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In the process of learning, the learner and the environment have a mutualistic relationship as a change in one affects the other. Inevitably, the increasing digitalization of the educational environment in the aftermath of the COVID-19 pandemic has altered the way learners learn. Understanding this change through learners’ eyes is crucial for questioning the educational value behind this transformation. Adopting this student-centered stance and using the notion of technological mediation, the present study aimed to investigate the various ways students conceptualize online education and discuss technology mediation accordingly from the perspective of sociocultural learning theory. Designed as a phenomenographic study, it was carried out with fifteen undergraduates undertaking online courses during the fall semester of the 2021-22 academic year at a state university in Turkey. The data gathered through face-to-face interviews was analyzed using phenomenographic data analysis. The results showed that the students experienced online education in four distinctive ways as (a) a way of displaying information; (b) a way of acquiring information; (c) a way of exchanging information; (d) a way of enhancing self-learning, with each affecting technology mediation in particular ways. As a result, it was concluded that students’ perceptions of online education and the way technology mediate their learning are strongly related, and for technology to mediate students’ learning as intended, it might be necessary to develop students’ conceptions first. Article visualizations

Following global educational trends, many countries have updated or redesigned their English language teaching (ELT) curricula to equip their citizens with the communication skills needed for the 21st century. Turkey is among those countries where the ELT curriculum for primary and secondary schools was updated in 2018 according to the principles of the Common European Framework of Reference for Languages (CEFR). However, problems experienced during the implementation process of the new curriculum imply that some incongruences exist between the intentions and realisations in the Turkish ELT context. To shed some light on the curricular factors that might be hindering the successful implementation of the curriculum, Posner’s (1995) curriculum analysis framework has been applied in this study. It was seen that despite the attention given to objectives, some of these such as, “resembling native speakers” might not be appropriate or realistic for the Turkish context. It was further claimed that the process dimension needs to be strengthened to facilitate the implementation of the curriculum. Finally, it was argued that context-sensitive solutions to suit the local needs through bottom-up approaches should be the priority, if the gaps between formal and operational curricula are to be minimised., Pek çok ülke, vatandaşlarını 21. yüzyılın gerektirdiği iletişim becerileri ile donatabilmek adına, küresel eğitim akımlarını izleyerek, İngilizce öğretim programlarında çeşitli güncelleme ya da düzenlemelere gitmektedir. Bu ülkelerden biri olarak Türkiye de, İngilizce öğretim programlarını, 2018 yılında Avrupa Birliği Ortak Dil Çerçevesi (ABODÇ) ilkeleri uyarınca güncellemiştir. Buna rağmen, güncellenen öğretim programının uygulanması aşamasında yaşanan sorunlar, Türkiye’deki İngilizce eğitiminde planlananlar ve gerçekleşenler arasında önemli uyumsuzlukların bulunduğuna işaret etmektedir. Bu farklılıklara sebep olabilecek öğretim programı kaynaklı sorunları ortaya dökebilmek amacıyla, bu çalışmada Posner’ın (1995) öğretim programı analiz çerçevesinden faydalanılmıştır. Araştırma sonucunda, hedeflere verilen öneme rağmen, bunlar arasında “İngilizceyi o dilin konuşucuları gibi konuşabilmek” gibi bazılarının, ülkesel koşullar açısından uygun ya da gerçekçi olmayabileceği görülmüştür. Ayrıca, programın daha kolay uygulanabilir hale gelebilmesi için, programın süreç boyutunun güçlendirilmesi gerektiği ifade edilmiştir. Son olarak, resmi ve gerçekleşen programlar arasındaki boşlukların giderilebilmesi için önceliğin, ulusal ihtiyaçlara cevap verebilecek, ortama duyarlı çözümlere imkân sağlayan, aşağıdan yukarıya yaklaşımlara verilmesi gerektiği savunulmuştur.

Empowering teachers as instructional designers strengthen the link between theory and good practice. The purpose of the research is to explore two teachers’ experiences about a professional development (PD) program. The PD includes a one academic year program with the aim of developing teachers’ instructional design knowledge and skills using Understanding by Design model as reference. Teachers’ instructional designs improved in terms of UbD design principles and they reported change in their attitudes and teaching practices after the fourth cycle. Continuous discipline-specific feedback and trust bond based on prolonged communication underlined as major elements of PD that facilitated teacher change.

Bu arastirmanin amaci Gruenert ve Valentine (1998) tarafindan gelistirilen Okul Kulturu Olcegi (School Culture Survey) isimli olcegi Turkceye uyarlamaktir. Olcegin ozgun dili Ingilizcedir ve alti boyuttan olusmaktadir. Olcegin dilsel esdegerlik calismalari kapsaminda oncelikle bes alan uzmani tarafindan Turkceye cevirisi yapilmistir. Daha sonra elde edilen ceviriler arastirmacilar tarafindan incelenerek ortak bir Turkce form olusturulmustur. Olusturulan Turkce form, bes farkli alan uzmanina gonderilerek uzmanlarin formu Ingilizceye cevirmeleri istenmistir. Elde edilen Ingilizce cevirilerden bir ortak Ingilizce form olusturularak, formu Ingilizceyi anadili olarak bilen, ayni zamanda Turkceyi cok iyi duzeyde bilen bir alan uzmaninin kontrol etmesi saglanmistir. Uzman goruslerinden elde edilen gorusler isiginda olcegin Turkce formuna son hali verilmistir. Bir sonraki asamada test-tekrar test calismasi yapilmistir. Bu kapsamda Turkce ve Ingilizce formlar, 30 kisilik bir gruba 15 gun arayla uygulanmistir. Toplanan veriler bagimli gruplarda t-testi araciligiyla analiz edilmis ve katilimcilarin Turkce ve Ingilizce formlara verdigi yanitlar arasinda anlamli bir fark bulunmamistir (p > .05). Daha sonraki asamada gecerlik calismasi amaciyla Turkce form Turkiye’nin farkli sehirlerinde ve farkli ogretim kademelerinde gorevli 200 ogretmene uygulanmistir. Elde edilen verilerin analizi Dogrulayici Faktor Analizi (DFA) ile gerceklestirilmistir. Dogrulayici faktor analizi sonucunda, Turkce olcegin boyutlara ayrilmadigi, tek boyutlu olarak kullanilabilecek bir olcek oldugu sonucuna ulasilmistir. Ayrica olcegin ic tutarlik guvenirligini belirlemek amaciyla yapilan analizler, olcegin cronbach alpha degerlerinin .96 oldugunu gostermektedir. Arastirmanin sonunda, Okul Kultur Olcegi’nin Turkiye’de okullardaki yoneticilerin lidelik anlayisi ve profesyonel gelisime yonelik bakis acisini ortaya cikarmada yararlanilabilecek gecerli ve guvenilir bir olcek oldugu ortaya cikmistir.

Çalışmada, Gagne, Briggs, Wager Öğretim Tasarımına uygun planlanan destek eğitimi dersinin etkililiğinin belirlenmesi amaçlanmıştır. Araştırma, durum çalışması deseninde yürütülmüştür. Araştırmanın çalışma grubunu, BİLSEM’de destek eğitimi programına devam eden ilkokul (3 ve 4. sınıf) düzeyinde 10 öğrenci oluşturmaktadır. Araştırmanın hazırlık sürecinde, Gagne, Briggs, Wager Öğretim Tasarımına uygun olarak 8 saatlik ders planlaması yapılmıştır. Tasarım öncesinde, öğrenci, öğretmen, ortam ve kazanım analizi yapılmış, yapılan analizler sonucunda tasarım şekillendirilmiştir. Çalışmada nicel ve nitel veri toplama araçlarından yararlanılmıştır. Nicel verileri toplamak için öğretim sonunda öğrenci ürünlerini değerlendirmek amacıyla derecelendirme ölçeği kullanılmıştır. Nitel verilerin toplanmasında, öğrenci öz değerlendirme formu ve gözlemci görüşlerinden faydalanılmıştır. Nicel verilerin analizinde yüzde ve frekans analizi nitel verilerin analizinde ise içerik analizi gerçekleştirilmiştir. Sonuçlar, Gagne, Briggs, Wager Öğretim Tasarımının BİLSEM’de destek eğitimi derslerine katılan, özel yetenekli öğrencilerin öğrenme sürecine olumlu etkileri olduğunu ortaya çıkarmıştır. Özellikle uygulanan tasarımın etkisinin, öğretmenlerin öğrenme sürecini yönetme, sistemli hareket etme, dersi etkili planlama noktalarında belirginleştiği gözlemlenmiştir.

This study aims to examine teachers’ and students’ views of learning-teaching on Turkish Language and Literature course. Also, this study aims to determine the prior learning-teaching strategies of teachers and students. It was designed by qualitative research approach, phenomenology design. In the study, there are two participant groups; teachers and students. In sampling for both teachers and students, convenient sampling of purposive sampling type was used. Semi-structured interview questions were used as a data collection tool. Accordingly, content analysis was deemed proper to analyze the data. As a result, teachers’ and students’ views on learning and teaching are compatible with each other in a general framework such as self-study, students’ involvement, active lesson process, teaching the lesson as art and especially the importance of reading habit. However; in the learning-teaching process, teachers’ most strong emphasis was on individual differences, different/active methods implementations during the lesson and; whereas students’ emphasis was on learning strategies such as memorizing, coding, doing research, observing and teachers’ interest in them. It can be seen in the findings that teachers tend to teach the course by enabling learners to participate and students would like to have an active lesson process. Teachers and students share a similar idea on the fact that the Turkish Language and Literature course is an art; so, the learning-teaching process should be formed accordingly. According to the findings teachers’ and students check the understanding by productivity and test results. Conclusively, teachers and students are keen on an active teaching environment; reading habit is one of the most important skill as the course’s attainment, however exam pressure can limit their actions.

Bu arastirmanin amaci, UbD (Anlamaya Dayali Tasarim) modeline gore tasarlanmis olan Egitim Bilimlerine Giris dersinin ogretmen adaylarinin basari, tutum ve gorusleri uzerinde nasil bir degisim yarattigini tespit etmektir. Arastirma deney ve kontrol gruplarini iceren ontest-sontest yari deneysel desende tasarlanmistir. Arastirmanin calisma grubunu, bir devlet universitesinde Egitim Fakultesi birinci sinifa devam eden 66 ogretmen adayi olusturmaktadir. Nicel verileri toplamak icin; Onen ve Kocak (2011) tarafindan gelistirilen Egitim Bilimlerine Giris Dersine Yonelik Tutum Olcegi ve arastirmacilar tarafindan gelistirilen ders basari testi kullanilmistir. Nitel verilerin toplanmasinda, ogrenci yansitma yazisi formundan faydalanilmistir. Nicel verilerin analizi icin SPSS 21. paket programi kullanilmistir. Nitel verilerin analizinde ise icerik analizi yapilmistir. UbD modeline gore tasarlanan Egitim Bilimlerine Giris Dersine yonelik ogretmen adaylarinin tutumlarinda; deney ve kontrol gruplari arasinda tum alt boyutlar icin anlamli farkliliklar bulunmustur. Derse karsi Sempati ve Onem Gelistirme alt boyutlarinda deney grubu, anlamli duzeyde daha yuksek puan almistir. Ayrica deney grubunun Antipati alt boyutunda, tutumlarina ait puanlar onemli duzeyde azalmistir. Buna karsin deney ve kontrol gruplarinin ders basari testleri analizlerinde istatistiksel olarak anlamli bir farklilik bulunmamistir. Ogretmen adaylarinin goruslerinde; UbD modeline gore duzenlenen bir dersin ogrencilerin olumlu duyussal ozelliklerini harekete gecirdigi ve derse etkin katilimi arttirdigi sonuclarina ulasilmistir.

In this study, the effects of teaching the 10th grade students the subject of probability through lessons prepared via Understanding by Design (UbD) on their probability success levels and attitudes and also the students’ views about this process were examined. The study was designed as an embedded experimental model. The students’ attitudes towards probability were measured through the scale developed by Bulut (1994) and their success levels were measured by the achievement test developed within the scope of the study. The students' opinions were collected through individual interviews. Based on the analyses, it can be stated that although the teaching practice increased the experimental group’s success level significantly compared to the pretest, it did not make a significant difference in the post-tests compared to the control group; however, it increased the attitude level of the experimental group significantly compared to both the pretest and the control group. Moreover, the students stated positive opinions about the way of teaching the course and its contribution to lessons and also emphasized the importance of probability in decision-making., Bu çalışmada, olasılık konusunun 10. sınıf öğrencilerine anlamaya dayalı tasarım (UbD) ile hazırlanan dersler yoluyla öğretimin öğrencilerin olasılık başarıları ve tutumları üzerinde nasıl bir etki yarattığı ve bu sürece ilişkin öğrenci görüşleri incelenmiştir. Araştırma gömülü deneysel model olarak kurgulanmıştır. Öğrencilerin olasılığa yönelik tutumu Bulut’un (1994) geliştirdiği ölçekle, başarı ise araştırma kapsamında geliştirilen başarı testiyle ölçülmüştür. Öğrenci görüşleri bireysel görüşme yoluyla toplanmıştır. Yapılan analizlere göre uygulanan öğretimin deney grubunun başarısını ön teste göre anlamlı olarak yükselttiği ama son testlerde kontrol grubuna göre anlamlı bir fark yaratmadığı, deney grubunun tutum düzeyini ise hem ön teste göre hem de kontrol grubuna göre anlamlı olarak yükselttiği belirlenmiştir. Ayrıca öğrenciler derslerin işlenişi ve derse katkı sağlama noktasında olumlu görüş belirtmişler, karar vermede olasılığın önemini vurgulamışlardır.

This study aims to analyse views of 10 teachers at selected private and national high schools in Turkey regarding an international project to develop intercultural sensitivity. Throughout the proje...

Today’s teachers should have a vision that gives a chance to every different identity in the classroom without giving privilege to any group or individual. Only in this way can students have broader perspectives about embracing differences and getting rid of prejudices to function as global citizens. The purpose of this study is to examine candidate teachers’ perceptions of intercultural sensitivity and multicultural practices ideal for the classes. The sample of the study consists of 180 students attending a pedagogical formation course. A mixed method was employed to determine the perceptions of teacher candidates about intercultural sensitivity and curricular practices about multiculturalism in the classes. As data collection tools, Intercultural Sensitivity Scale developed by Chen and Starosta (2000) was used in order to collect the quantitative data. The qualitative data of the study was collected through a questionnaire in which there were three open-ended questions elaborating on curricular practices about multiculturalism in the classes. The quantitative data of the study was analyzed through t-test. T-test was used in an attempt to reveal the differences between male and female students about intercultural sensitivity. To analyze the qualitative data, a content analysis was carried out and emerging themes were identified. The findings of the data were discussed in a detailed way in the discussion section.

Background:Elbow fracture is treated either conservatively or surgically followed by a period of immobilization with casting or splinting. A splint used to immobilize upper limbs for many weeks results in changes in both the peripheral musculature and the central nervous system. It is well known that common complaints after upper limb fractures include weakness, pain, and stiffness; therefore, pain management is important in the early stages of the rehabilitation of upper limb fractures.Objectives:This pilot study aimed to investigate the efficacy of graded motor imaginary (GMI) on pain, range of motion (ROM), and function in patients with posttraumatic stiff elbow.Methods:Fourteen patients with posttraumatic stiff elbow (6 women, mean age: 45.42 ± 11.26 years, mean body mass index: 24.29 ± 3.38 kg\m2and mean duration of immobilization: 4.75 ± 1.03 weeks) were randomly allocated to either GMI or control groups. The GMI group received GMI treatment in addition to a structured exercise program, and the control group received a structured exercise program (two days per week for six weeks) (Figure 1). The assessments included pain at rest and during activity using the visual analog scale (VAS), elbow active ROM with a digital goniometer (Baseline Evaluation Instrument, Fabrication Enterprises, Inc., White Plains, NY), and upper extremity functional status using the Disability of the Arm, Shoulder and Hand Questionnaire (DASH). The assessments were performed at baseline and after the 6-week intervention.Figure 1.Graded motor imagery performed with mirror boxResults:After the 6-week intervention, there was a significant increase in elbow flexion-extension ROM and supination-pronation ROM, and improvement in DASH score in both groups (pConclusion:A conservative treatment program consisting of GMI treatment in addition to a structured exercise program applied twice a week for 6 weeks, has been found more effective in decreasing pain in the posttraumatic stiff elbow. It could be concluded that GMI is an effective treatment method for elbow fracture in patients with predominant elbow pain.References:[1] Harris JE, Hebert A. Utilization of motor imagery in upper limb rehabilitation: a systematic scoping review. Clin Rehab. 2015:29(11):1092-1107.[2] Opie GM, Evans A, Ridding MC, Semmler JG. Short-term immobilization influences use-dependent cortical plasticity and fine motor performance. Neuroscience. 2016:330:247-256.[3] Birinci T, Razak Ozdincler A, Altun S, Kural C. A structured exercise programme combined with proprioceptive neuromuscular facilitation stretching or static stretching in posttraumatic stiffness of the elbow: a randomized controlled trial. Clin Rehab. 2019:33(2):241-252.Acknowledgments:The present work was supported by the Scientific Research Projects Coordination Unit of Istanbul University-Cerrahpasa (Project No: TDK-2019-33997).Disclosure of Interests:None declared

Background:There are many patient-rated outcome measures to assess the subjective component of function in musculoskeletal disorders of elbow. The first step of functional assessment is to select the instrument, which is sufficiently responsive. Although the disabilities of the arm, shoulder and hand (DASH) and the upper extremity functional index (UEFI) are widely used in reporting outcomes in upper extremity function, the responsiveness of these two scales has not been investigated in elbow disorders.Objectives:This study aimed to compare and report the responsiveness of the DASH and the UEFI in patients with posttraumatic elbow stiffness.Methods:Fifty-seven patients with posttraumatic elbow stiffness (32 women; mean age, 44.54 ± 6.51 years) were included. All patients completed the DASH and UEFI at baseline and after a six-week intervention, which was a structured exercise program. Patients who improved (much improved and slightly improved) and those who unimproved were defined using a 5-point global rating chance scale (GROC). Responsiveness was assessed using effect size and standardized response mean (SRM). ES has observed the mean change scores divided by the standard deviation of the initial score. SRM was calculated for the improved group and the unimproved group, dividing the mean change scores by the standard deviation of mean change scores. Similar to effect size, SRM values and ES values of 0.20, 0.50 and 0.80 were considered small, moderate or large, respectively.Results:Forty-eight patients (84.21%) were classified improved and 9 patients (15.79%) were classified unimproved according to the GROC. Effect sizes and SRMs were large (greater than 1.00) for participants who were “much improved” or “slightly improved” on the GROC for both the DASH and UEFI. For groups of participants who improved on the GROC, effect sizes and SRMS were ranged from 1.87 to 2.09 and 2.13 to 2.56 for the DASH, and 1.59 to 2.16 and 1.65 to 2.29 for the UEFI, respectively (Table 1).Table 1.Mean baseline scores, change scores, effect size and standardized response mean for improved and unimproved patientsGlobal Rating of ChangeImproved(n=48)Unimproved(n=9)Much Improved(n=27)Slightly Improved(n=21)No Change(n=9)Mean (SD)Mean (SD)Mean (SD)The disabilities of the arm, shoulder and handBaseline43.41 (14.22)42.66 (13.41)44.21 (7.24)After 6-week13.65 (11.60)17.51 (8.91)39.72 (6.81)Change-29.75 (11.61)-25.14 (11.77)-4.48 (3.26)ES2.091.870.61SRM2.562.131.37The upper extremity functional indexBaseline42.00 (10.15)42.76 (15.75)39.75 (9.85)After 6-week64.00 (10.53)67.47 (11.47)47.00 (5.39)Change22.00 (9.60)24.71 (14.96)7.25 (6.47)ES2.161.560.73SRM2.291.651.12Abbreviations: ES, Effect Size; SD, Standard Deviation; SRM, Standardised Response Mean.Conclusion:These findings showed that for patients receiving physiotherapy for the management of elbow stiffness, both the DASH and the UEFI are similarly responsive to change in symptoms and disability and similarly able to discriminate between patients who improved or unimproved.References:[1]Hudak PL, Amadio PC, Bombardier C. Development of an upper extremity outcome measure: the DASH (disabilities of the arm, shoulder and hand). The Upper Extremity Collaborative Group (UECG). American journal of industrial medicine. 1996;29(6):602-8.[2]Stratford PW, Binkley JM, Stratford DM. Development and initial validation of the upper extremity functional index. Physiotherapy Canada. 2001;53(4):259-67.[3]Smith MV, Calfee RP, Baumgarten KM, Brophy RH, Wright RW. Upper extremity-specific measures of disability and outcomes in orthopaedic surgery. The Journal of bone and joint surgery American volume. 2012;94(3):277-85.Characters from table content including title and footnotes:783Disclosure of Interests:None declared

In this study, the effects of secondary school students’ self-regulation skills on TEOG examination were examined. Motivational Strategy Scale , developed by Pintrinch and De Groot (1990) and adapted to Turkish by Uredi (2005) , was used as the data collection instrument. TEOG exam scores of the students were obtained from their school administrations. The study group of the research consisted of 412 students attending the 8 th Year Classes of 75 th Year Secondary School of Gungoren District in the province of Istanbul . To analyse the data of the research, multi regression analysis was used. The research showed that the variables of self-efficacy and anxiety were effective in predicting the TEOG exam,and that use of cognitive strategy came after self-efficacy and anxiety with respect to impacting the TEOG exam achievement, and also that self-regulation and intrinsic value dimensions were not effective in predicting the TEOG exam scores.

Professional development is a phenomenon that has a crucial importance for teachers to advance in their career professionally. Apart from their professional lives, it is also important for the acquisition of required knowledge, skills and instructional practices for addressing students' needs (Benedict, 2014; Cooper, 2014; Ingvarson, Meiers, & Beavis, 2005; Lee, 2014). A variety of sources, methods, and tools can be put into practice to sustain teachers' professional development. Understanding by Design (UbD) is among these tools.UbD can be utilized as a tool both for continuing teachers' professional development (Brown, 2004) and ensuring students' enduring understanding (Wiggins, 2010). The focal point of UbD is to pay attention to all learners and their learning preferences by minimizing learning that happens incidentally or by inborn capacity. While doing this, it is aimed that the instructional priorities are determined and the instruction is conducted by making a good design first. These aims can be used as a tool for both increasing students' academic achievement and sustaining teachers' development throughout all their professional lives (Brown, 2004; Wiggins & McTighe, 1998).UbD refers to the task of designing a unit plan covering a three-staged template during the teachers' designing process. At the first stage of the template, named desired results, concepts such as transfer, understanding, and acquisition are mentioned. Transfer can be described as students' making use of the knowledge in new learning situations independently. Understanding is the part in which enduring and transferable ideas as well as provocative essential questions are introduced.At the acquisition part, knowledge and skills that should be achieved at the end of the unit are identified. The key components of the first stage are big idea and essential question. These two components enhance students' seeing the 'big picture' and making inquiries with a sense of wonder throughout the unit in order to reach enduring understandings. The second stage, which is called the evidence, is the stage in which a performance task and some other assessment evidence are mentioned. In the third stage, named learning plan, all the strategies, methods, techniques, and materials are introduced (Wiggins & McTighe, 1998, 2005, 2011).The fact that implementing UbD in an educational institution enables its instructors to become active members of curriculum development is mentioned in many researches (Andrews, 2011; Baird, 2006; Bertram, 2011; Boehler, 2008; Boozer, 2014; Burson, 2011; Corvo, 2014; Edmunds, 2011; Kelting-Gibson, 2003; Meyer, 2006). Teachers' dealing with designing contributes to the burgeon of professional collaboration and dialogue at school settings (Anwaruddin, 2013). Together with their colleagues, teachers share ideas and make educational decisions in the designing process. Besides, implementing their own design in their lessons encourages the emergence of teachers' designer identity and helps to diminish the routine of textbook coverage (Wiggins & McTighe, 2011).Another important contribution of UbD is that it facilitates students' learning in a meaningful and enduring way (Anderson, 2012; Duke, 2011; Molina, 2013; Noble, 2011; Schoellhorn, 2012; Stotter, 2004; Takacs, 2010). One of the fundamental problems in EFL teaching is that content coverage becomes a goal rather than being a tool (Wiggins & McTighe, 2011). In fact, the focus of instruction is to lay a sound foundation for the development of learning skills with the help of the content that is presented to the students. As UbD unit designs basically include essential questions and assessment techniques as relevant to enduring understanding, they help students to see the big picture about learning. Furthermore, the integration of different methods and techniques addressing individual differences helps to establish an enjoyable learning atmosphere for students and makes important contributions to the active learning process (Wiggins & McTighe, 2007). …

The aim of this study was to determine teachers and students’ opinions on the effectiveness of cooperative learning. This study conducted in A°stanbul Lycee and it had a qualitative research design.The participant of the study assigned randomly among ninth grade students who were studying in A°stanbul Lycee in the year of 2012 to 2013. Among 180 ninth grade students the researchers chose 15 male and 15 female students randomly (n=30). Thus,the sample of this study consisted of 30 randomly assigned students.The researchers then, chose 8 students randomly for the focus group interview and two geography teachers with 20 years of experience for the individual interview.The data collected by means of a questionnaire form which consist of two open ended and ten semi-structured questions. Ten hour lesson plan developed by using cooperative learning method in the ninth grade geography lesson and applied two week period. In this study qualitative data analysis which consisted of classification of data, determining major themes used.The findings demonstrated that cooperative learning method was effective and increase student’s achievement. Key words: Cooperative learning A±nstructional design, geography teaching, cooperative learning.

Problem Statement: Motivation is a significant component of success in education, and it is best achieved by constructivist learning methods, especially cooperative Learning (CL). CL is a popular method among primary and secondary schools, but it is rarely used in higher education due to the large numbers of students and time restrictions. The literature does not give much space to the use of CL and its motivational effects. This study aimed to fill this gap in the literature and practice. Purpose of the Study: This study sought to investigate the effects of CL on students’ motivation and student products at university level. Method: With an implementation of CL at a university, this study was performed with mixed-method techniques. Jigsaw and Team-GameTournament techniques were implemented in two sections of a selective course at a state university in Istanbul, Turkey to outline the motivational effects of CL on students between the ages of 18 and 25. To reach more satisfying results, a mixed methodology was used and pre- and postmotivation questionnaires were supported with document analysis of students’ products. Findings: The study showed that the university level is not a hazardous place to implement CL. On the contrary, it is a fruitful level to see positive motivational effects. Both the qualitative and quantitative data supported the positive effect of CL on students’ motivation and cooperative learning strategies. Conclusion and Recommendations: Based on the findings, it could be asserted that CL is effective on students’ motivation and cooperative learning strategies. Especially for students at faculties of education, the use of CL was rather generous in terms of their own learning. As their profession involves teaching how to learn, it is important that they know the specific path.Keywords: Cooperative Learning, motivation, teacher training, higher education.

Accepted: 21.10.2013 This study aims at revealing the efficiency of the application of the instructional design prepared via the Six Thinking Hats and SCAMPER techniques. The question "How do 7th grade students associate the course unit Human and Environment which is taught via the Six Thinking Hats and SCAMPER techniques?" constitutes the problem of the study. For this purpose, the case study method, which is a method of qualitative research, was used in the second semester of the academic year 20122013. The study group consists of 20 students in total, including 10 girls and 10 boys studying at the 7th grade at a full time secondary school in Beykoz district of Istanbul province. The primary source of data in the study included observation, open-ended question form and document while interviews were employed as the secondary source of data. The data acquired upon the study were analyzed through content analysis. This study provides awareness to the students with the instructional design prepared via The Six Thinking Hats and SCAMPER techniques. As a result of the study shows that students were seen to have performed improvement in comparing ecosystems in terms of diversity of living creatures and climatic features. It was revealed that majority of the students have a negative/ pessimistic approach regarding the world and the environment in future both before and after the application; and they possessed the main point of view that the "world will be a dirty place" in future.

Within the scope of the research the following question has been addressed: “Is there a statistically significant difference in students’ thinking styles according to (a) gender, (b) academic discipline and (c) grade, between the beginning and the end of an academic semester?” Purpose of the study is to reveal the differentiation occurred in teacher candidates’ thinking style preferences during an academic semester, according to some variables. “Thinking Styles Inventory”, developed by R. J Sternberg and R. K Wagner (1992), has been applied to 794 teacher candidates from various disciplines, at the beginning and end of the semester. As the result of the study, it has been found that, significant difference occurred in the “Conservative” sub-scale’s mean scores between the 1 st and 2 nd application, for both genders. Regarding the means of “Conservative” sub-scale, it has been seen that the mean scores of female and male teacher candidates have increased at the end of the semester. Another finding of the study is that the joint effect of academic discipline and thinking style’s differentiation status was significant for all sub-scales. Similar studies can be conducted with teacher candidates from different departments of education faculties. The current research was limited with one semester. On the other hand, longitudinal researches lasting an academic semester or more can be accomplished. Researches, covering other thinking styles and discovering the relationships among them can be conducted. Experimental studies featuring differentiation of the thinking styles are fairly limited. Therefore, experimental researches can be emphasized at teacher-training institutions. Thinking styles of teacher candidates are different form each other. Thus, the preparation of learning environment considering this diversity is an important step on teacher training. Individuals should organize and manage their own learning processes. Thus, raising teacher candidates’ awareness about their own style seems to be crucial. Teacher candidates, after creating awareness about their own styles, can give the appropriate weight in activities for improving the style in order to achieve a task.

Problem Statement. Project-based learning (PBL) is a learning and teaching approach that makes students search for new knowledge and skills, helps them overcome real-life questions, and makes them design their own studies and performances. Research in Turkey reveals that teachers are not well-informed about PBL, can not guide students in this process, and have problems in implementing PBL. This situation raises questions on the effectiveness of teacher education and pedagogical courses in the attainment of knowledge and skills on PBL. Thus, it is important to examine teacher candidates’ perceptions regarding PBL during their teacher education. Purpose of Study. The purpose of this study was to investigate teacher candidates’ perceptions about the PBL approach in terms of different variables. In this direction, the research question has been specified as ‘What are the perceptions of teacher candidates toward PBL?’ Methods. It was a qualitative phenomenological study. The research group consisted of 58 students (40 female, 18 male), who were in their third and fourth years in a public university in Istanbul in the 2014–2015 academic year. In order to gather data, open-ended questions were asked. The data were analyzed using content analysis. Findings and Results. According to the findings, more than half of the teacher candidates expressed that they learned PBL approach in theory, but almost half said that they did not have the opportunity to apply it. None of them produced an exact definition of the PBL approach but referred to different aspects of it. Moreover, they mentioned that they will use the PBL approach after graduation. They had a positive attitude to this approach, and they believed that it is a useful approach in developing skills such as doing research, group work, and productivity. Conclusions and recommendations. The results of the research show that teacher candidates are familiar with the PBL approach, but their lack of skills and knowledge in managing it might cause them to have difficulties during their implementation process. In order to equip them with the required skills and information, more space should be left to PBL practices in their pedagogical courses so as to provide opportunities for them to use and apply this approach. In further research, a pedagogical course can be designed according to PBL, and its impact on teacher candidates can be investigated.

In today’s world, where learning a foreign language is highly prioritized, it is an important prerequisite that education has components that are lasting, meaningful, and transferable to everyday life. Moreover, these components would have a positive influence on student motivation. The purpose of this study is to investigate students’ language learning motivation and views about integration of Understanding by Design (UbD) into their lessons. The study was carried out through mixed method research. For the quantitative part, pre-test post-test experimental design was carried out while action research was instrumented for the qualitative part of the study. 10 teachers and 436 students participated the study. Of the 436 students, 225 were in the treatment group and 211 were in the control group. Through the action research, 10 instructors who were trained about UbD, were divided into four groups, each of which designed three different unit plans and implemented them in their classes. As quantitative data collection tool, Motivation/Attitude Scale (MAS), which was developed by Dornyei and adapted to Turkish by Mendi (2009) was used. For the qualitative data of the study, focus group interviews were held with 10 students. The quantitative data was analyzed through the analysis of covariance and independent samples t-test. The qualitative data was analyzed through content analysis. The quantitative results of the study indicated that there was a significant difference in A and B level students’ foreign language learning motivation in favor of the treatment group. The qualitative findings indicated that UbD implementation had a positive impact on students’ foreign language learning motivation and knowledge transfer skills. These findings underline the importance of foreign language motivation and providing students with experiential learning.

In this study, the effect of the mentoring service on the academic achievements and self-efficacy perceptions of the students attending Yιldιz Technical University is examined. The research group consists of 42 students attending the School of Foreign Languages. For data collection, the school's English Proficiency Test points and “Self-efficacy Perception” sub-dimension of “Motivated Strategies for Learning Questionnaire (MSQL)” were used. Findings were analyzed via the analysis of covariance. Results of the study indicate that the mentoring service has no significant effect on students’ academic achievement and selfefficacy perceptions.

In this study, the difference between learning styles of 1 st and 4 th grade university students. according to both their grade and gender is investigated. “ Learning Styles Survey ” developed by Renzulli, Smith, and Rizza is used as data collecting tool. The study group consists of 172 1 st and 4 th grade students from Science Teaching Department at Education Faculty of Marmara University. In data analysis of the study, Independent Group t-Test is used. At the end of the research, it is found that learning styles differ according to both grade and gender.

Bu calismanin amaci PYP (Ilk Yillar icin Program) uygulamasina iliskin ogretmen ve yonetici goruslerini almaktir. Nitel arastirma yontemiyle surdurulen arastirmanin calisma grubunu (aday okul olarak) PYP uygulamakta olan Ozel Beykoz Doga Koleji’nde gorev yapan 10 yonetici ve 8 ogretmen olusturmaktadir. Odak grup teknigi ile veriler elde edilmistir. Elde edilen veriler icerik analiz yontemiyle cozumlenmis, ana temalar ve alt temalar belirlenerek SWOT analizi cercevesinde tablolara yerlestirilmistir. Sonuclar, evrensel dusunen ve kulturel faktorleri goz onunde bulundurabilen ideal ogrenci ve ogretmen kimligi ve PYP uygulayan okullarin zumreler arasi paylasiminin katkisi konusunda ogretmenler ve yoneticilerin hem fikir oldugunu gostermektedir. Bunun yani sira, MEB ve PYP programlarinin ayni anda uygulamaya calismanin olusturdugu zorluklar ve PYP ogretmenlerinin farkli egitim kurumlarinda calisan ogretmenlere gore mesleki donanimlarindan dolayi pazarlik paylarinin ve is imkanlarinin daha fazla oldugu konusunda ise farkli goruslere sahip olduklari saptanmistir.

This study aimed to determine whether mathematics achievement can be explained in terms of self regulation based learning strategies (metacognitive self regulation, regulation of time and study environment, effort management, help seeking) and self efficacy perceptions, and whether these differ between the two genders. The sample consisted of 473 (144 girls and 329 boys) freshmen at Yildiz Technical University who were attending the course “Mathematics I”. “Motivated Strategies for Learning Questionnaire” developed by Pintrich et al. and students’ examination results were used to collect data for the correlational study. The findings indicated that metacognitive self-regulation, regulation of time and study environment, help seeking, and self-efficacy perceptions were significant factors in explaining mathematics achievement while effort regulation was not. Further, it was concluded that there was a difference between the two genders as to the use and benefits of these strategies.