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Öğe Examining high school students’ attitudes towards context based learning approach with respect to some variables(IJESE, 2016) Baran, Medine; Maskan, Abdulkadir; Baran, Mukadder; Türkan, Azmi; Yetişir, Mehmet İkbalThe present study aimed at determining and examining high school first, second, third and fourth class grade students’ attitudes towards context based learning approach with respect to the variables of gender, class grade and school. The study was carried out with a total of 5325 high school students in Turkey (n1(first class grade)=1509, n2(second class grade)1265, n3(third class grade)=1140, n4(fourth class grade)=544; none: 867 Female: 2450, Male: 2866; none:9). In the study, Student Context based Approach Attitude Scale made up of 18 items, whose reliability and validity were calculated, was used as data collection tool. The data collected were analyzed using descriptive analysis, independent samples t-test and ANOVA found in the package software of SPSS 16. The results revealed that the students’ general attitude mean score was 3.01 out of 5. The results obtained in the study are thought to be important as they not only help determine high school students’ attitudes towards context based learning approach and identify the influence of certain variables on their attitudes but also cover but also cover all the class grades of high school. Moreover, it should be determined to how context based learning approach is applied in educational institutions by the governments.Öğe The Influence of Project-Based STEM (PjbL-STEM) Applications on the Development of 21st-Century Skills(2021) Karakoyun, Ferit; Maskan, Abdulkadir; Baran, Medine; Baran, MukadderThis study aimed to investigate the influence of Project-Based Learning STEM (PjbLSTEM) Applications involving the use of waste materials on the 21st-century skills of 10th-grade students. In line with the purpose of the study, the pre-experimental design was used. The sample consisted of 24 students in total. The 21st-Century Skills Usage Scale, structured and semi-structured interview forms, were used as the data collection tools. During the applications, PjbL-STEM activities were carried out. The data collected were analyzed using the Wilcoxon Signed Ranks Test and the thematic analysis technique. The data analysis revealed a significant increase in the students’ 21st-century skills, such as their levels of use of autonomy and cooperation skills and their levels of environmental sensitiveness. The students also reported that the activities had positive effects on many of their 21st-century skills such as communication, and collaboration, problem-solving, creativity, critical thinking, responsibility, environmental awareness, and information-technology literacy. Based on the findings, the following suggestions were put forward: PjbL-STEM activities could be carried out more in educational institutions belonging to the Ministry of National Education. Teacher-training activities could be carried out, and in-service training could be organized to support the application of innovative methods.Öğe Picture Your Science Educators: Through the Eyes of the Student Teachers(Tamer KUTLUCA, 2024) Baran, Medine; Baran, MukadderThis study was aimed to examine and compare the opinions of science teachers studying at undergraduate and master levels in Norway and Turkey towards their instructors. 22 students studying in science fields at a state university in Norway and 28 students studying in science fields at a state university in Turkey participated in the research. The students participating in the research were selected on the basis of a easily accessible sample. Research data was collected using a structured interview form consisting of 5 open-ended questions that questioned students' opinions about the instructors. The data obtained at the end of the research was analyzed using content analysis and descriptive analysis methods. Considering the findings, the themes of student opinions were obtained: 21st century skills of the science instructors, methods and techniques they use in the classroom, the effects of the science instructors on themselves, what I would do if I were a science educator, and role modeling. While some of the participating students in Turkey found the lecturers inadequate in terms of 21st Century skills, most of the students in Norway found the lecturers sufficient. While student teachers in Turkey emphasized that science instructors ' interaction and communication with students and a strong academic infrastructure are important, participants in Norway pointed out that science instructors have positive effects that contribute to being a good teacher. However, participating students in both groups stated that more traditional teaching methods were used in the classroom. It was determined that students had negative opinions as well as positive opinions. The two most important components of the university learning environment that are meaningful to each other are students and science instructors. Therefore, it is thought that more qualified teaching activities will be realized if science instructors care about what students think about themÖğe Türkiye’deki öğrencilerin Fen Bilimleri PISA testleri sonuçlarının fizik öğretmen adayları tarafından değerlendirilmesi(Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi, 2018) Baran, Medine; Baran, Mukadder; Maskan, AbdulkadirBu araştırmada fizik öğretmenliği anabilim dalında eğitim görmekte olan öğretmen adaylarınınPISA’dan haberdar olup olmadıkları ve Türkiye’deki öğrencilerin PISA fen bilimleri testi sonuçlarınayönelik görüşlerinin değerlendirilmesi amaçlanmıştır. Araştırma toplamda 49 fizik öğretmen adayıile yürütülmüştür. Araştırmada veri toplama aracı olarak 8 soruluk yapılandırılmış görüşme formukullanılmıştır. Araştırmadan elde edilen veriler içerik analizi ve betimsel analiz yöntemleri ile analizedilmiştir. Katılımcı gruptaki 49 öğrenciden sadece sekiz öğrencinin program hakkında doğru bilgisahibi olduğu görülürken bir öğrencinin ise yanlış bilgi sahibi olduğu saptanmıştır. Araştırmayakatılan grubun Türkiye fen PISA testleri sonuçlarına yönelik görüşleri incelendiğinde, fizik öğretmenadaylarının olumsuz PISA test sonuçlarını eğitim sistemi, okul, ders programı, öğretmen ve mevcutsınav sistemindeki sorunlara bağlı bir şekilde açıkladıkları görülmüştür. Bununla beraber katılımcıgruptaki fizik öğretmen adayları fen okuryazarlığının artırılmasına yönelik olarak, fen alanlarıöğretmenlerinin yöntem-tekniklerini değiştirerek öğrenci merkezli yaklaşımları benimsemesi veeğitim sisteminin değiştirilmesi gerektiği gibi çeşitli önerilerde bulunmuşlardır.
