Yazar "Buldu, Metehan" seçeneğine göre listele

Listeleniyor 1 - 10 / 10
  • [ X ]
    Öğe
    İdeal Bir Okul Öncesi Eğitim Ortamı: Ebeveynlerin Okul Öncesi Eğitim Kurumlarından Beklentileri
    (2023) Buldu, Metehan; Pekacar, Rumeysa Güner
    Ebeveynlerin bakış açıları, okullar ve eğitimciler için önemli bir geri bildirim kaynağıdır. Ebeveynlerin öğrenme ortamı hakkındaki görüşlerini araştırmak, güçlü yönlerini ve iyileştirilmesi gereken alanları belirlemeye yardımcı olmaktadır. Bu sayede, eğitim ortamının, öğrencilerin ve ebeveynlerin ihtiyaçlarını daha iyi karşılamak adına, fiziksel ve eğitsel ortamın sürekli olarak uyarlanması ve iyileştirmesi mümkün olacaktır. Bu amaçla, Ankara ilinde (merkez ilçeler) yer alan 26 ebeveyne kolay ulaşılabilir örneklem yöntemi ile ulaşılmış ve yarı-yapılandırılmış görüşmeler ile çalışma verileri toplanmıştır. Görüşmeler esnasında ebeveynlerin kendi algılarına göre fiziksel (materyal, sınıf büyüklüğü, öğrenci sayısı, maddi beklenti) ve eğitsel (gelişim alanlarını destekleme, okulla iletişim, ) açılardan ideal bir okul ortamından beklentilerinin neler olduğu sorulmuştur. Görüşmeler sonrasında elde edilen bulgular tematik analiz yöntemin ile analiz edilmiştir. Analiz sonucunda, ebeveynlerin verdiği cevaplardan yola çıkarak (1) fiziki beklentiler ve (2) eğitim-öğretim açısından beklentiler olarak iki ana tema geliştirilmiştir. Araştırmanın bulgularında ebeveynlerin yeterli materyal ve ödenen ücret konusunda farklı düzeylerde beklentilerin olduğunu göstermiştir. Özellikle çocukları özel kurumlarda eğitim gören ebeveynler, okullarda materyallerin yetersiz olduğunu ve ödenen paraların devlet okullarına kıyasla çok fazla olduğunu ifade etmişlerdir. Diğer taraftan, ebeveynlerin eğitim öğretim açısından beklentilerinin en çok çocukların öz-bakım (öğrendiklerinin evde de gözlenmesi) ve sosyal (diğer çocuklarla paylaşım, iletişim) gelişim alanlarında olduğunu göstermektedir. Araştırma bulgularına dayanarak, okulların kendi koşullarına dair ebeveynlere fiziksel ve eğitsel açıdan bilgilendirme seminerleri vermeleri, dönem başlarında ebeveynlerin eğitim ortamına dair beklentilerini belirlemeye yönelik düzenli görüşmelerin yapılması ve ev-okul arasındaki bağı güçlü tutmak amacıyla teknolojik imkânların işe koşularak, düzenli iletişim bağı kurmaları önerilmektedir
  • [ X ]
    Öğe
    Investigating perceived dispositions of Turkish preservice early childhood education teachers
    (Routledge Journals, Taylor & Francis Ltd, 2023) Buldu, Metehan; Erden, Feyza Tantekin
    This study aimed to explore the changes in developing perceived dispositions of preservice early childhood education (ECE) teachers influenced by student teaching experience. A convergent mixed-method research design framework was used to collect data for the study. The study sample comprised 86 preservice teachers enrolled at a public university in Ankara, 14 university supervisors responsible for the student teaching experience, and 86 cooperating teachers from public and private schools who were assigned to preservice teachers during their student teaching experience. The results revealed that preservice ECE teachers' teaching dispositions increased after the student teaching experience.
  • [ X ]
    Öğe
    Investigating Pre-Service Early Childhood Teachers' cPCK and pPCK on the Knowledge Used in Scientific Process Through CoRe
    (Sage Publications Inc, 2021) Buldu, Elif; Buldu, Metehan
    The study aimed to investigate pre-service early childhood teachers' (PSTs) collective pedagogical content knowledge (cPCK) and personal pedagogical content knowledge (pPCK) on the knowledge used in scientific process (SP) through the content representation (CoRe) design, interview, and knowledge used in scientific process (KSP) forms. The data were collected from 36 sophomore PSTs' with a case study design. At the beginning of the data collection process, the PSTs' prior knowledge used in SP was determined individually through a pre-interview and the KSP form. At the conclusion of the 13-week science-focused course, post-interviews, the KSP form, and the CoRe form were applied again. The CoRe forms were filled collectively based on their science activities, which were designed at the end of the science course. The PCK developed by Magnusson et al. was used for data analysis and to decide on the main themes of the data. The study's findings revealed that the PSTs initially had some misconceptions relating to knowledge of SP. While the participants were confused about the knowledge used in SP and made incorrect definitions prior to the science-focused course, nearly all of the PSTs' conception were changed on all of the concepts used in SP and reflected the most confused skills (especially observing and measuring) to their teaching plans after the course. Therefore, their pPCK and cPCK development were supported by both the science-focused course and collaborative CoRe design. The findings of the study have important implications for government policies and teacher training programs.
  • [ X ]
    Öğe
    Investigating Pre-Service Early Childhood Teachers’ cPCK and pPCK on the Knowledge Used in Scientific Process Through CoRe
    (SAGE Publications Inc., 2021) Buldu, Elif; Buldu, Metehan
    The study aimed to investigate pre-service early childhood teachers’ (PSTs) collective pedagogical content knowledge (cPCK) and personal pedagogical content knowledge (pPCK) on the knowledge used in scientific process (SP) through the content representation (CoRe) design, interview, and knowledge used in scientific process (KSP) forms. The data were collected from 36 sophomore PSTs’ with a case study design. At the beginning of the data collection process, the PSTs’ prior knowledge used in SP was determined individually through a pre-interview and the KSP form. At the conclusion of the 13-week science-focused course, post-interviews, the KSP form, and the CoRe form were applied again. The CoRe forms were filled collectively based on their science activities, which were designed at the end of the science course. The PCK developed by Magnusson et al. was used for data analysis and to decide on the main themes of the data. The study’s findings revealed that the PSTs initially had some misconceptions relating to knowledge of SP. While the participants were confused about the knowledge used in SP and made incorrect definitions prior to the science-focused course, nearly all of the PSTs’ conception were changed on all of the concepts used in SP and reflected the most confused skills (especially observing and measuring) to their teaching plans after the course. Therefore, their pPCK and cPCK development were supported by both the science-focused course and collaborative CoRe design. The findings of the study have important implications for government policies and teacher training programs. © The Author(s) 2021.
  • [ X ]
    Öğe
    Okul Öncesi Öğretmen Adaylarinin Pedagojik Dokümantasyon Deneyimleri İle Değerlendirme Konusunda Kendilerine Olan Güvenin Ve Yeterliklerinin Desteklenmesi
    (2020) Buldu, Metehan
    Bu çalışmada, okul öncesi öğretmen adaylarının erken çocukluk eğitiminde pedagojik dokümantasyonsürecini öğrendikten sonra çocukları değerlendirme konusunda kendilerine olan güvenlerinin ve yeterliklerininnasıl değiştiğini ve öğretmen adaylarının mesleki gelişimleri açısından nasıl desteklenmeleri gerektiğiaraştırılmıştır. Çalışmanın tasarımı doğada nitel vaka çalışmasıdır. Buna dayanarak, mevcut çalışma için nitelvaka çalışması deseni kullanılmıştır. Katılımcıların seçimi için amaçlı örnekleme tekniği kullanılmıştır.Araştırmanın verileri, bir devlet üniversitesindeki okul öncesi öğretmenliği programında seçmeli ders olarakokutulan Erken Çocukluk Eğitiminde Pedagojik Dokümantasyon dersine devam eden öğretmen adaylarındanelde edimiştir. Öğretmen adaylarıyla yapılan öncesi ve sonrası odak grup görüşmeleri, onlar tarafındanhazırlanan dokümantasyon panel görselleri ve öğretmen adaylarının dokümantasyon deneyimlerine dair yazılıgörüşleri çalışmanın verisini oluşturmuştur. Çalışmanın bulguları tematik analiz yöntemi kullanılarak eldeedilmiş ve sonuçlar (1) değerlendirme araçlarını öğrenme sürecinde kullanmak, (2) öğretmen adaylarınındeğerlendirme konusundaki öz-yeterlik inançlarını desteklemek ve (3) öğrenme sürecinin planlanması içindeğerlendirme sonuçlarının yorumlanması olarak üç tema altında toplanmıştır. Çalışmanın bulguları pedagojikdokümantasyon uygulamalarının değerlendirme stratejilerini uygulama, yapılan değerlendirme uygulamalarısonucunda elde edilen verileri yorumlama ve yeni öğrenme çıktılarının gerçekleşebilmesi için planlamayapabilmek açısından okul öncesi öğretmen adaylarının kendilerine olan güven ve yeterliklerini desteklediğiniortaya koymuştur. Bu sonuçlar dikkate alınarak, okul öncesi öğretmenliği programlarında değerlendirmestratejilerini uygulamak için gerekli deneyimleri sağlayacak eğitim programlarının tasarlanmasıönerilmektedir
  • [ X ]
    Öğe
    Playful Learning as an Innovative Approach: A Review of the Literature on Teachers’ Perspectives
    (2023) Buldu, Metehan
    In recent years, playful learning has attracted attention of diverse education systems from all over the world. There is a great effort to disseminate playful learning in early childhood education. The aim of this study is to review and summarize international studies conducted between 2012-2022 on early childhood teachers’ views on playful learning. With this purpose, 33 research studies from different educational contexts were investigated. The findings of the study showed that there is some differences in the conception of the relationship between play and learning between western and eastern countries. Also, early childhood teachers face many challenges while implementing playful learning. The findings of the study will be a guide for teachers, families and policy practitioners.
  • [ X ]
    Öğe
    Science Learning in Playful Learning Environments: A Study from US Early Childhood Classrooms
    (2023) Buldu, Metehan
    Science may be a particularly vital subject in early life, serving not just to provide the foundation for future scientific understanding, but to expanding understanding and recognition of the value of young children's thinking and learning. therefore, designing learning environment to support children’s playful science learning is getting important. For this purpose, the current study was conducted to instigate how playful learning environments support children’s science learning. The data of this study was collected from four different US early childhood learning environments. The analysis of the data showed that children’s playful discoveries promotes their scientific skills and science learning. In these learning environments, children are encouraged to play more and explore a variety of situations in these learning environments thanks to the materials chosen and the design of the learning centers that encourage interaction between children. The findings of the current study suggest that exemplary practices should be developed in order to move away from traditional learning environments and to support learning through play, and to raise awareness on this issue, starting with teacher candidates.
  • [ X ]
    Öğe
    Talking over children's drawings about their favourite play times: how do children describe their play?
    (Routledge Journals, Taylor & Francis Ltd, 2023) Buldu, Elif; Buldu, Metehan
    This study investigated how children describe their play activities and associate learning with play. Accordingly, 23 early childhood children from different cities and age groups were included in this phenomenological research study. Incorporating images of children's drawings of their favourite playtime and semi-structured interviews, three main themes were developed: types of play, play for feeling, and play for learning. The findings revealed that none of the children mentioned that their favourite play activity took place in school; however, almost all of them believed that they could learn while playing. Moreover, children who prefer digital games (watching videos and playing games) are not aware of what they are learning from the activity. These findings support the need to promote learning through play in schools. Additionally, the role of adults and their awareness regarding digital games must be taken into account.
  • [ X ]
    Öğe
    Talking over children’s drawings about their favourite play times: how do children describe their play?
    (Routledge, 2023) Buldu, Elif; Buldu, Metehan
    This study investigated how children describe their play activities and associate learning with play. Accordingly, 23 early childhood children from different cities and age groups were included in this phenomenological research study. Incorporating images of children’s drawings of their favourite playtime and semi-structured interviews, three main themes were developed: types of play, play for feeling, and play for learning. The findings revealed that none of the children mentioned that their favourite play activity took place in school; however, almost all of them believed that they could learn while playing. Moreover, children who prefer digital games (watching videos and playing games) are not aware of what they are learning from the activity. These findings support the need to promote learning through play in schools. Additionally, the role of adults and their awareness regarding digital games must be taken into account. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
  • [ X ]
    Öğe
    Video based professional development on pedagogical documentation: a yearlong study with early childhood teachers
    (Routledge Journals, Taylor & Francis Ltd, 2024) Sahin, Figen; Yilmaz, Arif; Buldu, Mehmet; Aras, Selda; Buldu, Metehan; Akgul, Esra
    This study examined how a video-based professional development (VBPD) initiative influenced early childhood teachers' practices. A purposive sample of 22 early childhood education teachers voluntarily participated in this study. The confidentiality of all participants was assured and their informed consent was obtained prior to the study. The design of the study was qualitative in nature and video based interventions were carried out during the research process. The study data was drawn from a larger study and collected through informal and semi-structured individual interviews. A constant comparative method of data analysis was utilised in the study. The themes identified in the data were guiding teachers' practices; self-awareness and desire to improve. The teachers expressed that VBPD was supportive for instructional awareness, instructional assessment practices, and the quantity and quality of classroom interaction. Furthermore, from the teachers' perspectives, the VBPD was found to improve their self-awareness and aid them in staying up-to-date professionally.