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Ahıskalı, Eylem Ezgi (Balikesir Author), Bu çalışmada, özdüzenlemeli strateji geliştirme modeliyle yapılandırılan planlama ve yazma stratejileri öğretiminin tartışmacı anlatıma dayalı plan yapma ve kompozisyon yazma başarısına ve kalıcılığa etkisini belirlemek amaçlanmıştır. Araştırmada nicel araştırma yöntemlerinden öntestsontest kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın çalışma grubunu 2019-2020 eğitim-öğretim yılı güz döneminde bir devlet üniversitesinin Türkçe Öğretmenliği Programında öğrenim gören 48 birinci sınıf öğrencisi oluşturmuştur. Deney grubuna on hafta boyunca, haftada iki ders saati olmak üzere, özdüzenlemeli strateji geliştirme modeliyle yapılandırılan tartışmacı anlatıma dayalı planlama yapma ve kompozisyon yazma stratejileri öğretimiyle gerçekleştirilen yazma etkinlikleri, kontrol grubuna Türk Dili I dersinin kazanımları doğrultusunda yazma etkinlikleri uygulanmıştır. Veri toplama aracı olarak tartışmacı anlatıma dayalı yapılan planlarla yazılan kompozisyonlar ile bu planları ve kompozisyonları değerlendirmek için dereceli puanlama anahtarları kullanılmıştır. Veriler istatistiksel hesaplamalarla çözümlenmiştir. Araştırmanın sonunda özdüzenlemeli strateji geliştirme modeliyle yapılandırılan tartışmacı anlatıma dayalı planlama ve yazma stratejileri öğretiminin öğretmen adaylarının planlama ve yazma başarılarını artırdığı ve kalıcı olduğu belirlenmiştir., This study aims to determine the effect of teaching planning and writing strategies structured with self-regulated strategy development model on planning and writing achievement and retention based on argumentative discourse. In the study, quasi-experimental design with pre-test-post-test control group was administered. The study group consisted of 48 first-year students studying in the Turkish Language Teaching Program in a state university in the fall semester of the 2019-2020 academic year. On the experimental group writing activities through teaching planning and writing strategies based on argumentative discourse and structured with self-regulated strategy development model was administered for ten weeks two lessons each week. On the other hand, the control group participated in writing activities in line with the learning outcomes of TurkishLanguage I lesson. As for the data collection tools, plans and written compositions based on argumentative discourse, and grading scales to assess these plans and compositions were used. The data was analyzed by statistical calculations. In conclusion, it was determined that the teaching planning and writing strategies based on argumentative discourse and structured with selfregulated strategy development model increased planning and writing achievement of pre-service teachers and the teaching provided was permanent.

Kocakülah, Mustafa Sabri (Balikesir Author), Bu çalışmanın amacı, 2005 yılı Fen ve Teknoloji dersi programı ile 2013 yılı Fen Bilimleri dersi programının öğrenci rollerinde ortak olarak ifade edilen araştıran ve sorgulayan bir birey yetiştirmek için gerekli olan araştırma becerilerinin öğrencilere kazandırılma durumlarının incelenmesidir. Tarama modelinde yürütülen bu çalışmada 2005 ve 2013 programları ile öğrenim görmüş öğrencilerin araştırma becerilerinin ortaya konulup karşılaştırılması amaçlanmıştır. Çalışmanın örneklemini Balıkesir ilinde öğrenim gören ve tabakalı amaçsal örnekleme yöntemi ile seçilmiş 1532 öğrenci oluşturmaktadır. Araştırma verileri Araştırma Becerileri Testi ve yarı yapılandırılmış görüşmeler ile toplanmıştır. Yapılan analizler sonucunda 2005 yılı Fen ve Teknoloji dersi öğretim programı ile öğrenim gören öğrencilerin araştırma becerilerinin 2013 yılı Fen Bilimleri dersi öğretim programı ile öğrenim gören öğrencilerden daha fazla geliştiği görülmüştür. Araştırma becerilerinin alt becerileri olarak belirlenen becerilerin de öğrencilere kazandırılma durumları incelenmiştir. Analiz sonuçları, öğrencilerin değişkenleri belirleme becerileri arasında anlamlı fark olmadığını ancak araştırılabilir soru belirleme, hipotez kurma, verileri kaydetme ve verileri yorumlama becerilerinde 2005 programı lehine anlamlı bir fark olduğunu göstermektedir. Çalışma sonunda yeni Fen Bilimleri programı da araştırma becerilerini kazanım düzeyinde ele alışı açısından değerlendirilmiş ve programın uygulayıcısı öğretmenlere öğrencilerin araştırmayı soru sorup cevap alma olarak görmemesi için sürecin takip edilmesi gibi önerilerde bulunulmuştur., The aim of this study is to examine the inquiry skills of students who are required to raise their level of research skills as determined in the student roles of curricula of science courses prepared in 2005 and 2013. Inquiry skills of the students were determined and compared based on survey model. The sample of the study consists of 1532 students in the ninth grade of five high schools in Balıkesir province and selected by stratified purposeful sampling method. The research data were collected by using the Inquiry Skills test and semistructured interviews. As a result of the data analyses, it was found that the research skills of the students studying with the 2005 Science and Technology Curriculum improved much compared to the students studying with the 2013 Science Curriculum. The acquisition status of the sub-skills of inquiry skills were also examined separately. Analysis results show that except for the ability to determine the variables, significant differences were found in favour of the 2005 curriculum for the skills of determining research questions, making hypothesis, recording data and interpreting data. The new Science Curriculum was evaluated in terms of addressing inquiry skills at the acquisition level, and suggestions were made to the teachers as the implementer of the curriculum.

This study aims to reveal the trends in the related field by examining the researches evaluating the measurement invariance in education and psychology between 2008-2019. Accordingly, 99 articles published in three journals that were selected using the purposive sampling method among the journals indexed on Social Sciences Citation Index (SSCI)were analyzed within the scope of the study. As a result of the content analysis, in the studies investigating the measurement invariance, typical response tests were observed to be the most frequently employed tests, sample sizes often included 1501 or greater number of subjects, and data were mostly collected from students. The measurement invariance of the tests was mostly analyzed in terms of the gender variable. According to the results of the bibliometric analysis, on the other hand, only Multi-Group Confirmatory Factor Analysis was mostly conducted on the Mplus software package. In the studies, the most cited article was "Cheung and Rensvold (2002)", the author was "Cheung, G. W.", and the journal was "Structural Equation Modeling: A Multidisciplinary Journal". According to the results of the analysis, studies, references, and keywords including factor analysis were among the most commonly used group, which denotes that factor analysis has a crucial role in invariance measurement analyses.

Today, the visible results of climate change cause environmental issues to be prioritized in all areas. Environmental acquisitions are included in the curriculum in compulsory education. According to Bloom's taxonomy, different levels of gains are necessary for learning skills at different levels. The new taxonomy examines information at the cognitive level in different categories, the information dimension and the cognitive level. The aim of this study is to analyze the environmental achievements that students encounter in science and biology lessons during 12 years of formal education and their analysis according to the renewed bloom taxonomy. As a result, it was determined that there were 39 gains at the cognitive level on the environment. When the results of the analysis are evaluated, it is remarkable for the subject such as environment that there is almost no gain in the application dimension., Günümüzde iklim değişikliğinin yarattığı görünür sonuçlar çevre konularının her alanda önceliklendirilmesine neden olmaktadır. Bloom’un taksonomisine göre farklı düzeylerde kazanımlar farklı düzeylerde öğrenme becerisi için gereklidir. Günümüz öğrenme kuramlarındaki gelişmeler Bloom Taksonomisini de güncellemeler gerektirmiştir. Yeni taksonomi bilişsel düzeydeki bilgiyi bilgi boyutu ve bilişsel düzey olmak üzere farklı kategorilerde incelemektedir. Bu çalışmanın amacı fen bilimleri ve biyoloji derslerinde öğrencilerin karşılaştıkları çevre kazanımlarının yenilenmiş bloom taksonomisine göre analizini yapmaktır. Yapılan analiz sonucunda çevre konusunda bilişsel düzeyde fen bilimleri ve biyoloji dersinde toplam 39 kazanımın olduğu belirlenmiştir. Her bir sınıf için ayrı ayrı yapılan yenilenmiş bloom taksonomisine göre analiz sonuçları bütüncül olarak değerlendirildiğinde uygulama boyutunda yok denecek kadar az kazanımın olması çevre gibi bir konu için dikkat çekicidir. Yaratma basamağında kazanımların yer alması üst düzey bilişsel düşünme becerisi gerektiren etkinliklerin yapılabilirliği için önemlidir. Ancak anlama düzeyinde kazanımların yoğunlaşması sınavlarda öğrencilerin bilgi sorularında gösterdikleri başarıyı uygulama basamağındaki sorularda gösterememesinin bir sebebi olarak görülebilir.

Şahin, Güliz (Balikesir Author), The aim of the study is to determine the validity and reliability of the Critical Reading Scale, which was developed by Ünal (2006) for 5th grade students in order to determine the critical reading levels of children between the ages 8-10. “Critical Reading Scale”, is developed by Ünal (2006) and it can be used for determining critical reading level. The study group is determined with the simple random sampling method; it involves a total of 550 fourth grade students, 290 boys and 260 girls, in two different primary schools, administered by Balikesir provincial directorate of national education. “Critical Reading Scale” developed by Ünal (2006) is a five points likert scale made of a single factor and 22 items. It is specifically designed for children at the age of 11, at the 5th grade level. At the end of the research, it was determined that Cronbach’s Alpha internal consistency coefficient of the “Critical Reading Scale” is .906. MLR method is preferred for confirmatory factor analysis employed to present the validity proofs of the evaluation instrument. It is determined that the unidimensional structure of the scale is confirmed., Araştırmanın amacı, 8-10 yaş grubunda yer alan öğrencilerin eleştirel okuma düzeylerinin belirlenmesinde kullanılmak üzere, Ünal (2006) tarafından ortaokul 5. sınıf öğrencileri için geliştirilen “Eleştirel Okuma Ölçeği”nin geçerlik ve güvenirlik ölçümlerini belirlemektir. Çalışma grubunu basit seçkisiz örnekleme yöntemi ile belirlenen Balıkesir İl Milli Eğitim Müdürlüğüne bağlı iki ilkokulda öğrenim gören 290’ı erkek, 260’ı kız olmak üzere toplam 550 dördüncü sınıf öğrencisi oluşturmaktadır. Ünal (2006) tarafından geliştirilen “Eleştirel Okuma Ölçeği” ilköğretim 5. Sınıf düzeyinde, 11 yaş grubu için düzenlenmiş, tek faktör ve 22 maddeden oluşan beşli likert türünde bir ölçektir. Eleştirel Okuma Ölçeği için gerçekleştirilen güvenirlik analizleri neticesinde hesaplanan Cronbach Alpha iç tutarlılık katsayısı .906 olarak bulunmuştur. Ölçme aracının geçerlik kanıtlarının ortaya konması için gerçekleştirilen doğrulayıcı faktör analizi sürecinde MLR yöntemi tercih edilmiş ve ölçeğin tek boyutlu yapısının doğrulandığı sonucuna ulaşılmıştır. Anahtar kelimeler: eleştirel okuma, geçerlik, güvenirlik.

Alan eğitimi bilgisi (AEB), öğretmenlerin bir şeyi öğretme konusunda sahip oldukları bilgidir ve farklı alt bileşenleri bulunmaktadır. Bunlardan biri, bu araştırmanın da odak noktası olan öğretim programı bilgisidir. Bu araştırmanın amacı, deneyimli kimya öğretmenlerinin öğretim programı bilgisini dokuzuncu sınıf kimya dersi öğretim programı bağlamında incelemektir. Araştırma durum çalışması modeline göre tasarlanmış ve katılımcılar farklı öğretim deneyimlerine sahip dört kimya öğretmenidir. Veriler; gözlem, görüşme ve ders planı ile toplanmış ve daha sonra içerik analizine göre analiz edilmiştir. Araştırmanın sonunda, katılımcıların dokuzuncu sınıf kimya dersi öğretim programının felsefesinin kısmen farkında oldukları söylenebilir. Bunların yarısı öğretim programının felsefesinin günlük yaşam ile kimya kavramları arasında bir ilişki kurmak olduğunu, geri kalanı ise kimyaya giriş olarak algıladığını ifade etmiştir. Ek olarak, katılımcıların fiziksel ve kimyasal değişimler (FKD) konusundaki kazanım ve açıklamaları belirlemeleri istendiğinde, sadece bir öğretmenin programda yer alan kazanımı yazdığı sonucuna ulaşılmıştır. Diğer öğretmenlerden ikisi kazanımı programdan almak yerine kendileri yeni bir kazanım yazmışlardır. Son olarak, katılımcıların FKD’nin öğretiminde ders planına yazdıkları kazanım ve açıklamaları ne derece gerçekleştirdikleri incelendiğinde katılımcıların bu kazanım ve açıklamalar ışığında konunun öğretimini gerçekleştirdikleri söylenebilir., Pedagogical content knowledge (PCK) is a teachers’ knowledge about teaching something and has different sub-components. One of them is knowledge of the curriculum which is also the focus of this research. The purpose of this research is to examine the experienced chemistry teachers’ knowledge of curriculum in the context of ninth grade chemistry curriculum. The research was designed according to the case study model and participants were four experienced chemistry teachers with different teaching experiences. Data were collected through observation, interview, and lesson plans and then analyzed according to the content analysis. At the end of the research, it can be said that the participants were partially aware of the philosophy of the ninth-grade chemistry curriculum. Half of them expressed that the aim of the curriculum was establishing a relationship between daily life and chemistry concepts while the rest of them perceived the philosophy as an entrance to chemistry. Additionally, when the participants were asked to determine the acquisitions and explanations of physical and chemical changes (PCC) topic, only one teacher has written the acquisition placed in the chemistry curriculum of the ninth class. Two of the teachers have written an acquisition instead of taking the curriculum into consideration. At last, with the aim of deciding what extent the participants’ teaching of PCC represented the acquisitions which they wrote to the lesson plans, participants were observed. It can be conveniently said that the participants performed in the light of these acquisitions and objectives.

Özcan, Taner (Balikesir Author), Teucrium L. is a well-known and cosmopolitan genus of the Lamiaceae family. In Turkey, the genus is represented by 36 species (48 taxa). Teucrium Sect. Teucrium that this study focuses on comprises around 30 species worldwide and is mainly distributed in countries of the Mediterranean Basin. With 11 species (14 taxa), it is the second-largest section of the genus Teucrium in Turkey. In this study, morphological and molecular findings were evaluated and the phylogeny and biogeographical distribution of Sect. Teucrium were analyzed. Also, five endemic taxa belonging to Sect. Teucrium and which play an informative role in the subsectional classification of the section were analyzed for the first time. A new species of the genus Teucrium from southwest Turkey was described as T. semrae Aksoy, Dirmenci & Özcan and analyzed using different approaches. The infrageneric position of T. semrae in sect. Teucrium and the phylogenetic structure of the section were determined according to morphological and micromorphological features and molecular nrITS and cpDNA data. The phylogenetic position of the new species was argued by comparing the closest members. Comparative figures and illustrations, distribution maps and an updated identification key for the Sect. Teucrium in Turkey are presented, and a new detailed classification is proposed in this study., Balikesir University 2012/8

Çoramık, Mustafa (Balikesir Author), Bir niceliğin büyüklüğünü belirleme işi olan “ölçme” ve bu nicelik cinsinden belirli bir büyüklüğü tanımlayan “birimler”, temel bilimler için çok önemlidir. Ölçmeyi standart hale getirmek için Uluslararası Birimler Sistemi (SI) kabul edilmiştir. Bu birim sistemi ile “temel birimler” tanımlanmıştır. Bu araştırmada, fizik, kimya, biyoloji ve fen bilgisi öğretmen adaylarının SI’da yer alan “temel birimler” ve ölçmede kullanılan “ön ekler” ile ilgili bilgi düzeyini belirlemek amaçlanmıştır. Araştırmada nicel araştırma yöntemlerinden biri olan betimsel model kullanılmıştır. Araştırmaya, Türkiye’de yer alan bir üniversitenin eğitim fakültesinin üçüncü ve dördüncü sınıfında öğrenim gören 196 öğretmen adayı katılmıştır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen ve üç açık uçlu sorudan oluşan “Temel Birimler ve Ön Ekler Açık Uçlu Soru Formu” kullanılmıştır. Araştırma verileri “Betimsel İstatistik” ile birlikte “İlişkisiz Örneklemler için Tek Yönlü Varyans Analizi” ve “İlişkisiz Ölçümler için Kruskal Wallis H-Testi” ile analiz edilmiştir. Araştırma sonuçları, öğretmen adaylarının “temel birimler” ile ilgili orta düzeyde, “ön ekler” ile ilgili ise düşük düzeyde başarı gösterdiklerini ifade etmektedir. Ayrıca, fizik ve kimya öğretmen adaylarının “temel birimler” ve “ön ekler” konuları ile ilgili bilgi düzeyinin fen bilgisi ve biyoloji öğretmen adaylarının bu konular ile ilgili bilgi düzeyinden daha yüksek olduğu sonucuna ulaşılmıştır. Son olarak, sınıf düzeyi arttıkça genellikle “temel birimler” ile ilgili bilgi düzeyinin arttığı, “ön ekler” ile ilgili bilgi düzeyinin azaldığı anlaşılmıştır. Araştırma sonuçları, öğretmenlik lisans programları ve laboratuvar eğitimi göz önünde bulundurularak tartışılmış, ölçme ve birim sistemleri ünitesinin öğretmenlik bölümlerindeki öğretimi için çeşitli öneriler sunulmuştur., “Measurement” which is the job of determining the magnitude of a quantity and “units” which define a certain magnitude in terms of quantity are very important for fundamental sciences. An international unit system (SI) has been adopted to standardize measurement. “Base units” are defined in “SI” unit system. In this study, it is aimed to determine the knowledge level of physics, chemistry, biology and science teacher candidates about “base units” and “prefixes”. Descriptive model, which is one of the quantitative research methods, was used in the study. A total of 196 students studying at the faculty of education at a university located in Turkey participated in the study. “Base Units and Prefixes Open-ended Questionnaire”, which was developed by researchers, consisting of three open-ended questions was used as data collection tool in the research. Research data were analyzed with “descriptive statistics”, “One Way Analysis of Variance” and “Kruskal Wallis H Test for Unequal Group Size”. The results of the research indicate that the pre-service teachers have a medium level of success in “base units” and a low level of success in “prefixes”. In addition, it is concluded that the level of knowledge of physics and chemistry teacher candidates on “base units” and “prefixes” subjects are higher than science and biology teacher candidates. Finally, it is concluded that as the level of grade increases, the level of knowledge about “base units” increases, but the level of knowledge about “prefixes” decreases or does not change. The results of the research have been discussed by considering the undergraduate programs and laboratory education. In addition, various recommendations have been presented for teaching the unit of measurement and unit systems in teaching departments.

Developments in technology and Internet have brought about different viewpoints and innovations in the field of education as well as in all other areas. In order to meet the expectations of the new generation born into technology and to support new paradigms in learning, the concept of learning spaces has been in use, and it has become an increasingly important concept in related literature. In this respect, the present study aimed at presenting the results of content analysis on the articles related to Learning Spaces concept in Scopus database between 2008 and 2017. A total of 95 papers were examined to determine the concept list, top journal list, most cited papers, research methods and models, participants, data collection tools and variables in these articles. The study is considered to be important as no content analysis has been conducted on the concept of learning spaces concept. The research results revealed a considerable increase in the number of studies on the concept of learning Spaces by year. It was seen in these studies that conceptual/descriptive methods and qualitative methods were prominent as the research methods; that undergraduate students were preferred more as participants; and that the most common data collection tools included interview and questionnaire. Lastly, in the studies examined, perception and academic performance were among the most popular dependent variables.

Bayındır, Dilan (Balikesir Author), Ego resiliency means positive development tendency despite risk factors. Resilient children are expected to cope with individual, familial and environmental risk factors, so developing resiliency could be accepted as a developmental task for children. The aim of the study is to investigate the predictive role of two selected individual variables; inhibitory control skills and temperament characteristics of preschool children, on their ego resiliency levels. The study is in survey method. The sample of the study includes 55- 73 months old 78 children, who attend preschools. The data collection tools that are used in this study are; The Personal Information Form, The Short Temperament Scale for Children and Children’s Ego Resiliency Scale (Mother Form). Also two tasks, named as Green-Red Signs and Touch Your Toe were used to assess preschoolers’ inhibitory control skills. When all the variables are considered together in the regression analysis, it has been found that the inhibitory control skills are significantly predictive of children's ego resiliency, but temperamental characteristics are not., Ego sağlamlığı risk faktörlerine rağmen olumlu gelişim eğilimini ifade etmektedir. Ego sağlamlığına sahip çocukların bireysel, ailesel ve çevresel risk faktörleri ile baş etmeleri beklenmektedir, bu nedenle de ego sağlamlığı geliştirmek çocuklar için bir gelişim görevi olarak kabul edilebilir. Bu araştırmanın amacı, bireysel boyutta seçilmiş iki değişkenin, öz kontrol becerileri ve mizaç özellikleri, ego sağlamlık düzeyleri üzerindeki yordayıcı rolünü araştırmaktır. Araştırma tarama modelinde tasarlanmıştır. Araştırmanın örneklemini, yaşları 55-73 aylar arasında olan okul öncesi eğitim kurumlarına devam eden 78 çocuk oluşturmaktadır. Kişisel Bilgi Formu, Çocuklar için Kısa Mizaç Ölçeği ve Çocuk Ego Sağlamlığı Ölçeği (Anne Formu) araştırmada kullanılan veri toplama araçlarıdır. Ayrıca çocukların öz kontrol becerilerini değerlendirmek için Yeşil-Kırmızı İşaretler ve Ayak Parmağına Dokun görevleri kullanılmıştır. Regresyon analizi ile tüm değişkenlerin birlikte etkisine bakıldığında, öz kontrol becerilerinin çocukların ego sağlamlık düzeylerinin anlamlı bir yordayıcısı olduğu, fakat mizaç özelliklerinin yordayıcı etkisinin olmadığı bulunmuştur.

Şenel, Selma (Balikesir Author), Nitelikli insan gücünün yetiştirilebilmesi ve eğitim yatırımlarının yerine ulaşması için öğrenci başarısının ölçülmesi ve ölçme sonuçlarının değerlendirilerek, eğitimin sonraki sürecinin belirlenmesi gerekmektedir. Bu noktada öğretmenlerin ölçme ve değerlendirme (Ö&D) konularındaki bilgi, tecrübe ve yeterlilikleri belirleyici bir rol oynamaktadır. Bu araştırmada Kimya öğretmenlerinin Ö&D alanında yetersiz hissettikleri konuları ve bu alanda yaşadıkları problemleri ortaya koymak amaçlanmıştır. Uygulamadaki Ö&D sorunlarına, kavram ve uygulama yanılgılarına odaklı derinlemesine bir analiz yapmak amacıyla nitel bir yaklaşım benimsenmiştir. Her biri 6 öğretmenden oluşan iki odak grup görüşmesi yapılmıştır. Veriler, içerik analizi ile çözümlemiştir. Verilerin analizi sonucunda, öğretmenlerin özellikle soru yazma ve alternatif Ö&D araçlarını kullanma konularında yetersizlik duydukları sonucuna ulaşılmıştır. Ö&D alanında yaşanan temel problemler ise; iyi bir ölçme yapabilmenin uzun ve güç bir süreç olması, eğitim sisteminin Ö&D’ye dayatmaları, kaliteli soru örnekleri/havuzlarının olmaması ve hizmet içi eğitimlerin etkisiz olması olarak bulunmuştur. Araştırma sonucunda uygulamaya dönük hizmet içi eğitimler ve değişen öğretim programlarıyla birlikte güncellenebilecek eğitim materyallerinin tasarlanması yönünde öneriler sunulmuştur., This research aimed to reveal the insufficiencies and problems of chemistry teachers in measurement and evaluation (M&E). A qualitative approach has been adopted in order to make an in-depth determination. Data were collected by focus group interview. The interviews were held with two groups of 6 participants each and results were analyzed with content analysis. Inter-coder rating between encoders was found 89.47%. As a result of the research, two themes emerged in parallel with research purpose. These are Chemistry teachers' (i) insufficiencies and (ii) practice problems in M&E. In “insufficiencies” theme, it was seen that teachers were most concerned about "developing items" and "alternative assessment methods". The biggest problems are "long and difficult process of M&E" and "pressure of the education system on the M&E". According to results, we propose organizing in-service trainings about developing a valid and reliable test, item development, alternative assessment and graded scoring.

The present study aimed at conducting content analysis on dissertations carried out so far in the field of Educational Technology in Turkey. A total of 137 dissertations were examined to determine the key words, academic discipline, research areas, theoretical frameworks, research designs and models, statistical analyses, data collection tools, participants, instructional design models, variables/research focus and related institutions. When the research results were examined, it was found in relation to the dissertations that the most frequent method was "mixed method"; that the most frequent data collection tools were "interview", "questionnaire" and "scale"; that the participants were generally "university students"; that the dependent variables were "attitude" and "achievement"; that the most frequent data analysis method was "parametric analysis"; and that the field of "education and training" was the one most frequently investigated. Among the most frequent key words was Online Learning, which was followed by Information and Communication Technology (ICT), Teacher Training and Special Education. In this respect, the present study, which examined dissertations, is thought to be important since it tried to reveal the current state of educational technologies in Turkey and to determine the related research trends.

Çoramık, Mustafa (Balikesir Author), In electromagnetism, to determine the direction of the electromagnetic force and magnetic field, the right-hand rule (RHR) is used. Previous researches show that students have difficulty in applying the RHR. This research is aimed to find out the factors which make it difficult for the students to apply the RHR. To achieve this, qualitative case study design is used and 270 students who took Basic Physics II course at university participated. The Right-Hand Rule-Diagnostic Test (RHR-DT) and the unstructured interview were used as data collection tools. In the analysis of the data, firstly, the right-hand types used by the students were determined. Then the right-hand types used by the students in the solution of each task are presented. After that, eight of these students were interviewed about their RHR-DT answers and those interviews were video recorded. Video recordings are divided into three categories according to the level of students: upper, middle and lower. According to the results of this research, it can be said that the conceptual understanding of electromagnetism, the vector algebra and spatial cognition effect the usage of the RHR. In the light of research results, suggestions were made for the teaching of RHR to physics teachers.

Işıldak, Refik Suat, yok

Bu çalışmada, müzik öğretmenliği bölümleri vegüzel sanatlar liselerinde, bireysel çalgı öğretmenlerinin profillerinibelirlemede kullanılabilecek geçerli ve güvenilir bir ölçek geliştirilmesiamaçlanmıştır. Açımlayıcı faktör analizi sonucunda ölçeğin 47 madde ve 2 altboyuta sahip olduğu belirlenmiştir. Ölçeğin alt boyutlarının Cronbach Alfadeğerleri sırasıyla; “Kişisel Özellikler” . 97, “Mesleki Özellikler” . 96 dır.Ölçeğin bütününe ait Cronbach Alfa değeri . 96’dır. Açımlayıcı faktöranalizinin ardından doğrulayıcı faktör analiziyle 2 faktörlü yapı sınanmış vemodelin oldukça iyi uyum indekslerine sahip olduğu görülmüştür. Bu çalışmadanelde edilen bulgular, Etkili Bireysel Çalgı Öğretmeni Ölçeği’nin; müziköğretmenliği bölümleri ve güzel sanatlar liselerinde bireysel çalgıöğretmenlerinin profilini belirlemede kullanılabilecek geçerli ve güvenilir birölçme aracı olduğunu ortaya koymaktadır., In this research, it was aimed to develop a valid andreliable scale which can be used to determine the profile of individual musicalinstrument teachers in music education departmentsand high school of fine arts.The exploratory factor analysis revealedthat the scale contained 47 items loaded under two sub-scales. Cronbach’s Alphacoefficients for the sub-scales were as follows: for “Personalcharacteristics” . 97, . 96 for “Professionalcharacteristics”. Cronbach’s Alpha coefficients for the whole scalewas found .96. The confirmatory factor analysis, which followed the exploratoryfactor analysis, tested the two-factor structure and confirmed that the modelhad considerably decent goodness-of-fit indices. The findings suggest that TheEffective Individual Musical Instrument TeacherScale is a valid and reliable instrument for measuring individua linstrumentteachers' profiles in music education departments and fine arts high schools.

İkikardeş, Nazlı Yıldız (Balikesir Author), In this paper, we study combinatoric convolution sums involving divisor functions. First, we establish some explicit formulas for certain combinatoric convolution sums of divisor functions derived from Bernoulli polynomials. Second, we show a formula of the fourth order of convolution sums of divisor functions expressed by their divisor functions and linear combination of Bernoulli polynomials., Balikesir University 2014/55

Tezci, Erdoğan (Balikesir Author), Çalışmanın amacı ortaokul öğrencilerinin matematiksel muhakeme becerilerini değerlendirmek için bir ölçek geliştirmektir. Literatür incelendiğinde ölçek geliştirme çalışmalarının madde havuzu oluşturma, uzman görüşü, ön uygulama ve geçerlik-güvenirlik çalışmalarının yapıldığı aşamalar olmak üzere 4 aşamada yürütüldüğü görülmektedir. Bu araştırmada 4 aşamayı da içinde barındıran Tracy ve Gibson (2005, s.40) tarafından belirtilen aşamalar kullanılmıştır. Matematiksel Muhakeme Becerilerini Değerlendirme Ölçeği, öğrencilerin matematiksel muhakeme becerilerine ne düzeyde sahip olduklarını ortaya koymayı amaçlamaktadır. Ölçek, literatürden yola çıkarak belirlenen matematiksel muhakemenin 7 alt boyutunu içeren 11'i çoktan seçmeli, 12'si kısa cevaplı sorular olmak üzere iki kısımdan toplam 23 maddeden oluşmaktadır. Birinci kısım, matematiksel muhakemenin alt boyutlarından her birini ölçebilecek yeterli sayıda soru bulunabilmesi böylece kapsam geçerliğinin sağlanması amacıyla çoktan seçmeli sorulardan, ikinci kısım ise matematiksel düşünme süreçlerini ortaya çıkarmaya fırsat verecek sorulardan meydana gelmektedir. Ölçeğin alt boyutları ise tahmin etme, aynı verinin farklı gösterimlerini tanıma, örüntüleri tanıma, çözüm yolunun ve sonucun doğruluğuna karar verme, genelleme, rutin olmayan problemleri çözme ve çözüm için mantıklı yollar geliştirme olarak belirlenmiştir. Sonuç olarak “Matematiksel Muhakeme Becerileri Değerlendirme Ölçeği”nin geçerli ve güvenilir olduğu ortaya konmuştur., The aim of this study is to develop a scale in order to evaluate the mathematical reasoning skills of secondary school students. When the literature is examined, it is seen that the scale development studies are carried out in 4 stages: item pooling, expert opinion, pre-application and validity-reliability studies. İn this study, the stages mentioned by Tracy and Gibson (2005, s.40) which includes 4 stages, were used. The scale for evaluating mathematical reasoning skills aims to determine the level of student’s mathematical reasoning skills. The scale consists of 23 items, of which 11 are multiple choice questions and 12 are short answer questions, including 7 sub-dimensions of mathematical reasoning based on the literature. The first part consists of multiple choice questions to ensure that there is enough questions to measure each of the sub-dimensions of mathematical reasoning and the second part consists of questions that will give opportunity to reveal mathematical thinking processes. The sub-dimensions were identified as estimating, recognizing pattern, deciding the correctness of the solution and the result, generalizing, solving non-routine problems and developing logical ways to solve. As a result, “Mathematical Reasoning Skills Assessment Scale” was found to be valid and reliable.

Şenel, Selma (Balikesir Author), Computerized Adaptive Testing (CAT), a product of scientific advancements and new technologies in the field of measurement and evaluation in education, may be considered beneficial in reaching more valid and reliable test results for students with visual impairment. CAT renders more reliable test results in less time with fewer items that are well-matched to the ability levels of students. When these basic properties of CAT are considered, we can state that the use of CAT in assessing the ability levels of students with visual impairment may provide a significant step in attaining fair and comparative test results. The aim of this research is to develop audio-based CAT software for visually impaired students and to guide future studies by providing assessment, development, and design procedures. We created an item pool comprised of 166 audible items to assess the listening comprehension levels of students with visual impairment at secondary school. We have reported all data that indicate the validity and reliability scores through test development process, such as the acquisition analyses, expert opinions, pre-trial application (n=196), trial application (n=608), assumptions for the Item Response Theory. We have depicted of all the steps of software development on the basis of multimedia design principles in detail. Parameter estimates and software development studies were made according to 3 parameter logistic model. During item development and software testing, opinions of 7 students with visual impairment were considered. As a result, a valid and reliable CAT, named SesliTest, has been developed for students with visual impairment at secondary school. The research carries great importance since it proves CAT is applicable for students with visual impairment., Eğitimde ölçme ve değerlendirme alanındaki bilimsel gelişmelerin ve teknolojinin bir ürünü olan bilgisayar ortamında bireye uyarlanmış testlerin (BOBUT), görme engelli öğrenciler için geçerli ve güvenilir test sonuçları elde etmede önemli yarar sağlayacağı öngörülmektedir. BOBUT bireyin yetenek düzeyine uygun, az sayıda soruyla, daha kısa sürede, daha güvenilir test sonuçları elde edilmesini sağlamaktadır. Bu temel özellikleri düşünüldüğünde BOBUT’un eşit eğitim fırsatları ve karşılaştırılabilir test sonuçları için görme engelli öğrencilerin ölçme süreçlerinde çok önemli bir adım olacağı belirtilebilir. Bu araştırmada görme engelli öğrencilere yönelik ses tabanlı bir BOBUT geliştirmek; ölçme, yazılım geliştirme ve tasarım süreçleriyle, yapılacak çalışmalara rehber olmak amaçlanmıştır. Araştırma amacı doğrultusunda, BOBUT ile uygulamak üzere ortaokul düzeyindeki görme engelli öğrencilerin dinlediğini anlama becerisine yönelik 166 maddelik bir madde havuzu oluşturulmuştur. Test geliştirme sürecindeki; kazanım analizleri, uzman görüşleri, ön deneme uygulaması (n=196), deneme uygulaması (n=608) ve Madde Tepki Kuramı varsayımlarının kontrolü gibi geçerlik ve güvenirliğine dair kanıtlar sunulmuştur. Yazılım geliştirme basamakları çoklu ortam tasarımı ilkeleri temel alınarak ayrıntılı olarak raporlanmıştır. Parametre kestirimleri ve yazılım geliştirme çalışmaları 3 parametreli lojistik modele göre yapılmıştır. Madde geliştirme ve yazılım testi süreçlerinde 7 görme engelli öğrencinin görüşlerine başvurulmuştur. Sonuç olarak görme engelli ortaokul öğrencilerine uygulanabilecek geçerli ve güvenilir, BOBUT temelli SesliTest geliştirilmiştir. Araştırma BOBUT’un görme engelli öğrencilere uygulanabileceğini göstermesi açısından büyük önem arz etmektedir.

Işıtan, Sonnur (Balikesir Author), This study aimed to examine the psychometric properties of an instrument designed to measure parental practices to support young children's learning and literacy at home (ELLS) and explore the predictive validity of the instrument by examining the associations between the ELLS subscales (basic concepts, phonological awareness, conceptual understanding) and children's narrative skill scores. The sample included 315 parents of three to five years old preschool-aged children. The results of a confirmatory factor analysis demonstrated that a hypothesized three-factor model was a good fit to the sample data. All subscales had adequate internal consistency. The overall findings of the current study suggest that phonological awareness is the strongest predictors of children's narrative skills. Parental activities that aim to promote children's phonological awareness appear to make a greater contribution to the children's narrative skills than the activities that enhance children's knowledge of basic concepts and understanding of events and characters depicted in picture books.

We establish a sharp inequality for a doubly warped product submanifold in a Riemannian manifold of quasi-constant curvature.

Ege, Yavuz (Balıkesir author), The counts, the so-called differential counts, and sizes of different types of white blood cells provide invaluable information to evaluate a wide range of important hematic pathologies from infections to leukemia. Today, the diagnosis of diseases can still be achieved mainly by manual techniques. However, this traditional method is very tedious and time-consuming. The accuracy of it depends on the operator's expertise. There are laser based cytometers used in laboratories. These advanced devices are costly and requires accurate hardware calibration. They also use actual blood samples. Thus there is always a need for a cost effective and robust automated system. The proposed system in this paper automatically counts the white blood cells, determine their sizes accurately and classifies them into five types such as basophil, lymphocyte, neutrophil, monocyte and eosinophil. The aim of the system is to help for diagnosing diseases. In our work, a new and completely automatic counting, segmentation and classification process is developed. The outputs of the system are the number of white blood cells, their sizes and types.

Saçkes, Mesut (Balikesir Author), This study investigated the predictive ability of an intentional learning model in the change of preservice early childhood teachers' conceptual understanding of lunar phases. Fifty-two preservice early childhood teachers who were enrolled in an early childhood science methods course participated in the study. Results indicated that the use of metacognitive strategies facilitated preservice early childhood teachers' use of deep-level cognitive strategies, which in turn promoted conceptual change. Also, preservice early childhood teachers with high motivational beliefs were more likely to use cognitive and metacognitive strategies. Thus, they were more likely to engage in conceptual change. The results provided evidence that the hypothesized model of intentional learning has a high predictive ability in explaining the change in preservice early childhood teachers' conceptual understandings from the pre to post-interviews. Implications for designing a science methods course for preservice early childhood teachers are provided.

Atitudes toward and perceptions of using Facebook as a portfolio-keeping tool in teaching English as a foreign language (EFL) writing. In general, existing research reveals primarily positive effects of Facebook on educational activities, and research on portfolio keeping in EFL writing shows both benefits and problem areas. Thus, the current study aims to investigate EFL writers' attitudes toward using Facebook as a portfolio (F-Portfolio) tool and their perceptions regarding its benefits and problems. The sample group consisted of 101 EFL learners. A portfolio attitude scale, portfolio contribution questionnaire and a portfolio problem questionnaire were used to collect data. Four results were obtained from the study: (1) EFL writers have positive attitudes toward the use of F-Portfolios in EFL writing; (2) F-Portfolios improve EFL learNo results have been reported regarding at- ners' knowledge of vocabulary and grammar, as well as their research, reading and writing skills; (3) EFL learners perceive some problems during the F-Portfolio process; and (4) some independent variables are significantly correlated with a limited number of items in the scales.

There is a need to explore English as a foreign language (EFL) learners' interactions with their teachers in social networking media, as interactions that directly relate to the linguistic, social, and cognitive development of learners have not been examined within the EFL learning process. Thus, in the context of Turkish EFL learners' perceptions, this study aims to examine the level of EFL learners' interactions with their teachers on the social networking service Facebook and to determine the relationship between the level of their interaction and the variables of age, gender, and year of study. The sample group of the study consisted of 121 EFL learners at a Turkish state university. Before the frequencies, mean scores, standard deviations, t-test and analysis of variance were computed, a background questionnaire was administered that assessed the degree of their perception of these interactions. The results indicated that Turkish EFL students prefer passive behaviors regarding their interactions with their teachers and that age, gender and year of study are significantly correlated with some of the items in the scale. It is recommended that further research focus on factors that may impact the level of interaction between teachers and learners and on the perceptions of student teacher interaction on Facebook from the teachers' perspectives. (C) 2013 Elsevier Ltd. All rights reserved.

The purpose of this study was to examine parental priorities regarding science education in the early years. The study sample included 1456 Turkish parents of pre-K children (36-72 months). Parents were asked to prioritize eight academic content areas, including science, in descending order. The results demonstrated that the number of parents who prioritized science over other academic content areas in pre-K classrooms was quite low. Parents who ranked science highly deviated from the whole sample and almost all of these parents were identified as outliers by the two-step cluster analysis. Parents of boys and younger children and parents with high-SES level were more likely to prioritize science over other academic content areas. The findings suggest that parental preferences overall align well with early childhood teachers' tendency to teach less science than other content areas, and parental priorities might be another major factor that contributes to limited science learning experiences in the early years. (C) 2013 Elsevier Inc. All rights reserved.

The purpose of this study was to investigate the long-term effectiveness of a three-dimensional (3D) computer modeling supported predict-observe-explain (POE) strategy on pre-service science teachers' understanding of lunar concepts. Thirty-three preservice teachers participated in the study. A questionnaire was used to assess participants' understanding of the phases of the Moon and eclipses before, after, and 22 months after the instruction. Semi-structured interviews were conducted with six participants before and after the instruction. The results demonstrated that few participants had a scientific understanding about the targeted lunar concepts before the instruction. However, the majority of the participants had a scientific understanding after the instruction indicating that the instructional intervention was quite effective in facilitating conceptual change. The results also demonstrated that twenty-two months after the instruction most participants maintained their scientific conceptual understanding suggesting that the powerful learning environment designed for this study was effective in promoting a durable conceptual change. Few participants had a scientific understanding before the instruction.The majority had a scientific understanding after instruction.The instructional intervention was quite effective in facilitating conceptual change.Most participants maintained scientific understanding 22 months after instruction.Powerful learning environment was effective to promote a durable conceptual change.

While research mainly focuses on the effectiveness of computer use and its contribution to the teaching of English as a foreign language (EFL), EFL teachers have received scant attention. Only a limited number of studies have been conducted regarding Turkish EFL teachers' perceptions of computer use for teaching EFL. Therefore, in the context of Turkish EFL teachers' perceptions of computer usage in learning and teaching, the current study aims to examine Turkish EFL teachers' knowledge of software and their reasons for personal computer use, including the attitudes and perceptions of self-confidence among teachers in integrating computers and the school climate and support with respect to the use of computers for teaching EFL. The sample group in the study consisted of 157 EFL teachers. Before descriptives were computed, a background questionnaire and survey that assessed the degree of knowledge about the computer software, the frequency of software use for personal purposes, the teachers' attitudes toward and perceived self-confidence in integrating computers, and finally, the school climate and support were used to collect quantitative data. The results indicated that Turkish EFL teachers have little knowledge about certain software and experience difficulties using the software programs and that they suffer from a lack of technical and instructional support, although they have positive perceptions of computer integration and attitudes toward computer use.

Sağlık, hayatın en temel öğelerinden biriyken sağlık eğitimi her geçen gün daha da önem kazanmaktadır. Özellikle eğitimin temellerinin atıldığı ilköğretimde sağlık eğitiminin öğrenciyi nasıl etkilediği önemli bir konudur. İlköğretim programlarındaki sağlık eğitimine genel olarak bakıldığında, farklı disiplinlere yerleştirilmiş bir ara disiplin olarak yer aldığı görülmektedir. Sağlık eğitimi, farklı öğretmenler tarafından farklı disiplinler aracılığı ile öğrenciyi farklı açılardan etkilemektedir. Bu durum, öğrencinin ilköğretimde kazandığı sağlığa yönelik tutum ve davranışlarının ileriki yaşantısını farklı şekillerde etkileyebileceği sonucunu doğurmaktadır. Tüm bu varsayımlardan hareketle çalışmanın amacı, ilköğretim öğrencilerinin sağlığa yönelik tutumlarını tespit etmek için bir tutum ölçeği geliştirmektir. Çalışmanın ilk aşamasında, ilköğretim öğrencilerinin sağlığa yönelik tutumları belirlenmeye çalışılmıştır. Sonraki aşamada bu tutumlar ölçülebilir bir forma dönüştürülmüştür. Bu amaçla önce bir madde havuzu oluşturulmuştur. Daha sonra bu madde havuzundan seçilen maddeler, üçlü Likert tipi bir ölçeğe dönüştürülmüştür. Balıkesir merkez ve merkeze bağlı köy okullarından rastgele seçilen üç ilköğretim okulunda 6 ve 7. Sınıftan 234 öğrenciye bu ölçek uygulanmıştır. Ölçeğin geçerlik çalışmasında kapsam ve yapı geçerliği sınanmıştır. Kapsam geçerliği için tutum ifadelerinin belirlenmesi sırasında alınan uzman görüşleri uygun ve yeterli sayılmıştır. Ölçeğin yapı geçerliliğini ortaya koymak amacı ile açımlayıcı faktör analizi yapılmıştır. Bu analizler sonucunda ölçeğin “Sağlık Sorumluluğu”, “Çevre ve Güvenlik Sağlığı” ve “Bütünüyle Sağlıklı Bir İnsan” olmak üzere üç faktörden oluştuğu görülmüştür. Ölçeğin Cronbach alpha katsayısı 0.968 olarak hesaplanmıştır. Madde ayırt ediciliklerinin belirlenmesi için %27’lik üst-alt grup tekniği ile analiz yapılmıştır. Bu bağlamda yapılan geçerlik ve güvenirlik analizleri ve alınan uzman görüşleri neticesinde 34 maddelik bir sağlık tutum ölçeği ortaya çıkmıştır., Health is one of the most fundamental elements of life and health education is increasing its importance each day. The manner health education influences students especially in primary education, where the foundations of education are laid, is an important topic. When the health education curriculum in primary schools is examined in general, it can be observed that it is in the form of an interim discipline embedded in various disciplines. Health education influences students in various aspects through various disciplines by means of various teachers. This condition leads to the conclusion that the attitude and behavior acquired by the student in primary education regarding health influences his/her life in the future in various forms. Based on all these assumptions, the purpose of the study is to develop an attitude scale in order to determine the attitudes of primary school students on health. In this context, the stages required for the preparation and development of a scale have been followed respectively. The validity analyses of the scale were performed and its reliability was determined. Furthermore, the differences between the mean scores of the lower 27% and upper 27% groups were tested with the unrelated t test. As a result, by consulting expert opinions a valid and reliable 34 item student health attitude scale was attempted to be developed.

With its total number of users (around 62 million) throughout the world, it is important to determine the views of academics who use Edmodo (the leading SLN. In this respect in the first part of this two-part research, the purpose was to examine academics’ (n=50) use of technology and social networks. As for the purpose of the second part, it was to determine the views of 12 academics—selected from the academics participating in the first part—who had experience in Edmodo about the basic features of Edmodo and about its use in education. In the study carried out with the mixed method, the qualitative and quantitative data were collected with an online questionnaire. The findings obtained were interpreted within the framework of cooperative learning and the theories of “Diffusion of Innovations” and “Uses and Gratifications,” and the related themes were formed. As a result, the academics with experience in Edmodo reported their views about the benefits of use of the Edmodo in education. Regarding the differences between Edmodo and social networks, the results suggested that the former was used completely for educational purposes and that it did not involve any unnecessary components.

The purpose of this paper is to present a review of research on Second Life (SL) as a learning environment within English as a foreign language (EFL) context, as research on its use within EFL learning is relatively new. T he study is categorized into four main sections. Introduction section introduces the rationale of the paper and SL. Next section reviews the studies on Second Life in EFL learning, and focuses on the effects of SL on affective states, interaction and communication in SL, collaborative and autonomous learning in SL, sharing culture in SL, engagement and participation in SL, some other issues and drawbacks. Third, the study compares SL usage in Turkish EFL context to its use in a global scale. Last, the study concludes that there has been a serious lack of research on the use of SL, as current literature reflects how SL might more readily be utilized as EFL learning environment. Finally, the study ends with recommendations for teachers and researchers.

The purpose of this study was to explore the impact of an integrated science and mathematics methods course on preservice early childhood teachers' efficacy beliefs for integrating these content areas. Thirty-four preservice teachers participated in this study, which utilized a quasi-experimental design with two treatment groups. Participants in two cohorts were tested to assess their efficacy beliefs for teaching science, mathematics, and integrated science and mathematics before and immediately after instruction that lasted 8 weeks. Results indicated a statistically significant change in preservice teachers' efficacy beliefs scores from pre- to posttest measures. These results provide evidence that the methods course utilized in the present study was effective in enhancing preservice teachers' efficacy beliefs for integrating science and mathematics.

Studies conducted so far have mainly focused on the relationships between perceptions of tests and test anxiety among adult foreign language learners, while there is a lack of research focusing on young learners on the abovementioned issue. Thus, this study aims to examine the relationship between test anxiety among young learners who study English as a foreign language and their perceptions of content validity, time limit, test techniques, test length, testing environment and the clarity of test instructions. The sample group of the study consisted of 480 English as a foreign language learners aged from 9 to 14 from five elementary schools. A background questionnaire and the Test Anxiety Scale were used to collect data. The collected data were used to provide a descriptive and correlational analysis to address the research question. The results indicate that learners' perceptions are significantly correlated with certain items in the Test Anxiety Scale. In the light of the findings, some practical recommendations were noted.

Küçüközer, Hüseyin (Balikesir Author), Bu araştırmanın amacı, Taylor, Fraser ve Fisher (1997) tarafından geliştirilen Yapılandırmacı Öğrenme Ortamı Ölçeği’ni (Constructivist Learning Environment Survey-CLES) Türkçe’ye uyarlamak ve ölçeğin geçerlik ve güvenirliğini incelemektir. Araştırmaya, ilköğretim 6. 7. ve 8. sınıfta okuyan 619 öğrenci katılmıştır. Ölçeğin dilsel eşdeğerliğe sahip olduğu görüldükten sonra SPSS 15 ve LISREL 8.5 programları kullanılarak geçerlik ve güvenirlik analizleri yapılmıştır. Ölçeğin Cronbach-alpha güvenirlik katsayısı .847 olarak bulunurken yapılan doğrulayıcı faktör analizinde ölçeğin orijinal formla uyumlu olduğu görülmüştür Ayrıca ölçeğin düzeltilmiş madde-toplam korelasyonlarının .334 ile .547 arasında değiştiği bulunmuştur. Bu sonuçlara göre uyarlanan ölçeğin geçerli ve güvenilir bir ölçme aracı olduğu söylenebilmektedir., The purpose of present research is to adapt Constructivist Learning Environment Survey-CLES developed by Taylor, Fraser and Fisher (1997) into Turkish and test the validity and reliability of the scale. 619 students from primary education 6th, 7th and 8th grades have participated in the study. Subsequent to verifying the linguistic equivalence of scale, the validity and reliability analyses have been conducted via SPSS 15 and LISREL 8.5 programs. Cronbach-alpha reliability coefficient of scale has been detected as .847 and confirmatory factor analysis has been found to be compatible with the original form. Additionally, the scale #8217;s corrected item-total correlations have been found to be varying between .334 and .547. The obtained findings suggest that adapted scale is a valid and reliable measurement tool.

Asker, Erol (Balikesir Author), Bu araştırmanın amacı, ilköğretim ikinci kademe öğrencilerinin genel ve bilimsel yaratıcılıkları ile Fen ve Teknoloji dersi akademik başarısı arasındaki ilişkinin belirlenmesi, cinsiyet, sınıf ve genel yaratıcılık düzeylerine göre öğrencilerin karşılaştırılmasıdır. Bu amaçla, küme örnekleme yöntemi ile seçilen ilköğretim ikinci kademe 6-8. sınıf öğrencilerine (N=145) Iraksak Düşünme Alıştırması, Bilimsel Yaratıcılık Testi ve Williams Ölçeği uygulanmıştır. Veriler t-testi, ANOVA ve X2 istatistiksel teknikleri ile çözümlenmiştir. Genel ve bilimsel yaratıcılık puanları, fen ve teknoloji dersi akademik başarı puanları arasında pozitif doğrusal bir ilişki olduğu belirlenmiştir. Kız öğrencilerin genel yaratıcılık puan ortalamaları erkek öğrencilere göre istatistiksel olarak anlamlı şekilde daha yüksekken bilimsel yaratıcılık puanları arasında anlamlı bir fark görülmemiştir. Öğrencilerin sınıf düzeyine göre ise, genel ve bilimsel yaratıcılık puanları arasında istatistiksel olarak anlamlı bir farklılık olduğu gözlenmiştir., The aim of this study is to determine the relationships among general and scientific creativities and academic achievement in science and technology courses and to compare 6-8th grade elementary school students according to gender, grade level, and general creativity categories. For this purpose, Divergent Thinking Exercise, Scientific Creativity Test and the Williams Scale were applied to the sample (N = 145), which was formed using the cluster sampling technique. The data were analyzed via t-test, ANOVA and X2 statistical techniques. It is determined that general and scientific creativity scores and academic achievement scores in science and technology course are positively related to each other. The mean general creativity score of girls was found to be statistically significantly higher than that of boys, whereas there was no significant difference between their mean scientific creativity scores. According to the grade level, it was observed that there was a statistically significant difference between the general and scientific creativity scores.

The purpose of the current study was to investigate the role of internal factors (e.g. attitudes towards computers and internet, self-confidence, and knowledge) and external factors (perceived support) on the level of information and communication technology (ICT) usage. The participants were 1898 pre-service teachers in Turkey. The results revealed that Turkey, like many other developing countries in the world, is in the early phase of ICT integration in education. Most pre-service teachers reported that they use only basic ICT applications for educational purposes. Internal and external factors were found to be related to each other and to ICT usage level. In general, male pre-service teachers' knowledge and usage levels of ICT were higher than that of female teachers.

The current study aimed at identifying Turkish primary school teachers' perceptions of school culture regarding ICT integration in education. In addition, the current study was designed to investigate factors that might influence their perceptions. The participants were 1540 primary school teachers. The findings revealed that the teachers' perceptions regarding school culture in both motivational and technical aspects were not positive. Gender, ownership of a personal computer, Internet access, professional experience, and weekly computer use seemed to play an important role in the perceived school culture regarding ICT integration in education.

Little attention has been paid to the demotivating potential of new technologies in foreign language research. Thus, this study aims to investigate Internet anxiety among foreign language learners and to determine the relationships between Internet anxiety and certain variables. A background questionnaire, an Internet information test, and an Internet anxiety scale were administered to a sample group of 115 foreign language learners. The collected data were used to provide a descriptive and correlational analysis. The results of the analysis indicated that the Internet is not in itself an anxiety source among foreign language learners; however, it is the situations in which learners have to use the Internet that provoke Internet anxiety. Furthermore, it was observed that factors such as gender, computer and Internet connection ownership, Internet instruction, Internet familiarity, and information level on the Internet significantly correlated with the level of Internet anxiety. In the light of the findings of the study, some recommendations were noted.

This study presents the results of an analysis of high school chemistry textbooks and teacher-generated questions about gas laws. The materials that were analyzed consisted of 456 questions about gas laws found in seven grade 10 chemistry textbooks and 264 teacher-generated examination questions prepared by seven chemistry teachers from three schools. These questions were classified into three categories (recall, algorithmic, and conceptual); the conceptual questions (ConQ) were further classified into six subcategories (particulate, demonstration, tiered, laboratory, analogy, and series completion) using the descriptions provided on the Conceptual Questions and Challenge Problems website. The findings indicate that most of the textbook questions were algorithmic and that these textbooks were less likely to facilitate or encourage student comprehension of the properties and behaviors of gases or gas law theories. Furthermore, most of the textbook questions do not enable students to develop conceptual understanding and gain higher-order cognitive skills. Although the findings imply that most of the teacher-generated questions were ConQ, the large majority were partially conceptual type questions. The major implication of this research is the need for teachers, textbook writers, and academics to consider question types when creating questions or analyzing chemistry questions at all educational levels.

Ege, Yavuz (Balikesir Author), In this paper, a new rotating magnetic stirrer system that is controlled by a programmable-integrated-circuit (PIC) microcontroller and can stir in double axis is developed. In contrast to making a stirring action only at one point, as in the case of traditional electromagnetic stirrers, the system that is developed can rotate at two separate axes. One of the rotations is around the axis of the magnetic stir bar itself, and the other is over a circle defined by a rotating magnetic field. That is, the stirrer makes two rotational motions. This is the main contribution of this paper. The magnetic stirrer system is designed as a three-phase system, and a sinusoidal ramp signal is applied to the phases as the supply voltage. During the design stage, the mathematical model of the system was obtained, and the parameters affecting the design were determined. Based on these parameters, a parameter set was established. This parameter set can be used for subsequent design studies of the system. A PIC-based control circuit is used to control the frequency of the supply voltage. The structure of the double-rotating electromagnetic stirring system is explained. The physical conditions affecting the double-axis rotational motion of the magnetic stir bar are discussed in detail. It was observed that a more homogeneous stirring process could be achieved with this kind of double-axis rotation.

Ege, Yavuz (Balikesir Author), In this study. it is aimed to detect remotely the direction and the velocity of a moving object inside water by magnetic anomaly by the use of a multi-sensor network. This study is the extension of single sensor case the results of which are previously published. A three-step approach is used for finding the direction and the velocity of a moving object inside water. First, a uniform magnetic field is established in the test bed that is developed to simulate the practical environment. By the use of this test bed, the magnetic field created is determined. Second, the characteristic relations between the parameters depending upon the length of the ferromagnetic object, magnetic permeability and the direction of the motion of the object appearing in the model of the voltage variation and the direction angle are obtained. Third, a multi-sensor network is utilized for the determination of direction and velocity of any moving object inside the environment. The multi-sensor network produces a moving fixed magnitude voltage wave. The effects of the material magnetic permeability and the length are also studied in this work. It was seen that the relative permeability and the length could affect the magnitude of the wave obtained but not the shape of it. It is seen that the peak of the wave magnitude remained fixed throughout the direction of the motion of the moving ferromagnetic object even the permeability and the length of the object are different. This method clearly shows good results and the direction and the velocity of motions of ferromagnetic objects with different length and magnetic permeability inside water can be detected with high accuracy. it was seen that the number of the sensors and the way to deploy them were important for obtaining the fixed magnitude moving voltage wave in the region. This method is also suitable for the determination of material from which an object is produced.

Benlikaya, Ruhan (Balikesir Author), Poly(ethyl methacrylate) (PEMA) and poly(2-hydroxyethyl methacrylate) (PHEMA) nanocomposites with sepiolite in pristine and silylated form were prepared using the solution intercalation method and characterized by the measurements of XRD, TEM, FTIR-ATR, TG/DTG, and DSC. The TEM analysis indicated that the volume fraction of fibers in sepiolite decreased and the fiber bundles dispersed in PEMA and PHEMA at a nanometer scale. These results regarding TEM micrographs were in agreement with the data obtained by XRD. The increase in thermal stability of nanocomposites of PEMA is higher than that of PHEMA according to the data obtained from TG curves. The DTG analysis revealed that sepiolite/modified sepiolite caused some changes, as confirmed by FTIR in the thermal degradation mechanism of the polymers. T(g) temperatures of PEMA and PHEMA usually increased upon the addition of sepiolite/modified sepiolite. In addition, modification of sepiolite with 3-APTS had a slight influence on thermal properties of the nanocomposites. POLYM. COMPOS., 30:1585-1594, 2009. (c) 2008 Society of Plastics Engineers, Balikesir University - 2006/01

In this study, prospective science teachers' misconceptions about the seasons and the phases of the Moon were determined, and then the effects of 3D computer modelling on their conceptual changes were investigated. The topics were covered in two classes with a total of 76 students using a predict-observe-explain strategy supported by 3D computer modelling. The results of the study suggest that, prior to teaching, the subjects had misconceptions regarding both phenomena, and that the teaching was quite effective regarding conceptual change.

The present study is based on identification and elimination of several misconceptions of university level students regarding chemistry topics. For this reason, the static-group pre-test-post-test design was implemented with 52 teacher candidates. Regarding the content of the study, the experimental group participants opted for “Misconceptions in Science” course whereas the control group selected “Physics in environment” course in terms of elective courses. Data was collected through a form which consisted of 3 open-ended statements during the research process. In addition, an evaluation form was prepared to determine the opinions of the experimental group on the course. As a result of the study, the pre-test analyses revealed several misconceptions which all the participants have, whereas the post-test results indicated that “Misconceptions in science” course was effective in the elimination of experimental group’s misconceptions. Also, the course was found to be necessary and efficient. Delayed post-test results justified the resistivity of the misconceptions of the experimental group members, although they had been performing their jobs as in-service science teachers. Key words: chemistry; conceptual change discussion. --- Sažetak Ovo istraživanje temelji se na prepoznavanju i eliminaciji nekih pogresnih predodžbi studenata o podrucju kemije. Zbog toga je primijenjen i proveden dizajn s predtestom i posttestom na staticnoj skupini na uzorku od 52 buduca nastavnika. Sto se tice sadržaja istraživanja, ispitanici u eksperimentalnoj skupini odabrali su kolegij Pogresne predodžbe u prirodnim znanostima, a ispitanici u kontrolnoj skupini odabrali su kolegij Fizika u okolini kao svoj izborni kolegij. Za vrijeme istraživanja podaci su prikupljeni s pomocu obrasca koji se sastojao od 3 tvrdnje otvorenog tipa. Osim toga, pripremljen je evaluacijski obrazac da bi se ispitalo misljenje sudionika u eksperimentalnoj skupini o kolegiju. Rezultat istraživanja dobiven je analizom predtesta s pomocu koje se prepoznalo nekoliko pogresnih predodžbi koje su imali svi sudionici, a rezultati posttesta pokazali su da je kolegij Pogresne predodžbe u prirodnim znanostima bio ucinkovit pri eliminaciji pogresnih predodžbi sudionika u eksperimentalnoj skupini. Također se pokazalo da je kolegij potreban i ucinkovit. Rezultati posttesta koji je proveden s vremenskim odmakom potvrdili su ukorijenjenost pogresnih predodžbi kod sudionika u eksperimentalnoj skupini, iako su oni vec obavljali svoj posao nastavnika predmeta prirodnih znanosti. Kljucne rijeci: rasprava o konceptualnoj promjeni; kemija

Ege, Yavuz (Balikesir Author), In this study, the variation of the magnetic flux distribution in a magnetised ferromagnetic material which has inhomogeneity as a crack is studied using giant magnetoimpedance, GMI, sensor. The sensor was moved by a specially designed moving system. The amorphous (Co0.94Fe0.06) 72.5Si12.5B15 wire was used as a GMI sensor and 1 MHz with 5 mA ac current applied to the GMI sensor. A large decrease in the output voltage of the sensor circuit was observed when the sensor was moved on the top of the crack, after the further movement of the sensor the output voltage came back to the nearly previous value.

Erdoğan, Eyüp (Balikesir Author), Water-distilled essential oil from the crushed fruits of Ferulago confusa Velen, collected from Bursa: Keles-Orhaneli in Turkey, was analyzed by GC and CC/MS. Ninety-one components were identified representing 99.5% of the oil. Cis-chrysanthenyl acetate (37.7%) and a-pinene (36.7%) were characterized as the main constituents. The antibacterial effects of the Ferulago confusa oil were evaluated by using microdilution broth method. The oil showed moderate inhibitory effects on the selected human pathogenic bacteria having MIC values ranging 0.6-2.5 mg/ML.

Three theorems are proved by using fundamental concepts concerned with the eigenvectors and the dimension of the space of eigenvectors and by considering that the Boolean graph Bn is a regular graph of nth degree. The results are discussed by applying these theorems to graphs B 1, B 2, B 3 .It is shown that the positive integer nis the greatest eigenvalue of Bn so that multiplicity of n is one and the negative integer — n is the smallest eigenvalue of Bn so that multiplicity of — nis one. Hence, by making a suitable generalization to the spectrums and characteristic polynomials of graphs B 1, B 2, B 3 .general formulas are presented related with the discovery of all spectrums and characteristic polynomials of graphs Bn (n e Z+).

Daha çok Amerikan kolej ve üniversitelerince sunulan Kitlesel Açık Çevrimiçi Dersleri (KAÇD), öğrencilere birçok dersin içeriğine ücretsiz olarak ulaşım imkânı sağlamakla daha fazla öğrenciye ulaşmayıhedeflemektedir. Bu tip dersler günden güne yüksek öğretimde popülerleşerek gelişmeye devam etmektedir. Bu dersler ile ilgili olarak yayımlanan makalelerden yola çıkarak bu derslerin neler olduğu, önemi, nasıl çalıştığı, nasıl ortaya çıktığı, amaçları, pedagojisi, geleceği ve öğrenme için neler ifade ettiği hususlarında birçok soruya cevap vererek okuyuculara bu tür çalışmalar hakkında bilgi vermek amaçlanmıştır. Kitlesel Açık Çevrimiçi Derslerinin genel olarak ana hedefleri şu şekilde özetlenebilir: Ulaşım ve kullanımı yaygınlaştırmak, marka oluşturup devamlılığını sağlamak, giderleri azaltarak veya gelirleri arttırarak ekonomiyi güçlendirmek, eğitim çıktılarını arttırmak, yenilik ve öğretme ve öğrenme üzerine araştırmalar yapmak., Several colleges and universities are experimenting with Massive Open Online Courses (MOOCs) that offer students free access to contents of many courses to reach more students and it rapidly continues to grow within higher education programs especially in the US. Through a review of the literature, I decided to write a paper to inform related to MOOCs studies (like, what is it, the importance, how it works, who governs, its pedagogy, problems and meaning for future learning) to our audiences. In general, it can be summarized the major goals of MOOCs are: extending reach and access; building and maintaining brand; improving the economics by reducing costs or increasing revenues; improving educational outcomes; innovation and conducting research on teaching and learning

Dirmenci, Tuncay (Balikesir Author), The genus Lophanthus Adans. is recorded for the first time from Turkey. Specimens collected from Van province, east Anatolia, are described here as the new species Lophanthus turcicus Dirmenci, Yildiz & Hedge. Diagnostic characteristics that distinguish it from allied species are presented; a description, distribution map, and taxonomic comments are given., Lophanthus Adans. cinsi Türkiye’den ilk defa kaydedilmiştir. Bu cinse ait örnekler Doğu Anadolu’dan Van ilinden toplanmış ve burada Lophanthus turcicus Dirmenci, Yıldız & Hedge adıyla yeni bir tür olarak tanımlanmıştır. Yakın akraba türlerden ayırıcı karakterleri; betimi, yayılış haritası ve tür üzerinde taksonomik yorumlar verilmiştir.

The dissolution kinetics of colemanite, a boron-containing mineral, in aqueous disodium EDTA solutions were studied. The effects of concentration and pH of the solution, particle size, and temperature were examined. A decrease in pH and particle size increased the dissolution rate, while an increase in the concentration of the solution and temperature increased the rate. The activation energy and pre-exponential factor were calculated as 50.6 kJ mol-1 and 5.14 x 10(7) m s-1, respectively.

Aktan, Sümer (Balikesir Author), Bu çalışmanın amacı ilerlemeci eğitim felsefesinin Dewey ile birlikte teorisyenlerinden biri olan William H. Kilpatrick'in eğitim felsefesi ve ileri sürdüğü proje yönteminin esaslarını inceleyerek günümüze olan yansımalarını çözümlemektir. 19. yy.ın sonlarına doğru gelişmeye başlayan ilerlemeci eğitim felsefesi özellikle 20. yy.ın başlarından itibaren ABD başta olmak üzere pek çok Avrupa ülkesinde etkisini hissettirmiştir. Geleneksel eğitimin temel argümanlarına karşı geliştirdiği tezlerle pedagoji dünyasında önemli bir yer edinen ilerlemeci eğitim felsefesi özellikle reformist eğitim düşüncelerini de derinden etkilemiştir. İlerlemeci eğitim felsefesi, ABD'de 1957'ye kadar olan süreç içerisinde oldukça güçlü olduğu dönemler olmasına karşın bu etkisi soğuk savaş nedeni ile 1957'den sonra azalmıştır. Özellikle Sovyetler Birliği tarafından uzaya fırlatılan Sputnik uydusu ilerlemeci eğitimin etkisinin azalmasında önemli rol oynamıştır. Bununla beraber özellikle 1968 olaylarını takip eden yıllarda yeniden ilerlemeci tezler dile getirilmeye başlanmış ve farklı pedagojik söylemlere teorik bir temel olmuştur. Özellikle Finlandiya'nın 2020 eğitim vizyonu kapsamında okul programlarını proje yöntemine göre yeniden tasarladığı çalışmalar ilerlemeci felsefenin ve William H. Kilpatrick'in düşüncelerini yeniden pedagoji dünyasına tanıtmıştır. Tarihsel metodolojinin kullanıldığı bu çalışmada ilk olarak William H. Kilpatrick'in kısa bir biyografisi verilmiş ve filozofun öne sürdüğü proje yöntemi ile program anlayışı incelenmiştir. Çalışmanın bulgularının eğitim felsefesi ve program teorisi alanına katkı sağlayacağı düşünülmektedir, The aim of this study is to discuss the philosophy of education and the principles of the project method of William H. Kilpatrick, who was one of the most notable representatives of progressive philosophy of education together with Dewey although he was not more familiar than Dewey as his successor in Turkey, as well as analyzing the reflections of these philosophy and principles in our day. Having developed towards the late 19th century, progressive philosophy of education has become influential primarily in the USA as well as in many European countries since the early 20th century. Although this philosophy of education had been dominant in some periods in the USA during the period until 1957,its influence had faded after 1957 due to the Cold War. On the other hand, progressive arguments had been reiterated especially during the years following the 1968 events and provided a theoretical basis for various pedagogical discourses. Especially the activities in which school curricula were redesigned based on the project method within the scope of Finland’s 2020 education vision have introduced the progressive philosophy of education and the ideas of William H. Kilpatrick into the pedagogy world once more. In the first section of this study where the historical methodology has been used, a short biography of William H. Kilpatrick has been provided. In the second section of the study, the Project method and curriculum perspective of William H. Kilpatrick have been analyzed. It is considered that the findings of this study will contribute to education philosophy and the field of curriculum theory