Sündüs Yerdelen

Wavelet phase evaluation of white light interferograms

The surface profile of a rough object is obtained by white light interferometry. The real and noisy simulated correlograms are analysed by using sliding average, continuous wavelet transform and a new algorithm that is called the continuous wavelet transform phase method. Measurement repeatability is calculated for each algorithm and it has been shown that the continuous wavelet transform phase method gives a smaller peak to valley value and standard deviation than other methods. Hence, this algorithm can be used to obtain a good repeatability or standard deviation in white light interferometry.

An international validation of the engaged teacher scale

ABSTRACT The purpose of this study was to test and validate the Engaged Teacher Scale (ETS) in a Turkish context (ETS-TR). In order to test the construct validity of the ETS, data were collected from 388 teachers in two northeast cities of Turkey. First-order confirmatory factor analysis results supported the 16-item and four-factor model of ETS while second-order confirmatory factor analysis suggested that a single factor was also appropriate for representing teacher engagement. Additionally, four multiple linear regression analyses were conducted to provide further validation evidence. Results showed that subscales of the ETS-TR were found to be positively correlated with teacher self-efficacy. Given our evidence of validity and reliability, we recommend researchers interested in measuring the engagement of Turkish teachers to consider using the ETS-TR. The adaptation of ETS into Turkish also provides a measure for use when conducting research examining cultural comparisons between english-speaking and Turkish teachers.

Developing SENSES: Student experience of non-shared environment scales

Twin and adoption studies find that non-shared environmental (NSE) factors account for variance in most behavioural traits and offer an explanation for why genetically identical individuals differ. Using data from a qualitative hypothesis-generating study we designed a quantitative measure of pupils’ non-shared experiences at the end of formal compulsory education (SENSES: Student Experiences of Non-Shared Environment Scales). In Study 1 SENSES was administered to n = 117 16–19 year old twin pairs. Exploratory Factor Analysis yielded a 49-item 10 factor solution which explained 63% of the variance in responses. SENSES showed good internal consistency and convergent and divergent validity. In Study 2 this factor structure was confirmed with data from n = 926 twin pairs and external validity was demonstrated via significant correlations between 9 SENSES factors and both public examination performance and life satisfaction. These studies lend preliminary support to SENSES but further research is required to confirm its psychometric properties; to assess whether individual differences in SENSES are explained by NSE effects; and to explore whether SENSES explains variance in achievement and wellbeing.

Predicting Students' Self-Efficacy towards Learning Science by Constructivist Learning Environment Perceptions

This study investigated predictive effect of middle school students’ perceptions of constructivist science learning environment on their self-efficacy towards learning science. 663 seventh grade students from 15 public schools in Erzurum participated in the study. Self-report questionnaires were used to collect data in spring semester of 2016-2017 academic year. Multiple linear regression analysis showed that all perceived constructivist science learning environment features (i.e., personal relevance, uncertainity, critical voice, shared control, and student negotiation) statistically significantly and positively predict students’ efficacy beliefs in science. Students’ constructivist learning environment perceptions accounted for 56.5% of the variance in their self-efficacy beliefs. These findings indicated that when students take active role in their learning, given opportunities for freely asking questions, participate in class discussions and share their knowledge with classmates, they are more likely to have higher confidence for learning science.

The role of motivation between perceived teacher support and student engagement in science class

ABSTRACT This study aimed to investigate the relationships among the middle school students’ perceptions of science teacher support, students’ motivation and students’ engagement in learning science. Student motivation was addressed with task value and academic self-concept while student engagement included aspects of agentic, behavioural, emotional and cognitive engagement. In the study, survey method was used and the data were collected though previously validated self-report questionnaires. Valid data were obtained from 1006 middle school students enrolled in one of the nine public schools in Turkey. The path analysis revealed that perceived science teacher’s support positively predicted students’ task value and academic self-concept in science. Furthermore, students who reported high levels of task value and academic self-concept showed higher levels of engagement in science. Accordingly, it seems important for science teachers to listen to the students, behave fairly and help them to solve their problems in order to motivate them for learning science and increase their engagement in science class.

Türkiye’deki Fen Bilgisi Öğretmenlerinin Mesleki İyilik Durumlarının Bazı Demografik ve Kontekst Değişkenleri ile İlişkisi: Çok Değişkenli Analiz

The purpose of this study was twofold: first, to determine the Turkish elementary science teachers’ occupational well-being profile and second, to investigate the relation of science teachers’ occupational well-being to some contextual and demographic characteristics. The contextual variables included class size, years of teaching experience and weekly course hours, while demographic characteristics included gender, graduated faculty, marital status, and having children. Moreover, occupational well-being was examined in terms of job satisfaction and burnout (i.e. emotional exhaustion and personal accomplishment). 376 elementary science teachers that were randomly selected across the Turkey participated in the study. Descriptive statistics and canonical correlation analysis were utilized to analyze the data. Results showed that Turkish elementary science teachers experience low level of Emotional exhaustion and high level of personal accomplishment and job satisfaction. Additionally, it was found that as class size and weekly course hour increase, elementary science teachers tend to experience more emotional exhaustion but less job satisfaction. Teachers having children appeared to experience more emotional exhaustion but less job satisfaction. Moreover, a positive relationship was found between teaching experience and occupational well-being (i.e. job satisfaction and personal accomplishment). Female teachers appeared to experience more personal accomplishment and job satisfaction than male teachers. Similarly, teachers graduated from faculties of arts and sciences were found to have higher level of personal accomplishment and job satisfaction than teachers graduated from educational faculties.