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Bilişim Teknolojileri Öğretmen Adaylarının Programlama Öğretiminde Scratch Aracının Kullanımına İlişkin Algıları
(2016) Yükseltürk, Erman; Altıok, Serhat
Bu çalışmada programlama öğretiminde eğitsel bir programlama ortamı olan Scratch aracı kullanımına ilişkin Bilişim Teknolojileri (BT) öğretmen adaylarının algıları incelenmiştir. Çalışmanın örneklemi 2013-2014 yılı güz ve bahar döneminde Scratch programlama aracıyla desteklenmiş olan Eğitsel Bilgisayar Oyun Tasarımı adlı derse farklı şubelerde katılan 159 öğretmen adayından oluşmaktadır. Çalışmada verilerin toplanması için nicel ve nitel yöntemlerin uygulandığı karma desen kullanılmıştır. Nicel veriler çevrimiçi anketler (Kişisel Bilgi Anketi, Scratch ile Bilgisayar Programlamaya Yönelik Öğrenci Algısı Anketi) ile toplanmış bunun yanı sıra BT öğretmen adaylarının algılarını detaylı bir biçimde öğrenmek amacıyla odak grup görüşmeleri gerçekleştirilmiştir. Araştırmanın sonuçları BT öğretmen adaylarının Scratch ile programlamaya ilişkin motivasyon, kullanışlılık ve kullanım kolaylığına ilişkin algılarının olumlu yönde olduğunu göstermektedir.
Sınıf Öğretmeni Adaylarının Çocuk Haklarına Yönelik Tutumlarının Kültürlerarası Duyarlılık Düzeyi Bağlamında İncelenmesi
(2020) Hareket, Erdem; Altıok, Serhat
Bu araştırmada sınıf öğretmeni adaylarının, çocuk haklarına yönelik tutumlarıyla kültürlerarası duyarlılık düzeyleri arasındaki ilişki durumunun belirlenmesi amaçlanmıştır. Araştırma, nicel araştırma yaklaşımına uygun olarak ilişkisel tarama deseninde tasarlanmıştır. Araştırma örneklemini, basit seçkisiz örnekleme yoluyla belirlenmiş 419 öğretmen adayı oluşturmaktadır. Araştırmanın verileri, Kültürlerarası Duyarlılık Ölçeği ve Çocuk Haklarına İlişkin Tutum Ölçeği ile elde edilmiştir. Verilerin analizinde, parametrik ve non-parametrik testler kullanılmıştır. Araştırma sonucunda, Adayların kültürlerarası duyarlılık puanlarının cinsiyete göre anlamlı farklılaşmadığı, çocuk hakları tutum puanlarının ise kadın öğrenciler lehine anlamlı farklılaştığı belirlenmiştir. Adayların, kültürlerarası duyarlılık puanları ile çocuk haklarına yönelik tutum puanları arasında pozitif yönde ve orta düzeyde anlamlı ilişkinin varlığı, araştırmanın önemli bulgularından bir diğeridir. Araştırmanın sonuçları doğrultusunda, adayların çocuk haklarına yönelik tutumlarının ve kültürel farklılıklara duyarlılık düzeylerinin geliştirilmesi amacına yönelik bazı öneriler geliştirilmiştir.
Veri yönlendirmeli öğrenme yaklaşımının öğrencilerin sözcük edinimleri üzerindeki etkisi
(2010) Çelik, Serkan; Keser, Hafize
Bu araştırma, veri yönlendirmeli öğrenme (VYÖ) yaklaşımı ile çevrimiçi sözlük kullanımı yöntemlerinin yabancı dilde sözcük edinimi boyutunda öğrenci başarısına ve başarısının kalıcılığına etkilerini araştırmak amacıyla yapılmıştır. Araştırma deneysel araştırma modeline göre yürütülmüştür. Araştırmanın çalışma grubunu, 2008–2009 öğretim yılında Ankara Üniversitesi Tıp Fakültesinde öğrenim gören 68 öğrenci oluşturmuştur. Çalışmanın deney gruplarına çevrimiçi öğrenme ortamı üzerinden eğitim verilmiştir. Veriler, geçerlik ve güvenirlik çalışmaları yapılmış olan, sözcük bilgisi ölçeği ile elde edilmiştir. Elde edilen verilerin çözümlenmesinde, kovaryans ve tanımlayıcı istatistik yöntemleri kullanılmıştır. Araştırma sonucunda, veri yönlendirmeli öğrenme yaklaşımıyla öğrenim gören öğrencilerin akademik sözcükleri edinimleri bağlamında çevrimiçi sözlük kullanan öğrenci grubuna kıyasla daha başarılı oldukları saptanmıştır.
Enhancing metacognitive awareness of undergraduates through using an e-educational video environment
(Pergamon-Elsevier Science Ltd, 2019) Altiok, Serhat; Baser, Zeynep; Yukselturk, Erman
Video portfolios provide students with opportunities of self-monitoring, evaluating and reflecting on their own performance, and receiving feedback from others such as their peers and teachers. However, the literature was lacking an investigation of the extent to which video portfolios might contribute to developing students' metacognitive awareness level in foreign language learning. Therefore, this study aimed to understand the potential effects of using an e-educational video portfolio environment supported with Kinect technology on enhancing students' metacognitive awareness level in foreign language learning. In order to achieve this goal, a pre-test/post-test quasi-experimental study was conducted at a state university located in Central Turkey. In total, eighty-five students took part in the study. The students had been divided into two sections at the beginning of the academic year. There were 42 students in Section 1, 43 students in Section 2. For the purposes of the study, the sections were randomly identified as the control and experimental group. The same curriculum was taught to both groups by the same instructor; however, the experimental group followed a video portfolio-integrated course supported with Kinect technology in face-to-face learning environment for 7 weeks in the second half of the semester whilst the control group continued the usual methods. The data was gathered by means of a Metacognitive Awareness Inventory (MAI), which is a five-point likert scale, and three focus group interviews. The results showed that using an e-educational video portfolio environment enhanced students' metacognitive awareness level and supported foreign language learning process effectively.
Using Game-Based Learning with Kinect Technology in Foreign Language Education Course
(Int Forum Educational Technology & Soc-Ifets, 2018) Yukselturk, Erman; Altiok, Serhat; Baser, Zeynep
The present study investigates the effects of game-based language learning with Kinect technology on students' self-efficacy beliefs and attitudes toward English. The study was conducted at a state university located in Central Turkey. Foreign language education is promoted in Turkey, yet because of several factors, among which weekly hours of teaching, and student motivation prevail, and students still cannot develop their language skills. The literature shows that these problems might be minimized making use of technological advancements effectively in the classroom. Therefore, game-based language learning, through which students carry out meaningful tasks based on real-life scenarios to develop their communication skills, is getting an increasing attention. In this study, a pre-test/post-test quasi-experimental study was conducted. Participants were the first-year students taking English as a compulsory course. In total, there were 62 participants. The instruments included two questionnaires measuring self-efficacy beliefs and attitude toward English. The results revealed that there was a significant positive increase in some sub-factors of attitude and self-efficacy scores of the students in the experimental group compared to the average scores of the students in the control group. The study explains why game-based learning activities with Kinect technology should be integrated into the foreign language courses.
What do students think about SNSs in education? University students' perceptions, expectations and concerns regarding educational uses of SNSs
(Australasian Soc Computers Learning Tertiary Education-Ascilite, 2017) Akcayir, Murat
Social network sites (SNSs) have become a popular technology in recent years and are currently used in educational environments. Although SNSs have attracted much scholarly attention, students' experiences with and expectations about SNS uses in education have not been deeply explored. This study investigates educational uses of SNSs by analysing university students' perceptions, experiences, expectations and concerns. A mixed method approach was used. The participants were 206 Turkish university students aged 18-28. As a quantitative data collection tool, Lim and Richardson's (2016) social networking use survey was employed. To better understand the students' perceptions, expectations and concerns about using SNSs for educational purposes, face-to-face semi-structured interviews were conducted with 58 participants. The results of the study reveal that the students actively used SNSs for different purposes. The participants also exhibited positive perceptions of SNS use for educational purposes. Among the biggest expectations is that instructors would share materials using SNSs. When the students' general expectations were examined, notably different results were obtained. The greatest concern of the students was that their personal posts could be seen by their instructors.
An investigation of the effects of programming with Scratch on the preservice IT teachers' self-efficacy perceptions and attitudes towards computer programming
(Wiley, 2017) Yukselturk, Erman; Altiok, Serhat
The purpose of this study was to analyze the effects of programming with Scratch on the views of preservice Information Technology (IT) teachers towards computer programming. The study sample consisted of 151 preservice IT teachers who took an elective course including a Scratch module in the 2013-14 academic year. Three online questionnaires (Personal Information Questionnaire, The Computer Programming Self-Efficacy Scale and The Computer Programming Learning Attitude Scale) were used to gather the quantitative data and focus group interviews were conducted to collect the qualitative data regarding the preservice IT teachers' views in more detail. According to the results, there were significant increases in the mean of the preservice IT teachers' self-efficacy perceptions regarding almost all complex programming tasks after their Scratch programming experience. The results also showed that the preservice IT teachers' negative attitudes towards programming decreased significantly and programming in the Scratch platform had significantly positive effects on the preservice IT teachers' attitudes regarding some items in the scale.
Augmented reality in science laboratories: The effects of augmented reality on university students' laboratory skills and attitudes toward science laboratories
(Pergamon-Elsevier Science Ltd, 2016) Akcayir, Murat; Akcayir, Gokce; Pektas, Huseyin Mirac; Ocak, Mehmet Akif
This study investigated the effects of the use of augmented reality (AR) technologies in science laboratories on university students' laboratory skills and attitudes towards laboratories. A quasi-experimental pre-test/post-test control group design was employed. The participants were 76 first-year university students, aged 18-20 years old. They were assigned to either an experimental or a control group. Qualitative and quantitative data collection tools were used. The experimental results obtained following the 5-week application revealed that the AR technology significantly enhanced the development of the university students' laboratory skills. AR technology both improved the students' laboratory skills and helped them to build positive attitudes towards physics laboratories. The statements of the students and the instructor regarding other effects of AR technology on science laboratories, both negative and positive, are also discussed. (C) 2015 Elsevier Ltd. All rights reserved.
What makes you a digital native? Is it enough to be born after 1980?
(Pergamon-Elsevier Science Ltd, 2016) Akcayir, Murat; Dundar, Hakan; Akcayir, Gokce
The purpose of this study is to determine levels of technological proficiency among university students to see if they should be characterized as "digital natives." For this purpose, rather than using types and frequency of technology use to characterize a digital native, the Digital Native Assessment Scale (DNAS) developed by Teo (2013) was employed. This scale has an established reliability and validity measure. It measures several factors (e.g., grew up with technology, comfortable with multi-tasking, reliant on graphics for communication, thrive on instant gratifications and rewards, etc.) relating to accepted characteristics of a digital native. The participants in the study were 560 university students, 278 of whom were from Turkey and 282 from Kyrgyzstan. The findings indicate that these university students actively used computers and the Internet. The statistical results show that digital natives can be characterized by including their academic year (Freshman, Sophomore, etc.), national culture, and experiences with technology (computers, tablet PCs, and the Internet). The results also indicate that there are no significant differences in the participants' perceptions of themselves as digital natives due to their gender or academic disciplines. (C) 2016 Elsevier Ltd. All rights reserved.
Different anesthetic agents-soaked sinus packings on pain management after functional endoscopic sinus surgery: which is the most effective?
(Springer, 2016) Haytoglu, Suheyl; Kuran, Gokhan; Muluk, Nuray Bayar; Arikan, Osman Kursat
In the present study, we investigated the efficacy of local anesthetics soaked non-absorbable sinus packs on pain management after functional endoscopic surgery (FESS). One hundred and fifty patients with the diagnosis of bilateral chronic sinusitis with or without nasal polyps who underwent FESS were included into the study. Their pre-operative Lund-Mackay computerized tomography (CT) Scores were similar. We applied anesthetic agents of 2 % lidocaine HCl, 0.25 % Bupivacaine HCl, 0.2 % Ropivacaine, 2 % Prilocaine and 0.9 % NaCl (Saline) in groups 1-5 onto the sinus packs after FESS. At postoperative period, acetaminophen (250 mg/5 ml) was used in 10-15 mg/kg per dose (4 times a day). Bleeding grade, operation duration, postoperative number of gauze/24 h, additional painkiller need, pain values at 1, 2, 4, 8, 12 and 24 h were noted. Lund-Kennedy endoscopic scores were also evaluated at 1st, 2nd and 4th weeks postoperatively. In saline group, 93.3 % of the patients needed additional painkiller. Whereas, in Bupivacaine group, additional painkiller use (20.0 %) is less than the other groups. In Bupivacaine group, number of gauze/24 h use was lower than lidocaine, ropivacaine and prilocaine groups. In our study, except 1st and 24th hours, pain values of groups can be written in ascending order (from less to higher) as Bupivacaine, Lidocaine, Prilocaine, Ropivacaine and Saline. In the first hour, pain values of groups can be written in ascending order (from less to higher) as Lidocaine, Prilocaine, Bupivacaine, Ropivacaine and Saline. In the 2nd week, in the Bupivacaine and Lidocaine Groups separately, postoperative Lund-Kennedy scores were lower than the Prilocaine and Saline Groups. In the 1st month, Lidocaine Group's Lund-Kennedy scores were significantly lower than the Saline Group. Synechia values were not different between groups. Bupivacaine help the lower pain values and less additional painkiller need after FESS. Therefore, we recommend to use Bupivacaine soaked sinus packs after FESS for achieve less pain values and to improve patient satisfaction.
The Role of Online Education Preferences on Student's Achievement
(Anadolu Univ, 2015) Baturay, Meltem Huri; Yukselturk, Erman
Online education has expanded and is expected to continue growing rapidly in time along with technological innovations. It is obvious that there is a movement toward online learning which necessitates the need of more empirical evidence on effective learning and learners' achievement. This study investigated effect of the variables: demographics (age, gender, being employed/unemployed, and computer efficacy); Internet self-efficacy; satisfaction (student-student, student-instructor, student-content interaction); and the reasons for online education preferences of students' on their achievement. Differing from previous studies the current study particularly investigates the effect of students' reasons for their preferences of distance education on their success besides all other variables. The results indicated that there is a positive correlation between students' reasons for their preferences of distance education and their achievement scores which was measured by their final test scores. Besides, according to results of the regression analyses, preferences related to achievement was the only variable to affect regression equation in the online course regression analyses. That was accounted for about 5.1% of the variance in students' final grades.
Implementing tablet PCs in schools: Students' attitudes and opinions
(Pergamon-Elsevier Science Ltd, 2014) Dundar, Hakan; Akcayir, Murat
In this study, the attitudes, expectations and views of 206 students in four high schools within the scope of the FATIH project in Turkey were assessed regarding tablet PC technology after six months of a pilot plan that included the distribution of tablet PCs to students. The research questions of this study are whether there is a meaningful difference between tablet PC use by male and female students and the effect of computer and Internet by students on attitudes toward tablet PC use. Qualitative and quantitative data collection tools were used in the research. The Computer Attitude Measure for Young students (CAMYS) developed by Teo and Noyes (2008) was used in evaluating the students' attitudes toward the tablet PC usage. Interviews were conducted with eight teachers at pilot schools concerning the integration of tablet PCs into their classes; the positive and negative dimensions of tablet PCs were analyzed. The findings indicate that students have a positive attitude toward tablet PCs. There was not a meaningful difference between the attitudes of male and female students toward tablet PCs. The length of computer and Internet by the students did not affect their attitudes toward tablet PCs. The ways that teachers used tablet PCs in classes, the positive and negative aspects of tablet PC usage and the students' expectations of tablet PCs were discussed in the study. (C) 2013 Elsevier Ltd. All rights reserved.
A media comparison study on first aid instruction
(Sage Publications Ltd, 2013) Celik, Serkan
Aims: A basic knowledge and understanding of first aid can be invaluable for both teachers and students to be able to provide emergency care in the event of an accident, possibly saving lives and minimizing injury in school settings. The purpose of this research was to perform a comparison of online and face-to-face delivery modes for an introductory first aid course to determine if there existed a difference in student teachers' success depending on the delivery modes. Methods: The research compares participants' achievements in a first aid class taught by the same instructor using either face-to-face or online delivery modes. In total, five sections of the course were assigned to either a face-to face or an online treatment condition. Results: The results of a paired samples t-test indicated that student teachers both in experiment and control groups performed adequately to attain the course goals (p < .05). The difference between the mean scores of all groups in pre- and post-tests verified the achievement of the participant learners. The results of a further independent t-test on groups' performances on the post application of the achievement test showed a significant variance in favour of participants who received online teaching (p < .05). Conclusion: The findings of the study suggest that, while both online and face-to-face mode can be effective in achieving learning goals of first aid content, online learning was found to be more effective in comparison to traditional classroom instruction.
The Effect of Corpus Assisted Language Teaching on the Learners' Proper Use of Punctuation Marks
(Edam, 2013) Çelik, Serkan; Elkatmış, Metin
One of the critical contributions of the emerging technologies in computer sciences is the capability of corpus compilation and processing. Corpus resources and approaches are regarded as a potentially valuable areas both in developing instructional methods and designing pedagogical materials. This study aimed to explore the effect of exposing language learners to corpus data and guiding them to make deductions on the acquisition of punctuation marks in comparison to lecture based teaching. The participants were 171 prospective teachers attending a state university in central Anatolia, Turkey. The data were gathered through an achievement test, a questionnaire, and semi structured interviews. The results related to the achievement revealed that the learners who exploited corpus resources performed significantly better compared to those who received lecture based instruction. Besides, the findings also noted that the collaboration should be an important factor of success in corpus consultation among language learners. The results obtained via questionnaire and interviews underlined the positive perceptions of the participants toward corpus assisted language learning activities and materials. Suggestions were made for further research to have a deeper understanding of corpus utilization in Turkish language education.
Internet-assisted technologies for English language teaching in Turkish universities
(Routledge Journals, Taylor & Francis Ltd, 2013) Celik, Serkan
Although the enormous potential of the Internet has gained attention in Internet-assisted language teaching (IALT), a solid background of research is still lacking about/investigating English as a foreign language (EFL) teachers' use of Internet assistive technologies. This study set out to determine Turkish university level EFL instructors' perceptions and perspectives on the use of the Internet for pedagogical purposes. A total of 486 instructors from 11 universities located in Turkey participated in a survey and responded to the questions about what type of resources they utilize on the Internet, how they perceive and use Internet-assisted language instruction, and how they assess themselves in terms of language learning technology. The findings reveal that although EFL instructors utilize the Internet densely and with a positive perception in their teaching, the quality of that utilization varies and needs to be improved via professional development programs for Internet-assisted language instruction. Suggestions were made for further research.
Improving 8 th grades spatial thinking abilities through A 3D modeling program
(Turkish Online Journal Educational Tech-Tojet, 2012) Toptas, Veli; Celik, Serkan; Karaca, E. Tugce
Implementation of emerging technology in sub disciplines of mathematics education provides a potential for educators to elaborate the capacity of digitized learning for human being. Spatial thinking is considered as a factor of scientific deduction from a multi disciplinary point of view. This paper reports a study aimed at exploring the effect of a 3D Modeling program on the spatial ability of the 8th grade students through an experimental research design. The study also focuses on the relation between the gender difference and spatial thinking. The study population was consisted of 82 8th grade students and divided into the control group (n=40) and the treatment group (n=42). The data in the study were collected through a qualitative research method. According to the findings of the research, the success rate of post test increased after the application in terms of differential aptitude, mental rotation and spatial visualization. On the other hand, irrespective of the relevant literature, female pupils were observed as better performers comparing to the males on post application of the measurement instruments.
A new forum framework integrated into content
(Sila Science, 2012) Erguzen, Atilla; Basal, Ahmet; Erel, Serafettin
E-learning has made rapid strides in recent years. Variety of tools supporting blended and online education systems paves the way for the development of e-learning. One of the main tools used in e-learning to support learning is, undoubtedly, asynchronous task-based online discussion groups or discussion board. Existing e-learning platforms (open source or in the market) provide collaboration tools, however, they are not truly integrated with other modules, causing serial problems for the group members. Integration of discussion boards into the course content is of vital importance since they may directly affect learning. In this study, we suggest a new easy-to-use-framework in which discussion boards are embedded in course content, providing easy access to the students without distancing them from the learning material. The tutor can write feedback comments and rate on each learner's postings. Moreover, students can also grade his friends' postings, which may enhance their motivation and may also increase the number of the postings. This framework enriches course content with the power of forum tools and makes learners in the discussion process active with the support of feedback and grade reward.
Comparison of a New Test For Agility and Skill in Soccer With Other Agility Tests
(De Gruyter Poland Sp Zoo, 2012) Kutlu, Mehmet; Yapıcı, Hakan; Yoncalık, Oğuzhan; Çelik, Serkan
The purpose of this study was both to develop a novel test to measure run, shuttle run and directional change agility, and soccer shots on goal with decision making and to compare it with other agility tests. Multiple comparisons and assessments were conducted, including test-retest, Illinois, Zig-Zag, 30 m, Bosco, T-drill agility, and Wingate peak power tests. A total of 113 Turkish amateur and professional soccer players and tertiary-level students participated in the study. Test-retest and inter-tester reliability testing measures were conducted with athletes. The correlation coefficient of the new test was .88, with no significant difference (p> 0.01> 0.01) between the test results obtained in the first and second test sessions. The results of an analysis of variance revealed a significant (p < 0.01) difference between the T-drill agility and power test results for soccer players. The new agility and skill test is an acceptable and reliable test when considering test-retest reliability and inter-rater reliability. The findings in this study suggest that the novel soccer-specific agility and shooting test can be utilized in the testing and identification of soccer players' talents.
The Effect of Personality on Cyberbullying among University Students in Turkey
(Ani Yayincilik, 2012) Celik, Serkan; Atak, Hasan; Erguzen, Atilla
Problem Statement: Cyberbullying is associated with significant psychological issues among young people such as depression, emotional distress, low self-esteem, and poor academic achievement. It is also regarded as an increasingly emergent problem in educational settings, putting learners' psychological health, safety, and well-being at risk. Recent research has shown that a growing number of students are victims of cyberbullying and a wider realization and a thorough understanding of cyberbullying is needed. Purpose of the Study: This survey-based study set out to explore the relationship between personality traits and cyberbullying among university students receiving education through either face-to-face or distance education modes. Methods: A sectional research design and correlation survey method was adopted throughout the study. As a causal and comparative study, the dependent variable was set as cyberbullying (actively bullying others and/or being bullied) and the independent variable included five personality types. A path model was developed and tested in order to investigate the effects of learning modes and aforementioned personality types on two levels of cyberbullying. Findings and Results: The good fit indexes belonging to the model indicated acceptable conditions and capacity for explaining the relations among the variables. Emotional instability was observed as the leading predictor of being cyberbullied with a medium effect size. On the other hand, the weakest predictor of being bullied was found to be openness to experience with a minor level negative effect size. The developed model was observed to be valid for both face-to-face and distance education learning modes. In addition, a positive and medium level relationship between bullying and being exposed to bullying was observed. Ward's hierarchical cluster analysis conducted on the points obtained from the cyberbullying scale revealed that the majority of the group rarely bullies and is rarely exposed to cyberbullying. Conclusions and Recommendations: This study contributes to the extant literature on bullying in a few conceptual areas. For instance, few research studies have examined the bullying issue in the tertiary context and through learning modes. The current investigation was limited by using a single data set to conduct all analyses. Further research is recommended to involve various variables such as cross-cultural effects on cyberbullying.
Effects of aging on the microstructure of a Cu-Al-Ni-Mn shape memory alloy
(Springer, 2011) Sari, U.; Kirindi, T.; Ozcan, F.; Dikici, M.
The influence of aging on the microstructure and mechanical properties of Cu-11.6wt%Al-3.9wt%Ni-2.5wt%Mn shape memory alloy (SMA) was studied by means of scanning electron microscopy (SEM), transmission electron microscopy (TEM), X-ray diffractometer, and differential scanning calorimeter (DSC). Experimental results show that bainite, gamma(2), and alpha phase precipitates occur with the aging effect in the alloy. After aging at 300dgC, the bainitic precipitates appear at the early stages of aging, while the precipitates of gamma(2) phase are observed for a longer aging time. When the aging temperature increases, the bainite gradually evolves into gamma(2) phase and equilibrium alpha phase (bcc) precipitates from the remaining parent phase. Thus, the bainite, gamma(2), and alpha phases appear, while the martensite phase disappears progressively in the alloy. The bainitic precipitates decrease the reverse transformation temperature while the gamma(2) phase precipitates increase these temperatures with a decrease of solute content in the retained parent phase. On the other hand, these precipitations cause an increasing in hardness of the alloy.

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