Yavuz Erişen

Öğretim Elemanlarının Dönüt ve Düzeltme Davranışlarını Yerine Getirme Dereceleri

Yirmibirinci yuzyila giderek yaklasmakta oldugumuz bu zaman diliminde her alanda meydana gelen hizli degisme ve gelismeler sosyal hayati etkilemekte, insanlari bu degisme ve gelismelere uyum saglamaya zorlamaktadir. Insanlarin sosyal ve fiziki cevreye mum saglamalarinda en etkili arac ise suphesiz egitimdir.

Constructivist Practice in the Curriculum and Instruction: the Views of Lecturers in the Field*

Article History: Received 14.02.2017 Received in revised form 01.04.2017 Accepted 01.04.2017 Available online 03.04.2017 In the present study, views of lecturers teaching in the field of Curriculum and Instruction for the faculties of education are analyzed considering that they have experience and are in charge of teacher training mission in the Turkish education system. Thus, the study aims to investigate the views of faculty members on their own constructivist views and their practice in education faculties and general practice in the national education. The survey model is used in the study and the population of the research includes the teaching members in the field of curriculum and instruction in Turkey. There are 340 teaching members in this field in Turkey and they are not many in number. Thus, the entire population had to be reached. However, the number of faculty members that can be reached has been 112, corresponding to 33% of the population. As the data collection tool, a classification type of control list (questionnaire) consisting of 26 items related to constructivism practice was used. Since the population is wide and includes all the faculty members in the field around the country, the advantages of using online software was taken into consideration and the data was collected online as access was easy by the participants willing to respond. When findings obtained are discussed with all its components, it is seen that faculty members are not able to fully implement constructivism but trying to include some characteristics of it. In addition, according, the practice of constructivism continues to diminish in the other fields other than the field of Curriculum and Instruction field. In other words, the effect of constructivism on other faculty members and other faculty applications other than the department and on general practices of national education continues to decrease.

Türkiye’de Yükseköğretimin Uluslararasılaşması: Bir Endeks Oluşturma Çalışması

The aim of this study is to test the validity and reliability of the Internationalization Index of Higher Education in Turkey , which provides a ranking of institutions of higher education in Turkey according to their degree of internationalization. The item discrimination, construct validity (exploratory and confirmatory factor analyses), and internal consistencies of the index’s indicators and subindicators were tested using data obtained from 300 faculty members. The findings obtained showed that the index was made up of five indicators—( i ) university research performance, ( ii ) curricular efficiency, ( iii ) international linkages, ( iv ) student support, and ( v ) urban sufficiency—as well as of 33 subindicators, and that the index was valid and reliable. The study then made use of the Delphi method to establish the weight of the index’s indicators and subindicators. In sum, it can be said that the study effectively constitutes a proof toward utilization of the Internationalization Index of Higher Education in Turkey for the ranking of institutions of higher education in terms of internationalization.

Motivation Levels of Gifted Students and Their Metaphorical Perceptions of School.

The aim of this study is to analyze the school motivation levels of gifted students and their metaphorical perception of school. For this purpose, quantitative and qualitative approach was used as the mixed method. The sample for both methods consisted of 96 gifted students at secondary school level. For quantitative data, School Motivation Scale was used and the students were also asked to form their metaphors about school as the qualitative data collection tool. Based on the descriptive statistics of School Motivation Scale, scores which indicated +/-1 standard deviation from mean and the metaphors of these students were compared depending on their motivation levels. The metaphors formed were collected under three main headings; positive metaphors, negative metaphors and neutral metaphors. According to the results, students who had high school motivation score stated mostly positive metaphors about school. The students who had low school motivation score tend to state mostly negative metaphors. Key words: Gifted students, Metaphor, mixed method, school motivation.

A Meta-analysis into the Effectiveness of Doctoral Dissertations on Constructivist Learning

Abstract This paper aims to combine the results obtained by studies conducted independently of each other on constructivist learning in Turkey. The question the study seeks to answer is expressed as: “Does constructivist learning approach affect students’ academic achievement?”. In this context, the literature research was made between 2001 and 2013, and 27 doctoral dissertations written in Turkish about the effect of constructivist learning on students’ academic achievement were included in the meta-analysis. In line with the determined criteria, the 27 doctoral dissertations conducted on the effect of constructivist learning in Turkey, it can be said that the applied constructivist education has an effect on academic achievement in the classification framework of Cohen and it is located in the wide interval which is the highest level. Following meta-analysis, it was concluded that constructivist learning approach was effective in terms of academic achievement in the positive direction.