Instructional models form based on the needs. To satisfy the needs specific targeted instructions... more Instructional models form based on the needs. To satisfy the needs specific targeted instructions are presented. Teaching how a vehicle is used, is an example for specific targeted courses. This study suggests and defines a new concept namely “integrated instructional material”. Integrated structures are applications and structures which contain integration for a specific purpose in a system approach. Accordingly, integrated instructional material is an assistant system for instruction. In other words, it is a supportive tool for teaching subjects of different disciplines as a whole by integrating them. 33 Preservice teachers, enrolled engineering class of Pedagogical Formation Education at a Faculty of Education of a state university in the Mediterranean Region of Turkey, performed the development process of integrated instructional material in the context of Instructional Technology and Material Design course. Data were collected through observation notes, open ended questionnaire...
In this study, emotional intelligence levels of engineering students from different universities ... more In this study, emotional intelligence levels of engineering students from different universities in Turkey were investigated. Data were collected by " Emotional Intelligence Scale " developed by Schutte and et al (1998). 98 engineering students from different engineering faculties were selected as the participants of the study. The participants participated in the TUBITAK Alternative Energy Car Races before the study. Findings of the study showed that there is no significant difference in students' emotional intelligence scores in terms of age and gender. Additionally, the students who have similar hobbies regarding developing design had higher emotional intelligence score. In terms of being engineer in the family, students showed higher performance in emotional intelligence score. Students who don't have professional pessimism have higher emotional intelligence score.
In this study, it was aimed to determine ethical reasoning of lecturers in STEM disciplines in te... more In this study, it was aimed to determine ethical reasoning of lecturers in STEM disciplines in terms of several independent variables (gender, working another institution, age, academic title, academic discipline, service period). This study was designed as a survey research. Lecturers in STEM disciplines in Kahramanmaras Sutçuimam University were selected as participants of the study. ''Ethical Reasoning Instrument (ERI)' which was developed by Titus, Zoltowski, Huyck, and Oakes (2011) was used in order to collect data by adapting into Turkish. Data were analyzed by the help of independent sample t-test, one-way ANOVA and Kruskal-Wallis tests. The findings indicated that for all independent variables there were no statistically significant difference (p>.05) in ethical reasoning of lecturers. As an interesting result, it was determined that lecturers in engineering discipline have less ethical awareness than lecturers in medicine and science disciplines.
An example of integrating mathematics to science: Graphs and living organisms
The need of integrating science with other disciplines has long been aimed and recently has been ... more The need of integrating science with other disciplines has long been aimed and recently has been recognized as an important topic of interest in national and international contexts. Specifically, the integration of science with mathematics have been more important. This importance has been noticed by many researchers and thus, have been investigated. However, previous studies focusing on the integration of science with mathematics generally focused on physics and chemistry concepts while biology concepts were being omitted. Thus, the purpose of present study was to determine middle school students’ mathematical difficulties while solving questions related to graphs in a biology topic, specifically living organisms and energy unit. A total of 174 8th grade students were completed an open-ended questionnaire containing 10 questions which were determined based on the objectives of national science curriculum. Document analysis method was used for analyzing the data. The results showed that students had difficulty in understanding and interpreting the graphs (line graphs, bar and pie charts) with respect to the biology driven context. Specifically, while most of the students were able to interpret the line graphs, they were unable to use proportional reasoning when interpreting a plant’s growing in length-time graph by using initial length. Similarly, they tended to draw a bar chart but had difficulty in specifying and ordering renewable and nonrenewable energy sources by interpreting the bar chart. Moreover, they showed minimal understanding in ordering decimals, calculating basic addition and subtraction as well as direct proportion. Overall, the results yielded us to consider that students’ partial understanding in biology concepts such as photosynthesis, energy sources or food chains might be related with their incompetence in understanding of basic mathematical concepts.
Fen bilimlerinin, başta matematik olmak üzere diğer alanlarla entegrasyonu, hem ulusal hem de ulu... more Fen bilimlerinin, başta matematik olmak üzere diğer alanlarla entegrasyonu, hem ulusal hem de uluslararası alan yazında ilgi görmekte ve son dönemlerde araştırmalara sıklıkla konu olmaktadır. Ayrıca, fen bilimleri dersinin diğer konularla örneğin teknoloji ile entegrasyonu yeni fen bilimleri öğretim programında vurgulanırken fen ve matematik entegrasyonu ise “matematiksel ilişkilere” girilmeme olarak programda yer bulmuştur. Ancak yapılan çalışmalar, öğretmenlerin fen derslerinde matematiksel ifadelere (formül, bağıntı, birim çevirme vb.) sıklıkla yer verdiğini ortaya koymaktadır. Dolayısıyla, fen bilimleri öğretim programının fen-matematik entegrasyonuna yönelik kazanımlarla zenginleşmesi hem programın uygulanabilirliği açısından hem de fen derslerinin diğer disiplinlerle ilişkilendirilmesi açısından önemli görülmektedir. Bu araştırmanın amacı, öğrenim görmekte olan fen bilgisi öğretmen adaylarının fen ve matematik entegrasyonuna yönelik düşüncelerini incelemektir. Bu amaçla, bir devlet üniversitesinde eğitim görmekte olan ve Okul Deneyimi I dersini alan ve Öğretmenlik Uygulaması dersini almakta olan 4. Sınıf sekiz öğretmen adayı ile yarı-yapılandırılmış görüşmeler gerçekleştirilmiştir. Görüşmelerin süresi, 30-41 dakika arasında değişmekte olup, katılımcıların bilgisi dahilinde ses kaydına alınmıştır. Daha sonra ses kayıtları çözümlenmiş olup elde edilen kayıtlar, sürekli karşılaştırmalı analiz yöntemiyle incelenmiştir. Araştırma sonucunda elde edilen bulgular, öğretmen adaylarının fen bilimleri derslerinde, matematiğin yerinin ve öneminin farkında olduklarını ancak fen ve matematik entegrasyonunun tanımı ve nasıl sağlayacakları hakkında fikir sahibi olmadıklarını ortaya koymuştur. Öğretmen adaylarının çoğu, fen ve matematiğin entegrasyonunun önemini vurgulamasına rağmen bazı öğretmen adayları, fen ve matematik disiplinlerinin iki ayrı disiplin olarak öğretimini vurgulamıştır. Fen bilimlerinin, matematikle olduğu kadar diğer disiplinlerle ilişkilerinin daha sıklıkla vurgulandığı, disiplinler arası çalışmaların ve işbirliğinin öneminin giderek arttığı düşünüldüğünde öğretmen adaylarının entegrasyon uygulamaları açısından farkındalık düzeylerinin arttırılması önemlidir.
The need of integrating science with other disciplines has long been aimed and recently has been ... more The need of integrating science with other disciplines has long been aimed and recently has been recognized as an important topic of interest in national and international contexts. Specifically, the integration of science with mathematics have been more prominent. This importance has been noticed by many researchers and thus, have been investigated. However, previous studies focusing on the integration of science with mathematics generally focused on physics and chemistry concepts while biology concepts were being omitted. Thus, the purpose of present study was to determine middle school students’ mathematical difficulties while solving graph questions in a biology topic, specifically living things and energy unit. A total of 174 8th grade students were completed an open-ended questionnaire containing 10 questions which were determined based on the objectives of national science curriculum. Content analysis method was used for analyzing the gathered data. The results showed that students had difficulty in understanding and interpreting the graphs (line graphs, bar and pie charts) with respect to the biology driven context. Specifically, while most of the students were able to interpret the line graphs, they were unable to use proportional reasoning when interpreting a plant’s growing in length-time graph by using initial length. Similarly, they tended to draw a bar chart but had difficulty in specifying and ordering renewable and nonrenewable energy sources by interpreting the bar chart. Moreover, they showed minimal understanding in ordering decimals, calculating basic addition and subtraction as well as direct proportion. Overall, the results yielded us to consider that students’ partial understanding in biology concepts such as photosynthesis, energy sources or food chains were related with their minimal understanding in basic mathematical concepts.
Computer Education and Instructional Technology (CEIT) Departments train computer teachers to fil... more Computer Education and Instructional Technology (CEIT) Departments train computer teachers to fill gap of computer instructor in all grades of schools in Turkey. Additionally graduates can also work as instructional technologist or software developer. The curriculum of CEIT departments includes mathematics courses.
The aim of this study is to identify attitudes of undergraduate students at CEIT departments towards math. In order to investigate the research question quantitative methods was used. Specifically survey research was preferred. Mathematics Attitude Questionnaire (MAQ) that was developed by Duatepe and Çilesiz (1999) was used and the questionnaire includes 38 items. The instrument was conducted with 122 undergraduate students from CEIT departments of four different universities in Turkey in the spring semester of 2010- 2011. Data were analyzed through independent samples t-test and one-way ANOVA by means of PASW Statistics. In conclusion, some differences were found in terms of math attitudes of CEIT’s students.
Instructional models form based on the needs. To satisfy the needs specific targeted instructions... more Instructional models form based on the needs. To satisfy the needs specific targeted instructions are presented. Teaching how a vehicle is used, is an example for specific targeted courses. This study suggests and defines a new concept namely “integrated instructional material”. Integrated structures are applications and structures which contain integration for a specific purpose in a system approach. Accordingly, integrated instructional material is an assistant system for instruction. In other words, it is a supportive tool for teaching subjects of different disciplines as a whole by integrating them. 33 Preservice teachers, enrolled engineering class of Pedagogical Formation Education at a Faculty of Education of a state university in the Mediterranean Region of Turkey, performed the development process of integrated instructional material in the context of Instructional Technology and Material Design course. Data were collected through observation notes, open ended questionnaire...
In this study, emotional intelligence levels of engineering students from different universities ... more In this study, emotional intelligence levels of engineering students from different universities in Turkey were investigated. Data were collected by " Emotional Intelligence Scale " developed by Schutte and et al (1998). 98 engineering students from different engineering faculties were selected as the participants of the study. The participants participated in the TUBITAK Alternative Energy Car Races before the study. Findings of the study showed that there is no significant difference in students' emotional intelligence scores in terms of age and gender. Additionally, the students who have similar hobbies regarding developing design had higher emotional intelligence score. In terms of being engineer in the family, students showed higher performance in emotional intelligence score. Students who don't have professional pessimism have higher emotional intelligence score.
In this study, it was aimed to determine ethical reasoning of lecturers in STEM disciplines in te... more In this study, it was aimed to determine ethical reasoning of lecturers in STEM disciplines in terms of several independent variables (gender, working another institution, age, academic title, academic discipline, service period). This study was designed as a survey research. Lecturers in STEM disciplines in Kahramanmaras Sutçuimam University were selected as participants of the study. ''Ethical Reasoning Instrument (ERI)' which was developed by Titus, Zoltowski, Huyck, and Oakes (2011) was used in order to collect data by adapting into Turkish. Data were analyzed by the help of independent sample t-test, one-way ANOVA and Kruskal-Wallis tests. The findings indicated that for all independent variables there were no statistically significant difference (p>.05) in ethical reasoning of lecturers. As an interesting result, it was determined that lecturers in engineering discipline have less ethical awareness than lecturers in medicine and science disciplines.
An example of integrating mathematics to science: Graphs and living organisms
The need of integrating science with other disciplines has long been aimed and recently has been ... more The need of integrating science with other disciplines has long been aimed and recently has been recognized as an important topic of interest in national and international contexts. Specifically, the integration of science with mathematics have been more important. This importance has been noticed by many researchers and thus, have been investigated. However, previous studies focusing on the integration of science with mathematics generally focused on physics and chemistry concepts while biology concepts were being omitted. Thus, the purpose of present study was to determine middle school students’ mathematical difficulties while solving questions related to graphs in a biology topic, specifically living organisms and energy unit. A total of 174 8th grade students were completed an open-ended questionnaire containing 10 questions which were determined based on the objectives of national science curriculum. Document analysis method was used for analyzing the data. The results showed that students had difficulty in understanding and interpreting the graphs (line graphs, bar and pie charts) with respect to the biology driven context. Specifically, while most of the students were able to interpret the line graphs, they were unable to use proportional reasoning when interpreting a plant’s growing in length-time graph by using initial length. Similarly, they tended to draw a bar chart but had difficulty in specifying and ordering renewable and nonrenewable energy sources by interpreting the bar chart. Moreover, they showed minimal understanding in ordering decimals, calculating basic addition and subtraction as well as direct proportion. Overall, the results yielded us to consider that students’ partial understanding in biology concepts such as photosynthesis, energy sources or food chains might be related with their incompetence in understanding of basic mathematical concepts.
Fen bilimlerinin, başta matematik olmak üzere diğer alanlarla entegrasyonu, hem ulusal hem de ulu... more Fen bilimlerinin, başta matematik olmak üzere diğer alanlarla entegrasyonu, hem ulusal hem de uluslararası alan yazında ilgi görmekte ve son dönemlerde araştırmalara sıklıkla konu olmaktadır. Ayrıca, fen bilimleri dersinin diğer konularla örneğin teknoloji ile entegrasyonu yeni fen bilimleri öğretim programında vurgulanırken fen ve matematik entegrasyonu ise “matematiksel ilişkilere” girilmeme olarak programda yer bulmuştur. Ancak yapılan çalışmalar, öğretmenlerin fen derslerinde matematiksel ifadelere (formül, bağıntı, birim çevirme vb.) sıklıkla yer verdiğini ortaya koymaktadır. Dolayısıyla, fen bilimleri öğretim programının fen-matematik entegrasyonuna yönelik kazanımlarla zenginleşmesi hem programın uygulanabilirliği açısından hem de fen derslerinin diğer disiplinlerle ilişkilendirilmesi açısından önemli görülmektedir. Bu araştırmanın amacı, öğrenim görmekte olan fen bilgisi öğretmen adaylarının fen ve matematik entegrasyonuna yönelik düşüncelerini incelemektir. Bu amaçla, bir devlet üniversitesinde eğitim görmekte olan ve Okul Deneyimi I dersini alan ve Öğretmenlik Uygulaması dersini almakta olan 4. Sınıf sekiz öğretmen adayı ile yarı-yapılandırılmış görüşmeler gerçekleştirilmiştir. Görüşmelerin süresi, 30-41 dakika arasında değişmekte olup, katılımcıların bilgisi dahilinde ses kaydına alınmıştır. Daha sonra ses kayıtları çözümlenmiş olup elde edilen kayıtlar, sürekli karşılaştırmalı analiz yöntemiyle incelenmiştir. Araştırma sonucunda elde edilen bulgular, öğretmen adaylarının fen bilimleri derslerinde, matematiğin yerinin ve öneminin farkında olduklarını ancak fen ve matematik entegrasyonunun tanımı ve nasıl sağlayacakları hakkında fikir sahibi olmadıklarını ortaya koymuştur. Öğretmen adaylarının çoğu, fen ve matematiğin entegrasyonunun önemini vurgulamasına rağmen bazı öğretmen adayları, fen ve matematik disiplinlerinin iki ayrı disiplin olarak öğretimini vurgulamıştır. Fen bilimlerinin, matematikle olduğu kadar diğer disiplinlerle ilişkilerinin daha sıklıkla vurgulandığı, disiplinler arası çalışmaların ve işbirliğinin öneminin giderek arttığı düşünüldüğünde öğretmen adaylarının entegrasyon uygulamaları açısından farkındalık düzeylerinin arttırılması önemlidir.
The need of integrating science with other disciplines has long been aimed and recently has been ... more The need of integrating science with other disciplines has long been aimed and recently has been recognized as an important topic of interest in national and international contexts. Specifically, the integration of science with mathematics have been more prominent. This importance has been noticed by many researchers and thus, have been investigated. However, previous studies focusing on the integration of science with mathematics generally focused on physics and chemistry concepts while biology concepts were being omitted. Thus, the purpose of present study was to determine middle school students’ mathematical difficulties while solving graph questions in a biology topic, specifically living things and energy unit. A total of 174 8th grade students were completed an open-ended questionnaire containing 10 questions which were determined based on the objectives of national science curriculum. Content analysis method was used for analyzing the gathered data. The results showed that students had difficulty in understanding and interpreting the graphs (line graphs, bar and pie charts) with respect to the biology driven context. Specifically, while most of the students were able to interpret the line graphs, they were unable to use proportional reasoning when interpreting a plant’s growing in length-time graph by using initial length. Similarly, they tended to draw a bar chart but had difficulty in specifying and ordering renewable and nonrenewable energy sources by interpreting the bar chart. Moreover, they showed minimal understanding in ordering decimals, calculating basic addition and subtraction as well as direct proportion. Overall, the results yielded us to consider that students’ partial understanding in biology concepts such as photosynthesis, energy sources or food chains were related with their minimal understanding in basic mathematical concepts.
Computer Education and Instructional Technology (CEIT) Departments train computer teachers to fil... more Computer Education and Instructional Technology (CEIT) Departments train computer teachers to fill gap of computer instructor in all grades of schools in Turkey. Additionally graduates can also work as instructional technologist or software developer. The curriculum of CEIT departments includes mathematics courses.
The aim of this study is to identify attitudes of undergraduate students at CEIT departments towards math. In order to investigate the research question quantitative methods was used. Specifically survey research was preferred. Mathematics Attitude Questionnaire (MAQ) that was developed by Duatepe and Çilesiz (1999) was used and the questionnaire includes 38 items. The instrument was conducted with 122 undergraduate students from CEIT departments of four different universities in Turkey in the spring semester of 2010- 2011. Data were analyzed through independent samples t-test and one-way ANOVA by means of PASW Statistics. In conclusion, some differences were found in terms of math attitudes of CEIT’s students.
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Papers by Betul Tekerek
the purpose of present study was to determine middle school students’ mathematical difficulties while solving questions related to graphs in a biology topic, specifically living
organisms and energy unit. A total of 174 8th grade students were completed an open-ended questionnaire containing 10 questions which were determined based on the objectives of
national science curriculum. Document analysis method was used for analyzing the data. The
results showed that students had difficulty in understanding and interpreting the graphs (line
graphs, bar and pie charts) with respect to the biology driven context. Specifically, while most of the students were able to interpret the line graphs, they were unable to use proportional
reasoning when interpreting a plant’s growing in length-time graph by using initial length. Similarly, they tended to draw a bar chart but had difficulty in specifying and ordering
renewable and nonrenewable energy sources by interpreting the bar chart. Moreover, they showed minimal understanding in ordering decimals, calculating basic addition and subtraction as well as direct proportion. Overall, the results yielded us to consider that students’ partial understanding in biology concepts such as photosynthesis, energy sources or
food chains might be related with their incompetence in understanding of basic mathematical concepts.
The aim of this study is to identify attitudes of undergraduate students at CEIT departments towards math. In order to investigate the research question quantitative methods was used. Specifically survey research was preferred. Mathematics Attitude Questionnaire (MAQ) that was developed by Duatepe and Çilesiz (1999) was used and the questionnaire includes 38 items. The instrument was conducted with 122 undergraduate students from CEIT departments of four different universities in Turkey in the spring semester of 2010- 2011. Data were analyzed through independent samples t-test and one-way ANOVA by means of PASW Statistics. In conclusion, some differences were found in terms of math attitudes of CEIT’s students.
the purpose of present study was to determine middle school students’ mathematical difficulties while solving questions related to graphs in a biology topic, specifically living
organisms and energy unit. A total of 174 8th grade students were completed an open-ended questionnaire containing 10 questions which were determined based on the objectives of
national science curriculum. Document analysis method was used for analyzing the data. The
results showed that students had difficulty in understanding and interpreting the graphs (line
graphs, bar and pie charts) with respect to the biology driven context. Specifically, while most of the students were able to interpret the line graphs, they were unable to use proportional
reasoning when interpreting a plant’s growing in length-time graph by using initial length. Similarly, they tended to draw a bar chart but had difficulty in specifying and ordering
renewable and nonrenewable energy sources by interpreting the bar chart. Moreover, they showed minimal understanding in ordering decimals, calculating basic addition and subtraction as well as direct proportion. Overall, the results yielded us to consider that students’ partial understanding in biology concepts such as photosynthesis, energy sources or
food chains might be related with their incompetence in understanding of basic mathematical concepts.
The aim of this study is to identify attitudes of undergraduate students at CEIT departments towards math. In order to investigate the research question quantitative methods was used. Specifically survey research was preferred. Mathematics Attitude Questionnaire (MAQ) that was developed by Duatepe and Çilesiz (1999) was used and the questionnaire includes 38 items. The instrument was conducted with 122 undergraduate students from CEIT departments of four different universities in Turkey in the spring semester of 2010- 2011. Data were analyzed through independent samples t-test and one-way ANOVA by means of PASW Statistics. In conclusion, some differences were found in terms of math attitudes of CEIT’s students.