support them in synchronization with environment.Therefore, general aims of science education curriculums are training selfconfident, cooperative, decisive students who have problem solving skills,inquiry learning skills, effective communication skills and sustainabledevelopment awareness. One of skills that gained importance in 2013Science Education Program is relating knowledge with daily life. Students’levels of relating knowledge with daily life is one of the main components ofTurkish Science Education Program and it is expected to be promoted inscience course. Therefore, science teachers should have a strong backgroundand self efficacy about relating knowledge with daily life in order to promotein classroom and encourage their students. In this case, considering thatteachers train students who have ability to relate their knowledge with dailylife, they should have ability to relate knowledge with daily life themselvesand graduate from teacher training institutes with proper background. Inthese terms, it is important to promote pre-service science teachers’ ability torelate knowledge with daily life perception in teacher training institutes.Therefore, the aim of this study is to examine pre-service science teachers’views towards relating knowledge with daily life.

Acknowledgement: This study is supported by Dokuz Eylul UniversityScientific Research Project department with project no: 2014.KB.EĞT.012.

Keywords: Science education, pre-service science teachers, relatingknowledge with daily life

18

Teaching Analytical Geometry Using Dynamic GeometrySoftware

Burcu Nur Baştürk Şahin, bnbasturk@uludag.edu.tr, Uludağ ÜniversitesiMenekşe Seden Tapan Broutin, tapan@uludag.edu.tr, Uludağ Üniversitesi

Hilal Güneş, hilalgunes27@hotmail.com, Uludağ Üniversitesi

Purpose of this research is to investigate effects of dynamic geometrysoftware usage in Analytical Geometry class academic successes and theirpoint of views about technology usage in mathematical teaching. In thisstudy, we utilise a mixed method design, because we use qualitative andquantitative analysis methods together in this research. In the qualitativedimension of the research, we selected experiment and control groups andutilise experimental design with pre test-post test control group. Experimentand control group of the research consisted of 30 third grade students ofmathematics teaching. During the 6 weeks of the study, we teach analyticalgeometry with dynamic geometry software to the students in theexperimental group, while we used traditional (two dimensional) methodswith the control group. At the end of the application, both groups weresubjected to the analytical geometry achievement test developed by theresearcher. In the qualitative dimension of the research, we use structuredinterview form to determine the views of students participating in the studyon teaching using dynamic geometry software. In the study, the students inthe experimental group were found to have higher analytical geometryachievement levels than the control students. In addition, it has beenobserved that the majority of students are warmly inclined to use technologyin teaching. It is interesting to note that the students who think that teachingwith dynamic geometry software is unnecessary before the applicationchanges in their thinking after the application.

Keywords: Analytical geometry, dynamic geometry softwares.

19

Local or Imported? : Foreign Language Course BookSelection at Schools in Turkey

Ayten Genç, dogu@hacettepe.edu.tr, Hacettepe ÜniversitesiDoğu Ataş, doguatas83@gmail.com, Hacettepe Üniversitesi

Teaching foreign languages in our national schools is one of the importantissues that are often mentioned in terms of their problems and suggestions forsolution. Whether the course books taught in foreign language teaching willbe chosen from imported foreign language course books or from local oneswritten in commissions established by the Ministry of National Education orprinted in the publishing houses in Turkey are frequently discussed. Actually,the Ministry of National Education publishes a list of textbooks that it findssuitable for schooling in the Journal of Notices every academic year and evendistributes it to students free of charge. However, due to a number of factorssuch as the difference in the amount of time dedicated to teaching foreignlanguages in public and private schools, or the issue of paper quality in localcourse books, imported course books are often the more appealing option.Although maintaining diversity in the number of foreign language coursebooks breeds competition and promotes better product quality, therebyoffering various choices for foreign language teachers, the fact that localcourse books are distributed free of charge and that local course books arenot used if imported books are preferred creates a financial problem for localproduction of these books. Nevertheless, the main problem has less to dowith finance and more with academic content. The important question here iswhether the local or imported foreign language teaching course books willmeet the needs of Turkish students and contribute to success in teaching. It isnecessary to identify the needs of Turkish students and to introduce them toappropriate course books in accordance with the changing student profile. Inthis study, opinions of foreign language teachers working at public andprivate schools will be used and the opinions of Turkish students about whichcourse books can be used more for foreign language teaching and theirchoices about course book selections will be examined.

Keywords: Foreign language course book selection, imported course book,local course book.

20

Analyzing the Factors Affecting the Overall Performance onReading Skills by Using Two Level Hierarchical Liner

Modelling

Doğu Ataş, doguatas83@gmail.com, Hacettepe ÜniversitesiÖzge Karadağ, ozgekaradag@hacettepe.edu.tr, Hacettepe Üniversitesi

In the field of education, most of the data that are collected, are multi-levelstructured. Cities, city based schools, school based classes and finally thestudents in the classrooms constitute a hierarchical structure. Hierarchicallinear models give more accurate results compared to standard models whenthe data set has a structure going far as individuals, groups of individuals andcommunities of groups. In this study, the effects of the school level indicatorson overall reading skills performance of 15 age group students within PISA2015 Turkey application are analyzed by using a two level hierarchical linearmodel. In the study, apart from the sex, social economic indicators of family,education level of parents and some student level indicators regardingreading skills, the school level indicators such as school type, number ofstudents and number of teachers are also integrated to modelling process toreflecting the hierarchical data structure into the statistical model. At the endof the modelling process, the factors that effects the reading skills aredetermined.

Keywords: PISA 2015, reading skills, multilevel modelling, hierarchicallinear models, school level variables

21

Values-Based Education that Provides Cultural Continuityin the 2017 Turkish Teaching Program

İlyas Yazar, iyazar@gmail.com, Dokuz Eylül ÜniversitesiSevtap Yazar, sevtapyazar@gmail.com, Milli Eğitim Bakanlığı

The concept of value first used by Znaniecki is a concept derived from theroot of "valere" which means "to be precious" or "to be strong" in Latin. Thevalue of the word in the current Turkish Language Association is defined as"the whole of material and spiritual characters that encompass the social,cultural, economic and scientific values of a nation." Each nation has its ownvalues, which are the rules that must be observed by the individuals of thatsociety, which connect the individuals that they have developed with eachother and which are transmitted to future generations and provide culturalcontinuity. These values can be transmitted to future generations throughinstitutions or individuals in the society through interaction or in the familyenvironment as well as within a specific plan and program through organizededucation system. One of the most important means of transferring andteaching the cultural values of a society to future generations has always beenlanguage and literary works in which this language is used. Therefore,Turkish lesson is one of the most important courses in terms of bringingvalues to the students. It is possible to see that the values education inTurkish teaching is not taken as a separate title until 2017 Turkish TeachingProgram but it is tried to be given to the students by earnings anda purpose ofthe program. However, in the Turkish Teaching Program of 2017, theapproach on the value education has taken its place in the program as aseparate title in the form of "Value Education in Program". In this study, inthe new Turkish Teaching Program published in 2017, the acquisition ofcultural values that will keep a society alive will be evaluated from thephilosophy of the program to its aims, from their aims to their achievements,and the findings and suggestions about the subject will be made.

Keywords: Values, cultural continuity, Turkish, Turkish teaching, Turkishprogram

22

Pedagogical Literacy of Prospective Foreign LanguageTeachers

Arif Sarıçoban, saricobanarif@gmail.com, Selçuk UniversityÖzkan Kırmızı, ozkankirmizi@gmail.com, Karabük University

Teaching profession plays a vital role in the sense that it relates to education,social, cultural, economic, scientific and technological dimensions withspecial expertise in the field and having the knowledge and skills requiredprofessional qualification (Şişman & Acat, 2003) However, it cannot bedenied that the have been some unavoidable problems such as teachers’ lackof sufficient skills and competence that are unfortunately and still prevailingin our times. Therefore, this study aims at bringing some invaluable insightsby investigating the pedagogical information and knowledge and its use inforeign language teaching profession. In short, they must be pedagogicallyliterate in teaching. For the purpose of this study a 5 point Likert-type scaledesigned by Usta and Karakuş (2014) for the high school teachers working inGaziantep (N = 250) will be administered.

Keywords: Pedagogical literacy, foreign language, prospective teachers.

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Views of English Language Teacher Candidates aboutPedagogical Formation Certificate Programs in Turkey

Arif Sarıçoban, saricobanarif@gmail.com, Selçuk UniversityÖzkan Kırmızı, ozkankirmizi@gmail.com, Karabük University

This particular small-scale research tries to scrutinize the teacher trainingpractices and the quality of Pedagogical Formation ELT CertificatePrograms from the perspectives of teacher candidates. In this respect, thoseteacher candidates’ views about the issue will be taken a questionnaire and asemi-structured interview form. The quantitative data obtained from thequestionnaire will be analyzed by descriptive statistics, and the qualitativedata obtained from the semi-structured interviews will be analyzed bydescriptive and content analysis. Approximately 150 teacher candidates whohave already participated in those Pedagogical Pedagogical Formation ELTCertificate Programs at different public universities will participate and askedto respond to the questionnaire via on-line means. At the end of the study,relying on the findings of course, some recommendations will be made forboth foreign language scholars including curriculum developers, instructors,and foreign language teachers.

Keywords: Teacher training, candidate teacher, pedagogical formation, ELTCertificate Programs.

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Sample Activities Related to the Use of Problem-BasedLearning Method in Science Courses

Ali Günay Balım, agbalim@gmail.com, Dokuz Eylül ÜniversitesiMerve Olça, merve.olca@gmail.com, Dokuz Eylül Üniversitesi

Sevinç Kaçar, kacarsevinc@gmail.com, Dokuz Eylül Üniversitesi

Science courses aim to educate students who can investigate, inquire, thinkanalytically and make effective decisions, using problem-solving skills . Thedevelopment of all these skills in the pupils will be possible through teachingmethods that will actively involve them in the learning process. One of thesemethods is problem based learning method (PBL). PBL is a learning-teachingapproach in which learners actively participate in the learning process in aneffort to identify and solve the problem situation hidden in this scenario. Inthis context, it is thought that PBL will be effective for students to acquireskills such as scientific process skills in learning science concepts. In thisstudy, it is aimed to present examples of modules and activities related to theuse of problem based learning in science classes. For this purpose, the 6thgrade "Reproduction, Growth and Development in Plants and Animals" unitof the secondary school was designated as a study area of sexual-asexualreproduction. Parallel to this, 4 sessions, 4 activities and "self-evaluationform" for evaluative purposes and "my thoughts about module" studies havebeen developed. This module discussed respectively the following topics: sexreproduction cells; fertilization, internal and external fertilization; thestructure of the flower, how the reproductive organs and structure reproduce;asexual reproduction and types. This modules and activities prepared for theLiving and Life learning area is thought to be an example for the PBL forother areas of science (physical phenomena, matter and change).

Keywords: Problem-Based Learning, sexual and asexual reproduction,science education

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Sample Activities Related to the Use of Argumentation-Based Inquiry Method in Science Courses1

Sevinç Kaçar, kacarsevinc@gmail.com, Dokuz Eylül ÜniversitesiAli Günay Balım, agbalim@gmail.com, Dokuz Eylül Üniversitesi

Science courses aim to educate students who can investigate, inquire andproduce arguments. It can be said that an argument-based inquiry method isan effective method to serve this purpose. The argument-based inquirymethod involves a series of steps, including laboratory activities such asdesigning the experimental/observational study process for students toanswer research questions, gathering data, and developing their arguments. Itcan be said that boring laboratory studies are transformed into a moreinstructive dimension by adding the learning process based on argumentation.In this study, it is aimed to present examples of activities related to the use ofargumentation-based inquiry method in science course. For this purpose, 7thgrade "Electricity" unit is defined as "bulb brightness in serial and parallelconnected circuits". Parallel to this, the brochure on "the shapes of theconnection of the street lamps and the brightness of the series and parallellamps" was prepared. Through this brochure, it can be said that theargumentation-based inquiry method in science lessons offers appropriateexamples of how to teach everyday life and science topics effectively. Thisbrochure prepared for the physical event (Electricity) learning area is thoughtto be an example for the argumentation-based inquiry method for other areasof science (life and life, matter and change).

Keywords: Argumentation-based inquiry, electricity, science education

[1] This study is supported by the project DEU-BAP 2017.KB.EGT.001(2016149)-coded.

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A Thematic Review of Interactive E-Book (Z-Book) Studiesin Science Education

Ümmühan Ormancı, ummuhan45@gmail.com, Uludağ ÜniversitesiSalih Çepni, cepnisalih@yahoo.com, Uludağ Üniversitesi

In parallel with the rapid development in information and technology,technology integration in class environments has begun to gain importance.Especially with FATIH project; smart boards and e-content have begun togain importance and research on the subject has begun. In this context, it isaimed to examine the studies made about the interactive e-book, z-book inthe field of science education. In this research, which studies z-book studiesin the field of science education, thematic content analysis was used. Withinthe scope of the research, Uludağ University e-library database(http://ekutuphane.uludag.edu.tr/) was used to determine the articles to beexamined. As a result of these surveys, 29 studies on z-books in scienceeducation have been reached. The researches obtained in the study wereanalyzed using the thematic matrix in the literature. The results of the surveyswere analyzed in terms of general information (such as location, year, andnumber of authors) and content information (purpose, research method,result, etc.). The obtained data were analyzed using descriptive statisticalmethods (percentage and frequency) and content analysis method. In theresults of study; theoretical backgrounds, studies on developing the learningenvironment and determining the effectiveness were encountered. Intheoretical studies, how z-books are, how their components are, and what z-books exist are evaluated. At the same time; the research on determining theeffectiveness of the z-book (interactive e-book) has generally examined theparticipants' effects on their understanding, performance, achievements,attitudes and motivations, and in general positive results have been achieved.In this context, when it was thought that the use of z-books in scienceeducation would have positive effects, z-books should be widespread.

Keywords: Science education, z-book, interactive e-book, thematic review.

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Pre-Service Science Teachers’ Views towards Science Ethics

Erkan Özcan, erkanozcan88@gmail.com, Dokuz Eylul UniversitySevinç Kaçar, kacarsevinc@gmail.com, Dokuz Eylul University

Ümmühan Ormancı, ummuhan45@gmail.com, Uludağ UniversityAli Günay Balım, agunay.balim@deu.edu.tr, Dokuz Eylul University

Aim of science course is to introduce students themselves, their environmentand provide them basic living and thinking skills. In this connection sciencecourse encounters students with problems related to their daily life, help themto realize and inquire these problems, provides possibilities for solution ofthese problems and support them in synchronization with environment.Therefore, general aims of science education curriculums are training selfconfident, cooperative, decisive students who have problem solving skills,inquiry learning skills, effective communication skills and sustainabledevelopment awareness. One of skills emphasized on Science EducationProgram is science ethics. Students’ perception of science ethics is one of themain components of Turkish Science Education Program and it’s expected tobe promoted in science course. Thus, science teachers should have a strongbackground about science ethics in order to promote in classroom andencourage their students. In this case, considering that teachers train studentswho understands science ethics, they should first understand science ethicsthemselves and graduate from teacher training institutes with properbackground. Therefore, aim of this study is to examine pre-service scienceteachers’ views towards science ethics.This study is a descriptive study.Semi-structured interview from qualitative research techniques used in orderto determine students’ views towards science ethics. In semi structuredquestions, part of interview consist of structured questions while other partconsists of unstructured questions which allows individual to give freereaction. In this study, semi-structured interviews will be made with pre-service science teachers and their views about science ethics in scienceeducation will be examined.

Keywords: Science education, pre-service science teachers, science ethics

28

A Comparison of Latent Growth Modeling with TraditionalMethods and Hierarchical Linear Modeling in the Context

of Student Achievement Improvement

Gürkan Cüvitoğlu, gurkancuvitoglu@hotmail.com, MEBHakan Atılgan, hakan.atilgan@ege.edu.tr, Ege

By its nature; education implies a process of growth. Growth can be observedfor all the elements within the education system while it is generallymeasured by student achievement. The data obtained from achievementprovides feedback about the whole system. Whereas measurements carriedout in education mostly are analysis of status, there has been a rapid increasein longitudinal measurement for measuring growth.T test and varianceanalysis can be used for related samples in 2 repeated measures whereaslatent growth models and hierarchical linear models are employed in 3 andmore repeated measures. However, such traditional methods as t test forrelated samples and variance analysis for repeated measures address a statusanalysis rather than measuring change. These traditional methods assume thatthe observed variables are error free and they model the change in theobserved variable directly rather than the change in the latent structureunderlying the observed variables. However, students’ cognitive, affective orpsychomotor growth subject to measurement can be determined bymeasuring and analyzing the structural variables (mathematical ability,reading comprehension, speed reading etc) at at least 3 different points oftime. In variance analysis, change pattern is assumed to be the same for allindividuals and the observed inter-individual differences are accepted as errorvariance. In latent growth models, on the other hand, it is taken as an effectwhich has to be explained and can be predicted through several explanatoryvariables. This feature allows for predicting inter-individual differences inchange patterns and provides a significant advantage in understanding thefactors affecting student achievement. Traditional methods don not allowexamining intra-individual changes in time and the inter-individual variancein the change. Another method used to measure growth is the hierarchicallinear modeling which is used in the analysis of hierarchical data (student,class and school etc.). Repeated measurements on the longitudinal data arenested within the student level to obtain hierarchical data. The results ofHierarchical Linear Model (HLM) and Latent Growth Model (LGM) aresimilar while they may vary according to sample size, sample differences atlower levels (15 students in one class, 20 in another) and the number ofexplanatory variables used. In this study, the differences in the students'developmental trajectories will be analyzed and compared using the

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traditional methods, LGM and HLM methods by using variables such as thegrades of the 200 students obtained on a course during 6 semesters, genderand duration of work. Thus, traditional methods and newer HLM and LGMin achievement analysis will be discussed through new techniques and betterpractices in determining student achievement.

Keywords: Determining Achievement, Latent growth model, hierarchicallinear modeling

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Whose Needs To Analyze? The Real Students' or theAssumed Ones'?

Meral Şeker, meral.seker@alanya.edu.tr, Alanya Alaaddin Keykubat UniversityJean-Yves Blanchard,jyblanchard@gmail.com, Alanya Alaaddin Keykubat University

Studies in the field of second language teaching, particularly EnglishLanguage Teaching (ELT) have repeatedly reported that English levels ofTurkish students are far behind the sufficient language and academic levels.The major contributing factors are instructional practices and materials usedin ELT classes, which often fall behind the theoretical and methodologicaladvances in the field. In an attempt to address these issues, a teachingframework including teaching materials for higher education ELT instructionhas been designed and implemented at a state university. The framework isbased on social-constructivist learning theories and adopts acquisition-oriented approach to learning reflecting inductive teaching methods in thepresentation and organization of the tasks and activities. Rather thanimposing traditional language teaching objectives and the graded and/orsegmented language instruction designs, the tasks and the activities in thematerial pack are geared toward equipping learners with self-regulatedstrategies that can aid them in processing and using the continuous flow ofinformation in their digital contexts. The examples and the explanationspreceding the tasks guide and encourage learners to become aware of andimprove academic skills required for their further education. The paper firstintroduces the framework by explaining each component. Secondly, itpresents the results of the preliminary study conducted to identify students’opinions and reflections on their learning experiences with the framework onthe first year of implementation. The framework can contribute to the processof improving language teaching practices by presenting a practical guide tobe discussed and improved in professional contexts.

Keywords: Higher education, preparatory English teaching, English teachingframework, academic language skills, self-regulated language strategies

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Perceptions of EFL Academics in the United States towardsAcademic Integrity Culture

Ceyhun Yükselir, ceyhunyukselir@gmail.com, Osmaniye Korkut Ata University

Despite the plethora of research on academic misconduct, academicdishonesty, cheating and plagiarism, the effect of academic integrity cultureremains a significant concern. Thus, this study focuses on the perceptions ofEFL academics in the United States towards academic integrity culture. Thisstudy was designed as a qualitative case study and involved online semi-structured interviews with 10 participants who teach EFL graduate coursesin a public university. The results indicate that EFL graduate academics inthe United States paid much attention to academic integrity and taught somecourses in their syllabuses which are related to academic integrity and itsimportance in the academic field. Based on interviews findings, it wasconcluded that the EFL academics included some discussions andpresentations regarding academic integrity into their classrooms in order toraise awareness especially for the learners in the graduate level. Findings alsohave implications for Turkey, suggesting that academics and researchers inTurkey should use and give more significance to academic integrity culture.

Keywords: Academic integrity culture, perceptions, EFL academics, UnitedStates

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An Investigation on Students' MathemathicalProof Tendencies Using Artificial Neural Network Model

Aygül Kunt, ayglknt92@gmail.con, Dokuz Eylül ÜniversitesiCenk Keşan, cenkkesan@gmail.com, Dokuz Eylül Üniversitesi

The issue of proof-based teaching at the middle school leads to variousdiscussions and there are also studies in which the opinions of some teachersare taken. It is emphasized that the learning styles of the students should beanalyzed at during the preparatory phase of the proof-based questions.However, there are few studies on the field of education, especially in thefield of mathematics education, although there are studies in various fieldsabout the model of artificial neural networks. Therefore, the main purpose isto investigate the relationship between students' tendency towards the typesof mathematical proof and the learning styles that they have by using theartificial neural network model. In addition, SOM-Ward clustering algorithmbased on artificial intelligence was used to investigate the relationshipbetween students' tendency towards the types of mathematical proof and thelearning styles they have. In the process of training the artificial neuralnetwork model, feed forward back propagation network structure was used.As a data collection tool, four questions from four different mathematicalfields were asked for that students should be able to rank towards theproposition closest to them and that the reasons underlying the rankingformats were found. The learning styles of the students were tried to bepredicted by taking advantage of the verbal expressions of the students. Inaddition, the results in the learning style inventory were combined withpredictive learning styles. As a result of the research, consistency betweenthe results produced by the model and the predicted learning styles wasobserved sufficiently. It was seen that the students who had the learning styleof converging generally accommodated the algebraic proposals in the firstplace and also they sometimes accommodated the inductive proposals in thelast place. In addition, it was seen that the students who had the learning styleof assimilating generally accommodated the algebraic and perceptualproposals in the first and second place.

Keywords: Neural network models, maths education, learning styles

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The Effect of Material Development Process with ActiveParticipation on Prospective Science Teachers' Conceptual

Understanding: Some Astronomy Subjects

Çiğdem Şahin, hcsahin38@gmail.com, Giresun University Education FacultyÜmmü Gülsüm Durukan, u.g.iyibil@gmail.com, Giresun University, Education Faculty

The aim of the study was to examine the effect of active participated materialdevelopment process on the prospective science teacher (PST) s’ conceptualunderstanding about some astronomy subjects. The study was carried outaccording to pre-experimental research method is one of the experimentalresearch methods. The sample of the study was composed of 27 juniors PSTsfrom a State University at west Black Sea area in Turkey. As data collectingtools were used Astronomy Concept Test (ACT) and an AstronomyStatement Table (AST). The data collection tools were applied to PSTs twotimes both in the beginning of the active participated material developmentprocess as pre-test and at the end of the process as post-test. In this processthe PSTs prepared concept, knowledge, mind maps and concept cartoonsaccording to gains of the “The Solar System and Beyond” unit at theelementary school 7th grade science instructional program. Obtainedquantitative data were analysed with paired samples t-test in the SPSS 23.00statistical packet program. According to the obtained data it was determinedthat there is a significant difference between pre-test and the post-test scores(p< .05), and that there is a significant difference in favour of post-testscores. It can be said that the active participated material developmentprocess has been effective in providing PSTs’ conceptual understanding.

Keywords: Astronomy education, conceptual understanding, prospectivescience teacher, material development.

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Investigation of Turkey's International Examination Successwith Question Types

Hakan Atılgan, hakan.atilgan@ege.edu.tr, Ege ÜniversitesiElif Kübra Demir, elif.kubra.demir@ege.edu.tr, Ege Üniversitesi

The multiple choice questions are mostly used in important examinationsbased on selection and placement and the term examinations in schools in oureducation system. The use of multiple choice questions in examinationsoffers advantages in terms of objective assessment, content validity, appeal toa wide range of cognitive domain, ease of implementation and scoring. Themissing points of this question type are the inability to measure the higherorder thinking skills, the success of chance and especially the examinationturns into aim, education becomes a tool In international large-scale exams,multiple choice questions and open-ended questions are used together and thesuccess of our students is particularly below the average of countries in open-ended questions. Measurement and assessment systems directly influencestudents' learning habits. Our students, who are highly deficient in higherorder level thinking skills, will also deal with more open-ended questions andwill shape their learning and this situation will make them develop theirskills. In this study, the types of questions that are preferred in the educationsystems of countries that have succeeded in examinations such as PISA,TIMMS have been examined. In order to see the balance in our owneducation system, the questions in the TEOG exam and the questions in theinternational exam were compared. The appropriate techniques have beenexamined to correctly configure the properties to be measured, deal with themethods of converting the questions we use as multiple choice into openended questions. A problem that is being attempted to be measured by amultiple-choice question and addresses lower-order thinking skills wereexamined with sample questions on how they might evolve into a questionthat could be measured to the open-ended and higher-order thinking skills.Using the right types of questions in our education system, establishing theright link between questions and measured features, familiarizing with thetypes of questions at international exams such as PISA, TIMMS willcontribute to the development of students' higher order thinking skills andtheir ability to think scientifical.

Keywords: Multiple choice question, open-ended question, PISA, TEOG

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Examination of Geogebra Activities Developed by Pre-Service Mathematics Teachers

Melike Yiğit Koyunkaya, yigitmel@gmail.com, Dokuz Eylül Üniversitesi

The research emphasizes the use of technological tools in mathematicseducation and the integration of these tools into the teaching process, so thatboth learners and teachers can achieve different achievements and skills thatwill facilitate learning and teaching. In particular, mathematics teachers canapply various mathematical activities using technology and technologicaltools in their lessons and can give different mathematical skills to thestudents and thus create new learning environments. The main purpose of thisstudy is to examine the activities that high school pre-service mathematicsteachers have developed using GeoGebra, a dynamic mathematics softwarethat is widely used in mathematics education. To this end, the Innovation-Decision Process model of Rogers (1995), which were re-adapted by Niess etal. (2007) and the Technological Pedagogical Content Knowledge (TPACK)framework designed by Mishra and Koehler (2006) were used and it wasexamined how the pre-service mathematics teachers developed Geogebraactivities by using their TPACK. Participants in this study, which is aqualitative research design, were 28 high school pre-service mathematicsteachers who were studying at 4th grade at a state university. Pre-serviceteachers were divided into two-person groups (14 groups) before the study.The data of the study consisted of 42 GeoGebra activities, 28 individual and14 group activities developed by pre-service teachers. According to thetheoretical background adopted, activities were analyzed by content analysismethod. Pre-service teachers reflected more technology and contentknowledge in their activities. They developed activities mainly forrecognizing mathematical knowledge and for adapting to the knowledge theyhad already learned. There were a limited number of exploring GeoGebraactivities that require high-level thinking and a limited number of activitieswhich require advancing knowledge or building knowledge. Given theimportance of integrating technology into mathematics education, it would beuseful to train pre-service teachers to develop TPACKs and thus designeffective technology activities.

Keywords: Technology integration into Mathematics education, GeoGebra,Technological Pedagogical Content Knowledge, TPACK

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Assessment of Pre-Service Mathematics Teachers'Technology-Based Lesson Plans

Melike Yiğit Koyunkaya, yigitmel@gmail.com, Dokuz Eylül ÜniversitesiBerna Tataroğlu Taşdan, berna.tataroglu@deu.edu.tr, Dokuz Eylül Üniversitesi

Creating a lesson plan requires to have accurate and effective teachingmethods, to choose the tools and instruments, and to have conceptual andprocedural knowledge in the activities. It is also necessary to develop amodel for the purpose of using the tools and technology in the right placeduring lesson planning. The process of preparing the lesson plan is ofparticular significance in terms of being ready for future professions,especially for pre-service teachers. The main purpose of this study is toevaluate the lesson plans developed by high school pre-service mathematicsteachers at the end of a technology-based course. The evaluation of theselesson plans was made according to the Technological Pedagogical ContentKnowledge (TPACK)-Based Technology Integration Assessment Rubricdeveloped by Harris, Grandgenett and Hofer (2010). This rubric was usedbecause the course was designed for supporting pre-service mathematicsteachers TPACK development. In this study, which adopted the qualitativeresearch paradigm, the participants were 40 pre-service mathematics teachersin 2th grade from a state university. At the beginning of the study, theparticipants were divided into two-person groups (20 groups). The study'sdata consisted of 20 lesson plans that the groups developed. The data wereanalyzed by document analysis. When the lesson plans developed by the pre-service teachers were examined, it was seen that most of the lessons wereselected from the topics in the 10th grade level and the technology integrationwas mostly done by using interactive whiteboard and dynamic mathematicssoftware. According to the assessment rubric, pre-service teachers weregenerally limited in reflecting instructional strategies into their teaching,while meeting the goal of using technology in the curriculum in general. Inaddition, while pre-service teachers developed lesson plans in line with thecurriculum objectives and instructional strategies, they had difficulty infitting the content, pedagogy and technology together. It is thought that thislimitation and difficulty were caused by the fact that the pre-service teacherswho were 2nd grade students had not taken many courses related topedagogy. Given the importance of creating a lesson plan, it is thought to bebeneficial to give trainings in this direction in order to give opportunity to thepre-service teachers trained in the education faculties to create situations thatcan reflect the knowledge they have learned.Keywords: Creating Lesson Plan, Technological Pedagogical ContentKnowledge, TPACK, Pre-Service Mathematics Teacher

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Examining a Teacher’s Views Conducting a ModellingImplementation

Ayşe Tekin Dede, aaysetekinn@gmail.com, Dokuz Eylül ÜniversitesiSüha Yılmaz, suha.yilmaz@deu.edu.tr, Dokuz Eylül Üniversitesi

The aim of the study is to reveal a mathematics teacher’s views regarding thedevelopment of 6th grade students’ cognitive modelling competencies andmodelling implementation process. She conducted a long-term modellingsequences aiming at the cognitive modelling competency development andwas interviewed after the implementation process. Her answers wereanalysed by using content analysis and the views were gathered under somethemes and codes. It was seen that the views were shaped under seven themesas providing the development of each modelling competency, development ofcognitive modelling competencies, factors contributing the development ofcognitive modelling competencies, factors preventing the development ofcognitive modelling competencies, implementation process, futureimplementations and factors required to be fixed in the implementationprocess. Some strategies supporting the development of the cognitivemodelling competencies were also appeared from her statements. She alsoindicated her general thoughts about the strengths and weaknesses of theimplementation process. It is suggested for further studies to utilize thefactors and strategies revealed in the study for planning modellingimplementations.

Keywords: Cognitive modelling competency, mathematics teacher,modelling sequence, teacher view.

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Reflections from Students’ Modelling Approaches: APainting Problem

Ayşe Tekin Dede, aaysetekinn@gmail.com, Dokuz Eylül Üniversitesi

The aim of this study is to investigate the students’ modelling approachesincluding their spatial orientation skills in the solution process of a real lifetask. The participants of the study were the 8th grade students who had notbeen experienced in modelling before. They were given a real life task andexplained their solutions by preparing posters. The students’ solutions wereanalysed by using a task-specific rubric and their solution approaches wereevaluated according to the modelling stages which were real modelconstruction, mathematical model construction, working mathematically andinterpreting results according to real life. When considered the findings of thestudy, the students’ real models were directly affected by their personalexperiences and spatial orientation skills. The constructed mathematicalmodels were based on the real models and they considered theirmathematical knowledge and different representations while constructingthem. When they were working mathematically, they solved the modelscorrectly but they mostly had difficulty in expressing units. It was noteworthythat the students who had not experience in modelling could interpret themathematical results in real life context. The reasons of this were the fact thatthey engaged in a real life context which was meaningful for all of them, andconducted out-school research and so they had possibility to reach real data.

Keywords: Mathematical modelling, real life problem, spatial orientation.

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Learning a Foreign Language - Research - Practice -Inclusion - And Innovative Methods

Ulla Ondratschek, ullaon@penticom.deAnne Feltham, anne.feltham@yahoo.co.uk

Sebastian Gerlach, gerlach@erasmusplus-schulbildung.de

In our presentation we would like to show how research results can getteachers thinking about solutions to classroom problems - in this case aboutteaching and learning a foreign language. The Sussex research "The gendergap: boys and girls learning a foreign language", will be combined with thelong-established method of Storyline for learning a foreign language andensuring inclusion. This is the outcome of a workshop in Izmir with Germanand Turkish children and students in the current Erasmus+ project “FromPapyrus to Stonepaper and beyond - the questions behind". It will give aninsight into making good connections between science and the practicalteaching and experiencing of foreign languages. It will be an example forteachers and researchers to connect better and be more effective to the benefitof all our children, boys and girls, from all backgrounds and abilities.Materials will be provided and we will demonstrate the methods by usingthem.In our presentation we would like to show how research results can getteachers thinking about solutions to classroom problems - in this case aboutteaching and learning a foreign language.

Keywords: Learning a foreign language, research, practice, inclusion,innovative methods

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A Look at the Pre-Service Mathematics Teachers’ Teachingof Integral Concept

Berna Tataroğlu Taşdan, berna.tataroglu@deu.edu.tr, Dokuz Eylül ÜniversitesiMelike Yiğit Koyunkaya, yigitmel@gmail.com, Dokuz Eylül Üniversitesi

Teacher knowledge is one of the most important components in the processof mathematics teacher training. There are many researches on how theteacher transfers her/his knowledge to teaching practices. The aim of thisresearch is to examine the pre-service mathematics teachers’ teaching ofintegral concept. Participants of the study which was conducted as a casestudy, one of the qualitative research methods, were three pre-servicemathematics teachers who were in the final year of the Mathematics TeacherEducation Program in the process of gathering data. In the research, pre-service mathematics teachers were asked to implement the teaching of the theintegral concept by creating a real classroom environment with theirclassmates. The data were collected through the video recordings of pre-service teachers’ teaching of the integral concept. Video recordings wereanalyzed using descriptive analysis method. In the analysis of the data, thetheoretical framework developed by Artzt et al. (2008), which helps toanalyze teaching practices, was used. The findings of the study showed thatpre-service mathematics teachers adopted a student-centered approach intheir teaching of the integral concept and used different representations. Inaddition, they followed a route from simple to complex in their teachingprocess. However, it was determined that pre-service teachers had somedifficulties in effective classroom management and classroomcommunication. While it has been seen as the basis for this that teaching wasnot realized in a real class environment; for the same reason, somecomponents of the theoretical framework were excluded from the research. Inthe research, it was reached that pre-service mathematics teachers had someinsufficiencies in the framework context developed by Artzt et al. (2008) forthe teaching of the integral concept. This result revealed the importance ofpreparing pre-service teachers for effective teaching of mathematics. In thiscontext, it is thought that while content knowledge of mathematics teachercandidates is being developed in teacher training programs, studies should bedone to reflect this knowledge in teaching practice.

Keywords: Teaching of integral concept, pre-service mathematics teacher,teacher knowledge, teaching practice

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A Study on Mathematical Thinking Processes of HighSchool Students

Berna Tataroğlu Taşdan, berna.tataroglu@deu.edu.tr, Dokuz Eylül Üniversitesi

The mathematical thinking skill is one of the basic skills aimed to be gainedto the students in their education process. It is expected that students will beable to think in different ways, to think critically and to produce creativesolutions for different problems they will encounter in their future lives.These expectations exist withing the objectives of the mathematicscurriculum. Therefore, it is worth to investigate how much mathematicalthinking skill expected to be given to students in mathematics teaching can begained in this process and what level of mathematical thinking skills ofstudents are. The aim of this research is to examine the mathematicalthinking processes of high school students and to present suggestions on howto develop this skill. Although mathematical thinking is dealt with differentdefinitions, it involves a lot of common components and a progressiveprocess. According to Stacey, Burton and Mason (1985), these stages arespecializing, conjecturing, generalizing and convincing. These four stages ofmathematical thinking have been adopted in this research. 31 high schoolstudents participated in the research. The data were collected with twomathematical problems directed at high school students and whose responseswere taken in writing. The data were analyzed by means of content analysis.The results of the analysis showed that high school students participating inthe research tended to reach the conclusion by specializing or making ahypothesis, and reaching a conclusion without testing this hypothesis whilesolving the problems. However, it was determined that students were notsufficient in the stages of conjecturing, generalization and convincing. Somesuggestions on how the mathematical thinking skills of high school studentscan be supported in the direction of the results obtained in the research aregiven.

Keywords: Mathematical thinking, mathematical thinking process

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Comparison of 2009-2013-2017 Curriculum 5. - 8. GradesMathematics Lessons By Number Sense Components

Ceren Tunalı, ceren.tunali@ogr.deu.edu.tr, Dokuz Eylül ÜniversitesiGülünay Ergut, gulunay.ergut@ogr.deu.edu.tr, Dokuz Eylül Üniversitesi

Burak Karabey, burak.karabey@deu.edu.tr, Dokuz Eylül Üniversitesi

Number concept is one of the basic concepts of mathematics teaching,especially the elementary school level. When the literature survey is madenon numbers, it is seen that the number sense is an important concept in therecent periods. When the people, that living in the past and present, arecompared, it is seen that present people better than the others on usingtechnological tools such as a calculator, a computer, and encounter and dealwith various situations such as numbers, graphics and questionnaries. So thatthe level and importance of number sense have become a much moreinteresting subject for people compared to the past. The Curriculum andEvaluation Standards for School Mathematics emphasize that the numbersense education must be compulsory in schools’ curriculum. In this study, itis aimed to examine the achievements of mathematics lessons in comparisonwith the components of number sense in the curriculum published in 2009, inthe curriculum renewed in 2013, in the draft curriculum published in 2017. Inthe study, the six common components determined by Yang (1995), takinginto account the classifications of the pioneers in the field, will be used tocompare programs. These components are common; (1) well-understoodnumber meaning, (2) decomposition / recomposition of numbers, (3) numbermagnitude, (4) the use of benchmark, (5) understanding the relative effects ofoperations on numbers, (6) flexibility applying the knowledge of numbersand operations to computational situations. As a result of these comparisonsit will be determined, how much the curriculums are allocated to theachievements deemed to be related to the sense of number, the situation ofthe importance that given to number sense, how distributions of numbersense components are included in the acquisitions.

Keywords: Number Sense, number sense components, curriculum

43

Zihni Sinir Training Environment Project: CDA (ChildDevelopment Academy)

Burak Karabey, burak.karabey@deu.edu.tr, Dokuz Eylül ÜniversitesiKemal Yürümezoğlu, kemal.yurumezoglu@deu.edu.tr, Dokuz Eylül Üniversitesi

Melike Yiğit Koyunkaya, melike.koyunkaya@deu.edu.tr, Dokuz Eylül ÜniversitesiGizem Arıkan, gizem.arikan@ogr.deu.edu.tr, Dokuz Eylül Üniversitesi

Zihni Sinir who is an inventor and comics character in Turkish Culture. ZihniSinir is regarded as the first steps of the Turkish Innovation movementrevealed by İrfan Sayar's humor and ideas. From this point of view, thisprogram was developed and put into practice in order to enable 8-13-year oldchildren to realize their project ideas based on the Zihni Sinir method. Thisprogram was aimed at enabling those children to perceive and understand thenature and life within the framework of the technology – mathematics -science using the research-inquiry based science education, to make anaccurate start to use the information they have interpreted and to reveal theirexisting talents. The program includes 4 groups of children aged 8-13 years.Each group includes 15-20 children. Thanks to this program which has beenheld for the last 3 years with the cooperation of Dokuz Eylül UniversityTechnology Transfer Office and Dokuz Eylül University Technopark, thechildren satisfy their scientific curiosity, and develop their research-inquiryskills. More importantly, in this program, phenomena occurring in the natureremain among the current topics of children. Throughout the program,children are evaluated through the observations of the activity teacher,children's drawings and speeches they have made during the applicationprocess, video recordings made in practices and individual projects they havedesigned at the end of the program. During the implementation process,significant changes were observed in the children’s systematic observationskills, in their skills to design and implement the research process, and intheir ability to make argumentative scientific speeches and discussions. Thatthe children participated in the activities with excitement and interest, thatthey freely expressed the issues they wondered about, that they produced anddescribed the products they themselves designed, that they establishedmeaningful links between courses and disciplines, and that they developedcause and effect-related reasoning skills provided positive evidence for thenecessity of the continuation of the inquiry based science education.

Keywords: Interdisciplinary science education, research-inquiry basededucation, project based learning.

44

A Scale Development Study: Computer Education andInstructional Technology Graduate's Perceived Pedagogical

Competency Scale

Meltem Kurtoğlu Erden, meltemkurtoglu@gmail.com, Uşak ÜniversitesiS. Sadi Seferoğlu, sadi@hacettepe.edu.tr, Hacettepe Üniversitesi

The development of the Computer Education and Instructional TechnologyGraduate’s Perceived Pedagogical Competency Scale was carried out in 5stages. At the first stage, it is aimed to determine the targeted pedagogicalcompetencies to gain in the department. For this purpose, it is decided tocreate a questionnaire which includes open-ended questions about theundergraduate program and the pedagogical competencies gained in thedepartment. Some courses which aim to give pedagogical qualifications fromthe undergraduate program like "Educational Psychology, ClassroomManagement, Special Teaching Methods, Design and Use of Materials inEducation" etc. was examined. After that open-ended questions wereprepared. These prepared questions were presented to 3 academicians whowere experts in the field of Computer Education and InstructionalTechnology. In line with the suggestions received from the experts, aquestionnaire form was created for "Pedagogical Competencies for theGraduates" and the data collection process was started to determine thepedagogical competencies. In the scale items’ writing process, in addition tothe data collected by the questionnaire, special field competencies of generalteacher profession and information technology teachers’ special fieldprofession which is determined by Ministry of National Education wereexamined. The first draft of the scale form contains 58 pedagogicalqualifications’ items. There is no item that is encoded inversely betweenscale items. First, it is checked whether the data is entered without error.Then, it was examined whether the data were suitable for explanatory factoranalysis. As a result of the exploratory factor analysis, a scale consisting of 5dimensions and 30 items emerged. The Cronbach Alpha reliability coefficientof the scale was found to be .954. According to this result, it is possible tosay that the scale is a reliable scale ant it can be used for the other research.

Keywords: Department of computer education and instructional technology,pedagogical competency, scale development

45

A Mathematical and Physical Perspective of Light andPigment Colors

Kemal Yürümezoğlu, kemal.yurumezoglu@deu.edu.tr, Dokuz Eylül ÜniversitesiBurak Karabey, burak.karabey@deu.edu.tr, Dokuz Eylül Üniversitesi

Melike Yiğit Koyunkaya, melike.koyunkaya@deu.edu.trGizem Arıkan, gizem.arikan@ogr.deu.edu.tr, Dokuz Eylül Üniversitesi

In physics courses, it is taught that the primary colors of light are Red, Green,and Blue (RGB) and the intermediate colors are Cyan, Magenta, and Yellow(CMY).To transmit colors of light to colors of pigment, a consistentconnection (/binding/junction) point is needed. All consistency about colorsis based on the color theory. This basic connection is that the Cyan, Magentaand Yellow colors formed by the superimposition of the primary colors oflight are the primary colors of pigment. The primary colors of light formwhite (white light) by superimposing one on another and the primary colorsof pigment form black (lightness). In this sense, it is necessary to revealstudents’ misconceptions arising due to their inability to understand,recognize, or fully distinguish differences in the teaching of colors and tominimize them as much as possible. In other words, during the teaching ofthe colors of light and pigment, especially in the learning phase of thestudents, problems related to transmission and establishing a connection areexperienced, and thus misconceptions likely to last for many years emerge. Inthe present study, the activity which was developed by the authors to explainthe concept of sets in mathematics and the relationship between colors ofshadow, light, and pigment and whose validity was tested was applied tojunior high /middle school students and the interviews held with them weretape-recorded and then transcribed.The results show that the activityincluding an interdisciplinary interaction was effective in teaching colors.

Keywords: Teaching colors, science education, maths education,interdisciplinary interaction

46

An Art Activity for the Perception of Infinity inMathematics: Escher's Example

Gülünay Ergut, gulunay.ergut@ogr.deu.edu.trCeren Tunalı, ceren.tunali@ogr.deu.edu.trÖzge Çoban, ozge.coban@ogr.deu.edu.tr

Burak Karabey, burak.karabey@deu.edu.tr

In recent years, there has been a dramatic increase in the number of studies inwhich different disciplines are integrated. The most important reason for thisincrease is to raise individuals having the 21st century skills. At this point,the aim is, by integrating different disciplines, to gain individuals the skills of"entrepreneurship, solving complex problems, creativity and innovation"pointed out as important among the 21st century skills in the study of Karabey& Yürümezoğlu (2010). One of the interdisciplinary studies conducted inTurkey comprises mathematics and art branches. The increase in the numberof studies conducted in the fields of mathematics and art in Turkey holdspromise in terms of changes in attitudes towards mathematics. Based onthese, the aim of the present study is to investigate the effectiveness of theactivity to be performed by employing the mathematical technique used bythe famous artist, Escher, in his works of art on the process through whichstudents express their perceptions of eternity. In the mathematics program, inaddition to numbers, rational line and ray, the concept of eternity forms thebasis for mathematical and geometric concepts taught in the high school andhigher education. Therefore, it is very important for students to have theperception of eternity. In the study, the case study method based on thequalitative research approach was used. The study was conducted throughvoice recording with semi-structured interviews. In the study conducted with20 5th-grade students, 10 students in the experimental group were asked thesemi-structured interview questions after participating in the activity and 10students in the control group were asked the semi-structured interviewquestions without participating in the activity. At the end of the present study,how the students perceived the concept of eternity geometrically and howthey perceived infinity as a number were compared, and the study was foundto be effective on their perceptions of infinity.

Keywords: Mathematics education, the concept of eternity, interdisciplinaryinteraction

47

What Do Pre-Service Teachers Think About Future OfTechnology Use in Education?

Meltem Kurtoğlu Erden, meltemkurtoglu@gmail.com, Uşak Üniversitesi

The purpose of this study is to investigate pre-service teachers’ opinion aboutthe future of using technology in education. For this aim, researcher collecteddate for a mid-term in a selective course that called “Usage of Technology inEducation”. This course continued for 14 weeks. The research was designedby considering the case study which is qualitative research methods. In thestudy, the data were collected in two stages. First of all, researcher wantedfrom 53 pre-service teachers to write opinions on the use of technology in. Atthe next stage, the pre-service teachers were asked to create project groupsranging from 1 to 6 people. Each project group prepared a project proposalwhich is about the future of using technology in education. When the resultsof project proposal was analyzed, it was been seen that the pre-serviceteachers have the thoughts of the necessity of using technology in theeducational processes, but they have stated that the use of technology is notalways necessary. In addition, it was seen that pre-service teachers claimedthat the use of technology in education would make learning easier and moreenjoyable.

Keywords: Technology, use of technology in education, teacher education,technology politics

48

Investigation of Pre-service Science Teachers’ Attitudestowards Genetics Applications

Esma Uysal, esmauysal93@gmail.com, Usak UniversityUmran Betul Cebesoy, ubetulcebesoy@gmail.com, Usak University

Dilek Karışan, dilekkarisan@gmail.com, Adnan Menderes University

The study aims to investigate pre-service science teachers’ attitudes withrespect to various variables. 298 pre-service science teachers in two publicuniversities during 2016-2017 spring semester participated in the study. Thedata was collected through the Genetics Literacy Attitude Scale which wascomprised of the items from British Social Attitude Survey (2000) andWellcome Trust Consultive Panel on Gene Therapy (1999). The scaleconsisted of 50 items and adapted into Turkish by Cebesoy (2014). The datagathered were analyzed by using descriptive and inferential statistics. Thedescriptive results indicated that pre-service teachers were mainly hesitantabout their general attitudes towards genetics applications (M=2.92), aboutthe use of genetic information (M=3.28).While they believed that abortionshould be allowed in some cases (M= 2.10), they also believed pre-implantation genetics diagnosis (PGD) in some cases (M= 1.88). for instance,they believed that PGD should be used when the baby would have a seriousmental disability (40.6%) and physical disability (38.6%). Whereas, 42.6% ofparticipants believed that PGD should sometimes be used when the baby thatwould be healthy but never grow taller than an eight-year-old. In a similarmanner, they believed gene therapy should be applied in some cases. Forinstance, they believed that gene therapy should be used for decreasing aperson’s risk of getting breast cancer or determining a person’s chance ofgetting heart disease. They also indicated that gene therapy should not beused for making someone taller or smaller or smarter. Besides, the effects ofsome variables (class level, parents’ education, interest in genetics and theirperceptions about their knowledge in genetics) will be investigated.

Keywords: Genetics literacy, pre-service teachers, attitude

49

Investigating Reflective Writings of Pre-Service ScienceTeachers on Stem Based Activities

Seda Gökbayrak, sdgkbyrk-01@hotmail.comDilek Karışan, dilekkarisan@gmail.com, Adnan Menderes Üniversitesi

When the sections related to STEM in the new curriculum are examined, it isseen that the last unit of the program at each grade level is Science andEngineering Practices. It is stated that students are aimed to solving theproblems that they will face in daily life with the tools they will design ordevelop, and these problems may be related not only to Science but also todifferent courses. In this sense, it seems to aim at providing interdisciplinaryinteraction. It is important for students of Science Teacher Education who arecandidates to be practitioners of the current program to take courses on thisfield during their undergraduate education and to experience STEMactivities. The aim of this study is to examine the reflective writings ofScience Teacher candidates about STEM-based activities and to reveal theopinions of prospective teachers about laboratory practices based on STEMactivities. The theoretical framework of the study is based on Dewey's (1993)model of reflective thinking and inquiry-based teaching. Qualitative researchmethod was quided the present study. 65 (40 girls, 25 boys) preserviceteachers who are studying at Yüzüncü Yıl University department ofelementary science education and who were taking Science InstructionLaboratory Applications-I course were participated in the study. The datawere collected during 14 weeks in the Fall Semester of 2016-2017.Preservice teachers were divided into five groups and realized 9 STEM-basedactivities (Living, Electricity, Force, Energy, Cell, Light, Heat Isolation,Solar System and Beyond) in which different disciplines were emphasized.The students were completed the experiments as group activities whereasthey filled the laboratory reports individually. While analyzing the dataobtained in the study, the general approach used for qualitative data analysishas been adopted. In order to provide validity and reliability in data analysis,the two researchers formed codes individually and then discussed the codes.The codes were checked again and the different codes were reconciled. As aresult of the study, preservice teachers have expressed their view that STEMactivities better understand the interaction of Science with other courses, andthat STEM-based laboratory experiences can be used to solve events thatmay be encountered in daily life.

Keywords: STEM, reflective writing, laboratory applications

50

Investigating the Effect of Stem Based Activities on Pre-service Science Teachers’ Scientific Process Skills

Seda Gökbayrak, sdgkbyrk-01@hotmail.comDilek Karışan, dilekkarisan@gmail.com, Adnan Menderes Üniversitesi

The aim of this study was to investigate the effects of STEM-based inquirylaboratory activites on elementary science teachers’ scientific process skills.

For this purpose, 9 laboratory activities related to life, electricity, force,energy, cell, light, heat insulation, solar system have been developed for thestudents who are studying at Yüzüncü Yıl University department ofelementary science education and who were taking Science Instruction

Laboratory Applications-I course . quasi experimental research design guidedthe study. pre test post test design with nonrandomized controlled group wasconducted. The experimental group were engaged with the inquiry basedSTEM activities whereas the controlled group students were engaged withthe similar activities those are designed to include inductive laboratoryapproach. Scientific Process Skill Test developed by Enger and Yager(1998) and translated into Turkish by Koray, Köksal, Özdemir and Presley(2007) was used as data collection tool. The test was a multiple choice testand composed of 31 questions. These questions were about to observations (2questions) classifications (3 questions),inference (3 questions) "use ofnumbers" (3 questions), "measurement" (3 questions), "space / timerelationship" (3 questions), "defining" (1 question), relating (3 questions)"making hypothesis" (3 questions) controlling the variables (3 questions) ,

making experiments (2 questions) interpreting the data ( 2 questions). Thetest was applied to 65 (40 girls, 25 boys) preservice teachers. The study isstill in the analysis phase. Analyzes will be done with SPSS-23 statisticalpackage program. the Shapiro-Wilk test will be used to determine whetherthe distribution is normal or not. The Independent-Samples T-test will beused if normal distribution is appropriate, Mann-Whitney U test will be usedif data was not normally distrubetede. As a result; It is expected that therewill be a significant difference in scientific process skill levels between theexperimental group the control groups.

Keywords: STEM, scientific process skills, laboratory applications

51

Comparison of Three Tier Diagnostic Chemistry Test andMultiple Choice Chemistry Test According To Visual Forms

Suat Türkoguz, suat.turkoguz@gmail.com, Dokuz Eylül UniversityMeltem Şeker, meltem_seker09@hotmail.com, Dokuz Eylul University

In this study, it is aimed to compare multiple-choice chemistry test (MCCT)and three tier diagnostic chemistry test (TDCT) according to the visualcharacteristics. This study is a research based on the mixed method researchdesign. Participants are 115 pre-service science teachers in science educationdepartment at Dokuz Eylul University (NMCCT = 57; NTDCT = 58). Data werecollected by TDCT converting a 44-item two tier diagnostic chemistry testdeveloped by Mutlu and Şeşen (2016). The first stage of the TDCT is thequestion items consisting of four choices; the second stage is the four choicesaimed at reasoning and determining the misconceptions connecting to thefirst stage; the third stage is the question of the consensus on thedetermination of answering the preferences in the first and second stage. Theitems of TDCT and MCCT are composed of thermodynamics, chemicalkinetics, chemical equilibrium, acid-base and electrochemistry. In this study,the reliability of the TDCT was 0.64 and the reliability of the MCCT was0.54. Descriptive statistical techniques were used in the analysis of thedata.According to the right to choose the single preference in this study, thefirst stage visual total scores of the TDCT were higher than the second stagevisual total scores of the TDCT. Furthermore, there was no differencebetween the first stage visual total scores of the TDCT and the visual scoresof the MCCT according to the choice of single preference. In the same way,according to the right to choose sequential preference in the study, the firststage visual total scores of the TDCT were higher than the second visualstage total scores of the TDCT. Moreover, when the visual total scores of thefirst stage of TDCT and the visual total scores of the MCCT were comparedaccording to the preference of sequential preference, there was a significantdifference in favor of TDCT. The visual total scores of those who respondedto the second preference of the TDCT were found to be significant accordingto the TDCT compared to the visual total scores of those who responded withthe first choice. However, this significant change has not been observed inthe first and second preferences of the MCCT. It is understood that studentsare more successful with visual content questions and focus on visual contentquestions while using the second choice.

Keywords: Chemistry, diagnostic test, misconception, visuality

52

Activities Designed By Mathematics Student TeachersRelated To Infinity

Semiha Kula Ünver, semiha.kula@deu.edu.tr, Dokuz Eylül Üniversitesi

The purpose of this study is to determine the activities designed bymathematics student teachers related to infinity. Qualitative research methodwas used for this purpose. The study was conducted with 44 mathematicsstudent teachers. Student teachers who volunteered worked in 8 groups of 4-5persons. The data was collected from the written papers on which the studentteachers designed the activities to constitute the concept of infinity. Whenstudies of some of the groups were examined, it was seen that the activitiesdid not comply with some of the activity design principles. In addition to this,it has been determined that the designed activities can cause themisconception about to infinity in students. Student teachers working ingroups also had misconceptions about infinity. In this direction, it is thoughtthat it is important to educate student teachers about how to design activities.It would also be appropriate to eliminate the misconceptions that exist in theparticipants about the concept of infinity. In this way, it can be prevented thatthe present misconceptions in them are transferred to their students.

Keywords: Activity, infinity, mathematics student teacher, misconception

53

Mathematics Student Teachers’ Views about Misconceptionson Fractions

Semiha Kula Ünver, semiha.kula@deu.edu.tr, Dokuz Eylül Üniversitesi

The purpose of this study is to determine the views of primary schoolmathematics student teachers regarding possible misconceptions aboutfractions. Qualitative research method was used for this purpose and thestudy was conducted with 40 primary school mathematics student teachers.The data was collected from written response papers in which studentteachers write about the misconceptions on fractions and their examples.Misconceptions derived from content analysis were grouped under 12headings. While most of the student teachers expressed two types ofmisconception, the other types of misconceptions were less expressed. Thereare also different misconceptions in the literature but not indicated by teachercandidates. For this reason, it is thought that it is necessary for the studentteachers to learn about different kinds of misconceptions and to learn theways of preventing the formation of the misconceptions and the educationalways of what they should follow when they arise.

Keywords:Fractions, mathematics student teacher, misconception,pedagogical content knowledge, subject matter knowledge

54

A Research on Entrepreneurship Tendency in Informationand Records Management Graduates

Özgür Polat, ozgurpolat27@gmail.com, İzmir Katip Çelebi Üniversitesi

Nowadays, in many countries, the number and the content of lessonsdesigned to improve the entrepreneurial tendencies of university students areincreasing day by day. Entrepreneurship courses are very important for eachundergraduate program and are shaped by some different methods andcontents for each sector. In this research, a questionnaire was applied tograduates of 2016 and 2017 in Marmara University, Department ofInformation and Records Management. In the questionnaire, the opinions ofgraduates on entrepreneurship tendencies were received, in addition to theeffect of the courses they have taken in undergraduate education on theentrepreneurial tendencies and how the course contents should be. In theresearch, quantitative and qualitative researches were used together. In thequantitative part of the survey, some questions were asked about graduates'demographic characteristics, entrepreneurial tendencies and entrepreneurshipeducation. In the qualitative research, interviews were conducted withselected participants from the quantitative research. At this stage, participantswere asked about their entrepreneurial tendencies, their evaluation of thecourses they took during undergraduate in terms of entrepreneurship, andtheir views on how these courses should be. As a result of the collected data,it was determined that the graduates had some training on entrepreneurshipduring their undergraduate education and applied them in their business life.However, in this research, some of the graduates indicated that they wantedto be entrepreneurs, but they still stated that they wanted to doentrepreneurial activities in the fields related to the graduate department theygraduated. The general view on education programs is that entrepreneurshipcourses need to be developed and it is recommended that the content of thesecourses be mentioned more in terms of companies and key figures from theInformation and Records Management sector.

Keywords: Information and records management, entrepreneurship,entrepreneurship education, entrepreneurial tendency

55

Investigation of Classroom Teacher Candidates’ awarenessabout Global Warming and Climate Change

Gül Tok, gultok93@gmail.com, Uşak ÜniversitesiÜmran Betül Cebesoy, ubetulcebesoy@gmail.com, Uşak Üniversitesi

Kader Bilican, kader.bilican@gmail.com, Kırıkkale Üniversitesi

The aim of this study is to determine classroom teacher candidates’awareness about "global warming and climate change". The study wascarried out with 270 classroom teacher candidates in two public universitiesduring 2016-2017 spring semester. In this study, survey method was used.For data collection tool, Climate Awareness Scale which was developed byHalady and Rao (2010) and translated into Turkish Dal, Alper, Özdem-Yilmaz, Öztürk and Sonmez (2015) was used. The data was analyzed byusing descriptive and statistical techniques. The descriptive statisticsindicated that the teacher candidates participated in the study were aware ofthe reason and impacts of climate change, the importance of individualinitiative as well as the propensity for behavioral change. On the other hand,teacher candidates were less aware about what the industrial initiatives cando when compared to other dimensions (M=2.84). When prospectiveteachers’ answers were analyzed, it is seen that participants were quite awareof many effects of climate change, such as the melting of glaciers, theincrease in global heating and sea level rise. The participants were also awareabout the importance of individual initiatives including using solar energy orreducing unnecessary lights. They were also eager to participate in initiativessuch as preparing social campaigns, making donations to the fund which fightagainst climate change or starting use of solar energy. Whereas theirawareness about what industry can do was lower when compared to otherdimensions. For instance, half of the participants were unaware about theindustrial establishments could use equipments which do not producegreenhouse gases. The t-test results revealed that gender did not affect thesub-dimensions of the questionnaire (p> .05).

Keywords: Global warming, climate change, awareness, teacher candidates

56

Investigation of Pre-Service Teachers' views on ChemistryExperiments Supported by Arduino Microcontroller in the

Analytical Chemistry Laboratory

Suat Türkoguz, suat.turkoguz@gmail.com, Dokuz Eylül UniversityFatma Sefer, fatmasefer@hotmail.com, Dokuz Eylul University

The Arduino microcontroller, which has emerged parallel to the developmentof technology and is very popular in recent times, is one of the tools that canbe integrated with training. The Arduino microcontroller is a programmableelectronic device that can be generated by recalling data after it is stored in aprogram and placing transistors, resistors and other circuitry on a few squaremillimeters square silicon CHIP. It can be used in various projects because itallows to use many sensors. The aim of the research is to reveal the views ofpre-service science teachers towards chemistry experiments designed withintegrated experimental sets of Arduino microcontroller, to compare themwith observational results at the time of application and to report the resultswhich will enhance the quality of the applications. This research was carriedout as a semi-experimental design with pre-test / post-test control group inAnalytical Chemistry II Course of Science Education Department at DokuzEylül University. Confirmatory approach based on experiments designed bymicrocontrollers were performed in the experimental group while onlyconfirmatory approach-based experiments were performed in the controlgroup. In the final of the application, interviews were made with selected (n:8) students in the experimental group. In addition, observations were madethrough semi-structured observation form through two different observersduring experimental application. Interview records and observation noteswere evaluated by experts and analyzed by content analysis. As a result of thecontent analysis, the correspondence rate of the interview records was 74%.The results of the interviews and observations are presented in a table underthe themes and codes. At the end of the study, it became clear that thesubjects were easier to understand and more instructive, time saving, lesserror, and increased attention with this application. As a result of theobservations during experimental applications, participants were morereluctant and hesitant to use the Arduino microcontroller in the first week,but they found that they were more enjoyable to work with, reasonedreasonably, and achieved correct results in the workplace.

Keywords:Arduino, chemistry experiments, interviews

57

Use of Argumentative V-Diagrams in LearningEnvironments: An Example of Nuclear Power Plant

Ebru Altun, ebru.altun@erdogan.edu.tr, Recep Tayyip Erdoğan Üniversitesi Eğitim FakültesiTuncay Özsevgeç, tuncay88@yahoo.com, Karadeniz Teknik Üniversitesi Fatih Eğitim Fakültesi

One of the techniques that can be used to provide learning permanently andmeaningfully in the educational process is V-diagrams. In the center of theV-diagrams are the focus questions about the subject and methodological andconceptual components. It is stated that V-diagrams are particularly usefulfor practical and laboratory-based lessons, and are effective in revealing andvisualizing the relationships between conceptual knowledge and practicalprocess. The number of studies on the use of V-diagrams in argumentation-based learning environments is limited. In this context, this research isstructured on how V-diagrams can be used in argumentation-based learningenvironments. In the scope of the research, the argumentative V-diagramtemplate is used which is adapted from literature. This template includesfocus questions, arguments for supported views, counter arguments, andsections on the final decision. The study group consists of 12 pre-servicescience teachers. Process was structured in the context of nuclear powerplants which is one of the socio-scientific issues. At the beginning of thepractice, the arguments and counter arguments about the topic in the diagramwere filled in individually by the participants. In the context of the subject,the existing arguments and counter-arguments were evaluated and then firstarguments were made by participants. Then the primary and secondaryargumentation process was performed. The primary argumentation processwas performed in small groups, and the secondary argumentation processwas performed in all group. In both periods, the arguments were evaluatedand tried to be defended or defeated. After the practice was completed, theparticipants created the final arguments. In this process, participants wereasked to indicate whether their opinions were differentiated or not andexplain why. At the end of the practice, participants indicated thatargumentative V-diagrams allowed them to consider all of the alternativesituations related to the subject, visualized their knowledge, supported themto finding warrants and rebuttals and integrated argumentative V-diagramsinto the learning environments can promoting students' attitude positively.

Keywords: Argumentative V-diagrams, socio-scientific issues, nuclearcentrals, pre-service science teachers

58

The Use of Role Playing in Argumentation-Based LearningEnvironments

Ebru Altun, ebru.altun@erdogan.edu.tr, Recep Tayyip Erdoğan Üniversitesi Eğitim FakültesiTuncay Özsevgeç, tuncay88@yahoo.com, Karadeniz Teknik Üniversitesi Fatih Eğitim Fakültesi

Alternative ideas are expressed, evaluated, defended or defeated inargumentation based learning environments. Many different techniques areused when the argumentation is integrated into educational environments.One of the techniques that can be used in argumentation based learningenvironments is the role playing. In the role-playing technique, theparticipants take off from their own feelings and thoughts and take on theroles given to them. Participants restructure their feelings and thoughtsaccording to their roles and then restructuring feelings and thoughts aredramatized or explained by participants. In this context, the role playingtechnique can be used in argumentation learning environments, especially inconsidering alternative ideas, deciding their value and criticizing them. Thestudy is structured on how to use role-playing techniques in argumentationbased learning environments. Argumentative role playing process wasstructured in the form of determining the roles, setting up the first and seconddiscussion groups, argumentation process, final decisions, using criticalquestions for criticizing arguments, making general evaluation. The studygroup consists of 12 pre-service science teachers. Cloning was chosen aspractice topic. A sample scenario related to cloning was used inargumentative process. In the second phase of the study, three of theparticipants used the argumentative role playing technique in the micro-teaching practices. According to results, it was determined that theargumentative role-playing technique supported dialogic interaction,promoting the defense or refutation of the arguments, enhancing participationand setting up two different discussion groups was effective in structuringand improving the quality of the arguments, . They also point out thatintegrating critical questions into the process makes it faster and easier tocriticize the quality of the arguments. Finally, participants said that they didnot have difficulty about construct a lesson plan for the using technique andimplementing in-class practice. And using role playing technique in learningenvironments is very useful and effective.

Keywords: Argumentation, role-playing, cloning, micro teaching

59

Reflections of Primary School Teacher Candidates'onDrawings of Their Some Concepts in the "The World and

the Universe" Learning Area

Tülay Şenel Çoruhlu, tulaysenel41@gmail.com, Karadeniz Teknik ÜniversitesiHava İpek Akbulut, havaipek@gmail.com, Karadeniz Teknik Üniversitesi

Sibel Er Nas, sibelernas@hotmail.com, Karadeniz Teknik Üniversitesi

The aim of this research is to reveal the reflections of primary schoolcandidates’ some concepts in the “The World and the Universe" learning areaon their drawings. The methods of research utilized in descriptive research.The research was carried out with 100 primary school teacher candidatesstudying in 3rd class of university from the Trabzon city of the Turkey. Aquestionnaire and semi-structured interview questions were used as a datacollection tool. The questions in the questionnaire and interview wereselected from the titles in the "The World and the Universe" learning area inthe science curriculum. In the questionnaire, 3 questions were asked toteacher candidates to draw. The first question was asked teacher candidates todraw a figure related to the dimensions of the world, the sun and the moon,second question was asked to draw the shape of the world, third question wasasked to draw the World's place in the solar system. The semi-structuredinterviews were carried out with a total of 10 voluntary primary schoolteacher candidates. Teacher candidates were asked questions about theirdrawings in interviews. Qualitative analysis techniques were utilized in theanalysis of questionnaire and interviews. At the end of the research; it wasfound that the vast majority of the primary school teacher candidates havedrawn the world's shape in a similar manner to the sphere. Similarly, all ofthe interviewed teacher candidates who have been interviewed have correctlyexpressed that the world looks like a sphere. It has turned out that themajority of the primary school candidates had problems in projecting theworld, the sun, and the dimension of the moon on their drawings. It has beenfound that the primary school candidates, especially draw the world, the sunand the moon sizes close to each other. The candidates have insufficientknowledge about the actual dimensions of the world, the sun and the moon,so that they have problems in their drawings. Teacher candidates havereached the conclusion that they know the place of the world correctly in thesolar system and that it is closest to the solar system as the third planet.

*Acknowledgements: This study is supported by the TUBITAK (Project no:116R013). The authors would like to thank the entire project team andTUBITAK.

Keywords: Primary school teacher candidates, the World and the Universe,drawing

60

Examining Prospective Teachers' Opinions about Nature ofScience Course

Ozlem Oktay, oktayozlm@gmail.com, Ataturk UniversityAhmet Ilhan Sen, ailhan@hacettepe.edu.tr, Hacettepe University

The inclusion of Nature of Science (NOS) is seen as an important componentin many teacher education programs. Research has shown that prospectiveteachers do not have enough NOS understanding and they also possessmisconceptions about some NOS concepts. The purpose of the study is toevaluate a professional development (PD) course designed for teaching theNOS. The course period lasted for 14 weeks including two hours per week.Data collection tool was the teacher interview protocol developed byresearchers. Content analysis method was used to examine 46 prospectiveteachers’ opinions through semi-structured interviews. Prospective teachers’opinions were taken at three different times; at the beginning, middle and endof the course. As conclusion, the change in the views of teachers about theNOS has been quite positive. The PD course had positive contribution toimprove prospective teachers’ NOS content knowledge and pedagogicalskills. They have developed their own model of teaching NOS. In addition,they stated that they have more positive attitudes to the science and scientificknowledge with this development program. According to results in this study,this type of a course format is suggested to enhance NOS understandings ofprospective teachers.

Keywords:Content analysis, nature of science, professional developmentcourse, prospective teachers’ opinions

61

Implementing Peer Learning Approach in a High SchoolPhysics Class

Ahmet Ilhan Sen, ailhan@hacettepe.edu.tr, Hacettepe UniversityOzlem Oktay, oktayozlm@gmail.com, Ataturk University

Serap Ergin, serapergin290@gmail.com, Yenimahalle Trade Vocational High School

The study investigates the effect of peer learning approach on students’achievement in the heat-temperature unit in 9th grade and identifies somemisconceptions of heat-temperature together with students’ opinions aboutthe implementation. The mixed-method approach was used to obtain datafrom 109 students. Students in treatment groups were received activities inwhich the peer learning approach was used. The data collection tools werethe ‘Heat and Temperature Achievement Test’, and the ‘Group and Self-Assessment Questionnaire’. The achievement test was given to the studentsboth in the treatment and the control group as pre-post test twice, before andafter teaching the unit, while the assessment questionnaire was administeredonly to the students in the treatment group at the end of the unit. The changein students’ achievement was analyzed using the two factor variance analysis(ANOVA), and students’ misconceptions were presented descriptively. Thequestionnaire results were given qualitatively by creating main themes andcodes. According to the two factor variance analysis (ANOVA) results, asignificant difference was observed in favour of the groups taught with peerlearning approach in terms of student achievement. However, whenmisconceptions were examined, no significant changes were found beforeand after the implementation of peer learning approach. The students’opinions had also positive about the implementation. In conclusion, peerlearning approach was found to have positive effects in the study.

Keywords: Heat and temperature, misconception, peer learning, studentachievement

62

Preparing A Science Experiments Guidebook for SecondarySchool Mainstreaming Students with Learning Disabilities:

A Case of “Physical Events” Learning Field*

Sibel Er Nas, sibelernas@hotmail.com, Karadeniz Teknik ÜniversitesiHava İpek Akbulut, havaipek@gmail.com, Karadeniz Teknik Üniversitesi

Salih Çepni, cepnisalih@yahoo.com, Uludağ üniversitesiMerve İrem Emir, miektu@gmail.com, Milli Eğitim Bakanlığı

The aim of this study is to prepare “Science Experiments Guidebook” (SEG)for secondary school mainstreaming students with learning disabilities aboutphysical events learning field. By this study it is aimed to prepare a SEG,according to science course instructional program. There are 6 experiments inthe SEG about physical events learning field. Experiments in the guide bookare determined according to the interviews done with special educationteachers (f=15) and science teachers (f=15). Experiments were adapted to theenriched worksheets. The SEG is prepared for every child specially. Becauseevery child has his/her own avatar in the SEG. The names of the worksheetsin the guide book are “Why does not the balloon explode?”; “Let's exploreflexible objects”; “Did you see the light?”; ”Let’s discover the conductiveand internal materials with firefly”; “Which way can I go morecomfortably?” “How to build a simple electric circuit?”. Worksheets areconsisted of “attention”, “active occupation” and “evaluation” sections.Discussion techniques (buzz 22, brainstorming, aquarium and/or snowball)have been adapted to the attention and evaluation sections of worksheets.Besides, experiments have been adapted to the active occupation section ofthe worksheets. In addition, experiments were recorded with the camera inthe laboratory environment. The recorded experiments are embedded in theworksheets with QR code. It is believed that SEG will provide significantcontributions to the conceptual understandings of the secondary schoolmainstreaming students with learning disabilities.

*Acknowledgements: This study is supported by the TUBITAK (Project no:116R013). The authors would like to thank the entire project team andTUBITAK.

Keywords: Science experiments guidebook, learning disabilities,mainstreaming students, enriched worksheet, physical events.

63

Academic Vocabulary Learning through Teacher-active andStudent-active Approaches

Levent Uzun, ulevent@uludag.edu.tr, Uludag University

Besides the importance of vocabulary learning strategies and styles in foreignlanguage education, the methods and approaches to vocabulary learning needto be reconsidered in order to refine the process for the sake of our students.The present study aims at investigating the rate of vocabulary retentionacquired through teacher-active (Ta) and student-active (Sa) approaches.While the students in the Ta group studied the words by doing the exercisesthat were prepared by the instructor, the students in the Sa group preparedexercises which included the target words, with the purpose of teaching themto their students in the future. Forty-eight words from the Academic WordsList were elicited and adopted in the processes of the study. Participants weresecond year university students (N=40) in the ELT Department at UludagUniversity. Vocabulary knowledge tests (pre-test, post-test, and delayed post-test) were applied to reveal the initial vocabulary knowledge, vocabularyknowledge after treatment sessions, and vocabulary retention, respectively.Results showed that although there was not a significant difference betweenthe Ta and Sa groups related to the learnt vocabulary number after thetreatment, the delayed post-test indicated superior retention in favour of thestudent-active group. The study ends with suggestions that teacher andstudent roles in the educational procedures should be revised, and thatstudents would benefit from being given more individual autonomy, andopportunities to undertake more responsibility during their education.

Keywords: Autonomous learning, vocabulary retention, teacher-active,student-active, academic vocabulary

64

Preparing A Science Experiments Guidebook for SecondarySchool Mainstreamed Students with Learning Disabilities: A

Case Of “Earth And Universe” Learning Field*

Sibel Er Nas, sibelernas@hotmail.com, Karadeniz Teknik ÜniversitesiMuammer Çalık, muammer38@hotmail.com, Karadeniz Teknik Üniversitesi

Tülay Şenel Çoruhlu, tulaysenel41@gmail.com, Karadeniz Teknik ÜniversitesiMurat Pehlevan, mpehlevan55@gmail.com, Karadeniz Teknik Üniversitesi

Fevziye Koç, fevziye_buzkiran@hotmail.com, Milli Eğitim Bakanlığı

The aim of this study was to prepare “A Science Experiments Guidebook(including discussion method and enriched worksheet) for Secondary SchoolMainstreamed Students with Learning Disabilities” within the scope of “earthand universe” learning field. Related literature points to a lack of a scienceexperiments guidebook for secondary school students with mainstreamedlearning disabilities although these students take a nation-wide exam (Theexam from Elementary Education to Secondary Education Transition).Hence, this issue calls for the current study. For this reason, the authorsprepared the aforemenditoned guidebook given Turkish science curricula.This guide book consisted of a six experiments for the ‘Earth and Universe’learning field. All science experiments were appeared after in the guide bookdetermined according to interviews conducted with science teachers (f=15)and special education teachers (f=15). The enriched worksheet format wasemployed to design relevant science experiments. Further, to make sense ofthe guidebook, avatars reflectingstudents’ physical properties were designedand used. Also, the authors professionally carried out and video-receorded allsxperiments. Then, these videos were placed to the student guidebook withtheir own avatars. Thus, students will have an opportunity to watch theexperiments at any time. The enriched worksheets comprised of "stimulatingstudent interest - active engagement and evaluation" sections. "Buzz 22 andbrainstorming" techniques were deployed to create a discussion environmentby stimulating student interest, "aquarium and/or snowball" techniques wereused in the evaluation section. Overall, “A Science Experiments Guidebookfor Secondary School Students with Mainstreamed Learning Disabilities”will fill in a significant gap in related literature and lessen burdens of specialeducation teachers and science teachers.*Acknowledgements: This study is supported by the TUBITAK (Project no:116R013). The authors would like to thank the entire project team andTUBITAK.

Keywords: Science experiments guidebook, mainstreaming students,learning disabilities, enriched worksheet, earth and universe.

65

The Effect of Inquiry-Based Learning with InnovativeScience Experiments on Conceptual Understanding

Merve Cin, merveoztascin@gmail.com, Dokuz Eylül ÜniversitesiSuat Türkoğuz, suat.turkoguz@gmail.com, Dokuz Eylül Üniversitesi

In this study, the effect of the inquiry based learning with innovative scienceexperiments was assessed by the “Conceptual Understanding Test” withselected Timms questions and similar to the Timms questions in accordancewith the 7th grade "Force and Energy" unit gains of the 2013 sciencecurriculum. The aim of the study is to determine the effect of the "Force andEnergy" unit, which is processed inquiry based learning with innovativescience experiments and the 2013 science curriculum according to theinternationally applied Timms examinations with open-ended and multiplechoice questions, identify the conceptual misconceptions of the students andcompare with misconceptions in the literature. The study was conducted with45 seventh-grade students studying in a state secondary school located in theprovince of Bornova in İzmir in the academic year of 2016-2017, covering an8-week period. Twelve of the conceptual understanding test questions weretaken from Timms questions and eight of them were prepared in accordancewith the gains that were missing by the researcher. Of the 20 conceptualunderstanding test questions that have been prepared and organized, 14 aremultiple choice and 6 are open-ended questions, but open-ended questionshave also sub-questions. Multiple choice questions have been made in threephases. The first stage questions reveal the cognitive structure and the secondstage consists of questions asking why. The third stage measures whether youare sure of the answers given in first and second stage. The second stage’sthree options have occurred of the misconceptions in the literature and onehas occurred scientifically correct expression. Students can also demonstratetheir concept of structures (I think ...) in the fifth option. The answers givenby the students who marked the fifth option and expressed the scientificallyaccepted answers were accepted as correct. According to findings, there wasno significant difference between pretest results at the beginning of theprocess. At the end of the process, it was found that there was a significantdifference in open-ended questions in favor of the experimental group inwhich were applied inquiry-based activities with innovative scienceexperiments. It was found that, the students of the experimental groupexplained open-ended questions with more examples, more supportive andreasoned statements.

Keywords: Innovative science experiments, inquiry based learning, Timmsquestions, conceptual understanding

66

Science Teacher Candidates' Opinions about GlobalWarming

Hava İpek Akbulut, havaipek@gmail.com, Karadeniz Teknik ÜniversitesiTülay Şenel Çoruhlu, tulaysenel41@gmail.com, Karadeniz Teknik Üniversitesi

The aim of this study is to determine the views of science teacher candidateson global warming. The survey method was used in the research. The sampleof the study is composed of a total of 102 teacher candidates who study in the4th grade of university. A questionnaire consisting of 4 open-ended questionsdeveloped by researchers was used as a data collection tool in the research.The first question of the questionnaire relates to what global warming meansfor teacher candidates, the second question is about the effects of globalwarming on living things, the third question concerns what they think aboutthe measures that can be taken to minimize the effects of global warming,and the fourth question draws the concerns about the future of globalwarming. The qualitative findings obtained from the questionnaire were areanalysed using descriptive and content analysis techniques. As a result of theresearch, it is seen that the teacher candidates define the concept of globalwarming as the increase in temperature, the distortion of the earth's balance,the damage of the ozone layer. It has been seen that the effects of globalwarming on living things are expressed as disappear of species anddestroyment of living space. The measures taken to minimize the effects ofglobal warming are to raise people awareness, to reduce the use of perfumeand deodorant, and to increase afforestation. Drawings of prospectiveteachers' concerns about the future of global warming; disappearance ofspecies living area and world, the melting icebergs have been observed. It isthought that giving education and lectures about environmental problems inuniversities will be effective in informing teacher candidates and raising theirawareness about the issue.

Keywords: Global warming, teacher candidate, survey method

67

Pre-Service English Teachers' Perceptions about TheirCritical Reading Self-Efficacy and Cognitive Flexibility

Kadim Öztürk, drkadimozturk@gmail.com, Dokuz Eylul UniversityFerdane Denkci Akkaş, ferdanedenkci@yahoo.com, İstanbul Medeniyet University

Gülşah Tıkız, gulsahtikiz@gmail.com, Bursa Technical University

This study aims to determine pre-service English teachers’ perceptions abouttheir critical reading self-efficacy and cognitive flexibility and to find outwhether there is a statistically significant relation between the two variables.This is a descriptive study with the relational survey method. The data will becollected from the undergraduate students studying English LanguageTeaching at Dokuz Eylul University, Buca Education faculty via “the CriticalReading Perceptions of Self-Efficacy Scale” developed by Karadeniz (2014)and “the Cognitive Flexibilty Scale” developed by Çelikkaleli (2014). Thesample of the study will be determined with the stratified cluster samplingtechnique and the scales will be given to two classes from each grade in theprogram. The data will be analyzed with SPSS packet program and statisticaltests like t-test, One-way Anova, Pearson correlation in addition to frequencyand percentage calculations will be used in the analysis. The findings will bediscussed in terms of the related literature.

Keywords: Cognitive flexibility, critical reading self-efficacy, pre-serviceEnglish teachers

68

Use of ‘’LapBook’’ in Learning-Teaching Process

Tuncay Canbulat, tuncay.canbulat@deu.edu.tr, Dokuz Eylül ÜniversitesiAyşegül Çoban, aysegulcoban0396@hotmail.com, Dokuz Eylül Üniversitesi

Mustafa Akbayram, mustafa_akbayram@hotmail.com, Dokuz Eylül Üniversitesi

The rearrangement of curriculum according to the constructive understandinghas been described as a significant change in the Turkish Education System.Depending on this understanding, it is observed that new materials andtechniques are taking place in the learning process rapidly in constructingtoday's learning-teaching process based on experience and in ensuring thepermanence of information. Research shows that the use of teachingmaterials facilitates learning, increases willingness and interest in lessons,ensures active learning, supports individual learning, provides learningexperiences appropriate to real life, improves critical thinking, problemsolving and creativity skills. One of these materials is "LapBook", which hasbeen used in many countries in recent years and is also being used byteachers in Turkey. "LapBook" literally means "folding or handbook". Theuse of "Lapbook" is considered one of the pedagogical outputs of the "HomeEducation" movement in the United States in the 1970s. In addition, the useof the concept is based on the book of Ivan Illich called "SocietyMinorization (1971)" According to the research in the literature, "LapBook"supports making learning fun and permanent, and there are some findingsshowing that it improves skills such as cooperation, mutual help, respect, selfesteem, note taking ability and team work. In addition, the "hop-book" can beused as a good and impressive term-end evaluation material to show whatyou pay attention to throughout the year. It is seen as an authenticmeasurement and evaluation tool with this feature. The purpose of thisresearch is to illustrate the use of "LapBook" in the learning-teaching processwith examples and to evaluate its difference from other teaching materialsbased on the principles of "design and development research". As acontinuation of this research, it is aimed to determine the effect of thismaterial on variables such as "success of students, persistence of information,creativity, self-esteem, cooperation".

Keywords: LapBook, interactive book, teaching material

69

Sharing Good Practice Examples: Climate Refugees

Umran Betul Cebesoy, ubetulcebesoy@gmail.com, Usak UniversityMeltem Kurtoglu Erden, meltemkurtoglu@gmail.com, Usak University

The world is facing the effects of climate change. An important problem thatcomes along with climate change is climate induced displacements. Everyyear, millions of people are being forced to move or flee due to naturalhazards and extreme weather conditions such as droughts or floods from theirhome country. Thus, the term “refugee” has gained a new direction fordefining those who move because of new situations and circumstances thatclimate change has introduced. People who claim to be climate refugeesinsist that there are extensive rises in the sea levels or high salinization in thesoils, extreme droughts or floods in their homeland. For instance, coastalcommunities felt the effects of climate change as sea level rise andsalinization in the soil. According to International Organization for Migrationreport (2009), a rough estimated 200 million people in coastal communitiescould be displaced by 2050 because of climate change. In order to increaseyoung people’s awareness about the effects of climate change an Erasmus +project named Educating on “Climate Forest” has started in September 2016.Environmental Educators from 5 countries (Associazione Euro-Italy, E-Zavod- Slovenia, Hnutí Duha- Czech Republic, Usak University-Turkey)coordinated by Asociación Iroko Desarrollo Forestal Sostenible (Iroko DFS-Spain) have gathered for this aim. Each country developed fifteen activitiesin one of the five sections as Forest Strengths and Weaknesses, Generalknowledge on Climate Change, The Role of Forest in Fighting ClimateChange, Forest Policies and Climate Change and Climate Refugees. Then,all the activities were shared among partners and implemented during thelocal methodological workshops. We have developed 15 activities in thesection of Climate Refugees. In this workshop, we will present some of theactivities about Climate Refugees and share participants’ opinions about theactivities in the local methodological workshops conducted in March andMay 2017.

Keywords: Climate change, climate refugees, pre-service teachers

70

Opinions and Suggestions of Prospective Teachers on theTeaching of Listening Skills in French: The Case of Uludag

University

Erdoğan Kartal, ekartal@uludag.edu.tr, Uludağ Üniversitesi Eğitim FakültesiMelek Alpar, meleka@gazi.edu.tr, Gazi Üniversitesi Gazi Eğitim Fakültesi

In a class destined to the teaching of French as a foreign language atbeginners' level, listening skills are one of the main sets of skills to beinstilled. In this work, we analyse the opinions of students on how toefficiently teach listening skill. To that aim, a survey has been carried out atthe end of the Fall Semester of the 2011-2012 academic year on prospectiveteachers who were studying at Uludag University Pedagogical Faculty,Department of French Language Education. Among the 120 students in theDepartment, 64 have voluntarily participated to the survey and expressedtheir opinions by answering the three open-ended questions given below:According to you; (1)Which methods and techniques should be put to use toachieve a successful teaching of French? In the choosing of those methodsand techniques in particular, how could the best approaches to be adopted bedescribed to make the student more effective and productive both in and outof class? (2) How should the teaching of the following four main sets of skillsin the teaching of French look like?: a) Speaking; b) Reading; c) Writing; d)Listening. (3) Which assessment and evaluation method/methods should beused during the teaching of French as foreign language and what should theycomprise? The link of the survey created on Google docs was sent to studentsvia e-mail and they were asked to express their opinions on each question inTurkish. Within the scope of this paper, we have only assessed the last optionof the second question, namely, the one that focuses on the teaching of thelistening skill. In the frame of this qualitative study based on a survey model,the opinions in question have first been decoded through the method ofcontent analysis, and they have been classified under certain titles. They thenhave been compared to opinions and suggestions mentioned in literature, andthey have been discussed in their light. Finally, they have given way to aninterpretation of the findings allowing for the presentation of a caseidentification.

Keywords: Prospective French teachers, listening skill, student opinions,content analysis.

71

A Survey Research: The Relation between MetacognitiveAwareness and Teaching with Metacognition

Nesrin Öztürk, ozturknesrin@gmail.com, Ege University

Since 1979, numerous research examined the characteristics of metacognitivelearners and impacts of metacognitive training on achievement orperformance. Following such studies, it was reported that metacognitivelearners know when, how, and why to use knowledge about themselves aslearners, task characteristics, and resources for successful task completion.They can also utilize metacognitive strategies to control their cognitions.They can plan, monitor and regulate, and evaluate their actions. Researchstudies also confirmed that students’ metacognition and achievement canimprove when trained. However, there is a discrepancy between classroomand research realities. Although limited research offered pessimistic findingsof classroom metacognition instruction, the factors have not been examinedadequately. This study approaches the phenomenon from an instructionalperspective and focuses on teachers. Therefore, it examined a) the relationbetween teachers’ metacognitive awareness and teaching with metacognitionand b) whether a professional development module of teachingmetacognition might impact teaching with metacognition. With thesepurposes, two Likert scales were used; Metacognitive Awareness Inventory(MAI) and Metacognitive Awareness Inventory for Teachers (MAIT).Following correlation analysis, findings confirmed that metacognitiveawareness and teaching with metacognition were correlated. Unlike theircounterparts with lower scores, teachers with higher metacognitive awarenesscan control and regulate their teaching. However, MAIT scores did notchange following a day-long module of teaching metacognition. It is,therefore, suggested teachers study metacognition explicitly and forprolonged periods both to manage to regulate teaching and help studentspractice metacognition in classrooms. It is a mindset that develops in timeand with practice.

Keywords: Metacognitive awareness, teaching with metacognition, teachingfor metacognition, teaching metacognitively, survey research

72

English language education in primary schools in theNetherlands and Turkey

Pelin Onar Valk, pelinonar@gmail.com, iPabo University of Applied Sciences, AmsterdamSelin Onar Özyarar, selin_onar@hotmail.com, Vega Okulları, İstanbul

English language education in primary schools may differ between thecountries. That is, the tools and methods used to teach a foreign language arenot the same, either.In the Netherlands, primary schools make use ofmethods, such as Take it Easy, Groove me, designed only for Englishlanguage education. On the other hand, the methods and tools used in Turkeyvary based on the type of the school. State schools employ more grammarbased taeaching, basically due to the lack of certain facilities while privatecolleges resemble the Dutch schools in terms of language teaching.This talkwill first compare the language education systems in primary schools in thesetwo countries. Finally, the authors will comment and criticize the systemschecking how much theory (namely language teaching techniques andprinciples, we as teachers study at the universities) is reflected in thelanguage education systems of Turkey and in the Netherlands.

Keywords: Language education, Turkey, the Netherlands, language teachingmethods

73

Converging evidence of contact-induced change regardingsubordination of Dutch Turkish

Pelin Onar Valk, pelinonar@gmail.com, iPabo University of Applied Sciences, the Netherlands

Since language is a dynamic entity, language change is inevitable, andnowhere more so than in contact settings. When people habitually use two ormore languages at the same time, the languages influence each other in manyways (syntactically, semantically, phonetically or morphologically). Thispresentation investigates contact-induced structural change in immigrantTurkish spoken in the Netherlands, with a focus on the domain ofsubordination. The study emphasizes the value of finding convergingevidence. Experimental and conversational data were collected fromparticipants in the Netherlands, and these were compared to similar data fromsimilar participants in Turkey. Furthermore, the bilingual data were collectedin monolingual and in bilingual speech modes. Turkish tends to employ non-finite subordinate clauses that canonically precede the matrix verb (reflectingverb-final word order), while the corresponding clauses in Dutch are finiteand follow the matrix verb (employing verb-medial order). Bilingualspreferred forming Turkish subordinate clauses with the Dutch-likecharacteristics: finite and verb-medial. However, they found the conventionalsubordinate structures just as acceptable as people in Turkey did. Theconclusion is that these conventional structures still occupy a strong positionin the mental grammars of these speakers although they do not use themmuch in actual speech. The findings of the study will be interpreted anddiscussed in terms of language education and bilingual educational settings.

Keywords: Contact-induced change; converging evidence; experimentaldata; language mode; complexity.

74

Innovative Ways to Use Child Games in VocabularyTeaching

Selin Onar Ozyarar, selin_onar@hotmail.com, Vega Okullari Bahcesehir Kampusu

Vocabulary teaching can be one of the hardest aspects in Foreign Languageteaching for children. To improve the learning curves of children, usage ofgames may be the key to success. All people have a tendency to be moresuccessful on things that are entertaining. With that in mind using games forteaching increases the capacity of students. This improvement can be inmultiple ways. First of all games tend to “motivate” the students. By beingthe part of the game, students will be involved in the lesson which is the mainpoint of “student centered” teaching. Since visual effects increases the “longlasting” effects of knowledge, combining vocabulary and games each word iskept in memory longer. It should be kept in mind that there are millions ofgames which can be optimal for each kind of teaching aspect and vocabulary.By choosing the correct game for each situation, games can be used for allages and for each and every kind of student. This “adaptability” is a key pointof games. By combining daily experiences with theory this presentationunderlines the importance of the use of games in successful vocabularyteaching.

Keywords: Games, vocabulary, language teaching, learning, creative

75

No Isolation But Cooperation With The Two: 'native' and'non-Native' Teacher Burnout

Simge Sübaşı, simgesu@gmail.com, Yeditepe Üniversitesi

The aim of this study is twofold: to investigate the burnout levels of nativeand non-native ELT teachers in an EFL context, and to account for thereasons behind the most stressful aspects of being an ELT teacher in an EFLcontext for the two target groups. Employing a qualitative design method, 30ELT teachers are divided into two groups equally;15 native and 15 non-native ELT teachers. The data is collected using the Maslach BurnoutInventory Educators Survey online to find out the burnout levels of the twogroups within the three components- emotional exhaustion (EE),depersonalisation (DP) and reduced personal accomplishment (RPA)- basedaccording to the survey’s scoring subscales calculation and its labels as highand low, and the burnout levels of the two groups are compared to find outwhether there is any difference between them, and if there is, to find what thelevel of difference is. The procedure also includes online interview to findout the reasons for burnout. The findings revealed that there is a differencebetween the two groups of teachers in relation to their burnout level; wherethere is ‘low’ burnout level of non-native EFL teachers, the scoring indicateda ‘high’ level of burnout for native EFL teachers. Content analysis of onlineinterview data and the use of coding indicated the reasons behind the ‘high’burnout level due to hardness of contextual patterns, divided into threecategories: working, interaction and EFL teaching; in contrast the analysis ofnon-native EFL teachers’ data indicated the reasons of ‘low’ level of burnoutfor those teachers due to positive consideration of ELF teaching and doinginterest increasing post-graduate degrees such as M.A. and PhD in educationfield under the theme of ‘teaching a life-long process’. Implications arediscussed in the discussion and conclusion section, one of which might be thesame as what the title of this research study says: no isolation, but co-operation with the two.

Keywords: Native EFL teachers, non-native EFL teachers, emotionalexhaustion, depersonalisation, reduced personal accomplishment

76

An example of an innovative physics experiment; How tomake a rocket in vacuum?

Salih Demircioğlu, demircioglusalih@gmail.com, Dokuz Eylül ÜniversitesiGamze Sezgin Selçuk, gamze.sezgin@deu.edu.tr, Dokuz Eylül Üniversitesi

As a simple and an effective example of conservation of momentum I foundwith my talented students in Science and Arts center while we were makingexperiments, which are in vacuum, about variety of topics that we made isnot only interesting in terms of demonstration of conservation of momentum,it also emphasizes importance of flow of fluids from higher pressure tolower. The material we used in this experiment is a vacuum systemconsisting of a simple motor and a bell glass; a glass tube and a rubberstopper. Method; We attached the rubber stopper to the glass tube, we put itinside the bell glass and we vacuumed the glass. While the system was beingvacuumed, it was observed that the glass tube was pulled to up. Studentswere so surprised at that moment and they started questioning the physicsbehind it. It was decided that this experiment would be a good example of ainquiry-based training when it is done with students. Moreover, it was seenthat the experiment revealed student's excitement about curiosity anddiscovering new things. Taking all into account, it is thought that theexperiment could be used in differentiated and enriched education fortalented students who are keep going to the Science and Arts center and inhigh school curriculum due to it is being a good fit and in high schoolcurriculum, as well.

Keywords: Innovative experiments, Physics education, material design.

77

Formative Assessment through Digital Tools in EFLListening Comprehension: Stories from a Turkish Context

Arif Bakla, arifbakla@gmail.com, Cumhuriyet UniversityHakan Demiröz, hakandemiroz@gmail.com, Cumhuriyet University

As blended and online courses are becoming more prevalent in the currentpedagogical landscape, there is need for research to investigate how digitaltools might help teachers embed assessment in instructional practices. Thisqualitative study explores the use of interactive video tools and online quizsoftware in providing 35 Turkish-L1 learners of English with formativefeedback to assess listening comprehension. The learners were givenlistening comprehension tasks, in which they were to watch videos withinteractive elements that test comprehension and help promote deeperunderstanding. Instant feedback and detailed test statistics guided furtherwork, particularly to promote dialogue and discussion on poorly answeredquestions. To ensure triangulation, qualitative data were collected throughdocument analysis, screen-recording, reflective journals and interviews.Following a grounded theory approach to qualitative coding, the data are tobe coded and analyzed using NVivo v10, and external auditing along withmember checking processes will help increase the credibility of the data. Theresults will provide us with a deeper understanding of the dynamics of usingonline tools for embedding assessment into instructional processes.

Keywords: Formative assessment, interactive videos, listeningcomprehension

Acknowledgement: This study is supported by Cumhuriyet UniversityScientific Research Project department with project no: EGT054.

78

Bloom's Taxonomy For Web 2.0 Tools: Is it Applicable?

Arif Bakla, arifbakla@gmail.com, Cumhuriyet University

Bloom’s taxonomy is a well-established categorization that helps educatorsassess the level of cognitive involvement in a learning process and monitorlearning outcomes. In recent years, many educators have come up with theirown taxonomies of Web 2.0 tools for learning by using the cognitivedomains proposed by this famous taxonomy. However, such categorizationsseem to have little solid pedagogical basis, and there is no empirical evidenceas to account for how such classifications are produced. This paper, therefore,investigates the extent to which Bloom’s taxonomy of learning domainscould be used to categorize Web 2.0 tools for learning languages. Toinvestigate this, the researcher has initially sampled a number of Web 2.0tools based on various criteria including usage statistics, functionality,availability of user comments and so on and explored how these tools arerepresented in taxonomies for digital tools. By using commonly citeddescriptors used to identify domains, the researcher will quantitatively andqualitatively analyze (a) existent documentation from the official site of eachtool, (b) articles and web documents that describe the tool and discuss itspedagogical uses, and (c) user comments available on the Web. Thequalitative analysis will be carried out using CAQDAS (NVivo 10), while thequantitative analysis will be done using an open-source corpus analysis tool.The results will help understand the extent to which current Web 2.0 toolscould be categorized based on the famous taxonomy of learning domains,proposed by Bloom. Such critical understanding could inform educators andresearchers about whether and how to transfer Bloom’s taxonomy to thedigital instructional landscape in L2 education.

Keywords: Bloom's taxonomy, Web 2.0 tools, L2 education, English

79

University Prep Class Students' Critical ThinkingDispositions

Gülşah Tıkız, gulsah.tikiz@btu.edu.tr, Bursa Teknik ÜniversitesiMurat Ata, muratatadeu@hotmail.com, Dokuz Eylül üniversitesi

Critical thinking skill, defined as one type of thought, is the effort of anindividual in making sense of the world by questioning thinking process ofhimself as well as others in order to develop his / her understanding. Withinthe 21st century, teaching theories and approaches based on critical thinkinghave gained prominence in second language learning and teaching. Hence,determining the level of critical thinking, particularly at higher educationinstitutions, might be instructive to increase learners’ willingness and todevelop their critical thinking in an ESL/EFL context. The purpose of thisstudy is to determine the level of critical thinking dispositions of preparatorystudents who are learning English at Dokuz Eylul University as well as tofind out whether their critical thinking level differs significantly in terms ofseveral factors. This is a descriptive study. The data will be collected from150 learners who are enrolled in prep classes at Dokuz Eylul University inIzmir during 2017-2018 academic year via the “Critical Thinking DispositionInstrument” developed and pilot tested in 2003 by Florida Universityresearchers to measure critical thinking disposition. The five-point LikertScale composed of 26 items was adapted into Turkish by Kılıç and Şen(2014). The data will be analyzed with the SPSS 21 packet program. Thefindings will be discussed in terms of the related literature and suggestionswill be made accordingly.

Keywords: Critical thinking disposition, critical thinking skills, languagelearning, preparatory class students.

80

University Preparatory Class Students' Foreign LanguageAmbiguity Tolerance And Their Class Anxiety

Gülşah Tıkız, gulsah.tikiz@btu.edu.tr, Bursa Teknik ÜniversitesiFerdane Denkci Akkaş, ferdanedenkci@yahoo.com, İstanbul Medeniyet Üniversitesi

Given the complexities of learning a new language, tolerance of ambiguity isa pivotal point to consider in language learning aimed at real communicativeuse.The purpose of this study is to determine the preparatory class students’ambiguity tolerance level in second language learning and their foreignlanguage class anxiety as well as to find out whether there is a significantrelation between the two variables and whether these variables differsignificantly in terms of such factors as gender and language level. This is adescriptive study utilizing the relational survey method. The data will becollected from the preparatory class students of Bursa Technical Universityand İstanbul Medeniyet University via “the Foreign Language ClassroomAnxiety Scale” developed by Horwitz, Horwitz and Cope (1986) and “theSecond Language Ambiguity Tolerance Scale” developed by Ely (1995). Thesample of the study will be determined with the stratified cluster samplingtechnique and the scales will be given to at least the 25 % of the populationconsidering the ratios in terms the students’ gender, language level andmedium of instruction in their future undergraduate programs. The data willbe analyzed with SPSS packet program and statistical tests like t-test, One-way Anova, Pearson correlation in addition to frequency and percentagecalculations will be used in the analysis. The findings are expected to revealthe preparatory class students’ ambiguity tolerance and anxiety levels interms of foreign language learning along with the potential relations betweentheir tolerance and anxiety levels.

Keywords: Ambiguity tolerance, foreign language class anxiety, preparatoryclass students.

81

A Qualitative Study of Test Anxiety among Adolescent EflLearners

Leyla Harputlu, leylaharputlu@gmail.com, Dokuz Eylül ÜniversitesiSelami Aydın, selami.aydin@medeniyet.edu.tr, İstanbul Medeniyet Üniversitesi

Özgehan Uştuk, oustuk@gmail.com, Dokuz Eylül Üniversitesi

The adolescent high school students suffer from anxiety due to severalambiguities they encounter. Among those sources, examinations can be seenas one of the major causes of anxiety that emerges in this age group. Thisstudy discusses the notion of test anxiety within the scope of a high schoolthat is mainly preferred by students who succeed in prior entranceexamination. Furthermore, while their exam results regarding English as aforeign language courses are rather high, which indicates proficiency,research demonstrates a negative correlation between foreign languageanxiety and proficiency. Thus, the current study explores test anxiety amongadolescents in the scope of the English as a foreign language learningcontext. The study group consisted of 204 learners of English as a foreignlanguage from all four grades in a high school. The results showed that thestudents suffer from a high level of test anxiety due to several reasons such asassessment system, feeling of constant unpreparedness, the structure andcontent of the examination, rivalry and social factors. The study ends withpractical recommendations for the target group.

Keywords: English as a foreign language, test anxiety, adolescents

82

Pre-Service Science Teachers' Views about The 5Es andCommon Knowledge Construction Model (CKCM))

Aygün Kılıç, aygunkilic@munzur.edu.tr, Munzur ÜniversitesiSelçuk Aydemir, s.aydemir@alparslan.edu.tr, Muş Alpaslan Üniversitesi

The aim of this study is to investigate the pre-service science teachers’ viewsabout the applicability of the 5Es and Common Knowledge ConstructionModel in the classroom environment. The participants were 10 pre-servicescience teachers attending Fırat University Faculty of Education Departmentof Science Teaching in the 2013-2014 academic year. As part of this study,theoretical courses about the 5Es and Common Knowledge ConstructionModel were taught to the pre-service science teachers’ based onargumentation for three weeks within the Specific Teaching Methods-IIcourse in the fall semester of that academic year. Also, they applied theseteaching methods in the classroom environment within the SchoolExperience course. In the spring semester, they continued to apply thesemethods during the Science lessons in the real classroom environment withinthe Teaching Practice course for ten weeks. At the end of this process, thepre-service teachers’ views about the applicability of the 5Es and CommonKnowledge Construction Model in middle schools were determined throughindividual semi-structured interviews lasting approximately 35 minutes. Allthe interviews were tape-recorded. The content analysis was done on thequalitative data obtained from the individual semi-structured interviews. Thefindings and results concerning the qualitative data obtained from theinterviews will be presented in detail soon.

Keywords: 5Es, common knowledge construction model, pre-service scienceteachers

83

Flipped Classrooms Model in Teaching Basic LanguageSkills in Primary Education: A Guide To Teachers

Pınar Girmen, pgirmen@gmail.com, Eskisehir Osmangazi UniversityMehmet Fatih Kaya, mfatihkaya11@gmail.com, Eskisehir Osmangazi University

The aim of this study is to present suggestions to the teachers with examplesin the application process of the FCM in elementary school and developingbasic language skills. The study was carried out in the research study designand in Turkish lessons in the 4th grade of a primary school in which 24students studied. The activities prepared according to the FCM were appliedduring the application process in Turkish lessons. The researcher in theteacher role has found in various conclusions such as text and contentselection, activity preparation, teaching of basic language skills, classroommanagement and group works. Parallel to these conclusions, somesuggestions will be presented to guide applier teachers.

Keywords: Flipped Classrooms Model, basic language skills, primaryschool, mother tongue education, ICT integration

84

A Hybrid Quality Evaluation Model based on “FuzzyDEMATEL” and “Fuzzy Comprehensive EvalutionMethod”: Dokuz Eylül University School of Foreign

Languages

Mehmet Aksaraylı, mehmet.aksarayli@deu.edu.tr, DEÜ İİBFCansu Ünsal, dilayla_bayyurt@hotmail.com, DEÜ SBE

Leyla Harputlu, leyla.harputlu@deu.edu.tr, DEÜİrem Çomoğlu,irem.kaslan@deu.edu.tr, DEÜ

Foreign language teaching is a long process extending from pre-schoolperiod to university. Especially in the undergraduate and postgraduate levels,foreign language programs are an important part of university education. It isclear that high quality foreign language education enables students to use thelanguage more effectively. An important and first step in increasing thequality of education and efficiency for institutions offering foreign languageeducation is to measure language quality in accordance with internationalstandards. It is crucial to measure the quality of education and itseffectiveness systematically. Only in this way can the targets and strategiesbe determined and education quality be increased effectively. This study aimsto measure the quality and effectiveness of the English language preparatoryprogram offered at Dokuz Eylül University, School of Foreign Languages,considering different dimensions, skills and student levels based oninternational standards. The Fuzzy Comprehensive Evaluation Methodwas used to determine the quality and the effectiveness of the program.Findings and implications are discussed referring to international standards,

Keywords: Fuzzy comprehensive evaluation method, foreign languageteaching, education quality

85

Influence of Scientific Activities at Shopping Centers onChildren's Interactions and Learning: Examples of Life of

Butterfly and Formation of the Rainbow

Hakan Türkmen, hakanscied@gmail.com, Ege Üniversitesi, Eğitim FakültesiTugba Bilir, tugba.bilir@ege.edu.tr, Ege Üniversitesi, Sosyal Bilimler Enstitüsü

The purpose of study is to determine how effect of “Life of Butterfly” and“Formation of the Rainbow” scientific activities in shopping malls tochildren’s learning and interaction. Case study used as a qualitative researchmethod in this study. Case study presenting deeply examined by researcherfrom real life is a qualitative approach. Data was collected via structuredinterview, observation techniques and drawings by researchers. 34 kids,between 4 to 10 years old, were selected by Purposive sampling of non-probability sampling method. Life of Butterfly” and “Formation of theRainbow” scientific activities took place in 1-1.5 hours at twoweekends.Before activities, 2 demographical information questions, 2 open-ended questions about scientific knowledge examination; during activities,children behaviors’ were observed; finally, after activities the same open-ended questions, 5 questions about learning environment and 1 drawingquestion were asked. Content data analysis and frequency analysis were usedfor the data analyzing. While before activities children had scientificmisconceptions, after scientific activities they did not hard about describingscientific knowledge. During activities, children who do not know each otherstarted to interact each other. These kind of scientific activities in shoppingmalls were well-received by families and children. Also, children alreadyhave learnt that knowledges declared to better comprehend scienceknowledge and had more fun. According the results of the research, thesekinds of activities in shopping malls should be increased and the studysuggests that the long-term effect of children’s learning should be examined.

Keywords: Informal learning environment, learning in scientific activities,children interaction.

86

Using Flipped Classrooms Model in the Development ofBasic Language Skills and Enriching Activities: Digital

Story and Games

Pınar Girmen, pgirmen@gmail.com, Eskisehir Osmangazi UniversityMehmet Fatih Kaya, mfatihkaya11@gmail.com, Eskisehir Osmangazi University

This study was conducted in 4th grade students in Turkish course with actionresearch. The Turkish courses was prepared according Flipped ClassroomsModel as activity plans. Developing basic language skills of students withvarious activities was aimed in the process of action research, in this study,digital story and some games were presented as sample activities.In thedigital story activity, the students were asked to listen the second part of atext, then to write their predictions about first part of the text. Besides thestudents were distributed play doughs. Finally, the researcher asked thestudents to make some scenes of the text with play dough, take their picturesand record their voice by reading the text aloud. In the end, they wereexpected to send the pictures and recordings to the researcher by WhatsApp.After gathering the student’s products, the researcher create the digital storiesas video format. Because the students are in the medium socio-economiclevel and some of them cannot make that digital stories due to someinadequacy. Additionally some grammar topics were presented as instructivevideos for the students. Then some games were played in the classroom forconsolidation of the topics. Finally, it is found out that the students and theirparents has positive comments about the activities. In this context, using theFlipped Classrooms Model and some related activities such as digital storyand games can contribute developing of both basic language skills and socialskills.

Keywords: Digital storytelling, flipped classrooms model, games ineducation, ICT integration, primary school education.

87

Analysis of the Benefits of Project-Based Education for theStudents of the Department of Econometrics with Data

Mining

Mehmet Aksaraylı, mehmet.aksarayli@deu.edu.tr, DEÜ IIBFOsman Pala, osman.pala@deu.edu.tr, DEÜ İİBF

Dilayla Bayyurt, dilayla_bayyurt@hotmail.com, DEÜ SBE

Project-based learning is a learning model that allows students to demonstratetheir own products and to work individually or collaboratively to organizetheir knowledge in a systematic way. Projects enable students to developthemselves in many areas such as research skill, learning by living, sharingideas and presenting products. With this study, the effect of project basedlearning approach on the learning process of the undergraduate students, theacademic achievements of the students and the opinions of the students aboutthe process were investigated. For this purpose, a questionnaire composed of39 likert type questions, demographic characteristics questions and openended questions was prepared and applied to the students to determine thedegree to which the project-based courses and student achievements aimed tobe attained were attained. Students of Dokuz Eylül University, Faculty ofEconomics and Administrative Sciences, Department of Econometrics formthe sample of the work. The questionnaire was sent to the students who tookthe project courses in the Department of Econometrics in the spring semesterof 2016 - 2017 academic year. It collected data on 184 students in the surveyand were included in the analysis. The obtained data was optimized foranalysis and useful conclusions were obtained using clustering analysis andtext mining methods. It is believed that this research can help improve thequality of lessons, improve the processing and content of lessons.

Keywords: Project- based learning, academic success, data mining

88

Analysis of Relations between Reasons of Preference andSuccess of Distance Education with Clustering Analysis

Mehmet Aksaraylı, mehmet.aksarayli@deu.edu.tr, DEÜ İİBFOsman Pala, osman.pala@deu.edu.tr, DEÜ İİBF

In Turkey, due to increase in the young population and the intensecompetition environment in the business world that arises for this reason, thedemand has increased for higher education in individuals who want to pursuea career in business life. People who want to have education degree but whohave location, time and financial limitations are beginning to favor the"Distance Education" programs that are arised by the development oftechnology. Distance education programs have become an effectiveeducation solution for those who cannot continue study because of theconstraints of time, work, age, financial or disabilities by eliminating theneed for students to have a specific place in a certain time period. In today'sworld, distance learning is important issue which is preferred for differentreasons and it is also an important research topic to examine the factors thataffect success in distance education. In the study, the success of people indistance education was investigated according to reasons of preference fordistance education and demographic variables. Surveys were conducted withthe students enrolled in the programs of Dokuz Eylül University DistanceLearning Application and Research Center. Survey data of 285 distanceeducation students were evaluated and included in statistical analyzes. Theresults of clustering and classification analysis, which are data miningtechniques, have provided useful conclusions in terms of the factors affectingsuccess in distance education. It is believed that the study will guide thecreation of training plans in accordance with the characteristics of the personsenrolled in the distance education program.

Keywords: Distance education, clustering analysis

89

Exploring Pre-Service Science Teachers' Views on Nature ofScience and Classroom Practices

Selçuk Aydemir, s.aydemir@alparslan.edu.tr, Muş Alparslan ÜniversitesiAygün Kılıç, aygunkilic@munzur.edu.tr, Munzur Üniversitesi

Sefa Kazanç, s.kazanc@firat.edu.tr, Fırat Üniversitesi

The purpose of this study is to determine pre-service science teachers’ viewson nature of science and how they reflect their views to their classroompractices. 19 pre-service science teachers in their final year in theDepartment of Science Education Program participated in this study. Viewsof the Nature of Science (VNOS-C) questionnaire was used to determine pre-service science teachers’ views on nature of science. After applying the open-ended questionnaires, the semi-structured individual interviews wereconducted with all PSTs in order to profoundly clarify their understandingsabout nature of science and their wiews about how they teach their lessonsfrom perspective of nature of science. Field notes, lesson plans and videorecords for the pre-service science teachers‘ classroom practices were used asdata collection tools in this study. The data obtained from questionnaires andindividual interviews was analyzed into three categories (scientific view,partially scientific view and non-scientific view) and content analysis weredone on data from classroom practices. Findings obtained from the datashowed that pre-service science teachers’ knowledge levels of nature ofscience had generally partial understandings. Findings obtained fromclassroom practices indicated that pre-service science teachers tended not toreflect their views on nature of science and scientific inquiry on theirclassroom practices.

Keywords: Pre-service science teachers, nature of science, classroompractice

90

The Syntactic Puzzle For Non-Native Speakers: GardenPath Sentences

Havva Kurt Taşpınar, havvakurt@yahoo.com, PhD Student, Dokuz Eylül University

This study aims at revealing how non-native speakers of English processgarden path sentences when these sentences are presented with and withoutdisambiguated cues such as commas or the insertion of the omitted words ina self-paced reading task. The study provides data on measured time spent foreach item in addition to the data that show the choice participants make interms of the grammaticality of the sentences, and participants’comprehension of the items. The study also displays how participants parsesentences. Finally, the study explores participants’ perceptions on the mostdifficult and the easiest items on the task, the strategies they use for thecomprehension of GPSs and the relationship between syntax and readingcomprehension. The data analysis unveiled striking results on participants’comprehension of the garden path sentences and the strategies they employ.

Keywords: Comprehension, garden path, parsing, sentence processing,syntactic ambiguity.

91

Effect of Argumentation Applications on Comprehension ofHeat and Temperature Unit by Secondary School 5th Grade

Students

Büşra Nur Çakan Akkaş, busra.n.c.321@gmail.com, Kastamonu ÜniversitesiEsra Kabataş Memiş, ekmemis@kastamonu.edu.tr, Kastamonu Üniversitesi

The aim of this study is to examine the effect of argumentation applicationson academic success of secondary school fifth grade students. Sample of thestudy consists of two different fifth grade classes having education with ateacher in fall semester of 2016-2017 educational year in a secondary schoolin Kastamonu Province center. One of the classes participating into the studywas randomly selected as the experiment group (40) and the other as thecontrol group (40). Applications in both classes were continued for 5 weeksin Heat and Temperature unit. In the experiment group, Science courses wereconducted based on research-questioning and with argumentation activities inwhich students had more active roles. The control group students hadeducation within scope of conventional approach. The experiment groupstudents completed their activities in 7 smaller groups consisting of 5-6people each. As data collection tool in the study, a unit-based success testconsisting of multiple choice and open ended questions was applied as apretest before starting the activities and as a final test with completion ofactivities. Independent samples t-test in SPSS program and one factorANCOVA analyses were applied for the data acquired. On comparison ofacademic success final test average scores of the groups, it was concludedthat there was a statistical difference in favor of the experiment group(F(1,78)=44.454, p= 0.000). It was detected that concept learning relating to theunit of students discovering information by means of argumentation activitieswas enhanced.

Keywords: Research-questioning, argumentation, ABI, science teaching

92

Effect of Argumentation Based Science Inquiry on CriticalThinking Skills of 5th Grade Students

Büşra Nur Çakan Akkaş, busra.n.c.321@gmail.com, Kastamonu ÜniversitesiEsra Kabataş Memiş, ekmemis@kastamonu.edu.tr, Kastamonu Üniversitesi

Aim of this study is to examine the effect of argumentation based inquiry(ABI) on critical thinking skills of 5th grade students. In line with thispurpose, 80 students were incorporated into the study who were in twodifferent fifth grade classes having education with a teacher in fall semesterof 2016-2017 educational year in a secondary school in affiliation withKastamonu Province National Education. Prior to the application, one of theclasses was randomly determined as the experiment group (40 students) andthe other as the control group (40 students). Courses in both groups wereconducted in a 8-week study process in two successive units. The applicationwas conducted with traditional teaching activities in which a teacher wasmore active with the control group, and with argumentation based sciencelearning approach activities based on research-questioning in the experimentgroup, The experiment group had their courses in 7 smaller groups consistingof 5-6 people. As data collection tool in the study, “Cornell Critical ThinkingTest” (CCT-X) was applied as a pretest before starting the activities and as afinal test with completion of activities. SPSS program, t-test and ANCOVAanalyses were performed for data analysis. Results obtained as a result of theanalyses show a statistically significant difference in terms of criticalthinking skills between the control and the experiment group students infavor of experiment group students.

Keywords: Argumentation, Argumentation Based Inquiry (ABI), criticalthinking skill

93

The Role of Paideia Seminar Technique in Teaching EnglishPoetry to University Students

Omra Sultan, dr_amra@yahoo.com, Tikrit University /College of Education forHumamanities/English Department

Understanding poetry has been always a difficult task for students becausethe language of the English poetry is difficult and complex. The commonlyused method in teaching poetry at the University level is the traditionalmethod (lecturing) by which a poem is introduced by the teacher where thestudents respond passively. The majority of university students complains anegative attitude towards poerty as the teacher's ready-made notes cannotstimulate the students to interact with the text or to cooperate with each otherto discover and share the ideas. Hence, it is necessary to dig in the methodsthat can be employed to improve the students' understanding andcomprehending of poetic texts taught in the second year stage, College ofEducation, English Department, University of Samarra. This researchexplores experimentally the role of Paideia Seminar technique in teachingpoetry to university students. The Paideia seminar is a structured, student-centered discussion that requires the thinking of the poetic text elicited byopen-ended questions. It is hypothesized that the use of the Paideia seminartechnique has a significant degree of positive effect on students' achievementin poetry. To fulfill the aim of the study and to verify the hypothesis, anexperiment has been designed, sixty students have been selected to be thesample of the study, divided into two equal groups: thirty studentsrepresenting the experimental group (taught by Paideia seminar) and thirtystudents representing the control group (lecture). The two groups have beenequalized. After instruction for six weeks, a test has been constructed andapplied. Data have been analyzed using T-test for independent samples andT-test for paired samples. It has been found that students in the experimentalgroup perform better than students in control group. Applying Paideiaseminar technique has motivated students to be engaged in problems ofinterpreting and better understanding of the poetic text. The results obtainedfrom this study indicate the superiority of Paideia seminar as comparedto lecture of teaching poetry.

Keywords: Teaching, inovative method, English poetry, Paideia Seminar

94

Analysis of the Vocabulary of Listening-Speaking Books byUsing Information Technologies İn Terms Of Frequency

Hüseyin Köksal Çobanoğlu, koksal.cobanoglu@deu.edu.tr, Dokuz Eylul UniversityHakan Aşan, hakan.asan@deu.edu.tr, Dokuz Eylul University

Yılmaz Gökşen, yilmaz.goksen@deu.edu.tr, Dokuz Eylul University

The purpose of this study is to determine how much of the vocabulary used inthe dialogues and the listening parts of the books used in a school of foreignlanguages overlap with the 4000 frequent words detected in a previous study.To do this, a web-based application will be used developed by the writers ofthis study. With this application, a scientific evaluation will be made byconsidering the distribution of words.

Keywords: Information technology, frequency, frequent words, listening-speaking, vocabulary

95

The Adaptation of STEM-CIS Survey into Turkish

Emrah Hiğde, emrah.higde@adu.edu.tr, Adnan Menderes Üniversitesi, Eğitim FakültesiHilal Aktamış, hilalaktamis@gmail.com, Adnan Menderes Üniversitesi, Eğitim Fakültesi

According to 21st century educational standards, it is important for studentsto be interested in science, technology, mathematics and engineering as wellas to construct their knowledge properly. For this reason, identifying students'STEM career interests will cause new research. This study was conducted tofind the answer to the question "How will be determined with STEM careersof middle school students in Turkey?" The aim of this research was to adaptthe Science, Technology, Mathematics and Engineering career interest survey(STEM-CIS) to Turkish. The STEM Career Interest Survey consists of 69items and has a science, technology, engineering and mathematical subscale,and was 5-point likert type. The scale was developed to measure the students’career interests towards science, mathematics, engineering and technologyfields on the basis of social cognitive career theory. For analysis of validityand reliability, it was administered to 197 seventh grade middle schoolstudents. Confirmatory factor analysis was performed with LISREL 8.8. As aresult of the analysis, science (χ2/df=3, GFI=0.86, NFI=0.91, CFI=0.94,RMSEA=0.10), math (χ2/df=3.26, GFI=0.83, NFI=0.92, CFI=0.95,RMSEA=0.11), engineering (χ2/df=2.45, GFI=0.87, NFI=0.95, CFI=0.97,RMSEA=0.086) and technology (χ2/df=2.24, GFI=0.85, NFI=0.93,CFI=0.96, RMSEA=0.08) when the adaptation indexes values for the all sub-dimensions are taken into consideration, it can be said that the Turkish formof the scale has good fit with the original scale at acceptable level. Factorloadings ranged from 0.35 to 0.75 for the science subscale, 0.32 to 0.80 forthe mathematics subscale, 0.35 to 0.79 for the engineering factor, and 0.32 to0.70 for the technology subscale, and all load values were statisticallysignificant. Cronbach alpha reliability values were calculated as .88 forscience, .91 for mathematics, .91 for technology, .92 for engineering and .94for the whole scale. As a result, the valid and reliable STEM career interestscale consisting of science (14 items), mathematics (16 items), technology(19 items), engineering (16 items) subscales and a total of 65 items has beensuccessfully adapted to Turkish.

Keywords: Confirmatory factor analysis, middle school students, surveyadaptation, STEM career interest

96

Popular Brain Games from the Perspectives of PreserviceTeachers and Students [*]

Abdulkadir Erdoğan, abdulkadirerdogan@anadolu.edu.tr, Anadolu Üniversitesi Eğitim FakültesiAyşegül Eryılmaz Çevirgen, aysegulec@anadolu.edu.tr, Anadolu Üniversitesi Eğitim Fakültesi

Merve Atasay, atasaymerve@gmail.com, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü

Brain games, which aim to make player think differently and developplayers’ different abilities such as spatial, psycho-motor, mental, arepeculiarly designed games. Besides the games based on ancient histories,several new games were commercialized and gained popularity in recentyears. Like the rest of the world, there is a great interest towards brain gamesin Turkey. This interest essentially derived from the idea that there is arelationship between brain games and mathematics. In shopping centers,bookstores, toyshops, brain games course or scientific activities, it isobserved that various brain games were used with the aim of drawingattention and providing learning motivation. The aim of this study is todetermine how preservice teachers and middle school students evaluatepopular brain games. With this aim, 25 popular games were purchased andanalyzed by researchers. Following these analyses, questionnaire thatinvolves five-point scale Likert type items about the games level of beingstrategic, entertaining, mathematical, different, understandable, interestingwas developed. Twenty-three middle school mathematics preservice teacherswho were in their eighth semester in a public university, 40 7thgrade studentsand 28 8th grade students in a public middle school experienced and evaluatedthese games. Data were descriptively analyzed and results were comparedwith researchers’ evaluations. Results showed that while there is a largedifference between the preservice teachers’ and middle school students’evaluations about the level of being strategic, entertaining, understandableand interesting; there is less difference of opinion in terms of games’mathematical aspects and variations among games. Besides, results revealedthat preservice teachers’ evaluations of games are closer to the researchers’and there were greater differences between the evaluations of middle schoolstudents and the evaluations of researchers.

Keywords: Mathematics, brain games, preservice teacher, middle school

97

The Effect of Science Stories’ Supported With ConceptCartoons On Students’ Academic Achievemet, Attitudes

And Motivations

Tuğçe Yılmaz Korkut, tugceylmz06@gmail.com, Kabakulak AKV OrtaokuluFatma Şaşmaz Ören, fsasmaz@gmail.com, Celal Bayar Üniversitesi

Science and technology course is a disciplinary that can be associated with allaspects of our lives. It can be easily stated that importance of science andtechnology course is major about the content of this disciplinary andrequirement of daily life connection growing up individuals are learners ofcentury and can use their life skills at high level. In this regard, students’feelings and thoughts directed to this disciplinary and manner of attainmentof learning outcomes of science and technology course can affect their bothacademic achievement and motivations and attitudes for the course. Thepurpose of this study; examining the effects of science stories supported withconcept cartoons in science and technology course on academicachievements which are significant learning outcomes, attitudes andmotivations of elementary education 7th grade students. In this research,quasi-experimental research design was used with pretest-posttest controlgroup. The study was carried out in Demirci which is the town of Manisa inthe second period academic study of 2012-2013. Prepared concept cartoonand science stories contains three different subject areas that “ecosystems”,“biological diversity in our country” and “environmental issues and effects inour country and the world” which are in the level of elementary education 7thgrade. Practices were carried out with 27 students who were experimentalgroup and 27 students who were control group that totally 54 students.Package SPSS 20 software was used to analyze the data obtained from thestudy; t-test and analysis of variance were used in analysis for the solution ofproblems. According to the results; it is concluded that the academicachievements of the experimental group students to whom science storiessupported with concept cartoons were used are significantly higher than theacademic achievements of the control group students. Besides, it is concludedthat science stories supported with concept cartoons did not create asignificant level of difference on students’ motivations and attitudes forscience and technology course. Based on the results of this research; it isthought that concept cartoons and science stories which were used in thisapplication can help teachers and elementary education students in scienceand technology courses.

Keywords: Science stories, concept cartoons, learning outcomes

98

System Thinking At the Museum

Güler Akbulut, guler.akbulut@cakabey.k12.tr, Özel Çakabey Okulları

In our school, the first grade level studies in Life Science, Turkish,Mathematics and interdisciplinary studies were included in the ‘systemthinking in education’ approach. The week has started with an audio booknamed as ‘Museum’. The audio book has been prepared and shared with ourstudents that attracts the interest of nowadays’ 21st century children andprovides to gain book love. The book of ‘Museum’ aims to increase the senseof wonder and to realize the change of the feelings of the book over time. Bytaking the advantage of ‘system thinking’ approach in book activities, it isaimed to improve the thinking skills and the ability to find solutions byseeing big picture. In our work, concepts such as algorithms, loops,conditional constructs, functions-procedures, graphical logic, variables, lists,arrays, programmable objects were used. In Life Science lesson, museumnotion was correlated using ‘Yesterday, Today, Tomorrow’ theme. Studentssolved the problems by using the data that have been gained through theweek. They performed coding in book review studies without using anytools. A trip to toy museum was organized in accordance with the age ofstudents. They found the hidden questions in QR-codes and answered thesequestions by reading these codes. When the students return to the school,they have designed and presented toys from waste materials.,

Keywords: System, museum, coding, creativity

99

Orienteering with Mathematics

Güler Akbulut, guler.akbulut@cakabey.k12.tr, Özel Çakabey Okulları

Orienteering, which is a kind of sport and technique, involves findingdirections against the time by the help of a map and exercises intelligence aswell as the physical mind. This technique does not only improve the personphysically but also brings the ability to think independently and solveproblems under stress. Regardless of the age, gender, ethnicity, culturalbackground and social status, inter-personal solidarity and communicationcould be provided under favour of orienteering. By means of the works thatwere performed in our school, kinaesthetic sensory achievement, three-dimensional thinking skill, teamwork, rapid decision-making andcoordination skills, and photographic memory development were promoted.Our activities, which integrate the activities prepared by the Aurasmaprogram, also have the opportunity to investigate and consider open areaknowledge. The students improved their abilities both to analyse and solveproblems independently and also to utilize the technology in all fieldspositively. It is observed that effective and permanent learning in highmotivation was carried out with Orienteering technique, which increases theattention level of students. Because Orienteering is teamwork, this techniqueimproved the leadership skills and fighting spirit. They learned how to dealwith the difficulties and brought on their decision-making skills. Even if theyget lost, they learned how to deal with the disappointments by discoveringboundaries of their talents briefly they learned to know oneself. During mypresentation, I will share my activities related with the mathematics lessonthat we performed at the 4th grade of elementary school.

Keywords: Orienteering, maths, team, technology

100

A Comparison between Item Analysis and Item Selection onClassical Test Theory and DINA Model

Elif Kübra Demir, elif.kubra.demir@ege.edu.tr, Ege Üniversitesi

In this study, the item parameters obtained according to the DINA model andthe classical test theory (CTT) were compared for a test developed inaccordance with the cognitive diagnostic models. For this purpose, a testconsisting of 65 items representing 4 basic cognitive attributes was developedby a group of experts. The developed test was examined by another expertgroup to determine the latent classes represented by the items. The test wasapplied to 500 examinees, the data analyzed according to CTT and DINAModel. There are quite different parameters in some substances when bothmethods are overlapped. The discrimination value, δ = 0.74, which is the bestitem of the test according to the DINA model, was calculated as rjx = 0.27 inCTT. Similarly, a n item which can not be subjected to the final test with avalue of δ = -0.11 according to DINA model can be considered as a verygood discriminating iteme with the value of rjx = 0.47 according to CTT. Forthe 25 items to be selected in the final test, 13 items were found to becommon in both methods. In this case, there is about 52% consistency in theselection of items between the two methods.

Keywords: Item analysis, item selection, CTT and DINA model

101

Evaluation of Pre-Service Chemistry Teachers’Presentations According to Video Recordings and

Determined Shortcomings

Özge Özbayrak Azman, ozge.ozbayrak@deu.edu.tr, Dokuz Eylül ÜniversitesiSibel Kılınç Alpat, sibel.kilinc@deu.edu.tr, Dokuz Eylül ÜniversitesiGülten Şendur, gulten.sendur@deu.edu.tr, Dokuz Eylül Üniversitesi

Education is important in raising qualified individuals and studies carried outin this field help finding better ways of providing education. Effectivecommunications of teachers and students has an important role ineffectiveness of education process. Teacher is a vital component of theeducation process, therefore raising of qualified teachers is importantincrease of education quality. Pre-service teachers at the end of theirundergraduate education are expected to possess adequate field information,organize said information well and to be effective during class-performances.In this study conducted within the frame of the teaching practice course,video recordings of lessons instructed in accordance with 11th Gradecurriculum by pre-service chemistry teachers were examined; and it wasaimed to evaluate their class performances, field information and determineany existing shortcomings. The study is a case study conducted with 11 pre-service chemistry teacher, who are last-year students of the Department ofChemistry, Buca Faculty of Education, Dokuz Eylul University, in 2016-2017 spring Semester. During the teaching practice course, pre-servicechemistry teachers planned their courses pursuant to the curriculum andpresented their topics to their colleagues and researchers. These presentationswere recorded as video, and watched by the pre-service teachers and theresearchers and feedbacks were taken to determine their level of awarenessfor their shortcomings. The shortcomings indicated by the pre-serviceteachers in their feedback and shotrcomings determine by the researcherswere attempted to be resolved by means of discussion within the class. Videorecordings were evaluated with qualitative analysis techniques by theresearchers. On examination of the study results, it was determined that somepre-service teacher had shortcomings in utilization of blackboards and somepre-servise teacher had weak class communication skills. It was seen that thepre-service teacher had shortcomings in nomenclature of compound formulasand mistakes in writing element symbols, and in nomenclature of ions.

Keywords: Field information, preservice chemistry teacher, video recordings

102

Pre-Service Chemistry Teachers' Peer Evaluations and HowThese are Reflected in the Lesson Plans They Prepare

Gülten Şendur, gulten.sendur@deu.edu.tr, Dokuz Eylül ÜniversitesiSibel Kılınç Alpat, sibel.kilinc@deu.edu.tr, Dokuz Eylül Üniversitesi, Buca Eğitim Fakültesi

Özge Özbayrak Azman, ozge.ozbayrak@deu.edu.tr, Dokuz Eylül Üniversitesi

Peer evaluation is a process in which individuals assess the work of theirpeers on the basis of various criteria that lead them to arrive at certainconclusions. The process helps individuals to find out which learning,teaching and evaluation strategies are the most useful and is also important interms of providing an opportunity for individuals to analyze, reflect anddevelop a critical perspective. Because of this, peer evaluation has becomeone of the methods used in teacher education to promote the development ofteaching skills. This study was conducted with the aim of reviewing the peerevaluations of lesson plans prepared by pre-service teachers for an 11th gradechemistry class as part of their course on "Teaching Practices" and examininghow the lesson plans were prepared in the light of the evaluations. Towardthis aim, the study took place during the 2016-2017 academic year with theparticipation of 8 pre-service teachers in 5th year of the Chemistry EducationDepartment of a University Faculty of Education in the Aegean region. Overthe course of the teaching practice, each of the pre-service teachers respondedto the researchers' open-ended questions addressing peer evaluation and thenprepared lesson plans for the lesson they had evaluated. The five open-endedresponses pertaining to the pre-service teachers' evaluations of their peerswere subjected to content analysis. It can be seen from the results of thecontent analysis that the pre-service teachers found their peers' choice ofmethod, technique and strategies to be in line with the learning outcomes ofthe lesson, but that they felt that there were problems in some of the steps ofimplementation. The results also showed that the pre-service teachers foundthe measuring-evaluating tools that their peers used in class to be in themajority appropriate to the content of the lesson. In particular, the pre-serviceteachers who noted that their peers had not been able to exactly implementthe steps in the methods, techniques and strategies that they had chosen, saidthat they paid more attention to this in their lesson plans.

Keywords: Chemistry pre-service teachers, peer evaluation, lesson plans

103

Investigating Pre-Service English Teachers on The Way OfBecoming Real Teachers: A Focus On Reflection Upon

Teaching Practice

Ebru Şire Kaya, ebrusire@cu.edu.tr, Çukurova ÜniversitesiBurcu Turhan, burcu.oyp@gmail.com, Çukurova Üniversitesi

The aim of this study is to examine Turkish pre-service English teachers’reflection upon school experience and teaching practice and to see thechange, if there is any, in pre-service teachers’ opinions about theirexperiences in the course of practicum. To achieve this, in the first phase ofthe study, participants were asked to complete an open-ended questionnaireincluding 15 questions about what kind of experiences and difficulties theywent through in teaching practice. In the second phase of the study,participants were requested to prepare three different lesson plans to conductin their practicum school and following this, their task was to reflect on theirlesson plans from both a theoretical and a practical perspective. To reflect ontheir lesson plans, participants were given 14 questions to guide them in thereflection process. The reason why participants were required to preparethree lesson plans was to reveal whether there was any change or differencebetween the theory and practice of lesson plans after reflection. Theparticipants were composed of 14 pre-service teachers who were in theirfourth year of study at university. All those qualitative data were analyzed viainductive content analysis. The main findings showed how important for pre-service English teachers to have an experience in applying a lesson plan inreal classrooms. Moreover, another important implication of the study is thatthe cooperation between mentors, pre-service teachers and the universitysupervisors should be of great importance for the quality of teacher educationprograms.

Keywords: Pre-service English teachers, practicum, reflection, lesson plan

104

The Critical Discourse Analysis of Advertising

Burcu Turhan, burcu.oyp@gmail.com, Çukurova ÜniversitesiZuhal Okan, okanzu@cu.edu.tr, Çukurova Üniversitesi

Advertising is a prominent discourse type which is inevitably linked to arange of disciplines. This study examines the language of a non-productadvertisement, not isolating it from its interaction with other texts thatsurrounds it. It is based on Norman Fairclough’s Critical Discourse Analysis(CDA) framework in which there are three levels of analysing texts:Description, Interpretation and Explanation. In addition to analysing theadvertisement at hand in terms of these three levels, the study includes semi-structured interviews conducted with prospective English language teachers.The purpose is to explore the social function of advertising not only fromsounds, sights and language of the text, but also assess the impact of these onpeople. Findings from inductive content analysis point to the fact that there isa close connection between the advertisement discourse and the “teacher”image in the minds of participants.

Keywords: Critical discourse analysis (CDA), advertising, teacher education

105

Turkish Lesson Digital Panel and Reading Circle Activities

Fatma Çınar, fatmacinar@gmail.com, Özel Çakabey Okulları

This study consists of digital panel and reading circle activities which arestructured during the year in order to strengthen the connection betweenreading habits and reading comprehension in the fourth grade student’sTurkish classroom. Visual presentation of product and student shares will berealized by introducing padlet (digital communication board) applicationrealized in virtual environment where active student participation is provided.In the second phase of the teaching process, the active participation of thestudents and the study of the reading circle in which the cooperative learningis structured are included. “A Reading Circle Activity Booklet” has beenprepared so that it can be a tool for reading and studying guided books. Inthis booklet, it is aimed to share with the participants the processes includingthe introduction of loop stops, QR (quick response) code applications in somesections and videos related to student discussion groups as well as the daychanging information related to the birth of twins in mathematics courses.

Keywords: Cooperative learning, digital communication board, readingcircle

106

Science Camp in Nature

Ruhan Kayan Çuhacı, ruhan_14@yahoo.com, ANKÜ KolejDemet Kavraal, demetkavraal@yahoo.com, ANKÜ Kolej

“Schools need to give kids’ a basic environmental literacy, a basicunderstanding of how earth systems and human systems interact, and howdecisions individuals make will impact those systems.” (Mongeau, 2016). Inthis context, "Science Camp" (SC), one of the first study done in ANKUCollege in Turkey, has been traditionally carried out with 7th grade studentsfor nine years. The purpose of the SC; to draw attention to the fact thatscience is a part of nature, to disseminate science cultures, and to ensure thatour students enjoy dealing with science. Our effort ongoing the thought ofscience’s; powerful model for new ways of thinking in personal, intellectual,

artistic and other fields of our lives have made a struggle to create a scienceculture, in fact it has turned into a new way of life and a world view. SC;create environments for students to observe changes and processes in thenature, ask questions about nature, and discover basic principles to answerthese questions. In the SC for a day and a half, pupil spend the night in thetent that they set up in the school garden, which offers an out-of-classeducational environment and each group introduces scientists who take theirname with different activities. In addition, many scientists from the differentfaculties of the University of Ankara are participating in the SC andconducting scientific experiments, observations and studies with our students.Students meet scientists at excavations, insects and rodents, mathematics,chemistry, biology, bee, sports, art, robot, sky observation, and scienceworkshops to research and question nature as a scientist. The pre-test andpost-test results of the SC process show that the students have a strongerbond between nature and the topics they learn, especially in mathematics andscience lessons. As a result, SC offers students an environment in which theycan search and inquire nature like a scientist, and students in activities; cantestify that science is interactive, and experience the pleasurable lifestyle ofscience.

Keywords: Science camp, scientific experiments, science in nature

107

Measuring the Impact of Personal Factors on SecondarySchool Students' Beliefs of Academic Achievement by

Logistic Regression Analysis

Melis Arzu Uyulgan, melisarzucekci@gmail.com, Dokuz Eylül ÜniversitesiNalan Akkuzu, nalan.akkuzu@gmail.com, Dokuz Eylül Üniversitesi

Academic achievement is influenced by many different physiological,psychological, social matters and conditions as well as the mental activity ofthe student. Realization of academic achievement, which is one of the mostimportant outputs of the education system, results from the development ofcognitive, social and psychological aspects of the students. In this respect, itis very important to emphasize the determination of the effects of thepersonal factors that affect student achievement. In this study, it wasestimated what is the probability of occurrence for the students’ beliefs ofachievement, the dependent variable, according to the independent variablesas gender, grade levels, grade point averages, academic intrinsic motivationscores and general self-efficacy scores of secondary students. For this reason,a binominal logistic regression analysis was used to determine the effects ofindependent variables on dependent variables, categorical variables. Thestudy was carried out in the correlational research within the context of thedescriptive research methods. It was conducted on a total of 254 students ondifferent grade levels attending in two secondary schools. Personalinformation form, academic intrinsic motivation scale, and general self-efficacy scale were applied as data collection tools. According to the resultsof the research, 96.1% of the students who believed to be successful in theacademic field and 42.0% of the students who did not believe were correctlyestimated. The correct odds ratio of the observed events in the logisticregression model was found to be 85.4%. In the direction of the results, it canbe said that students with a high-grade point average, academic intrinsicmotivation, and general self-sufficiency in secondary education process arequite likely to succeed in their future.

Keywords: Belief of achievement, personal factors, logistic regressionanalysis

108

A Study for Developing Scientific Process Skills of Studentson Guided Inquiry Learning Approach: I Diagram Activities

Nalan Akkuzu, nalan.akkuzu@gmail.com, Dokuz Eylül ÜniversitesiMelis Arzu Uyulgan, melisarzucekci@gmail.com, Dokuz Eylül Üniversitesi

Laboratories are the most important learning environment that the studentsgain experience from first-hand, demonstrate their performance related withexperiment, the most active they are, and based on doing and living learning.It is extremely important for students to develop their conceptual andmethodological knowledge, to design experiments, to hypothesize and testingthe hypotheses, to interpreting the results they have achieved, and thus toutilize various tools and activities which could be used for inquiry-basedlearning approach framework to achieve dynamic, critical, high-levelthinking. Based upon these above-mentioned issues, the aim of this study isto analyze the development of the scientific process skills through the Idiagram in guided inquiry learning approach applied while the studentsperform the experiments of systematic qualitative analyses of cations.Since the scientific process skills of the students were studied during onesemester, the case study was used as a qualitative research method for thisresearch. The sample of this research consisted of 31 sophomores, in totalwho were enrolled in the Faculty of Education, Chemistry Teaching Programand who attended Analytical Chemistry Laboratory-I course in a stateuniversity. “I diagram documents” and “Laboratory sufficiency test” whichconsisted of open-ended questions to evaluate scientific process skills wereused as data collection tools. The results from quantitative data analysesshowed that the students mostly had difficulty in designing experiments,identifying variables, and transforming the data and that they obtained highergrades in analysis steps section during which they performed the experiment.

Keywords: Scientific process skills, I diagram, guided inquiry learningapproach, systematic qualitative analyses of cations

109

Changes in scientific paradigms and 21st century skills

Halil Güçer, halil.gucer@deu.edu.tr, Dokuz Eylül Üniversitesi Yabancı Diller Yüksekokulu

Modernisation which started in the 16th century and continued until 20thcentury is accepted as a period including the last three hundred years ofwestern countries and also called as wisdom age. The foundation ofmodernism is enlightenment philosophy. Europe which wanted to escapefrom scholastic thought of middle age created enlightenment philosophy withthe help of renaissance and reform movements. Modernism resulted inscientific revolution. Therefore, knowledge had new characteristics such asobjectivity, being observable and trialability. Postmodernism does not havecommon definition in the literature. Most of the reserachers define andinterpret postmodernism in different ways. Postmodernist science is againstcharacteristics of positivist science such as being objective and observable. Inother words postmodernist science accepts an approach which is moresubjective, individual and relative. People should accept 21st century skills inorder to adopt scientific and technological revolution which we experiencein today’s world. The characterisitics such as creativity and innovation,critical thinking and problem solving, communication and collobarationshould be accepted by both educators and students. In this study, the relationsbetween changes of scientific paradigms and 21st century skills are examinedand some suggestions are discussed in order to better adoptation of theseskills.

Keywords: Modernism, postmodernism, 21st Century Skills

110

Pre-Service Teachers’ Views and Recommendations aboutthe Teaching of French Speaking Skill: The Case of Uludag

University

Erdoğan Kartal, ekartal@uludag.edu.tr, Uludağ ÜniversitesiMelek Alpar, meleka@gazi.edu.tr, Gazi Üniversitesi

This study examines students’ views about how to teach speaking skill,which is one of the basic language skills, in a classroom environmentinvolving new beginners of French as a foreign language. In this sense, aquestionnaire was administered to the pre-service teachers attending UludagUniversity Faculty of Education Department of French Teaching at the end ofthe fall semester of the 2011-2012 academic year. 64 out of approximately120 students attending the said department voluntarily responded thequestionnaire, which was composed of the following three open-endedquestions; (1) What methods and techniques should be used for an effectiveFrench teaching? When choosing these methods and techniques, whatapproaches should be adopted to make students active and productive bothinside and outside the class? (2) How should the following four basiclanguage skills be taught when teaching French: a) Speaking; b) Reading; c)Writing; and d) Listening? (3) What kind of assessment method(s) (i.e.exams) should be employed in the process of teaching French as a foreignlanguage? The link of the questionnaire prepared on Google docs wasdelivered to the students by e-mail, and they were requested to express theirviews about the questions in Turkish. The present study focuses on only theevaluation of student views concerning the first part of the second question(i.e. how speaking should be taught). Survey model was used in thisqualitative study. The student views were analyzed through content analysisfirst. Then they were classified under certain titles. After that, they werediscussed through comparison with the views and recommendations in theliterature. Finally, the obtained findings were interpreted and presented as adescription of the current situation.

Keywords: Pre-service French teachers, speaking skill, student views,content analysis

111

The Role of Reflections and Classroom AssessmentTechniques (Cats) On Prospective English Teachers'

Professional Development

Berna Güryay, bernaguryay@gmail.com, Dokuz Eylül University

In teacher training process, learners have crucial importance for prospectiveteachers. The feedback future teachers take from their students gives shape totheir identities as teachers. The aim of this study is to understand which kindof classroom assessment techniques pre-service English teachers arechoosing and their reflections throughout teaching experience. In the scope ofthird year lesson, Special Teaching Methods of English Language TeachingDepartment of a State University, 60 prospective teachers tutored at least alearner for a month. Each practiced teaching one hour a week. While for thefirst two weeks they applied a different Classroom Assessment Technique(CAT); in the rest two weeks they either video or audio recorded theirlessons. Throughout the process they wrote lesson reports in which theyexpressed their feelings and comments related to their teaching, their studentand their lesson in general. In the end of this teaching process, their reports,the CATs they devised were analyzed. The detailed analysis of the findingswill be presented in the paper and the role of classroom assessmenttechniques on their professional development will be discussed.

Keywords: Classroom assessment techniques, English Language Teaching,self-assessment, teacher training

112

Sample Activities Based on Argumentation-Driven Inquiryto Bring in the 21. Century Skills

Tuğba Ecevit, tubaecevit@hacettepe.edu.tr, Hacettepe ÜniversitesiFitnat Kaptan, fitnat@hacettepe.edu.tr, Hacettepe Üniversitesi

This study aims at developing and exemplifying several activities designed toproduce individuals who have mental flexibility and distinct perspective andthinking ways, could reach the same end using different solutions and havethe 21. century skills. More specifically, these activities are based onargumentation-driven inquiry and have three steps. At the first step largegroup discussions take place to reveal information through reasoning. At thenext step small group discussions in which activities are based onargumentation-driven inquiry are designed take place and the final stepincludes the implementation of the activities and large group discussions takeplace to question the activities. Teachers ask open-ended and reflection basedquestions instead of those questions which produce a single answer and herethe goal is to make students recognize what they know about the topic, theirmisunderstandings or what they want to learn. At the second step studentsare asked to design and implement an experiment, think about the data theyobtained and to produce abstract inferences. They design the experimentsbased on their interest and teacher faciliates the process through guidingquestions. At the final step students are asked to explain their results usingscientific language. Each group presents the experiment designed to theirpeers and the experiments developed by the groups are compared. During allthese processes students justifies their views, produces several explanationsand questions these explanations. Teachers do not evaluate their answers ascorrect or incorrect. This study involves the design and implementation ofteaching activities that are based on argumentation-driven inquiry and theireffects on the development of the 21. century skills.

Keywords: 21st century skills, argumentation-driven inquiry, teacher andstudent roles

113

Pre- Service Science Teachers Views on the Effect ofTeaching Activities Based on Argumentation-Driven

Inquiry on Improving 21. Century Skills

Tuğba Ecevit, tubaecevit@hacettepe.edu.tr, Hacettepe ÜniversitesiFitnat Kaptan, fitnat@hacettepe.edu.tr, Hacettepe Üniversitesi

Today we are in the period of the Fourth Industy Revolution which requiresthat individuals with 21. Century skills to adapt to the changing conditionsshould be produced. Given that the period of the Fourth Industy Revolutionhas specific requirements this study aims at proving student teachers with aneducational setting to improve their and their future students’ 21. centuryskills. In this context it is emphasized that teaching activities that are basedon argumentation-driven inquiry are effective in improving 21. century skills.In order to reveal the effects of these activities on the development of 21.century skills semi-structured interviews were done with student teachers.Therefore, the study was designed as a descriptive case study, part ofqualitative research methods. The study was carried out in an optinal course,science literacy, of a science teacher training program during the fallsemester of 2016-2017 academic year. The implementation lasted for 14weeks and the participants designed and implemented teaching activities thatare based on argumentation-driven inquiry. The authors involved in theresearch process through distinct roles, including planning and implementingthe research, guiding and being a role model for the participants, and being aparticipant-observer. In order to reveal the effects of these activities on thedevelopment of 21. century skills semi-structured interviews were done with13 student teachers. The qualitative data were examined using contentanalysis. In the interviews the participants stated that teaching activities thatare based on argumentation-driven inquiry improved their critical thinkingskills, reflective thinking skills, creative thinking skills, scientific thinkingskills, scientific communication skills, scientific process skills, argumentdevelopment skills, reasoning skills, decision-making skills, problem-solvingskills and questioning skills. The findings obtained through the 14-weekobservations indicate that student teachers improved their 21. century skillsand developed an awareness. The findings suggest that teaching activitiesthat are based on argumentation-driven inquiry are effective in improving 21.century skills.

Keywords: Science teacher education, argumentation, inquiry, 21st centuryskills, pre-service science teacher

114

Student-Sided Self-Criticism In Learning English: 'WhyCan't We Still Learn?’ A Study on Preparatory Class

Students at DEU School of Foreign Languages

Ebru Özmen, ozmenebru@yahoo.com, Dokuz Eylül Üniversitesi

It’s been observed that the problem of learning English in our country hasnot been fully resolved in many years. Much of the work which has beendone so far has been on quantitative methods and it has been seen that thequestion of 'why cannot we teach English?' is emphasized more. The purposeof this research is to determine whether students take individualresponsibility for the problem of learning English and to make self-criticismabout it. The reason for the research being done in Turkish is firstly becausethe students have a better expression about the problems that they haveexperienced in learning English in their native language and secondly, due tothe content of the research, more people can be reached when it’s written inTurkish. In the present study, it was preferred to use a qualitative method inorder to examine the topic in depth and to develop some suggestions as aresult. It has been deemed appropriate to examine the research in the patternof phenomenology design, which is a method in qualitative research designs.In this study, 'maximum diversity sampling' method is used, in-depthinterviews were conducted with 10 students from different departments ofDokuz Eylül University School of Foreign Languages preparatory classesand the results were interpreted by ‘descriptive analysis method’. Thevalidity and reliability of the research have been increased by using in-depthinterviews and consulting to experts. According to the results of this research,it has been emerged that most students took individual responsibility bymaking self-criticism and also they pointed out that they did not take toomuch of a responsibility on practicing and repeating the topics so thatlearning could not occur. The students who have different suggestions for thesubject investigated were also tried to be revealed by making directquotations in the findings.

Keywords: Factors on inability to learn English, student’s individualresponsibility, student’s self-criticism

115

Reliability of the Assessment of Student Compositions: ASingle and Multiple Variable Generalizability Study

Hakan Atılgan, hakan.atilgan@ege.edu.tr, Ege Üniversitesi

A variety of assessment tools are used in education. One of these assessmenttools is essays (composition type examinations). However, essays are usednot only to test students’ learning in one specific field but also to producesynthesis and to assess their writing skills. It is highlighted that essay typetest questions require skills of remembering as well as organization, planningand writing. Therefore, essay type questions particularly at synthesis level areused in the assessment of upper level skills such as writing in one field orlanguage, self-expression in the mother tongue or a foreign language,problem solving, creative thinking and critical thinking. Compared with otherquestion types, the length of test duration, the scope of assessment and thesubjectivity of scoring are controversial for composition type questions. Thereliability of essay type questions is low among raters due to their nature. Thepresent study examined the reliability among raters as a result of scoring aTurkish essay task by more than one raters using a rubric and how reliabilitychanged by the number of raters. The study group consists of 443 8th graders.The students were asked to write an essay on “the importance of planningtheir studies” based on an explanation given to them. The essays written bystudents were scored by four Turkish language teachers independently andusing a scoring rubric that involved three sub-dimensions. The data obtainedwere analyzed using the fully crossed two facets univariate and multivariate

patterns of G theory with (p) for students, (i) for items and (r) for raters. Inthe multivariate G study, G coefficient was obtained as 0,953 for four ratersand Phi as 0,941 while in the univariate study G coefficient was 0,935 andPhi was 0,921. It was seen that the student variance is the biggest varianceboth in univariate and multivariate analyses whereas the rater variance was2% lower. On the other hand it was determined that pi variance was thesecond biggest variance. In conclusion, it could be suggested that G and Phicoefficients are high, G and Phi coefficients go over 0,90 when the number ofraters is higher than two, and the raters made quite consistent assessmentswith one another. In addition, a high pi variance showed that the difference ina student’s relative state is high from one item to another.

Keywords: Generalizability theory, essay scoring, rater agreement, interraterreliability

116

Epistemological Problems Encountered by 8 Graders inThree-Dimensional Dynamic Geometry Environment

Balkan Ozan Öngel, ozan123@gmail.com, M.E.BMelih Turgut, mturgut@ogu.edu.tr, Eskişehir Osmangazi Üniversitesi, Eğitim Fakültesi

The purpose of this research is to reveal the problems encountered by the 8th-grade students in solving three-dimensional geometric object problems withthe help of dynamic geometry software. Within the scope of the research,qualitative research methods have been adopted and task-based clinicalinterviews have been carried.GeoGebra (Geometry + Algebra) software wasused in the design of instructional tasks of the research, in which access isused globally in all languages of the world. Findings from the study can besummarized as follows: (I) they found the unchanged (ie, invariant) situationsmore difficult while finding the changing situations easier in the problems; (i)they found the unchanged (ie, invariant) situations more difficult whilefinding the changing situations easier in the problems;(ii) the fact that there isnot a very different positive effect of the dynamic geometry environment(DGO) compared to the standard drawing methods, that the students will notbe doubtful about whether there will be a two-dimensional drawn volume;(iii) Students do not correctly explain the solutions of the problems in theirminds with the help of the DGO because of the lack of adequate geometricinfrastructure on the screen.Suggestions have been made in the light of thesefindings.

Keywords: Problems in teaching Geometry, dynamic geometry environment,geometric objects

117

The Influence of Family Behavior on Family-ChildInteraction and Children's Science Learning in Informal

Learning Environments: An Example of the Sasalı NaturalLife Park

Hakan Türkmen, hakanscied@gmail.com, Ege ÜniversitesiElif Kaya, ekaya92@gmail.com, Ege Üniversitesi

This study has been done by using , the case study method, one of thequalitative methods, to determine the behaviours of the families with childrenthat come from informal learning environments to Sasalı Natural Life Parkand what type of effects it has on science learning of the children. 26families (26 mothers, 24 fathers, 47 children) attended the study voluntarilyaccording to convenience sampling, one of the improbible sampling methods.Families' behavior during their visit, their way of interaction with theirchildren and how long they stayed in each part of the was followed withobservation by the researcher and taken down notes to observation notebookas the necassary notes. After completing the visit, interviews were done withthe parents and children by determining an appropriate environment. Duringthe interviews, 6 open ended questions were asked to the parents andchildren. The answers, which were obtained from the interviews, and the thenotes, which was taken with observations, were evaluated by using frequencyspectrum analysis by the reseacher. When the obtained data were analyzed,while their visit to Sasalı Natural Life Park, it was seen that the families -asking questions, explaining and describing, trying to answer the children'squestions without ignoring and reading the information signs- were in moreinteraction with their children and the children learnt new information anddidn't have difficulty in the learning process.

Keywords: Learning in informal learning environment, family behaviours,family-child interaction

118

Students' Schemes in the Context of Concrete MaterialBased Games

Merve Atasay, atasaymerve@gmail.com, Anadolu ÜniversitesiAbdulkadir Erdoğan, abdulkadirerdogan@anadolu.edu.tr, Anadolu Üniversitesi

Games are known as effective and important in children’s learning and indeveloping solutions to the problems they faced. Games based on concretematerial designed to improve mathematical thinking ability have a specialimportance in this regard. In this study, it was aimed to investigate the role ofconcrete material in the students’ playing, and in the framework of theinstrumental genesis theory, students’ ways of playing were analyzedaccording to reflected game usage schemes. How the students’ playing onmaterial effects their reasoning and their approaches of developing solutions,and how the material supports their reflected game schemes have beenchosen as the research questions. Two groups of 8 students, from twodifferent schools in Eskisehir center, participated in the research. Fivematerial based games were designed and the experimentation lasted about 10weeks. The students worked in a group of four and the data of the study wascollected with video records of the games. The video records were trackedseveral times and the reflected game schemes of the students weredetermined and classified according to their functions. The findings of thestudy showed that the reflected game of the students played roles of heuristic,explanation, looking for extreme cases and checking the discoveredstrategies. According to these roles, the students made their reflected gamesfirstly for understanding the game, for making intuitive predictions andtesting them. The students carried out their games on the material as aresearcher, then transferred them to the paper-pencil environment anddeveloped various strategies from these games. They also played games onmaterial to explain their strategies to their friends, to check whether theyworked in extreme cases. Via these reflected games, the students havedeveloped strategies that allowed them to win the games. As a conclusion, ithas been seen that game material was effective in the development ofreflected games, and these reflected games played an important role instudents’ discovering of games-winning strategies.

Keywords: Instrumental genesis theory, mathematical game, reflected game

119

Looking, Seeing, Noticing

Hazal Ağırbaş Bıyık, hazal.agirbas@itk.k12.tr, İzmir Özel Türk KolejiElif Alan Aksoy, elif.alan@itk.k12.tr, İzmir Özel Türk Koleji

Onur Barata, onur.barata@itk.k12.tr, Izmir özel Türk Koleji

Our Mathematics Workshop, which we have established in our school hassome kind of products, some of there are, Colorful World of Quadrilaterals,Pythagorean Water Wheel, Triangular Prism Modules with Divisibility Rulesand 'MatKuşağı' with mathematical knowledge. How they effect on studentsin the long run was curiosity of all of us. From time to time, we receivedfeedback about these materials with positive statements from our currentstudents. But how about our graduated students? We wonder, theeffectiveness of this club's materials and their work on them, the results of theprocess and there was any way that we could tell our current students thathow it was effect that they had left in their lives? Starting from the thoughtthat the material developed at the workshop does not attract every student, wewant to reach a wider audience and show the concrete result of these studies.Here is the lead of this idea, who is currently a student at Yeditepe UniversityDepartment of Radio and Television, our 2015 graduate, İlkkan Atalay. Westarted our short film about the story that it created with his own narration,inspired by years of high school education. Actor and actresses are chosenfrom our club students. Other than that, our other students also played aminor role in the film. In our film; we emphasized the concepts of looking,seeing and noticing. Our intentional efforts to increase our students' interestand we want to show that they play an important role in shaping their lifeeven if they are realized. In this context, in order to make a slight touch totheir future, we showed our students through a short film that they should beaware of the work done in the workshop and the materials and take advantageof them.

Keywords: Workshop, maths, short film

120

Less Stress, More Talk In the Elt Class

Şahin Gök, sgok@gelisim.edu.tr, İstanbul Gelişim Üniversitesi

As "attitudinal variables relate directly to language acquisition", there areseveral filters which slow down or sometimes block speaking in a foreignlanguage (Krashen, 1991). So, the English teacher's role is to reduce thesetypes of stress if s/he wants the students to speak fluently. The teacher-stresscomes first and physical and psycholocical barriers follow it. In this papersource of the in-class-stress will be analyzed and solutions will be proposed.

Keywords: Language, speaking, stress, teacher-stress

121

New Perspectives in Comparative Literature: How FairyTales Transform the Unconscious Mind of Children in

Language Classes

Esin Kumlu, esinkumlu@yahoo.com, Dokuz Eylül Üniversitesi

Fairy tales have always been a part of the curriculum especially in languageclasses. They are used in language classes because they are enjoyable forstudents from all ages. In addition, they can be used as a tool to improvegrammar, vocabulary, reading comprehension skills, etc. At first sight, theyseem to be harmless tools for students, however, with a deeper analysis, itcan be assumed that fairy tales unconsciously transform the perspective ofstudents through shaping their societal gender role norms. In relation withthis, this study attempted to help pre-service English language teachers at abig state university in Turkey to improve their awareness of societal genderroles through comparative analysis of fairy tales. Participants for this studyconsisted 80 senior pre-service English language teachers who were assignedto analyze classic fairy tales comparatively during the 2016-2017 springsemester within the framework of the course entitled Selections from BritishLiterature. Semi-structured interviews were conducted with 20 students and80 students were assigned to write down their comments, at the end of theirfinal examination papers, about how this course changed their perspectives offairy tale teaching in language classes and how comparative analysisempower their interpretation of societal gender roles. The findings indicatethe reality that how we interpret the role of women and men in society ishidden in the very roots of fairy tale discourse. In order to develop awarenessof this issue, comparative analysis of fairy tales can be a powerful tool forpre-service teachers.

Keywords: Comparative literature, fairy tale teaching, societal gender roles,pre-service English language teachers.

122

Uses of Infographics in ELT

Hakan Demiröz, hakandemiroz@gmail.com, Cumhuriyet Üniversitesi

In the era of digital technologies, it might prove challenging to teach ‘digitalnatives’ in the classroom through a textbook-only approach. Educators whowant to appeal to the minds and hearts of their students could try toincorporate technology into their teaching not only to enhance the students’learning but also to stir, trigger and sustain their attention. Infographics, astools for presenting information through graphics visually in a concise way,could help teachers to achieve this task by helping students understand acomplex issue or process better. They can also facilitate memorization andretrieval of information. They can be used not only as classroom materialsbut also as materials for peripheral learning. To create infographics, there aretools that can help teachers and students. They can create their owninfographics by using professional software such as Photoshop or throughsuch user-friendly websites as piktochart, infogr.am and visual.ly. As user-friendly alternatives to professional software, these web tools enable theirusers to create visually attractive infographics with ease in a short time byusing templates. As infographics could be useful learning materials, the aimof this presentation is to provide information about what infographics are andhow to use them for instructional purposes. It also aims to review the findingsof research on infographics and to suggest ways of incorporating them inELT.

Keywords: Infographics, educational uses of infographics in ELT, tools forpreparing infographics

123

Identifying the Perceptions of Prospective English LanguageTeachers on Characteristics of Effective Teachers: Who is

The Ideal Teacher?

Gülşah Külekçi, gulsah.yilmaz@deu.edu.tr, Dokuz Eylül Üniversitesi

This paper reports on a study of prospective English language teachers’perceptions concerning teaching behaviors and attitudes that contribute toeffective foreign language teaching and learning. It was designed to identifyteacher effectiveness factors according to the perceptions of prospectiveEnglish language teachers at a university in İzmir, Turkey in the 2016-2017academic terms. In this descriptive study, the data were collected by means ofa questionnaire to which 165 male and female prospective English languageteachers responded. Based on current research on foreign language teaching,various teaching behaviors and attitudes of effective foreign languageteachers were identified for inclusion on the questionnaire. The resultsindicate an emerging professional consensus regarding a number of teacherbehaviors and attitudes related to foreign language teaching. Variouscharacteristics associated with the ELT were identified, such as stating theaim of the lesson; liking his/her job; keeping students active in the lesson andpresenting lesson effectively. The more we know about ELT characteristics,the more likely we are to develop language teacher preparation models thatincorporate aspects of relevant language teaching as well as help inestablishing standards for evaluating language instruction.

Keywords: Characteristic, effective teacher, prospective English languageteachers, teacher education

124

Educational Technologies for Digital Material Development

Levent Uzun, ulevent@uludag.edu.tr, Uludağ Üniversitesi

The present study aims at discussing the opportunities that technology offersto educators in relation to digital material development, and how these can beincorporated in the curriculum whether it is a traditional, blended, or flipped.The study reports on the observations of the researcher with universitystudents in Educational Technologies and Material Development courseoffered in Uludag University. Over twenty-five software, services, andmobileapplicationssuchas GoogleDrive, Camtasia, Wordpress, Bubble.us, PowToon, Moovly, Toondoo, Weebly, Edmodo, Socrative, Voki, Storybird, Spiderscribe, Canva, SecondLife, and HotPotatoes have been used for four semesters,and more than fifty tasks were completed during the lessons in the EnglishLanguage Teaching Department, which resulted in a huge number of digitalmaterials that were gathered in e-books and published online in aninternational academic journal. The present study introduces the tools thathave been used, and explains the processes that were employed during theimplementation and assessment phases of the course. The study ends withsuggestions and call for further research related to educational philosophies,policies, curriculum design, and material development for more efficient andsustainable education in the age of technology.

Keywords: Educational technology, digital, material development, software,mobile applications

125

The Impact Of Process Based Writing Teaching On L2Learners' Writing Performances And Self Efficacy Levels.

Murat Ata, muratatadeu@hotmail.com, DEU, School of Foreign Languages

This study investigates the potential impact of Process-Based Writing (PBW)instruction on EFL learners. The impact on writing scores will be measuredthrough writing assignment before and after Process-Based Writing Trainingperiod (PBWT), while the impact on affective factors will be assessedthrough qualitative data collection tools as students' written reports and focusgroup interviews. In order to sustain complete information and strengthenevaluation conclusions, a convergent mixed method was applied in theresearch. The study was conducted with 24 pre-intermediate EFL studentslearning English for academic purposes (EAP). It is, therefore, important forthem to develop affective factors that may interfere with writing process. Theresults will have implications for students, teachers, and syllabus designers.

Keywords: PBW (Process Based Writing), EFL Students, PBWT (ProcessBased Writing Teaching)

126

The Influence of the Common Knowledge ConstructingModel on Socio-Scientific Issues

Hasan Bakırcı, hasanbakirci09@gmail.com, Yüzüncü Yıl ÜniversitesiHüseyin Artun, huseyinartun@gmail.com, Yüzüncü Yıl Üniversitesi

Serkan Şahin, antserkanvan6507@hotmail.com, Yüzüncü Yıl ÜniversitesiMüge Sağdıç, muge.sagdic@hotmail.com, Milli Eğitim Bakanlığı

Socio-scientific issues have been included in the Science Curriculum underthe Science-Technology-Society-Environment (STSE) learning field. Issuesrelated to science such as nuclear power plants, genetically modifiedorganisms and organic agriculture are controversial socio-scientific issues.There are socio-scientific issues in the theoretical bases of the CommonKnowledge Constructing Model (CKCM). From this point of view, it isthought that it is important to investigate the effect of CKCM-based scienceteaching on the socio-scientific issues of the 7th grade students. Thus, the aimof the study is to investigate the influence of CKCM-based science teachingon socio-economic issues of seventh grade students in middle school. In thisstudy, simple experimental method with pretest-posttest design was used.The study was conducted with 25 seventh grade students in the spring term of2016-2017 academic years. ‘Socio-scientific Issues Assessment Form’developed by Çavuş (2013) was used as data collection tool in the study. Thecontent analysis was used to analyze the obtained data. It was concluded thatCKCM-based science teaching has positive influence on teaching socio-scientific issues to seventh grade students.

Keywords: Common knowledge constructing model, 7th grade students,socio-scientific issues.

127

The Influence of the Common Knowledge ConstructingModel on the Nature of Science

Hasan Bakırcı, hasanbakirci09@gmail.com, Yüzüncü Yıl ÜniversitesiHüseyin Artun, huseyinartun@gmail.com, Yüzüncü Yıl ÜniversitesiSibel Çicek, sibelcicek2617@gmail.com, Yüzüncü Yıl Üniversitesi

In the realization of the vision of the Science Curriculum, it is important thatstudents improve their views on the nature of science. It can be said that oneof the teaching models used in learning environments in recent years is theCommon Knowledge Constructing Model (CKCM). One of the key points ofthis model is that it is focused on the nature of science. In this context, theaim of this study is to investigate the influence of the CKCM on the fifth-grade students’ views on the nature of science within the scope of ‘let’s traveland learn about the living world’ unit. In the study, the simple experimentalmethod was used. The study was conducted with 32 fifth grade students in amiddle school in Van during the 2016-2017 academic years. TheQuestionnaire of Opinions on Nature of Science (QONS) and the semi-structured interview form consisting 5 questions were used as data collectiontool. Descriptive content analysis was used in the analysis of qualitative data,whereas SPSS package program was used in the analysis of quantitative data.According to the findings of the study, while the majority of the fifth-gradestudents were at the insufficient and variable levels in the pretest, it was seenthat most of the students were at the sufficient level in the posttest. Thus, itwas concluded that CKCM has positive influence on 5th grade students’views on the nature of science. This result is similar to the results of theresearches conducted on the CKCM's influence on different grade students’opinions on the nature of science.

Keywords: Common knowledge constructing model, 5th grade students,nature of science

128

Turkish EFL Instructors' Perceived Importance ofMotivational Strategies: A Descriptive Study

Özgehan Uştuk, oustuk@gmail.com, Dokuz Eylül Üniversitesi

This study investigated how important Turkish EFL teachers perceive theELT motivational strategies that are implemented in adult EFL teaching. 52EFL instructors working in preparatory schools of foreign languages in fourstate universities in Turkey participated in the current study. The perceivedimportance of ELT motivational strategies was found in relation to variouspreselected independent variables to see the effects of some demographicaspects on the perception of ELF teachers. These variables were gender,educational background, and year of teaching experience. The resultsindicated that gender has a fairly limited significant effect on the perceivedimportance of the strategies whereas educational background and year ofteaching experience showed more effect respectively. The study pointed outthat intra-cultural aspects also influence the EFL teachers’ related perceptionon the issue in addition to the cross-cultural aspects, which were discussed inthe prior research.

Keywords: English language teaching; motivation; gender; educationalbackground; teaching experience

129

Analysis of Middle School Students Attitudes towardsMathematics According to Some Variables

Serhat Kocakaya, skocakaya@yyu.edu.tr, Yüzüncü Yıl ÜniversitesiMehmet Ata Okuyucu, m.ataokuyucu@gmail.com, Yüzüncü Yıl Üniversitesi

Bilal Uzunyol, bilaluzunyol@hotmail.com, Yüzüncü Yıl ÜniversitesiMusa Öner, ilkmat.76@hotmail.com, Yüzüncü Yıl Üniversitesi

In this study, it is aimed to examine the mathematics attitudes of middleschool students in terms of some variables. In the study, "Attitude Scale forMathematics" and personal information form developed by researchers wereused as data collection tool. The sample of this research consists of 323students selected in the fifth, sixth, seventh and eighth grades of 3 differentelementary schools in Van province during spring semester of 2016-2017academic year and selected by unselected method. Independent sample t-test,one-way analysis of variance, Kruskal-Wallis test and Pearson's correlationanalysis were used in the analysis of the data. According to the analysisresults; It was found that attitude scores for mathematics did not showstatistically significant difference according to gender, while attitude scoresfor mathematics showed statistically significant differences according to classlevel, mother education status, father education status, support and trainingcourse and family income level. At the same time, there was a positive andsignificant relationship between the students' grade 1 mathematics averageand mathematics attitude scores.

Keywords: Demographic characteristics, mathematics, secondary schoolstudents, attitude

130

EFL Instructors' Views on Inquiry-Based Instruction withinthe Context of United States Higher Education: A Case

Study

Ceyhun Yükselir, ceyhunyukselir@gmail.com, Osmaniye Korkut Ata University

This study intends to examine the views of English as a Foreign Language(EFL) instructors’ views on inquiry-based instruction. The sample groupconsisted of 15 experienced instructors working at a university in US highereducation. The study was designed as qualitative in nature. Semi-structuredinterview questions were used to collect qualitative data. Online interviewslasted approximately 45-60 minutes in length for per person. The data wereanalyzed by conducting inductive content analysis. The findings of the studyshow that the participants tended to follow the curriculum based on inquiry-based EFL instruction and they avoided using the course books, which hinderthe critical thinking abilities of the students. The participants also stated thatthey organize, revise and update the curriculum in accordance with thelearners’ needs. It can be concluded that some courses such as inquiry aretotally conducive to improve the learners’ English level and critical thinkingskills. Thus, it is also recommended that the curriculum about EFL teachingprograms should include the topics to raise awareness of critical thinkingskills.

Keywords: EFL instruction, inquiry-based instruction, US higher education

131

The Effect of Concept Cartoon Activities on ConceptualComprehension Levels of Secondary School Students

Studying at Fine Arts High School

Şenol Alpat, senol.alpat@deu.edu.tr, DEÜNalan Akkuzu, nalan.akkuzu@deu.edu.tr, DEÜ

Damla Yılmaz, damlayilmaz07@hotmail.com, DEÜNil Ceyhan, nilossmk@gmail.com, DEÜ

Esma Akbaş, sevo.1994@hotmail.com, DEÜErdinç Kaplan, erdiinckaplan@hotmail.com, DEÜ

Chemistry lesson is generally considered a lesson that is difficult to beperceived by students. In order to remove this perception, it is recommendedto use concept cartoon activities that contain interesting and entertainingelements according to the abilities of students. For that purpose, the effect ofthe subject of "liquids" on the conceptual comprehension levels of studentswas examined via applying concept cartoons to 9th grade secondary schoolstudents studying at a Fine Arts High School in the Aegean Region andinterviews were conducted for the purpose of determining the opinions ofstudents about concept cartoons at the end of that process. The data werecollected by using the Test for Determining Concept Cartoons ConceptualComprehension Level, Scenario Drawings Test and Semi-structuredInterview. According to the study findings, it was determined that conceptcartoons were effective on Chemistry lesson. As a result of the interviews, itwas also determined that concept cartoons were interesting, increasedmotivation, created a platform for discussion and encouraged students tothink. It was concluded that concept cartoons could be used in the class asthey provided a number of benefits.

Keywords: Fine arts high school students, comprehension level, conceptcartoons

132

The Effect of Concept Cartoon Activities Based onArgumentation-oriented Teaching Method on AcademicAchievement of Students regarding "Liquids" and Their

Perceptions about Inquiry Learning Skills towards Science

Şenol Alpat, senol.alpat@deu.edu.tr, DEÜNalan Akkuzu, nalan.akkuzu@deu.edu.tr, DEÜ

Nur Gürer, gurernurr@gmail.com, DEÜYelda Sapa, yeldasapa@gmail.com, DEÜ

Birol Ataseven, birol94ataseven@gmail.com, DEÜMurat Bal, muratmervan56@gmail.com, DEÜ

The objective of this study is to investigate the effect of concept cartoonactivities based on argumentation-oriented teaching methods on academicachievement of 9th grade secondary school students regarding "liquids" andtheir inquiry learning skills. The study was conducted with 70 secondarystudents from the 9th grade in two groups as experimental (N=35) andcontrol (N=35) by using pretest-posttest quasi-experimental design.Academic Achievement Test on the Subject of "Liquids" and InquiryLearning Skills Perception towards Science Scale were applied to bothgroups. While concept cartoon activities based on argumentation-orientedteaching methods were applied to the experimental group; the subject of"liquids" were taught in the control group via presentation and learningstrategy. The application lasted for totally four weeks, including datacollection tools. The findings showed that there was a statistically significantdifference between the posttest score averages of the experimental and thecontrol group in the academic achievement test on the subject of "liquids"and scale for inquiry learning skills perception towards science on behalf ofthe experimental group.

Keywords: Academic achievement, argumentation, concept cartoons

133

An Evaluation according to SOLO Taxonomy of PreserviceScience Teachers' Learning the Topic of Aromatic

Compound Reactions

Gülten Şendur, gulten.sendur@deu.edu.tr, Dokuz Eylül Üniversitesi

One of the tools used in evaluating students' learning of concepts is SOLOtaxonomy. This system of taxonomy is used to assess students' learning interms of the level of their ability to utilize the right concepts in answeringquestions, to form relationships between concepts as a whole and formconnections between concepts and new aspects, the evaluation being made onthe basis of five hierarchical stages identified as "Prestructural,""Unistructural," "Multistructural," "Relational," and "Extended Abstract." Anevaluation made in keeping with SOLO taxonomy thus helps to analyze theaspects that students mix up or find particularly hard to learn. It was for thisreason that this study aimed to make use of SOLO taxonomy to determine thedifficulties preservice students experience in learning about the reactions ofaromatic compounds. In line with this aim, the study was conducted asdocument analysis research in an analysis of six open-ended questions askedof second-year students (N=89) enrolled in the Science EducationDepartment of the Faculty of Education of a university in the Aegean regionduring the 2016-2017 academic year. The responses of the preserviceteachers were classified into the different levels independently by both theresearcher and another expert. The data obtained from the research revealedthat the preservice teachers remained below the "relational" level with respectto their knowledge of aromatic compound reactions, particularly according to"ortho, para, and meta" directing group. While a large percentage of thepreservice teachers correctly identified the directing groups, they were unableto connect the reactions in the right order and for this reason fell back into the"multistructural" level.

Keywords: Aromatic compound, preservice science teachers, organicchemistry education, SOLO taxonomy,

134

An Investigation on the Understanding Levels of BiologyConcepts in the 6th, 7th and 8th Grades Science and

Technology Curriculum

Atilla Temur, temurat@yahoo.com, Yüzüncü Yıl ÜniversitesiHüseyin Artun, huseyinartun@gmail.com, Yüzüncü Yıl Üniversitesi

Serdal Ös, temurat@yahoo.com, Milli Eğitim BakanlığıMahmut Erkol, mahmut_yyu_65@icloud.com, Milli Eğitim Bakanlığı

The reason of this study is to find biology terms for 6th, 7th, and 8th clasesscience and technology teaching curriculum ın this study. Quantitive researchmethods were used. This study’s samples were chosen randomly by 8elementary schools which has been contingenton Van provincial NationalEducotion Directorate. It consists of 710 students in 6th, 7th and 8th grades.Biology Concept Test (BCT) is used as data collection tools which consist of14 multiple choice questions. The data analysis was done by SPSSprogramme. According to the data analysis results, the reasons of themisunderstanding of biology terms.

Keywords: Science and technology curriculum, biological concepts,secondary school students

135

An Investigation on the Environmental Outcomes in ScienceEducation Program

Hüseyin Artun, huseyinartun@gmail.com, Yüzüncü Yıl ÜniversitesiHasan Bakırcı, hasanbakirci09@gmail.com, Yüzüncü Yıl ÜniversitesiMahmut Erkol, mahmut_yyu_65@icloud.com, Milli Eğitim Bakanlığı

The environmental problems which arise in different parts of the world showus that environmetal education is influential for human life. Thereby, it canbe said that we must give weight to the curriculum which has an importantrole in education new generations. According to the studies, the number andcontent of the science curriculum acquisition which has been teaching now isinadequate. In this study, it was aimed to investigate the acquisition ofenvironmental education which has been now on instruction science lessonoutline. In this study, the qualitative research method has been used. Assample, five science teacher who are working in different elementary schoolsin Van centre were chosen. Semi-structured interview form which made up of5 question was used as data collection tools. An expert’s opinion for theinterview was referred. The datas registered by sound recorder and at the endof the interview this datas have been put to descriptive analysis. According tothe results, more importance has been given to the environmental educationthan the current curriculum but still it isn’t adequate.

Keywords: Environmental education, science education program, scienceteachers

136

An Investigation on the Perceptions of English Teachers andStudents on English Textbooks

Sabriye Şener, sa.sener@yahoo.co.uk, Muğla Sıtkı Koçman ÜniversitesiVolkan Mulcar, volkanmulcar@yahoo.com, Menteşe Sosyal Bilimler Lisesi

Textbooks have extensively been used in most of the ELT classrooms as themain teaching tool. This study attempts to reveal the perceptions of teachersand students towards the textbook they use. The study was conducted inMuğla, Turkey in the winter term of 2016-2017 Educational Year. 12 Englishteachers, 9 females and 3 males, and 25 students, 17 females and 8 males,were included as the participants. A mixed design was adopted and aquestionnaire and semi-structured interviews were benefited to gain insightinto the issue. The quantitative data were collected from the teachers bymeans of a questionnaire which included 34 statements. The qualitative datawere gathered from the teachers and students through semi-structuredinterviews. The most striking finding is that the 10th grade English textbookprovided by the Ministry did not cater for the teachers’ and the learners’needs but the overall results showed that the teachers only agreed on thepoint that the instructions in the textbook were clear. Although the majorityof the students stated that the book was boring and above their level, theiropinions differed greatly and they did not seem to agree on common grounds.Mostly, students complained about the long reading passages of the book, thenumber of the unknown words and they described it as boring because itincluded and repeated the same mechanical activities. However, there weresome students who expressed that they were able to understand the meaningof the written texts by means of the illustrations.

Keywords: Perceptions, textbook, assessment, evaluation, material

137

An Investigation on the Effectiveness of Recycling Units interms of Environmental Education

Hüseyin Artun, huseyinartun@gmail.com, Yüzüncü Yıl ÜniversitesiHasan Bakırcı, hasanbakirci09@gmail.com, Yüzüncü Yıl Üniversitesi

Özal Şapkan, ozal.sapkan65@gmail.com, Milli Eğitim Bakanlığı

It is a fact that the environmental problems have reached a very seriousdimension with the rapid population increase. When it comes down to thesource of environmental problems, it turns out that environmental awarenessand recycling education are not given enough. The aim of this study is toinvestigate the awareness of the 7th grade students about recycling andenvironmental concepts before and after seeing the recycling facilities.Qualitative research methods have been utilizied in this study. This study wascarried out by 26 students in 7th grade studying in Van city center. In thisstudy five semi-structured interview questions were used as data collectiontools. Expert opinions were taken for the questions used in the interview andit was decided to use for the study. Descriptive analysis was used as dataanalysis in this study. According to the results obtained, it was seen that thestudents gave importance to recycling and they spent time practicingrecycling in daily life.

Keywords: Environmental education, secondary school students,

138

Unraveling Teachers' Stories about the EFL Coursebook

Irem Çomoğlu, irem.kaslan@gmail.com, Dokuz Eylul UniversityEda Ceylan, eceylan6@hotmail.com, Dokuz Eylul University

This exploratory study uses narrative frames as a research instrument toinvestigate the problems and successes of EFL instructors concerning themain coursebook used at Dokuz Eylul University, School of ForeignLanguages in the 2016-2017 academic year. Participants include 12 EFLinstructors who were willing to share their stories, completing the semi-structured narrative frame prepared by the researchers. The aim of usingnarrative frames as a research tool in the study was for participants toproduce a coherent story by filling in the spaces according to their ownexperiences and their reflections on these. The data gathered were analyzedby following the procedures typical of qualitative thematic analysis.Implications for EFL coursebook use and the use of narrative frames as aresearch tool are addressed.

Keywords: EFL coursebook, narrative frames, teachers

139

English test anxiety during adolescence: The case of IzmirAtaturk High School

Beyda Sude Harputlu, leylaharputlu@gmail.com, izmir Atatürk LisesiSelin Sultan Kuşçu, selinsultank@gmail.com, izmir Atatürk Lisesi

This study addresses the issue of anxiety during adolescence. It is known thatthe apprehension and pressure on students to perform well in the secondlanguage causes them anxiety. This situation can be specific to the secondlanguage classroom. There is anxiety in the foreign language learning lesson.Especially the evaluation of this lesson causes anxiety. It may be that helpingstudents and reducing these concerns by identifying the foreign languagelearning anxiety that students are experiencing, the factors that cause thisconcern. For this reason, this study was planned to determine the level ofEnglish test anxiety of İzmir Atatürk High School students. In addition, thisresearch is also important in that it is a qualitative study aimed at examiningthe anxiety of high school students in examining the English anxiety testanxiety. The research question was "Adolescents who learn English as aforeign language have test concerns in their learning process?" 204 studentswere included in the sample. 120 (58.82%) were female and 84 (41.18%)were male. Of these students, 62 (30.39%) were in the 9th grade; 66(32.35%) were in the 10th grade; 44 (21.57%) are in the 11th grade and 32(15.69) are in the 12th grade. Interview, open-ended questionnaire anddemographic information form were used as data collection tools.

Keywords: Exam, anxiety, adolescence

140

Teaching Intercultural Communication Skills in Maincourseand Speaking Classes

Ozlem Yagcioglu, ozlemygcgl@gmail.com, Dokuz Eylul University

Learning and teaching intercultural communication skills are inevitable inEnglish language teaching classes where English is taught as a second or as aforeign language. If some of the students in our classes are from differentcountries and if they have different nationalities, instructors who teachEnglish courses in those classes should have multicultural and interculturalskills in order to understand them more effectively. This study deals with theintercultural skills and how we should teach them to our students effectively.

Definitions of the intercultural communication skills will be given.Intercultural communication competence will be explained. How theintercultural competence are taught and how the intercultural communicationskills are taught in maincourse and speaking classes will be handled. Sampleclassroom activies and games will be shared. Books and websites onintercultural communication competence will be suggested.

Keywords: Intercultural communication, intercultural communicationcompetence, maincourse and speaking classes, sample classroom activities,books and websites

141

In-Service Teacher Training Needs of EFL InstructorsWorking At University: A Needs Analysis

Senanur Çınar, scinar@gelisim.edu.tr, Gelişim Üniversitesi

INSET plays an important role in teachers’ professional development,however many in-service training offered by institutions are not be aseffective as teachers would expect. This is usually because teachers do notfind what they expect from an INSET program in terms of their teaching andlearning needs. This study aimed to find out 30 EFL instructors’ working at aprivate preparatory school needs and expectations from an INSET program.It is important to note that at the time of the study there was not an ongoingin-service teacher training programme in the institution where the study tookplace. The study administered a 4-point Likert scale questionnaire and semi-structured interview to the participants. Both qualitative and quantitative datatools aimed to explore what those participants expect from an INSETprogram in terms of its content, time, and nature of delivery. The resultsrevealed that most of the instructors were in favour of receiving a teachertraining program in their institution in order to improve their teaching andlearning skills. They preferred received non-compulsory training which trainsteachers in terms of teaching language skills and student motivation once ortwice in a month by an outside expert coming to their institution. After thestudy was completed, the researcher aimed to introduce the results to theprincipal as a proposal that shows employees’ needs and expectations fromtheir institution.

Keywords: Analysis, inset, instructors, needs, training

142

Becoming a teacher – one dream, different processes: Acomparison of the educational systems in Turkey and

Poland

Joanna Kic-Drgas, j.drgas@tlen.pl, Adam Mickiewicz Universityİrem Çomoğlu, irem.kaslan@gmail.com, Dokuz Eylul University

The teaching profession has been an essential part of human life since thebeginning of civilization, ranging from philosophical lectures given to largeaudiences, to private education in the eighteenth century, to theinstitutionalised educational system that has developed in most countries. Themain aim of the study is to discuss teacher education systems in bothcountries and depict the differences in the educational paths of teachers inTurkey and Poland with specific focus on English language teacher educationprograms. The study seeks to answer the following research questions: (1)How does the educational path to teaching differ in Turkey and Poland? ; (2)How do the educational curricula preparing for English language teachersdiffer in Turkey and Poland? Implications are included for teacher educationprograms in both countries.

Keywords: Teaching profession, Turkey, Poland

143

Problem-Based Learning for The 21St Century İn TeacherEducation Programs

Yasemin Kirkgoz, ykirkgoz@gmail.com, Çukurova University

A contemporary teacher should be prepared not only to take on roles ofdisseminators of knowledge but also creators and managers of knowledge.Teacher education programs therefore have a responsibility to develop thehigher order thinking, decision-making as well as problem solving skills ofteacher candidates. One of the approaches that serves to meet the challengesof teacher education is Problem Based Learning (PBL), an innovativeapproach to learning that teaches various strategies critical for success in thetwenty-first century. Problem solving may pose difficulties for practicingteachers due to the complexity of the problems they may encounter in realtime contexts. Hence, many educational reform movements emphasizepreparing teacher candidates for pedagogical problem solving in theclassroom. In a PBL curriculum, the starting point for learning is a problemthat teacher candidates are likely to encounter in their future work. Subjectmatter is organised around problems and teacher candidates assume a majorresponsibility for their own learning. Most learning occurs within the contextof small groups. This presentation focusses on implementing PBL inlanguage teacher education with a view to equpping prospective teachers ofEnglish with the necessary knowledge and skills to enable them copeeffectively with real life educational problems in their future teachingprofession. After discussing the principles of PBL, an illustration of howteacher education courses can be designed and implemented within theframework of PBL will be given with reference to some exemplary problemcases from my own implementation of PBL in teacher education programs.

Keywords: Problem Based learning (PBL), twenty-first century skills,teacher candidate, teacher education

144

A New Application on Interdisciplinary Education inVocatıonal Schools: In the case of the Flying Chefs Project

for Intercontinental Flights of Efes Vocational School

Eda Avcı, eda.avci@deu.edu.tr, Dokuz Eylül Üniversitesi Efes Meslek YüksekokuluGamze Özoğul, gamze.ozogul@deu.edu.tr, Dokuz Eylül Üniversitesi Efes Meslek Yüksekokulu

Itır Ceren Oksal, ceren.oksal@deu.edu.tr, Dokuz Eylül Üniversitesi Efes Meslek Yüksekokuluİrfan Yıldız, irfan.yildiz@deu.edu.tr, Dokuz Eylül Üniversitesi Efes Meslek Yüksekokulu

Murat Hatipoğlu, murat.hatipoglu@deu.edu.tr, Dokuz Eylül Üniversitesi Efes MeslekYüksekokulu

Turkey will be an inevitable centre for the well-known aviation companies bygaining an advantage in the civil aviation sector with the airport which isunder construction in İstanbul and is scheduled to be partly operated in 2018.More than 250 companies are predicted to serve in the airport which isexpected to be in the first three in World Ranking. Therefore, the requirementfor a qualified workforce for this colossal airport is emerging as an importantopportunity due to the creation of a new business area. The main aim of thisstudy is to reveal the importance of interdisciplinary education of inflightcatering personnel supposed to give service especially on long-haul flights.Not to provide similar education in other universities points out thedeficiencies in this particular area but also emphases importance of thesubject. With interdisciplinary education prepared with the cooperation ofTourism and Hotel Management, Civil Aviation Transportation and CateringServices programs under the Efes Vocational School, it is planned to educatethe qualified workforce in the area of inflight catering personnel (inflightchef / flying chef). It is essential to put this education program into practicein short term considering the opening date of the airport being constructed inİstanbul. Starting with this awareness, Efes Vocational School is ready togive an interdisciplinary education in this area with Tourism and HotelManagement, Civil Aviation Transportation and Catering Services programs.A project related “Applied Gastronomy and Services Studio” which hasmodern and advanced technology to provide required platform for theeducation has been prepared. Thus, it is intended to support the theoreticaleducation with the applied education. Efes Vocational School will be the firstvocational school in this area by providing this education program which isexpected to make a major contribution to the civil aviation sector.

Keywords: Interdisciplinary education program, Efes Vocational School,inflight catering services, flying chefs for intercontinental flights.

145

Popular Words and Their Usages in Our Classes

Ozlem Yagcioglu, ozlemygcgl@gmail.com, Dokuz Eylul University

Every year, the famous and well known dictionaries choose the Word of theYear in the month of November or in the month of December. Thesedictionaries are as follows: Cambridge Dictionary, Oxford Dictionary,Longman Dictionary, Meriam-Webster Dictionary, and MacquarieDictionary. These words sometimes bring enthusiasm or joy to our lives.Theysometimes bring excitement or curiosity. These words are sometimes used inthe coursebooks which we use in our classes. This study deals with thewords which have been selected as the word of the year since 2011.Definitions of these words will be given. How these words have been used in

our classes will be handled. How we can use these words to promotefluency and accuracy in our classes will be suggested. Useful websites andwebsites will be suggested. Sample classroom activities will be shared.Games which can be used to use these words will be suggested.

Keywords: Word of the year; dictionaries; useful websites; sampleclassroom activities; games

146

The Perceptions of Prep Class Instructors about EffectiveTeacher Characteristics

Zahide Sezin Ertekin, sezin.ulusan@gmail.com, Dokuz Eylül Üniversitesi Yabancı DillerYüksekokulu

The quality and the level of excellence in education depend upon the qualityand competence of teachers. Effective teachers are those who are able toincorporate their personal and professional characteristics into the classroom.From this perspective, this study aims at gathering prep school instructors’perceptions of effective teacher characteristics and enabling the educators tocreate more effective learning situations by asking the general question,“What do preparatory class instructors believe to be important characteristicsof an effective teacher?”. Additionally, this study tries to discover whetherthese perceptions differ according to instructors’ gender. In order toinvestigate this question, the researcher uses an open-ended question “Whatare the characteristics of an effective teacher?” and tries to elicit perceptionsand notions on the most important characteristics of a good teacher by askingthe instructors to write ten answers regarding this question. The participantsof this study are 23 male 27 female English language instructors teaching inSchool of Foreign Languages at a university. The study reveals thatinterpersonal skills are the most important characteristics of effectiveteachers for instructors. Pedagogical and personal skills follow these andtechnical knowledge comes the last. Additionally, there are some genderdifferences in terms of the ranking of the categories and the items within thecategories.

Keywords: Effective teacher, effective teachers’ characteristics, effectiveteaching, teacher competency.

147

Music-Architecture Relationship and Education

Burcu Gülay Taşçı, burcu.gulay@deu.edu.tr, Dokuz Eylül ÜniversitesiBuket Çifter, burcu.gulay@deu.edu.tr

Beyond being branches of art, music and architecture have so manycommonality in terms of fundemantal principles. According to the laststudies, these commonality can be explained basically by rhythm, proportionand harmony terms. In this paper which claims that there are more than thesecommonality between music and architecture, it is aimed to link music witharchitectural production processes perceptibly, with this aim a workshopincluding two branches has been improved. In this workshop, due to theliterature review, rhythm concept which is at the intersection of music andarchitecture, is handled. 5th class students are preferred to analyse therelationship between music and architecture and basic design principlerhythm is evaluated with its meaning in music. With the aim of increasingrhythm sense, this workshop intended to teach rhythm subject to students byusing architectural images. The expected outputs of the study is to introducestudents with architecture and to achieve students to correlate music witharchitecture. The next session of the study is planned to be done next termwith first class design studio in architecture department and it is expected toenhance learning outcomes in comparison with traditional architectureeducation by teaching a design principle with music.

Keywords: Architecture, music, education.

148

Preservice Science Teachers' Self-Efficacy Beliefs TowardsScience Education: The Impact of Micro Teaching Practices

Based On New Approaches in Science Education.

Dilek Karışan, dilekkarisan@gmail.com, Adnan Menderes Üniversitesi

Teacher candidates are able to use effective teaching methodologies whenthey are introduced into their professional life, and the importance ofpedagogical lessons they have taken during their undergraduate education isgreat. It is important that these courses are designed to allow researchers toexamine the impact on new approaches on preservice teachers self-efficacybeliefs and to enhance these beliefs. The purpose of this research is toinvestigate the effects of micro teaching practices based on new approachesin science education on science teachers' self-efficacy beliefs.The study wascarried out with a mixed research method using both qualitative andquantitative methods. The application was carried out with the participationof 50 science teachers as part of the special teaching methods course.Participants of the study consisted of 50 preservice science teachers. ScienceTeaching Self-efficacy Beliefs Scale originally developed by Riggs ceEnochs (1990) and adapted to Turkish by Tekkaya, Çakıroğlu and Özkan(2004) was used. Constructive teacher observation form: Sawada et al.(2000) and the original name is Reformed Teaching observation protocol(RTOP). In this study, data were collected using the original version of thescale. The results of the study showed that pre-service teachers' self-efficacybeliefs before and after micro-teaching practices, which they planned basedon new approaches in science education, changed significantly

Keywords: Micro teaching, science education, self-efficacy beliefs

149

Preservice Teachers' Epistemological Patterns of Reasoningabout A Socioscientific Issue: Artificial Intelligence

Dilek Karışan, dilekkarisan@gmail.com, Adnan Menderes ÜniversitesiDana L. Zeidler, zeidler@usf.edu, University of South Florida

The advantages of AI (finance sector, verificiation, and validity, and security,healthcare) motivates researchers to develop this technology. However, thereare some concern among the researchers about its’ potential risks involved ifbuilt or used incorrectly. Thus, being aware of this emerging technology andthinking about the risks and benefits associated with it is worth to study. Thepurpose of this study is to evoke students’ interest to this technology andusing it as a conceptual construct to explore their socioscientific reasoningpatterns. Socioscientific reasoning (SSR) model, developed by Zeidler,Herman, Ruzek (2012), theoretically guided the present research. Aqualitative research design guided the present study. Fifty (30 females, 20males) preservice junior students studying at a public university participatedto the study. The students came together once per week and the unit of studylasted three weeks, near the beginning of the semester. The socioscientificreasoning patterns of PTs on Artificial Intelligence, developed in groupdiscussions, were used as data source. Results showed that 32% of thestudents have pragmatic views on artificial intelligence issues, 46% of themdisplayed emotive reaosoning on the issue, 20% of them evaluated theutilities provided by AI, and 4% of them were against the development ofartificial intelligence due to the theolegical issues.

Keywords: Artificial intelligence, socioscientific reasoning, socioscientificissues

150

It is Hard Work to Be a Zoologist

F. Kübra Pekin, fkpekin@gmail.com, Özel Güzelbahçe Piri Reis Okulları

You wouldn’t believe what we saw when we came into the class thismorning. A fish and a letter. It wants us to give her a name, and feed her. Shesays that the children who call her Mandarin will become tiny zoologists inthe future. Our cute fish Mandarin, sometimes in charge of security andsometimes secretly leaving letters in different places; takes our children tocolorful world of animals and assign them new duties.While having languageactivities about animals and green consciousness with preschoolers whoseparents are working with busy schedules, it is observed that the children gotto know animals from toys and cartoons and gained a different knowledgethan the reality. Within this project, which will start on “World Animal Day”and continue for 4 weeks, it is aimed to increase the consciousness towardsanimals.It is aimed for the children to have correct information aboutanimals, by including properties and living habits of the animals in thecurriculum, and also develop positive attitude towards maths and sciences byapplying GEMS program.In order to ensure that children perceiveenvironment like a scientist who can think critically, analyze, synthesize,hypothesize and deduct; increase persistency of learning with practicalactivities, learn species and their habitats, protect habitats, take responsibilityin caring for the environment, learn some of the concepts in the preschoolcurriculum through cognitive process skills. This project was implementedwith 16 students, at the age of 4.Children have gained a rich experience byutilizingtheexisting scientific -naturalistic intelligenceand conductinginterdisciplinary studies to raise awareness regarding environment and life ofall the living creatures. At the end of the application, children have becomemore conscious individuals, regarding animals and protecting their habitatsand more knowledgeableon animal species. In our “It’s hard work to be aZoologist” project, you will witness the fun journey of Mandarin and PiriReis children.

Keywords: Zoologist, letter, preschool, animals, nature

151

An Investigation of Pre-Service Teachers’ Sense of Self-Efficacy

Bülent AYDOĞDU, Afyon Kocatepe Üniversitesi, baydogdu@aku.edu.trMurat PEKER, Afyon Kocatepe Üniversitesi, peker@aku.edu.tr

Nil DUBAN, Afyon Kocatepe Üniversitesi, nily@aku.edu.tr

The purpose of the current study is to investigate pre-service primary school,science and mathematics teachers’ levels of self-efficacy in terms of certainvariables, such as gender, department, and academic achievement. Thesample of the study consisted of 192 pre-service teachers, 74% of whomwere female. Of all, 40.1% were pre-service primary school teachers while26% were pre-service science teachers. The remaining 33.9% of themconsisted of pre-service mathematics teachers. In this survey study, the datawere collected through the “Teachers’ Sense of Efficacy Scale” developed byTschannen-Moran and Woolfolk-Hoy (2001). The Turkish version of thescale adapted by Çapa, Çakıroğlu, and Sarıkaya (2005) has 24 items with thethree-factor subscales, namely efficacy for student engagement (8 items),efficacy for instructional strategies (8 items), and efficacy for classroommanagement (8 items). Data were analyzed using descriptive statistics,MANOVA, Pearson’s correlation, and independent-samples t test. Results ofthis study indicated that pre-service teachers’ levels of self-efficacy werequite adequate. In addition, their levels of self-efficacy did not significantlydiffer on gender and department. Furthermore, there was a significantpositive, but low relationship between academic achievement and levels ofself-efficacy.

Keywords: Mathematics, pre-service teacher, primary school, self-efficacy,science,

1This study is a part of the project of "17.KARİYER.04", supported by AfyonKocatepe University, Scientific Research Projects Coordination Unit.

152

Expert Opinions on Alternative Question Solving PlatformSoftware Development and Use

Ercan Akpınar, ercan.akpinar@deu.edu.tr , Dokuz Eylül ÜniversitesiZafer Erkan, zafererkan35@hotmail.com , Dokuz Eylül Üniversitesi

Aykut Girgin, aykut@gmail.com , Dokuz Eylül ÜniversitesiBurak İmsak, burak@gmail.com , Dokuz Eylül Üniversitesi

Web internet - mobile technology is increasing day by day and increasing itsplace in education. The students utilize the solution books, question solutionsites and mobile applications to reinforce the learned topics. In particular, thestudents who will take the exams need resources that will help in achievingfast and accurate information. However, students can not get enoughinformation from static printed books. The fact that the classrooms are closedand the centers of study are to be closed, distance learning is thought to beneeded more in preparation for the exams. Therefore, it is thought that itwould be useful to develop an environment in which students can sharethe questions they do not know on the web with other students and teachergroups and reach the correct answers and also different solutions fromdifferent teachers. This study aimed to determine the opinions of teachers andstudents regarding the use of alternative question solution software developedfor students. The research was conducted with volunteer teachers and teachercandidates participating in the work in Izmir. Qualitative research model wasused in the study. The data of the study were obtained from semi-structuredinterviews. The results indicate the participants' opinions on the developedsoftware, its usability, functionality, efficiency and various topics.

Keywords: Platform, question solving, design, software development

153

Software Developed for Students with Special EducationNeeds

Ercan Akpınar, ercan.akpinar@deu.edu.tr , Dokuz Eylül ÜniversitesiZafer Erkan, zafererkan35@hotmail.com , Dokuz Eylül Üniversitesi

Burak Kaptan, burak@gmail.com , Dokuz Eylül ÜniversitesiÖznur Mirioğlu, oznur@gmail.com , Dokuz Eylül Üniversitesi

Deniz İnce, deniz@gmail.com , Dokuz Eylül Üniversitesi

The lack of teachers and specialists to support the individual learningprograms of students who need special education is widely known. Thisrequirement restricts students from receiving adequate training anddevelopment. With the development of technology, various tools are takingplace in this area. With technology-supported software, students can continuetheir education by doing unlimited repetition, independent of time and space.However, the fact that the existing software is in sufficient number bringsserious needs to this issue. The software can serve both the psychomotorskills and the cognitive skills of the students. For this reason, it is thought thatthe software developed by expert cooperation will play an active role ineliminating the existing needs. In this study, it is aimed to develop andevaluate educational software for individuals who need special education.The developed software was used in the guidance of the teachers in a specialeducation center and the opinions of the teachers were taken through thedeveloped questionnaire. Teachers have expressed various opinions about theavailability and functionality of tools that help students learn in software andcollect progress data.

Keywords: Concept teaching, special education, software developing

154

Is Meeting Students' Academic Needs A Prerequisite ForBetter Learning And Behaviour?

Özlem Köprülü, okoprulu10@hotmail.com , Dokuz Eylül Üniversitesi

It is without doubt that when teaching methods are in accordance withstudents’ academic needs, students will respond more effectively to learningsituations, and this, in turn, will increase their motivation and learningsubstantially and decrease misbehaviour and discipline problems. This studytries to find out what academic needs are met to what extent for the freshman,sophomore, junior and senior students at English Language TeachingDepartment at Dokuz Eylül Üniversity.It also aims to learn whether there aredifferences among gender and classes. In the study, the academic needscenter around areas such as understanding the goal of the lesson, activelyinvolving in the learning process, relating the subject matter to their ownlives and developing a sense of competence and efficacy in the schoolenvironment. Students’ academic needs have been examined under 9 areas,and a questionnaire including 28 questions related to the 9 academic- needsareas was conducted on 212 freshman, sophomore, junior and senior studentsattending English Language Teaching Department at Dokuz Eylül Universityat the end of the academic year of 2013-2014.A five-choice rating scale wasused as “always, most of the time, sometimes, seldom, never”, and the resultswere analyzed by using SPSS program.

Keywords: Academic needs, better learning and behaviour, success.

155

Examining the Self-Efficacy about Assessment Literacy ofTeachers from Different Branches according to Period of

Experience

Öznur Çambay, oznurcambay@hotmail.comAygün Kılıç, aygunkilic@munzur.edu.tr , Munzur Üniversitesi

Sefa Kazanç, skazanc@firat.edu.tr , Fırat ÜniversitesiThis study examines the self-efficacy about assessment literacy of pre-school,elementary, and science teachers according to period of experience (0-5years, 5-10 years). 18 teachers with a period of experience of 0-5 years fromeach of the branches of pre-school teaching, elementary teaching, and scienceteaching and 18 teachers with a period of experience of 5-10 years from eachof the above-mentioned branches participated in the study. That is, 108 in-service teachers constituted the study group. The teachers were teaching inelementary schools and middle schools affiliated with the Ministry ofNational Education of Turkey and located in the central district and otherdistricts of Elazığ province in the 2015-2016 academic period. The surveymethod was used in the study, where the teachers’ self-efficacy perceptionsabout assessment literacy were determined through survey, which is aquantitative data collection tool. The Kruskal-Wallis and Mann Whitney-Utests were administered to the data obtained in the study in order to determinethe in-service teachers’ self-efficacy perceptions about assessment literacyand examine the differences between the groups. According to the results ofthe statistical analyses, the mean scores based on the independent variablesshowed that the elementary teachers’ self-efficacy perceptions aboutassessment literacy are better than those of the science and pre-schoolteachers (p<0.05). While a statistically significant difference was foundbetween the science teachers and the elementary teachers and between thescience teachers and the pre-school teachers (p<0.05) in terms of perceivedself-efficacy in the case of a period of experience of 0-5 years, no suchdifference was detected between the elementary teachers and the pre-schoolteachers (p>0.05) in this range of period of experience. Also, while astatistically significant difference was found between the science teachersand the elementary teachers and between the science teachers and the pre-school teachers (p<0.05) in terms of perceived self-efficacy in the case of aperiod of experience of 5-10 years, no such difference was detected betweenthe elementary teachers and the pre-school teachers (p>0.05) in this range ofperiod of experience.

Keywords: In-service teacher education, perception of self-efficacy aboutassessment literacy

156

Developing aesthetic appreciation levels of 7th graders

Irfan Nihan Demirel, nihan.demirel@erdogan.edu.tr, Recep Tayyip Erdoğan Üniversitesi

The aim of the research is to develop the aesthetic appreciation levels of the7th grade students of secondary school. The research was carried out with 20students studying in 7th grade of secondary schools in the Black Sea Regionwithin the scope of project number 117B337 supported by TUBITAK 4004Nature Education and Science Schools. In this direction students are aimed togain consciousness about the feeling that the artist has in the inner world andto relate the emotional intensity of the concepts such as beautiful, ugly,happiness, pain and sadness that constitute the definition of aesthetics to theirown inner worlds and daily lives. Different artistic methods and techniquesthat students can learn by doing and experience actively can be used byunderstanding the internal and external elements of aesthetics such as point,line, color, texture, harmony and balance and feeling dimension of aestheticsby using these methods and by this way the aesthetic appreciation levels ofstudents have been improved. The Survey of aesthetic appreciation developedby Sevim, Hisarcıklılar and Feyzioğlu (2012) was used as pre-test and post-test before and after the application revised with the works of art appropriateto the level of the target group. In this context, it was determined that theaesthetic appreciation levels of the students developed since the aestheticsubjects such as the characteristics and conditions of the period in which anart object is produced, the world view of the artist and the cultural structureand beliefs of the society in which it lives are supported by artistic activitiessuch as seeing, perceiving, thinking and remembering with objects or beings.

Keywords: Aesthetics, art and aesthetics, aesthetic appreciation

157

Reality versus Dreams: Professional Efficacy of ProspectiveEnglish Teachers

Dr. Berna Güryay, bernaguryay@gmail.com, Dokuz Eylül University

English Language Teachers need to be knowledgeable not only in theirsubject matter; English, but also in methodology. Besides, successful Englishteachers are generally the ones who have good relationships with theirstudents. Prospective English teachers dream of having all of these qualities.However, whether it is really the case with most of them is questionable. Thisstudy aims to investigate the professional efficacy of senior prospectiveEnglish teachers from the perspective of their practice teachers who havesupervised them in the spring term of 2017 academic year and themselves.For the scope of this study, similar structured- interview questions have beenprepared for practice teachers and prospective English teachers. 16prospective teachers and seven practice teachers have answered thesequestions in the interview conducted by the researcher. Their answers will beanalyzed through one of the qualitative research techniques; coding. Sincedata analysis continues detailed results will be dealt with in the full paper. Itis hoped to have a deeper understanding about the strengths and weaknessesof Prospective English teachers and to shed a light to the effectiveness ofeducation presented in English Language Teaching Departments.

Keywords: English language teaching, practice teachers, prospectiveteachers, teaching practice,

158

9-12 Year Old Students' Metaphors Concerning the Conceptof Aesthetics

İrfan Nihan Demirel, nihan.demirel@erdogan.edu.tr, Recep Tayyip Erdoğan Üniversitesi

The aim of the research is to determine the perceptions related to concept ofaesthetics of 9-12 year old children through metaphors. The research wascarried out with a total of 700 students aged 9-12 who were educated in the5th, 6th and 7th grades of the secondary schools in the Black Sea Region andwho is faced with scientifically aesthetic complexity. Metaphor datacollection form was used as data collection tool in the research. Theresponses to the data collection form through metaphor were analyzed inthree stages: metaphor formation, category development, validity andreliability. Metaphors produced by the participants were evaluated in terms ofcommon characteristics of metaphors for each participant, taking inconsideration the relationship between the theme of metaphor and its source.A total of 115 sample metaphors, which are supposed to best represent thegenerated metaphors, and 10 different conceptual categories representingmetaphors produced in terms of their common features were created. Theconceptual categories created and a total of 115 metaphors combined underthese categories were presented to the expert for the purpose of determiningwhether they are related to the conceptual categories. The reliability of thematch between the expert and the researcher was calculated as 95%. Findingsfrom the research have shown that children perceive the concept of aestheticsas beauty, but generally perceive it as a surgical intervention, physicalappearance, or flexibility. On the other hand, it has been observed that thestudents are partly focused on the concept of aesthetic pleasure as a feeling ofpleasure or excitement in the artistic sense. It is recommended that 9-12 yearold children should be directed to activities such as creative drama, artcriticism, art history, music, and story; subjects should be presented as aproblem to students, and the lives and works of different artists should berelated to the nature in various activities in addition to the application studiesfor the development of aesthetic viewpoints of 9-12 year old children.

*Bu çalışma Recep Tayyip Erdoğan Üniversitesi Bilimsel Araştırma ProjeleriKoordinatörlüğü tarafından desteklenen “SKG-2016-692” kodlu projedenüretilmiştir.

Keywords: Aesthetics, aesthetic value, metaphor