T" INTERNATIONAL CONGRESS on CURRICULUM

Home , Mustafa Necati

t" INTERNATIONAL CONGRESS ON CURRICULUM AND INSTRUCTION REDESIGNING FUTURE iN THE LIGHT OF CURRICULUM STUDIES ABSTRACTS BOOK 9-12 October 2019, Ankara University e-Abstract

Abstracts are arranged in order of ID given by the sub-themes of the Congress. Abstracts are uploaded to the system by the researchers and the researchers are responsible for their contents.

ICCI-EPOK 2019 Organizing Committee

The 7th International Congress on Curriculum and Instruction (ICCI-EPOK 2019) was supported by the TUBITAK within the scope of 2223-B National Scientific Meetings Grant Programme.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

ORGANIZING COMMITTEE

CHAIRPERSONS Prof. Fatma Bıkmaz Prof. Özcan Demirel Ankara University Faculty of Educational Sciences Turkish Association of Curriculum and Instruction Dean Chair COMMITTEE

Ankara University Faculty of Educational Sciences Turkish Association of Curriculum and Instruction Prof. Erten Gökçe Prof. (Emeritus) Kıymet Selvi Assoc. Prof. Fatma Mızıkacı Prof. Kerim Gündoğdu Assoc. Prof. Berna Aslan Assoc. Prof. Cevdet Epçaçan Assoc. Prof. Canay Demirhan-İşcan Assoc. Prof. Dilara Demirbulak Asst. Prof. Mustafa Cem Babadoğan Assoc. Prof. Gülsen Ünver Asst. Prof. Serkan Keleşoğlu Assoc. Prof. Esed Yağcı Res. Assist. Dr. Ece Koçer Assoc. Prof. Serkan Dinçer Res. Assist. Ahmet Turan Acungil Asst. Prof. Gülçin Tan Şişman Res. Assist. Asuman Fulya Soğuksu Asst. Prof. Melis Yeşilpınar Res. Assist. Ayşe Gülsüm Akçatepe Asst. Prof. Nevriye Yazçayır Res. Assist. Ayşemine Dinçer Asst. Prof. Selcen Bingöl Arslangiray Res. Assist. Metin Kartal Asst. Prof. Gülçin Gülmez Res. Assist. Meryem Hamsi-İmrol Lecturer Bülent Alan

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract SCIENTIFIC COMMITTEE Adil Türkoğlu Prof. (Emeritus) Adnan Menderes University, Turkey Adnan Küçükoğlu Prof. Atatürk University, Turkey Adrian Muraru Assoc. Prof. Alexandru Ioan Cuza University of Iași, Romania Afet Süleymanova Assoc. Prof. Ministry of Education Azerbaijan and Khazar University, Azerbaijan Ahmet Doğanay Prof. Çukurova University, Turkey Ahmet Kara Prof. İnönü University, Turkey Ahmet Saban Prof. Necmettin Erbakan University, Turkey Ahmet Ok Prof. Middle East Technical University, Turkey Akmatali Alimbekov Prof. Kyrgyz-Turkish Manas University, Kyrgyz Republic Ali Osman Engin Prof. Atatürk University, Turkey Ali Yıldırım Prof. University of Gothenburg, Sweden Asuman Seda Saracaloğlu Prof. Adnan Menderes University, Turkey Ayfer Kocabaş Prof. Dokuz Eylül University, Turkey Ayhan Dikici Prof. Niğde University, Turkey Ayhan Gaffar Hakan Prof. (Emeritus) Anadolu University, Turkey Ayşe Münire Erden Prof. (Emeritus) Yeditepe University, Turkey Ayten Ulusoy Prof. Gazi University, Turkey Aytunga Oğuz Prof. Dumlupınar University, Turkey Behçet Oral Prof. Dicle University, Turkey Bekir Özer Prof. (Emeritus) Eastern Mediterranean University, TRNC Bernadette Baker Prof. University of Wisconsin, the USA Bilal Duman Prof. Muğla Sıtkı Koçman University, Turkey Carmen Cozma Prof. Alexandru Ioan Cuza University of Iași, Romania Cecilia A. Mercado Prof. Saint Louis University, Philippines Cennet Engin Demir Prof. Middle East Technical University, Turkey Çetin Semerci Prof. Bartın University, Turkey Eero Ropo Prof. University of Tampere, Finland Elza Semedli Assoc. Prof. Khazar University, Azerbaijan Ercan Kiraz Prof. Çanakkale Onsekiz Mart University, Turkey Erdoğan Köse Prof. Akdeniz University, Turkey Erdoğan Tezci Prof. Balıkesir University, Turkey Erten Gökçe Prof. Ankara University, Turkey F. Dilek Gözütok Prof. (Emeritus) Ankara University, Turkey Feridun Merter Prof. İnönü University, Turkey Fersun Paykoç Prof. (Emeritus) Middle East Technical University, Turkey Fatma Bıkmaz Prof. Ankara University, Turkey Gürbüz Ocak Prof. Afyon Kocatepe University, Turkey Gürcan Ültanır Prof. (Emeritus) Near East University, TRNC Gürcü Koç Erdamar Prof. Gazi University, Turkey Hasan Coşkun Prof. Çankırı Karatekin University, Turkey Hasan Şeker Prof. Muğla Sıtkı Koçman University, Turkey Hülya Güvenç Prof. Yeditepe University, Turkey Iliana Mirtschewa Prof. Sofia University "St. Kliment Ohridski", Bulgaria İsa Korkmaz Prof. Necmettin Erbakan University, Turkey İzzet Görgen Prof. Muğla Sıtkı Koçman University, Turkey Jala Garibova Prof. Azerbaijan University of Languages, Azerbaijan Kerim Gündoğdu Prof. Adnan Menderes University, Turkey Kirsti Klette Prof. University of Oslo, Norway Kyung-Sung Kim Prof. Seoul National University of Education, South Korea Kıymet Selvi Prof. Ankara University, Turkey Leyla Küçükahmet Prof. (Emeritus) Gazi University, Turkey

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract SCIENTIFIC COMMITTEE Mediha Sarı Prof. Çukurova University, Turkey Mehmet Ali Kısakürek Prof. (Emeritus) Ankara University, Turkey Mehmet Arslan Prof. Girne American University, TRNC Mehmet Gültekin Prof. Anadolu University, Turkey Mehmet Taşdemir Prof. Kırşehir Ahi Evran University, Turkey Mehmet Taşpınar Prof. Gazi University, Turkey Melek Çakmak Prof. Gazi University, Turkey Melek Demirel Prof. Hacettepe University, Turkey Meral Aksu Prof. (Emeritus) Middle East Technical University, Turkey Meral Güven Prof. Anadolu University, Turkey Mustafa Sağlam Prof. (Emeritus) Anadolu University, Turkey Müfit Kömleksiz Prof. European University of Lefke, TRNC Nadir Çeliköz Prof. Yıldız Teknik University, Turkey Natasha Angeloska Galevska Prof. Ss. Cyril and Methodius University in Skopje, Macedonia Nevin Saylan Prof. (Emeritus) Balıkesir University, Turkey Nevzat Battal Prof. (Emeritus) İnönü University, Turkey Nikolaos Terzis Prof. Aristotle University of Thessaloniki, Greece Nilay T. Bümen Prof. Ege University, Turkey Nuray Senemoğlu Prof. Hacettepe University, Turkey Nurdan Kalaycı Prof. Gazi University, Turkey Nuriye Semerci Prof. Bartın University, Turkey Nurzhanova Sazhila Dr. Abai Kazakk National Pedagogical University, Republic of Kazakhstan Oktay Cem Adıgüzel Prof. Anadolu University, Turkey Orhan Akınoğlu Prof. Marmara University, Turkey Ömer Faruk Tutkun Prof. Sakarya University, Turkey Özcan Demirel Prof. (Emeritus) Hacettepe University, Turkey Raşit Özen Prof. Bolu Abant İzzet Baysal University, Turkey Remzi Yavaş Kıncal Prof. Çanakkale Onsekiz Mart University, Turkey Salih Uşun Prof. Muğla Sıtkı Koçman University, Turkey Sedat Yüksel Prof. Uludağ University, Turkey Seval Fer Prof. Hacettepe University, Turkey Sevgi Turan Prof. Hacettepe University, Turkey Soner Mehmet Özdemir Prof. Mersin University, Turkey Sung Sik Kim Prof. Seoul National University of Education, South Korea Süleyman Çelenk Prof. European University of Lefke, TRNC Şükran Tok Prof. İzmir Democracy University, Turkey Tanju Gürkan Prof. (Emeritus) Ankara University, Turkey Todd Alan Price Prof. National Louis University, United States of America Tuğba Yelken Prof. Mersin University, Turkey Veysel Sönmez Prof. (Emeritus) Cyprus International University, TRNC Virpi Yliraudanjoki Dr. Finland William Pinar Prof. The University of British Columbia, Canada Yavuz Erişen Prof. Yıldız Teknik University, Turkey Yusuf Budak Prof. Gazi University, Turkey Yücel Gelişli Prof. Gazi University, Turkey Zeki Arsal Prof. Abant İzzet Baysal University, Turkey Zeki Kaya Prof. Gazi University, Turkey Zhumbayeva Aziya Eleupanova Prof. Abai Kazakk National Pedagogical University, Republic of Kazakhstan Zuhal Çubukçu Prof. Eskişehir Osmangazi University, Turkey

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract LIST OF REVIEWERS Adnan Küçükoğlu Prof. Atatürk University, Turkey Ahmet Doğanay Prof. Çukurova University, Turkey Ahmet Kara Prof. İnönü University, Turkey Ahmet Ok Prof. Middle East Technical University, Turkey Ahmet Saban Prof. Necmettin Erbakan University, Turkey Ali Yıldırım Prof. University of Gothenburg, Sweden Alper Yetkiner Assis. Prof. Kilis 7 Aralik University, Turkey Arda Arıkan Prof. Akdeniz University, Turkey Ayten İflazoğlu Saban Prof. Çukurova University, Turkey Aytunga Oğuz Prof. Kütahya Dumlupınar University, Turkey Banu Yücel Toy Assoc. Prof. Yıldız Teknik University, Turkey Bekir Özer Prof. Eastern Mediterranean University, TRNC Berna Aslan Assoc. Prof. Ankara University, Turkey Beste Dinçer Assis. Prof. Adnan Menderes University, Turkey Birsel Aybek Assis. Prof. Çukurova University, Turkey Bünyamin Yurdakul Assoc. Prof. Ege University, Turkey Canan Koç Assoc. Prof. Yozgat Bozok University, Turkey Canay Demirhan İşcan Assoc. Prof. Ankara University, Turkey Carmen Cozma Prof. Alexandru Ioan Cuza University of Iași, Romania Cennet Engin Demir Prof. Middle East Technical University, Turkey Cevdet Epçaçan Assoc. Prof. Siirt University, Turkey Çetin Semerci Prof. Bartın University, Turkey Dilşat Peker Ünal Assis. Prof. Yozgat Bozok University, Turkey Duygu Çetingöz Assis. Prof. Dokuz Eylül University, Turkey Erdoğan Köse Prof. Akdeniz University, Turkey Erdoğan Tezci Prof. Balıkesir University, Turkey Erten Gökçe Prof. Ankara University, Turkey Esed Yağcı Assis. Prof. Hacettepe University, Turkey Fatma Mızıkacı Assoc. Prof. Ankara University, Turkey Fatma Sadık Assis. Prof. Çukurova University, Turkey Fersun Paykoç Prof. (Emeritus) Middle East Technical University, Turkey Gülçin Tan Şişman Assis. Prof. Hacettepe University, Turkey Gülgün Alpan Assoc. Prof. Gazi University, Turkey Gülsen Ünver Assoc. Prof. Ege University, Turkey Gürcü Koç Erdamar Prof. Gazi University, Turkey Hale Sucuoğlu Assoc. Prof. Dokuz Eylül University, Turkey Hanife Akar Assoc. Prof. Middle East Technical University, Turkey Hasan Güner Berkant Prof. Yozgat Bozok University, Turkey Hasan Hüseyin Şahan Assoc. Prof. Balıkesir University, Turkey Hülya Güvenç Prof. Çanakkale Onsekiz Mart University, Turkey Iliana Mirtschewa Prof. Sofia University, Bulgaria İlkay Doğan Taş Assis. Prof. Kırıkkale University, Turkey İlke Çalışkan Assoc. Prof. Hacettepe University, Turkey İlke Evin Gencel Assoc. Prof. İzmir Democracy University, Turkey İsa Korkmaz Prof. Necmettin Erbakan University, Turkey İzzet Görgen Prof. Muğla Sıtkı Koçman University, Turkey Kemal Oğuz Er Assoc. Prof. Balıkesir University, Turkey Kerim Gündoğdu Prof. Muğla Sıtkı Koçman University, Turkey Kıymet Selvi Prof. (Emeritus) Anadolu University, Turkey Koray Kasapoğlu Assis. Prof. Afyon Kocatepe University, Turkey Mediha Sarı Prof. Çukurova University, Turkey Mehmet Arslan Prof. Girne American University, TRNC Mehmet Gültekin Prof. Anadolu University, Turkey Memet Karakuş Assoc. Prof. Çukurova University, Turkey Mehmet Taşdemir Prof. Kırşehir Ahi Evran University, Turkey Mehmet Taşpınar Prof. Gazi University, Turkey

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract LIST OF REVIEWERS Melek Çakmak Prof. Gazi University, Turkey Melis Yeşilpınar Uyar Assis. Prof. Kütahya Dumlupınar University, Turkey Meltem Çengel Schoville Assis. Prof. Aydın Adnan Menderes University, Turkey Meltem Gökdağ Baltaoğlu Assis. Prof. Dokuz Eylül University, Turkey Meral Güven Prof. Anadolu University, Turkey Murat İnce Assis. Prof. Zonguldak Bülent Ecevit University, Turkey Mustafa Cem Babadoğan Assis. Prof. Ankara University, Turkey Mustafa Sağlam Prof. Anadolu University, Turkey Müfit Kömleksiz Prof. European University of Lefke, TRNC Mükerrem Taş Assis. Prof. Çukurova University, Turkey Necdet Aykaç Assoc. Prof. Muğla Sıtkı Koçman University, Turkey Necla Köksal Assoc. Prof. Pamukkale University, Turkey Neşe Işık Tertemiz Prof. Gazi University, Turkey Nevriye Yazçayır Assis. Prof. Gazi University, Turkey Nihal Tunca Assoc. Prof. Kütahya Dumlupınar University, Turkey Nikolaos Terzis Prof. Aristotle Thessaloniki University, Greece Nilay Bümen Prof. Ege University, Turkey Nur Akkuş Çakır Assis. Prof. Middle East Technical University, Turkey Nurdan Kalaycı Prof. Gazi University, Turkey Nuriye Semerci Prof. Bartın University, Turkey Orhan Akınoğlu Prof. Marmara University, Turkey Ömer Faruk Tutkun Prof. Sakarya University, Turkey, Özgür Ulubey Assoc. Prof. Muğla Sıtkı Koçman University, Turkey Özlem Tokgöz Assis. Prof. Kocaeli University, Turkey Pervin Oya Taneri Assis. Prof. Çankırı Karatekin University, Turkey Rahime Çobanoğlu Assis. Prof. Sinop University, Turkey Raşit Özen Prof. Bolu Abant İzzet Baysal University, Turkey Remzi Yavaş Kıncal Prof. Çanakkale Onsekiz Mart University, Turkey Sabahattin Deniz Prof. İzmir Democracy University, Turkey Salih Uşun Prof. Muğla Sıtkı Koçman University, Turkey Sedat Yüksel Prof. Uludağ University, Turkey Semra Tican Başaran Assis. Prof. Muğla Sıtkı Koçman University, Turkey Selcen Bingöl Arslangilay Assis. Prof. Gazi University, Turkey Senar Alkın Şahin Assoc. Prof. Kütahya Dumlupınar University, Turkey Serkan Dinçer Assis. Prof. Çukurova University, Turkey Serkan Keleşoğlu Assis. Prof. Ankara University, Turkey Seval Fer Prof. Kütahya Dumlupınar University, Turkey Seyfi Kenan Prof. Marmara University, Turkey Soner Mehmet Özdemir Prof. Mersin University, Turkey Suat Pektaş Assis. Prof. Ankara University, Turkey Süleyman Çelenk Prof. (Emeritus) European University of Lefke, TRNC Todd Alan Price Prof. National Louis University, USA Tuba Acar Erdol Assis. Prof. Ordu University, Turkey, Tuğba Yelken Prof. Mersin University, Turkey Yeşim Çapa-Aydın Assoc. Prof. Middle East Technical University, Turkey Yusuf Budak Prof. Gazi University, Turkey Yusuf Gürcan Ültanır Prof. (Emeritus) Near East University, TRNC Zeki Arsal Prof. Bolu Abant İzzet Baysal University, Turkey Zeynep Ayvaz Tuncel Assoc. Prof. Pamukkale University, Turkey

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract INTERNATIONAL PARTICIPANTS KEYNOTE SPEAKERS COUNTRY Bernadette Baker United States of America Kirsti Klette Norway

PANELLISTS COUNTRY Paul Bullen-Smith United Kingdom John O’Dwyer United Kingdom Cherry Gough United Kingdom Ali Yıldırım Sweden Clark Stroupe Singapore Jonathan Tow Singapore

PRESENTING PARTICIPANTS COUNTRY Hanmyrat Sarıyev Uzbekistan Khalid Ilıas Qolamani Iraq Aziya Zhumabayeva Kazakhstan Robert Guy Schoville United States of America Shiva Shahinpoor India Maniseh Ghaffari Malaysia Mamane Bachirou Djibril Issoufou Niger Carmen Cozma Romania Ferda Kömleksiz Turkish Republic of Northern Cyprus Hasan Nezif Özder Turkish Republic of Northern Cyprus

LISTEN-ONLY PARTICIPANTS COUNTRY Manal Hamed Jordan Camille Niyonkuru Rwanda Assem Kazybay Kazakhstan Gkioulsach Chatzisouleiman Greece Samad Joshani Shirvan Iran

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara

ICCI-EPOK 2019 PROGRAMME SCHEDULE DAY 1 OCTOBER 9, 2019 WEDNESDAY 08:30 Registration 09:30 09:30 Opening 10:30 Room: ATAUM Conference 10:30 Coffee Break 10:45 10:45 Keynote: Prof. Kirsti Klette 12:15 Towards a common language for teaching? The role of curriculum and instruction around the world? Room: ATAUM Conference 12:15 Lunch 13:15

13:15 14:45 DAY 1 Parallel Session 1 (OCTOBER 9, 2019 WEDNESDAY) Room: Prof. Haluk Günuğur Room: Prof. Füsun Arsava Room: 1 Room: 2 Room: 3 Room: Hasan Ali Yücel Moderator: Moderator: Moderator: Moderator: Moderator: Moderator: Prof. Meral Güven Prof. Bilal Duman Assoc. Prof. Cendel Karaman Prof. Ahmet Ok Assoc. Prof. Serkan Dinçer Prof. Ahmet Saban Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Curriculum Sub-theme: Curriculum and Sub-Theme: Curriculum Instruction in Elementary Instruction in Elementary Instruction in Elementary and Instruction in Higher Instruction in Higher Education Studies in Adult Education Education Education Education Education Ayşe Öztürk & Barış Ayşemine Dinçer & F. Gözde Akdeniz & Sevinç Derya Ergür Emrullah Yılmaz & Emre Melis Yeşilpınar Uyar Kalender Dilek Gözütok Gelmez Burakgazi A study on language Talha Gürbüz Prediction level of the Developing the children’s Evaluation of philosophy Evaluating the development learning strategy (LLS) Measurement of knowledge metacognitive learning rights based classroom for children programs: of English speaking skills of use of Turkish university of new educational sciences strategies on dispositions to scale Köseli Secondary School non-native primary school students terms suggested by be open to learning Hatice Memişoğlu & and Ankara Philosophers’ students Mine Kazancı Gül & Selahattin Ertürk Mustafa Kılınç, Sadık Büşra Öztürk Association examples Samet Akalın & Abdullah Sertel Altun Funda Kurt Yüksel Sıvacı & Fırat Derya Uyar, Tuğçe Zehra Assessment of reading Adıgüzel Investigating the The comparison of pre- Çöplü Kızılgöl & Koray parts in social studies Investigation of speaking instructional school teaching Use of 21st-century learning Kasapoğlu lesson books in terms of anxiety levels of secondary environment designed by programmes in Middle East skills, job satisfaction and Science and social studies values education school students in terms of ASSURE model Technical University and lifelong learning skills of teachers’ perceptions of various variables Tartu University the teachers Mehmet Gültekin, Ömür innovative thinking, a Zeliha Zühal Güven Tuğçe Yarıcı Gürdoğan Bayır & major 21st century skill Views of undergraduate M. Cem Babadoğan & Öznur Seven Educational functions of Zeynep Kılıç students about a Berk Babadoğan Reflections of quantum learning in the The link of life sciences workshop activity as an Comparing the Bologna communication indicators English language teaching with social studies science alternative learning information packages of the in mother tongue from curriculums education programs in environment computer engineering lifelong learning republican era programs competences to Turkish Özgür Ulubey Mehmet Kurt & M. Cem program Tendencies in curricula for Babadoğan citizenships, democracy Evaluation of undergraduate and human rights education programs according to from 1926 to 2018 educational criticism model of competencies of teaching profession

13:15 DAY 1 14:45 Parallel Session 1 (OCTOBER 9, 2019 WEDNESDAY) Room: ATAUM Conference Room: Mustafa Necati Room: 4 Room: 5 Room: 6 Moderator: Moderator: Moderator: Moderator: Moderator: Assoc. Prof. Hanife Akar Prof. Nilay Bümen Assist. Prof. Gülçin Tan Şişman Assoc. Prof. Berna Aslan Prof. Cennet Engin Demir Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Curriculum Sub-theme: Curriculum for Instruction in Teacher Instruction in Teacher Instruction in Teacher and Instruction around the Inclusive Education Education Education Education World Hatice Çilsalar Sağnak Burcu Seher Çalıkoğlu Çetin Semerci Ceyla Odabaş, Erdal Adile Değirmenci Kurt & (EN) (EN) Ways of teaching and Bay, Recep Ekber Tomul Unboxing self-confidence, Thematic or theme-based paradoxes of critical Kahramanoğlu & Examination of classroom attitude, acceptance, and curriculum: developing thinking: Experiences of Bülent Döş (EN) teachers' views on inclusive usage of technology in criteria and its models teaching practice The analysis of education future classrooms Nur Akkuş Çakır & Ali Hale Sucuoğlu & Bilginer homework practices in Selcen Gültekin, Hülya Melike Özüdoğru (EN) Yıldırım (EN) Koç terms of PISA and Baysal & Okan Baysal TIMSS exams Perceptions of pre-service Intervention studies in The curriculum of the course The study of teachers about gamification teacher identity research in “skill training at firms” in Gülizar Güzel & multidimensional in a teacher training course Turkey: we need more! vocational and technical Ramazan Sağ perfectionism in gifted Nihal Yurtseven (EN) Zehra Sedef Korkmaz & education Investigation of higher students education accreditation The investigation of Hilal Bilgin Tuba Gökçek & Gizem Tuğba Cihan models in United State of teacher candidates’ Evaluation of the revised Aydoğdu Attitudes and concerns of America, Europe and proficiency in planning the teacher training Comparison of Finland and primary school teachers Turkey instruction: factors curriculums according to Singapore in mathematics towards inclusive education: affecting the process the views of instructors teacher training programs Volkan Duran & implications for teacher Hüseyin Mertol (EN) Ümmüye Nur Tüzün & education Mustafa Tüysüz (EN) Havruta method: an ancient instruction Multidisciplinary forensic method in Jewish enrichment for gifted tradition teachers’ programming options

14:45 DAY 1 16:15 Parallel Session 2 OCTOBER 9, 2019 WEDNESDAY Room: 1 Room: 2 Room: 3 Room: 4 Room: 5 Room: Mustafa Necati Moderator: Moderator: Moderator: Moderator: Moderator: Moderator: Assoc. Prof. Hale Sucuoğlu Prof. Kerim Gündoğdu Prof. Çetin Semerci Prof. Meral Aksu Prof. Kıymet Selvi Prof. Gürcü Koç Erdamar Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Professional Sub-Theme: Curriculum and Instruction in Preschool Instruction in Elementary Instruction in Secondary Instruction in Higher Development Programs Instruction in Teacher Education Education Education Education Education Arif Yılmaz, Neşe Aşkar, Ferda Öztürk Kömleksiz & Aybüke Çakıray & Sevil Mamane Bachirou Djibril Şerife Gezer Demirdağlı & Mustafa Öztürk Akçaoğlu, İlyas Sönmez & Ensar Yıldız Tuba Gökmenoğlu Büyükalan Filiz Issoufou Atilla Cavkaytar Ezgi Mor Dirlik & Erkan High school students’ Külekçi Evaluation of early childhood A case study in the process of metaphorical perceptions of Examination of teacher Professional development education program goals and preparing museum education the concept of “philosophy education program in Niger program based on Wulf and Teaching profession courses indicators according to booklet in TRNC teacher” and Turkey Schave model for problem and general competencies for bloom’s taxonomy Tuğba Yurtkulu Onur Hayırlı & Pınar Sinem Düzel behaviors in inclusion teaching profession from teacher candidates' viewpoints Arif Yılmaz, Damla Akbaba, Attitudes of middle school Kızılhan The effect of teaching Vildan Sakarkaya & Nilay Fatma Halıpınar, Selin Oral students towards augmented The comparative analysis of methods suitable for Bümen Sinan Tartar & Ayşenur Ulusoy Ünlü reality application in science high school English programs: individual learning styles on An investigation of teacher An investigation of teachers' Evaluation of early childhood class Turkey and Finland English vocabulary teaching research engagement and general self-efficacy beliefs activity book learning Yonca Tolan Sürbahanlı Sema Özer & Birsen Bağçeci sustainability in higher Şefika Sümeyye Çam outcomes according to The effect of activities based education Bloom’s revised taxonomy Examination of activities in Practice of history of Turkish secondary school 6th grade on reflective thinking in Yaprak Alagöz Hamzaj & education course based on Çetin Çoban & Özlem science textbook according to history teaching on students' Meral Güven technopedagogical education: Demirel learning outcomes success Responsibilities and an action research Tuğba Akar & Dilruba Creativity levels of preschool Rukiye Aydoğan & Kerim competencies of teacher Kürüm Yapıcıoğlu teachers working in preschool Gündoğdu educators for professional education institutions Studying the aims and development of teachers Validity and reliability study functions of the project Veda Yar Yıldırım & Arzu Aziya Zhumabayeva of primary school mobile and schools: Multi-case study Orçan healthy life competence The processes of globalization Evaluation of the activities perception scale and informatization of society, performed by families in terms increased the pragmatic of preschool curriculum significance of knowledge

14:45 DAY 1 16:15 Parallel Session 2 OCTOBER 9, 2019 WEDNESDAY Room: Prof. Füsun Arsava Room: Prof. Haluk Günuğur Room: ATAUM Conference Room: Hasan Ali Yücel Moderator: Moderator: Moderator: Moderator: Assoc. Prof. Gülsen Ünver Prof. Melek Çakmak Prof. Carmen Cozma Assist. Prof. M. Cem Babadoğan Sub-theme: Curriculum and Sub-theme: International Sub-theme: Curriculum Sub-theme: Other Instruction in Teacher Diploma Programs Evaluation Education Çalık Veli Koçak Burcu Gürkan Burcu Seher Çalıkoğlu (EN) Ali Ulus Kımav & Dilruba The effect of physical The effects of designing Searching paradoxes in special Kürüm Yapıcıoğlu education and sports teacher transdisciplinary curriculum education Engaging factors in a blended education curriculum on process on IB-PYP teacher Ezgi Gürel & Canay professional development teacher self-efficacy candidates: mixed method Demirhan İşcan program about web 2.0 tools research Meral Güven & Bülent Alan An evaluation of high school Ferhat Bahçeci, Mustafa Çınar Implementing clinical Ece Koçer & Ahmet Ok 9th grade English curriculum & Semih Dikmen education into competency- (EN) with Stake’s responsive model An analysis of pedagogical based teacher education Strengths and weaknesses of Fatma Özüdoğru & İbrahim competency students’ internet Meryem Tokgöz Can & the International Delen (EN) addiction levels Nilay Bümen Baccalaureate Diploma Serkan Dinçer (EN) program according to teachers Teachers' and coding Investigation of autonomy and students instructors' ideas about the Misused variables in educational perceptions of teachers in information technology and technology research planning and implementing of Volkan Duran & Hüseyin software course and teaching Mertol (EN) curriculum Nilay Yıldırım & Nevriye Kaizen perspective in Yavuz Çetin & Asuman Yazçayır curriculum development Seda Saracaloğlu Comparative analysis of Evaluation of the ecosystem teaching profession curricula ecology and current "Turkey and Singapore" environmental problems unit 16:15 Coffee Break 16:30 Panel 1 – Curriculum development studies: From past to the future 16:30 Room: ATAUM Conference 18:00 Moderator: Prof. F. Dilek Gözütok Panellists: Prof. Ahmet Saban, Prof. Ali Yıldırım, Prof. Meral Güven, Prof. Nilay Bümen, Prof. Sedat Yüksel 19:00 Opening Cocktail 21:00 DAY 2 OCTOBER 10, 2019 THURSDAY 09:00 Keynote: Prof. Bernadette Baker 10:30 Echo, eco, techno: Curriculum studies’ contributions to past-present-future imagining Room: ATAUM Conference 10:30 Panel 2 – International curricula and their implementation in the Turkish context 12:00 Room: ATAUM Conference Moderator: Assoc. Prof. Fatma Mızıkacı Panellist: Clark Stroupe, John O’Dwyer, Paul Bullen Smith, Sevinç Atabay 12:00 Lunch 13:15 13:15 14:45 DAY 2 Parallel Session 1 OCTOBER 10, 2019 THURSDAY Room: Prof. Haluk Günuğur Room: Prof. Füsun Arsava Room: Hasan Ali Yücel Room: Mustafa Necati Room: 1 Room: 2 Moderator: Moderator: Moderator: Moderator: Moderator: Moderator: Prof. Hasan Güner Berkant Prof. Nurdan Kalaycı Assoc. Prof. Canay Demirhan İşcan Assoc. Prof. Necdet Aykaç Assoc. Prof. Özgür Ulubey Prof. Adil Türkoğlu Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Curriculum Sub-theme: Curriculum Sub-Theme: Curriculum and Instruction in Elementary Instruction in Elementary Instruction in Elementary Education and Instruction in and Instruction in Instruction in Vocational and Education Education Elementary Education Elementary Education Technical Education Faruk Şimşek & Ergin Fevzi Dursun & Özge Maviş Hasret Güven, Muhammed Eken & Çetin Semerci Belgin Arslan Cansever, Muhammed Akıncı & Erdoğan Hamzaoğlu Sevim Ruken Akar Vural Taxonomy of critical thinking: Gülsen Ünver & Pınar Çavaş Köse Middle school students’ opinions Perspective of teachers about The effect of English reading texts and A draft study with qualitative Investigation of primary Research trends towards about science course homework foreign students’ problems and strategies on the success of 4th-grade method school curriculum vocational and technical education Güler Çavuşoğlu proposed solutions students Musa Sargın & Nihat implementation in Turkey in İmren Akmaz Genç, Halime Comparison of 8th grade Hasan Pesen & Cevdet Epçaçan Onur Pehlivan & Tuğba Yanpar Çalışkan the context of self-regulation Nuran Caner & Erdoğan Köse mathematics curricula of Russia Investigation of teachers’ views Yelken The effect of intelligence Canan Koç The analysis of graduate studies and Turkey on the applications of support Examining effects of preview-view- games on communication skills Teachers’ Opinions and on vocational and technical Okan Yolcu & Ruken Akar chamber of education review strategy on English as a foreign (a case study) Implementations on “Learning education (content analysis) Vural Sevgi Ergüven Akbulut & language high school students Mustafa Gül & Banu Yücel to Learn” Cenk Hatipoğlu & Nuriye Measuring science teachers' Fatma Sadık Suat Çapuk Toy Fatime Kırs & İsmail Kinay Semerci autonomy on curriculum: A scale The research of classroom Comparative evaluation of Turkish Implementation of reflective Transformation in education. development teachers’ views towards social lesson (1 to 8 grade) curricula thinking based instruction in Comparison of distribution of Opinions of vocational high Sümeyra Zeynep Et capital in their schools the social studies course students per teachers and school administrators about Zeynep Koyunlu Ünlü & İlbilge classrooms in the 4+4+4 Evaluation of science education Vildan Donmuş Kaya Dökme Veysel Karani Ceylan & education 4.0 and biology curricula in terms of Technology tendencies of the Ruken Akar Vural process socioscientific issues thesis published in curriculum and An investigation about learning The effect of goal based Pınar Korukluoğlu, Meryem instruction in Turkey: Content outcomes of science curriculum in terms scenario oriented scratch Nida Okumuş Gürsü & analysis of scientific reasoning skills program to computational Sertel Altun thinking and achievement Evaluation of the effectiveness of natural science courses in comprehensive design model

13:15 14:45 DAY 2 Parallel Session 1

OCTOBER 10, 2019 THURSDAY Room: ATAUM Conference Room: 3 Room: 4 Room: 5 Moderator: Moderator: Moderator: Moderator: Prof. Ali Yıldırım Prof. Mehmet Gültekin Prof. Behçet Oral Assoc. Prof. Serkan Dinçer Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Other Instruction in Vocational and Instruction in Teacher Instruction in Teacher Education Technical Education Education Abdullah Açar & Banu Fatma Karakuş & Memet Ayşenur Gülmez Asuman Seda Saracaloğlu & Yücel Toy (EN) Karakuş Pre-service computer education and Sevgi Bektaş Bedir Economic and political issues An action research to instructional technology teachers’ Dorm teachers’ views on high to affect teacher education curriculum development for perception of their professional school dormitories: Problems and curriculum in Turkey: the multigrade classroom competency scale development solution proposals Anayzing international teaching course Ömür Gürdoğan Bayır, Tuba Ceren Salma & Abdurrahman documents İbrahim Yüksel Çengelci Köse & Müyesser Şahin Carmen Cozma (EN) Prospective teachers' opinions Ceylan An evaluation of the seating Be(com)ing an architect of in department of science How to be a fair teacher: pre-service arrangements in English language educating morality: The need education on the efficient use teachers' views classrooms through multiple of ethics of resources Şefik Kartal & Fevzi Dursun perspectives Fahriye Hayırsever & Elif İlhan Hilal Bilgin & Zehra Sedef İbrahim Yüksel & Atilla Investigation of the relationship Korkmaz Pulur Students’ views, perceptions and between pre-service teachers’ expectations about university: A sample needs analysis of The opinions of prospective educational philosophies and their Change over years teachers' effective teaching teachers on the Turkish study approaches skills strategy game mangala Recep Kahramanoğlu & Meliha Şule Betül Tosuntaş & Tuğba İnci Gümüştaş Melike Özüdoğru (EN) Serap Duman & Gürcü Koç Barriers to technology integration Erdamar Problems related to the transition The effect of a SRS on pre- according to prospective teachers from double education system to service teachers' classroom The evaluation of teaching full day education system environment perceptions profession knowledge courses 14:45 Panel 3 – Education in different countries: Issues and solutions 16:15 Room: ATAUM Conference Moderator: Prof. Bernadette Baker Panellists: Cherry Gough, Jonathan Tow, Kirsti Klette 16:15 Coffee Break 16:30

16:30 DAY 2 18:00 Parallel Session 2 OCTOBER 10, 2019 THURSDAY Room: Prof. Haluk Room: Prof. Füsun Arsava Room: ATAUM Conference Room: 1 Room: 2 Room: 3 Günuğur Moderator: Assoc. Prof. Moderator: Prof. Asuman Seda Moderator: Prof. Adnan Moderator: Prof. İsa Moderator: Assoc. Prof. Moderator: Prof. Oğuz Gürbüztürk Saracaloğlu Küçükoğlu Korkmaz Memet Karakuş Süleyman Çelenk Sub-theme: Curriculum Sub-theme: Curriculum and Sub-theme: Curriculum Sub-theme: Curriculum Sub-Theme: Curriculum Sub-theme: Curriculum and Instruction in Instruction in Higher Education and Instruction in Higher and Instruction in Evaluation and Instruction in Vocational and Technical Education Higher Education Elementary Education Education Mustafa Şenel & Birsen Abdulkadir Kurt & Halil Kamışlı & Mesut Özonur Hasan Güner Berkant & Fatma Karakuş, Emel Ersin Türe & Burak Ayçiçek Bağçeci (EN) Erdoğan Köse Determination of behaviour levels Cihan Mansuroğlu Çilingir, Ayten İflazoğlu Evaluation of How to improve students' Examination of sector, of pre-service teacher towards The investigation of Saban phenomenological studies creative thinking skills academic staff and student environmental problems teachers’ curriculum Perceptions of prospective with teachers in context of Nuriye Batmaz Derer & expectations related to Ömer Özer (EN) literacy and reflective teachers about learning and Husserl’s phenomenological vocational and technical thinking trends evaluation processes within approach Yemlina Coşkun (EN) Language policy at a Turkish education Hasan Güner Berkant & the constructivist Muhammed Akıncı & The effect of universal design university: What the faculty have to understanding for learning on metacognitive Yelda Sarıkaya Erdem & Ali say Dildar Özaslan Erdoğan Köse awareness and self – efficacy Yıldırım (EN) Exploring education faculty Necdet Aykaç & Özgür Examination of widely Maniseh Ghaffari, HanMyrat Ulubey beliefs Knowledge bases of effective Sarıyev & Çiğdem Suzan Çardak students' perceptions accepted program evaluation Suat Kaya (EN) vocational teachers: A (EN) towards hidden curriculum The reflection of the approaches and models: A qualitative inquiry into education received by review study Evaluation of the 5th grade Learning English vocabulary on Ömer Nayci teachers' and students' teachers master’s studies Murat Kılıç & Nevriye intensive English language perceptions Instagram: A connectivist learning An evaluation about their professional teaching curriculum activity at higher education “learning and teaching in Yazçayır Neslihan Sözen (EN) development Süleyman Çelenk Yiğit Savuran higher education in the Criteria of curriculum An evaluation of the digital age” course Sefa Burak Baysal & development process Primary education reform in vocational English course at a An error analysis study on written Nurdan Kalaycı 1913-1915 period performances of Turkish as a Zeynep Koyunlu Ünlü & Mutlu Kılas & Meltem state vocational high school İlbilge Dökme Determining the reasons Çengel Schoville foreign language students for being successful of Difficulties experienced by university students with How well problem solving prospective classroom high academic success skills predicting attitudes teachers in engineering towards coding when some design process activities Yüksel Altun & Berna variables are controlled? Baltacı Identification of difficult chemistry topics at high school and university level chemistry curriculum

16:30 DAY 2 18:00 Parallel Session 1 OCTOBER 10, 2019 THURSDAY Room: Hasan Ali Yücel Room: 4 Room: Mustafa Necati Moderator: Moderator: Moderator: Prof. F. Dilek Gözütok Assoc. Prof. Esed Yağcı Prof. Fatma Bıkmaz Sub-theme: Curriculum Sub-theme: Other Sub-theme: Other Evaluation Elif İlhan & Fatih Demir Ferhat Bahçeci & Meltem Arif Açıksöz & İlbilge Dökme Evaluation of competency- Türker Teachers’ opinions about STEM based medical education An investigation of counsellor motivation of students in the curriculum in higher education students’ perspectives on context of expectancy-value Halil Bolat & Fazilet marriage and premarital theory Karakuş counselling Ezgi Sağat & Fazilet Karakuş Evaluating science and art Serkan Dinçer (EN) The effect of STEAM instruction centers social studies The effect of the materials on BILSEM students’ STEAM curriculum designed based on ARCS performance, attitudes, and Kısmet Öznur Eyiol & model on the attention factor design-thinking İbrahim Tuncel Serkan Keleşoğlu Gülten Feryal Gündüz Evaluation of elementary Participant opinions on The relationship between school mathematics teaching practice counsellors students’ academic procrastination applications curriculum based training behaviours and learning styles and on Eisner’s educational Esin Acar & Melis Çağlayan parental behaviour criticism model Examination of classroom Yakup Özkan & İlbilge Dökme Zeynep Erden & Saliha environment created by two Investigation of science attitude of Özelmas Kahya teachers and the students’ Syrian students in Turkey from The assessment of clothing social emotional skills perspective of science curriculum production technology modular education program for hearing impaired students 18:00 Special Ceremony 19:00 19:30 Gala Dinner 23:00

DAY 3 OCTOBER 11, 2019 FRIDAY 09:00 Keynote: Prof. Adil Türkoğlu 10:30 Current issues in curriculum studies: Urbanization, collaboration, technology, economy, entrepreneurship Room: ATAUM Conference 10:30 Coffee Break 10:45 10:45 Panel 4 – The curriculum we want 12:15 Room: ATAUM Conference Moderator: Prof. Tanju Gürkan Panellists: Burcu Özcan, Dr. Cem Gençoğlu, Ege Kılıç, Prof. Kıymet Selvi 12:15 Lunch 13:15 13:15 14:45 DAY 3 Parallel Session 1 OCTOBER 11, 2019 FRIDAY Room: Hasan Ali Yücel Room: Mustafa Necati Room: 1 Room: 2 Room: Prof. Füsun Arsava Room: 3 Moderator: Moderator: Moderator: Moderator: Moderator: Moderator: Prof. Ayşe Mentiş Taş Assist. Prof. Gülçin Tan Şişman Prof. Erten Gökçe Assist. Prof. Nevriye Yazçayır Assoc. Prof. Dilara Assoc. Prof. Canan Koç Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Sub-theme: Curriculum and Demirbulak Sub-Theme: Curriculum Instruction in Elementary Instruction in Elementary Curriculum and Instruction in Elementary Education Sub-theme: Curriculum and and Instruction in Education Education Instruction in Instruction in Secondary Secondary Education Elementary Education Education Melek Didin & Koray Kasapoğlu Asiye Zeybek & Zeynep Ayvaz Aylin Öğüt & Bilge Birsel Aybek & Serkan Aslan Cevdet Epçaçan Özlem Göktaş Relationships among seventh Tuncel Kuşdemir Kayıran Analysis of the secondary school students’ Students’ views on the Opinions of secondary school graders’ achievement goal Students’ geometry thinking levels and Examination of the critical thinking virtues in terms of several contributions of literature teachers teachers on the entrance orientations, learning strategies and teachers’ views about geometry mistakes made by primary variables to improve high level thinking examination for high schools achievement in social studies learning area school students in writing Mustafa Çelebi & Mustafa Özcan skills (EEHS) Özlem Kaf & Erol Erdem Gurbet Karakoç & Duygu Gür and legibility levels Determination of theoretical intervention Eda Yalçın İncik & Tolga İncik Rabia Sarıca Examination of scientific studies Erdoğan Neşe Kaya & Abdullah methods required and needs of Z generation students’ expectations Developing the expectation scale prepared on social studies Teachers’ views on the 2018’s renewed Adıgüzel psychological counsellors in their for the use of technology in of secondary school students curriculum version of secondary school Student opinions regarding institutions education from education: A validity- Sevda Koç Akran & Vildan Yıldız mathematics curriculum English course content on Sedef Süer & Behçet Oral Gülten Feryal Gündüz & Elif reliability study Values acquired by the students Oğuz Gürbüztürk & Gökhan Çadırlı EBA (education Investigation of classroom teachers’ views Buğra Kuzu Demir Yavuz Çetin & Kerim through social activity module: Investigation of the middle school information network) regarding innovative pedagogical practices Evaluation of 2017 secondary Gündoğdu Student views students’ level of anxiety towards Taha Benik & Bilge school ICT course curriculum Shadow training: A case study for Sevda Koç Akran & Vildan Yıldız mathematics Kuşdemir Kayıran according to teacher and student secondary education support and Perceptions of primary school 4th Shiva Shahinpoor & Gülgün Bangır Study of writing skills and views training courses graders concerning the design skill Alpan writing speed of primary workshops Evaluation of textbooks in Turkey and school first grade students Iran in terms of principles of visual design DAY 3 13:15 Parallel Session 1 14:45 OCTOBER 11, 2019 FRIDAY Room: 8 Room: Prof. Haluk Günuğur Room: 4 Room: 5 Room: 6 Room: 7 Moderator: Moderator: Moderator: Moderator: Moderator: Moderator: Assoc. Prof. Fatma Mızıkacı Assoc. Prof. Banu Yücel Toy Prof. Melek Çakmak Assoc. Prof. Eda Gürlen Prof. Erdoğan Köse Prof. Gürcan Ültanır Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Curriculum Instruction in Higher Instruction in Teacher Education Curriculum and Instruction around the World Instruction around the World Evaluation Education Instruction in Teacher Education Ayşegül Solar Şekerci & Yeşim Ayşenur Kuloğlu & Merve Özer Canan Çakar & Derya Uysal & Meral Güven Bilge Akıncı & Gürcü Koç Erkan Çer Çapa Aydın (EN) Pre-service teachers’ views on Kıymet Selvi Affective barriers in the process of Erdamar Examination of Turkish Academic writing self-efficacy teaching practice course Explaining teacher learning English language A content analysis of the studies curriculum in terms of high- beliefs of undergraduate students Ayşenur Kuloğlu, Merve Özer & identity: A critical Hülya Baysal on flipped classroom order thinking processes at English medium departments Fulya Görkem Orhan review of the literature Comparative study of English curriculum implementations around the Mehmet Taşpınar & Pınar Belgin Özaydınlı Tanrıverdi Pre-service teacher’s opinions, critics Gülçin Zeybek & in Sweden and Turkey world Bilasa Problems related with curriculum and suggestions about teaching Hülya Yıldızlı Melis Yeşilpınar Uyar Gizem Taşçı, Hacı Sümer, Views of pre-service teachers and instruction department in practice class A needs assessment Content analysis of research on school- Özge Bilen & Gülenay on summer school (Gazi Turkey Buket Turhan Türkkan & Betül study for the students of based curriculum development: A meta- Kundoğdu University Gazi Faculty of Ece Yolcu Karaduman the faculty of education synthesis study Education systems in diverse Education sample) Gender equality: A new look at Pre-service teachers’ views on Mustafa Yeler & Khalid Qolamani (EN) countries: A comparison Meral Solmaz & Levent higher education curricula introduction to education course Aytunga Oğuz The educational problems in Iraq: Gökhan Ilgaz & Levent Vural Deniz Samet Türer & Abdullah Tuba Acar Erdol Investigation of teacher (Reality and solutions) Mathematics teachers’ views on The problems and solution Adıgüzel Principles and methods of value candidates’ perceptions the curriculum implementation: offers for Turkish and Turkish Evaluation of students’ education in philosophical thoughts of teaching-learning Findings from TIMSS 2015 culture course in Belgium perceptions of school and teacher environment and their Levent Vural, Gökhan Ilgaz & Mustafa Polat & Cahit in terms of TV-series they watch readiness level for Menekşe Eskici Erdem teaching A thematic review of foreign Pınar Kızılhan, Ahmet From teacher training program to language curriculum evaluation Güneyli & Onur teaching practices: Based on studies Hayırlı TALIS 2018 Unengaged reading activities at village institutes: Why and how? Joint Session: Evaluation of the 2018 Elementary National Curricula in Turkey Room: ATAUM Conference Moderator: Prof. Fatma Bıkmaz Sub-theme: Curriculum Evaluation A. Fulya Soğuksu, Metin Alper Yetkiner & İlkay Ersin Türe & Zülal Uğur Ece Koçer, Ayşe Gülsüm Canay Demirhan İşcan & Bilge Nur Doğan Güldenoğlu, Kartal, Gülbahar Yılmaz & Doğan Taş Arslan Akçatepe & Fatma Bıkmaz Serkan Keleşoğlu Meryem Hamsi İmrol, Berna Aslan Evaluation of the 2018 Evaluation of the 2018 Evaluation of the 2018 Evaluation of the 2018 Ayşemine Dinçer & M. Cem Evaluation of the 2018 elementary national elementary national elementary national curriculum elementary national Babadoğan elementary national curriculum for life curriculum for mathematics for science curriculum for social Evaluation of the 2018 elementary curriculum for English science studies national curriculum for Turkish 14:45 Panel 5 – Curriculum evaluation and accreditation in Turkey 16:15 Room: ATAUM Conference Moderator: Prof. Ahmet Doğanay Penallists: Prof. Ahmet Doğanay, Prof. Mehmet Gültekin, Prof. Nurdan Kalaycı, Prof. Sibel Aksu Yıldırım 16:15 Coffee Break 16:30 16:30 DAY 3 18:00 Parallel Session 2 OCTOBER 11, 2019 FRIDAY Room: Prof. Füsun Arsava Room: Prof. Haluk Günuğur Room: 2 Room: 3 Room: 4 Room: 5 Moderator: Moderator: Moderator: Moderator: Moderator: Moderator: Assist. Prof. Nevriye Yazçayır Assoc. Prof. Cevdet Epçaçan Assist. Prof. Gülçin Tan Assoc. Prof. Gülsen Ünver Assoc. Prof. Rüçhan Uz Assist. Prof. Suat Pektaş Sub-theme: Curriculum and Sub-theme: Curriculum and Şişman Sub-theme: Curriculum and Sub-theme: Curriculum and Sub-theme: Curriculum and Instruction in Elementary Instruction in Elementary Sub-theme: Curriculum Instruction in Teacher Education Instruction in Teacher Instruction in Teacher Education Education and Instruction in Education Education Elementary Education Gökhan Baş & Cihad Şentürk Berkay Çelik & Kerim Buket Turhan Türkkan, Levent Deniz & Tuğçe Koç Demet Sever & Serenay Alper Yetkiner Teachers’ perceptions about Gündoğdu Nihan Arslan Namlı, An investigation of the self-efficacy Albayrak Comparison of novice teacher teaching approaches and Developing an attitude scale Betül Karaduman & beliefs of mathematics teachers toward Opinions of social studies teacher training programs in different classroom management: A towards graphics and animation Memet Karakuş their special field competencies candidates on the concept of countries relational research lesson A case study on gender Nuriye Semerci & Ceyda Özçelik global citizenship Hasan Özder & Güner equality education İpek Derman & Özge Can Aran Muhammed Fatih Alkan, Derya Perceptions of teachers on the concept of Ferhat Bahçeci, Semih Dikmen Konedralı Ideal school for students with Çölkesen Alkış & Esma Levent Deniz & Hande STEM & Mustafa Çınar Primary teacher education in high-level of success Emmioğlu Sarıkaya İpek Investigating pedagogical North and South Cyprus: A Şükran Tüfekçi Küçükoğlu & Adaptation of vocational identity Investigation of formation students’ smartphone comparative research Melike Özyurt scale into Turkish language and mathematics anxiety addiction in terms of different Gülnur Candan Hamurcu & culture among middle school variables Mustafa Özcan Examination of primary school students students’ use of metacognitive Yeliz Bolat & Sevda Dolapçıoğlu Examining problem solving skill awareness strategies: A Özlem Kaf & Mustafa Determining the viewpoints of levels of teachers and comparative case study Türkmenoğlu teacher candidates on project administrators by various Uğur Ataseven & Ayşe Mentiş Examination of the studies preparation and implementation variables Taş related to mathematics process Emine Seda Koç curriculum in primary A comparative analysis of mother Entrepreneurship: Content school (1-4th grade) language teaching curricula of analysis of graduate theses in Turkey, Singapore and Ireland teaching programs, students and Yonca Tolan Sürbahanlı class teachers samples & Ümit Şimşek An analysis of science course contents in the educational informatics network

16:30 DAY 3 18:00 Parallel Session 2

OCTOBER 11, 2019 FRIDAY Room: ATAUM Conference Room: Hasan Ali Yücel Room: 1 Room: 6 Room: Mustafa Necati Room: 7 Moderator: Assoc. Prof. Moderator: Prof. Ahmet Moderator: Assist. Prof. Moderator: Assoc. Prof. Esed Moderator: Assoc. Prof. Dr. Moderator: Assist. Prof. Berna Aslan Doğanay Pelin Taşkın Yağcı Canay Demirhan İşcan Serkan Keleşoğlu Sub-theme: Curriculum and Sub-theme: Curriculum Sub-theme: The Effect of Sub-theme: Measurement and Sub-theme: Curriculum Sub-theme: Curriculum Instruction in Teacher Studies from Past to Future Globalization on Curriculum evaluation in curriculum Evaluation Evaluation Education Studies studies Emine Seda Koç Birsel Aybek & Nihan Betül Babayiğit & Meral Behçet Oral, Serpil Çelikten Çiğdem Kurt Ferhat Bahçeci & Uğur Comparative analysis of the Arslan Namlı Güven & Sedef Süer In search of the intercultural in Epçaçan curricula of life sciences foreign language teacher Scrutinizing liking of children course for the years of 2009- An analysis of postgraduate The reflections of Investigation of prospective education graduate programs level of students in child 2018 theses between 2001-2018 multicultural education on the teachers’ views regarding the in Turkey: Doctoral degree development and attitudes within the topic of critical primary education curricula ethics in measurement and rd Kaan Batı (EN) (3 cycle) special education thinking Eda Yalçın İncik evaluation Hasan Basri Memduhoğlu & Hülya Altun & Aytunga Developing science teacher Demet Savruk & Seyfi Investigation of teachers’ Murat Çırakoğlu & Murat Şehnaz Nigar Çelik Oğuz candidates’ critical writing Kenan Yalçınkaya The evaluation of English Evaluation of mathematical skills in biology laboratory lifelong learning tendencies st language teacher education questions in LGS according to course On moral development in and 21 century teaching skills Teachers’ views on the education through experience: Muhammed Kuloğlu process of “improving teacher program in Turkey renewed Bloom taxonomy and Şenol Orakçı, Mehmet Natural and free human in competence in classroom Müge Canpolat Yanardağ curriculum Duranlı & Bijen Filiz (EN) Rousseau Is curriculum autonomy assessment” Teaching literature and a Muazzez Öykü Ülker, Esra Determining 21st century skills possible in Turkey? A matter of autonomy: Kerimoğlu & Şaban Berk Oğuz Gürbüztürk &Büşra qualitative study on teachers' Serkan Aslan level of teacher candidates Çalışan Intertextuality How to conduct a views An analysis of the pre-service metaevaluation: A Ayşemine Dinçer & Fatma The evaluation of studies Şenol Orakçı (EN) science teachers’ views on metaevaluation practice Bıkmaz about logical thinking in complementary measurement Views of teachers related to Semra Tican Başaran Evaluation of clinical learning-teaching processes (A and evaluation Problems of contracted pre- supervision model education meta synthesis study) effects of globalization on Cihad Şentürk & Gökhan educational process school teachers and their to cooperating teachers: Baş recommendations Ankara Atatürk High School Classroom Assessment Beliefs case of Teachers: A Scale Validity and Reliability Study 18:00 – Closing 19:00

ID Sub-Themes Number of Papers

01… Curriculum and instruction in preschool education 6

02… Curriculum and instruction in elementary education 54

03… Curriculum and instruction in secondary education 10

04… Curriculum and instruction in vocational and technical education 7

05… Curriculum and instruction in higher education 22

06… Professional development programs 6

07… Curriculum studies in adult education 3

08… Curriculum studies in teacher education 48

09… e-Curriculum 2

10... International diploma programs 1

11... Curriculum and instruction around the world 11

12... Accreditation 1

13… Curriculum studies from past to future 4

14… The effect of globalization on curriculum studies 2

15… Curriculum for inclusive education 4

16… Measurement and evaluation in curriculum studies 7

17.. Curriculum Evaluation 19

18… Another 25

TOTAL 232

e-Abstract

Abstracts are arranged in order of ID given by the sub-themes of the Congress. Abstracts are uploaded to the system by the researchers and the researchers are responsible for their contents.

ICCI-EPOK 2019 Organizing Committee

The 7th International Congress on Curriculum and Instruction (ICCI-EPOK 2019) was supported by the TUBITAK within the scope of 2223-B National Scientific Meetings Grant Programme.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

ORGANIZING COMMITTEE

CHAIRPERSONS Prof. Fatma Bıkmaz Prof. Özcan Demirel Ankara University Faculty of Educational Sciences Turkish Association of Curriculum and Instruction Dean Chair COMMITTEE

PANELLISTS COUNTRY Paul Bullen-Smith United Kingdom John O’Dwyer United Kingdom Cherry Gough United Kingdom Ali Yıldırım Sweden Clark Stroupe Singapore Jonathan Tow Singapore

LISTEN-ONLY PARTICIPANTS COUNTRY Manal Hamed Jordan Camille Niyonkuru Rwanda Assem Kazybay Kazakhstan Gkioulsach Chatzisouleiman Greece Samad Joshani Shirvan Iran

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 01042 CREATIVITY LEVELS OF PRESCHOOL TEACHERS WORKING IN PRESCHOOL EDUCATION INSTITUTIONS CETIN COBAN - OZLEM DEMIREL ABSTRACT The definition of thinking is defined as everything that goes through our minds, and our activities of evaluating everything we perceive with our sense organs in our thoughts (Dewey,1910). Thinking is the process of re-evaluating the already existing information and reaching different results (Özden, 2000). Creativity, according to the Turkish Language Association (1998), is the ability to create that is, the ability to, make something new that has not been seen until then by making use of intelligence, thought and imagination. It is also the desire to produce a new product that is thought to exist in all individuals. There are multiple definitions in creativity, but they have commonalities in the individual and the resulting product point. Creativity exists in all individuals and is a feature that exists throughout the lives of individuals (Ömeroğlu & Turla, 2001). The concept of creativity in English is creativity. This word is derived from the Latin word are creare’. It contains a moving process in this word; however, it means creating, creating and creating (San & Güleryüz, 2004). Creativity is not to reveal new and different thoughts in the individual, but to reveal different thoughts based on known information and to comply with certain rules (Oğuzkan, 1989). Creativity; it has come up with some questions that arise in every moment of life but it has been one of the most difficult concepts to define (Üstündağ, 2002). Although there are many different definitions of creativity, a common definition could not be made. Although many different definitions have been made to solve this problem over time, they have not been able to meet in a clear definition (Demirci, 2007). To be creative is to have fluent and flexible thinking about different problems in different situations and originality in thoughts. Originality in thought is unique answers, flexibility is adapting to different conditions and fluency is the ordering of thoughts quickly (Senemoğlu, 1999). In this study, the scale of How creative are you? En developed by Raudsepp (1979), adapted by Sungur (1997) into Turkish, was used to determine the creativity levels of preschool teachers according to their own perceptions. This is a descriptive study done by scanning method. The scale is Likert type and has a five-point rating between Completely Agree and Strongly Disagree. The score is ± 2 and the negative items are scored in reverse. Exploratory factor analysis was used to determine the construct validity and reliability of the scale. The population of the research consists of 100 preschool teachers working in pre-school education institutions in Uşak and Karaman provinces and participating in the research voluntarily. Data were collected between April and May 2018 using the interview technique. In the analysis of this study, t test was used for binary variables and ANOVA was used for more than two variables. In addition, descriptive statistics were used. The questionnaire consists of the general information about teachers and the information about how creative you are (age, type of school, type of parenting profession). SPSS 18.0 package program was used to evaluate the data and necessary statistical analyzes were performed. In this study where we examine the creativity levels of pre-school teachers 'perceptions towards themselves, we can say that pre-school teachers' creativity levels are high. Pre-school teachers' age, gender, the type of school they graduated, the settlement unit of childhood, the mother-father education status, mother-education professions, reading habits, whether they have received pre-school education in the analysis of whether there is a significant difference in close to each other. Gülel (2006), conducted a similar study and examined the creativity levels of teacher candidates according to age variable and found no significant difference according to age variable. There was no significant difference according to gender. Found similar results (Kenç, 2001; Sonmaz, 2002; Yenilmez & Yolcu, 2007) it is similar to the results of investigating creativity levels according to gender variable. There is no significant difference according to the type of school graduated, but the creativity scores of the high school teachers are higher than other high school graduates. Keywords: Preschool teachers, creativity

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Çetingöz, D. (2002). Okul öncesi Eğitimi Öğretmenliği Öğrencilerinin Yaratıcı Düşünme Becerilerinin Gelişiminin İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir. Demirci, C. (2007), Fen Bilgisi Öğretiminde Yaratıcılığın Erişi&Tutuma Etkisi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 65-75. Dewey, J. (1910). How WeThink. Boston: MA: D.C. Heath&Company. Gülel, G. (2006). Sınıf Öğretmeni Adaylarının Yaratıcılık Düzeylerinin Çeşitli Değişkenler Açısından incelenmesi (Pamukkale Üniversitesi Örneği). Yayımlanmamış Yüksek Lisans Tezi. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü, Denizli. Karasar, N. (2014). Bilimsel Araştırma Yöntemi: Kavramlar İlkeler Teknikler. 27. basım. Ankara: NOBEL Yayın Kenç, M. F. (2001). Anasınıfı&İlköğretimin Birinci Sınıflarında Görev Yapmakta olan Öğretmenlerin Yaratıcı Eğitim&Uygulamaları Konusundaki Görüşleri (Elazığ İli Örneği),Yayınlanmamış Yüksek Lisans Tezi, Fırat Üniversitesi Sosyal Bilimler Enstitüsü, Elazığ. Oğuzkan, F., (1989), Orta Dereceli Okullarda Öğretim, Ankara: Emel Matbaa. Ömeroğlu, E., Turla, A. (2001). Okul Öncesi Dönemde Yaratıcılık Eğitimi&Desteklenmesi, Milli Eğitim Dergisi, Sayı: 151, Temmuz-Ağustos- Eylül

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 01046 EVALUATION OF THE ACTIVITIES PERFORMED BY FAMILIES IN TERMS OF PRESCHOOL CURRICULUM VEDA YAR YILDIRIM - ARZU ORCAN ABSTRACT Early childhood period covers the period of 0-6 years up to the age after which the child was born. This period covers the period when children are most open to learning (Akmeşe & Kayhan, 2014). The education given in this period affects the individual's whole life, family, society, country and the whole world (Kılıç, 2010; Temel, Aksoy & Kurtulmuş, 2010). The family is also involved in this period The effect of parents on their children is quite high in a family between 0-6 years. Since they are still in the care period, all the self-care skills are carried out with the support of family members in the first years. In this period, parents are also the first teachers of the children (Arabacı & Aksoy, 2005; Gordon, 1993; Şahin & Ünver, 2005). Therefore, the teaching attitude of parents might have a significant effect on the future success of the child. The participation of the family in education of the children positively affects the success of the child (Arnold, Zeljo & Doctoroff, 2008; Engin, Özen & Bayoğlu, 2009). Teachers at schools also want family to participate in the education process, but both children and families do not show the necessary sensitivity (Erdoğan & Kasımoğlu, 2010). In this study, an analysis was made on the educational activities run by the preschool parents who participated in the school process, showed interest and showed the necessary sensitivity for their children’s education. In this research, the educational and teaching activities provided by families to their children in their preschool period were examined. The families have very high socio-economic level and the reason for employing such families for this study lies within examining the reflections of the situation of the family on the education of their children from different perspectives in the context of preschool curriculum. In this context, the aim of this study is to evaluate the practices carried out by families with high socio-economic level during their children's educational process in terms of pre-school curriculum. The research is a qualitative and case study design was used. The study group of the research is composed of the parents of the students who attend the school in the preschool education and the teachers working at the same preschool. The criterion sampling method, one of the purposeful sampling methods in accordance with the qualitative research tradition, was used to determine the study groups. The criteria determined in the research are as follows: 1. The school located in a high socio- economic environment, 2. Socioeconomically well-qualified parents, 3. Richness of the school's learning environment, 4. Teachers have worked in that school long enough to know their families and students. The data were collected in two stages in the scope of the research. In the first stage, data were collected from parents, whose students are at that school, about their educational activities that they performed for their children in the home environment. In the second stage, preschool teachers were asked to examine the educational and teaching activities performed by the families at home in terms of relevance with preschool curriculum. In this study which was designed in accordance with the qualitative research approach, content analysis was performed. Activities on teaching children in the family were categorized under 37 different titles in total. Teaching given by the families at home are collected in three themes: lessons, teaching of values and other. While 28 of the 37 teaching activities performed by the families for their children are included in the preschool curriculum (MEB, 2013), 9 of them are not included in the program. The teaching activities not included in the curriculum are as follows; vehicles, construction skills, professions, fruits, vegetables, pairing, religious subjects, shooting video, English. As in the education variable, it is seen that families teach their children in different fields other than shown in Preschool Curriculum (MEB, 2013). These results show that families with high socio-economic status take part in their children’s education process at a considerable rate. This result does not support Erdoğan and Kasımoğlu's (2010) research findings. This can be explained by the high level of education of the families. The fact that families are in the process can also positively affect the future success of their children. Keywords: Family Participation in Preschool Education, Method, Preschool Curriculum

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akmeşe, P.P&Kayhan, N. (2014). Okul öncesi&ilkokula devam eden özel gereksinimli öğrencilerin aile katılım düzeylerinin incelenmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 43(2), 2014, 39-56. Arabacı, N. & Aksoy, A.B. (2005). Okul öncesi eğitime katılım programının annelerin bilgi düzeylerine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29, 18-26. Arnold, D.H, Zeljo, A. & Doctoroff, G.L. (2008). Parent involvement in preschool: Predictors and the relation of involvement to preliteracy development. School Pyschology Review, 37(1). Engin, A.O., Özen, Ş. & Bayoğlu, V. (2009). Öğrencilerin okul öğrenme başarılarını etkileyen bazı temel değişkenler. Sosyal Bilimler Enstitüsü Dergisi, 3, 125-156. Erdoğan, Ç. & Demirkasımoğlu, N. (2010). Ailelerin eğitim sürecine katılımına ilişkin öğretmen&yönetici görüşleri. Kuram&Uygulamada Eğitim Yönetimi, 16(3), 399-431. Gordon, T. (1993). Etkili Öğretmenlik Eğitimi. (Çev: Emel Aksay & Birsen Özkan.) İstanbul: YA-PA. Kılıç, Ç. (2010). Aile Eğitim Programları&Türkiye’deki Örnekleri. Abant İzzet Baysal Üniversitesi Dergisi. 10 (1) 99-111. MEB (2013). Okul öncesi eğitim programı, Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü, Ankara. Şahin, F. T. & Ünver, N. (2005). Okul öncesi eğitim programlarına aile katılımı. Kastamonu Eğitim Dergisi, 13(1), 23-30. Temel, F., Aksoy, A. & Kurtulmuş, Z. (2010). Erken çocukluk eğitiminde aile katılım çalışmaları. In. F. Temel (Ed.) Aile eğitimi&erken çocukluk eğitiminde aile katılım çalışmaları (pp.328-359). Ankara: Anı.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 01238 SCRUTINIZING LIKING OF CHILDREN LEVEL OF STUDENTS IN CHILD DEVELOPMENT AND ATTITUDES SPECIAL EDUCATION FERHAT BAHCECI - UGUR EPCACAN ABSTRACT It is possible to say that education has a crucial role in achieving a high welfare society and raising healthy generations. Considering the fact that educators and candidate educators are academically well equipped as well as being warm-hearted, it will be easier to raise the healthy generations mentioned. An educational environment in which knowledge is blended with love and children are loved irrespective of each other will contribute to this process. According to Girgin, Ozyilmaz Akamca, Ellez and Oguz (2010), the success of educators depends on their knowledge and skills along with such ompetences as love, behavior and attitude. Brown, Morehead and Smith (2008) stated that the people who will do the education should have a high- level liking of children and this is an important condition. Gelbal and Duyan expressed that the people who will educate children should be sensitive about child love and also have internalized the feeling of love seriously. Attitudes of educators or candidate educators towards individual differences of children will also be a determining factor in the formation of a process of education where knowledge is blended with love. Here, the individual differences refer not only to differences in terms of physical or cognitive characteristics, but also to children in need of special education. At this point, knowing the relationship between people's love for children and attitudes towards special education will help to understand the situation better. Particularly, the relationship between the liking of children level and attitudes towards special education of the students in the child development program and taking special education courses has been of interest. In this study, it is aimed to examine the liking child level of students who are studying in associate degree child development program and their attitudes towards special education. Within the scope of this general purpose, answers to the following questions are sought: 1.What is the liking of children level of the students studying in the child development program? 2.What are the attitudes of students studying in the child development program towards special education? 3.Do the liking of children level of the students in child development program and their attitudes towards special education differ in terms of various variables? 4.Is there a significant relationship between liking of children level of the students in the child development program and their attitudes towards special education? This research was carried out in the relational survey model, one of the general survey models, because-as Karasar (2015) said-it aimed to determine the existence and degree of a change between two or more variables. The research population consisted of the students studying in Siirt University Social Sciences Vocational School Child Development Program and Firat University Karakocan Vocational School Child Development Program in 2018-2019 academic year in wich the study was carried out. The sample of the study consisted of 267 students selected by simple random sampling method. Information about the demographic characteristics of the students participating in the study was obtained through personal information form developed by researchers and other data was collected via Barnett Liking of Children Scale developed by Barnett and Sinisi (1990) and An Attitude Scale Towards Individuals with Special Needs by Yarali (2015). The data collected with the help of related tools were analyzed in a statistical program. As a result ot test of normality according to which the data should have been between +2.0 and -2.0 (George and Mallery, 2010), it was observed that the data didn’t distribute normally, so non-parametric tests were used.The liking of children level of the students in child development program and their attitudes towards special education were examined to see whether they differed in terms of gender, age and grade variables. When the mean scores of these three variables in the liking of children and attitudes towards special education scales of both groups were examined, it was found that the score intervals did not cause any significant difference. Also, because for three variables in both groups significancy level was p>0.5, it ws determined that gender, age and grade variables didn’t have a significant effect on liking of children level of the students in the child development program and their attitudes towards special education. Finally, the relationship between students' level of liking of child and their attitudes towards special education was examined. According to this, it was found that there was a moderate high-level correlation between students’ level of liking of child and their attitudes towards special education for Siirt (Corroleation coefficient: 0.506). For Elazig (Corroleation coefficient: 0.143), it was concluded that there was a very low positive correlation. Keywords: Child development, liking of child, special education

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Barnett, M. A. & Sinisi, C.S. (1990). The initial validation of a Liking of Children Scale. Journal of Personality Assessment, 55, (1-2), 161- 167. Brown, N. Morehead, P. & Smith, J. B. (2008). But I love children: Changing elementary teacher candidates’ conceptions of the qualities of effective teachers. Teacher Education Quarterly, Winter, 169-183. Gelbal, S. & Duyan, V. (2010). İlköğretim öğretmenlerinin çocuk sevme durumlarına etki eden değişkenlerin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 127–137. George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson Girgin, G., Özyılmaz Akamca, G., Ellez, A. M. & Oğuz, E. (2010). Okul öncesi öğretmen adaylarının öğretmenlik mesleğine yönelik tutumları, mesleki benlik saygıları&mesleki yeterlik inançları, Buca Eğitim Fakültesi Dergisi, (28). Karasar, N. (2015). Bilimsel araştırma yöntemi. Ankara: Nobel Akademi. Yaralı, D. (2015). Özel gereksinimli bireylere yönelik bir tutum ölçeğinin geliştirilmesi. e-Kafkas Eğitim Araştırmaları Dergisi, 2 (3), 1-11.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 01341 EVALUATION OF EARLY CHILDHOOD EDUCATION PROGRAM GOALS AND INDICATORS ACCORDING TO BLOOM’S TAXONOMY ARIF YILMAZ - NESE ASKAR - ILYAS SONMEZ - ENSAR YILDIZ ABSTRACT The Early Childhood Education Program was updated in 2013 by the Ministry of National Education (MONE) in order to provide the qualified education for early childhood period. This development-based education program consists of the areas of cognitive development, language development, social-emotional development, and motor development and self-care skills (MEB, 2013). The education program covers all the processes carried out for the learner in an institution in order to achieve the objectives of national education (Demirel 2011). On the other hand, a curriculum is a set of processes created for the realization of learning-teaching activities in a course (Demirel 2012). When planning the learning processes, the developmental characteristics of the learners, as well as their interests and requirements and environmental conditions are taken into consideration. Correct identification of learning objectives and structuring the learning process in accordance with the objectives are very important to to reach desired outcomes. As pointed out by Köksal, Balaban-Dağal and Duman (2016), the quality of goals and indicators is important in terms of the quality and effectiveness of the preschool education as a whole. In 1956, Bloom and colleagues classified action levels specific to the cognitive domain. However, the changing perspective of education in the 21st century world has also affected Bloom's taxonomy and it has been criticized that one-dimensional analysis of the outcomes is insufficient. In this context, considering this critique, Anderson and Krathwohl revised taxonomy in 2001. Revised taxonomy included cognitive process stages: remembering, understanding, applying, analyzing, evaluating, creating and knowledge dimension: factual information, conceptual information, operational information and metacognitive knowledge (Anderson&Krathwohl, 2001). Today, providing high-level thinking skills in educational environments to reach the requirements of the 21st century is one of the important objectives of education (Ergin, 2005). The revised Bloom's taxonomy can be a guide in assessing the level of cognitive skills covered by the learning objectives and indicators of the MoNE Early Childhood Education Program. The aim of this study is to evaluate the goals and indicators in the MONE’s 2013 Early Childhood Education Program according to Bloom's revised taxonomy and to determine which cognitive process and knowledge dimension are used. In order to achieve this aim, the following question was asked: What is the level of the MoNE Early Childhood Education Program's goals and indicators according to the revised Bloom’s taxonomy? This study is a qualitative study and was conducted through document review. The aim of the document review studies is to analyze the relevant documents in detail about the targeted actions and events (Yıldırım and Şimşek, 2016). In this study, the goals and indicators of MONE 2013 Early Childhood Education Program were examined and classified according to the revised Bloom’s taxonomy. In this study, 63 goals and 241 indicators which are listed under five domains (cognitive development, language development, social-emotional development, motor development, self- care skills) were examined. The study was carried out in two stages. In the first stage, goals and indicators were classified by 4 researchers according to the cognitive processes of the revised taxonomy. These classifications of the researchers were compared, and it was ensured that the goals and indicators classified differently were jointly decided and placed in the relevant group. During the lack of consensus, the majority decision was adopted. In the second stage, the goals and indicators were grouped by 4 researchers according to the relevant knowledge dimension. At this stage, the groupings were compared and they were placed in the related group by providing consensus on the goals and indicators with disagreement.Although the second stage analysis process is continuing, according to the results of the first stage analysis, 21 goals and 68 indicators in the field of cognitive development are similarly grouped under remembering (30%) and analysis (28%) process. In the language development domain, 12 goals were grouped under apply (42%) and analysis (33%) process, while 52 indicators gathered under apply (38%) and comprehension (23%) process. While 17 goals in social-emotional development domain focused on applying (41%) and understand (24%) process, 50 indicators were collected at remembering (40%) and applying (22%) processes. In motor development domain all of the five goals were collected at applying process (100%), whereas 50 goals were distributed in applying (90%) and creativity (10%) processes. In the self-care skills domain, 8 goals were concentrated in applying (50%) and 21 gains in applying (57%) process. According to the results of the first stage analysis, the goals and indicators of the MoNE Early Childhood Education Program are concentrated in low-level cognitive processes (remembering, understanding and applying). With the second stage analysis, a more complete picture will be revealed. Keywords: Bloom’s Taxonomy, Early Childhood Education, Program Evaluation, Early Childhood Education Program

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Anderson, L.W., & D. Krathwohl (Eds.) (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman Demirel, Ö. (2011). Öğretim ilke&yöntemleri öğretme sanatı. Ankara: Pegem. Demirel, Ö. (2012). Kuramdan uygulamaya eğitimde program geliştirme. Ankara: Pegem. Ergin, H. (2005). Okul öncesi dönemde Bloom'un bilişsel alan sınıflandırmasını kullanarak çocukların düşünme becerilerinin geliştirilmesi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 1, 93-105. MEB. (2013). Okul öncesi eğitim programı (36-72 aylık çocuklar için). 16 Ağustos 2019 tarihinde, https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf adresinden indirilmiştir. Köksal, O., Balaban-Dağal, A. & Duman, A. (2016). Okul öncesi öğretmenlerinin okul öncesi eğitim programı hakkındaki görüşlerinin belirlenmesi. The Journal of Academic Social Science Studies, 46, 379-394. DOİ:http://dx.doi.org/10.9761/JASSS3395 . Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri, Ankara: Seçkin Yayıncılık.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 01351 EVALUATION OF EARLY CHILDHOOD ACTIVITY BOOK LEARNING OUTCOMES ACCORDING TO BLOOM’S REVISED TAXONOMY ARIF YILMAZ - DAMLA AKBABA - FATMA HALIPINAR - SELIN ORAL - AYSENUR ULUSOY UNLU ABSTRACT In recent years, initiatives and implementations have been started to make early childhood education accessible for all children. Both in 2023 Education Vision document by published the Ministry of National Education (MEB, 2018) and in the activities carried out by various non-governmental organizations (AÇEV, 2009) early childhood education is became a current issue not only in quantity but also in terms of quality. One of the main elements of quality and effective education is education program (Demirel, 2012). The activities that implemented in the classrooms during the education period form the basis of this program. It is important to have well-prepared activities for both teachers’ implementation and also children’ development and learning. To this end, Ministry of National Education General Directorate of Primary Education prepared an activity book (GDPE-ECE Activity Book) to guide early childhood teachers (MEB, 2018a). Activities in the book consist of learning outcomes, indicators, materials, vocabularies, concepts, learning process, evaluation, family involvement, adaptations for special education, values education and suggestions. Learning outcomes are crucial to reflect the effects of the education program on children. When planning the learning process, different experiences are offered to children by considering the learning outcomes. The relationship between learning outcomes and learning process directly indicates the aims of education program that are to support children’s education and to support them in all developmental areas. Since the 1950s, many taxonomies was introduced to facilitate the determination of learning outcomes. Although criticized for various reasons, it is still valid and continues to have an impact on program development (Bumen, 2010). Taking into consideration the necessities of 21st century, Bloom taxonomy was revised. Knowledge dimension added to cognitive processes and so it became two-dimensional structure (Anderson and Krathwol, 2001). The aim of this study is to identify levels of the learning outcomes and indicators of activities in GDPE-ECE Activity Book based on Bloom’s revised taxonomy. It is anticipated that the study will bring a different perspective for the activity plans’ content and purposes. Examining the learning outcomes of these activities and revealing which cognitive processes they are addressing will guide the studies to increase the quality of preschool education in Turkey. The research questions are: 1) What are the levels of learning outcomes of GDPE-ECE Activity Book are distributed according to revised Bloom’s taxonomy? 2) How the learning outcomes are distributed according to the types of activities in the GDPE-ECE Activity Book?In this study, document analysis which is a method of qualitative research is used. Documents are important sources for collect information that can be used effectively in qualitative researches. (Şimşek, 2009). This method saves time and resources for researcher. It includes analysis of written materials containing information about the cases. Data is collected without observation and interview (Yıldırım&Şimşek, 2010). In this study, GDPE-ECE Activity Book was examined. This book contains 341 activities and 1368 learning outcomes. Five researchers classified learning outcomes and indicators of activities according to Bloom’s revised taxonomy. For disagreements in the classification stage, the researchers discussed for each learning item to reach consensus and the majority decision was applied in cases where consensus could not be reached. This process continued until it reached a reliability coefficient ratio of .80 among raters and according to Miles & Huberman (1994) ratio above .70 is considered reliable. For the analysis of the second question, activity types and learning outcomes used in the activities were grouped individually through the control form prepared by the researchers. Same reliability process mentioned above was implemented until reaching .80 agreement among coders.In the research, the analysis process is ongoing and as a result of the preleminary analysis; approximately 22% of learning outcomes are in remembering level, 19% of them are in understanding level, 36.5% of them are located in applying level, 18% of them are in analyze level, 2,5% of them are located in evaluation level and 2% of the are in creativity level. When the distribution of learning outcomes is examined, it is seen that learning outcomes are mostly used for cognitive development (507), then language development (307), social-emotional development (255), motor development (246) and finally self-care skills (4353) are used in the activities.In the light of first findings, it can be stated that learning outcomes used in GDPE-ECE Activity Book mostly supports lover-thinking skills (77.5%). On the other hand, the book includes activities mostly towards children’s cognitive and language development. In the light of the results, theoretical and practical suggestions will be presented. Keywords: Bloom's Taxonomy, early childhood education activity book, preschool, document analysis

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES AÇEV (2009), Türkiye’de Erken Çocukluk Eğitimi: Erişim, Eşitlik&Kalite, Istanbul: AÇEV. Anderson, L. W. and Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Complete Edition. New York: Longman. Balcı, A., Gündoğdu, K. and Çelik, N. (2012). Okul Öncesi Eğitim Programına İlişkin Bir İhtiyaç Analizi Çalışması. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 3(1), 10-24. Bümen, N. T. (2010). Program geliştirmede bir dönüm noktası: Yenilenmiş Bloom taksonomisi. Eğitim&Bilim, 32(142). Demirel, Ö. (2012). Eğitimde program geliştirme: Kuramdan uygulamaya. Ankara: Pegem Yayıncılık. Miles, M. B. and Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook. (2nd Edition). Las Angeles: Ca, Sage Milli Eğitim Bakanlığı (MEB, 2018). 2023 Eğitim Vizyonu. Ankara: MEB Milli Eğitim Bakanlığı (MEB, 2018a). Okul Öncesi Eğitim Etkinlik Kitabı. Ankara: TEGM Şimşek, H. (2009). Eğitim Tarihi Araştırmalarında Yöntem Sorunu. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 42 (1), 33-51. Yıldırım, A. and Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 01355 A CASE STUDY IN THE PROCESS OF PREPARING MUSEUM EDUCATION BOOKLET IN TRNC FERDA OZTURK KOMLEKSIZ - TUBA GOKMENOGLU ABSTRACT Museums are the institutions that serve to collect, protect, research, transmit, and exhibit the tangible and intangible heritage of human beings and the environment in which they live for examination, education, and entertainment. Museums are open to the public, independent of the idea of profit, and permanent institutions in the service of society and development (ICOM, 2007, 2019). Museums are used for multiple purposes by schools within the scope of extra-curricular activities. As institutions which have the power to support education that urges and develops thought, museums can create children's imagination, creativity, and appreciation with their special collections, which schools cannot easily accomplish and aim at (Maccario, Kuruoğlu; 2002). At the same time, museums emerge as experienced-based and multi-faceted learning environments as effective usage spaces and ideal learning environments in the lifelong education process, and they provide students with different educational models to evaluate the knowledge they have acquired at school from different perspectives (Baykan, 2007; Hooper- Greenhill, 1999). The most common method in school-museum cooperation is museum visits. The habit of going to the museum for people of all ages can only be gained through education. This can be made possible by museums organizing educational programs and activities for schools, families, and the people in the neighborhood (Dilligil, 2014). The meaningfulness of museum visits is based on the fact that the participants enjoy spending time in the museum. Although museum education has been a popular method practiced for a long time, in the recent years, it has been used in the teaching of different courses, especially in the early years (Wells, 2014). Preparing educational programs for schools in order to support contemporary education is considered among the basic functions of the education departments of museums in our age, and therefore, school-museum cooperation is especially emphasized. In the TRNC, the museums try to reach the public, especially young people, by organizing seminars, conferences, temporary exhibitions, workshops and museum visits, especially during the week of museums (Öztürk Kömleksiz, 2016). For this reason, in order to make museum education activities permanent in the TRNC, we aimed to prepare museum education booklets for teachers and students. In order to realize this aim, first of all, a situation analysis was needed to determine the characteristics of the target audience, to concretize the studies conducted on behalf of museum education in TRNC and to determine the needs of teachers and schools on museum education.This is a qualitative study based on interview technique. The booklet is planned to be prepared for the primary school teachers and students (grades 1 to 5) in the TRNC. A total of 44 students and 16 teachers from two primary schools in the TRNC Güzelyurt district were selected as the sample by using maximum variation sampling method. The teachers were selected from all grade levels (3 of them are 1st grade, 2 of them are 2nd grade, 3 of them are 3rd grade, 4 of them are 4th grade, and 2 of them are 5th grade). While selecting the sample from the students, it was requested from the school administrators to direct the students from each grade levels, both gender, different age groups, and different socio-economic status. In the research, interview forms prepared by the researchers for teachers and students were used. First, an item pool was created. Then, the draft form was submitted for the expert opinions, and necessary revisions were made. Interview forms were given their final version after the pilot interview. The data were analyzed by descriptive analysis method.The teachers suggested that the museum staff should be more educated and interesting, solve the transportation issue, develop the programs to include extracurricular activities, include interactive and visual presentation activities in museums, diversify the museums, and organize trips in small groups. Fourteen of the students who participated in the study stated that they did not go to any museums with their class before; all the other participants stated that they participated in the museum visit in younger age groups (kindergarten, 1st, and 2nd grades). The students said that their teachers warned that they should be 'quiet in the museum' and 'not touch anything' before the trip. The students, who stated that they had visited the museum with their classmates before, were asked what they had done during the museum visit. The results showed that 15 students just looked at the objects; 9 students’ teachers made explanations about the objects and the students answered the questions they asked; 6 students participated in two activities about solving puzzles and wearing costumes in the museum, and; 6 students did not remember what they did in the museum. Almost all of the students stated that they wanted to go to the museum again. Keywords: Museum Education, Museum Education Booklet, Primary School Teachers, Primary School Students

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Baykan, Z.Ö. (2007). 2005&2006 İlköğretim Programlarının Müze Eğitimi Açısından Değerlendirilmesi. Yayınlanmamış yüksek lisans tezi, Ankara Üniversitesi, Ankara. Dilligil, R. (2014). Doğa Tarihi Müzelerinin Eğitimdeki Rolü. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 40, 81-96. Hooper- Greenhill, E. (1999). Müze&Galeri Eğitimi (Çev. M.Ö. Evren&E. G. Kapçı) (yay. Haz. B. Onur). Ankara Üniversitesi Çocuk Kültürü Araştırma Uygulama Merkezi Yayınları. Ankara. ICOM, (2019).https://icom.museum/en/news/the-museum-definition-the-backbone-of-icom/01.08.2019 tarihinde alınmıştır. ICOM, (2007).The World Museum Community Museum Definition http://icom.museum/who-we-are/the-vision/museum-definition.html 16.08.2019 tarihinde alınmıştır. Maccario, Kuruoğlu, N.(2002). Müzelerin Eğitim Ortamı Olarak Kullanımı. Uludağ Üniversitesi Eğitim Fakültesi Dergisi Cilt: XV, Sayı: 1. Öztürk, Kömleksiz, F. (2016). Museum Education Package Peraparation Process: Example of The Güzelyurt (Morphou) Museum of Archeological and Natural History University of Kyrenia, Kyrenia North Cyprus, 5 th International Conference on Educational Research, 31.03.2016-02.04.2016. Kyrenia North Cyprus. Wells, Ş.Y, (2014). Bir üniversite müzesinde aktif sanat eğitimi: Barber Enstitüsü örneği. Sosyal Bilgiler Eğitimi Araştırmaları Dergisi, 5 (1), 20-¬37.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02015 PERSPECTIVE OF TEACHERS ABOUT FOREIGN STUDENTS’ PROBLEMS AND PROPOSED SOLUTIONS FEVZI DURSUN - OZGE MAVIS SEVIM ABSTRACT Geographic, social, political and economic situations sometimes force to migrate people from where they live. Especially wars and internal disturbances recently have brought great migration waves. Turkey's political and geographical location leads to getting more immigration than other countries and the number of people migrating to our country is increasing day by day. According to the latest TURKSTAT reports (2018), the number of migrants increased to 22.4% in 2017 compared to the previous year. As well as economic, cultural, social and demographic effects, migration has effects on educational processes. As a matter of fact, nearly half of the migrants in Turkey are children and educational needs of these children should be met. According to the United Nations High Commissioner for Refugees (UNHRC) report, although the education provided to immigrant children can fulfill many functions such as social integration, providing a stable and safe environment and responding to psycho-social needs, 61% of these children cannot receive education even at primary level (UNHCR, 2017). It is also thought that the students who receive education cannot get enough efficiency from this education (Bozan&Kaştan, 2018; Kaştan, 2015). People migrate temporarily or permanently from one place to another for different reasons (Hagen-Zanker, 2008). The reasons for international migration include political instability, human rights violations, repressive regimes, civil wars, ethnic conflicts, economic difficulties and life safety (Deniz, 2014; Saklan, 2018). As a result of mass migration movements caused by events such as war, migrants exist as refugees or asylum seekers in various countries (Lordoğlu, 2015). The number of refugees and asylum seekers in recent years has increased and especially Turkey is affected by this. According to the education policies of Turkish Ministry of National Education, all children including foreign ones have right to receive education (Bircan and Sunata, 2015). However, it is seen that foreign students face different problems in schools. The opinions of the teachers about the problems of these students are important for discovering what kind of problems the students face and what can be done for the solution. In addition, the discovery of these teachers' opinions and activities in order to ensure the participation of the students in the class will be an example for other teachers who have foreign students in their class. For this reason, the purpose of this study is to determine the problems of teachers about foreign students and find out proposed solutions to these problems. In the research, qualitative research method and phenomenological approach were conducted. Primary school teachers who had at least one foreign student in their class and volunteered to participate in the study in the province of Tokat were included in study group. They were 15 female and 14 males, 29 in total. The classes of the teachers generally included 1-5 foreign students and they were from Afghanistan, Turkmenistan, Iraq and Syria.As a data collection tool, a semi-structured open-ended questionnaire consisted of 7 questions was used. In the questionnaire, general opinions of teachers about foreign students, the level of access to the achievements in the curriculum with these students, additional activities they conducted in class activities for these students were asked. Furthermore, teachers were asked questions about the problems they experienced with these students, their way of solving these problems and their suggestions to their colleagues. Expert opinion was consulted to ensure content validity. After data collection, analyzes were performed with content analysis method, and in order to ensure the validity and reliability of the study, consistency analysis, detailed description, and participant confirmation methods were used. Findings of the study reveal that the most basic problem experienced by foreign students is language problem. Students have difficulty in understanding their environment because of this problem and this situation brings problems of adaptation to school, teacher and classmates. Especially the students whose parents did not know Turkish experience these problems more than others because of the lack of support from their parents. Some teachers mentioned that some students were prone to violence. The majority of the teachers mentioned that they could not reach the achievements in the education programs with these students, and they stated that they included additional activities related to reading and writing. Teachers, who stated that the students caused the disturbance of the class order from time to time, stated that they use foreign students who speak Turkish in their classrooms as interpreters to solve this problem. Conducting orientations programs, language and literacy courses, family education (especially language teaching to families), providing therapy for children who have a tendency to violence, providing a separate education program for foreign students and providing training by teachers who are their own citizens in separate classes were among the solution proposals obtained as a result of the research. Keywords: foreign students, problems, proposed solutions

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bircan, T.&Sunata, U. (2015). Educational assessment od Syrian refugees in Turkey. Migration Letters, 12(3), 226-237. Bozan, İ.&Kaştan, Y. (2018). Views of the migrant students on problems they confront: A case study. International Journal of Social and Educational Sciences, 5(10, 225-148. Deniz, T. (2014). Uluslararası göç sorunu perspektifinden Türkiye. Türkiye Sosyal Araştırmalar Dergisi. 18(1), 175-204. Hagen- Zanker, J. (2008) Why do people migrate? A review of the theoretical literature. maastrcht graduate school of governance working paper. No.2008/WP002. https://ssrn.com/abstract=1105657 (Erişim Tarihi: 11.06.2019). Kaştan, Y. (2015). Türkiye’de göç yaşamış çocukların eğitim sürecinde karşılaşılan problemler. Uluslararası Sosyal&eğitim bilimleri Dergisi, 2(4). Lordoğlu, K. (2015). Türkiye’ye yönelen düzensiz göç&işgücü piyasalarına bazı yansımalar. Çalışma&Toplum. 44, 29-44 Türkiye İstatistik Kurumu (2018). Uluslararası göç istatistikleri, 2017. http://www.tuik.gov.tr/PreHaberBultenleri.do?id=30607 adresinden alınmıştır. United Nations High Commissiner for Refugees (2017). Turn the tide: Refugee education in crisis. https://www.unhcr.org/5b852f8e4.pdf adresinden alınmıştır. Yıldırım, A.&Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri, Seçkin Yayıncılık, Ankara.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02017 ANALYSIS OF THE SECONDARY SCHOOL STUDENTS’ CRITICAL THINKING VIRTUES IN TERMS OF SEVERAL VARIABLES BIRSEL AYBEK - SERKAN ASLAN ABSTRACT Critical thinking is a way of thinking which is executed by people under their own control and in which the repetition of the usual and the patterns is prevented, prejudices, assumptions and all kinds of information are tested, evaluated, reasoning, logic and comparison are used and as a result certain ideas, theories or behaviors are achieved (Gürkaynak, Üstel & Gülgöz, 2008). Paul and Elder (2013) defined critical thinking as the art of analyzing and evaluating thinking to improve thinking. Nowadays, it is of great significance to raise individuals with critical thinking skills. Indeed, the curricula of developed and developing countries pave the way for the fact that the students are urged to gain this skill. Individuals with critical thinking skills should also have the virtues of critical thinking. In fact, Paul and Elder (2013) pointed out that individuals with critical thinking skills should have intellectual virtues. These virtues (Paul, 1995) are; intellectual humility, intellectual courage, intellectual empathy, intellectual perseverance, trust in reasoning, intellectual neutrality and intellectual autonomy. It is essential that these virtues be acquired by the individuals together with critical thinking skills. Therefore, students’ critical thinking skills along with the virtues of critical thinking must be developed starting from the elementary school years. Upon analyzing the national literature, there is no such a study specifically conducted on examining the critical thinking virtues of the secondary school students in terms of various variables. This was considered as a gap in the related literature by the researchers and such a study was carried out. This research was expected to contribute to the relevant literature. In this regard, answers to the following questions were sought: 1. What is the level of critical thinking virtues of the secondary school students? 2. Do the secondary school students' critical thinking virtues significantly differ across gender? 3. Do the secondary school students' critical thinking virtues significantly differ across class level? 4. Do the secondary school students' critical thinking virtues significantly vary across academic achievement? 5. Do the secondary school students' critical thinking virtues significantly vary across mother educational level? 6. Do the secondary school students' critical thinking virtues significantly vary across father educational level? This research utilized cross-sectional survey model, which is one of the survey research models. Cross-sectional survey is a survey method in which the data collection process is performed at one specific point in time (Fraenkel, Wallen & Hyun, 2012). This research used cross-sectional survey model since the data were collected at one specific point. The population of the study consisted of secondary school students studying in Kahramanmaraş. The research sample held 542 secondary school students in total. The sample of the study was selected by random sampling method in which individuals are chosen randomly (Akarsu, 2014). The research sample was determined randomly. This research employed Critical Thinking Virtues Scale developed by Arısoy (2017) as a data collection tool. The tool has 25 items and four dimensions including trust in reasoning, intellectual perseverance, intellectual courage and intellectual empathy. The Cronbach Alpha reliability coefficient of the scale was found to be .89. Multivariate analysis of variance (MANOVA) was used during data analysis. Some assumptions must be met in order to use MANOVA. These are (Can, 2015; Seçer, 2015); univariate and multivariate normality assumption is met, there must be no problem of multiple correlations between variables, variance and covariance matrices must be homogeneous. All assumptions were met within the scope of the research. The research results revealed that secondary school students expressed their opinions at the level of partially agree for the intellectual courage dimension of the critical thinking virtues, while their views were at agree level regarding the dimensions of intellectual empathy, intellectual perseverance and trust in reasoning. In this respect, secondary school students may be said to have high level of participation in critical thinking virtues, which is considered as a positive result by the researchers. Indeed, Paul (1995) stated that critical thinking skills and critical thinking virtues complement each other. Besides, no significant difference was identified across the secondary school students’ critical thinking virtues in terms of their gender and grade. This shed the light to the fact that gender and grade did not have a significant effect on the critical thinking virtues of secondary school students. Secondary school students’ critical thinking virtues were determined to significantly differ across their academic achievement, mother educational level and father educational level. Based on this result, it is likely to mention that academic achievement, educational level and father educational level had a significant impact upon the critical thinking virtues of secondary school students. Keywords: Thinking, critical thinking virtues, students.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akarsu, B. (2014). Hipotezlerin, değişkenlerin&örneklemin belirlenmesi. M. Metin (Edt.) Eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Yayıncılık. Arısoy, B. (2017). Konu temelli eleştirel düşünme öğretiminin matematik dersinde öğrencilerin eleştirel düşünme becerileri, eleştirel düşünme erdemleri&matematik dersine ilişkin tutumlarına etkisi. Yayınlanmamış doktora tezi. Çukurova Üniversitesi, Adana. Can, A. (2015). SPSS ile nicel veri analizi. Ankara: Pegem Yayıncılık. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: Mc Graw - Hill. Gürkaynak, İ., Üstel, F. & Gülgöz, S. (2008). Eleştirel düşünme. İstanbul: Eğitim Reformu Girişimi Yayını. Paul, R. (1995). Critical thinking: How to prepare studentsf or a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking. Paul, R. & Elder, L. (2013). Critical thinking. Boston: Pearson. Seçer, İ. (2015). SPSS&LISREL ile pratik veri analizi: Analiz&raporlaştırma. Ankara: Anı Yayıncılık.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02020 THE EFFECT OF INTELLIGENCE GAMES ON COMMUNICATION SKILLS (A CASE STUDY) MUSA SARGIN - NIHAT CALISKAN ABSTRACT In Intelligence Games course, students learn and develop their intelligence potentials, develop different and original strategies in the face of problems, make quick and correct decisions, develop a systematic thinking structure, develop skills to work individually, in teams and in competitive environment within the context of intelligence games and have a positive attitude towards problem solving. is intended to improve. Intelligence games course will enable students to develop their capacity to perceive and evaluate problems, create different perspectives, make quick and accurate decisions when they face problems, develop habit of focusing on a topic and solution, and develop their capacity to use reasoning and logic effectively. Students will be able to recognize, develop and increase their self-confidence better in individual and group activities through intelligence games, gain systematic and disciplined working habits for success and develop their attitudes and behaviors to create alternative solutions and strategies without fail. While playing intelligence games, students are in physical and linguistic interaction with the teacher or friends. In single games, firstly, in-game dialogue in mutual games, in group games, in-group and mutual dialogue, while the teacher is teaching the game, listening and physical communication is in place. Communication skills can be summarized as sensitivity to verbal and non-verbal messages, listening effectively and reacting effectively. Although there are those who think that communication skills are innate and intuitive, many studies show that most elements of communication techniques show learnable and teachable features. Opinions about what kind of communication skills involve vary. In one of them, it is stated that communication skills include verbal, voice based, bodily, tactile, movement containing messages and various mixtures of these messages. The aim of this study was to determine the teachers' views of the effect of intelligence games on communication skills and to answer the following questions. The findings of the research may contribute to the impact of intelligence games on communication skills. 1-What is the contribution of intelligence games to effective communication? 2-What are the damages of intelligence games for effective communication? 3-What is the contribution of intelligence games to group communication? 4-What are the damages of intelligence games in group communication? 5-What is the contribution of intelligence games to effective listening? 6-What are the damages of Intelligence Games to effective listening? The aim of this study is to determine the effects of intelligence games on communication skills. It is a case study in the qualitative research type to determine the opinions of teachers about the effect of intelligence games on communication skills. Research data were collected by the researcher. The research consists of 6 male and 3 female teachers working in science and art centers in Kırşehir province and participating in intelligence games course. The data were obtained by using semi- structured interview form based on qualitative data obtained in 7 main and 1 sub-question dimensions. Interview technique was used. During the analysis process, each opinion form was coded, and the findings were explained with code information. In the coding, the participant number (1, 2, 3); gender is coded as (E, K). The findings were supported by the original statements of the participants. As a result of the analysis of the research, the data was grouped and the participant opinions about the subject were explained in frequency and percentage. Qualitative data were analyzed by content analysis method. Qualitative data were analyzed by content analysis method. Teachers think that intelligence games are beneficial in developing effective and positive relationships, cooperating and interacting, meeting and developing group dynamics skills. They think that intelligence games contribute to the socialization of students, to integrate them into group work, to develop their in-group diologist skills and to use communication more effectively. They think that intelligence games have a positive effect on listening, understanding, interpreting ability, patience, observance of rules and careful listening. They think that the dominant students about the damages of effective communication of intelligence games can put pressure on recessive and calm students and the loss of continuous loss of communication. They think that there is excessive competition and personal disrespect for the harm of intelligence games to group communication. They do not think that students are partially hasty about the damages of intelligence games for effective listening. As a result, it was observed that teachers' intelligence games had positive effects on students; effective communication, cooperation, group dynamics, acquaintance, socialization, group work, effective listening, comprehension skills, interpretation skills, patience, compliance with rules, careful listening skills such as domination, communication, competition, disrespect and hastiness. Keywords: Intelligence, Game, communication,

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Baker, S. B.&Shaw, M. C. (1987). Improving counseling through primary prevention. Ohio: Merrill Publishing Company. Buckman, R. (2001) Communication skills in palliative care Neurologic Clinics, 19(4), 989-1004. Dempsey J. V., Hasey L. L., Lucassen B. A., & Casey M. S., (2002), Forty Simple Computer Games and What They Could Mean to Educators, Simulation and Gaming, 33(1), 157-168. doi:10.1177/1046878102332003 Devecioğlu, Y., & Karadağ, Z. (2016). Amaç, Beklenti&Öneriler Bağlamında Zeka Oyunları Dersinin Değerlendirilmesi. Bayburt Eğitim Fakültesi Dergisi, 9(1), 41-61. Egan, G. (1994). Psikolojik danışmaya giriş. Akkoyun F. (Çev). Ankara: Form Ofset. Korkut, F. (2005). Yetişkinlere yönelik iletişim becerileri eğitimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28), 143-149. MEB (2013). Ortaokul Ve İmam Hatip Ortaokulu Zekâ Oyunları Dersi (5., 6., 7., 8. Sınıflar) Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nded). Thousand Oaks, CA: Sage Yıldırım, A. & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma Yöntemleri. Ankara: Seçkin.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02024 EVALUATION OF THE 5TH GRADE INTENSIVE ENGLISH LANGUAGE TEACHING CURRICULUM SUAT KAYA ABSTRACT Turkey has been trying to equip the students with sufficient proficiency in English for decades. Till 1997, foreign language education started from 6th grade onward; however, the starting grade changed in years. In 1997, foreign language education started to be provided from the 4th grade onward. Following this curriculum, another curriculum was developed in 2012 and it was started to be implemented from the 2nd grade onward in 2013. Despite the vigorous efforts and great deal of time spent on foreign language education in (Günday, 2007); however, low foreign language proficiency level remained a serious problem in Turkey (Işık, 2008), and a significant percentage of students left school without the skills to communicate successfully in an English-language medium (MoNE, 2013) although the main purpose has been to develop the students’ communicative competence in the curricula developed since 1997 when the communicative approach was adopted in foreign language education in Turkey for the first time. New curricula are still being developed in Turkey hoping to find a cure for the failure in foreign language education. The latest attempt to solve this problem is the designing of the intensive English language teaching curriculum for the 5th grade students. This curriculum started to be implemented in 620 pilot schools located in 81 cities of Turkey in 2017/2018 education year and it was started to be implemented in more schools in 2018/2019 education period. With this curriculum consisting of 40 thematic units that have interrelated yet independent themes (MoNE, 2017, p. 9), the 5th graders take 15 class hours of English a week. In the other schools, on the other hand, the English language curriculum, developed in 2012 and upgraded in 2016, is still being implemented and the students are provided with three hours of English course. In addition, the students can choose to take additional two hours of elective English course which makes five hours in many schools. The investigation of the literature on this curriculum resulted in only one study conducted by Gürbüztürk and Ceviz (2018) who aimed to find out teachers’ views about this curriculum. The findings of this study indicated that the students could not speak as expected due to their low readiness level. The purpose of this study was to compare the achievement level of the students taught with the 5th grade intensive English language teaching curriculum and the ones taught with the 5th grade English language curriculum in terms of their speaking skills. Sequential explanatory strategy, which is one of the mixed-methods research design, was used for this study as it is better suited to explaining and interpreting relationships (Cresswell, 2009, p. 211). There were two groups of participants in this study. The first group included 64 5th grade students, selected from two different schools, to whom the achievement test was conducted, while the second group consisted of five teachers teaching the 5th grade intensive English language teaching curriculum. In order to find answers for the research questions two instruments were utilized. The first instrument was an achievement test developed by the researcher to measure students’ success in speaking skills, which was used to gather data for the first research question. An assessment rubric having five-points scale developed by Kaya (2018) was used to measure students’ achievement level for this test. The second instrument was a semi-structured interview schedule developed by the researcher to collect data from the teachers to find answers for the second research question. The quantitative data collected through the achievement test was analyzed with independent samples t-test to compare students’ achievement levels in the test, while the qualitative data gathered through the semi-structured interview was analyzed with content analysis. The findings with respect to the first research question indicated that except for one objective no objectives were reached by both groups of the students. Also, an achievement test was administered to the students taught with the two curricula and independent samples t-test was used to compare the results. The results indicated that there was not a significant difference in the achievement levels of the students taught with the 5th grade intensive English language teaching curriculum (M=35.66, SD=14.02) and the the ones taught with the 5th grade English language curriculum (M=34.19, SD=16.23); t (62) = .36, p .05. The second research question was asked to find out the likely reasons behind the students’ failure in speaking skills despite the 5th grade intensive English language teaching curriculum. A semi-structured interview was used, and the data were analyzed through content analysis. The analysis resulted in one theme that was called as failure factors and three sub-themes called as teacher-related factors, student-related factors, and MoNE-related factors. Keywords: 5th Grade intensive English language teaching curriculum, Speaking skills Achievement, Curriculum evaluation

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methodsapproaches. (3rd Ed.). USA: Sage Publications. Günday, R. (2007). A study of the factors causing failure in foreign language teaching. MilliEğitim, 175, 210-229. Gürbüztürk, O. & Ceviz, Ş. N. (2018). An investigation English teachers’ views towards theintensive foreign language. Presented at the 6th International Congress on Curriculum and Instruction, 11-13 October 2018, Kars, Turkey. Işık, A. (2008). Yabancı dil eğitimimizdeki yanlışlar nereden kaynaklanıyor? Journal ofLanguage and Linguistic Studies, 4(2), 15-26. Kaya, S. (2018). Evaluation of the middle school English language curriculum developed in2012 utilizing Stake’s countenance evaluation model. Unpublished PhD thesis, Middle East Teachnical University, Ankara, Turkey. Ministry of National Education. (2013). İlköğretim Kurumları İngilizce Dersi ÖğretimProgramı. Ankara: Milli Eğitim Basımevi. Ministry of National Education. (2017). İlköğretim Kurumları İngilizce Dersi ÖğretimProgramı. Ankara: Milli Eğitim Basımevi.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02037 COMPARATIVE ANALYSIS OF THE CURRICULA OF LIFE SCIENCES COURSE FOR THE YEARS OF 2009-2018 EMINE SEDA KOC ABSTRACT Life Sciences is a critical course that children have the chance for examining the social and cultural environments they belong and gain the skills necessary for adapting them. They also have experiences that present them true and useful knowledge about other environmental issues beginning from the early years of school. Life sciences is a course that contributes to the development of children as a bio-social and cultural presence. In life sciences, in which any subject from life can be included, behavioral sciences that study human behaviors and group dynamic is benefited from. Moreover, skills and principals about natural, human and social sciences are included in the curriculum of this course. As a necessity of curriculum development mechanism, curricula of life sciences course are revised by Ministry of Education in Turkey and usually they are renewed. Accordingly, 2018 Life Sciences Curriculum is the result of last curriculum development studies of this course and the curriculum of 2009 got out of implementation by the year of 2018. There can never be a claim that a curriculum, which has the characteristics for reaching all of the educational targets, can be developed. Moreover, no matter how qualified a curriculum is developed it will not mean that the best curriculum has been developed. For this reason, the curriculum development studies that are conducted by Ministry of Education are accepted as quite important efforts and in order to reach the aimed results of these efforts all the new curricula are expected to have better qualities than the ones before. As it is mentioned above since life sciences is a course that aims the acquisition of the basic skills that are needed to be known and used by every individual for life long , the features of these course is important for the future lives of them. For this reason, in this study it is aimed to determine the similarities and differences of the curricula of 2009 and 2018 Elementary School Life Sciences Course (1st, 2nd and 3rd Grades) in terms of the curriculum elements (purposes, content, education-teaching process, assessment and evaluation) in a detailed way. In the light of findings of the study, it is expected to introduce the 2018 curriculum to the curriculum stakeholders and put forth the strong and weak features of it integrally. It is also thought that useful and important feedbacks for curriculum development processes will be presented by the findings of the study.The study has been conducted in accordance with the case study model. Case studies are one of the qualitative research methods that one or more cases are investigated in-depth by the multiple data collection tools (observations, interviews, audiovisuals, documents, reports etc.) and themes related to these cases are defined. In this study, the curricula of 2009 and 2018 Elementary School Life Sciences Course (1st, 2nd and 3rd Grades) in terms of the curriculum elements are accepted as cases. They have been compared in terms of the curriculum elements (purposes, content, education-teaching process, assessment and evaluation) and the findings have been discussed by the researcher. Curricula examined in the study have been obtained from the official public network address of Ministry of National Education Head Council of Education and Morality (http//www.ttkb.gov.tr). Curricula have been analyzed by making use of the document analysis technique, which is widely preferred in qualitative researches within the framework of research problems.According to the findings obtained in the study, it is determined that there are many common/similar acquisitions in the curricula. Curriculum of 2018 has a relatively richer structure in terms of personal quality and values but some of the fundamental skills found in the previous curriculum are not included in. It is seen that a more comprehensive and systematic presentation is preferred in the curriculum of 2009 and there are some deficiencies in the curriculum of 2018 in relation to the elements of the curriculum in question. Similarly, it is also determined that quite limited knowledge is presented in the curriculum of 2018 in terms of assessment-evaluation. When the study results are analyzed as a whole, the conclusion is arrived that 2009 life sciences course curriculum is more understandable and applicable for its implementers and that the curriculum of 2018 must be regulated through reviewing it in regard to the deficiencies determined. Keywords: Elementary School, Life Sciences, Curriculum

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Altunışık, R., Coşkun, R., Bayraktaroğlu, S.&Yıldırım, E., 2010. Sosyal bilimlerde araştırma yöntemleri SPSS uygulamalı (6. Baskı). Sakarya: Sakarya Yayıncılık. Balcı, A. 2009. Sosyal bilimlerde araştırma yöntem, teknik&ilkeler. Ankara: Pegem Akademi. Bektaş, M. (2012). Hayat&hayat bilgisi dersi. (Ed.: Selahiddin ÖĞÜLMÜŞ), Hayat bilgisi öğretimi&öğretmen el kitabı. Ankara: Pegem Akademi Yayınları. Demirel, Ö. (2005). Eğitimde program geliştirme. Ankara: PegemA Yayıncılık. Küçükahmet, L.2009. Program Geliştirme&Öğretim. Nobel Yayınları, Ankara. MEB. (2005). Hayat Bilgisi Dersi (1-3. Sınıflar Öğretim Programı). Ankara: Devlet Kitapları Müdürlüğü. MEB. (2009). Hayat Bilgisi Dersi (1-3. Sınıflar Öğretim Programı). Ankara: Devlet Kitapları Müdürlüğü. MEB. (2018). Hayat Bilgisi Dersi (1-3. Sınıflar Öğretim Programı). Ankara: Devlet Kitapları Müdürlüğü. Sönmez, V. (2005). Hayat bilgisi öğretimi&öğretmen kılavuzu, Ankara: Anı Yayıncılık. Sönmez, V. (2005). Program geliştirmede öğretmen el kitabi. Ankara: Ani Yayıncılık. Yıldırım, A., Şimşek, H. (2008). Nitel Araştırma Yöntemleri. (7. Baskı). Ankara: Seçkin Yayıncılık.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02045 EXAMINATION OF SCIENTIFIC STUDIES PREPARED ON SOCIAL STUDIES CURRICULUM OZLEM KAF - EROL ERDEM ABSTRACT The human being, a social being, able to establish the balance that he has to establish between himself and the society he lives in through some social acquisitions. (Dilek, Baysal & Öztürk, 2018). The 21st century we live in is the age of information and technology, and this age has some expectations from individuals such as competence, communication, resilience etc. In meeting these expectations, societies have placed great responsibility on education systems. Curriculums are prepared to guide practitioners in institutions giving formal education for four key elements (Dilaver et al, 2008). It is difficult for education systems, which are not in agreement with contemporary and universal values and have no aim to shape the future, to develop the country and the individual (Akınoglu, 2005). Social sciences, which is interdisciplinary course interested in social aspect of human life and aiming at educating active, participatory and democratic individuals in primary school, helps individuals establish a connection between the past and the present, contributes them to reconciliate with the future and to carry out their social existence, reflects the sciences such as geography, history, law, political science, philosophy, psychology, and adopts the principle of collective education (M.E.B., 2009). Social Sciences, which took its place for the first time in the world in the American education system at the beginning of the 20th century, existed our country, in 1962, a course called Society and Environment Studies was added to the curriculum and after the practice implementations, it took place as Social Sciences in 1968 (Turan, 2016). For this reason, social sciences programs were updated from time to time, as in all other courses. In the social sciences curriculum, which differentiated in 2005 with the understanding of constructivism, updates were made in 2009, 2015, 2017 and 2018 as well. In this context, it is considered worthy that studies that were made with regard to social science curriculum since 2005 are reviewed, that their general tendencies are determined, and that a point of view that will form a basis for further researches is developed. From this point of view, the main purpose of this study has been determined as examining the studies that were conducted between 2000-2009 in relation to social sciences curriculum according to various variables (type of publication, year of publication, class level targeted by the research, method, research group, data collection tools and the program components targeted by the researches).This research is a descriptive study conducted in order to examine the scientific articles and postgraduate theses on Social Sciences Curriculum between 2005-2019 according to various variables. The data of the research were collected from the postgraduate and doctoral theses prepared on the Social Sciences Curriculum in National Thesis Center database of Higher Education Council (YÖK) and scientific articles in ULAKBİM (National Academic Network and Information Center) database. The scientific researches prepared between 2005 and 2019 on the Social Sciences Curriculum have been examined according to pre-established criteria (targeting 2005 and later programs, being accessible for theses, being accessible for full text for articles, being published in the National database, covering primary school Social Sciences). As a result of the review, 32 master's and 2 doctoral theses and 46 scientific articles were included in the research. Descriptive analysis (frequency and percentage) was used in the study conducted through document analysisAs a result of the research, it was determined that almost all of the graduate studies related to the Social Sciences Curriculum are at the postgraduate level. Only two postgraduate dissertations were conducted at the doctoral level, one of them was mixed and the other was quantitative. It is seen that the researches aimed to examine generally all aspects (Target, Content, Learning-Teaching process and Assessment-Evaluation) of the Social Sciences Curriculum but 11 of the scientific articles were prepared only for the content item. Studies on Social Sciences Curriculum qualitative methods are generally preferred in scientific articles, while postgraduate thesis. In scientific researches where teachers are generally preferred as research group, mainly are conducted with qualitative and mixed method. In scientific researches as data collection tool and in postgraduate thesis where document analysis is in the first place, survey and data collection method are among the results coming to the fore. Keywords: Social Sciences, Social Sciences Curriculum, Curriculum.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akinoglu, O. (2005). Psychological basis of curriculums changing the applied in Turkey. M.U. Atatürk Faculty of Education Journal of Educational Sciences, Issue 22, Page: 31-46. Dilaver, H. et al. (2008). (Ed: Tay, B., Ocal). Teaching social sciences with special teaching methods. A. Ankara: Pegem academy. Dilek, A., Baysan, S., & Öztürk, A. A. (2018). Postgraduate Thesis made in Turkey on Social Sciences Education: A Content Analysis Study. Turkish Journal of Social Research / Turkey Social Research Journal, 22 (2). Karasar, N. (2005). Scientific research method (17th Edition). Ankara: Nobel publication distribution, 81-83. M.E.B. (2009). Social Sciences (Grades 4-5) curriculum and guide. T.T.K.B. Teachers Portal. Senemoğlu, N. ((2013). Development, learning and teaching, Ankara: Yargi Publication. Sozen, E., & Ada, S. 2005 and 2018 4th Grade Social Sciences Curriculums (Sbdop) Comparison Turan, R. (2016). History teaching in Turkey at primary level from National history to social sciences. The Journal of Academic Social Science Studies (JASSS). 49, 257-278. Varis, F. (1998), Curriculum development in education, Ankara: Ankara University Faculty of Educational Sciences publication.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02055 EDUCATIONAL FUNCTIONS OF QUANTUM LEARNING IN THE ENGLISH LANGUAGE TEACHING CURRICULUMS TUGCE YARICI ABSTRACT Quantum refers to subatomic particles constituting the universal order. One of the subdivisions of physics, quantum theory scrutinizes the set of cause and effect relationships among particles creating the universe. Stemming from findings, philosophical basics and epistemological assumptions of quantum physics, as Karaağaçlı (2011) points, quantum learning aims primarily at achieving individuals’ self-actualization. Quantum learning contributes enormously to the teaching and learning environments by helping teachers to create an environment where students feel more secure, facilitating the accomplishment of the terminal and enabling objectives, giving students the chance of benefiting from the effective visual, auditory and sensory stimulus, supporting the establishment of rapport and joy in the educational contexts,pointing constructive and valuable feedback. Putting quantum learning principles into practice in various lessons and also in foreign language teaching demand a fully comprehension of its principles and vast knowledge of processes of it. Historical background of foreign language teaching methodology addresses: behaviorism, cognitive-code learning (Brown, 2001), psycholinguistics (language and human brain relationship) and constructivism-based methods which explain learning as a social activity and contextual (Aljohani,2017). Each has specific properties and differs from the others at the point of their own principles. One issue that needs to be raised is the fact that those approaches have a lack of dealing with positive feelings, brainpower and its functions, neurolinguistic aspects of language learning, triggering the sense of success, and establishing self-confidence as a whole in language teaching. Literature review shows that studies on language teaching focus mostly on language skills, translation techniques, communicative aspect of language and the anticipation of reward. ‘’Knowledge of societal conventions and the cultural aspect and variability of languages is important’’ (Key Competencies for Lifelong Learning A European Reference Framework, 2018:8). Analysis of language teaching problems shows that effective, useful and consistent solutions require multidimensional language teaching. Quantum learning deals with characteristics of language teaching in terms of objectives, content, learning experiences and measurement and evaluation approaches as a whole. Therefore, quantum learning has functional aspects for language teaching curriculum. Therefore, this study deals mainly with the research problem ‘What are the educational functions of quantum learning in the English language teaching curriculums?’ Sub questions to find out are: What are the vital components of quantum learning? What are the educational principles of quantum learning? How is the relationship between quantum learning and language teaching? What are the language learning activities in quantum learning? First of all, the methodology ought to be the most proper to accomplish the pretended aims of the study. To address the research problem and sub-questions mentioned in research problem stage, scholarly papers are gathered. Descriptive based, this study is conducted using data from the literature (written and electronic documents are obtained and analyzed) in relation to quantum learning and English Language Teaching curriculum design, due to its characteristics, a deductive approach is used. With the literature review, detailed information is taken. First, related content is explained, and then the details are revealed. After clarifying the conceptual, contextual and functional aspects of quantum learning and English Language Teaching as a foreign language, a more detailed explanation about their relationship is given. Research articles from various authors, books and academic studies such as thesis are the main sources of this study. All findings are gathered in order to answer the sub-questions listed above.Karaağaçlı (2011) suggests that quantum learning helps one to be active in language learning and teaching processes, learning how to learn, effective notetaking, implementing cognitive, physical and affective property into the learning process, establishing positive communication. Principles of quantum learning such as showing a balanced attitude, taking responsibilities, taking decisive actions, progressing towards the aim, establishing positive communication and tolerance of ambiguity and changes increase the usefulness of the holistic approach in the English Language Teaching curriculums. Quantum learning has the potential of raising unique individuals and satisfying the possible anticipations of future. ‘‘Language acquisition must be a procedure whereby people use their own thinking process, or cognition, to discover the rules of the language they are acquiring’’(Larsen- Freeman and Anderson, 2011, p.51).This paper has given an account of reasons for implementing quantum learning into English Language Teaching curriculums. Hill (2003) highlights the usefulness of quantum learning in raising individuals overcoming super complexity of the near future. Taken together, ‘‘Connectionism, perspective-taking, and socio-cognitive learning are complementary levels to describe a thought, language, and the world, and therefore each has applications to language teaching. Together they could constitute quantum leaps in language learning’’(Hill,2003, pp.581). Keywords: Quantum Learning, English Language Teaching, Curriculum

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aljohani, M. (2017). Principles of Constructivism in foreign language teaching. Journal of Literature and Art Studies, 7, pp.97-107. doi: 10.17265/2159-5836/2017.01.013 Retrieved from https://www.academia.edu/34947955/Principles_of_Constructivism_in_Foreign_Language_Teaching Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd edition). New York: Pearson Education. Key Competences for Lifelong Learning A European Reference Framework (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance.) ST/9009/2018/INIT OJ C 189, 4.6.2018, p. 1–13 (BG, ES, CS, DA, DE, ET, EL, EN, FR, HR, IT, LV, LT, HU, MT, NL, PL, PT, RO, SK, SL, FI, SV) Retrieved from https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&from=EN Hill, K. (2003). Quantum Leaps in Language Learning. In Proceedings of JALT 2003 Conference, Shizuoka, Japan: pp. 574-582 Karaağaçlı, M. (2011). Öğretimde kuramlar&yaklaşımlar. Ankara: Sage Yayıncılık. Larsen- Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching(3rd edition). New York: Oxford University Press.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02063 INVESTIGATION OF THE MIDDLE SCHOOL STUDENTS’ LEVEL OF ANXIETY TOWARDS MATHEMATICS OGUZ GURBUZTURK - GOKHAN CADIRLI ABSTRACT The century we live in is of a characteristic that knowledge along with the ways of reaching knowledge are on the constant rise, scientific paradigms are shifted and technology turns into tools facilitating everyday life by advancing in a fast-paced way. Today’s social life which has become more complicated thanks to scientific and technological developments has been rendering education more crucial (Akkoyunlu, 1995). All these changes and conversion have required changes in education as well as all other fields. Over the course of development of countries, teaching mathematics also has a key role in constructing knowledge society (Aydın, 2003). Without mathematics and mathematical judgement capabilities, understanding the language of numbers and shapes, to put it differently, being mathematically literate, it is not within the bounds of possibility to be a member of a distinguished community both today and in the future (Ersoy, 2003). It is widely known that millions of students across Turkey and the world dislike mathematics, have mathematical anxieties and fear mathematics. Individuals with fear of mathematics fail to obtain the desired level of mathematical knowledge and they learn their mathematical knowledge by memorizing it by heart without understanding, comprehending and internalizing; thereby failing to meet the goals of mathematics education. (Bekdemir, Işık & Çiltaş, 2008). Teaching with traditional methods, which cannot be connected with daily life, makes it difficult for students to acquire mathematical knowledge, and more importantly, it leads to the development of prejudiced individuals against mathematics. (Umay, 1996). This prejudice causes students to develop mathematical anxieties in the course of time. When it is thought that the existing mathematical anxieties of students arise during the periods of primary and secondary education (Baloğlu, 2001; Bursal&Pazkonas, 2006; Jackson&Leffingwell, 1999), examining the middle school students’ level of anxiety towards mathematics in terms of some variables will make a contribution to solution to the problematics of mathematics education to some extent in Turkey. The main purpose of this study is to investigate the middle school students’ level of anxiety towards mathematics in terms of various variables. To this end, the following questions are tried to be answered: 1.What is the middle school students’ level of anxiety towards mathematics? 2.Do the middle school students’ level of anxiety towards mathematics differ according to their sexes, class levels, mathematical success, the educational status of their parents and whether they receive tutorials/courses of mathematics or not? 3.What are the opinions of middle school students related to mathematics anxiety? This research has been carried out by a mixed method including qualitative and quantitative approaches together. The enriched design method as one of mixed methods types has been exploited. This research has been conducted with 524 students studying at various middle schools of Onikişubat town of Kahramanmaraş province during 2018-2019 Academic Year. The quantitative data of the research has been collected through ‘‘Mathematics Anxieties-Apprehension Scale’’. Mathematics Anxieties-Apprehension Scale has been developed by Ikegulu (1998) and adapted into Turkish by Özdemir and Gür (2011). The scale consists of 20 items. 13 of these items are positive ones and the other 7 items consist of negative ones. Cronbach Alpha reliability coefficient of the Turkish version of the scale is .912; in this study Cronbach Alpha reliability coefficient is found to be .883. The qualitative data has been collected through semi-structured interview forms developed by researchers. For the analysis of the qualitative data, significance tests (t-test, ANOVA, U-test, H-test) which is appropriate in accordance with the existence of normal distributions of scores or not along with descriptive statistics have been exploited. The quantitative data has been analysed through descriptive analysis method. Some results of the research are as follows: it has been figured out that the students have a moderate level of anxiety towards mathematics. It has been specified that the level of mathematical anxieties of the students do not change according to gender variable. The conclusion has been reached that the level of mathematical anxieties of the students has significantly changed in accordance with their class levels. The conclusion has been reached that the level of mathematical anxieties of the students has significantly changed in accordance with the variable of the first term mathematical grades. The conclusion has been reached that the level of mathematical anxieties of the students has significantly changed in accordance with mother and father educational status. The conclusion has been reached that father educational status has a positive impact on the levels of mathematical anxieties of the students. According to the results collected from the qualitative data of the research, it is concluded that most of the students feel anxieties at mathematics classes and factors such as fear of exams, attitudes of teachers, attitudes of peers, fear of not solving problems cause these anxieties.Various suggestions are made based on these results. Keywords: Anxiety, Mathematics anxiety, Middle school

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akkoyunlu, B. (1995). Bilgi teknolojilerinin okullarda kullanımı&öğretmenlerin rolü, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 11, 105- 109. Aydın, B. (2003). Bilgi toplumu oluşumunda bireylerin yetiştirilmesi&matematik öğretimi, Pamukkale Üniversitesi Egitim Fakültesi Dergisi, 14 (2), 183-190. Baloğlu, M. (2001). Matematik korkusunu yenmek. Kuram&Uygulamada Eğitim Bilimleri Dergisi, 1 (1), 59-76. Bekdemir, M., Işık, A.&Çiltaş A. (2008). Matematik eğitiminin gerekliliği&önemi, Kazım Karabekir Eğitim Fakültesi Dergisi, 17, 174-184. Bursal, M.&Paznokas, L. (2006). Mathematics anxiety and pre-service elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106 (4), 173–179. Ersoy, Y. (2003). Teknoloji destekli matematik eğitimi-1: Gelişmeler, politikalar&stratejiler, İlköğretim Online Dergisi, 2 (1), 18-27. Jackson, C.D.&Leffingwell, R.J. (1999). The role of instructors in creating mathematics anxiety in students from kindergarten through college. Mathematics Teacher, 92, 583-586. Özdemir, E.&Gür, H. (2011). Matematik kaygısı-endişesi (MKEÖ) geçerlik&güvenirlik çalışması, Eğitim&Bilim, 36(161), 39-50. Umay, A. (1996). Matematik eğitimi&ölçülmesi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12, 145-149.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02065 ASSESSMENT OF READING PARTS IN SOCIAL STUDIES LESSON BOOKS IN TERMS OF VALUES EDUCATION HATICE MEMISOGLU - BUSRA OZTURK ABSTRACT One of the most basic aim of Social Studies Education is to educate good person, cultured citizens. So, the share of Social Studies is great in terms of values education. It is seen that the basic and universal ethical values such as honesty, mercy, responsibility, respect to oneself and others are important in the character development and value of individuals. On the other hand, it is necessary to preserve the values that have been transferred to the present day. Values are the building blocks of societies. Because; just like the citizens and cultures that keep a society alive, the character development of the citizens of that country and the values that it will put into practice in the social life keep that society alive. Citizen’ s being fair, regarding their differences, human rights, and freedoms in social life, respect to others etc. allow the citizens of that country to be more peaceful and prosperity levels in a society. Values shape individuals’ views against life and life-styles. People, societies determine a philosophy of life according to the values and skills they gain and lead a life according to this philosophy.The child’ s involvement in social life as a virtuous person is as important as having a good education and a successful adult. Values such as righteousness, respect to elders, obedience to customs and etiquette, help to youngsters and feebles, fairness are the qualities sought for people in every society and every epoch (Yörükoğlu 2003,221). Values education in this subject is carried out through an implicit program in schools. With the values that can be gained and gained, individuals contribute to their development in many areas such as spiritual, mental, scientific etc. , and act as a bridge in the transfer of cultural heritage. The cultural element consists of years of accumulation. Therefore, the transfer of values is very important for the formation and continuation of culture. In educational environments, focusing merely on academic achievement of students makes them lack knowledge, skills, attitudes and values towards life. Social Studies course plays a big role in that teaching children the values that will bring them to life in schools and make connections with the real world. Values Education is used in many ways in the textbooks used as the primary source in Social Studies lessons. These values are usually given through reading passages. The aim of the study is to examine the reading passages in the 6th and 7th grade textbooks in terms of values education. The textbooks used in the research were published by the Ministry of National Education in 2018. The document analysis method, which is one of the qualitative research methods, was used in the study. As it is known, different written and visual materials such as archive records, books, magazines, biographies, diaries, letters, films, radio and television programs are examined in the document review method (Balcı, 2007). In this research, document review method, the suitability of the research purpose and within the scope of written material. It was used because it allows to examine the textbooks evaluated. Descriptive analysis method was used to analyze the data. With this research, the effectiveness of reading passages in the textbooks of 2018 will be determined and the studies that will be done after this will shed light on the values education.The data obtained from the research, (1) definition of values education, (2) values education in social studies lesson, (3) values in social studies textbooks, (4) ) Social Studies 6th and 7th grade textbooks were analyzed under the title of values themes found in reading passages.In this research, reading passages in 6th and 7th grade social studies textbooks were examined and it was found that reading passages were related to social studies program values and unit values. Grade 6 Social Studies textbook has included reading passages in relation to Social Studies curriculum in accordance with the program values and unit values. However, it is seen that the reading pieces in the 6th grade textbooks are less in terms of number and more informative. Newspapers and case studies were included in the Social Studies textbooks in a way to support reading passages. Particularly, it was seen that textbooks show the right and wrong to children and advise them. However, it is more important for children to gain values by questioning and empathizing. When the 7th grade Social Studies lesson and textbooks are examined, it is seen that the reading passages are related to the Social Studies curriculum and unit values. Yet, this textbook, like other textbooks, is informative. In Values Education, the aim is not to give information about value, but to give the student the behaviors that he can apply in daily life and the ethics and morality of that value. Keywords: value, value education, social studies

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akbaş, O. (2004). Türk Milli Eğitim Sisteminin Duyuşsal Amaçlarının Ilköğretim Ii. Kademedeki Gerçekleşme Derecesinin Değerlendirilmesi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Yayımlanmamış Doktora Tezi, Ankara. Balci, A. (2007). Sosyal Bilimlerde Araştırma, Yöntem, Teknik Ve Ilkeler. Ankara: Pegem Yayıncılık. Çengelci, T. (2010). Ilköğretim Beşinci Sınıf Sosyal Bilgiler Dersinde Değerler Eğitiminin Gerçekleştirilmesine Ilişkin Bir Durum Çalışması, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Yayımlanmamış Doktora Tezi, Eskişehir. Doğanay, A.(2010). Değerler Eğitimi, (Ed. Cemil Öztürk), Sosyal Bilgiler Öğretimi, Pegem Akademi, Ankara, S. 225–256. Halstead J. Mark Ve Taylor, Monica J., (2000). Learning and Teaching About Values: A Review Of Recent Research. Cambridge Journal Of Education. 30, 169202. Kizilçelik, S. & Erjem Y. (1994). Açıklamalı Sosyoloji Terimler Sözlüğü, Atilla Kitapevi, Ankara. Tokdemir, M.A. (2007). Tarih Öğretmenlerinin Değerler Ve Değer Eğitimi Hakkındaki Görüşleri. Karadeniz Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Yayımlanmamış Yüksek Lisans Tezi. Trabzon.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02083 SCIENCE AND SOCIAL STUDIES TEACHERS’ PERCEPTIONS OF INNOVATIVE THINKING, A MAJOR 21ST CENTURY SKILL DERYA UYAR - TUGCE ZEHRA KIZILGOL - KORAY KASAPOGLU ABSTRACT Innovation is defined as replacing old, harmful or inadequate things with new, useful and sufficient ones (Turkish Language Association, nd.). Innovativeness which develops and grows in the light of innovation is individuals’ accepting and adopting innovation more quickly than other members of society (Rogers, 2013 cited in Kartal, 2018: 1). Innovative ability, which can be called as the ability of innovative discovery, is the most important factor that will accelerate the economic and technological development of countries (Özkul, 2012). Innovation has also made it necessary to change the profile of the individual who adapts to the changing world. This individual has advanced thinking, understanding, research, and problem-solving competence; is equipped with the knowledge and skills required by the knowledge society; internalizes national culture and the universal values of humanity and democracy; is open to communication and sharing, has advanced art sensitivity and skill; has high-level self-confidence, self-esteem, awareness of rights, justice and responsibility; is zealous, entrepreneurial, creative, innovative, peaceful, healthy and happy [Ministry of National Education (MoNE), 2015: 3]. This individual profile can only be established by education. Koçak (2018), in a research conducted with pre-service social studies teachers, concluded that the acquisition of innovative thinking skill supports individual and social development, and emphasized that it is necessary to avoid traditional thinking and implement programs that encourage innovative and creative thinking. It is aimed to develop students’ innovative thinking skill in the curriculum of our country. When today's curricula are examined, innovative thinking is offered as a basic skill in the social studies curriculum (MoNE, 2018a) and is the field-specific skill in the science curriculum (MoNE, 2018b). The necessity of innovative thinking in science and social studies is highlighted in the 2023 Education Vision Document: Happy Children Stronger Turkey (MoNE, 2018c) as that it aims children to find innovative solutions to problems bringing together their knowledge from different disciplines such as science, mathematics, fine arts, and social studies. In this context, it is crucial to determine the perceptions of science and social studies teachers about the skill of innovative thinking that are included in the curriculum and expected to be taught. It is expected that middle school teachers' perceptions of innovative thinking skill may affect their practices. Since no such qualitative research was carried out through semi-structured interviews with science and social studies teachers before, this research will fill the literature gap.In this qualitative research, which is aimed to examine the perceptions of science and social studies teachers about innovative thinking, the phenomenological design was preferred. Phenomenology is the appropriate design while investigating a familiar but not deeply understood phenomenon (Yıldırım & Şimşek, 2016). In phenomenological research, data are collected from the individuals or groups who experience and express more about that phenomenon (Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz, & Demirel, 2016). The participants were 12 teachers (six of whom were science and six of whom were social studies teachers) teaching in three different public middle schools, selected through maximum variation sampling, in Afyonkarahisar, Turkey. Socio- economic levels were taken into consideration when determining middle schools and subjects were taken into consideration when determining teachers. Data were collected through individual interviews with middle school teachers through a semi- structured interview schedule finalized after expert review, and the collected data will be put into content analysis. The semi- structured interviews will be transcribed first. The analysis of the data will begin with inductive coding since there is no predefined code list and related codes will be collected under appropriate themes.The aim of this research is to examine in- depth the perceptions of science and social studies teachers about innovative thinking and to explicit the experiences they provide their students to develop the skill of innovative thinking. This research in which data were gathered from a total of 12 teachers, six of whom were teaching science and six of whom were teaching social studies, in three different public middle schools in Afyonkarahisar, Turkey has not been completed yet. Still, the content analysis of the data is in progress. However, examining the perceptions of science and social studies teachers of innovative thinking and the experiences they provide their students to develop the skill of innovative thinking will guide curriculum developers, measurement and evaluation specialists, field academicians and teachers to have an idea about the implementation of science and social studies curricula. This research is also expected to suggest some implications, especially for pre-service teacher education. Furthermore, since no such research, conducted through semi-structured interviews with science and social studies teachers, has been found before, it will fill the gap in the literature. Recommendations for further research and practice will be made later in the congress. Keywords: Science, social studies, innovative thinking, curriculum, teacher

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri (21. baskı). Ankara: Pegem Akademi. Koçak, B. (2018). Sosyal bilgiler öğretmen adaylarının inovasyon kavramına yönelik algıları. Journal of Innovative Research in Social Studies, 1(2), 80-87. LeCompte, M. D. & Goetz, J. P (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52, 31-60. Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA:Sage. Miles, B. M., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousansd Oaks, CA: Sage. Milli Eğitim Bakanlığı. (2015). Faaliyet raporu 2015. 06.02.2019 tarihinde https://sgb.meb.gov.tr/meb_iys_dosyalar/2016_02/29061209_2015darefaalyetraporu.pdf adresinden erişilmiştir. Milli Eğitim Bakanlığı. (2018c). 2023 vizyonu: Mutlu çocuklar güçlü Türkiye. 10.01.2019’da http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf adresinden erişilmiştir. Özkul, T. (2012). Jump starting innovation in university education. Journal of Higher Education, 2(1), 20-27. Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. baskı). Ankara: Seçkin Yayıncılık.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02106 AN INVESTIGATION ABOUT LEARNING OUTCOMES OF SCIENCE CURRICULUM IN TERMS OF SCIENTIFIC REASONING SKILLS ZEYNEP KOYUNLU UNLU - ILBILGE DOKME ABSTRACT With the reforms in the teacher education curriculum in Turkey, the courses taught in education faculties have also changed. One of the courses included in the third year of the science teaching program is ‘scientific reasoning skills. This course aims to provide prospective teachers with the necessary knowledge and skills in the areas of characteristics of scientific reasoning and its relationship with science achievement; teaching scientific reasoning and concepts; features of the formal operational stage; identifying and controlling variables (dependent and independent variables, controlled variables, etc.); relational, combinational, probabilistic, proportional and hypothetical thinking; scientific reasoning using the prediction-observation- explanation method, and activities to facilitate cognitive development through science education (Council of Higher Education [YÖK], 2018). Scientific reasoning, one of the higher-order thinking skills, can be defined as the ability to identify and formulate a problem and test hypotheses, change and control variables, and evaluate experimental outcomes (Zimmerman, 2000). According to another definition, scientific reasoning skills refer to the willingness to know and understand, inquire about scientific information, collect and interpret data, draw conclusions based on assumptions, consider the mainstay points, and learn about and understand previously researched scientific topics (Dökme & Ozansoy, 2004). Similarly, YÖK’s description of the related course states that scientific reasoning encompasses skills related to identifying and controlling variables, relational thinking, combinational thinking, probabilistic thinking, proportional thinking, and hypothetical thinking (YÖK, 2018). However, it is also possible to encounter different classifications of scientific reasoning skills presented by various researchers in the literature (Adey, Shayer, & Yates, 2001; Han, 2003; Lawson, 1978). The development of scientific reasoning skills is related to Piaget’s cognitive development theory. According to this theory, it is expected that skills concerning classification, preservation and sorting develop in the concrete operational stage while those related to constructing hypotheses, identifying and controlling variables, and combinational, proportional, probabilistic and correlational thinking develop during the formal operational stage (Senemoğlu, 2005; Lawson, 1978). Science courses can facilitate the development of the above-mentioned scientific reasoning skills since they are suitable for practice. It is important that in-service and prospective teachers are aware of which learning outcomes will develop which scientific reasoning skills. In this context, this study aimed to investigate the suitability of the learning outcomes in the 2018 science curriculum to improve scientific reasoning skills. It is considered that this research will increase awareness of how learning outcomes within the scope of the science program help students acquire scientific reasoning skills. Document analysis was used as the research method. A document refers to anything that is available before research (Merriam, 2013). Document analysis can be a stand-alone method or a source of additional information for other qualitative methods. It involves the analysis of written materials that contain information about facts or events which are targeted for investigation (Yıldırım & Şimşek, 2006). In this research, the document used was the 2018 science teaching curriculum. A total of 305 learning outcomes included in this curriculum were examined in relation to scientific reasoning skills. The distribution of these outcomes according to grade year was as follows: 36 outcomes for the third grade, 46 for the fourth grade, 36 for the fifth grade, 59 for the sixth grade, 67 for the seventh grade, and 61 for the eighth grade. These learning outcomes were examined in terms of the extent to which they developed skills related to classification, identifying and controlling variables, proportional thinking, inverse proportional thinking, probabilistic thinking, combinational thinking, relational thinking, modeling, compound variables, and equilibrium. The data were analyzed by content analysis. In this process, two researchers first made an individual assessment, and then compared their evaluations and reached an agreement. The learning outcomes at the 3rd and 4th grade (primary school) level in the 2018 science curriculum are for students of 9 and 10 age group. According to Piaget's cognitive development theory, conservation and classification skills of individuals at this age from scientific reasoning skills should be developed. When examining the 3rd and 4th grade learning outcomes, some of these learning outcomes were found to be suitable for improving the classification skills. However, there has not been formative outcomes to improve conservation skills. At the same time, some of the learning outcomes at grade 3 and 4 include expressions such as conducts research, conducts experiments and proposes a solution to the problem. These learning outcomes are appropriate for the development of skills expected to be acquired at the formal operational stage such as hypothetical thinking, identifying and controlling variables, and relational thinking. On the other hand, 5th, 6th, 7th and 8th grade (middle school) level learning outcomes were found to be suitable for the development of modeling, hypothetical, combinational, probabilistic, relational, proportional thinking and modeling skills that should be gained during concrete and formal operational stages. Based on these results, it can be said that the learning outcomes in the 2018 science curriculum are in line with Piaget's theory of cognitive development. Keywords: Scientific Reasoning Skills, 2018 Science Curriculum, Learning Outcomes

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Adey, P., Shayer, M., Yates, C. (2001). Thinking science: materials of the case project CDROM. Nelson Thornes Ltd; New edition edition. Council of Higher Education [YÖK]. (2018). Yeni öğretmen yetiştirme lisans programları. Ankara. Dökme, İ., & Ozansoy, Ü., (2004). Fen öğretiminde bilimsel iletişim kurabilme becerisi. Ulusal Eğitim Bilimleri Kurultayı, Malatya. Han, J. (2003). Scientific reasoning: research, development, and assessment. Doctoral dissertation, Ohio State University. Lawson, A. E. (1978). The development and validation of classroom test of formal reasoning. Journal of Research in Science Teaching, 15(1), 11-24. Merriam, S. B. (2013). Nitel araştırma desen&uygulama için bir rehber (S. Turan, Çev.). Ankara: Nobel. Senemoğlu, N. (2005). Gelişim öğrenme&öğretim. (12.basım). Ankara: Yorum Matbaası. Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin. Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20, 99-149.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02112 INVESTIGATION OF CLASSROOM TEACHERS’ VIEWS REGARDING INNOVATIVE PEDAGOGICAL PRACTICES SEDEF SUER - BEHCET ORAL ABSTRACT Today, many OECD countries are trying hard to get the education to adopt the innovations and changes brought about by the era. In line with this effort, large-scale researches are carried out to determine the characteristics of students, prospective teachers, preservice teachers and teachers to meet the requirements of the age and to train individuals to acquire the required skills with the help of educational institutions (ISTE, AACTE, Partnership for 21st Skills, MONE 21st century students profile, etc.). The conducted researches showed that the skills required from the students in the 21st century have certain similarities. For instance, ISTE mentioned that in order to be able to succeed in the 21st century world, the students need to have these standards: (1) creativity and innovation, (2) communication and collaboration, (3) research and information flow, (4) critical thinking, problem solving and decision-making, (5) digital citizenship and (6) technology and concepts (Günüç, Odabaşı and Kuzu, 2013: 438). In a US-funded and conducted project, the students were asked to have skills called 4C’s of education: (1) critical thinking and problem solving, (2) communication, (3) collaboration and (4) creativity and innovation along with the interdisciplinary themes such as global awareness, financial, economic and entrepreneurial literacy, community, health and environmental literacy (Partnership for 21st Century Skills, 2010). Efforts to provide such skills to learners in education bring up a concept of innovativeness or innovative pedagogy. Innovative pedagogy is an educational approach that always takes into account the characteristics of both the teachers and learners and expectations of the whole stakeholders of the education in which it emerges (Moloney&Xu, 2016: 3). Taking learner characteristics into consideration innovative pedagogy is important as it is based on the constructivism as well as meets the requirements of the age. In this regard, education in schools needs to support real-life conditions and develop innovative skills of the learners (Jirasatjanukul and Jeerungsuwan, 2018: 16). As teachers play a key role in raising individuals with the knowledge, skills, and qualifications needed by society, they have many responsibilities (Prachagool, Nuangchalerm, Subramaniam and Dostál, 2016: 42). The aim of this study is to determine the classroom teachers' views towards innovative pedagogical practices. In line with this general aim following research questions have been investigated: 1. What is the level of classroom teachers’ views regarding innovative pedagogical practices? 2. Why do the classroom teachers need innovative pedagogical practices? 3. What kinds of problems do the classroom teachers come across when using pedagogical practices? This study is conducted on the basis of the survey method as it investigates the classroom teachers' views towards innovative pedagogical practices. Survey method attempts to establish the relationships and effects occurring between the variables as they exist in their natural environment (Wiersma, 1995: 169). In the study, quantitative and qualitative data collection techniques have been used together. The population of the study consists of 2805 classroom teachers working in primary schools located in central districts of Diyarbakir in the 2018-2019 academic year. Cluster sampling method was used to collect quantitative data. The sample of the study consists of 961 classroom teachers working in primary schools in the central districts of Diyarbakır in the 2018-2019 academic year and representing approximately 33% of the population. As for the qualitative data, 30 classroom teachers working in primary schools were selected for semi-structured interviews by using maximum likelihood sampling method. Innovative Pedagogy Scale for Teachers and semi-structured Innovative Pedagogy Interview Form for Teachers developed by the researchers were used as data collection instruments. The quantitative data were analyzed via SPSS package program while the qualitative data were analyzed manually. In the analysis of quantitative data arithmetic mean and standard deviation values, in the analysis of qualitative data descriptive analysis method were used. The findings showed that teachers’views of innovative pedagogy practices was at the level of frequently which is above the general finding of the studies in the literature. It was found that teachers use innovative pedagogical practices mostly based on the learner-centered educational approach with the aim of addressing the individual differences of students, providing permanent learning and finally drawing students’attention to the subject of teaching. In addition, it was determined that teachers faced problems while applying innovative pedagogical practices which were grouped under three themes as the teaching program, student readiness, and equipment and technical deficiencies while carrying out innovative pedagogical practices. As a result, it was concluded that teachers' views regarding innovative pedagogical practices were above mid-level and teachers use innovative pedagogical practices along with the learner-centered educational approach. Keywords: Innovative pedagogy, innovative pedagogical practices, classroom teachers.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Günüç, S., Odabaşı, H., & Kuzu, A. (2013). The defining characterıstıcs of students of the 21st century by student teachers: a twitter activity. Eğitimde Kuram&Uygulama, 9(4), 436-455. ISTE, 2017. Retrieved from http://www.iste.org/. (14.03.2017). Jirasatjanukul, K., & Jeerungsuwan, N. (2018). The design of an instructional model based on connectivism and constructivism to create innovation in the real world experience. International Education Studies, 11(3), 12-17. Moloney, R., & Xu, H. L. (2016). Teacher personal practical knowledge as a foundation for innovative practice: narratives of returnee teachers of CFL in overseas contexts. Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language. Singapore: Springer. Prachagool, V., Nuangchalerm, P., Subramaniam, G., & Dostal, J. (2016). Pedagogical decision making through the lens of teacher preparation program. Online Submission, 4(1), 41-52. P21 (2010), Partnership for 21st Century Skills, 2010. Retrieved from http://www.p21.org/ (10.03.2017). Wiersma, W. (1995). Research Methods in Education: An Introduction. (6th edition). Boston: Allyn Bacon Inc.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02117 VALUES ACQUIRED BY THE STUDENTS THROUGH SOCIAL ACTIVITY MODULE: STUDENT VIEWS SEVDA KOC AKRAN - VILDAN YILDIZ ABSTRACT The Ministry of National Education regulated important decisions, projects, and trainings for teachers in developing the knowledge and skills of the generations of today and future (Özbek et all, 2018 Bümen, 2019). In the initial phase of the school year, the social activity board is established for the social activity module put on the agenda of the teacher’s board meeting. The social activity board guides students throughout the education. At the end of the term, the students, who participated in these activities are given Certificate of Social Activity (MEB, 2019). The student should participate in the predetermined social activities to obtain this certificate. These activities are conducted under the following titles: School, Central, and Out-of-School Individual Activities. School Activities; ncludes the scientific, cultural, artistic, sportive, and community service activities of students. These activities are conducted under the supervision of at least one advisor teacher. Central Activities: It is comprised of national and international activities conducted in the central or peripheral organizations and international activities/projects conducted by national and/or international institutions/corporations and approved and announced by the central organization of Ministry of National Education (MEB, 2019). Out-of-School Individual Activities: The out-of-school activities are conducted in line with the interests, demands and skills of students based on the approval of central and civilian administration and the consent of the families of students. In short, the social activity module guides the student towards his/her potential, values and skills in the learning way to learn. This module provides the student with the opportunity to both decide on their future profession and see their potential. In the lifelong learning process, the module facilitates the adaptation of the student to the society in which he/she lives by using her multiple intelligence, it is believed that the module contributes to the adoption of the values of the society and the individual by the new generations (Bodur, 2015; Şahin, 2018). From this point of view, students' opinions about the values gained to 4th grade students with social activity module constitute the problem sentence of the research. The following questions will be answered about the problem sentence: Concerning the social activities module; 1.1 What are the positive views of the students? 1.2 What are the negative views of the students? 2. What are the values given to the students through the social activities module? In this research, the phenomenology design was used, which is among the qualitative research approaches. In phenomenology design, the phenomena and events are collected through various data collection tools, and the obtained data are analyzed in detail (Yıldırım and Şimşek, 2008; Büyüköztürk et al., 2011).). The research group of the study is comprised of 4th grade students attending the Demirli Işıklı Primary School in the Derik district of Mardin province in the 2019-2020 school year. As the data collection tool, the semi-structured interview form was used that was developed by the researchers. For the interview form, initially a literature review was conducted. Subsequently, the question repository was created. It was paid attention for the questions to be simple and clear. Concerning the suitability of these prepared questions to the research group and the problem statement, the opinions of three experts from the curriculum and teaching science field, two Turkish teachers, and four primary school teachers were asked. The data to be obtained from the interviews will be analyzed through the descriptive and content analysis. Additionally, the photographs will be shared through the document analysis concerning the learning environments of these activities and the studies of students. There are many moral, traditional, and social values that the modern curriculums, which implement the constructivist education approach, want to give to the individual. These values are attempted to be given to the students through the in-class and out-of-class activities. In this process, the teacher is seen as the most important element of education. Because the value perspective and awareness of each society is different. It is expected from the teacher to meet these differences on a common ground and to successfully manage the process. In order for this expectation to serve the purpose, most importantly, it is essential that the teacher should be educated in a good way, should be furnished with professional skills and knowledge, and should adopt the student-centered education approach. Therefore, certain trainings are given to the teacher by the MNE (Ministry of National Education) today. One of these trainings is the Social Activity Module. In the social activity module, the teacher makes contributions for the learning-teaching environment to be learner-centric and uses a number of tools, methods and techniques for active learning. Keywords: Education, Module, Social Activity Module, Values

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bodur, Z. (2015). Sınıf Dışı Etkinliklerin Güneş Sistemi&Ötesi Ünitesinde Ortaokul Yedinci Sınıf Öğrencilerinin Akademik Başarıları, Bilimsel Süreç Becerileri&Motivasyonları. Üzerine Etkisi (Yayınlanmamış Yüksek Lisans Tezi). Marmara Üniversitesi, İstanbul. Bümen, N.T. (2019). Türkiye’de merkeziyetçiliğe karşı özerklik kıskacında eğitim programları: Sorunlar&öneriler. Kastamonu Education Journal, 27(1), 175-185. doi:10.24106/kefdergi.2450. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş.&Demirel, F. (2011). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi. MEB (2019). E-okul yönetim bilgi sistemi sosyal etkinlik modülü uygulama kılavuzu. http://tegm.meb.gov.tr/meb_iys_dosyalar/2019_04/08173006Sosyal_Etkinlik_ModYlY_Uygulama_KYlavuzu.pdf (Erişim Tarihi: 23.06.2019). Özbek, R., Susam E., Onat, M.C.&Özbek, N. (2018). Ortaokul öğretmenlerinin MEB hizmet içi eğitim programlarının etkililiğine&bu faaliyetlerin yapıldığı yerlere ilişkin görüşleri (Siirt ili örneği). The Journal of International Lingual, Social and Educational Sciences Year: 2018 4 ( 2): 126-134 Şahin, A.G. (2018). Video destekli keman öğretmenliğin (7–15) yaş arası bireylerin bilişsel, duyuşsal&psikomotor davranışları etkisi. (Yayınlanmamış Yüksek Lisans Tezi). Adıyaman Üniversitesi Sosyal Bilimleri Enstitüsü Müzik&Sahne Sanatları Anabilim Dalı, Adıyaman. Yıldırım, A.&Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. (6. Baskı). Ankara: Seçkin Yayıncılık

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02118 EXAMINATION OF THE STUDIES RELATED TO MATHEMATICS CURRICULUM IN PRIMARY SCHOOL (1-4TH GRADE) OZLEM KAF - MUSTAFA TURKMENOGLU ABSTRACT Mathematics is one of the important tools used in solving the problems faced by human in daily life as well as science. In this context, the general purposes of mathematics teaching are to give the person the mathematical knowledge and skills required by daily life, to teach him problem solving and to give a way of thinking that handles the events in the problem-solving atmosphere (Çoban 2011). These skills, which the individuals need at every stage of life, are particularly important for their education. This skill, which holds such an important place in our lives, is brought to the individuals who grow up with the help of schools (Güven&Özçelik, 2017; Yaşar&Papatğa, 2015). Due to its importance in human life and contribution to the development of scientific life, mathematics education is gaining importance and mathematics education takes place at all levels and in all areas from preschool education programs to higher education programs (Baykul, 2003: 22). In order to provide effective mathematics education and to gain the mathematical skills mentioned above, the education programs implemented in schools need to be updated from time to time. As a matter of fact, mathematics programs have been renewed and updated many times in the past. Primary school mathematics programs put into effect in the Republican period in our country; it was updated in 1924, 1936, 1948, 1968, 1983, 1990, 1999, 2005, 2009, 2015, 2017 and lastly in 2018 (Kılınç, 2018). Although there are many studies in the field of mathematics education and training in Turkey, where elementary school math class is limited research evaluating the work related, curriculum has also been observed that this survey of more than a certain topic or size-limited (Güven&Özçelik, 2017; Yenilmez&Sölpük, 2014; Kablan, 2011). In this respect, the aim of this study is to examine the articles related to the primary school (1-4th grade) mathematics curriculum and the thesis studies carried out at the graduate level in terms of some variables. For this purpose, in 2005-2018, primary education mathematics education program carried out within the scope of graduate education theses and articles; What is the distribution according to the type of publication, years of publication, program studied, class levels, research method, working group/sample type, data collection tools, data analysis methods, program elements were searched for answers.This study is a descriptive study based on survey model in which research articles and graduate thesis studies related to primary school mathematics curriculum are examined. Within the scope of the research, Google Academic, YOK Academic, YOK National Thesis Center, TUBİTAK ULAKBIM, EBSCOhost databases were used in order to collect graduate theses and articles related to primary school mathematics curriculum. Key words such as mathematics curriculum, mathematics teaching and curriculum were searched in these databases. According to the established criteria, 66 studies were determined. Document analysis method was used to collect data. The main purpose of the document analysis is to analyze the written materials containing information about the targeted cases (Yıldırım&Şimşek, 2016). Descriptive analysis was used in the analysis of the data. In order to ensure validity and reliability, attention was paid to analyze the studies evaluated based on the consensus of the researchers. The results of the analysis performed by two researhers were compared. Almost all of the analysis results were found to be the same, and a consensus was reached in the different analysis results. The findings are presented in tables in frequency (f) and percentage (%).It was found that the studies related to the primary school mathematics curriculum were mostly published at the article level, the studies were mainly carried out in 2007 and 2017 and the research was mostly conducted on the teachers as the study group/sample. Most of the studies included 1, 2, 3 and 4 grade students, and when a single grade was examined, it was concluded that the highest number of studies was done at the 4th grade level and the lowest number of studies was at the 2nd grade level. It is concluded that the most used research method is quantitative method and the least used method is mixed method. In addition, it has been determined that scanning model is one of the most used research model. In addition to the use of multiple data collection tools, it was determined that the most surveys were used. When the research findings were analyzed, it was found that the most commonly used data analysis method was the percentage/frequency method which is one of the quantitative descriptive analysis methods. Most of the studies examined cover all elements of the curriculum, including objectives, content, learning situtations and evaluation. Keywords: Mathematics curriculum, curriculum evaluation, mathematics education

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Baykul, Y. (2003). Teaching mathematics in primary education: 1.-5. for grades (7th Edition). Ankara: Pegem Academy Publishing. Çoban, A. (2011). United States, Britain and Turkey to compare the elementary mathematics curriculum. Unpublished Master's Thesis, Celal Bayar University Institute of Social Sciences, Manisa. Güven, B. and Özçelik, Ç. (2017). A review of the postgraduate education dissertations for primary school mathematics. Theory and Practice in Education, 13 (4), 693-714. Kablan, Z. (2011). Analysis of research for evaluation of primary mathematics curriculum. Elementary Education Online, 10 (3), 1160-1177. Kılınç, M. B. (2018). Examining the opinions of the classroom teachers about the first-grade mathematics curriculum. Unpublished Master's Thesis, Eskisehir Osmangazi University Institute of Educational Sciences, Eskisehir. Yaşar, Ş. and Papatğa, E. (2015). Examination of graduate theses for primary school mathematics courses. Trakya University Journal of the Faculty of Education, 5 (2), 113-124. Yenilmez, K. and Sölpük, N. (2014). Examination of theses related to mathematics curriculum (2004-2013), Journal of Education and Training Research, 3 (2), 33-42. Yıldırım, A. and Şimşek, H. (2016). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02126 THE EFFECT OF STEAM INSTRUCTION ON BILSEM STUDENTS’ STEAM PERFORMANCE, ATTITUDES, AND DESIGN-THINKING EZGI SAGAT - FAZILET KARAKUS ABSTRACT The education system is one of the most important systems affected by the rapid changes and developments in science and technology in the 21st century. Countries that aim to have generations with 21st-century skills such as creative and innovative thinking have made innovations in their education policies by adopting STEM education. Art education is the key to creative thinking that is required in this age (White, 2014). As creativity is accepted as the common component of art and science, in 2006 the concept of STEAM based on interdisciplinary teaching understanding was created by integrating art with STEM. Basing STEAM instruction on the process of design-based thinking parallel to its purpose enables to teach students interdisciplinary points of view and develop designs and prototypes. Gifted and talented students’ interest in STEAM disciplines is beyond their peers, which makes it necessary to guide these students to the professions related to STEAM and to encourage them to do successful things in these fields. A review of the literature showed that despite the increasing interest in STEAM education, the studies about STEAM are quite limited both in our country and in other countries. Studies in our country (Batı et al., 2017; Gülhan and Şahin, 2018; Özkan and Umdu Topsakal, 2017) reported that majority of students had positive views about STEAM education; STEAM education had medium level effect on students’ academic success and general STEAM attitudes; and STEAM improved students’ scientific creativity levels. Other studies about STEAM education conducted in other countries (Jeong and Kim, 2015; Kong and Huo, 2014) reported that STEAM education developed students’ knowledge and perceptions, self-sufficiency, and creativity. Studies show that involving the concept of STEAM in teaching and learning through various practices and activities is important in terms of enabling students to gain some skills and competences while accessing their existing knowledge through various ways, to integrate the information they accessed to daily life by analyzing them, and to develop solutions to various problems by transferring this knowledge. No studies were found to have investigated STEAM and design-based thinking with gifted and talented students in our country or in other countries. The present study is thus expected to fill this gap in the literature. This study is needed due to these reasons and the aforementioned importance of STEAM education and design-based thinking. This study adopted a mixed-method design in which qualitative and quantitative methods supported each other. For expanding the data obtained, qualitative and quantitative data were collected and analyzed separately and interpreted by combining them. In this research, it was used embedded intervention mixed method. In the intervention design, attention is paid to the experimental process phase in which qualitative data are collected. Based on the embedded design, data were collected simultaneously in the application process. This study is mainly quantitative in nature; qualitative data were collected with quantitative data simultaneously throughout the process. The study involved 33 gifted and talented students in two groups, 17 students in the experimental group and 16 students in the control group. Throughout 11 weeks, the students in the experimental group were exposed to STEAM-based science instruction by the researcher, and the control group was administered the existing BILSEM science teaching program based on STEM. Qualitative data of the study were collected through the constructed observation form and the semi-structured interview form, and the quantitative data were collected through the STEAM Performance Assessment Form developed by the researcher, Performance Assessment Form on Design-based Thinking Skills, and the STEAM Attitudes Test.ANOVA for mixed measurements was used for the quantitative data of this research. Based on this analysis made for the STEAM Performance Assessment Form and ‘’Performance Assessment Form on Design-based Thinking Skills’’ they were seen the results of analysis showed that the avarage of the experimental group increased significantly compared to the control group in the post test. The research was concluded that the STEAM based science teaching provided increasing the STEAM performance and design thinking skills of the gifted and talented students in the experimental group and this increase was significantly different from the control group students. However, there was no significant difference between the STEAM attitude scores of the gifted and talented students in the experimental group compared to control group. The results showed that STEAM based science teaching is effective on the performance of the experimental group students. Content analysis was used for the qualitative data of this research. As a result of qualitative analysis, STEAM based science teaching increased STEAM awareness, creativity, motivation of science learning of the gifted and talented students. Also, it developed design thinking skills. Keywords: STEAM education, design-based thinking, gifted and talented, STEAM attitudes

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Batı, K., Çalışkan, İ., & Yetişir, M. İ., 2017. Fen Eğitiminde Bilgi İşlemsel Düşünme&Bütünleştirilmiş Alanlar Yaklaşımı (STEAM). PAU Egit Fak Derg, 2017 (41): 91-103 Gülhan F.&Şahin F., (2018). STEAM (STEM+Sanat) etkinliklerinin 7. Sınıf öğrencilerinin akademik başarı, STEAM tutum&bilimsel yaratıcılıklarına etkisi. International Journal of Human Sciences, Volume 15 Issue 3 Year: 2018 Jeong, S. S. K. & Kim, H. (2015). The effect of a climate change monitoring program on students ‘knowledge and perceptions of STEAM education in Korea. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1321-1338. Kong, Y. T. & Huo, S. C. (2014). An effect of STEAM activity programs on science learning interest. Advanced Science and Technology Letters, 59, 41-45 Ozkan, G. & Umdu Topsakal, U. (2017). Examining students’ opinions about STEAM activities. Journal of Education and Training Studies, 5(9), 116-123. White, D.W. (2014). What Is STEM education and why ıs ıt ımportant? Florida Association of Teacher Educators Journal, 1(14), 1-9. 12.10.2018 tarihinde http://www.fate1.org/journals/2014/white.pdf.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02143 OPINIONS OF SECONDARY SCHOOL TEACHERS ON THE ENTRANCE EXAMINATION FOR HIGH SCHOOLS (EEHS) OZLEM GOKTAS ABSTRACT One of the important dimensions of education and training is measurement and evaluation. Through assessment and evaluation, it is determined whether or not the students gain the knowledge, skills and attitudes that they should acquire (Gündoğdu, Kızıltaş & Çimen, 2010). The young population of Turkey's being more and taking students' test scores into consideration that they obtained in the settlement to a higher education level have made it necessary for the central examination system (Bakırcı & Kırıcı, 2018).In recent years, especially in the transition from basic education to secondary education, major changes have occurred. These transitions are made in the beginning of 2000s with the Entrance Examination to High Schools (LGS), the Selection and Placement Exam (OKS) of Secondary Education Institutions (2004-2008), the Placement Test (SBS) between 2008-2013 and the TEOG exams since 2013. However, as of the end of 2017-2018 academic year, TEOG application was terminated and transition to High School Examination (LGS) system was conducted (Buldur & Acar, 2019).Although the names of almost all the tests conducted at national level in Turkey has changed over years, it is seen that their goal has not changed. (Baş & Kıvılcım, 2019). Regardless of the name, the exams can be used to determine whether the students have achieved the goals / achievements on the one hand, and on the other hand, for the placement of students in upper levels. The High School Transition Exam (LGS) is also used to place secondary school students into various high schools (Anatolian high school, science high school, social high school, vocational and technical Anatolian high school) (Milli Eğitim Bakanlığı [MEB], 2018). In order to be able to enter qualified schools, students must take the LGS exam and obtain the required points to enter the quotas announced by the schools (Demir & Yılmaz, 2019). Unlike the previous exams, there are differences in the quality of the questions in the LGS exam and emphasis is placed on the questions that examine the high-level thinking skills. The aim of this study is to evaluate the exams according to the teachers' opinions. Based on this aim, the following questions were sought: 1. What do you think about changing the quality of the questions and new types of questions with LGS? 2. What are your views on the positive / negative effects of LGS on students? 3. What do you think about the positive / negative effects of LGS on teachers? Case study, which is a qualitative research model, was used in the study. Case study is a method in which one or more events, environments, programs, social groups or other interconnected systems are examined in depth Mc (McMillan, 2000, Act. Büyüköztürk et al., 2008: 257). Case studies; it is used to identify and see the details of an event, to develop possible explanations for the event, and to evaluate an event (Gray, Borg and Gall, 1996, Akt: Büyüköztürk et al., 2008). In this study, data were collected by structured interview method with the branch teachers in order to make explanations about the transition to high school (LGS) and to make evaluations. The sample of the study consisted of 20 teachers who were randomly selected from Malatya Yeşilyurt district center and criterion sampling method (Criteria: being one of the branches in LGS exam and conducting classes in 8th grade) among 10 secondary schools and teachers in these schools.In order to collect the data of the research, in the spring semester of 2018- 2019 education, the students were personally informed about the research and one-on-one interviews were conducted with the teachers. The purpose of the study was shared with teachers and structured forms were filled out by the teachers.The data were analyzed by descriptive analysis method.Some of the results of the research questions :Results in terms of quality of questions: The questions in the LGS exam are prepared in accordance with the gains in the curriculum. The quality of the questions in the exam is directed towards high-level thinking skills. Results in terms of students: Although it is a positive feature that the exam contains questions for high-level thinking, it has a negative effect on students with low academic achievement. In addition, it is seen that students who are not anxious to settle in qualified schools after the exam have low motivation for the exam. Students who think that they cannot settle in any qualified school after the LGS exam do not prepare for the exam and stay away from the 8th grade exam tempo. This situation negatively affects students' academic achievement. Results in terms of teachers: The assessment methods used by teachers do not seem to be compatible with the exam. It is observed that the central exam is not compatible with the questions and exams. On the other hand, teachers talk about the various difficulties of conducting a course together with the students who are preparing and not preparing for the exam. Keywords: 8th grade, Central Exams, LGS, Teacher opinions

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Baş, G. and Kıvılcım, Z. S. (2019). Türkiye’de öğrencilerin merkezi sistem sınavları ile ilgilialgıları: bir metafor analizi çalışması. Eğitimde Nitel Araştırmalar Dergisi – Journal of Qualitative Research in Education, 7(2), 639-667. Buldur, S., & Acar, M. (2019). Ortaokul öğretmenlerinin merkezi sınavlara yönelik görüşleri. Kastamonu Education Journal, 27(1), 319-330. doi:10.24106/kefdergi.2543Büyüköztürk, Ş., Çakmak, E.K, Akgün, Ö.E., Karadeniz, Ş.&Demirel, F. (2008). Bilimsel araştırma yöntemleri.(1.basım). Ankara: Pegem Akademi. Demir, S. B. & Yılmaz T. A. (2019). En iyisi bu mu? Türkiye’de yeni ortaöğretime geçiş politikasının velilerin görüşlerine göre değerlendirilmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19 (1), 164-183. Gündoğdu, K., Kızıltaş, E.&Çimen, N. (2010). Seviye belirleme sınavına (SBS) ilişkin öğrenci&öğretmen görüşleri (Erzurum il örneği). İlköğretim Online, 9(1), 316-330. Milli Eğitim Bakanlığı (MEB) (2018). Sınavla öğrenci alacak ortaöğretim kurumlarına ilişkin merkezisınav başvuru&uygulama kılavuzu. Ankara: Milli Eğitim Bakanlığı. https://www.meb.gov.tr/sinavlar/dokumanlar/2018/MERKEZI_SINAV_BASVURU_VE_UYGULAMA_KILAVUZU.pdf (03.06.2019).

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02154 PERCEPTIONS OF PRIMARY SCHOOL 4TH GRADERS CONCERNING THE DESIGN SKILL WORKSHOPS SEVDA KOC AKRAN - VILDAN YILDIZ ABSTRACT The word design, which is the same in English and French languages, is defined as the form of the creative process in the mind and as the binding tool between the perception and the notion (Kılıç&Batmaz, 2013). While employing this formation in the mind, particularly the teacher, in the teaching-learning process, has a vital role. Because the teacher is the architect as well as the instructional designer of the teaching process. The teacher, who is the instructional designer, should raise individuals who can apply criticize and can solve problems in line with the understanding of information society. Different methods and techniques should be used in the teaching environment. Today’s information-communication technologies should be used actively, ensuring the student to have access to the information. In order for the teacher to achieve these tasks, the teacher should be furnished with required professional knowledge and skills (Çolak, 2006; Saban, 2012; Baş, 2012), and should accurately determine the learning environments (workshop, classroom, laboratory environment etc.) in which he/she will conveys his/her experiences (Özdemir Karaca, 2011). In recent years, important projects have been conducted, particularly by the MNE (Ministry of National Education), for a better implementation of educational activities, loading different tasks to the teacher, and diversifying learning environments. One of these studies is the establishment of Design Skill Workshops and its inclusion in the 2023 vision (MEB, 2019). Design skill workshops are learning environments where students can express themselves creatively and use the tools that are provided for them as an opportunity (MEB, 2019). In these environments, the individual demonstrates one’s own interests and abilities, transfers them to different learning environments, realizes one’s own potential, makes self-assessment, and develops oneself in different fields. It is observed that there are no domestic studies conducted on design skill workshops that offer multiple learning opportunities to the individual, give the teacher different roles, and add high-level attitudes to the individual. In this respect, it is considered that this study will contribute to the literature. From this point of view, the perceptions of the 4th grader students are identified as the problem statement. In line with this problem statement, answers will be sought for the following questions: 1. What is the Design Skill Workshop for the students? 2. Which skills does the student acquired from the Design Skill Workshops? 3. According to students, which activities are available in the Design Skill Workshops? In this research, the phenomenology design was used, which is one of the qualitative research methods. Phenomenology design focuses on phenomena that we are aware of, but do not have a detailed point of view about (Karasar, 2009; Büyüköztürk et al., 2011). The research group of the study is comprised of 3rd and 4th grade students attending the Demirli Işıklı Primary School in the Derik District of Mardin Province in the 2019-2020 school year. As the data collection tool, the semi-structured interview form will be used, which was developed by the researchers. Certain phases were taken into consideration by the researchers in developing the interview form used in this study: First of them is that the questions included in the interview form are relevant to the scope of the research, and that the questions are clear to be understood by the participants. Second is that the questions were subjected to the expertise concerning their appropriateness to the levels of participants, intelligibility concerning the language and the narration, and appropriateness to the research problem. In line with the expert comments and suggestions, the form was administered to the participants in the research group. In today’s information and communication technologies, the teacher, as the instructional designer, should use various tools in out-of-class and in-class activities. Unlike the traditional education, the teacher should prepare the classroom appropriate for the student’s learning. Because in the traditional education, the desks placed one after another in the classroom, and accordingly, the one-way communication are no more preferred by the education perceptions of the modern societies. Therefore, the MNE supports and guides the teacher, who is the instructional designer, through projects/activities that are appropriate to the student profile that is desired by the informatics societies. In other words, it provides a student-centric educational approach to the teacher and modern learning environments for the implementation of this approach. Design Skill Workshops is accepted as one of the rich learning environments that the Ministry of National Education provides for the students. Through the design skill workshops, it is aimed at providing skills to the students for production, encouraging the students to work in cooperation, ensuring the student to use one’s cognitive and psychomotor skills actively, and supporting the student to do activities appropriate to his/her interests and demands. Keywords: Education, Teaching, Design, Skills, Design Skill Workshops.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Baş, Y.D. (2012). Mimaride anlam&doku yitimine karşı uzlaşma. Güney Mimarlık, Sayı:8, Haziran 2012. Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş.&Demirel, F. (2011). Bilimsel araştırma Yöntemleri. Ankara: Pegem Akademi Yayıncılık Çolak, E. (2006). İş birliğine dayalı öğretim tasarımının öğrencilerin öğrenme yaklaşımlarına, akademik başarılarına&öğrenmenin kalıcılığına etkisi. Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul. Karasar, N. (2009). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayınevi. Kılıç Batmaz, F. (2013). Tasarımda çeşitlenme sağlayan yöntemlerin günümüz mekan uygulamaları üzerinde incelenmesi. (Yayınlanmamış Yüksek Lisans Tezi). İstanbul Kültür Üniversitesi, Fen Bilimleri Enstitüsü, İstanbul. MEB (2019). E-okul yönetim bilgi sistemi sosyal etkinlik modülü uygulama kılavuzu. http://tegm.meb.gov.tr/meb_iys_dosyalar/2019_04/08173006Sosyal_Etkinlik_ModYlY_Uygulama_KYlavuzu.pdf (Erişim Tarihi: 23.06.2019). Özdemir Karaca, P. (2011). İlköğretim 8. sınıf öğrencilerinin inovasyon fikirleri geliştirmelerini etkileyen engeller&teşviklerin belirlenmesi: Kırklareli ili Lüleburgaz ilçesi örneği. (Yayınlanmamış Yüksek Lisans Tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Saban, A. (2012). Öğretim teknolojisi&materyal tasarımı ile ilgili temel kavramlar. (editör: Kıymet Selvi). Öğretim teknolojisi&materyal tasarımı. Ankara: Anı yayıncılık.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02189 EVALUATING THE DEVELOPMENT OF ENGLISH-SPEAKING SKILLS OF NON-NATIVE PRIMARY SCHOOL STUDENTS GOZDE AKDENIZ - SEVINC GELMEZ BURAKGAZI ABSTRACT English is the common and official language of most international organizations that are of importance to Turkey for economic and political reasons (Demirel, 2014); therefore, it has been the main foreign language on the curriculum in Turkish education. When developments in the English curriculum of Turkish schools are investigated over time, it can be seen that increasing importance has been given to foreign language education. Most evidents are increases in the English course hours and a lowering of the age at which English language education is introduced (Bayyurt, 2012). Furthermore, the rise of the communicative approach can be perceived. Eight years of continuous and compulsory education in 1997 was replaced by the 4+4+4 education system in 2012. In the 4+4+4 system, the starting age for English-language teaching was lowered to 2nd grade. Aims of these reforms were for students to be able to communicate easily by acquiring the language at an early age and learning a second language at early age, which is explained as Critical Period Hypothesis (Demirezen, 2003). Other aim is to make students eager to learn the second language and to increase their awareness (MoNE, 2017). Common European Framework of Reference for Languages (CEFR) was selected as a base for the preparation of the updated English language curriculum and it was closely followed (MoNE, 2018). It can be observed that the English curriculum prioritizes speaking and listening skills at each level over reading and writing. It employs the spiral method and, correspondingly, it is expected that by 5th grade, students should be able to demonstrate speaking skills acquired since 2nd grade. The data gathered for this study were evaluated together with opinions sought from the teachers and students. The purpose of the study is to investigate students’ accomplishing the targeted English-speaking skills as defined by MoNE (Ministry of National Education) in the 2016-2017 academic year. Based on this aim, the following research questions were investigated: 1. What are the views of the 5th and 6th grade level English teachers on the speaking skills of 5th grade students? 2. What are the opinions of 5th and 6th grade English teachers about the learning and teaching processes related to English-speaking skills? 3. What are the English-speaking levels of the 5th grade graduates based on the results of the English-speaking activity conducted for this study? 4. What are the views of the 5th grade graduates when it comes to explaining their views about teaching and learning processes in English classes? Both qualitative and quantitative research methods were used in the research, but with greater emphasis on the former. Concurrent embedded design was used as explained by Creswell (2007). In the qualitative part, phenomenology was used to understand students’ and teachers’ lived experiences. In this part, self-developed semi-structured teacher and student interview forms were utilized. A picture was used in the process of determining the English-speaking skills of students who had graduated from the 5th grade. After conducting interviews in English based on this picture, another interview in Turkish was held with students individually. The picture used in the English-speaking activity was the same as for A1 starters in the Cambridge ESOL (English for Speakers of Other Languages) tests. Related to quantitative part, an assessment scale used to evaluate students’ speaking skills in relation to the picture contained the following criteria: reception, responding, fluency and support required, pronunciation, vocabulary range, sentences and structures. Documents were another data collection tool in the study. In this respect, English-language curricula (grades 2, 3, 4 and 5) were examined. In this research, the results of a new education system for early-age language acquisition were analyzed within the framework of progress in students’ English- speaking skills. According to the results, teachers observe that when students begin to learn English at an early age, they become more aware of the importance of learning this foreign language and they are more self-confident about learning and using it in classes. Therefore, it can be concluded that teachers support Critical Age Hypothesis. Speaking activity analysis indicated that the English-speaking activity score averages of three schools were very close but the fourth school’s average was slightly lower. When the teachers’ and students’ views were compared with the results of English-speaking activity, there was a difference among the schools’ average. Based on the teacher and student interviews, the reason of this outcome might be explained by limited and poor-quality English classes, insufficiently organized classroom environments, way too much change in curriculum, teachers’ limited curriculum literacy skills, teacher background, family support to child’s learning, and student interest. Also, most of the teachers emphasized that in speaking part they used different activities which they pointed out were mostly based on vocabulary teaching. That’s why there is limited progress in students’ speaking skills in English and mostly a progress on the level of vocabulary. Keywords: English speaking skills, language acquisition during at early ages, English curriculum, learning and teaching processes

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bayyurt, Y. (2012). 4+4+4 Eğitim Sisteminde Erken Yaşta Yabancı Dil Eğitimi. Sarıçoban, A., Oz, H. (Ed.) 1. Yabancı Dil Eğitimi Çalıştayı Bildirileri. (s. 117 - 126) Ankara: Hacettepe Üniversitesi Yayınları. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks: Sage. Demirel, Ö. (2014). Yabancı dil öğretimi (8. Baskı). Ankara: Pegem Akademi Yayıncılık. Demirezen, M. (2003). Yabancı dil&anadil öğreniminde kritik dönemler. TÖMER Dil Dergisi. 5(118) MoNE (2018). İlköğretim Kurumları (İlkokullar&Ortaokullar) İngilizce Dersi (2, 3, 4, 5, 6, 7&8. Sınıflar) Öğretim Programı. Ankara: Talim&Terbiye Kurulu Başkanlığı. MoNE (2017). Müfredatta yenileme&değişiklik çalışmalarımız üzerine... Talim Terbiye Kurulu Başkanlığı. Ankara. 22 Şubat 2018 tarihinde https://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003_basin_aciklamasi-program.pdf

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02191 DEVELOPING THE CHILDREN’S RIGHTS BASED CLASSROOM SCALE AYSE OZTURK - BARIS KALENDER ABSTRACT Children's rights aim to protect children from all kinds of neglect, abuse and harm in order to raise them as healthy individuals and to bring them to the living standards which they deserve (Akyüz, 2016). Schools constitute one of the important contexts in the implementation of children's rights. Accordingly, the schools need to be transformed into places where children's rights are respected, where children live and learn their rights (Covell, Howe, & McNeil, 2010). In this process, children's rights both should be taught formally in classrooms and opportunities should be provided for children to defend and use their rights. This implementations for children’s rights education are among obligations of Turkey like other countries that are parties to the United Nations the Convention on the Rights of the Child. It is also important for children to gain democratic values to protect themselves from harm such as neglect and abuse (Akyüz, 2016; Flowers et al, 2009; Öztürk & Doğanay, 2017a). In order to make an effective implementation of children's rights in the classroom environment, firstly the description of the current situation and determination of the need should be defined. For this reason, reliable and valid measuring tools are needed. Provided that the relevant literature is limited to the available sources, a reliable and valid measuring tool that can be used to evaluate the child rights structure of classroom environments in primary schools from the teacher perspectives have not been found. When the scale development studies related to children's rights are evaluated as a whole, it can be observed that the primary focus is on examining the attitude and awareness related to children’s rights or children’s rights education (Karaman-Kepenekçi, 2006; Öztürk & Doğanay, 2017a; Yurtsever-Kılıçgün & Oktay, 2011); determining the child abuse (İşmen, 2004; Malik & Shah, 2007) and the children’s rights based structure of schools (Öztürk & Doğanay, 2017b). It is thought that the scale that will be developed as a result of this study shall contribute to fill in the gaps in the literature, to determine structure of primary school classes in terms of children's rights, to reveal the needs and to provide important information for the curriculum development studies for developing children’s rights based classrooms. In accordance with the reasons stated in this study, it was aimed to develop the Children’s Rights Based Classroom Scale (CRBCS). The participation of this study was comprised of 451 primary school teachers employed in Gaziantep. A literature review was conducted to create an item pool in order to develop CRBCS. A draft form of CRBCS was prepared containing 28 items and five-point likert type was preferred. The form was presented to six academic lecturers for content validity. Based on their feedback, revisions were made on the items and three items were removed from the form. After then, the pilot study was conducted on 12 primary school teachers and revisions were made on the form. At the end of this process, the form consisting of 25 items was formed. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were carried out with different participation groups. EFA was conducted 248 primary school teachers and CFA was conducted on 203 primary school teachers. Within the scope of reliability studies, Cronbach Alpha (internal consistency) reliability coefficients, the total item correlations and the values of item distinguishing have been analyzed. The results of the EFA showed that structure of CRBCS consisting of 21 items and four factors. These factors were named as protection-support-relationships, teaching-learning process, participation, environmental arrangements. In addition, the results revealed that the four factors of the scale explained % 76.217 of the total variance and the item factor loads varied between .797 and .891. The results of CFA validated the CRBCS structure comprised of four factors obtained by way of EFA. It was determined from the CFA fit indexes that GFI (.90), AGFI(.87), SRMR(.060) and NFI(.94) are at acceptable fit levels whereas X2/sd(CMIN/DF) (1.354), CFI(.98), IFI(.98), RMSEA(.042),) are at perfect fit levels. Cronbach Alpha value for the whole scale was calculated as .89. Cronbach Alpha values for the sub-factors of the scale were calculated respectively as .943, .905, .917 and .934. The results of the t-test values regarding the difference between the 27% sub and super group showed that t-test scores vary between 7.012 and 16.484 and t values are statistically significant. As a result of the study, it can be said that a valid and reliable scale was developed in order to analyze primary school classroom in terms of children's rights. Keywords: Children’s rights, children’s rights education, scale development, primary school education, primary school teachers

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akyüz, E. (2016). Çocuk hukuku: Çocukların hakları&korunması. Ankara, PegemAkademi. Covell, K., Howe, R. B., & McNeil, J. K. (2010). Implementing children’s human rights education in schools. Improving Schools, 13(2), 1-16. Flowers, N., Santos, M. E. B., Claeys, J., Fazah, R., Schneider, A. & Szelényi, Z. (2009). Campasito: manual on human rights education for children. Retrieved from http://www.eycb.coe.int/compasito/pdf/Compasito%20EN.pdf İşmen, A. E. (2004). Aile içi çocuk istismarı ölçek geliştirme çalışması. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 1, 207-22. Karaman-Kepenekci, Y. (2006). A Study of university students' attitudes towards children's rights in Turkey. The International Journal of Children's Rights, 14(3), 307-318. Malik, F. D., & Shah, A. A. (2007). Development of child abuse scale: reliabilty and validty analyses. Psychlogy Developing Societies, 19, 161-178. Öztürk, A., & Doğanay, A. (2017a). Çocuk hakları temelli okul ölçeğinin geliştirilmesi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 19(1), 41- 58. Öztürk A., & Doğanay, A. (2017b). Development of a scale for the attitude towards children’s rights education. Educational Process International Journal, 6(3), 26-41. Yurtseven-Kılıçgün, M., & Oktay, A. (2011). Çocuk haklarına yönelik ebeveyn tutum ölçeği’nin geliştirilmesi&standardizasyonu. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi ,31:1-22

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02192 THE EFFECT OF ENGLISH READING TEXTS AND STRATEGIES ON THE SUCCESS OF 4TH- GRADE STUDENTS HASRET GUVEN - MUHAMMED EKEN - RUKEN AKAR VURAL ABSTRACT Nuttall (1996) emphasized that the most widely used material in language teaching is reading texts and therefore, reading skills greatly affect learners' language expertise. Even though changes and developments in language learning materials are observed with the development of technology today, it can be said that reading texts still have great importance especially in foreign language learning or teaching. Farrell (2001) stated that for a better understanding, teachers should provide the students with the strategies and processes that a good reader should have. As the contribution of reading strategies to learners is seen in studies, it has been seen that reading strategies teaching in teaching programs also increases. On the other hand, those who refuse to use strategy seem to be disappointed when they make an excessive effort to understand the reading text. Therefore, it is important to teach how to implement these strategies in order to develop a better understanding of learners (McLaughlin and Allen, 2002). The fact that teaching English as a foreign language in Turkey starting from the second year of primary school until the last year of secondary education shows that it is given great importance to learning foreign languages. Nevertheless, it has been emphasized in many studies that the desired success in teaching or learning English is not achieved (Akay, 2017; Gürler, 2015; Paker, 2012). When the primary school English curriculum and textbooks are examined, it is observed that there are not enough activities to improve students' reading skills, and even there are no reading text activities in the fourth grade English textbook. Hedgcock and Ferris (2018) stated that many foreign language teachers stated that learning a foreign language depends on their reading skills and that they spend considerable time to gain these skills to the students. For this reason, in this study, reading texts in 4th-grade students in English teaching were used and its effect on academic achievement was tried to be measured. The main purpose of this study is to reveal the effect of the curriculum prepared using reading texts on the academic achievement of students in 4th grade English language teaching and the sub-questions are; 1. Is there a statistically significant difference between the pre-test and post-test scores of the students in the study group? 2. Is there a statistically significant difference between the post-test and retention test scores of the students in the study group? This research was designed according to the experimental model. Experimental models are the research models in which the data that is wanted to be observed directly under the control of the researcher is produced in order to determine cause-effect relationships (Karasar, 2012). The weak experimental design of single-group pre-test and post-test was used in the study. The study group of the research consists of fourteen 4th grade students attending an elementary school in Efeler district of Aydın province in the second semester of the 2017-2018 academic year. There are five 4th grade classes in the related school and one of these five classes was chosen as the experimental group. The study group consisted of 14 students (5 girls and 9 boys). Achievement Test: The 13-question achievement test developed by the researchers was used as pre-test and post-test. Before the achievement test was applied to the experimental group, the pilot study was conducted and its reliability was tested.The results of the study, which investigated the effect of reading texts and reading strategies on reading skills of fourth-grade students, showed that reading strategies education had a significant effect on reading achievement of students. When the pre- test and post-test scores of students' reading skills and vocabulary questions were examined, it was seen that the scores of the students increased significantly at the end of the application. There was no significant difference between the retention test and posttest after some time. This shows that strategy training is permanent, and the implementation is effective. O'Malley (1994; cited in Tunaz, 2014: 19-20) determined that the learning strategies of the learners who are successful in learning a foreign language and teaching them to the less competent ones can make a significant contribution to the development of foreign language skills, thus foreign language teachers will help students in different reading activities. There are studies in Turkey and abroad that overlap with the findings of this study that reading strategies education positively contributes to reading skills such as comprehension of students' reading, predicting the meaning of new words, making quick reading and inference to find details and general meaning (Baier, 2005; Tunaz, 2014). Keywords: Foreign language, reading comprehension, elementary school student

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akay, C. (2017). Turkish High School Students’ English Demotivation and Their Seeking for Remotivation: A Mixed Method Research. English Language Teaching,10(8),107. Baier, R. J. (2005). Reading comprehension and reading strategies. Published dissertation. Master of Education Degree in Education. The Graduate School: University of Wisconsin-Stout. Farrell, T. S.(2001).Teaching Reading Strategies. Reading in a foreign language,13(2),631-46. Gürler, İ. (2015). İngilizce Öğretmenliği&İngiliz Dili&Edebiyatı Hazırlık Öğrencilerinin Özgüven&Konuşma Becerileri Arasındaki İlişki. Current Research in Social Sciences,1(2),14-19. Hedgcock, J. S.& Ferris, D.R.(2018).Teaching readers of English: Students, texts, and contexts. Routledge. Hudson, T.(2007).Teaching second language reading. Oxford university press. Karasar, N.(2014). Bilimsel araştırma yöntemleri: kavramlar, teknikler&ilkeler. Nobel Yayınevi. Ankara. Nuttall, C. (1996). Teaching reading skills in a foreign language. Heinemann, 361 Hanover Street, Portsmouth. Paker, T.(2012).Türkiye’de Neden Yabancı Dil (İngilizce) Öğretemiyoruz&Neden Öğrencilerimiz İletişim Kurabilecek Düzeyde İngilizce Öğrenemiyor? PAÜ Eğitim Fakültesi Dergisi,32(32),89-94. Tunaz, M. (2014).The effects of reading test-taking strategies on students’ English reading achievement. Yayınlanmamış Yüksek Lisans Tezi. Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02201 EVALUATION OF SCIENCE EDUCATION AND BIOLOGY CURRICULA IN TERMS OF SOCIOSCIENTIFIC ISSUES SUMEYRA ZEYNEP ET ABSTRACT The recent changes and advances in science and technology have caused many dilemmas in the society (Topçu, Muğaloğlu, and Güven, 2014). This has led an increase to the importance of determining which actions individuals will take and their decision-making skills which include choices among alternatives, considered as applied ways of thinking (Adair, 2017). It is necessary for the individuals to have certain skills and sufficient experiences to be able to engage in opposing dialogues related to an incident or phenomenon and to conduct scientific discussions. This experience and skill are very important in terms of making decisions about cases on especially socio-scientific issues (global warming, acid rains, hormonal food etc.) in recent years (Kaya and Kılıç, 2008). It is possible to define the socio-scientific issues including society (Sadler and Fowler, 2006), scientific basis (Fang, Hsu and Lin, 2019) and ethical values (Zeidler, Walker, Ackett&Simmons, 2002). It has especially been an important part of science literacy, which is one of the aims of science education, to decide about socio-economic issues based on knowledge (Topçu, Muğaloğlu,&Güven, 2014) and ratiocinate by using socio-scientific issues (MEB, 2018, p. 9). In this context, it can be said that the socio-scientific issues have been important parts of science education (Han Tosunoğlu&İrez, 2017, p. 835) and it should be included into learning environments. The number of studies dealing with socio-scientific issues have increased in parallel with the idea that socio-scientific issues are important in science education. When the related literature is examined, it is seen that the subjects dealing with use of the socio-scientific issues in instructional environments and their relations with different development areas have been studied but no study was determined on including socio- scientific issues into science curriculum. That is why, this study is thought to meet the requirements in this field. Based on this context, the aim of this research is to examine the place of socio-scientific issues in science education (Primary and Secondary Schools 3rd, 4th, 5th, 6th, 7th and 8th grades) and Biology Course (9th, 10th, 11th and 12th Grades).The study was carried out based on qualitative research design. According to Denzin and Lincoln (2005, p.3), qualitative research is a positioned activity determining the position of the observer in the world. The qualitative research consists of a series of material applications that make the world visible. Those practices transform the world into a series of representations including note taking, interviews, speeches, photos, recordings and researcher diaries. In this research, the data was obtained through document review. The document review covers analysis of written materials about the phenomenon or facts aimed to be examined (Yıldırım and Şimşek, 2016, p. 192). The Science Course Curriculum (Primary and Secondary Schools 3rd, 4th, 5th, 6th, 7th and 8th grades and Biology Course (9th, 10th, 11th and 12th Education Program were used as the data sources. Including the goals and special purposes of the programs which are at the introduction and subject areas besides learning attainments in the analysis was chosen since this would provide a holistic evaluation about the programs.The subject areas and learning attainments of the curriculum planned to be analyzed in the context of research are in the analysis process. The goals and special purposes of the programs which are at the introduction parts of curricula were analyzed and it was determined that the socio-scientific issues were included in both curricula. Based on this finding, the inclusion of teaching the socio- scientific issues in elementary and high schools has been thought as an evidence of giving importance for the individuals to have information about these issues in science curricula. In this context, after the analysis of the subject areas and learning attainments of the curriculum, more detailed assessments will be made based on the rate of socio-scientific issues included into the curricula. Besides, the results found in the scope of the study will be significant in terms of evaluating the curriculum. Finally, starting from findings to be obtained, some recommendations will be made related to the elements of the science curriculum (Primary and Secondary Schools 3rd, 4th, 5th, 6th, 7th and 8th grades and Secondary Education Biology Course (9th, 10th, 11th and 12th improving efforts and socio-scientific issues. Keywords: Socios-cientific issues, elementary science education curricula, secondary education biology curriculum

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Adair, J. (2000). Karar verme&problem çözme. ( G. Korkmaz, Çev.) Ankara: Pegem Akademi Denzin, N. K., and Lincoln, Y. S. (2005). The Sage handbook of qualitative research (3rd ed). Thousand Oaks, CA: Sage. Yıldırım, A.&Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara. Han Tosunoğlu, Ç.&İrez, S. (2017). Biyoloji Öğretmenlerinin Sosyobilimsel Konularla ile İlgili Anlayışları. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 30(2), 833-860. Milli Eğitim Bakanlığı. (2018). Fen Bilimleri Dersi Öğretim Programı (İlkokul&Ortaokul 3, 4, 5, 6, 7&8. Sınıflar. Ankara, Talim&Terbiye Kurulu Başkanlığı. Topçu, M. S., Muğaloğlu, E. Z.,&Güven, D. (2014). Fen eğitiminde sosyobilimsel konular: Türkiye örneği. Kuram&Uygulamada Eğitim Bilimleri, 14(6), 1-22. Kaya, O. N.,& Kılıç, Z. (2008). Etkin bir fen öğretimi için tartışmacı söylev. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 9(3), 89- 100. Sadler, T. and Fowler, S. R. (2006). A Threshold Model of Content Knowledge Transfer for Socioscientific Argumentation. Science Education. 90(6) , 986-1004. Fang, S. C., Hsu, Y. S. and Lin, S. S. (2019). Conceptualizing Socioscientific Decision Making from a Review of Research in Science Education. International Journal of Science and Mathematics Education, 17(3), 427–448.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02212 IMPLEMENTATION OF REFLECTIVE THINKING BASED INSTRUCTION IN THE SOCIAL STUDIES COURSE MUSTAFA GUL - BANU YUCEL TOY ABSTRACT The beginning of the concept of reflection, which can be defined as the process of internal questioning about a situation confronting the individual, can be based on Socratic questioning and discussions in Plato philosophy (Boyd & Fales 1983; Tok, 2008). In terms of teaching and learning, reflective thinking is related to John Dewey's learning by doing principle, and it is to think about learning and teaching processes and to make regulations and revisions accordingly (Bölükbaş, 2004; Demirel, 2015). Through the use of reflective thinking in teaching processes, individuals who are able to evaluate their developmental and learning processes as well as their feelings and thoughts, are aware of their deficiencies and responsibilities, have the ability to solve problems and reflect their acquired knowledge and experiences to daily life (Demirel, 2015; Sönmez, 2015; Ünver, 2015). Among the principles that should be taken into account in the implementation of Social Studies Curriculum, the following statements are given consideration of social studies as social sciences and social studies as reflective thinking should be emphasized. Scientific methods used by social scientists (geographer, historian, etc.) should be introduced to students. In this respect, it is very important to utilize the principles of reflective thinking for equiping individuals with features aimed by the Ministry of National Education, for linking the objectives with life and for the attainment of Social Studies Curriculum objectives. In the literature, it is seen that the studies on reflective thinking concentrate especially on teachers' reflective thinking tendencies and education programs (Tekeli, 2016). There are a limited number of studies on the effects of reflective thinking activities on students in the context of social studies course and these studies are generally experimental studies (Ersözlü, 2008). The development of reflective thinking requires a process. In this respect, studies in the action research design aiming to examine the effect of reflective thinking on the cognitive and affective development of the students are important in terms of finding ways to manage this process and solve the problems that arise. However, there are not many studies in which an action research design is used, especially in the field of Social Studies. For this reason, it is thought that a study to be conducted in this direction will guide the teachers who are practitioners, program developers, researchers and researchers with the application pattern. In line with this information, the aim of the study is to examine how the 7th grade Social Studies course, which is based on reflective thinking, affects students' cognitive and affective development. In this study, action research design was applied by using both qualitative and quantitative methods. Action research is a type of research carried out in collaboration with a practitioner or a researcher, such as a manager, teacher, education specialist, etc. to solve problems (Yıldırım&Şimşek, 2013). Therefore, these researches are a natural part of professional expertise and development. This research is carried out following a spiral process including planning, taking action, data collection/observation and reflection (Büyüköztürk, vd., 2018). Qualitative aspect of the study is the students' views on experimental process and the researcher's observation findings while quantitative dimension of the study includes attitude and reflective thinking scale data, In order to observe the development of students’ knowledge, skills, behavior and attitudes towards Social Studies course, the study was conducted in a class in which the first researcher has been already teaching Social Studies Course as a teacher. During the research, learning experiences enriched with reflective thinking-based activities were arranged within the cycles planned to develop this skill and attitude towards the lesson and then, applications were evaluated according to the results of the observations and activities. As a result of the research, it was concluded that the teaching process carried out within the framework of reflective thinking-based learning approach improved students' reflective thinking skills and increased their attitudes towards Social Studies course positively. In addition to data obtained from the reflective thinking scale and attitude scale towards social studies course applied as pre-test and post-test, data gathered from interview and observation also provided in-depth information supporting this result. Moreover, this study results pointed out that instruction based on reflective thinking has supported students to be able to think differently and multi-dimensionally, to reflect and respect differences and different ideas, to make today and the future meaningful, to think about himself and his learning process, to be aware of his interests, desires and needs, to express himself orally and verbally, to have research passion, to have self-regulation skills, to learn new information, and to retention of knowledge, It was also observed that during the implementation of the activities designed to develop reflective thinking, an entertaining classroom environment was formed and positively affected the students' attitudes towards the lesson positively. Keywords: Reflective thinking, social studies, attitude, action research

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Boyd, E. & Fales, A. (1983). Reflective Learning: Key to Learning from Experience. Journal of Humanistic Psychology. 23 (2), 99-117. Bölükbaş, G, F. (2004). Yansıtıcı öğretim ile yabancı dil olarak Türkçe öğretimi. Dünyada Türkçe Öğretimi Sempozyumu, Ankara, 19-28. Büyüköztürk Ş., vd. (2018). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi Demirel, Ö., (2015). Kuramdan uygulamaya program geliştirme. Ankara: PegemA Yay., 10. Baskı. Ersözlü, Z. N. (2008). Yansıtıcı Düşünmeyi Geliştirici Etkinliklerin İlköğretim 5. Sınıf Öğrencilerinin Sosyal Bilgiler Dersindeki Akademik Başarılarına veTutumlarına Etkisi. Yayımlanmamış Doktora Tezi. Fırat Üniversitesi SosyalBilimler Enstitüsü, Elazığ. MEB, (2018). http://mufredat.meb.gov.tr adresinden 10.07.2019 tarihinde alınmıştır. Sönmez, V. (2015). Öğretim ilke&Yöntemleri, Ankara: Anı Yayınevi. Tekeli, İ. (2016). Okul öncesi öğretmenlerinin yansıtıcı düşünme düzeyleri. Yayımlanmamış Yüksek Lisans Tezi. Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü, Burdur. Tok, Ş,. (2008). Yansıtıcı düşünmeyi geliştirici etkinliklerin öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarına, performanslarına&yansıtmalarına etkisi. Eğitim&Bilim Dergisi, 33(149) Ünver, G. (2015). Yansıtıcı düşünme. Eğitimde yeni yönelimler. (Editör: Özcan Demirel). Ankara: Pegem Akademi. Yıldırım, A.,&Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02216 THEMATIC OR THEME-BASED CURRICULUM: DEVELOPING CRITERIA AND ITS MODELS BURCU SEHER CALIKOGLU ABSTRACT Theme is defined as the main topic Turkish Language Association Dictionary. The word etymologically comes from French word theme implying that something exposed or the subject of the debate. In terms of school-learning terminology, the theme or the universal concept, which provides a broad-view which guides how to relate information with the other. Kaplan (2009) supports that themes should be used in order to expand the meaning of the world by establishing relationships in many different aspects, that is, to see more things together by looking at the picture from a distance; the themes are the most effective factor for the quantitative and qualitative aspect of knowledge. As Kaplan emphasized, the most important feature of theme-based curriculum is that knowledge is expanding by building multi-disciplinary relationships via selecting one theme. Although it has importance in gaining wide-range amount of knowledge and converting into meaning, its implementation is not expansive. When a teacher decides to implement thematic based instruction in his or her classroom, he or she should consider one or more of the following statements. In order to make variety of relations among a bunch of information, it might be necessary to cover. (1) all one-year curriculum in one field (2) all one-year curriculum for other disciplines (3) whole years of curriculum in one field (4) whole years of curriculum for other disciplines Additionally, when a teacher decides to implement thematic based instruction in his or her classroom, her or she should consider all of the following questions: (1) Is the theme I selected effective for learning of the content and acquiring skills? (2) In what ways do I want emphasis on content? (3) Are the objectives that I have written for the theme appropriate for the learner level? (4) May I use the same theme for teaching other subjects of the same class? (5) When developing a theme-based training program which model do I find appropriate? (Calikoglu, 2017) As one can see, theme-based curriculum requires lots of decisions, so it is difficult to prepare a lesson according to theme compared to content based instruction for a teacher. A theme can be change, pattern, structure, power, order, contradiction, balance, adaptation, harmony or system. However, how can we decide a concept can be a theme or not. This current study’s purpose is to develop a set of criteria for determining what can be theme. The author finds that there might have three rules for an educational program or for an instruction. A theme (1) It cannot be a subset of any subject within the curriculum or course. t>k t: theme, c: content (2) It should establish links with topics within the curriculum or lesson. f(t): c→c (3) it should change everything related to teaching, including the way in which the subjects are taught, the order, the structure. When the educational program re-structured within a new theme, knowledge gains new meaning and a dimension. This shows that information is not linearly acquired. In other words, the theme-centered program is more than all the subjects in the syllabus. t >c1U c2 … U c∞ c1: first content c2: second content c∞: any topic in an infinite set Theme-based program is where the theme is placed in the center (John, 2015). After how a theme can be defined, models are developed for practical reasons. These models are categorized and named as in the following: A. Single Theme a. One theme in a course independent of others b. One theme distributed to the courses in the curriculum c. A theme in which the courses in the curriculum link with each other d. The theme that covers the courses in the curriculum and is taught as a course B. Multiple Theme a. Multiple themes in a course independent of others b. Themes distributed to the courses in the curriculum c. Themes in which the courses in the curriculum establish connections between themselves d. Themes that are taught as one course by taking advantage of the courses in the curriculum On the congress day, all types of models will be defined and explained with examples by different contents. Keywords: curriculum models, theme, alternative education

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Çalıkoğlu, B. S. (2017). Kazanıma dayalı etkinlik&tema tasarımı örnekleri. Pegem Atıf İndeksi, 230-262. Finch, C. R., Frantz, N. R., Mooney, M., & Aneke, N. O. (1997). Designing the Thematic Curriculum: An All Aspects Approach. Fogarty, R. (1992). 10 Ways to Integrate Curriculum. The Education Digest, 57(6), 53. John, Y. J. (2015). A New Thematic, Integrated Curriculum for Primary Schools of Trinidad and Tobago: A Paradigm Shift. International Journal of Higher Education, 4(3), 172. Kaplan, S. N. (2009) The Grid: A Model to Construct Differentiated Curriculum for the Gifted, in J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Erkert, & C.A. Little (Eds.), Systems and Models for Developing the Gifted and Talented, 2nd ed., Mansfiled Center, CT: Creative Learning Press, pp. 235-253. Stoller, F. L., & Fitzsimmons-Doolan, S. (2016). Content-based instruction. Second and foreign language education, 1-14. Türk Dil Kurumu. (2005). Türkçe Sözlük, TDK Yayınları.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02218 STUDENTS' GEOMETRY THINKING LEVELS AND TEACHERS' VIEWS ABOUT GEOMETRY LEARNING AREA ASIYE ZEYBEK - ZEYNEP AYVAZ TUNCEL ABSTRACT Introducing with the geometry is not just a course beginning with the school life but a process in which we are unconsciously included throughout our development. Van Hiele (1999) stated that individuals confront with various geometric figures since they were born, they perceive figures and size at small ages, gain experience about the properties of the figures, and moreover, development of thinking about geometry starts with the games. Children gain lots of experiences about geometry before starting school through games. With these games, they construct schemas about the figures they confronted and naturally build relations among the figures (p.310). These schemas also function as bases for geometry education in the future. In this sense, that kind of experiences is required to support mathematics education (Burns, 2000, p.7; cited from Toptas, 2008, p.92). In order to plan the instructional experiences, the levels of students in geometry should be known. For this purpose, Dina Van Hiele and his wife Pierre Marie Van Hiele developed the Van Hiele Theory as a PhD dissertation in Utrect University. There are five basic levels in Van Hiele Theory, which are visual level (1st), analysis level (2nd), ordering level (3rd), deduction level (4th) and rigor level (5th). Students recognize the shapes in terms of what they resemble. In the analysis level, students identify the pieces of a shape, and in ordering level, they can build relationships between the figures. In deduction level, students can make confirmations about their statements, and in rigor level, they can compare various axiomatic systems and introduce a theorem (Duatepe, 2016; Altun, 2005). In addition to these levels, Clements and Battista (1990) identified a zero level which is called pre-recognition. In this level, students recognize the angled and non-angular geometric shapes. Knowing the effects of geometry education on students' geometric thinking levels will be important feedback for all teachers. In addition, the revised mathematics curriculum has been put into practice as of 2017/2018 academic year in the latest study of the Ministry of National Education. Determining the views of the mathematics teachers about components of the new geometry instructional program is the main purpose of the current. The research has the significance as one of the preliminary studies about the new curriculum which is currently being implemented at schools. Another purpose of the research is to determine Van Hiele Geometric Thinking levels of secondary school students in 5-6-7-8 grades. The research was conducted in Efeler district of Aydın province during the 2017-2018 academic year. The model of the research is a concurrent triangulation strategy. The quantitative part of the study is the descriptive model. The sample in the quantitative section consists of 11 secondary schools, which are determined by a convenient sampling from the universe formed by all secondary school students in Efeler district of Aydın province and 1425 secondary school students studying in the 5th, 6th, 7th and 8th grades in these 11 secondary schools, who are also determined by a convenient sampling. The sample of the qualitative section consisted of 11 elementary mathematics teachers who are working in secondary schools where quantitative data were collected. Van Hiele Geometry Test which was developed by Usiskin (1982) and translated into Turkish by Duatepe (2000) was used to collect quantitative data. Quantitative data were analyzed with descriptive analysis method. In the collection of qualitative data, interviews were conducted using a semi- structured interview form developed by the researcher. In the analysis of the data obtained from the research, the inductive analysis was used from the content analysis types. Results show that secondary school students are mostly at the visualization level (level-1) and earlier level (level-0). Examining the new mathematics instructional curriculum, students are supposed to be mostly in the analysis and ordering levels. The pre-recognition period is suitable for rather pre-school students or 1st-grade students (Altun, 2005). As for the interviews with the teachers, they expressed that the learning outcomes are inefficient in terms of the relation with daily life and metacognitive skills. They also think that the content is not suitable for students’ level and to gain metacognitive skills. What’s more, the content is not in line with the content with Entrance Examination for High Schools. The activities are effective to reach the learning outcomes but inefficient for metacognitive skills. In terms of the learning and teaching process, crowded classes, lack of materials and timing of the geometry content in the curriculum have a negative impact on the implementation of the program. As for the assessment and evaluation dimension, exams of the teachers are of poor quality, and these exams are inconsistent with the general examinations. In this sense, teachers’ views are in parallel with the results of Van Hiele Geometry Test. Keywords: Geometry Teaching, Van Hiele Geometry Test, Geometry Understanding Levels of Van Hiele

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Altun, M. (2005). Matematik öğretimi. Bursa: Aktüel Yayıncılık. Clements, D., & Battista, M., (1990). The effects of logo on children’s conceptualizations of angle and polygons, Journal for Research in Mathematics Education, 21(5), 356-371. Duatepe, A., 2000, An investigation on the relationship between Van Hiele geometric level of thinking and demographic variables for preservice elemantary school teachers, Yayınlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Ankara. Duatepe-Paksu, A. (2016). Van Hiele geometrik düşünme düzeyleri. E. Bingölbali, S. Arslan & İ. Ö. Zembat (Yay. Haz.), Matematik Eğitiminde Teoriler (s.265-275). Ankara: Pegem Akademi. MEB, (2018). Matematik dersi öğretim programı (İlkokul&ortaokul 1, 2, 3, 4, 5, 6, 7&8. sınıflar). (Online döküman). 17.08.2018 Toptaş,V. (2008). Geometri öğretiminde sınıfta yapılan etkinlikler ile öğretme-öğrenme sürecinin incelenmesi. İlköğretim Online, 7(1), 91- 110. Kırıkkale:Kırıkkale Üniversitesi Usiskin, Z. (1982). Van Hiele levels and achievement in secondary school geometry. CDASSG Project. Chicago University. Van Hiele, P. M. (1999). Developing geometric thinking through activities that begin with play. Teaching Children Mathematics. 5–6: 310– 317. February. (Online doküman).: 04.02.2016.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02222 AN ANALYSIS OF SCIENCE COURSE CONTENTS IN THE EDUCATIONAL INFORMATICS NETWORK YONCA TOLAN SURBAHANLI - UMIT SIMSEK ABSTRACT One of the innovations in education is the easy access to educational contents by using technology, in addition to books. In this context, the Educational Informatics Network (EIN), established within the scope of the FATIH (Movement of Enhancing Opportunities and Improving Technology) project initiated by the Ministry of National Education of the Republic of Turkey, offers electronic content (e-content) for teachers and students (MEB, 2017a). In contrast to other fields, Science includes more abstract issues than concrete ones, and the chance of experiencing events in real life is low, and this makes it necessary for technology to be integrated into the learning process (Okur & Ünal, 2010). An EIN course, one of the applications of the EIN learning management system, offers various e-contents, such as animations, simulations, videos, audio and interactive experiments that can be used in the learning process of the Science course. The prerequisite for using EIN course contents efficiently is the compatibility of the curriculum to the learning outcomes. Accordingly, EIN courses are offered with the expression learning outcome-based contents. Hence, the evaluation of course contents in terms of curriculum learning outcomes is a matter that needs to be studied. As is known, it was decided to implement the new Science Course Curriculum in the 3rd and 5th grades as of the 2017-2018 academic year, and in all grades as of the 2018-2019 academic year. The purpose of this study was to evaluate the 5th grade Science course contents in the EIN course within the scope of learning outcomes of the curriculum that was put into practice as of 2017. To this end, the problem of this study was determined as What unit learning outcomes in the curriculum are aimed to be achieved with the 5th grade Science course contents available in the EIN course? Thus, in the study, unit learning outcomes related to or aimed by every content were identified on the basis of the 5th-grade unit learning outcomes of the curriculum (MEB, 2017b). This study aimed to assess the current situation by examining the EIN course contents within the scope of learning outcomes, and thus, to contribute to the preparation of new contents. This research is a document analysis study. In this method, also referred to as documentary scan, existing written or non-written materials are collected and analyzed in accordance with the determined aim (Balcı, 2006; Karasar, 2002; Madge, 1965; Yıldırım & Şimşek, 2006). The 5th grade Science course contents of the EIN course, which is the document of the study, was accessed via the eba.com.tr website in the 2017-2018 academic year. First, the learning outcomes of each of the 83 contents in the EIN course in relation to the Science Course Curriculum and their compatibility with the learning outcomes were determined independently by the researchers, a consensus for the contents on which researchers differed in terms of opinion was reached through re-analysis, and the data obtained from the re-analysis were recorded on the data analysis tables prepared by the researchers. Additionally, in order to ensure the reliability of the study, the 4th unit, which contains the most content in the EIN course (17 contents, 20.48%), was analyzed by a researcher, who is a science course teacher holding a Ph.D. degree in the field, and the compatibility value among researchers was calculated as 82.35% (Miles & Huberman, 2015). Finally, data obtained from data analysis tables were analyzed and interpreted using descriptive statistics (frequency, %).As a result of the analysis, upon separate review of each EIN course content, it was determined that there is only one content aimed at 17.5 percent of the 5th-grade learning outcomes of the curriculum, more than one content aimed at 67.5%, and no content aimed at 15%. Additionally, 79.52% of these contents were found to be aimed at one learning outcome, 16.87% aimed at more than one learning outcome, 3.61% is not related to the learning outcomes, while 7.23% has nothing in common with the aim, as they are incompatible with the learning outcomes or grade level. It was found that only one unit has some content aimed at reminding the learning outcome of the previous grade and that other units contain no such content. It was further identified that the contents of some units were arranged in accordance with the order specified in the curriculum, but that EIN course contents were generally arranged according to the order of learning outcomes. Under the light of all these findings, it was concluded that when considered as a whole, EIN course contents fulfill the meaning of the expression learning outcome-based contents specified in the EIN.Keywords: Educational Informatics Network, Science Course Curriculum, learning outcome

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Balcı, A. (2006). Sosyal bilimlerde araştırma, yöntem, teknik&ilkeler. (6.Baskı). Ankara: Pegema Yayıncılık. Karasar, N. (2002). Bilimsel araştırma yöntemi. (11. Baskı). Ankara: Nobel Yayın Dağıtım. Madge, J. (1965). The tools of science an analytical description of social science tech¬niques. Anchor Books Doubleday and Company. MEB.2017a. FATİH Projesi hakkında. Retrieved from http://fatihprojesi.meb.gov.tr/index.html#about MEB.2017b. Fen Bilimleri Dersi Öğretim Programı (İlkokul&ortaokul 3,4,5,6,7,&8.sınıflar). Ankara: Talim&Terbiye Kurulu Başkanlığı. Miles, M. B., & Huberman, A. M. (2015). Nitel veri analizi. (Çev. S. Akbaba Altun,&Ersoy, A). Ankara: Pegem Akademi. Okur, N., & Ünal, İ. (2010). Fen Öğretiminde Bilgisayar Destekli Öğretimin Önemi. Eğitim Teknolojileri Araştırmaları Dergisi,1(3). Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. (5.Baskı). Ankara: Seçkin yayınları.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02224 THE RESEARCH OF CLASSROOM TEACHERS’ VIEWS TOWARDS SOCIAL CAPITAL IN THEIR SCHOOL SSEVGI ERGUVEN AKBULUT - FATMA SADIK ABSTRACT Interactions occur between individuals living together. These interactions have a potential to create changes on individuals. As schools are reflections of society teachers, students, parents and other people at school effect each other. One of notions explaining this effect network is social capital. In general sense, social capital is the totality of relations (Field, 2008). In short, it can be described as social accumulations of individuals. A person who wants to enhance his/her social capital should take part in external activities such as going to a cafe, enrolling to a gym (Chen, Stanton, Gong, Fang & Li, 2009). By this way the other people he will meet there will bring him a network of relation. This relation networks will provide reference sources to the individual. Thus, the individual will be able to easily reach the needs of the resources in social environments (Bourdieu, 1986). According to Coleman (1988), social capital has a public interest way. Schools are one of the places where public interest show up. In schools, there is a natural environment of relation network -the basis of social capital- will be formed. In this environment school administrators, teachers, students, parents, and other employees are involved. It can be said that teachers have an important role adding value to the school as they have direct relations with shareholders such as students, parents and school management. Teachers in the same environment will have expectations both from the school they work and from each other. These expectations can be met with high social capital. Communities of high social capital are expected to have high standards (Fowler, 1999). As social capital provides both personal benefits and common benefits (Uphoff & Wijayaratna, 2000), it is an important fact that teachers will add value to the school’s social capital with what they gain from each other, school administrators, students and parents. In this situation, the social capital of a school becomes an important phenomenon. Teachers’ social capital, communication ties within and outside school and the resources that these ties will bring combine the social capital resources of students and this contributes to the academic achievement. The trust environment of schools, their current values and the network of relations are important for teachers to act in accordance with the purpose of education. For this purpose, in this study, the opinions of classroom teachers about the social capital of the school where they work are examined. The research is a descriptive survey model. The population of the research consisted of classroom teachers who teach at primary schools in Hatay in the 2017-2018 academic year. Stratified sampling method was used for determining the samples and Antakya and Defne which are the central districts of Hatay were accepted as strata. 64 schools from both districts were determined randomly. Social Capital Scale developed by Ekinci (2008) and the Personal Information Form developed by the researchers were used to collect the research data. Data collection tools were delivered to all teachers in schools. Participation was based on volunteering. Analyzes were analyzed on data gathered from 583 teachers. 59.7% of the teachers are female and 40.3% are male. 64.7% of the teachers are 40 years and older and 88.9% are married. 74.4% of the teachers are graduated from classroom teaching department and 25.6% are graduated from other faculties. 23.7% of the participants have been teaching in the same school for 12 years or more. 36.7% of teachers perceive the socio-economic status of the school where they work as low and 63.3% perceive it as medium. Descriptive statistics, Mann Whitney U and Kruskal Wallis H tests were used for data analysis. The results of the research showed that classroom teachers perceived the social capital of their schools at a high level. The most positive perception was on dimensions Tolerance to Differences and Sharing the Norms, followed by Trust, Cooperation–Social Networks and Participation and Communication and Social Interaction. According to the results, teachers’ perception of the social capital of the school is more positive of those over 40 years old teachers and teachers with more than 15 years of service. Teachers who have been in the same school for more than five years according to the period of service in the school where they are worked, and who teach in the second and third grades according to the level of the classes, have a higher social capital perception. Teachers with fewer than 20 students in their classrooms scored a higher point on dimensions Organization Commitment, Cooperation–Social Networks and Participation and overall the scale. The perceptions of the teachers who perceived their schools’ region as a medium socio-economic status are more positive than teachers who perceived it as low socio-economic status. Keywords: Social capital, classroom teacher, primary school

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bourdieu, P. (1986). Sermaye biçimleri. (Şahin, M. M., & Ünal, A. Z., Çev.) Sosyal sermaye kuram uygulama eleştiri. (s.45-75 içinde). İstanbul: Değişim Yayınları. Chen, X., Stanton, B., Gong, J., Fang, X., & Li, X. (2009). Personal social capital scale: An instrument for health and behavioral research. Healt Education Research, 24(2), 306-317. Coleman, J.S.(1988). Beşeri sermaye yaratımında sosyal sermaye. (Şahin, M. M., & Ünal, A. Z., Çev.) Sosyal sermaye kuram uygulama eleştiri. (s.75-119 içinde). İstanbul: Değişim Yayınları. Ekinci, A. (2008). Genel liselerdeki sosyal sermaye düzeyinin ÖSS başarısına etkisi. Yayınlanmamış Doktora tezi. Fırat Üniversitesi, Elazığ. Field, J. (2008). Sosyal sermaye. (2. Baskı). (B. Bilgen, & B. Şen, Çev.) İstanbul: İstanbul Bilgi Üniversitesi Yayınları. Fowler, F. C. (1999). Curiouser and curiouser:new concepts in the rapidly changing landscape of educational administration. Educational Administration Quarterly, 35(4), 594-613. Uphoff, N., & Wijayaratna, C. M. (2000). Demonstrated benefits from social capital: the productivity of farmer organizations in Gal Oya, Sri Lanka. World Development, 28 (11).

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02226 EXAMINATION OF THE MISTAKES MADE BY PRIMARY SCHOOL STUDENTS IN WRITING AND LEGIBILITY LEVELS AYLIN OGUT - BILGE KUSDEMIR KAYIRA ABSTRACT Writing is one of the fundamental linguistic skills and takes an important place in the Turkish curriculum (MEB, 2017). The first step of writing is when a child starts holding a pencil. A child scribbles before he or she becomes conscious of writing. However, ability to write systematically and in line with the rules can be acquired with the native language teaching courses at schools which start in the pre-school term and go on till university. This course is entitled Turkish course from Grade 1 to 8. According to the Turkish Curriculum, writing underlying Turkish education requires capability and these capabilities can be gained through various activities. Writing is as important as speaking in expressing oneself clearly. A student’s writing fast and effectively is crucial for managing the writing process healthily but not sufficient. Ability to write legibly is also significant in this process. Thus, academic achievement and writing skill flourish (Amundson and Weil, 1996; Tseng and Cermak, 1993). Legibility indicates letters’ sufficiency of expression and has a great place in handwriting. While deciding whether some writing is legible, criteria such as inclination, space, form, line follow-up and cleanliness should be taken into account (Ediger, 2001). When the relevant literature was reviewed, studies handling students’ writing speed and legibility (Summers and Catarro, 2003; Ziviani and Elkins, 1986) about the problems seen in the initial literacy process (Celenk, 2002; Yildizlar, 1994; Kilic, 1996; Mumcu 1997) were encountered. Writing problems seen in Grade 1 are studied in the researches about the form of writing (Yildirim, 2008; Bay, 2010; Memis and Harmankaya, 2012; Temur, Aksoy and Tabak, 2012). There are some studies where writing mistakes are handled in general (Ince, 2006; Erden, Kurdoglu and Uslu, 2002). Under present circumstances, it is striking that there are a few studies in this area and there are none covering the whole primary school process (Grade 1, 2, 3 and 4) about the writing mistakes and handling both socio-economic level and gender variables and legibility dimension. Moreover, students’ writing mistakes were studied in variables like pre-school education level, school starting age according to teachers, students, parents’ views in previous studies. Present letter groups are different from those determined according to the Sound-based Sentence Method. This study is conducted upon primary school students’ writing mistakes and legibility levels for such reasons. The purpose of this research is to examine the writing failure and writing readable levels of primary school students in terms of various variable (grade level, gender, socio economic level) . This research is conducted in the descriptive scanning model. The studies extend is conducted in the first, second, third and fourth grade students who are studying in Nizip and Karkamış districts of Gaziantep Province in 2016-2017 educational year; The samples consist of 220 students who are educated in sub middle upper socio-economic level selected by stratified sampling from this universe. The data are collected using ‘Spelling Error Evaluatin Scale’, ‘Multidimensional Readability Scale and dictation text. Students’ writing mistakes are depicted using percentage and frequency and writing legibility levels are tested by indepented groups t test and analysis of one way variance.According to the findings are obtained from the research; it has been observed that primary school students generally made mistakes in the direction of writing the letters in accordance with lines, correcting the beginning and ending places of the letters. In addition, it is determined that there are sufficient letters in the words, mistakes in the legibility of the words, missing or unnecessary letter in the words, forgetting the letters in the word and errors in the lines that should be. When examined in terms of sentences, it has been found that there are errors in using punctuation marks correctly and headlines. When the texts are examined as a whole, it has been seen that in the prevervation of inclinaction throughout the writing, text can be written in oblique, the general aesthetic of the text is found, and the mistake is made not to develop a peculiar style. At the literacy level of the students’ writing; there is a significant difference in favor of female students in the second and fourth grade; there is no significant difference between first and third grade students. According to the socio-economic level, there is a significant difference in the first, third, and fourth grades. Keywords: Writing skills, writing mistakes, legibility in writing

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akyol, H.(2005).Türkçe ilk okuma yazma öğretimi. Ankara: Pegem A Yayıncılık. Balkan, S. (2015). Doğum aylarına göre karma oluşturulmuş sınıflarda öğrenim gören ilkokul birinci sınıf öğrencileri arasında bitişik eğik el yazısı yazım hatalarının karşılaştırılması. Unpublished master thesis, Marmara University. Çelenk, S. (2002). İlkokuma&yazma öğretiminde karşılaşılan sorunlara ilişkin öğretmen görüşleri. İlköğretim Online, 1 (2), 40. Ediger, M. (2001). Assessing handwriting achievement. ERIC Document Reproduction Service No. ED 346 082. Güneş, Firdevs (2007). Ses Temelli Cümle Yöntemi&Zihinsel Yapılandırma. Ankara: Nobel Yayın Dağıtım. Karatay, Halit (2011). Süreç Temelli Yazma Modelleri: Planlı Yazma&Değerlendirme. (Ed.: Murat Özbay), Yazma Eğitimi. Ankara: Pegem Akademi Yayınları. MEB. (2017). Türkçe programı (1-8. Sınıflar). Ankara: Devlet Kitapları Müdürlüğü Basımevi. Summers J. & Catarro F. (2003). Assessment of handwriting speed and factors influencing written output of university students in examinations. Australian Occupational Therapy Journal, 50 (3), 148. Temur, T., Aksoy, C. C.&Tabak, H. (2012). İlköğretim birinci sınıf öğrencilerinin kalem tutma biçimleri&kavrama-sıkıştırma kuvvetlerinin yazma hızı&hatalarına etkisi. Eğitim&Bilim. 37(165), 292-305. Yıldız, M.&Ateş, S. (2010). İlk okuma yazmayı farklı yöntemlerle öğrenen ilköğretim 3. sınıf öğrencilerinin yazılarının okunaklılık&yazım hataları bakımından karşılaştırılması. Türkiye Sosyal Araştırmalar Dergisi. 14(1), 11-30.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02227 STUDY OF WRITING SKILLS AND WRITING SPEED OF PRIMARY SCHOOL FIRST GRADE STUDENTS TAHA BENIK - BILGE KUSDEMIR KAYIRAN ABSTRACT Writing ability is not an innate ability but an ability that can be trained directly through education. Comprising a significant element of Turkish education, writing calls for ability more than knowledge and these abilities can be gained via practice. This skill develops with care and effort by means of practice and trial (Guneyli, 2006). When the relevant literature is surveyed, it can be seen that there are a number of researches regarding the writing skill and speed. It is also seen that some studies were conducted directed at writing in basic letters and cursive handwritingby Yildiz, Atas, Yekeler and Aktas (2016), Arcagok, Kobak, Demir and Sahin (2017), Sad and Demir (2017); Kirmizi and Kasap (2013), Vinter and Chartrel (2010), Asher (2006), Rosenblum, Weiss andParush (2003) to compare these two writing styles. It is seen that data were gained about the writing skill and improving it was sought in the other studies about the writing skill (Uyar, 2016; Goksu, 2016; Ozdemir, 2014; Senturk, 2013; Erdogan, 2012; Van Hoorn, Maathuıs, Peters andHadders-Algra 2010; Ozdemir, 2008; Medwelland Wray 2007). Writing education was performed through Sentence Analysis Method according to the 1981 Primary School Curriculum, whereas it was done so using Sound-based Sentence Method. Cursive handwriting style was used with the Sound-based Sentence Method in writing education. Sound-based Sentence Method was offered as Sound-based Literacy Education with its new name in the 2018 Curriculum and teachers were given right to decide to use basic or cursive handwriting style. Upon analyzing the studies about writing skill, writing speed and initial literacy, it is seen that they are concentrated on cursive handwriting style in general. Hence, there is a need for studies on basic handwriting. There is no information about the writing mistakes, legibility and usage of spelling rules and punctuation marks as a result of primary school students’ basic handwriting in line with the 2017-2018 Turkish Curriculum. Furthermore, whether there is a change in students’ writing speed while being taught with basic handwriting when compared to the cursive one. Briefly, in accordance with the realities mentioned above, this study is considered to make great contribution to basic handwriting education and teachers will be guided to keep students’ abilities in mind. The problem statement of the study could be stated as At what level are primary school first grade students’ writing skills and writing speed?The aim of this study is to investigate the various variables (handedness, gender, socio-economic environment, pre-school education status, and age) of writing skills and writing speeds of Primary School students. Sequential explanatory mixed model was used in this study. The centre of the study was formed by the first-class students in 2017-2018 school year in the province of Gaziantep, while the sample consists of 210 students studying in schools with lower, middle and upper socio-economic environment selected from the center by stratified sampling. In addition, there search contains interviews with 16 primary school first grade classroom teachers. The research data were collected using the Writing Skills Assessment Scale developed by the researcher, the semi-structured interview form, dictation text used for writing skills, and the reading text used to measure writing speed. Writing skills and writing speeds of the students were tested with percentage, frequency, arithmetic mean, Standard deviation, independent groups t-test, one-way variance analysis, correlation and the semi-structured interviews with teachers were analyzed with content analysis.According to the findings obtained from the study, according to the writing skills assessment scale the lowest value related to the writing ability of the students was found to be 21 and the highest value was found to be 63. The average writing ability value of the students was to be found 43.2. The writing skills of the students differ significantly according to their gender, age, pre-school education status, handedness and the socio- economic environment of their schools. The minimum number of letters written by the students in writing speed results is two, while the highest number of letters is 63 letters. Students have an average writing speed of 24 letters. There was a significant difference in terms of age, pre-school edutation status related to the writing speed of the students, where as there was no significant difference in terms of gender and the hand used.Additionally, there was a significant difference between writing speed and the lower-middle and upper-upper socio-economic environment of the schools. In correlation analysis, there is a statistically positive and moderate correlation between writing skills and writing speed. Keywords: Writing skills, writing speed, vertical basic writing, primary school

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Arcagök, S., Kobak, G., Demir, M. K.&Çavuş, Ş. (2017). Dik temel yazı&bitişik eğik yazı kullanımına yönelik sınıf öğretmeni adaylarının görüşleri. Ana Dili Eğitimi Dergisi, 5(4), 861-879. Güneyli, A. (2006). Kitap İncelemesi. İlköğretim online, 5(2), 50-52. http://ilkogretimonline.org.tr/vol5say2/v5s2k3.pdf adresinden 31.08.2018 tarihinde alınmıştır. Kırmızı, S.F.&Kasap, D. (2013). İlkokuma yazma öğretimi sürecinde bitişik eğik yazı&dik temel harflerle yapılan eğitimin öğretmen görüşlerine göre karşılaştırılması. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic Volume, 8/8 Summer, s. 1167-1186. Rosenblum, S., Weiss P. L.&Parush S. (2003). Product and Process Evaluation of Handwriting Difficulties: A Review. Educational Psychology Rewiev, 15 (1), 41-81. Şad, S.N.&Demir, O. (2017). Dik temel yazı&bitişik eğik yazı biçimlerinin 4.sınıf öğrencilerinin okuduğunu anlama becerisine etkisi. Elektronik Sosyal Bilimler Dergisi, Yaz, Cilt:16 Sayı:62, s.801-816. Vinter, A.&Chartrel, E. (2010). Effects of Different Types of Learning on Handwriting Movements in Young Children. Learning and Instruction 20 (2010) 476-486. Yıldız, M. Ataş, M. Yekeler, A.D.&Aktaş, N. (2016). Dik temel yazıyı nasıl öğrenciler? Nasıl yazıyorlar?. International Periodical for the Languages, Literature and History of Turkish or Turkic Volume, 11/3 Winter, s. 2461-2480.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02230 EXAMINATION OF PRIMARY SCHOOL STUDENTS’ USE OF METACOGNITIVE AWARENESS STRATEGIES: A COMPARATIVE CASE STUDY SUKRAN TUFEKCI KUCUKOGLU - MELIKE OZYURT ABSTRACT The rapid development of science has had an impact on education as well as many other areas. It implies the necessity to raise individuals who can search, find and generate new information instead of rote-learning based education that acknowledges the given information as it is (Ersoy, 2013). Furthermore, the ways of acquiring information have also been the subject of curiosity as well as the changes during the teaching process. Today, it is important for the individual to know the ways of learning to learn rather than the content of what has been learnt. The prerequisites of a good quality education are to teach the individuals how to learn, how to remember and how to be effective in their own learning instead of organizing what to learn (Çakıroğlu, 2007). This kind of awareness has led to the notion of metacognition. The concept of metacognition was introduced to the literature by Flavell in 1976 but began to be used in Turkey in the 2000s.Flavell defines the concept of metacognition as being aware of and controlling one’s own cognitive processes (Flavell, cited in Ersoy, 2013). Senemoğlu (2011) also describes metacognition as being able to distinguish one’s learning style and organize their own learning effectively. There are a great number of models with regard to the concept of metacognition in the relevant literature. One of these models was developed by Marzano, Brandt, Hughes, Jones, Presseisen, Rankin and Suhor (1988). In their model, Marzano et al. (1988) dealt withmetacognition under two main dimensions through a deeper analysis (Marzano et al., cited in Öztürk, 2009). These dimensions are information about self and self-control together with the knowledge and control of the process. While the formertheme is categorized into devotion, attention and attitude, the latter oneincludesthe categories of planning, regulation and evaluation. The concept of metacognition is highly significant in learning and affects a great many factors such as knowledge acquisition, comprehension, recollection and implementation.The studies in the literature indicate that metacognition is fruitful in specific areas such as reading, writing, mathematics, social sciences and problem solving (Akın, Abacı & Çetin, 2007). The aim of present study was to investigate the use of cognitive awareness strategies of primary school students with high and low level of metacognitive awareness while studying.The research design was ascertained as a comparative case study and qualitative research method was used as it was aimed to compare the use of cognitive awareness strategies of students with low and high level of metacognitive awarenessin the study. The working group of the study was determined throughdeviant case sampling strategy. With this purpose in mind, 602 students, 302 of whom were in the 3rd grade and 300 of whom in the 4thgrade, studying at six different primary schools in the province of Kilis during the academic year of 2018-2019 wereprimarily determined as the sample of the study throughthe random sampling technique. Metacognitive Awareness Scale for Children (Form A) which was developed by Howard, Miller and Murphy (2002) to evaluate the metacognitive skills of the students and adapted to Turkish by Karakelle and Saraç (2007) was administered to the respondentsof the study. Fifteen students with the lowest and highest metacognitive awareness levels were identified through the analysis of the obtained data and they constituted the working group of the study. The interview form which was developed by the researchers through exploiting The Interview Protocol by Demir and Doğanay (2010) was used as the instrument of the study.The obtained data were subjected to descriptive analysis according to the dimensions of cognitive awareness relationship of Marzano et al. (1988).In order to ensure the validity and reliability in data analysis, the responses of the participating students to the questions were analysed and coded independently by the researchers. Then, the compliance between the codes was examined through matching discrete analyses. In addition to the consensus on the encodings, the validity of the data was granted through compliance between the codes thanks to the analysis of collected data by the researchers at various times. As a result of the study, it was concluded that the use of cognitive awareness strategies of the students with high and low level of metacognitive awareness levels while studying differed significantly. While students with high level of metacognitive awareness were found to use the strategies such as making plans, taking notes, underlining, searching from different sources, searching from the internet, being eager, and like doing homework, it was determined that the students with low level of metacognitive awareness do not plan, depend solely on their own resources and tend to study all the courses simultaneously. Keywords: Metacognition, Metacognitive Awareness, Metacognitive Strategies

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akın, A., Abacı, R. &Çetin, B. (2007). Biliş Ötesi Farkındalık Envanteri’nin Türkçe formunun geçerlik&güvenirlik çalışması. Kuram&Uygulamada Eğitim Bilimleri, 7 (2), 657-680. Demir, Ö. & Doğanay, A. (2010). Bilişsel koçluk yöntemiyle öğretilen bilişsel farkındalık stratejilerinin altıncı sınıf sosyal bilgiler dersinde bilişsel farkındalık becerilerine&kalıcılığa etkisi. İlköğretim Online, 9(1). Ersoy, R. (2013). Biyoloji eğitiminde proje tabanlı öğrenme yaklaşımının ortaöğretim öğrencilerinin üst bilişsel farkındalıklarına&eleştirel düşünme eğilimlerine etkisi.Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü. Karakelle, S.&Saraç, S. (2007). Çocuklar için üstbiliş farkındalık ölçeği (ÜBFO-Ç) a&b formları: geçerlik&güvenirlik çalışması. Türk Psikoloji Yazıları, 10(20), 87–103. Marzano, R.J.,Brandt, R.S., Hughes, C.S., Jones, B.F., Presseisen, C.S., Rankin, S. C.&Suhor, C. (1988). Dimensions of thinking: A framework for curriculum and instruction. Alexandria, VA: Association for Supervision and Curriculum Development. Öztürk, A. (2009). Fizik problemlerini çözmede yüksek&düşük başarılı fen&teknoloji öğretmen adaylarının fizik problem çözme süreçlerinin bilişsel farkındalık açısından incelenmesi. Yüksek Lisans Tezi, Çukurova Üniversitesi Sosyal Bilimler Enstitüsü. Senemoğlu, N. (2011).Gelişim, öğrenme&öğretim, Ankara: Gazi Kitabevi. Sperling, R. A., Howard, B. C., Miller, L. A. &Murphy, C. (2002). Measures of children's knowledge and regulation of cognition. Contemporary Educational Psychology, 27(1), 51-79.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02231 THE INVESTIGATION OF TEACHERS’ CURRICULUM LITERACY AND REFLECTIVE THINKING TRENDS HASAN GUNER BERKANT - CIHAN MANSUROGLU ABSTRACT Education is a process that must be carried out programmatically because of its potential to shape the future of society in general and the individual in particular (Demirel, Ö.&Kaya, Z., 2011). According to Varış (1988: 15), the training program is defined as a system of activities that are provided to students and adult individuals at various levels and prepared in accordance with the objectives of the senior management and the current institution. According to Başaran and Aksu (2007), the qualification of the education program depends on the harmonious work of the program, the teacher and the student, and the transfer of the program from theory to practice depends on the teacher's program literacy. As Bolat (2017) stated, parallel to the fact that the educational program is the basic educational document in which the educational activities are organized, the literacy of the curriculum is among the basic skills that teachers and prospective teachers should have. The high literacy skills of the teachers will enable them to become more familiar with the program variables and to implement them more accurately (Ariav, 1991). The fact that teachers are literate in a good education program may also enable them to use the thinking skills employed in the implementation of the program Baştürk&Dönmez (2011). In this context, it may also be the use of reflective thinking, which is a high-level thinking skill that will enable you to learn from the program's experience, manage thinking and correct mistakes. According to Taggart and Wilson (2005), reflective thinking is defined as making the problem situation understandable in educational problems, using analyzes to determine the result, and obtaining logically correct results (Marsh&Willis, 2007). Again, in this research, it is necessary to determine the reflective thinking tendencies of teachers have an important place in the program implementation, and to determine how teachers' educational program literacy and reflective thinking tendencies change according to various variables. This study, which aims to determine how teachers 'educational program literacy and reflective thinking tendencies are reflected in the teaching process in terms of various variables, may bring a new perspective to the problems experienced in teachers' educational system in obtaining desired outcomes and professional development. In this context, the problem sentence of the study can be expressed ‘How is the relationship between teachers' educational program literacy and reflective thinking dispositions with various variables and each other? ’In this research, relational scanning method, one of the descriptive scanning models, was used. In this study, it was investigated whether the educational program literacy and reflective thinking tendencies differed according to the variables of gender, age, education level, graduated faculty, education level, staff branch, professional seniority and the frequency of examining the curriculum. The universe of the research consists of 20950 teachers in various branches working in official public schools in Hatay. The sample of the study consists of 511 randomly selected teachers. As a data collection tool; Personal Information Form, Educational Program Literacy Scale and Teacher Reflective Thinking Tendency Scale were used. The educational program literacy scale used in the study was developed by Bolat (2017) and consists of 29 items. The reflective thinking tendency scale used in the study was developed by Semerci (2007) and consists of 7 sub-dimensions and 35 items. Data were analyzed with SPSS 23.0. Descriptive statistics, independent groups t-test, one-way analysis of variance (ANOVA), LSD test, Kruskal Wallis H test and Mann Whitney U-test were used for data analysis. As teachers' frequency of examining the curriculum increases, the literacy skills and the writing dimension skills increase. Questionnaire and effective teaching, reflection and scientific dimensions of reflective thinking tendency of female teachers and their skills related to total reflective thinking tendencies are higher than male teachers. Teachers' level of education is not effective on reflective thinking dispositions. Teachers with a branch in social sciences have higher skills in terms of open-mindedness, foresightedness and sincerity, and the perspectives of reflecting thinking tendency than teachers with branch of mathematics and science. Teachers in the 23-29 age range have higher skills in terms of persistent and purposeful thinking, open-mindedness, and professional perspectives than those in the 30-35 age group. Teachers whose seniority is between 1-10 years have higher level of open-mindedness skills than the ones whose seniority is between 11-15 years. Teachers whose seniority is between 1 and 5 years are more likely to have a higher level of reflective thinking than the ones whose seniority is between 6 and 26 years. As teachers' frequency of curriculum analysis increases, continuous and purposeful thinking, open-mindedness, inquiring and effective teaching, predictive and sincere, tendency and sincerity of reflective thinking tendencies and total skills decrease. Keywords: Curriculum literacy, reflective thinking disposition, teachers

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Ariav, T. (1991). Growth in teachers' curriculum knowledge through the process of curriculum analysis. Journal of Curriculum and Supervision, 6(3), 183-200. Başaran, S.T. and Aksu, M. (2007). Anatolian teacher high schools: advantages, limitations and suggestions for development. Ankara University Journal of the Faculty of Educational Sciences, 40 (1), 157-179. Baştürk, S.&Dönmez, G., 2011. Öğretmen adaylarının limit&süreklilik konusuna ilişkin pedagojik alan bilgilerinin öğretim programı bilgisi bağlamında incelenmesi. International Online Journal of Educational Sciences, 3(2), 743-775. Bolat, Y. (2017). Concept of educational program literacy and scale of educational program literacy. International Periodical for Languages, Literature and History of Turkish, 12 (18), 121-138. Demirel, Ö.&Kaya, Z., 2011. Eğitim ile İlgili Temel Kavramlar. Ö. Demirel&Z. Kaya (Ed.). Eğitim Bilimine Giriş (ss. 3-22). Ankara: Pegem Akademi. Marsh, C.J.&Willis, G., 2007. Curriculum alternative, approaches, on going ıssues. New Jersey: Pearson. Taggart, G. L. and Wilson, A. P. (2005). Promoting reflective thinking ın teachers: 50 Action strategies. California: Corwin Press. Varış, F. (1988). Curriculum development in education. Ankara University Faculty of Education Publications, Publication no: 157.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02232 COMPARATIVE EVALUATION OF TURKISH LESSON (1 TO 8 GRADE) CURRICULA SUAT CAPUK ABSTRACT One of the most important elements of formal education is the curriculum. Tyler (1969, 1) in his book outline one way of viewing instructional program as a functioning instrument of education. Ornstain and Hunkins (2013) defines the planned, formal curriculum focuses on goals, objectives, subject matter, and organization of instruction. Selection of the educational objectives require data from the sources of student, society and subject (Tyler, 1969). In Turkey, the general aims and principles of education were defined by law in 1973 (Law No. 1739). Changes in society, subject matter and needs of students requires curriculum development. There are many models and approaches for curriculum development; such as The Tyler Model (1969), The Taba Model (1962), The Oliva Model (Oliva, Gordon, 2005) and Ministry of National Education Curriculum Development Model (Demirel, 2010). Demirel (2010) also purposed a curriculum development model as Demirel Model. Curriculum development requires to define some basic foundation of curriculum that related to philosophical, historical, psychological and social foundation. Therefore, changes in these foundational domains of curriculum effects the current curriculum in schools. These changes require educational systems to evaluate curriculum. Curriculum evaluation is essential to curriculum development, implementation and maintenance (Ornstein and Hunkins, 2013, 240). Last decades, in Turkey K12 curriculum were changed often. For example, major changes were made in 2005, 2009, 2015 and 2017 for basic, middle and high school’s curricula. Olivia and Gordon (2005, 119) suggests that curriculum development components may reassessed in a given period of time. After implementation of curriculum by the Ministry of National Education (MNE) there should be nationwide evaluation of the curricula. There are small scaled studies on curricula focusing on teachers’ opinions such as; (Durukan,2013), (Erçapan&Erzen, 2008), and (Bümen, 2005). In Turkey without any changes made for the test oriented educational system the school curriculum was developed, evaluated, and implemented on the paper. But curriculum changes did not improve students’ success neither in international exam such as PISA TIMSS etc., nor national exams such as Higher Education Institutions Exam (YKS), Monitoring and Evaluation of Academic Skills (ABİDE). According to ABİDE (2019) report 66.1% of the students were found to have intermediate and sub-intermediate proficiency in Turkish. The basis of the curriculum development studies is to identify the inadequate aspects of the curriculum in practice and to carry out renewal or new curriculum development related to findings. The main aim of the study to evaluate the Turkish Lesson Curricula for basic education (from 1 to 8). For the evaluation a comparative documentary analysis (CDA) method was applied. CDA aims to automatically identify sets of quality phrases to summarize the commonalities of both documents and highlight the distinctions of each with respect to the other in formatively and concisely (Ren, Lv, Wang and Han, 2017). In this study official last six Basic Education Turkish Lesson Curricula for 1 to 8 grade that implemented during 2005, 2009, 2015, 2017, 2018, 2019 years were selected. After the document analysis of each curriculum, the curricula were compared. Selected curricula were analyzed from the bases of curriculum development and curriculum evaluation point of view with a critical perspective. Then, the obtained data were evaluated according to program development criteria. The criteria include formal curriculum main parts (educational philosophy, goals, objectives, content, teaching and learning, organization of instruction, materials and assessment). From the comparative point of view; changes made one curricula to another were discussed from the critical perspective.Research findings indicated that there is a problem about determining basic philosophy in Turkish Curriculum, it is undecided that Turkish curriculum should include General Objectives or Specific Objectives, and there is inconsistency in Turkish teaching to improve students’ basic skills of listening, speaking, reading and writing. Similarly, it is seen that there is no consensus on handwriting whether italic or upright font. Also teaching reading methodology were changed three times. And there are no research findings reported in the Turkish curriculum about this change. Also, in 2009 Turkish curriculum Vision of Program used as a one of the title. It is seen that this title is not used in subsequent programs. As a result, it is thought that it is not appropriate to change the curriculum of Turkish course in short terms in terms of philosophy and purpose and practice. Curriculum development studies should be carried out systematically, especially evaluation should be made for the results or processes oriented and the curriculum should be updated in order to students’ success. Keywords: Turkish Curriculum, evaluation, critics

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Ayrancı, B. B. and Mutlu, H. H. (2017). 2006, 2015&2017 Türkçe Dersi Öğretim Programlarının Karşılaştırılması, International Journal of Language Academy 5(7), 119-130. Bümen, N. T. (2005). Öğretmenlerin Yeni İlköğretim 1-5. Sınıf Programlarıyla İlgili Görüşleri&Programı Uygulamaya Yönelik Bir Hizmetiçi Eğitim Çalışması Örneği, Ege Eğitim Dergisi, 6(2), 21-57. Demirel, Ö. (2010). Kuramdan uygulamaya eğitimde program geliştirme. (12. Basım) Ankara: Pegem Yayıncılık. Durukan, E. (2013). Öğretmen Görüşleri Açısından Türkçe Dersi Öğretim Programı Kazanımları, Karadeniz Sosyal Bilimler Dergisi, 5(8),1- 13. Erçapan, C. and Erzen, M. (2008) İlköğretim Türkçe Dersi Öğretim Programının Değerlendirilmesi, Uluslararası Sosyal Araştırmalar Dergisi 1(4), 182-202. Olivia, P. F. and Gordon, W. R. (2013). Developing the Curriculum. Eighth Edition, New Jersey, Pearson Education, Inc. Ornstein, A. C. and Hunkins, F. P. (2013). Curriculum: Foundations, Principles, and Issues. Sixth Edition, New Jersey, Pearson Education, Inc. Ren, X., Lv, Y., Wang K. and Han, J. (2017). Comparative document analysis for large text corpora In: Proc. of the Tenth ACM International Conference on Web Search and Data Mining, WSDM ’17, 325–334.. ACM, New York. https://doi.org/10.1145/3018661.3018690. Tyler, R. W. (1969). Basic principles of curriculum and ınstruction. Chicago: The University of Chicago Press.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02237 MEASURING SCIENCE TEACHERS' AUTONOMY ON CURRICULUM: A SCALE DEVELOPMENT OKAN YOLCU - RUKEN AKAR VURAL ABSTRACT Autonomy can be defined as having the authority to make decisions or not being completely dependent on any institution or person at the decision-making stage. Autonomy is also expressed as regulating one's own work. (Eraut 1994; Breen, 2001: 24). Teacher autonomy is accepted as one of the characteristics of professionalism (Eraut, 1994). Teachers' competence of control over their own techniques constitutes a major dimension of autonomy. (Sachs, 2003). It is a necessity of autonomy that a professional establishes her own control mechanisms (Evans, 2008). Teacher autonomy is a concept that is mostly mentioned in the researches on foreign language teaching. Teacher autonomy can be defined in many ways as; teacher's perception of being able to control herself and her environment (Pearson and Hall, 1993; cited in Pearson and Moomaw, 2005), the capacity to perform teaching activities (Little, 1995), and freedom of decision-making in educational subjects (Eurydice, 2008). Teacher autonomy is defined as the status of freedom of teachers to determine the objectives and contents of the curriculum within the school, the selection of textbooks, the choice of teaching methods and the freedom of decision-making in the assessment of students (Eurydice, 2008).Friedmen (1999), Colak and Altinkurt (2017) and Ulas and Aksu (2004) discuss the teacher autonomy in many sub-dimensions in their studies. Nevertheless, in these studies, curriculum autonomy was addressed as a general phenomenon, and an understanding of autonomy that includes the specific fields of science curriculum (experiment, observation, etc.) was not represented in the researches. Hence, in this study, it was considered appropriate to develop a scale to reveal the curriculum autonomy status of Science teachers. For this purpose, firstly, the literature was searched and studies on curriculum autonomy were put forward. As a result of the studies, a pool of 50 items was developed which aims to reveal the curriculum autonomy of the teachers. In order to provide the content validity of the scale, the 50-item form was examined by 3 academicians and 2 Ph.D. students who passed the proficiency stage. As a result of this examination, it was decided to remove the 12 items that contained narrative disorder and were not associated with autonomy The scale which includes the remaining 38 items has been tested as a pilot-scheme on 8 Science Teachers to preform it, before its actual implementation. At the end of the pilot-scheme, one-to-one interviews were conducted with teachers, and 9 items that were not fully understood and could not be fully correlated with autonomy were removed from the scale in consultation with experts. Thus, a scaling factor form with 29 items was developed. In order to develop the scale form, 185 teachers working in 52 different schools in 8 districts of İzmir Province were reached in the 2018-2019 academic year and the scale was applied to these teachers. As a result, analyzes were conducted on the remaining 178 teacher forms. Exploratory factor analysis was performed on the scale consisting of 29 items and items were loaded on 8 factors. The exploratory factor analysis was repeated several times, taking into account situations loaded with more than one factor and less than 10 differences between two different factor loads. In the end, a structure consisting of 15 items and 4 factors occurred. After the exploratory factor analysis, the dimensions of the scale items were named. The confirmatory factor analysis of the Curriculum Autonomy Scale was performed on the same sample in which exploratory factor analysis was performed (n = 178). The fact that exploratory factor analysis and confirmatory factor analysis are performed on the same sample is not a problem (Jöreskog and Sörbom, 1993; Thompson, 2005).When the DFA values were examined; x2/sd, CFI, RMSEA values are within the limits of perfect fit indices, and GFI, AGFI, RMR, and SRMR values are within acceptable limits. In this case, the 4-factor structure of the scale was confirmed. Keywords: Autonomy, Teacher, Science, curriculum

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Breen, H. (2001). Cooperative education partnerships: an examination of reciprocal relationships between universities and tourism and hospitality industry organizations. Unpublished Masters Thesis, Southern Cross University, Lismore, NSW, Avusturalya. http://works.bepress.com/helen_breen/22/. Büyüköztürk, Ş. (2014). Manual of data analysis for social sciences. Ankara: PegemA Publishing. Çolak, İ.&Altınkurt, Y. (2017). Relationship between school climate and teachers' autonomy behaviors. Educational Administration in Theory and Practice, 23(1), 33-71. Eraut, M. (1994). Developing Professional Knowledge and Competence. London: The Falmer Press. Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56 (1), 20-38. Friedman, A. I. (1999). Teacher-perceıved work autonomy: the concept and ıts measurement. Educational and Psychological Measurement, 59 (1), 58-76. Jöreskog, K. G.&Sörbom, D. (1993). Lisrel 8: Structurel equation modeling with the simplis command language, Lilncolnwood, IL, Scientific Software International, Inc. Sachs, J. (2000). Rethinking the Practice of Teacher Professionalism. London: Routledge/Falmer. Thompson, B. (2005). Exploratory and confirmatory factor analsis: understanding concepts and aplications, Washington DC. American Psychological Association Ulaş, J.&Aksu, M. (2015). Development of teacher autonomy scale for turkish teachers. Procedia - Social and Behavioral Sciences, 186, 344 – 349.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02241 ATTITUDES OF MIDDLE SCHOOL STUDENTS TOWARDS AUGMENTED REALITY APPLICATION IN SCIENCE CLASS TUGBA YURTKULU ABSTRACT In today's world where information is changing in seconds, the effects of this development on our lives and education systems have been inevitable. These changes in technology have brought innovations in the field of education and different technology applications have been provided to be used during education (Küçük, Yılmaz & Göktaş, 2014). These changes have changed as the differentiation of learning environments and the computerization of educational spaces, web-based learning and digitalization of education (Şenkal & Dinçer, 2012). As in the world, in our country, technological tools increased and easy to access, new software diversified, and from medicine to architecture and many areas of education, improvements have been experienced (Baysan and Uluyol, 2016). The blackboards used in schools were replaced by smart boards, overhead projectors and simulation software used to minimize the risk of experiments using laboratories. One of these preferred technological developments in terms of cost, security and accessibility is the application of augmented reality (Sırakaya, 2015). Augmented reality is a technology application that is created by integrating existing and virtual models and introducing topics that are developed interactively to the practitioner (Koçoğlu, Akkuş and Özhan, 2017, 327). Keeping up with these predicted changes and putting them into practice by evaluating them from the right angle should be provided with science literacy (Çepni, Bacanak & Küçük, 2003). In science literacy, it is defined as the way that science creates society and technology, and how society and technology form and undergo scientific knowledge, how science is affected and that the development of technology is reflected in society (Öztürk, 2015, 60). The importance of this research is to enrich education environments with technology so that there is not a single individual to be lost in education, to comprehend that learning can take place everywhere; give an idea about what should be considered in the content of textbooks. Formatting the textbooks using augmented reality applications based on the views of the teachers, and opinions on which subjects the science lesson books equipped with augmented reality will be effective will help academicians and researchers in this field. What is the general augmented reality applications attitudes of the secondary school students participating in the research? Does the attitude of augmented reality applications differ significantly in terms of gender of secondary school students? Does the attitude of augmented reality applications differ significantly in terms of class levels of secondary school students?In this research, descriptive relational survey model was used.Descriptive survey model; It is a research model that tries to describe and examine the current situation and characteristics of events, assets, groups (Kaptan, 1998,53). Relational screening model is a research model that aims to determine the existence of co-change between two and more variables (Karasar, 2005, 183). This study is descriptive survey model. Augmented Reality Application Attitude Scale was used to obtain quantitative data, and semi-structured interview form was used to obtain qualitative data. In this scale, it was investigated whether there was a significant difference between gender and grade levels as independent variables. Gender, female students and male students in the three-dimensional thinking and imagination of the difference in the difference (Şensoy and Yıldırım, 2016), class levels in the development theories of Pıaget stated that the students' perceptions of the transition from concrete period to the abstract period was effective. The sample; In the 2018-2019 academic year, it consists of 315 students from 5th, 6th, 7th and 8th grades studying in two central schools in Sakarya. In the research, Attitude Scale for Augmented Reality Applications di developed by Küçük, Yılmaz, Baydaş and Göktaş (2014) was used.It was found that AGUTÖ was significantly higher in terms of the total scores of male students compared to the mean scores of female students, and it was found that the anxiety of using sub-factors was higher than that of male students, and did not differ in terms of satisfaction and desire to use. This may be due to the fact that male students are more interested in computer games in this age group and they are not far from these visuals. In the study, it was seen that the usage satisfaction of the eighth-grade students was significantly lower than the sixth and seventh grade students' scores in terms of grade levels of AGUTÖ. In addition to these results, it was seen that use anxiety, which is one of the sub-factors, was higher in the eighth grade. It is seen that academic achievement is better when class levels are augmented by augmented reality applications and therefore, they have a high level of attitudes and interests towards both the courses and augmented reality applications. Keywords: Augmented reality, attitude scale, gender, grade level

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract REFERENCES Baysan, E. & Uluyol, Ç. (2016). Artırılmış gerçeklik kitabının (AG-KİTAP) öğrencilerin akademik başarılarına etkisi&eğitim ortamlarında kullanımı hakkında öğrenci görüşleri. Eğitim&İnsani Bilimler Dergisi: Teori&Uygulama. 7(14), 55-78. Çepni, S., Bacanak, A.&Küçük, M. (2003). Fen eğitiminin amaçlarında değişen değerler. Fen-Teknoloji-Toplum. Değerler Eğitimi Dergisi, 1(4), 7-29. Kaptan, S. (1998). Bilimsel araştırma teknikleri&istatistik yöntemleri. Ankara: Tekışık Web Ofset Tesisleri. Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayınevi. Koçoğlu, E., Akkuş, İ.,&Özhan, U. (2017). Yeni bir öğrenme ortamı olarak artırılmış gerçeklik uygulamalarıyla sosyal bilgiler öğretimi. In Alternatif Yaklaşımlarla Sosyal Bilgiler Eğitimi (2), 327. Küçük, S., Yılmaz, R. M., Baydaş, Ö.&Göktaş, Y. (2014). Ortaokullarda artırılmış gerçeklik uygulamaları tutum ölçeği: geçerlik&güvenirlik çalışması. Eğitim&Bilim Dergisi. 39(176), 383-392. Öztürk, C. (2015). Sosyal Bilgiler öğretimi demokratik vatandaşlık eğitimi. Ankara: Pegem Akademi. Şenkal, O.&Dinçer, S. (2012). Geleneksel sınıfların uzaktan eğitim platformuna dönüştürülmesi: bir model çalışması. Bilişim Teknolojileri Dergisi, 5(1), 13-18. Şensoy, Ö.&Yıldırım, H.İ. (2016). 8. Sınıf fen&teknoloji dersinde üç boyutlu görsel materyal kullanımının başarıya&tutuma etkisinin araştırılması. Türk Eğitim Bilimleri Dergisi, 14(1), 85-102.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02244 THE EFFECT OF GOAL BASED SCENARIO ORIENTED SCRATCH PROGRAM TO COMPUTATIONAL THINKING AND ACHIEVEMENT VEYSEL KARANI CEYLAN - RUKEN AKAR VURAL ABSTRACT It is envisaged that a number of innovative skills in future workforce skills differ from those of today for humantiy. Variable needs and changing circumstances will pose major challenges for individuals who has not these skills in the future. Foremost of these skills, rather than acquiring a burden of pure knowledge, are the skills that can process information and develop different thinking abilities (Grover et al, 2013). Among these thinking skills, computational thinking is the most mentioned thinking skill area with its core skills (Brennan & Resnick, 2012). According to ISTE (2016), computational thinking is seen as a key need that individuals need today and tomorrow, and is defined as a problem-solving approach that strengthens based on technology and thinking.In fact, Wing (2014) considered that individuals must gain computational thinking skills such as mathematics, reading, writing skills in the 21st century. But traditional methods usually have been criticized in learning environments for gaining new skills to students. So, Goal Based Scenario (GBS) Learning is bridging the gap between acquiring knowledge and real-life professional practice meant to prepare graduates for them obtain new skills. Errington (2003) referred this approach as learning by doing. Schank et al (1999) stated that a GBS is a learn by doing simulation in which students pursue a goal by practicing target skills and using relevant content knowledge to help them achieve their goal. GBS method has two important features. One of them is to provide in high level of learners’ intrinsically motivations and another is to emphasize a model in which learning goals aim for learners to learn how to rather than know that. GBS method was used in order to redeveloped unit of problem solving and programming in 6th grade. In this scope, researcher developed 8 scenarios using features of GBS method for every week. In this study, it was aimed to investigate the effect of problem solving and programming unit redeveloped by researcher using Goal Based Scenario Learning method on students' computational thinking skills and their academic achievement scores. Quasi-experimental design was used in this study. Quasi-experimental models are highly valid models in many cases where the controls required by the actual experimental models cannot be provided (Karasar, 2013). The model to be used in this research was designed according to the quasi-experimental model of 2X3 (experiment group, control group X pre-test, post- test and follow-up test). Computational thinking self-assessment scale and academic achievement test developed by researcher were used as measurement instruments. The study group consists of six 6th grade 118 students from three secondary schools (two public and one private school) in Milas district with socio-economic status of ‘lower’, middle and ‘upper’. One of the two 6th graders in each school selected by stratified sampling method and each group in the same school was assigned as control group and as experimental group. The stratified sample is a sample in which the sub-groups in the universe are guaranteed to be represented in the sample (Balcı, 2015). Intervention program lasted 8 weeks and was applied to experimental group. Academic achievement test and computational thinking self-assessment scale were applied at the before of intervention program, at the end of intervention program and 6 weeks after end of intervention program. We searched the following research questions. 1.Is there any significant difference between control group and experimental group in respect to academic achievement scores? 2Is there any significant difference between control group and experimental group in respect to retention of achievement academic scores ? 3.Is there any significant difference between control group and experimental group in respect to achievement academic scores in terms of gender? 4.Is there any significant difference between control group and experimental group in respect to retention of achievement academic scores in terms of gender? 5.Is there any significant difference between control group and experimental group in respect to achievement academic scores in terms of socio-economic? 6.Is there any significant difference between control group and experimental group in respect to retention of achievement academic scores in terms of socio-economic? In the analysis phase, data were checked for the suitability of the data for statistical analysis. Academic achievement’s scores (pre-test, post-test, follow up tests) have not normality distribution using SPSS v23. So that we used non-parametric tests for determine to significant difference between groups. Data analyze is still ongoing. Keywords: computational thinking, Goal Based Scenario learning

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Balcı, A. (2009). Sosyal bilimlerde araştırma: Yöntem, teknik&ilkeler. Ankara: Pegem Yayınevi. Brennan, K.& Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Annual American Educational Research Association Meeting.British Columbia: Vancouver. Errington, E. 2003. Developing Scenario-Based Learning: Practical Insights for Tertiary Educators, Dunmore Press Ltd, New Zealand. Grover, S.&Pea, R. (2013). Computational Thinking in K-12: A Review of the State of the Field. Educational Researcher, 42(1), 38–43. Kalelioğlu, F.&Gülbahar, Y. (2015). Bilgi İşlemsel Düşünme Nedir&Nasıl öğretilir? 3th International Instructional Technology and Teacher Education Symposium. Trabzon, Türkiye, September 9 – 11, 2015. Karasar, N. (2013). Bilimsel Araştırma Yöntemi. İstanbul: nobel yayin dağitim. Schank, R.,C., Berman T.,R. and Macpherson, K, A. (1999). Learning by doing. Instructional-Design Theories and Models, A new paradigm of Instrcutional Theory. Volem II Edited by Reigeluth. C.,M. Indiana University. Lawrence Erlbaum Assoc., Publishers Mahwah, New Jersey, London. Wing, J., M.(2014). Computational Thinking, CACM Viewpoint, March 2006, pp. 33-35. ISTE, International Society for Technology in Education (2016). https://www.iste.org/e xplore/Solutions/ Computational- thinking-for-all

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02253 EXAMINATION OF CLASSROOM ENVIRONMENT CREATED BY TWO TEACHERS AND THE STUDENTS’ SOCIAL EMOTIONAL SKILLS ESIN ACAR - MELIS CAGLAYAN ABSTRACT The classroom environment is an environment that the teacher can determine and control it physically and emotionally and it is influenced by the teacher's ability to reflect her skills on the class. The teacher plays a decisive role in creating a classroom environment. One of these skills is being empathic. When we look at how empathy skills emerge in classroom settings, we can see that it affects teacher-student, student-student relationships. Empathy is the necessary skill to provide a positive classroom environment for teachers. Strong emotional connections of the students in the school environment also directly affect their achievement (Reyes, Brackett, Rivers, White, Salovey, 2012). The success should be considered not only in academic but also in presenting social and emotional skills in the classroom. There are studies linking the cause of unwanted behaviours in the classroom environment to the lack of social-emotional skills (Littell, Campbell, Green and Toews, 2005). As considering this situation, in this study, we examined how the classroom environment affects social-emotional skills. Different studies on social-emotional learning of students are available in the literature. Some of these studies examine the relationship between social-emotional learning and academic achievement of students (Denham and Brown, 2010; Elias and Arnold, 2006; Brackett, Rivers and Salovey, 2011; Zins, Walberg, Weissberg and Bloodworth, 2004); some studies have focused on the relationship between various variables and social-emotional learning (Greenberg, Weissberg, O’Brien, Zins, Fredericks, Resnik, Elias, 2003). It has been determined that there is not enough work and experience in classroom environments where social-emotional skills develop especially in our country. In the only study reached, the effect of the program developed for social-emotional learning on the students' perceptions of classroom environment was examined (Esen Aygün, 2017). In this study, the classroom environment created by the teacher having high empathy skills, self-esteem and professional satisfaction and another classroom environment created by the teacher having low empathy skills, self-esteem and professional satisfaction were compared by observing in detail. At the same time, these teachers’ students’ social-emotional learning skills were examined. In the selection of teachers in which social-emotional learning supportive and non-supportive classroom environments were examined, appropriate measurements were used. According to the measuring results, two teachers with the highest and lowest scores were preferred in the study. In the context of the 'case study' method, classroom environments created by the teachers and the social-emotional skills of the students were examined both deeply and descriptively. In order to understand a situation well, the relationship between the event and the context should be examined in detail. Case studies also ask detailed questions for investigation the research question and the researcher collect information about the event taking place outside her control. In the study, data were collected through classroom observations, classroom climate checklist, semi-structured interviews with teachers and the field notes. Descriptive analysis and content analysis were used in analyzing classroom observations and interviews. In the analysis of classroom environment checklist, the total score was obtained.At the beginning of the study, it was observed that the teacher who scored lower than the measurements of empathy skills, self-esteem and professional satisfaction applied to themselves, constituted a negative classroom environment where the communication with the students was problematic as a result of the observations lasting for 16 hours. At the same time, it was observed that the students of this teacher had difficulty in expressing themselves and their emotions within the scope of social-emotional skills during the lesson, they were unsuccessful in friendship relations and they were generally negative. The teacher's classroom environment, which is expected to create a positive classroom environment by getting high scores from the results of the measurements, was positive as expected. It was observed that this teacher has communicated positively and effectively with the students in the classroom environment. Positive relationships have been revealed in this teacher's communication between students and better express themselves and their feelings. Keywords: Social Emotional Skills, Classroom Environment, 4th Grade

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Brackett, M.A., Rivers, S.E., Salovey, P. (2011). Emotional Intelligence: Implications for Personal, Social, Academic, and Workplace Success. Social and Personality, Psychology Compass, 5(1), 88-103. Denham, S.A., Brown, C. (2010). Plays Nice With Others: Social–Emotional Learning and Academic Success. Early Education and Development, 21 (5), 652-680. Elias, J.E., Arnold, H. (2006). Emotional Intelligence and Academic Achievement. A Sage Publications Company, Thousand Oaks: California. Greenberg, M.T., Weissberg, R.P., O’Brien, M.U., Zins, E.J, Frederics, L., Resnik, H., Elias, M.J. (2003). Enhancing School-Based Prevention And Youth Development Through Coordinated Social, Emotional, and Academic Learning. American Psychological Association, 58(6), 466- 474. Littell, J. H., Campbell, M., Green, S. & Toews, B. (2005). Multisystemic Therapy for social, emotional, and behavioural problems in youth aged 10-17. The Cochrane Library, 4(1), 1-53. Reyes, M.R., Brackett, M.A., Rivers, S.E., White, M., Salovey, P. (2012). Classroom Emotional Climate, Student Engagement, and Academic Achievement. Journal of Educational Psychology, 104 (3), 700–712. Zins, J.E., Bloodworth, M.R., Weissberg, R.P., Walberg, H.J. (2004). The scientific Base Linking Social and Emotional Learning to School Success. Journal of Educational and Psychological Consultation, 17(2-3), 190-210.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02258 EVALUATION OF TEXTBOOKS IN TURKEY AND IRAN IN TERMS OF PRINCIPLES OF VISUAL DESIGNS HIVA SHAHINPOOR - GULGUN BANGIR ALPAN ABSTRACT Curriculum of a country serves to the purpose of that country to put its educational policies into practice. The major part of the aims of a curriculum is implemented via textbooks. States assign textbooks a number of responsibilities such as establishing social order, protecting national interests, raising citizens. Therefore, the preparation of textbooks needs to serve to the aim of students’ gaining the desired knowledge and skills (Dogan and Tug, 2017). In addition, countries find it necessary to observe education systems in other countries in order to adopt a developed and prospective education system. Such a comparison enables countries to make up for their deficiencies. Benefiting from other countries’ experiences and theories helps a country to be aware of its deficiencies and find solutions (Ozluk, 2016). In Turkey, textbooks are also prepared by different publishing companies certified by the ministry. In Iran, contrary to many countries, one single type of textbook is taught to students in all schools around the country (Farhadiyan & Farhadi, 2015; Yazdani, 2016). Literature review about textbooks reveals that while studies on content evaluation and use of textbooks are abundant (Koray, Bahadir&Gecgin, 2012; Woody, Daniel and Baker, 2010), studies that focus on visual design together with content or independently (Alpan, 2004; Lee, 2010) are limited in number. The aim of visual design in textbooks is to make them functional and attractive. Visual design of textbooks means handling raw materials such as words, typefaces, type sizes, font styles, space, illustration, colour, paper and ink through the last page in order to make the communication between students and textbooks as clear and effective as possible (Alpan 2004). Turkey and Iran are two important neighbouring countries in the Middle East. Moreover, historical, cultural, political, economic and geographical relations between these two countries are rather deep-rooted. It is thought that evaluating and comparing visual design of the textbooks in these countries will pave the way for evaluation of philosophy of education, social realities, weaknesses and strengths of these countries. This study evaluates textbooks in Turkey and Iran comparatively in terms of principles of visual design. This study, in which descriptive analysis approach is preferred among descriptive research methods, examines documents. Study group consists of Maths, Social Sciences and Science textbooks published by the Ministry of Education in Turkey for the 3rd grade of primary schools, and Maths, Social Sciences and Empirical Studies textbooks prepared by the Department of Curriculum Development and Writing in Iran for the 3rd grade of primary schools. Criterion sampling method was used in the selection of textbooks. Criterion conditions are as such: the textbooks have to be published by state institutions, they have to contain similar courses (contents) and grades, they have to comply with the 3rd grade of primary schools, in which visuals are intensely used. In this study, themes and categories for the visual design of textbooks were determined as design of visual items, page design and cover design, which constitute a part of graphic design principles developed by Alpan (2004). Theme was determined as the unit of analysis. Data gathered through the examination of documents were analysed categorically and thematically. In order to ensure reliability of the study, documents were analysed by two people and the agreement was taken into consideration. The category of visual items in textbooks was evaluated under two different titles namely illustration and photography. Illustration of textbooks in Iran was evaluated as more positive than that in Turkey in terms of compatibility with the principles of design. Except for Science textbooks, photographs in Maths and Social Sciences textbooks in Turkey were evaluated as more positive than those in Iran in terms of the principles of visual design. In the category of page design, it was found that textbooks in Turkey do not stick to the principle of Using spaces effectively in page design while textbooks in Iran do not stick to the principle of Co-designing two consecutive pages. In terms of page design, it could be maintained in general that textbooks in Iran stick to the principles more than textbooks in Turkey do. It was observed that design of Science textbooks in Turkey sticks to the principles of page design more compared with that in Iran. Evaluation of the category of cover design reveals that textbooks in Turkey do not stick to some certain principles. Overall, the study reveals that textbooks in Iran stick to the principles of cover design much more than textbooks in Turkey do. Keywords: Visual design in textbooks, textbook evaluation, Iran and Turkey

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Alpan, G. B. (2004). Ders kitaplarındaki grafik tasarımın öğrenci başarısına&derse ilişkin tutumlarına etkisi. (Doktora Tezi). Https://tez.yok.gov.tr sayfasından erişilmiştir. Doğan, Y., & Tuğ, O. (2017). Uluslararası sınavlarda başarılı ülkeler&Türkiye’nin sosyal bilgiler ders kitaplarının tasarım boyutu açısından incelenmesi. Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi, 1, 56-79. Farhadiyan, S.& Farhadi, B. (2015). Ulusal&dünya grafiğine göre kitap derleme. Shargh, s.11. Koray, Ö., Bahadır, H., & Geçgin, F. (2012). Bilimsel süreç becerilerinin 9. sınıf kimya ders kitabı&kimya müfredatında temsil edilme durumları. Uluslararası Yönetim İktisat ve İşletme Dergisi, 2(4), 147-156. Lee, V. R. (2010). Adaptations and continuities in the use and design of visual representationsin US middle school science textbooks. International Journal of Science Education, 32(8), 1099-1126. Özlük, D. (2016). İran&Türkiye eğitim sistemlerinin yapı&amaçlar açısından karşılaştırmalı analizi. (Yüksek Lisans Tezi). https://tez.yok.gov.tr sayfasından erişilmiştir. Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer textbooks. Computers & Education, 55(3), 945- 948. Yazdani, F. (2017). Classifying the indices for assessing the quality of elementary textbooks. Journal of Educational Sciences. 10 (37), 83- 106

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02261 INVESTIGATION OF PRIMARY SCHOOL CURRICULUM IMPLEMENTATION IN TURKEY IN THE CONTEXT OF SELF-REGULATION BELGIN ARSLAN CANSEVER - GULSEN UNVER - PINAR CAVAS ABSTRACT Education in the early years of life has a major impact on redesigning the future. The main purpose of the education applied in this period is to acquire self-regulation skills for students to educate themselves throughout their lives (Bandura, 2002). Ferreira and Simão (2012) also stated that students should develop their self-regulation skills while fulfilling the mandatory learning tasks of the curriculum. Through these skills, individuals can plan their lives, implement their plans, and evaluate their results. Self-regulation can enable individuals to support the design of their social development and the solution of problems in this process. In the definitions of the concept of self-regulation in the literature; similarly it is emphasized that the individual determines his her learning goals, motivation level balancing, and selects and applies cognitive and metacognitive behaviors that achieve his/her goals (Bandura, 1991; Pintrich, 2004). According to Bandura (2006), self-regulated individuals have the following characteristics: intentionality, forethought, self-reactiveness and self-reflectiveness. These features are also included in self- regulation models. For example, in Zimmerman's (1998) model, the stages of prediction, performance and self-reflection continue cyclically. On the other hand, social, cultural and contextual differences and changes affect the development of self- regulation (Zimmerman & Schunk, 2011). The interaction of parents with their children, the physical conditions of the school, and the qualifications of all employees, especially administrators and teachers, can be included in the contextual factor. From a broader perspective, formal, implemented, hidden and extra-curricular activities, reflecting educational policies and philosophies, may differentiate self-regulation teaching. Therefore, as Järvenoja, Järvelä, and Malmberg (2015) have pointed out, the effects of the learning context should be taken into account rather than merely utilizing self-regulation models as theoretical knowledge. Most of the research on self-regulation is carried out with secondary and university students. There are few studies conducted with primary school students (e.g. Arsal, 2009). In addition, correlational and/or experimental design is generally used in self- regulation studies. Therefore, there is a need for qualitative research that examines in detail the context in which self-regulation can be achieved and program implementation. In this research, it is aimed to contribute to the development of the programs by determining the program applications that affect the perceptions of fourth grade students about self-regulation skills and the question is searched; What are the opinions of students with high and low perceptions of self-regulation skills and their class teachers and family members about curriculum implementation? This paper covers the qualitative dimension in the second stage of a research using sequential explanatory design. In this dimension data were collected through semi-structured interviews. The sample was formed by extreme case sampling. In the sample, students with high (n= 10) and low (n= 10) perceptions of self-regulation skills in the quantitative dimension of the research; their class teachers (n= 20) and an adult member of their families (n= 20), a total of 60 people were involved. Data collection tools are semi-structured interview guides prepared by the researchers for students, teachers and family members, separately. After expert opinions and trial application, there are 16 questions in student form, 13 questions in teacher form and 10 questions in family form. The data collection process, with 17 schools in eight central districts in a large city of Turkey, was conducted and one to one interviews were done in these schools. On average, the interviews lasted 23 minutes with students, 37 with teachers, and 24 minutes with family members. The data were analyzed by two researchers by content analysis technique.In the research, it is revealed that families with the child's rule-oriented home environment, limited help in the work, emotional support and offering sports, arts activities, promote acquiring self-regulation skills. It was determined that the teachers supporting self-regulation were explanatory, reinforcing, prescriptive, planned, and supervising student works and products. It has been found that those school administrators create a corporate culture based on love, respect and cooperation and ensure the regular work of the school, also improve self-regulation. In the hindering characteristics of the curriculum for self-regulation, it is noteworthy that families cannot provide different activities for their children due to their tendency to provide dependent child education and economic constraints. The fact that teachers do not provide students with different activity options and support when they need it hinders self-regulation education. In addition, the lack of appropriate physical facilities for art and sport activities or the inability to use them effectively is a negative factor for self-regulation. Consequently, it may be recommended that all stakeholders of primary school programs receive formal or informal training in self-regulation, and that central and or local authorities allow these trainings. Keywords: Self-regulation, elementary education, primary school curriculum

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Arsal, Z. (2009). The impact of self-regulation instruction on mathematics achievements and attitudes of elementary school students. Education and Science, 24(152), 3-14. Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Process, 50, 248-287. Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51(2), 269-290. Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1, 164-180. Ferreira, P. C., & Simão, A. M. V. (2012). Teaching practices that foster self-regulated learning: A case study. Educational Research e- Journal, 1(1), 1-16. Järvenoja, H., Järvelä, S., & Malmberg, J. (2015). Understanding regulated learning in situative and contextual frameworks. Educational Psychologist, 50(3), 204-219. Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33, 73-86. Zimmerman, B. J., & Schunk, D. H. (2011). Self-Regulated Learning and Performance. In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance (pp. 1-12). New York: Routledge.

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02269 TEACHERS’ OPINIONS AND IMPLEMENTATIONS ON LEARNING TO LEARN CANAN KOC ABSTRACT The perspective and definitions in terms of learning and teaching have been revised following scientific developments in various fields. Learning to learn in the context of lifelong learning has become a significant concept in the information society. As a consequence, upskilling the students with the learning to learn in the schools constitutes a notable goal of education in most countries. The definition of ‘learning to learn’ differs according to the attributed meaning of learning. According to the extensive definition of the Education Council (2006), ‘Learning to learn pursuits to have ability to maintain in learning, including through efficient management of time and information, both individually and in groups. This competence comprises awareness of one's learning process and needs, identifying current opportunities and overcoming barriers to achieve successful learning. This competence means acquiring, processing and assimilating new knowledge and skills, in the meantime seeking and using guidance. Learning to learn develops previous learning and life experiences in order to use and imply knowledge and skills in a variety of contexts; students at home, at work, in education and training. Motivation and confidence are essentially significant elements for the competence of the individual. Learning to learn could be characterized as a skill or rather as a package of skills containing working skills, critical analysis, time management, planning and goal setting (Rawson, 2000, Waeytens, Lens and Vandenberghe, 2002).As a result of rapid changes in workplaces caused by devoloping technology and changing social needs in the context of globalization, it is obvious that citizens need to learn to maintain full and continuous participation in employment and civil society. In this context, learning to learn is an essentially crucial tool for lifelong learning, and hereby education and training must provide the learning environment for all citizens, including those with fewer opportunities (special needs, school leavers or adult learners), to improve this competence. (Fredriksson and Hoskins, 2007). The competence of learning to learn as one of the eight key competences has been included in reconstructed curriculum in 2018 in Turkey Competence Framework (TYC). Although it is not clear to what extend this competence covers in terms of skills and behaviors in the curriculum, yet the definition of learning to learn is included. How the learning to learn competence indicated in the curriculum is understood and perceived by the teachers, what kind of implementation are included is crucial in order to achieve the goal of the curriculum to gain the learning to learn competence. This study seeks to have the opinions of teachers about learning to learn and what kind of implementations they imply in their lessons. In this juncture, the following questions seek an answer: 1. What are teachers' opinions on learning to learn? 2. What kind of activities do teachers include in their lessons to provide students with learning to learn skills? Descriptive phenomenology as one of the phenomenological research designs, was used in the study. Descriptive phenomenology aims to describe people's perceptions and experiences (Ersoy, 2016). In this study, descriptive phenomenology has been used in order to reveal the perceptions of teachers in the context of learning to learn and their applications. The maximum variation sampling was used as the sampling method. This type of sample provides us to see and exemplify various samples of the phenomenon (Merriam, 2015). In order to strengthen maximum variation sampling, the diverse backgrounds of teachers participating in the research in terms of gender, seniority and the type of school they work have been become in focus. In total 26 teachers (12 females, 14 males) working in primary and elementary schools from different disciplines participated in the study. Semi-structured interview form was used in the study. In the interview form, there are questions created for the purpose of the research. The qualitative data obtained will be analyzed by implying content analysis. Similar data is collected within the framework of certain concepts and themes and is edited in a way of reader friendly (Yıldırım & Şimşek, 2016). Following findings will be expected in light of the content analysis which will be used in analyzing the research data: Majority of teachers has indicated that they have information about the concept of learning to learn and they defined as the awareness of individual in the context own learning process. They point out different views to what extend learning to learn involves skills and cognitive and meta cognitive strategies have not been involved their interviews. When they were addressed with the question of whether they give coverage to activities in order to upskilling the students wıth regards to learning to learn, the majorıty of interviewee posıtıvely answered and has indicated that they allow the activities such as projects, research homework, asking questions within the class. In this context, the reached fındings will be discussed in light of literature review. Keywords: Learning to learn, curriculum, teachers' opinions

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Education Council (2006) Recommendation of the European Parliament and the Council of 18 December 2006 on key competencies for lifelong learning, (Brussels, Official Journal of the European Union), 30 December. Ersoy, A. F. (2016). Fenomenoloji. Saban, A.&Ersoy, A. (Edt.), Eğitimde nitel araştırma desenleri. (ss. 51- 110). Ankara: Anı. Fredriksson, U., Hoskins, B. (2007). The development of learning to learn in European context. The Curriculum Journal, 18, 2, 127-134. Hoskins, B., Fredriksson, U., (2008). Learning to Learn: What is it and can it be measured? . JRC Scientific and Technical Reports, Centre for Research on Lifelong Learning (CRELL) Merriam, S. B. (2015). Nitel araştırma yöntemleri. S.Turan (Çev.Ed.), Ankara: Nobel. Mill Eğitim Bakanlığı (2018). Sosyal bilgiler öğretim programı. Ankara Waeytens, K., Lens, W., Vandenberghe, R. (2002). ‘Learning to learn’: teachers’ conceptions of their supporting role. Learning and Instruction, 12, 305–322. Yıldırım, A.&Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02275 EVALUATION OF THE EFFECTIVENESS OF NATURAL SCIENCE COURSES IN COMPREHENSIVE DESIGN MODEL PINAR KORUKLUOGLU - MERYEM NIDA OKUMUS GURSU - SERTEL ALTUN ABSTRACT In order for individuals to have the knowledge and skills required by the 21st century, continuous improvement and change in the educational programs of the institutions are made. In our country, it is seen that effective and meaningful learning is emphasized when the renewed programs in science course are examined and it is emphasized that the skills that the individual wants to gain are meaningful by active teaching methods and the transfer to real life is emphasized. This model is a program to remember what is learned after many years. First of all, what is the main goal of the subject to be taught, which aspect will be useful for the student after years, what can be remembered in the future and how he can transfer what he has learned to his life and then the course content is planned and the process is designed. With this model, the student explores, develops, criticizes, thinks, learns in collaboration, discovers and has fun doing all of this. Understanding through Design focuses on six aspects of understanding (telling, interpreting, applying / adapting, developing perspective, empathy, interpretation = self- evaluation) The design consists of 3 stages, respectively; identifying the desired outcomes, identifying evidence, and identifying the learning plan. In this research, it was aimed to determine the effectiveness of the course activities prepared in accordance with the teaching design of by Understanding by Design. n order to determine these objectives, student achievement test, motivation scale, learning diary, student products and design evaluation rubric were used for student performance. The questions of this research were determined as follows: 1. What is the impact of plans prepared with the instructional design model of UbD (Understanding by Design) on student motivation? 2. What is the effect of the plans prepared with UbD (Understanding by Design) instructional design model on student achievement? 3. What are the students' opinions about the plans prepared with the instructional design model of UbD (Understanding by Design)? 4. What are the views of practitioner teachers regarding the plans prepared with the instructional design model of UbD (Understanding by Design)? Case study method was used in the study. Quantitative-qualitative data collection tools were used. The study group consisted of 43 students in 6th grade of foundation secondary school in Istanbul and 29 students in 6th grade of public secondary school in Bursa. Needs, context, achievement analyzes, teacher interview form, multiple intelligence test and science motivation scale were applied before the application (1-5 April 2019). The design was planned by allocating 2-2-1-1-1-1-1 hours according to the 8 lesson hours determined by the evaluation of the results of the analysis (8-12 April 2019). The plans were implemented (15-26 April 2019). Experiments, research, presentations, six hats, stations, separation and merger, drama-role playing methods were used in the plans. As data collection tools, science motivation scale, student self-assessment form, student performance task assessment rubric, student achievement assessment test was applied. The data obtained were evaluated by percentage and frequency analysis (29 April-3 May 2019). The data obtained with the Science Learning Motivation Scale, which was applied to the students before and after the application, was evaluated with Paired Simple T-Test in Dependent Samples. In the light of the data obtained, the application was made to make a difference in the motivation of the students. According to the findings obtained from the research, it is concluded that activities contribute to students' transfer of knowledge and cognitive - emotional awareness. There was no significant difference between the students' motivation scale to determine their motivation for the course before and after the application and the results of the success test to see their success. However, at the end of each lesson completed with the drama, station work, separation activities, performance task, six-hat thinking activity and videos in the lesson plans, the learning logs completed by the students are examined in detail; It is seen that the students understand the subject sufficiently, realize the concepts of transfer and understanding which are at the basis of the design and define the process as pleasant and motivating. According to one of the implementing teachers; Lesson plans based on understanding are designed to increase student achievement and transfer. He also states that it is better for the teacher to have a planned lesson and that the lessons are enjoyable. However, he stated that the content of the course is intense so that the content should be reduced, or the course hours should be increased. Keywords: Science education, UbD, science lessons, student products, instructional design, understanding by design

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Fer, S. (2009). Öğretim tasarımı. Ankara: Anı Yayıncılık Balcı, A. (2005). Sosyal bilimlerde araştırma. Yöntem, teknik&ilkeler. Ankara: Pegem A Yayıncılık. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Massachusetts, MA: Pearson Education, Inc Kaptan, S. (1995). Bilimsel araştırma&istatistik teknikleri. Ankara: Tekışık Yayıncılık Şimşek, A.(2009) Öğretim Tasarımı, Nobel Yayın Dağıtım, Ankara Şimşek, A.(2000) Eğitim İletişimi, Anadolu Üniversitesi Yayınları, Eskişehir Yurtseven, N. Doğan, S. Okul Öncesi Öğretimde UbD Uygulamaları: Öğretmen&Öğrenci Perspektifinden Yansımalar (2018) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 33(3): 656-671 [2018] Doğan,S. Aybat,B. (2017) Tasarımcı Öğretmen 2.0 Abaküs Yayıncılık MEB Fen Bilimleri Dersi Öğretim Programı (2018) Ankara Yurtseven, N. (2016), Yabancı Dil Öğretiminde Eylem Araştırmasına Dayalı UbD (Anlmaya Dayalı Tasarım) Uygulamalarının Öğretmenler&Öğrenciler Üzerindeki Yansımalarının İncelenmesi Doktora Tezi, İstanbul Ray,R. Understanding by Design (UbD) Modeliyle Öğrencilerde Kalıcı Anlama Sağlamak,UBD Nedir ?(Storyboard That) Makale

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02278 TENDENCIES IN CURRICULA FOR CITIZENSHIPS, DEMOCRACY AND HUMAN RIGHTS EDUCATION FROM 1926 TO 2018 OZGUR ULUBEY ABSTRACT With the collapse of the Ottoman Empire and the establishment of the Republic of Turkey, the perception of the individual began to change. Individuals were expected to fulfil their citizenship responsibilities and adopt the values of democracy, human rights and freedom. In order to educate such individuals, curricula were used as tools. Since the foundation of the Republic, various courses have been developed in elementary curricula with different names such as homeland, citizenship and citizenship knowledge and democracy and human rights. The first of these courses was introduced with the 1924 elementary school curriculum with the name knowledge about homeland (Altunya, 2003). The name of this course was changed in the 1926 and 1936 curricula and it became civic knowledge and it was taught for two class hours a week in the fourth grade and one class hour a week in the fifth grade (MEB, 1930, 1936). In the 1948 elementary school curriculum, the same course was taught with the name citizenship knowledge (MEB, 1957). In the 1968 Elementary School Curriculum, the course citizenship knowledge was not offered as a separate course but was taught within the social studies course (Cicioğlu, 1983; Kalaycı, 2000; MEB, 1968). The name knowledge of citizenship was replaced with the name citizenship knowledge in 1980 (Çiftçi, 2008). Up to 1995, this course was taught with this new name and then the dimension of human rights was added to it and then its name was changed into Citizenship and Human Rights Education in 1995. This course was taught in seventh and eighth grades beginning from the 1997–1998 school year (MEB, 2003). In 2010, the citizenship and democracy education course program were developed to be implemented with eighth graders (MEB, 2010). This program was implemented until the development of the human rights, citizenship and democracy course curriculum for the fourth graders in the 2015-2016 school year (MEB, 2015). The curriculum of this course was revised with small changes in 2018 and continued to be implemented (MEB, 2018). In the current study, it was aimed to conduct an in-depth analysis of the citizenship, human rights and democracy education curricula developed from the establishment of the Republic to 2018 and to determine the tendencies and changes observed in these curricula. The current study is believed to be important as it reveals the evolution and change of the curricula implemented for a period of 90 years throughout the whole country. The current study is a qualitative study investigating the elementary education homeland knowledge, citizenship knowledge and citizenship, democracy and human rights education curricula developed between the years of 1926 and 2018. In the current study, homeland knowledge, citizenship knowledge, citizenship, democracy and human rights education course contents offered in the 1926, 1936, 1948, 1968, 2015, 2018 elementary school curricula and 1998 and 2010 elementary education curricula were investigated. The analyses were made in terms of criteria such as the objectives of the curricula, explanations made for the implementation of the curricula, anticipated outcomes of the curricula, their contents and evaluation approaches, tools and methods. The data were collected by using the document analysis technique (Yıldırım and Şimşek, 2013) and analyzed through the inductive content analysis. The collected data were read several times and then codes were determined. Then the related codes were brought together to create themes. The findings were supported with quotations. In order to establish the reliability of the study, the themes derived from the data were submitted to the review of three field experts.In the first years of the Republic, it was seen that the homeland and citizenship knowledge courses put emphasis on the duties and responsibilities of the citizen against the state and the love for homeland and nation. Through these courses, it was aimed to help citizens to adapt to the new system more easily. A great care was taken for endearing soldiers and military. The course curricula were developed with the aim of educating individuals who could understand and adopt the principles and reforms of Atatürk. It was understood from the curricula that it was aimed to educate individuals as citizens who adapted to the new state and adopted the principles of this state. In accordance with the international agreements signed since the 1990s, human rights and freedoms and democracy have been emphasized more strongly. In this period, importance and elements of democracy have been taught to individuals. In addition, it is understood that significant efforts have been made to teach human rights and freedoms to individuals. As a result, it can be argued that there is a shift from the teaching of citizenship responsibilities towards the teaching of rights, freedoms and democracy. Keywords: Citizenship education, democracy education, human rights education

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Altunya, N. (2003). Vatandaşlık bilgisi. Ankara: Nobel Yayınları. Cicioğlu, H. (1983). Türkiye Cumhuriyetinde ilk&orta öğretim (Tarihi gelişimi). Ankara: A.Ü. Dil&Tarih-Coğrafya Fakültesi Yayınları, 334. Çiftçi, A. (2008). Vatandaşlık bilgisi. (2. Baskı). Ankara: Gündüz Eğitim&Yayıncılık. Kalaycı, N. (2000). 1968 sonrası gelişmeler. A. Tazebay (Ed.). İlköğretim programları&gelişmeler program geliştirme ilke&teknikleri açısından değerlendirilmesi (s. 127-175). Ankara. Nobel Yayıncılık. MEB (Milli Eğitim Bakanlığı) (1930). 1926 ilkmektep müfredat programı. İstanbul: Devlet Matbaası. MEB (1936). 1936 İlkokul programı. İstanbul: Milli Eğitim Basımevi. MEB (1957). 1948 İlkokul programı. İstanbul: Milli Eğitim Basımevi. MEB (1962). 1962 İlkokul program taslağı. Ankara: Milli Eğitim Bakanlığı İlköğretim Genel Müdürlüğü Program Geliştirme Bürosu Yayınları No:1. MEB (1968). 1968 İlkokul programı. İstanbul: Milli Eğitim Basımevi. MEB (2003). Türkiye’de ilköğretim (Dünü, bugünü, yarını). İstanbul: Milli Eğitim Basımevi. MEB (2010) İlköğretim vatandaşlık&demokrasi eğitimi dersi öğretim programı. MEB. (2015). İnsan hakları, yurttaşlık&demokrasi dersi öğretim programı. MEB. (2018). İnsan hakları, yurttaşlık&demokrasi dersi öğretim programı. Yıldırım, A.&Şimşek H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Ankara: Seçkin Yayıncılık.

100

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02281 VALIDITY AND RELIABILITY STUDY OF PRIMARY SCHOOL MOBILE AND HEALTHY LIFE COMPETENCE PERCEPTION SCALE RUKIYE AYDOGAN - KERIM GUNDOGDU ABSTRACT The word competence is defined in the Turkish Language Association (TDK) as the special knowledge that provides the power to do a job, and the power to perform its duties (tdk.gov.tr). Self-efficacy is also defined as the belief of people about their own competence (Bandura, 1994). Curriculum outcomes or competencies imply the knowledge, skills and competencies that students must acquire in the entire time period until graduation. All studies carried out through curriculum and instruction have been prepared in a complementary manner at pre-school, primary and secondary levels and are aimed at achieving all these objectives. A student who has completed primary school is expected to have acquired these skills at a basic level. Our means of providing all of these is the curriculum. It has been stated in the recently published curricula that a total of integrated curricula is formed within the framework of different values, skills and competencies (MoNE Curriculum, 2018). The curriculum is a plan showing the purpose, parts, methods and process of a study (tdk.gov.tr). The curriculum has a structure covering all elements of a study. The official organization responsible for curriculum in Turkey is the Board of Education. Its duties are specified in the Regulation of the Board of Education and Education of the Ministry of National Education (Regulation of the Board of Education and Education of the Ministry of Education, 2012). Among the compulsory courses in the primary school are Game and Physical Activities course. Weekly course hours are 5 hours in 1st, 2nd, 3rd grades and 2 hours in 4th grades (Source: http://ttkb.meb.gov.tr). There are games and physical activities courses in the primary school curriculum. It is considered important for students to gain healthy living skills. As many other lessons, this lesson also requires certain efficacies to be developed. In summary, if a student has these skills when they complete the program, they are then expected to achieve the expected goals. In this context, it is important to demonstrate the competences of primary school students. When the relevant literature is examined, it is seen that there is no measurement tool for the program competencies of the students. In this study, it is aimed to develop a scale to determine the Mobility and Healthy Life Competences of the students for primary school children. This study is a scale development study. It was decided that the assessment tool was designed to measure the competences of the students leaving primary school. The fourth grade of the primary school students are selected as the level. The Game and Physical Activities Course Schedule which is designed on two main learning and development areas: Mobility Competence and Active and Healthy Life; was examined. After a detailed examination of the curriculum; content analysis was conducted on the general objectives, vision, basic approach, learning areas and achievements of the programs, respectively; key coded skills; In the form of more descriptive expressions based on common codes, items containing competence were written by simply expressing them in a way that the 4th grade student could understand. Gradually structured gains in the program are taken as indicators of Grade 4 level with the highest development and skills. The opinions of 2 academicians, 1 Physical Education Teacher/Sport Activities Provincial Coordinator, 5 classroom teachers, 1 Measurement and Evaluation Expert, 1 Turkish teacher were used in the creation of the items. A pool of 44 items was created. In this study, Mobile and Healthy Life Competence Perception Scale was developed for primary school level. There are 14 items in the scale. In order to determine the psychometric properties of the scale, validity and reliability studies were conducted. After the application to 340 5th grade students, exploratory factor and confirmatory factor analysis was conducted. Items with factor load less than 0.40 and the difference between the load values of the items that load both factors at 0.10 and below were also excluded from the scale. As a result of repeated exploratory factor analysis, 58% of the total variance; A four-dimensional measurement tool consisting of mad Movement Skills, Planning, Culture and Value was obtained. The score that can be obtained from the scale with a five-point Likert structure varies between 14-70. The high score that can be obtained from the scale shows that Elementary School Mobile and Healthy Life Competence Perception level is high. As a result of the validity and reliability analyzes conducted within the scope of this research, it was found that the reliability of the scale was high, and it could be used in researches related to sports and healthy life at primary school level. Keywords: Primary School, Mobile and Healthy Life, Program Competencies, Scale Development, Validity and Reliability

101

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bandura, A. (1994). Self-Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of humanbehavior (Vol. 4, pp. 71-81). New York: Academic Press .https://www.uky.edu/~eushe2/ Bandura/Bandura1994EHB.pdf adresinden alınmıştır. http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72 http://www.tdk.gov.tr/index.php?option=com_bts&arama=kelime&guid=TDK.GTS.59412af5b60206.47809328. Erişim Tarihi 14 Mayıs 2017 http://www.tdk.gov.tr/index.php?option=com_bts&arama=kelime&guid=TDK.GTS.59412d423aa189.14619542. Erişim Tarihi 14 Mayıs 2017 İlköğretim Kurumları (İlkokul-Ortaokul) Haftalık Ders Çizelgesi (2017) Erişim Tarihi 14 Mayıs 2017. http://ttkb.meb.gov.tr/www/haftalik-ders- cizelgeleri/kategori/7 adresinden alınmıştır. MEB (2018) Oyun&Fiziki Etkinlikler Dersi Programı Milli Eğitim Bakanlığı Talim&Terbiye Kurulu Başkanlığı Yönetmeliği (2012). Erişim Tarihi 14 Mayıs 2017. http://mevzuat.basbakanlik.gov.tr/Metin.Aspx?MFevzuatKod=7.5.16594&Mev zuatIliski=0&sourceXmlSearch=talim%20ve%20terbiye adresinden alınmıştır. Yurdugül, H. (2005). Ölçek Geliştirme çalışmalarında Kapsam Geçerliği İçin Kapsam Geçerlik İndekslerinin Kullanılması. XIV. Ulual Eğitim Bilim Bilimleri Kongresi. Pamukkale Üniversitesi, Eğitim Fakültesi, Denizli

102

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02282 TEACHERS' VIEWS ON THE 2018S RENEWED VERSION OF SECONDARY SCHOOL MATHEMATICS CURRICULUM GURBET KARAKOC - DUYGU GUR ERDOGAN ABSTRACT Mathematics, in today's changing world, is an indispensable field for the individual, society, science and technology. In the information age, teaching mathematics has an important role in the future of societies. Nowadays, with the expansion of the areas of application, mathematics becomes indispensable for all sciences. For the people living in the society, the curriculum of mathematics at schools is a significant part of their mathematics learning (Baki, 2006). In the mathematics teaching, constructivist approach has been applied in recent years. Within the scope of the constructivist learning approach, the importance of the active participation of the students in the process and their learning to solve problems by research are emphasized (Pesen, 2008). The aim of teaching mathematics is to educate individuals in solving problems by acquiring the mathematical knowledge and skills which are necessary for daily life, besides gaining mental skills required for the problem-solving process (Altun, 2002). In math curriculum currently implemented in Turkey; it is aimed that to enable students to understand mathematical concepts and language, to establish relationships between them, to use concepts in daily life, to develop problem solving techniques and to use the developed techniques in solving the daily life problems, to establish models and to associate these models with verbal or numerical representations (MEB, 2006). According to Baykul (2014), most of the difficulties in learning mathematics that students in Turkey face stems from the mathematics teaching methods. Reforms have been made for more effective mathematics teaching. While traditional methods were applied before 2005, contemporary education system was adopted after 2005. The 2005 curriculum is based on a student-centered and constructivist philosophy (Demirtaş, Arslan, Eskicumalı & Kargı, 2014). In 2012, changes were made by the transition to the 4+4+4 system and the math course time were increased from 4 hours to 5 hours (MEB, 2013). In line with the innovations and developments in learning and teaching theories and approaches, the curriculums of the 2016-2017 academic year were changed to meet the changing needs of the individual and society. In the 2018-2019 academic year, the curriculum began to be applied for all courses in all grades (MEB, 2018). Determining the changes made in the curriculum has an importance in terms of examining whether the curriculum meets the specified needs related to mathematics teaching or not. The aim of this study is to determine the views of the teachers regarding the secondary school mathematics curriculum which was renewed in 2018.This study, which was conducted in order to determine the views of teachers about the renewed mathematics curriculum, is structured in a basic qualitative research model. Maximum diversity sampling, which is among the purposive sampling methods, was used in the determination of the participants included in the research. The research group of the study consisted of 32 mathematics teachers (11 male and 21 female) working in schools affiliated to Ministry of National Education in Adapazarı, Erenler and Serdivan districts of Sakarya province. Within the scope of the research, interviews were conducted with the teachers to get their views about the renewed mathematics curriculum. The data were collected by using semi-structured interview form. In the interview form, there are 5 open-ended questions to learn personal information and 7 open-ended questions to learn the teachers' views about the renewed secondary school mathematics curriculum. The data obtained through the interviews were analyzed by content analysis method. Codes were obtained from repetitive reading of the data, and wider categories were reached from the codes. As far as the data allows, broader themes were reached from the categories. The results of the research show that most of the teachers have studied the new mathematics curriculum and that they have knowledge about the curriculum. It is seen that not all of the teachers informed regarding the curriculum, and the teachers who are given information about the curriculum think that this information is insufficient. According to the analysis of the data on the four elements of the curriculum in order to learn the teachers' views on the renewed middle school mathematics curriculum, the majority of the teachers who participated in the study responded positively about the reduction of gains and content, since it allowed for more in-depth learning of fewer subjects within a longer time. The majority of the teachers participated in the study are aware of the effective learning and alternative assessment techniques mentioned in the renewed curriculum, and a significant part of them are applying these techniques in their classes. The most important reason why teachers cannot apply those techniques is that the classes are crowded, and the classroom times are insufficient. Teachers involved in the research consider 'points to take into account' which are identified in the curriculum in full measure, during the implementation of the curriculum. Keywords: Mathematics curriculum, Teachers' opinions, Program development

103

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Altun, M. (2002). İlöğretim İkinci Kademede (6,7&8.sınıflarda) Matematik Öğretimi. Bursa: Erkam Matbaası Baki, A. (2006). Kuramdan Uygulamaya Matematik Eğitimi. Trabzon: Derya Kitabevi Baykul, Y. (2014). Ortaokulda Matematik Öğretimi 5-8. Sınıflar (2. Basım). Ankara: Pegem Yayıncılık Demirtaş, Z., Arslan, S., Eskicumalı, A.&Kargı, G. (2014). Teachers' Opinions about the Renewed Fifth Grade Mathematics Curriculum and Comparison of Two Versions, Procedia - Social and Behavioral Sciences, 174, 1782-1790. MEB, (2006). İlköğretim Matematik Dersi 6-8. Sınıflar Öğretim Programı&Kılavuzu. İstanbul: MEB. MEB, (2013). Ortaokul&İmam Hatip Ortaokulu Matematik Dersi (5-6-7-8.sınıflar) Öğretim Programı. 7 Temmuz 2019 tarihinde https:/ttkb.meb.gov. tr/sayfasından erişilmiştir MEB, (2018). Matematik Dersi Öğretim Programı (İlkokul&Ortaokul 1,2,3,4,5,6,7&8.sınıflar). http://müfredat.meb.gov.tr/adresinden 7 Temmuz 2019 tarihinde erişilmiştir. Pesen, C. (2008). Yapılandırmacı Öğrenme Yaklaşımına Göre Matematik Öğretimi. Ankara: Sempati Yayınları.

104

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02299 HOW WELL PROBLEM-SOLVING SKILLS PREDICTING ATTITUDES TOWARDS CODING WHEN SOME VARIABLES ARE CONTROLLED? MUTLU KILAS - MELTEM CENGEL SCHOVILLE ABSTRACT Coding and programming skills are one of the most important skills to live, to have a profession and to produce in the Industry 4.0 age. As coding skills gain importance, efforts to bring these skills from primary schools come to the forefront (Akkuş, Özhan, & Kan, 2019; Kalelioğlu, 2015). Many countries include computer science courses to their curriculum at early stages (Bargury et al., 2012; Bers, Flannery, Kazakoff, & Sullivan, 2014; Kalelioglu, Gulbahar, Akcay, & Dogan, 2014), engage with different software platforms to their curriculum (Kalelioglu & Gülbahar, 2014). The attitude towards coding can be considered as one of the important precursors in the development of coding skills. One of the basic functions of the attitude is to keep individuals in a state of readiness based on our previous experiences, thus they do not have to rediscover the situation every time and save energy when any situation is encountered (Hogg & Vaugman, 2006). Attitudes are important for educators in terms of their usefulness in changing and predicting behaviors. Recent research shows that there is a relationship between attitudes and behaviors in general and focuses on situations in which attitudes determine behaviors (Smith & Hogg, 2008). Therefore, the attitude towards coding gives important ideas for determining the behaviors towards coding. It points out that there is a positive and significant relationship between attitudes towards coding and problem-solving skills (Chao, 2016; Fessakis, Gouli, & Mavroudi, 2013; Psycharis & Kallia, 2017). However, we could not reach out the research which focuses on controlling some variables, like gender and thinking-friendly classroom, while understanding the relationship between attitudes towards coding and problem-solving skills. It has been considered the features that should be present in a thinking-friendly classroom environment under three main factors. They are the teacher, the learning and thinking child as a facilitator of learning and thinking, and a supportive environment for learning and thinking. The thinking-friendly classroom provides clear and understandable clues about what teaching strategies and student behaviors should be applied in a classroom environment that supports thinking. The main purpose of this research is how well problem-solving skills predict attitudes towards coding when the variables of gender and thinking-friendly classroom environment are controlled on the attitude towards coding?.The research is a quantitative relational model based on descriptive research studies. In relational research models, the relationship between variables is examined and the results are evaluated (Şen, 2015). As a data collection tool in the study, the attitude scale towards coding (Akkuş, Özhan and Kan, 2019) (total variance explained, 55.35%, Cronbach alpha .90), the problem solving skills scale (Ekici and Balım, 2013) (total variance explained 39%) , 97, Cronbach alpha .88), the thinking-friendly class scale (Doğanay and Sarı, 2012) (total variance explained 42.36%, Cronbach alpha .89) were used. The sample of the study consists of 360 students attending secondary school in 3 public schools in Aydın in the 2015-2019 Academic Year. Out of 360 students, 194 (53.9%) were female and 166 (46.1%) were male. In the research, hierarchical regression analysis was used for data analysis. In the first step of the research, gender (male = 0, female = 1), in the second step, the thinking-enhancing teacher behaviors, the thinking-enhancing teacher behaviors, and the preventive behaviors, which are the components of the thinking- friendly class, were taken under control. In the last step, the perception of problem-solving as a component of problem-solving skills and the desire variables for problem-solving predicted the attitudes towards coding. In the first step of the hierarchical regression, it was seen that gender did not contribute model significantly in predicting the attitudes towards coding. In the second model, where the thinking-friendly classroom environment is included, it can be said that the components of the thinking-friendly classroom contribute significantly to predicting the attitude towards coding. Among the components of the thinking-friendly classroom environment, the teacher contributing to thinking (β = .253) makes the greatest contribution, while the student behavior (β = .163) that improves thinking and the preventive behaviors (β = .162) contribute significantly to the model. Significantly explains 18% of the attitude towards model coding. In the third step, while the perception of problem- solving from the problem-solving skills included in the model made a significant contribution (β = .531), it was seen that the willingness to problem-solving did not make a meaningful contribution. However, the third model explains 37% of the total variability. The findings of the study show that the most important variable contributing to predicting attitudes towards coding is problem-solving skills, while the thinking-friendly classroom environment also makes a significant contribution to the model related to predicting attitudes towards coding. However, it does not seem to have a significant effect on the attitude towards gender coding. Keywords: Attitudes towards coding, problem solving skills, gender, thinking-friendly class

105

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akkuş, İ., Özhan, U., & Kan, A. (2019). Ortaokul Öğrencileri için Kodlamaya Yönelik Tutum Ölçeği: Geçerlik&Güvenirlik Çalışması. İlköğretim Online, 18(2), 837–851. https://doi.org/10.17051/ilkonline.2019.562064 Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study. Computers and Education, 63, 87–97. https://doi.org/10.1016/j.compedu.2012.11.016 Kalelioğlu, F., Gülbahar, Y., Akçay, S., & Doğan, D. (2014). Curriculum integration ideas for improving the computational thinking skills of learners through programming via scratch. In 7th international conference on informatics in schools: Situation, evolution and perspectives (pp. 101–112). Psycharis, S., & Kallia, M. (2017). The effects of computer programming on high school students’ reasoning skills and mathematical self- efficacy and problem solving. Instructional Science, 45(5), 583–602. https://doi.org/10.1007/s11251-017-9421-5 Smith, J. R., & Hogg, M. A. (2008). Social Identity and Attitudes. In W. D. Crano & R. Prislin (Eds.), Attitudes and Attitude Change (pp. 337–360). New York: Taylor & Francis.

106

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02305 A COMPARATIVE ANALYSIS OF MOTHER LANGUAGE TEACHING CURRICULA OF TURKEY, SINGAPORE AND IRELAND MINE SEDA KOC ABSTRACT Reading skill is one of basic skills that is gained at primary education process and necessary for realizing learning. This skill that can be accepted as a pre-condition for individuals’’ successes, is also important for providing life-long learning. Although learning skill is not specific for any discipline, it is doubtless that mother language teaching processes have biggest responsibility for bringing in this skill. Mother language teaching is a process that its foundations are laid in the first years of individuals’ lives spontaneously and informally and conducted formally in the context of systematic activities from the beginning of first day of individuals’ school lives. Through this process, it is aimed to develop and organize individuals’ language skills by certain rules. Improving comprehension power; bringing in expression skill and habit, creating listening and reading habit and pleasure; enriching personal active and passive vocabulary; teaching basic grammar rules and forming language consciousness and fondness are the major purposes of mother language teaching (Kavcar, Oğuzkan and Sever, 1995). International Association for the Evaluation of Educational Achievement, known as IEA, conducts international studies, which systematically evaluate reading skills and the factors that affect gaining them. By PIRLS (Progress in International Reading Literacy Study), which is one of these studies, it is provided to evaluate 4th grade students’ comprehension skills of participant countries in a comparative way. PIRLS contain data that allow both compare students’ reading skills and monitoring countries changes and developments in years by determining their present situations. In this study, it is aimed to analyze Primary Education Turkish Course Curriculum, which is the mother language teaching curriculum of Turkey, in accordance with basic reading competences of PIRLS and handling the curriculum from a different aspect. Also, it is thought that analyzing the curricula of Singapore and Ireland, which are two successful countries that have shown high level successes at this Project (Singapore is 2nd and Ireland is 4ht at the PIRLS 2016) and making comparisons between all these countries will provide an international point of view for curriculum development and evaluation studies; examining reading skills of Turkish Course Curriculum and presenting the features of it needs to be revised and strengthen will attribute to enriching the curriculum and contributing to reaching the objectives of the course. This study, that is an example for qualitative research, has been conducted in accordance with case study model. Case study is a research approach that researcher investigate one or more case that has been limited in time by data collections (observations, interviews, images- visuals, documents, reports) that include multiple resources deeply; cases and themes that are related to cases are defined (Creswell, 2007). In this study mother language curricula of Turkey, Singapore and Ireland are handled as cases and analyzed systematically in accordance with research questions. Mother language curricula of Turkey, Sıngapore and Ireland are the data sources used in the study. The curricula are achieved by the national education web sites of these countries and that have been analyzed comparatively in accordance with PIRLS reading skills. Document analysis method has been used for analyzing the curricula. Document analysis, which is commonly used in qualitative researches, includes examining written materials that contain data about case or cases aimed to be searched (Madge,1965). In this study the curricula that are benefited as documents have been examined in accordance with research questions and findings are presented by interpreting.According to the results of the study,it has been found out that there are 18 attainments similar to PIRLS skills in the curriculum of Turkey; most of these attainments are related to low level skills and there is no attainment in the curriculum that is related to intermediate or advanced level skills. When the findings of Sıngapore Curriculum are examined, it has been seen that even if all of the PIRLS skills are not included in the curriculum, there are objectives that are related to different levels of PIRLS skills. As for the curricula of 1999 and 2016 that are implemented in Ireland, it has been concluded that there is not any directly related objective in the 1999 curriculum but there are similar objectives with the PIRLS skills. Most of these objectives are parallel with the skills at high and advanced levels. The 2016 curriculum is the other curriculum of Ireland that has been also analyzed. It has been found out that except one of the objectives that are similar to PIRLS skills, all the objectives are at e level or at higher levels; intermediate level skills are not included in the curriculum. Keywords: Reading, Mother language teaching, PIRLS skills

107

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akyol, H. (2005). Türkçe İlkokuma Yazma Öğretimi. Ankara: Pegem A Yayıncılık. İADÖP, Primary School Curiculum, Ireland. (1999). https://www.curriculumonline.ie/Primary adresinden 25 Şubat 2019 tarihinde alınmıştır. İADÖP, Primary Language Curriculum, Ireland. (2016). https://www.curriculumonline.ie/ adresinden 25 Şubat 2019 tarihinde alınmıştır. MEB. (2015). Türkçe Dersi (1-4. Sınıflar Öğretim Programı).Ankara: Devlet Kitapları Müdürlüğü. MEB. (2018). Türkçe Dersi (1-4. Sınıflar Öğretim Programı).Ankara: Devlet Kitapları Müdürlüğü. Mullis, I. V. S., & Martin, M. O. (2016). PIRLS 2016 Assessment Framework. http://timssandpirls.bc.edu/pirls2016/framework.html adresinden 25 Ocak 2018 tarihinde alınmıştır. Pang, E. S., Muaka, A, Bernhardt, E. B.&Kamil, M. L. (2003). Teaching Reading (Educational Practices Series-12). Geneva: International Academy of Education, International Bureau of Education. SADÖP, English Language Syllabus, Primary&Secondary, Singapore. (2010). https://www.moe.gov.sg/education/syllabuses/english- language-and-literature adresinden 21 Mart 2019 tarihinde alınmıştır. Yıldırım, A.&Şimşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri. Gözden geçirilmiş 2. Baskı. Ankara: Seçkin Yayıncılık.

108

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02309 EXAMINATION OF ACTIVITIES IN SECONDARY SCHOOL 6TH GRADE SCIENCE TEXTBOOK ACCORDING TO LEARNING OUTCOMES YONCA TOLAN SURBAHANLI ABSTRACT It is known that textbooks, which are used as a source of information in many levels of education, are also used in determining activities and teaching methods to be applied (Sönmez, Dilber, Doğan & Ertuğrul, 2005). The fact that science in particular includes more experiments, observations and research activities than other courses makes the activities more important than the written texts in the textbooks to be prepared (Aycan, Kaynar, Türkoğuz & Arı, 2002; Yıldırım & Ateş, 2003). Teaching activities are defined as the whole of behaviors organized according to certain methods and techniques with the aim of achieving learning outcomes (MEB, 2005). In this context, the activities are prepared according to learning outcomes in the curriculum. Curriculum has changed in our country, and since the 2018-2019 academic year, the new Science Course Curriculum has been implemented at all grade levels. This change in the curriculum is reflected in the textbooks, and accordingly, the activities in the textbooks should be evaluated within the scope of learning outcomes. In this study, the activities in Science textbook prepared according to the 2018 curriculum will be examined in terms of learning outcomes, and an attempt will be made to contribute to the preparation of new books. Accordingly, the aim of the study is to examine the activities in the 6th grade Science textbook according to the learning outcomes of the 2018 curriculum. For this purpose, the problems of the research are determined as follows. 1. Is the weight of the activities in the 6th grade Science textbook able to meet the weight of learning outcomes in the curriculum according to units? 2. What is the relationship between the distribution of the ratios of activities in the 6th grade Science textbook according to the units and the distribution of ratios of learning outcomes indicated in the curriculum? 3. The activities in the 6th grade Science textbook are aimed at achieving what unit learning outcomes in the curriculum? 4. What is the distribution of the total ratios of learning outcomes according to the units that are intended to be achieved with the activities in the 6th grade Science textbook? In study using document review method, activities in secondary school 6th grade science textbook, whose use was deemed appropriate for 2018-2019 academic year by Education Board, were examined. Firstly, the number of activities in each unit in textbook was determined, and activities were distributed according to units by calculating percentage values. Then, learning outcomes ratios of units in curriculum were calculated and compared with activities' ratios in textbook, and relationship between the number of activities in textbook and the number of learning outcomes in curriculum was evaluated with SPSS software using Pearson product-moment correlation coefficient of parametric correlation analysis. Then, learning outcomes (MEB, 2018) that each of 95 activities in textbook were related to were determined, and data obtained were recorded in data analysis tables developed by researcher. Accordingly, for each unit, percentage of the total learning outcomes in that unit was calculated and interpreted by finding the total number of learning outcomes associated with activities. One of the things to consider when preparing activities is the number of learning outputs in units. As a result of analysis comparing learning outcomes' ratios of 6th grade Science units in curriculum and activity ratios in textbook, activity ratio was determined to meet the ratio of learning outcomes in all units except units 1 and 2. In addition, a high, positive and significant relationship was found between the learning outcomes ratios in curriculum and distribution of activity ratios in textbook to units as a result of pearson correlation analysis. These two findings suggest that the number of learning outcomes is taken into consideration when preparing activities in textbook. The main purpose of activities is to ensure achievement of learning outcomes. In this context, it was determined that 95.79% of 6th grade learning outcomes in textbook had associated activities, and learning outcomes were generally taken into consideration. In the light of all these findings, it was concluded that activities in textbook were prepared to achieve learning outcomes. Keywords: Textbook, Activities, Learning outcome

109

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aycan, Ş., Kaynar, Ü. H., Türkoğuz, S. & Arı, E. (2002). İlköğretimde kullanılan fen bilgisi ders kitaplarının bazı kriterlere göre incelenmesi. V. Ulusal Fen Bilimleri&Matematik Eğitimi Kongresi. Orta Doğu Teknik Üniversitesi Eğitim Fakültesi, Ankara. MEB (2005). i̇lköğretim 1-5. sınıf programları tanıtım el kitabı. Ankara: Devlet Kitapları Müdürlüğü Basımevi. MEB (2018). Fen Bilimleri Dersi Öğretim Programı (İlkokul&ortaokul 3,4,5,6,7,&8.sınıflar). Ankara: Talim&Terbiye Kurulu Başkanlığı. Sönmez, E., Dilber, R., Doğan, O. & Ertuğrul, H. (2005). Lise fizik ders kitaplarının görsel olarak yeterlilikleri üzerine bir araştırma. Selçuk Üniversitesi Eğitim Fakültesi Dergisi, 19, 87–97. Yıldırım, Ü.N. & Ateş, S. (2003). İlköğretim 7. sınıf fen bilgisi ders kitaplarının fen bilgisi öğretmenlerine göre yeterlilik derecesinin araştırılması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 3 (1),78-86.

110

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02313 COMPARISON OF DISTRIBUTION OF STUDENTS PER TEACHERS AND CLASSROOMS IN THE 4+4+4 PROCESS FATIME KIRS - ISMAIL KINAY ABSTRACT Education is a phenomenon which plays a critical role in the existence and development of societies. For this reason, each society has formed its unique understanding of education and education system. Bursalıoğlu (2012: 42) emphasized that the teacher is one of the most strategic parts of the social system called school. However, the concept of education planning should be initially emphasized in order to meet the need for qualified teachers. (Aydın, 2010: 135-136). The increasing number of students and the shortage of teachers that emerge in parallel is one of the reasons that decrease the success in education in our country. Particularly the regulations regarding the number of student in the classroom with education systems directly affect the quality of education (Kalemoğlu-Varol & İmamoğlu, 2014: 407). On the other hand, insufficient number of schools brings about overcrowding in the existing schools and classrooms and crowded classrooms lead to new problems about the quality of education (Öğülmüş & Özdemir, 1995). Our education system which had been implemented since 1997 was changed in 2012 shifting from 5 + 3 to 4 + 4 + 4 system in order to find solutions to existing problems and due to the need for change. (Bay et al., 2013: 37). The 12-year compulsory education is organized as primary school (4 years), secondary school (4 years) and high school (4 years) with the 4 + 4 + 4 education system. It is aimed to physically separate the school buildings within bounds of possibility. (MEB, 2012). In the light of this information, it is obvious that in order to evaluate a holistic education development, it is necessary to examine the changes in the course of time in the dimensions of students, teachers and classrooms in the secondary school level covering the age group of compulsory education in the 4 + 4 + 4 education system. In this respect, this study is expected to contribute to the determination and planning of the needs of teachers, classrooms and students and improvements to be made in this field in secondary education level in our education system. The aim of this study is to compare the number of students per teacher and classrooms in the secondary school level between 2012-2013 academic year in which the 4 + 4 + 4 education system started to be implemented and 2017-2018 academic year in the provinces in Southeastern Anatolia Region.In this research, qualitative research method is used and in the scope of the research, the data on the number of students per teacher and classrooms in secondary schools of eight provinces in the Southeast Anatolia Region in 2012-2013, 2013-2014, 2014-2015, 2015-2016, 2016-2017, 2017-2018 academic years were collected through document analysis. Document review is recordings, stated as documentary research, such as photographs, films, recordings, audio and video recordings, CDs, various tools and equipment in which past events left their marks instantly; remains such as buildings and statue; all kinds of letters, reports, books and encyclopedias written later about the facts; official and private letters, statistics; records, memoir writings, biographies (Karasar, 2016: 229). In this research, National Education Statistics Formal Education (Milli Eğitim İstatistikleri Örgün Eğitim) 2012-2013, 2013-2014, 2014-2015, 2016-2017 and 2017-2018 (MEB, 2018) data published by Ministry of National Education Strategy Development Directorate (Milli Eğitim Bakanlığı Strateji Geliştirme Başkanlığı) are used. The descriptive analysis method, one of the qualitative data analyzes, is used in the analysis of the data collected during the research. In descriptive analysis basic question or subject become title, the analyses are made by making direct quote from the data, which are appropriate to the title. Descriptive analysis is engorged and supported with direct quotations (Ekiz, 2017:75).In this study, it is found that in the 2012-2013 academic year, when the 4 + 4 + 4 education system was first implemented, high rates of number of students per teacher and classrooms in all eight provinces in the Southeast Anatolia Region fell remarkably by the 2017-2018 academic year. This change in the data obtained on the basis of teachers and classrooms can be interpreted as a result of increasing the number of school classrooms in the provinces of Diyarbakır, Batman, Mardin, Siirt, Şanlıurfa, Gaziantep, Adıyaman and Kilis of Southeast Anatolia Region and the number of teachers assigned to the region since the 2012-2013 academic year when the 4+4+4 education system was first implemented. However, despite this decrease in the numbers, it can be said that the number of students per teacher and classrooms is not at the desired level in the provinces of Southeast Anatolia Region. One of the reasons of this situation can be stated as the proportion of the immigrant children in primary schools whose parents are immigrant in these provinces as a result of the large influx of immigrants especially after the Syrian civil war, the other cause of internal migration in the provinces of the region and rapid population growth in these provinces. Keywords: Teacher, classroom, student, 4+4+4, education system

111

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aydın, Mustafa (2010). Eğitim yönetimi. Ankara: Hatipoğlu Yayınları. Bay, E., Türkan, A., Tosun, Ş., Deliçay, F., Ateş, G.-N., Pamuk, T., Özkan, S. & Demir, S. (2013). 4+4+4 modelinin paydaşlar bağlamında değerlendirilmesi: aktif katılım mı? pasif direniş mi? 21. Yüzyılda Eğitim&Toplum Dergisi. 3(5). 34-55. Bursalıoğlu, Ziya (2012).Okul yönetimimde yeni yapı&davranış. Ankara: Pegem Akademi. Ekiz, D. (2017). Bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık. Kalemoğlu, Y. & Varol, F. İ. (2014, Şubat). Türk&İngiliz eğitim sistemlerine ilişkin sayısalverilerin karşılaştırmalı olarak incelenmesi. Eğitim&Öğretim Araştırmaları Dergisi, 3 (1), 406-418. Karasar, Niyazi. (2004). Bilimsel araştırma yöntemi. Nobel Yayın Dağıtım. Ankara. MEB [Milli Eğitim Bakanlığı], (2012). 12 yıl zorunlu eğitim sorular - cevaplar. Ankara.http://www.meb.gov.tr/duyurular/duyurular2012/12Yil_Soru_Cevaplar.pdf 14.06.2019 MEB [Milli Eğitim Bakanlığı], (2018). Millî eğitim istatistikleri örgün eğitim 2017-2018. https://sgb.meb.gov.tr/meb_iys_dosyalar/2018_09/06123056_meb_istatistikleri_orgun_egitim_2017_2018.pdf 14.06.2019 Öğülmüş, S. & Özdemir, S. (1995). Sınıf&okul büyüklüğünün öğrenciler üzerindeki etkisi. Eğitim Yönetimi Dergisi, 2, 261-273.

112

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02329 ENTREPRENEURSHIP: CONTENT ANALYSIS OF GRADUATE THESES IN TEACHING PROGRAMS, STUDENTS AND CLASS TEACHERS SAMPLES UGUR ATASEVEN - AYSE MENTIS TAS ABSTRACT The concept of enterprise, which can be defined as taking action, undertaking and starting a business, is defined in the Glossary of Economics as an application that applies new technology, develops new products and expands the existing market while making production in accordance with the wishes of people; and in Kızılgöl and İşgüden (2008) it is defined as an activity that aims to produce goods and services and make profit in order to meet the needs in the market. Walt Disney, on the other hand, defines entrepreneurship as imagining, believing, venturing and doing (İpbüken, 2019). In short, the concept of entrepreneur can be defined as the person who takes the risk, puts the idea of innovation and enterprise into practice and transforms the enterprise, also called business idea, into production is described by Christensen (2011) as the person who wants to achieve superior results, avoids the routine and the boring, and an entrepreneur is described by Eğilmez (2019) as a person who produces goods or services by combining production factors and inputs in order to make a profit. According to the famous economist Shumpeter (1912), entrepreneur is defined as intelligent, careful and interested in what is happening in the country and in the world, capable of perceiving opportunities, high-energy and determined (İpbüken, 2019). Entrepreneurship is defined by Gömleksiz and Kan (2009) as a person's ability to recognize the opportunities around them, taking risks and making plans and projects for these opportunities, carrying them into daily life and thus making the life more livable. Entrepreneurship, which is rather at the agenda of economics related fields of social sciences, has recently appeared as a phenomenon that gradually increases its effect in teaching programs and educational practices. Because researchers have analysed the relationship between the economic growth and the quality of education, not quantity, in the recent years and they have concluded that the quality of education positively affects the economy (ERG, 2015). Entrepreneurship, which is taught in economics related departments of higher education institutions, has then taken its place in the teaching programs of secondary education institutions and primary schools (MEB, 2005; MEB, 2009; MEB, 2018). This research includes graduate theses that mention entrepreneurship at primary school (teaching programs, students and class teachers) level in different dimensions out of the graduate theses prepared in the field of education and teaching regarding entrepreneurship.The research is a literature review and content analysis study on master and doctoral theses related to the main axis of entrepreneurship. The theses, which are the data sources of the research, have been obtained from the Internet by using the database of the National Thesis Center website of Higher Education Council (YÖK) by scanning for the concept of Entrepreneurship. The research includes masters and doctoral theses prepared in the subject of entrepreneurship and in education-teaching subject area in the universities in Turkey between 1988 and 2019. 422 theses about entrepreneurship have been reached. 51 of these studies are in the field of education and training. 18 of these 51 graduate theses are devoted to education-teaching and business, education-teaching and tourism and education-teaching and social services etc. while 33 of them are in the field of education and teaching. Therefore, the universe of the research consists of 33 graduate theses. Out of these, 9 theses at primary school level (teaching programs, students and class teachers) have been taken as the sample of the study. This study has been designed as a research in descriptive survey model.In the study, it has been concluded that %12 of the graduate theses on entrepreneurship from 1988 to the present are in the area of education and teaching, since 2013 graduate researches on entrepreneurship have increased every year gradually, the number of studies reached to peak in 2018, the number of researches in the area of education reached to peak in 2016, in the following years the number of researches on entrepreneurship in the area of teaching and education decreased gradually, the researches focus more on entrepreneurship skills and entrepreneur personality traits, 3 graduate theses out of 33 theses prepared only in the area of education and teaching are written on teaching programs and entrepreneurship and 4 of them are about entrepreneurship education, 36 graduate theses out of 51 are quantitative, 9 of them are qualitative and 6 of them are mixed research. Keywords: entrepreneurship, primary school, teaching programs, graduate theses.

113

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Clayton M. Christensen, Hal B. Gregersen, Jeff H. Dyer (2011). The Innovator's DNA: Mastering the Five Skills of Disruptive. Harvard Business School Publishing. Boston - USA ERG. (2015). Öğretmen Politikalarında Mevcut Durum&Zorluklar, http://www.egitimreformugirisimi.org/wp- content/uploads/2017/03/ERG_Ogretmen-Politikalarında-Mevcut-Durum-ve-Zorluklar.pdf – Accessed on: 13.08.2019 Gömleksiz, M. N., & Kan, A. Ü. (2009). Sosyal Bilgiler Dersi Öğretim Programının Eleştirel Düşünme, Yaratıcı Düşünme Ve Girişimcilik Becerilerini Kazandırmadaki Etkililiğinin Belirlenmesi (Diyarbakır İli Örneği). Doğu Anadolu Bölgesi Araştırmaları, 1, 39-49. İpbüken, Yalçın (2019). İnovasyon, Girişimci, Girişimcilik. https://lean.org.tr/inovasyon-girisimci-girisimcilik/ - Accessed on: 07.08.2019 Kızılgöl, Ö.&İşgüden B., (2008). Bandırma’nın Girişimcilik Potansiyelinin Değerlendirilmesi. Balıkesir Üniversitesi İşletme Fakültesi Dergisi, 9(2) 257-279. MEB. (2005). İlköğretim Sosyal Bilgiler Dersi 4-5.Sınıflar Öğretim Programı. Devlet Kitapları Müdürlüğü Basım Evi. Ankara. MEB. (2009). Ortaöğretim Girişimcilik Dersi öğretim programı. Milli Eğitim Basımevi. Ankara. MEB. (2018). Fen Bilimleri Dersi Öğretim Programı. (İlkokul&Ortaokul 3, 4, 5, 6, 7&8. Sınıflar). http://mufredat.meb.gov.tr/Programlar.aspx - Erişim tarihi: 07.08.2019 http://www.iktisatsozlugu.com/nedir-4116-GİRİŞİM#.XUpMiGhl_Dc – Accessed on: 07.08.2019 http://www.mahfiegilmez.com/p/ekonomi-sozlugu.html – Accessed on: 07.08.2019

114

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02330 INVESTIGATION OF MATHEMATICS ANXIETY AMONG MIDDLE SCHOOL STUDENTS LEVENT DENIZ - HANDE IPEK ABSTRACT All events in nature from past to present have led to the emergence and development of mathematics. Mathematics studies are essential in the constantly progressing scientific age. Taught from preschool as a primary teaching field, mathematics provides benefits in various subjects from acquiring mathematical knowledge and skills required by the daily life and a way of thinking that manages events within the problem-solving approach to choosing a profession. Most students are prejudiced since they consider mathematics as a challenging course to learn and understand. Mathematics is a scientific discipline that everyone encounters with the beginning of compulsory primary education, loves or hates, perhaps fears and feels anxious at least (Eldemir, 2006). Mathematics education is all the activities carried out in the teaching and learning process to realize the teaching objectives of mathematics at all levels (Aydın, 1993). Under these activities, it is a significant aim of the curriculum to make all students' attitudes towards mathematics positive and to ensure they reach the course gains. Educators emphasize the importance of believing in the necessity of learning mathematics with pleasure and willingness and understanding its nature. Trying to explain mathematics achievement by having only good field knowledge is the result of a narrow perspective. Besides, many studies have examined the relationship between mathematics achievement and some psychological factors (Budak, 2016; Schweinle and Mims, 2009; Yılmaz, 2015). International studies, such as PISA, provide various data to review the factors affecting students' mathematical performance in different educational systems. According to PISA Exam’s PISA 2015 national report published by the Ministry of National Education in our country, Turkey ranks 50th among 70 countries and 34th among 35 OECD countries with 420 points (MEB, 2016). Accordingly, Turkey is below the exam average, and students here are not as successful as the students in the other participant countries. These negative results point to the situations that need improvement in mathematics education. In the international evaluation studies, not only the countries’ success but also the information about the affective characteristics are examined. Mathematics anxiety is an essential factor in explaining mathematics performance. Dreger and Aiken (1957), scientists who made the first studies on math anxiety, explained it as a syndrome of emotional reactions to mathematics and arithmetic. In this study, the middle school students’ level of math anxiety and their differentiation status according to gender, mathematics achievement, grade level, school type, etc. were questioned. The population of the study in cross-sectional design involves middle school students in Istanbul in the 2017-2018 academic year. The sample covers 12 middle schools with two middle schools and one imam hatip middle school (religious middle school) selected by cluster sampling method from each of Ataşehir, Ümraniye, Bayrampaşa, Sultangazi districts. Fifth, sixth, seventh, and eighth grades were chosen from each school, totaling 1547 students. Turkish version of the Suinn Mathematics Anxiety Rating Scale (MARS-E) (1988) adapted by Balgamış and Baloğlu (2010) was used to determine students’ math anxiety levels. Construct validity analyzes conducted with confirmatory factor analysis under adaptation studies confirmed the five- dimensional structure of MARS-E as Mathematics Process Anxiety, Mathematics Application Anxiety, Mathematics Course Anxiety, Mathematics Teacher Anxiety, and Mathematics Examination Anxiety. Reliability of the scale and subscales was calculated by Cronbach's alpha internal consistency coefficient. Values confirmed the reliability of the scale for this study. A Personal Information Form was designed to collect information about the students. Since data did not show normal distribution, non-parametric Kruskal Wallis and Mann Whitney U tests were used. In case of significant differences in Kruskal Wallis test, paired Mann Whitney U analysis was performed to determine which groups caused the difference.According to the results of the analyzes, the mathematics process, application, course, and total math anxiety of middle school students were low, whereas teacher anxiety was medium and exam anxiety was high. Math anxiety of middle school students differed significantly according to their parents' educational level, family socio-economic level, and the existence of a private room. Students with low parental education and socio-economic status experienced higher levels of math anxiety. Students with high mathematics achievement and attending school mathematics courses showed lower math anxiety. According to gender, the anxiety of female middle school students was found higher than male middle school students in the course anxiety, teacher anxiety, exam anxiety subscales, and the total scale. Math anxiety levels also differed significantly according to students' grade levels. In general, math anxiety of the lower grades was found to be significantly higher than that of the upper grades. Accordingly, math anxiety levels of middle school students differed significantly according to the type of school, process anxiety, application anxiety, teacher anxiety subscales, and total scale. It was observed that the anxiety of middle school students in the mentioned dimensions was higher than that of the imam hatip middle school students. Keywords: Mathematics Anxiety, Middle School, Student

115

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aydın, Y. (1993). Matematik öğretmeni nasıl yetiştirilmeli. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 9, 109 –114. Balgamış, E.&Baloğlu, M. (2010). Matematik kaygısını derecelendirme ölçeği ilköğretim formunun Türkçe’ye uyarlanması dil geçerliği&psikometrik incelemesi. Kuram&Uygulamada Eğitim Bilimleri Dergisi, 10(1), 77-110. Budak, H. (2016). İlkokul dördüncü sınıf öğrencilerinin öz düzenleme, motivasyon, biliş üstü becerileri&matematik dersi başarılarının belirlenmesi. Çanakkale: Yayınlanmamış Yüksek Lisans Tezi, Çanakkale Onsekiz Mart Üniversitesi, Eğitim Bilimleri Enstitüsü. Dreger, R. M.&Aiken, L. R. (1957) The Identification of Number Anxiety in a College Population, Journal of Educational Psychology, 48: 344– 351. Eldemir, H. H. (2006). Sınıf öğretmeni adaylarının matematik kaygısının bazı psiko- sosyal değişkenler açısından incelenmesi. Sivas: Yayınlanmamış Yüksek Lisans Tezi C.Ü. Sosyal Bilimler Enstitüsü. MEB. (2016). PISA 2015 Ulusal Raporu (ISBN: 978-975-11-4337-2)., Ankara: MEB. Erişim tarihi: 17.09.2017, http://pisa.meb.gov.tr. Schweinle, A., Mims, G. A. (2009). Mathematics self-efficacy: stereotype threat versus resilience. Social Psychology of Education, 12, 501– 514. Yılmaz, H. R. (2015). İlköğretim ikinci kademe öğrencilerinde matematik başarısı ile matematik kaygısı, sınav kaygısı&bazı demografik değişkenlerle ilişkisinin incelenmesi. Gaziantep: Yayınlanmamış Yüksek Lisans Tezi, Gaziantep Üniversitesi, Eğitim Bilimleri Enstitüsü.

116

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02338 HOW TO IMPROVE STUDENTS' CREATIVE THINKING SKILLS MUSTAFA SENEL - BIRSEN BAGCECI ABSTRACT Effective use of thinking skills at high level has become an essential condition for people. People who do not acquire effective thinking skills and habits generally think based on prejudiced, incomplete, incorrect and non-objective information. The Ministry of National Education has designed its aims and achievements as of the 2018-2019 academic year by updating the curriculum to meet these needs. When the education programs published by the Board of Education are examined, the goals of thinking, reasoning, critical thinking and creative thinking are among the objectives of almost all courses. People who acquire effective thinking skills can express themselves better verbally and in writing. Creative thinking is a force that leads to the solution of the problems in which one needs. When the education programs published by the Board of Education are examined, the goals of thinking, reasoning and creative thinking are among the objectives of almost all courses. An interview was held with the classroom teachers to see how much these objectives were met in the primary school content. As a result of the interview with thirty-two elementary school teachers, it was seen that the education program on creative thinking, considered one of the 21st century skills, is far from meeting the expectations of the age. The teachers stated that they needed to work outside the curriculum in order to gain creative thinking skills. For this purpose, the journal writing program implemented in the USA was restructured with creative thinking activities and a creative journal writing activity was planned for fourth grade students. After one week of thinking and creative thinking training, the development of students' creative thinking skills was tested with a total of 23 creative thinking topics. In the USA, students write 5-12 lines on a topic given to them at the beginning of each day. Moreover, they are expected to complete this study in only 5-10 minutes. Through this activity, students have the opportunity to think superficially or in-depth on a subject every day and translate it into an important place in their education. It's the kind of a work in Turkey is also thinking of the students and the development of writing skills is considered to be very useful. In the research, purposeful sampling method was used which focuses on the purpose of the research and provides rich information for in-depth study. The general population of the study consists of Gaziantep, Şehitkamil central district. In the 2018 - 2019 academic year, Torrance Creative Thinking Test Figure A was applied by the researcher to the students who continued their education in the sixth classes of a private primary school. According to the results of these tests, 3 classes were selected. One of these classes was taken as an experimental group. Another class was called the ControlA group. The last group was named as ControlB group. 23 students in the experimental group were given one week of thinking and creative thinking training and then were given the task of doing 23 creative thinking and journal writing activities every two days. The students did creative thinking and journal writing activities at the beginning of the course for 5-10 minutes. 20 students in the ControlA group participated in an American-style journal writing program. 24 students in the ControlB group continued the traditional education program. The data obtained in the study, which was organized as a quantitative study, was analyzed with SPSS program. The difference between the fluency dimension final application scores according to the groups was statistically significant in favor of the experimental group. When the group and gender were evaluated together, the difference between the posttest scores was statistically significant. In other words, the scores of the students in the experimental group were higher than the first application. According to originality dimension the difference between the posttest scores by gender was statistically significant. When gender differentiation is examined, the scores of female students are higher in all groups than male students. At the abstraction of titles dimension the difference between the posttest scores by gender was statistically significant. When gender differentiation is examined, the scores of female students are higher in all groups than male students. The difference between the posttest points of elaboration dimension according to the groups is statistically significant in favor of Experimental group. The difference between the posttest scores by gender was statistically significant in favor of Female students. The difference between Total Creativity Scores is statistically significant in favor of Experimental group. At the same time, the difference between the posttest scores by gender was statistically significant in favor of female students. Keywords: Creative thinking, Journal writing

117

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Torrance, E. P., & Torrance, J. P. (1973). Is creativity teachable? Bloomington, IN: Phi Delta Kappa Educational Foundation. Torrance, E. P. (1977). Creativity in the classroom. What research says to the teacher. Washington, DC: National Education Association. Torrance, E. P. (1988). The nature of creativity as manifest in its testing. In R.G. Sternberg (Ed.), The nature of creativity: Contemporary perspectives. NY: Cambridge University Press. Torrance, E. P. (2016). Torrance Journal for Applied Creativity. Published by the Midwest Torrance Center for Creativity/The Center for Gifted, Glenview, IL, Aslan, A.E. (2001). Torrance Yaratıcı Düşünce Testi’nin Türkçe Versiyonu. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi. Sayı 14, Sayfa 19-40. Doğan, N. (2005). Yaratıcı düşünme&yaratıcılık, Eğitimde yeni yönelimler. 163-188. Ankara: Pegem Yayıncılık. Demir, T. (2011). İlköğretim Öğrencilerinin Yaratıcı Yazma Becerileri ile Yazma Öz Yeterlik Algısı&Başarı Amaç Yönelimi Türleri İlişkisinin Değerlendirilmesi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. Essex, C. (1995). Creative Writing in the Elementary School. Hot Topic Guide 57. Bloomington, IN: ERIC Clearing House on Reading, English and Communication. (ERIC No. ED 380809). Moraisa, M. F. & Azevedob, I. (2011). What is a Creative Teacher and What is a Creative Pupil? Perceptions of Teachers

118

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02345 PRIMARY EDUCATION REFORM IN 1913-1915 PERIOD SULEYMAN CELENK ABSTRACT The objective of this study is to explain the reform actions in the Ottoman Primary Education System by interpreting the clauses of the Primary Schools Circular (Mekatib-i İptidayie-i Umumiye Talimatnamesi) of 1915, which was based on the Temporary Primary Education Law (Tedrisat-ı İptidaiye Kanun-ı Muvakkat-i) introduced in 1913. The primary education in the Ottoman empire consisted of primary schools that were providing primary education for a period of four years (Koçer, 1987; Cicioğlu, 1985). Co-education (with boys and girls in the same classroom) was taking place in these schools. The main objective of the education was to make students read Quran in accordance with the Arabic Grammar (Tecvit rules). The teaching process was based on the individual learning speeds of the students. Apart from that, the four mathematical operations were being taught in the primary schools under the name Black Sentence (Kara Cümle). Ideas of the 18th century philosopher J.J. Rousseau, who beleived in being able to see the child as a child and providing education based on the child’s development qualities and skills; also started to affect the Ottoman Primary Education System starting from the second half of the 19th century. (Binbaşıoğlu, 1999). With the reformation and modernization period started in 1839 (Tanzimat Period), fundamental changes were made in the Ottoman education system. The Ottoman Government first published a Regulation prepared by a committee of National Education Ministry in 1847 (Koçer, 1987). Later in 1 September 1869, a statutory decree (General Education Regulation/Maarif- i Umumiye Nizamnamesi) was published. Educational tools like compasses, rulers, maps and globes were introduced in the Ottomant primary schools for the first time with these regulations. Moreover, lessons for development of Daily and social life like History, Geography, Citizenship were started to be given (Ataünal, Özalp, 1977). Vocational schools for traing of teachers were established for the first time. Dress codes were defined for teachers and students. (Kaya, 1984). The new lessons (History, Geography, Citizenship etc.) and modern education tools in the Ottoman primary schools caused reactions and resistence among people and primary school teachers. Accordingly, the Ottoman state established new primary schools that provide education with new methods. This resulted in separation of Ottoman primary education system into two types of schools, one providing modern education with modern systems (Usul-iCedide), and the other providing traditional education with old-school methods. The findings of this study are gathered by qualitative data collection based on document analysis. Data collection process follows the historical sequence of events in line with the objective of the study. Data on 2013- 2015 primary education program is based on first-hand information sources. Data collection and evaluation process is focused on four main dimensions of education: objectives of education, content of education, learning-teaching methods and measurement of success, in line with the principles and methods of educational program development. Findings of this study are compared with findings of similar studies by other authors, in order to justify validity of the historical findings and resulting comments. Findings of this study are grouped and evaluated by using content analysis method. While interpreting the primary education programs of 1913-1915, comparisons with programs before and after this period were made to ensure objectivity of the comments and to display their specific qualities.According to the 1913 Temporary Primary Education Law (Tedrisat-ı İptidaiye Kanun-ı Muvakkat-i) and the Primary Schools Circular (Mekatib-i İptidayie-i Umumiye Talimatnamesi) of 1915(which was based on that law): 1. Objectives of the Primary Education are: a. To provide real life information to the children. b. To raise them as religious, patriotic, superior and diligent individuals. 2. Content of the primary education: Quran, Religion, Turkish, History, Geography, Mathematics-Geometry, Goods, Handcrafts, Agriculture, Painting, Music, Physical Education. 3. Learning-Teaching situation: Students coming to the classroom prepared, utilizing specific tools and gadgets for lessons, recapping the previous learnings during lessons, asking relevant questions to the students, questioning the level of students’understanding during the lessons and correction of mistakes, summarizing the lesson content at the end of the lesson, etc. 4. Measurement situation: Conducting exams of 20 minutes every three-four weeks and announcing the results to the students. Although the Temporary Primary Education Law in 1913 was stated as ‘temporary’, it remained in effect until introduction of Primary Education and Education Law in 1961. (Unat,1964). Keywords: Primary education reform, Primary education in the Ottoman Empire, Education reform.

119

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akyüz, Y. K. (2015). Türk Eğitim Tarihi, Ankara: Pegem Akademi Yayıncılık. Ataünal, A., R. Özalp (1977). Türk Milli Eğitim Sistemini Düzenleme Teşkilatı. Ankara: Milli Eğitim Bakanlığı Yayınları. Binbaşıoğlu, C. (1999). Cumhuriyet Döneminde Eğitim Bilimleri, Ankara: Hüseyin Hüsnü Tekışık, Eğitim Bilimlerini Geliştirme Merkezi Yayınları. Cicioğlu, H. (1985). Türkiye Cumhuriyeti’nde İlk&Ortaöğretim, Ankara: Ankara Üniversitesi, Eğitim Bilimleri Fakültesi Yayınları. Çelenk, S., N. Tertemiz&N. Kalaycı (2000). İlköğretim Programları&Gelişmeler), Ankara: Nobel Yayın Dağıtım. Kaya, Y. K. (1984). İnsan Yetiştirme Düzenimiz. Ankara: Hacettepe Üniversitesi, Soosyal&İdari Bilimler Döner Sermaye İşletmesi Yayınları Koçer, H. (1987). Türkiye’de Modern Eğitimin Doğuşu, Ankara: Pagem Akademi Yayıncılık. MV (1915). Mekatib-i Umumiye Ders Müfredatı, İstanbul: Maarif Vekâleti Yayınları. MV (1924). İlk Mekteplerin Müfredat Programı, Ankara: Maarif Vekâleti Yayınları. Unat, F. R. (1964).Türk Milli Eğitim Sisteminin Gelişmesine Umumi Bir Bakış. Ankara: Milli Eğitim Bakanlığı Yayınları.

120

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02350 RELATIONSHIPS AMONG SEVENTH GRADERS’ ACHIEVEMENT GOAL ORIENTATIONS, LEARNING STRATEGIES AND ACHIEVEMENT IN SOCIAL STUDIES MELEK DIDIN - KORAY KASAPOGLU ABSTRACT Social Studies course includes various verbal knowledge, concepts, and principles (Erden, 1998). In addition, according to Erden (1998), this knowledge, concepts, and principles should be learned not by memorization, but by meaningfully. As a matter of fact, many students perceive Social Studies as a course learned by memorization and develop negative attitudes toward this course, and the achievement rate in this course decreases (Tay, 2004). This situation requires the effective teaching of Social Studies (Oruç & Erdem, 2010). In Social Studies course, how effective learning is possible plays an important role (Çalışkan & Turan, 2008). According to Tay (2005), students’ being active in the learning process is ensured with their use of appropriate learning strategies. Weinstein and Mayer (1986) define learning strategies as behaviors and ideas that aim at a student’s active learning and learning by meaning making. Therefore, any learning strategy is intended to motivate the student to learn or to determine how to choose, gain, organize and integrate new knowledge (Weinstein & Mayer, 1986). By focusing on the goals and choosing the appropriate strategy to achieve, the individual becomes motivated to learn and learns more (Ergül, 2006). Various social, economic and psychological factors (e.g., family, motivation for achievement, nutrition, learning environments, and anxiety) can affect student's achievement (Yücel & Koç, 2011). New approaches that explain the relationship between the psychological characteristics and achievement of successful individuals have emerged. It is known that Nicholls (1984) introduced the theory of achievement orientations in the early 80s. Achievement orientations provide a framework for explaining the goals that are effective in academic achievement, how individuals perceive their own abilities and how they behave in accordance with their abilities (Dweck & Leggett, 1988). In short, achievement orientations theory can be defined as a theory based on the aims of students’ behaviors to achieve. According to Buldur and Doğan (2017), achievement orientations are important for students’ academic achievement. Individuals with high motivation engage in academically difficult tasks, are responsible for their own learning and become more successful by not giving up when they face with failure (Kadıoğlu & Uzuntiryaki-Kondakçı, 2014). Since learning strategies and achievement orientations may be related to academic achievement, this relationship is needed to be investigated. In this study, it is aimed to investigate the relationship among achievement orientations, learning strategies and academic achievement of seventh-grade students in Social Studies course.In this quantitative study with a correlational design, the data were collected from a total of 440 seventh grade students in middle schools selected by convenience sampling in the second semester of the 2017-2018 academic year. The data of the study were collected using the Learning Strategies Scale for Social Studies Course (First Author & Second Author, 2017), Social Studies-Oriented Achievement Goal Scale (Gezer & Şahin, 2016) and the Personal Information Form developed by the researcher. Social studies course achievement of the students was determined from report card grades they had earned by the end of the first semester. The Learning Strategies Scale for Social Studies Course consists of 20 items and one factor. Cronbach’s alpha value of the whole scale was calculated as 0.92. The Social Studies-Oriented Achievement Goal Scale consists of 29 items and six factors. Cronbach’s alpha values for the six factors of the scale (self-approach, task-approach, other-approach, task-avoidance, other-avoidance, and self-avoidance) were calculated as 0.83, 0.82, 0.75, 0.77, 0.76 and 0.77, respectively. Data were analyzed by calculating descriptive (frequency, percentage, mean, standard deviation) and inferential (correlation analysis and hierarchical regression analysis) statistics.The most commonly used learning strategy by the seventh grade students in Social Studies course was I try to think through a topic and decide what I am supposed to learn from it rather than just reading it over when studying Social Studies., while the learning strategy used least was I make simple charts, diagrams, or tables to help me organize course material of Social Studies. It was concluded that the social studies- oriented achievement orientation seventh-grade students mostly had was the task-approach while the other-approach was least adopted. A positive, low-level (.23) significant relationship was found between achievement in Social Studies and learning strategies for Social Studies. There was a significant positive relationship between achievement in Social Studies and self- approach (.30), task-approach (.39), task-avoidance (.32), other-avoidance (.13) and self-avoidance (.18). There was no significant relationship (.06) between the other-approach and achievement in Social Studies. There was a positive, moderate relationship between learning strategies for Social Studies and Social Studies-oriented achievement goals. Results of the hierarchical regression analysis indicated that learning strategies for Social Studies positively predicted achievement in Social Studies when gender was controlled while the task-approach positively predicted achievement in Social Studies when gender and learning strategies controlled. Keywords: Social Studies, Achievement Goal Orientations, Learning Strategies, Academic Achievement.

121

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES First Author, & Second Author. (2017, 26-28 Ekim). Sosyal bilgiler dersi için öğrenme stratejileri ölçeği: Bir ön geçerlik&güvenirlik çalışması. 5. Uluslararası Eğitim Programları&Öğretim Kongresinde sunulmuş sözlü bildiri, Marmaris, Muğla, Türkiye. Gezer, M., & Şahin, İ. F. (2016). Sosyal bilgiler odaklı başarı yönelimleri ölçeği (SOBYÖ): Geçerlik&güvenirlik çalışması. Eğitimde&Psikolojide Ölçme&Değerlendirme Dergisi, 7(2), 335-354. Kadıoğlu, C., & Uzuntiryaki Kondakçı, E. (2014). Relationship between learning strategies and goal orientations: A multilevel analysis. Eurasian Journal of Educational Research, 56, 1-24. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson Education. Tay, B. (2004). Sosyal bilgiler dersinde anlamlandırma stratejilerinin yeri&önemi. Gazi Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 5(2), 1- 12. Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 315-327). New York: Macmillan Company. Yücel, Z., & Koç, M. (2011). İlköğretim öğrencilerinin matematik dersine karşı tutumlarının başarı düzeylerini yordama gücü ile cinsiyet arasındaki ilişki. İlköğretim Online, 10(1), 133-143.

122

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02358 THE LINK OF LIFE SCIENCES WITH SOCIAL STUDIES SCIENCE EDUCATION PROGRAMS IN REPUBLICAN ERA MEHMET GULTEKIN - OMUR GURDOGAN BAYIR - ZEYNEP KILIC ABSTRACT One of the basic functions of education is to ensure socialization. Socialization is the process of gaining personality by learning the culture, values of the society in which the individual lives (Tezcan, 1985). In this context, this change process is reflected in the education system of the countries in order to enable individuals to internalize the political, social, cultural, social changes. In this case, the education system is restructured, some arrangements are made on the education system such as program change, philosophy change. With the establishment of the Republic in 1923, the aim of education in our country was to direct the process of social change, to raise social life above the level of contemporary civilization to raise awareness of citizenship. Therefore, the basic understanding of education in the Republican period was to adopt the republican administration to the students in schools, to consolidate the foundations of a democratic society. In order to realize this aim, understanding, issues such as regulation of primary education, development of primary school programs, training of classroom teachers have been given priority since the establishment of the Republic (Fer, 2010). At the basis of the program development studies are the needs of the society, the individual, the purpose, content, how the content is transferred to the individuals depending on the requirements, whether the program has achieved its purpose. Importance has been given to the education programs implemented especially in the primary education level in our country from the Republic to the present day, either the primary school programs have been developed, revised after the existing programs have been revised (Fer, 2010). Life Sciences, Science, Social Studies education programs are among the programs prepared, put into practice. Among these curricula, Life Sciences curriculum has been prepared with the understanding of collective education. In the understanding of collective teaching, it is important to teach the students by integrating rather than teaching them separately (Kaya, 2018). According to Çilenti (1988); It is a course in which the students are introduced to themselves, their environment, adapting to their environment, laying the foundations of multi-faceted, creative thinking problem solving features. Therefore, in primary school, students encounter Life Sciences before they encounter social studies, science courses. In this context, Life Sciences curriculum should be linked to social studies science curriculum. In this study, it is useful to determine the connection between Life Sciences course curriculum, social studies, science course curriculum. The aim of this study is to reveal the link between Social Studies and Science in Life Science Education Programs of the Republican Era. For this purpose, the following questions were sought: 1. Is there a relationship between the purpose, content, teaching-learning process, evaluation dimensions of Life Studies Curriculum, Social Studies Curriculum in the Republican Era? 2. Is there a connection between the purpose, content, teaching-learning process and evaluation dimensions of the Life Science Education Programs of the Republican Era, Science Education Programs? For this purpose, qualitative research method was used. Qualitative research, observation, interview and document analysis, such as qualitative data collection methods are used, perceptions and events in a holistic and in-depth exploration of a qualitative process to reveal the natural environment (Yıldırım and Şimşek, 2011). The scope of this study is the qualitative method used in order to reveal the connection between Life Sciences and Social Studies and Science, and the life sciences, social studies and science education programs that are designed and reconstructed from 1924 to 2018 constitute these courses. The data of the study were collected through Life Sciences, social studies and science education programs, which were included in the primary school programs since 1968.In this study, which aims to reveal the link between Social Studies and Science in Life Science Education Programs in the Republican period, the data was analyzed by descriptive analysis technique. The data obtained in the descriptive analysis are interpreted according to the previously determined themes (Yıldırım and Şimşek, 2011). In the analysis of the data, firstly, the purpose, content, teaching-learning process, measurement- evaluation dimensions of the life science, social studies and science curriculums which have been designed from the Republic to the present day have been handled. Afterwards, checklists related to the curriculum were prepared by the researchers and filled out separately by the two researchers for the curriculum. In the preliminary analysis of the data, it was concluded that Life Sciences course was included in primary school programs for the first time in 1926, social science and science courses for the first time in 1968, remained in primary school programs. It can be observed that the basic aims of the social studies, science courses in the 1968 primary school curriculum are similar to the main purpose of the life science course. In all three programs, the main objective is to emphasize the close environment, skills and values. Keywords: Socialization, life science, science, social studies

123

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Binbaşıoğlu, C. (2003). Hayat bilgisi öğretimi. Ankara: Nobel Yayın Dağıtım. Çilenti, K. (1988). Özel öğretim yöntemleri. Eskişehir: Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları. Fer, S. (2010). 1923 yılından günümüze cumhuriyet dönemi ilköğretim programları üzerine bir inceleme. ( Hazırlayan Murat Alper Parlak) Cumhuriyet dönemi eğitim politikaları sempozyumu içinde (ss. 97-134). Ankara: Atatürk Kültür, Dil&Tarih Yüksek Kurumu Atatürk Araştırma Merkezi. Kaya, E. (2018). Hayat bilgisi, sosyal bilgiler&fen bilgisi derslerinin temeli: Toplu öğretim sistemi. Ankara: Pegem Akademi. Gültekin, M.,&Kılıç, Z. (2015). Hayat Bilgisi dersinin sosyal bilgiler&fen bilimleri dersleri bakımından işlevselliği incelenmesi. International Journal of Curriculum and Instructional Studies (İjocis), 4(8), 85-98. Sözer, E. (1998). Sosyal bilgiler programının amaçları, ilkeleri&temel özellikleri. G. Can (Ed.). Sosyal bilgiler öğretimi (ss. 15-39). Eskişehir: Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları. Tezcan, M. (1985). Eğitim sosyolojisi. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi yayınları. Varış, F. (1996). Eğitimde program geliştirme teorik&teknikler. Ankara: Alkım yayıncılık. Yıldırım, A.&Şimşek, H. (2011). Sosyal bilimlerde araştırma yöntemleri. Ankara: Seçkin.

124

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 02367 EVALUATION OF PHILOSOPHY FOR CHILDREN PROGRAMS: KOSELI SECONDARY SCHOOL AND ANKARA PHILOSOPHERS’ ASSOCIATION EXAMPLES AYSEMINE DINCER - DILEK GOZUTOK ABSTRACT One of the main problems of humankind is not knowing how to think. When people direct their attention to countries in which democracy is not accurately implemented and human rights are ignored, it is mostly seen that public adheres to the rules without questioning and does not critically evaluate what is happening neither in the country nor in the world. Alkın-Şahin and Tunca (2015) state that it cannot be expected from people who depend on an authority figure about what to think, what to believe, how to behave or even laugh to understand themselves, society or the universe. Probably no discipline has more to do with thinking than does the discipline of philosophy. To put it in other words, philosophy and thinking are interwoven and the development of thinking skills is the main interest of philosophy (Beyer, 1990). Mental actions such as reasoning, questioning, and evidence-based thinking are features of philosophical thought. Philosophical thinking can be gained to children through philosophy education for children (Akkocaoğlu Çayır, 2015). Philosophy for children is the introduction of philosophical thought to children at an early age (Tepe, 2013). Gülenç (2006) states that philosophy education should be given at an early age in order to be efficient. It is of great importance in the upbringing of children as individuals who think independently and critically as intended by contemporary education (Abrami, et al., 2008). Trickey and Topping (2004), who searched the researches in the field of philosophy for children between 1970 and 2002, revealed that philosophy education improves children's self-confidence and skills like reading, critical thinking, problem solving and questioning. Philosophy for Children is an educational program introduced by Matthew Lipman in the 1970s to uncover the relationship between children and philosophy and develop their thinking skills. It has been applied in approximately 80 countries since its development in the United States (Ndofirepi and Cross, 2015). Ankara Children's University is the first institution who prepared Philosophy for Children program in Turkey. The program is designed for primary and secondary school students. There are also some other institutions who conduct similar philosophical programs for children. However, the lack of access about how these programs are implemented is a crucial problem to be addressed. So in this study it is aimed to evaluate how these two different philosophy education programs are implemented and clarify what needs to be done to foster efficiency according to the views of stakeholders.The first program evaluated was the Philosophy for Children Program held in Ankara Balâ Köseli Secondary School on March 16, 2017. It was first applied to a group of 22 students consisting of 5th and 6th grade students and then to the other group of 24 students consisting of 7th and 8th grade students. Each implementation lasted for two hours, so it was four hours in total. The second program evaluated was the Philosophy Activity with Children held in Ankara Philosophers’ Association between 6-28 May 2017, for a total of 16 hours. These programs were selected because of their convenient accessibility and proximity to the researcher. Hence, convenience sampling was employed in the research. The first study group consisted of 46 participant students and the instructor. The second group consisted of 12 students, nine instructors and seven parents. Five of the instructors were philosophy teachers and the students were from 2nd to 6th grades. Qualitative research methods were applied. Focus group discussion was made with students and one-in-one interviews were conducted with instructors. Additionally, observation was made throughout the process and the views of seven parents were taken through feedback form. The data was analyzed with content analysis. The majority of the instructors (n = 6) stated that they achieved the targeted gains. When the opinions of the trainers who stated they were partially successful were examined, it was found that this was due to reasons such as lack of time, lack of such activities and lack of familiarity with the students. All of the instructors stated that the four-week period needs to be extended, whereas there were different opinions about the two-hour daily practice period. When the opinions of the instructors who wanted to increase the duration of the program were taken into consideration, it was noticed that all three instructors conducted the program with drama method. The students were more active in those days and requested to continue the activities at the end of the day. Moreover, an instructor who is a philosophy teacher at high school stated that she is alien to children and their interests and needs due to their age group; therefore, a group of experts including guidance counsellor and program development specialist should participate in preparing programs. The children stated that the program helped them question the views of both their selves and others and build relationships between concepts. They also learned empathizing. Keywords: Philosophy for children, philosophy program, philosophical thought, thinking skills.

125

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Abrami P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., and Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102-1134. Akkocaoğlu Çayır, N. (2015). Çocuklar için felsefe eğitimi üzerine nitel bir araştırma (Unpublished Master Thesis). Hacettepe University, Ankara. Alkın-Şahin, S. and Tunca, N. (2015). Felsefe&Eleştirel Düşünme. Trakya Üniversitesi Eğitim Fakültesi Dergisi 2015, 5(2), 192-206. Beyer, B. K. (1990). What philosophy offers to teaching of thinking. Educational Leadership, 47(5), 55-60. Gülenç, K. (2006). Polemikçi bir gelenek olarak felsefe: Eleştiri kültürüne açılan bir pencere. In B. Çotuksöken and S. İyi (Ed.). Kimin için felsefe?, 59-75. İstanbul: Heyamola Publishing. Ndofirepi, A. P.&Cross, M. (2015). Tradition and modernization: Siting philosophy for children within the African outlook. Interchange, 17 (1), 15-30. Trickey,S. and Topping, K,J. (2004). Philosophy for children: a systematic review. Research Papers in Education, 19 (3), 365- 380.

126

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 03041 STUDENTS 'VIEWS ON THE CONTRIBUTIONS OF LITERATURE TEACHERS TO IMPROVE HIGH LEVEL THINKING SKILLS CEVDET EPCACAN ABSTRACT Thinking is a purely mental activity, the ability to predict, imagine, try to find the cause and effect relationships, to remember, to make inferences, to reason, to make predictions, to make productions by making internal observations and concrete steps. Thinking enables an individual to combine his / her existing knowledge, make the information meaningful, and produce solutions to the problems he / she encounters. Examples of high-level thinking skills are critical thinking, creative thinking, reflective thinking, problem solving, questioning, analyzing, evaluating, making inferences, distinguishing, classifying, comparing, making divergent thinking, metacognitive thinking, being aware of thinking proficiency and thinking / learning ways, being able to support and knowledge literacy. Although the aforementioned thinking skills have some specific characteristics, there are some common characteristics of these thinking skills. These properties are listed by Nickerson (1988) and Romano (1992) as follows. • To use information impartially and skillfully, • Expressing prominent ideas in a short, concise and unbiased manner, • Distinguishing valid and invalid results from the logic aspect, • Recognizing sufficiently unclear similarities and comparisons, • Understanding the difference between being right and winning a discussion, • Recognizing that there are various causes and solutions to problems, • Different understanding between hypothesis, assumption and result, • Distinguishing between the accuracy and strength of a belief, • Being able to show or explain different perspectives without exaggeration and generalization (Trns: Güneş, 2012) While the development of thinking skills in children is among the important goals of education, teachers play an important role in the realization of this aim (Doğanay and Güzel Yüce, 2010). The paradigm shift in our education system since the early 2000s has resulted in a change in the tasks and roles of teachers. Now, a type of teacher who transmits, teaches, and presents the ready-made knowledge to the student has left his/her place to a teacher model who tries to student's inquiring, criticizing, research, comparing and producing creative solutions to problems. Since the beginning of the student-centered approach to education, teachers have been trying to ensure that students become learners and individuals who take responsibility for their own learning. The teacher should provide opportunities for each student to express his / her thoughts freely in order to develop the students' thinking skills, and encourage him / her at every step. The student should increase his / her motivation by awakening the belief that he / she can achieve (Beydoğan 2003).The aim of this study is to get the opinions of secondary school students about the contribution of literature teachers to the development of students' thinking skills. For the purpose of the research, screening model was used. As a data collection tool, a questionnaire prepared by the researcher in the form of a 5-point Likert-type scale with 37 items was used. Expert opinions were used for the scope and appearance validity of the data collection tool. In addition, the final version of the questionnaire was decided in accordance with the opinions of the experts. The population of the study consisted of all high school students studying in central secondary schools of Siirt province in 2018-2019 academic year. Random and easily accessible sampling method was used for sampling. In random sampling method, random selection of participants for universe sampling is performed. In this study, students from different socio-economic environments in Siirt province were randomly selected. During the data collection process, opinions were obtained from around 600 students attending Anatolian High Schools and Vocational High Schools. However, after the missing and irrelevant questionnaires were eliminated, statistical analyzes were performed on the remaining 527 questionnaire data.The data collected in the research are analyzed with SPSS 25 package program and descriptive statistics, frequency and percentages, independence groups ‘t’ test, one-way analysis of variance are used. There are two basic features that measurement tools should have: Validity and reliability. The validity of the measurement tool was stated in terms of how the scope and appearance validity was achieved. Factor analysis will also be used to ensure structure validity. Reliability is the stability of the measured values obtained in repeated measurements of a measuring instrument under the same conditions (Ercan&Kan, 2004). Cronbach alpha coefficient will be used to determine the reliability level of the measurement tool. SPSS data analysis books written by Büyüköztürk (2004) and Kalaycı (2005) are used in the statistical data analysis process. The data analysis process is still ongoing, and the findings will be compared with the results of previous researches, and then comments and suggestions will be made. Keywords: High Level Thinking Skills, Secondary education, Critical Thinking, Creative Thinking, Problem Solving

127

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Doğanay, A. & Güzel Yüce, S. (2010). Öğrencilerin düşünme becerilerinin geliştirilmesinde rehberli yardım: bir öğretmenin sözel ifadelerinin analizine ilişkin durum çalışması, Educational Administration: Theory and Practice 2010, Vol. 16, Issue 2, pp: 185-214 Güneş, F. (2012). Öğrencilerin düşünce becerilerini geliştirme, TÜBAR-XXXII-/2012-Güz Beydoğan, H.Ö. (2003). Öğretim sürecinde düşünme becerlerinin geliştirilmesi, G.Ü. Kırşehir Eğitim Fakültesi Dergisi, Cilt 4, Sayı 1. Büyüköztürk, Ş. (2004), Sosyal bilimler için veri analizi el kitabı. Ankara: Pegema Yayınları. Ercan, İ & Kan, İ. (2004), Ölçeklerde Güvenirlik&Geçerlik, Uludağ Üniversitesi Tıp Fakültesi Dergisi 30 (3) 211-216. Kalaycı, Ş. (Ed.). (2005). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayın Dağıtım. Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayınevi. Nickerson, R. S. (1988), On Improving Thinking Through Instruction, dans Review of Research in Education , vol. 15, 1988, p. 3-57. Romano, G. (1992), Comment favoriser le développement des habiletés de pensée chez nos élèves, Pédagogie Collégiale, Vol. 6 no:1.

128

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 03128 THE EFFECT OF ACTIVITIES BASED ON REFLECTIVE THINKING IN HISTORY TEACHING ON STUDENTS' SUCCES SSEMA OZER - BIRSEN BAGCECI ABSTRACT The rapid changes in science and technology and the needs of the modern world directly affect human life, and human beings must develop their cognitive thinking skills together with this development. Social, economic and political developments and dynamics in recent years are increasing the importance of having these skills day by day. Educating individuals who has developed problem-solving and decision-making skills, is productive and questioner and can shape their future is among the requirements of the age. It is known that memorization is a problem in history teaching at all grades in Turkey (Şimşek, 2008, p.4). In other words, teachers generally explain the history subjects directly to the students, then check whether the subject is understood by asking questions and they sometimes get students answer unit preparation questions or unit assessment questions in the book as homework. These practices adversely affect the student's learning instinct. However, the main goal of the course is to help the students be good history readers who can analyse the historical text from an analytical point of view. For this reason, students need to have the right perspective on finding the basic fact, the right answer, and the most valid interpretation. Students need to ask themselves whether they read for the purposes, whether the subject is what they want to learn or not. Otherwise, students may think and approve that every historical text is true in advance (MEB, 2018, p15). This prevents the students in history lessons from engaging in performances that require high-level mental skills such as deducing from what they have learned, asking conscious questions, practicing, analysing, synthesizing and evaluating in real life. Different methods and techniques should be used instead of memorization method in order to solve these problems in history teaching. For this reason, it is thought that the history course based on reflective thinking activities will contribute to the permanence of knowledge and its reflection in daily life by increasing students' inquiry skills. The studies on reflective thinking are mostly conducted on teachers and prospective teachers. It seems that there are few studies on reflective thinking conducted on secondary school students and the researcher could not find a study done on the reflective thinking activities in history courses. In this study, the question of how the use of reflective thinking activities in history teaching will affect students' academic achievement will be sought.In this study, pre-test and post-test experimental design with control group was used to test whether there was a difference in academic achievement between the experimental group and the control group .After the pre-test and post-test control groups were equalized, the experimental and control groups were randomly determined by random assignment. In the experimental design, independent variable is reflective thinking activities and dependent variable is academic achievement. Reflective thinking activities in history teaching were applied to experimental group students to improve their academic achievement. The instructional activities recommended in the program were applied to the control group. All courses in the groups were conducted by the researcher. This research was carried out with the participation of 50 students who were in 9th grade in 2018-2019 academic year in a vocational and technical Anatolian high school in Gaziantep province. For the research, one class was selected as the experimental group; the other class was selected as the control group. When selecting the study group, permission was obtained from the school administration and preliminary information was obtained from the guidance service. The classes in which students’ past academic average in eighth grade were similar to each other were selected. For the first sub-problem, pre-tests of experimental group and control group were compared. The mean of the experimental group was 5.59, while the control group was 5.86. İn addition, the experimental group showed 11.48% success and the control group showed 14.65% success. In this context, it was found that there was no statistically significant difference between the two groups in which the pretest success of the experimental and control groups were similar. As for the second sub-problem, there was a statistically significant difference between the pre-test and post-test of the experimental group students in the study. It was determined that the academic achievement of the students in the experimental group increased after reflective activities. As regards to the third sub-problem, the difference between pre-test and post-test of the control group students was not statistically significant difference. In this context, the post-test success of the control group students is not better than the pre-test success. As to the fourth sub-problem, it was seen that there was a significant difference in favor of the experimental group in the comparison of experimental and control post-test scores between the experimental group and the control group. Keywords: Reflective thinking in history teaching, reflective thinking skills, the teaching of history

129

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Alp, S.&Taşkın, Ş. Ç. (2008). Eğitimde Yansıtıcı Düşünmenin Önemi&Yansıtıcı Düşünmeyi Geliştirme. Milli Eğitim Dergisi, 178, 311- 320. Dewey, J. (1993). How We Think: A Restatement of The Relationof Relective Thinking to the Educative Process. Boston, MA: D.C. Heath and Company. Taggart, G. L.&Wilson, A. P. (1998). Promoting Reflective Thinking in Teachers. 44 Action Strategies. USA: Corwin Press, Inc. Ersözlü, Z. N. (2008). Yansıtıcı Düşünmeyi Geliştirici Etkinliklerin İlköğretim 5. Sınıf Öğrencilerinin Sosyal Bilgiler Dersindeki Akademik Başarılarına&Tutumlarına Etkisi. Yayımlanmış Doktora Tezi. Fırat Üniversitesi Sosyal Bilimler Enstitüsü, Elazığ. Özden, Y. (2005). Öğrenme&Öğretme. Pegem A Yayıncılık: Ankara. Tok, Ş. (2008). Fen Bilgisi Dersinde Yansıtıcı Düşünme Etkinliklerinin Öğrencilerin Akademik Başarılarına&Fen Bilgisi Derslerine Yönelik Tutumlarına Etkisi. İlköğretim Online, 7 (3), 557-568. Ünver, G.(2003). Yansıtıcı Düşünme. Ankara: Pegem A Yayıncılık Uygun,K.&Çetin, T.(2012). Sosyal Bilgiler Öğretiminde Yansıtıcı Düşünme Uygulamalarının Akademik Başarı&Tutuma Etkisi. Yayımlanmış Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

130

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 03177 EVALUATION OF 2017 SECONDARY SCHOOL ICT COURSE CURRICULUM ACCORDING TO TEACHER AND STUDENT VIEWS GULTEN FERYAL GUNDUZ - ELIF BUGRA KUZU DEMIR ABSTRACT In the information age we are in, the constant change, update and increase of information has led to changes in the way that information is obtained by individuals and in occupations that are in demand and this situation increased the importance of information technologies. The name of the computer lesson which was started to be taught in high schools in mid-1980’s began to be taught as a subject in lower levels of education in Turkey. Changes have been made in the scope, name and compulsory / elective courses of the computer course curriculum (MEB İGM, 1998) taught as an elective course in secondary schools since 1998-1999 academic year. Information Technology and Software course curriculum was last changed in 2017; the altered curriculum of this course, which is compulsory in the 5th and 6th grades of secondary school, has been gradually implemented since the 2017-2018 academic year. Program evaluation is the last step of program development and the element required to make a decision about the effectiveness, efficiency and usefulness of a developed program by considering certain criteria. The findings of the evaluation of a program provide guidance to educators and decision-makers on the termination, continuation or correction of the program. Although there are studies on the evaluation of secondary school information technologies and software course curriculum in previous years ( Erçetin & Durak, 2017; Akbıyık & Seferoğlu, 2012; Baran, Akpınar, Karakoyun & Koca, 2016); there are only a few studies in the field that evaluate the version of the 2017 ITS draft curriculum before implementation (Information Technology Educators Association, 2017; Gündüz & Kuzu Demir, 2018). In this respect, this study is one of the first comprehensive studies to evaluate the 2017 ITS program after its implementation. Based on these problems and necessities, the general purpose of this study is to evaluate the 2017 BTY curriculum according to the views of teachers and students. Answers for the following questions were sought. 1)According to the opinions of the 5th grade students and teachers who took 5th grade ITS course, what is the level of reaching the criteria foreseen for the; 1.1. Acquisitions 1.2. Content 1.3. Teaching-learning process 1.4. Evaluation 2) Do the students’ opinions about ICT course curriculum differ according to their gender and level of computer use?In this research, the discrepancy model of Provus which is one of the goal-based program evaluation models was used as the program evaluation model . In order to have a holistic perspective on the evaluation of the ITS curriculum, this study will utilize mixed methods sequential exploratory design. The study aimed to evaluate the curriculum of 2017 IT course by the help of the views of students and teachers on the curriculum of 2017 IT course. Within this context, the research population of the study was determined as the fifth-grade students, and the IT teachers in the secondary schools located in central districts of Eskişehir. Accordingly, the sampling method differed with regard to the characteristics of the participants. The students were selected through a cluster sampling method. The data from the 815 students (female=409, male=395) were collected through a single factor valid and reliable scale developed by the researcher, which explains a percentage of 39,917% of the total variance with a high internal consistency. A questionnaire developed by the researchers was fulfilled by 39 teachers. The data were analysed through both descriptive and inferential statistics with the help of SPSS 22.0 package programme.The findings showed that the views of the students related to the evaluation of 2017 ITS curriculum was significantly positive, which significantly differed with level of use but not with gender. As for the students’ scale, the highest mean score of an item is 4,20, which the students mentioned that what they had learned in the course provided them to use IT effectively and correctly. The lowest mean scores of an item was 3,72 which the students mentioned that the course activities were related to their daily life. Findings also revealed that the views of the teachers related to the evaluation of 2017 ITS curriculum is significantly positive as well, which significantly did not differ with gender, level of education, period of service but differed with the satisfactory level of mandatory and voluntary in-service training. Teachers who mentioned that the in-service training given to the teachers both for mandatory and voluntarily were satisfactory had more positive views related to the evaluation of 2017 ITS curriculum. The lowest mean score of the item was 3,21 which the teachers indicated that the time allocated to the Digital Product Creation and Computational Thinking units in the program were sufficient. Keywords: 2017 ITS course curriculum, secondary school students, ITS teachers, Program Evaluation, Provus’ Discrepancy Model

131

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akbıyık, C.&Seferoğlu, S. (2012). İlköğretim bilişim teknolojileri dersinin işlenişi: Öğretmen görüş&uygulamaları. Kuram&Uygulamada Eğitim Bilimleri. 12 (1), 406-424. Baran, B., Akpınar, E., Karakoyun, A. Ve Koca, Z. (2016). Bilişim teknolojileri&yazılım dersi öğretim programına ait öğretmen görüşlerinin incelenmesi 3. Uluslararası Eğitimde Yeni Yönelimler Konferansı bildiri kitabı içinde (ss. 49-58). http://nte2016.egebote.org/nte2016_proceedings.pdf adresinden erişilmiştir. Bilişim Teknolojileri Eğitimcileri Derneği (2017). Bilişim teknolojileri&yazılım dersi taslak öğretim programı değerlendirmesi, www.bte.org.tr adresinden erişilmiştir. Gündüz, G.F. & Demir Kuzu, E.B. (2018). Comparison of 2017 5th grade Information Technologies and software course draft curriculum and 2012 Information Technologies and software curriculum. Turkish Online Journal of Qualitative Inquiry (TOJQI), 9 (2), 147-175. Karakuş, M., Çimen Çoşğun, Ü.&Lal, İ. (2015). Ortaokul bilişim teknolojileri&yazılım dersi öğretim programının öğretmen görüşleri doğrultusunda incelenmesi. International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(11), 461-486. Milli Eğitim Bakanlığı İlköğretim Genel Müdürlüğü – MEB İGM (1998). İlköğretim Seçmeli Bilgisayar (4.-8.sınıflar) Dersi Öğretim Programı. Milli Eğitim Bakanlığı Yayınevi: Ankara.

132

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 03178 THE RELATIONSHIP BETWEEN STUDENTS' ACADEMIC PROCRASTINATION BEHAVIOURS AND LEARNING STYLES AND PARENTAL BEHAVIOUR GULTEN FERYAL GUNDUZ ABSTRACT One of the factors that affect whether or not students take responsibility for their own learning is the academic procrastination which can be described as the most common negative student behaviour on our day. Solomon and Rothblum (1984), who have important studies and scales on academic procrastination, also stated that academic procrastination behavior, which is a specific type of general procrastination, is postponing basic academic tasks such as preparing for the exam, preparing term paper, administrative affairs related to the school, and participation duty for certain reasons. In the literature, there are studies investigating the reasons of academic procrastination, interventions to prevent and the relationship between different variables. The vast majority of these studies, whose participants are of higher education students, examine the relationship between academic procrastination, demographic characteristics and academic success. It is seen that the studies conducted for secondary and high school students (Bezi & Vural, 2013; Çakıcı, 2003; Motie, Heidari & Sadeghi, 2012; Vandana, 2016) are not sufficient. The factors related to procrastination can be individual, environment or family factors. Parenting style is as one of the family factors that have a significant effect on the development of children's personality traits. For example, the studies indicate that children of authoritative parents feel more competent, have higher self-esteem, and are more mature than other children. In contrast, the authoritarian parenting style is associated with children who tend to be more fearful, moody, hostile, and vulnerable to stress. It can be said that, these characteristics of children also affect the academic procrastination. Clear conclusions and measures on how to avoid academic procrastination, whose consequences may go as far as being expelled (Knaus, 1998), are still indefinite in the literature. Based on these requirements and importance, the general purpose of this study is to reveal the relationship between academic procrastination behaviour, learning styles and parental behaviours. For this general purpose, answers for the following questions were sought: 1. What are the levels of academic procrastination behaviors of secondary school students? 2. Do the academic procrastination behaviors of secondary school students differ according to their gender, class level, family economic situation and family education level? 3. Is there a meaningful relationship between academic procrastination behaviours of secondary school students, learning styles and parental behaviours? 4. How do secondary school students' learning styles and parental behaviours predict their academic procrastination behaviour? The model of this research is relational survey model. The study group of the study consists of 216 5th, 6th, 7th and 8th grade students and their families studying at two secondary schools in Küçükçekmece and Bakırköy districts of İstanbul in 2017-2018 academic year. In the research, personal information form and three different scales were used as data collection tools. The personal information form contains four questions about the gender and class of the student and the educational level and economic status of the parent. Alabama Child Raising Survey was developed by Frikck (1991) and the questionnaire was adapted by Çekic, Türk, Buğa and Hamamcı (2018). Academic Procrastination Scale developed by Çakıcı (2003) was used to determine the academic procrastination behaviors of the students. Finally, in order to determine the learning styles of the students, the Learning Styles Scale for Primary School Students (AES-I), which was developed by Otrar, Gülten and Özkan (2012) was used. The scale was developed for 4th and 5th primary school students, therefore the realiability analyses of the scale were done again. Descriptive statistics, independent samples t-test, anova and regression analysis were used in the analysis of the data obtained from the study. As a result of the obtained analysis, the average level of academic procrastination of secondary school students is 2.95. According to this finding, it can be said that the academic procrastination level of secondary school students is at the middle level. Academic procrastination levels of students do not show a significant difference according to their gender; but it differs according to their class level. According to results, it can be said that 8th grade students do academic procrastination more than 5th grade students. Parents' economic status and educational level have no significant effect on the academic procrastination tendency of children. There is a meaningful relationship between students' academic procrastination levels and their learning styles and parenting behaviours. It could be stated that learning styles of 22 % of the total variance related to academic procrastination level; 36 % is explained by parent behaviours. Keywords: Secondary school students, Secondary school parents, academic procrastination, learning styles, parent behaviors

133

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Çakıcı, D. Ç. (2003). Lise&üniversite öğrencilerinde genel erteleme&akademik erteleme davranışının incelenmesi. Yayınlanmamış yüksek lisans tezi, Ankara Üniversitesi, Ankara. Çekiç, A., Türk, F., Buğa, A. & Hamamcı, Z. (2018). Alabama ebeveyn davranış ölçeğinin Türjöe’ye uyarlanması: Geçerlik&güvenirlik çalışması. Elektronik Sosyal Bilimler Dergisi, 17 866), 728-743. Frick, P. J., Christian, R. E., &Wootton, J. M. (1999). Age trends in the association betweenparenting practices and conduct problems. Behavior Modification, 23 (1), 106- 128. Knaus, W. J. (1998). Do it now! Break procrastination habit (second edition). New York: Jonn Wiley&Sons, Inc. Motie, H., Heidari, M., &Sadeghi, M. A. (2012). Predicting Academic Procrastination During Self-Regulated Learning in Iranian First Grade High School Students. Procedia-Social and Behavioral Sciences, 69, 2299-2308. Otrar, M., Gülten, D. & Özkan, E. (2012). İlköğretim öğrencilerine yönelik öğrenme stilleri ölçeği geliştirilmesi (AÖS-İ). Eğitim&Öğretim Araştırmaları Dergisi, 1 (2), 305-318. Solomon, L.J.&Rothblum, E.D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509.

134

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 03221 IDENTIFICATION OF DIFFICULT CHEMISTRY TOPICS AT HIGH SCHOOL AND UNIVERSITY LEVEL CHEMISTRY CURRICULUM YUKSEL ALTUN - BERNA BALTACI ABSTRACT Chemistry is considered a core science that can influence several areas of knowledge, such as engineering, health, astronomy, biology, and geology, among others. However, chemistry is often regarded as a difficult subject to teach and to learn at both high school and university levels, an observation which sometimes repels learners from continuing with studies in chemistry [omiko, 2017; Woldeamanuel et al., 2014; Reid, 2008, Ochs, 1996]. Chemistry had been also regarded as a difficult subject for students by many researchers, teachers and science educators [Carter et al., 1989, Nakhleh, 1992] because of the abstract nature of many chemical concepts, teaching styles applied in class, lack of teaching aids and the difficulty of the language of chemistry. All these cause students, from primary level to the university, to develop poor understanding and misunderstandings about chemistry. Therefore, more research needs to be done to identify what sort of difficulties students face in the learning of chemical concepts and topics. Determining of learning difficulties as regard to chemistry are important for both teaching and learning. Both science educators and cognitive researchers agree that efforts to understand and improve education should be focused on fundamentally important knowledge domains [Risch, 2010]. Hence, it has been concluded that it is worthwhile to conduct a research study about chemistry topics that many students from high schools to universities have difficulty. The purpose of this study was to identify and classify chemistry topics high school students, chemistry teacher candidates, and their chemistry teachers have difficulty and to determine the reason why students find these topics/concepts difficult. This research was structured with a qualitative approach. Both descriptive and relational survey models were used to reach the answers to the research questions in this study.A 2-dimensional, 43 items likert-type scale called Chemistry Content-Difficulty Scale (CCDS) was developed by the researchers and administered to analyze the chemistry topics or subjects in the high school and university level chemistry curriculumrandomly selected students and teachers.The chemistry fields to be included in the questionnaire were selected according to the common content in both the high school chemistry curriculum and the most commonly used chemistry textbooks in universities. Frequency and mean were used to answer the research questions. The validity of the scale was evaluated by field experts. The data also was collected through the Semi-Structured Interview Questionnaire in this study. As a result, both students (high school and university students) and their teachers reported difficulties in the whole high school and university chemistry content, ranging from the atomic theory to organic chemistry. According to the analysis of the questionnaires, there is a significant difference between teachers, chemistry teacher candidates, and high school students in many chemistry subjects.In other words, some subjects were defined as complicated by the teacher, while it was stated as easy by the chemistry teacher candidates and high school students. Although it is not appropriate to generalize from a single study, the findings suggest that students and teachers sometimes perceive the learning difficulties differently. The Semi-Structured Interview Questionnaire results indicated that teachers and students were partly in agreement on the students’ learning difficulties, which are related to the chemistry course. Students were critical of the course content, the resources available, the lecturers, and their teaching methods. Both students and teachers agree that student- related factors, such as scientific language literacy have the most influence on students’ successes in chemistry. However, only a few students blamed themselves that they do not do the work on their side. The results also revealed that there is a significant difference between the topics considered difficult by male and female students. Based on the findings of this study, they were made several recommendations, including chemistry teachers and students. Keywords: chemistry teaching, high school, chemistry content, learning-teaching difficulty

135

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Carter, C.S., and Brickhouse, M.W. (1989) What Makes Chemistry Difficult? Alternate Perceptions, Journal of Chemical Education, 66(3), 223-225. Nakhleh, M.B. (1992) Why Some Students Don’t Learn Chemistry, Chemical Misconceptions, Journal of Chemical Education, 69(3), 191- 196. Ochs, R.S. (1996) Thermodynamics and Spontaneity, Journal of Chemical Education, 73(10), pp 952-954. Reid.L.(2008). Identifying threshold concepts in geosciences; Taking inventory with students and faculty alike .threshold concepts .from theory to practice conference Queen’s University,Kingston.ON. Risch, B. (2010). Teaching chemistry around the world. Minster: Waxmann. Woldeamanuel M. M, Atagana H. and Engida T., (2014). What Makes Chemistry Difficult? AJCE, 4(2), Special Issue (Part I), Omiko, A. (2017). identification of the areas of student’s difficulties in chemistry curriculum at the secondary schol level, international journal of emerging trends in science and technology, 04,5071-5077. https://dx.doi.org/10.18535/ijetst/v4i4.04

136

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 03254 STUDYING THE AIMS AND FUNCTIONS OF THE PROJECT SCHOOLS: MULTI-CASE STUDY TUGBA AKARAN - DILRUBA KURUM YAPICIOGLU ABSTRACT In Turkey, basis of the education system have been founded with the decleration of the republic and many radical reforms have been made since then. Secondary education is one of the areas such reforms are made. It is based on primary education lasting at least 4 years (Secondary Education Regulations, 2016: item 6). With the law on unification of education (Tevhid-i Tedrisat Kanunu), all educational organizations were attached to Board of Education (Türk, 2015). A wide variety of secondary education organizations have been founded since the decleration of the Republic. Laws, Heyeti İlmiye and Council Meetings, the reports of Foreign educators, pilot school and curriculum laboratory schools’ implementations influenced the schools' foundations (Sözer, 1996; Kılıç, 1998; Türk, 2015). In 1955 Maarif Colleges were founded. Due to their success, more colleges were founded with the name of Anatolian High Schools after 1975 (Sözer, 1996; Gündüz, 2017). Since then those schools’ types became varied. Similarly, In 1964 Science High Schools were founded (Ünal, Coştu &Karataş, 2004). With rising importance in students’ characteristics and abilities, in recent years many different special schools have been founded like Fine Arts High Schools, Social Sciences High Schools. Lastly Project schools the full name of which is Schools Implementing Special Program and Project have been estanblished. The number and types of these schools are increasing every year. However, we do not have enough information and document fort the requirement of these schools. We do not know the ongoing process in those schools, either. The first document about them has been detected in the National Education Basic Law and in the 9th item added to the 37th issue of the delegated legislation number 652. (KHK, 2014, March). The first Project Schools’ Regulations were published in 2016 in the Official Journal. The parts about aim, content, basis, establishing the committe for selecting Project schools, selecting Project schools, appointments, assignments and resignations can be found in the regulations (Resmigazete, 2016). Those are the only documents related with Project schools. The main aim of this study is to understand the aim and ongoing process of the Project schools. More clearly, what are being done in Project school and what the ideas of the teachers and administratives working in those schools about the aim and process of their schools were studied. This study focusing on the aims and processes of different kinds of Project schools were modelled with multi-case study. Each school type was agreed to be a case. In the research convenience sampling was chosen to reach the schools and the teachers. As a consequence, the research took place in Afyonkarahisar. Four different types of projects schools were chosen as cases; an Anatolian High School, a Science High School, an Anatolian Vocational and Technical School and an Anatolian İmam Hatip High School. While deciding the participants of the study criteion sampling method was adopted.8 voluntary participants (4 teachers, 4 school principals) were interviewed for the research. The data were collected with the help of semi-structured interview method and document analysis. The semi-structured interview documents were prepared for the teachers and principals seperately by the researchers. For the validity, the documents were analyzed by two academicians from the Department of Curriculum Design and Development and pilot interviews were done with two teachers working in a Project school. Interviews were done between 26.04.2019 and 07.05.2019 at the places, dates and times that participants agreed on. Content analysis and descriptive analysis techniques were used for data analysis. With this study, we expected to understand why the projects schools were founded and what kind of profile those schools had. According to the results, the aim of the project schools was devising new Projects, gathering the students with high academic achievement. The expected characteristics of the teachers were found to be self sacrificing, hardworking and productive, able to increase their students’ achievement levels, self-renewing, expert in his/her area and have good communication skills. Teachers were found to be evaluated generally by looking at the achievement levels of the classes they lectured, the projects they created or took place in. The characteristics of the students were taking high enterance points from the high school enterance exam, being clever, hardworking, taking part in the social, sportive and cultural events. Generally, schools took place in TÜBİTAK, national and Erasmus projects. There was not a seperate curriculum for Project schools. Participants suggested there should be good, specific criterion for the appointment of the teachers and administrative staff, teachers and administratives should be appointed to these schools for only one year after evaluation and there should be a seperate curriculum or the implementation of the national curriculum should be different in Project schools. Keywords: types of high schools, secondary education institutions, schools implementing special programs

137

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Gündüz, M. (2017). Türkiye’de Yabancı Dilde Öğretim Yapan Resmi Ortaöğretim Kurumları: Maarif Kolejleri (Doctoral Thesis). İstanbul: İstanbul Üniversitesi, Atatürk İlkeleri&İnkılap Tarihi Enstitüsü KHK (2014). https://www.anayasa.gov.tr/Kararlar/GenelKurul/Basvuru_Karari/2017-75.pdf Kılıç, R. (1998). Milli Eğitimi Geliştirme Projesi Kapsamında Müfredat Laboratuvar Okulları Uygulamasının Değerlendirilmesi. Eğitim&Bilim, Vol 22, issue 109 Resmi gazete (2016). http://www.resmigazete.gov.tr/eskiler/2016/09/20160901-32.htm Secondary Education Regulations (Ortaöğretim Kurumları Yönetmeliği) (2016) https://ogm.meb.gov.tr/meb_iys_dosyalar/2016_11/01062228_meb_ortaogretim_kurumlari_yonetmeligi_28_10_201629871.pdf Sözer, D. (1996). Türk Eğitim Sisteminde Ortaöğretim Programları&Uygulamalar. Kuram&Uygulamada Eğitim Yönetimi, 5 (5), 116-128. Türk, E.(Ed.) (2015). Türk Eğitim Sistemi&Ortaöğretim. Ortaöğretim Genel Müdürlüğü. Ünal, S., Coştu, B. & Karataş, F. Ö. (2004). Türkiye’de Fen Bilimleri Eğitimi Alanındaki Program Geliştirme Çalışmalarına Genel Bir Bakış. Gazi Eğitim Fakültesi Dergisi, vol 24, issue: 2, 183-202

138

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 03274 SHADOW TRAINING: A CASE STUDY FOR SECONDARY EDUCATION SUPPORT AND TRAINING COURSES YAVUZ CETIN - KERIM GUNDOGDU ABSTRACT In a meta-analysis study of Hattie (2015) examining academic performance, 195 different variables related to success were identified and among these variables, teacher effectiveness, constructivist curriculum, conceptual change programs, teacher reliability, micro teaching, classroom management, teaching strategies were found to be the most effective ones. Among these variables, which affect student achievement positively, the effect of extra-school extra-curricular activities outside the curriculum is .21; the impact of the extra-school program is .15. However, it is possible to conclude that additional teaching has a high impact on success. All supportive or complementary training activities including additional courses, school courses, private lessons are conceptualized as 'shadow education' (Stevenson and Baker, 1992 as cited in Sarıca, 2018). Shadow education has been reported to have been on the agenda for a long time in East Asia, particularly in such countries as Japan, Hong Kong and South Korea (Bray, 2006). The Ministry of National Education (MoNE) launched Education Support and Training courses on 23.09.2014 for the students in secondary and high schools; for the trainees studying in Public Education Centers within the scope of ending private courses and realizing the idea of sustaining equality of opportunity in education. Support and Training Courses (STC) can be started by the Turkish Education Board (TTKB) upon the request of ten students for all courses that can be taught in secondary education institutions. They are planned as three semesters in which the educational activities continue and during the summer holidays. Courses can be held both on weekdays and at weekends with programmes of maximum four weekends with maximum ten hours for each. The aim of this research is to determine the views of the stakeholders regarding the Support and Training Courses carried out during the week or at the weekend in secondary education institutions. With this purpose, the problem sentence of the research was What are the views of the stakeholders regarding the Support and Training Courses carried out in secondary education institutions? The sub-problems of the research are: 1. How do stakeholders evaluate support and training courses? 2. What are the stakeholders' views on learning and teaching process of support and training courses? 3. According to the stakeholders, what are the problems experienced in the support and training courses and what are their suggestions to solve these problems? In this study, a qualitative research approach which is an embedded single case study design was used. Case study is known as one of the types of patterns that includes processes such as gathering information, organizing the collected information, interpreting and reaching research findings (Merriam, 1988; as cited in Vural and Cenkseven, 2005). Within the scope of the research, data triangulation was achieved by using interview, observation and document analysis techniques. The study was conducted in a metropolitan high school in the Aegean region in Turkey and the school was given the nickname ‘Rainbow’. The teachers in the study group where the research took place were determined by choosing criteria and typical case sampling methods among the purposeful sampling methods. Within the scope of STC, diversity was created according to the course load for the teachers and the participants were determined according to the high course load (10 hours or more) in the selection of teachers to be included in the research. Maximum diversity sampling method was used to provide diversity for students according to different grade levels and gender. For the first sub-problem of the research, the stakeholders found the STC generally useful, efficient and effective as long as the students had no attendance problems. In addition, students stated that the course hours should be increased and that additional studies with the teachers they know were positive for them in their own school climate. In this respect, it is in line with the research in the literature. According to the second sub-problem of the research, it is seen that the most frequently preferred methods are direct instruction method, question-answer, test-question solving methods and techniques by the teachers. Students and teachers are pleased that the class sizes are not too crowded and that the willing people attend the course. According to the third sub-problem of the study, the deputy manager in charge of STC stated that he had some technical problems while he was performing classes such as class formation and student identification via odsgm.meb.gov.tr. Since it was difficult to create a course program, it was suggested that package courses should be prepared according to the fields by MoNE. In addition, it was stated that the additional course fees of the deputy managers were insufficient. Keywords: Support and training course, shadow training, case study, student and teacher views.

139

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akar-Vural, R.&Cenkseven, F. (2006). Ergenlerin düşünme gereksinimi&cinsiyetlerine göre problem çözme becerilerinin karşılaştırılması. Eurasian Journal of Educational Research (EJER), 25, 45-53. Aküzüm, C.&Saraçoğlu, M. (2018). Ortaokul öğretmenlerinin destekleme&yetiştirme kurslarına yönelik tutumlarının incelenmesi. Turkish Jourmal of Educational Studies, 5(2), 97-121. Başkale, H. (2016). Nitel araştırmalarda geçerlik, güvenirlik&örneklem büyüklüğünün belirlenmesi. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 9(1), 23-28. Biber, A.Ç., Tuna, Abdulkadir, Polat, A.C., Altınok, F.&Küçükoğlu, U. (2017). Ortaokullarda uygulanan destekleme&yetiştirme kurslarına dair öğrenci görüşleri. Bayburt Eğitim Fakültesi Dergisi, 12(23), 103-119. Bray, M. (2006). Private supplementary tutoring: comparative perspectives on patterns and implications. Compare: A Journal of Comparative and International Education, 36(4), 515-530. Creswell, J. W. (2013). Research design 1ualitative, 1uantitative, and mixed methods approaches. Sage Publications. Hattie, J. (2015). The applicability of visible learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), 79-91. Sarıca, R. (2018). Destekleme&yetiştirme (DYK) kurslarına yönelik öğretmen görüşleri. Milli Eğitim Dergisi, 48(221), 91-122. Yıldırım, A.&Şimşek H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

140

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 03295 THE COMPARATIVE ANALYSIS OF HIGH SCHOOL ENGLISH PROGRAMS: TURKEY AND FINLAND ONUR HAYIRLI - PINAR KIZILHAN ABSTRACT According to OECD (Organization for Economic Co-operation and Development) In this time of globalization, language learning is central to politics, economics, history, and most obviously education. English language speaking ability has a very important role in the global world. According to EF English Proficiency Index (EF EPI), Turkey is ranked to 62th with 47.76 scores and classified as ‘Very Low Proficiency’. According to this report, Finland and other 11 countries have very high proficiency scores (Sweden 70.72, Netherlands 70.31, Singapore 68.63, Norway 68.38, Denmark 67.34, South Africa 66.52, Luxembourg 66.33, Finland 65.86, Slovenia 64.84, Germany 63.74, Belgium 63.52, Austria 63.13). Finland is also good at other areas. For example, in country based most skilled workers’ list (This international survey is conducted in over 40 countries as part of the Program for the International Assessment of Adult Competencies [PIAAC]), Nordic countries are always at the top. Turkey has the least skilled workers on this report. If we look at the whole world ranking, Turkey follows China. Finland attach importance to the education of every citizen and educators (teachers) have at least a master’s degree in their fields. One of the functions of the Turkish education system is to prepare competent and qualified manpower as required by the economy. In order to pave the way for this qualified manpower, it has become more important to know more than one foreign language for economic and social development and change. However, Turkey has a structure of some schools and universities as well as carried out in a foreign language in this area, given the fact that a lot of effort so far, does not seem to be very successful despite the financial expenditure. However, as a candidate country for the European Union, this problem is one of the urgent problems that need to be solved (Oktay, 2015). The use of English as a foreign language tool to individuals and countries in cultural, political and economic relations leads to widespread teaching in schools (Yücel, Dimici, Yıldız, & Bümen, 2017). In the study of Yücel et al., He also reached the following findings about the programs; ‘It is seen that the targets in the secondary education program of 2002 have some deficiencies, and in 2011 the targets are not comprehensible and incompatible with the other elements of the program.’We think that the English teaching problem has multiple factors affecting it. This article will compare the curriculum of English education in the Turkish education system with the more developed country (we choose Finland which is accepted as one of the most leading countries in terms of educational profile). In this qualitative analysis, we are going to compare (descriptive- content analysis) the data (documents) and then try to test hypothesis questions. Google scholar during this study, Eric, as well as the source search engines such as ScienceDirect Turkey and the European Union with its own curriculum and publications of the Finnish Ministry of Education, EF, broadcasting organizations such as the OECD has benefited from reports and evaluations related to Turkey and Finland. the date written on the teaching of foreign languages in the education system in Turkey and has been referred to the relevant parts of those can be accessed on the subject of the current article. (Sarıçoban, 2012; Uygun, 2012; Oktay, 2014; Demir, 2018; Erkan, 2012; Küçükoğlu, 2012; Ültanır et al., 2016; Kayalar, 2016; Açıkalın, 2014; Derman & Gürbüz, 2018). Furthermore, İrican’s (2017) study is quite similar, Finland and Turkey English education at the primary level education system but we examined the secondary education.The problem and the main aim of this research is to enable the individuals of our country to benefit from global developments and developments in the world that are in the age of 4.0 technology, especially by creating business opportunities in the international arena, exporting to world markets, from industry, agriculture, manual labor products to technology and information production. The most important key to facilitate cooperation in the field of English, the country ranking from low to at least medium levels of education and foreign language policy that will allow the opportunity to establish a reference for. There is no limit to what can be done with this golden key. This will also enable individuals from education, medicine or other types of tourism in the internal market to increase their cultural level and lead a quality life and to recognize the world to provide individuals with various opportunities and open them many doors. It is necessary to provide a policy for foreign language learning that will reach the public from above. This means that every individual's (family's) access to information, opportunities or level of awareness, desire to learn may be is not the same. Keywords: Curriculum, Education programs, English teaching, Turkey, Finland

141

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Compulsory courses. (2015), 8093. Davies, J., Weko, T., & Kim, L. (2009). Finland: OECD Reviews of Tertiary Education. Opetushallitus. (2015). Lukion opetussuunnitelman perusteet 2015. https://doi.org/10.1017/CBO9781107415324.004 Eğitim bilimleri alaninda yenilikçi yaklaşimlar. (n.d.). Education, F. N. B. of. (2012). National Core Curriculum. Magyar Közlöny. https://doi.org/http://dx.doi.org/10.1016/S0740- 5472%2803%2900037-0 Milli Eğitim Bakanlığı. (2018). İngilizce Dersi Öğretim Programı (İlkokul&Ortaokul 2,3,4,5,6,7&8. Sınıflar). 2018122105710864-SAĞLIK BİLGİSİ VE TRAFİK KÜLTÜRÜ DÖP pdf.pdf. (n.d.). Korhonen, V. (n.d.). Dissertations in Education, Humanities, and Theology. Epublications.Uef.Fi. Retrieved from http://epublications.uef.fi/pub/urn_isbn_978-952-61-2376-9/urn_isbn_978-952-61-2376-9.pdf Education, P. (2003). Polytechnic Education in Finland. Education. Yücel, E., Dimici, K., Yıldız, B., & Bümen, N. (2017). Son 15 Yılda Yayımlanan İlk&Ortaöğretim İngilizce Dersi Öğretim Programları Üzerine Bir Analiz. Ege Eğitim Dergisi, 2017(18), 702–737. https://doi.org/10.12984/egeefd.305922 National Core Curriculum for. (2014). Barrios-Tao, H., Siciliani-Barraza, J. M., & Bonilla-Barrios, B. (2016). Revista electronic_372 educare. Revista Electrónica Educare.

142

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 03343 EXAMINING EFFECTS OF PREVIEW-VIEW-REVIEW STRATEGY ON ENGLISH AS A FOREIGN LANGUAGE HIGH SCHOOL STUDENTS ONUR PEHLIVAN - TUGBA YANPAR YELKEN ABSTRACT Using mother tongue in the English language classrooms is one of the most controversial issues in the teaching of worldwide language English. Some linguists consider that using mother tongue in the classroom hinders students’ exposure to English. On the other hand, some linguists claim that using mother tongue provides reducing language anxiety level. In the foreign language classrooms, mother languages are used to construct social relationships, clear complex grammar structures and meanings to ensure understanding, manage classroom (Littlewood & Yu,2009). In Turkey, English language teachers often avoid using mother language in the classrooms to expose students to English. According to Harbord (1992) mother language in the foreign language classrooms facilitates teacher-student communication, teacher-student rapport and learning. It is criticized that students in Turkey can not learn English as a second or foreign language, although English lessons are given for many years. This study aimed to explore efficacy of Preview- View- Review strategy which provides also using mother tongue in English teaching, on English vocabulary teaching and English language learning anxiety level. Preview- View- Review is defined as a teaching strategy which teachers use mother tongue in preview part of the lesson in bilingual classrooms. This strategy provides teaching both mother tongue and English in English as a second language classrooms. In this study, preview- View- Review is examined to create new point of views to solve mother language problems in the classrooms. Language anxiety sometimes can hinder students to learn foreign language effectively. Bailey (1983; as cited in Sajedi,2016) stated that anxious students are more defensive, tend to utilize different kinds of grammar structures, follow unfamiliar learning and communication ways, find difficult for speaking in-class, cannot understand the teacher, feel they mustn't use wrong words, are anxious about tests, and are prone to study too much or too little. Mahmutoğlu & Kıcır (2013) pointed that using mother language in these classrooms gives opportunity to anxious students to express themselves clearly. Butzkamm (2003) claimed that using mother language in the foreign language classrooms can provide stress-free and less anxious environment. This increases students' success level. The aim of this study to analyze efficacy of Preview- View- Review strategy whose efficacy has been proven in English as a second language classrooms (ESL), on vocabulary teaching level in English as a foreign language classrooms (EFL). The design of this research is a quasi-experimental design. Preview- View- Review strategy has been conducted with high school students as an experimental group on vocabulary teaching for eight weeks. Pretests showed that selected groups were on equal level. Efficacy of Preview- View- Review on vocabulary teaching was evaluated by using vocabulary achievement test. The study involved 35 high school students who take English lessons as a foreign language in two groups. The experimental group included 19 students and control group included 16 students. Quantitative data were collected through Vocabulary Achievement Test developed by the researcher. Vocabulary achievement test includes 20 multiple choice questions and five options for each question. The data analyzed through SPSS 24.0 program. Vocabulary Achievement Test developed by the researcher was conducted to students, both experimental and control group, as pre- and post- test. Paired samples T test was used to analyze data collected from Vocabulary Achievement Test. This analysis stated that teaching based Preview-View-Review on experimental group showed significiant difference on students' vocabulary learning level after experimental process. The results also found that teaching vocabulary based current strategy on control group showed significant difference on control group vocabulary learning level. However, experimantal group had a more meaningful change level than control group. Preview- View- Review strategy provided learning more vocabulary than current vocabulary teaching strategy for high school students after 8 weeks of Preview View Review strategy application. It was pointed out according to this study results that Preview- View- Review is an effective strategy to teach vocabulary to English as a foreign language student. Thus, it was understood that Preview View Review strategy has positive effects on foreign language classrooms like second language classrooms. Keywords: English teaching, ESL, EFL, vocabulary, foreign language

143

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Sajedi, R. (2016). EFL Learners’ Anxiety and their Language Achievement. International Journal of Mental Health and Addiction, 15, 1118- 1121. Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125-132. http://dx.doi.org/10.2307/327317 Aydın, S., Harputlu, L., Güzel, S., & Genç, D. (2016). A Turkish version of Foreign Language Anxiety Scale: Reliability and validity. Procedia- Social and Behavioral Sciences, 232, 250-256. Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language teaching, 44(1), 64-77. Harbord, J. (1992). The use of the mother tongue in the classroom. ELT journal, 46(4), 350-355. Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma. Language learning journal, 28(1), 29-39. Mahmutoğlu, H., & Kıcır, Z. (2013). The use of mother tongue in Efl classrooms. LAÜ Sosyal Bilimler Dergisi, 4(1), 49-72.

144

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 03353 Z GENERATION STUDENTS 'EXPECTATIONS FOR THE USE OF TECHNOLOGY IN EDUCATION EDA YALCIN INCIK - TOLGA INCIK ABSTRACT Recent developments in information and communication technologies have been at the center of all issues concerning human beings and have caused the 21st century to be remembered with different names such as Information Age and Digital Age. Information and communication technologies are indispensable elements in the process of reaching information in the digital age. The functions of information and communication technologies affect the social functions of education as in many other subjects. Pehlivanoğlu (2011) states that education is the duty of organizing the environments that will enable the liberation and empowerment of individuals and bring them to life. According to this; environments should be created to raise individuals with the skills of questioning, free, creative and critical thinking, learning to learn, lifelong learning, being open to change, reaching the right information, using the information and producing new information. What is expected from education is to train individuals with the qualifications required by the present age. When the definitions related to the skills to be acquired in the 21st century are examined (ISTE, 2007; Lai & Viering, 2012; OECD, 2005; P21, 2016; Wagner, 2014), it is seen that the ability to use information and communication technologies effectively takes an important place in all of the classifications. In this context, the integration of technology into education and the use of educational technologies in the learning and teaching process are considered to be very important. Teachers, school administrators and supervisors, who are stakeholders of the environment, play a key role in realizing the possible benefits of using technology in schools at a high level (Seferoğlu, 2009). However, the student who performs the learning also has an important role in the use of effective technology in the learning-teaching process. Nowadays, high school students are in the Z generation. Generation Z is defined as the generation of those born after 2000. (Levicate, 2010). This generation is defined as a generation that perceives internet and technology as the standard of natural living (Çamsarı, 2013; Kavalcı and Ünal, 2016). Therefore, it can be said that determining the expectations of these students about the use of technology in the learning and teaching process will contribute to the effective use of educational technologies. In this context, the aim of this study is to determine the expectations of high school students about the use of technology in education and their views on the state of being met. The case study was used as one of the qualitative research designs. The study group consisted of 100 students studying in 9th, 10th, 11th and 12th grades of a high school. The number of students in the study group was determined as 100 in order to be small enough to be useful and economical when carrying out the examination and to be large enough to reach the reasons for accessing all possible information. Class levels were taken into consideration in determining students and stratified sampling method was used. The research data were obtained through semi-structured interviews. An interview form was prepared by the researchers before the interviews. In this form, open-ended questions were used to determine the students' expectations about the use of technology in education and whether these expectations were met. Content analysis, one of the qualitative data analysis techniques, was used in the analysis of the data. According to the findings of the research, it is seen that students attach great importance to the use of technology in the teaching-learning process. Students generally think that technology makes the lesson more enjoyable and makes understanding easier. The students think that the use of technology in the school (tablet-internet) is more dependent on teachers and that they cannot act independently. The students state that the technology usage is intense in the project working groups, and when it is considered on the basis of lessons, technology is used more in the numerical content courses than the verbal content courses. The students think that social networks should be used more intensively in order to continue learning outside the school and to communicate more effectively with both teachers and other students. According to the students 'views, teachers' current technology knowledge and technology use skills are not sufficient, and they need to renew themselves. Keywords: Z Generation, High School Students, Educational Technology, Expectations

145

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES International Society for Technology in Education (2007). The national educational technology standards and performance indicators for students. Eugene, OR: ISTE. Kavalcı, K., & Ünal, S. (2016). Y&Z kuşaklarının öğrenme stilleri&tüketici karar verme tarzları açısından karşılaştırılması. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20 (3), 1033-1050. Lai, E. R., & Viering M. (2012). Assessing 21st century skills: Integrating research findings. Vancouver, BC: National Council on Measurement in Education. Levickaite, R. (2010), Generations X Y Z: how social networks form the concept of the world without borders the case of lithuania LIMES, 3(2), 170-183. OECD (2005). The definition and selection of key competencies: Executive summary. Paris, France: OECD. Partnership for 21st Century Learning. (2016). Framework for 21st century learning. Erişim adresi: http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf Seferoğlu, S. S. (2009). İlköğretim Okullarında Teknoloji Kullanımı&Yöneticilerin Bakış Açıları. Akademik Bilişim, Harran Üniversitesi, Şanlıurfa, 11-13 Şubat. Wagner, T. (2014). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need- and what we can do about it. New York, NY: Perseus Book Group Basic Books.

146

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 04010 RESEARCH TRENDS TOWARDS VOCATIONAL AND TECHNICAL EDUCATION MUHAMMED AKINCI - ERDOGAN KOSE ABSTRACT Vocation (job) is briefly a whole of the tasks that an individual makes for wage (Sezgin, 2009). Ertürk (2013) defines education as deliberate changes in an individual's behavior through experiences. Vocational education is a training given to enable the individuals to perform a job or task within the way it should be (Sezgin, 2009). Different countries carry out vocational and technical training activities based on their national and international experiences in line with the needs of the labor market, (Binici & Arı, 2004). Because vocational education is considered as a key factor for increasing or sustaining the competitiveness of enterprises and national economies (Rauner & Maclean, 2008). Vocational and technical education is not independent from curriculum development activities. Uşun (2012) states that curriculum development is the process of making the objective, content, education and evaluation elements valid, useful, efficient and effective in the light of scientific research processes. In addition, the requirements of the relevant profession and the labor market are effective throughout the process in the development of vocational and technical education curriculum. At this point, scientific research processes have an important role both in the development of the curriculum and determining the needs of the labor market (Sezgin, 2009). This situation draws attention to the importance of developing vocational and technical education curriculum as well as the scientific studies conducted to determine the efficiency and effectiveness of the developed curriculum. There are trend, content analysis and review studies on vocational and technical education especially on the dimension of teachers’ in-service training in Turkey. Aykaç & Sağlık (2018) conducted a meta-synthesis study examining the problems of vocational and technical education that could be considered an example of a content analysis study that directly deals with the subject of vocational and technical education. In addition, in the relevant literature no study was encountered examining the research trends on vocational and technical education. For this reason, in the study it was aimed to determine the trend of the research on vocational and technical education in Turkey. A study examining the trends of studies on vocational and technical education is considered important as it will reveal the current situation in this field in Turkey.This study is a qualitative study using document analysis. In addition, the study could be considered descriptive as the current situation of vocational and technical education researches in Turkey will be revealed in the research. In descriptive studies, it is aimed to investigate a particular subject and to reveal the current situation related to this subject (Karakaya, 2012). In this study using criterion sampling method in the selection of the studies examined, from different databases 35 articles were included that were carried out in Turkey between the years of 2008-2018 about vocational and technical education. As the other sampling criteria, vocational education and technical education concepts were used as the keywords in the search of the studies. In addition, graduate theses were not included in the study and 10-year time limitation was taken into account during sample selection. The data of the study were collected through Article Classification Form and content analysis was used to analyze the data obtained.When the findings of the study were examined, it was seen that the studies conducted on vocational and technical education were done most commonly in 2009 and 2010 with 17 studies. This number corresponds to approximately 49% of all the studies reached and examine and 6 of these studies were published in the same journal within the scope of a congress. It was also seen that most of the studies examined were theoretical or descriptive studies based on document analysis. This situation shows that studies on vocational and technical education lacks methodological diversity. In addition, there are serious methodological deficiencies and errors in the studies examined. It is stated in different studies that there are various methodological deficiencies and errors in some scientific studies in Turkey, especially in the field of social sciences (Toy & Tosunoglu, 2007). As a result, it could be stated that the journals outside the field of educational sciences have a great weight in the studies about vocational and technical education, therefore researchers in the field of educational sciences do not give enough importance to this subject. Keywords: Vocational education, research trends.

147

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Binici, H., & Arı, N. (2004). Mesleki&teknik eğitimde arayışlar. (In Turkish). Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(3), 383-396. Ertürk, S. (2013). Eğitimde program geliştirme. (In Turkish). (6th Edition). Ankara: Edge Akademi Yayınları. Karakaya, A. (2012). Bilimsel araştırma yöntemleri. A. Tanrıöğen (Ed.), Bilimsel araştırma yöntemleri (In Turkish). (3rd Edition) içinde (s. 57- 83). Ankara: Anı Yayıncılık. Rauner, F., & Maclean, R. (Eds.). (2008). Handbook of technical and vocational education and training research (Vol. 49). Dordrecht: Springer. Sağlık, M. A., & Aykaç, N. (2018). Problems of vocational education and evaluation of solution seeking: A meta-synthesis study. Eğitim Bilimleri Araştırmaları Dergisi, 8(2), 1-24. Sezgin, S. İ. (2000). Mesleki&teknik eğitimde program geliştirme. (In Turkish). (Enhanced 5th Edition). Ankara: Nobel Yayıncılık. Toy, B. Y., & Tosunoğlu, N. G. (2007). Sosyal bilimler alanındaki araştırmalarda bilimsel araştırma süreci, istatistiksel teknikler&süreci, istatistiksel teknikler&yapılan hatalar. (In Turkish). Journal of Commerce, 1(1), 1-20. Uşun, S. (2012). Eğitimde program değerlendirme: Süreçler yaklaşımlar&modeller. (In Turkish). Ankara: Anı Yayıncılık.

148

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 04039 THE ANALYSIS OF GRADUATE STUDIES ON VOCATIONAL AND TECHNICAL EDUCATION (CONTENT ANALYSIS) IMREN AKMAZ GENC - HALIME NURAN CANER - ERDOGAN KOSE ABSTRACT The importance of vocational and technical education has been increased reasonably all over the world as well as in Turkey. Consequently, educating individuals, who have the qualifications to meet the need of the labor force and who can keep up with the technological developments becomes inevitable. The review of available literature revealed that some definitions and explanations regarding vocational and technical education have been proposed. For example, Varış (1988) draws a general framework by stating that vocational and technical education enables the individual to acquire the essential skills, knowledge and attitudes for the vocation, to exhibit a positive attitude towards the business life and to train employees to new jobs in a changing society. Likewise, Sezgin (2009) defines the purpose of vocational and technical education for gaining the behaviours which are necessary for an individual to get a vocation in the labor market. Considering the historical process of vocational and technical education in Turkey, there have been a number of changes in vocational and technical education by Ministry of National Education (MoNE), which passed through different stages in relation to economic and social development. Various studies have been carried out in different fields related to vocational and technical education and their results have been disseminated throughout the years. However, almost no study was conducted on the content analysis of the previous studies in this specific field. Thus, a comprehensive content analysis of the studies carried out in vocational and technical education plays important role in terms of shedding light on future studies. The available literature revealed that there is only one study (Bolat, 2016) that focused on the content analysis of studies on vocational and technical education. In his study, Bolat (2016) examined previously published studies concerning some variables such as level, publication year, the university, institute and department, gender of the author, title of the thesis advisor, research topic, research methods, sample type, data sources, data collection tools and data analysis methods and the results of the studies. In a similar vein, the present study also examined previously conducted studies concerning similar variables with some extra concerns such as the place where the study conducted and the main focus of the studies. Thus, the present study aimed to make a comprehensive content analysis of thesis related to vocational and technical education published between the years 2005 and 2018.This study is a qualitative study in which content analysis of graduate studies related to vocational and technical education field was conducted. Büyüköztürk (2015) defines qualitative research as a process in which qualitative data collection tools are used to present facts and events realistically and holistically. The present study aimed to examine the graduate studies related to vocational and technical education conducted between the years 2005 and 2018 in Turkey through a comprehensive content analysis. The content analysis technique is the interpretation of the data by bringing together the concepts and theme in a way that readers understand (Yıldırım and Şimşek, 2008). After defining the key words that were used for the search process in thesis and dissertation database of Council of Higher Education, the data set was formed. The studies that matched with the key words were grouped concerning the inquired variables of the study and prepared for the analysis which was conducted by using Ozan and Köse’s (2014) data analysis form. The findings obtained from the data set are presented as tables and figures and each finding was discussed in line with the research questions.The findings of the present study revealed that the majority of the examined studies conducted in quantitative research design and most of them did not report their validity and reliability estimations. As for the sampling or study group determination it is found that 34 studies (out of 63) did not report their sampling procedures. Additionally, it is found that the studies that reported their sampling procedures mostly used random sampling technique in their selection of the participants or study groups. Likewise, it is found that participants of almost all of the studies were students enrolling in vocational and technical education at high schools. In terms of data gathering instruments, the analysis of the gathered data revealed that most of the studies utilized either scales or questionnaires as their data gathering instruments. When the data examined in terms of the data reporting aspect, it is found that while quantitative studies mostly used percentage and frequency, qualitative studies mostly tend to use content analysis. Finally, regarding the research tendencies of the studies, it was found that most of the studies were conducted within the scope of program evaluation. Keywords: Vocational and Technical Education, Skill Education, Content analysis

149

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bolat, Y. (2016). Türkiye’de 2005-2015 Yılları Arasında Mesleki Ve Teknik Eğitim Alanında Yapılan Lisansüstü Tezlerin İncelenmesi. Uluslararası Eğitim Bilimleri Dergisi, (8),151-167. Retrievedfrom http://dergipark.org.tr/inesj/issue/40023/475893 Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş.&Demirel, F. (2014). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi. Karakaya, Ş.(2004). Eğitimde Program Geliştirme&Yeni Yönelimler.Asil Yayın&Dağıtım:Ankara. MEB. (2006). Mesleki&teknik eğitim merkezi (metem) olarak yapılandırılan ortaöğretim kurumlarının değerlendirilmesi araştırması. Erişim adresi:https://www.meb.gov.tr/earged/earged/Metem_De%C4%9Ferlendirilmesi.pdf (erişimtarihi: 01.05.2019). MEB. (2018). Türkiye'de mesleki&teknik eğitimin görünümü. Erişim adresi: http://mtegm.meb.gov.tr/meb_iys_dosyalar/2018_11/12134429_No1_Turkiyede_Mesleki_ve_Teknik_Egitimin_Gorunumu.pdf(erişim tarihi: 06.07.2019). Ozan, C.&Köse, K. (2014). Eğitim programları&öğretim alanındaki araştırma eğilimleri. Sakarya University Journal of Education, 4(1), 16- 136. Sezgin,İ. (2009) Mesleki&Teknik Eğitimde Program Geliştirme.Ankara: Nobel Yayıncılık. Varış, F. (1988). Eğitimde Program Geliştirme Teori&Teknikler. Ankara Üniversitesi Eğitim Fakültesi Yayınları: Ankara. Yıldırım, A.&Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

150

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 04082 TRANSFORMATION IN EDUCATION. OPINIONS OF VOCATIONAL HIGH SCHOOL ADMINISTRATORS ABOUT EDUCATION 4.0. CENK HATIPOGLU - NURIYE SEMERCI ABSTRACT In 2011, for the first time in order to strengthen the German manufacturing sector, industry 4.0. is used as a reference concept. According to Kılıç (2018), the industry is 4.0. it means the fourth industrial revolution. The rapid development of ICT has transformed today's industrial production into a new production paradigm known as the fourth industrial revolution or industry 4.0. (Gomez et al., 2017). In today's rapidly changing world of technology and information repository, how students learn is an important problem. Uluyol and Eryilmaz (2014) stated in the report published by the US Department of Labor in 1991 that the qualifications of the labor force needed in the enterprises were revealed. This report explains to employers and educators what an individual in a particular line of work can do to succeed. It is stated that students should have a range of other skills that we can call 21st century skills beyond their basic skills. In this context, Anggraeni (2018) specifically refers to education 4.0 as a term or platform that emerged to follow the development of the industrial revolution. According to him, education 4.0 is a future- oriented approach. It has been formulated as an approach that equips students in accordance with the uncertainty, complexity and technological needs of the future in accordance with the concepts of cybernetics, robotics, big data, nano technology, artificial intelligence, global citizenship and the digital age and the concept of 4.0 Industry 4.0. For this purpose, political, legal, economic reforms, learning innovations, skills-based approaches, industry and classroom connections, acquisition of employment skills, updating of curricula, extending the lifelong learning and ensuring equality of opportunity in education are also of interest to the education system. In the future, the success of the world and the national economy in meeting the demands of the growing industrial areas will be measured by the ability of the education system to adapt to the change that enables the inventors, entrepreneurs and critical thinkers of the country. For this purpose, this study was planned by considering the opinions of the managers of vocational high schools in the field of vocational education about the readiness of the curriculum, physical facilities and teacher infrastructure in the context of education 4.0, and to determine their perceptions about where we areQualitative research techniques were used in this study. Phenomenological approach was the pattern of our study. This type of analysis is a type of analysis that tries to understand how people evaluate the events happening around them (Wade and Tavris, 1990). The study group of the study consisted of the managers of vocational high schools working in Bartın province. In the selection of the group, easily accessible case sampling from purposeful sampling models was used (Maxwell, 1996). In an easily accessible case sampling, the researcher chooses a situation that is close and easy to access in terms of providing speed and practicality to the research (Yıldırım & Şimşek, 2005, 141). Ten managers from various fields were interviewed. The type of interview was semi-structured interview. This technique has been utilized because of the fact that the questions are free, they can deepen in the desired subject and the answers are guiding. (Merriam, 1998). Content analysis method was used to analyze the collected data. Content analysis requires a more detailed examination and access to concepts and themes that explain the data obtained (Yıldırım & Şimşek, 2005, 89). MAXQDA program was used for content analysisSeeking answers to the needs of human beings in the face of mechanization and basic fields that can help the educational sciences in 21st century skills will be an important part of the tasks of education programmers. While focusing on the training skills demanded by the labor force in the new century, values that make human beings’ human beings must be taken into consideration. students; Emotionality, creativity, freedom, awareness of responsibility to make certain values into a philosophy of life should be considered. In particular, it will be important to ensure that the physical and teacher capacity of vocational high schools, which are the basic elements of the relationship between industry and education, should be regulated to cover the requirements. Coding, augmented reality, virtual classrooms, and Web 2.0-based curriculum, such as developing technology, should be prepared and put into effect. The necessary in-service training and education activities of the teachers, who are an important component of the curriculum and the implementers, should be prepared and put into service in order to adapt to the innovations mentioned. Keywords: Keywords: industry 4.0, education 4.0, 21st century skills, coding, robotics,

151

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Anggraeni, C. W. (2018). Promoting Education 4 . 0 in English for Survival Class : What are the Challenges ? METATHESIS Journal of English Language, Literature, and Teaching, 2(1), 12–24. Gomez, Goiuri Peralta, Markel Iglesias-Urkia , Marc Barcelo, Raul Po. J. Ma. Arizmendiarrieta, Adrian Moran, J. (n.d.). Fog computing based efficient IoT scheme for the Industry 4.0. 2017 IEEE International Kılıç, T. (2018). Eğitim 4.0 Nedir? Retrieved from https ://www. researchgate .net /publicatio n/325301868 _Egitim_40_Nedir Maxwell, J. A. (1996). Qualitative Research Design: An Interactive Approach. California: SAGE Publications. Merrıam, S. (1998). Qualitative research and case study applications in education. San Francisco (USA): Jossey-Bass. 179. Uluyol, Ç., &Eryılmaz, S. (2015). 21. Yüzyıl Becerileri Işığında FATİH Projesi Değerlendirmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 35(2), 209–229. Retrieved from http://www.gefad.gazi.edu.tr/issue/6772/91207 Wade, C.,&Tavris, C. (1990). Psychology (2nd ed.). New York, NY, US: Harper & Row Publishers. Williams, A.&Katz, L. (2016). The Use of Focus Group Methodology in Education: Some Theoretical and Practical Considerations, 5 (3). International Electronic Journal for Leadership in Learning. 5. Yıldırım, A.&Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık

152

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 04235 AN EVALUATION OF THE VOCATIONAL ENGLISH COURSE AT A STATE VOCATIONAL HIGH SCHOOL NESLIHAN SOZEN ABSTRACT Program evaluation is one of the ways to gain insights about a program in progress. In language programs, according to Pauline Rea-Dickins and Richard Kiely (2005), it has several meanings such as its being a process of defining learning accomplishments or student satisfaction or its being a teacher’s checklist to guide the improvement of teaching practice. That is, through the evaluation of foreign language programs, the strong and weak points of the programs can be depicted, and some implications can be gathered for the development of the program so as to have better learning and teaching opportunities. Bearing in mind the significance of program evaluation in language programs, the evaluation of some specific courses also constitutes importance since through the evaluation of such courses, it is possible to understand whether those courses achieve their aims and meet students’ needs. Especially in Turkish context where there have been constant discussions about the quality of foreign language teaching, evaluating foreign language teaching programs and the courses carried out under those programs can help to the improvement and the quality of the programs and inevitably the courses given under those programs. Within this respect, when the literature about the program evaluation studies carried out in Turkey is reviewed, it is observed that there are a large number of program evaluation studies focusing on various language teaching programs in Turkish context (Bıyık, 2007; Bilican, 2014; Coşkun & Daloğlu, 2010; Coşkun, 2013; Güllü, 2007; Gürkan & Yüksel, 2012; Karakaş, 2012; Tekin, 2015; Tunç, 2010; Uysal, 2012; Yavuz & Topkaya, 2013; Yuvayapan, 2015). However, in Turkish context only a few evaluation studies (Altmışdört, 2016; Özer & Yılmaz, 2017; Özer, 2018) focusing on specific language courses have been come across in the literature which indicates that there is a research gap in Turkish context regarding the evaluation studies on specific language courses. The present study attempts to make a contribution to fill this research gap by investigating whether the Vocational English course in the field of food and drink services at vocational high schools meets the expectations and needs of the students or not and also to examine what needs to be improved regarding the Vocational English course in the field of food and drink services at vocational high schools from the students’ and the teachers’ point of view.This evaluation study adopted a mixed method approach and two instruments developed by the researcher were used to gather the required data. 24 students and 2 teachers took part in the study. In order to evaluate the Vocational English course from the students’ point of view, a questionnaire consisting of two sections with close-ended questions and an open-ended question was utilized. In the first section there are 14 items which seek for the opinions of the students about the Vocational English course they are having at a Vocational and Technical Anatolian High school in terms of the course’s meeting the needs and the expectations of the students. In the second section of the questionnaire, there is an open-ended question which seeks for the opinions of the students about the ways to the improvement of the vocational English course in their schools. In order to evaluate the Vocational English course from the teachers’ point of view, semi-structured interviews were conducted. The data gathered through the questionnaire were analysed through the use of SPSS 20.0 while the qualitative data were content analysed.The results based on the analyses of both quantitative and qualitative data suggest that although the Vocational English course in the field of food and drink services seems to meet the needs and the expectations of the students in some way, still there are some points that require improvement in order to have better educational outcomes which will also help students in their future careers. In other words, the participant students having the Vocational English course are generally satisfied with the course and the teaching process, however, there are also some points that should be improved regarding the course according to the students. As for the teachers, the problematic points of the program and the course are quite a lot and those points should be dealt with and improved for the improvement of the Vocational English course. Within this respect, both the participant teachers and students provided some suggestions. Keywords: Vocational English course, program evaluation

153

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Altmışdört G. (2016). A study on detecting the needs in vocational English courses and defining ESP criteria for a better instruction. Science Journal of Turkish Military Academy, 26(2), 71-100. Coşkun, A. (2013). An investigation of the effectiveness of the modular general English language teaching preparatory program at a Turkish university. South African Journal of Education, 33(3), 1-18. Coşkun, A. & Daloğlu, A. (2010). Evaluating an English Language Teacher Education Program through Peacock’s Model. Australian Journal of Teacher Education, 35(6), 24-42. Kiely, R. & Rea-Dickins, P. (2005). Program evaluation in language education. New York: Palgrave Macmillan. Özer, S. & Yılmaz, E. (2017). Mesleki yabancı dil (İngilizce) dersine yönelik nitel bir araştırma. [A qualitative study on vocational foreign language (English) course]. Ines Journal Uluslararası Eğitim Bilimleri Dergisi, 4 (11), 339-352. Özer, S. (2018). A qualitative study to determine expectations of students studying at a faculty of tourism from vocational English course. International Journal of Progressive Education, 14(4), 15-25. Tekin, M. (2015). Evaluation of a preparatory school program at a public university in Turkey. The Journal of International Social Research, 36(8), 718-733.

154

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 04273 THE CURRICULUM OF THE COURSE SKILL TRAINING AT FIRMS IN VOCATIONAL AND TECHNICAL EDUCATION HALE SUCUOGLU - BILGINER KOC ABSTRACT Vocational and technical education has the power to substantially effect the industrial and economic development of a country with the characteristics and quality of the labor it develops (Adıgüzel and Berk, 2009). The success of vocational training contributes positively to the development of a country (Özsoy, 2015; Telatarve&Terzi, 2010; Erdoğan&Yıldırım, 2009; Özsoy, 2009). Discussion on the functionality of such an important form of education allows us to reach significant results. While the first stage of the two-dimensional process of vocational and technical that is practiced in Turkey takes place at schools, its second stage is implemented as on-the-job training under the name of Skill Training at Firms. One of the priorities of Turkish Vocational Education is to prepare modular education programs based on the needs of the labor market (MEB, 2018). While school-based vocational education processes are ongoing under certain curricula at schools under the Ministry of National Education, the process of skills training at firms is organized by firms in compliance with the development plan that is determined by the group teachers’ boards at schools. Coordinator teachers that are delegated by vocational schools make observations on this skills training process, and they guide the employees of the firm’s training department when necessary. The different production styles, organizational structures, training department conditions and employment strategies of firms also lead to differentiation of the skills training processes at firms, as well as non-standard outcomes. Especially with the speed of technological development, curricula are expected to include a set of standards, flexibilities and a balance between these. Theory and practice, which are two significant elements of vocational and technical education, are expected to be included in the gains of the student as a single, comprehensive skill. In this sense, while skills training at firms constitutes a significant process of vocational and technical education, the rate of this training to achieve its expected role of functionality is under debate. A substantial shortcoming is believed to be the ongoing need for curricula that will direct skills training processes at firms in a realistic and functional manner. This study aims to determine the problems experienced by sectoral representatives, coordinator teachers at schools and branch teachers in terms of the course on skills training at firms in vocational and technical education and develop recommendations towards the solution of these problems.This is a case study as it aims an in-depth investigation of the problems experienced in the course of skills training at firms under vocational and technical education, how sectoral representatives, coordinator teachers at schools and branch teacher are affected in this process and how they affect this process. Criterion sampling means studying all situations that comply with a set of criteria that are pre-determined. Such a criterion, or criteria, may be created by the researcher (Yıldırım and Şimşek, 2008). Accordingly, being a sector representative, coordinator teacher at a school or a branch teacher was selected as the criterion in this study. In this study, with the purpose of collecting in-depth information regarding curricula for the course on Skills Training at Firms, the method of semi-structured interview was preferred. For the semi-structured interviews, based on the literature, main questions and exploratory questions related to the topics of interview were prepared beforehand. The questions will be about the curricula for the course on Skills Training at Firms. The data will be analyzed by the method of content analysis. In content analysis, reaching concepts and relationships that may explain the data that are collected is the main objective. The extent to which curricula of processes of skills training at firms is related to their functionality will be determined. - Problems related to curricula of the course on skills training at firms will be understood. - Recommendations will be developed for curricula of the course on skills training at firms. - Standard frameworks of creation of curricula for skills training at firms will be determined. - These curricula will support different firms in providing students with standard outcomes by preceding these standard targeted outcomes. - Based on the curricula of skills training at firms, the improvement potential of the communication between the school and the firm will be understood. - The problems experienced by sectoral representatives, coordinator teachers at schools and branch teachers in terms of the course on skills training at firms in vocational and technical education and will develop recommendations towards the solution of these problems. Keywords: Vocational and Technical Education, Skills Training at Firms, Curriculum Development

155

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Adıgüzel, O. C., and Berk, Ş. (2009). Mesleki and Teknik Ortaöğretimde Yeni Arayışlar: Yeterliğe Dayalı Modüler Sistemin Değerlendirilmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 220-236. Erdoğan, S., & Yildirim, A. G. D. Ç. (2009). Türkiye’de eğitim–iktisadi büyüme ilişkisi üzerine ekonometrik bir inceleme. Bilgi Ekonomisi&Yönetimi Dergisi, 4(2), 11-22. MEB. (2018). Mesleki&Teknik Eğitimin Görünümü Raporu. Ankara: MEB. MEB. (2018). Mesleki&Teknik Eğitimin Raporu. Ankara: MEB. Özsoy, C. (2009). Türkiye’de eğitim&iktisadi büyüme arasındaki ilişkinin VAR modeli ile analizi. Bilgi Ekonomisi&Yönetimi Dergisi, 4(1), 71- 83. Özsoy, C. E. (2015). Mesleki eğitim-istihdam ilişkisi: Türkiye’de mesleki eğitimin kalite&kantitesi üzerine düşünceler. Colleges, 173. Telatar, O. M., & Terzi, H. (2010). Nüfus&eğitimin ekonomik büyümeye etkisi: Türkiye üzerine bir inceleme. Atatürk Üniversitesi İktisadi&İdari Bilimler Dergisi, 24(2), 197-214. Yıldırım, A., Şimşek H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (Beşinci Bası). Ankara: Seçkin.

156

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 04312 EXAMINATION OF SECTOR, ACADEMIC STAFF AND STUDENT EXPECTATIONS RELATED TO VOCATIONAL AND TECHNICAL EDUCATION ABDULKADIR KURT - ERDOGAN KOSE ABSTRACT The rapid development in the science and technology today has increased the requirements for the higher qualified labor force of the industry. Institutions of service and industry assert the demands for observing the technology closely in addition to the production, information and skills of the laborer’s specified as qualified staff (Sezgin, 2009). These needs in labor market enhanced the importance of vocational education. Investment in human resources by education, training and other forms of learning is essential to achieving smart, sustainable and inclusive growth (Nyhan, 1998). Although vocational and technical education is included within the overall framework of education, the vocational and technical curriculum has certain characteristics that distinguish it from the rest of the educational mileu (Finch & Crunkilton, 1989). The goal of the vocational and technical education is to prepare students to perform a certain task or function in a given time using necessary procedures having its parallel in the work world (Milio, Garnizova and Shkreli, 2014). In other words, vocational and technical education is designed to prepare individuals for a vocation or a specialized occupation and so is directly linked with a nation’s productivity and competitiveness (Cedefop, 2011). Both the policies for vocational education and training and national employment policy would stand a better chance to fill the gap of technicians. However, few studies to understand the students, academic staff and sectors’ expectation towards vocational education and training have been conducted to answer the question of increased need for technicians so as to be in line with the demand. This study therefore intended to examine the expectation of both sectors, academic staff and students on vocational education and training within the scope of furniture and decoration program. This study is expected to make significant contributions to vocational and technical education in line with the demands of schools and sectors. Mixed research method which can be used together or complement each other in terms of qualitative and quantitative data (Tashakkori&Teddlie, 2003; Cohen, Manion & Morrison, 2018) was used as a research method in this study. The study group of this research is consisted of 4 businessman, 3 academic staff and 26 university students in the field of furniture and decoration. Triangulation was preferred to assure the validity of research by using different data collection tools as observation, semi-structured interview form and attitude scale towards vocational education. Qualitative data of the research was obtained by the observation of the class along 10 weeks; interview with businessmen, academic staff and students. Quantitative data of the research was obtained as a result of the analysis of scale implemented by the researcher to collect data from 26 university students (16 boys and 10 girls) from furniture and decoration department in vocational school of technical sciences in Akdeniz University. While content analysis was used for qualitative data, descriptive statistics were used to describe the basic features of 26 students in a study obtained from scale. In the first phase, both qualitative and quantitative data was analysed separately and then in the second phase, they were evaluated together.As a result, it was concluded that although the students' interest towards the sector was positive, they have a dilemma whether they can find a suitable job after graduation that fits and meets his or her needs such as economically and socially. In addition, the expectations of businessmen are not met by the students coming from vocational schools. Businessmen have stated that while developed countries are now working with 4.0 industry and adapting their systems accordingly in the field of furniture and decoration, qualified personnel are not trained in our country in this context and still employees who can still do daily work are trained. They also emphasized that there is a big gap between practice and theoretical in terms of vocational education. On the other hand, academic staff also stated that they need technical infrastructure in order to make the system suitable for 4.0 industry as much as possible and that the students to be trained in this context will make more serious contributions to the sector. Keywords: vocational and technical education, decoration and furniture program, training

157

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Cedefop (2011). The benefits of vocational education and training. Luxembourg: Publications Office of the European Union Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. New York: Routledge. Finch, J. R. & Crunkilton, J. R. (1989). Curriculum development in vocational and technical education: planning, content and implementation. Boston: Allyn and Bacon. Milio, S., Garnizova, E. & Shkreli, A. (2014). Assessment study of technical and vocational education and training (TVET) in Myanmar. International Labour Organization. Bangkok: ILO Nyhan, B. (1998). Promoting a European vocational education and training research tradition: the role of the survey and analysis measure of the Leonardo da Vinci Programme. In: Dietzen, A.; Kuhn, M. (eds) Building a European co-operative research tradition in vocational and educational training. European Commission. Sezgin, İ. (2009). Mesleki&teknik eğitimde program geliştirme (Geliştirilmiş 5. Baskı). Ankara: Nobel Yayın Dağıtım. Tashakkori, A.&Teddlie, C. (2003). Handbook of mixed methods in social & behavioral research. Thousand Oaks: Sage.

158

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 04321 KNOWLEDGE BASES OF EFFECTIVE VOCATIONAL TEACHERS: A QUALITATIVE INQUIRY INTO TEACHERS' AND STUDENTS' PERCEPTIONS YELDA SARIKAYA ERDEM - ALI YILDIRIM ABSTRACT Although effectiveness of teaching is a frequently researched area effective vocational teaching has been under-researched and under-theorized (Lucas, Spencer & Claxton, 2012; UNESCO-UNEVOC, 2014). Skills Commission’s inquiry into Teacher Training in Vocational Education (2010) also revealed that vocational pedagogy is in its infancy due to the limited empirical support as the related research majorly focused on those elements of vocational education which are structures, systems, qualifications and national bodies rather than on pedagogy (Lucas et al., 2012) and good practice of vocational teaching (Bedi & Germein, 2006). Moreover, as discussed by Bedi and Germein (2016), and Mitchell, Chappell, Bateman and Roy (2006) policy and research discourses mostly appropriate the term effective vocational teaching by dealing with matters exterior to the pedagogical experience occurring between teachers and learners although higher vocational schools have mostly been viewed as being teaching and training institutions since its faculty are not required to conduct research, and can ,therefore, devote their time to teaching and learning (Vaughn, 2006). Although this view may be a popular long-held belief the idea that higher vocational school faculty have special knowledge about being effective teachers or that they utilize this knowledge has little empirical support (Palmieri, 2004; Shepherd, 2009). Vocational teachers' knowledge bases which inform their practices are key to understand the journey to effective vocational teaching, which was aimed in this study because determining the essential knowledge bases of effective vocational teachers would help designing vocational teacher education and assessing vocational teachers’ performance (Turner-Bisset, 1999). This study, therefore, aims to find out the essential knowledge bases of effective vocational teachers through the eyes of vocational teachers and learners at higher vocational schools. More specifically, this study seeks answers to the following research questions: 1) What are the essential knowledge bases of effective vocational teachers according to the perceptions of teachers and students at higher vocational schools?, and 2) How do the teachers and students at higher vocational schools assess the knowledge bases of vocational teachers?In order to explore the required knowledge bases of effective vocational teachers at higher vocational education level through the perceptions of teachers and students this study utilized phenomenological research design. Eight higher vocational schools serving in Nevşehir were included in the study, and the teachers and students at these schools were selected using maximum variation and snowball sampling strategies. In order to reach teachers and students, one administrator from each school was contacted and upon his/her reference, teachers from different programs were reached and interviewed. Completing interviews with each teacher, student groups including four to six students were selected for the interviews by the teachers based on gender and academic performance variation. Likewise, subsequent teachers were selected on the condition of teaching at a different program upon the reference of interviewed teachers through snowball sampling. In the end, data were collected in 2017-2018 academic year from 16 teachers and 70 students in 16 focus groups through semi-structured interview protocols developed by the researcher through literature review and expert opinion. Collected data were transcribed and analyzed through inductive content analysis and main themes, themes and subthemes were identified. The findings indicated that essential knowledge bases of effective vocational teachers were pedagogical knowledge, content knowledge, technological knowledge and contextual knowledge. The content knowledge of effective vocational teachers was found to include occupational knowledge and subject knowledge. As stated by the teachers and students, occupational knowledge to be integrated with subject knowledge requires industry experience, knowledge of tools and materials used at workplace and tracking developments and changes in the labour market, and therefore, having up-to-date occupational knowledge. As to the pedagogical knowledge, it was revealed that effective vocational teachers need to manage the classroom effectively, present the content using appropriate strategies, select and deploy appropriate teaching methods and techniques, and have the knowledge of curriculum and learners to inform and guide their teaching practice. The participants also noted that teachers’ occupational knowledge and industry experience should inform their pedagogical practices. Besides, effective vocational teachers need to have technological knowledge. As the final base, the contextual knowledge was counted among the effective vocational teachers’ knowledge domains. The participants considered vocational teachers need to be aware of both the educational context where the teaching and learning occurs and the workplace context where the acquired knowledge and skills would be transferred. Keywords: vocational teacher, knowledge bases, effective, higher vocational schools, Turkey

159

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bedi, G., & Germein, S. (2006). Simply good teaching: Supporting transformation and change through education for sustainability. Australian Journal of Environmental Education. 1(1), 1-10. doi: 10.1017/aee.2015.52 Lucas,B.,Spencer, E.&Claxton, G. (2012). How to teach vocational education: A theory of vocational pedagogy. London: City &Guilds. Mitchell, J., Chappell, C., Bateman, A., & Roy, S. (2006). Quality is the key: Critical issues in teaching, learning and assessment in vocational education and training. Adelaide: NCVER. Palmieri, P. (2004). Approaches to the idea of the ‘good teacher’ in vocational education and training. Paper presented to Australian Association for Research in Education Conference, Melbourne, Australia. Shepherd, K. M. (2009). Effective teaching in higher education: The community college connection. Unpublished dissertation. Oakland University, USA. Skills Commission (2010). Teacher Training in Vocational Education. London: Policy Connect. Turner-Bisset, R. (1999). The Knowledge Bases of the Expert Teacher. British Educational Research Journal, 25 (1), 39-55. UNESCO-UNEVOC (2012). Strengthening TVET teacher education. Report of UNESCO-UNEVOC Online Conference. International Centre for Technical and Vocational Education and Training, Germany, 2012. Vaughan, G. B. (2006). The community college story. Washington, D.C: American Association of Community Colleges.

160

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05026 A STUDY ON LANGUAGE LEARNING STRATEGY (LLS) USE OF TURKISH UNIVERSITY STUDENTS DERYA ERGUR ABSTRACT Over the past three decades, in foreign language (FL) and/or second language (L2) education a dramatic change has been observed from teacher-centered, product-based approach to learner-centered, process-based learning and teaching, in an effort to lead learners towards autonomous and independent language learning (Wenden, 1991; Tamada, 1996). As a result of this change in emphasis, language learning strategies (LLSs) have become a focus of attention on foreign language learning (Wong & Nunan, 2011; Oxford, 2016). Several studies on LLSs have confirmed that these strategies help students become more effective learners inside the classroom and foster more efficient development of students’ mastery on the target language (Wong & Nunan, 2011). Recent studies have mainly dealt with LLS use of university students which not only gives insight into LLS utilization of the students but also guides the instructors about how less successful language learners can be taught new strategies in order to make them better language learners (Grenfell & Harris, 1999). Moreover, they give valuable clues to the curriculum designers about how strategy training should be integrated into language curriculum (Oxford, 1990; Abu Radwain, 2011). In the recent studies conducted in Turkey; Altan (2003) revealed that the relationship between language learning strategy use and foreign language achievement was linear. Similarly, Uslu, Şahin and Ödemiş (2016) found a positive and meaningful relationship between strategy use and achievement. The findings of the study conducted by Tam (2013) also suggest that high-level strategy use could affect students’ achievement in foreign language preparatory classes. Balçı and Üğüten (2018) emphasized that strategy used by higher level students were more sophisticated, that is they used strategies involving manipulation rather than memorization and more interactive. There are a number of factors that may influence the selection and frequency of LLS use of learners including educational experience, motivation, learning style, language proficiency level and academic achievement. Oxford (1989) mentions that more proficient learners engage in more strategies in different situations when compared to less proficient learners. Thus, the present study intends to investigate the LLSs currently used by a group of Academy preparatory students in various proficiency levels and provide some suggestions for EFL instructors and curriculum designers.In the present study, a self-reported inventory, Strategy Inventory for Language Learning (SILL) test version 7.0 developed by Oxford (1990) and translated into Turkish and tested for validity and reliability by Cesur and Fer (2007) was used to determine the learners’ perceived strategy use. The SILL is a 50-question test with six categories for EFL learners. The questionnaire was administered to all of the 203 male Boarding Academy students with almost no foreign language learning strategy usage background at the end of the second semester of the 2018-2019 Academic Year. The results were analyzed using SPSS v. 23.0 for Windows. Date collected from the questionnaire were analyzed quantitatively by employing descriptive statistics and are shown as mean +/-SD, or median. Comparisons for two groups were made via independent samples T test. Students' final grades of each language level (D,C,B,A) was used as the academic achievement indicator.The descriptive statistics of the participants’ responses to the SILL categories showed that according to Oxford’s (1990) rating scheme the learners sometimes use strategies and they can be labeled as ‘medium strategy users’. Although the students in this study were found to be medium level strategy users, the frequency of using each strategy category varies, which suggests that the students were familiar with the concept of using language learning strategies during their language learning process and they were trying their best to integrate these strategies into their language learning process . However, lack of high-level strategy use can be explained by the language learning situation of the students. The reported strategies which have the highest frequency were social strategies (M=3.41) and metacognitive strategies (M=3.39) while the least frequent ones were memory strategies (M=3.01) and affective strategies (M=2.90). The results of the study can be beneficial for both English instructors to review their teaching methods and also for curriculum and material designers to integrate language learning strategies into the foreign language teaching and curriculum development process effectively. Keywords: Language learning strategies, University students

161

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Cesur,M.O., & Fer,S. (2007).What is the validity and reliability study of the Strategy Inventory of Language Learning? Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 4(2),49-74. Retrieved from http://efdergi.yyu.edu.tr/makaleler/cilt_IV/ii/mo_cesur.pdf El-Dip, M. A.B. (2004). Language learning strategies in Kuwait: Links to gender, language level, and culture in a hybrid context. Foreign Language Annals,37(1), 85-95. http://doi.org/19.1111/j.1944-9720.2004.tb02176.x Grenfell, M., and Harris, V. (1999). Modern languages and learning strategies: In theory and practice. London; Routledge. Hsiao, T.Y. and Oxford, R.L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. Modern Language Journal,86 (3):368-383. Oxford, R.L. (1990). Language learning strategiess: What every teacher should know. Boston: Heinle & Heinle. Oxford, R.L. (2016). Teaching and Researching language learning strategies: Self-regulation in context. New York: NY: Routledge. Tamada, Y. (1996). The relationship between Japanese learners’ personal factors and their choices of language learning strategies. Modern Language Journal, 80, 120-131. Wenden, A.L. (1991). Learner strategies for learner autonomy. Englewood Cliffs, NY: Prencise-Hall. Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50, 203-243.

162

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05043 LANGUAGE POLICY AT A TURKISH UNIVERSITY: WHAT THE FACULTY HAVE TO SAY OMER OZER ABSTRACT English has become a global language among the academics. Internationalisation has been a strategy higher education institution use in reacting to the influence of globalisation (Altbach & Knight, 2007). There are a lot of steps universities take to internationalize themselves. A number of indicators such as medium of instruction and mobility of academics and students play important roles in a university’s internationalisation policy (Zhang, 2018). More higher education institutions now feel the pressure to offer more courses taught in English due to internationalisation. The Turkish universities’ situation is not much different from that of Europeans. There are various reasons why Turkish universities offer programmes who’s medium of instruction is English. One of the reasons is that universities consider English taught programmes as a means to make their own institutions different from the others (Aslan, 2018; Selvi, 2014; Turhan & Kırkgöz, 2018). The provision of high-quality undergraduate education through English is not an easy task and therefore there has been an increasing interest among higher education institutions aspiring to evaluate the quality of teaching. Teaching academic subjects through a foreign language is more than just translating and conveying the subject content to students (Helm & Guarda, 2015). Teaching course content through English necessitates a change in methodology, and content lecturers without a methodological and pedagogical background can have difficulties (O’Dowd, 2018). However, in some cases, both content lecturers and students fail to have a clear understanding of the reason why the medium of instruction is English in their programmes (Corrales, Paba Rey & Santiago Escamilla, 2016), so bottom-up language awareness issues should be welcomed and encouraged. This study reports on the results of a small-scale survey of 23 lecturers regarding their experience towards English taught programmes. The purpose of the study is to examine lecturers’ perspectives on EMI practices, identify the lecturers’ potential strengths and weaknesses when teaching in English. It is hoped that the findings of the study will contribute to the ongoing discussion regarding English-taught programmes in the Turkish contexts. The study draws a qualitative method. A paper- based questionnaire in Turkish, which was the major data collection instrument of the study, was developed for the academics. The questionnaire consists of two parts. The first part asks about some demographics, and the second part contains seven open-ended questions asking participants about their experience with teaching courses in English. The sample of the current study represented one state university where most of the undergraduate programmes are taught English and except for some programmes; all the others are in the field of engineering. The sample of participants was drawn from two undergraduate programmes in the Faculty of Engineering. For this purpose, the questionnaire was distributed to 23 faculty members lecturing in two departments, namely, Electrical and Electronic Engineering and Industrial Engineering. The sample included faculty members from all academic ranks. The respondents were 1 professor, 7 associate professors, 14 assistant professors and 1 lecturer. The findings of this exploratory study provide a representative picture of the needs and attitudes of content lecturers teaching subjects in English. The results of the questionnaire in general indicate that content lecturers favour the provision of academic content through the medium of English rather than the medium of Turkish. On the other hand, the faculty members express some challenges regarding the provision of instruction through the medium of English. Content lecturers report that the students, in general, expose to learning general English, but they should actually be engaged in learning English for academic purposes. As a result, many students reportedly lack the required English proficiency in the departmental courses. This finding is echoed by the results of a recent study by Floris (2014). Content lecturers’ language and pedagogical needs should be taken into consideration within the scope of the university’s language policy. The findings from this study also have implications for institutional language policies and for the implementation of English-taught programmes at universities. Keywords: higher education; language policy; Turkey; medium of instruction

163

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Altbach, P. G., & Knight, J. (2007). The internationalisation of higher education: Motivations and realities. Journalof StudiesinInternational Education, 11(3/4), 290–305. Aslan, M. (2018). The debate on English-medium instruction and globalisation in the Turkish context: a sociopolitical perspective. Journal of Multilingual and Multicultural Development, 39(7), 602-616. Floris, F. D. (2014). Learning subject matter through English as the medium of instruction: students’ and teachers’ perspectives. AsianEnglishes, 16(1), 47-59. Helm, F., & Guarda, M. (2015). Improvisation is not allowed in a second language: A survey of Italian lecturers’ concerns about teaching their subjects through English. LanguageLearning in HigherEducation, 5(2), 353-373. O’Dowd, R. (2018). The training and accreditation of teachers for English medium instruction: an overview of practice in European universities. IJBEB, 21(5), 553-563. Selvi, A. F. (2014). Medium of instruction debate in Turkey: Oscillating between national ideas and bilingual ideals. Current Issues in Language Planning, 15(2), 133–152. Turhan, B., & Kırkgöz, Y. (2018). Motivation of engineering students and lecturers toward English medium instruction at tertiary level in Turkey. Journal of Language and Linguistic Studies, 14(1), 261-277. Zhang, Z. (2018). English-medium instruction policies in China: Internationalisation of higher education. JournalofMultilingual and MulticulturalDevelopment, 39(6), 542-555.

164

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05109 DIFFICULTIES EXPERIENCED BY PROSPECTIVE CLASSROOM TEACHERS IN ENGINEERING DESIGN PROCESS ACTIVITIES ZEYNEP KOYUNLU UNLU - ILBILGE DOKME ABSTRACT The increasing demand in both developed and developing countries for people specialized in the fields of science, technology, engineering and mathematics (STEM) has raised concerns about the limited number of such individuals and led to the emergence of STEM education. In this respect, in recent years, much emphasis has been placed on the integration of multiple disciplines and engineering into science education reforms (Ministry of National Education, 2018; Next Generation Science Standards [NGSS], 2012). Similarly, in Turkey, ‘science and engineering applications’ was added as a subject area to the science curriculum last updated in 2018. Through this subject area, students are expected to present their engineering product they have produced during the year effectively in the scientific festival to be held at the end of the year. During the academic year, students are expected to define a need or problem from the daily life related to the subjects addressed in the units. The problem is intended to develop tools, objects or systems used or encountered in daily life. In this way, students' engineering and design skills will be improved, and students will reach the level of invention and innovation by using multiple disciplines together (MoNE, 2018). One of the ways to implement STEM education is the Engineering Design Process (EDP). In the literature, EDP can be applied using different steps according to different variables such as grade level and student characteristics. The following steps (Bozkurt, 2014; MoNE, 2017; NGSS, 2013) were used in this study: (1) ask, (2) imagine, (3) plan, (4) create and, (5) improve. In the first stage, the problem and its limitations are determined. At the stage of imagination, brainstorming is done to solve the problem and the best solution is chosen. At the planning stage, a diagram is drawn and the materials to be used are determined. In the create phase, the plan is applied, and the developed product is tested. It discusses how the product can work better during the improvement phase and the steps can be repeated if necessary. In order to implement STEM education effectively, teachers need to be well educated. In this context the current study aimed to determine the strengths of prospective teachers in engineering design process (EDP) activities, which is one of the ways of applying STEM. For this purpose, the research question was defined as follows: What are the difficulties that prospective classroom teachers experience in EDP activities? This research was designed as a case study, which requires the investigation of a situation in real life, current context or environment (Yin, 2009). The participants were 24 prospective teachers (20 female, 4 male) attending the second year of a classroom teaching program of a university in Turkey. The purposeful sampling technique was used in the selection of the participants, and participation was voluntary. The research was conducted in the spring of 2018, and at the beginning of the semester, the first author made a presentation about STEM education and EDP for the participant prospective teachers. During the research process, the prospective teachers conducted six EDP activities in groups. Document analysis was used as the data collection tool. The EDP activity reports of 24 participants were examined, and their written opinions were obtained to ensure diversity. Furthermore, content analysis was conducted to analyze the data consisting of the participants’ views obtained from their EDP reports and written explanations. During the analysis process, the reports of all the prospective teachers were read. The two data sets were combined, and codes and categories were created.The difficulties experienced by the prospective teachers in EDP activities were grouped into the following categories: (a) unavailability of teaching materials and equipment, (b) lack of time, (c) group work, (d) analysis of STEM areas, and (e) explanation of EDP steps. From the EDP reports and written explanations of the prospective teachers, it was seen that they most had difficulty explaining the EDP steps of ‘creat’ and ‘improve’. Some prospective teachers stated that this stemmed from the rote-based education system preventing creativity and multi-dimensional thinking. The participants also had difficulty in explaining the STEM areas in EDP activities. This may be because the prospective teachers enrolled in classroom teaching programs did not take science courses in high school, which resulted in their superficial knowledge in this area. It is considered that the results of this study will contribute to teacher training. Based on these results, it should be ensured that prospective teachers’ knowledge of STEM areas is strengthened and their awareness of the relationship between these areas and daily life is increased. It is clear that if the knowledge and skills of prospective teachers on STEM education are not developed, their EDP designs will not go beyond the design of teaching materials. Keywords: STEM education, engineering design process, prospective teachers, experienced difficulties

165

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bozkurt, E. (2014). Mühendislik tasarım temelli fen eğitiminin fen bilgisi öğretmen adaylarının karar verme becerisi, bilimsel süreç becerileri&sürece yönelikalgılarına etkisi [The effect of engineering design-based science instruction on science teacher candidates' decision-making skills, science process skills and perceptions about the process]. Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. Ministry of National Education (MoNE). (2013). İlköğretim kurumları (ilkokullar&ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7&8. sınıflar) öğretim programı [Foundational education institutions (3, 4, 5, 6, 7, and 8th grades) science curriculum]. Ankara: Talim&Terbiye Kurulu Başkanlığı. MEB. (2017). Ortaokul fen bilimleri ders kitabı 5 [Middle school science textbook 5]. Ankara. Next Generation Science Standarts (NGSS). (2013). Understanding the scientific enterprise: the nature of science in the next generation science standards. Washington, DC: The National Academies. Yin, R. K. (2009). Case study research: design and methods. Beverly Hills, CA: Sage.

166

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05116 EXPLORING EDUCATION FACULTY STUDENTS' PERCEPTIONS TOWARDS HIDDEN CURRICULUM HASAN GUNER BERKANT - DILDAR OZASLAN ABSTRACT Although the concept of the curriculum associates with the official curriculum, the students are under the influence of an unwritten curriculum which is not deliberately planned and is out of formality (Wren, 1999). Because, besides the academic achievements in schools, students are also provided with ideas about themselves and others (Wideman, 1973). Posner (2004) classifies the types of curricula as official curriculum, operational curriculum, null curriculum, extra curriculum, and hidden curriculum. The hidden curriculum, which is stated to have the most profound and lasting impact among these types of curricula, is located in all spheres of life rather than being present in a formal educational institution. Okçabol (2005) states that although it is accepted that the main aim of the teacher training program is to provide the prospective teachers with the knowledge of profession, field and general culture and teaching skills, it is also important to provide prospective teachers with many attitudes and values in pre-service training processes. Paykoç (1997), with a view supporting this statement, emphasizes that cognitive skills are attached importance in teacher training programs, but the development of affective skills is ignored. Bacanlı (2011) states that the hidden curriculum has a tendency to acquire more effective behaviors compared to the official curriculum, and that generally cognitive skills are acquired through the official curriculum and affective skills and characteristics are acquired through the hidden curriculum. For all these reasons, it is very important that teachers and faculty of education students, who are teachers of the future, should have these affective skills. The general purpose of this study is to determine the hidden curriculum perceptions of the students of the faculty of education. In accordance with this general purpose, following questions are answered: 1. What are the perceptions of students towards their classmates? 2. What are the perceptions of students towards instructors? 3. What are the perceptions of students towards campus facilities and the physical structure of the building? 4. What are the perceptions of students towards managerial staff? 5. What are the perceptions of students towards activities at the university? The study which has been aimed to investigate the hidden curriculum perceptions of education faculty students is a qualitative study and has been conducted in accordance with the case study design. In case studies, a holistic approach to the factors related to a situation is taken into consideration, and the ways in which it affects and the ways in which it is affected are focused (Merriam, 2013; Yıldırım & Şimşek, 2016). Vallance (1983) stated that the hidden curriculum can be revealed by qualitative methods and that what is important or not in the learning environment can be determined by this method. For this reason, in order to determine the hidden curriculum perceptions of the students, data have been collected through observation and interview, which are two types of the qualitative research methods. Observation form and interview form prepared by the researchers have been used as data collection tools. Interviews have been carried out with 34 students studying at Kahramanmaraş Sütçü İmam University Faculty of Education during the 2018-2019 academic year spring term. Observations have been conducted with 17 branches in the faculty. Content analysis method has been employed for analyzing data. Research results related to students have revealed that they use local dialect among the groups of friends while paying particular attention to the diction and pronunciation in the classroom environment, especially with the instructor, the groupings are very common in the classroom, the communication of foreign students with Turkish students is limited and they can easily reach the instructors. The results related to the instructors have revealed that they are role model for students with their clothing, their entrance and exit to class is on time, they do not discriminate among students, they attach importance to the lesson they are responsible for, they are consistent in their discourse and behaviour, they pose questions based on memorization in exams, they are open to criticism, they are sometimes authoritarian and sometimes democratic in class. The results related to the campus facilities and the physical structure of the building indicate that the places where students can spend extra-time are limited, the desks are uncomfortable, and the learning environment offered to the students is not enriched with materials. The students have a friendly and warm relationship with the managerial staff and think that they can easily reach them. Keywords: Hidden Curriculum, Education Faculty Students, Student Views, Student Behaviors

167

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bacanlı, H. (2011). Gizli müfredat bağlamında bağımlılık. Bilim&Aklın Aydınlığında Eğitim, 131(1), 45-49. Merriam, S.B. (2013). Nitel araştırma: Desen&uygulama için bir rehber. Ankara: Nobel Yayıncılık. Okçabol, R. (2005). Öğretmen yetiştirme sistemimiz. Ankara: Ütopya Yayınevi. Paykoç, F. (1997). Öğretmenler için duyuşsal eğitim. Uluslararası Dünya Öğretmen Eğitimi Konferansı (27 Ağustos- 2 Eylül 1995) kitabı içinde (s. 115- 122), Ankara: Milli Eğitim Basımevi. Posner, G. J. (2004). Analyzing the curriculum. New York: McGraw-Hill, Inc. Vallance, E. (1983). Hiding the hidden curriculum: An interpretation of the language of justification in Nineteenth Century Educational Reform. in The Hidden Curriculum and Moral Education. Berkeley, California: McCurthan Publishing Corporation. Wideman, C. (1973). The hidden curriculum: conceptual and empirical issues surrounding non-academic aspects of schooling. Madison: University of Wisconsin. Wren, D. J. (1999). School culture: Exploring the hidden curriculum. Adolescence, 34(135), 593- 596. Yıldırım, A.&Şimşek H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

168

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05139 AN ERROR ANALYSIS STUDY ON WRITTEN PERFORMANCES OF TURKISH AS A FOREIGN LANGUAGE STUDENTS YIGIT SAVURAN ABSTRACT Depending on recent political developments in Middle East, Turkey is now home to a huge group of migrants and asylum seekers. Many children and young adults of this group are enrolled in various schools and education centres all around Turkey. Directorate General of Migration Management of Turkey announced in its migration report (2016) that 103.727 students continue their education at higher education institutions. YTB (Presidency for Turks Abroad and Related Communities) also stated that there are over 148.000 international students studying in Turkey (YTB, 2019). These numerous numbers of students have brought some educational issues into question. While the students’ adaptation to Turkish educational settings and culture is slowly taking place, there are some other factors to bear in mind, and language is one of these. Since the official language of Turkish education system is modern Turkish, the students need to learn Turkish in order to get proper education. Migrant students in Turkey who are enrolled at universities usually get one-year intensive Turkish language instruction at Turkish language centres of universities (Biçer, 2012). This recent and growing interest in Turkish language has made Turkish as a Foreign Language (TFL) one of the emerging research topics both in and outside of Turkey. Studies carried out in the relevant literature usually involve case studies to improve the teaching and learning practices of Turkish both as a second and foreign language. In order to contribute to this field, this paper aims to make an error analysis of the written products of students at higher education level. By getting a deeper insight into students’ performances on written documents, I aim to categorize the sources of mistakes on different areas of the language and present them accordingly. The Turkish language centres of universities in Turkey have classes of approximately 20-25 students and most of the time these students are from various countries. The fact that the classes have a mixed nationality led me to conduct a study the analyse a whole class’s written performance in order to see how the types of errors vary depending on the native language of students and to what extend I can categorize them. By doing so, I also aim to exhibit a bigger picture of students’ errors on written aspect of the language, discuss the potential causes of these errors, and offer some ways to overcome these errors through proper educational channels.Various number of written tasks and some other documents of students, such as quizzes, exams, notes and so on, will be the main data collection tool of the research. Therefore, it will take a qualitative approach and be based on document analysis. Qualitative research is a research approach that involves inquiring a topic systematically and empirically to create meaning (Shank, 2002). The participants of the study will be chosen from my own class to make sure that the students are at the same level of language proficiency. Thus, we can say that the study will employ convenience sampling. Convenience sampling is simply described as choosing participants based on their availability level for the researchers (Lavrakas, 2008). The written products of the students will be considered as the documents of this research and, therefore, will undergo an analysis process. Document analysis usually involves deep analysis of the documents (Yıldırım & Şimşek, 2006). The documents will be investigated in terms of the linguistic errors they contain. This type of analysis enables researchers to implement content analysis. Content analysis is another data collection method of qualitative research that involves analysing a specific type of content for an intended aim (Freankel & Wollen, 2006).In a pilot study that I conducted through the tasks of two students, I tried to analyse the types of errors and the reasons behind them. The document of the Iranian student, whose first language is Farsi, contained mostly morphological and orthographical errors. This might be interpreted as her first language’s effect on her process of learning Turkish. The Azerbaijani student, on the other hand, showed a relatively better performance in terms of morphology, orthography, and syntax but he made a significant number of lexico-semantic errors. This finding might be speculated to stem from enormous number of similar words and cognates between the student’s first language, Azerbaijani, and Turkish. Since the two languages belong to the same language family, he made use of the similar words and cognates a lot. However, his paper contained some serious errors that were either irrelevant or misleading. This might be interpreted as student’s overgeneralization of the strategy he uses. With a higher number of participants and ongoing analysis of various types of written documents of the students, there will be a richer data to analyse and more valid findings to present more satisfactory results. Keywords: Turkish as a Foreign Language, Error Analysis

169

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Biçer, N. (2012). Turkish Teaching For Foreigns With Generally In The Historical Process. International Journal Of Turkish Literature Culture Education, 4(1). Https://Doi.Org/10.7884/Teke.100 Directorate General of Migration Management, Ministry of Interior, Republic of Turkey (2016). 2016 Annual Migration Report. Retrieved from http://www.goc.gov.tr/files/files/2016_yiik_goc_raporu_haziran.pdf on 10, July, 2019. Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York, NY: McGraw-Hill. Lavrakas, P. J. (2008). Encyclopedia of survey research methods Thousand Oaks, CA: Sage Publications, Inc. doi: 10.4135/9781412963947 Shank, G. (2002). Qualitative Research. A Personal Skills Approach. New Jersey: Merril Prentice Hall. Yıldırım, A.,&Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (6th Ed.) Ankara: Seçkin Yayıncılık. YTB (Presidency for Turks Abroad and Related Communities), (2019). Uluslararası Öğrenci Hareketliliği. Retrieved from https://www.ytb.gov.tr/uluslararasi-ogrenciler/uluslararasi-ogrenci-hareketliligi on 10, July, 2019.

170

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05148 EVALUATION OF STUDENTS' PERCEPTIONS OF SCHOOL AND TEACHER IN TERMS OF TV- SERIES THEY WATCH SAMET TURER - ABDULLAH ADIGUZEL ABSTRACT Kalaycı & Özdemir (2013) indicate that students' positive perceptions about the quality of school life are likely to have positive effects on many variables such as school commitment, attendance, academic achievement and subjective well-being. On the other hand, a negative perception about the quality of school life is likely to lead to many negative student behaviors such as dropouts, absenteeism, violation of school rules, school bullying and low academic achievement. In this respect, the meaning attributed to the school differs for each student. In the past, students were acquiring information about a new school level through close relatives, friends, or neighbors, who were studying in schools or completed their studies. A student would filter through his own mind in line with what he heard about the characteristics, culture, rules and legends of the next school level he would start and create a school image as much as his imagination allowed. But today, thanks to the technology, especially the internet and mass media, this situation is much different than before. In the digital world there is almost unlimited information on every subject. This means that students can easily find everything they want to know about the school. On the other hand, while there is relatively more accurate and reliable information about the school in the digital environment, some students prefer to acquire them through mass media such as television especially programs that bring about the reconstructed aspects of their daily life for certain commercial aims. It is clear that this has more disadvantages. When TV series containing school, theme are examined in general terms, it is seen that there is an imaginary school concept and school life that does not fully reflect the reality in the eyes of the students. TV series, which we encounter most frequently and fill a significant part of the leisure time of a large part of the society, are one of the factors that shape the attitudes and behaviours of individuals. The aim of this study is to determine the effect level of school themed series on students' perception of school and teacher. For this purpose, the following questions have been sought: 1. What is the effect of school-themed series on students' perception of school and teacher? 2. Do the level of influence of school-themed series on students' perceptions of school and teacher differ according to personal characteristics? In this study, quantitative research method has been preferred and survey method has been used in data collection. The research has been carried out using single and relational screening techniques of general screening model. The population of the study has been determined as the students studying at Düzce University. The sample group representing the universe has been selected from 238 students enrolled in Hakime Erciyas School of Foreign Languages by using purposive sampling. 238 data collection tools have been distributed to the sample group and 122 of the scales have been returned due to the attendance problem. In the study, Effect of School Contented Series on Student Behaviours Scale developed by Taş and Yalçınkaya in 2012 has been used. The scale consists of the sub-dimensions of student, teacher and administrator. The school sub- dimension has been added by the researcher. The Cronbach's alpha coefficient for each sub-dimension of the scale has been calculated as 0.97 (original 0.97) for the student, 0.96 (original 0.94) for the teacher, 0.94 (original 0.93) for the administrator 0.85 for the school and 0.98 (original 0.96) for all sub-dimensions of the scale. The maximum and minimum values of the scale have been calculated as 230 and 46.According to the results obtained from the data collected from university prep class students, it has been determined that TV series have a very small effect on the general behaviours of prep class students and their attitudes towards school, teachers and school administrators. Taş and Yalçınkaya (2015) has measured the effect of school-based series on student behaviours in a similar study. As a result of the study, it has been determined that school content TV series increase students' tendency to violence and decrease the level of tolerance towards life and friends. Consequently, the content we are exposed to through media tools such as television, which has become an indispensable part of our lives, has a serious impact on shaping our character, emotions, thoughts, worldview and habits, in short, our lifestyles. It is clear that said impact may vary, particularly with respect to personal characteristics and educational background. For this reason, we should be very careful and selective in determining the content to be monitored. In particular, it is necessary to closely monitor what preschool, primary and secondary school children follow in order to protect them from the possible negative effects of these contents. Keywords: TV series, Teacher Perception, School Perception, Effect Level

171

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Austin, E. W. [1992]. Parent-Child Television Interaction: The Importance of Perspective. Journal of Broadcasting and Electronic Media, 36, 359-361. Kalaycı, H , Özdemir, M . (2013). Lise Öğrencilerinin Okul Yaşamının Niteliğine İlişkin Algılarının Okul Bağlılıkları Üzerine Etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 33 (2), 293-315. Retrieved from http://www.gefad.gazi.edu.tr/tr/issue/6732/90501 Nganda, E. K. [2007]. Impact of Television on Performance of Pre-School Children Semerci, N , KALÇIK, C . (2017). The Effect of Television Broadcasting Series on the Lifelong Learning of High School Students’ Student Opinions. Bartın University Journal of Faculty of Education, 6 (1), 237-262. DOI: 10.14686/buefad.280034 Taş, S.,&Yalçınkaya, Y. (2015). The effects of television series containing schools on students’ behavior. International Online Journal of Educational Sciences, ISSN: 1309-2707 7 (2), 180–190. Tavşancıl, E.,&Aslan, A. E. (2001). İçerik Analizi&Uygulama Örnekleri, Epsilon Yay., İstanbul 2001. Thomas, L. [2000]. Sociology: The Study of Human Relationship: Fifth Edition. Orlando, USA: Holt, Rinehalt and Winston Inc.

172

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05157 ACADEMIC WRITING SELF-EFFICACY BELIEFS OF UNDERGRADUATE STUDENTS AT ENGLISH MEDIUM DEPARTMENTS AYSEGUL SOLAR SEKERCI - YESIM CAPA AYDIN ABSTRACT Academic writing plays a critical role in the discourse of subjects and disciplines in universities. Effective academic writing provides an opportunity for students to negotiate and articulate these multiple discourses that shape higher education (Archer, 2010; Adams, 2008; Lea, 1998). It is also critical for their cognitive development. For a student to succeed in, they need to develop their writing skills in order to cope with university course work in different disciplines (Bacha 2002: 161). For many undergraduate students knowing academic discourse is a power vacuum (Elbow, 1991, p. 2) in written tasks given at universities or college; and thereby reward privileged students who have already learned academic discourse at home or in school. Early studies in the field of writing engaged more on the cognitive aspects rather than the affective ones (Pajares,2003). However, as Mcleod (1987) stated that by studying on affective domain and its relation to students’ writing one can help students make the fullest sense of themselves as a writer so that they can feel that they can write better. Thus, the students’ self-efficacy beliefs on writing can be called as one of the most important factors to be studied. Self-efficacy is defined as beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments (Bandura 1997, p. 3). Learners with a higher level of self-efficacy are more confident in their abilities to organize learning activities in a constructive way (Bandura, 1986). Since self-efficacy is domain-specific, writing self-efficacy means writers’ subjective judgement or evaluation of their capabilities to accomplish a given writing task. Writers with higher writing self-efficacy tend to possess stronger confidence and are more likely to challenge the difficult writing tasks through making greater efforts needed to resolve the problems (Lavelle, 2006). In his review of literature, Pajares (2003) stated that writing self-efficacy contributes to the prediction of writing outcomes and plays the mediational role that social cognitive theorists hypothesize. Woodrow (2011) examined the relationship between Chinese EFL learners’ writing performance and self-efficacy and found that there was a significant correlation between participants’ self-efficacy level and their L2 writing performance. Hence, measuring students’ academic writing self-efficacy beliefs and studying the factors related to these beliefs would provide insight for both researchers and practitioners; and it would also help students to perform well in writing tasks expected in academy.The relevant review of the literature indicated a certain need on an Academic Writing Self-Efficacy Scale reflecting Bandura’s suggestion on measurement scale and a scale providing independent information on writers’ self-efficacy for meeting writing’s cognitive and linguistic, as well as its self-regulatory demands (Bruning et al., 2013). The researcher compiled some of the items on these reviewed studies. Moreover, the researcher conducted 30-minute semi-structured interviews with faculty. The participants were asked about their expectations on students’ written processes in the department, departmental course activities that focus on writing, and the needs related to students’ English writing skills. Lastly, the items were examined by the experts for both content and face validity. The developed scale included 29 items with a nine-point rating scale starting from I cannot do at all (1) to I can do very well (9). The pilot study was conducted among 256 participants. Exploratory Factor Analysis (EFA) was conducted using IBM SPSS Statistics 22 statistical package. The assumptions were checked. The last 26 items form of the scale was confirmed with Confirmatory Factor Analysis (CFA); on the data obtained from 1060 undergraduate students at EMI universities. Relevant descriptive statistics were utilised. Exploratory factor analysis with 26 items yielded a four-factor structure explaining 73% of the variance among undergraduate students’ academic writing self-efficacy beliefs, factor loadings ranged between .45 to .92. CFA resulted in significant chi-square value and following fit indices: χ2 (1499.83, df=284, n=1060) = 263.98, CFI = .94, NNFI = .93, RMSEA = .06. Though the Chi-square test is significant, it a sample size dependent. Thus, other fit indices, CFI, NNFI, RMSEA, and SRMR, are indicators of fit in case of significant chi-square (Byrne, 2001). RMSEA value was an evidence for a mediocre fit. Cronbach alpha coefficients were found as follows: .90 for ideation, .94 for the organization, .90 for mechanics and .88 for regulation. These values are satisfactory indicating consistency within each factor (Cortina,1993). Descriptive statistics analysis (mean, standard deviation values) were run. Considering four factors of Academic Writing Self-Efficacy Scale, there was a slight difference among four dimensions: ideation (M = 6.26, SD = 1.49), organization (M = 6.53, SD = 1.31), structure and mechanics (M = 6.46, SD = 1.45), and regulation (M = 6.52, SD = 1.38). Keywords: Academic writing, self-efficacy beliefs, English Medium Instruction (EMI)

173

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Adams, J. (2008). How do students learn to write in UK higher education and how does this influence my practice as a professional teacher of academic writing? Available at: http://www.actionresearch.net/writings/tuesdayma/jaULLfinal0508.pdf (Accessed on 10/01/2012). Archer, A. (2010). Multimodal texts in higher education and the implications for writing pedagogy. English in Education, 44(3), 201-213. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Bentler, P. (1992). On the fit of models to covariances. Psychological Bulletin, 88, 588-606. Bruning, R., Dempsey, M., Kauffman, D., & Zumbrunn, S. (2011). Writing viewed as transmission and transaction: An empirical study of implicit writing beliefs. Poster session presented at the annual meeting of the American Educational Research Association, New Orleans. Cortina J. A. (1993). What is Coefficient alpha? an examination of Theory and Applications. Journal of Applied Psychology, 78(No 1), 98– 104. Retrieved from http://psychweb.psy.umt.edu/denis/datadecision/front/cortina_alpha.pdf Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading &Writing Quarterly, 19(2), 139-158. Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4), 510-522.

174

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05167 DETERMINING THE REASONS FOR BEING SUCCESSFUL OF UNIVERSITY STUDENTS WITH HIGH ACADEMIC SUCCESS SEFA BURAK BAYSAL- NURDAN KALAYCI ABSTRACT Universities are the higher education institutions that direct the society from past to present and serve the development of individuals and social development. Higher education institutions play an important role in the protection, transmission and advancement of knowledge through science. People study or work in higher education institutions for reasons such as acquiring a profession, providing cultural development, acquiring equipment and producing science. Today, the functions of the university are divided into three functions. These are (1) education, (2) basic scientific research, (3) community service (Altınsoy, 2011; Doğan, 2013; Gordon, 1997; Gürüz, Şuhubi, Şengör, Türker & Yurtsever, 1994; Moore and Ward, 2010; Şenses, 2007). In accordance with these three functions, appropriate curricula are developed, and mission, vision and strategies are structured accordingly. The main purpose of the developed curricula is to provide individuals with academic competence, professional knowledge and intellectual skills in accordance with the requirements of the age. One of the indicators of well-raised individuals is the high academic success in line with the general aims and specific objectives of the curricula that are applied each term. The fact that students' academic achievements show differences even though they take courses with the same method / technique / strategy in the same educational institutions emerges as a remarkable situation that needs to be emphasized. One of the most important indicators of whether the objectives have been achieved is the success of graduates and current students in accordance with the objectives stated in the programs. According to Şeker (2013), students are at the center of the efforts to increase students’ academic success. However, factors affecting academic achievement especially at higher education level include; communication skills, human relations, teaching strategies and methods, learning theories, assessment and evaluation, motivation, field competence and monitoring of new developments in the field, classroom management knowledge and skills can be counted as competencies (Batman & Yiğit, 2016, p. 218). With qualified education and as a result successful student, countries can make progress in the fields of industry, technology and science. The aim of this study is to determine the reasons for being successful of university students with high academic success. To achieve this goal, there are two sub- objectives. These are to determine the reasons for success of university students with high academic achievement and how the reasons for success of university students with high academic achievement vary according to department and major divisions. Th research is a descriptive model because it is aimed to present the situation as it is. There are qualitative methods since the reasons for students' success will be examined in depth through interviews. This research is appropriate to the phenomenology pattern since face-to-face interviews will be conducted with the successful students who have experienced the phenomenon of success and can express this phenomenon (Yıldırım & Şimşek, 2016). The study group consists of 31 senior students with high GPAs selected from seven departments and 10 divisions of Gazi University Faculty of Education. Criterion sampling was used to form this group. These criterias are being in the last grade and being the most successful student in terms of the overall academic grade point average. A semi-structured interview form was developed by the researchers in order to determine the reasons for the success of high-successful university students. The form contains questions about students' personal information and their success status in pre-university and university. To measure the validity of the form, opinions were taken from two program development experts and a measurement and evaluation expert who had researches in qualitative research method. The data collected through interviews were analyzed by content analysis method. The first findings of the research, whose analysis was completed, was found to be highly successful in the pre-university period. This period included primary, secondary and high school students. The students based these achievements on regular study and family influence. Moreover, it was found that pre-university students who were successful in middle and low levels based their reasons of failure on not getting used to school, especially in primary and high school levels and the negative situations they experienced with their teachers. Furthermore, it is found that social activities as reading book, painting and doing sport can affects students’ academic success in positive way. It determined that students have started to get helpful extra courses except school in secondary level and this had an effect on their academic success on central exams and high school level. In addition, it is determined that the students’ academic success level from primary school to university show balanced distribution. The analysis process of the research findings still continues. Keywords: Higher education, Academic achievement, Academic achievement in higher education

175

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Altınsoy, S. (2011). Yeni devlet üniversitelerinin gelişimi: sorunlar&politika önerileri. Yüksekögretim&Bilim Dergisi, 1(2), 98-104. Batman, D., & Yiğit, N. (2016). Öğretmen adaylarının akademik başarılarını etkileyen faktörleri belirleme ölçeği geliştirilmesi. Kastamonu Education Journal, 24(1), 217-232. Doğan, D. (2013). Yeni kurulan üniversitelerin sorunları&çözüm önerileri. Yükseköğretim&Bilim Dergisi, 3(2), 108-116. Gordon, G. (1997). Preparing and developing academics for the needs of effective provision in mass tertiary education. Higher Education Management, 9(3), 67-77. Gürüz, K., Şuhubi, E. A. M., Şengör, C., Türker, K., & Yurtsever, E. (1994). Türkiye’de&dünyada yükseköğretim, bilim&teknoloij. İstanbul: Türk Sanayicileri&İşadamları Derneği (TÜSİAD). Moore, T. L., & Ward, K. (2010). Institutionalizing faculty engagement through research, teaching, and service at research universities. Michigan Journal of Community Service Learning, 17(1), 44-58. Şeker, M. (2013). İlköğretim 6, 7&8. Sınıflarda din kültürü&ahlak bilgisi dersinde öğrenci başarısını etkileyen faktörler (Tosya Örneği). Yüksek Lisans Tezi, Hitit Üniversitesi, Çorum. Şenses, F. (2007). Uluslararası gelişmeler ışığında Türkiye yükseköğretim sistemi: temel eğilimler, sorunlar, çelişkiler&öneriler. Economic Research Center Working Papers in Economics, 7(5), 1-32. Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.

176

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05184 MEASUREMENT OF KNOWLEDGE OF NEW EDUCATIONAL SCIENCES TERMS SUGGESTED BY SELAHATTIN ERTÜRK EMRULLAH YILMAZ - EMRE TALHA GURBUZ ABSTRACT With the development of technology and the increase in innovation, scientists need to find new words. In his book Curriculum Development in Education, Ertürk made suggestions as words were introduced to the field of educational sciences and alternative words that could correspond to correct translations were tried to be proposed. New terms are introduced into languages in all different fields; innovations in science and many other areas (Aksan, 2011, 19). Bademci (2000; 2007) suggested the Turkish equivalents of erişim: performance, bellilendirme: assesment, çıkın: portfolio, bellik: rubric and these four words were examined in Bademci (2012). Ertürk (2013, 178) has previously proposed word equivalence bellileme: assesment. It is also worth mentioning that becerişsel: psychomotor is the equivalent of the word suggested by Ertürk (Bademci, 1994d, 64; Bademci, 1999b, 101). Peser (1988, 25) in his memoir of Selahattin Ertürk, Ertürk admires the Turkish nation and Turkish, enriching the language of education and foreign words; He expressed his concern about presenting Turkish alternatives to the concepts at any time. He mentioned that cooperation; kubaşma, müfredat; yetişek, achievemet; erişme, feedback; dönüt, implication; doğurgu, hypotesis; denence. According to Özden (2000, 62-63), the language used is effective in learning. The researchers mentioned that people talk to themselves while learning. Learning and language are intertwined. Languages are often subjected to numerical evaluations in terms of the words they give and receive from other languages. In addition to various texts used in the studies on quotations, dictionaries are shown as the main sources (Seçkin and Coşar, 2017, 1399). The origin and the burden of meaning of each word of knowledge learned should be perceived as healthy by first learning. Turkish, not English, should be given priority because information can be the property of the community when it is shared with the public, and the information can be criticized in the mother tongue (Şen, 2018, 5). Uludağ (2006) argues that, like other scientific disciplines, educational science should have its own language for different reasons. It is a matter of communicating with the language, explaining the indispensability of the language and teaching this language according to the rules. It has to gain the identity of being a science considering scientific values. The structure, origin, historical development, status, functions and meaning features of the roots and suffixes that will be needed in derivation should be examined and suitability of the word to be derived should be investigated thoroughly (Bulak, 2012, 64).The survey model is the screening of the universe or the sample to be taken in order to make a general judgment about the universe or in a universe consisting of many elements (Karasar, 1984, 83). The research reached 613 people, but the measurement of 537 people was taken into consideration and 76 people were excluded from the study for different reasons. Of the 537 participants, 33.3% were 179 male and 66.7% were 358 female teachers. It's been observed that in some categories there are accumulations in certain directions. The age range of 22-29 is 49.2%; 82.9% of the teachers are educated at undergraduate level; 82.9% of the teachers have no postgraduate education; 73.7% of graduates are from faculty of education. In the category of pedagogical formation taking, 75.8% of the graduates of the faculty of education are currently dominant in the sample. Less than 10 people of branches were grouped as Others to avoid misleading. Data were collected online by using preliminary information form and 5-point Likert type questionnaire. It's analyzed using IBM SPSS 22.0 package program. Percentage and frequency; Independent groups t-test and one-way analysis of variance (ANOVA) were used.As the study purpose of measuring of knowledge of teachers to know the Turkish terms suggested by Selahattin Ertük, it has been achieved that some words such as İletişim, Hazırbulunuşluk, İstendik, Pekiştireç and Etkileşim are relatively better known by the teachers but some of them like Yeder, Yetişek Tasarısı, Yetişek, Bellileme and Abalı concluded that are not known as the others. The level of knowing the suggested words; It was concluded that there was no significant difference on variables such as age, gender, branch, education level, graduate education level, graduated faculty and pedagogical formation. Individuals who have difficulty in understanding words have significant differences compared to others. To know the meaning of words and express them correctly; This study is important in terms of the prevalence of suggested words and their acceptance in society. The educational sciences should form their own language of science, and that it would be indigenous; it will be appropriate for society and academically. For learning to take place, the language needs to be clear, fluent and understandable. It is important to know the meaning of words. Applied to teachers working in the academic field; Measuring their competences may be the proposal for another study. Keywords: Education terms, Selahattin Ertürk, Turkish, Knowledge level

177

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aksan, D. (2005), Türkçenin Gücü, Ankara: Bilgi Yayınevi. Bademci, V. (2007). Ölçme&Araştırma Yöntembiliminde Paradigma Değişikliği: Testler Güvenilir Değildir. Ankara: Yenyap Yayınları. Bademci, V. (2000). Türkiye’deki Okullar Ne İşe Yarar? Ankara: Başkent Basım Yayın. Bademci, V. (1999b). Hedefin Davranışlara Çevrilmesi, Davranışlardan Seçmeli Test Maddeleri Yazılması. (Geliştirilmiş Üçüncü Baskı). Ankara: Gazi Kitabevi. Bademci, V. (1994d). Mesleki-Teknik Eğitimde Değerlendirme Sorunları&Değerlendirme Teknikleri. Eğitim Bilimleri Birinci Ulusal Kongresi. Ankara: 24-28 Eylül 1990. Bildiriler IV. Ankara: Milli Eğitim Basımevi. Bulak, Ş. (2012). Kelime Türetme&Bir Kelime Türetme Önerisi: Çaysa- Üzerine. International Journal of Social Science, 64-74. Ertürk, S. (2013). Eğitimde Program Geliştirme. (Altıncı Baskı). Ankara: Edge Akademi. Karasar, N. (1984). Bilimsel Araştırma Yöntemi: Kavramlar, İlkeler, Teknikler. Ankara: Hacettepe Taş Kitapçılık Ltd. Şti. Özden, Y.(2000). Öğrenme&Öğretme, Ankara: PegemA Yayıncılık. Peser, Z. (1988). Hocamızın Ardından. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23-26. Seçkin, P.&Coşar, A. M. (2017). Türkçede Alıntılardan Kelime Türetmede Kullanılan Ekler. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 6(2), 1398-1442. Şen, Z. (2018). Eğitim&Blim Düşüncesi. Üniversite Araştırmaları Dergisi, 1-6.

178

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05186 PERCEPTIONS OF PROSPECTIVE TEACHERS ABOUT LEARNING AND EVALUATION PROCESSES WITHIN THE CONSTRUCTIVIST UNDERSTANDING FATMA KARAKU- EMEL CILINGIR - AYTEN IFLAZOGLU SABAN ABSTRACT With the constructivist approach, individuals in Turkey have been expected to be totally active in the process of accessing information and constructing the information accessed since 2005-2006. This way, individuals who use their current knowledge and real-world experiences are expected to learn skills such as testing hypotheses by learning theories and drawing conclusions from the findings. Generally speaking, constructivism, emerging as a theory about how students learn new information, is an approach that is based on constructing knowledge from the base and that tries to understand how the learner constructs information in time (Demirel, 2012).In the learning indicated by the constructivist theory, individuals’ thoughts and the mental structures related to their context are believed to be constructed internally and subjectively (Vygotsky, 2002; Yaşar, 1998; Yurdakul; 2005). This internal and subjective process makes learning individual and accepts that each individual has different learning processes. Therefore, in the learning environments where the constructivist view is active, adult individuals have a voice about how they construct knowledge in the learning process, what activities they conduct in this construction process, and the general factors that affect the process (Akınoğlu, 2013; Lorsbach & Tobin, 1997; Özden, 2003; Saban, 2002). Seiley (1999) reports that individuals who have adopted the constructivist learning approach are open-minded and modern, can adapt themselves, consider individual differences, are very good in their field, do not simply transfer knowledge but create appropriate learning experiences, and take the learner role with the learners. This study, which took the points emphasized by the constructivist approach about students and learning new information into consideration, aims to investigate perceptions about the teaching and learning processes among first-year students who began their education in the year 2005, when the constructivist approach was put into practice, and completed the 12-year continuous education process and were enrolled in the Education Faculty in the 2017-2018 academic year. In line with this purpose, the study aims to find answers to the following research questions: 1) How do students define individual learning processes? 2) How do they help someone else’s learning? 3) What kind of ways do they follow while conveying information? 4) What is the type of assessment they prefer for revealing the knowledge they have? 5) What is the type of assessment they prefer for revealing the knowledge someone else has? As the answers of the questions written by the first-year education faculty students were based on their own experiences and perceptions, the phenomenology design -one of the qualitative research methods- was used in this study. Although the data are generally collected through interviews in the studies with phenomenology design, it is sometimes benefited from transferring the views into written form, novels, poems and films. Data were collected from a total number of 132 students through the data collection tool prepared by the researcher that aimed to find out students’ perceptions about the learning and assessment and evaluation processes. Analysis of the data was performed using deductive and inductive content analysis methods. The coding reliability was examined by two experts. Some quotations helping to understand how the participants exhibit the case also took place in the findings. As a result of the analysis, for the individual learning processes of the findings, behavioral, cognitive, structuralism, social learning, learning style, affective and learning strategies, to learn new information; analytical and global , in helping someone else learn; teaching strategies, individual differences, authentic teaching, affective strategies, teaching methods, techniques, materials, tools, and self-questioning themes have emerged. Explanations made by the students regarding individual learning processes were collected under the behaviorist, cognitive, constructivist, social learning, learning style, affective and learning strategies themes. The codes for individual learning processes were mainly collected in the cognitive, constructivist, and learning styles themes. Students follow an analytical or global (holistic) way for learning new information. They mentioned revision, coding, asking the authority, making prior preparation, memorizing, being mentally active, and writing down the main points regarding the analytical theme in the learning process. In the global holistic theme, the students prioritized views such as contextualization, learning to learn, benefiting from different information sources, associating with daily life, internalization, analyzing, synthesizing, social interaction, critical reading, finding explanation suitable to themselves, identifying the missing information, identifying the source of knowledge, etc. In their explanations about helping others’ learning, the students were found to draw attention to firstly teaching strategies. On the other hand, in their explanations, the students also mentioned affective strategies, individual differences, authentic teaching, interest, encouraging to learn by themselves; instructional methods, techniques, materials and tools, and questioning themselves- their competence as teachers. Keywords: Assessment and Evaluation Processes, Constructivism, Learning Processes, Prospective Teachers

179

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akınoğlu, O. (2013). Yapılandırmacı öğrenme&coğrafya öğretimi. Marmara Coğrafya Dergisi, (10), 73-94. Brooks . G. & Brooks M. G. (1999). The courage to be constructivist. Educational Leadership, Nov., 18-24. Demirel, Ö (2012). Kuramdan uygulamaya: Eğitimde program geliştirme. Ankara: Pegem A Yayıncılık. Hanley, S. (2005). On Constructivism, Maryland Collaborative for Teacher Preparation, The Universty of Maryland at College Park. Lorsbach, A. & Tobin, K. (1997). Constructivism as a referent for science teaching, http://www.exploratorium.edu/IFI/resources/reserch/constructivism.html Özden, Y. (2003). Öğrenme&öğretme. Ankara: Pegem Yayıncılık. Saban, A, (2000). Öğrenme-öğretme süreci: Yeni teori&yaklaşımlar. Ankara: Nobel Yayınları. Seiley, N. (1999). The art of constructivist teaching in the primary school. London: David Fulton Publishers. Sherman, T. M., & Kurshan, B. L. (2005). Constructing learning: Using technology to support teaching for understanding. Learning & leading with technology, 32(5), 10. Vygotsky, L. (2002). Thought and Language, (Çev: A. Kozulin). Cambridge: The MIT Press. Yaşar, Ş. Yapısalcı Kuram&Öğrenme-Öğretme Süreci. VII. Ulusal Eğitim Bilimleri Kongresi Bildiriler Kitabı. Konya: Selçuk Üniversitesi Yayınları. 1998: 695–701. Yurdakul, B.(2005). Yapılandırmacılık, (Ed. Ö. Demirel), Eğitimde Yeni Yönelimler içinde (39- 61)., Ankara: Pegem A Yayıncılık

180

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05194 INVESTIGATING THE INSTRUCTIONAL ENVIRONMENT DESIGNED BY ASSURE MODEL MINE KAZANCI GUL - SERTEL ALTUN ABSTRACT This study aimed to evaluate ASSURE model according to students’ and teacher's views of associate degree and to evaluate the effects of courses designed in accordance with ASSURE model on 21st century skills and academic achievement of associate students. Critical thinking and technology literacy of 21st century skills are included in the study. The ASSURE model is an instructional design model developed by Heinich, Molenda, Russell and Smaldino. Educational technologies are at the heart of this model. It consists of six stages which are analyze learners, state objectives, select methods, media and materials, utilize media and materials, required learner participation, evaluate and revise. In the analysis of the learners, the general characteristics, specific entry behaviors and learning styles of the students are determined. During the state objectives stage, instructional goals are determined. The instructional objectives must fully answer the question ‘What will be taught?’.It is stated that well-defined objectives are important in the select methods, media and materials stage.In the use of media and materials; there are four stages which are reviewing, preparing materials, setting up the environment and preparation of students, and starting the learning experience. It is stated that active participation is possible through feedback and application in the stage of required learner participation of the model.During the evaluation and revise stage, learners’ level of learning, knowledge transfer skills, methods and media effectiveness are evaluated (Heinich et al., 2002).The 21st century skills include four basic skills which are life and career skills, learning and innovation skills, knowledge, media and technology skills, and key subjects. Each skill includes different subjects and skills in itself. Learning and innovation skills include critical thinking, problem solving, communication, collaboration and creativity (Yalçın, 2018).Technology is affected by human’s skills, cultural values, public policies and environmental limitations.Students are required to be aware of these effects and to understand the impact of these together on the development of technology (Yiğit, 2011).Critical thinking is defined as reflective and plausible thinking that includes multiple skills and evaluates written-oral expressions within the framework of certain logical rules (Ennis quoted Semerci, 1999, p.19).It is thought that studies should be conducted to improve critical thinking and technology literacy in individuals.At this point, the quality of teaching comes to the forefront. It is thought that effective instructional designs are needed to increase the quality of instruction.The study was designed in an embedded case study design of qualitative research.The case study is defined as an experimental questioning conducted in cases where the boundaries between facts and contexts are not clearly defined within the reality of a current phenomenon(Yin, 2017).An embedded case study design is used in cases where there are more than one subunit within a single state(Yıldırım & Şimşek, 2016).The study group consists of 26 associate degree students attending a foundation university in Istanbul.8 hours of lesson planning was made by the researcher and a specialist in accordance with the ASSURE model.In order to collect quantitative data,‘Critical Thinking Scale’(Semerci, 1999) and ‘Technology Literacy Scale’(Yiğit, 2011)were applied to the students before and after the instruction.Midterm and final grades were examined for academic achievement of the students.In the qualitative data collection,a focus group interview was conducted and a teacher observation diary was kept.Wilcoxon Signed Ranks Test was used to analyze the quantitative data.In the analysis of qualitative data,content analysis was performed.Content analysis involves examining and classifying open and confidential messages of the transcribed data(Bilgin, 2014).As a result of the research, it was determined that the courses prepared according to the ASSURE model did not have a positive effect on the academic achievement and critical thinking levels of associate degree students and had a positive effect on technology literacy.The students stated that the courses designed and implemented according to the ASSURE model are efficient, permanent, socially strong, facilitating learning and supporting their personal development.Practitioner teacher stated that the courses designed and applied according to ASSURE model provided active participation, attracted the attention of the students and increased their motivation as a result.It was determined that the courses designed according to the ASSURE model had a positive effect on classroom management, facilitated learning technologies and supported discovery-based learning.The students and the teacher suggested improving the technical equipment in the classrooms for the implementation of the ASSURE model in the classroom.In line with these results, in order to increase students' technology literacy, teachers can design courses appropriate to the ASSURE model and the educational environments can be arranged to respond to the technological equipment necessary for the implementation of the ASSURE model. Keywords: ASSURE model, critical thinking, technology literacy, 21st century skills

181

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bilgin, N. (2014). Sosyal Bilimlerde İçerik Analizi Teknikler&ÖrnekÇalışmalar (3. Baskı). Ankara: Siyasal Kitabevi. Boydak, H. A. (2014). Öğrenme Stilleri (20. Baskı). İstanbul: Beyaz Yayınları. Heinich, R., Molenda, M., Russell, J. D., Smaldino, S. E. Instructional Media and Technologies for Learning (Seventh Edition). New Jersey, Ohio: Merrill PrenticeHall. Semerci, N. (1999). Kritik Düşünmenin Mikro Öğretim Dersinde Eleştiri BecerisiniGeliştirmeye Etkisi. (Yayımlanmış Doktora Tezi). Fırat Üniversitesi/Sosyal Bilimler Enstitüsü, Elâzığ. Yalçın, S. (2018). 21. Yüzyıl Becerileri&Bu Becerilerin Ölçülmesinde Kullanılan Araçlar&Yaklaşımlar Ankara ÜniversitesiEğitim Bilimleri Fakültesi Dergisi. Advance Online Publication. doi: 10.30964/auebfd.405860, E-ISSN: 2458-8342, P-ISSN: 1301-8342 Yıldırım, A., Şimşek, H. (2016) Sosyal Bilimlerde Nitel AraştırmaYöntemleri. (10. Baskı)Ankara: Seçkin Yayınevi. Yiğit, E. Ö. (2011). Sosyal Bilgiler Öğretmen Adaylarının Teknoloji Okuryazarlığı Düzeylerinin&Teknoloji ile Bütünleştirilmiş Sosyal Bilgiler Öğretimine Yönelik Görüşlerinin Belirlenmesi. (Yayımlanmış Doktora Tezi). Marmara Üniversitesi/Eğitim Bilimleri Enstitüsü, İstanbul. Yin, R. K. (2017). Durum Çalışması Araştırması Uygulamaları. (3.Basımdan Çeviri). Ankara: Nobel Akademik Yayıncılık.

182

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05202 VIEWS OF UNDERGRADUATE STUDENTS ABOUT A WORKSHOP ACTIVITY AS AN ALTERNATIVE LEARNING ENVIRONMENT ZELIHA ZUHAL GUVEN ABSTRACT Lecture is argued to be the most common teaching technique of education, where students are passive absorbers of the pre- processed information (McCarty and Anderson, 2000:279). Lecture is criticized by many education specialists as they produce problematic interaction between an active teacher and a passive, consuming student in a somewhat mono logical environment (Martin, 2009). Though the traditional format of lecture in higher education seems to remain a common means for some reasons, the ways to engage students in active learning without overloading cognitive memory with text have been investigated in literature (Brown and Atkins, 1988; Roberts, 2017). Active learning is considered critical particularly to the humanities and the social sciences as it builds up a learning environment in which students experience interaction with other students and the teacher (McCarty and Anderson, 2000:280). In the light of the growing body of research into active learning, it could be argued that learning environments designed to encourage students to get involved in the instructional process through not only listening and reading but also talking, writing, reflecting and evaluating might contribute to improving overall quality of teaching and learning. One of the active learning strategies is workshop activity, which can be defined as a teaching session often with a practical focus involving hands-on student activity as well as structured group work. Workshop activities designed to involve peer and teacher discussion have been found to increase student engagement and success (Preszler, 2009). This study aimed to investigate the view of university students from various departments who participated in the workshop activity about how a foreign language is learned. The research problem of the study was what the participants thought about workshop activity as an alternative way to lecture based learning. According to Ragin (1994:92) qualitative research tries to construct representations based on in-depth and elaborate knowledge obtained from the investigation of a case or cases. Case study research examines various features of a case or a few cases, which might be individuals, groups, organizations, movements, events, or geographic units (Neuman, 2014). In this study, descriptive analysis, one of the qualitative research techniques, was used to collect data to investigate the views of 15 university students about a three-session workshop activity. A semi-structured form developed by the researcher was used to collect the data. The answers of the participants to the open-ended questions in the form and the notes taken by the researcher during focus group interviews were analysed by using the descriptive coding technique. The research concern, theoretical framework, central research question, goals of the study, and other major issues were taken into consideration while writing the codes. As the discussion and evaluation of the results is still continuing, the overview into findings will be presented here. According to the data analysing results obtained so far, all of the participants used positive words to define and describe the workshop activity, which they had attended for the first time in their life. Considering the amount of the time the students have spent on education, which is nearly two-third of their life, the finding that they had never participated in a workshop activity so far was found significant. The findings related with the activity seem to be discussed first under the heading’s views about the workshop activity as a learning environment and the views about the subject matter -language learning. It could be predicted from the data analysing so far that the participants were sincerely supportive in building up an active learning environment which fosters interaction, critical thinking, collaboration, creativity and active participation. Keywords: Higher education, active learning, workshop

183

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Brown, G. & Atkins, M. (1988). Effective Teaching in Higher Education. London: Routledge Martin, P.W. 2009. Key aspects of teaching and learning in arts, humanities and social sciences. A Handbook for Teaching and Learning in Higher Education Enhancing Academic Practice, Third edition. Edited by Heather Fry Steve Ketteridge Stephanie Marshall, 300-322. New York: Routledge McCarty, J.P. & Anderson, L. (2000). Active Learning Techniques versus Traditional Teaching Styles: Two Experiments from History and Political Science. Innovative Higher Education, 24( 4), 279-294. Neuman, W.L. (2014). Social Research Methods: Qualitative and Quantitative Approaches, 7th edition. Harlow: Pearson Education Limited. Preszler, R.W. (2009). Replacing Lecture with Peer-led Workshops Improves Student Learning. CBE Life Sciences Education. 8(3), 182- 192. Ragin, C. (1992). Introduction: Cases of What is a Case? In What is a Case? Exploring the Foundations of Social Inquiry, edited by C. Ragin and H. Becker, 1–18. New York: Cambridge University Press. Roberts, D. (2017). Higher Education Lectures: From Passive to Active Learning via Imagery. Active Learning in Higher Education. 20 (1), 63-77.

184

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05206 GENDER EQUALITY: A NEW LOOK AT HIGHER EDUCATION CURRICULA ECE YOLCU ABSTRACT United Nations (UN, 2019) indicate Gender determines what is expected, allowed and valued in a woman or a man in a given context. Gender equality is defined by WHO (World Health Organization) as the absence of discrimination on the basis of a person's sex in opportunities, the allocation of resources and benefits, or access to services (WHO, 2019). It is obvious that there is a big gap between men and women regarding many fields (bussiness, education, health, etc.). In Global Gender Gap Report, it is seen that among 149 countries, only 17 countries succeeded to choose women as heads of a state and women take a back seat compared to men in many positions. When it comes to education, there are 44 countries with 20% of women illiterate and globally the numbers get lower when education level gets higher even with men (World Economic Forum, 2018). Accordingly, it is seen that throughout the recent years, educational acts and social projects related to gender equality increased in number in our country just as all around the world. It is one of the sustainable development goals determined by United Nations (UN, 2019) for 2030 Agenda as well. At different levels of education, gender equality started to be a part of curricula. In fact, it is very beneficial to start at earlier ages with gender equality education for children as it is both easier and more effective in terms of developing a more gender equal society and destroying the stereotypes. To overcome these stereotyped views, education has a strong effect when it is emphasized through the whole curricula. For higher education, there could be considered two dimensions of gender/gender equality education within higher education. It is significant as it is mostly the last organized education for an individual to change the stereotypes or gender biased views. The second dimension could be indicated as people mostly reflect what they learn through education within their social life and get a life vision during higher education. Therefore, it can be useful to have courses or programs about gender/gender equality within higher education curricula as well. In this respect, the aim of this study was to analyze the courses regarding gender or/and gender equality in different faculties in terms of the curriculum dimensions (aims, content, methodology/materials, evaluation) and also the views of instructors teaching these courses regarding their courses' curricula and effectiveness.Qualitative method was used through this study. Qualitative studies use direct observations, interviews and documents to analyze (Patton, 2005). It was designed as a descriptive study. It was aimed to describe the gender/gender equality courses taught in a state university in the southern part of Turkey within all curriculum dimensions and in terms of their effectiveness. All elective and compulsory courses regarding gender in 18 faculties and one high school were analyzed. The data collection methods were document analysis and interviews. After a detailed analysis of documents regarding the syllabuses of gender/gender equality courses, semi-structured interviews were conducted with the instructors of these courses in different faculties. Semi-structured interviews are useful for two-way communication and to form an open framework using detailed questions prepared beforehand (Pathak & Intratat, 2016). Document analyses were completed. Interviews are still going on with instructors. Through data analysis, document analysis was based on syllabuses and the information on websites of each faculty and department. For interviews, after the interviews are completed, they will be transcribed and analyzed via content analysis. Reached code and themes will be compared to the ones found by another coder. In order to provide reliability and validity, the inter-coder reliability coefficient will be counted. The codes disagreed upon will be discussed. The gender or/and gender equality courses mostly were found to be taught as elective courses in faculties. As the analyses still go on, it is not possible to see what instructors generally think about the effectiveness and general outline of these courses. However, it was seen that there are few faculties teaching gender or/and gender equality courses and therefore their effectiveness will not be that high. In some faculties and departments, these courses might be taken seriously, while in some other not. Also, the instructors could have some stereotyped views as well and then there should be taken some precautions to prevent the adverse effects of instructors’ beliefs on students’ egalitarian views. Hence, it is possible to say that, gender or/and gender equality field has still a long way through higher education and many other courses and effective curricula should be included to increase the awareness of students and instructors as well. Keywords: Gender, gender equality, higher education curricula

185

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Pathak, A., & Intratat, C. (2016). Use of semi-structured interviews to investigate teacher perceptions of student collaboration. Malaysian Journal of ELT Research, 8(1), pp. 1-10. Patton, M. Q. (2005). Qualitative Research. In Encyclopedia of Statistics in Behavioral Science (eds B. S. Everitt and D. C. Howell). doi:10.1002/0470013192.bsa514 United Nations [UN]. (2019). Sustainable Development Goals: Gender Equality. Retrieved on June 29, 2019 from https://sustainabledevelopment.un.org/ United Nations Women. (2019). Concepts and definitions: gender. Retrieved on June 25, 2019 from https://www.un.org/womenwatch/osagi/conceptsandefinitions.htm World Economic Forum (2018). The Global Gender Gap Report. Retreived on July 2, 2019 from http://www3.weforum.org/docs/WEF_GGGR_2018.pdf World Health Organization [WHO]. (2019). Gender: definitions. Retrieved on June 25, 2019 from http://www.euro.who.int/en/health- topics/health-determinants/gender/gender-definitions

186

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05272 VIEWS OF PRE-SERVICE TEACHERS ON SUMMER SCHOOL (GAZI UNIVERSITY GAZI FACULTY OF EDUCATION SAMPLE) MEHMET TASPINAR - PINAR BILASA ABSTRACT No matter how the curriculum is qualified, it is important for the pre-service teachers how much they understand and apply it. So, it is of great importance for taking the opinions of the pre-service teachers on the programs they study. Summer school seen as an alternative of the regular semester has an important place in addition to the regular semester in faculties of education. Summer School that provides the pre-service teachers to take the upcoming courses or compensate a failed course is very often preferred. The courses enduring for 14 weeks in the regular semester are in the summer school given in a time period of 7 weeks. The difference of this intensive training provided to pre-service teachers is not the time period but that it helps them consolidate the courses better as they take them one after the other. Many positive or negative views could be seen about the quality, functionality and efficiency of these courses that are taught accelerated. Therefore, this issue has been seen as very important and been subject to many researches. In the studies actualized in the last 10 years, there has been various research on the views of pre-service teachers about summer school. In the researches, besides the findings that the summer school is more effective learning, it is found that it is not productive in terms of learning, it has a relatively higher student achievement and provides a good opportunity for early graduation (Barış, 2007; Durucasu, Aşan&Er, 2006; Kaya&Konu, 2015; Özgül&Uysal, 2016). In the aforementioned studies it was seen that gender and the department studies are important variables. However, no research was made presenting the efficiency of the summer school in terms of department and gender variables in the conducted studies. In the context of this study, according to the results obtained from the views of pre-service teachers in Gazi University Gazi Faculty of Education on the curriculum are thought to be important and it was found appropriate to investigate these views in terms of department and gender. The aim of this research is to investigate the views and opinions of pre-service teachers attending the 2018-2019 Summer School in Gazi University Gazi Faculty of Education on the summer school in terms of the curriculum they study. The current study employed the survey model. As known, the survey model aims to describe an existing state as it is (Karasar, 2018, p. 109). In line with this model, in the current study, the pre-service teachers’ views towards the summer school were examined. The study group of the research is composed of the all pre-service teachers attending the Summer School of Gazi University Gazi Faculty of Education in 2018-2019 summer semester. All pre-service teachers will be tried to be accessed during the Summer School. The data were obtained through a structured questionnaire developed by Taşdemir (2012). It was stated that processes such as getting expert opinion and applying in a similar group were carried out during the development of the questionnaire. In this research, after the data collection tool is applied, the reliability coefficient will be checked again. Frequency and percentage calculations of the opinions of pre-service teachers will be made in the analysis of the data. The chi-square analysis will be used to compare the opinions according to the departments and gender. The findings of the study will be presented according to the aims of the study. The aim of this research is to investigate the views and opinions of pre-service teachers attending the 2018-2019 Summer School in Gazi University Gazi Faculty of Education on the summer school in terms of the curriculum they study. In accordance with this aim, answers to the following questions were investigated: - What are the reasons for the pre-service teachers to prefer the summer school? - What are the views of pre-service teachers on the efficiency of the courses they take in the summer school? - Do the views of the pre-service teachers differ according to their gender on the curriculum of the summer school? - Do the views of the pre-service teachers differ according to their departments on the curriculum of the summer school? So, all the findings obtained according to the aims of the study will be evaluated and commented with the related literature. It can be said that the results obtained will contribute to the quality of summer school practice and to contribute to future practices. Keywords: Summer school, views of pre-service teachers, efficiency of summer school.

187

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Barış, D. A. (2007). Üniversitelerin müzik eğitimi anabilim dallarında yaz öğretimi programlarının değerlendirilmesi (AİBÜ Örneği). Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 159-168. Durucasu, H., Aşan, Z., & Er, F. (2006). Öğrencilerin yaz okulu hakkındaki görüşleri için kümeleme analizi. Anadolu Üniversitesi Bilim&Teknoloji Dergisi, Anadolu University Journal of Science And Technology, 7(1), 97-101. Karasar, N. (2018). Bilimsel araştırma yöntemi: kavramlar ilkeler teknikler. Ankara: Nobel Akademik Yayınclık. Kaya, E., & Konu, M. (2015). Üniversite öğrencilerinin yaz okulu hakkındaki tutum&görüşleri. EKEV Akademi Dergisiİ, 19(63), 57-68. Özdemir, A., & Özdemir, A. Y. (2007). Üniversitelerin yaz okulu eğitimindeki hizmet kalitesinin ölçülmesi: İzmir Üniversiteleri uygulaması. 6. Bilgi Ekonomi&Yönetim Uluslararası Kongresi. Özgül, E., & Uysal, Ö. (2016). Uzaktan yaz okuluna yönelik öğrenci görüşleri. Açıköğretim Uygulamaları&Araştırmaları Dergisi, 2(3), 130- 150. Taşdemir, M. (2012). Yaz okulu&normal öğretim uygulaması üzerine bir araştırma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, (43), 436-447.

188

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05277 THE REFLECTION OF THE EDUCATION RECEIVED BY TEACHERS MASTER’S STUDIES THEIR PROFESSIONAL DEVELOPMENT NECDET AYKAC - OZGUR ULUBEY ABSTRACT In addition to training qualified manpower, universities undertake important tasks such as conducting scientific research, producing information, technology and disseminating scientific data (Karaman and Bakırcı, 2010; Tuzcu, 2003). The university is responsible for producing, disseminating and ensuring the use of information (Baskan, 2001; Tuzcu, 2003). Universities fulfil this task through undergraduate and graduate level education programs. Graduate education is important in terms of educating scientists who produce and use information and have a scientific perspective. Besides training scientists, graduate education serves important functions such as contributing to the professional development of individuals working in a specific profession and helping them to follow innovations in their respective field and gaining many important skills such as solving problem from a scientific perspective. The qualifications of a good teacher include professional and personal development (Seferoğlu, 2014). Seen from this perspective, the provision of the opportunity for attending a graduate program for teachers can be argued to make important contributions to their professional development. When teachers start to work after they have completed their undergraduate education, they have difficulty in adapting to technological and scientific developments. Through the postgraduate education conducted by universities, individuals can find the opportunity to improve themselves. In spite of graduate programs’ becoming more widespread and opening of new graduate programs in Turkey, the rate of people having graduate education is still very low with 7%. The same rate is 59% in Australia, 84% in Belgium, 94% in Poland and 96% in Slovakia (Sabancı, 2011). Though it is not a requirement of appointment as a teacher, many teachers prefer to participate in graduate programs to develop themselves. Within the framework of the 2023 objectives set by the Ministry of National Education for teacher training, it has been discussed that teachers should have at least master’s degree to be appointed. In this connection, the current study is believed to shed light on this discussion by revealing the contribution of graduate education on the professional development of teachers. To do so, in the current study, the reflections of the graduate education in the professional development of the teachers were determined on the basis of their opinions. In this way, the current study aimed to investigate the reflections of the graduate education on the professional development of the teachers still continuing their master’s studies. The current study employed the phenomenological design, one of the qualitative research designs. The reason for the selection of this design was to investigate the experiences of the teachers continuing their master’s studies in detail so as to elicit the effect of this education on their professional development. The participants of the current study are 15 teachers attending a master’s program of a department in the Educational Sciences Institute of a university located in the west of Turkey. A semi-structured interview form having five items was developed. The items in the interview form were developed by seeking the opinions of the academicians specialized in the fields of educational programs and instruction, measurement and evaluation and Turkish teaching. The interviews with the teachers were conducted face-to-face and tape-recorded. Then the rape recordings were transcribed into a Word document. The collected data were analyzed by means of the inductive content analysis. First the data were read several times and thus the codes were formed. Then the related codes were combined to construct the themes. The findings were presented in tables and then interpreted. It was found that the teachers started their graduate education as they had found themselves professionally inadequate and therefore wanted to develop themselves. It was also found that the professional consciousness of the teachers engaged in the graduate education process increased, that they gained a scientific perspective and that they reflected this scientific perspective in the learning-teaching process. They were also found to be able to better direct their students towards research processes and to have achieved a significant level of professional development. In light of these findings, it is believed that teacher training should be given at the master’s level for teachers to be professionally better developed and qualified. Expansion of teacher training to include master’s education and inculcation of a scientific perspective in teachers in this way will enhance the quality of education and accordingly that of learners. However, the number of students in the graduate classes is of great importance in terms of the quality of the education given there. It is thought that construction of graduate programs in such a way as to equip teachers not only with pedagogical knowledge, but also comprehensive general culture is important. Keywords: Master’s education, teacher training, professional development

189

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Baskan, G. A. (2001). Öğretmenlik mesleği&öğretmen yetiştirmede yeniden yapılanma (Teaching Profession And Re-Structuring in Teacher Education. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20(20), 16-25. Karaman, S.&Bakırcı, F. (2010). Türkiye’de lisansüstü eğitim: Sorunlar&çözüm önerileri, Sosyal Bilimler Araştırmaları Dergisi, 2, 94-114. Sabancı, A. (2011). Lisansüstü eğitim gören öğretmenlerin öğrenimlerine yönelik karşılaştıkları sorunlar, bu sorunlarla baş etme yöntemleri&beklentileri, V. Lisansüstü Eğitim Sempozyumu, Gazi Üniversitesi. Seferoğlu, S. S. (2004). Öğretmen yeterlilikleri&mesleki gelişim. Bilim&Aklın Aydınlığına Eğitim, 58, 40-45. Turhan, M., & Yaraş, Z. (2013). Lisansüstü programların öğretmen, yönetici&denetmenlerin mesleki gelişimine katkısı (The Contrıbutıon of Graduate Programs to Professional Development of Teachers, Administrators And Inspectors). Elektronik Sosyal Bilimler Dergisi, 12(43), 200-218. Tuzcu, G. (2003). Lisansüstü öğretim için yurtdışına öğrenci göndermenin planlanması. Milli Eğitim Dergisi, 160, 155-165.

190

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05334 LEARNING ENGLISH VOCABULARY ON INSTAGRAM: A CONNECTIVIST LEARNING ACTIVITY AT HIGHER EDUCATION MANISEH GHAFFARI - HAN MYRAT SARIYEV - CIGDEM SUZAN CARDAK ABSTRACT Parallel to the developments of Internet technologies, Web 2.0 tools and social networking sites, informal learning has become more preferable way for learning. New technologies enable individuals to personalize their learning environments on the mobile devices according to their informal learning interests and needs, and by doing so; they create their personal learning environments (PLEs) (Tu et al, 2012). Today, it seems impossible to border learning experiences with classroom settings for the learners of the digital network society. Digital network era calls for informal learning activities conducted on digital media platforms supplementary to conventional formal learning activities. Among the various digital media platforms, social networking sites like Facebook, Twitter and Instagram became popular for informal learning. As a popular social media, Instagram can be an effective pedagogical tool if used appropriately (Kelly, 2015). Yıldırım and Kalender (2018) found that the vast majority of the social media users in Turkey are actually university students. As Instagram is one of the most favorable social media among all age groups of people, using the features of this media for the university students deserves to be taken into consideration. For instance, students might get benefit from this media for learning a foreign language, such as English grammar, writing, speaking, reading or vocabulary, if curriculum related learning activities are designed and implemented. The motivation behind this study was the need for understanding how Instagram could be used for teaching English vocabulary to preparatory class students of a higher education. The reason of focusing on teaching vocabulary to the preparatory students is the crucial importance of learning as much vocabulary as possible at the beginning of learning a foreign language. Indeed, because the connectivist learning approach underlines the basic principles of such learning experiences (Siemens, 2005), it was considered as a background theory while designing and implementing the proposed informal learning activity of this study. In the literature, there are few studies focusing on learning English on Instagram (eg. Akhiar, Mydin & Kasuma, 2017; Kelly, 2015; Yadegarfar & Simin, 2016). However, a study focusing on designing curriculum related connectivist learning activity in order to help preparatory students of higher education for learning and retaining English vocabulary can be considered as a need since they currently conduct informal learnings on PLEs as usual. The main aim of this study is to investigate the potential use of the connectivist learning activity on Instagram for learning English vocabulary (cInstaEngVoc). The study was designed as a holistic single case study. The cInstaEngVoc was taken a single case and the activity process was described in detail. The activity was conducted using the features of Instagram. The researchers created posts visually represent particular word supported by illustration, definition, spelling, phonetic transcription, video pronunciation and example sentence and shared them as a single post in Feed. Each week five English words were considered. The participant students had been asked to write a simple sentence in which the focused word is used and send it as a comment under the related post and to produce a photograph and a sentence of the word¬ being shared and send them as direct message to the administrator. 60 students participated in the Instagram activity and 30 of the students participated in the interviews. The main data collection instrument was semi-structured interviews conducted before, during and at the end of the activity. Participants’ direct messages on Instagram, data on Instagram considering number of views and likes, participants vote to simple questionnaire tools of the social media and the researchers’ diaries were also used. Thematic analysis, numbers and ratios were used for data analysis. As a result of the study, the connectivist learning activity cInstaEngVoc gained Instagram users’ attention and fulfilled the participants’ expectations from such activities. As being active content creators or lurkers, the participant students indicated a list of outcomes of the cInstaEngVoc such as learning the vocabulary, learning the pronunciation and spelling, being motivated for searching the vocabulary. According to these results, it is possible to say that Instagram has a great deal of potential for learning vocabulary not only for the life-long learners but also for the higher education students. If this potential is considered for supplementing related classroom activities, the design should be based on the curriculum. Moreover, if the principles of connectivist learning approach are followed, the need of the digital learners might be addressed, and the formal education might adapt itself to digital network era. Keywords: Connectivism, Social Media, Instagram, Foreign Language Learning, English Vocabulary

191

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akhiar, A., Mydin, A-A. & Kasuma, S. A. A. (2017). Students’ perceptions and attitudes towards the use of Instagram in English language writing. Malaysian Journal of Learning and Instruction (MJLI), Special issue on Graduate Students Research on Education, 47-72. Kelly, R. (2015). An Exploration of Instagram to Develop ESL Learners’ Writing Proficiency. Unpublished Master’s Dissertation. British Council: Ulster University. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International journal of instructional technology and distance learning, 2(1), 3-10. Tu, C.-H., Yen, C.-J., Chan, J.-Y. & Blocher, M. (2012). The integration of personal learning environments & open network learning environments. TechTrends, 56(3). 13-19. Yadegarfar, H. & Simin, S. (2016). Effects of using Instagram on learning grammatical accuracy of word classes among Iranian undergraduate TEFL students. International journal of research studies in educational technology 5(2), 49-60. Yıldırım S & Kalender M. (2018). Sosyal Medyanın Üniversite Öğrencilerinin Satın Alma Davranışlarına Etkisi Üzerine Kavramsal Bir Bakış [A Conceptual Perspective for the Influence of Social Media on University Students’ Buying Behaviors]. Anemon Journal of Social Sciences of Mus Alparslan University, 6(4), 569–578.

192

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05336 THINKING PROCESS AND SKILLS IN HIGHER EDUCATION: A NEEDS ANALYSIS FOR THINKING EDUCATION COURSE SIBEL GUZEL YUCE ABSTRACT Teaching of thinking process and skills is among the research topics covered at all levels from preschool to higher education. Studies conducted with different methods at different levels on this subject show that we are not at the desired level in teaching thinking processes and skills. Thinking education at all levels of education system should not be left to chance and should be desing in a planned and programmed way (Çakır, 2013). However, studies conducted at different levels show that we are not at the desired level in teaching thinking process and skills (Çakır, 2013) and the reasons for failure are mostly related to teacher education (Gelen, 1999; Semerci, 1999). In order to teach these processes and skills, first of all, teachers need to have these skills and thus it is very important for the teachers to be trained in both pre-service and in-service processes (Kürüm, 2002). Universities, which are institutions of higher education, not only provide theoretical knowledge to their students, but also aim to educate students who can solve problems with scientific methods by acquiring the power of free and scientific thinking (Yüksel, 2002, p.362). Throughout this purpose, the framework of higher education programs is shaped by the Council of Higher Education and the details are made by the lecturers. Thus, the instructor's shaping and developing the curriculum depends on the needs analysis to be made at the beginning of the process. In this context, it is aimed to determine the level of readiness of the students about Thinking Education course given within the scope of Psychological Counseling and Guidance Undergraduate Program, to determine misconceptions about thinking processes and to reveal the expectations and suggestions about the course. It is thought that the results to be obtained from the study can guide the program development studies of the courses where the thinking process and skills are taught.The case study has been used in this study, which aimed to make needs analysis of students related to thinking education. As a case study type, holistic-single case design has been used, which used a single analysis unit (an individual, an institution, a program, a school, etc.) (Yıldırım & Şimşek, 2011; Yin, 2014). In the study, holistic-single case design has been preferred (Yıldırım & Şimşek, 2011; Yin, 2014). The analysis unit is consisted of 45 students who study Thinking Training course at Psychological Counseling and Guidance Department from the university in the south of Turkey. In the research process, convenience sampling was used. As a data collection tool, a questionnaire consisting of a personal information form and open-ended questions and need for thinking scale (Gülgöz and Sadowski, 1995; Demirci, 1998) were used. While the descriptive analysis is used in the analysis of qualitative data, mean and standard deviation values will be used in the analysis of quantitative data. In this study, expert opinion was used in the process of developing the questionnaire regarding validity and reliability. Cronbach alpha internal consistency coefficient of the scale was calculated as .75. The process of data analysis continues. General conclusions obtained at the beginning of the study are these: Thinking needs of students are medium level (Mean of thinking need: 64) Most students say that thinking can be taught Students mostly use everyday language in defining the concept of thinking According to students; questioning, curiosity, being open to innovations, conducting research, following the agenda, knowing the weak and strong side, blindly disbelieving, seeing the positive-negative side of events are good thinker characteristics Most of the students do not perceive themselves as good thinkers It was observed that students often thought that their opinions were narrow and lack, and they had difficulty in being objective In addition to theoretical knowledge, applications (activities) should be included in the course of thinking education; discussion, drama, case studies, brainstorming Movies can be used as instructional material In the Thinking Education course, students want to learn how to think, not to be influenced by their emotions, to make decisions and to do research It was observed that students often thought that their opinions were narrow and lack, and they had difficulty in being objective Keywords: Higher Education Curriculum, Students of Psychological Counseling and Guidance, Thinking Education Course, Needs Analysis

193

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Çakır, N. (2013). Üniversite eğitiminin üst düzey düşünme becerilerinin gelişimine etkisi. Yayınlanmamış Doktora Tezi, Hacettepe Üniversitesi: Ankara. Demirci, S. (1998). Düşünme İhtiyacı Ölçeği'nin psikometrik özellikleri: Düşünme ihtiyacı, kontrol odağı&öğretilmiş güçlülük ilişkileri. Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi: Ankara. Gelen, İ. (2002). Sınıf öğretmenlerinin sosyal bilgiler dersinde düşünme becerilerini kazandırma yeterliklerinin değerlendirilmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(10), 100-119. Gülgöz, S.&Sadowski, C. J. (1995). Düşünme İhtiyaci Ölçeğinin Türkçe Uyarlaması&Öğrenci Başarısı Göstergeleri ile Korelasyonu. Türk Psikoloji Dergisi, 10 (35), 15-24. Kürüm, D. (2002). Öğretmen adaylarının eleştirel düşünme gücü. Yayınlanmamış Yükseklisans Tezi, Anadolu Üniversitesi: Eskişehir. Semerci, N. (1999). Öğretmenin görevi: düşünmeyi geliştirmek. Fırat Üniversitesi Sosyal Bilimler Dergisi, 9(1), 209-216. Yıldırım, A.&Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri, Ankara: Seçkin Kitabevi. Yin, R. K. (2014). Case study research: Design and methods. California: SAGE publications. Yüksel, S. (2002). Yükseköğretimde eğitim-öğretim faaliyetleri&örtük program. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 361-370.

194

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05361 PROSPECTIVE TEACHERS' OPINIONS IN DEPARTMENT OF SCIENCE EDUCATION ON THE EFFICIENT USE OF RESOURCES IBRAHIM YUKSEL ABSTRACT The increase in the world population, the increase in the development and use of technology and the use of more energy for a comfortable life have increased the energy need day by day and the energy problem has become a global problem. In order to prevent this, the quality of the training to be performed in order to use energy resources correctly and effectively is of great importance (Gunes, Alat & Gozum, 2013).The topic of Renewable Energy Resources is given in the 4th grade Science and Technology curriculum under the unit of Life in the Living Beings and it is aimed to create a change in behavior of students in the field of renewable energy. The gains of the subject are as follows: He/She gives examples of renewable and non-renewable energy sources. He/She makes research and presents the use of renewable and non-renewable energy sources. Emphasizes the importance of using renewable and non-renewable energy sources. Makes a design that can serve as an example for the use of renewable energy sources (Ministry of National Education [MONE], 2005). The problem statement of the research can be expressed as What are the opinions of the prospective teachers in the Department of Science Education about the efficent use of resources?The problem statement was determined by paying attention to the general and specific criteria that should be considered in the selection of the problem. In interviews with prospective teachers; questions related to whether they received adequate education on the efficient use of resources, whether they knew how to save water by taking simple measures, whether adequate education was provided on the efficient use of resources in the universities in our country and whether there was sufficient information on the efficient use of resources in the curricula taught in secondary schools were asked to create awareness.It is considered that the selected problem statement is important since it creates awareness on the efficient use of resources among teacher candidates.In this study, qualitative case study method was used. Case study is a method that investigates social phenomena by making a detailed analysis of a single event, as well as associating a single phenomenon with various phenomena and giving a holistic quality to the researched data. It also allows an in-depth examination of detailed information that may be overlooked by other methods (Punch, 2014).The study was conducted with 127 pre-service teachers who were selected from the prospective teachers in the Department of Science Education in the education faculty of a state university in the spring semester of 2018-2019 academic year. According to Miles and Huberman (1994), the definitions become sharper if two researchers code using the same data set. In this way, it is possible to reach a common vision about what coding means and which piece of data belongs to which code. By dividing the number of compromised codes by the total number of compromised and non-compromised codes, the reliability ratio between the encoders can be calculated (Miles and Huberman, 1994). The reliability of the data between the encoders was more than 90%. The highest frequencies related to the questions are as follows. Efficient use of resources on the definition of sustainable development; didn't have on whether they had education on the efficient use of resources; Eliminating technical problems in the faucets on whether they could save water by taking simple precautions; No on whether adequate education is given in the universities in our country on the efficient use of resources; No on whether there is adequate information in the science curriculum taught in middle schools; No whether it's enough for efficient use of resources to ask for 25 cents fee for the market bags in our country since January 1, 2019. In developing countries such as Turkey, an increase in energy consumption has a strong relationship between economic growth. In order to meet our energy demand and needs, resources should be used efficiently (Kilicaslan, Peker & Gun, 2011). Therefore, environmental education is accepted as an important tool for sustainable development and efficient use of resources (Sauve, 1996 cited in Tanrıverdi, 2009). Keywords: Science Education, Efficient Use of Resources, Prospective Teachers

195

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Güneş, T., Alat, K.&Gözüm, A. İ.C., (2013). Fen öğretmeni adaylarına yönelik yenilenebilir enerji kaynakları tutum ölçeği: Geçerlilik&güvenirlik çalışması. Eğitim Bilimleri Araştırmaları Dergisi (Uluslararası e dergi), 3(2),269-289. Miles, M. B.& Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis(Second edition). Thousand Oaks, CA: Sage Publications. MONE [Milli Eğitim Bakanlığı], (2005). İlköğretim fen&teknoloji dersi 4., 5., 6., 7.8. sınıflar öğretim programı. Ankara: MEB Yayınları. Kılıçaslan, M., Peker, E. A.ve Gün, F., (2011). Yenilenebilir enerji kaynaklarının çevreye olan katkısına ilişkin ilköğretim öğrenci görüşleri: Samsun ili örneği. Erişim adresi: https://www.researchgate.net/publication/329921371_yenilenebilir_enerji_kaynaklarinin_cevreye_olan_katkisina_iliskin_ilkogretim_ogrenci _gorusleri_samsun_ili_ornegi Punch, K. F. (2014). Introduction to social research: Quantitative & qualitative approaches (3th ed.). London: Sage Publications. Saraç, E.,&Bedir,H. (2014). Sınıf öğretmenlerinin yenilenebilir enerji kaynakları ile ilgili algılamaları üzerine nitel bir çalışma. Erişim adresi: https://dergipark.org.tr/download/article-file/403541 Tanrıverdi, B. (2009). Sürdürülebilir çevre eğitimi açısından ilköğretim programlarının değerlendirilmesi. Eğitim&Bilim, 34(151), 89-103.

196

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05369 COMPARING THE BOLOGNA INFORMATION PACKAGES OF THE COMPUTER ENGINEERING PROGRAMS MUSTAFA CEM BABADOGAN - BERK BABADOGAN ABSTRACT Countries involved in the Bologna Process constitute the National Competencies Framework for higher education in their own countries. National Qualifications Framework is a system in which the nationally and internationally recognized and associated competencies are structured in a specific order. In Turkey, ‘National Qualifications Framework for Higher Education in Turkey’ is constituted for increased transparency, recognition and mobility in higher education. Since it offers a modern and national framework accepted with the participation of the stakeholders which guides the education, Turkey Higher Education Qualifications Framework is important for higher education institutions; is important for the students because it makes them able to understand what competencies that they will have when they successfully complete the programs that they are involved in; is important for the employers because it helps them to understand what the students will know after their graduation, how they will transfer their knowledge to practice and what they can expect from the knowledge and abilities of the students (YOK, 2010). Qualification in the field of higher education refers to what a person who successfully completes any higher education level can know, what they can do and what their competencies will be (YOK, 2010). Competencies within the Turkey Higher Education Qualifications Framework are classified as knowledge, skills and competency correspondingly with the qualification definition in the higher education field. The definition of knowledge according to the European qualification’s framework reference levels: ‘Facts, principles, theories and practices of a work or learning field’, skills are defined as: ‘The ability to use and practice the knowledge to carry out tasks or solve problems’. Competency is thought as ‘proven abilities to use knowledge and skills for the professional and personal development in working or learning environments, and the personal, social and/or methodological skills’ (MYK, 2018). However, PLO and CLO information packages have to be announced on the websites of the universities. 117 Computer Engineering programs available in our country. 73 programs are in National and 43 programs are in Foundation Universities. The aim of this study is to research, regulate and improve the computer engineering program competencies. For this purpose, the following questions tried to be answered: - How is the program competencies defined? - What is the total number of competencies within the program? - How is the writing of the program competencies phrases? - How is the program competencies distributed as knowledge, skills and competencies? - How is the status of program information packages? - How is the status of course information packages? The research was conducted using a qualitative research method of the case study design. McMillan (2000) describes case studies as a method in which one or multiple events, the environment, the program, the social group or other interrelated systems are examined in depth (Buyukozturk, Akgun, Demirel, Karadeniz & Cakmak, 2017). The research group of this study is constituted by 114 universities. The data were obtained from the Bologna Information Systems through the document analysis method for the programs in effect in 2017–2018. Best (1959) refers to this method as ‘systematic examination of existing records or documents as data source’ (Karasar, 2014). Descriptive analysis, one of the analyses of qualitative research methods, was used in the analysis of the data obtained from Bologna information systems of universities. According to the descriptive analysis, the data obtained are summarized and interpreted according to predetermined themes (Yildirim and Simsek, 2016). Within the scope of this study, qualifications were analyzed in terms of expressing competences, total qualification numbers, writing of qualification phrases and distribution according to competency fields. As a result of the analyses made, the names of the universities are randomly coded so that the universities are not deciphered while the findings are available. Each letter represents a university. While the data were analyzed within the distributions according to the fields of competence, it was observed that their competences were misclassified or not classified at all by some universities. For this reason, the qualifications were required to be reclassified. Ankara University Bologna Information Package Headers are used on all of the research. Yet, continuing to analyze the findings. After inspecting the basic findings of the research; the number and distribution of program qualifications are different, course names differ, the interaction between PLO (Program Learning Outcomes) and CLO (Course Learning Outcomes) cannot be established were observed. It has been observed that the methods, techniques and approaches that make up the teaching processes are not used effectively. It has been found that the writing of PLO and CLO does not comply with the rules. It was found that the measurement and evaluation sections were not associated with PLO and CLO. Keywords: Computer Engineering, program learning outcomes, course learning outcomes, competency, Bologna Processes

197

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akman, T. A. (2010). The Bologna Process and Its Reflection on the Higher Education Institutions (Master Thesis, Kocaeli University), Kocaeli, Turkey. Arslan, M. (1999). Ahead of the 21st century the current state and main problems of higher education in Turkey. Social Sciences Institute Magazine, (8), 194–211. Buyukozturk, S., Akgun, O. E., Demirel, F., Karadeniz, S. & Cakmak, E. K. (2017). Scientific Research Methodologies (23rd ed.). Ankara: PegemAkademi. Higher Education Council. (2010, June 9). Turkish Higher Education Qualifications Framework. Retrieved from http://tyyc.yok.gov.tr Karasar, N. (2014). Scientific Research Method (26th ed.). Ankara, Turkey: Nobel Publishing. Professional Qualifications Authority. (2018, July 3). European Qualifications Framework. Retrieved from https://www.myk.gov.tr/index.php/tr/avrupa-yeterlilikler-cercevesi Suzen, Z. B. & Calik, T. (2016). Participation of faculty members in institutional evaluation studies at universities. Kastamonu Education Magazine, 24(3), 1403–1418. Turkish Education Association. (2009). Teachers’ Qualifications. Ankara, Turkey: Adim Okan Publishing. Yildirim, A. &&Simsek, H. (2016). Qualitative Research Methods in Social Sciences (10th ed.). Ankara, Turkey: Seckin Publishing.

198

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05371 EVALUATION OF UNDERGRADUATE PROGRAMS ACCORDING TO EDUCATIONAL CRITICISM MODEL OF COMPETENCIES OF TEACHING PROFESSION MEHMET KURT - MUSTAFA CEM BABADOGAN ABSTRACT It is acknowledged that education systems worldwide are under economic and social pressure and cannot meet the increasing needs of knowledge-dependent economies. Occupational competence is used to have the required level of appropriate knowledge, experience, attitude and skills for a particular job or task or to carry the equipment that can fully perform the projected task. In general, it is defined as olma sufficiency (Şimşek, 2014). Qualifications are seen as criteria or qualifications that are taken as basis in evaluating the indicators that the employees demonstrate acceptable performance in working life. The general competencies of the teaching profession are in the regulation of the programs of the higher education institutions that train teachers, in the process of admission and candidacy of teachers, determining the professional development needs and planning the activities aimed at fulfilling these needs, in evaluating the performances of teachers, in developing their careers and in the development of the teaching profession. (MEB, 2017). In recent years, one of the tendencies in the field of teaching profession is program preparation, training and evaluation according to occupational standards. In addition to the general competencies of the teaching profession prepared by the MEB General Directorate of Teacher Training and Development in 2017, studies were carried out to improve the teaching profession and competencies of the teaching programs, which were updated under the coordination of YÖK and implemented in 2018-2019 academic year. However, teacher participation is extremely limited in the formation of these competences which are important for professional competences. In this process, it is not possible for teachers to adopt these competences. These standards are ideally prepared and will not make much sense for teachers working in different contexts and under different conditions (Şişman, 2009). The aim of this study is to evaluate the degree of teaching undergraduate programs to meet the general competencies of teaching profession by using the experiences of students and researchers according to the educational criticism model. The research was conducted in a screening model. Eisner's Educational Criticism Model was taken as the basis when evaluating the data obtained in the study. As a data collection tool, the general competencies of teaching profession prepared by the Ministry of National Education and within the scope of the Bologna process, Ankara University the faculty of Educational Sciences was trained in the field of training six teachers and educational sciences. In the thematicization step, the level of having general competencies of teaching profession according to the perceptions of the prospective teachers at the graduation stage was also included in the evaluation. In this context, a total of 300 students, 70.7% (n = 212) of which are female and 29.3% (n = 88) of which are male attending to Ankara University Faculty of Educational Sciences in the spring term of 2017-2018 academic year, were included in the study teacher candidates. The mean age of the participants was 22.3 and the age range was between 20-34. Data related to the general competencies of the teaching profession were collected with a scale that was rated as 5- point Likert type consisting of 11 competence areas and 65 indicators.According to the findings; While there was no significant difference in terms of legislation competency among teacher candidates according to gender variable, significant difference was found in all other competency fields. According to the branch variable of teacher candidates; Field knowledge, managing learning and teaching process, measurement and evaluation , communication and cooperation and personal and professional development were not found to be significant in the field. Field knowledge education knowledge of legislation education and training planning, creating learning environments, national, spiritual values and approach to students were found to be significant differences. According to the experience of the researchers, it is seen that the national qualification frameworks of the teaching undergraduate programs are far from meeting the general qualifications of the teaching profession and the knowledge and skills dimension of the planning competencies of the field knowledge, field knowledge education and training is given. As a result, while the majority of pre-service teachers consider themselves sufficient in the general competencies of the teaching profession, according to the researcher's experience, in order to eliminate the gap in the professional qualifications in the teaching undergraduate programs, scientific studies should be given priority in the field and minimum qualification standards should be established for each teaching profession. Keywords: Teacher competencies, educational criticism model, teaching profession, curriculum evaluation, curriculum

199

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Atik Kara, D. (2012). Öğretmenlik meslek bilgisi derslerinin öğretmen adaylarına öğrenme&öğretme sürecine ilişkin yeterlikleri kazandırması yönünden değerlendirilmesi. Doktora Tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir. Deryakulu, D. (2011). KPSS eğitim bilimleri sorularının genel öğretmen yeterliklerinin öğretim teknolojisi alanı ile ilgili alt yeterlik&performans göstergeleri açısından incelenmesi. Eğitim Teknolojisi Kuram&Uygulama, 1(1), 1-23. Kumral, O. (2010). Eğitsel Eleştiri Modeli İle Eğitim Fakültesi Sınıf Öğretmenliği Öğretim Programının Değerlendirilmesi: Bir Durum Çalışması, Doktora Tezi. Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü: Aydın. Kumral, O.&Saracaloğlu, A. S. (2011). Eğitim Programlarının Değerlendirilmesi&Eğitsel Eleştiri Modeli. Uluslararası Eğitim Programları&Öğretim Çalışmaları Dergisi. 1(2), 27-35. MEB (2017). Öğretmenlik Mesleği Genel Yeterlikleri. Öğretmen Yetiştirme&Geliştirme Genel Müdürlüğü: Ankara. Ogretmen_Yeterlik_Kitap.pdf sayfasından erişilmiştir. Nur Duman, S. (2019). Hizmet öncesi öğretmen eğitiminde öğretmenlik meslek bilgisi derslerinin değerlendirilmesi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara Özkan, İ. (2016). Türk eğitiminde öğretmen okulları&öğretmen yeterliliklerine dair düşünceler. 21. Yüzyılda Eğitim&Toplum, 5 (15), 19-27. Şimşek, A. (2014). Öğretim Tasarımı. Pegem A Yayıncılık: Ankara. Şişman, M. (2009). Öğretmen Yeterlilikleri: Modern Bir Söylem&Retorik İnönü Üniversitesi Eğitim Fakültesi Dergisi. 10(3), 63-82. Türk Eğitim Derneği (2009). Öğretmen yeterlikleri. http://portal.ted.org.tr/yayinlar/

200

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05372 THE OPINIONS OF PROSPECTIVE TEACHERS ON THE TURKISH STRATEGY GAME MANGALA IBRAHIM YUKSEL - ATILLA PULUR ABSTRACT It is important to include Mangala lesson in the education program in order to gain the skills related to Turkish strategy game Mangala to prospective teachers in Faculty of Education and Faculty of Sport Sciences. When the literature is reviewed, the number of studies related to Mangala is quite limited. The aim of this study is to determine the opinions of the prospective teachers in the faculty of education and the faculty of sports sciences about the Turkish strategy game mangala which is included in the intelligence games and included in the strategy game part. The study was conducted with 77 volunteer prospective teachers studying in the faculty of education and the faculty of sports sciences of a state university in 2018-2019 academic year. The 7-item Mangala Interview Questions (MIQ) developed by the researchers were used as data collection tools. In recent years, various studies have been conducted to examine the effects of intelligence and strategy supported games on learning attitudes. It has been found that applications based on intelligence games supported learning increase academic achievement in mathematics course (Orak, Karademir & Artvinli, 2016). It is thought that mangala, which is seen as an indispensable game by teachers during their teaching activities, contributes to increase the numerical, social and verbal intelligence of the students encouraged to learn and produce new ideas (Öztemiz & Önal, 2013). Strategy games are a type of game in which two or more players play as a side, with winners and losers. In the game, the sides can be individual or team. As a game type, there may be games where initially all the information about the game is open to the sides and there is no probability factor. An example of such games is mangala (Ministry of National Education [MONE], 2016). It is a known fact that the Turkish nation has one of the oldest and most important cultures in the world. The richness of our language and cultural assets clearly demonstrates this fact. Based on all this information, the basis of our research is Mangala, a cultural heritage from past to present (Kul, 2018). In October 2009, mangala board production was started in order to re-introduce and save mangala, courses and competitions were organized within the schools, clubs were established, the Ministry of Culture and Tourism issued a decision suggesting that it would be beneficial to transfer and introduce the mangala game to new generations(Akkus, Akkus & Bayraktar, 2016).In this study, qualitative case study method was used. Case study in qualitative research is related to the intensive study of an event (Glesne, 2011). The research was carried out with 77 volunteer prospective teachers who are studying in the faculty of education and sports sciences of a state university in 2018-2019 academic year. Interview form developed by the researcher was used as data collection tool and content analysis was performed. It is aimed to define the data obtained through content analysis and reveal the facts hidden in the data (Yildirim & Simsek, 2013). In the study, the answers obtained from the interview form were themed and interpretations were made. 7 interview questions developed by the researchers were used as the main data collection tool in the study. By examining related issues in Turkey, a comprehensive literature review was made and by taking the opinion of the 4 experts Mangala Interview Questions (MIQ) was prepared. The reliability ratio between the encoders was calculated by dividing the number of compromised codes by the total number of compromised and non-compromised codes. The reliability of the encoders is more than 90%. This ratio is recommended to be more than 90% (Miles and Huberman, 1994).According to the highest frequencies as a result of the answers given to the interview questions for the strategy game mangala, it has developed problem solving skills, not enough mangala education has been received until university education, sufficient mangala education has not been provided in universities in our country, and mind games department including mangala should be in the faculties of universities, playing mangala has a positive effect on attention development, playing mangala contributes to planning and visual-spatial skills, and that mangala activities performed in our country are not sufficient. Mangala should be used in educational activities, it should be included in the course curriculum, local and national mangala competitions should be conducted, more academic studies should be done on the subject, branding should be made, promotion and marketing activities should be increased, education activities should be expanded for all individuals to learn this game, teachers should be educated about mangala and similar games that will keep our traditional culture alive, volunteer cultural envoys should be raised (Kul, 2018). Keywords: Strategy, Mangala Game, Importance in Education Program

201

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akkuş, Ç., Akkuş.G., Bayraktar,G.(2016).Somut Kültürel Mirası Koruma Çalışmaları.Türkish Studies Dergisi, Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th ed.). Boston, MA: Pearson. Kul M.(2018). Türk’ün Strateji Ve Zekâ Oyunu Mangala. T urkish S tudies Social Sciences Volume 13/18, Summer 2018, p. 979-990 DOI Number:http://dx.doi.org/10.7827/TurkishStudies.13860 Miles, M. B., & Huberman, A. M. (1994). An Expanded Sourcebook: Qualitative Data Analysis (Second edition). Thousand Oaks, CA: SAGE Publications, Inc. Ministry of National Education [MONE]. (2016). Zeka Oyunları 5, 6, 7&8. Sınıflar Ortaokul&İmam Hatip Ortaokulu Öğretmenler İçin Öğretim Materyali (2. Baskı). Ankara: Milli Eğitim Bakanlığı. Orak, S. , Karademir, A., Artvinli, A. (2016). Orta Asyadaki Zeka&Strateji Oyunları Destekli Öğretime Dayalı Uygulamaların Akademik Başarıya&Tutuma Etkisi. Eskişehir Osman Gazi Üniversitesi. Estüdam Dergisi, No.4, 8-12 Öztemiz. H&Önal, İ. (2013). İlkokul Öğrencilerinin Oyun Tekniği İle Okuma Alışkanlığı Kazanmasına Yönelik Öğretmen Görüşleri. Bitlis Eren Üniversitesi, Sosyal BilimlerEnstitüsü. Yıldırım, A.&Şimsek H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin yayıncılık. ISBN: 9789750226038.

202

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 05381 AN EVALUATION ABOUT LEARNING AND TEACHING IN HIGHER EDUCATION IN THE DIGITAL AGE COURSE OMER NAYCI ABSTRACT Advances in technology lead to rapid and radical changes in social dynamics. One of the areas most affected by these developments is education. Particularly, due to digitalization, there are significant improvements in the variety of tools used in the learning and teaching process. In line with these developments, education is no longer limited to the classroom. In other words, with the new trends in technology, the process of learning and teaching has been brought online. Nowadays, in terms of developed or developing countries, faculty members continue to communicate with their students through online interactive tools and provide many resources to their students. This has brought many discussions, such as face-to-face training or online training. However, instead of building a wall between technology spreading in every area of life and the new generation, it can be said that it will be a useful step in many aspects to make them aware of digital literacy. One of the first steps to achieve this is to provide or enable teachers or academicians, who are one of the important components of the learning and teaching process, to gain or acquire the necessary competences in this subject, which is possible through education. It can be said that educational systems or components that are not able to keep up with the process of digital transformation will not be able to realize the claim of being a part of the society. Therefore, it cannot be expected that institutions that provide education at higher education level, as well as other educational institutions, will ignore the technology-oriented needs of the individual in accordance with the digital age. From this point of view, the Council of Higher Education has implemented the Digital Transformation Project in Higher Education de in universities. In this context, 8 universities, primarily universities in Eastern and Southeastern Anatolia Regions, were selected as pilots. In this context, the lecturers working at the universities of Ağrı İbrahim Çeçen, Bayburt, Bingöl, Iğdır, Munzur, Muş Alparslan, Siirt and Şırnak were given Learning and Teaching in Higher Education in the Digital Age as of November 2018 for 6 weeks. The main purpose of this study was to determine the problems experienced by the lecturers in the process related to the process and solutions to these problems and to make a general evaluation about the course. Qualitative research method was used in the study. The working group of the research consists of faculty members who take the Teaching and Learning in Higher Education course in the Digital Age. Data were collected through a semi-structured interview form. The questions in the interview form used in the research were prepared by taking the opinions of the field experts. The data obtained from the research were analyzed by content analysis. Content analysis is used to express an attempt to reduce and understand qualitative data to determine the basic consistencies and meanings by taking aggregated qualitative material (Patton, 2002/2014, p.453). The main purpose of content analysis is to reach the concepts and relationships that can explain the collected data. The data summarized and interpreted in the descriptive analysis is subjected to a deeper process in the content analysis and concepts and themes that cannot be noticed by the descriptive approach can be discovered (Yıldırım & Şimşek, 2013). Accordingly, content analysis is a systematic, reproducible technique in which some words of a text are coded based on certain rules and summarized in smaller content categories (Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz and Demirel, 2009, p. 284).As a result of the research; Some problems experienced due to the lack of adequate information before the lecturers taking the course, problems experienced during the course process, problems related to the content of the course, problems experienced in terms of methods and techniques used during the course, problems experienced in terms of digital and non-digital tools used in the course, The problems experienced with the timing of the course and the problems related to the process and result-oriented evaluation of the course are predicted as expected results. However, since the course was not given enough information to the instructors when the first course was given, the second application was applied for those who could not take the course. Thus, it was tried to provide access to the target audience. However, although information was given about the total number of lecturers reached after the application, no information was given about the number to be reached. Therefore, such questions remain unanswered at the access point to the target audience. As a result of the research, it is expected that some solution suggestions related to this will emerge. Keywords: Digital Age, Higher Education, Digital Transformation Project, Learning and Teaching

203

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Büyüköztürk, Ş., Kılıç Çakmak E., Akgün, Ö. E., Karadeniz, Ş.&Demirel, F. (2009). Bilimsel araştırma yöntemleri. (3. baskı). Ankara: Pegem A Yayıncılık. Higher Education in the Digital Age: Rise of the MOOCs (2016) https://www.fondation-telecom.org/wp-content/uploads/2016/01/2014- highereducation-digital-age.pdf Erişim Tarihi: 17.08.2019 Higher education grapples with accreditation in the digital age (2013) http://news.stanford.edu/news/2013/february/higher-ed-accreditation- 021313.html Erişim Tarihi: 17.08.2019 Karasar, N. (2016). Bilimsel araştırma yöntemi: kavramlar, ilkeler&teknikler. Ankara: Nobel Akademi Yayıncılık. Koral Gümüşoğlu, E. (2017). Yükseköğretimde dijital dönüşüm. AUAd, 3(4), 30-42. Patton, M. Q. (2014). Nitel araştırma&değerlendirme yöntemleri (Çev. Ed. M. Bütün&S.B. Demir). Ankara: Pegem A Yayıncılık. (Eserin orjinali 2002'de yayımlandı). Taşkıran, A. (2017). Dijital çağda yükseköğretim. AUAd, 3(1), 96-109. Yıldırım, A.&Şimşek H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Baskı). Ankara: Seçkin Yayıncılık. Yükseköğretimde Dijital Dönüşüm Projesi Erişim tarihi 05.05.2019, Erişim adresi Yükseköğretim Kurulu web sitesi, https://www.yok.gov.tr/Sayfalar/Haberler/agri-dijital-donusum-tanitim-toplantisi.aspx Yükseköğretim Tarihinde Bir İlk: Dijital Dönüşüm Başlıyor Erişim tarihi 18.08.2019, Erişim adresi Yükseköğretim Kurulu web sitesi, https://www.bik.gov.tr/yuksekogretim-tarihinde-bir-ilk-dijital-donusum-basliyor/

204

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 06071 PROFESSIONAL DEVELOPMENT PROGRAM BASED ON WULF AND SCHAVE MODEL FOR PROBLEM BEHAVIORS IN INCLUSION SERIFE GEZER DEMIRDAGLI - ATILLA CAVKAYTAR ABSTRACT The first initiative's education of individuals with disabilities took place in segregated environments but nowadays there is a tendency towards inclusion (Douvanis & Hulsey, 2002, s. 5). Inclusion can be defined as the education of individuals with special needs with their peers (Batu&Kırcaali-İftar, 2010, s.11; Sucuoğlu&Kargın, 2006, s.25).Class teachers play a key role in achieving the expected benefit of inclusion (Batu & Kırcaali-İftar, 2010, s. 25). In-service training is an important part of teachers' expectations (Sadioğlu, Batu & Bilgin, 2012, s. 428). Another important result revealed by the research is that behavioral problems negatively affect the quality of inclusion (Akalın, 2015; s.41; McClean & Grey, 2012; Sadioğlu, Batu & Bilgin, 2012). For the success of inclusion, classroom teachers should be prepared with various training. To ensure that subjects in professional development activities are real needs of teachers needs analysis should be performed and monitored (Seferoğlu, 2004, s. 42)..Distance education in teacher training has been on the agenda since the early years (İşman, 2011, s. 107). As a general definition, distance education is the education given when the teacher and learner are in different places (İşman, 2011, s. 15; Keegan, 1990). Distance education can be done in many different ways. One of them is online training (İşman, 2011, s. 210; Keagen, 1998). Various software programs are used in online training. Learning Management System (LMS) is one of these programs. LMS is often used in short-term professional development programs in terms of its advantages (Uşun, 2006, s. 3). Moddle is one of the most used LMS systems today (İşman, 2011, p. 244). Moodle is open source software and can be used free of charge (İşman, 2011, p. 245, Moodle Project, 2010). Program development models can be used for professional development programs. Wulf and Schave model is defined as a program development model based on the system approach (Demirel, 1992, p. 37). Three basic stages stay in the model. The first stage definition of the problem, the second stage development, and the third stage is evaluation (Demirel, 1992, p. 40). The aim of the research is to develop an online professional development program (PDP) for teachers in inclusion and to evaluate effectiveness according to teachers' opinions. Research has two stages. First stage is to design an online PDP. Second stage is to evaluate the effectiveness of PDP according teachers' opinions. First Stage: Designing PDP: During the design process, needs were analyzed, expert panel was organized once, experts were consulted three times, a pilot study was carried out and the thesis monitoring committee was evaluated three times. In needs analysis convergent parallel design (mixed research) was used. 200 teachers participated in research. 12 semi-structured interviews were conducted. Teacher Interview Form prepared by researcher and Problem Behavior Scale - Teacher Form developed by Kaner, Yelice and Şekercioğlu (2006) were used in data collection. PDP User Form developed by researcher was used in pilot study. Second Stage: Evaluation of the Effectiveness of PDP: The effectiveness of PDP was evaluated according to teachers' opinions. Research model is pretest-posttest experimental design. 60 teachers participated. Teachers were randomly assigned to experimental and control groups.Three scales were used; The Problem Behavior Scale - Teacher Form developed by Kaner, Yelice and Şekercioğlu (2006), Teacher Professional Competence Scale developed by Kaner, Yellice-Yüksel and Şekercioğlu (2007) and Opinions about Inclusion Scale developed by Antonak and Larrivee (1988); adopted by Kırcaali-Iftar (1996).In this research, it’s aimed to design a PDP for teachers in inclusion and to evaluate the effectiveness of program according to teachers' opinions. For this purpose, in first stage, program development steps were followed as stays in Wulf and Shave model. As a result of this process it was decided: online program preparation, function-based interventions to be included, selecting common problem behaviors of teachers, not to include informational texts in program, the use of video narratives, developing forms to be used by teachers, providing opportunity to teachers interaction among themselves. In second stage, PDP was applied. Effectiveness of program evaluated in terms of (1) the level of discomfort experienced as problem behaviors in classes, (2) diversity of reasons attributed to the problem behaviors by teachers, (3) the teachers' perception of using coping ways with problem behaviors (4) teachers' professional competence perception (5) and the attitudes of the teachers’ towards inclusion. PDP has been effective to reduce teachers' level of disturbance from problem behaviors; to reduce the diversity of causes attributed to teachers' problem behaviors and to increase the positive ways of coping with problem behaviors. In addition, teachers' perception of professional competence and positive opinions about inclusion increased. Keywords: Inclusion, Online education, Wulf and Schave model, Professional development program

205

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akalın, S. (2015) Kaynaştırma sınıfı öğretmenlerinin sınıf yönetimine ilişkin görüşleri&gereksinimleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 16 (3), 215-234. Batu, S. & Kırcaali-İftar, G. (2010) Kaynaştırma. Ankara: Kök. Bartalo, P. (2010). Teacher education online: Towards inclusive virtual learning communities. C. Forlin (Ed.), Teacher education for inclusion içinde (s. 120-129). New York: Routledge. Demirel, Ö. (2011). Eğitimde program geliştirme (16.baskı). Ankara: Pegem Akademi Douvanis, G. and Hulsey, D. (2002). The least restrictive environment mandate: How has it been defined by the courts: How Has It Been Defined by the Courts? ERIC Digest. 1-6. Keegan, D. (1998). The two modes of distance education: Open learning. The Journal of Open, Distance And E-Learning, 13 (3), 43-47. McClean, B. & Grey, I. (2012). A component analysis of positive behavior support plans. Journal of intellectual and developmental disability, 37(3), 221–231. Sadioğlu, Ö., Batu, E.S., & Bilgin, A. (2012). Sınıf öğretmenlerinin özel gereksinimli öğrencilerin kaynaştırılmasına ilişkin görüşleri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 25 (2), 399-432. Seferoğlu, S. S. (2004) Öğretmen yeterlikleri&mesleki gelişim. Bilim Ve Aklın Aydınlığında Eğitim Dergisi, 58, 40-45. Sucuoğlu, B. & Kargın, T. (2006) İlköğretimde kaynaştırma uygulamaları. İstanbul: Morpa. Uşun, S. (2006). Uzaktan eğitim. Nobel: Ankara

206

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 06091 RESPONSIBILITIES AND COMPETENCIES OF TEACHER EDUCATORS FOR PROFESSIONAL DEVELOPMENT OF TEACHERS YAPRAK ALAGOZ HAMZAJ - MERAL GUVEN ABSTRACT As a result of the problems experienced in education, high quality professional development of teachers has become the main component in the development of education (Guskey, 2002). Teachers need to have the main competencies to be effective in the classroom in order to increase student achievement (OECD, 2017). Therefore, effective professional development of teachers has become one of the most important problems in order to overcome this. Nevertheless, many problems are encountered in the professional development of teachers. According to Timperley (2011), in a professional development process it is not enough to focus only on teachers and teachers' learning, and it is necessary that the other stakeholders involved in the process learn and change in the system to achieve the desired results. In particular, it is very important not to ignore teacher educators, who have the most important role in ensuring the effective professional development of teachers, in achieving the desired results. As always said, a good curriculum means nothing if not held by a good teacher, and likewise, a well-prepared teacher education and particularly professional development is useless without a good teacher educator who manages it. Thus, it is very important to define what should teacher educators be responsible for and what competencies should they have for an effective professional development process of teachers. As professional development starts at the pre-service teacher education and continues a work life of a teacher, teacher educators have a significant role both as trainers, planners and practitioners of professional development both in pre-service and in-service teacher education. Fransson, Lakerveld & Rohtma (2009) describes the different roles of in-service learning facilitators as: Trainer-educator, coach-mentor-supervisor, designer-developer, organization-consultant. Though they are listed under the in-service teacher education excluding the pre-service education and covering not only teacher educators, these roles can be seen as a guide to what roles can teacher educators have for professional development process of teachers. Nevertheless, other roles and responsibilities in a broader sense and competencies to achieve these roles should be identified. Therefore, this study aims to define the teacher educator roles in the process of professional development of teachers. The research questions are: 1. What are the responsibilities of teacher educators in the process of professional development of teachers? 2. What competencies should teacher educators have for the process of professional development of teachers? In this study, basic qualitative research design (Merriam, 2009) is adopted to define the teacher educator roles in the process of professional development of teachers. As in basic qualitative research, data are collected through interviews, observations, or document analysis (Merriam, 2009), data will be collected through interviews with teacher educators and document review in this study. Firstly, information about the teacher educator roles will be searched through literature review. After a semi- structured interview form created based on the information gathered via the literature review, the interviews with the teacher educators will be carried out. It is planned to interview about 15-30 teacher educators who work in different universities. Also, the teacher educators to be interviewed will be selected by their field of study and the ones who have works on the topic of professional development of teachers will be preferred. Data obtained through the interviews will be analyzed with the content analysis method. In accordance with the aim and the research questions of the study, results on the teacher educator roles, responsibilities and competencies in the process of professional development of teachers are expected to be defined. Though there are some information in the literature about these roles and competencies, they are insufficient and need to be updated. Besides, they are usually about the roles of in-service educators, rather being directly the roles of the teacher educators and being limited to in-service teacher education. With the results found at the end of this study, it is hoped that a broad perspective upon the roles of teacher educators for the professional development of teachers will be reached and more evident competencies will be defined through the opinions of teacher educators themselves. As some of the problems faced in the professional development process of teachers in Turkey is related to the teacher educators (Bayrakçı, 2009; Bümen et al, 2012), it is hoped to contribute to the literature by bringing some ideas and making them realize their own roles, thus decreasing the problems caused by them to the least. Keywords: Professional development, professional learning, teacher educators, teacher educator competencies, teacher educator responsibilities

207

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bayrakçı, M. (2009). In-Service Teacher Training in Japan and Turkey: A Comparative Analysis of Instructions and Practices. Australian Journal of Teacher Education. 34(1). Bümen, N. T., Ateş, A., Çakar, E., Ural, G.,&Acar, V. (2012). Türkiye bağlamında öğretmenlerin mesleki gelişimi: sorunlar&öneriler. Milli Eğitim Dergisi, 42 (194), 31-50. Fransson, G., Van Lakerveld, J., & Rohtma, V. (2009). To be a facilitator of in-service learning: challenges, roles and professional development. In Becoming a Teacher Educator (pp. 75-88). Springer, Dordrecht. Guskey, T. R. (2002). Professional development and teacher change. Teachers and teaching, 8 (3), 381-391. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). San Francisco, CA: Jossey-Bass. OECD (2017), How can professional development enhance teachers’ classroom practices? Teaching in Focus, No. 16. Paris: OECD Publishing. https://doi.org/10.1787/2745d679-en Timperley, H. (2011). Realizing the power of professional learning. Maidenhead: McGraw-Hill, 2011.

208

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 06284 ENGAGING FACTORS IN A BLENDED PROFESSIONAL DEVELOPMENT PROGRAM ABOUT WEB 2.0 TOOLS ALI ULUS KIMAV - DILRUBA KURUM YAPICIOGLU ABSTRACT In the age of technology today, it is commonly seen that the use of technology in lessons can result in easier, quicker and more permanent learning with higher motivation and engagement to learn as well as helping teachers teach more effectively (Sevim, 2015, p.12). Moreover, these developments are also causing changes in students’ learning preferences and expectations from their teachers. Thus, a new role of teachers in the 21st century is defined as making learning activities more effective with the use of information and communication technologies (ICT). Additionally, teachers are expected to individualize teaching by shaping teaching methods, course content and assessment methods according to changing learning preferences. In summary, it is clear that teachers should be equipped with technological knowledge in addition to pedagogy and field knowledge (Sarı, 2015, p.343). To realize all these expectations, a professional development program about the use of ICT emerges as a necessity to make teaching and learning processes more effective and engaging for students. However, in the Intensive English Language Program (AUSFL-IELP) at Anadolu University School of Foreign Languages, it was seen that teachers have different levels technopedagogical knowledge (Kımav, 2018) despite the professional development (PD) activities that they participated in about ICT integration in lessons, which may cause a bigger digital gap among them in their teaching strategies and techniques as well as providing equal learning opportunities to their students. Moreover, literature review reveals that there are some barriers that make those professional development programs less effective for participants, some of which are not considering participants’ feelings about the program and professional development, the length, time and location of the program, the content and delivery method, voluntary or compulsory participation, the appropriateness of the teaching strategies, interaction among participants, and the role of the trainer (Bümen, et al. 2012; Yurdakul, 2013; Hodges, 2017). Based on the initial observations, it can also be claimed that some of these barriers can be effective on AUSFL-IELP teachers’ preference to participate in PD activities, too. As a summary, based on the above-mentioned problem situations, this study aims to find out the factors that keep participants engaged throughout a blended professional development program about ICT integration. In this 10-week study with 12 participants, which is a smaller part of a larger study that aims to design a blended professional development program on Canvas learning management system, design-based research model (Barab and Squire, 2004, pp.3-4) was utilized considering its advantages over other models and features that are appropriate for curriculum development processes and instructional design. The study included five stages – identifying the problem situation, needs analysis, design of the PD program, implementation of the PD program and evaluation of the PD program. The data in the study were collected using a questionnaire form for all the teachers at AUSFL-IELP, semi-structured interviews with the participants before and after the professional development program, researchers’ notes, and analysis of the face-to-face session videos and course analytics. The data obtained from the data collection tools were analyzed using various methods. For example, the data from the questionnaire form and course analytics were analyzed using descriptive statistics, the data from the semi-structured interviews were analyzed using content analysis and finally the researcher’s notes and face-to-face session videos were analyzed using document analysis. Based on the initial data analysis, the factors that engaged participants were categorized into four groups –content, interaction patterns, delivery method, trainer roles and support. Firstly, the participants learned new, simple to use and free web 2.0 tools and they were provided opportunities to use those tools in their own lessons to gain experience. Secondly, a lot of discussions about the web 2.0 tools and group work during materials design sessions were designed in a social learning environment. Moreover, the participants reached the content online whenever and wherever they wanted by using a computer or a mobile device without any strict deadlines and then, came together for discussion and practice in face-to-face sessions. Finally, the trainer had friendly manners and provided the participants with technical support either face-to-face or online, as well as encouraging some participants who were anxious or felt less competent than the others with more feedback and support. To sum up, ongoing data analysis shows that designing professional development programs by considering the issues and barriers that may have an effect on the success of these programs as well as participants’ needs and wants can result in participants’ higher engagement. Keywords: design-based research, professional development, teaching English, technology integration

209

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Barab, S., Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the learning sciences. 13(1), 1–14. Bümen, N., Ateş, A., Çakar, E., Ural, G., Acar, V. (2012). Türkiye bağlamında öğretmenlerin mesleki gelişimi: Sorunlar&öneriler. Milli Eğitim. (194), 31-50. Hodges, L.C. (2017). Preparing faculty for pedagogical change: Helping faculty deal with fear. in To improve the academy, resources for faculty, instructional, and organizational development, Volume 24. (Ed: Sandra Chadwick-Blossey) https://onlinelibrary.wiley.com/doi/epdf/10.1002/j.2334-4822.2006.tb00454.x (Access date: 07.07.2019) Kımav, A.U. (2018). İngilizce okutmanlarının teknopedagojik alan bilgisi düzeyleri ve teknopedagojik alan bilgisi düzeylerini etkileyen faktörler: Anadolu Üniversitesi Yabancı Diller Yüksekokulu örneği. Paper presented at the 5th International Eurasian Educational Research Congress. Antalya: Akdeniz Üniversitesi. Sarı, A. (2015). Öğretim teknolojileri&öğrenme araçları (Komisyon) Konya: Eğitim Kitabevi. Sevim, O. (2015). Kuramdan uygulamaya bilgisayar destekli öğretim materyali geliştirme. Ankara: Nobel. Yurdakul, I.K. (2013). Öğretmenlikte mesleki gelişlimi etkileyen faktörler&karşılaşılan sorunlar. in Öğretmenlikte mesleki gelişim (Ed: I. K. Yurdakul). (pp.157-180). Eskişehir: Anadolu Üniversitesi.

210

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 06306 ADAPTATION OF VOCATIONAL IDENTITY SCALE INTO TURKISH LANGUAGE AND CULTURE MUHAMMET FATIH ALKAN - DERYA COLKESEN ALKIS - ESMA EMMIOGLU SARIKAYA ABSTRACT While the concept of identity expresses an individual's understanding and perception of himself (Stets & Burke, 2000), vocational identity refers to the individual's self-defined professional goals, interests, values, and roles (Skorikov & Vondracek, 2011). Vocational identity is an important component of an individual's general perception of identity (Skorikov & Vondracek, 1988). The literature shows that a high level of vocational identity perception is associated with job satisfaction and devotion (Berg, 2017). Vocational identity guides employees in completing complex and difficult tasks and provides a sustainable source of intrinsic motivation for the integration of the individual into the profession (Rauner, 1999). On the other hand, individuals are less likely to plan, conduct and monitor business activities when they do not have a sense of vocational identity (Klotz, Billett, & Winther, 2014). For these reasons, employees' vocational identity perceptions are important in terms of their success in their profession and having positive feelings towards their profession. Research assistants constitute the entry to the faculty membership in Turkey. Research assistants carry out research while supporting their units through teaching and administrative tasks. When the total number of academic staff working in higher education institutions is analyzed, it is seen that this number is 162,143 according to December 2018 data. Of these, 46,914, in other words, approximately 30%, are working as research assistants. Accordingly, when the academic staff in higher education is divided into groups according to their titles, the research assistants constitute the largest group. This situation reveals the importance of research assistants for the system (Higher Education Council, 2018). Although it is the most crowded group among the academic staff, the lack of any measurement tool that can be used to measure the vocational identity of the research assistants has been the basis of this study. In this context, the purpose of this study was to adapt the Vocational Identity Scale which was originally developed by Klotz, Billett, and Winther (2014) into Turkish language and culture.The participants involved 296 research assistants working at different universities in Turkey. The majority of them were female (n=169, 57.1%). Their age ranged from 22 to 46 and the mean age was 29.55 (SD=3.68). Their experience ranged from 6 months to 18 years and the mean experience was 4.21 years (SD=2.70). Of the participants, 60 (20.3%) were master students while 202 participants (68.2%) were doctoral students. The steps recommended by Borsa, Damásio, and Bandeira (2012) were followed during the adaptation of Vocational Identity Scale into Turkish. Within this context, the first author was contacted and permission to adapt the scale was granted. Then, the items were translated into Turkish by four translators. The translated items were examined by the authors and items that were considered to reflect the original meaning best were determined. The obtained items were sent to five experts (two Turkish language experts, one expert in the Curriculum and Instruction field, one expert in the Guidance and Psychological Counseling, and one expert in Measurement and Evaluation) to take their feedback. Confirmatory factor analysis was conducted to test the validity of Vocational Identity Scale. Assumptions of confirmatory factor analysis were tested before analyzing the data. As a result, it was found that there was no problem regarding the outliers, univariate normality, and multicollinearity but it was observed that the data violated the multivariate normality assumption. Therefore, Maximum Likelihood Robust (MLR) technique was used during confirmatory factor analysis. The confirmatory factor analysis revealed that the tested model fit well with the proposed factor structure (Kline, 2005). The factor loadings for Vocational Identity factor ranged from .74 to .87. These values ranged from .83 to .98 for the Workplace Identity factor. Finally, they ranged from .75 to .79 for the Workplace Effort factor. In sum, it was observed that all of the loadings were above .30 and the items were loaded to their respective factors (Hair et al., 2006). Cronbach alpha values were .90, .96, and .85 for Vocational Identity, Workplace Identity, and Workplace Effort factors, respectively. Based on these values, it can be expressed that scores obtained from these factors were highly reliable (Nunnaly, 1978). Keywords: vocational identity, scale adaptation, professional development

211

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Berg, C. (2017). Zusammenhänge zwischen beruflicher: Identität, commitment und arbeitszufriedenheit. Zeitschrift für Arbeitswissenschaft, 71(3), 169-178. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R., & Tatham, L. (2006). Multivariate data analysis. Upper Saddle River: Pearson Prentice Hall. Higher Education Council. (2018). Üniversite bazında öğretim elemanı sayıları. https://istatistik.yok.gov.tr/ Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: Guilford Publications. Klotz, V. K., Billett, S., & Winther, E. (2014). Promoting workforce excellence: formation and relevance of vocational identity for vocational educational training. Empirical Research in Vocational Education and Training, 6(6), 1-20. Nunnaly, J. (1978). Psychometric theory. New York: McGraw-Hill. Rauner, F. (1999). Entwicklungslogisch strukturierte berufliche curricula: Vom neuling zur reflektierten meisterschaft. Zeitschrift für Berufs- und Wirtschaftspädagogik, 95(3), 424-446. Skorikov, B., & Vondracek, W. (2011). Occupational identity. In S. Schwartz, K. Luyckx, & V. Vignoles, Handbook of identity theory and research (pp. 693-714). New York: Springer. Skorikov, V., & Vondracek, W. (1988). Vocational identity development: Its relationship to other identity domains and to overall identity development. Journal of Career Assessment, 6, 13-35. Stets, E., & Burke, J. (2000). Identity theory and social identity theory. Social Psychology Quarterly, 63, 224-237.

212

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 06311 AN INVESTIGATION OF TEACHER RESEARCH ENGAGEMENT AND SUSTAINABILITY IN HIGHER EDUCATION VILDAN SAKARKAYA - NILAY T. BUMEN ABSTRACT For years, staff development or in-service training, including short-term workshops/seminars criticized for being ineffective and unrelated to the context and reality of the classrooms, was the only form of professional development activities for teachers (Villegas-Reimers, 2003; Guskey, 2000; Borg, 2015; Bümen, Ateş, Çakar, Ural & Acar, 2012). Recently, professional development of teachers has been considered as a long-term process including systematically planned regular opportunities to promote growth and development in the profession (Villegas-Reimers, 2003). Kayaoglu (2015, p. 148) suggests structural weakness of many in-service training programmes is that they ignore the inquiry research skills critical for teachers to explore both themselves and their classroom. Teacher research, which is based on the combination of scientific knowledge and knowledge from practice, is considered as a powerful form of professional development activity for teachers and carrying out systematic inquiry about their own practices has similar motives with the principles of continuous professional development. Teacher research is considered to be a valuable professional development activity and contributes significantly to the development of teachers. Yet, despite its potential, teacher research as a professional development activity still remains as a minority activity (Borg, 2006; 2010; Kayaoglu, 2015). Borg (2006) states that if teacher research is to be a sustainable feature of foreign language teaching profession, it is necessary to analyze what kinds of support structures are needed to promote it and what conditions hinder teachers from doing it. Also, Edwards & Burns (2016) indicate that although the popularity of teacher research is increasing as a professional development activity, whether its immediate effects are sustained over time, and if so, how they are sustained is an issue that needs to be studied more. In the light of the issues stated above, in this study, with the intention of overcoming the barriers to teacher research engagement and sustainability, it is aimed to find out the factors that facilitate and hinder teachers’ engagement into teacher research, whether the impacts of doing teacher research and teachers’ efforts to do research are sustained over time, and, if so, how those are sustained.In this study, an embedded single case study has been carried out with 33 EFL instructors at a state university. In order to provide in-depth data for different research questions, different study groups have been formed. The study started with a relatively larger group (n=33) formed with maximum diversity sampling method, which included both instructors who carried out teacher research before and instructors with no experience of it to describe the case in detail. Then, the group gradually narrowed into a group (n=10) with extreme case sampling to carry out interviews to gain in-depth understanding of the motivators, demotivators and conditions for engaging in teacher research, then into another group (n=7) with homogeneous sampling to gain in-depth understanding of the experiences of instructors who carried out teacher research. Finally, with the criterion sampling method, the final study group (n=4) was formed to question the sustainable impacts of teacher research and what contributed to the sustainability of these. Two questionnaires consisting of closed and open-ended questions and interviews carried out with semi-structured forms have been used as data collection tools. The qualitative data have been analyzed by content analysis, while frequency analysis has been carried out for the quantitative data.The results of the study have shown that workplace conditions, limitations in instructors’ awareness, beliefs, skills and knowledge about teacher research and economic matters contribute to the most- frequently-mentioned barrier, the lack of time to do research. Instructors’ individual characteristics, project conditions, and a number of workplace conditions (opportunities for teacher research, expert support and colleagues with teacher research experience or postgraduate degrees) are the factors triggering teacher research engagement. The conditions for teacher research are intrinsic motivation, time, institutional encouragement and support, and knowledge and skills in conducting research. It is concluded that the sustainable impacts of teacher research on the instructors are substantial and these have persisted despite the four-year-period. Instructors’ need for professional development, positive experience with teacher research, conducting projects relevant to their goals, concerns and context, and having the opportunity to share their research results through various dissemination forms have facilitated the sustainability of instructors' efforts to conduct teacher research and the impact of former research projects. Lack of time, managements’ lack of expectation from instructors to engage in professional development and management’s lack of support for their efforts to be research engaged have hindered the sustainability of those efforts and impacts. Keywords: Teacher research in professional development, teacher research engagement, sustainability of teacher research.

213

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Borg, S. (2006) Conditions for teacher research. English Teaching Forum, 44 (4), 22-27. Borg, S. (2010). Language teacher research engagement. Language Teaching 43(4), 391-429. Borg, (2015) Professional learning through teacher research. In Xerri, D & Odeet, V. (Eds.) The Learning ELT Professional (pp. 11-18). Malta: ELT Council Ministry for Education and Employment. Retrieved from https://eltcouncil.gov.mt/en/Documents/ Teachers%20Resources/The%20Learning%20ELT%20Professional%20Xerri%20and%20Vassallo%202015.pdf. Bümen N. T., Ateş A., Çakar, E., Ural, G. & Acar, V. (2012). Türkiye Bağlamında Öğretmenlerin Mesleki Gelişimi: Sorunlar&Öneriler. Milli Eğitim. 194, 31-49. Edwards, E & Burns, A. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6-15. Guskey, T.R. (2000). Evaluating professional development. California: Corwin Press. Kayaoglu, M. N. (2015). Teacher researchers in action research in a heavily centralized education system, Educational Action Research, 23(2), 140-161. doi: 10.1080/ 09650792.2014.997260 Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000133010

214

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 06478 THE PROCESSES OF GLOBALIZATION AND INFORMATIZATION OF SOCIETY, INCREASED THE PRAGMATIC SIGNIFICANCE OF KNOWLEDGE AZIYA ZHUMABAYEVA ABSTRACT Processes of globalization and informatization societies intensively passing in the last decades, increased the pragmatic importance of knowledge of foreign languages, influenced on expansion of the circle of people. actively engaged in international and cross-cultural 211 contacts in all spheres of human activity, intensified the dialogue of cultures. In this context the prerequisite for conducting research on this issue was the desire to implement the ideas of the project The Trinity of Languages, initiated by N.A. Nazarbayev, according to which the development of three languages is necessary: Kazakh as an official language, Russian as language of international communication and English as a language of successful integration in a global economy.In this way, the objective realities today are developing in such a way that the bilingualism is gradually beginning to be replaced by multilingualism what is peculiar to Kazakhstani society, which in the educational space is one of the key aspects of the work of all educational institutions of the country. The program of multilingual education provides for the creation of a new model of education that contributes to the formation of a competitive generation that speaks at least three languages. In these conditions, the problem of training appropriate teachers is relevant, including the questions of development of its theoretical and technological support. The actual becomes also formation of the General culture of the human personality, part of which is linguistic culture. Thus, there is an urgent task of mastering a person in modern society lingua and commutative culture that contributes to its effective activity, which is not yet sufficiently solved by the existing education system. This contradiction between the proper and the real defines the problem of the research on the preparation of future teachers of primary education to work in the conditions of multilingualism in the Republic of Kazakhstan. The solution to this problem helps to meet the ever-increasing demand for graduates who meet international standards for the level of training that meets the realities of today. Currently, there is a search for a more effective structure of training of the future specialist of primary education, which is aimed at the implementation of the process of purposeful formation of a competitive personality. Academic disciplines and sequence of consideration of the material correspond, firstly, to the social order of society for the professional training of future primary school teachers who are trained by credit technology in terms of multilingualism. Secondly, the main directions of updating and modernization of the content of primary education. Third, it focuses on increasing the creative potential of their own independent activities to deepen and expand theoretical knowledge in the field of primary education. The purpose of the educational program 6B013-Training of teachers without subject specialization (Pedagogy and methodology of primary education with multilingual education)»: training of highly qualified teaching staff for the primary level of education, fluent in three languages (Kazakh, Russian, English), communication, able to creatively and professionally solve at the modern scientific and practical level of socially significant tasks in the pedagogical sphere. Main task: provision of high-quality professional training of future primary school teachers with multilingual training; - formation of a system of key competencies, as well as General scientific and special knowledge, skills and abilities of future primary school teachers with multilingual training; - development of methods of physical, spiritual and intellectual self-development, formation of psychological literacy, culture of thinking and behavior. Requirements for results: must know the nature of man and the meaning of his existence; to know its possibilities and its limits; to know the diversity of civilizations, forms of social experience; to know the diversity of civilizations, forms of social experience; to determine the place of man in the information technology world and the role of scientific rationality in the development of society; - have an idea about the subjects of mathematics, native and foreign languages, literature, music, science, art, physical education, ICT, their theoretical foundations and technologies of their study in primary school, as well as the basics of methods of language and logical thinking, the formation of subject skills of younger students; - management of the process of formation and development of the multilingual personality of younger students; formation of the General culture of the personality of younger students. Expected results. As a result of the development of the educational program 6B013-training of teachers without subject specialization (Pedagogy and methodology of primary education with multilingual education) students will acquire competence: general: (able to form and objectively assess the personal level of claims, has the skills to increase the level of intellectual development of students. Keywords: training, specialists, multilingual education

215

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES State program of functioning and development of languages for 2011-2020: Astana, Akorda, 2010 B. A. Zhetpisbayeva Theoretical and methodological foundations of multilingual education. -Avtoref. dis.PHD.sciences'.: 13.00.01. - Karaganda, 2009. -36 C. M. A. Absatova Theoretical-methodological bases of formation of the polycultural personality: Avtoref. dis. PHD.sciences'.: 13.00.01. - Almaty, 2009.- 39 Multilingualism: theory and practice: educational and methodical material/ A.E.Zhumabaeva, S. A. Nurzhanova, A. S. Stambekova, A. A. Kdyrbaeva, Safargalieva A. I., Omarova, M. Tagiyev, N. Sartayeva - Almaty: LLP printing - service and K0, 2018. - 168с

216

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 07210 INVESTIGATION OF TEACHERS' LIFELONG LEARNING TENDENCIES AND 21ST CENTURY TEACHING SKILLS EDA YALCIN INCIK ABSTRACT The rapid development and changes in science and technology in the 20th century made it necessary to create an information economy in order to develop. This has had profound effects on all of the social, economic, political and cultural systems that make up societies. Accordingly, it is seen that the qualities sought in the modern human being defined as individuals of the 21st century have changed in direct proportion to these developments and changes. Today, it is stated that individuals should have the characteristics of critical-innovative and creative thinking, problem solving, collaborative work, effective communication, learning to learn and entrepreneurship (Binkley et al., 2010; Lai and Viering, 2012; P21 Partnership for 21st Century Learning). It is the duty of the education system to raise individuals with the qualifications required by society. In order for the changes in science and technology to be able to respond to the individual, the education system should be under constant revision. This imposes new roles and tasks on teachers in the process of educating individuals with targeted qualifications and skills. Teacher quality is one of the most critical factors affecting the quality of educational services (Cheng, 1996; Guskey, 1994; OECD, 2004; 2007; Sönmez, 2007). Teachers should be equipped with professional equipment appropriate to the learning characteristics of the individuals they will address. Today, the integration of information and communication technologies into education makes it possible to design innovative and creative learning-teaching processes. Thus, learning environments that can address the characteristics of 21st century learners can be created. However, in order to achieve this, teachers need continuous development and learning, and they must be lifelong learners who are open to change. At the core of each teacher's practice is a set of beliefs and values that embody the personal and professional texture. Therefore, lifelong learning tendency is as important as lifelong learning knowledge and skills. For this reason, it is thought that it is important to inveatigate teachers' lifelong learning tendencies and 21st century teaching skills. The main purpose of this research is to examine teachers' lifelong learning tendencies and 21st century teacher skills use. For this purpose, the following questions were sought in the research: 1. 1-What is the level of teachers' lifelong learning tendencies and 21st century teacher skills use? 2. 2-Do teachers' lifelong learning tendencies and 21st century teacher skills use differ significantly by gender and seniority? 3. 3-Is there a meaningful relationship between teachers' lifelong learning tendencies and 21st century teacher skills use? The research was designed in correlational survey model. Correlational research is a type of research which done to determine relationships among two or more variables and to explore their implications for cause and effect (Fraenkel, Wallen & Hyun, 2012, p.12). The study group of the research consists of 250 high school teachers working in Mersin in the 2018-2019 academic year. The data of the study were obtained by using Lifelong Learning Tendency Scale (Diker-Coşkun & Demirel, 2010) and 21st Century Teacher Skills Use Scale (Orhan & Kurt, 2015). In the analysis of research data, the assumptions of parametric tests will be checked first. Descriptive statistics, percentage, frequency, arithmetic mean and standard deviation will be used to determine the distributions according to the characteristics of the research questions. Parametric (t, F) or non-parametric tests (MW-U, K-W) will be used to determine the significance level of the difference between the means for variables. Pearson or Spearman Rank Differences Correlation Coefficient will be used to determine the relationships between variables according to the normality of the distribution. In order to determine which groups are the differences in cases where the result of variance analysis is important; one of the multiple comparison tests (Tukey, Scheffe and LSD) will be used. The transfer of research data to the computer environment continues. Therefore, the analysis of the research and the writing of the findings have not yet been completed. The findings of the study will be tabulated after the analysis process is completed. The findings will be discussed in comparison with the results of other studies in the literature. It is thought that the findings of this study will reveal important results about teachers' lifelong learning tendencies and 21st century teaching skills. In the light of the results to be obtained, suggestions for practitioners and future researches will be made. implementation suggestions will be made to increase teachers' lifelong learning tendencies. At the same time, it will be suggested to organize the practices in teacher education processes in order for the preservice teachers to internalize the concept of lifelong learning. For the studies to be conducted, it will be suggested that similar variables should be investigated in different samples and data diversity. Keywords: Lifelong Learning Tendencies, 21st Century Teaching Skills, Teachers

217

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., & Rumble, M. (2010). Defining 21st century skills. Assessment and teaching of 21st century skills draft white paper. The University of Melbourne. Diker-Coşkun, Y., & Demirel, M. (2010). Lifelong learning tendencey scale: the study of validity and reliability. Procedia- Social and Behavioral Sciences, 5, 2343-2350. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill Education. Lai, E. R., & Viering M. (2012). Assessing 21st century skills: Integrating research findings. Vancouver, BC: National Council on Measurement in Education. Orhan Göksün, D., & Kurt, A. A. (2015, 21-25 October). 21st century teacher skills using level inventory: Validity and reliability study in a sample of student teachers. Paper presented at The Seventh Asian Conference on Education (ACE), Kobe, Japan. Partnership for 21st Century Learning. (2016). Framework for 21st century learning. http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf

218

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 07288 USE OF 21ST-CENTURY LEARNING SKILLS, JOB SATISFACTION AND LIFELONG LEARNING SKILLS THE OF TEACHERS MUSTAFA KILINC - SADIK YUKSEL SIVACI - FIRAT COPLU ABSTRACT As the first quarter of the 21st-century come to an end, debates have taken place in the changing and developing world order, which skills of the new generations that were raised in order to adapt to the changing conditions of life and to meet the needs of nations. One of the organizations producing studies on this subject is the OECD. The OECD has published a vision framework for the future of education systems in line with the 2030 objectives. As young people grow up to meet the changing needs of the world, they propose a learning outline that supports their individual and social well-being. The learning framework includes the objectives that the learner should acquire under three main headings: knowledge, skills, attitudes and values. Disciplinary, interdisciplinary, epistemic and procedural-related equipment in the knowledge dimension; cognitive and metacognitive, social and emotional, physical and practical skills in skills dimension; In the dimension of attitudes and values, there are competencies related to personal, local, social and world judgments. In the process of gaining these competencies to individuals is focused on building individual skills that can produce new values that can take responsibility by considering family, teacher, community and peer relationships, and can tackle tensions and difficulties (OECD, 2018). Job satisfaction can be defined as a positive or negative evaluation of the individual's feelings about his/her occupational or occupational status when evaluating the profession in order to be successful in achieving the goals of the profession (Locke, 1969; Weiss & Merlo, 2015). It is stated by researchers that there is research that denoted that individuals' satisfaction with work can affect not only productivity but also have a negative effect on physiological health, psychological health, personal and family lives (Glicken & Robinson, 2013). Lifelong learning is an understanding of learning throughout an individual's life, including formal, informal and non-formal learning, as well as the skills, knowledge, attitudes and behaviors that individuals acquire in social life. It is thought that individuals with high lifelong learning skills will stand out in competition and employability throughout their lives (Laal & Salamati, 2012). In its report titled New Vision for Education: Promoting Social and Emotional Learning through Technology, the World Economic Forum addresses the skills that students must acquire in the 21st-century within the framework of lifelong learning. It is emphasized that with lifelong learning skills, students should be innovative and in a developing structure (WEF, 2016).The data which was obtained through the student sample was processed with the help of SPSS program and the processed data was analyzed via LISRAEL package program in accordance with the purpose of the research. Our aim is to establish a structural model in order to reveal the correlation between teachers’ 21st century Learner Skills, Lifelong Learning and Job Satisfaction. Hence, our research is a correlative study. Correlative research is a kind of non-experimental research in which the researcher measures two variables and evaluates the statistical relationship (ie correlation) with little or no effort to control external variables. When we analyze the correlation between the variables structured equation model is verified (Relative Multivariate Kurtosis being higher than the critical value of 1.00). The study group of the research consists of teachers working in institutions affiliated to the MoNE in Burdur, which were selected by an appropriate sampling method, also named as random or opportunity sampling. A technique close to the population is taken from an already available population. Participants are selected according to suitability, the researcher choosing a part of the universe according to the determined sample size, it is faster and more economical technique (Bhattacherjee, 2012; Westfall, 2009). The data collection process of the research is progressing. After processing the collected data into the SPSS package program and LISREL 8.8 the problem situation will be tested in accordance with the purpose of the study but when we analyze the correlation between the variables structured equation model is verified. After the findings obtained from the research are discussed based on the literature, suggestions will be offered to the subject area and other studies. As a result of the study, it is planned to submit proposals for the appointment and employment policies, development and strategic plans and National Education Councils to be developed for future teachers between Republic of Turkey Ministry of National Education General Directorate of Teacher Training and Development and the Student Selection and Placement Centre (OSYM). It is aimed to carry out discussions that will contribute to the job satisfaction, lifelong learning tendencies of teachers preparing future generations and development processes as 21st-century learners. Keywords: Teachers, Lifelong Learning, 21st-century Learner Skills, Job Satisfaction

219

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bhattacherjee, A. (2012). Social science research: Principles, methods, and practices. Florida, USA: USF Tampa Library Open Access Collections. Glicken, M. D., & Robinson, B. C. (2013). Understanding Job Stress, Job Dissatisfaction, and Worker Burnout. Treating Worker Dissatisfaction During Economic Change, 23–39. Laal, M., & Salamati, P. (2012). Lifelong learning; Why do we need it? Procedia-Social and Behavioral Sciences, 31, 399-403. Locke, E. A. (1969). What is job satisfaction? Organizational Behavior and Human Performance, 4(4), 309–336. Price, C.P., Jhangiani, R.S., & Chiang, I.A. (2015). Research methods in psychology (2nd Canadian editon). Available at https://opentextbc.ca/researchmethods/ (accessed on: 25 April 2019). Weiss, H. M., & Merlo, K. L. (2015). Job Satisfaction. International Encyclopedia of the Social & Behavioral Sciences, 833–838. Westfall, L. (2009). Sampling methods. The Certified Quality Engineer Handbook. World Economic Forum. (2016). New vision for education: Fostering social and emotional learning through Technology. Available at: http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf (accessed on: 04 July 2019).

220

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 07337 REFLECTIONS OF COMMUNICATION INDICATORS IN MOTHER TONGUE FROM LIFELONG LEARNING COMPETENCES TO TURKISH PROGRAM OZNUR SEVENBOLU ABSTRACT Today, education has become a lifelong process as a result of changing conditions and technological developments. As a result, this process has led to the emergence of the concept of lifelong learning. Through lifelong learning, individuals have managed to keep up with changing conditions and technological developments. (Tortop, 2010:177). Lifelong learning competencies are defined in the DeSeCo Project (Definition and Selection of Key Competencies). to be able to communicate and act independently. (Komşu, 2015:126). These key competences (European Union, 2006); (1) communication in mother tongue, (2) communication in a foreign language, (3) core competencies in mathematics, science and technology, (4) digital competence, (5) learning to learn, (6) social and human qualifications, (7) entrepreneurship and (8) cultural awareness and expression. It is closely related to the human being's ability to correctly interpret the environment and the outside world, to continue his life in a healthy way, and to establish a healthy and effective communication with his environment using his language. The European Commission recognized this importance as one of the eight key competences that identified communication in the mother tongue and communicated in the mother tongue. is the ability to interact appropriately through language in environments (education and training, workplace, home and leisure) (European Union, 2007). European Union (2006:13); Native communication indicators are as follows; Expresses and interprets concepts, thoughts, feelings, facts verbally and in writing (listening, speaking, reading and writing), Interact linguistically and appropriately in all social and cultural contexts. Know the basic vocabulary, grammar and functions of the language, Interprets the world and develops cognitive skills to communicate with others, To be aware of verbal interaction types, various literary and non-literary texts, Communicates verbally and in writing, Distinguishes and uses different text types, Seek information, perform collection and processing skills, Formulates oral and written arguments appropriately, Develops a positive attitude towards communication, Demonstrates a critical and constructive tendency, Appreciates aesthetic qualities and desires to strive for them, Has awareness of the impact of language on others, Need to understand and use the language, What are the reflections of communication competence indicators in mother tongue, one of the main competences of lifelong learning, on the acquisitions of primary school Turkish curriculum? In this study, a qualitative research method was used to look at the reflections of the communication competence indicators in the mother tongue, one of the main competencies of lifelong learning, and the data were collected by document analysis. Document analysis was conducted by the researcher. Since the determination of the situation was made in the study, universe and sample selection was not made. As the data source of the research, the Turkish lesson which was put into practice in 2018 by the Ministry of National Education is 1-2-3. and 4th grade curriculum (MEB, 2018) and European Union's communication indicators (EU, 2006) in the mother tongue determined in 2006. The research is descriptive. Descriptive study of qualitative research techniques analysis was used. In this study, firstly, an analysis framework of the communication indicators in the mother tongue was established and the gains of the data in the primary school Turkish syllabus were examined and then the data obtained from the documents were arranged and defined according to these indicators. When the general objectives of the 2018 primary school Turkish syllabus are examined in terms of communication indicators in the mother tongue; it is seen that communication indicators in the mother tongue are reflected in the program gains. However, there are no indications that develops a positive attitude towards communication, becomes aware of the impact of language on others and needs to understand and use the language. It is seen that the affective dimension of communication and the individual's need to engage in communication are not taken into consideration. It is seen that especially grammar, verbal-written communication, listening-speaking-reading-writing skills dimensions are predominant, and the indicators of gains are more reflected as the level of class increases. When the literature is examined, it is seen that there is no research about the reflections of the mother tongue communication indicators on the Turkish curriculum. Although Turkish lifelong learning skills are included in Turkish textbooks, it is seen that effective literacy skills, which form the basis of Turkish teaching, are frequently included. However, it was seen that the ability to be responsible for their own learning, which is the basis of constructivist learning, was given less space compared to other skills. Keywords: lifelong learning, mother tongue, Turkish program

221

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES European Union (2002). European report on qualıty indicators of lifelong learning. Fifteen quality indicators. European Commission report, Directorate- General forEducation andCulture, Brussels. [http://www.aic.lv/ace/ace_disk/Bologna/contrib/EU/report_qual%20LLL.pdf] Downloaded from 30/04/2019 European Union, (2007). Key competences for lifelong learning european reference[https://www.britishcouncil.org/sites/default/files/youth- in-action-keycomp-en.pdf] Downloaded from 30/04/2019 European Union, (2008). Terminology of European Education and Training Policy. [http://www.cedefop.europa.eu/EN/Files/4064_en.pdf] Downloaded from 30/04/2019 European Union (2006). Recommendatıon Of The European Parlıment And Of The Councıl of 18 December 2006 on key competences for lifelong learning Komşu, U.C. (2015). Lifelong learning competencies of trainers working in public education centers: Mersin case. Journal of Theoretical Education, 10(1), 117-145. MEB (2017). Turkish Lesson (1st-8th Grades) Curriculum. Ankara: State Books Directorate. MEB (2018). Turkish Lesson (1st-8th Grades) Curriculum. Ankara: State Books Directorate. OECD (2005). http://www.oecd.org.pısa/35070367.pdf Tortop, Ö.(2010). EU lifelong learning basic competency areas: state of Turkey. Gazi University Faculty of Education Department of Computer Education and Instructional Technology (Unpublished master's thesis): Ankara

222

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08011 DEVELOPING SCIENCE TEACHER CANDIDATES’ CRITICAL WRITING SKILLS IN BIOLOGY LABORATORY COURSE KAAN BATI ABSTRACT Although critical thinking is seen as self-contained, per se, as a thinking system, it is also a process with outputs, such as critical reading and critical writing. In other words, individuals with critical thinking skills can have a critical perspective while reading and writing. In the literature, many studies about teachers' writing skills (Bereiter and Scardamalia, 1987; Cremin and Oliver, 2017; McDermoth and Kuhn, 2011; Pytash, 2013; Wallace et al. 2007). Pytash (2013) states that pre-service teachers should be exposed to teaching approaches that support the development of writing skills to give students writing skills. On the other hand, in a recent review analyzing studies on teachers’ writing skills, Cremin and Oliver (2017) reported that teacher candidates had low motivation and self-confidence in writing, but the majority of the studies examined had been undertaken in the United States with teacher candidates. Therefore, there is a need for more extensive research about teachers and teacher candidates' critical writing skills at different levels of teaching and in different cultural contexts (Cremin and Oliver, 2017). Morgan (2010), also, states in the literature that there is insufficient research focusing on how prospective teachers can teach their students how to write. In this research, it is aimed to determine the level of critical writing skills of science teacher candidates and to develop critical writing skills with the application carried out within the scope of a biology laboratory course. Within the scope of this research, it was aimed to determine the levels of critical writing skills of teacher candidates and examine the effectiveness of a classroom application aimed at revealing the critical writing skills in the biology laboratory course. The research questions were as follows; (1) what is the level of science teacher candidates’ critical writing skills? And (2) how does a classroom application integrated into the biology laboratory course to improve these skills affect teacher candidates’ critical writing skills? Observational case study was used as the research method (Bogdan and Biklen, 2007). The research was carried out in a public university with 52 science teacher candidates (34 females, 18 male). Implementation and data collection processes were done in the spring semester of the 2017 - 2018 academic year and lasted six weeks in total during which the ecosystem topic was taught. In this process, teacher candidates designed and produced bottle ecosystems in biology laboratory course, and they wrote reports based on the data collected from their ecosystems for six weeks. During this period, randomly selected student reports were discussed, and the critical writing levels of the reports were examined with teacher candidates. To follow the changes in writing skills, unstructured focus group interviews and weekly reports were analyzed by content analysis method. To ensure coder reliability, a randomly selected sample from the entire data set was coded by three independent researchers and the percentage agreement between the encoders was found to be 84%.The results show that critical writing skills of teacher candidates were at a low level, but they were improved by the classroom practice undertaken in this research. In this study, not enough evidence was found related to critical writing skills during the implementation process. However, this should not be interpreted as the teacher candidates’ lack of these skills, but it should be considered as not being able to fully utilize these skills due to the absence of an appropriate learning environment. If an appropriate learning environment is provided, teacher candidates can improve their innate skills and acquire other skills through experience. Draper, Barksdale-Ladd, and Radencich (2000) emphasized the importance of instructions and teachers toward writing skills. One of the remarkable finding of the research was the presence of very little evidence concerning critique of data, lack of prejudice bias, and use of prior knowledge skills obtained from the literature related to the critical writing skills of teacher candidates. Finally, the fact that no evidence of critiques of data was identified is an important consequence of the research. In this research teacher candidates preferred to transfer the raw data directly instead of saying something new by criticizing the data they obtained. Keywords: critical thinking, critical writing

223

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bereiter, C. & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum. Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education. Boston, MA: Allyn & Bacon. Cremin, T., & Oliver, L. (2017). Teachers as writers: A systematic review. Research Papers in Education, 32(3), 269-295. Draper, M. C., Barksdale-Ladd, M., & Radencich, M. C. (2000). Reading and Writing Habits of Preservice Teachers. Reading Horizons: A Journal of Literacy and Language Arts, 40 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol40/iss3/3 McDermott, M., & Kuhn, M. (2011). Using Writing for Alternative Audiences in a College Integrated Science Course. Journal of College Science Teaching, 41(1), 1-7. Morgan, D. N. (2010). Preservice teachers as writers. Literacy Research and Instruction, 49(4), 352-365. Pytash, K. E. (2013). Secondary preservice teachers’ development of teaching scientific writing. Journal of Science Teacher Education, 24(5), 793-810. Wallace, R., Pearman, C., Hail, C., & Hurst, B. (2007). Writing for Comprehension. Reading Horizons, 48 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol48/iss1/5

224

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08012 DETERMINATION OF THEORETICAL INTERVENTION METHODS REQUIRED AND NEEDS OF PSYCHOLOGICAL COUNSELORS IN THEIR INSTITUTIONS MUSTAFA CELEBI - MUSTAFA OZCAN ABSTRACT Psychological counseling and guidance services in Turkey seem to have emerged as an undeniable need in the face of especially the major shortcomings in the education system and the rapid and snowballing changes (Kuzgun, 2000). Counseling service , one of the main activities of psychological counseling and guidance services emphasized as an irrefutable need, can be defined as making changes in the behaviors, emotions and thoughts of the person coming to the consultation by taking into consideration the wishes of the client and his / her own voluntarism and thus arranging the situations or events he wants to change in his life (Denizli, 2009). With this regulation and change, it can be said that it is aimed to increase the quality of life of the individual and self knowledge and make him / her aware of his / her opportunities. It can be said to be one of the main objectives in the field of psychological counseling and guidance, as in all the other fields, is to employ experts who have the necessary knowledge and skills, have reached professional competence, have internalized professional ethics and adopt as a principle rather than a written rule. In particular, practitioners of a discipline such as psychology, working with people who are unique and none of them are alike, may use different methods of intervention or need different techniques. Psychological counselors can apply many different methods and techniques in order to help the client to realize and develop himself / herself in the process while providing psychological counseling (İştahlı, 2005). One of the most complex problems experienced by help-oriented professions such as psychological counseling is the uncertainty of theoretical preferences. It can be seen in the studies conducted among the students that the students do not have clear ideas in determining their theoretical preferences (Özer, 1998). According to the feedback received from the students, it can be said that these theoretical preferences or preference expectations correspond to the periods when the awareness of the profession hasn’t been gained. In this case, either the theories that sound good or the theories that the majority wants, or the theories preferred by the instructor of the course may be chosen. The theories that seem to be chosen or adopted may appear to be able to help students in written exams, but may make them feel lost in career (Tuzgöl Dost & Keklik, 2012).In this study, quantitative research method was preferred by using questionnaire data collection tool which was used to reach a large number of people while searching for answers to sub-problems. Quantitative data collection method is defined as methods that can be explained in numerical terms by using events, situations and measurable statistical methods (Karasar, 2015). In the study, sampling method known as probability sampling was used and the study group was composed of 106 guidance teachers among 515 guidance teachers working in Kayseri in the 2018-2019 academic year. Among the the teachers taking part in the study, 9 (8,5%) of them work in primary schools, 28 (26,4%) work in secondary schools, 54 (50,09%) work in high schools, 15 (14,2%) work in Guidance and Research Center. The reliability coefficient of the questionnaires asked in the application was calculated as Cronbach’s alpha (α = .954) with SPSS 25.0 statistical package program. In the survey; the study is condected under the headings Career Counseling Theories, Psychoanalytic Theories, Learning Theories, anc Humanistic Theories , Postmodern Theories , Theories Affected by Eastern Philosophy and Holistic Theories (Tekinalp&Terzi, 2014).When the averages of the psychological counseling and guidance program and the psychology program graduates are examined in their training levels, it is found out that almost all theoretical based psychological counseling intervention methods may be required at a high level and they need a high level of self- improvement. However, when the average of the other field graduates is examined, it is seen that there is very little need for almost all theoretically based psychological counseling and intervention methods in the institutions where they work and there is almost no need to develop themselves.In these assessments, they expressed a high level of need for most of the theoretical- based counseling methods in their institution, but stated that they needed a lower level of improvement in these intervention methods. When the study is examined in general, it is concluded that psychological counseling intervention methods based on theoretical basis are highly necessary and psychological counselors need a high level of improvement in these methods. The findings of the study revealed results that are consistent with the literature (Hamamcı, Murat, Esen Çoban, 2004). Keywords: Intervention Methods, Psychological Counselors, Theoretical

225

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Denizli, S. (2009). Psikolojik Danışma Süreç&Sonuç Araştırmaları Kapsamında Psikolojik Danışma Becerileri Üzerine Bir Tarama. Ege Eğitim Dergisi, 92 - 113. Hamamcı, Z., Murat, M., & Esen Çoban, A. (2004). Gaziantep'teki Okullarda Çalışan Psikolojik Danışmanların Mesleki Sorunlarının İncelenmesi. XIII. Ulusal Eğitim Bilimleri Kurultayı. Malatya: İnönü Üniversitesi. İştahlı, B. (2005). Rehberlik&Psikolojik Danışma Hizmetlerinin Eğitimdeki Önemi. Eğitim Bilimleri Enstitüsü Tezsiz Yüksek Lisans Programı Seminer Dersi. İstanbul: Yeditepe Üniversitesi. Karasar, N. (2015). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayınları. Kuzgun, Y. (2000). Rehberlik&psikolojik danışma. Ankara: ÖSYM Yayınları. Özer, R. (1998). Rehber Öğretmenlerde Tükenmişlik, Nedenleri&Çeşitli Değişkenlere Göre İncelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Trabzon: Karadeniz Teknik Üniversitesi. Tekinalp, B., & Terzi, Ş. (2014). Psikolojik Danışma&Psikoterapide Kuramsal Yöneliminizi Geliştirme. Ankara: Pegem Akademi Yayınları. Tuzgöl Dost, M., & Keklik, İ. (2012). Alanda Çalışanların Gözünden Psikolojik Danışma&Rehberlik Alanının Sorunları. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 389 - 407.

226

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08014 DETERMINING 21ST CENTURY SKILLS LEVEL OF TEACHER CANDIDATES SENOL ORAKCI - MEHMET DURNAL - BIJEN FILIZ ABSTRACT The changing and advancing conditions in the world have caused transformations in learning and teaching environments as in several other areas. These transformations contain different elements from technological infrastructure of the schools to teacher skills. Learners and teachers who are the stakeholders of the learning and teaching system are the prominent actors of this transformation (Orhan Göksün & Kurt Adile, 2017). Although the 21st century skills are categorized in different ways, these classifications have many aspects in common. These are creativity, critical thinking, collaborative learning, and problem solving at the center of 21st century skills (Pacific Policy Research Center, 2010). 21st century skills require not only knowing information, but producing knowledge, reaching it and using information in life as a function of life, being entrepreneur and determined, having communication skills, empathy, and contributing to society and culture (MoNE, 2018). 21st century skills include neither skill nor knowledge singly. 21st century skills include understanding and performance. In other words, 21st century skills are a concept in which knowledge and skills are blended (Dede, 2010). 21st century skills are the skills required for individuals to be able to continue their lives in a more qualified way, to solve the problems they face more easily, to analyze the events from different angles and to be more successful in their professional and social lives. 21st century skills, which are classified as Learning and Innovation Skills, Life and Career Skills, and Information, Media and Technology Skills, can be acquired by individuals through all levels of education, from primary to tertiary education (Anagün, Atalay, Kılıç and Yaşar, 2016). 21st century teachers have to take in account the needs of their students, prepare them to cope with the challenges of future. In this context, it is important to have high quality professional teachers in order to carry out a high-quality professional education. In this study, it is aimed to determine 21st century skills level of teacher candidates according to their gender, level of class, departments, type of high school graduated. This research is a descriptive study conducted using a survey model. The survey model is a model that does not aim to define the current situation as it is in the past or now (Karasar, 2011). The study group consists of 213 students attending Aksaray University Faculty of Education during 2018-2019 academic year. In determining the study group, purposeful sampling method was utilized. Teacher candidates were included in this study on the basis of volunteerism. A personal information form was created by the researcher and 21st Century Skills Proficiency Scale for Teaching Candidates developed by Anagün, Atalay, Kılıç and Yaşar (2016) was used. The scale was designed as a five-point Likert type scale. The scale consists of 42 items and three factors. The names of these factors are Learning and Innovation, Skills, Life and Career Skills, and Information, Media and Technology Skills. The Cronbach alpha coefficient of the scale was found to be .89. Finally, the Cronbach's Alpha Coefficient of 21st Century Skills Proficiency Scale for Teaching Candidates was .87. In this study, it was aimed to determine 21st century skills level of teacher candidates according to such variables as gender, the level of class, students’ departments, type of high school graduated. This study is important because the 21st century skills are a set of abilities that teacher candidates need to develop in order to become successful the information age (Sural, 2017). At the end of the research, it was concluded that 21st) century skills level of teacher candidates made no significant difference according to gender, the level of class, students’ departments, and type of high school graduated. From this point of view, it can be said that teacher candidates came from a similar socio-cultural environment with a similar educational background. In this context, more comprehensive quantitative and qualitative researches can be done with different samples to reveal the level of competence of teacher candidates for 21st century skills. In addition, teachers and teacher candidates’ proficiency levels for 21st century skills can be compared each other. Keywords: Teacher candidates, Teacher training, University

227

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Anagün, Ş. S., Atalay, N., Kılıç, Z., & Yaşar, S. (2016). Öğretmen adaylarına yönelik 21. yüzyıl becerileri yeterlilik algıları ölçeğinin geliştirilmesi: Geçerlik&güvenirlik çalışması. Pamukkale Eğitim Fakültesi Dergisi, 40, 160-175. Dede, C. (2010). Comparing Frameworks for 21st Century skills. 21st Century skills 03.04.2019’da http://watertown.k12.ma.us/dept/ed_tech/research/pdf/ChrisDede.pdf adresinden alınmıştır. Karasar, N. (2011). Araştırmalarda Rapor Hazırlama. Ankara: Nobel. MoNE, (2018) 9 Nisan 2019 tarihinde http://mufredat.meb.gov.tr/Programlar.aspx adresinden alındı. Orhan Göksün, D. & Kurt, A. A. (2017). Öğretmen Adaylarının 21. yy. Öğrenen Becerileri Kullanımları&21. yy. Öğreten Becerileri Kullanımları Arasındaki İlişki, Eğitim&Bilim, 42 (190), 107-130 Pacific Policy Research Center. (2010). 21st Century Skills for Students and Teachers. Retrieved Agust 2016, from Kamehameha Schools Research & Evaluation Division: http://www.ksbe.edu/_assets/spi/pdfs/21_century_skills_full.pdf Sural, İ. (2017). 21st Century Skills Level of Teacher Candidates. European Journal of Education Studies, 3(8), 530-538.

228

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08023 EXAMINING PROBLEM SOLVING SKILL LEVELS OF TEACHERS AND ADMINISTRATORS BY VARIOUS VARIABLES GULNUR CANDAN HAMURCU - MUSTAFA OZCAN ABSTRACT The individual has to meet the various needs of his or her life for the purpose of self-realization (Çelikten, 2001). These needs can be internal or external. It is expected to use the resources availablely possible to meet the internal and external needs of the individual. Therefore, it is very important to decide how to use the available resources (Maslow, 2019). In order to make a decision on a subject, one measure must be made in order to make an evaluation and to make an evaluation Çınar , Hatunoğlu , & Hatunoğlu, 2009). Every internal or external need that the individual has to meet becomes a problem for the individual to be solved in the decision-making process (Demirtas & Dönmez, 2008). The main factor determining the nature of the decision-making process is the skills in which the stages from addressing the problem to being resolved are exceeded by which skills are being overcome. In the operation of this process, individual differences and the past lives of individuals are of great importance. Because according to cognitive theory, the human brain uses the basic principles of survival: act when necessary. In this way, it operates the most primitive principle of survival by not expoperating unnecessarily. Therefore, people record the way they solve a problem, the solution, and try to take a shortcut to similar problems, including derivatives of related problems (Yazgan İnanç & Yerlikaya , 2018). The individual who aims to realize himself sees each need as a goal. The decisions of the steps to be taken towards these objectives constitute the problems of whether these decisions can be taken. Therefore, it can be said that this chain reaction is directly related to the way the problem-solving process works (Elkin & Karadağlı, 2015). At this point, it can be stated that problem solving skills that play a key role in the operation of the process have gained importance (Balcı, 2018). All nations aim to have a high level of problem-solving skills for their individuals so that they can become a more functional and qualified community. As the source variable of the problem-solving skills of individuals, individual lives are shown where inherited abilities are created together with environmental stimuli (Oğuz, 2017). The research used a scanning model to describe an already existing situation or event as it is. Quantitative research method has been chosen to ensure the numerical proximity of the judgment to be presented with the scanning model to the universe addressed. Quantitative data can be analyzed on quantitative research and the necessary analyses are concluded as a result of the research method (Karasar, 2013). Problem Solving Inventory was used as a data collection tool in the study. The scale developed by Heppner and Petersen (1982) was adapted into Turkish by Taylan (1990) in 1990 and a validity and reliability study of the scale consisting of 35 items was carried out. The scale is a 6-likert scale rated from 1 to 6. At the time of scoring, 9, 22 and 29. items are excluded from scoring. 1, 2, 3, 4, 11, 13, 14, 15, 17, 21, 25, 26, 30 and 34. items that need to be scored in reverse. The lowest score as a result of the calculations is 32, while the highest score is 192, so the score is 32-192.The research results are supported by many studies in the literature in the general context and differ in some respects (Anık, 2018). A systematic evaluation was made by classifying these similarities and differences according to research questions. In the literature on teachers' problem- solving skill levels, many studies supporting the findings of the research have been found (Bağçeci & Kinay, 2013). The findings of the study in response to the research question whether there were significant differences according to the title reached similar conclusions with the literature and no significant differences were found according to the titles (Yılmaz, 2014). No study was found to contradict or overlap the findings of the study (Bars, 2016). Whether there is a significant difference between problem-solving skill levels according to the seniority of the participants expressed as the duration of the study has also shown results supported by studies and it was observed that problem solving skill levels did not differ significantly according to the service duration variable. No study was found to contradict or overlap the findings of the study. Keywords: Teacher, Administrator, Problem-Solving, Art, Skill

229

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Balcı, A. (2018). Karşılaştırmalı Eğitim Sistemleri. Ankara: Pegem Akademi. Bars, M. (2016). Öğretmen Adaylarının Üstbilişsel Farkındalıkları, Öğretmenlik Mesleğine Yönelik Öz Yeterlikleri Ve Problem Çözme Becerilerine İlişkin Algılarının İncelenmesi. Diyarbakır: Dicle Üniversitesi. Çelikten, M. (2001). Okul Yöneticilerinin Problem Çözme Becerileri. Kuram Ve Uygulamada Eğitim Yönetimi, 297-309. Çınar , O., Hatunoğlu , A., & Hatunoğlu , Y. (2009). Öğretmenlerin Problem Çözme Becerileri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 215-226. Demirtas, H., & Dönmez, B. (2008). Ortaöğretimde Görev Yapan Öğretmenlerin Problem Çözme Becerilerine İlişkin Algıları. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 177-198. Elkin, N., & Karadağlı, F. (2015). Üniversite Öğrencilerinin Problem Çözme Becerilerinin Değerlendirilmesi. Adıyaman Üniversitesi Sağlık Bilimleri Dergisi, 11-18. Maslow, A. H. (2019). İnsan Olmanın Psikolojisi. İstanbul: Kuraldışı Yayınları. Oğuz, V. (2017). Okul Öncesi Öğretmen Adaylarının Problem Çözme Becerisi İle Öğretmen Öz Yeterlik Algıları Arasındaki İlişki. Çağdaş Yönetim Bilimleri Dergisi, 20-30. Taylan, S. (1990). Heppner'in Problem Çözme Envanterinin Uyarlama, Güvenilirlik Ve Geçerlik Çalışmaları. Ankara: Ankara Üniversitesi. Yazgan İnanç, B., & Yerlikaya , E. (2018). Kişilik Kuramları. Ankara: Pegem Akademi. Yılmaz, Y. (2014). İlk Ve Ortaokul Öğretmen Ve Yöneticilerinin Epistemolojik İnançları İle Problem Çözme Becerileri Arasındaki İlişkinin İncelenmesi. İstanbul: İstanbul Aydın Üniversitesi.

230

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08030 PRE-SERVICE TEACHERS' VIEWS ON TEACHING PRACTICE COURSE AYSENUR KULOGLU - MERVE OZER ABSTRACT Teaching is profession that shapes future generations and determines the future of countries. Teachers who perform this profession are the people who guide the education and training process. Both the needs of today and also the needs of the future should be considered while training teachers (Aslan,2015).Pre-service training is very important in terms of acquiring knowledge, skills and behavior so that teachers are qualified enough to meet the needs (Kasap,2015).Pre-service teachers preparing for this profession during their undergraduate education take the courses of field knowledge, general cultural and educational sciences. When teacher training systems in our country were examined, it was observed that the trainings provided during undergraduate education were theoretical. Theoretical knowledge should be supported with practice to strengthen the education provided (Aytaç,Er, 2018).It is aimed to train qualified teachers with theoretical and practical studies provided in the faculties of education (Saratlı,2007).Teaching practice courses that enable them to put their theoretical knowledge into practice are given to pre-service teachers so that the courses learned in theory are effectively transferred to students by pre-service teachers. Teaching practice courses consist of School Experience-I, School Experience-II and Teaching Practice courses. Pre- service teachers perform practices in schools that belong to the ministry of national education to be teachers to increase the quality of individuals (Şimşek,Alkan&Erdem2013;Şahin,2004). Teaching practice courses are conducted within the scope of the Cooperation between YÖK (Council of Higher Education) and Faculty. Practice teachers and instructors are assigned for providing professional guidance with the aim of helping pre-service teachers to adapt to a new socio-cultural structure during this process as well as improving their professional skills(Sağ,2014).Pre-service teachers, who take teaching practice courses during their undergraduate education, may face different problems. There are problems such as incomplete information of the practice instructor, practice teacher's insufficient observation and insufficient assistance to the pre-service teacher, problems arising from the practice school, and pre-service teacher's failure to pay sufficient attention because of his/her ongoing undergraduate courses. These problems unfortunately may cause pre-service teachers to develop negative attitudes towards the profession or may lead to the continuity of mislearnings in professional life. The problems should be identified and tried to be overcome in order to conduct these courses, which prepare pre-service teachers for the profession and personally bring them together with the student, in the most effective way.The aim of the study was to reveal the problems that pre-service teachers face in the process of teaching practice courses, and their perspectives on these courses. The survey model was used in this descriptive study. Descriptive studies describe a given situation as precisely and carefully as possible (Büyüköztürk etc.2008).Screening method studies are approaches aiming to describe a past or present situation as it exists(Karasar,1998). 282 final year students studying the Faculty of Education in the 2018-2019 academic year constituted the sample of the study. The Assessment Test for Practice Courses (ATPC) developed by Değirmençay and Kasap (2013) was used as a data collection tool. The first section includes personal information while the second section includes the scale items. The second section involves 3 dimensions consisting of achievements related to school experience, achievements related to teaching practice course, and common achievement items for school experience and teaching practice course. Interpretation was made by examining the mean and standard deviations of the items that constitute the scale. Whether independent variables caused a significant difference was examined. Gender, department and the willingness to prefer the department were used as independent variables. When the significant difference was examined in the results obtained according to the variable of gender, no significant difference was observed according to gender in the dimension of achievements related to school experience, the dimension of achievements related to teaching practice course, the dimension constituted by the common achievements of these two courses, and in the dimension in which the whole scale was examined. When the averages were examined, it was observed that the averages of women were higher than the averages of men in all three dimensions. In this case, it was observed that female pre-service teachers had more positive attitudes towards teaching practice courses compared to male pre-service teachers. When the results were analyzed according to the variable of department, it was observed that there was a significant difference in some dimensions. When willingness to prefer the department was examined, it was observed that there were significant differences in all dimensions. It was observed that pre-service teachers who willingly preferred the department had more positive attitude towards teaching practice courses. As a result of the study, it was observed that pre-service teachers' opinions about teaching practice courses were generally positive. Keywords: Teaching practice, teaching, pre-service teachers, practice courses, education

231

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aslan, M. (2015). Eğitim Fakültelerindeki öğretmenlik uygulaması dersinin değerlendirilmesi&öğretim programının hazırlanması. Doktora Tezi. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir. Aytaç, A.&Er,K.O.(2018).A Comparison of Teaching Practices in Pre-service Classroom Teacher Training Programs in Turkey and Finland. Eğitim Kuram&Uygulama Araştırmaları Dergisi, 4(2), 10-19. Büyüköztürk, Ş.,Çakmak,E.K.,Akgün,Ö.E.,Karadeniz,Ş.,Demirel,F.(2008).Bilimsel Araştırma Yöntemleri. Ankara.Pegem Akademi. Değirmençay, Ş. A., & Kasap, G. (2013). Opinious of prospective teacher’s about school experience and teaching practice courses. Journal of Educational Sciences 4(2), 47-57. Karasar, N.(1998). Bilimsel Araştırma Yöntemleri. Ankara. Nobel Yayın Dağıtım. Kasap, G. (2015). Öğretmen adaylarının okul deneyimi&öğretmenlik uygulaması derslerine yönelik görüşlerinin belirlenmesi. Yüksek lisans tezi. Giresun Üniversitesi Fen Bilimleri Enstitüsü, Giresun. Sağ, R.(2014).The course of pre-sevice tachers’ expactations in school practices and the factors affecting their expectations.Creative Education.5.353-371. Şahin, A.E.(2004). Eğitimin Teknolojik Boyutu. Sönmez, V.(Ed.). Öğretmenlik mesleğine giriş. Ankara. Anı Yayıncılık. Şimşek, S., Alkan, V., & Erdem, A. R. (2013). Öğretmenlik uygulamasına ilişkin nitel bir çalışma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34(34), 63-73.

232

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08048 MULTIDISCIPLINARY FORENSIC ENRICHMENT FOR GIFTED TEACHERS’ PROGRAMMING OPTION SUMMUYE NUR TUZUN - MUSTAFA TUYSUZ ABSTRACT For nearly a century, scholars have sought to understand, measure, and explain giftedness. Giftedness is the manifestation of performance that is clearly at the upper end of the distribution in a talent domain even relative to other high-functioning individuals in that domain (Subotnik, Olszewski-Kubilius& Worrell, 2011). Thus, the education of the gifted individuals requires some particular needs such as specific topics according to their skills, subject based and grade based acceleration, learning with like-ability peers and specific curriculum areas (Rogers, 2007).In other words, effective theories for educating gifted students require two additional characteristics. First, an acceleration-based theory recommends the use of advanced courses for keeping in step with their speed of learning. Second, the enrichment-based theory services for gifted’s advanced cognitive development by designing differentiated teaching domains (Renzulli, 2012). Another crucial point must be taken into account is gifted’s need for interrogating new information, thinking it through, organizing, and linking (Stott & Hobden, 2016) which all means critical thinking. Anyhow, teaching critical thinking skills is a necessity not only for gifted but all students for the requirement of 21st century needs (Kettler, 2014). For being able to do all these mentioned requirements for the education of the gifted, the gifted teachers’ pedagogical content knowledge must be over average especially for enrichment, in other words constructing different programming options for their gifted students. Pedagogical content knowledge means knowledge regulated by the teacher to teach to their students (Shulman, cf., Demirdogen, 2015). Pedagogical content knowledge contains analogies, examples, explanations, presentations; exhibition methods all for making students understand a subject clearly (Demirdogen, 2015). For giving the change to gifted teachers to make different programming options, argumentation could be used. Because argumentation has been a strategy for teaching critical thinking skills since Socratic times (Freeley & Steinberg, 2005). If a student could perform good at constructing arguments in a socio-dialectic argumentation environment, then it means this student’s critical thinking skills are enhancing too (Cambridge Thinking Syllabus, 2011; Lim, 2011). On the other side, multidisciplinary applications could be used by gifted teachers for enrichment, different programming options. Because multidisciplinary applications make gifted students understand the concepts much more appropriately (Genc, 2014).Therefore, the purpose of this research was to model multidisciplinary forensic enrichment for gifted teachers for helping them to make programming options by the help of enhancing their pedagogical content knowledge in an argumentation-learning domain. The research was conducted with ten gifted teachers working at a science and art center for gifted in Ankara province in the 2018- 2019 educational year based on case study being as one of the qualitative methods through seven lessons period. Seven of the participants were female and three of the participants were male. The participants were determined according to their willingness for participating in the research. Semi-structured interview forms, worksheets, multidisciplinary lesson plans were used as the data collecting tools. Before the application process, semi-structured interviews were made with the participants for determining their pre-opinions about multidisciplinary forensic enrichment. Also, before the application process, a presentation about giftedness, gifted education, enrichment, argumentation, critical thinking, multidisciplinary teaching, forensic concepts were hold. During the application process, the gifted teachers experienced three different fingerprint-taking methods as the experiments. They reconstructed the experiments as arguments. Then they argued a thought experiment. They examined multidisciplinary lesson plans, criticized them and construct their own. After the application process, semi-structured interviews were made with the participants again. Content analysis and descriptions were utilized for data analysis. This research modeled multidisciplinary forensic enrichment for gifted teachers for helping them to make their own programming options by the help of enhancing their pedagogical content knowledge in an argumentation learning domain. Before the application process, most of the teachers had some external idea about how to make programming options in argumentation based multidisciplinary forensic teaching environments for enhancing gifted’s critical thinking skills. However, the teachers underlined that their pedagogical content knowledge about multidisciplinary programming options enhanced so much after the application process. It was found that during the application gifted teachers’ argument construction, so critical thinking skills improved throughout the three fingerprint taking experiments and a fingerprint taking thought experiment. The gifted teachers could successfully evaluate the multidisciplinary forensic lesson plans that started with a fingerprint taking activity and then went on with an activity according to their branches. Finally, they could successfully design their own multidisciplinary forensic lesson plans based on argumentation for enhancing their gifted students’ critical thinking and understanding. The research’s detailed description could be offered as a guide for further gifted programming option studies. Keywords: Giftedness, Gifted teachers, Programming options, Forensic sciences, Forensic chemistry

233

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Cambridge International Examinations (2011). Thinking Skills Syllabus, retrieved from http://www.cie.org.uk. Demirdöğen, B. (2015). Pedagojik alan bilgisi, retrieved fromhttps://slideplayer.biz.tr/slide/3236565/. Freeley, A. J., & Steinberg, D. L. (2005). Argumentation and debate. Belmont USA: Thomson Wadsworth. Genç, M. E. (2014). Üstün yetenekli öğrencilerin görsel sanatlar eğitiminde disiplinlerarası öğretim etkinliklerinin değerlendirilmesi (Konya bilsem örneği). SED Sanat Eğitim Dergisi, 2(1), 142-168. Kettler, T. (2014). Critical thinking skills among elementary school students. Gifted Child Quarterly, 58(2), 127-136. Lim, L. (2011). Beyond logic and argument analysis. Journal of Curriculum Studies, 43(6),783-807. Renzulli, J. S. (2012). Reexamining the role of gifted education and talent for the 21st century. Gifted Child Quarterly, 56(3), 150-159. Rogers, K. B. (2007). Lessons learned about educating the gifted and talented. Gifted Child Quarterly, 51(4), 382-396. Stott, A., & Hobden, P. A. (2016). Effective learning. Gifted Child Quarterly, 60(1), 63-74. Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education. Psychological Science, 12(1), 3- 54.

234

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08049 HOW TO BE A FAIR TEACHER: PRE-SERVICE TEACHERS' VIEWS OMUR GURDOGAN BAYIRAN - TUBA CENGELCI KOSE - MUYESSER CEYLAN ABSTRACT Law and justice emerge as important elements that play role in the life of individuals in terms of social control and social continuity. Law is the fundamental institution that provides social control in large and diverse societies (Lippman, 2018, p.23). In other words, law is necessary in terms of providing order of social life. The trust that individuals provide with the value of justice is important for them in exercising their rights in society and fulfilling their responsibilities in their relations with other individuals and society. In cases where this trust is lost, security and the order cannot be constructed in the society. In this context, justice must be present in all areas of social life. Additionally, justice is a key element in a positive learning environment for students' assessment and response of the teacher's behavior. At the same time, the positive learning environment is the source of happiness and peace in the school. The individual experiences of the students in the school environment are important for their success in the school. Therefore, it can be stated that the academic achievement of the students who are treated fairly by their teachers will be high (Peter et. al, 2012; Peter et. al, 2013). This work was supported by the Anadolu University Scientific Research Projects [Project Number: 1805E135, 2019]. The studies in the literature shows that students who think that the teachers behave them fairly consider class climate more positively than other students (Peter and Dalbert, 2010). Based on these, it can be stated that perception of justice is one of the important variables that affect the education process. Studies in the literature reveal that there is a relationship between the perceptions of university students about the credibility and power of faculty members and their perceptions of justice in the classroom (Chory, 2007; Paulsel, Chory-Assad and Dunleavy, 2005). It can be said that perception of justice in classroom environment is related to various characteristics of individuals who will perform teaching. However, in Turkey, justice education and justice in the classroom are not the subjects that are widely studied yet. This study stems from the need to investigate the awareness of pre-service teachers about justice who are expected to teach value of justice to their students in their professional lives. This study aims to investigate pre-service teachers' views on fairness. Qualitative research model was used in the study. Interpretive research design was adopted as an umbrella concept in this qualitative study. Interpretive research investigates how individuals interpret their experiences, how they construct them, and the meanings they attribute to these experiences (Merriam, 2002). The data of the study were collected from the primary school pre-service teachers. In this context, 79 primary school pre-service teachers participated in the study. While 49 of the pre-service teachers participated in the research were female, 30 were male. While 50 of the students were third grade, 29 of them were fourth grade. A structured interview form was used to collect the data of the study. This form consisted of two parts. In the first part of this form, personal information including gender, and grade level information were asked. In the second part, pre-service teachers were asked to write an essay explaining the promise of Being good is easy, the important thing is being fair. The data obtained in the research were analyzed by content analysis method. Within the scope of the research, pre-service teachers identified the justice as non- discrimination, equality and rightness. It can be claimed that pre-service teachers mostly focused on equality dimension of the justice. However, they partly emphasized rightness dimension regarding the justice. In addition, pre-service teachers mentioned the characteristics of fair people and mentioned the importance of teaching justice. They identified how a fair person behave in his/her daily life in the social context. Results of the study showed that justice education and teaching justice are important part of the teaching-learning process according to pre-service teachers. Moreover, pre-service teachers discussed the importance of teaching justice in terms of the age group they will teach in their professional life. They emphasized developmental characteristics of primary school students both in cognitive and affective domain. Suggestions were put forth in light of results of the study for teaching the value of justice in teacher education programs. Keywords: Teacher education, justice, fair teacher, pre-service teacher

235

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Chory, R. M. (2007). Enhancing student perceptions of fairness: The relationship between instructor credibility and classroom justice. Communication Education, 56(1), 89-105. Lippman, M. (2018). Law and society. Thousand Oaks, California: Sage Publications. Merriam, S. B. (2002). Qualitative research in practice: examples for discussion and analysis. San Francisco: Jossey-Bass. Paulsel, M. L., Chory-Assad, R. M. & Dunleavy, K. N. (2005). The relationship between student perceptions of instructor power and classroom justice. Communication Research Reports, 22(3), 207-215. Peter, F., & Dalbert, C. (2010). Do my teachers treat me justly? Implications of students’ justice experience for class climate experience. Contemporary Educational Psychology, 35(4), 297-305. Peter, F., Dalbert, C., Kloeckner, N., & Radant, M. (2013). Personal belief in a just world, experience of teacher justice, and school distress in different class contexts. European journal of psychology of education, 28(4), 1221-1235. Peter, F., Kloeckner, N., Dalbert, C., & Radant, M. (2012). Belief in a just world, teacher justice, and student achievement: A multilevel study. Learning and Individual Differences, 22(1), 55-63.

236

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08050 PRE-SERVICE TEACHER'S OPINIONS, CRITICS AND SUGGESTIONS ABOUT TEACHING PRACTICE CLASS AYSENUR KULOGLU - MERVE OZER - FULYA GORKEM ORHAN ABSTRACT Teachers are the basic building block of education. Teaching profession is an academic field of study which has scientific, technological, cultural, social and economic dimensions related to education, requires professional formation and is based on specialized knowledge and skills in the field (Hacıoğlu,&Alkan,1997). General culture, educational sciences and field knowledge courses are given during the undergraduate education for teachers to have these characteristics. Field knowledge will help students specialize in certain branches, however, specialization only in field courses will be inadequate when it is considered that the people faced by teachers are the students and the young and that teachers prepare them for the future. Therefore, they also take general cultural and educational sciences courses in addition to field knowledge course. It is necessary to train teachers who have general cultural knowledge to prepare students for the developing society and who are aware of the levels of students and will provide effective education and training appropriate to them. Teacher training systems take on a very important dimension when these requirements are considered. Students transform the knowledge they have gained in theoretical courses with teaching practice courses into behaviors through practices (Demir&Çamlı,2011). Teaching Practice consists of courses in which practices and activities for the teaching profession are included and students gain skills and experience related to the profession before the service and develop opinions and attitudes (Karadüz, Eser, Şahin&İlbay, 2009). Teaching practice courses consist of School Experience-I, School Experience-II and Teaching Practice courses (Aslan,2015). Teaching practice courses are conducted within the scope of the Cooperation between YÖK (Council of Higher Education) and Faculty (Yeşilyurt,2010). Pre-service teachers, who conduct practice courses under the guidance of the selected practice teachers in the specified schools of MEB, are continuously observed by the practice instructor and practice teacher. The performance of the pre-service teacher is evaluated separately by the practice instructor, practice teacher and practice school principal (YÖK,1998). Various problems during practice courses caused by the structure of the course, and the school where the application is performed may significantly obstruct the objectives of the course. The problems experienced in the Teaching Practice course may negatively affect the pre-service teachers' perspectives on teaching profession, may cause them to obtain incomplete or incorrect information about the teaching profession and even to develop negative attitudes towards the teaching profession (Dursun,Kuzu,2008).The aim of this study was to determine pre-service teachers' opinions about teaching practice courses and the problems faced by them. The qualitative research method was used in this study. Qualitative research is the study in which the quality of relationships, activities, situations or materials is examined (Büyüköztürk, Çakmak, Akgün, Karadeniz, Demirel,2008). 18 pre-service teachers studying in social sciences teaching, preschool teaching and classroom teaching in the Faculty of Education in the 2018-2019 academic year constituted the study group of the research. The study group was the accessible population on which the researcher can express an opinion using the observations made (Karasar,1998). The interview form was prepared with interview questions. Expert opinions were obtained for the interview form consisting of 6 questions, and the interview form was finalized in line with the recommendations of experts. The opinions obtained from the interviews were divided into categories and the frequencies and percentages of the categories were examined according to the variable of department. The data obtained were analyzed and interpreted using the content analysis technique.The results on pre-service teachers' experiences about teaching practice courses, the problems faced by them, their suggestions, changes related to profession in their mind, the inadequacies they observed in the practice school and students, and the level of the grade at which the course should be taken were included in line with the results obtained as a result of the study. When pre- service teachers' opinions about teaching practice courses were examined, it was determined that Gaining Experience was the most highly observed opinion. It was determined that the Lack of Classroom Management was the problem they most highly faced during this course. In the opinions presented to improve the efficiency of the course, it was determined that Application Time should be increased was the most highly observed opinion. When the changes in pre-service teachers' opinions with these courses were examined, Professional Responsibility was the most highly observed opinion. With respect to the problems faced in the practice school, Physical Deficiency and Material Lack of the School was the most highly observed opinion. Regarding the year of giving practice courses during the education process, giving these courses from the 1st grade was the most highly observed opinion. Keywords: Teaching practice, pre-service teachers, teaching, education, practice courses

237

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aslan,M. (2015). Eğitim Fakültelerindeki öğretmenlik uygulaması dersinin değerlendirilmesi&öğretim programının hazırlanması. (Doktora Tezi).Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü. Eskişehir. Büyüköztürk,Ş.,Çakmak,E.K.,Akgün,Ö.E.,Karadeniz,Ş.,Demirel,F.(2008).Bilimsel Araştırma Yöntemleri. Ankara. Pegem Akademi Yayıncılık. Demir,Ö.,&Çamlı, Ö. (2011). Öğretmenlik uygulaması dersinde uygulama okullarında karşılaşılan sorunların sınıf&okul öncesi öğretmenliği öğrenci görüşleri çerçevesinde incelenmesi: Nitel bir çalışma. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 117-139. Dursun,Ö.Ö.,Kuzu.A.(2008).Öğretmenlik uygulaması dersinde yaşanan sorunlara yönelik öğretmen adayı&öğretim elmanı görüşleri. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi.25. 159-178. Hacıoğlu,F.,Alkan,C.(1997). Öğretmenlik Uygulamaları Öğretim Teknolojisi. İstanbul. Alkım Yayınevi. Karadüz,A.,Eser,Y.,Şahin,C.,İlbay,A.B.(2009).Eğitim fakültesi son sınıf öğrencilerinin görüşlerine göre öğretmenlik uygulaması dersinin etkililik düzeyi.Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi.6(11).442-455. Karasar,N.(1998).Bilimsel Araştırma Yöntemi. Nobel Yayın Dağıtım.Ankara. Yeşilyurt,E. (2010). Öğretmenlik uygulaması öğretim programının standart temelli&ihtiyaca cevap verici modeller ışığında değerlendirilmesi. (Doktora tezi).Fırat Üniversitesi Sosyal Bilimler Enstitüsü.Elazığ YÖK (1998). Fakülte-Okul İşbirliği, YÖK Dünya Bankası Milli Eğitim Geliştirme Projesi, Hizmet Öncesi Öğretmen Eğitimi. Ankara.

238

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08062 COMPARATIVE ANALYSIS OF TEACHING PROFESSION CURRICULA TURKEY AND SINGAPORE NILAY YILDIRIM - NEVRIYE YAZCAYIR ABSTRACT One of the most important facts for the education system is teacher training and teacher training curricula. In the rapidly developing world, there is an increasing competitive environment for training individuals with higher qualifications in accordance with 21st Century skills (Kızıltaş and Küçükoğlu, 2012, p. 661; Ültanır, 2012, p. 48).The way to gain these skills is through qualified teacher training. Universities responsible for this training are obliged to carry out educational activities effectively, to conduct qualified scientific studies and to carry out all of these in integrity with the society (Kalaycı and Hayırsever, 2017, p. 2).In addition, Universities have to train the teacher candidates in such a way as to have the necessary professional teaching knowledge (OMB), subject knowledge and general cultural competencies (Erden, 1998, p. 44).These three areas are effective in achieving the competencies of the teaching profession. However, the ability of teachers to teach the knowledge they acquire is important. In other words; ÖMB and its curricula, the answer to how to teach, have special importance. ÖMB curricula are the dimension of the profession that gives the behaviors required by the teaching profession and gives answers to the questions to whom, why, how much and how to be taught (Küçükahmet, 1993, p. 32-33). OMB programs that affect the quality of teachers should be developed continuously. The quality of teacher training curricula has been one of the most important problems in the world. This problem has been the subject of research in many countries and comprehensive studies have been conducted (UNESCO, 2012).Compairing the OMB curricula of different countries will contribute to the quality of teacher education.Comparative educationis a discipline that identifies educational problems and their causes in different societies, examines educational systems for their solution and offers suggestions in line with the data obtained (Cramer and Browne, 1982; Demirel, 2012; King, 1979; Neff, Lauwerys and Arr., 1979; Turkoglu, 1985). Upon examining the achievementsof the countries on international tests such as TIMSS and PISA, Singapore is at the forefront, but it is seen that Turkey did not capture the desired success. Based on the studies in the literature indicating that teacher qualifications are effective in student achievement, it was aimed to compare the Turkey and the Singapore ÖMB curriculaof the objectives, content, teaching-learning activities and assessment-evaluation dimensions(Erbilgin and Boz, 2013; Hill, Rowan and Ball, 2005; OECD, 2005; Şişman, 2002).The model of the research is descriptive because it analyzes Turkey and the Singapore ÖMB curriculaof the objectives, content, teaching-learning activities and assessment-evaluation dimensions(Büyüköztürk, Çakmak, Akgün, Karadeniz and Demirel, 2013).It is also a comparative educational research because of comparing the ÖMB curricula of both countries, in addition;has the characteristicsof the horizontal and the evaluating approach (Demirel, 2000; Erdoğan, 2005).In the Research, International Student Assessment Program (PISA) and International Mathematical and Science Trends Survey (TIMSS) were used as criteria for the selection of countries. In the research, documents obtained from the official institutions of the countries (National Institute of Education, Universities, etc.), international research reports and scientific studies regarding the subject were used. Document analysis method was used to analyze and compare the OMB programs of the two countries. Two different forms were used in the analyzes. First, Curriculum Analysis Form, where four dimensions of each curriculum are analyzed, consists of two lines and four columns with analysis results. The second is the Comparative Document Analysis Form, which consists of two main columns and four lines comparing the two programs. The data were analyzed by using descriptive and content analysis methods.The findings obtained the research shows OMB curricula of the two countries have similarities and differences. OMB courses are clearly included in curricula of both countries. It was determined that Turkey's OMB curriculumwas only included content, but not included objectives, teaching-learning activities and assessment-evaluation dimensions and these three dimensions were created by instructors in information packages. In addition, items in content dimension of curriculum are listed as title (YÖK, 2018). Singapore's OMB curriculum explains in detail what teacher candidates will gain for each course. Therefore, these explanations meet objective dimension of curriculum. In each course, which content will be presented to prospective teachers, which content will be provided to students through which application processes, how activities will be carried out by students and how this whole process will be evaluated are mentioned. It is seen that the curriculum isincluded all four dimensions. In addition, it was determined that OMB and subject courses are inflected. Finally, each course acts as an intermediary for learning of each dimension of the curriculum. Students learn how to create each dimension of curriculum through these lessons in a practical way (NIE, 2019). The results obtained is expected to contribute development of OMB curriculum. Keywords: Teacher training, comparative edıucation, curriculum development, curriculum evaluation.

239

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Cramer, J. F., Browne, G. S. (1982). Çağdaş eğitim milli eğitim sistemleri üzerine bir inceleme. (Çev.Oğuzkan, F). İstanbul: Milli Eğitim. Demirel, Ö. (2000). Karşılaştırmalı eğitim. Ankara: Pegem. Erbilgin, E.&Boz, B. (2013). Matematik öğretmeni yetiştirme programlarımızın Finlandiya,JaponyaveSingapur programları ile karşılaştırması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, (1), 156-170. Erden, M. (1998). Öğretmenlik mesleğine giriş. İstanbul: Alkım. Kalaycı, N.,&Hayırsever, F. (2017). Öğretmen yetiştirme lisans programlarıkapsamında yer alan bilgikategorilerinden genel kültür derslerininkarşılaştırmalı analiziTürkiyeveAmerika Birleşik Devletleri.Educational Research and Reviews,12(1), 1-18. Küçükahmet, L. (1993). Öğretmen yetiştirme programları&uygulamaları. Ankara: Gazi Üniversitesi. Küçükoğlu, A., Kızıltaş, E. (2012). Almanya, Fransa, İngiltere, RusyaveTürkiye’de okulöncesi öğretmen yetiştirme programlarının karşılaştırılması. İlköğretim Online, 11(3), 660-670. King, E. (1979). Otherschools and ourscomparativestudies for today. London: Holt. Koehl, R. NIE. (2019). Bachelor of educationcurriculum.https://www.nie.edu.sg/docs/default-source/ote-documents/programme- booklets/babsc_programmes_ay2019-2020_as-at-21-june-2019-final-copy.pdf?sfvrsn=0adresinden alınmıştır. Neff, K., A. Lauwerys, J. A., Varış, F. (1979). Mukayeseli eğitim Ankara: Ankara Üniversitesi EğitimBilimleri Fakültesi. Türkoğlu, A. (1985). Fransa, İsveç&Romanya eğitim sistemleri. Ankara: Ankara Üniversitesi EğitimBilimleriFakültesi. Ültanır, Y. G. (2012). Okulları yaratan düşünürlerveetkilerinin devamlılığı içinde karşılaştırmalı eğitim yansımaları. Ankara: Pegem. YÖK (2018). Öğretmen yetiştirme lisans programları. Ankara: Yükseköğretim Kurulu.

240

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08064 THE INVESTIGATION OF TEACHER CANDIDATES’ PROFICIENCY IN PLANNING THE INSTRUCTION: FACTORS AFFECTING THE PROCESS NIHAL YURTSEVEN ABSTRACT Providing a rich instructional base in the learning environment is one of the most crucial components of a successful educational setting to equip students with necessary knowledge and skills as well as increasing the effectiveness of instruction. For this ability to improve, teachers need to continue working on the specific aspects of effective teaching. Perrott (1982) asserts that without purposeful effort and diligent practice, it is impossible to cultivate the instructional skills. With all its components, teaching is a multi-faceted process and among these components, instructional planning is the one that deserves scrupulous attention. Instructional planning forms the backbone of teaching as it triggers decision-making processes by its nature. According to Wiggins and McTighe (2007) it requires the envisioning of desired results, assessment evidences, and the learning plan accordingly. However, it is not always easy to develop a systematic approach to instructional planning, especially for novice teachers and teacher candidates. To acquire this proficiency, it is crucial for teacher education programs to offer teacher candidates such opportunities in the pre-service teaching period and raise their awareness to the vitality of instructional planning. Although there is plenty of research on teachers’ instructional planning processes, little is known about how teacher candidates perceive the instructional planning process, how much importance they attach to instructional process and whether their perceptions about themselves predict their achievement in planning. In the light of the above-mentioned facts, the purpose of the study is to examine teacher candidates’ perceived proficiency in planning, the factors affecting their achievement in the instructional planning process, and their views on instructional planning. The study intends to answer the following the research questions: 1.Does teacher candidates’ perceived proficiency in planning the instruction predict the achievement in instructional design? 2.What are the factors affecting teacher candidates’ achievement in instructional planning process? a. what are their strengths regarding instructional planning? b. what are their weaknesses regarding instructional planning? c. what do they need to improve their knowledge and skills in the planning process? 3.What are the teacher candidates’ views on; a. the importance level of instructional planning in the profession of teaching? b. the most important element to be considered in planning the instruction? c. the things to be done in order to empower the above-mentioned element in the planning process? The study was carried out through convergent mixed method design. According to Creswell (2012), convergent mixed method design is conducted with an aim to collect quantitative and qualitative data simultaneously to understand a research problem. The participants of the study included 40 teacher candidates, 29 of whom were female and 11 of whom were male. As quantitative data collection tools, The Scale for Perception of Proficiency in Instruction Planning developed by Gülbahar (2016) and UbD Design Standards 2.0 Rubric developed by Wiggins and McTighe (2005) were used. As qualitative data collection tools, an open-ended question form, unit plans and self-reflection forms were used. The quantitative data was analyzed through correlational analysis and simple linear regression analysis. This type of an analysis in conducted with an aim to determine the predictive power of a variable on another variable (Seçer, 2017). The qualitative data was analyzed through content analysis. With the help of content analysis, the researcher tried to create patterns and themes to uncover the hidden facts within the data as well as merging it on the basis of similar concepts (Yıldırım & Şimsek, 2008).Findings The preliminary analysis of collected quantitative data indicated that teacher candidates’ perceived proficiency in planning the instruction explained % 56 of the achievement in instructional design. This meant that perceived proficiency in planning the instruction significantly predicted teacher candidates’ achievement in instructional design. As for the qualitative portion of the study, the analysis of collected data referred to three themes regarding factors affecting teacher candidates’ achievement in instructional planning process: their strengths, their weaknesses, and their needs. Teacher candidates’ strengths regarding instructional planning are two-fold. The preliminary content analysis signaled their content knowledge such as domains of learning and a wide range of information regarding instructional methods and techniques. In the weaknesses theme, transferring knowledge to planning process, lack of background knowledge about the profession of teaching, and lack of awareness about planning were among the first emerging categories. In the needs theme, two categories, named strategies and alignment emerged. As data analysis is in progress, the validation of findings and the content analysis of some data have not been completed. The thorough analysis is expected shed further light on the answers to the research questions. Keywords: instructional planning, teacher education, instructional design.

241

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Massachusetts, MA: Pearson Education, Inc. Gülbahar, B. (2016). Developing the scale for perception of proficiency in ınstruction planning: validity and reliability study. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 17 (3), 699-715. Perrott, E. (1982). Effective teaching: A practical guide to improve your teaching. USA: Routledge. Seçer, İ. (2017). SPSS&LISREL ile Pratik very analizi: Analiz&raporlaştırma. Ankara: Anı Yayıncılık. Teddlie, Charles B., and Abbas Tashakkori. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Los Angeles: Sage. Wiggins, G. & McTighe, J. (2005). Understanding by design. USA: Association for Supervision and Curriculum Development. Wiggins, G. & McTighe, J.. (2011). The Understanding by Design Guide to Creating High-Quality Units. 1. bs. ABD: Association for Supervision and Curriculum Development. Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (7th ed.). Ankara, Turkey: Seçkin Yayıncılık.

242

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08067 FROM TEACHER TRAINING PROGRAM TO TEACHING PRACTICES: BASED ON TALIS 2018 LEVENT VURAL - GOKHAN ILGAZ - MENEKSE ESKICI ABSTRACT It is possible to mention many variables in determining the quality of the teaching-learning process. The learning environment, learner characteristics, curriculum, instructor characteristics, and educational status are some of these variables (Buitink, 2009; Smith, 2005). Within these variables, the instructor characteristics, in other words, teacher qualification, can be specified as a prominent variable compared to other variables because a curriculum can become more functional with a qualified practice in the hands of the teacher. No education system produces value over the quality of the teacher. For this reason, the system applied in the training of qualified teachers is of great importance. In these areas, a teacher equipped with sufficient professional knowledge should be able to adapt this knowledge to different situations. This means that the vocational training received is a practical equivalent. It is very important that teacher trainees are qualified to gain skills at the application level. But in Turkey and the world, the studies on teacher training and qualifications of teachers reveals results that they have only a level theoretical these competencies (Kavas&Bugay, 2009; Özeti, 2004; Roberts, 2016; Yaşar&Amaç, 2015). A similar situation was reflected in the reports of international institutions working in this field. For example, teaching for the Future: Effective Classroom Practices To Transform Education report (OECD, 2018) points out that teaching now is more dynamic, challenging and demanding than ever before. Teachers and school leaders are expected to continuously innovate, adapt, and develop their teaching practices to equip all students with the skills and knowledge they will need to succeed in life and work (p, 3). The International Survey of Teaching and Learning (TALIS) -2018 examines the teaching practices of teachers within the scope of Teaching and learning for the future. The researches and the reports put forward emphasize the importance of organizing teacher education for the individuals of the new age and structuring them in a way that aims at practical experiences. Therefore, Turkey is important in establishing how much to reveal realized I could toward the implementation of the teacher education research carried out in specific programs and policies for teacher training. In this study, it has been tried to reveal how much the teachers' competences gained during teacher education in the past can be reflected in the practice and the related relationships are measured. The study is a relational survey model. The study was conducted with 3099 lower secondary school data which answered the questionnaire items included in the study. A total of 196 schools and 3952 lower secondary teachers participated in the TALIS 2018 practice. Study data were obtained from TALIS 2018 official page. The first data set of the study consists of teachers answering questions related to some subjects and courses they have taken in teacher education as yes - no. These questions Content of some or all subject (s) I teach, Pedagogy of some or all subject (s) I teach, General pedagogy, Classroom practice in some or all subject (s) I teach, Teaching in a mixed ability setting, Teaching in a multicultural or multilingual setting, Teaching cross-curricular skills (eg creativity, critical thinking, problem-solving); Use of ICT (teaching and communication technology) for teaching, Student behavior and classroom management, and Monitoring students’ development and learning . The second data set consists of 4 questions and 16 questions for Teaching Practise. The significant difference between the responses of the teachers towards these two data sets was examined. For this purpose, the Mann Whitney U test was used for the distribution of 2xc two-category and ordered variables for the analysis of data (Arıcıgil Çilan , 2009).There was no significant difference between cognitive activity, classroom management and enhanced activities among teachers who took and did not take courses related to General pedagogy, Teaching in a mixed ability setting, Teaching cross-curricular skills, Use of ICT for teaching, Monitoring students development and learning. There is no significant difference between the clarity of instruction in teaching practice and many other subjects among the teachers who take and do not take the Student behavior and classroom management courses. When the ETA-square results were examined according to Cohen (1988), the majority of the results were at the no effect level. Small effect was found to between those who took courses and those who did not in favor of who took courses related Cognitive activity in teaching practices, Teaching in a multicultural or multilingual setting. According to results, the differences in teaching practices between those who take professional information courses in teacher education and those who do not have them do not have great impact value. According to the TALIS 2018 results in the UK has revealed that teachers feel more ready to teacher ratio to the teaching activities in Turkey (UCL Institute of Education Research Report). Keywords: teacher training program, teaching practices, TALIS 2018

243

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Arıcıgil Çilan , Ç. (2009). Sosyal bilimlerde kategorik verilerle ilişki analizi. Ankara: Pegem Akademi. Buitink, J. (2009). What and how do student teachers learn during school-based teacher education. Teaching and teacher education, 25(1), 118-127. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2. Auflage). Hillsdale, NJ: Erlbau Kavas, A. B.&Bugay, A. (2009). Öğretmen Adaylarının Hizmet Öncesi Eğitimlerinde Gördükleri Eksiklikler&Çözüm Önerileri1. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 25(25), 13-21 OECD (2018), Teaching for the Future: Effective Classroom Practices To Transform Education, OECD Publishing, Paris, https://dx.doi.org/10.1787/9789264293243-en. Özeti, B. (2004). Geçmişten günümüze Türk eğitim sisteminde öğretmen yetiştirme&günümüz sorunları. Roberts, J. (2016). Language teacher education. Routledge. Smith, K. (2005). Teacher educators’ expertise: What do novice teachers and teacher educators say?. Teaching and teacher education, 21(2), 177-192. UCL Institute of Education Research Report (June, 2019). TALIS 2018 Research Report, Universty Colloge London, https://dera.ioe.ac.uk/33612/1/TALIS_2018_research.pdf Yaşar, M. R.&Amaç, Z. (2018). Öğretmen Adaylarının Dezavantajlı Öğrencilere Eğitim Verme Deneyimleri: Zorluklar&Fırsatlar. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 611-634

244

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08075 AN INVESTIGATION OF THE SELF-EFFICACY BELIEFS OF MATHEMATICS TEACHERS TOWARD THEIR SPECIAL FIELD COMPETENCIES LEVENT DENIZ - TUGCE KOC ABSTRACT Education is the total process of improving skills, manners, values and positive habits of individuals in society (Tezcan, 1985). Education forms the entire lifestyle of a community (Ada & Ünal, 2007). The teacher was needed from the moment that the education was seen as a field of work and occupation. Stronge, Tucker & Hindman (2004) describes teachers such as having justice and respect, effective social skills with students, motivating students with joy in a sympathetic way. MEB (Ministry of Education) According to Basic Law of Education, 1973 published National Education Basic Law; teaching was described as preparation for the teaching profession is provided through general culture, special field education and pedagogical formation. Knowing what the teacher should do in the classroom and what he/she chooses to do during the lesson determine which content the student has learned. Teacher’s planning and preparation for the course shows his or her skills, efficacy, professional development and the type of activities can be done for students (Alnoor, Yuanxiang & Abudhuim, 2007). In order to determine the competencies that the teacher should have in these areas; general competences of teachers have been published in 2006 by Ministry of Education (MEB). When analyzed as mathematics education; in 2008 primary mathematics teaching and in 2011 secondary mathematics teaching special field competence was published. The need to update the General Competencies of the Teaching Profession in order to ensure the continuous developments in the field of education and the adaptation of the education system to the innovations. In the process of updating studies, a holistic and single text was created by adding field and field education information to the general competencies (MEB, 2017). Existing judgments of teachers towards special field competencies are described as ‘teacher self-efficacy belief. Self-efficacy beliefs are behavior, patience and resistance shown by individual in the face of setbacks when things don't go as expected (Jerald, 2007). Teacher self-efficacy belief is that the teacher's belief in the ability to organize and implement the activities needed successfully to accomplish a particular teaching task in a given context (Tschannen-Moran, Hoy & Hoy, 1998). In this research, it was aimed to investigate the self-efficacy beliefs of mathematics teachers towards special field competencies. In this context, the differences between some demographic variables such as gender, age, seniority and the level of self-efficacy beliefs of mathematics teachers towards special field competencies were tested. The research was conducted as a comparative survey. The universe of the research was formed of mathematics teachers working in different districts of Istanbul in the 2016-2017 academic years. The sample of the study consisted of 379 mathematics teachers working in 59 different schools in 9 districts in Istanbul. Appropriate sampling was used in sample selection. In order to examine the self-efficacy beliefs of mathematics teachers regarding their specific field competencies, the Mathematics Teaching Self-Efficacy Belief Scale (MATOZI) consisting of 50 items and seven subscales was used. The subscales that form MATÖZİ are named as ‘planning and implementation’, ‘inclusive students’, ‘professional development’, ‘gifted students’, ‘extracurricular activities’, ‘history of mathematics’ and ‘use of technology’ (Koç, 2019). Parametric and non-parametric tests were used in the analysis of the data by examining whether the scores obtained from MATOZI and subscales matched to normal distribution. In this respect, independent group t-tests, ANOVA analysis, Mann Whitney U and Kruskal Wallis Tests were applied depending on the normality distribution of the data.When the self-efficacy beliefs of mathematics teachers were examined for the subscales, self-efficacy levels were ‘quite sufficient’ in the 'planning and implementation' subscale. In 'inclusion students', 'use of technology' and 'gifted students' subscales teachers found themselves ‘sufficient’. Teachers were found themselves ‘moderately sufficient’ in ‘extracurricular activities’ and ‘history of mathematics’ sub scales while ‘insufficient in ‘professional development’ subscale. The teachers who have bachelor degree found themselves more efficient than postgraduate teachers in ‘inclusive students’ subscale. In the ‘professional development’ subscale, male teachers' competencies were found higher than female teachers. In addition, teachers with experience of 1-5 years believe themselves as having lower competence than more experienced teachers. In ‘gifted students’ sub-scale teachers 41 and above were found to be more efficient than their colleagues. In the ‘extracurricular activities’ subscale, teachers in secondary school have higher self-efficacy beliefs than high school teachers. In ‘Technology use’ subscale mathematics teachers working in vocational technical and Anatolian high schools found themselves less competent than their colleagues in other type of schools. Keywords: Math teacher, field qualification, self-efficacy beliefs

245

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Ada, S. & Ünal, S. (2007). Öğretmenlik mesleğine giriş. Ankara: Nobel Yayınları. Alnoor, A. G., Yuanxiang, Guo., & Abudhuim, F. S. (2007). Assessment mathematics teacher's competencies. Wuhan: China Central Normal University. Jerald, C. D. (2007). Believing and achieving. Issue brief. Center for Comprehensive School Reform and Improvement, 1-8. Koç, T. (2019). Matematik öğretmenlerinin özel alan yeterliklerine yönelik öz yeterlik inançlarının incelenmesi. Yüksek Lisans Tezi. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul. Milli Eğitim Bakanlığı (1973). Milli Eğitim Temel Kanunu (Resmi Gazete No. 14574). Ankara: MEB. Milli Eğitim Bakanlığı (2017). Öğretmenlik mesleği genel yeterlikleri. Ankara: ÖYGM. Stronge, James H., Tucker, Pamela D., & Hindman, Jennifer L. (2004). Handbook for qualities of effective teachers. Paper presented at Association for Supervision and Curriculum Development. Alexandria Virginia, VA: USA. Tezcan, M. (1985). Eğitim sosyolojisi. Ankara: Ankara Üniversitesi Basımevi. Tschannen-Moran, M., Woolfolk Hoy, A. Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.

246

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08078 PREDICTION LEVEL OF THE METACOGNITIVE LEARNING STRATEGIES ON DISPOSITIONS TO BE OPEN TO LEARNING MELIS YESILPINAR UYAR ABSTRACT In a learning process with cognitive, affective and social dimensions, individuals need to support their development in a way that is sensitive to scientific and technological developments. In the learning process, individuals are expected to be open and willing to change, and plan, monitor, control and evaluate learning and thinking processes, which reveals the importance of metacognitive learning strategies and the disposition to be open to learning. Openness to learning is explained as learning about the quality of the thinking and information that we use when making judgments about what is happening, why and what to do about it (Robinson, 2009). Metacognitive learning strategies that enables students to control their own cognition and to regulate the learning process are require functions such as: centralising, planning and evaluation (Namlu, 2004). It is also stated that the disposition to be open to learning provides substantial evidence of the nature of individuals' thinking and interaction processes (Robinson, 2009). In addition to this, openness to learning is among the professional values that teachers should have (Tunca & Sağlam, 2013). It is seen that the disposition to be open to learning of teachers which they should have is an important affective qualification that guides the professional development process (Dağlı, 2010; Kara, 2009; Tutkun & Aksoyalp, 2010). At the same time, this qualification requires the use of metacognitive learning strategies. In this context, the disposition of education faculty students’ to be open to learning needs to be examined in terms of metacognitive learning strategies. The main purpose of this study was to examine the prediction level of the planning, organising, monitoring and evaluation, which are metacognitive learning strategies on the dispositions to be open to learning. In line with this purpose, the following research questions were directed: a. Is there a significant relationship between metacognitive learning strategies of the education faculty students’ and their dispositions to be open to learning? b. Do the metacognitive learning strategies of the education faculty students’ significantly predict their dispositions to be open to learning? c. Which of the sub-dimensions of the Metacognitive Learning Strategies Scale significantly predicted the disposition to be open to learning scores? This study is a predictive research in correlational survey model. Correlational survey models aim to determine the presence and degree of covariance between two or more variables (Karasar, 2000, p. 81). The participants were 499 first- and fourth- year students studying at Kütahya Dumlupınar University, Faculty of Education. Metacognitive Learning Strategies Scale developed by Namlu (2004), and The Scale of Disposition to be Open to Learning developed by Tunca-Güçlü, Yeşilpınar-Uyar and Alkın-Şahin (2018) were used as the data collection tool. Metacognitive Learning Strategies Scale is 4-point likert type and composed of following dimensions: Planning (6 items), Organising (6 items), Monitoring (5 items) and Evaluation (4 items). The internal coefficient of consistency of the whole scale was found as .86. The Scale of Disposition to be Open to Learning is 5-point likert type and composed of 22 items. The internal coefficient of consistency of the whole scale was found as .87. Pearson product moment correlation coefficient and multiple linear regression analysis were used in the analysis of the data.As a result of multiple linear regression analysis, it was found that the variables of planning, organizing, monitoring and evaluation strategies had a significant relationship with the participants' dispositions to be open to learning. These predictive variables significantly explained about 37 percent of the total variance in the scores regarding dispositions to be open to learning. According to the standardized regression coefficients (β), the order of relative importance of the predictive variables on the dispositions to be open to learning was planning, organising, monitoring and evaluation, respectively. When the t-test results regarding the significance of regression coefficients, it was found that planning, organising and monitoring were significant variables on dispositions to be open to learning, while evaluation was not a significant variable. It was concluded that planning, organising and, monitoring strategies employed by the teacher candidates were significant variables that predicted their dispositions to be open to learning. In line with these results, it is thought that reorganisations should be carried out in the faculty of education curricula to support students' metacognitive learning strategies and dispositions to be open to learning. Keywords: Disposition to be open to learning, metacognitive learning strategies, teacher education

247

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Dağlı, A. (2010). Genel lise okul müdürlerinin öğrenen liderlik davranışları. Elektronik Sosyal Bilimler Dergisi, 9(31), 73-87. Kara, A. (2010). Öğrenmeye ilişkin tutum ölçeğinin geliştirilmesi. Elektronik Sosyal Bilimler Dergisi, 9(32), 49-62. Karasar, N. (2000). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayın Dağıtım. Namlu, A. G. (2004). Bilişötesi öğrenme stratejileri ölçme aracının geliştirilmesi: Geçerlilik&güvenirlik çalışması. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 4(2), 123-136. Robinson, V. (2009). Open-to-learning conversations: Background paper. Module 3: Building trust in schools through open-to-learning conversations. The University of Auckland: NZ. Tunca, N., & Sağlam, M. (2013). İlköğretim öğretmenlerine yönelik mesleki değerler ölçeğinin geçerlik&güvenirlik çalışması. Eğitim Bilimleri Araştırmaları Dergisi, 3(1), 139-164. Tunca-Güçlü, N., Yeşilpınar-Uyar, M., & Alkın-Şahin, S. (2018). The scale of disposition to be open to learning (higher education student form): Validity and reliability study. 27th International Conference on Educational Science, 474-477, Antalya, Turkey. Tutkun, Ö. F., & Aksoyalp, Y. (2010). 21. yüzyılda öğretmen yetiştirme eğitim programının boyutları. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24, 361-371.

248

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08089 PERCEPTIONS OF PRE-SERVICE TEACHERS ABOUT GAMIFICATION IN A TEACHER TRAINING COURSE MELIKE OZUDOGRU ABSTRACT In teacher training classes, particularly in large ones, lecturing method is used by many universities (Draper & Brown, 2004; Simpson & Oliver, 2007). This makes the main role of instructors is the transfer of information and makes students passive receivers of knowledge. According to Foertsch Moses, Strikwerda, & Litzkow (2002) traditional instruction was an ineffective way of teaching because of being a passive one-way flow of information from professors to students. Another weak point of traditional instruction is the lack of interactivity (Draper & Brown, 2004). The traditional teaching methods do not motivate students enough to participate in class discussions or tasks to achieve higher order learning. Also, because of the lack of interactivity, instructors do not know exactly how well the material is understood by students. In addition to these, students have little chance to get feedback from the instructor to evaluate their understanding individually and deeply. Hence, it is suggested that the teaching model in higher education should shift from traditional methods to more active ones by including technology. Kahoot is one of the game-based active learning methods. It is used as an educational technology in classrooms and has a positive effect on students’ learning, motivation and engagement through gamification. By including Kahoot in teacher training classrooms, pre-service teachers can both entertain and compete with each other in order to answer the questions by using their mobile phones (Wang & Lieberoth, 2016). The inclusion of Kahoot provides immediate feedback and helps students to assess their own learning (Caldwell, 2007; Mayer, Stull, DeLeeuw, Almeroth, Bimber, Chun, Zhang, 2009). Hence, Kahoot may encourage the involvement of students, increase their being attentive to the lecture material and work harder to organize and integrate the material in their mind by creating linkages between existing knowledge and the material taught. The purpose of this study was to investigate the perceptions of pre-service teachers about a student response system-Kahoot. For this aim; the following question was asked: What is the perceived level of attitude, engagement, and learning of pre-service teachers about Kahoot? In this study, was based on case study research design (Creswell, 2012) by including 112 pre-service teachers. Among the 112 pre-service teachers, 79 (70.5%) of them were female and 33 (29.5%) of them were male, 53 (47.3%) of them were from undergraduate Mathematics Teaching Department and 59 (52.7%) of them from Turkish Language Teaching Department. This study was conducted in the Principles and Methods of Instruction (PMI) course. In this study, the subject was introduced by the instructor. After Power Point presentations, the instructor included Kahoot. Each Kahoot application consisted of 5 to 6 multiple-choice questions about the course topic. The perceptions of pre-service teachers regarding the inclusion of Kahoot were asked through a questionnaire. The questionnaire included positively and negatively constructed statements which were adapted from existing instruments or were newly developed (Tan, Ganapathy, & Kaur, 2018; Wang, 2015; Wang & Lieberoth, 2016). The Cronbach Alpha reliability coefficient was .86. The data were analyzed by using descriptive statistical analysis techniques by indicating frequencies (f), percentages (%) means (M) and standard deviations (SD) (Field, 2009).The findings of the study showed that most of the pre-service teachers have positive opinions about Kahoot. A significant proportion of pre-service teachers (over 90%) expressed that they enjoyed playing Kahoot in class, found Kahoot interesting as it is different from activities conducted in other courses, easy to use, fun and effective for learning. In addition to these, over 80% of pre-service teachers expressed their opinions in terms of they wanted Kahoot to be implemented in other courses and also their desire to win Kahoot games motivated them more in class. On the other hand, a small percentage of pre-service teachers (less than 5%) stated that Kahoot applications are time-consuming, boring and have too many technological problems. In terms of pre-service teachers’ perceptions related to learning when Kahoot was implemented in teaching-learning process, it can be said that most of the pre-service teachers (over 90%) informed Kahoot accounted for their learning and knowledge retention. In terms of pre-service teachers’ perceptions related to engagement, it can be said that when Kahoot was implemented to the teaching-learning process, over 90% pre-service teachers stated that Kahoot encouraged their active participation, helped them to get more involved in the course. Keywords: Student Response Systems, Kahoot, Teacher Training

249

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Caldwell, J. E. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. Clickers in the Large Classroom, 6(1), 9– 20. doİ: 10.1187/cbe.06–12–0205. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson. Draper, S. W., & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted Learning, 20(2), 81–94. Field, A. P. (2009). Discovering statistics using spss. (3th Ed.). London: SAGE Publications. Foertsch, J., Moses, G., Strikwerda, J., & Litzkow, M. (2002). Reversing the lecture/homework paradigm using eTEACH web-based streaming video software. Journal of Engineering Education, 91(3), 267-274. Mayer, R. E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Zhang, H. (2009). Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes. Contemporary Educational Psychology, 34(1), 51–57. Simpson, V., & Oliver, M. (2007). Electronic voting systems for lectures then and now: A comparison of research and practice. Australasian Journal of Educational Technology, 23(2), 187-208. Wang, A. I. & Lieberoth, A. (2016, October). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot!. Reading: Academic Conferences International Limited, 738-746.

250

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08090 THE EFFECT OF A SRS ON PRE-SERVICE TEACHERS' CLASSROOM ENVIRONMENT PERCEPTIONS MELIKE OZUDOGRU ABSTRACT In higher education, traditional teaching methods like lecturing were related to negative learning experiences and less-ideal learning environments in which students showed boredom, alienation and disconnection from real-life experiences (Korkealehto & Siklander, 2018). In this sense, the integration of active teaching-learning methods was suggested to engage learners in crowded courses to increase cooperation and interaction among the instructor and students (Mayer, Stull, DeLeeuw, Almeroth, Bimber, Chun, Zhang, 2009). Involvement, satisfaction, cooperation, collaboration, difficult and task orientation are some of the properties of classroom environment and they were defined by Fraser (Fraser, 1980). The use of Student Response Systems (SRSs) may change the dynamics of a traditional classroom structure by providing an equal chance to all students to reply to the instructor about their understandings and by providing immediate feedback to students, which may affect learning positively (Mayer et al., 2009). Moreover, the inclusion of SRSs increases the interaction among the students and between students and the instructor. The results of many studies have supplied evidence that the quality of the classroom environment in schools has a significant effect on students’ cognitive and affective development and learning (Velayutham & Aldridge, 2013). Students learn better when they perceive their classroom environment positively (LaRocque, 2008). On the other hand, the classrooms that are perceived by students as having fewer opportunities for student choice, cooperation and collaboration with peers result in the decline in the students’ involvement levels and achievement scores (Wang, 2012). The purpose of this study was to implement a student response system-Kahoot to find out whether the inclusion of Kahoot in teaching-learning process effects pre-service teachers’ perceptions of the classroom environment in the Principles and Methods of Instruction course. For this aim; the following question was proposed: 1. Is there a significant difference between the Kahoot group and traditional instruction group according to perceptions of classroom environment (satisfaction, cooperation, involvement, task orientation, student cohesiveness, difficulty) scores in the Principles and Methods of Instruction course? 2. In this study experimental research design was used. (Cohen, Manion & Morrison, 2007). This study was conducted during the fall semester of 2018-2019 for 10 weeks at a public university located in the Aegean Region. In this study, Kahoot applications were included in one group. In the traditional instruction group, there was not Kahoot play but the questions which were included during Kahoot play were asked during the presentation process. In this study, 169 pre-service teachers were included. Among the 169 pre-service teachers, 99 (58.6%) of them learned the subjects by playing Kahoot and 70 (41.4%) of them did not use Kahoot. The data were collected by implementing The Classroom Environment Perceptions Scale of Pre-Service Teachers (CEPSPT). It was a valid and reliable 38-item 5-point (ranging from 1-completely disagree to 5- completely agree) Likert scale consisting of six scales: 1. Satisfaction, 2. Cooperation, 3. Involvement, 4. Student Cohesiveness, 5. Task Orientation, and 6. Difficulty. In order to analyze the difference between the Kahoot group and traditional instruction group according to perceptions of classroom environment, MANOVA was used (Tabachnick & Fidell, 2007). For the analyses, SPSS 22 was used, and alpha level was determined as .05. (Field, 2009). In other words, pre-service teachers who were in Kahoot group perceived cooperation, involvement and task orientation dimensions of classroom environment significantly higher than the pre-service teachers who were in traditional instruction group. On the other hand, pre-service teachers who were in Kahoot group perceived the difficulty property of classroom environment significantly lower than the pre-service teachers who were in the traditional instruction group. In addition to these, pre-service teachers who were in both groups did not significantly differed on satisfaction and student cohesiveness dimensions of the classroom environment. The inclusion of Kahoot in the teaching-learning process increases the involvement of students, interaction among students and instructors. In this way, it affects the classroom environment positively. The satisfaction and student cohesiveness dimensions of the classroom environment are about the intimacy of relationships and are related to students know each other closely, help, support each other and enjoy the class. Since all the pre-service teachers who were involved in this study were senior students, they have already known, helped, supported each other and enjoyed being in the class with their friends at similar levels, which might be the reason for the insignificant results according to these two dimensions of the classroom environment. Keywords: Classroom Environment, Student Response System, Teacher Training

251

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6th Ed.). New York: Routledge. Field, A. (2009). Discovering statistics using spss. (3th Ed.). London: SAGE Publications. Fraser, B. J. (1980). Criterion validity of an individualized classroom environment questionnaire. Korkealehto, K. & Siklander, P. (2018). Enhancing engagement, enjoyment and learning experiences through gamification on an English course for health care students. Seminar.Net, 14(1), 13-30. LaRocque, M. (2008). Assessing perceptions of the environment in elementary classrooms: The link with achievement. Educational Psychology in Practice, 24(4), 289-305. Mayer, R., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Zhang, H. (2009). Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes. Contemporary Educational Psychology, 34(1), 51–57. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (6th Ed.). Boston: Pearson Education Inc. Velayutham, S., & Aldridge, J. M. (2013). Influence of psychosocial classroom environment on students’ motivation and self-regulation in science learning: A structural equation modelling approach. Research in Science Education, 43, 507–527. Wang, M. (2012). Educational and career interests in math: A longitudinal examination of the links between perceived classroom environment, motivational beliefs, and interests. Developmental Psychology, 48(6), 1643-1657.

252

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08095 IMPLEMENTING CLINICAL EDUCATION INTO COMPETENCY-BASED TEACHER EDUCATION MERAL GUVEN - BULENT ALAN ABSTRACT Many countries around world review their teacher competencies at certain intervals based on the recent needs and developments to improve the teacher qualities. This should be reflected into the curricula of teacher training institutions so that they can train teachers who are well-equipped with qualities and transversal skills (European Commission, 2013, p.8) that the present time requires. However, studies regarding teacher competencies and competency-based education in Turkey is very limited. As Özcan (2013, p.63) proposes a new teacher training model in order to reconstruct the teacher education in Turkey, he states that competency-based education is should be the foremost component of the system. Merely, determining the teacher competencies would not be enough in training well-qualified teachers. Teacher training curricula should also be designed in a fashion to gain the intended teaching competencies. Today, more flexible teacher training curricula focusing on individual differences and transversal skills that are valid at all times are implemented across the world and this is carried out through competency-based education (Le Deist & Winterton, 2005, s.28). Therefore, it is of great importance to design the teacher training curricula around certain competencies (Darling-Hammond, 2006, s.140). When current teacher training curricula across different parts of the world are examined, it is seen that most give special importance to develop the pedagogical reasoning skills of teachers through continuous constructive feedback and reflection within the scope of clinical education established by university-school partnerships (Darling-Hammond, 2006, s.156; Futrell, 2010, s.437; Kriewaldt & Turndige, 2013, s. 107; Lang&Evans, 2006, s.7; Sahlberg, 2010, s.4-5; Zeichner, 2013, s.14). Clinical teaching education has been adopted by many countries and it has become widespread because of the paradigm shift in teacher education, which is now more context-specific in which teachers carry out teaching practices similar to real situations. This kind of teacher education practice is called clinical education because it has been inspired from medical education through which theory is applied to practice, cases are discussed along with their causes and results and it is centered on evidence- based education. This study aims at improving teacher training in Turkey by proposing a model for education faculties. The proposed model is the implementation of clinical education to competency-based teacher education, a program where prospective teachers can perform the target competencies in real and/or real-like situations based on a competency-framework. This study relies on document analysis regarding the literature on clinical and competency-based teacher education. While examining the best teaching practices and teacher training programs around the world, the authors found out that most of the prestigious teacher training institutions and schools implement clinical education. Then the authors deepened their studies on clinical education and reviewed different teacher training programs implementing clinical teacher education from various countries including but not limited to the USA, England, Australia and so on. The authors also found out that those successful teacher training programs or schools design their curricula around certain competency-frameworks and/or teacher competencies they think teachers should have before they begin teaching. In light of the successful teacher training programs across world, the authors propose a four-year clinical teacher training program which is based on certain teacher competencies they have come up with within the scope of a larger study. The study also showcases some sample teacher training applications adapted to Turkish higher education context according to grade level. The modular teacher training program designed within the scope of this study relies on Competency-Based Clinical Teacher Education, which centers around teacher competencies, uses formative assessment and reflection at all stages, and depends on self-evaluation and constructive feedback. The Competency-Based Clinical Teacher Education is a program which extends the teaching practices over four years rather than squeezing them to the last year just before graduation. The university courses about the knowledge of teaching profession, subject-matter knowledge and general culture knowledge already exist at education faculties in Turkey. In this proposed model, however, without changing the content so much, the running of those courses will be different, and they will be taught in more functional, circular and reflective fashion and they will also provide prospective teachers with constructive feedback at all times. In this respect, the implementation of the designed model will be easier as it is a realistic and well-grounded program. Finally, the program proposes some sample teaching practices that have proved their success and usefulness from various universities around the world and presents how they can be adapted into Turkish context. Keywords: teacher education, clinical education, competency-based education, curriculum

253

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Darling-Hammond (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass. European Commission. (2008). Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the EQF for LLL. EU Official Journal, 111/01. Futrell, M. H. (2010). Transforming teacher education to reform America’s P-20 education system. Journal of Teacher Education, 61(5), 432- 440. Kriewaldt, J., & Turnidge, D. (2013). Conceptualising an approach to clinical reasoning in the education profession. Australian Journal of Teacher Education, 38(6), 7. Lang, H. R., & Evans, D. N. (2006). Models, strategies, and methods for effective teaching. Boston. Pearson. Le Deist, F. D. & Winterton, J. (2005). What is competence? Human resource development international, 8(1), 27-46. Özcan, M. (2013). Okulda üniversite: Türkiye’de öğretmen eğitimini yeniden yapılandırmak için bir model önerisi. www.tüsiad.org. ‘den 08.11.2017 tarihinde erişilmiştir. Sahlberg, P. (2010). The secret to Finland’s success: Educating teachers. Stanford Center for Opportunity Policy in Education, 2, 1-8. Zeichner, K. (2013). Two visions of teaching and teacher education for the twenty-first century. In Preparing teachers for the 21st century (pp. 3-19). Springer, Berlin, Heidelberg.

254

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08097 PERCEPTIONS OF TEACHERS ON THE CONCEPT OF STEM NURIYE SEMERCI - CEYDA OZCELIK ABSTRACT Rapidly developing technology with the effect of globalization causes competition among countries. In this process, individuals with the influence of industry 4.0 will need to have a workforce that knows the skills required by innovation and the digital world. Therefore, in order to survive in this environment, it is important to raise individuals with different skills. It will be important for individuals who can think creatively, innovatively, research, question and be in the field of work and become a part of development. For this reason, it will be necessary to employ individuals with STEM skills who can carry out technology and engineering together and at the same time integrate them into the curriculum (TÜSİAD, 2017). STEM is an abbreviation of the initials of science, technology, engineering and mathematics, which can be supported by both in-school and extra-school activities starting from preschool to higher education (Gonzalez, 2012). The integrated curriculam, which are formed by bringing together multiple disciplines in relation to each other, enable the student to have knowledge about different fields and also to develop interest, motivation, problem solving and cooperative learning skills (Niess, 2005). Teaching and effective implementation of STEM in our country is related to the STEM knowledge of teachers. The more awareness is raised in this area, the more teachers' interest in STEM education will increase and take their place in teaching. The need for educators who know the relationship between STEM disciplines and who work with a holistic approach will meet the aim of increasing STEM content and pedagogical knowledge (Akgündüz, Ertepınar, Ger, Kaplan-Sayı & Türk, 2015; Honey, Pearson & Schweingruber, 2014). In this study, it was aimed to determine teachers' perceptions about STEM concept through metaphors. Metaphor is a form of expression that is generally related to how people perceive and see the world. (Morgan, 1986). It is stated as a powerful mental tool that can be used to explain an abstract, complex or theoretical phenomenon that provides a simpler understanding of complex ideas (Yob, 2003). Metaphors trigger skills such as creative thinking, imagination, meaning, and mobilizing the mind. Therefore, it can be expressed effectively with fewer words (Tompkins and Lawley, 2002). In recent years, metaphor studies have attracted attention and studies have been conducted in different fields. However, metaphor studies on the concept of STEM remain limited. The aim of this study is to determine the perception of teachers about STEM concept by metaphors. This research is a qualitative study in the screening model. Scanning models are referred to as ‘approaches aimed at describing a situation in the past or still in existence as it is,’ according to Karasar (2012, 77). In this study, teachers were selected by using criterion sampling method. The purposive sampling method allows in-depth information and is effective in explaining the facts or events in many cases. The basic understanding of criterion sampling is the study of all situations that meet a predetermined set of criteria. The desired criterion or criteria can be created by the researcher or a list of criteria prepared previously can be used (Yıldırım & Şimşek, 2005). This research was carried out with 78 teachers from different branches working in secondary and high schools in Bartın. Among the secondary and high school teachers, teachers with branch related to STEM fields were selected. These fields are physics, chemistry, biology, mathematics, science, informatics and technology design. A questionnaire consisting of open-ended questions was used to collect data. In the questionnaire form, the teachers say The STEM is similar ...... because ..... The opinions of teachers about STEM concept were analyzed by content analysis technique. According to the findings of the research, it was observed that teachers produced 52 metaphors for STEM concept. The most repeated metaphor was life. All metaphors are divided into six different categories when separated according to their common characteristics. These categories are ‘creative, interdisciplinary, current, holistic, problem-solving, open to change’. The category with the most metaphors is the ‘problem solver ’category. Some of the metaphors in this category are ‘life, brainstorming, machinery, exploration and project’. The expression of a teacher who states that STEM is a problem solver by resembling a discovery is as follows. ‘STEM is similar to the discovery because; individuals who can solve problems, reason, ask and wonder more are more easily discovered. ’ It is stated here that STEM is suitable for problem solving. In addition, the meaning of the metaphors produced by the teachers about the concept of STEM and the created categories coincide with the pedagogical structure of STEM. It is supported by the information in the literature. STEM education is a holistic approach to learning. For this purpose, it makes use of interdisciplinary relations. Keywords: STEM, metaphor, teacher

255

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akgündüz, D., Ertepinar, H., Ger, A. M., Kaplan-Sayı, A. & Turk, Z. (2015). Turkey STEM Education STEM Education Workshop Report on a Comprehensive Evaluation. Istanbul Aydın University. Gonzalez, H.B. & J.J. The Kuenzi. (2012). Science, technology, engineering, and mathematics (STEM) education: A primary. Congressional Research Service, Library of Congress. Karasar, N. (2012). Scientific research method. Ankara: Nobel Yayıncılık. Morgan, G. (1998). Metaphor in management and organization theories. (Translated by G. Bulut). Istanbul: MESS Publishing. Niess, M. L. (2005). Preparing teachers to teach science and mathematics: Teaching and Teacher Education, 21, 509–523. Tompkins, P. & Lawley, J. (2002). The magic of metaphor. Retrieved from http://www.cleanlanguage.co.uk/Magicof-Metaphor.html TÜSİAD, (2017). Towards 2023 in Turkey STEM requirements, requirements for https://www.pwc.com.tr/tr/gundem/dijital/2023e-dogru- turkiyede-ste on April 10, 2019. downloaded from html. Yıldırım, A. & Şimşek, H. (2005). Qualitative research methods in social sciences. Ankara: Seçkin Publishing. Yob, I. M. (2003). Thinking constructively with metaphors. Studies in Philosophy and Education, 22, 127-138.

256

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08102 AN ACTION RESEARCH TO CURRICULUM DEVELOPMENT FOR THE MULTIGRADE CLASSROOM TEACHING COURSE FATMA KARAKUS - MEMET KARAKUS ABSTRACT In recent years, it has been observed that there are regulations emphasizing university-school cooperation and emphasizing researcher teacher identity (Hegender, 2010; Zeichner, 2010). In addition, it has been determined that there are researches about curriculum development studies for different courses within the faculty (Dentith vd., 2010; Zeegers, 2012). This case study deals with the training of the teachers when considered within the scope of Turkey; it is aimed to evaluate the effectiveness of the programs (Kumral, 2010; Yeşilyurt & Semerci, 2012), to propose different models and practices in teacher education (Gökdere & Çepni, 2003), to regulate the courses, credits and ECTS values and to compare teacher education programs in general (Duru & Köse, 2012). On the other hand, there is a significant deficiency in the curriculum development, implementation and evaluation studies for any subject in teacher education. When this situation is examined within the context of the Multigrade Classroom Teaching Course; It is determined that the research conducted for the curriculum of this course is limited both in Turkey and abroad. As a result, when the points mentioned about pre-service teacher education are evaluated holistically; It has been determined that there is a limited number of curriculum development activities in teacher education, the opinions and suggestions of the stakeholders are taken into consideration and the studies that involve them in the curriculum development process are needed. In another dimension, it was determined that the arrangement and development studies to be made for the undergraduate program of Primary School Teacher Education are important. It was determined that teachers who graduated from this program and worked in Multigrade Classrooms showed pre-service teacher education as one of the sources of problems. Thus, in this study, it is aimed to develop a curriculum for Multigrade Classroom Teaching course in higher education. The research was designed as an action research which is one of the qualitative research designs. In this context, the implementation process was carried out within 14-week period with the participation of 34 pre-service teachers in the fourth grade of the Classroom Teaching Program of the Faculty of Education during the Spring Semester of 2015-2016 Academic Year. Seventeen of the Pre-service teachers are female and 17 are male. It was determined that the majority of the teacher candidates were general high school graduates, and the GPAs in the faculty mostly varied between 2.51-3.00 and 3.01-3.50. The data were collected through quantitative and qualitative methods. In this context, demographic information form, semi-structured interview forms, reflective evaluation form, observer evaluation form, and researcher diary were used. The quantitative data were obtained through The Self-Efficacy Scale for Teaching in Multigrade Classroom. Inductive and deductive content analysis was performed in the analysis of qualitative data. Normal distribution assumptions were not met in the analysis of quantitative data. Therefore, Wilcoxon signed rank test was used in the analysis. Based on the findings, it appears that the pre-service teachers exhibited mental behaviors requiring understanding and higher-order thinking skills and the content was sufficient and prepared them for professional life. Findings related to the learning-teaching process show that teaching was carried out in an effective, interesting and planned manner and that the understanding and practices that support learning were enabled in the process. Within the scope of measurement-evaluation, it was determined that the basic principles were taken into consideration and diversity was provided in the measurement tools and approaches. In addition, it was revealed that the preservice teachers had difficulty in adapting the course length, sitting arrangement for group work, a higher amount of practices in multigrade classes and noise. They also thought that there were too many activities than they expected. In line with the progress of the cycles, some decisions were taken regarding the problems and suggestions reported by the participants. In the later stages of the process, it was determined that the difficulties and suggestions from the preservice teachers were reduced and the opinions suggesting maintaining the current way of instruction increased with time. Keywords: Curriculum development in higher education, teacher education, multigrade classroom teaching, action research.

257

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Dentith, A. M., Miller, A.C., Jackson,G., & Root, D. (2011). Developing globalized teacher education curriculum through interdisciplinary. Curriculum and Teaching Dialogue, 13(1&2), 77-92. Duru, E. G., & Köse, H. S. (2012). Müzik öğretmenliği eğitiminde yapılanma modelleri. E-Journal of New World Sciences Academy, 7(3), 235-245. Gökdere, M., & Çepni, S. (2003). Üstün yetenekli ögrencilerin fen ögretmenlerinin egitimine yönelik bir model önerisi. The Turkish Online Journal of Educational Technology, 2(3), 147-156. Hegender, H. (2010). The Assessment of student teachers’ academic and professional knowledge in school-based teacher education, Scandinavian Journal of Educational Research, 54(2), 151-171. Kumral, O. (2010). Eğitsel eleştiri modeli ile eğitim fakültesi sınıf öğretmenliği programının değerlendirilmesi: Bir durum çalışması. Yayımlanmamış doktora tezi, Adnan Menderes Üniversitesi, Aydın. Yeşilyurt, E., & Semerci, Ç. (2012). Öğretmenlik uygulaması öğretim programının standart temelli değerlendirme modeli ışığında değerlendirilmesi. International Online Journal of Educational Sciences, 5(1), 188-210. Zeegers, Y. (2012). Curriculum development for teacher education in the Southern Philippines: A simultaneous process of professional learning and syllabus enhancement. International Journal of Educational Development, 32, 207-213. Zeichner, K. M. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99.

258

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08105 PRE-SERVICE TEACHERS’ VIEWS ON INTRODUCTION TO EDUCATION COURSE BUKET TURHAN TURKKAN - BETUL KARADUMAN ABSTRACT Introduction to Education course is considered important in terms of being a course in which professional knowledge is given to pre-service teachers in pre-service education for the first time (Erdem, 2013). Introduction to Education course is a prerequisite for professional knowledge in upper classes and is a basic course in teacher education (Çalışkan, 2012). The aim of the Introduction to Education course is to ensure that pre-service teachers have prior knowledge of the basic concepts related to education, to understand the relationship between education and other fields and to have knowledge about the role and importance of the teaching profession (Önen & Koçak, 2011). Introduction to Education course is one of the basic courses taught in teacher education institutions and constitutes the first step of teaching profession (Kağan & Yalçın, 2018). Since the Introduction to Education course is seen as a basic and important course, it is important for the future of teacher education programs to know what the pre-service teachers' views and attainments towards this course are (Önen & Koçak, 2011). In this direction, various researches have been made for the Introduction to Education course. It was determined that the level of achieving the cognitive field objectives in the Introduction to Education course was identified at seventy percent and some deficiencies were stated (Kösterelioğlu, 2008). Besides, it was determined that the level of proficiency for basic concepts in the Introduction to Education course was mostly inadequate and some of them were at intermediate level (Berkant, Reyhanlıoğlu & Eren, 2012). In another study, it was found that the Introduction to Education course was seen as complex by pre-service teachers (Köybaşı & Uğurlu, 2018). When the results of these studies are examined, it is thought that there are deficiencies and negative situations for the Introduction to Education course. In this respect, it can be said that an in-depth examination of the Introduction to Education course is needed. In addition, in order to understand how professional knowledge courses, contribute to the professional development of pre-service teachers, it is stated that pre-service teachers' perspectives on professional knowledge courses should be examined in a holistic way (Önen & Koçak, 2011). In addition, qualitative studies for the Introduction to Education course are recommended (Kösterelioğlu, 2008). In this context, it is aimed to examine the views of pre-service teachers about Introduction to Education course. This research is a qualitative and descriptive study. The views of pre-service teachers about the Introduction to Education course were collected by a written opinion form prepared by the researchers. Expert opinions were taken during the preparation of the form. The study was carried out with 77 pre-service teachers who took the Introduction to Education course in German Language Teaching program and Science Teaching program at a state university in the south of Turkey in the fall semester of 2018-2019 education year. The data collected in the study were analyzed by inductive analysis method which is included in content analysis methods. In this respect, first of all, students' views were transferred to computer environment. After the views of the students were coded, the related codes were brought together to create themes and sub-themes. In the scope of the validity and reliability studies of the study, peer examination was applied. The analysis of one of the researchers was examined by the other researcher. In line with the findings of the research, five themes were created. These themes are as follows: The effect and contributions of the course, covering the expectations by the course, views on content of the course, views on teaching-learning process of the course and views on measurement and evaluation of the course. It was determined that the views within the scope of the course's effects and contributions theme were examined in terms of effects in cognitive domain, effects in affective domain and contributions to professional life. Within the scope of the views about the content of the course, it was determined that there are subjects about difficult issues, time-content balance and suggestions. Within the scope of the views on the teaching-learning process of the course, problems and deficiencies, positive aspects and suggestions sub-themes were composed. Within the scope of the views about the measurement and evaluation dimension of the course, it was determined that positive opinions, negative opinions and suggestions dimensions were discussed. Although pre-service teachers had positive opinions about the Introduction to Education course in general, it was determined that there were various problems and negative opinions. In line with the results of the research, various suggestions were given for implementation and future research. Keywords: introduction to education course, views of pre-service teachers, German teaching program, science teaching program

259

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Berkant, H. G., Reyhanlıoğlu, D. & Eren, İ. (2012). Eğitim fakültesi öğrencilerinin eğitim bilimine giriş dersindeki temel kavramlara yönelik yeterlikleri&kavram yanılgıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8 (1), 160-177. Çalışkan, M. (2014). Bilişsel giriş davranışları&duyuşsal giriş özelliklerinin öğrenme düzeyine etkisi. Kuram&Uygulamada Eğitim Bilimleri, 14 (5), 1807-1821. Erdem, A. R. (2013). Eğitim bilimine giriş mi? Eğitim biliminin temelleri mi? Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 33 (33), 219- 220. Kağan, M. & Yalçın, S. (2018). Eğitime giriş (1. bs). Ankara: Pegem Akademi. Kösterelioğlu, İ. (2008). Eğitim bilimine giriş dersinin bilişsel alan hedeflerinin gerçekleşme düzeyi. SAÜ Eğitim Fakültesi Dergisi, 15, 61-74. Köybaşı, F. & Uğurlu, C. T. (2018). Lisans öğrencilerinin pedagojik formasyon derslerine yönelik geliştirdikleri metaforlar. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 46, 198-222. Önen, A. S. & Koçak, C. (2011). Öğretmenlik mesleğinde ilk adım… Eğitim bilimine giriş dersine yönelik öğrenci tutumlarının belirlenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29 (1), 59-72.

260

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08110 THE EFFECTS OF DESIGNING TRANSDISCIPLINARY CURRICULUM PROCESS ON IB-PYP TEACHER CANDIDATES: MIXED METHOD RESEARCH BURCU GURKAN ABSTRACT IB (International Baccalaureate) is an education-focused organization which was established in 1968 in Geneva. IB (International Baccalaureate) programs provide four different types of programs for students between 3 and 19 years old. PYP (Primary Years Program) includes programs for students between 3 and 12 years old; MYP (Middle Years Program) includes programs for students between 11 and 16 years old; DP (Diploma Program) includes programs for students between 16-19 years old; and CC (Career-Related Program) includes programs for students between 16 and 19 years old. IB education supports students to be sane, intellectual, sensitive world citizens (IBO, 2009). The IB-PYP curriculum is created within transdisciplinary themes. In an educational perspective, this approach treats the program not with common topics or skills, but with real life events and the process is shaped with students’ questions (Drake, 2007; Rosenfield,1992). In developing a transdisciplinary inquiry curriculum, teachers are expected to adapt to the system, to develop a student-centered education perspective, to possess group working and critical thinking skills, and to make use of their own experiences. IB-PYP curriculum does not refer to a close, centralized and less flexible program understanding, but instead supports the constitution of curriculum which are integrated with national programs. The system requires teachers to develop transdisciplinary inquiry curriculums in which students wonder, develop an interest, and want to search for answers. Teachers design that transdisciplinary curriculum in cooperation with concept, skills, attitude and acting dimensions, and, following the assessment of the process, they implement changes in later teaching experiences. It is vitally important that teachers can adapt to the approach, can see and feel themselves as a part of a system and be open to changes. In this sense, it is necessary that teachers are to subject to a systematic learning process in which they will learn about how to design student-centered activities based on constructivist approach and create a program from the very beginning of it. Additionally, necessary assessments are to be done in this learning process. Thus, the problem sentence of the study is Does the design of transdisciplinary inquiry curriculums affect prospective IB-PYP teachers’ group working skills, reflective thinking skills, and their tendencies towards designing a curriculum? This study aims to examine the effects of transdisciplinary inquiry curriculums design on candidate IB-PYP teachers’ group working skills, reflective thinking skills and their tendencies towards designing a curriculum. This study has a mixed-method approach pattern. In this study, the quantitative dimension is based on one simple group experimental analysis approach while the qualitative dimension is based on case studies. The study group of the study is 15 PYP candidate teachers in HKÜ-IBEC curriculum provided by Hasan Kalyoncu University Continuing Education Centre during the 2018-2019 spring term. 4 of candidate teachers are male and 13 are female. Candidate teachers are training or working in Primary School Teacher (11), Counselling and Guidance (2), English Teaching (2), Pre-School Teaching (2) fields. Common properties of the candidate teachers are included in HKÜ IBEC program and have never experienced transdisciplinary curriculum design. In designing the transdisciplinary inquiry curriculum, these 6 steps were followed: 1. Description of Transdisciplinary Theme, 2. Brainstorming (finding a unit topic, writing the main theme and learners’ profile, noting concepts- skills-attitudes and actions), 3. Writing Lines of Inquiry (determining the related disciplines and showing them on grids, writing the inquiry questions), 4. Planning the Teaching (writing searching-interrogating based activities), 5. Evaluation of Teaching (deciding on how to do assessment etc.), 6. Review of Design (checking basic components and revising). The changes in prospective teachers were observed. In the HKÜ-IBEC process, candidate teachers are trained for 14 weeks and total of 56 hours to prepare transdisciplinary inquiry curriculum. The training process started on 23 March 2019 and was completed. This process, candidate teachers’ developments were measured with quantitative and qualitative measurement tools. Quantitative data of this study would be measured with the Group Work Skill Scale developed by Cumming et al. (2014) and adapted to Turkish by Ozan (2018); the Reflective Thinking Scale developed by Kember et al. and adapted to Turkish by Evin-Gencel (2013); the Teachers’ Curriculum Design Approach Preference Scale developed by Baş (2013) and pre-test and post-test and these scales would be applied twice. In this study, when analysing qualitative data with normal distribution, parametric tests will be used; when analysing qualitative data without normal distruction, non-parametric tests will be used. Qualitative data of this study will be collected with interviews, self-assessment and group assessment forms. Content analysis and descriptive analysis will be applied to obtained data. When training process is completed, quantitative and qualitative data will be obtained and transformed into findings. Keywords: Transdisciplinary Inquiry Curriculum, IB-PYP, Group Work Skills, Reflective Thinking, Curriculum Design Tendency, Mixed Method

261

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Baş, G. (2013). Öğretmenlerin eğitim programı tasarım yaklaşımı tercih ölçeği: Geçerlik&güvenirlik çalışması. Kuram&Uygulamada Eğitim Bilimleri Dergisi, 13 (2), 965-992 Başol, G. & Evin-Gencel, İ. (2013). Yansıtıcı Düşünme Düzeyini Belirleme Ölçeği: geçerlik&güvenirlik çalışması. Kuram&Uygulamada Eğitim Bilimleri, 13(2), 929-946. Drake, M. (2007). Creating standarts-based integrated curriculum. Aligning curriculum, content, assessment and instruction (2. nd.ed.). California: Corwin Press. International Baccalaureate Organization (2009). Making the PYP happen: A curriculum framework for international primary education. Cardiff, Wales: Author Ozan, C. (2018). Grup Çalışması Becerileri Ölçeği’nin Türkçeye uyarlanması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi 51(3). doi: 10.30964/auebfd.475020 Rosenfield, P.L. (1992). The potential of transdisciplinary research for sustaining and extending linkages between the health and social sciences. Social Science & Medicine, 35 (11), 1343-1357. https://doi.org/10.1016/0277- 9536(92)90038-R.

262

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08113 A NEEDS ASSESSMENT STUDY FOR THE STUDENTS OF THE FACULTY OF EDUCATION GULCIN ZEYBEK - HULYA YILDIZLI ABSTRACT The competencies acquired by individuals during the formal education period play an important role in preparing individuals for work life. The most important of these competencies is information and communication technology competencies. Information and communication technology competencies should be seen as issues that are sought to be gained especially during university education and which should be given importance by educational institutions (Eryılmaz, 2018). The rapid development of information technologies has made it imperative for societies to follow technological developments and integrate new technologies into existing systems. One of the systems affected by this rapid development is the education systems of the communities. In addition, the learning paradigms adopted in recent years have changed their understanding of education and higher education institutions have been affected. The flexibility provided by information technologies in learning environments and easy access to information have brought about the integration of information technologies into education in higher education (Löfström and Nevgi, 2008). Teachers play an important role in the spread of information technology integration in educational institutions. It is expected that information technology courses will be designed to meet the needs in the education programs of the faculty of education in order to train teachers who will be able to integrate them into learning environments by using technological tools effectively (Haydn and Barton, 2007). When the curriculum development stages are examined, it is seen that the first stage is to determine the educational needs. For the preparation of the program, the need for a program should emerge and in order to meet this need in the best way, the real need must be determined. In addition, it is important to take into consideration the needs of the society, the individual and the subject area in the needs determination studies that are planned (Karacaoğlu, 2009). It is a set of systematic procedures for the purpose of identifying needs, making decisions about the program, establishing policies, institutional development and sharing institutional resources. Needs assessment can be defined as an assessment focused on a specific need. Needs often arise where there is a conflict between the situation that should be and the current situation (Witkin and Altschuld, 1995). The aim of this research is to determine the needs of the students of the Faculty of Education of a state university for the information technologies course they are taking within the scope of general culture courses at the first-grade level and to determine the program of the course accordingly. The research was conducted with a mixed model using both quantitative and qualitative research methods. The participants of the study were 235 students studying at the first-grade level of the Faculty of Education of a public university. The quantitative data of the study were collected by means of achievement test for the information technologies course developed by the researchers and the need assessment scale related to the use of information technologies course developed by Akbunar (2012). The achievement test, which was developed in order to check the students' prior knowledge about the information technologies course, consists of 40 questions covering the subjects of the course. The need assessment scale for the use of information technology course is a six-dimensional scale consisting of 25 items and the overall Cronbach's Alpha value is 0.932. The dimensions of the scale are operating system usage, package program applications, designing personal web site, using internet effectively, preparing presentation materials and basic concepts. Qualitative data of the study were collected by interview method. For this purpose, a standardized open-ended interview form was prepared by the researchers. Descriptive statistical techniques were used in the analysis of the quantitative data of the research and qualitative data were analyzed through descriptive analysis. When the findings obtained from the achievement test were examined, it was found that the students mostly lacked in the computer hardware units and the basic concepts related to the internet, the office programs, especially in the features of the electronic spreadsheet program. When the findings obtained from the needs assessment scale were examined, it was found that students deemed necessary sub-dimensions of basic concepts related to operating system usage, package program applications, personal web site design and basic concepts of computer; it was determined that they consider the dimensions of using internet effectively and preparing presentation materials very necessary. However, the least needed dimension of the students was to design a personal website. The findings obtained from the semi-structured interview form in the research are as follows: Most of the students stated that they want to use the knowledge and skills acquired in this course while they teaching, for this reason, this course should be intensified with more practical studies and they stated that they have difficulty in using technology, these difficulties should be determined and solved. Keywords: curriculum development, needs analysis, information technologies

263

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akbunar, Ş. (2012). Yükseköğretimdeki bilgi teknolojileri kullanımı dersinin öğrenci ihtiyaçlarına göre incelenmesi (Akdeniz Üniversitesi örneği)(Yayınlanmamış yüksek lisans tezi). Akdeniz Üniversitesi, Antalya. Eryılmaz, S. (2018). Öğrencilerin bilgi&iletişim teknolojileri yeterliliklerinin belirlenmesi: Gazi Üniversitesi, Turizm Fakültesi örneği. Elektronik Sosyal Bilimler Dergisi, 17(65), 37-49. Haydn, T. A., & Barton, R. (2007). Common needs and different agendas: how trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK. Computers&Education, 49, 1018–1036. Karacaoğlu, Ö. C. (2009, Mayıs). Needs analysis and the Delphi technique: Case of determination of teachers' educational needs. I. Uluslararası Eğitim Araştırmaları Kongresi, Çanakkale. Löfström, E., & Nevgi, A. (2008). University teaching staffs’ pedagogical awareness displayed through ICT-facilitated teaching. Interactive Learning Environments, 16(2), 101-116. Witkin, B.&Altschuld, J. (1995). Planning and Conducting Needs Assessments: A Practical Guide. SAGE: ThousandOaks, CA.

264

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08122 UNBOXING SELF-CONFIDENCE, ATTITUDE, ACCEPTANCE, AND USAGE OF TECHNOLOGY IN FUTURE CLASSROOMS HATICE CILSALAR SAGNAK ABSTRACT Technology integration have arosen in the recent decade which is clear that it contributes both learning and teaching. Majumdar (2006) reported that, in the learning and teaching process, students both access information from different sources and capitalize on higher order thinking skills as creative thinking and problem-solving skills in collaborative learning environment. Therefore, educational technologies take stages in educational process with such an important role. The trend in educational setting is to support teaching with educational technologies such as computer-based education. The practice level actors, teachers, play crucial role in the usage of technologies with educational purposes, that revisits pedagogy with the infusion of technology (Voogt & Knezek, 2008). Teacher education program is the first stage for development of the teachers for creating technology-integrated classrooms. Most of the researches give emphasize on preservice teachers’ educational technology usage within teaching practice (CEO Forum on Education and Technology, 1999, 2000; Moursand & Bielefeldt, 1999). With teacher education programs, preservice teachers have chance to attend classes, workshops, online or offline short-term trainings, discussion groups, etc. In Turkey, the teacher education programs which are newly developed and implemented the first time at this year give emphasizes on educational technology, theoretically (YOK, 2018). As technology integration practice, computer-based education with support of online or mobile technologies directs implications. While preservice teachers are attending the courses, they may gain information about it. However, their perceptions could be effective on their educational technology usage in their future classrooms, instead of their knowledge. During the programs, preservice teachers have opportunities; which have potential to reveal their successful future usage; to shape their acceptance and usage, attitudes, and confidence on educational technology usage. The need for determination of these perception and usage come forward to direct research and practice to contribute preservice teachers’ technology integration abilities. Thus, this study is aimed to determine the predictors of preservice teachers’ acceptance and usage of educational technologies. Particularly, how preservice teachers’ attitude and confidence on technological pedagogical content knowledge (TPACK) predict their acceptance and usage of educational technology is the core point of this research.Among educational research designs survey research helps to understand trend on individuals’ attitudes, beliefs, needs, opinions, behaviors, and characteristics of the population (Cresswell, 2012). This study is conducted by following cross-sectional survey research design at a public university to reveal preservice teachers’ attitude, self- confidence, and acceptance and usage of technology in their future classrooms. Among the 232 participants (female=159, male=73), there were second graders (n=188), third graders (n=40), and fourth graders (n=4). Their departments were preschool education (n=110), elementary mathematics education (n=51), and social sciences education (n=71). Their age distribution was 18-19 (n=25), 20-22 (n=179), 23-25 (n=14), 26-29 (n=6), and 30 and above (n=8). Most of them (n=115) were graduated from Anatolian high school. The participants reported their computer usage expertise as medium (n=171) at three point scale, their internet usage expertise as medium (n=127) and high (n=99) at three point scale, and their educational technology usage expertise as enough (n=98) and somehow (n=85) at five point scale. To collect data, these three different scales were used; ‘Acceptance and Use of Information and Communication Technologies’ (AU-ICT), (Becit-Isciturk, Kabakci-Yurdakul, & Ursavas, 2014), ‘Attitude Scale of Computer Based Education’ (ACBE) (Arslan, 2006), and ‘Technological Pedagogical Content Knowledge Confidence Survey’ (TPACK-CS) (Timur & Tasar, 2011). Data analysis was conducted with descriptive statistics and multiple linear regression analysis.A multiple linear regression was calculated to predict preservice teachers’ acceptance and use of ICT (M=3.633, Sd=0.610) based on their TPACK confidence(M=3.990, Sd=0.629) and attitude toward computer-based education (M=3.826, Sd=0.675). A significant regression equation was found (F(2,229) = 247.491, p < .00), with R^2 of 0.684. Predicted preservice teachers’ acceptance and use of ICT is equal to 0.341 + 0.340 (TPACK confidence) +0.505 (attitude toward computer-based education), where TPACK confidence is coded or measured as totally agree(5) totally disagree(1), and attitude toward computer-based education is coded or measured as totally agree(5) totally disagree(1). Participants acceptance and use of ICT increased 0.340 points scaled from 1 to five for each TPACK confidence level and 0.505 for each level of attitude toward computer-based education. Both attitude level and confidence level are significant predictors of attitude toward computer-based education. 68.5 % of the total variance in the score of acceptance and usage is explained by attitude toward computer-based education and TPACK confidence which are significant predictors of acceptance and usage. Additionally, prediction of attitude toward computer- based education on acceptance and usage is more than TPACK confidence. Keywords: Technology Self-confidence, Attitude toward Technology, Technology Acceptance, Technology Usage, Preservice Teachers

265

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Majumdar, S. (2006). Emerging trends in ICT for education & training. http://www.unevoc.unesco.org/fileadmin/up/emergingtrendsinictforeducation.pdf. Voogt, J. & Knezek, G. (2008). IT in primary and secondary education. In J. Voogt, & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. xxix – xiii). New York, US: Springer. CEO Forum on Education and Technology. (1999). Professional development: A link to better learning. Retrieved November 11, 2002, from http://www.ceoforum.org/ reports.cfm?RID=2 CEO Forum on Education and Technology. (2000). Teacher preparation STaR chart: A self-assessment tool for colleges of education. Retrieved from http://www. ceoforum.org/ reports.cfm?RID=3 Moursand, D., & Bielefeldt, T. (1999). Will new teachers be prepared to teach in a digital age? A national survey on information technology in teacher education. Santa Monica, CA: Milken Exchange. YOK (2018). Yeni Öğretmen Yetiştirme Lisans Programları https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni- ogretmen-yetistirme-lisans-programlari

266

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08137 COMPARISON OF FINLAND AND SINGAPORE IN MATHEMATICS TEACHER TRAINING PROGRAMS TUBA GOKCEK - GIZEM AYDOGDU ABSTRACT Finland and Singapore are among the well-known countries with successful education systems. In term of education systems of these countries, compulsory education is nine years in Finland and six years in Singapore. The educational objectives of both countries is to distinguish between right and wrong, share what they have learned with others, to make friendships, to become entrepreneurial and innovative and to be social responsibility (Levent & Yazıcı, 2014). In both countries, they have focused on teaching of mathematics science and the universal development of technical skills. The main feature of Finland and Singapore mathematics is that much fewer subjects are handled in more detail than the traditional systems compared to traditional western maths curriculum. The goal here is that students, rather than of learning a lot of subjects every year, should learn less subjects completed and so the students’ learning the subjects instead of memorizing it in order to solve questions in the exam. When international comparative studies are examined in the Programme for International Student Assessment and Trends in International Mathematics and Science Study; Finland and Singapore annouced their names all over the world have excelled. According to the results of PISA 2015 exam, Singapore ranks the first, Finland ranks the fifth order. According to the TIMSS 2015 results Singapore ranks first again. In both countries, the underlying factor in both education system and students’ success in PISA and TIMSS exam is the teachers (Hill, Rowan & Ball, 2005; Kilpatrick, Swafford & Findell, 2001). In Finland and Singapore, if one of the students can’t learn well enough, their teachers immediately recognize it and organize the child’s learning programme to his/her individual needs. Therefore, these two countries provide the quality of education by increasing the quality of teachers. In Finland and Singapore, great attention is paid to both the selection and training of the teachers. When the effect of teacher traing on improving the quality of education is taken into account, the purpose of the current study is to compare the teacher traing programs of Finland and Singapore, which are successful in mathematics in international exams. Main problem of the study is determined as What are the similarities and differences in maths teacher traing programs in Finland and Singapore? In this context, under the mathematics teacher training programs of Finland and Singapore, selection of the students, curriculum, teaching practice and graduation requirements have been examined comparatively. This study is a comparative educational research. In comparative researches, there are two approaches; horizontal and vertical (Ültanır, 2000). In the vertical approach, the changes in the historical process are examined while in the horizontal approach the variables of the same period in the education system are compared with each other; the differences are tried to be revealed (Türkoğlu, 1998). This study is based on the horizontal approach which is used in comparative educational researches. In horizontal approach, different educational systems are examined in parallel with individual elements as a whole (Demirel, 2000; Erdoğan, 2005). In this respect, the data collected on the mathematics teacher traing programs of Finland and Singapore have been examined and similarities and differences of the programs in different aspects have been determined. Document analysis method, one of the qualitative research methods, has been used to collect the data. In the research, it is important to evaluate the documents according to the structure of the culture and the value attributed to them (Sönmez & Alacapınar, 2016). In the research, the reports of the Ministry of Education of Finland and Singapore, OECD web sites and current scientific articles have been examined as the current and primary sources. When student admissions to teacher training programs are examined, university entrance exams are held in both countries. There are also three further stages in Finland after the university entrance exam. According to Malaty (2006), these stages consist of acceptance exam, interview and sample teaching. Singapore attracts the attention in the student selection. Because, there is only one teacher traing institution in Singapore, named National Institute of Education (NIE)) and all applicants must receive passing grade in English. About teaching programs, unlike Finland, the participants of the middle school teaching program in Singapore are taught in two main subjects to teach. For example, a graduate in mathematis who has a minor in chemistry is taught both mathematics and chemistry teaching methods in training programs in order to teach two courses. In terms of the graduation requirements, success level of candidates is 3 out of 5 in Finland while it is 2 in Singapore. In Finland and Singapore, teaching practices are also placed an important role. In Finland as in Singapore, teaching practices are spread over the entire school year; and students learn teaching by performing and practicing in schools. Keywords: Teacher training, Maths teacher training programs, Singapore and Finland

267

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Hill, H. C., Rowan, B. & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42 (2), 371–406. Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, D.C.: National Academy Press. Levent, F. & Yazıcı, E. (2014). Singapur eğitim sisteminin başarısına etki eden faktörlerin incelenmesi. Journal of Educational Sciences, Volume-Issue: 39 ss/pp: 121-143 ISSN: 1300-8889 DOI: 10.15285/EBD.2014397401 Malaty, G. (2006). What are the reasons behind the success of Finland in PISA? Gazette des Mathematiciens, 108, 59-66. OECD (2018). PISA 2015 Excellence and Equity in Education, summarizes student performance in PISA 2015, and examines inclusiveness and fairness in participating education systems (Volume I). [Available online at: http://dx.doi.org/10.1787/9789264266490-en.] Sönmez, V. & Alacapınar, G. F. (2016). Örneklendirilmiş Bilimsel Araştırma Yöntemleri. Anı Yayıncılık Türkoğlu, A. (1998). Karşılaştırmalı eğitim dünya ülkelerinden örneklerle. Adana: Baki Kitabevi. Ültanır, G. (2000). Karşılaştırmalı eğitim bilimi kuram&teknikler. Ankara: Eylül Yayınları

268

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08142 INVESTIGATION OF THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ EDUCATIONAL PHILOSOPHIES AND THEIR STUDY APPROACHES SEFIK KARTAL - FEVZI DURSUN ABSTRACT There is no definition of philosophy that is accepted by all. However, we can reach an opinion on what philosophy is by emphasizing various definitions of philosophy. Socrates defines philosophy as the search of knowledge and truth. According to Plato, philosophy is the knowledge of the eternal existence. Aristotle, on the other hand, understands philosophy as the study of objects and phenomena (Arslanoğlu, 2018). The focus of philosophy and education is human, and therefore philosophy and education are in constant interaction. These two areas cannot be considered separate from each other. As a result of the interaction between philosophy and education, new approaches and practices emerged in education (Güçlü, 2018). Each teacher looks at education from a different perspective. What constitutes this point of view is the philosophical thought of the teacher. The philosophical thought of the teacher guides him/her in determining the objectives of the course, arranging the learning and teaching environment and choosing the assessment method (Doğanay and Sarı, 2003). In addition to the philosophy of education adopted by the teacher, one of the factors that affect the students’ learning is the correct and effective study skills of the students (Yılmaz & Orhan, 2011). According to Shuell (1986; cited in Biggs, Kember and Leung, 2001), it is important to remember that what the student does in the learning process is more important than what the teacher does. Biggs (1987) states that if, in a learning situation, one decides that a pass is sufficient, then it seems to make best sense to rote learn only those facts and details which are guessed as most likely to be tested. If one is interested in a particular subject, then it makes best sense to find out as much as possible about it, and work out what it all means, regardless of any testing that may ensue. Therefore, students’ study approaches are either surface approach as in the first case or deep approach as in the second case (Yılmaz & Orhan, 2011). Since the students attending education faculties are seen as the teachers of the future it was aimed in this study to investigate the relationship between the pre-service teachers’ educational philosophies and their study approaches. Furthermore, the educational philosophies and study approaches adopted by the pre-service teachers were examined in terms of different variables such as their gender, the class and the program they attend. The population of the study consists of students attending Tokat Gaziosmanpaşa University Faculty of Education. The sample group consisted of 493 randomly selected students from various programs of the faculty. Relational survey model, which is one of the general survey models, was used in the study. The research model aiming to determine the existence or the degree of change at the same time between two or more variables is called Relational Survey Model (Karasar, 2008). In order to collect the data of the study, the Philosophy Preference Assessment Scale which was developed by Wiles and Bondi (1984) and adapted to Turkish by Doğanay and Sarı (2003) and the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) developed by Biggs, Kember and Leung, (2001) and adapted to Turkish by Yılmaz and Orhan (2011) were used. The Personal Information Form prepared by the researchers was used to obtain age, gender, class and program information of the students. Number, percentage, arithmetic mean, standard deviation, skewness and kurtosis coefficients, chi-square, independent groups t-test, one-way analysis of variance (ANOVA) and Scheffe tests were used to evaluate the data.It was determined that 48.3% of the pre-service teachers adopted experimentalism and 11.4% of the pre-service teachers adopted realism as their educational philosophies. It was found out that the pre-service teachers in upper classes adopt deep study approach and the pre-service teachers in lower classes adopt surface study approach when studying, but this finding was not statistically significant. Deep study approach and surface study approach were found to be higher for male pre-service teachers compared to female pre-service teachers and this result was statistically significant. There was also a significant difference in adopting deep approach and surface approach in terms of the programs the pre-service teachers attend. In addition, it was determined that there was no significant difference between the first philosophical preferences of the pre-service teachers in terms of their gender, the class and the program they attend. It was identified that the pre-service teachers who obtained the highest mean scores for both deep approach and surface approach adopted perennialism educational philosophy as their first choice. There was a significant difference between the mean scores that the pre-service teachers obtained from dimensions and sub-dimensions of R-SPQ-2F in terms of educational philosophies they adopted as their first preference. Keywords: educational philosophies, study approaches, pre-service teachers

269

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Arslanoğlu, İ. (2018). Eğitim Felsefesi. (Geliştirilmiş 2. Basım). Ankara: Nobel Akademik Yayıncılık. Biggs, J.B. (1987). Student Approaches to Learning and Studying. Research Monograph. Melbourne: Australian Council for Educational Research. Biggs, J., Kember, D., & Leung, D.Y.P. (2001). The Revised Two-Factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psycology,71 (1): s.133-149. Doğanay A.&Sarı, M. (2003). İlköğretim Öğretmenlerinin Sahip Oldukları Eğitim Felsefelerine İlişkin Algıların Değerlendirilmesi, Öğretmenlerin Eğitim Felsefeleri. Türk Eğitim Bilimleri Dergisi, C:1(3): s. 321-337. Güçlü, M. (2018). Eğitim Felsefesi. Ankara: Pegem Akademi. Karasar, N. (2008). Bilimsel Araştırma Yöntemi. (18. Baskı) Ankara: Nobel Yayın Dağıtım. Kozikoğlu&Erden (2018). Öğretmen Adaylarının Eğitim Felsefesi İnançları ile Eleştirel Pedagojiye İlişkin Görüşleri Arasındaki İlişkinin İncelenmesi. İlköğretim Online. 17(3): s. 1566-1582. Yılmaz, M.B.&Orhan, F. (2011). Ders Çalışma Yaklaşımı Ölçeği’nin Türkçe Formunun Geçerlik&Güvenirlik Çalışması. Eğitim&Bilim. 36 (159):s. 69-83.

270

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08156 INTERVENTION STUDIES IN TEACHER IDENTITY RESEARCH IN TURKEY: WE NEED MORE! NUR AKKUS CAKIR - ALI YILDIRIM ABSTRACT Teacher identity (TI) has been a central theme in teaching research for a long time (Beauchamp&Thomas, 2009). As a framework, it recognizes both the socio-cultural and individual aspects of identity formation, and attracts attention towards various factors affecting teaching practice (Olsen, 2014) as well as the design of teaching and learning in the classroom (Alspup,2004; Beijaard, Meijer&Verloop, 2004). The importance of TI development has been revealed by many studies in the literature (Freese, 2006; Olsen,2014; Sachs,2001). Gaining a complete understanding of the factors affecting TI development is of paramount importance for both pre-service and in-service teacher training (Beauchamp&Thomas, 2009). When related work in educational research is examined, it can be seen that the focus is on defining TI, what constitutes it and how it develops (Beijaard et al., 2004). In particular, existing TI literature generally focuses on the effects of reflective activities, context and previous experiences on TI development (Izadinia,2013). There has been a call for studies that focus on the TI formation ‘process’ itself to better capture its dynamic nature (Beijaard et al., 2004). The current research on TI development in Turkey mostly focuses on professional identity formation (e.g.Akkoç&Yeşildere İmre, 2017; Arslan, 2018), the characteristics of professional identity (e.g.Atmaca, 2017; Alptekin Yolcu, 2018), and the representation of professional identity through teachers’ stories (Güngör, 2017; Yaylı,2017). When examined in detail, one can gain further insights regarding thefactors affecting TI development, the general characteristics of TI, andthe context in which it develops. However, only afew (4) of these studies are intervention studies that actually designed an intervention to support the development of TI and evaluated the results of the intervention. In educational research, there is a pressing need for rigorous design experiments to evaluate educational interventions to be used as a basis for change in educational policy and practice. Intervention studies are useful in terms of evaluating the effects of particular strategies used (Slavin, 2010). Existing work has already provided important findings about possible factors that contribute to the development of TI. We believe it is also important to design interventions depending on those findings and see what works, what does not and why. Therefore, having a close analysis of these studies can help researchers see how these interventions are designed, conducted, and what is found as a result in the end. It will also make it possible to determine the effectiveness of these interventions which can be instrumental in designing future interventions. This study aims to present a review of intervention studies conducted in TI research in Turkey. We aim to understand how the interventions to support TI development were designed methodologically, and to identify to what extent and in what ways they were effective. We aim to investigate how the results of these interventions can be used to improve research and practice in TI in Turkey. For this purpose, we conducted a systematic literature review over research databases such as ERIC, ULAKBIM, Scopus, Web of Science, ProQuest, and COHE. A total of 10946 studies were identified with the search words ‘teacher identity’ and ‘Turkey’. We included only peer reviewed articles and open access dissertations published between the period of 2009-2019, which were carried out in the form of an intervention study conducted in the context of educational sciences in Turkey. More specifically the following inclusion criteria were employed: The studies: - published between the period of 2009-2019, - published as articles in peer reviewed journals, - conducted as Master’s theses and Ph.D. dissertations, - carried out in the Turkish context, - carried out in educational sciences, - involving qualitative and quantitative data, - adopted intervention study design The analysis is still on going. Two researchers will independently evaluate the reporting quality of the studies in terms of the theoretical and methodological aspects, as well as the context and results will be conducted to understand whether and how these interventions worked.Preliminary content analysis of the selected papers indicated that three of these studies were conducted with pre-service teachers while one of them was conducted with in-service teachers. Two of them were conducted in EFL context while the other two were about Mathematics teaching. Three of these studies adopted TI as a theoretical framework while only one of them adopted the socio-cultural theory. Two of them employed mixed methods while the other two were qualitative case studies. Two of these studies were about the effect of discussions and reflection, while one of them was about the effect of reflection only and one was about the effect of an acting course for teachers on TI development. They were all found to be effective. Further analysis of will be conducted to understand with the goal of establishing a case that more research on intervention should be conducted in the context of TI in Turkey. Keywords: Teacher education, Teacher identity, Intervention studies

271

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Alspup, J. (2004). AmIateacher?Exploringthedevelopmentofprofessional identity. LanguageArtsJournalofMichigan,20(1),7. Alptekin Yolcu, M. (2018). SınıfÖğretmeniAdaylarınınMeslekÖncesiÖğretmenKimlik Algılarınınİncelenmesi(Master's thesis, Eğitim Bilimleri Enstitüsü).HacettepeUniversity. Akkoc, H. &Yeşildere-imrȩ, S.(2017). Becomingamathematicsteacher: the role of professional identity. InternationalJournalofProgressiveEducation,Volume 13/2. Arslan, O. (2018).Mathematics teacher identity development of early career middle grade mathematics teachers and theroleofparticipatedcommunities. (Dissertation).Middle East Technical University. Atmaca, Ç. (2017). Englishteachers’perspectivesaboutteachercompetenciesintermsof professionalidentity. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4),1641-1669. Beijaard, D.,Meijer,P. C.,&Verloop, N. (2004).Reconsideringresearchonteachers’professionalidentity.Teachingandteachereducation,20(2),107-128. Beauchamp, C., &Thomas, L. (2009).Understanding teacher identity:Anoverviewofissuesintheliteratureandimplicationsforteachereducation.Cambridgejournalofeducation,39(2),175-189 Freese, A. R. (2006). Reframing one's teaching:Discoveringourteacherselvesthroughreflectionandinquiry.TeachingandTeacherEducation,22(1),100-119. Güngör, F. (2017).Thetensions betweeneflteacheridentitiesandinsetintheTurkishcontext.profileIssuesinTeachers’ProfessionalDevelopment,19(1),13-27. http://dx.doi.org/10.15446/profile.v19n1.55110. Izadinia, M. (2013).Areviewofresearchonstudentteachers'professionalidentity.British EducationalResearchJournal, 39(4), 694-713. Olsen, B. (2014).Learningfromexperience:Ateacher- identityperspective. Learningteachingfromexperience:Multipleperspectivesandinternationalcontexts,79-94. Sachs, J.(2001).Teacherprofessionalidentity:Competingdiscourses,competing outcomes. Journalofeducationpolicy,16(2),149-161. Slavin, R.E. (2010),Experimentalstudiesineducation,inCreemers, B.P. M.,Kyriakides, L. and Sammons P. (Eds), Methodological Advances in Educational Effectiveness Research,Routledge,NewYorkandLondon,pp. 102-114. Yayli, D. (2017). Coping StrategiesofPre-ServiceTeachersofTurkishwithTensions in Achieving Agency. Eurasian Journal of Educational Research, 68, 187-202

272

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08160 THE COMPARISON OF PRE-SCHOOL TEACHING PROGRAMMES IN MIDDLE EAST TECHNICAL UNIVERSITY AND TARTU UNIVERSITY FUNDA KURT ABSTRACT Universities are higher education institutions, which lead societies to catch to global developments and to be information society, and they have some functions such as education, research and community service. These functions can be explained in that way: To educate professionals whom the society needs with the pre-service education provided, to contribute to scientific areas conducting basic and applied scientific research, and to enlighten the society and put the intellectual savings into society’s service (Erdem, 2013). To perform these functions, higher education institutions must provide qualified education, and it is obvious that the extent to which a qualified education can be ensured depends on the curricula of these higher education institutions. For that reason, the higher education institutions, which are leading foundations in society in terms of education and instruction, research, community service, culture, sports, economy, politics and administration (ibid) must perform their roles with the qualification of their curricula. When considered that the number of higher education institutions is 18,400 (Whed.net,2019) and the number of students in higher education is approximately 240 billion (Calderon, UNESCO; as cited in ICEF monitor, 2018), it can be seen that how vital a qualified curricula in higher education because it reaches numerous people. On the other hand, another vital issue is pre-school education which corresponds a significant period of human life. To be aware that mental development is mainly completed in this period increases the importance of the activities and education to be provided in this period, and in parallel with the developments and tendencies in Turkey and in the world, the importance given to pre-school education also deepens (Aslanargun & Tapan, 2012). At this point, curriculum in pre-school education and teachers who will give that education are so essential. Being parallel with that essence, curriculum in pre-school teaching programmes has the upmost significance. However, the curricula applied can be different based on countries and institutions. These differences (and similarities if any) can be in terms of degree of study, models in curricula, learning outcomes, period- credits to be taken and content, services which can affect the curriculum, compatibility to Bologna Process, and research. Consequently, to be aware of these differences and similarities based on countries and institutions is considered worthwhile so as to comprehend and evaluate the curricula. Therefore, in this study, it was aimed to compare pre-school teaching curricula in METU in Turkey and University of Tartu in Estonia.The research was conducted with content analysis model, and it is a qualitative study. According to Weber (1990, p.9), content analysis is a research technique in which valid interpretations taken from the text are produced as a result of a serief of processes. So, it was considered suitable for this study. Moreover, the comparison was made in terms of some themes such as degree, study period and credit, content, services/activities to influence the programme, compatibility to Bologna Process and its objectives, and research as noted above, and these themes were confirmed by an expert in the field of Curriculum and Instruction. The data was collected with document analysis, which consists of written materials including information about the events or phenomena (Bogdan & Biklen, 1992; Goetz & LeComte, 1984; as cited in Yıldırım & Şimşek, 2004). Thence, in this way, the offical websites of the universities were analysed in accordance with the themes with descriptive analysis. As the result of the study, it was found that two programmes had a lot of similarities and some differences on aforementioned themes. It was seen that pre-school teaching programmes in these two universities, Middle East Technical University and Tartu University, had similarities in terms of many themes such as degree of study, approach and model in curriculum, content, learning outcomes, the number of credits to be taken, services to influence the programme, compatibility to Bologna Process and its objectives, and research. However, it was noticed that these universities had only some minor differences in the themes. In consideration of these results, it is considered that the success of both universities and their programmes can depend on these similarities, and they can be improved via taking after the positive differences. At the very end of the study, some spesific suggestions were presented regarding similarities and differences based on the findings. Keywords: Higher Education, Curriculum in Higher Education, Pre-school Teaching, Teacher Education.

273

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Erdem, A. R. (2013). Bilgi Toplumunda Üniversitenin Değişen Rolleri&Görevleri. Yükseköğretim Dergisi, 3(2), 109-120. Retrieved from http://www.yuksekogretim.org/Port_Doc/YOD_2013002/YOD_2013002006.pdf Aslanargun, E.&Tapan, F. (2012). Okul Öncesi Eğitim&Çocuklar Üzerindeki Etkileri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 11 (2), 219-238. Retrieved from http://dergipark.ulakbim.gov.tr/aibuefd/article/view/5000091743/5000085190 Weber, R. P. (1990). Basic content analysis. Newbury Park, CA: Sage. Yıldırım, A.&Şimşek, H. (2004) Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık: Ankara, Türkiye. International Association of Universities. (2019). World Higher Education Database International Association of Universities' Worldwide Database of Higher Education Institutions, Systems and Credentials. Retrieved May 2019, from https://whed.net/home.php International Consultants for Education and Fairs. (2018). Study projects dramatic growth for global higher education through 2040. Retrieved May, 2019, from http://monitor.icef.com/2018/10/study-projects-dramatic-growth-global-higher-education-2040/

274

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08168 EVALUATION OF THE REVISED TEACHER TRAINING CURRICULUMS ACCORDING TO THE VIEWS OF INSTRUCTORS ZEHRA SEDEF COSKUN - HILAL BILGIN ABSTRACT Jobs have emerged as a result of the cultural, economic and technological changes experienced as a result of social dynamics (Costu, 2018). Having a quite long history, teaching is one of the first fields that are accepted as a professional job. Teaching is an important field of education requiring not only general culture and special knowledge in the field but also the ability of teaching profession (Hacıoglu & Alkan, 1997). In addition to the tasks of preparing a planned lesson, organizing the learning- teaching process, measuring student achievement, in today’s world, the teacher is expected to undertake tasks such as, listening and guiding the student, assisting the academic and professional development of the student, helping the student to explore his / her capacity and developing human relations (Burden & Byrd, 1999; Gibson & Mitchell, 1990). When these issues are taken into consideration, it has become a necessity to revise and restructure the teacher training undergraduate programs. In this direction, necessary transformations have been made within the body of related faculties and institutes in accordance with the new template communicated to universities by the decision of YOK (Council of Higher Education) General Assembly dated 28.02.2017. The reasons for the last revision of teacher training undergraduate programs can be stated as follows: It has been more than a decade after the last revision of teacher training undergraduate programs; teaching profession knowledge courses were regenerated with the courses regarding the field education and the emphasis was put on these courses in curriculums; besides there was a need for teaching practices to be applied in a wider time and the more structured way and also a need for making the teacher training undergraduate programs compatible with the curricula prepared by the Ministry of National Education (YOK, 2018). The opinions and preferences of the instructors who provide training or research in the institutions that train teachers can be considered as rather important both in the implementation of the innovations to be made and in determining the problems they face and finding solutions to these problems. In this context, the evaluation of the teacher training programs according to the views of the instructors can be regarded as important in terms of its contribution to the related literature. The research is designed as a case study in qualitative research design. It can be stated that in qualitative research, case study is a research method based on the questions of ‘how’ and ‘why, which enables the researcher thoroughly examine the phenomenon or event that the researcher cannot control (Yildirim & Simsek, 2006). In addition to the scientific method applied in this study, one of the curriculum evaluations approaches, participatory evaluation was utilized. Besides, the study group consists of 25 faculty members working in the educational sciences department of 3 state universities. The criterion sampling method, one of the purposeful sampling methods, was used in order to determine the study group. To collect data, a semi-structured interview form prepared by the researchers was used. The interviews were recorded and transcribed by researchers. Besides, content analysis and descriptive analysis were used in order to analyze the qualitative data of the study. In this respect, some direct quotations have been included in order to present some original thoughts and opinions of the participants on the subject of the research.According to the results, instructors identified that while some changes were made in the names and contents of some of the teaching profession knowledge courses, the hours / credits of the courses were decreased, which may cause various problems in the courses requiring application and may cause difficulties in in-depth learning of the subjects. On the one hand, they opined that removing the school experience course and replacing it with teaching practice I and II will induce the students to start teaching directly without observation, which may cause certain problems. On the other hand, the instructors stated that they have various concerns about the selection of elective courses from the list prepared by YOK. Nevertheless, they expressed that the inclusion of courses such as Philosophy of Education, Sociology of Education, History of Turkish Education, Ethics and Ethics in Education as compulsory courses in all programs can be regarded as a positive aspect of the revised curriculums. Last but not least, the lecturers stated that the special teaching methods courses were removed from the programs, adding … teaching programs, … learning-teaching approaches courses which will be given by the field educators can be considered as a negative aspect of the curriculums. Keywords: Teacher training, curriculum, curriculum evaluation

275

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Burden, R. P. & Byrd, D. M. (1999). Effective teaching (2. baskı). Allyn & Bacon: Needham Heights. Costu, B. (2018). Bir meslek olarak öğretmenlik. A. R. Akdeniz & M. Küçük (Ed.), In Eğitime giriş (17-42). Ankara: Nobel Yayıncılık. Gibson, R. L.&Mitchell, M. H. (1990). Introduction to counselling and guidance. New York: MacMillan Pub. Comp. Hacıoglu, F. & Alkan, C. (1997). Öğretmenlik uygulamaları. Ankara: Alkım Yayınları. Yıldırım, A. & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6. Baskı). Ankara: Seçkin Yayınevi. Yükseköğretim Kurulu (YOK). (2018). Öğretmen yetiştirme lisans programları. Retrieved from https:// www. yok. gov. tr/ Documents / Kurumsal / eğitim _ ogretim _ dairesi /Yeni – Ogretmen – Yetistirme - Lisans-Programlari /AA _ Sunus_ %20Onsoz _Uygulama _ Yonergesi .pdf on 08.07.2019. Yükseköğretim Kurulu (YOK). (2018). Öğretmen yetiştirme lisans programları. Retrieved from https:// www. yok. gov. tr/ Documents / Kurumsal / eğitim _ ogretim _ dairesi /Yeni – Ogretmen – Yetistirme - Lisans-Programlari /AA _ Sunus_ %20Onsoz _Uygulama _ Yonergesi .pdf on 08.07.2019.

276

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08170 DETERMINING THE VIEWPOINTS OF TEACHER CANDIDATES ON PROJECT PREPARATION AND IMPLEMENTATION PROCESS YELIZ BOLAT - SEVDA DOLAPCIOGLU ABSTRACT Project preparation process is an important and innovative approach, which provides many skills like creative and critical thinking, working in cooperation, research and problem-solving, which successful people must have in the 21st Century. In Project-Based Learning, students work in groups to solve authentic, program-related and often interdisciplinary problems. Learners decide how to approach the problem and what activities to do on their own, and collect data from various sources (Solomon, 2003). In addition, Project-Based Learning also improves the capabilities of students to decide on their own learning, to conduct self-evaluation, to support creative thinking, use technology and individual self-management skills, to make plans, and to establish communications (Thomas, 2000; Solomon, 2003). These skills indicate directly to twenty-first century skills. On the other hand, studies conducted on teacher training criticize teacher education for not finding solutions to educational problems that are faced in practice (Assunção Flores, 2019). There are many studies that target to improve the questioning, evaluation, reflection and problem-solving skills of teachers, and their in-class practices (Adler, Zion and Rimerman-Shmueli, 2019; Igbal, 2019). One of the learning approaches which includes these skills, which are called twenty-first century skills, is the Project-Based Learning. Project-Based Learning is not a new concept, and there are many studies in the literature on its use in teacher training (Ay, 2013; Baysura, Altun and Toy 2016). The purpose of this study is not to discuss the Project-Based Learning again. The purpose is to provide a sample for the applications of the project lesson, which is considered as an elective course in teacher training within the context of pedagogical reconstructing. The fact that a training program is prepared in line with high-level standards is not adequate for its effective application, one of the support resources that are required for an effective application of social sciences program is an effective pre-service teacher training which is consistent with the program (Doganay, 2008). Based on these main factors, the study was conducted around two main purposes. The first one was evaluating the contribution of the candidates to the basic skills of the twenty-first century. The second one was examining the viewpoints of the candidates on the contribution of the projects they prepared for the success of the curriculum in terms of supporting the competencies, basic skills and values of it by examining the curriculum that exists in their own branches.The Case Study Method, which is among qualitative research methods, was used. A case study is a study method that is employed in cases where a current phenomenon is examined in its own reality, where the boundaries between the contents in which the case is not definitive and where there are more than one data source (Yin, 1984, Narrated by Yıldırım & Şimşek, 2016). In this study, the project preparation and implementation processes of the teacher candidates was accepted as the phenomenon. In this study, the data were collected with the help of questionnaires and Focus Group Interviews to determine how the opinions of the teacher candidates were affected by the phenomenon. A total of 32 students, who were at the 4th Grade in Social Sciences Teaching Department participated in the study voluntarily. There were open-ended questions in the questionnaire, which were prepared by the researchers and were re-edited with the expert opinions. For the purpose of obtaining more detailed data, Focus-Group Interviews were made with 8 teacher candidates, and the interviews were recorded with a voice recorder. The collected data were analyzed with the Content Analysis.About the first purpose of the project, it was determined that 11 of the teacher candidates considered this approach as a student-centered approach, 6 teacher candidates considered it as providing learning by living-doing, 18 considered it as making students active, 7 considered it as providing an entertaining learning environment, 10 considered it as giving students high-level thinking skills, and 6 considered it as motivating students. With the role of the practitioner who conducted the project, the teacher candidates stated that the problem-solving skills were developed. In addition, they also stated that doing research (f:11), critical thinking (f:9), creative thinking (f:8), empathy (f:8), decision-making (f:8), and cooperative group work (f:7) skills improved. The findings on the role of these projects, which were developed in line with the acquisition-content dimension of the social sciences curriculum, which was the second purpose of the study, in supporting the program are as follows: Teacher candidates stated that the mostly-acquired acquisitions among the competencies in the program were learning how to learn (f:26), and cultural awareness and expression competencies (f:25); among the skills, doing research (f:28), establishing communicating (f:25), and critical thinking skills (f:24); among the values, taking responsibility (f:29), and solidarity (f:23) values. Keywords: Project-Based Learning, higher education, teacher candidates.

277

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Adler, I., Zion, M., & Rimerman-Shmueli, E. (2019). Fostering Teachers’ Reflections on the Dynamic Characteristics of Open Inquiry through Metacognitive Prompts. Journal of Science Teacher Education, 1-25. Assunção F., M. (2019) The complex interplay of variables in studying teacher education. European Journal of Teacher Education, 42:2, 131-134, Ay, Ş. (2013). Pre-service teachers' views on project-based learning and traditional teaching.Hacettepe University Journal Faculty of Education, 28(28-1), 53-67. Baysura, O. D., Altun, S.,&Toy, B. Y. (2016). Perceptions of teacher candidates regarding project-based learning. Eurasian Journal of Educational Research, 16(62), 15-36. Doğanay, A. (2008). Evaluation of new social studies program in the light of contemporary social studies. Çukurova University Journal of the Institute of Social Sciences,17(2). Iqbal, M. Z. (2019). Reflectıve practıces of secondary school teachers and classroom management. International Journal of Innovation in Teaching and Learning (IJITL), 3(1). Solomon, G. (2003). Project Based Learning: A Primer. Technology and Learning. 23,(6). Thomas, J.W., (2000). A Review of Research on Projet-Based Learning. San Rafael, CA: Autodesk. From http://www.k12reform.org/foundation/pbl/research. Retrieved 10.06.2019. Yıldırım, A.,&Şimşek, H. (2016). Qualitative research methods in social sciences. Ankara: Seçkin Publishing.

278

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08179 A SAMPLE NEEDS ANALYSIS OF TEACHERS’ EFFECTIVE TEACHING SKILLS HILAL BILGIN - ZEHRA SEDEF KORKMAZ ABSTRACT The changes and developments in science and technology have affected all the areas of society including education. The most obvious effect in education is the evolution of a traditional teacher-centered approach into constructivist approach, which is called as a student-centered approach. Constructivist approach expresses an active process in which students build meaning by combining their existing knowledge with new ideas (Jones & Araje, 2002). On the contrary, traditional approach uses teacher-centered instructional strategies and hence students take part as passive receptors of knowledge in the learning environment (Chan & Elliot 2004). The role of teacher in a teacher-centered or traditional learning environment is to define the information precisely and to divide the information into small pieces and convey this to the student effectively (Zeichner & Tabachnick, 1981). However, the role of the teacher in the constructivist learning environment is to make it easier for students to learn by considering their interests, needs and previous experiences (Duru, 2014). The ability of teacher to perform this role depends on his / her effective teaching skills and this can only be possible through the effective implementation of active teaching methods and techniques in the learning environment. Hence, in this study, it is aimed to make a needs analysis for the effective teaching skills of teachers. Within the scope of the research, a draft training program has been prepared in order to develop effective course teaching skills for primary and secondary school teachers, subjects at different grade levels were selected from the curricula of Turkish, Mathematics, Social Studies and Science courses, lesson and activity plans including active teaching of these subjects were prepared and applied to teachers at a period of 30 hours. In this way, it was expected to contribute to the improvement of the teaching-learning process by teachers’ gaining the ability to apply these active teaching methods and techniques such as creative drama, cooperative learning, educational games, brainstorming, six-hat thinking, station, etc.The research was designed as a single group post-test model in experimental design. Single group posttest model is the model where the application of independent variable to a randomly selected single group and its effect on the dependent variable are observed (Karasar, 2012). In April 2019, a total of 30 hours of training was conducted simultaneously by 2 researchers. The participants of the research consist of 38 class and field teachers who work in the city center of Artvin and who participated in the program prepared by researchers. For data collection, both quantitative and qualitative data collection tools were used in the study. To collect data, Teaching Methods and Techniques Achievement Test, Teaching-Learning Conceptions Scale (Aypay, 2011) and Teaching Principles and Methods Self-Efficacy Scale (Kuzu & Demir, 2015) were used. Besides, in the collection of qualitative data, station technique was applied to teachers as an evaluation study and researcher journal was utilized. Besides, descriptive statistical analysis was performed on the data obtained from academic achievement test and scales. In the analysis of qualitative data, content analysis and descriptive analysis were used. These analyzes were conducted separately by 2 researchers, common codes were identified, and main and sub-themes were reached.According to the results, it was determined that the teachers effectively learned the basic features and application of active teaching methods and techniques through the draft program prepared and applied by researchers. It was also concluded that the constructivist conception dimension of teachers' teaching-learning understanding was moderate and higher than the traditional conception. However, it was determined that teachers' constructivist teaching-learning conception should be increased. Also, it was identified that self- efficacy levels of teachers in all sub-dimensions of the Teaching Principles and Methods Self-Efficacy Scale were moderate. According to the results of the qualitative data, teachers stated that they had the ability to apply these methods and techniques in their classrooms but stated that the infrastructure of classrooms and schools was not suitable for active learning. It was also identified that the negative of deficient aspect of the program was that the draft program did not include other courses in the program, and the existing educational opportunities did not allow these methods and techniques to be applied. In line with the opinions of the teachers, the deficiencies of the prepared draft program will be improved, and the revised program will be applied to the teachers in October 2019. Keywords: Teaching profession, teaching methods and techniques, needs analysis

279

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aypay, A. (2011). The adaptation of the teaching-learning conceptions questionnaire and ıts relationships with epistemological beliefs. Kuram&Uygulamada Eğitim Bilimleri, 11(1), 7-29. Chan, K. W., & Elliot, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831. Duru, S. (2014). The effect of constructivist and traditional learning environment on student teachers’ educational beliefs Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 36(2), 15-28. Jones, M. G., & Araje, L. B. (2002). The impact of constructivism on education: Language, discourse and meaning. American Communication Journal, 5(3), 1-10. Kuzu, S., & Demir, S. (2015). Developing teaching principles and methods cors self-efficacy scale for pre service teachers. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12, (32), 401-415. Phillips, D. C. (2000). An opinionated account of the constructivist landscape. Phillips, D. C. (Ed), In Constructivism in education: Opinions and second opinions on contoversial issues (pp. 1-16). Chicago, Illionis: The University of Chicago Press. Zeichner, K. M., & Tabachnick, B. R. (1981). Are the effects of university teacher education washed out by school experience. Journal of Teacher Education, 32(3), 7-11.

280

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08183 THE EVALUATION OF TEACHING PROFESSION KNOWLEDGE COURSES SERAP NUR DUMAN - GURCU ERDAMAR ABSTRACT Darülmuallimin was the first teacher school to be opened during the tanzimat reform era. This school, which started to train teachers in 1848, continued to train teachers in primary, secondary and high schools by increasing the number of students during the tanzimat and constitutional monarchy period (Akyüz, 2015; Binbaşıoğlu, 1998; Yüksel, 2011). During the Republican period, important arrangements were made for teacher education to address the problems in teacher education. These regulations are based on the decisions taken in the National Education Councils. Especially the actions taken by the eleventh National Education Council organized to organise the content categories of teacher education program can be regarded as a milestone. The arrangement restructured teacher education programs around thre cross- cutting three fields: general culture, pedagogical knowledge and pedagogical content knowledge (Milli Eğitim Bakanlığı, 1982). In the following period, the teacher education was offered at the universities and the programs continued to train teachers with three different contents. However, new arrangements have been made for the weights, distribution of theoretical and practical hours of the course categories. In 1998, 2006 and 2018, the regulations of the faculties of education underwent some changes. With the regulation made in 1998, pedagogical courses took part under the content knowledge course programs. The pedagogical courses in these programs were distributed to eight semesters. The School Experience course was also added. With these programs, practice-based courses were introduced and the theory and practice balance were tried to be achieved (YÖK, 1998). In the regulation made in 2006, the weight of pedagogical knowledge courses in the program was determined to be 30%. In this regulation, faculties are given the flexibility to make their programs. It was also observed that some courses were divided according to the 1998 program for pedagogical knowledge courses and there were changes in the names of some courses (YÖK, 2007). Lastly, in 2018, pedagogical knowledge courses were updated both in terms of content and name. In addition, it was emphasized that pedagogical knowledge courses should be continued by the lecturers of the Department of Educational Sciences (YÖK, 2018). In the course of this process, a comprehensive assessment of the pedagogical knowledge courses constituting teacher education programs is needed. The main problem of this research, which is based on the existing studies on teacher training programs, is to evaluate the teaching profession knowledge in terms of planning, purpose, content, learning-teaching process and evaluation. This study employs a descriptive research model. It was also designed as a phenomenology research. Phenomenology design was preferred because the study was based on drawing on the direct experience of the participants. Criterion sampling, one of the purposive sampling methods, was used to determine the study group. These criteria are NUTS regional classification, the foundation years of the faculties and having at least four common departments across the faculties. The study was conducted in eight education faculties across the four departments. The study group of the research consists of lecturers and teacher candidates. In total, 116 teaching staff and 328 teacher candidates participated. Interviews with faculty members were completed individually and focus group interviews were conducted with teacher candidates. The data collection tools of the research are interviews forms. Parallel forms were prepared for lecturers and teacher candidates. In this process Ethics Committee Letter was taken for the research. Content analysis was used to analyse the data and the data were coded. In the study, the diversity of the data source was ensured and the teaching staff and prospective teachers in different programs and faculties were included in the study. The study was reported in detail and comprehensively. The results of the research implicated that there are several issues related to the pedagogical knowledge courses. Some of the issues can be summarised as follows. KPSS is effective in the planning of Educational Psychology and Measurement and Evaluation courses. YÖK plays a role in determining the content of Teaching Principles and Methods, Measurement and Evaluation and Classroom Management courses. The objectives of the pedagogical knowledge courses generally reach the level of knowledge and comprehension. Teaching Practice course is different from other pedagogical knowledge courses in terms of achieving the objectives at the practice level. Curriculum Development course must be taken before the Teaching Principles and Methods course. New topics should be added to the Classroom Management and Educational Psychology course. In the learning-teaching process of pedagogical knowledge courses, methods and techniques such as lecturing, and question and answer are dominant. Courses are mostly evaluated using multiple choice measurement tools based on product evaluation approach. Pedagogical knowledge courses help teacher candidates understand the nature of teaching programs, develop their thinking skills, explore the importance of teaching profession, account for individual differences, and understand the learning process. Keywords: Teacher Training, Teaching Profession Knowledge Courses.

281

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akyüz, Y. (2015). Türk eğitim tarihi. (27.Baskı). Ankara: Pegem. Binbaşıoğlu, C. (1998). Türkiye’de öğretmen okullarının tarihsel gelişimi. Çağdaş Eğitim, 23(241), 22-32. Milli Eğitim Bakanlığı (1982). XI. Milli eğitim şurası. https://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_09/29165200_11_sura.pdf YÖK (1998). Eğitim fakültesi öğretmen yetiştirme lisans programları. http://www.yok.gov.tr/documents/10279/30217/Egitim_fakultesi_ogretmen_yetistirme_lisans_programlari_mart_98.pdf/5e166018-b806- 48d5-ae13-6afd5dac511c YÖK (2007). Eğitim fakültesi öğretmen yetiştirme lisans programları. http://www.yok.gov.tr/documents/10279/30217/E%C4%9E%C4%B0T%C4%B0M+FAK%C3%9CLTES%C4%B0%20%C3%96%C4%9ERE TMEN+YET%C4%B0%C5%9ET%C4%B0RME+L%C4%B0SANS+PROGRAMLARI.pdf/054dfc9e-a753-42e6-a8ad-674180d6e382 YÖK (2018). Öğretmen yetiştirme lisans programları. http://www.yok.gov.tr/documents/10279/41805112/AA_Sunus_+Onsoz_Uygulama_Yonergesi.pdf Yüksel, S. (2011). Türk üniversitelerinde eğitim fakülteleri&öğretmen yetiştirme (2. Baskı). Ankara: Pegem.

282

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08199 TEACHING PROFESSION COURSES AND GENERAL COMPETENCIES FOR TEACHING PROFESSION FROM TEACHER CANDIDATES' VIEWPOINTS MUSTAFA OZTURK AKCAOGLU - EZGI MOR DIRLIK - ERKAN KULEKCI ABSTRACT Revisions in the educational system require teachers to be equipped with the certain professional knowledge and skills. To this end, the Teacher Training Program (TTP) at bachelor level in Turkey has been renewed by the cooperation of Higher Education Council and the Ministry of National Education in light of the Education Vision 2023. Within the scope of TTP, which has been used since 2018-2019 academic year, changes were made regarding the content and credits of teaching profession courses. The renewed program was also developed to meet the General Competencies for Teaching Profession (GCTP) updated in 2017. Therefore, it can be claimed that the general competencies of the teaching profession are directly related to the renewed program. GCTP are composed of three related and complementary competence areas: professional knowledge, professional skills and attitudes and values. In a broader sense, this study aims to reveal the perspectives of the students who took the courses offered in the 2007 program about (1) GCTP renewed in 2017 and (2) the necessity of the courses in TTP renewed in 2018. Specifically, it aims to find out the level of the participants’ professional skills and whether their level differs based on department and gender variables. The study also tries to reveal the level of necessity of the compulsory and elective courses in the renewed TTP from the participants’ viewpoint. Furthermore, the courses that the participants in the upper/lower group consider necessary in terms of their professional skills are identified. There are several studies on teacher training in the literature, especially on GCTP. For instance, some studies examine teachers' and/or prospective teachers' perceptions about teaching profession, general competencies or field-related competencies (Çapri & Çelikkaleli, 2008; Kösterelioğlu & Kösterelioğlu, 2008; Numanoğlu & Bayır, 2009; Taşgın & Sönmez, 2013). The study conducted by TED (2009) evaluated the competencies of primary school teachers in Turkey, and provided suggestions for the development of a detailed and data- driven teaching profession competencies. In another study carried out with undergraduate students of the Faculty of Education, Seferoğlu (2004) stated that senior students of Hacettepe University perceive themselves as ‘good’ or ‘moderate in most of the sections of the competencies listed in the questionnaire and this was regarded as a positive indicator. As the changes in GCTP and TTP have been recently introduced and the literature provides limited information, we can argue that the present study will contribute to the related literature.In this quantitative study, survey research design is employed, and convenience sampling method is used to obtain data and trends. The study group consisted of 305 third- and fourth-year students studying at the Faculty of Education of a state university in Turkey. The data was collected in the Spring semester of 2018-2019 academic year. Two different assessment forms were used in this study. First one is a self-assessment form developed by using the Professional Skills indicators included in GCTP. Here, the participants were asked to indicate their skill levels for each indicator at the Likert scale with five categories. The findings of EFA showed that the scale has a unidimensional structure and the explained variance ratio of the factor is 36%. Also factor loadings of the items are between 0.38 and 0.78. This shows that the total points of the scale can be interpreted as the levels of professional skills of teacher candidates. Secondly, a questionnaire asking the participants to indicate the necessity of Teaching Profession courses in the renewed TTP at the Likert scale with five categories was used. In order to answer the research questions of the study, the data will be analyzed by using SPSS 22.0.The findings are excepted to reveal (1) whether the professional skill levels of the participants differ according to the departments they are studying and their gender, (2) the necessity levels of the compulsory and elective courses listed in the renewed TTP from the teacher candidates' point of view and (3) the courses that the participants in the upper/lower group consider necessary depending on their level of professional skills. In light of these findings, the study will revisit the courses listed in the program from the participants’ perspectives; provide useful information about students’ proficiency levels in the teaching profession and feedback on the program change for the instructors and policy makers. Hence, the results might be used effectively by all stakeholders of the education system. Based on the findings further studies related to participants’ lack of competence in terms of professional skills can be carried out. Keywords: Renewed Teacher Training Program, General Competencies for Teaching Profession, Teaching Profession Courses, Professional Skill Indicators

283

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Çapri, B.&Çelikkaleli, Ö. (2008). Öğretmen adaylarının öğretmenliğe ilişkin tutum&mesleki yeterlik inançlarının cinsiyet, program&fakültelerine göre incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9(15), 33–53. Kösterelioğlu, İ.&Kösterelioğlu Akın, M. (2008). Stajyer öğretmenlerin mesleki yeterliklerini kazanma düzeylerine ilişkin algıları. Sakarya Üniversitesi Fen Edebiyat Dergisi, 10(2), 257-275. Milli Eğitim Bakanlığı, Öğretmen Yetiştirme&Eğitimi Genel Müdürlüğü (2017). Öğretmen Yeterlikleri: Öğretmenlik Mesleği Genel&Özel Alan Yeterlikleri. Ankara: Milli Eğitim Basımevi. Numanoğlu, G.&Bayır, Ş. (2009). Bilgisayar öğretmen adaylarının öğretmenlik mesleği genel yeterliklerine ilişkin görüşleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10(1), 197-212. Seferoğlu, S. S. (2004b). Öğretmen adaylarının öğretmen yeterlilikleri açısından kendilerini değerlendirmeleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 131-140. Taşgın, A.&Sönmez, S. (2013). Öğretmenlik mesleği genel yeterliklerinin sınıf öğretmenleri&sınıf öğretmeni adaylarının görüşlerine göre değerlendirilmesi. Middle Eastern & African Journal of Educational Research, 3, 80-90. Türk Eğitim Derneği (TED) (2009). Öğretmen Yeterlikleri Özet Raporu. Ankara: Adım Okan Matbaacılık. Yükseköğretim Kurulu (2018). Öğretmen yetiştirme lisans programları. Ankara.

284

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08214 COMPARISON OF NOVICE TEACHER TRAINING PROGRAMS IN DIFFERENT COUNTRIES ALPER YETKINER ABSTRACT Within the scope of teacher training process, a new application was launched on 2 March 2016 in Turkey. In the first four months of the induction education, it is aimed to make the novice teachers feel ready for the profession with in-class, out-of- class, in-school and out-of-school activities, and also to support their professional, personal and intellectual development and to have information about education-teaching environments and school operation. In the last two months of the novice teacher training process, in-service trainings were provided to support the personal and professional development of prospective teachers by school principals and branch managers working in the MoNE (Yetkiner & Bıkmaz, 2019; Kozikoğlu & Çökük, 2017; 2017; Yetkiner, 2017, MEB, 2016a; MEB, 2016b). The induction period, which expresses a process of progression in professional career, is a bridge stage in the transition from student to teacher after acquiring the basic knowledge (Smith & Ingersoll, 2004). Therefore, induction education is expected to be a comprehensive, qualified and professional development process, and this process will contribute to the prospective teachers' lifelong learning and awareness (Wong, 2004). This new application, which is considered to be very important and necessary for teacher training, is presented with researches, reports, theses and articles. Of course, the impact of these practices and new regulations on novice teacher training needs to be adequately examined. Because it is very important that the foundations are laid firmly and the planning is complete before a new application is started. It is very important to follow the requirements of the age and to keep up to date. It is very important to know the induction programs of the countries that come to the fore with their qualifications in teacher education and to compare our own programs with the programs of other countries in order to show our status in novice teacher education and allow us to make comparisons. Therefore, this research in international examinations and teacher training in the field of achievements have been identified in Germany, USA, Japan, UK, Australia, Finland, Singapore, Hong Kong, Estonia and the induction programs in other countries, the novice teacher training programs will be determined with the same criteria will be examined in Turkey It is aimed to compare the novice teacher training program with the criteria determined.In the research, document analysis, which is one of the qualitative research designs, was preferred. The novice teacher training programs of Germany, USA, Japan, England, Australia, Finland, Singapore, Hong Kong, Estonia and different countries whose analyzes are ongoing have been investigated. Document analysis includes the analysis of written materials containing information about the cases or cases that are targeted for investigation (Yıldırım & Şimşek, 2008). In this research, firstly the countries to be included in the research were determined, then the induction programs of the countries where teacher education policies and qualifications were targeted were reached through various documents, researches and published reports. the data were then analyzed, checked by three experts from the field and made available for use in the research. The common points and differences were analyzed by the researcher under the headings of the conditions of entry of novice teacher training programs of the countries, the duration of the induction, the content of the training given during the induction, the presence of a mentor teacher, the participation of independent classes, the activities conducted during the induction, the peer observations and the evaluation of the novice teachers.It is clear that there are different practices between countries in the process of teacher training. It is seen that the novice teachers who started their profession after the undergraduate education started to work after the exams in which the knowledge of the field was measured. It is seen that the induction process varies between one and three years and in-service training activities are organized to support the professional and personal development of novice teachers. It is seen that mentor teachers are assigned for novice teachers, in some countries there are also mentor teachers as well as novice teachers who take classes independently. It is seen that novice teachers play an active role in classroom education activities in all countries, prepare course materials, plans, support their classroom management skills in the process of induction. It is common practice for novice teachers to visit the schools where other novice teachers work and observe the lessons of novice teachers in their induction process. However, it is seen that different assessments are made regarding the evaluation of novice teachers at the end of their induction and in these evaluations, professional knowledge and skills are measured in general, however, there are differences between countries. Keywords: Novice teacher, induction process, novice teacher education, novice teacher training program.

285

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Kozikoğlu, İ. & Çökük, K. (2017). Aday öğretmenlerin adaylık eğitimini atandıkları ilden farklı bir ilde tamamlamaları: Aday öğretmenlerin görüş&deneyimleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 50(2), 167-200. MEB, (2016a). Aday öğretmen yetiştirme sürecine ilişkin yönerge: Tebliğler Dergisi, 2456947. MEB, (2016b). Aday Öğretmen Yetiştirme Programı. 10/10/2017 tarihinde http://oygm.meb.gov.tr/www/19072017-tarihinde-atamasi-yapilan- sozlesmeli-aday-ogretmenlerin-yetiştirme-programi/icerik/433 adresinden alınmıştır. Smith, T. M. and Ingersoll, R. M. (2004). What Are The Effects of Induction and Mentoring on Beginning Teacher Turnover? American Educational Research Journal, 41(3), 681-714. Wong, H. K. (2004). Induction Programs That Keep New Teachers Teaching and Improving. Nassp Bulletin. 88(638), 41-58. Yetkiner, A. & Bıkmaz, F. (2019). Novice teachers’ views on induction practices in Turkey. Uluslararası Eğitim Programları&Öğretim Çalışmaları Dergisi, 9(1), 73-104. Yetkiner, A. (2017). Türkiye’de aday öğretmen yetiştirme sürecinin değerlendirilmesi. Yayınlanmamış doktora tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Yıldırım, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (6.Baskı). Ankara: Seçkin Yayıncılık.

286

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08245 ECONOMIC AND POLITICAL ISSUES TO AFFECT TEACHER EDUCATION CURRICULUM IN TURKEY: ANAYZING INTERNATIONAL DOCUMENTS ABDULLAH ACAR - BANU YUCEL TOY ABSTRACT Although there is always a discourse of education’s free from politics, many asserts that education and accordingly curriculum is political (Apple, 2004; Pinar, 1995). At least ‘politicization of curriculum’ (Kelly, 2009) is almost inevitable today’s world. In this respect, ‘political’ includes class-based (McLaren, 2011), ideological (Athusser, 2016), cultural (Apple, 2004) racial (Ladson-Billings and Tate, 2006) and gender-based (Arnot and Dillabough, 2006) issues turning into inequalities during education via curriculum. These views can be considered as voices of the conflict approach to education. Besides, consensus approach defines two ends education as ‘selection’ of the proper profession for the proper person or vice versa and ‘socialization’ in the fated community (Durkheim, 2006). First, it can be said that economical aims and concerns have a place in both the approaches. Second, values, ideologies, and social norms etc. are also common even though they are possibly considered as issues of social adaptation in one and social control in the other. In this study, these two dimensions named as economic issues and political issues involving different issues like social, ideological etc. other than economic. To go back to curriculum, it is thought examining a curriculum in terms of these two dimensions, namely economic and political issues, is important because it is open to effects of these issues and both conflict and consensus approaches confirms this even though from different perspectives. The curriculum which will be examined in this study is teacher education curriculum (TEC). It is not just one of the possible curriculums to examine in terms of these issues because teacher education is the most significant variable (Darling-Hamond, 2012) and prior condition (Flores, 2016) of improving or designing education. Therefore, if economic and political issues will have an effect on education, TEC is the first stop will pass through. In Turkey, TEC is centralized, common for all institutions and developed by Council of Higher Education (CoHE) with contribution of Ministry of National Education (MoNE). Economic and political issues can be included this developing process in international level via goals, evaluations and suggestion put forward by international unions and institutions the country is belong to and in national level via laws and regulations made by state and suggestions of NGOs. Aim of this research is to determine economic and political issues which emerged in international documents published by UN, EU and OECD, and have possible effects on recent TEC development efforts in Turkey.In the present study, the design and process of data collection can be named as document analysis. The deal is to analyze the documents in order to reveal somehow latent and grounded messages they contain. At first, documents related to teacher education and published online by UN, EU and OECD were collected. The documents included different types like policy papers, reports, council conclusions etc. and published between 2000 and 2018. In the qualitative analysis of the documents MAXQDA 2018 was utilized. Because, documents are not produced for aims of the research analysis of them is complex and there is not best way to follow (Merriam, 2013). In each document, with principle of ‘hearing the document’ (Ulutaş, 2015) a message including economic and political issue was pursued and when such a message was found it was coded. Themes and sub-themes were emerged by comparing and contrasting the codes with contribution of the literature. Although analysis started with a higher number of documents which are obtained by searching with several teacher education keywords in online libraries of the organizations and , after excluding ones not including content related to economic and political issues, total number of documents coded was 71.Results based on the analysis of international documents related to TEC in terms of economic and political issues are classified under 8 category and several themes and sub-themes. Emerged economic issues and themes are as follows: Under entrepreneurship, entrepreneurship emphasis on education, entrepreneurship education, entrepreneurship for teachers, entrepreneurship in teacher education and entrepreneurship in not only about economic ends. Under lifelong learning (LLL), LLL to keep pace with change and evolution, competence in LLL, LLL in teacher education, continuing professional development (CPD) for teachers, CPD and LLL for teacher educators. Under information and computation technologies (ICT), required and promoted ICT usage of teachers, defining ICT competences and standards for teachers, ICT in teacher education, digital skills, and pedagogic dimension of ICT. Under skill development, investment in skills and basic skills for all. Emerged political issues and themes are as follows: Under social themes in teacher education, social inclusion and equity, gender equality, human rights, global citizenship, diversity and non-discrimination, ways to include social themes into teacher education. Under mobility, mobility for teachers, mobility in teacher education. Under centralization and decentralization in teacher education, accountability, standardization, flexibility, autonomy and involvement. Keywords: Teacher education curriculum, economic issues, political issues, UN, EU, OECD, document analysis

287

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Apple, M. (2004). Ideology and Curriculum. 3th Edition. London: Routledge. Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses (Vol. 17). Peter Lang. Kelly, A. V. (2009). The curriculum: Theory and practice. Sage. Althusser, L. (2016) İdeoloji&Devletin İdeolojik Aygıtları. 5. Baskı. Çev. A. Tümertekin. İstanbul: İthaki Yay. Ladson-Billings, G., & Tate, W. F. (Eds.). (2006). Toward a critical race theory in education. Education, globalization, and social change. London: Oxford University press. Arnot, M. and Dillabough, J. A. (2006). Feminist Politics and Democratic Values Education. Education, globalization, and social change. London: Oxford University press. Darling-Hammond, L. (2012). Powerful Teacher Education: Lessons From Exemplary Programs. San Francisco, CA : Jossey-Bass. Flores, M. A. (2016). Teacher Education Curriculum. In Loughran, J., & Hamilton, M. L. (Eds.). International Handbook of Teacher Education. Singapore: Springer Science and Business Media. Merriam, S (2013 Çeviri) Nitel Araştırma: Desen&Uygulama İçin Bir Rehber. (Çev. Ed. S. Turan). Ankara. Nobel Yayınları. Ulutaş, B. (2015). Doküman Analizi. İçinde Seggie, F. N.,&Bayyurt, Y. (Ed.). Nitel araştırma: Yöntem, teknik, analiz&yaklaşımları. Ankara: Anı Yay.

288

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08252 PRACTICE OF HISTORY OF TURKISH EDUCATION COURSE BASED ON TECHNOPEDAGOGICAL EDUCATION: AN ACTION RESEARCH SEFIKA SUMEYYE CAM ABSTRACT Turkish Education History course is taught as a 2-credit general culture course in many departments of education faculties in Turkish higher education system. To know about the history of Turkish education,to learn the developments related to training and educational practices,to understand current educational problems, and to provide suggestions for solving these problems are very important for having a strong professional awareness (Akyüz, 2015).However, when the researches are examined, it is seen that pre-service teachers don't internalize Turkish education history sufficiently, they need to improve their knowledge level and generally exhibit negative attitudes towards this course (Arıkan, Ünver & Süzer, 2007; Şahin & Çetinoğlu, 2016). When the reasons for the low level of effectiveness of the course are examined, the rote learning concept in the education system draws attention. As a matter of fact, in the study conducted by Arıkan et al. (2007), pre-service teacher wanted visual and student-centered progression of Turkish education history course, they stated that rote education and teacher-centered education were not effective. It can be said that because that course is considered as a history course, generally expression method is applied and the students are passive listeners, the pre-service teachers' knowledge and perceptions are negative (Aslan, 2015).Active learning methods should be used in order to increase the pre-service teachers' interest in the Turkish education history course and to improve their perception and knowledge. One of the ways in which pre-service teachers actively participate in the course is to receive technology support in the course (Harris&Hofer, 2011). In a course where there is an accumulation of verbal and theoretical knowledge such as the history of Turkish education; the use of technology with appropriate pedagogical methods can create an effective learning environment, increase academic success and make the course more enjoyable (Mishra&Koehler,2008). Therefore, the aim of this study is to prepare, implement and evaluate the curriculum of the Turkish education history course based on Technopedagogical education which includes remarkable activities that provide learning, social interaction, active participation, cooperation, interest and motivation. For this purpose, the following questions were sought: 1. What are the examples of technopedagogical education which can be applied in the Turkish education history course to make learning more interesting? 2. How can they be applied? 3. What are the reflections of the pre-service teachers about the Turkish education history course applied based on technopedagogical education? The research is an action research conducted to find solutions to the problems experienced by teacher candidates in the history of Turkish education. The study group of the research consists of 36 second grade students studying in pre-school teacher education program selected with purposive sampling method. In the conduct of the research, firstly, the researches examined the studies in the literature related to the history of Turkish education and the problems related to this issue were determined. Within the framework of the identified problems, a course content has been prepared by the researcher that includes technopedagogical practices that will enrich teaching activities. The activities for the active participation of pre-service teachers were designed and the draft curriculum of History of Turkish Education Based on Technopedagogical Education was prepared. The implementation of the curriculum continued for 12 weeks. After each practice, students' views were taken with the questionnaires prepared via Google Forms and the plan of the next week was arranged according to the views received. After the views were taken from the whole class with the form, one- to-one interviews were conducted with 10 students to obtain more detailed information. The research data were analyzed by content analysis method. In the research, in Technopedagogical education, positive results were obtained regarding the applicability of the course. According to the preliminary findings, pre-service teachers fulfilled weekly tasks given in the Turkish education history based on technopedagogical education, participated in interactive evaluation activities/team works in class, worked in collaboration with their classmates, contributed to the course progress by producing different opinions, and were able to communicate with each other and educator through social media by moving the course out of the course. According to the opinions of the students during the process, it was determined that the students exhibited negative attitudes towards the weekly course tasks due to their high course load and it was decided to remove the weekly course tasks after the midterm. However, according to the opinions obtained at the end of the practices, it was found out that weekly tasks were beneficial in terms of facilitating learning. This result shows that pre-service students understand the importance of learning responsibility but have difficulty in taking this responsibility. In addition, it is seen that participants who are accustomed to traditional teaching methods have difficulty in adopting technopedagogical methods in the first place but they have adapted it in time. Keywords: Technopedagogical Education, TPACK Practices, History of Turkish Education, Action Research

289

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akyüz, Y. (2015). Türk Eğitim Tarihi M.Ö. 1000-M.S.2015, Ankara: Pegem Akademi. Alabas, R. (2016). Türk eğitim tarihi dersinin önemi hakkında öğretmen adaylarının görüşleri, Cumhuriyet International Journal of Education, 5(4), 89-102. Arıkan, A, Ünver, Ş.&Saraç Süzer, H.S. (2007). Yabancı dil eğitimi programlarında türk eğitim tarihi dersinin önemi&içeriğine ilişkin öğrenci görüşleri, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 24-32. Aslan, E. (2005). Türkiye’de tarih eğitiminin sorunları, Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi,18, 106-114. Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229. Mishra, P. & Koehler, M. J. (March, 2008). Introducing technological pedagogical content knowledge. Annual Meeting of the American Educational Research Association. New York, USA. http://www.matt-koehler.com/publications/ Mishra_Koehler_AERA_2008.pdf. Şahin, M.&Güvercin Çetinoğlu, A. (2016). Sosyal bilgiler öğretmen adaylarının bölümlerindeki ders&uygulamalara ilişkin algıları, e- International Journal of Educational Research, 7(1), 50-69.

290

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08259 PRINCIPLES AND METHODS OF VALUE EDUCATION IN PHILOSOPHICAL THOUGHTS TUBA ACAR ERDOL ABSTRACT Building values through education is seen as an important social goal by educators, politicians and researchers (Helwig, Ryerson and Prencipe, 2008). Although value education seems to be a new field, its origins date back to the time when people began to think about how to develop their next generations (Althof and Berkowitz, 2006). Halstead and Taylor (2000) specified direct instruction and special programs of study, discussion, just communities, collective worship, extra-curricular activities, formation and discussion of classroom rules, circle time, use of stories, personal narratives, peer mediation and philosophy for children as methods of value education. It is not possible to use all of these methods effectively in value education. As a result of value education practices (Balcı and Yelken, 2013; Çubukçu, 2012; Fidan, 2013; Yeşilyurt and Kurt, 2012), some methods of value education were found to be effective while some others had very limited effects. The reason for this is that methods of value education may vary according to the quality of the values and the age of the participants. Carrying out value education through inappropriate methods may cause children to experience conflict with their own beliefs or their own values and may also lead to failure in achieving the goals of values education (Helwig, Ryerson and Prencipe, 2008). In addition to method- based problems in values education, another criticism is that the theoretical foundations are weak (Leming, 2000). Educational philosophies play an important role in solving these problems. While educational philosophies seek answers to the question of what kind of human beings we will raise, they also answer the question of which values should be equipped with students. With their theoretical foundations, educational philosophies systematically and consistently respond to the questions of what kind of value education will be carried out, what principles and methods will be used in the value education, when to start value education in children and what the roles of teacher and student will be in value education. In order to carry out value education at schools in a meaningful and consistent integrity, it must be based on a philosophy. The principles and methods adopted by each philosophical thought towards value education differ. The aim of this study is to examine the value education-related principles and methods of such philosophical thoughts as idealism, realism, spiritualism, naturalism, pragmatism and existentialism which have given direction to education systems from ancient times to today.Document analysis method was used in the research. Document analysis refers to the analysis of written materials containing information about the topic that is studied (Yıldırım and Şimşek, 2008). Document analysis is a systematic method that is used to examine and evaluate both printed and electronic materials. Like other analytical methods in qualitative research, document analysis requires analysis and interpretation of data to make sense, gain understanding and develop knowledge (Corbin and Strauss, 2008). The documentation that can be used for a systematic assessment varies. Meeting minutes, books, brochures, newspapers, diaries, radio and television programs, etc. can be used as a document (Bowen, 2009). Which documents are important and can be used as data source is closely related to the research problem (Yıldırım and Şimşek, 2008). The documents examined within the scope of this research are books and scientific articles which include the relationship between philosophical thoughts and value education and the books and articles of the representatives of the thoughts studied within the scope of the research. 35 scientific books, 18 articles and three theses were examined in the study. In the documents examined, the researcher tries to determine what principles and methods are adopted by idealism, realism, spiritualism, naturalism, pragmatism and existentialism within value education through content analysis.Biographies, autobiographies, moral and cultural models have been suggested to be utilized in value education while role models, Socratic discussion and case study methods are recommended to be used (Cevizci, 2016; Gutek, 2014). Music, drama and comedy in realism are among the most important tools of value education in realism. According to Aristotle, music has the power to change the character of the soul (Aristotle, 2018; Davidson, 2008). Imitation, reward and punishment, self-denial, empathy, contemplation, devotion of the self, modeling, making use of stories and tales are among the methods of values education used in spiritualism (Gutek, 2014; Oruç, 2009). In naturalism, while an applied values education approach such as role modeling and engaging in good deeds (behavioral approach) is adopted, punishing, forcing, trying to add value through habit, forcing obedience, advising and starting moral education at an early age are considered as inappropriate methods in value education (Rousseau, 2008). In pragmatism, it is aimed to integrate value education into history and geography education. Experiencing, case study analysis and discussion are methods used in value education (Dewey, 1995; Pietig, 2006). The methods of value education of existentialism should be Socratic discussion, storytelling, dialogic relationship and being a role model (Gutek, 2014; Noddings, 2017). Keywords: value education, educational philosophy, philosophical thought, teaching method

291

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Althof, W., & Berkowitz, M. W. (2006). Moral education and character education: Their relationship and roles in citizenship education. Journal of Moral Education, 35(4), 495-518. Aristoteles. (2018). Politika (M. Tunçay, Çev.). İstanbul: Remzi Kitapevi. Balcı, A.F., & Yelken, T. (2013). İlköğretim sosyal bilgiler programında yer alan değerler&değer eğitimi uygulamaları konusunda öğretmen görüşleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(1): 195-213. Bowen, G. A. (2009) Document analysis as a qualitative research method, Qualitative Research Journal, 9(2), 27-40. Cevizci, A. (2016). Eğitim felsefesi. Ankara: Say Yayınları. Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage. Çubukçu, Z. (2012). İlköğretim öğrencilerinin karakter eğitimi sürecinde örtük programın etkisi. Kuram&Uygulamada Eğitim Bilimleri, 12(2):1513-1534. Davidson, T. (2008). Greklerde eğitim düşüncesi (A. Aydoğan, Çev.). İstanbul: Say Yayınları. Dewey, J. (1995). Eğitimde ahlak ilkeleri (A. F. Oğuzkan, Çev.). Ankara: Şafak Matbaacılık. Fidan, N.K. (2013). Sosyal bilgiler dersinde değerler eğitimi: Nitel bir araştırma. International Journal of Social Science, 6(3):361-388. Gutek, G. L. (2014). Eğitime felsefi&ideolojik yaklaşımlar, (N. Kale, Çev.). Ankara: Ütopya Yayınları. Halstead, J. M., & Taylor, M. J. (2000). Learning and teaching about values: A review of recent research. Cambridge journal of education, 30(2), 169-202.

292

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08270 AN INVESTIGATION OF TEACHERS' GENERAL SELF-EFFICACY BELIEFS SINAN TARTAR ABSTRACT Self-efficacy is the belief the individual has the ability to successfully perform the necessary behaviors that can lead to the desired outcome, or the ability and competence of an individual to do something, and the capacity to perform a particular job (Bandura, 1997). Self-efficacy beliefs also determine how long individuals can cope with a problem or a negative life (Bıkmaz, 2002). Self- efficacy beliefs affect how an individual think, feels, behaves and motivates (Bandura, 1993). Although Bandura explains self- efficacy as an assessment of an individual's perceptions of his / her ability in a particular area, it also points to the generalizability of these perceptions. According to Bandura, an individual can generalize his / her assessment of skill perception in any situation to skill assessments in similar situations. Thoughts about the generalizability of self-efficacy served to develop a new concept, which was later derived from self-efficacy and called general self-efficacy (Aypay, 2010; Scherbaum, Cohen- Charash&Kern, 2006). General self-efficacy is an individual's belief in new situations that are difficult to cope with, or difficult to cope with, by using his / her personal competences extensively and decisively (Bandura, 1986). The belief that an individual can cope with the problems faced in daily life is within the scope of general self-efficacy. It is observed that individuals with high self-efficacy beliefs has higher quality of life and life satisfaction (Gerçek&Balaban, 2018). When the researches related to self-efficacy in general are examined, especially considering the opinions of Bandura about the generalizability of self-efficacy and the relationship of general self-efficacy to deal with the problems encountered in daily life, it is seen that teachers with high self-efficacy have higher satisfaction and quality of life It is seen that it is easier for them to overcome the problems in life. It is foreseen that the quality of life and satisfaction from life will increase and teachers who overcome the problems more effectively will contribute to the daily life problems of the students and to get satisfaction from life. Therefore, this study is important in terms of determining the teachers' general self-efficacy beliefs both directly and indirectly to the development of teachers. In this study, the level of teachers' general self-efficacy beliefs as well as whether this belief shows a significant difference according to gender, professional seniority, education level, assignment field and school level are also discussed.This research, which aims to determine the general self-efficacy beliefs of teachers, is a quantitative study conducted in the screening model. As teachers' general self-efficacy beliefs were examined according to various variables, relational survey type research was used. The study group, 2018-2019 in the academic year, Turkey's working in the province's central district located in the western Black Sea region, from all levels of the stratified sampling method, one of the sample types based on probability and the industry group consisted of 282 teachers. The General Self-Efficacy Scale which was developed by Jerusalem and Schwarzer (1995). The scale adapted to Turkish by Aypay (2010) was used to determine the general self-efficacy beliefs of the teachers. LISREL 8.72 and SPSS Statistics 20 programs were used in the analysis of the data obtained in the study. The reliability analysis of the General Self-Efficacy Scale was made by calculating the Cronbach alpha (α) value. Confirmatory Factor Analysis (CFA) was applied to confirm the factor structure of the scale. In the process of data analysis, descriptive statistics of the data obtained from the participants were calculated. Skewness-kurtosis (within Skewness-Kurtosis, ± 1.00 boundaries) and Kolmogorov-Smirnov (p> .05) values were examined to determine whether the results had normal distribution in each group before analysis of the tests performed in the study.In this study, the level of general self-efficacy beliefs of teachers and whether this belief shows a significant difference in terms of some variables were investigated. According to the findings of the study, it was concluded that teachers' general self-efficacy beliefs were above the middle level. That showed that teachers' general self-efficacy beliefs were positive likewise some studies’ results (Ekici, 2006; Kaçar and Beycioğlu, 2017; Karacaoğlu, 2008; Uysal and Kösemen 2013). Considering the positive effect of general self-efficacy beliefs on teachers' expectations and behaviors, students' classroom success and motivation, and school activities, it can be seen that teachers' general self-efficacy beliefs are above the middle level. The results of the study reveal that teachers' general self-efficacy beliefs do not differ significantly according to gender, professional seniority, education level, assignment field and school level. It is thought that this situation is caused by the increased responsibilities of women in social and business life and that teachers are more affected by in-school factors rather than out-of-school factors. Keywords: Teacher, self-efficacy belief, general self-efficacy belief

293

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aypay, A. (2010). Genel Oz Yeterlik Olçegi’nin (GOYO) Türkçe’ye Uyarlama Çalışması İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11 (2), 113-131. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning, Educational Psychologist, 28(2), 117-148. Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: Freeman. Bıkmaz, F.H. (2002). Fen öğretiminde öz yeterlik inancı ölçeği. Eğitim Bilimleri&Uygulama, 1 (2), 197-210. Ekici, G. (2006). Meslek Lisesi Öğretmenlerinin Öğretmen Öz-Yeterlik İnançları Üzerine Bir Araştırma. Eğitim Araştırmaları, 6 (24), 87–96. Gerçek, A.&Balaban, Ö. (2018). Genel öz yeterlik&çatışma yönetim tarzı ilişkisi: Özel sektör çalışanları üzerine bir araştırma. Yönetim&ekonomi araştırmaları dergisi, 16 (özel sayı), 116-127. Kaçar, T.&Beycioğlu K. (2017). İlköğretim öğretmenlerinin özyeterlik inançlarının çeşitli değişkenler açısından incelenmesi. İlköğretim Online, 16(4), 1753-1767. Karacaoğlu, Ö. C. (2008). Öğretmenlerin Yeterlilik Algıları, Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 70-79. Scherbaum, C.A., Cohen-Charash, Y.&Kern, M.J. (2006). Measuring general selfefficacy: A comparison of three measures using item response theory. Educational and Psychological Measurement, 66 (6), 1047-1063. Uysal, İ.&Kösemen, S. (2013). Öğretmen Adaylarının Genel Öz-yeterlilik İnançlarının İncelenmesi. Eğitim&Öğretim Araştırmaları Dergisi, 2(2):217-226.

294

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08302 BARRIERS TO TECHNOLOGY INTEGRATION ACCORDING TO PROSPECTIVE TEACHERS SULE BETUL TOSUNTAS - TUGBA INCI ABSTRACT Today, although access to technology is facilitated, technology is not used as often as desired in education (Belland, 2009) and cannot provide the development of teaching practices in classrooms yet (Lim & Chai, 2008). This situation is expressed as the incomplete realization of technology integration in education. Indeed, technology integration in education is difficult and problematic (Ertmer, 1999; Voogt & McKenney, 2017); it is also described as a slow and complex process affected by many factors (Ertmer, 1999). Many researches focused on different factors in order to ensure effective technology integration. In many ways, they are conceptualized as barriers to technology integration. Ertmer (1999) classifies them as internal and external barriers; Hew & Brush (2007) classifies them under 6 categories as (i) resources, (ii) knowledge and skills, (iii) institution, (iv) attitudes and beliefs, (v) assessment and (vi) subject culture. Most of these barriers are associated with teachers (Ertmer, 1999; Hew, & Brush, 2007). On the other hand, Kopcha (2012), discussed about the criticisms of not being successful despite the time, money and efforts spent in order to achieve technology integration and pointed out the barriers faced by teachers in providing technology integration. These barriers are summarized under (i) access, (ii) vision, (iii) beliefs, (iv) time and (v) professional development. Also, then described the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments (Hew & Brush, 2007). In this respect, the aim of this study is to examine the barriers to technology integration according to the views of prospective teachers.In this study, which aims to investigate the barriers to technology integration according to the opinions of prospective teachers, this research was designed by using a case study which is one of the qualitative research methods. The case study is a research model that allows researchers to analyze one or more of the cases in their entirety (Yıldırım & Şimşek, 2008). The participants of the study consist of prospective teachers from various departments of the faculty of education. In the study, a semi-structured interview form consisting of 8 questions was used. The interviews lasted an average of 20 minutes and were conducted in the researchers' offices. Interviews were recorded with permission from the participants. Written transcripts of recordings were made. The results obtained were analyzed by thematic analysis approach. The coded data were placed under the themes determined in accordance with the literature. Integrity was achieved by checking the relationship between themes and other themes.According to the Hew and Brush (2007), the findings were classified under 6 categories: (i) resources, (ii) knowledge and skills, (iii) institution, (iv) attitudes and beliefs, (v) assessment and (vi) subject culture. The gap between theory and practice in teacher education, which is frequently emphasized in the literature, also seen in this study. Therefore, cooperation between MoNE and HEI stands out in the realization of technology integration. Because the applicability of theoretical knowledge given in teacher education is important in terms of technology integration. In this sense, it was stated that the integration of various technology courses can only support the introduction phase (Çubukçu, Tosuntaş, İnci, & Kırcaburun; 2017). As a result, effective teacher training is important in overcoming the internal and external barriers to technology integration. Successful technology integration should be seen as adapting to technology and transforming it into the culture at individual and institutional levels rather than a mechanical process. Keywords: Technology integration, integration barriers, teacher education.

295

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52, 353–364. Çubukçu, Z., Tosuntaş, Ş. B., İnci, T., &Kırcaburun, K. (2017). Öğretim teknolojileri&materyal tasarımı dersinin teknoloji entegrasyonuna katkısı açısından değerlendirilmesi. Anadolu Eğitim Liderliği&Öğretim Dergisi, 5(2), 29-41. Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational technology research and development, 47(4), 47-61. Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. Kopcha, T. J. (2012). Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109-1121. Lim, C. P., & Chai, C. S. (2008). Teachers’ pedagogical beliefs and their planning and conduct of computer mediated classroom lesson. British Journal of Educational Technology. Voogt, J., & McKenney, S. (2017). TPACK in teacher education: are we preparing teachers to use technology for early literacy? Technology, Pedagogy and Education, 26(1), 69-83. Yıldırım, A.,&Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

296

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08310 BE(COM)ING AN ARCHITECT OF EDUCATING MORALITY: THE NEED OF ETHICS CARMEN COZMA ABSTRACT Ethics is necessary within the ‘curriculum studies in teacher education’ that motivates and sustains the teacher’s taking responsibility to unceasingly molding and strengthening moral competences as regards his/her own person(ality) and the students’, too. At the present critical time, ethics, in its moral core, is more than ever required. We explain why and how ethics must be part in all studies programs, as a fundamental dimension of education on the whole. Ethics is herein accounted in a holistic meaning, as moral philosophy and normative guide of human conduct. We disclose a healthy and safe path of axiological and normative dimensions to be used in education. As a relational person having a huge social responsibility, teacher must get a thorough education to convey and empower in students, inter alia, the value of becoming as growth in relations. We emphasize the idea that teacher is/becomes an architect of educating personal and social morality, grounded on values such as: goodness, integrity, trustworthiness, caring, respect, sense of duty, responsibility, capacity for dialogue, creative communicativity, empathy, practical wisdom, etc. and on principles such as: golden rule, fair measure, beneficence and non-maleficence, harmony with nature, etc. Different ethical theories, like virtue ethics, deontology, consequentialism and role ethics, come to the fore. Each of them and all together in a plural design are useful for moral educational purposes. From the ancient philosophers to the contemporary thinkers, a significant ethical culture has been developed. Points of reference are to be reviewed: theories of virtue engrained in the philosophy of Socrates and Plato (Dialogues of Plato), Aristotle (Ethicà Nicomácheia) and Stoics (Laertius); duty-based ethics Kant (1972) has acknowledged in his writings; utilitarian doctrine, from classical elaborations (Bentham, Mill) to nowadays constructions of consequentialism (Hare, Singer); relationship morality thesis rooted in the Confucian „canon, as a role ethics (Sayings of Confucius; Ames), etc. Teacher must acquire and share a basic knowledge and practice of ethics in its comprehensive and dynamic meaning; seeing that teacher is a leading social player in community. Studying ethics should be included in curricula of the institutions that prepare future teachers. It would satisfy these ‘masters’ in training, who are/become aware of their mission to forming students as ethically well-cultivated persons. A teacher needs superior human qualities manifested in well-planned, unfolded and managed activities, gained through ethical knowledge, moral self-cultivation, learning practical skills, as an authentic role model in society. To arguing for the need of ethics within the ‘curriculum studies in teacher education’ we resort to the phenomenological hermeneutical method. The discourse is built using the hermeneutic analysis with its variety of philosophical interpretations centered on the search of meaning of human beingness-in-becoming. Also, it deploys the phenomenological pedagogy claimed by the emergence of “a new educational paradigm in institutional contexts that provides support in considering „individualistic intuition, perception, imagination, creation and construction of knowledge and, no less, in understanding” the individual as a social being (Selvi, 2014, p. 245) - that is desirable to be(come) an intellectual and moral being alike. The methodological approach offers an effective frame to catching a better understanding of the lived experience, which the complex process of teaching-learning morality is in its essence, on the one hand, and a more productive route of exploring, appropriating and applying ethical culture within the educational activity as a whole, on the other hand. Thus, the enhancement of the possibilities to eventually reaching even a comprehensive meaning of life – for educators, teachers, and students – has chances to occur; seeing that an adequate interpretation at the theoretical and practical levels is given through the phenomenological hermeneutics.Beyond specializations, by knowing, appropriating and applying cardinal elements of ethics within the professional education, teachers can obtain the foundation for be(com)ing the most active moral agents in scholar institutions and in communities at large. They are/become vehicles of moral characters, substantially contributing to the affirmation and protection of morality in society. And this is all the more important in a globalizing world, with so many challenges and problems, that is rapidly transforming under the impact of the ‘fourth industrial revolution’, and that is marked by a profound spiritual and ecological crisis. Teacher reveals himself/herself as a distinguishing architect or a „master builder (the meaning of the Greek arkhitéktōn) able to display competence and devotion in projecting, designing and reviewing the human ‘construction’, respectively the creation of moral personality. He/She is the one who can and has to make a decisive commitment by offering role models not only for his/her students, but also for everybody in community; and, consequently, to sustain them in the effort of looking for and of sense-bestowing to their life and, generally, to the humanity in the given world. Certainly, educating morality counts. And teacher does really matter in the first place. Keywords: teacher education, ethics, moral teaching and learning, ethical theories, role model educator

297

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Ames, R. T. (2011). Confucian Role Ethics: A Vocabulary. Hong Kong: The Chinese University of Hong Kong. Aristotle. (1988). Ethicà Nicomácheia. Translated by S. Petecel. Bucharest, Romania: Scientific & Enciclopedic Press. Bentham, J. (2009). An Introduction to the Principles of Morals and Legislation. Mineola, NY: Dover Publications. Dialogues of Plato. (1986). With an Introduction by Erich Segal. New York, NY: Bantam. Hare, R. M. (1981). Moral Thinking: Its Levels, Method and Point. Oxford, England: Oxford University Press. Kant, Im. (1972). Grundlegung zur Metaphysik der Sitten. Kritik der praktischen Vernunft. Translated by N. Bagdasar. Bucharest, Romania: Scientific Press. Laertius, Diogenes. (2013). Lives of Eminent Philosophers, Book 7. Tiziano Dorandi (Ed.). Cambridge, UK: Cambridge University Press. Mill, J. S. (2001). Utilitarianism. Second edition. George Sher (Ed.). Indianapolis, IN: Hackett Publishing Company. Sayings of Confucius. (2007). Translated by Leonard A. Lyall. London, England: Longmans. Retrieved from http://www.gutenberg.org/files/24055/24055-h/24055-h.htm Selvi, K. (2014). Educational paradigm shift towards phenomenological pedagogy. In A.-T. Tymieniecka (Ed.), Analecta Husserliana, Volume CXVI (pp. 245-258). Cham, Switzerland: Springer. Singer, P. (2015). The Most Good You Can Do: How Effective Altruism Is Changing Ideas About Living Ethically. New Haven, CT: Yale University Press.

298

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08314 INVESTIGATION OF AUTONOMY PERCEPTIONS OF TEACHERS IN PLANNING AND IMPLEMENTING OF TEACHING MERYEM TOKGOZ CAN - NILAY T. BUMEN ABSTRACT It can be said that teachers are autonomous when they make decisions about educational activities and implement them without the pressure of external supervision. Ulaş and Aksu (2015) stated that teacher autonomy means that teachers make their own decisions, choose their own methodologies, choose their own tasks and materials, design or evaluate their results, cooperate with others to solve problems, and assume their responsibilities. Teacher autonomy is examined in three dimensions: organizational decision-making autonomy, professional development autonomy and autonomy in planning and implementing of teaching. The organizational decision-making autonomy means that teachers have the right and freedom to participate in processes related to school operation and resource management. Professional development autonomy is that teachers have freedom to participate in and manage professional development in areas which they consider themselves inadequate. Autonomy in planning and implementing of teaching means that teachers can decide the teaching objectives and content according to their students' needs, wishes and learning speeds, determine the materials and resources to be used and make appropriate time management for the teaching and learning process (Öztürk, 2011). However, the Turkish education system, in which the course objectives and contents are determined by a central authority and the students are evaluated with a central examination, provides teachers with a limited autonomy area in the classroom activities. When the international teacher autonomy studies analyzed, it is seen that many countries increasingly provide more autonomy for teachers in national curriculum (Eurydice, 2008; Hong and Youngs, 2016; Viirpalu, Krull & Mikser, 2014). Yet, the limited number of teacher autonomy studies conducted in Turkey is inadequate to initiate efforts to provide more autonomy for teachers in the centralized education system. In addition, although there are studies based on teacher autonomy in planning and implementing of teaching in the international literature, it has been observed that teacher autonomy studies in Turkey are mostly examined in administrative dimensions (i.e.Çolak, 2016; Üzüm, 2014; Yazıcı & Akyol, 2017); the roles and autonomy of teachers in teaching planning and implementation processes have not been studied enough. By examining teachers' perceptions of autonomy in planning and implementing of teaching, it is aimed to present the suggestions to determine the strategies that support teacher autonomy. In this study, the question What is the perception and needs of autonomy of teachers in planning and implementing of teaching? was answered.In this study, sequential explanatory design, which is one of the mixed research procedures in which qualitative data was collected after quantitative data analyzed, was used (Creswell, 2003). Ideal Curriculum Preferences and Curriculum Experiences Questionnaire (ICPCEQ) developed by Viirpalu, Krull and Mixer (2014), Teacher Autonomy Scale developed by Ulaş and Aksu (2015) and semi-structured interview form were used as data collection tools. A pilot study was conducted with 15 participants before IPCEQ were used. 422 teachers working in public and private schools in the 2017-2018 academic year were determined by simple random sampling for the quantitative dimension of the study. For qualitative data, 10 teachers with different autonomy perception levels (high, moderate and low - according to the teacher autonomy scale) were interviewed. In the analysis of quantitative data, percentage, frequency and variance analysis were used; and content analysis technique was used for the analysis of qualitative data.As a result of the study, it was found that the general autonomy perception level of the teachers was above the average level. Teachers' highest perception of autonomy was in planning and implementing of teaching dimension, while the lowest perception of autonomy was in professional development dimension. Autonomy perception levels of participants differed significantly according to the variables of age, the school level, professional experience and weekly workload. Yet, autonomy perception levels of the participants did not differ significantly according to the variables of gender, school type, educational status and teaching subject. The expectation of teachers from an ideal curriculum is that the curriculum should provide all the steps of the teaching process in detail and at the same time, it should give the teachers the right to make changes with flexibility and also provide with adaptation opportunities. It is revealed that teachers are quite autonomous in the decision-making of classroom activities. Teachers expect to have greater autonomy in determining the content of the curriculum. The participants suggest that the methods to involve teachers in the process of developing a curriculum should be diversified such as meetings, committees, online surveys, etc. Teachers suggest that the development process of the curriculum should be shaped by the collective work of teachers, experts and pedagogues. Keywords: Teacher autonomy, curriculum autonomy, autonomy perception, need of autonomy

299

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks,CA: Sage. Çolak, İ. (2016). Okul iklimi ile öğretmenlerin özerklik davranışları arasındaki ilişki (Yayımlanmamış Yüksek Lisans Tezi). Sıtkı Koçman Üniversitesi, Muğla. Eurydice. (2008). Avrupa’daki öğretmenlerin sorumluluk&özerklik düzeyleri. http://eacea.ec.europa.eu/education/EURYDICE/adresinden elde edilmiştir. Erişim Tarihi: 30.08.2017 Hong W. P., & Youngs P. (2016). Why are teachers afraid of curricular autonomy? Contradictory effects of the new national curriculum in South Korea, Asia Pacific Journal of Education, 36(1), 20-33. Öztürk, İ. H. (2011). Öğretmen özerkliği üzerine kuramsal bir inceleme. Elektronik Sosyal Bilimler Dergisi, 35, 82-99. Ulaş, J., & Aksu, M. (2015). Development of teacher autonomy scale for Turkish teachers. Procedia-Social and Behavioral Sciences, 186(1), 344-349. Üzüm, P. (2014). Sınıf öğretmenlerinin öğretmen özerkliğine ilişkin farkındalık düzeylerinin yapısal&bireysel boyutları açısından değerlendirilmesi (Yayımlanmamış Doktora Tezi). Onsekiz Mart Üniversitesi, Çanakkale. Viirpalu, P., Krull, E., & Mikser, R. (2014). Investigating Estonian teachers’ expectations for the general education curriculum. Journal of Teacher Education for Sustainability, 16(2), 54-70. Yazıcı, A. Ş., & Akyol, B. (2017). Okul müdürlerinin liderlik davranışları ile öğretmen özerkliği arasındaki ilişki. Uluslararası Eğitim Bilimleri Dergisi, 10, 189-208.

300

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08316 EXPLAINING TEACHER IDENTITY: A CRITICAL REVIEW OF THE LITERATURE CANAN CAKAR - KIYMET SELVI ABSTRACT Teacher identity can be seen as a concept that has been paid special attention in latest years in educational studies (Beauchamp & Thomas, 2009). Sachs (2005:7) suggests the most important feature for teachers to own is teacher identity as it determines the way teachers teach, the way they perceive themselves and how they develop professionally. It is also claimed that teachers with a professional identity can deal with problems more easily (Beauchamp & Thomas, 2009). In the literature, it can be seen that the vague nature of teacher identity is often stressed when it is defined. It is stated that teacher identity is about teachers’ biographies, narratives, beliefs and concepts of their professional roles, however, it is complex, and multifaceted, dynamic across time and place (Beijaard, Meijer & Verloop, 2004; Lasky, 2005). There is no clear answer to the question of how we define teacher identity. Similar to its unclear nature, the formation and development of teacher identity is difficult processes to observe as well. In many studies, it is suggested that biographical elements, early childhood experiences, role models such as teachers, significant others, teacher education or experiences in teaching practice may contribute to the process of teacher identity formation or development (Knowles, 1992; Flores&Day, 2006). As these factors are suggested by different researchers in different categories, it is not easy to response what factors may affect teacher identity. To be able to design curriculum of teacher education effectively or to study on teacher identity in detail, it is important to understand this concept and to determine the factors in the formation and development process of teacher identity. Therefore, the aim of the study is to give a better understanding for teacher identity concept and to determine the factors which affect or shape teacher identity stemming from the recent literature. This study is a qualitative research, and document analysis method, which is one of the qualitative research methods, has been used. Document analysis refers to the analysis of written materials that contain information about facts or phenomena intended to be investigated within the scope of the study (Yıldırım & Şimşek, 2016). Studies conducted on teacher identity formation and development were examined. Three books, four theses and 16 articles written on teacher identity between the years of 1998 and 2018 were studied. The statements to define the identity concept were examined in the first step. After that, the definitions or explanations of professional identity and teacher identity were analysed. It was tried to determine how teacher identity can be formed or developed and by what factors it is affected. According to the findings, the factors were classified under three different categories after content analysis, and it was discussed what other factors may influence teacher identity. The study results were discussed based on the findings. As a result of this study, the concept of teacher identity has been interpreted. When the definitions and characteristics of identity and teacher identity are studied, it can be seen that the variable and complex structure is frequently emphasized in the literature and defined from psychological, sociological or educational perspective. In this case, instead of defining the concept of teacher identity precisely, it may be meaningful to draw its scope and refer to its characteristics. When we review literature, it can be said that teacher identity covers what teachers aim, why they want to be a teacher, how they want to be a teacher, what they do for their personal, professional or academic development, what features they have in affective sense, how they evaluate their professional performances, and the expectations they have for the students and themselves. The factors affecting the formation and development of teachers' identity are diverse and interrelated. According to literature, the factors affecting teacher identity can be categorized as (1) individual factors such as beliefs, values, gender, etc., (2) social and cultural factors such as role models, community expectations, etc., (3) educational factors such as higher education experiences, etc. Being able to control these elements is only possible for the education and training process. Keywords: Teacher identity, teacher identity development, professional identity

301

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Beauchamp, C. & Thomas, L. (2009) Understanding teacher identity: an overview of issues in the literature and implications for teacher education, Cambridge Journal of Education Vol. 39, No. 2, June 2009, 175–189 Beijaard, D., P.C. Meijer, N. Verloop. 2004. Reconsidering research on teachers’ Professional identity. Teaching and Teacher Education 20, no. 2: 107–28. Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232. Knowles, G.J. 1992. Models for understanding pre-service and beginning teachers’ biographies: Illustrations from case studies. In Studying teachers’ lives, ed. I.F. Goodson, 99– 152. London: Routledge. Lasky, S. (2005) A Sociocultural Approach to Understanding Teacher Identity, Agency and Professional Vulnerability in a Context of Secondary School Reform. Teaching & Teacher Education: An International Journal of Research and Studies, v21 n8 p899-916 Nov 2005 Sachs, J. (2005) Teacher Identitiy and Development of Professional Identitity: Learning to be a teacher. In P. Denicolo & M. Kompf, Connecting Policy and Practice: Challenges for teaching and learning in schools and universities (pp 5-21) Oxford Press Yıldırım, A. Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık

302

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08325 INVESTIGATION OF TEACHER CANDIDATES’ PERCEPTIONS OF TEACHING-LEARNING ENVIRONMENT AND THEIR READINESS LEVEL FOR TEACHING MUSTAFA YELER - AYTUNGA OGUZ ABSTRACT The various learning experiences experienced by teacher candidates in teacher education programs should provide them with professional competencies. It has a crucial role for teacher candidates to acquire them effectively in terms of their readiness for teaching profession. One of the individual characteristics that can affect teacher candidates’ learning in this process is the learning approach. Learning approach indicates the attempt, intent and behavior change of learner towards the learning task resulted from the perception created by the learner according to the context that he/she is in (Beyaztaş and Senemoğlu, 2015). Students can make learning efforts with different learning approaches according to the situation in teaching-learning processes. In the literature, three different learning approaches are mentioned as superficial, strategic and deep learning (Aharony, 2006, Oğuz & Karakuş, 2017; Ekinci, 2015; Beyaztaş & Senemoğlu, 2015). Accordingly, learners with superficial learning approach focus on acquiring the knowledge in a short time and by repeating, memorizing and without questioning. On the other hand, learners who adopt the deep learning approach have intrinsic motivation, focus on learning by making sense and acquire the knowledge by questioning, associating and assimilating. However, strategic learners are able to act with both deep and superficial learning approach, make effort according to the situation and try to manage time and conditions. Teachers should demonstrate exemplary behaviors in the learning environments and effectively manage the variables in the teaching-learning processes in order to educate students as individuals with a deep learning approach. For this purpose, teachers should receive qualified training before the service (Çeliköz, 2003). The professional competencies that teachers should gain during teacher education are identified (MoNE, 2017). Teacher candidates’ competencies related to teaching profession and self-efficacy beliefs may affect their level of professional readiness, future learning environments and their students’ learning approaches.In the literature, learning approaches, teaching-learning process competencies and perceptions, teacher self-efficacy, the perception of teaching and learning environment and learning approaches are examined in terms of various variables. However, the study examining teacher candidates’ perceptions of teaching-learning environment and their readiness for teaching in terms of learning approach could not be reached. Determining the extent teacher candidates feel themselves ready for the teaching profession may contribute to the development of teacher education programs. This study aimed to investigate whether there was a meaningful relationship between teacher candidates’ perception of teaching-learning environment and their level of readiness for teaching profession In the study, the correlational model was employed. The population of the study consisted of 836 fourth grade teacher candidates studying at Burdur Mehmet Akif Ersoy University Faculty of Education in 2018-2019 academic year. The sample of the study consisted of 461 teacher candidates selected from this population through random sampling. In the study the Preparedness to Teach Scale (Yıldırım & Kalman, 2017), and the Teaching-Learning Environment Perception Inventory (Ekinci, 2008). The Preparedness to Teach Scale consists of four sub-dimensions as a five-point Likert-type instrument, ranging from highly inadequate to highly adequate. The Cronbach alpha reliability coefficient of the scale consisting of 20 items was originally found to be .92. In the current study, it was found to be .93. The Teaching-Learning Environment Perception Inventory is a five-point Likert-type instrument ranging from Never reflect (1), Slightly reflect (2), Somewhat reflect (3), Highly reflect (4) and Completely reflect (5). The scale consists of three sub-dimensions and a total of 31 items. The Cronbach alpha reliability coefficient of the scale was originally found to be .86. In the current study, it was found to be .94. Descriptive statistics, t test, ANOVA, Pearson correlation coefficient were used for data analysis. Expected/achieved resultsThe data obtained in relation to the sub-problems of the study were analyzed statistically and presented according to the sub-problems respectively. The teacher candidates’ perception levels of teaching-learning environment were determined, and their perception levels were examined in terms of age, gender, program, type of school graduated from and teacher experience variables. A significant difference was found between the teacher candidates’ perception of teaching-learning environment according to age variable. Teacher candidates’ readiness levels for teaching were determined and investigated in terms of age, gender, program, type of school graduated from and teaching experience. When the readiness level of the teacher candidates were compared according to the programs they study, it was seen that there was a significant difference between Turkish and Science teaching programs in favor of Turkish teaching program and between CEIT and Science teaching programs in favor of CEIT. In the study, it was also examined whether there was a significant relationship between teacher candidates’ perception of teaching-learning environment and their readiness level for teaching. It was determined that there was a positive but very low relationship between the perception of teaching-learning environment scores and the levels of readiness for teaching. Keywords: Approaches to learning, deep learning, readiness for teaching, teacher candidate, teacher education, teaching- learning environment.

303

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aharony, N. (2006). The use of deep and surface learning strategies among students learning English as foreign language in an internet environment. The British Psychological Society, 76, 851-866. Beyaztaş, İ. D.&Senemoğlu, N. (2015). Başarılı öğrencilerin öğrenme yaklaşımlarını etkileyen faktörler. Eğitim&Bilim, 40(179), 193-216 Çeliköz, N. (2003). Bir meslek olarak öğretmenlik&etiği. M. Ç. Özemir (Ed.). Öğretmenlik mesleğine giriş. İçinde (s.331-388), Ankara: Asil yayınları Ekinci, N. (2008) Üniversite öğrencilerinin öğrenme yaklaşımlarının belirlenmesi&öğretme-öğrenme süreci değişkenleri ile ilişkileri. Yayımlanmamış Doktora Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara. Ekinci, N. (2015). Öğretmen adaylarının öğrenme yaklaşımları&öğretmen özyeterlik inançları arasındaki ilişki. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1): 62-76. MEB. (2017). Öğretmenlik mesleği genel yeterlikleri, Milli Eğitim Bakanlığı, Ankara Oğuz, A.,&Karakuş, G. (2017). Öğretmen adaylarının öğrenme yaklaşımları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi. Journal of Human Sciences, 14(2), 1831-1847. Yıldırım, İ.& Kalman, M. (2017). Öğretmenliğe Hazır Olma Ölçeğinin Türkçe formunun geçerlik&güvenirlik çalışması. Kastamonu Eğitim Dergisi, 25(6), 2311-2326.

304

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08326 THE EFFECT OF PHYSICAL EDUCATION AND SPORTS TEACHER EDUCATION CURRICULUM ON TEACHER SELF-EFFICACY CALIK VELI KOCAK ABSTRACT Teacher self-efficacy beliefs can be defined as beliefs of teachers' ability to teach all students (Ashton and Webb, 1986). Gibson and Dembo (1984) examined teachers' self-efficacy beliefs in two different dimensions as personal teaching efficacy and general teacher efficacy. General teacher efficacy; this includes teachers' beliefs about the effect of general teaching activities on learning. Personal teaching efficacy is the beliefs of teachers about their teaching capacity. Tschannen-Moran and Woolfolk Hoy (2001) state that teacher self-efficacy plays an important role in planning the teaching process, classroom management and student participation. On the other hand, Gibson and Dembo (1984) stated that teachers with higher levels of self-efficacy were more active in responding to students, they were more confident in themselves, showed greater academic success in the classroom, and gave feedback in different ways. In addition, teachers who have low self-efficacy have indicated that they tend to give up immediately when they do not get results. Lorsbach and Jinks (1998), on the other hand, stated that teachers with high levels of self-efficacy plan more effective teaching process and are more successful in motivating students. The role of the teaching profession in the development of the country is known by all societies and various regulations are being made in relation to this. Research conducted in the field of teaching profession shows that the implementation of the right curriculums is an obligation for the proper conduct of this profession and to improve the quality of education in schools (Lanier, 1986). These curriculums used in teacher education should have a positive effect on prospective teachers' self-efficacy beliefs. Undoubtedly, these teacher self-efficiencies can be gained through qualified teacher education curriculums. Therefore, teacher education curriculum in force in Turkey, is being updated by the Council of Higher Education at certain times. In this study, the effect of the Physical Education and Sports Teaching Undergraduate Curriculum, which was conducted between 2009 and 2018, on the professional self-efficacy of the candidate teachers was examined. In this study, single group pre-test post-test longitudinal experimental design was used. Longitudinal experimental design is the research to test the cause effect relationship between variables. In a single group pretest post-test experimental design, an independent variable is applied to a group; pre- and post-experiment is measured in a time (Cohen and Manion, 1998). The difference between the pre-test and post-test averages indicates the effect of the independent variable on the dependent variable (Fraenkel and Wallen, 2006). The participants of the study consisted of 60 candidate teachers (n: 20 female, n: 40 male) who studied at Hitit University School of Physical Education and Sports of department of physical education and sport teacher between 2015-2019 years. The students sampled by convenience sampling method (Cohen and Manion, 1998). The data of the study were collected by Teachers’ Sense of Efficacy Scale (TSES), adapted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) Data collection tools were applied face to face to the participants. SPSS 22 program was used in the analysis of the obtained data and Shapiro-Wilk Test was applied to determine whether the data showed normal distribution and the significance level was accepted as p. According to findings, there is a statistically significant difference between the participants' teacher self-efficacy pre-test and post-test average. The post-test average of the participants (x̄ = 6.8979) was higher than the pre-test average (x̄ = 5.5451). In the sub-dimension of student engagement post-test average of participants (x̄ = 6.7875) was higher than the pre-test average (x̄ = 5.5708).In the sub-dimension of instructional strategies post-test average of the participants (x̄ = 6.8771) was higher than the pre-test average (x̄ = 5.4563).The highest self-efficacy development was observed in the classroom management sub-dimension. In the sub-dimension of classroom management post-test average of the participants (x̄ = 7.0292) was higher than the pre-test average (x̄ = 5.6083). Similar studies with this research could not be found in the literature. This makes it difficult to compare the findings with the literature. Bulca, Saçli, Kangalgil and Demirhan (2012) stated that the physical education and sport teacher education curriculum contains a lot of theoretical information and this information could not be transferred to practice. Based on these findings, it can be said that physical education teacher education curriculum positively contributes to the increase of teacher self-efficacy levels of candidates. Keywords: Physical Education, Sports, Curriculum, Teacher, Self-Efficacy

305

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Ashton, P. T. & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York, Longman. Bulca, Y., Saçlı, F., Kangalgil, M., & Demirhan, G. (2012). Physical Education Teachers’ Opinions of the Teacher Education Program. Education and Science, 37(165). Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81. Gibson, S. & Dembo, M.H. (1984), Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582. Cohen, L.M. & Manion, L.L. 1998. Research Methods in Education. New York: Routledge. pp. 66–84. Fraenkel, J.R. & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: McGraw-Hill International Edition. pp. 34-84. Lanier, J. E. (1986). Tomorrow's teachers: A report of the Holmes Group. East Lansing: The Holmes Group. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics, 6th edn Boston. Ma: Pearson. Tschanen-Moran, M. & Woolfolk A. H. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805

306

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08342 UNENGAGED READING ACTIVITIES AT VILLAGE INSTITUTES: WHY AND HOW? PINAR KIZILHAN - AHMET GUNEYLI - ONUR HAYIRLI ABSTRACT One of the most important indicators of the cultural levels of countries is the existence of active citizens who have reached critical reading awareness and level. Thanks to critical or universal reading, individuals may be able to have skills that are crucial to everyday life like questioning, evaluating, etc. When the reading skills are analyzed within their historical context and in the context of Turkish literature, the efforts and works of the pedagogue Ismail Hakkı Tonguç, who is one of the architects of the Village Institutes comes to the fore. It was the philosophy of the great awakening of the period that teachers' intellectual, conscientious, and scientific values were upheld, and on this basis, the importance of competence in reading skills was of great importance. All courses in the Village Institutes are based on the teaching principle in and through work. In the Village Institute curriculum, which İsmail Hakkı Tonguç constituted and applied his theory, reading and expression are the most important teacher competencies. Unengaged reading activities were included in the institutes as an extra curriculum. During the 1934-1935 school year, while acting as the Director of Gazi Institute of Education, Tonguç endeavored to ensure that the students regularly could benefit from the libraries. For this purpose, he prepared the institution's regulations and teaching programs for the publication of the works through the school cooperative and the reading of selected works from the world literature (Tonguç’a Kitap, 1961). It is one of the most important tasks of the Village Institutes, that teachers and qualified instructors read at least 24 works per year together with the resources related to their own business education and provide them with the joy of reading (Köy Enstitüsü Programları, 2004). Unengaged reading hours or activities were conducted individually as well as collectively under the supervision of a teacher (Özdemir, 1990). In this study, unengaged reading programs administered as a one hour a day activity at 21 different Village Institutes in Turkey aimed to deal with an in-depth manner and pedagogical direction. For this purpose, unengaged reading activities applied within the scope of the extra program were analyzed in terms of content and method, based on cognitive and affective learning. To summarize, in this study, it was aimed to understand the situation related to unengaged reading studies which carried out at Village Institutes, to contribute to a qualified Turkish education by emphasizing positive studies and to give direction in the context of how to conduct unengaged reading in future Turkish education curriculum. The research was structured in accordance with the qualitative approach and data were gathered through document analysis. Bowen (2009) states that document analysis is used for reviewing and evaluating written-printed and electronic documents. The documents examined in this study; Curriculum, books and articles were written about Village Institutes. These documents deal with the sections related to unengaged reading and are limited within this content. The documents included in the scope of the research, especially focused on İsmail Hakkı Tonguç's unengaged reading studies. In the evaluation of unengaged reading; a descriptive analysis was conducted within the framework of the curriculum, methodology and evaluation. Walcott (1994) describes descriptive analysis as presenting data to the reader in a descriptive manner, adhering to its original form. In this research, the codes (keywords) in the documents related to unengaged reading were determined by the researchers, similar and meaningful codes were combined, and themes were formed. By giving direct citations from the analyzed documents, the themes that emerged in the descriptive analysis were explained. The aim of unengaged reading hours can be summarized as: Upbringing literature readers is a part of the educational activities in the institutes and the program is designed to support the enrichment of intellectual, emotional, social and aesthetic development. The selection and preparation of the books to be read during unengaged reading hours has been the main term of this education. It is also aimed to improve students' vocabulary and to use written language effectively and pleasantly. Much effort was put into the upbringing of citizens that can read a lot, read and think well by understanding what they’re reading. The general level of cultural competence of teachers was a necessity of being part of an intellectual group; this was aimed to solve social problems in the ethical context, on the basis of scientific knowledge, through research and examination, and therefore, the unengaged reading activities were emphasized. The method of unengaged reading hours is as: The village institutes has two kinds of function, creating conscious readers and teaching writing. Unengaged reading hours were carried out with text-based discussion and writing method. Production based teaching principle has been adopted. Teachers upbrought in village institutes were acquainted with works that had an impact on the field of writing and thinking and gained experience from them. Keywords: Unengaded reading activies, extra curriculum, village institutes

307

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Baykurt, F. (1990). Köy Enstitülerinin Yazın Yaşamına Katkıları (İçinde: Kuruluşunun 50. Yılında Köy Enstitüleri). S. 181- 197. Ankara: Eğit- Der Yayınları-2. Bowen, A. G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. Makal, M. (2001). Köy Enstitüleri ya da Deli Mehmet’in Türküsü. 3. Bası. Ankara: Güldikeni Yayınları. Tonguç, E. (2009). Bir Eğitim Devrimcisi. İsmail Hakkı Tonguç. Yaşamı, Öğretisi, Eylemi. Yeni Kuşak Köy Enstitüler Derneği Yayınları. Köy Enstitüsü Programları (2004). Ankara: Köy Enstitüleri&Çağdaş Eğitim Vakfı Yayınları. Köy Enstitüleri Dergisi (2005). I-VIII 1945-1947. Ankara: Köy Enstitüleri&Çağdaş Eğitim Vakfı Yayınları. Köy Enstitüleri ile İlgili Yönetmelik&Resmi Yazılar. (2005). Ankara: Köy Enstitüleri&Çağdaş Eğitim Vakfı Yayınları. Köy Okulları&Enstitüleri Teşkilat Kanunu İzahnamesi (1943). Ankara: Maarif Matbaası. Tonguç’a Kitap. (1961). İstanbul: Ekin Basımevi. Walcott, H. F. (1994). Transforming qualitative data: Description, analysis and interpretation. London: SAGE Publications.

308

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08364 EVALUATION OF CLINICAL SUPERVISION MODEL EDUCATION TO COOPERATING TEACHERS: ANKARA ATATÜRK HIGH SCHOOL CASE AYSEMINE DINCER - FATMA BIKMAZ ABSTRACT Teacher education is one of the top topics that are most commonly studied in the world. It is a rising, complex, and miscellaneous field influenced by competing ideas about the purposes of research and the goals of education (Cochran-Smith & Villegas, 2014). Despite so many researches and increased funding, most education systems around the world have not yet found effective ways to prepare students for rapidly changing world and its increasing demands for higher unpredictable skills. (Gomendio, 2017). Scholars and practitioners in many nations agree that teacher preparation programs need to undergo a dramatic change if they are to accomplish in preparing 21st century teachers who can succeed in adapting these changes to classes and work effectively with all students (Cochran-Smith, et al., 2016). Hence, it is obvious that equipping the prospective teachers with necessary professional knowledge, skills and attitudes before starting the profession plays a vital role in professional growth. Thus, to train more competent prospective teachers and to strengthen support for teachers, pre-service training offered by education institutions needs to meet high standards and in-service teacher training needs to move from courses with little impact to new forms that integrate mentoring by highly skilled teachers (Gomendio, 2017). According to Schön (1983), the best professionals know more than they can articulate. To meet the challenges of their work, they depend less on formulas learnt at university than on the type of knowledge learnt in practice (cited in Huang, 2015). There are many different models in teaching practice and Turkey has recently adapted Clinical Supervision Model (CSM). Now greater policy attention is being paid to training prospective teachers more familiar with the practices. Since the knowledge and skills of the candidates are developed during practice, the term in CSM is taken from the medical field and aims to make the student a stakeholder in the evaluation of their teaching. Clinical practice in teacher training is a model of teaching practice which provides a common participation of stakeholders by forming a certain standardization within the faculty first and then throughout the country (Gürsoy, Kesner, & Salihoğlu, 2016).The model has just started to be introduced to cooperating teachers in schools. The main purpose of the study is to evaluate the effectiveness of the four-day CSM education held in Ankara Atatürk High School between 24-28 December, 2018 according to the views of the teachers and the instructor who participated in the training. Survey model is employed in the study. The study group consisted of nine teachers; one of them was the instructor and the other eight ones were the participant teachers who wanted to take the certificate. Face-to-face interviews were organized and their views about the training given, the model, the changes it brought, its applicability in Turkey, and their suggestions to improve the system were asked by the researcher. Instructor Interview Form and Cooperating Teacher Interview Form developed by the researcher were used as data collection tools. While preparing the interview questions, related researches in the literature and data collection tools were examined and draft forms were prepared accordingly. The prepared draft forms were presented to the opinions of three experts working in the field of teacher education, necessary corrections were made in line with the comments received and the interview forms were finalized. Data was analyzed with content analysis. Both the participant teachers and the instructor found the change in reducing the number of students they are responsible for positive. Additionally branch teachers and especially the ones whose students will take high school entrance exams stated that it is not appropriate for each candidate to teach at least four hours. It is also pointed out that there are dramatic differences between the candidates’ practice schools and the schools they assigned when they start the profession. Hence, the candidates should also go to schools in economically disadvantaged regions. Moreover, it is seen that there is not enough cooperation between the school principals, mentors and supervisors in schools and since some mentors accept candidates only for economic reasons, the process is not very productive for the candidates. All of the participants stated that they like CSM but emphasized that there are some points needed to be worked on and follow-up studies are required to demonstrate evidence- based effectiveness of the model. Keywords: Prospective teachers, in-service teacher education, clinical supervision model.

309

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Cochran-Smith, M. & Villegas, A. M. (2014). Framing teacher preparation research: An overview of the field, Part 1. Journal of Teacher Education, 66(1), 7-20. Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. (2016). Initiall teacher education: What does it take to put equity at the center?. Teaching and Teacher Education, 57, 67-78. Gomendio, M. (2017). Empowering and enabling teachers to improve equity and outcomes for all, international summit on the teaching profession. OECD Publishing, Paris. Accessed 15 August, 2019. Doi: 10.1787/9789264273238-en. Gürsoy, E., Kesner, J., & Salihoğlu, U. (2016). Clinical supervision model in teaching practice: Does it make a diﬀerence in supervisors’ performance? Australian Journal of Teacher Education, 41(11), 61-76. Doi: 10.14221/ajte.2016v41n11.5 Huang, J. L. (2015). Cultivating teacher thinking ideas and practice. Educational Research for Policy and Practice, 14(3), 247-257. Doi: 10.1007/s10671-015-9184-1.

310

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08366 THE EVALUATION OF ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM IN TURKEY HASAN BASRI MEMDUHOGLU - SEHNAZ NIGAR CELIK ABSTRACT The world is changing speedily and having high quality human has a determining role to keep up with the rapid changes in the world. As English has become the world language, the global lingua franca, having a good command of the English language has become more important than ever for individual who would like to be prepared for the challanges of the World (Seferoğlu, 2004). Contemporary goals of language teaching and learning with its focus on various forms of communication across cultures and communities require far more than just the development of grammatical knowledge. Learners are expected to have sociolinguistic, pragmatic, and interactive competencies to enable them to communicate with language communities beyond the classroom (Schick and Nelson, 2001). Preparing the students with this paradigm means that language teachers must be much more than an individual who imparts grammatical knowledge and orchestrates mechanical linguistic practice. Today’s teacher must be more than transmitters of knowledge who orchestrate repetetive practice of decontextualized language forms with students: they need to infuse language instruction with meaning and purpose, design opportunities for interaction within and beyond the classroom, and provide responsive and useful asistance throughout the learning process (Huhn, 2012). In Turkey, efforts given to improve foreign language teaching does not seem successful. Before identifying the problem with all its aspects, urgent palliative solutions are usually taken. Foreign language teacher education is a very important aspect of language teaching and Turkey has undergone important changes through the years. Studies conducted in Turkey focused on different components of the EFL teacher education programs. Seferoğlu (2006) investigated the practice components of the 1998 program and concluded that the more practise is needed for effective teacher education. Erozan (2005) evaluated the 1998 program according to the students’ and teachers’ views and found out that more practice teaching should be available in prograns. Studies on 2006 program (Ögeyik, 2009; Çoşkun & Daloğlu, 2010; Kırmızı, 2011; Kızıltan, 2011; Karakaş, 2012; Hismanoğlu, 2012; Yavuz&Topkara, 2013; Uzun 2013; Gürsoy, 2013;Küçükoğlu, 2015&Alagözü, 2017) investigated either some components or a specific application of the program within a university. In order to draw a clear picture of language teaching with all its aspects and all stakeholders, this study aims to evaluate the English language teacher education program introduced in 2006, according to the views of senior students, lecturers and English teachers. In this study which is designed as descriptive survey model, mixed method was applied. The universe of study comprisesof ELT students enrolled to 4th grade in 2016-2017 academic year, ELT lecturers and English teachers working for Ministry of National Education and with maximum 5 year experience. In this study, as one of the purposive sampling method, stratified purposeful sampling method was used. The study was conducted with 524 senior students in 10 universities, 35 lecturers at this universities and 11 English teachers. The research data was collected with ELT program evaluation questionnaire, English teaching competency scale and semi- structured interview forms developed by the researcher. Descriptive statistics (frequency, percentage, mean, standard deviation) and ANOVA was used for the analysis of quantitative data; content analysis techniques were used for the analysis of qualitative data. For quantitative data analysis, SPSS and for quantitative data NVIVO-11 was applied. The results of the study was given with comparison to the newly developed ELT program, introduced in 2018 by Higher Education Council.The results of the study were summarized as below: - According to the students, the ELT curriculum is up to date, answer the students’ needs and there is a balance between theory and practice. On the other hand, lecturers are of the opinion that the curriculum, content and the linkage between courses needs to be revised. - ELT students think that they are competent at the content knowledge, pedagogical knowledge and cultural knowledge. They mostly feel competent at content knowledge. - Lecturers and English teachers propose that the instruction language of the courses in pedagogical knowledge should be English and the courses should be redesigned according to content area. - Lecturers and English teachers think that the ELT program do not provide adequate training in English language proficiency. - English teachers are of the opinion that the ELT program do not provide adequate training for the needs of the local context. - Lecturers and English teachers consider the cultural knowledge courses inadequate in that they do not offer a content that helps students to understand the culture of the target language. Keywords: Teacher training, foreign language teacher education, curriculum evaluation

311

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Erozan, F. (2005). Evaluating the language improvement courses in the undergraduate ELT curriculum at Eastern Mediterranean University: A case study. Ortadoğu Teknik Üniversitesi, Ankara: Yayınlanmamış yüksek lisans tezi. Huhn, C. (2012). In Search of Innovation: reseacrh on effective models of foreign language teacher preparation. Foreign Language Annals. 45,163-183. Karakaş, A. (2012). Evaluation of the English language teacher education program in Turkey, ELT Weekly, 4 (15). Kızıltan, N. (2011). Pre-service EFL teachers’ attitudes towards language acquisition courses. The Journal of Language and Linguistic Studies, 7 (1), 72-86. Ögeyik, M. (2009). Evaluation of English language teaching education curriculum by student teachers. Bilim, Eğitim&Düşünce Dergisi, 9(1). Peacock, M. (2009). The evaluation of foreign language teacher education programmes. Language Teaching Research. 13(3), 259-278. Schick. J. E. & Nelson, P.B. (2001). Language teacher education: The challange for the twenty-first century. The Clearing House, 74 (6), ProQuestCentral. Seferoğlu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32, 369-378. Uzun, L. (2016). Evaluation of the latest English language teacher training programme in Turkey: Teacher trainees’ perspective. Cogent Education, 3: 1-16.

312

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08370 PRIMARY TEACHER EDUCATION IN NORTH AND SOUTH CYPRUS: A COMPARATIVE RESEARCH HASAN OZDER - GUNER KONEDRALI ABSTRACT Cyprus is the third largest island in the Mediterranean after Sicily and Sardinia. The island was under Ottoman rule between 1571-1878 and British rule between 1878-1960. The island became independent in 1960 under the name of the Republic of Cyprus. Following the Greek coup in 1974, the Turkish Armed Forces carried out a de facto unilateral Turkish Cypriot Federated State in the north of the island, which later became the Turkish Republic of Northern Cyprus. The southern part of the island is actively under the control of the Republic of Cyprus. The Republic of Cyprus is an internationally recognized country as a member state of the United Nations. Since May 1, 2004, the Republic of Cyprus has become an EU member state. The island becomes a member of the EU under the name of the Republic of Cyprus both in the south and north, while EU law is applied in the south and not yet in the north. For the solution of the so-called Cyprus problem, Turkish and Greek community leaders are still negotiating for an inter-communal agreement. A common teacher training programme is important in resolving conflict and separation among the two nations. Teacher education should be the same for both nations in order to attain a sustainable, bi-communal society in peace. Before this system is put in place, it is important to look into the current teacher education systems on both sides the island. Teacher education takes up an important place in every country’s education system. In the globalizing world, teacher education is being standartdized according to certain criteria. In Cyprus during the British rule both Turkish and Greek Cypriot trainee teachers used to follow the same teacher education programme in the same building. In 1958, however, the teacher training programme was divided due to community conflicts (Behçet, 1968). Today, primary school teacher education is carried out at Atatürk Teacher Training Academy in the North and at University of Cyprus (Education Department) in the South. The purpose of this research is to determine the differences and similarities of primary teacher education programmes of North and South Cyprus. The following features of both programmes are accepted as important aspects. 1) The selection of trainee teachers 2) The education periods 3) Aim, content, learning experiences and assessment aspects of the courses in the programme 4) Academic personnel 5) Physical infrastructure Horizontal approach, which is one of the comparative education approaches, was used in the research (Matthews & Ross 2010). In this context, Atatürk Teacher Academy and Cyprus University Education Department were compared in terms of various variables. In this study, which was conducted to determine similar and different aspects of teacher training systems in TRNC and Southern Cyprus, it was tried to obtain and examine records and documents to find answers to the problems and sub-problems investigated. In this context, findings were obtained on the selection of prospective teachers, duration of education, training program, academic staff and physical equipment in TRNC and Southern Cyprus. The data of the research were collected from internet sites, official documents, theses and articles. Descriptive analysis was used in the analysis of the data of the study (Yıldırım & Şimşek, 2016). When comparing the initial teacher training programme of North and South Cyprus, the similarities and differences were presented in tables. The selection of teacher candidates is made by a competitor exam in both institutions. There is a high demand for classroom teaching departments in both institutions (Eliophotou, 2010; Özder, Konedralı & Zeki, 2010; Papanastasiou & Papanastasiou, 1997). In the north, the selection of prospective teachers is not regular. Some years are exams and some years are not. In addition, the number of prospective teachers is not fixed. Every year in the south, a regular and fixed number of candidates are selected. The duration of both programs is four years (Özder, 2010; University of Cyprus, 1993). In both programs, the objectives, the duration and courses are similar. The major differences are in language, history and religious education subjects. Almost all of the academic staff have doctoral degrees. However, international publications and research of the academic staff in the south are higher. Both institutions are located on separate campuses. However, in the South, the teacher training institution is located within the campus of the University of Cyprus. In this study, similarities and differences of both programs have been discussed. Keywords: primary teacher education, north and south Cyprus, comparative research

313

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Behçet, H. (1968). Kıbrıs Türk Maarif Tarihi, Lefkoşa: Halkın Sesi Matbaası Eliophotou M. M. (2010). Influences on the Decision to Enter Higher Education in Cyprus: a comparison of students’ and teachers’ perspectives, Research in Comparative and International Education, Volume 5 Number 4,382-393. Matthews, B. & Ross L.(2010). Research Methods: A Practical Guide For The Social Sciences, Longman edition. Özder, H. (2012). Öğretmen adaylarının seçimnde uygulanan mülakat sınavının geçerlik&güvenirliği: KKTC Örneği, Eğitim&Bilim, 37(166), 155-169. Özder, H., Konedralı, G. & Zeki, P. C. (2010). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının çeşitli değişkenler açısından incelenmesi, Kuram&Uygulamada Eğitim Yönetimi, 16(2):253-275. Papanastasiou, C. & Papanastasiou, E. (1997). Factors that Influence Students to Become Teachers, Educational Research and Evaluation, Vol. 3, No. 4, pp. 305-316. University of Cyprus. (1993) Department of Education, Programme of Studies, 1993–94 (Nicosia, University of Cyprus). Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. (10. Baskı). Ankara: Seçkin Yayınları.

314

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08475 DETERMINATION OF BEHAVIOR LEVELS OF PRE-SERVICE TEACHER TOWARDS ENVIRONMENTAL PROBLEM HALIL KAMISLI - MESUT OZONUR ABSTRACT In recent years, unconscious consumption of natural resources and intense pollution of the environment has disturbed the balance of nature and caused important environmental problems. Along with the serious increase in these environmental problems, studies have started to be conducted towards these problems in the world, targets have been set for the measures and solutions have been started to be searched. Together with these searches, the importance and necessity of environmental education is emphasized in all countries for the protection of nature and environmental awareness. Some definitions of the concept of environmental education are given below; Environmental education is a education process that is planned and carried out in order to increase environmental literacy and to develop positive attitudes and behaviors towards environmental and environmental problems (Doğan, 1997). Environmental education is a continuous learning process that creates awareness for individuals in their environment and provides knowledge, skills, value and experience to solve environmental problems for a healthier and lasting environment (Vaughan, Gack, Solorazano & Ray, 2003). Environmental education is a process of education that aims to perceive and learn the interactions of physical and human systems with these systems by creating environmental awareness. (Demirkaya, 2006). Environmental education is an education that aims to educate individuals who are highly sensitive to the environment (Havlik & Hourdequin, 2005). The common point emphasized in the definitions; educating sensitive people by raising environmental awareness is necessary. The most important responsibility in educating these individuals belongs to teachers. Therefore, it has become an important need for pre-service teachers to gain environmental sensitive in university education processes. When designing teacher training programs, it is considered necessary to consider this need and to plan educational activities in this direction. In order to determine whether this process has been realized at the targeted level, the behavior levels of pre-service teachers about environment and environmental problems should be determined. Determining the behavior levels of pre-service teacher for environment and environmental problems and identifying possible problems and solution suggestions related to the education process are considered important in terms of educating more sensitive and conscious teachers about the environment. Fort his reason in this study, it was aimed to determine the behavior levels of pre-service teachers about environmental problems. This study is a survey study which aims to determine the behavior levels of pre-service teachers about environmental problems. Survey models; It is a research approach aiming to describe a situation that existed in the past or present (Karasar, 2000). The study group consisted of 470 students enrolled in the 3rd and 4th grade of the Faculty of Education in the 2017-2018 academic year. Personal Information Form and Behavior Scale for Environmental Problems were used to collect targeted data. The Behavior Scale for Environmental Problems was developed by Güven and Aydoğdu (2012). The scale consisted of six factors and forty questions. Cronbach alpha value of the whole scale was found to be .85. In this study the Cronbach alpha value of the whole scale was found to be .87. The scale is a 3-point likert type. Agree, Disagree and neutral are determined phrases. The data were analyzed with SPSS program. It is considered important to have awareness about environmental problems and how much this awareness is transformed into behavior. For this reason, in the study, the behavior levels for environmental problems of the 3rd and 4th grade students registered to the faculty of education were determined. According to the results of the research, the pre-service teachers' behavior levels towards environmental problems were above the average. In this study the differences between departments were also examined. The highest average for the behavioral levels of pre-service teachers towards environmental problems belongs to the students in the Department Social Sciences Education and Department of French Language Education. The lowest average for the behavioral levels of pre-service teacher towards environmental problems belongs to the students in the Department of Preschool Teaching and Department of English Language Education. Statistically, there was a significant difference between the Social Sciences Education and French Language Education with Preschool Teaching, English Language Education Department students' behavioral scores towards environmental problems. Keywords: Teacher education, enviromental education, awareness, behavior.

315

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Demirkaya, H. (2006). Çevre eğitiminin Türkiye’deki coğrafya programları içerisindeki yeri&çevre eğitimine yönelik yeni yaklaşımlar. Fırat Üniversitesi Sosyal Bilimler Dergisi, 16(1). Doğan, M. (1997). Türkiye ulusal çevre stratejisi&eylem planı eğitim&katılım grubu raporu. Ankara: DPT Müsteşarlığı&Türkiye Çevre Vakfı. Güven, E. (2011) Çevre eğitiminde tahmin-gözlem-açıklama destekli proje tabanlı öğrenme yönteminin farklı değişkenler üzerine etkisi&yönteme ilişkin öğrenci görüşleri, Doktora Tezi, Eğitim Bilimleri Enstitüsü, Gazi Üniversitesi, Ankara Güven, E. &Aydoğdu, A. 2012. Çevre sorunlarına yönelik davranış ölçeğinin geliştirilmesi&öğretmen adaylarının davranış düzeylerinin belirlenmesi. Gazi Eğitim Fakültesi Eğitim Fakültesi Dergisi 25 (2), Gazi Üniversitesi, Ankara. Havlick D. & Hourdequin, M.(2005). Practical Wisdom in Environmental Educationethics. Place and Environment. 8(3). Karasar, N. (2000). Bilimsel Araştırma Yöntemi. (10. Baskı). Ankara: Nobel Yayın Dağıtım Vaughan, C., Gack, J., Solorazano, H., & Ray, R. (2003). The effect on environmental education on school children, their parents, and community members: a study of intergenerational and intercommunity learning. The Journal of Environmental Education, 34(3).

316

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 08476 EXAMINATION OF TEACHER EDUCATION PROGRAM IN NIGER AND TURKEY MAMANE BACHIROU DJIBRIL ISSOUFOU ABSTRACT The primary purpose of this study is to examine the teacher education models used in Niger and Turkey while comparing them, and because of this comparison, to determine a model proposal for Niger, obtained into account the differences in the teacher education models in Turkey. In this context, the research will determine the structure of teacher education programs, admission requirements for teacher’s education programs content and applications in Turkey compared to Niger in terms of differences and similarities. On the other hand, the research will collect the opinions of the instructors working in teacher training institutions on teacher training systems. In Niger, primary and secondary education teachers are trained in different institutions and separate units. Primary teacher training is provided by teacher training colleges (ENI). This training is structured around two axes: Training Units (UF) and practical training courses. Access to teacher training colleges is open by competition. Secondary school teachers are trained nationally by the Ecole Normale Supérieure of Abdou Moumouni University in Niamey (Keita, 2007). The content of initial teachers training program for primary, the training program, which is the same in the different ENIs, is spread over two years for the training of the assistant teachers and one year for the training of the teachers. The training alternates practice and theory. Theoretical training includes fundamental apprenticeships and Training Units. Practical training in ENI begins with the awareness (or impregnation) course. Observation courses precede each training unit. Guided practical internships mark the end of UF apprenticeships. The internship in responsibility provides the opportunity for the student master to be responsible for the preparation and execution of all teaching activities (MEN, 2011). The training of secondary school teachers at the ENS of Niamey also meets the need to combine theoretical knowledge with teaching methods. It also includes a theoretical phase and a practical phase in schools. Teacher training program in Turkey for many years conducted under the supervision and control of the Ministry of Education (Akyüz, 2007). After 1982, all teacher-training institutions were drawn into higher education institutions. The duration of teacher, training for secondary education is arranged for five years. In general, especially in institutions that train teachers for primary education, the model of concurrent teacher education is applied. In other words, teacher candidates take general culture, field knowledge, and vocational courses together during their education (Uygun, Ergen and Öztürk, 2011). Findings will be reached by using a qualitative research method based on descriptive and document analysis. In this context, regarding the qualitative dimension will be subjected to content analysis documents, the teacher training system in Niger and Turkey. The obtained documents will be classified according to the conditions of admission to the program, the content of the program and the teaching practice models within the framework of teacher education programs by using the descriptive analysis form. Teacher training institutions that will represent the universe in Turkey will be selected by random sampling method under the principle of neutrality. However, all teaching staff will be formed in Niger teacher training institutions. However, all faculty members working in teacher training institutions in Niger will be included in the research. The data obtained will be gathered under three headings: the conditions of admission of teacher candidates to teacher education programs, the content of teacher education programs, and the teaching practice models.The data obtained will be gathered under three headings: the conditions of admission of teacher candidates to teacher education programs, the content of teacher education programs, and the teaching practice models. The expected results in the research can be summarized as follows; Examination of the teacher education system, and they implement reforms it has made in Turkey and will be compared with the teacher education system in Niger. All reforms in teacher education in Turkey and Niger will be determined. Thus, the history of teacher training, teacher training models, teacher training institutions, and the qualifications required to apply to these institutions will be determined and introduced. In Niger as well as in Turkey, the ideas, preferences, and problems faced by instructors in teaching or research in teacher-training institutions will be determined and solved. Moreover, because of this examination, to determine a model proposal for Niger, taking into account the differences in the teacher education models in Turkey. Keywords: Teacher Education, Teacher Education in Niger, Teacher Education in Turkey

317

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akyüz, Y. (1994) Türk Eğitim Tarihi. İstanbul: Kültür Kolejleri yayınları. Denys, B. and Mopondi A. (2007). Réflexion sur l'évolution de l'enseignement des mathématiques en Afrique. Atelier GREMA, Besançon- APMEP. Keita, M. (2007). Le recrutement des enseignants sans formation initiale, séminaire international, Niger. MEN. (2011). Programme d’études des Ecoles Normales d’Instituteurs. Niamey. Uygun, S., Ergen, G., and Öztürk, İ. H. (2011). A comparison between practical training programs in teacher education in

318

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 09069 STUDENT OPINIONS REGARDING ENGLISH COURSE CONTENT ON EBA (EDUCATION INFORMATION NETWORK) NESE KAYA - ABDULLAH ADIGUZEL ABSTRACT In order to keep pace with the developing world, it is an inevitable preparation to examine all kinds of changes closely. Human beings will learn as they examine and develop as they examine deeply. Technological developments and the option of looking at the Internet remotely have been replaced by parallel developments in last decade. Only in this way, individuals can keep up with the age and update themselves. In this period in which we can easily benefit from the opportunities offered by the age of technology, learning has become very easily accessible. People are ready to learn anytime, anywhere. In this respect, nowadays it is possible to take education and training out of the institution with educational technologies (Kapıdere and Çetinkaya, 2017). With the introduction of the Internet and technology into human life, it was not delayed for education to take place in this field. Learning does not take place only between walls. With mobile technologies, students can continue their learning processes everywhere, regardless of time and place (Tınmaz, 2013). The desire and necessity of learning a foreign language, which has existed from the past to present, has been replaced by mobile-assisted learning scenarios brought by technological age in recent years. This is not only due to the dizzying speed of technology, but also to its positive contribution to language skills and language acquisition. Within the scope of FATİH project, an online social education platform is provided free of charge to each individual with the use of e-content. Students and teachers can access the EBA platform and access various contents (EBA, 2018). When teaching language, four basic skills should be used equally (Çakır, 2013). Each of the basic language skills has different developmental characteristics. Therefore, it is mandatory to use different teaching methods, techniques and related activities in the teaching of these skills (Maden, 2013). However, when the current English course content in EBA is examined within the scope of 4 basic skills, it is observed that speaking skill is ignored and not adequately included in the course content. This situation undermines the integrity principle in teaching English and EBA is emerging as the lack of content. The aim of study is to determine the level of usage of EBA English course content. In this way, it is aimed to improve the English content in EBA and to make it more efficient and to increase the efficiency of EBA use. Both singular and correlatonal survey were used in the study. Using single scanning model, students' usage level of EBA English course content was determined; and with the relational survey model, it was determined whether students' level of use of EBA differed according to personal characteristics. The population of the study was determined as Mustafa Kemal Secondary School in Düzce. There were 1345 students in the study population and 225 were in the 8 branches constituting the sample. All students in the sample were reached. Since the data collection tool was distributed to the students who formed the sample by the practitioner and accompanied by the students during the application and necessary explanations were made, no loss or incorrect data was entered in the measurement tools. In this study English Language Skills Self-Efficacy Scale, developed by Ali Arslan and Duygu Sağlam in 2018, was used with the necessary permissions from the researchers. The reliability coefficient of the data obtained from this study is high as .956. This value also shows that the internal consistency level of the measuring instrument is high. Parametric tests were used in the data analysis due to the normal distribution of the data. The results of the research can be interpreted as that students benefit from EBA adequately. When the findings were analyzed, it was observed that students who participated in the study had positive and negative opinions about the English course content in EBA in terms of 4 basic language skills. Nevertheless, the students stated that EBA content was not sufficient in terms of speaking and writing skills. This result is in line with the results of Demircioğlu and Yadigaroğlu (2014) and Altın and Kalelioğlu (2015). It was concluded that gender factor is not a variable affecting the level of students' benefit from EBA. Therefore, students' level of benefiting from EBA is the result of their own efforts and efforts regardless of gender. The opinions of students participating in the study differ according to age and grade levels. According to the findings, it can be said that younger students have higher satisfaction levels with EBA. As a result of the study, it was concluded that the students benefited from the EBA English course contents above the middle level but were not completely sufficient. This result can be interpreted as they do not EBA English course content completely and fully meet their needs. Keywords: eba, english, course contents, student opinions

319

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Altın, H.M.&Kalelioğlu, F. (2015). Fatih Projesi ile ilgili Öğrenci&Öğretmen Görüşleri. Başkent University Journal of Education, 2(1), 89105. Arslan, A.&Sağlam, D. (2018). The Development of English Language Skills Self-Efficacy Scale For Higher Education Students. International Journal of Psycho-Educational Sciences, 7, (2). Çakır, İ. (2013). Mesleki Gelişim Etkinliklerinin İngilizce Öğretmenlerine Olan Katkısı. Uşak Üniversitesi Sosyal Bilimler Dergisi. Özel Sayı, 122-130 Demircioğlu, G.&Yadigaroğlu, M. (2014). Kimya Öğretmenlerinin Fatih Projesine İlişkin Görüşleri. Eğitim&Öğretim Araştırmaları, 3(2), 302- 310. EBA (2018). http://www.eba.gov.tr/hakkimizda. Erişim Tarihi: 29.10.2018 Kapıdere M.&Çetinkaya H.N. (2017). Eğitim Bilişim Ağı (EBA) Mobil Uygulamasının Değerlendirilmesi. International Journal of Active Learning (IJAL), vol.2, pp.1-14, 2017 Maden, S. (2013). Temel Dil Becerileri Eğitiminde Kullanılabilecek Aktif Öğrenme Öğretimsel İş Taktikleri. Ana Dili Eğitimi Dergisi. 1. 10.16916/aded.54069. Tınmaz, H. (2013). Öğretim Teknolojilerinin Temelleri: Teoriler, Araştırmalar, Eğilimler. Ankara: Pegem Akademi Yayınları.

320

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 09175 THE EFFECT OF TEACHING METHODS SUITABLE FOR INDIVIDUAL LEARNING STYLES ON ENGLISH VOCABULARY TEACHING SINEM DUZEL ABSTRACT Learning, starting from birth and continuing throughout life, is an important skill and also varies from person to person. How individuals perceive and reflect what they perceive is based on these individual differences. These differences are especially important in language learning and teaching processes. The biggest problem encountered in language learning is the ability to learn and use words, and it takes time for people to find the appropriate method for their learning. Therefore, if each individual can be found in which learning style, he / she is more likely to learn, vocabulary learning will be easier and more effective with the appropriate technique or techniques. In this study, the Turkish version of the Felder and Soloman Learning Style Index, conducted validity and reliability studies and based on the Felder and Silverman Learning Style Model, was used. This index consists of four dimensions: active – reflective, sensing – intuitive, visual – verbal, sequential – global (Felder&Silverman, 1988:675; Akt: Samancı&Keskin, 2007:39). This scale, which has a total of 44 questions, was reduced to 34 questions within the scope of validity and reliability studies conducted by Kıymet Selvi (Çardak, Ç.S., Selvi, K./JSS15(2) (2016):675-693). According to their answers to the statements in the learning style index of the individual, the learning style of the individual is defined as weak, moderate and strong. The aim of this study is to make learning English vocabularies easier, practical, effective and effective and to improve English learning efficiency with the help of an online education platform that supports each individual's learning style by supporting them with appropriate teaching methods. The study aims to determine the learning styles of individuals and to provide vocabulary learning in the most effective and permanent way by using various techniques in these styles. The techniques suitable for the styles were adapted according to their adaptability from English vocabulary teaching techniques to the online program. These techniques are determined as word card, usage in sentence, text analysis and dialogues.In this research, pre - test - post - test random group design (SSPD), which is one of the real experimental designs widely used in education field, will be used as research method in order to reveal the effectiveness of the educational material to be prepared for vocabulary learning. Actual experimental patterns describe studies in which subjects were randomly placed in the levels of the independent variable, in groups (Büyüköztürk, 2016). Experimental and control groups are formed from students studying in a foreign language preparatory class at a private and state university. Students in the experimental group use this online application for one month and the target is to learn a hundred words per month, twenty-five words per week. At the end of the week with an assessment, students who cannot do the desired level will repeat that week and will not be able to move to the next word. As a result of this study, it is expected that there will be a significant difference in vocabulary learning by determining the learning style by using this online program which is prepared for individuals in learning English vocabulary. Also, it is one of the expected results that the awareness of the learning style and the effect of this learning process on the foreign language learning. In this way, individuals' vocabulary learning will be permanent, and individuals will be able to use the words they have learned both in different contexts and in speech and writing. With repetitions to be done in certain periods, both words will be reinforced and the words that are difficult to learn will be hardened by these repetitions and learning will be continuous and permanent. If positive results are obtained in the university students in the study group, it will be possible to provide vocabulary teaching in a foreign language more easily to individuals in every level and every age group with this application. Keywords: Learning Styles, English Vocabulary Learning Methods and Techniques, Online Education, English Vocabulary Learning

321

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aygün, M. (1999). Yabancı Dil Dersinde Sözcük Öğretimi&Sözcük Dağarcığını Geliştirme Teknikleri. Dil Öğretimi, 5-16. Balcı, Ö. (2017). An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students. English Language Teaching, 53-61. Büyüköztürk, Ş. (2016). Bilimsel Araştırma Yöntemleri. Ankara: Pegem. Çardak, Ç.S., Selvi, K./JSS15(2)(2016):675-693. Felder, M. (1995). Learning and Teaching Styles in Foreign and Second Language Education. Foreign Language Annals, 21-31. Felder, R. M., & Solomon, B. A. (2017). NC State Home. Index of Learning Styles Questionnaire: https://www.webtools.ncsu.edu/learningstyles/ Felder&Silverman, 1988:675; Akt: Samancı&Keskin, 2007:39. Gülbahar, Y., & Alper, A. (2014). Elektronik Ortamlar için E-Öğrenme Stilleri Ölçeğinin Geliştirilmesi. Eğitim&Bilim, 421-435. Kansızoğlu, H. B. (2014). Öğrenme Stillerine Uygun Sözcük&Kalıp Söz Öğretimi Üzerine Bir Eylem Çalışması. Ankara: Gazi Üniversitesi. Karatay, H. (2007). Kelime Öğretimi. Gazi Eğitim Fakültesi Dergisi, 141-153. Zengin, D. (2005). Yabancı Dil Öğretimi Kuralları&Sözcük Öğretimi. Türk Dili, 360-368.

322

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 10362 STRENGTHS AND WEAKNESSES OF THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM ACCORDING TO TEACHERS AND STUDENTS ECE KOCER - AHMET OK ABSTRACT Increased globalization and internationalization also increased the competition for better jobs and the number of mobile families. So, the need for harmonizing education systems and the importance of receiving a quality education have also increased. For this reason, most of the families started to see international schools and international programs as a priority for their children because these schools provide opportunities such as English-medium instruction and attending the top universities in the world (Brummitt & Keeling, 2013). In addition, international schools are believed to be helpful in terms of overcoming the discrepancy of the disparity among varying education systems so that a shift from a program satisfying the socio-educational needs of a national community to a program designed for an international community appeared (Renaud, 1974). Most of these schools implement international programs like International Baccalaureate (IB). This program is believed to be helpful in terms of developing individuals as responsible members of local, national and global communities (IBO, 2019). In other words, the IB is an academic curriculum which is suitable for not only supporting geographic and cultural mobility but also promoting international understanding (Hayden & Wong, 1997). For this reason, on 8 July 2019, there were 6,745 programs being offered worldwide, across 5,139 schools in 156 countries, one of which is Turkey (IBO, 2019). More specifically, there are 76 schools implementing the IB programs in Turkey and 50 of these schools implement the International Baccalaureate Diploma Program (IBDP) which is the program for the students aged between 16 to 19. As it is crucial to monitor the new trends and their influences on education, there is a need for close monitoring of the program, which is also mentioned by IBO (2013) and (Lineham, 2013). Moreover, as also mentioned by Piper, Dryden-Peterson and Kim (2006), it is needed to enroll frameworks in order to accredit whether a successful program in one context is also successful in another context. For this reason, it is important to reveal the ideas of the programs’ stakeholders like teachers and students about the program and its implementation. So, this study aims to reveal the strengths and weaknesses of the program according to teachers and students. This study was designed as qualitative research in order to reveal the strengths and weaknesses of the International Baccalaureate Diploma Program basing on teachers and students’ views. For gathering the data, individual face-to-face interviews were conducted via semi-structured interview schedules developed by the researchers. Interviews were conducted with 11 teachers and 13 students from two schools in Ankara. Schools were chosen according to their year of experience (one experienced and one inexperienced) and the participants were chosen from these schools by maximum variation (in term of areas, grades, genders, etc.) sampling. As explained by Patton (1990), this strategy for purposeful sampling helps to describe the central themes in a varying context. Areas of the teachers were varying as Turkish Language and Literature (n=3, one of them was also CAS coordinator), Chemistry (n=2), Mathematics (n=2; one of them was also IB Coordinator), English (n=1), Physics (n=1), Geography (n=1), History (n=1, also giving TOK courses and IB Coordinator). About students, seven of them were the 11th grade and first-year, six of them were the 12th grade and second year IBDP students. Seven of them were female, whereas six of them were male. The results of the study showed that both teachers and students like the philosophy of the program and find it as a pleasing program. They think it provides opportunities in terms of self-improvement and prepares students to the university, academic and professional life with the help of its integrated and intensive curriculum. About the program’s implementation in Turkey, teachers think positively in terms of being customized according to students’ needs; becoming more widespread and having a community in Turkey. Regarding the implementation in schools, both groups mentioned that it is good and systematic. On the other side, although some of the teachers and students stated that there are not any weaknesses of the program, some others stated that the duration of the program is not enough for gaining the required skills and taking all the desired courses. About the implementation of the program in Turkey, results showed that the most mentioned weakness is implementing both programs together as it causes intensive workload and restriction to the selection of the courses. Regarding the implementation of the program in schools, both groups mentioned that the students are not free enough during course selections as schools can offer a limited variety of courses. Keywords: International Baccalaureate Diploma Program, IBDP, Strengths & Weaknesses

This study was derived from the PhD thesis “A Study on The Acquisition of International Baccalaureate Learner Profile Attributes” submitted to Graduate School of Social Sciences of Middle East Technical University in August 2019.

323

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Brummitt, N., & Keeling, A. (2013). Chapter 2: Charting the growth of international schools. In R. Pearce (Ed.), International education and schools: moving beyond the first 40 years (pp. 25-36). New York: Bloomsbury Academic. Hayden, M. C., & Wong, C. S. D. (1997). The International Baccalaureate: international education and cultural preservation. Educational Studies, 23(3), 349-361. doi:10.1080/0305569970230302 International Baccalaureate Organization. (IBO). (2013). IB learner profile in review: Report and recommendation (April 2013). Cardiff: International Baccalaureate International Baccalaureate Organization. (IBO). (2019). http://www.ibo.org/ Lineham, R. (2013). Is the International Baccalaureate Diploma Programme effective at delivering the International Baccalaureate mission statement? Journal of Research in International Education, 12(3), 259-282. doi:10.1177/1475240913509765 Patton, M. (1990). Qualitative evaluation and research methods. Beverly Hills: CA: Sage Publications. Piper, B., Dryden-Peterson, S., & Kim, Y.-S. (2006). International education for the millennium: toward access, equity, and quality: Cambridge, MA: Harvard Educational Review. Renaud, G. (1974). Experimental period of the international baccalaureate: Objectives and results. Paris: The Unesco Press.

324

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 11035 COMPARATIVE STUDY OF ENGLISH CURRICULUM IN SWEDEN AND TURKEY HULYA BAYSAL ABSTRACT It has become a necessity to learn a language other than native language in order to provide information transfer in fields such as democracy, science, art, technical, education and cultural values with the disappearance of borders and communication barriers between the societies in the world (Aslan, 2008). Therefore, foreign language education and training is an important part of the general education policy of the countries (Akdoğan, 2004). With the educational reforms that started after the proclamation of the Republic, the necessity of learning a foreign language was emphasized in order to create a modern society, but the curricula for foreign languages began to be systematically prepared in the 1980s (Yücel, Dimici, Yıldız & Bümen, 2017). With each curriculum, various policies were implemented for providing effective foreign language teaching (Cihan & Gürlen, 2013). However, the student who undergoes foreign language teaching policies starting from primary education to the end of higher education does not know the foreign language at the targeted level (Çelebi, 2006). There are several ways to address this problem. As one of the methods that can be utilized in analyzing failure to ensure the efficiency of foreign language teaching in Turkey, making comparison by studying the system applied in foreign language teaching in different countries allows to reach durable solutions (Ergun, 1985). By means of this method called comparative education study, it is aimed to provide a perspective to the countries on the way of solution by examining how the same problems are handled in different countries (Erdoğan, 2003). While selecting a country, it is important that a country should be compared to another which has proven to be better (Balcı, 2009). In this regard, Sweden was selected for the study considering the report 2018 of EF English Proficiency Index evaluating the proficiency levels of countries, Sweden was ranked 1st while Turkey 73rd among the 88 non-native English countries (EF, 2018). In the light of this information, it was decided to examine the similarities and differences of English curriculum implemented in Sweden and Turkey.This study which aimed to investigate the English curriculum taught in schools within the scope of compulsory education in Sweden and Turkey is a comparative education study. Comparative education study is a sub-branch of science that enables us to learn about the different applications in foreign education systems (Erdoğan, 2003). While comparative education study is practiced, it is possible to take advantage of different approaches such as horizontal approach and vertical approach. In horizontal approach, differences are determined by comparing all dimensions in education system, while historical development is examined in vertical approach (Ültanır, 2000). In this research, both horizontal and vertical approaches were benefited for comparing English curriculum in compulsory education of Sweden and Turkey. While collecting the data of the study, the document analysis method, one of the qualitative research methods, was used. This method is the analysis of information to be researched in written or visually printed sources (Ary, Jacobs & Sorensen, 2010). As the documents, electronic resources of Turkey and Sweden about English curriculum were reached. In the findings of the research, the similarities and differences which were found in terms of historical development of English curriculum and English course hours in Sweden and Turkey were discussed. Sweden made the first English curriculum (Lgr 62) in 1962, while Turkey made the first English curriculum with the 8 Years Basic Education Reform in 1997. It was seen that Turkey fell behind 35 years; however, both countries determined the fourth grade as the beginning of English language teaching. With 1980 (Lgr 80) English curriculum, Sweden took an early age starting English, while this became applicable about 32 years later in Turkey with 2012 curriculum. It could be stated that Turkey's recognition of the importance of language learning in early childhood was relatively late. In terms of English course hours, in Sweden at least 480 hours should be completed while over 1000 hours in Turkey. This could be interpreted that Turkey gave much importance to English. However, when considering the EF-EPI (2018) rank, Turkey's taking part in a very back row of Sweden is remarkable. It could be stated that it was necessary to make an evaluation in terms of quality as well as quantity. Keywords: Comparative Study, English Curriculum, Sweden, Turkey

325

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akdoğan, F. (2004). Yeni projeler ışığında erken yaşta yabancı dil öğretimi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 2, 97-109. Ary, D., Jacobs, L., & Sorensen, C. K. (2010). Introduction to research in education. Belmonth: Wadsworth. Aslan, N. (2008). Dünyada erken yaşta yabancı dil uygulamaları&Türkiye’deki durum. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 35(3), 1-9. Balcı, A. (2009). Karşılaştırmalı eğitim sistemleri. Ankara: Pegem Akademi. Cihan, T., & Gürlen, E. (2013). İlköğretim 5. sınıf İngilizce dersi öğretim programına ilişkin öğretmen görüşleri. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 13(1), 131-146. Çelebi, M. D. (2006). Türkiye’de anadili eğitimi&yabancı dil öğretimi. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(2), 285-307. EF (2018). English proficiency index. Retrieved from http://www.ef.com.tr/epi/ Ergün, M. (1985). Karşılaştırmalı eğitim. Retrieved from https://mustafaergun.com.tr/wordpress/wp-content/uploads/2015/11/kegitim-1.pdf Erdoğan, İ. (2003). Karşılaştırmalı eğitim: Türk eğitim bilimleri çalışmaları içinde önemsenmesi gereken bir alan. Türk Eğitim Bilimleri Dergisi, 1(3). Ültanır, G. (2000). Karşılaştırmalı eğitim bilimi. Ankara: Eylül Yayınevi. Yücel, E., Dimici, K., Yıldız, B., & Bümen, N. (2017). Son 15 yılda yayımlanan ilk&ortaöğretim İngilizce dersi öğretim programları üzerine bir analiz. Ege Eğitim Dergisi, 18(2), 702-737.

326

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 11068 CONTENT ANALYSIS OF RESEARCH ON SCHOOL-BASED CURRICULUM DEVELOPMENT: A META-SYNTHESIS STUDY MELIS YESILPINAR UYAR ABSTRACT In schools where curricula are implemented, the characteristics of students, teachers and the environment as well as the physical and financial situation may cause current needs to change. This leads to the adaptation of curricula to contextual characteristics and local needs and highlights the school-based curriculum development process that is widely applied international context. School-based curriculum development refers to planning, designing, implementing and evaluating a curriculum towards students' learning by the educational institution at which they study (Skilbeck, 1984, p.2). School-based curriculum development process can be carried out to choose from different curricula for the current needs, adapt the curriculum in practice, or develop a new curriculum. This process that is based on the purpose, the choice of the participants and the time requires continuous evaluation and decision-making (Bezzina, 1991, Brady, 1987 cited in Bolstad, 2004; Marsh, Christopher, Lynne, & Gail, 1990). In Turkey, curriculum development studies are performed with a centralised approach. Efforts for primary and secondary curricula are made by Ministry of National Education. However, it is recommended that teachers prepare and plan activities in line with the interests and needs of their students, since the activities included in the curricula are samples (Ministry of National Education-Board of Education [MoNE-BoE], 2017). This enables teachers to indirectly participate in the curriculum development process, either individually or collaboratively. Moreover, they are given the chance to adapt the curriculum they implement in accordance with their local and distinctive needs. In this context, with an increasing focus on school-based curriculum development, teachers should have a greater role as participants in the process (Tutkun, 2010). In the international literature, there are many studies that examine and evaluate school-based practices at primary and secondary levels (Prestley, Minty & Eager, 2014; Shawer, 2009). As for the research in the national context, studies are limited because of the curriculum development processes are conducted with a centralist approach (Özyurt, 2015; Yeşilpınar-Uyar, 2016). Therefore, there is a need to have a holistic and in-depth examination of the existing studies to evaluate the school- based curriculum development approach that is widely adopted abroad, but indirectly reflected to practice in Turkey. Based on this need, the aim of this study was to synthesise the doctoral dissertations on school-based curriculum development.The meta-synthesis method, a type of content analysis, was employed in the study, Meta-synthesis, synthesizes and criticises the results of qualitative studies conducted in a specific content area by creating themes or matrixes (Çalık & Sözbilir, 2014, p. 34). Document analysis method was used to collect the data. This research covers the doctoral dissertations published in national and international literature between the years of 2010-2019. The publications to be included in the analysis were obtained from the ProQuest Dissertation and Thesis Full Text database, and The National Thesis Centre of the Turkish Council of Higher Education. The term school-based and school-based curriculum in English and Turkish was searched in both databases. As a result, the search query retrieved a total of 26 doctoral dissertations with full-text availability and that were conducted by using the qualitative research method, and published in English or Turkish. Inductive and deductive analysis methods which are included in content analysis, were combined in the analysis of the data.Although the analysis process is continuing, it is determined that the majority of the researches were examined and evaluated the experiences of students, teachers and administrators in the process of school-based curriculum development. It was determined that case studies and action researches, which are one of the qualitative research designs, are used frequently and the majority of the researches are based on mixed method designs. In the context of the target group of the researches, it was revealed that primary and secondary education level and professional development were focused. The synthesis of the research results, it was determined that there were problems in time management, budget management and teacher-teacher and teacher-administrator interaction dimensions in the process of school-based curriculum development. The current findings highlight the importance of the need analysis conducted in the school context in planning the school-based curriculum development process. It is thought that the results to be reached in the research will contribute to the studies related to the planning and implementation of the school-based curriculum development process. Keywords: Content analysis, meta-synthesis, school-based curriculum development

327

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bolstad, R. (2004). School-based curriculum development: Principles, processes, and practices: Annotated bibliography. Wellington: New Zealand Council for Educational Research. Çalık, M., & Sözbilir, M. (2014). Parameters of content analysis. Education and Science, 39(174), 33-38. Marsh, C., Christopher, D., Lynne, G., & Gail, M. (1990). Reconceptionalizm school-based curriculum development. London: The Palmer Press. Ministry of National Education-Board of Education [MoNE-BoE]. (2017). Müfredatta yenileme&değişiklik çalışmalarımız üzerine. Retrieved from https://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003_basin_aciklamasiprogram.pdf. Özyurt, M. (2015). İlkokul üçüncü&dördüncü sınıf değer eğitimi programının geliştirilmesinde okul temelli yaklaşımın etkililiğinin değerlendirilmesi. Unpublished doctoral dissertation, Gaziantep Üniversitesi, Gaziantep. Priestley, M., Minty, S., & Eager, M. (2014). School-based curriculum development in Scotland: Curriculum policy and enactment. Pedagogy, Culture & Society, 22(2), 189-211. Shawer, S. F. (2009). Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum- transmitters. Teaching and Teacher Education, 26 (2010), 173-184. Skilbeck, M. (1984). School-based curriculum development. London, Harper and Row. Tutkun, Ö. F. (2010). 21. Yüzyılda eğitim programının felsefi boyutları. GÜ, Gazi Eğitim Fakültesi Dergisi, 30(3), 993-1016. Yeşilpınar-Uyar, M. (2016). Öğretim ilke&yöntemleri dersine yönelik okul temelli bir öğretim programı geliştirme çalışması. Unpublished doctoral dissertation, Çukurova Üniversitesi, Adana.

328

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 11077 AFFECTIVE BARRIERS IN THE PROCESS OF LEARNING ENGLISH LANGUAGE DERYA UYSAL - MERAL GUVEN ABSTRACT Learning a foreign language is a complex process where each student constructs his/her own failure or success. Although the extent of language competency a student develops in this process depends on the interaction of a number of factors such as qualifications of teachers, facilities of schools, classroom dynamics, and educational policies, affective factors generate the most consistent predictors of the success in language learning (Gillies, 2014; Dörnyei, 2014; Dörnyei and Skehan, 2008). Because the feelings and emotions impact the way students make sense of new stimuli and construct knowledge (Williams and Burden, 1999). Existing studies prove that while positive feelings support the language learning process, negative feelings have a counterproductive effect on this process (Krashen, 1986). Anxiety, motivation, attitude, and concentration are among the affective factors that have been widely researched in relation to language learning process so far. Also, some researchers have suggested taxonomies that attempt to categorize affective factors from different aspects (Krathwohl, Bloom and Masia, 1964). However, there is still a need to well define the conceptions related to affective domain in language learning. One of these conceptions is Affective barriers in the process of learning English whose scope and theoretical base need to be defined. Therefore, this study aims to put forward affective barriers in the process of learning EFL as a new conception in relation to affective domain. The conception will be defined according to the results of existing studies and a theoretical frame as to the scope of the conception will be drawn. There is a scant body of literature as to Affective barriers in the process of learning EFL. According to Cohen and Norst (1989), the fears and barriers of the students in EFL learning process are concerned with negative feelings for unknown. Besides, Mercer (2008) has analyzed affective barriers from the aspect of cultural identity. According to him, self-perceived attack to the cultural identity of students yields them to build affective barriers towards target culture, society, and language. To put it another way, a student may reject learning a foreign language as s/he is worried about losing his/her cultural identity after adapting to a different culture in the language learning process. As a result, the learning process of the student will be hindered, or it will not be as effective as expected. This study benefits from a number of studies to define the conception and provide researchers with a theoretical framework concerning it. This study is a review article that aims to define the conception of Affective barriers in the process of learning EFL. A number of existing studies concerning affective domain, affective learning, affective factors, foreign language learning, and English learning have been reviewed in order to well define the conception and offer a theoretical framework. The studies used in order to define the conception involve the Ph.D. dissertations and Master Theses, articles published in national and international journals, printed books and e-books, and national and international reports concerning the themes classroom learning environment, class management, teacher- student interpersonal behavior, and teacher dispositions. The researches included into the study will be analyzed in terms of the factors that block EFL learning of students due to negative feelings they arouse. Therefore, the studies focusing on the factors that lead to affective barriers in the process of language learning were included in the study. Also, five criteria suggested by Anderson and Bourke (2000) were used to define the conception. As a result of the review study, the conception was defined and a figure demonstrating the extent of EFL students’ affective barriers in a continuum was created. Also, a body of literature presenting the studies that support the suggested definition was offered.In this study, after scope and definition of affective domain were determined, the conception of affective barriers in the process of learning EFL were determined in line with five criteria suggested by Anderson and Bourke (2000). The first criterion is that a human characteristic must involve emotions or feelings in order to be classified as affective. Second, it must be typical of the feelings or emotions of the person. The third criterion is the intensity that refers to the degree or strength of the feelings. The direction is the fourth criterion and concerned with feelings being positive or negative. Last, target refers to the object, person or ideas the feelings are directed to. In case different components (teacher, curriculum, classroom dynamics, etc.) of EFL process were the target of students’ feelings, students might be located along a continuum according to the intensity (strong, weak moderate, neutral) and direction (positive or negative) of their feelings. Thus, the conception of affective barriers in the process of learning EFL is defined as combination and interaction of negative feelings that are directed to different components of EFL learning process and strong enough to hinder the learning process. Lastly, a body of literature in relation to the conception was offered. Keywords: affective domain, affective barriers, EFL

329

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Anderson, L. W.&Bourke, S. F. (2000). Assessing affective characteristics in the schools. Routledge. Cohen, Y.,&Norst, M. J. (1989). Fear, dependence and loss of self-esteem: Affective barriers in second language learning among adults. RELC Journal, 20(2), 61-77. Dörnyei, Z. 2014. Researching complex dynamic systems: Retrodictive qualitative modelling’in the language classroom. Language Teaching, 47(1), 80-91. Dörnyei, Z. and Skehan, P. (2008). Individual Differences in Second Language Learning. C. J. Doughty and M. H. Long (Editors), In The Handbook of Second Language Acquisition. (p. 275-298). Oxford: Blackwell Publishing Ltd. Gillies, H. (2014). Researching complex dynamic systems: Retrodictive qualitative modelling in the Japanese EFL classroom. Doctoral dissertation, Nottingham: University of Nottingham, Insitute of Educational Sciences. Krashen, S. (1982). Principles and practice in second language acquisition. ISO 690. Krathwohl, D. R., Bloom, B. S., veMasia, B. B. (1964). Taxonomy of educational objectives, handbook ii: affective domain. New York: David McKayCompany. Inc. Mercer, S. (2008). Learner self-beliefs. ELT journal, 62(2), 182-183. Williams, M.&Burden, R. (1999). Students' developing conceptions of themselves as language learners. The Modern Language Journal, 83(2), 193-201.

330

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 11103 A CONTENT ANALYSIS OF THE STUDIES ON FLIPPED CLASSROOM IMPLEMENTATIONS AROUND THE WORLD BILGE AKINCI - GURCU KOC ERDAMAR ABSTRACT Inadequate time to practice on learned subjects and students’ apathy for classes are the most complained matters among instructors. It is seen that students are different from the past. Prensky (2001) stated the computers and the internet as an analogy of digital language and called the new generation as digital natives. Some characteristics of digital natives are listed as their desire to reach information quickly, preference of games and graphs, eagerness to do more than one job at the same time and preference of discovery method in learning (Bilgiç, Duman & Seferoğlu, 2011). The change in student profiles has led researchers search for new educational methods (Chuang, Weng & Chen, 2018; Hao, 2016; Wu, Chen Hsieh & Yang, 2017).What attracts students to outside of the class may be an agent to take their attention to classes. Outside of the class students permanently use technology (Prensky, 2008). From this viewpoint, use of technology for education can be said to be inevitable. Flipped Learning (FL) is thought to be a way of taking students’ attention again. FL is a way of method that students learn subject via videos, presentations and any supplied content on internet at home and they practice on the subject at school by doing some kinds of activities in which they have the chance of using the information they acquired. The core of FL is that new material is learned before class, so class time becomes available for practice and the method’s implementation lets students use the knowledge generatively by active learning techniques (Tucker, 2012). FL is a noted method to apply both for providing students to learn in an active way and ensuring students to spend time on internet efficiently. FL is a type of method that allows other techniques to be applied within. So there are some different combinations of FL and other techniques in practice. To implement FL in an integrated way with techniques that best suits the disipline to be taught and student group, it is important to examine the applied examples. By this way instructors can decide which combination works best for their standards. This situation is the base of the present study. For instructors and researchers to reach various practices of FL may be time-consuming. The purpose of the present study is to review systematically selected samples of implementation of FL in different parts of the world. In this study, content analysis was conducted. According to Yıldırım and Şimşek (2011), via content analysis data is tried to be described and some facts in them is tried to be found out. Content analysis lets readers reach data in a relatively categorized format so they can examine it conveniently and efficiently, and for future research it can be testimonial (Bauer, 2000). In present study, Proquest, ERIC, TUBITAK ULAKBIM, DergiPark, Science Direct, Google Scholar, YOK Thesis Catalogue, Taylor & Francis, ResearchGate databases were scanned with the keyword flipped. The search was limited to Turkish and English languages. Publications were chosen among the ones published between the years 2014 – 2019. Another criterion to choose the publication was that there is to be implementation of FL. Ultimately, 170 publications consisting of doctoral dissertations, master’s theses and articles were elected. The elected publications were analysed in respect to the themes of study type, study year, study location, discipline taught, sample group, research design, research method, implementation duration, instruments used during appliance, instructional model integrated into FL, variables and results of the studies. Following the examination of the publications, the data was transferred to Microsoft Excel, graphs were produced accordingly and interpreted. As a result of the study, selected publications will have been analyzed intensely in the frame of the designated variables. With the deductions of analysis, it will be possible to find a good deal of researches on FL together. As a criterion for choosing the publications to examine, the one that implication of FL was to be is crucial, because this is thought to be helpful for researchers and instructors to see the ways that FL can be practiced. What disciplines were applied with FL and how, what other methods was integrated into FL practice and in what ways, the sample groups studied with and various procedures suitable for different age groups, the instruments used during the processes is contemplated to be references for future FL implementations. For researchers, the research methods and designs used and the experience durations in the studies examined may be instructive. Besides, with the findings of the study, it will be possible to reach a comparison of the practices of FL in Turkey and abroad and this is assessed as inspiration for upcoming practices and researches. Keywords: Content analysis, flipped classroom, Flipped learning, Inverted classroom, Systematic review, Technology for teaching

331

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bauer, M. W. (2000). Classical content analysis: A review. In M. W. Bauer & G. Gaskell (Eds.), Qualitative researching with text, image and sounds (pp. 131 – 151). London, UK: Sage. https://doi.org/10.4135/9781849209731.n8 Bilgiç, H. G., Duman, D. & Seferoğlu, S. S. (2011). Dijital yerlilerin özellikleri&çevrimiçi ortamların tasarlanmasındaki etkileri. Akademik Bilişim’11 - XIII. Akademik Bilişim Konferansı Bildirileri 2 - 4 Şubat 2011 İnönü University, the notice presented in Malatya. http://yunus.hacettepe.edu.tr/ ~sadi/yayin/AB11_ Bilgic-Duman- Seferoglu_DijitalYerliler_ve_CIO.pdf Chuang, H. H., Weng, C.Y. & Chen, C. H. (2018). Which students benefit most from a flipped approach to language learning? British Journal of Educational Technology, 49 (1), 56 – 68. Prensky, M. (2001). Digital natives, digital immigrants’ part 1. On the horizon, 9 (5), 1-6. Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45. Retrieved from: www.ascd.org Şimşek, H.&Yıldırım A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.

332

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 11107 KAIZEN PERSPECTIVE IN CURRICULUM DEVELOPMENT VOLKAN DURAN -HUSEYIN MERTOL ABSTRACT Kaizen is the combination of the words kai (change) and zen (better) in Japanese. It means change for the better, continuous improvement. It covers activities involving senior managers, managers, and employees in work environments. Kaizen allows seeing problems and possible problems rather than content with the current situation (Albayrak, 2019). In Japan, Kaizen is a task for all staff and stakeholders. Kaizen can be regarded as the reflection of two different perspectives on management in terms of two distinct cultures. The difference between these two approaches is that the Western perspective focuses on the result of the premise while Japanese perspective zeroes on the process. While it is aimed to solve the problems by the stakeholders in different positions in terms of Western perspective, it is common to solve them together in Kaizen philosophy. This kind of habit of putting the hand under the stone has brought success in competition for Japan in business and manufacture sectors (Çakır, 2018, Doğanay, 2008, Erdeniz, 2018). Demirel (2009) defined the curriculum development as the dynamic relationship between the objectives, content, learning- teaching process and evaluation elements of the educational program. In the context of this definition, Kaizen principles could be very useful for curriculum development. Additionally, when the similarities between Japanese culture and Turkish culture is taken into account by additionally considering the appropriateness of the Kaizen principles for curriculum development, it might be beneficiary to investigate the core principles of Kaizen approach and incorporate it in curriculum development in this regard. Hence, in this study it is aimed to investigate the basic principles of the Kaizen approach in terms of curriculum development and its principles, so the questions given as follows are sought: 1. What are the core principles of the Kaizen approach? 2. How the Kaizen approach is applied in different branches as well as education? 3. What kind of a curriculum development model can be suggested to improve the Kaizen approach in curriculum and development process? In this respect, the study is a qualitative study based on a case study design. According to Sturman (1997), [a] case study is a general term for the exploration of an individual, group or phenomenon. Studies using one or more events or people to understand a topic, phenomenon or problem in depth are called case studies (Creswell, 2012). Document analysis involves the analysis of written materials containing information about the cases or phenomenon that are targeted for investigation. (Yıldırım & Şimşek, 2008). The content analysis technique is used for the analysis of the documents in this regard. The aim of the content analysis is to reveal what the content in the texts means and what its main emphasis is and to interpret it in this context. In content analysis, technical description and comprehension mechanisms are employed in order to reveal the differentiation of the content and characteristics of the material under different categories according to the variables of the study according to the independent variables (Bal, 2013).To sum up, in this research, Kaizen will be examined through document analysis technique in order to reveal core principles of it in the context of curriculum development models as well as proposing curriculum development model based on Kaizen approach. It is expected that the core principles of the Kaizen approach have many similarities and differences with curriculum and development approaches. Especially, the core principles of Kaizen approach as 1- accepting the problem. 2. Selecting projects that do not require a lot of money. 3. firstly looking at your own problems, rather than others. 4. Not being merely focusing on economic interest. 5. determining the priorities 6. applying the circle of planning, applying, checking, taking action cycle 7. using the correct solution tools. can be incorporated into the curriculum development models in order to make them efficient in many respects. The proposed model will be given in the full text. Keywords: Kaizen Approach, Curriculum Development, Curriculums

333

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Albayrak, N. (2019). Kalder kalite çemberi&Kaizen ödül değerlendirme sürecinin iyileştirilmesi: Çok ölçütlü karar verme uygulaması, Yayımlanmamış Yüksek Lisans Tezi, https://tez.yok.gov.tr, Erişim Tarihi: 09.05.19 Bal, H. (2013). Nitel Araştırma Yöntemi, Isparta: Fakülte Kitabevi. Creswell, J. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 4. bs. Boston: Pearson Education Inc. Çakır, Ş. (2018). Kaizen maliyetlemenin maliyet etkinliği açısından incelenmesi: Konaklama işletmesi örneği, Yayımlanmamış Yüksek Lisans Tezi, https://tez.yok.gov.tr, Erişim Tarihi: 09.05.19 Demirel, Ö. (2009). Eğitimde Program Geliştirme Kuramdan Uygulamaya. Ankara: Pegem. Doğanay, P, (2008), Kaizen – Sürekli İyileştirme ile Hastanelerde İnsan Kaynaklarının Geliştirilmesi, Yüksek Lisans Tezi, Gazi Üniversitesi Sosyal Bilimler Enstitüsü, Ankara. Erdeniz, M. (2018). 5s&kaizen uygulamalarının işletme performansına etkileri: Mobilya sektöründe bir uygulama, Yayımlanmamış Yüksek Lisans Tezi, https://tez.yok.gov.tr, Erişim Tarihi: 09.05.19 Sturman, A. (1997). Case study methods. In: J. P. Keeves (ed.). Educational research, methodology and measurement: an international handbook (2nd ed.). Oxford: Pergamon, pp. 61–66. Yıldırım, A., Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (7. Baskı). Ankara: Seçkin Yayıncılık.

334

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 11135 HAVRUTA METHOD: AN ANCIENT INSTRUCTION METHOD IN JEWISH TRADITION VOLKAN DURAN - HUSEYIN MERTOL ABSTRACT In this study, it is aimed to investigate the Havruta method which is used as a technique in Jewish tradition in terms of educational perspective. In Havruta method, the pairs sit with one another, read the text together, discuss its meaning and, perhaps, explore broader questions about life that the text raises where texts are mainly related to Jewish contexts, it is sometimes used in other contexts as well where student engagement with texts is central (Kent, 2010). At the core of Havruta method, studying texts should be done by a social and communal activity which is compatible with the modern education methods such as cooperative leaming method. For example, Ovadiah Seforno, a 16th-century Italian rabbinic commentator, emphasize the study in pairs by proposing that that two people learning together are better than one learning alone because if one makes a mistake, the other will correct him, whereas if one learns alone there will be no one to correct him. Therefore, it seems that Havruta method has many similarities with the principles of modern education techniques such as focusing on cooperation, discussion, and analysis of the students. It seems that is related to peer instruction which can increase student conceptual learning and performance on quantitative problem-solving questions because peer instruction can be regarded as a supplement that can help engage students who have a range of learning styles (Rosenberg, Lorenzo and Mazur, 2006). In this respect, Havruta method can be beneficiary as a specific form of peer instruction in this respect. Furthermore, it is important to benefit from different techniques from different cultures for scientific improvement in this context (Brown, Malkus, 2007; Cohen et all. 2002, Isaacs, 1999; Haroutunian-Gordon, 2009). Therefore, it is thought that the Havruta method can be beneficiary in terms of teaching and instruction practice. Hence, in this study it is aimed to investigate the basic principles of the Havruta method in terms of modern education theories and principles especially in terms of peer instruction so that the questions given as follows are sought: 1. What are the core principles of the Havruta method? 2. What are the similarities and differences of the Havruta method with modern pair discussion methods such as peer instruction, brainstorming, case study discussion methods? 3. Are there any methods in different cultures which is similar to the Havruta method? 4. What kind of an instruction model can be suggested to improve the Havruta method? The study is a qualitative study based on a document analysis method. Document analysis involves the analysis of written materials containing information about any subject or the cases, a phenomenon that is targeted for investigation. Document analysis techniques in qualitative research data collection methods were used in the collection of research data (Yıldırım & Şimşek, 2008). Therefore, in this article, it is aimed to investigate the relevant texts related to havruta method through text analysis form developed by the researcher based on the research questions. In this context, relevant documents are defined as research texts containing havruta method and peer instruction and similar techniques in the historical process. Finally, in this research, it is aimed to synthesize data from the collected texts so that a synthesized conclusion can be given regarding the Havruta method.To sum up, in this research, Havruta method will be examined through document analysis technique in order to reveal core principles of it in the context of contemporary educational approaches as well as proposing comprehensive model as an instructional technique. However, it is expected that the core principles of the Havruta method have many similarities and differences with modern pair discussion methods such as brainstorming, case study methods in terms of concepts such as positive interdependence in cooperative learning. In the Islamic tradition, a similar technique called as cedelü’l-Kur’ân has been used throughout the history of Islamic thought as a branch of science, which is about the discussion methods of the Qur'an, various works have been written in this field. Furthermore, the famous Socratic Method which is a form of a cooperative argumentative dialogue between individuals, based on asking and answering questions to stimulate critical thinking can be given as another example for this. The proposed model will be given in the full text. Keywords: Havruta Method, Instruction, Discussion

335

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract REFERENCES Bal, H. (2013). Nitel Araştırma Yöntemi, Isparta: Fakülte Kitabevi. Brown, S. and M. Malkus (2007). Hevruta as a Form of Cooperative Learning. Journal of Jewish Education 73, no. 3: 209-26. Cohen, E., R. Lotan, P. Abram, B. Scarloss, and S. Schultz. (2002). Can Groups Learn? Teachers College Record 104 (6), 1045-68. Creswell, J. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 4. bs. Boston: Pearson Education Inc. Haroutunian-Gordon, S. (2009). Learning to Teach Through Discussion: The Art of Turning the Soul. New Haven: Yale University Press. Isaacs, W. (1999). Dialogue And The Art of Thinking Together. New York: Doubleday Kurzweil, A. (2007). The Torah For Dummies, Indiana: Wiley Publishing. Rosenberg, J. L., Lorenzo, M., & Mazur, E. (2006). Peer instruction: making scienceengaging. In Handbook of college science teaching (pp. 77–85). Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Peer+Instruction+:+Making+Science+Engaging#0 Sturman, A. (1997). Case study methods. In: J. P. Keeves (ed.). Educational research, methodology and measurement: an international handbook (2nd ed.). Oxford: Pergamon, pp. 61–66. Yıldırım, A., Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (7. Baskı). Ankara: Seçkin Yayıncılık.

336

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 11174 EDUCATION SYSTEMS IN DIVERSE COUNTRIES: A COMPARISON GIZEM TASCI - HACI SUMER - OZGE BILEN - GULENAY KUNDOGDU ABSTRACT Education has a power to change the life and future of an individual and also is a key that increases the competitiveness of the countries in international area. According to Ertürk (1972), education is a process of forming behavior change in an individual's behaviors by his or her own experiences. By means of education the individual who has change in his/her behavior shapes the society accordingly. Investment in education should be considered as a factor that will shape the future. Jones and Coleman (2015) agree that education in one of the criterions that will define the economic development level of the countries. The progress of the societies and the increase of the social welfare are directly related to the quality of education (Aras and Sözen, 2012). The necessity to improve an individual's skills to meet his/her interest and the manpower requirements of society has led to provide education in successive levels as pre-school, primary, secondary and higher education all over the world (Bal and Başar,2014). The need to increase the quality of education has impelled the societies to make investigations in themselves and also to analyze different countries. In accordance with this purpose, countries' education systems have been compared and similar and different points have been revealed. Comparative education is used to identify common and different points of the education systems applied in various societies, countries, regions and historical periods sometimes as a whole, sometimes in several ways and it is used in education theory and practice , education planning and reforms, to soften international relations and to provide peace environment (Ergün,1985). With a global focus perspective, the comparison of situations and events in educational field in other countries and cultures with an interdisciplinary perspective is a necessity not only for informing future teacher, students, administrators or education politicians but also for all these interested in international cooperation. A great number of solutions on different countries and cultures agenda, a comparison between them can be more directive to understand the reasons of success and failure in one way or the other and to identify the actions to be taken (Türkoğlu, 1998). PISA is based on testing 15-year-old students' knowledge and skills in mathematics, reading and science. By means of this exam, not only OECD member countries' but also non-member countries', which want to take the exam, education systems are presented. In this study, the purpose is to compare the education systems of France, Netherlands, Hong Kong, Switzerland, Shanghai, Taiwan and Turkey. For this purpose, 2015 PISA results of these countries are selected as a baseline and variables such as population, national income, budget for education, general aims of education, competences and values, the duration of compulsory education and school starting age have been taken into consideration and in the light of these information, similarities and differences of education systems have been revealed. In this context, the method of document review was used to identify similar and different aspects of education systems being implemented in 7 countries. Four criteria have been used to determine which countries will be include in the scope of the research: to be participate in 2012 and 2015 PISA exams; to be at different degrees in PISA; to be at different demographic characteristics; and availability of official documents. According to these criteria; France, Netherlands, Hong Kong, Switzerland, Shanghai, Taiwan and Turkey have been included in the research. Because the basic dimensions of the theoretical framework have already been established, the deductive content analysis approach has been used in the analysis of the documents.The average rankings of the 2015 PISA results show that Taiwan, Hong Kong and Shanghai are at the top of the list and that Netherland, Switzerland and France are at around OECD average and that Turkey is below that level. Furthermore, the 2012 PISA data indicates that all the countries except for Taiwan fell behind their former rankings. All the countries at the top of the list except France have a population of 26 million and below; their national incomes are $20.000 and above. Considering the economy, the smallest economy is Hong Kong and the largest one is France. In spite of the differences in economy, the percentages of education budget are more or less similar, differing between %3.5 and 5.5. Considering all the above, Vietnam is almost at top of the list despite low national income and education budget; France and Turkey are behind the average despite their strong economy and education budget. When it comes to the aims of national educations, the following qualities are highlighted: being attached to moral fibers, well behaved, tolerant, patriotic citizen, ready for the competences and necessities of the modern world, ensuring equal opportunities. Compulsory education varies from 9 to 10 years. The starting age to school for school differs between the countries from 60 to 72 months. Keywords: Comparative education, PISA, education systems

337

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aras, S. and Sözen, S. (2012). Türkiye, Finlandiya&Güney Kore'de Öğretmen Yetiştirme Programlarının İncelenmesi. X. Ulusal Fen Bilimleri&Matematik Eğitimi Kongresi Bildirisi, Niğde Üniversitesi Bal, B. and Başar, E. (2014). Finlandiya, Almanya, Singapur&Türkiye'nin Eğitim Sistemleri Açısından Kademeler Arası Geçiş Sistemlerinin Karşılaştırılması. Cumhuriyetin Kuruluşundan Günümüze Eğitimde Kademeler Arası Geçiş&Yeni Modeller Uluslararası Kongresi. Ergün, M. (1985). Karşılaştırmalı Eğitim. İnönü Üniversitesi, Eğitim Fakültesi Yayınları. Ertürk, S. (1972). Eğitimde Program Geliştirme. Ankara: Yelkentepe Yayınları Jones, P. W. and Coleman, D. 2005. The United Nations and Education. Multilateralism, development and globalisation. Routledge Falmer. OECD, (2014). PISA 2012 Results in Focus. https://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf OECD, (2016). PISA 2015 Results in Focus. https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf OECD, (2018). Education at a Glance 2018. http://www.cnedu.pt/content/noticias/internacional/Education_at_a_glance_2018.pdf The World Bank, 2019. World Bank national accounts data, and OECD National Accounts data files.https://data.worldbank.org/indicator/ny.gdp.mktp.cd?most_recent_value_desc=true&view=map The World Population Project, (2019). https://population.io Türkoğlu, A. (1998). Karşılaştırmalı Eğitim. Adana: Baki Kitabevi

338

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 11213 MATHEMATICS TEACHERS’ VIEWS ON THE CURRICULUM IMPLEMENTATION: FINDINGS FROM TIMSS 2015 GOKHAN ILGAZ - LEVENT VURAL ABSTRACT Whether the education system is effective is one of the questions that countries seek answers. In order to answer this question, national and international studies are used. The Trends in International Mathematics and Science Study (TIMSS 2015) is one of the studies that provide information on education systems to countries. Particularly, the resulting data provide findings about the performance in mathematics and sciences as wells as about how the system is perceived by teachers, their capability of adapting to the changes in the system and how successful teachers are in implementing the curricula. Some studies related to curriculum implementation studied the teacher characteristic (Hopkins, 2011). There are many curriculum implementations models which are evaluated the teachers as the centre of curriculum implementation (Ornstein & Hunkins, 2009). The characteristics of successful schools include the meaning of teachers' goals of the school's curriculum (Metsämuuronen & Kafle, 2013). The clarity of the school curriculum' goals affects curriculum implementation. Jurdak (2006) also states that the correct understanding of the school curriculum' goals by the teachers will increase the success and reflect this in the international exams. Generally, the studies carried out with the teachers about the curriculum implementation are carried out with the teachers' own evaluations or self-reports. In this study, understanding of the other teachers' school curriculum' goals and the curriculum implementation are discussed from the perspective of mathematics teachers. Only the understanding of school curriculum goals is not sufficient for the success of the curriculum implementation. The studies indicate that teacher cooperation should be implemented in the curriculum implementation (Gimranova, 2018). However, Hargreaves (2001) states that teachers feel lonely in schools. This loneliness causes teachers to stay away from cooperation. However, the studies indicate that teacher collaboration enables the success of curriculum implementation (Song, Hur & Kwon, 2018). In this study, the cooperation of mathematics teachers with other teachers was also examined. According to Elmora (2004), teachers are resistant to change if they encounter situations such as avoidance of cooperation. Each curriculum implementation involves a change (Ornstein and Hunkins, 2009). In this study, mathematics teachers' resistance to change as well as cooperation tendency in the school curriculum implementation were examined. In this study, the status and relationships with each other of the four questions were examined, so the study was the survey model. It was conducted with 7794 math teachers who are answered the questionnaire items included in the study and from 30 different countries. In the TIMSS 2015 study, teachers were asked questions under the name of some sections. In this study, the four questions which are different sections were examined. The two questions are from the section How would you characterize each of the following within your school? (Teachers' understanding of the school's curricular goals, and Teachers’ degree of success in implementing the school’s curriculum). The one question is from the section How often do you have the following types of interactions with other teachers? (Work as a group on implementing the curriculum), and one question is from the section Indicate the extent to which you agree or disagree with each of the following statements (I have difficulty keeping up with all of the changes to the curriculum). Frequency, percentage, and Goodman-Kruskal Gamma correlation coefficient were calculated. According to results, mathematics teachers’ views about other teachers' understanding of the school's curricular goals and degree of success in implementing the school’s curriculum are high level. The mathematics teachers’ views related to work as a group on implementing the curriculum is often level. The question I have difficulty keeping up with all of the changes to the curriculum is disagree a little level. Goodman-Kruskal Gamma coefficients which were calculated to identify correlations between questions shows that the correlation stations are changeable based on the countries. It can be said that when mathematics teachers’ views about other teachers' understanding of the school's curricular goals are positive, similar, their views about other teachers' degree of success in implementing the school’s curriculum is positive. On the other hand, there is a strong relationship between mathematics teachers’ views about other teachers' degree of success in implementing the school’s curriculum and work as a group on implementing the curriculum. Keywords: Curriculum Implementation, Teacher Collaboration, Mathematics Teacher, TIMSS

339

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Elmore, R. F. (2004). School reform from the inside out: Policy, practice, and performance. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Hargreaves, A. (2001). The emotional geographies of teachers’ relations with colleagues. International Journal of Educational Research, 35(5), 503-527. Hopkins, D. (2011). Powerful learning: Taking educational reform to scale. Melbourne: Education Policy and Research Division (EECD). Jurdak, M. (2006). Impact of student, teacher, school factors on achievement in mathematics and science based on TIMSS 2003 Arab Countries Data. Beirut: UNESCO Regional Office in Beirut (limited distribution). Retrieved from http://www.opentech.me/~laes/upload/editor_upload/unesco %20timss%20report2010.pdf. (Accessed 04.09.2019). Metsämuuronen, J. & Kafle, B. R. (Eds) (2013). Where Are We Now? Student achievement in Mathematics, Nepali and Social Studies in 2011. Ministry of Education, Kathmandu, Nepal. Ornstein, A. C., & Hunkins, F. P. (2009). Curriculum: Foundations, principles and issues (5th ed). Boston, U.S.A: Pearson. Song, K. O., Hur, E. J., & Kwon, B. Y. (2018). Does high-quality professional development make a difference? Evidence from TIMSS. Compare: A Journal of Comparative and International Education, 48(6), 954-972.

340

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 11219 THE ANALYSIS OF HOMEWORK PRACTICES IN TERMS OF PISA AND TIMSS EXAMS CEYLA ODABAS - ERDAL BAY - RECEP KAHRAMANOGLU - BULENT DOS ABSTRACT Around the world and in Turkey homework has been an ongoing controversial issue among administrators, teachers and parents. The schools are unable to adopt their own homework policies successfully and this causes students fail to utilize homework’s. Around the world it may be possible to draw a picture about homework practices, policies and success rates of the countries whose PISA and TIMSS scores are top-rated. There is a common belief among the administrators, teachers and parents about how valuable homework is as a tool in education. It has been a problem for parents to motivate their children to do their homeworks instead of going out with their friends or surfing on the internet. There are some reasons why teachers give homework after school, these are helping some poor and struggling students to make them go over the new topic at home, making the materials permanent in students' minds and to motivate successful students who perform well. However; homework is a burden for some students. Some students may not have a quiet place in their houses, they may not have time because of their responsibilities of their houses or families and their families may feel insufficient in supporting their children because of their workload, lack of resources and for some other reasons. Because of these reasons there may be an undesired outcome of the homeworks such as increasing the performance gap among the students from different socio-economic backgrounds. There has been a set of results about homework in different OECD countries from the grades of TIMSS exam held in 2007 among 9-year-old students. Homeworks are organized by teachers in class, the time spent on homework and the frequency of homeworks are decided by teachers in class. However; these decisions are not planned according to a policy. Some researches around the world reveal some successful practices about homework. In Turkey and in the World, there are many news and researches about homework. These researches generally focus on the time spent on homework the attitude of students and teachers about homework. Even though it is thought that homeworks have a big role in making students self- regulated learners, there are some opinions about how unnecessary homeworks are. Successful practices may help lead Turkish students utilize homework as a useful practice. In the scope of this study, the research of OECD about the relations between PISA and TIMSS exam results and homework practices are analyzed on the basis of different countries. Also, the researches and assessments about homework policies have been revealed with document analysis method. As another dimension of the study under the heading of ‘Homework practices in Turkey from past to present' the studies and decisions made on homework have been analyzed with document analysis method. In addition, the reports of OECD about PISA and TIMMS exams and the times spent on homework in the top-rated countries in these exams have been analyzed with the charts and reports. Also, the studies made by the Assessment Establishment of National Education Development in the United States and the assessment documents prepared by CNN have been analyzed. Because homework has occupied the agenda for a long time in the United States of America, the news and articles about this topic have been a subject to this study. Similarly, in China homework is a subject which has usually been placed as a controversial issue.The information that are acquired in the study revealed the fact that around the world the homework practices of the leading countries in PISA and TIMSS exams' success grading resemble to the education levels that are subjected to the research. In addition to that, it is shown that there is not a parallel increase between the time spent on homework and success rates. It is a striking point that the countries in which students spend less time on homework such as Finland are top-rated in PISA exams. Besides, it is seen that the planning of homework policies in certain standards is important for the students to get efficiency. In the light of these information, the idea that with the help of correct homework policies it will make valuable contributions to the success of student is shown and it is deduced that the increase of the time spent on homework may not solely affect success positively. The correct planning of homework in Turkey is very significant for the students, parents and school administration. In this respect, the information acquired from this study may be helpful for the practices and policies of homework that may be put into practice in Turkey. By this means, homework practices will be adapted to the education system in its most correct form. Keywords: Homework Practices, PISA, TIMSS

341

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Anderson J., From Finland, an Intriguing School Reform Model, December 12, 2011, www.NYtimes.com Cooper H. , Steenbergen-Hu S. , L Dent A. 2012, Homework. , American Psychological Association Does Homework Improve Academic Achievement? Duke Today, www.today.duke.edu Does homework prepetuate inequities in education? Pisa in Focus, Ev ödevi yararlı mı değil mi? www.hurriyet.com.tr http://www.telegraph.co.uk/education/educationnews/11453912/Homework-around-the-world-how-much-is-too-much.html https://www.usnews.com/news/articles/2015/01/05/study-homework-matters-more-in-certain-countries Lay See Yeo, Christine Clarke, Starting School: A Singapore Story told by Children. Australasian Journal of Early Childhood 30(3), 1-8, Early Childhood, Australia Ödev Uygulamaları, www.meb.gov.tr OECD Report on Homework, International Education News https://internationalednews.com/2014/12/17/oecd-report-on-homework/ PISA 2015, Results in Focus, www.oecd.org www.chinadaily.com.cn, Hours of Homework in China www.keepeek.com

342

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 11378 COMPARISON OF 8TH GRADE MATHEMATICS CURRICULA OF RUSSIA AND TURKEY GULER CAVUSOGLU ABSTRACT The need to use and understand mathematics in daily life is gaining more importance and it is constantly increasing. In our changing world, people who understand and do mathematics have more choices in shaping their future. Together with the changes experienced in this field, mathematics and its education must be redefined and revised in line with the determined needs (MoNE, 2006, p.7). When the historical process is considered, with the traditional approach, a curriculum is the structure with which the current knowledge of the previous generation is transferred to the next generation. Right at this point, the fundamental subjects and the books/works that are based on these subjects are reflected on the curriculum as the main elements of it (Özmantar, Öztürl, Bay, 2016, p.2). An educational program is a comprehensive infrastructure of program theory, which makes sense in the context of education and schools. An educational curriculum is a multidimensional, multi-faceted, comprehensive and complex whole, which consists of several sub-programs, activities and applications. Curricula, extracurricular activities, educational branches, trips, studies, course programs, guidance, and personality service programs, healthcare programs, management and application programs can be included in the sub-programs, which make up the education program (Akpınar, 2011; narrated by Özmantar, et al., 2016, p. 4). A curriculum is the most important sub-program of the educational programs. It is the set of experiences that cover all the curricular and extracurricular activities that are planned in line with the objectives of the education program, to achieve the objectives of this program at classroom level. This program organizes the subjects of the lessons in line with the targets and principles of the school by considering the time and duration elements at certain levels of education (Özmantar, et al. 2016, p.5). In our country, the mathematics program is based on the principle Every child can learn mathematics. It is also based on national and international studies conducted in the field of mathematics education programs of developed countries and the experiences of mathematics education in our country. The concepts are abstract in mathematics due to their nature. When the development levels of children are considered, it is very difficult to perceive these concepts in a direct manner (Güler, 2012,).In the present study, the current mathematics education curricula that were used in Russia and Turkey in 2018-2019 Academic Year were compared with Content Analysis Model. No matter what the purpose of a specific comparative study is, the researcher deals with developing contributions to find solutions to problems. The ultimate goal is to improve education. For this reason, comparative education not only examines the current situation, but also provides future advice. The researchers help decision-makers (politicians, managers) and show them the educational phenomena in similar and different conditions in comparative education (Türkoğlu, 2015). In this study, the mathematical program that was prepared by Merzlyak and his team in Russia was compared with the current Mathematics Course Teaching Program of MoNE that was used in 2018 - 2019 Academic Year in Turkey with the Content Analysis Model. The study was conducted with the Content Analysis Model, which is accepted among the Qualitative Research Methods. The Content Analysis Model is the classification and summarization of verbal and written data in terms of a specific problem or purpose, the classification of these data for certain variables or concepts, and the separation of them to certain categories to obtain specific meanings (Arık, 1992, narrated by Tavşancıl & Aslan, 2001, p. 21).As a result of the documentary screening, it was determined that the 8th Grade Mathematics lessons are divided into two as Algebra and Geometry in Russia. Algebra lessons are taught as 5 hours a week, 175 hours a year; or 4 hours a week, 140 hours a year. In the algebra program, there are Rational Expressions, Relations between Second-degree Equations and their roots, and Mathematical Modeling of Real Situations with Rational Equations in Mathematical Terms. It is necessary that at least seven written exams are made in total. In Russia, Geometry lessons are taught as 2 lessons a week, a total of 70 lessons a year in the annual program. In the Geometry Program, there are Rectangles and Their Elements, Parallelogram and Its Characteristics, Parallelogram Signs, Rectangle, Rhombus, Square, Middle Side of the Triangle, Trapezoid, Center and Circumferential Angles, Inner Tangent and Outer Tangent Circles, Similarities of Triangles, Thales Theorems, Pythagorean Theorem. At least 7 written exams are necessary for the geometry lesson on an annual basis (Мерзляк et al.,2014). The most distinctive difference between the mathematics curricula of these two countries can be summarized as the annual number of exams being divided into Algebra and Geometry in Russia, and the total of weekly hours of these two courses being bigger than the mathematics courses in Turkey. Keywords: Mathematics Program, Russia, Turkey, Comparison

343

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Durmuş, S. (2011). MEB, Matematik Öğretmen Kılavuz Kitabı İlköğretim 8. Sınıf, (s. A3). Ankara: Özkan Matbaacılık-Gazetecilik San. Ve Tic. Ltd. Şti. Güler, M., (Ed.). (2012). İlköğretim Öğretmen Kitabı Matematik 8. Sınıf. Ankara: Ada Matbaacılık Kartal, O., Y., Yazgan, A. D., Program Geliştirme Süreci&Temel Bileşenler. Özmantar, M., F., Öztürk, A., Bay, E. (Ed.), Reform&Değişim Bağlamında İlkokul Matematik Öğretim Programları (s. 2-5). Ankara: Pegem Akademi MEB. (2006). İlköğretim Matematik Dersi Öğretim Programı&Kılavuzu 6. Sınıf. (s. 7-8). Ankara: Devlet Kitapları Müdürlüğü MEB. (2018). Matematik Dersi Öğretim Programı (İlkokul&Ortaokul 1, 2, 3, 4, 5, 6, 7,&8. Sınıflar). (s. 25). Ankara Мерзляк, А.Г., Полонский, В.Б., Якир, М.С., Буцко, Е.В., (2014)., Математика: программы: 5–9 классы с углублённым изучением математики. Москва: Издательский центр «Вентана-Граф» Tavşancıl, E., Aslan, A. E. (2001). Sözel Yazılı&Diğer Materyaller İçin İçerik Analizi&Uygulama Örnekleri. (s.21). İstanbul: Epsilon Yayınları Türkoğlu, A. (Ed.). (2015). Karşılaştırmalı Eğitim Dünya Ülkelerinden Örneklerle. (s. 4). Ankara: Anı Yayıncılık

344

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 11477 THE EDUCATIONAL PROBLEMS IN IRAQ (REALITY AND SOLUTIONS) KHALID ILIAS QOLAMANI ABSTRACT Since the mid-1980s, the educational process in Iraq has suffered from neglecting and recession due to the policies of war adopted by the former regime and the following exaggerated concentration on military force at the expense of the many pillars on which the developed countries are built. Especially, the educational system which is the base of the pyramid in the development of nations. In addition, the economic sanctions imposed on the Iraqi people, which toppled the remaining education infrastructure in Iraq. However, the education system in Iraq was among the most advanced systems in the region but it is now one of the most problematic educational systems, many of which are almost insoluble, as a result of the lack of seriousness of decision makers, and the weakness of educational leaders in many of its joints. Any attempt to develop solutions to a problem requires monitoring these problems and identifying them closely and identifying their causes and reasons. This applies to the obstacles and problems that hinder the educational process in Iraq, so it must be identified, the causes, and then find appropriate solutions to each of these problems; hence our attempt to find out the reasons of what we may call «problems of education in Iraq», starting from the identification and the reasons for their occurrence. As we see that these reasons can be classified into two categories: some of which is due to external reasons of the accumulation of problems which have passed the country as a result of wrong policies have been pursued for more than three decades and has resulted in the neglect and marginalization of the education sector in Iraq. The deterioration of the country's infrastructure in general, and education in particular. These are caused by internal reasons related to the educational process and its three pillars (student, teacher, and school) .Each of these pillars has its effect in creating objections to education, as any deficiencies in the work of any corner of them hinder the work of the other two pillars, and the strength of these staff is the strength of the entire educational process. Therefore, we will try to develop solutions to the problems we have monitored, as we see that the solution of any problem depends primarily on the identification of the causes, and then the solution goes in the shadows of the problem, and we need only a closer look knowing the reasons of the problem and its causes. 1. External obstacles facing the educational process. This section will review the external obstacles to identify them, and identify their causes: 1.1. Infrastructure and the problem of school buildings. 1.2. Economic factor and the problem of spending on education. 1.3. Lack of security and its impact on education. 2. Internal obstacles facing the educational process 2.1. Pupils and obstacles to the educational process 2.2. Teacher and its impact on the conduct of the educational process 2.3. Curriculum and obstacles to the educational process. It is possible to limit the internal obstacles to three pillars of the educational process: (student, teacher, and curriculum), and these elements are always together and cannot be separated from each other, and integrated as it cannot miss any one of them, because it means the absence of the entire educational process, and any deficiencies in any of them can cause serious damage to the educational process, and we will try to identify the obstacles that can be caused by each of these pillars: 3. Proposed solutions to the obstacles of the educational process: 3.1. Solutions to external obstacles facing the educational process. 3.2. Solutions to internal obstacles facing the educational process. - A large spread of cheating among students in Iraq, especially in the preparatory stage. -Leaked questions before the exam date and sold and sometimes spread the ministerial questions on social media sites. - Preference of Iraqi families to private schools over public schools because of the lack of public schools of the most basic elements of education. - The spread of the phenomenon of absences among Iraqi students without a legitimate excuse without limiting to this phenomenon because of nepotism, fear and threat and sometimes the exploitation of students to the living conditions of some teachers. - Changing curricula continuously, which makes it difficult for students to change the curriculum with the formation of each new government in Iraq and the new Minister of Education to change the curriculum with the existence of suspicions of corruption in this matter? - Low level of Iraqi universities at the global level according to the international rankings in force. - Weak education in Iraq due to the accumulated problems and the lack of laws regulating it. Keywords: Education in Iraq, Economic factor, War, Changing curricula.

345

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES http://burathanews.com/arabic/articles/340757. Visited in 21/9/2019. . رﯾرﻘﺗ عﺎطﻗ دﯾﯾﺷﺗﻟا نﺎﻛﺳﻹاو او تﺎﻣدﺧﻟ او ﻟ ﺔﯾﺑرﺗ او ﻟ ﻠﻌﺗ ،مﯾ روﺣﻣ ﺔﯾﺑرﺗﻟا او ﻟ ﻠﻌﺗ مﯾ :12-10 [Report of the construction sector, housing, services and education, the focus of education: 10-12.] [.Central Bank of Iraq, Directorate General of Statistics and Research] . كﻧﺑﻟا يزﻛرﻣﻟا ،ﻲﻗارﻌﻟا ﺔﯾرﯾدﻣﻟا ﺔﻣﺎﻌﻟا ءﺎﺻﺣﻺﻟ ثﺎﺣﺑﻷاو . زﺎﮭﺟﻟا يزﻛرﻣﻟا ،ءﺎﺻﺣﻺﻟ ﺔﻋوﻣﺟﻣﻟا ﺋﺎﺻﺣﻹا ﯾ ﺔ ﺔﯾوﻧﺳﻟا نﯾﻣﺎﻌﻠﻟ 1980، 1989، 167 [Central Statistical Organization, Annual Statistical Abstract, 1980, 1989, 167.] . رﯾرﻘﺗ ﺔﯾﻣﻧﺗﻟا ﺔﯾرﺷﺑﻟا مﺎﻌﻠﻟ UNDP) ، 149: 2000) ﻧرﺑ ﺞﻣﺎ مﻣﻷا ةدﺣﺗﻣﻟا ﺎﻣﻧﻹا ﻲﺋ ﻣﻹ [United Nations Development Program (UNDP), Human Development Report 2000: 149.] . رﯾرﻘﺗ ﺔﻣظﻧﻣﻟا ﺔﯾﺑرﻌﻟا ﺔﯾﺑرﺗﻠﻟ او ﻟ ﺛ ﻘ ﺎ ﺔﻓ او موﻠﻌﻟ ( اوﻛﺳﻷا )، 1997 :92 [Report of the Arab League Educational, Cultural and Scientific Organization (ESCWA), 1997: 92.] . ،ﻲﺑھذﻟا ﺑﺟ رﺎ وﺳ ،سﯾ ﯾﻠﻣﻌﻟا ّﺔ ﯾوﺑرﺗﻟا ّﺔ ﻲﻓ قارﻌﻟا - ﻊﻗاوﻟا او تﻼﻛﺷﻣﻟ او ،لوﻠﺣﻟ ﺔﯾرﯾدﻣﻟا ﺔﻣﺎﻌﻟا ﯾﺑرﺗﻠﻟ ﺔ ﻲﻓ ،دادﻐﺑ 2017، 27-5 [Aldahabi, J., S. (2017). The educational process in Iraq - reality, problems and solutions, Directorate General of Education in Baghdad, 5-27.]

346

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 12250 INVESTIGATION OF HIGHER EDUCATION ACCREDITATION MODELS IN UNITED STATE OF AMERICA, EUROPE AND TURKEY GULIZAR GUZEL - RAMAZAN SAG ABSTRACT Quality in education, degree of achievement of objectives, evaluation of success and determination of this success lead us to the concept of accreditation (Bakioğlu and Baltacı, 2017). Higher education institutions play an increasingly important role in globalization and the interdependence of the world economy. One of these roles of higher education is that the education it provides depending on the globalizing economy is suitable for the needs of the business world. Accreditation practices are one of the most important tools used to ensure quality assurance in higher education to fulfill its role (Durman, 2007). There are two approaches to accreditation: purpose-based and standards-based (IIEP-UNESCO, 2011). A purposeful approach is a form of accreditation in which higher education must meet criteria based on the purpose it serves. The standard- based approach is based on local or international criteria. However, each country has its own accreditation practices in line with the differences in social structure and higher education system. For example, the USA has established self-evaluation and peer review of educational institutions and programs, and voluntary accreditation. In 1985, the leading countries in the field of quality assurance in higher education in Western Europe were England, France and the Netherlands. With Danish follow-up in 1990, the influence of the current spread rapidly to other western European countries. In Western European countries, focus on quality provision differs from country to country. Germany, Netherlands and Italy focus on improving productivity, while Scandinavian countries focus on facilitating access to education and equal opportunities. In the UK, universities have more autonomy than universities in other parts of Europe. In Turkey, Higher Education Quality Council (YÖKAK), which is accreditation bodies of authorization and is responsible for the recognition of activities, is referred to as accreditation that an accreditation body predetermined in a particular area by academic and measure been met by a higher education program of field-specific standard assessment and external quality assurance process (YÖKAK, 2019). This evaluation process consists of two stages: Corporate External Assessment and Corporate Internal Assessment. The purpose of this abstract, which is limited by the internal evaluation reports of the institution, is to reveal how higher education institutions perceive the concept of quality, what they do and what kind of structural organization they try to establish in terms of quality assurance. The similarities and differences of meaning attributed to the concept of accreditation will be tried to be identified through an inter-institutional comparison. The purpose of this declaration, which is limited by the internal evaluation reports of the institution, is to reveal how higher education institutions perceive the concept of quality, what they do and what kind of structural organization they try to establish in terms of quality assurance. The similarities and differences of meaning attributed to the concept of accreditation will be tried to be identified through an inter- institutional comparison. In the study to be conducted according to the relational screening model, the data were obtained from the reports published on the web pages of the universities. Two private (Bilkent University, Bahçeşehir University) and three public universities (Burdur Mehmet Akif Ersoy University, İstanbul University and Ege University) were included in the study. One of the qualitative research methods, document analysis method will be used. The analysis will be obtained from the internal reports-written documents under the themes of how the concept of accreditation is understood as an institution, what kind of decisions are taken and how they try to form an organization to implement these decisions, and similarities and differences between the institutions (Yıldırım & Şimşek, 2005).Turkey's accreditation system administered by the United States as well as many of the overlapping point between accreditation system administered by NCAT as there are some differences. Some of the most important US 'voluntary, but Turkey' is also not compulsory. Such an application is primarily contrary to the philosophy of accreditation. In the US, accreditation begins with the need of universities themselves. However, the practice envisaged in our country arose from the need of central government, not higher education institutions. When considering Turkey's current structure as in the US reduced bureaucratic regulations or be in Finland for example, already existing quality control mechanisms can be activated. These two options are not essentially opposite. Quality is considered in both. The establishment of quality in higher education in the world is accepted mainly under the responsibility of universities. The establishment of quality in universities depends not on the existence of some bureaucratic structures outside the university, but on the existence of the culture of self-control and the regulation of related procedures within the institution. An important advantage of the American accreditation system is that it is based on self-regulation and is therefore less bureaucratic than many European examples. Keywords: Accreditation, higher education, quality, internal evaluation

347

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Arnold, K.L. and Holler, M. (1995). Quality assurance methods and tecnologies. Singapur: McGraw Hill International Editions. Bakioğlu, A. Baltacı, R. (2017). Akreditasyon eğitimde kalite. Ankara:Nobel Yayın Durman, M. (2007). Açılış Konuşması. Eğitim Bilimleri Bakış Açısıyla Eğitim Fakülteleri&Akreditasyon Çalıştayı (1-3 Mart 2007). Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları. Yayın No:204, (s.17-24). Retrieved December 02, 2018, from: http://kitaplar.ankara.edu.tr/dosyalar/pdf/011.pdf Harman, G., Meek, V.L. (2000). Ripositioning quality assurance and accreditation in austrilian higher education.University of New England. International Institute for Educational Planning (IIEP), United Nations Educational Scientific and Cultural Organization (UNESCO), Modules 1-4. Retrieved November 05, 2018, from: www.iiep.unesco.org Yıldırım, A., Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayın. Yükseköğretim Kalite Kurulu, (2019). Akreditasyon nedir?. Retrieved February 10, 2019, from: http://yokak.gov.tr/akreditasyon- kuruluslari/akreditasyon-kuruluslari-nedir Yükseköğretim Kurumu (YÖK), (1999). Türkiye’de öğretmen eğitiminde standartlar&akreditasyon,Retrieved December 07, 2018, from: http://dosya.marmara.edu.tr/aef/ dekanlik/konsey/yok_dunyabankas_kitapcik.pdf

348

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 13019 THE EVALUATION OF STUDIES ABOUT LOGICAL THINKING IN LEARNING-TEACHING PROCESSES (A META SYNTHESIS STUDY) OGUZ GURBUZTURK - BUSRA CALISAN ABSTRACT The most important ability that separates humans from other living things is that they can think. Thanks to this feature, humans reach their own consciousness, demonstrate the meaning and value of their actions, find a way to live in harmony with their environment (Gündoğan, 2018). Only individuals who think, question and reason are able to be real people. So, what is the reasoning ability? Reasoning means searching for the best way to solve a problem (Türk Dil Kurumu TDK, 2019). In this sense, reasoning is not an individual's solution to a problem by trial and error. An individual needs his logic to reason. The individual who can use logical thinking skill effectively is good at understanding the cause-effect relationship, this ability helps him solve problems. Logical thinking can be defined as a mental process consisting of judging, finding reasons, or other forms of dynamic thinking to achieve the right result (Aminah, Kusumah, Suryadi&Sumarmo, 2018). Individuals who have the ability to think logically can analyze the situations (Fettahoğlu, 2018). In other words, hypothesizing and testing, using numbers effectively, producing scientific solutions to problems, distinguishing relationships between concepts, classifying, generalizing, expressing with a mathematical formula are behaviors that require logical thinking skills (Demirel, 2003). The teaching of logical thinking, which is one of the 21st century skills, is indispensable for all countries that want to have a say in scientific developments (Saygıner, 2017). The problem of this research is the necessity of a holistic approach to the studies on logical thinking skills that can be gained through education. The main purpose of this study is to evaluate the studies on logical thinking in learning-teaching processes and to obtain holistic results. Within the framework of this main aim, the following questions are tried to be answered: - How are the studies distributed according to years? - Which subject areas have been studied? - What are the sample sizes of the studies? - Which education levels are preferred for the sample? - What are the research models used in the studies? - What are the data collection tools used in the studies? - Which data analysis methods are used in the studies? - What are the learning and teaching approaches discussed in the studies? - How are the studies distributed according to their objectives? - What kinds of results have been achieved? Meta synthesis, one of the descriptive research models, was used in this study. In the meta synthesis studies, the findings of the qualitative and quantitative researches are evaluated with a qualitative approach, and the holistic results are reached by revealing similarities and differences (Deniz, 2018). Meta synthesis is the reinterpretation of the studies on a selected topic by grouping them under certain criteria. Meta-synthesis can include quantitative data. This situation is more to describe the work (Dinçer, 2018). One of the important features of the meta synthesis method is the determination of the inclusion criteria in the research. The inclusion criteria in this research are as follows: - The research must be conducted in the field of education and training since 2000 in Turkey. - The study must have evidences about logical thinking. - The study must be master, PhD or article. - The research must be clearly conducted and written in a standard qualitative or quantitative research including problem case, hypothesis, method, data collection techniques, data analysis, findings and results. Totally, 33 studies were included in the study. Then, a coding study was conducted in which information about the name, author, year, purpose, method and results of the studies. Some results of the research are as follows: - Although logical thinking is a topic that has attracted the attention of researchers in recent years, there are few studies conducted in this field. - It was found that the studies were concentrated in the field of primary education, while a small part of the studies were conducted in the field of secondary education and it is seen that most of the studies conducted at the undergraduate education level are done on the prospective teachers who have the task of gaining logical thinking skills. - Most of the studies were quantitative, so it was concluded that the studies in the field were based on numerical data. It is seen that logical thinking skill is considered as a dependent variable in most of the studies conducted in the experimental model. - As a result of the studies, it was found that logical thinking skills were positively influenced by different theories or approaches, had an important role in acquiring concepts. Keywords: Logical thinking skills, meta synthesis, teaching process

349

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aminah, M., Kusumah, Y. S., Suryadi, D.,&Sumarmo, U. (2018). The Effect of Metacognitive Teaching and Mathemathical Logical Thinking Ability and Self-Regulated Learning. International Journal of Instruction. 11 (3), 46-62. Demirel, Ö. (2003). Planlamadan değerlendirmeye öğretme sanatı. Ankara: Pegem A Yayıncılık. Deniz, E. (2018). Kaynaştırma Eğitimine İlişkin Öğretmen Görüşleri: Bir Meta-Sentez Çalışması. Yayımlanmamış Yüksek Lisans Tezi. Dicle Üniversitesi Eğitim Bilimleri Enstitüsü, Diyarbakır. Dinçer, S. (2018). Eğitim bilimleri araştırmalarında içerik analizi: Meta-Analiz, Meta-Sentez, Betimsel içerik analizi. Bartın Üniversitesi Eğitim Fakültesi Dergisi. 7 (1), 176-190. Fettahoğlu, P. (2018). Fen bilgisi öğretmeni adaylarının mantıksal düşünme becerilerinin öğrenme stillerine göre analizi. International Journal of Active Learning (IJAL). 3 (1), 44-56. Gündoğan, A. O. (2018). Albert Camus&başkaldırma felsefesi. İstanbul: Öteki Yayınevi. Saygıner, Ş. (2017). Blok Tabanlı Görsel&Metin Tabanlı Programlama Öğretimlerinin Erişi, Mantıksal Düşünme&Motivasyona Etkileri. Yayımlanmamış Yüksek Lisans Tezi. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. Türk Dil Kurumu (2019). Güncel Türkçe Sözlük. http://sozluk.gov.tr/.

350

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 13021 AN ANALYSIS OF POSTGRADUATE THESES BETWEEN 2001-2018 WITHIN THE TOPIC OF CRITICAL THINKING BIRSEL AYBEK - NIHAN ARSLAN NAMLI ABSTRACT It can be said that the education in today's schools is an education based on learning without transferring and understanding, assimilating, and as a result of this, children have suffered significant losses. The alternative is thought-based education, a process of learning-teaching based on understanding and questioning. Thinking-based education is an important feature in giving meaning to stimulants by revealing points that are important or not for them (Semerci, 2000).It has been determined that there is no study about theses made in Turkey towards critical thinking. In this context, since it is thought that many theses have been made in the field of critical thinking since 2001, detailed examination of these theses and presentation of the proposals are important in terms of contribution to the field.The purpose of the study is to determine research trends in terms of various variables by examining master and Phd thesis in the field of critical thinking between 2001-2018 in Turkey. In accordance with this purpose, thesis was analyzed in terms of their publishing dates, publishing universities, methods, sample methods and sample sizes, data collection tools and data analysis techniques. In the context of this general objective, the following questions were sought to be answered: Thesis on critical thinking at the postgraduate level; 1. What are the distributions of post-graduate theses on critical thinking in Turkey since 2001? 2. What are the distributions according to universities where postgraduate theses on critical thinking in Turkey have been made since 2001? 3. What are the distribution of post-graduate theses on critical thinking in Turkey since 2001, according to research methods? 4. What are the distribution of post-graduate theses on critical thinking in Turkey since 2001 according to the type and size of the sample? 5. What are the distribution of post-graduate theses on critical thinking in Turkey since 2001 based on data collection tools? 6. What are the distributions of postgraduate theses on critical thinking in Turkey since 2001 according to data analysis techniques? The academic dissertations were examined by document analysis in the context of descriptive approach and each thesis was subjected to content analysis using Thesis Classification Form. All thesis which were enriched as a full text included in the YOK National Theses Database, were covered in the study and registered and completed in the date of 10.05.2018. It has been determined that there are 282 dissertations in Turkey with the title of critical thinking thesis. However, there are 237 theses that are allowed to be downloaded from the database of the National Council of Higher Education. 45 theses without access permission has been left out of review. Thirty-five theses with insufficient data were extracted from 237 theses and this study conducted with 202 theses 173 master’s thesis and 64 doctorate thesis. Content analysis was used to analyze the obtained data and 202 theses were analyzed. Each dissertation covered by the research was subjected to content analysis using the Thesis Classification Form. The Thesis Classification Form was created by the researcher. The form was examined by two people who were teaching faculty in the field of educational sciences. According to the results of the research, theses were made in 2011 at most It was determined that Gazi University worked most on critical thinking. The number of master's thesis is higher than the doctoral theses. It was determined that the majority of the theses were quantitative studies, that they were in the type of descriptive survey model, mostly prospective teachers were choosen as a sample. Almost half of the theses do not mention the sample types. Researchers worked with a sample of 31-100 people at most. T-test and one-way analysis of variance statistics (ANOVA) were used and lastly the questionnaires and forms were used in the these mostly. When Table 1 and Figure 1 are examined, it is seen that the maximum number of theses is done in 2011 (14,9%), 2013 (12,4%), 2010 (11,4%) and 2009 (10,4%) respectively. When Table 2 and Figure 2 were examined, it was found that Gazi (11,9%), Hacettepe (7,4%), Dokuz Eylül (5,4%) and Çukurova(5,4%) seems to be working on theses at most. Keywords: Document Analysis-Critical Thinking-Post graduate thesis

351

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Alkan, G. (2014). Türkiye’de muhasebe alanında yapılan lisansüstü tez çalışmaları üzerine bir araştırma (1984-2012). Muhasebe&Finansman Dergisi, 61, 41-52. Alper, A., & Gülbahar, Y. (2009). Trends and issues in educational technologies: A review of recent research in TOJET. Turkish Online Journal of Educational Technology, 8(2), 124-135. Arık, R. S.&Türkmen, M. (2009, Mayıs). Eğitim bilimleri alanında yayımlanan bilimsel dergilerde yer alan makalelerin incelenmesi. I. Uluslararası Türkiye Eğitim Araştırmaları Kongresi’nde sunulan sözel bildiri, 1-3 Mayıs, 2009, Çanakkale. Balcı, A., & Apaydın, Ç. (2009). Türkiye’de eğitim yönetimi araştırmalarının durumu: Kuramve uygulamada eğitim yönetimi dergisi örneği. Kuram&Uygulamada Eğitim Yönetimi Dergisi, 59(15), 325–343. Chen, W., & Hirschheim, R. (2004). A paradigmatic and methodological examination ofinformation systems research from 1991 to 2001. Information System Journal, 14, 197-235. Demirci, C., 2000, Elestirel Düsünme, Egitim&Bilim, Cilt.25, Sayı.115: 3-9. Demirel, M. (2007). Eğitim programları&öğretim alanındaki bilim uzmanlığı tezlerinin incelenmesi üzerine bir araştırma: Hacettepe Üniversitesi örneği. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Lisansüstü Eğitim Sempozyumu: Lisansüstü EğitimdeSorunlar&Çözüm Önerileri 17-20 Ekim, (s. 208-212).

352

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 13308 TECHNOLOGY TENDENCIES OF THE THESIS PUBLISHED IN CURRICULUM AND INSTRUCTION IN TURKEY: CONTENT ANALYSIS VILDAN DONMUS KAYA ABSTRACT Educational researches are known as processes involving research processes related to the field of education in which data obtained by different methods are systematically recorded, analyzed and published (Mortimore, 2000). Educational researches in the academic field are started to take a place a lot when the educational world is changed rapidly. As in many other disciplines, educational researches have several significant role. Some of these researches form the basis of educational reforms, while others review the relevant literature and test the reliability of valuable research results, while others shed light on new findings through new research. It can be said that these researches in the field of education increase the quality and function of the education system and make significant contributions to the field of education and researchers (Karadağ, 2009; Göktaş et al, 2012). It is necessary to analyze and organize educational researches and identify tendencies in order to ensure that research reaches the functions and duties identified in the relevant literature; in this way, it will be possible to guide many scientists doing research and research on this topic (Cohen, Manion and Morrison, 2007). Nowadays, many studies have been carried out independently in various fields in educational sciences. At this point, the results and content of Meta analyzes about a specific field in the study of researchers. Such content and Meta analyze have attracted the attention of many researchers in recent years. In some content and meta analyses studies in educational field (Selçuk, Palancı, Kandemir & Dündar, 2014; Göktaş et al., 2012; Erdem, 2011) recent tendencies in the field have been determined and significant points have been defined for new studies. At this point, the tendencies of thesis published in field of Curriculum and Instruction in Turkey, general aim their contributions to the researches, methods and contents in the field of education and the spesific aim the Technology tendencies should be seen. The aim of this study, thesis published in field of Curriculum and Instruction in Turkey examine on many fields were evaluated in terms of content analysis and it was attempted to determine the Technology Tendencies in a specific field in this way.For this aim, 95 thesis about curriculum and instruction between 2015-2019 were examined using content analysis method. Thesis were screened titles about technology. Therefore, the thesis was be examined to establish standards related to thesis have been developed a form. Falkingham and Reeves (1998) also stated that content analysis is s a new method used in order to evaluate publishing piles. In the process of analysis and interpretation of thesis that were in curriculum and instruction: Naming, developing category, ensuring validity and reliability, calculating frequencies and interpretation stages were carefully completed. In the stages of naming and developing category in content analysis; each thesis was carefully analyzed and categorized under some categories such as what using technologies, topic, method, data collection tools, sample and data analysis methods. The obtained data was interpreted in a manner based on the percentage and frequency and they were also represented with tables and graphics. Based on the obtained data it was found out that more thesis are made by scientists working in larger and great universities like Ankara, Middle East Technical and Gazi University sometimes smaller and great universities like Fırat, Dicle and İnönü. Furthermore, it was identified that most of the thesis are on fields such as Technological Pedagogical Content Knowledge, Technology Literacy and using Interactive Boards. In the study where publications based on quantitative and descriptive survey researches were identified as the most common thesis type, it was found that survey, was used as data collection tool. Following the research, it was found that sampling selection used in the published thesis was commonly very easy to reach, and it consisted of random samples and was collected mostly from undergraduate students. For the analysis of data, it was found that descriptive analysis were made more commonly and Anova and T-test analysis were also used in the studies intensively. Keywords: Technology Tendencies, Curriculum and Instruction, Content Analysis

353

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. RoutledgeFalmer, London. Erdem, D. (2011). Türkiye’de 2005–2006 Yılları Arasında Yayımlanan Eğitim Bilimleri Dergilerindeki Makalelerin Bazı Özellikler Açısından İncelenmesi: Betimsel Bir Analiz. Eğitimde&Psikolojide Ölçme&Değerlendirme Dergisi, 2(1), 140-147. Falkingham, L. T. & Reeves, R. (1998). Context analysis a technique for analysing research in a field, applied to literature on the management of R and D at the section level. Scientometrics, 42(2), 97-120. Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., & Reisoğlu, İ. (2012). Educational technology research trends in turkey: a content analysis of the 2000-2009 decade. Educational Sciences: Theory & Practice, 12(1), 191-196. Karadağ, E. (2010). Eğitim bilimleri doktora tezlerinde kullanılan araştırma modelleri: nitelik düzeyleri&analitik hata tipleri, Kuram&Uygulamada Eğitim Yönetimi, 16(1), 49-71. Mortimore, P. (2000). Does educational research matter? British Educational Research Journal, 26 (1),5-24. Selçuk, Z. , Palancı, M., Kandemir, M. & Dündar, H. (2014). Tendencies of the Researches Published in Education and Science Journal: Content Analysis. Education and Science, 39(173), 428-449.

354

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 13344 ON MORAL DEVELOPMENT IN EDUCATION THROUGH EXPERIENCE: NATURAL AND FREE HUMAN IN ROUSSEAU DEMET SAVRUK - SEYFI KENAN ABSTRACT It is evident that sustainable solutions to be produced for political, social and especially ecological problems that tremendous advances in technology have left us facing should be identified as vital areas to grapple with. The projections of the problems we encounter in our age, where neoliberal political practices are dominant, emerge as ethical problems manifested in interpersonal and social relations. As we globally approach the problem areas reflected in our daily practices with their psychological effects, it should not be seen as an exaggeration to say that we have entered into a cultural and social degeneration in which everything is merely a means to an end. This reminds us of the need to re-visit the fundamental problem that Rousseau struggled with in his work; Discourse on the Arts and Sciences. In this context, education emerges as a fact that it has to reassign its priorities. As Rousseau said Suit man’s education to man, and not to what is not man (Soëtard, 1994, p.425). Education must transform itself urgently and become a mechanism that can address truly valuable and essential issues at the ethical level. In Emile or On Education, basically; based on the moral nature of the individual, we can say that Rousseau was looking for answers to the question of what can be done to bring about a virtuous character through education in a corrupt society. As Kant said, Rousseau set me right… I learned to respect human nature (Cassirer, 1970, p.1-2), he can also give us the basic answers we need. One gives up his freedom as a price of what he has achieved with his mind and be the slave of his own needs (Rousseau, 1968, p.147) are facts that can easily be confirmed in our daily practices. These phenomena are only a few indications that we face with basic educational problems that need to be approached in an ethical context. As Rousseau pointed, one might want to establish virtue by reason alone, what solid base can one give it? (Rousseau, 1979, p.291), education; as a science, must deal with ethical problem areas which we face largely in our everyday experiences. Thus, how to integrate ethical approaches into education becomes important. In this context, our paper aims to examine today's ethical issues in education in general within the milieu of experience and education taking the issue with Rousseau's questions and conceptualizations in his works. Research Design: This research is a basic research study focuses on Rousseau's educational views, aiming to introduce a perspective for current problems within the framework of ethical approach. Basic research is an investigation that adds to the knowledge of a particular area of study (Vanderstoep & Johnston, 2009, p.9). In this study conducted according to conceptual analysis method, the data were interpreted qualitatively. Qualitative research is a research that investigates aspects of social life which are not amenable to quantitative measurement (Sumner, 2006, p.248-249). This research basis on the interpretation of the available data through conceptualizations. In the study, document analysis method was used for data collection and analysis. Document analysis is based on existing material that does not need to be collected with a research instrument and distinguished from other analyzes by the richness of its material (Mayring, 2011, p.52-54). Thus, even a record, first and foremost can reflect a way of thinking (Barzun, 2010, p.41). This analysis is based primarily on the examination of Rousseau’s works and some of the main studies on the subject as well as the interpretation of the concepts with reflective and critical thinking methods in current perspective. The ideal human that Rousseau is trying to create through education; can be described as a free, natural and virtuous human. These qualities make us feel incomplete when we consider the current society’s ethical status. In this context, curricula need to be renewed by a certain educational philosophy that will be formed on the basis of ethical predictions which reveal the answers by asking the right questions. It is thought that Rousseau will provide us with considerable information on the basis of virtue, morality and qualities of virtuous man. Having been identified as one of the reasons of this research; acting with the awareness that we are again focusing on the problem areas of human nature, the need to remember the basic task of education in the concepts of experience and nature have also been highlighted. Rousseau's educational ideas, which were constructed on the moral development by emphasizing the element of experience in education through the hypothetical character Emile, are expected to open up different horizons in our minds, remind us of the fundamental values, provide a certain perspective on ethical issues and present functional information on what can be done through education. Keywords: Naturalism, experience, natural education, virtue, morality, ethics, negative education, curriculum

355

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Barzun, J., Graff, H. F. (2010). Modern Araştırmacı [Modern Researcher]. Fatoş Dilber (Çev.). İstanbul: Kırmızı. Cassirer, E. (1970). Rousseau Kant Goethe Two Essays. New Jersey: Princeton University Press. Mayring, P. (2011). Nitel Sosyal Araştırmaya Giriş [Introduction to Qualitative Social Research]. Adnan Gümüş, M. Sezai Durgun (Çev.). Ankara: Bilgesu. Rousseau, J. J. (1968). İnsanlar Arasındaki Eşitsizliğin Kaynağı&Temelleri Üzerine Konuşma [Discourse on Inequality]. Erdoğan Başar (Çev.). Ankara: Anadolu Yayınları. Rousseau J. J. (1979). Émile or On Education.Allan Bloom (Eds.). USA: Basic Books. Soëtard, M. (1994). Jean Jacques Rousseau. Juan Carlos Tedesco, Zaghloul Morsy (Eds.), Thinkers of Education Vol. 4 (pp. 423-437). France: UNESCO. Sumner, M. (2006). Qualitative Research. Jupp, V. (Eds.), The Sage Dictionary of Social Research Methods (pp. 248-249). London: SAGE. Vanderstoep, S. W., Johnston, D.D. (2009). Research Methods for Everyday Life: Blending Qualitative And Quantitative Approaches. San Francisco: Jossey-Bass.

356

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 14213 VIEWS OF TEACHERS RELATED TO EFFECTS OF GLOBALIZATION ON EDUCATIONAL PROCESS SENOL ORAKCI ABSTRACT Today, countries’ closing each other in the economic, social and technological fields strengthened the cooperation between them and brought the necessity to act jointly. The necessity of acting together with the countries in the world and acting in accordance with the global trends emerged as a result of the globalization process. According to Power (200), globalization is a multifaceted group of functions involving changes occurring with the emergence of new information technologies, Globalization is defined as a collection of concepts shrinking space, shortened time and disappearing boundaries. Globalization, which means the intensification of social relations in the world (Giddens, 2004), can be expressed as a change in many fields from economy to culture, from politics to work life, and the process of convergence between countries (Perşembe, 2005). Globalization has a close relationship with education (Çelik and Gömleksiz, 2000). Because educating creative and innovative people is the main aim of knowledge age education. In this respect, it is important to teach an individual how to access the information they need instead of directly transferring information to him/her (Çalık and Sezgin, 2005). According to Kirkwood (2001), the fact that the world became a shrinking and global village reflected in the education process. For this reason, education in the process of globalization is seen as a process that aims to educate individuals who constantly fulfill the requirements of globalization such as continuous learning, being knowledgeable, producing knowledge, living with knowledge (Dağlı, 2007, Titrek, Güneş and Sezen, 2013). In the field literature, there are studies investigating globalization and its dimensions. Some of these studies focused on Turkey, cultural globalization and its reflections (Kaypak, 2009; Türkkahraman, Şahin and Fidan, 2009), whereas some of them examined the effects of globalization on education and teacher education (Balay, 2004; Çalık and Sezgin, 2005; Çayak and Menekşe, 2018; Çelik and Gömleksiz, 2000). In addition, there are studies on the impact of globalization on educational programs (Gömleksiz and Kılınç, 2017; Özdemir, 2011). This research was conducted according to the case study model, one of the qualitative research methods. The literature review and self- experience gained by the participants during their professional life is the main basis of the data presented in this study. In this study, 11 volunteer teachers working in two secondary schools in Ankara in the second term of 2019 were selected based on purposeful sampling (Yıldırım and Şimşek, 2016). The data collection tool consists of two parts. In the first part, there is an open-ended question related to demographic information of teachers and it is aimed to determine teachers' views on globalization in the second part. The study question is: What are your views on globalization? The data collection tool was delivered to three teachers by e-mail in the form of an electronic word processor document, and the other nine teachers were delivered by hand as a paper output. Data were collected within approximately eight days. The data related to opinions expressed by the teachers on the forms and the teachers' views on globalization were obtained as themes, codes and frequencies by use of content analysis technique and the findings of the research were obtained. In this study, teachers' opinions about the impact of globalization on education were grouped as positive and negative. Centered on participant teachers’ views about globalization, the codes providing easy access to information, creating awareness for different cultures, being open to changes, providing equality of opportunity, directing to consumer-oriented lifestyle, ignoring national values, causing information pollution, attrition of social relations and causing laziness were formed. These findings of the study are largely in line with those of Çayak and Eskici (2018). The finding that globalization provides easy access to information is supported by the findings of Gürbüz (2015) and Çalık and Sezgin (2005). The finding of causing laziness coincides with the findings of the study conducted by Balkar and Özgan (2010). The finding of providing equality of opportunity is in line with the views of Levitt (1984). Given the fact that it is not possible to avoid the effects of globalization, it is an undeniable fact that teachers play an important role in this field. For this reason, all aspects of globalization in teacher education should be introduced to teachers in order to enable them to have a multidimensional perspective towards globalization. Keywords: globalization, teachers' opinion, education

357

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Balkar, B., & Özgan, H. (2010). Teachers’ Opinions on the Effects of Globalization on the Education Process in Primary Education. Mehmet Akif Ersoy University, Journal of Education Faculty, 10(19), 1-22. Çalık, T. & Sezgin, F. (2005). Küreselleşme, bilgi toplumu&eğitim. Kastamonu Eğitim Dergisi, 13(1), 55-66. Çayak, S., & Eskici, M. (2018). Globalization: in terms of teachers' opinion and metaphorical perceptions. World Journal of Education, 8(3), 44-55. Çelik, V. & Gömleksiz, M. N. (2000). A critical examination of globalization and its effects on education. Fırat Üniversitesi Sosyal Bilimler Dergisi, 10 (2), 133-144 Gömleksiz, M. N., & Kılınç, H. H. (2012). Views of academicians on the effect of globalization on curruculum: A qualıtatıve study. Mustafa Kemal University Journal of Social Sciences Institute, 9(17). Gürbüz, Z. (2015). The opinions of teacher candidates of social sciences on globalization (Unpublished master’s thesis). Marmara University, İstanbul, Turkey. Kaypak, Ş. (2009). Küreselleşme sürecinde kültürel kimlik açılımları&kentsel çevreye yansıması. http://idc.sdu.edu.tr/tammetinler/demokrasi/demokrasi40. pdf adresinden 06.03.2019 tarihinde edinilmiştir. Kirkwood, T. F. (2001). Our global age requires global education: Clarifying definitional ambiguities. Social Studies, 92(1), 10-15. https://doi.org/10.1080/00377990109603969.

358

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 14249 IS CURRICULUM AUTONOMY POSSIBLE IN TURKEY? A QUALITATIVE STUDY ON TEACHERS' VIEWS MUHAMMET ESAD KULOGLU ABSTRACT The curriculum is a path in which learners travel through sequential educational experiences, whether under the umbrella of an institution or not (Council of Europe, 2016). There are a number of rules and procedures that learners and teachers have to follow on this path. In some countries, these rules and procedures are established and followed strictly by a top authority; while in others, learners and teachers have the right to take initiative. Curriculum autonomy is the degree to which individuals or groups -especially teachers and governing bodies of schools- decide on what to teach students (Morgado and Sousa, 2010). If this power is given more to the top of the education system, centralism comes to the forefront; if this power increases towards schools and teachers, decentralization (autonomy) will come to the forefront. In Turkey, curriculums are developed by the Ministry of National Education and transmitted throughout the whole country. Therefore, a centralized understanding is followed. Although this approach is the general policy of the nation-states such as Turkey, many countries began to follow the decentralized approaches (Desurmont, Forsthuber, & Oberheidt, 2008). In recent years, studies have been carried out on the autonomy of curriculums in many European countries such as Estonia, Finland, France, Germany, Hungary, Ireland, Netherlands, Norway, Portugal, Scotland, England, Slovenia and Sweden (Kuiper and Berkvens, 2013). Although the curriculums are prepared from the center in our country, some flexibility has been provided in the implementation of them. Although the objectives and contents of the curriculums cannot be changed, certain parts of the preferences, especially in educational situations and assessment and evaluation tools, are given to the teachers. This has enabled teachers to exercise certain discretionary powers in educational activities. Examination of this situation from the eyes of the teachers who implement the curriculums emerges as a problem situation that needs to be investigated. When the literature is reviewed, it is seen that curriculum autonomy is not examined in Turkey before. However, there are some works focused on issues such as teacher and student autonomy. In this context, it is important to examine teachers' views on curriculum autonomy. Also, addressing issues of curricular autonomy in Turkey is helpful in order to enrich the relevant literature. The aim of this study is to examine views on curricular autonomy of teachers who work at a secondary school in the western Black Sea region, Turkey. Quantitative research is insufficient to explain the phenomena in educational environments, and it is necessary to examine human behaviors from a flexible and holistic point of view in order to explain these phenomena (Şimşek, & Yıldırım 2000). For this reason, the interview technique was preferred as one of the qualitative research methods in the study since it was aimed to prevent misconceptions and to consider the subject through one-to-one interviews with the participants. The study group consists of 11 volunteer teachers from different branches who are working in a secondary school located in the western Black Sea region of Turkey. In the study, a semi-structured interview technique was used to form an interview form consisting of 7 questions and sub-questions to be asked according to the progress of the interview. The questions in the interview form were formed considering the conceptual framework of the research in order to increase the validity. Data were collected by interviewing with 11 teachers one-by-one. Before the interview, the consent of the teachers was obtained, and the interviews were recorded. Then the sound recordings were transcribed and analyzed several times with a partner evaluator to improve the reliability of the research. When asked teachers' opinions about the existing curriculums, it is seen that the majority of them are generally not satisfied with the curriculums. Additionally, all of the teachers stated that curriculums should be partially or completely autonomous. Nevertheless, the fact that some teachers do not want to take part in the curriculum development process and the desire to be the only practitioner of the program is seen as a significant result. In contrast, studies conducted in countries such as China, Korea, Taiwan, and South Korea show that teachers develop negative attitudes towards curricular autonomy, contrary to the general belief that they want more curricular autonomy (Hong & Youngs, 2016; Kennedy, 2010). According to another result, some teachers support the idea that each school/teacher should design their own curriculum whereas some teachers oppose it. The teachers who objected to the idea stated that there were central examinations as a reason, that they did not receive sufficient training in curriculum development and that they do not want to take too much responsibility. In a different study conducted in Portugal, conclusions supporting these results were reached (Flores, 2005). Keywords: curriculum autonomy, centralization, decentralization

359

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract REFERENCES Council of Europe (2016). Guide for the development and implementation of curricula for plurilingual and intercultural education. Strasbourg: Council of Europe Publishing. Desurmont, A., Forsthuber, B., & Oberheidt, S. (2008). Levels of Autonomy and Responsibilities of Teachers in Europe. Eurydice: EU Bookshop. Flores, M.A. (2005) Teachers' views on recent curriculum changes: tensions and challenges, Curriculum Journal, 16:3, 401-413. Hong, W.P., & Youngs, P. (2016) Why are teachers afraid of curricular autonomy? Contradictory effects of the new national curriculum in South Korea, Asia Pacific Journal of Education, 36:sup1, 20-33. Kennedy, K.J. (2010). School-based Curriculum Development for New Times: A Comparative Analysis. E. H-F. Law&N. Nieveen (Ed.), Schools as Curriculum Agencies: Asian and European Perspectives on School-based Curriculum Development içinde (s. 3–18). Rotterdam: Sense Publishers. Kuiper, W., & Berkvens, J. (Ed.). (2013) Balancing curriculum regulation and freedom across Europe. CIDREE Yearbook 2013. Enschede, Hollanda: SLO. Morgado, J.C., & Sousa, F. (2010) Teacher evaluation, curricular autonomy and Professional development: trends and tensions in the Portuguese educational policy, Journal of Education Policy, 25:3, 369-384. Şimşek, H., & Yıldırım, A. (2003). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

360

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 15036 ATTITUDES AND CONCERNS OF PRIMARY SCHOOL TEACHERS TOWARDS INCLUSIVE EDUCATION: IMPLICATIONS FOR TEACHER EDUCATION TUGBA CIHAN ABSTRACT Inclusive education is on the agenda of many countries as an educational reform, aiming to eliminate the barriers in the educational system by bringing all students into general schools (Ainscow, 2005). This means an education system supporting all students to learn, whatever their abilities are, as a result of which all children learn together in the same schools. Therefore, teaching as well as the curriculum, school buildings, classrooms, playgrounds, transport and toilets have to be suitable for all children at all levels (UNICEF, 2017). Turkey has signed a few international agreements to ensure the widespread application of inclusive education; however, the most comprehensive regulation was published in July, 2018, which is a very positive development on special education in Turkey (MEB, 2018). However, despite these positive attempts, there are problems in the implementation process. Gök and Erbaş (2011) claimed that inclusive education in Turkey has not yet been accepted widely. Batu (2004) found that although teachers believed in the usefulness of inclusive education, some were reluctant to have children with special education needs in their class. Evan and Lunt (2012) found that teachers’ lack of knowledge and negative attitudes towards inclusion is one of the greatest barriers to inclusion, also a barrier in the implementation of inclusive education in Turkey, as teachers graduate without adequate knowledge and experience regarding inclusive education (Akalın, et al., 2014; Batu, 2010). Although there are forty undergraduate programs in special education in Turkish universities (Council of Higher Education, 2018), the number of specialized teachers is still inadequate, so the Ministry of National Education gives in-service courses to untrained teachers for special education (Cavkaytar, 2006). Research has indicated teachers’ attitudes towards inclusion have a direct effect on students’ learning and development (Forlin, Cedillo & Romero-Contreras, 2010) and teachers’ positive attitudes result in better student outcomes (Rakap, Parlak-Rakap & Aydın, 2016). Therefore, a better understanding of teacher attitudes and concerns towards inclusive education can help improve the learning environment (Ross-Hill, 2009) and teaching practice. The aim of this article is to determine primary school teachers’ attitudes and concerns towards inclusive education and reach some implications for pre-service and in-service teacher education. Specific research questions are as follows: 1. What are the attitudes of primary school teachers towards inclusive education? 2. What are the concerns of primary school teachers towards inclusive education? 3. What do teachers’ attitudes and concerns indicate in terms of pre-service and in-service teacher education? A mixed study design is to be employed in this study to answer the research questions. The participants of the study will be approximately 500 primary school teachers chosen randomly from the primary schools in Ankara. The data on attitudes and concerns of primary school teachers will be collected through The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale developed by Forlin, Earle, Loreman and Sharma (2011) and translated into Turkish by Bayar, Özaşkın and Bardak (2005). Semi-structured interviews will also be held with a group of teachers chosen from the study participants to draw a holistic picture of primary school teachers’ concerns about inclusive education. The data gathered through the scale will be analyzed in three steps. First, a confirmatory factor analysis will be used to test if the data fit the factor structure of the scale. Then, descriptive statistics will be calculated through SPSS. Lastly, correlation coefficients will be calculated to find the relationship between demographic variables and the latent factors of the scale. The data gathered through interviews will be subject to content analysis to identify the main themes and concepts underlying teachers’ perceptions and concerns. The data collected through the scale and interviews are expected to show that teachers mostly have positive attitudes towards inclusive education but mostly negative opinions about the inclusion of students with special education needs in mainstream classrooms the whole day. Therefore, there may be some negative aspects in teachers’ attitudes regarding the widespread implementation of inclusive education. It is expected that teachers’ knowledge, skills and experiences may not be adequate regarding inclusive education and they may not find the curricula and course materials appropriate for inclusive education. Moreover, teachers may need in-service training about inclusive education, and they will probably underline the need for some theoretical and practical elements in pre-service education so that teachers can graduate from faculties being equipped in theoretical and practical terms about inclusive education. The inadequate physical qualities of schools and little parent participation in the process may also be drawn as some barriers in front of the implementation of inclusive education. Keywords: inclusive education, special education, children with special educational needs

361

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Forlin, C., Cedillo, I. G. & Romero-Contreras, S. (2010). Inclusion in Mexico: Ensuring supportive attitudes by newly graduate teachers. International Journal of Inclusive Education, 14 (7), 723-739. Cavkaytar, A. (2006). Teacher training on special education in Turkey. The Turkish Online Journal of Educational Technology, 5 (3), Article 7. Bayar, A., Özaşkın, A. G., & Bardak, Ş. (2015). Adaptation, validity and reliability study of sentiments, attitudes, and concerns about inclusive education in Turkish. International Periodical for the Languages, Literature and History or Turkic, 10 (3), 175-186. Gök, G., & Erbaş, D. (2011). Early childhood teachers’ opinions about and suggestions for inclusion programs. International Journal of Early Childhood Special Education, 3(1) 66–87 Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The Sentiments, attitudes, and concerns about ınclusive education revised (SACIE- R) scale for measuring pre-service teachers’ perceptions about ınclusion. Exceptionality Education International, 21, 50-65. UNICEF, (2017). Inclusive Education. Including children with disabilities in quality learning: what needs to be done? https://www.unicef.org/eca/sites/unicef.org.eca Batu, S. (2010). Factors for the success of early childhood inclusion & related studies. International Journal of Early Childhood Special Education (INT-JECSE), 2(1), 57-71.

362

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 15061 THE STUDY OF MULTIDIMENSIONAL PERFECTIONISM IN GIFTED STUDENTS SELCEN GULTEKIN - HULYA BAYSAL - OKAN BAYSAL ABSTRACT There are individuals in the world that develop diversely than usual. In spite of the lack of unified criteria for identifying them, the label given to them is gifted. Gifted individual called for who learns faster than their peers, has leading capacity in creativity, art, has special academic features, understands abstract ideas, likes to act independently in his fields of interest, and has high performance (MEB, 2016). The most well-known model in the field is three-ring conception of giftedness by Renzulli and his colleagues. The gifted individual is the one who interacts among above average ability ring, creativity ring and task commitment ring (Plucker & Callahan, 2014). However, the gifted individual has advanced intellectual skills, they are vulnerable to a variety of difficulties. Perfectionism, one of them, has been recognized as a common emotional trait of giftedness (Rodell, 1984). The origins of perfectionism in gifted students are just beginning to receive attention in the literature. Over the past two decades, the researches on perfectionism have concluded the impact of perfectionism on many aspects of gifted students’ development (Fong & Yuen, 2014). Perfectionism defined as involving high standards of performance which are accompanied by tendencies for overly critical evaluations of one's own behavior (Frost, Marten, Lahart & Rosenblate, 1990), has both positive and negative aspects. In positive form, perfectionism provide driving energy which leads to great achievement while in negative form perfectionism coupled with punishing attitude towards one’s own efforts can cripple imagination, kill the spirit and handicap performance (Rodell, 1984). Perfectionism seen to have just one aspect, was mainly viewed as unidimensional, however, it has been purposed to be viewed as multidimensional perspective. New instruments were developed based on perfectionism as a multidimensional construct. While Hewitt and Flett (1989) has supported that perfectionism has three dimensions, Frost et al (1990) stated that perfectionism has six dimensions. While studying perfectionism in gifted children, it is suggested to assessment of perfectionism with six dimensions (Frost et al, 1990) as it is consisted with the features of the gifted (Ozbay and Misirli- Tasdemir, 2003). In the light of the literature, the aim of this research is to study the multidimensional perfectionism of gifted primary school students in terms of the genders, grades, school types and places where they live. This study which is aimed to examine the perfectionism of gifted primary school students studying at the Science and Art Center is a descriptive survey research. Survey research involves collecting data through questionnaires or interviews to describe people’s opinions on some topic or issue (Gay, Mills & Airasian, 2012). In the study, the Multidimensional Perfectionism Scale adapted to Turkish by Ozbay and Misirli- Tasdemir (2003) was used as a data collection tool. The scale is 5-point scale with six dimensions and thirty-five items. The alpha coefficient of realibility of the test is .83. The research group consisted of 142 (79 females; 63 males) gifted primary school students attending to Balikesir Science and Art Center. The data were collected in spring during the 2018–2019 school year. The data was analyzed with the statistical package for social sciences program. All variables were separately explored for each dimension of the scale. The findings were provided with the one-way multivariate analysis of variance (MANOVA).In the findings of the study, the relationship between variables (genders, grades, school types and places) and six dimensions of the perfectionism scale (concerning over making mistakes, a preference for order and organization, the doubting of the quality of one's actions, the perception of high parental expectations, the perception of high parental criticism and including high personal standards) was discussed. In terms of genders variable, both male and female students were not significantly different on all dimensions of perfectionism. In terms of grades variable, there was no significant difference on all dimensions of perfectionism. The perfectionism levels of the students took no change over the grades. According to the results of school types variable, significant difference was not found on all dimensions of perfectionism whether the students who study at public school or private school. In terms of places variable, there was significant difference on the perception of high parental criticism dimension while there was not significant difference on other dimensions. It was revealed that the students who live in provincial center had higher parental criticism scores than the students who live in district. Keywords: Gifted students, multidimensional perfectionism, primary school

363

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Fong, R. W., & Yuen, M. (2014). Perfectionism and Chinese gifted learners. Roeper Review, 36(2), 81-91. doi: 10.1080/02783193.2014.884202 Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14(5), 449–468. doi: 10.1007/bf01172967 Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research. New Jersey: Pearson. Hewitt, P. L., & Flett, G. L. (1989). The multidimensional perfectionism scale: development and validation. Canadian Pschology, 30, 339. MEB (2016). Millî eğitim bakanliği bilim&sanat merkezleri yönergesi. https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/07031350_bilsem_yonergesi.pdf Erişim Tarihi: 08.04.2019 Özbay, Y., & Mısırlı-Taşdemir, Ö. (2003). Multidimensional perfectionism scale: validity and reliability study. VII. Malatya: National Congress of Psychological Counseling and Guidance. Plucker, J. A., & Callahan, C. M. (2014). Research on goftedness and gifted education: status of the fiedla and considerations for the future. Exceptional Children, 80(4), 390-406. doi: 10.1177/0014402914527244 Rodell, W. C. (1984). Vulnerabilities of highly gifted children. Roeper Review, 6(3), 127-130.

364

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 15108 A CASE STUDY ON GENDER EQUALITY EDUCATION BUKET TURHAN TURKKAN - NIHAN ARSLAN NAMLI - BETUL KARADUMAN - MEMET KARAKUS ABSTRACT Inequalities are increasing both at local, national and international levels due to the differentiation of societies on the basis of different race, class, gender and language (Kellogg, 2002). One of these inequality areas is gender inequality. The concept of sexism is defined as the belief that men and women have different characteristics and that one gender has the right to more power and resources than the other and it is stated that the attitudes and behaviors created by sexism on children have negative effects on both sexes (Schniedewind & Davidson, 2006). However, individuals may also be adversely affected by school culture in terms of gender roles (Levine, Lowe, Peterson & Tenorio, 1995). In this context, gender-based prejudices of some students may have negative effects on other students in the school. Besides, while individuals avoid sexist behaviors, they can make gender discrimination without being aware of it (Schniedewind & Davidson, 2006). It is also stated that there are problems in terms of gender inequality in Turkey (Gözütok, Toraman & Acar-Erdol, 2017). One way of identifying problems related to gender equality and generating solutions is related to the social function of education. Gross schooling rates of girls at all levels of education, gender equality index and expected education time from elementary education to higher education of Turkey are behind developed countries (Maya, 2013). Besides, it is determined that students' attitudes towards gender equality are moderate and needed to be improved (Sis-Çelik, Pasinlioğlu, Tan & Koyuncu, 2013). Moreover, there is a need for gender equality education for secondary school students (Acar-Erdol & Gözütok, 2017). In this respect, it can be said that there is a need for an education nationally on gender equality in Turkey. Besides, it can be said that the studies on gender equality are generally related to the courses in the social field (Kırbaşoğlu& Kılıç & Eyüp, 2011; Seçgin&Kurnaz, 2015). It is thought that integrating computational courses such as mathematics, science, information technologies and software to address a social issue will give a different perspective to the topic. In this context, these three courses were integrated into the study and a multidisciplinary instruction centered on gender equality was practiced and the effects of this practice on students' awareness of gender equality were examined. In addition, students' views about the instruction were determined. This study was carried out with the case study method. In this research, practice of instruction design is considered as a case. The participants of the study were 21 sixth-grade students in the second semester of the 2018- 2019 academic year at a public school located in a middle-socioeconomic area in Sarıçam district of Adana province. In the study, a practice lasting eight hours was carried out. In the first week, basic knowledge and concepts about gender equality were discussed. In the second week, education and gender equality was discussed. Topics covered in this course are integrated with mathematics course. In the third week, the subject of history of science and gender equality was discussed and related to the history of science within the scope of science course. In the fourth week, sports, art, literature, social media and gender equality was discussed and the subject was related to information technologies and software course. Research data were collected with View Form on Gender Equality and Practice Evaluation Form which were developed by the researchers. The inductive analysis method was used in the analysis of both forms. As a result of the research, it was determined that a multidisciplinary instruction on gender equality had positive effects on improving students' awareness of gender equality. The views of students on the practice were collected under six themes such as: Positive views on practice, negative views on practice, views on differences of practice from other courses, changes in perspective, learned at the end of practice process and suggestions for practice process. Within the scope of positive views, students presented ideas about being a fun lesson, learning new information about gender and learning gender equality and discrimination. Within the scope of negative views, students mostly mentioned about the fact that worksheets were sometimes excessive and sometimes writing was continuous. Within the scope of changes in perspective, students mostly discussed about increasing knowledge of gender, thinking that men can wear pink, starting to disapprove of gender discrimination, changing stereotypes towards women and deepening knowledge of gender. In the context of what was learned in practice, students mostly mentioned about that men and women have equal rights, that men and women are equal, that there should be no gender discrimination and that people are equal. This study was supported by Çukurova University Scientific Research Projects Unit (ID:10028). Keywords: Gender Equality, Mathematics Course, Science Course, Information Technologies and Software Course

365

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Gözütok, F.D., Toraman, Ç. & Acar-Erdol, T. (2017). Toplumsal cinsiyet eşitliği ölçeğinin (TCEÖ) geliştirilmesi. İlköğretim Online, 16(3), 1036- 1048. Kellogg, P. (2002). Ten chairs of inequality. In B. Bigelow & B. Peterson, (Eds.), Rethinking globalization-teaching for justice in an unjust world (pp.115-117). Milwaukee: Rethinking Schools. Kırbaşoğlu-Kılıç, L. & Eyüp, B. (2011). İlköğretim Türkçe ders kitaplarında ortaya çıkan toplumsal cinsiyet rolleri üzerine bir inceleme. ODÜ Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 2(3), 129-148. Levine, D., Lowe, R., Peterson, B. & Tenorio, R. (1995). Multiculturalism and antibias education. In D.Levine, R.Lowe, B.Peterson & R.Tenorio (Eds.), Rethinking schools-an agenda for change (pp.5-6). New York: The New Press. Maya, İ. (2013). Türk eğitim sistemindeki cinsiyet eşitsizliklerinin AB ülkeleri ile karşılaştırılması. Eğitim&Bilim, 38(168), 69-84. Schniedewind, N., & Davidson, E. (2006). Open minds to equality: A sourcebook of learning activities to affirm diversity and promote equity. Milwaukee: Rethinking Schools. Seçgin, F. & Kurnaz, Ş. (2015). Sosyal bilgiler dersinde toplumsal cinsiyet etkinliklerinin öğrencilerin algı&tutumlarına etkisi. Uluslararası Türk Eğitim Bilimleri Dergisi, 3(5), 24-38. Sis-Çelik,A. Pasinlioğlu,T., Tan,G. & Koyuncu,H. (2013). Üniversite öğrencilerinin cinsiyet eşitliği tutumlarının belirlenmesi. F.N. Hemşirelik Dergisi, 21(3), 181-186.

366

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 15115 THE REFLECTIONS OF MULTICULTURAL EDUCATION ON THE PRIMARY EDUCATION CURRICULA BETUL BABAYIGIT - MERAL GUVEN ABSTRACT Multicultural education (ME) is an educational reform, process and approach which aims to offer equal educational rights and high-quality school experiences to all students regardless of their age, sex, gender, language, socioeconomic status, religion, ethnic background, disability or any other individual or cultural differences (Banks, 2008). Having its roots in the social rights movement of 1960s in the USA, multicultural education approach has influenced numerous educational systems and curricula all over the world largely due to the ever-increasing effects of globalization (Çelebi, 2016). The primary aims of ME can be listed as delivering high quality instruction to all students from different backgrounds, increasing the overall success of the educational system, contributing to social justice and peace by educating children the importance of recognizing and respecting the individual and cultural differences (Banks, 2009; Bennett, 2007). Since globalization and social mobility irretrievably changed the characteristic social structures of the societies, many countries have started to give importance to ME approach in order to overcome their difficulties regarding how to address the educational needs of diverse groups (Özensel, 2012; Gay, 2014; Acar-Çiftçi and Aydın, 2014). As a relatively new topic in Turkey, multicultural education has attracted the attention of educators and made it to the educational researchers’ agenda for the last two decades. Although there are some studies which examined school curricula from a multicultural point of view, these studies focused only on Life Sciences and Social Sciences curricula and failed to provide an insight about the other essential courses in primary schools (Akar and Keyvanoğlu, 2016; Akar and Yalçın, 2017; Keskin and Yaman, 2014). An extensive literature review by the researchers failed to access any research revealing how essential courses in primary school curricula in Turkey included multicultural approach or how the curricula of different courses differed in terms of their objectives related to multiculturalism. Therefore, the aim of this research is to find out the reflections of multicultural education on the primary school curricula in Turkey. Within the scope of this aim, researchers tried to answer these questions: (1) How is multicultural approach reflected in the introductory section of the primary school curricula? (2) Which objectives in the Turkish, Mathematics, Life Sciences, Social Sciences and Science curricula are related to multicultural education? Are there any differences among these courses regarding how they embrace the multicultural approach?This research employed basic qualitative research design (Merriam, 2013). As the data collection method, document analysis was used. The documents that were analyzed in this study included Turkish, Mathematics, Life Sciences, Social Sciences and Science Primary School Curricula (from 1st to 4th grade). The documents were obtained through the website of the Ministry of National Education. While analyzing the data, content analysis method was used (Yıldırım and Şimşek, 2013). Firstly, the documents were read and the words, phrases or objectives in the documents that are related to multicultural education were highlighted by the researchers separately. This process was repeated twice in order not to miss out any words or phrases that reflected multicultural education approach. Next, the researchers came together and compared their analyses. In order to increase the reliability, the researchers discussed the elements that they coded differently and reached a common decision until they resolved all the disagreements. Lastly, they created main themes for the objectives that were related to multicultural education approach. As a result of the analyses, it was found out that the common introductory sections of the primary curricula partially reflected multicultural education approach. For instance, primary school curriculum in general has been prepared in a way to address individual differences, …aims to educate students who has communication and empathy skills. Also, some values that are essential from a multicultural point of view are included in the curriculum, such as justice, friendship, respect and patriotism. However, these common values were not largely reflected on the objectives of the courses. It was found out that among 235 objectives of Turkish curriculum, only 4 of them reflected multicultural approach, while none of the 229 objectives of Maths curriculum and 79 objectives of Science curriculum reflected multiculturalism. Among 33 objectives of Social Sciences curriculum, 11 of them reflected multicultural approach and among 148 objectives of Life Sciences, 16 of them were related to multiculturalism. To sum up, it can be concluded that primary school curricula do not reflect the multicultural approach in a sufficient manner. Besides, there are differences among courses regarding how they integrate multicultural approach in their objectives. Keywords: multiculturalism, multicultural education, globalization, primary school, curriculum

367

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Acar-Çiftçi, Y., Aydın, H. (2014). Türkiye’de çokkültürlü eğitimin gerekliliği üzerine bir araştırma. SDÜ Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi, 33, 197-218. Akar, C., & Keyvanoğlu, A. (2016). 2009-2015 Hayat Bilgisi Programlarının Çokkültürlü Eğitim Bağlamında Karşılaştırılması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 731–749. Akar, C., & Yalçın, D. (2017). İlkokul 4. Sınıf sosyal bilgiler öğretmen kılavuz kitabında yer alan kavramlar listesinin demokrasi&çokkültürlülük kavramları açısından incelenmesi. Türkiye Sosyal Araştırmalar Dergisi, 435–450. Banks, J. A. (2008). An introduction to multicultural education. Boston, MA: Pearson Publication. Bennett, C. I. (2007). Comprehensive multicultural education: Theory and Practice (6th edition). Boston: Pearson Allyn and Bacon. Banks, J. A. (Ed.). (2009). The Routledge international companion to multicultural education. New York-London: Routledge. Çelebi, N. (2016). Küreselleşme&Eğitime Yansımaları. Ankara: Nobel Yayınevi. Gay, G. (2014). Kültürel Değerlere Duyarlı Eğitim (H. Aydın, Çev.). Ankara: Anı Yayıncılık. Keskin, Y., & Yaman, E. (2014). İlk Öğretim Sosyal Bilgiler Programı&Ders Kitplarında Yeni Bir Paradigma: Çokkültürlü Eğitim. Turkish Studies, 9(2), 933–960. Merriam, S. B. (2013). Nitel Araştırma: Desen&Uygulama için Bir Rehber. (S. Duman, Çev.). Ankara: Noel Yayıncılık. Özensel, E. (2012). Çokkültürlülük uygulaması olarak Kanada çokkültürlülüğü. Akademik İncelemeler Dergisi, 7(1), 55-70.

368

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 16016 AN ANALYSIS OF THE PRE-SERVICE SCIENCE TEACHERS’ VIEWS ON COMPLEMENTARY MEASUREMENT AND EVALUATION SERKAN ASLAN ABSTRACT Measurement and evaluation is essential in the education system. It is by far the most significant payoff in recognizing and guiding the student, controlling the educational environment, identifying educational problems as well as curriculum development (Kıcır-Deral, 2016: 748). One of the main objectives of present-day curricula in our country is to raise individuals who are creative, who have critical thinking skills and high self-confidence. This paves the way for the emergence of a new understanding for the adaptation and implementation of the program based on constructivism (Tuncer & Özeren, 2015: 374). With new curricula, MoNE, in particular, proposed evaluation criteria such as learning process-based evaluation approach, performance and project evaluation approach, self and peer evaluation and portfolio in the measurement and assessment practices (Birgin & Gürbüz, 2008: 164) under the name of complementary measurement and evaluation. Complementary measurement and evaluation tools are recommended within the curricula updated in 2017 in Turkey. It is also widely known that there have been various problems since 2005 in the use of complementary measurement and evaluation tools proposed in the curriculum. Indeed, the studies conducted (Çoruhlu, Nas & Çepni, 2009; Özenç, Doğan & Çakır, 2017; Topkaya & Yılar, 2016) have revealed that teachers face numerous problems in complementary measurement and evaluation. Although complementary measurement and evaluation tools have been proposed in the curriculum for approximately 15 years, it is surprising that similar problems are still experienced in practice. Therefore, it is of great importance to provide a qualified teaching-measurement course in teacher training programs in order to overcome these problems. In this regard, this research examined pre-service science teachers’ views regarding complementary measurement and evaluation. The research was expected to guide to the teacher training programs. In service of this aim, answers to the following questions were sought: 1. What are the views of the pre-service teachers regarding complementary measurement and evaluation? 2. What complementary measurement and evaluation tools will pre-service teachers use when they begin their duty? 3. What are the pre-service teachers’ views on the appropriate complementary measurement and evaluation tools to use in science education? 4. What are the problems that pre-service teachers face with complementary measurement and evaluation tools in science education? 5. What are the pre-service teachers' recommendations for the problems they may face with complementary measurement and evaluation tools in science education? This research utilized qualitative research model which approaches to the subject in an interpretative and natural way and which focuses on multiple methods. Qualitative research is closely related to the aspects of the problem that cannot be measured or that are not easy to measure, i.e. the process and meaning of the problem rather than the quantity, number, frequency and intensity of the problem (Denzin & Lincoln, 2012). One of the qualitative research designs, phenomenological design was used in the present research. Johnson and Christensen (2012) noted that the aim of the phenomenological research is to gain a perspective about the lives of the participants and to reveal the personal meanings they construct through their experiences. This research used the phenomenological design as the pre-service teachers' views regarding complementary measurement and evaluation were explored. The participants of the research consisted of the third and fourth grade 47 pre-service teachers learning at science teaching in Süleyman Demirel University during the 2018-2019 academic year. Criterion sampling method was used in order to determine the participants. The research employed written interview form as a data collection tool. Descriptive analysis was used during data analysis. As a result of the research, the pre-service teachers stated that complementary measurement and evaluation tools were student-centered, facilitating the recognition of the student, providing feedback to both parents and teachers, and enabling the student to actively participate in the measurement and evaluation process. Pre-service teachers also expressed that they would use measurement and assessment tools such as performance task, concept map, diagnostic tree and rubrics when they started to work. The main reasons for choosing these tools are that they are student-centered, students have fun and they are aware of their own learning. The pre- service teachers put forward that more performance tasks should be applied in science education. They expressed the reasons as follows. Individual differences were taken into consideration with performance tasks, and the students used the knowledge they would use in daily life in performance tasks. Besides, pre-service teachers concluded that they might face problems such as lack of time, students’ failure in fulfilling their responsibilities and lack of objectivity in scoring when applying complementary measurement and evaluation tools in science education. The pre-service teachers developed various recommendations for the problems they may encounter in complementary measurement and evaluation tools that will be used in science teaching. Keywords: Measurement-evaluation; Complementary measurement-evaluation; pre-service teachers.

369

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Birgin, O., & Gürbüz, R. (2008). Sınıf öğretmeni adaylarının ölçme&değerlendirme konusundaki bilgi düzeylerinin incelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20, 163-179. Çoruhlu, T., Nas, S. & Çepni, S. (2009). Fen&teknoloji öğretmenlerinin alternatif ölçme-değerlendirme tekniklerini kullanmada karşılaştıkları problemler: Trabzon örneği. Yüzüncü Yüz Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 122-141. Denzin, N.K., & Lincoln, Y.S. (2012). The landscape of qualitative research: theories and issues. CA: Sage Publications. Johnson, B., & Christensen, L. (2012). Educational research quantitative, qualitative and mixed approaches. London: SAGE. Kıcır Deral, K. (2016). Sosyal bilgilerde ölçme değerlendirme. D. Dilek. (Edt). Sosyal bilgiler eğitimi. Ankara: Pegem Akademi Yayınları. Özenç, M., Doğan, C., & Çakır, M. (2017). Sınıf öğretmenlerinin alternatif ölçme değerlendirme hakkındaki görüşlerinin belirlenmesi. Ziya Gökalp Eğitim Fakültesi Dergisi, 30, 587-607. Topkaya, Y., & Yılar, B. (2016). Sosyal bilgiler öğretmenlerinin alternatif ölçme-değerlendirme teknikleri hakkındaki görüşleri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 593-610. Tuncer, M., &Özeren, E. (2015). Alternatif ölçme&değerlendirme araçları üzerinebir meta analiz çalışması. Eğitim&Öğretim Araştırmaları Dergisi, 4(2), 374-386.

370

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 16093 CLASSROOM ASSESSMENT BELIEFS OF TEACHERS: A SCALE VALIDITY AND RELIABILITY STUDY CIHAD SENTURK - GOKHAN BAS ABSTRACT In recent years beliefs have been considered as a key issue in understanding teachers’ classroom behaviors (Hermans, Tondeur, van Braak, & Valcke, 2008). These beliefs could influence the way teachers conceptualize teaching and learning, as well as classroom assessment (Airasian, 2001). The beliefs about classroom assessment refer to the conceptions held by teachers about their preferred ways of measurement and assessment (Stiggins, 2004). These beliefs include the meaning of measurement and assessment and the roles of teachers and students. There has been a shift in teachers’ beliefs in classroom assessment from traditional to alternative (Anderson, 1998), which takes a considerable attention from educational researchers. Often, the beliefs of classroom assessment are associated with two modes, which are characterized by traditional and alternative modes (Nitko & Brookhart, 1996). The traditional mode of classroom assessment is often contrasted to the alternative one, which emphasizes a summative use of assessment, often characterized by paper-pencil tests (Zhang & Burry-Stock, 2003). On the contrary, the alternative mode of classroom assessment emphasises a formative use of assessment, which is often characterized by process-based practices. The traditional and alternative modes of classroom assessment contradict each other, and they are used in various ways throughout the classroom. Even though there is a tendency towards understanding teachers’ beliefs about teaching and learning (Chan & Elliott, 2004), there is limited concern in understanding their beliefs about classroom assessment. Scales can determine how teachers have beliefs about classroom assessment, revealing their practices in traditional and alternative modes of assessment. Classroom assessment beliefs of teachers can be determined with the help of a scale, thus their tendencies to use traditional or alternative modes of assessment can be revealed. Therefore, the aim of this research is to develop a valid and reliable scale to be used by teachers in determining their classroom assessment beliefs. To the best of our knowledge, there is no scale development study in determining teachers’ beliefs about classroom assessment, and this gap in the scope is believed to be filled with such scale development research. The sample of the research consisted of teachers (n = 559) working in primary schools, middle schools, and high schools in the province of Karaman, Turkey. In light of the literature review, a pool consisting of 78 items was formed by the researchers. After presenting the initial form of the scale into the views of a group of specialists, the scale was finalized as a result of the suggestions of the related group. The five Likert type (From totally disagree = 1 to totally agree = 5) 78-item pilot form was applied on determined sample of teachers. For the construct validity of the scale, the exploratory factor analysis (EFA) based on the principal component analysis method was applied (Jolliffe, 2011). Also, Cronbach’s Alpha internal consistency and Spearman-Brown correlation coefficients were calculated for reliability. In order to carry out the validity and reliability studies of the scale, the EFA was made. The data obtained were coded in the MS Excel 2010, which were then transferred to SPSS 23.0 (Statistical Package for Social Sciences) to conduct the related analyses. Kaiser-Meyer-Olkin (KMO) sampling adequacy was calculated to be 0.923, meaning an excellent value. Also, Bartlett’s test of sphericity value was found as significant (χ2 = 15308.808/df = 903, p < 0.000). As a result of the EFA, it was seen that the scale had a structure of two factors with 35 items. Traditional classroom assessment belief consisted of 15 items (e.g., Item-1: Classroom assessment should be conducted only by the teacher; Item-5: High-stakes testing should be extensively used in classroom assessment) and the factor loadings rotated by varimax ranged from 0.676 to 0.434. Explained variance of this factor was calculated as 11.702%. Alternative classroom assessment belief consisted of 28 items (e.g., Item-17: Classroom assessment should be related to real life of the student; Item-19: Classroom assessment should aim at monitoring the student progress) and the factor loadings rotated by varimax ranged from 0.850 to 0.407. Explained variance of this factor was calculated as 32.794%. The total explained variance of the scale was found as 44.496% in the research. Cronbach’s Alpha coefficients calculated for the scale were seen as follows: Traditional classroom assessment belief, 0.84 and Alternative classroom assessment belief, 0.95. Keywords: Classroom assessment, classroom assessment beliefs, scale development study.

371

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Airasian, P. W. (2001). Classroom assessment: Concepts and applications. New York: McGraw-Hill. Anderson, R. S. (1998). Why talk about different ways to grade? The shift from traditional assessment to alternative assessment. New Directions for Teaching and Learning, 74, 5-16. Chan, K. W., & Elliott, R. G. (2004). Epistemological beliefs across cultures: Critique and analysis of beliefs structure studies. Educational Psychology, 24(2), 123-142. Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509. Jolliffe, I. (2011). Principal component analysis. Berlin: Springer. Nitko, A. J., & Brookhart, S. M. (1996). Educational assessment of students. Englewood Cliffs, NJ: Merrill. Stiggins, R. (2004). New assessment beliefs for a new school mission. Phi Delta Kappan, 86(1), 22-27. Zhang, Z., & Burry-Stock, J. A. (2003). Classroom assessment practices and teachers' self-perceived assessment skills. Applied Measurement in Education, 16(4), 323-342.

372

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 16096 DEVELOPING AN ATTITUDE SCALE TOWARDS GRAPHICS AND ANIMATION LESSON BERKAY CELIK - KERIM GUNDOGDU ABSTRACT Nowadays the increase in technological developments that have occurred necessitates the use of technology in education. As a result of the updating of curriculum and the inclusion of technology-based methods and techniques in computer-based education continues to spread in educational institutions today. Using animation techniques in computer –based education helps students to understand the subjects and events that they have difficulty in making them more concrete and to make the information permanent. The animations used in computer-based instruction affect the learning positively with many features. These features can be listed as embodying the concepts, increasing the desire to learn, improving the cognitive, affective and dynamic characteristics of the student, increasing the permanence of knowledge and making learning enjoyable (Kombartzky, Ploetzner, Schlag, Metz, 2010; Özcan, 2008; Daşdemir, 2006). In addition, the use of animation techniques in computer-based instruction allows students to understand subjects and events that they cannot visualize more easily. Animating the electric current subject described in physics, animating a chemical reaction event in chemistry class, etc. can be given as an example (Başaran, 2005). Designing animations by students in the lesson helps make the learning process more enjoyable. This enables students to learn the subject better and think critically and creatively. Preparing animation allows students to learn by doing and experiencing. In addition, students who prepare animation develop their reflective thinking skills. Graphics and Animation lesson enables students to develop visual and audio materials (animation and simulation, etc.) used in learning environments by the students themselves (Tasker and Dalton, 2006). It is important for students to have a positive attitude in any lesson in order to be successful in academic terms. Of course, attitude scales are needed to determine the students' thoughts about the lesson (Öner, 1997 akt. Nuhoğlu, 2008). It is important to measure the attitude towards the lesson in order to predict the behavior of the student in the next stage. This situation can be used to change the behavior of the student in the next stage and to direct them in a positive way. In this context, determination of student attitude towards graphic animation lesson can guide educators both in terms of preparing material and increasing student motivation. As a result of literature review, there is not any scale that measures attitude about Graphic and Animation lesson. For this reason, it was decided to develop the Attitude Scale towards Graphic and Animation Lesson (GATÖ). This is a quantitative study. Before the application, researchers examined the scales about animation and the curriculum of graphic and animation lesson. Then 36 draft items were written. For content validity, scale draft of which items were written under the own sub-scale (attitude towards the lesson, attitude towards practice) was reviewed by 8 experts. According to experts’ views, 12 items were eliminated. After examinations, the draft form was composed of 24 items and based on four point likert type. 306 students in sample were chosen 12th class students in Vocational High Schools randomly. After application, 298 scales entirely answered. The result of KMO test is found at significant at 0.91 level and Barlett sphericity is found at (Chi- Square 3181.101, p 0.001) and these explain the 58,51% of the total variance. At the end of the factor analysis, 5 items were eliminated according to factor loadings (Büyüköztürk, 2012). The 19 items in the attitude scale for graphic and animation lesson loaded between 0.53 and 0.81. Confirmation factor analysis was used in the verification of the dimensions. The fit indexes of the scale (RMSEA=0.062 and SRMR=0.044) confirmed the model of related four sub-dimensions. RMSEA and SRMR of the study according to fit goodness index are at good fit (Erkorkmaz and etc., 2013; Hooper and Mullen, 2008). Normed Fit Index (NFI) is 0.94, Non-Normed Fit Index (NNFI) is 0.96, Comparative Fit Index (CFI) is 0.97, Incremental Fit Index (IFI) is 0.97 and Relative Fit Index (RFI) is 0.93. As in the NFI, CFI and NNFI are well above 0.90. The model represents a very good fit level. This shows that the dimensions obtained by the exploratory factor analysis results were also confirmed by the confirmatory factor analysis results. To test reliability of the scale, Cronbach alpha was calculated. The reliability factor is found out to be 0.87 for the whole scale, 0.87 for attitude in-class, 0.74 for benefits and recommendations, 0.79 for application issues and 0.61 for anxiety. Keywords: attitude scale for graphics and animation lesson, graphics and animation

373

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Başaran, B. (2005). Bilgisayar Destekli Öğretimin Fizik Eğitiminde Öğrenci Başarısı&Tutumuna Etkisi. Yayımlanmamış Yüksek Lisans Tezi. Dicle Üniversitesi Fen Bilimleri Enstitüsü, Diyarbakır. Büyüköztürk, S. (2012). Sosyal Bilgiler için Veri Analizi El Kitabı. Ankara: Pegem Yayıncılık. Daşdemir, İ. (2006). Animasyon Kullanımının İlköğretim Fen Bilgisi Dersinde Akademik Başarıya&Kalıcılığa Olan Etkisi. Yayımlanmamış Yüksek Lisans Tezi. Atatürk Üniversitesi Fen Bilimleri Enstitüsü, Erzurum. Erkorkmaz,Ü., Etikan,İ., Demir,O,Özdamar,K.&Sanisoğlu, S.Y. (2013). Doğrulayıcı Faktör Analizi&Uyum İndeksleri. Türkiye Klinikleri J Med Sci; 33(1):210- 23. Hooper D, Coughlan J, Mullen MR. Structural Equation Modelling: Guidelines for Determining Model Fit. Electronic Journal of Business Research Methods, 6(1): 53-60. Kombartzky, U., Ploetzner, R., Schlag, S., and Metz, B. (2010). Developing And Evaluating A Strategy For Learning From Animations. Learning and Instruction, 20, 424-433. Nuhoğlu, H. (2008). İlköğretim Fen&Teknoloji Dersine Yönelik Bir Tutum Ölçeğinin Geliştirilmesi. İlköğretim Online, 7(3), 627-639. Özcan, F. (2008). Dokuzuncu Sınıf Coğrafya Öğretiminde Animasyonların Yeri&Önemi. Yayımlanmamış Yüksek Lisans Tezi. Selçuk Üniversitesi, Konya. Tasker, R., & Dalton, R. (2006). Research into Practice: Visualisation of the Molecular World Using Animations. Chemistry Education Research and Practice, 7(2), 141 – 159.

374

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 16159 INVESTIGATION OF PROSPECTIVE TEACHERS’ VIEWS REGARDING THE ETHICS IN MEASUREMENT AND EVALUATION BEHCET ORAL - SERPIL CELIKTEN - SEDEF SUER ABSTRACT Measurement and evaluation process is crucial in all parts of life (Ozumba, 2011). Measurement and evaluation is a valued component of the instructional processes too because depending on this process, important decisions are made about individual and these decisions have a significant impact on individuals because individual’s career decision-making is related with this process (Schultheiss, & Stead, 2008). Besides, the career decisions made about the individual, feedback is given to the individual by the way to the educational institutions is another significant aspect of the measurement and evaluation procedure which contribute to instructional developments. At this point, the domain of educational ethics arises (Abe, & Isanbor, 2013). Instructional programs include both classroom assessment called informal assessment, and also include testing processes called standardized or formal assessment. Assessment in a classroom environment is an interactive process that is viable to subjectivity because the ways to gather information about the student is changeable and assessment with this way depends on human judgment (Dikli, 2003). Besides the classroom assessment, testing is another component of educational measurement process. Due to the standardized form of testing, it could be considered an objective way of measurement. However, the way of the testing processes to be subjective or objective is still related to many factors such as the selection of the test format, quantifying the test content appropriately, etc. All these issues point out the ethics in education. Ethics is integrated with an education firmly because education makes the individual obtain new behaviors or change them for the adaptation to the society in a reasonable way (Abe & Isanbor, 2013).When these issues are considered, it could be stated that ethics behaviors have important roles for fair measurement and evaluation. Therefore, the purpose of this study is to investigate prospective teachers’ views about ethics in terms of the measurement and evaluation processes. With this purpose the research questions mentioned below will be answered: 1. Which cases do the prospective teachers address as unethical behaviors/situations through their undergraduate education? 2. Which solutions or suggestions are addressed by the prospective teachers for the unethical behaviors/situations they are met through their undergraduate education? 3. Do the prospective teachers need to take additional courses ethics in measurement and assessment? a. If yes, which issues are addressed by the prospective teachers to be included in this course? This research is a case study that aims to reveal the current state and define it. The case study could be used in the situations where a current phenomenon is studied within its own life framework and where more than one evidence or data source is available (Yin, 2003, Fraenkal & Wallen, 2008).The case analysis includes the arrangement of the data according to the specific cases so as to make a detailed study (Patton, 2002). In this study, ethical issues about the measurement and evaluation processes stated by the undergraduate students are aimed to be investigated. These issues are considered from a different aspect of the measurement processes in order to make a detailed investigation about it. Therefore, this study is a case study that proposes to get detailed information about the related issues and provide a deeper understanding of them. For the collection of the data, a semi-structured interview form was developed by the researchers. The criteria for the selection of the students is the completion of the course of measurement and evaluation because these students were assumed to aware of the measurement and evaluation processes. Therefore, third and fourth grades students from different departments like primary education, mathematics and science education, English language teaching education are included in the study group.This study aims to investigate the prospective teachers’ views regarding ethics in the measurement and evaluation processes. With this aim, there are many expected results. These results could be investigated under the topics stated below: • Mostly addressed unethical behaviors/situations by the prospective teachers’ undergraduate education process would be stated. • Solutions put forward by the prospective teachers to these perceived unethical behaviors would be stated and discussed. • The willingness of the prospective teachers to participate in a training program related to the ethics in the measurement and evaluation processes would be stated. • if possible, mostly stated issues highlighted to be included in the training program would be mentioned. The data obtained will be analyzed with the scope of these aspects and the statement would be provided with the help of descriptive statistics (frequencies and percentages) so as to reveal which unethical situations mostly challenge the prospective teachers. Keywords: ethics, assessment, evaluation, prospective teachers

375

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Abe, T. O. & Isanbor, P. O. (2013). Philosophical Notation of Ethics for Educational Measurement and Evaluation. Researchjournali’s Journal of Business Ethics, 1 (1), 43-52. Dikli, S. (2003). Assessment at a distance: traditional vs. alternative assessments. The Turkish Online Journal of Educational Technology- TOJET, 2(3), 2, 13-19. Fraenkal, J. R., Wallen, N. E., & Hyun, H. H. (2008). How to design and evaluate research in education (7th edition). New York: McGraw-Hill Humanities/Social Sciences/Languages. Miles, M. B., Huberman, M. A. & Saldana, J. (2014). Qualitative Data Analysis A Methods Sourcebook. London: Sage. Ozumba, G. O. (2011): Analytic Philosophy and Education in Uduigwuomen, A. F. and Ogbinaka, K. (eds)Philosophy of Education: An Analytical Approach, Lagos: JERP. Patton, M. Q. (2002). Qualitative research and evaluation methods (Third ed.). Thousand Oaks, CA: Sage. Schultheiss D.E.P., Stead G.B. (2008) Ethical Issues in Testing and Assessment. In: Athanasou J.A., Van Esbroeck R. (editors) International Handbook of Career Guidance. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6230-8_30 Yin, R. K. (2003). Case Study Research, Design, and Methods (4th Edition). Thousand Oaks, CA. Sage Publishing.

376

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 16283 MISUSED VARIABLES IN EDUCATIONAL TECHNOLOGY RESEARCHSERKAN DINCER ABSTRACT Nowadays, the relationship between education and technology is one of the most popular research topics. This research topic still needs to be handled in more detail as digital technologies continue to develop. For example, the report published by UK Digital Education Organization (JICS) indicated that the benefits of technology have not been used in education exactly (Newman, Beetham, 2017). Although positive results have been obtained in many researches about technology use in education, these results are not compatible with statements in this report. Some studies in literature (Marín, Galvis, & Zawacki- Richter, 2018; Mumtaz, 2001) seem to be able to explain these differences. For example, Dinçer (2017) evaluated variables in his study in terms of research application time and control variables and reported that he had different findings following this evaluation. In a similar way, Dinçer and Doğanay (2016) noted that the scale they adapted for their study were originally prepared to measure attitudes, however, they stated that it measured perception, not attitudes. They concluded that variables such as attitude must be turned into behavior and be reassessed about one year later in order to able to be ideally measured (Ajzen & Fishbein, 1977). Motivation is a theoretical construct used to explain the initiation, direction, intensity, persistence and quality of behavior (Maehr & Meyer, 1997). Based on these statements and differences between reports, it is thought that examining the methodologies of educational technology research would shed light on understanding how correctly the results are commented. This study was conducted to analyze variables examined and methodologies used by studies of educational technology in Turkey. The study has sought answers, with analysis, to the questions what are the variables which are frequently used in educational technology research in Turkey? and what are the errors in the results of educational technology research in Turkey? This study was designed with content analysis method to answer related research questions. In terms of data analysis, content analysis can be broadly defined as systematic coding of qualitative or quantitative data based on specific themes or categories. In this context, articles in national literature published in the last five years were analyzed by document analysis method. For this study, articles from the last five years were searched on the database of TR index for social sciences and humanities with keywords educational technologies and instructional technologies and 264 articles were reached at first search. 103 articles were used for analyses after excluding from the study, articles using as method, content analysis, scale development or descriptive survey model as well as theoretical studies. Instruction method (f=61), gender (f=30), age (f=28) and school types (f=5) were determined to be frequently used independent variables in these articles. Academic success (f=92), motivation (f=81), attitude (f=81), perception (f=40) and self-efficacy (f=12) were indicated as frequently examined dependent variables. When research methodologies were examined, it was stated that almost all studies had application time varying two hours to eight weeks. Few studies (f=10) were found to be carried out in three months and more. Only five articles were detected using control variables. Attitude variable was especially found to be confused with perception and motivation ones. But almost all studies except two were determined to be ones with short time application (eight weeks or less). In addition, it was understood that a new method was compared with traditional one in most studies investigating academic achievement. In these studies, it was not possible to understand whether the method had direct effect on academic achievement given the fact that motivation was considered as control variable or indirect effect on it by the fact that motivation increased. Dinçer (2017) addressed this situation in his study by pointing out that control variables and application time must be long. Studies on technology use in education concluded that control variables must be put into practice and studies with long time application must be carried out in order to measure attitudes. It was suggested that attitude variables should not be used in studies with short time application. Keywords: Educational Technology, Measure and Evaluation, Variables

377

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological bulletin, 84(5), 888-918. Dinçer, S. (2017). Bilgisayar destekli öğretimde bilgisayar okuryazarlığının , motivasyonun&öz yeterliliğin öğrenme başarısı üzerindeki etkisi : Değişkenlerin araştırma süresi ile incelenmesi. IJOCIS, 7(14), 147–162. Dinçer, S., & Doğanay, A. (2017). Bilgisayar destekli öğretim yazılımlarında eğitsel arayüz kullanımının bilgisayar destekli öğretimi değerlendirmeye&ders ilgisine etkisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 317–366. Maehr, M. L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where we’ve been, where we are, and where we need to go. Educational Psychology Review, 9(4), 371–409. Marín, V. I., Duart, J. M., Galvis, A. H., & Zawacki-Richter, O. (2018). Thematic analysis of the international journal of educational Technology in Higher Education (ETHE) between 2004 and 2017. International Journal of Educational Technology in Higher Education, 15(8), 1-7. Mumtaz, S. (2001). Children’s enjoyment and perception of computer use in the home and the school. Computers & Education, 36(4), 347– 362. Newman, T., & Beetham, H. (2017). Student digital experience tracker 2017: The voice of 22,000 UK learners. Jisc. Retrieved from http://repository.jisc.ac.uk/6662/1/Jiscdigitalstudenttracker2017.pdf.

378

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 16298 TEACHERS’ VIEWS ON THE PROCESS OF IMPROVING TEACHER COMPETENCE IN CLASSROOM ASSESSMENT MURAT CIRAKOGLU - MURAT YALCINKAYA ABSTRACT Measurement and evaluation activities are carried out in order to determine the level of achievement of the objectives and expected behaviors to be achieved as a result of the education and training activities carried out in schools. In traditional measurement and evaluation, it is sufficient to classify students as successful or unsuccessful by revealing which behaviors the student performs in a particular learning unit. This understanding, which is based only on the evaluation of the outputs that the students put forward, has started to lose its validity in recent years and the changes in learning theories have been reflected in the evaluation understanding (Fourie&van Niekerk, 2001). Today, it has become an important problem in schools whether a summative-oriented method or a formative-oriented method can be used or if an authentic application can be made. It is known that the selection of teaching methods in the educational environment in accordance with the determined objectives directly affects the learning. A method chosen appropriately will be important for both student and teacher achievement. In this case, the consistency of the teaching method to be chosen can affect both the learner and the teacher positively or negatively. Formative assessment is both an assessment and a teaching method that is not fused with grading and fused with teaching that supports students' conceptual understanding during the lesson. When students' ideas, prior knowledge and readiness levels are not taken into account, even at the most interesting teaching activity or in the lessons that are thought to be very well done, the conceptual level of understanding may be little or no at all (Keeley, 2008). Keeley and Harrington (2014) found that the use of formative polling questions in their research with elementary school teachers contributed to issues such as designing instruction, selecting activities, identifying students' ideas, and choosing the right ways to deliver teaching gains. On the other hand, in support of this finding, Trauth-Nare and Buck (2011) found in their study with elementary school students that formative assessment revealed ways to support the students' academic needs.The main purpose of this research is to examine the opinions of the teachers working in primary and secondary schools of the Ministry of National Education regarding the process of Improving Teacher Competence in Classroom Assessment at the end of the academic year.The research was designed in the form of qualitative research. In this study, descriptive research method was used. The study group consists of 30 primary school teachers who work in İzmir and volunteer to participate in the study and Turkish, Math, Science, Social Sciences and English teachers working in secondary school. In the research, semi-structured interview form and observation form were used for as data collection tool. The data were obtained from the opinions of teachers participating in the Improving Teacher Competence in Classroom Assessment training program. The program lasted a total of 60 hours for two weeks. In the course of the training program, firstly the basic concepts and principles of measurement and evaluation within the framework of large group work and the characteristics of formative evaluation were discussed. Afterwards, teachers were divided into small groups of 5 people in line with their branches and participated in the development, implementation and evaluation of measurement tools for formative assessment process. On the last day of the training program, all branches made a presentation reflecting their work. At the end of each day during the training program teachers' opinions about that day were taken. Content analysis method was used in the analysis of the data obtained through interview and observation method. In line with the findings of the research, the following conclusions were reached: Teachers participating in the program Improving Teacher Competence in In-Class Assessment training program; - Refresh their knowledge about basic concepts and principles of measurement and evaluation, - They will be able to make gain analysis by examining measurement and evaluation approach in the context of the curriculum of the related course, - The assessment is not only important in terms of making decisions about students (pass-fail, etc.); realize that they also include practices that increase, motivate and guide their learning, - Experience what formative assessment is and realize what role they should play as a teacher in the formative assessment process, - They can realize that students need to be given motivational feedback by emphasizing what they have achieved in formative assessment practices, and then explain what they need to learn, - They can develop and implement measurement tools for formative evaluation process; was reached. It is envisaged that these practices will give an impetus to the students in the learning climate and will contribute to the development of both students and teachers in terms of setting learning objectives. Keywords: Formative assessment, curriculum, teacher views

379

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Fourie, I.&Van Niekerk, D. (2001). Follow-up on the Portfolio Assessment: A Module in Research Information Skills, an Analysis of its Value, Education for Information, 19, 107-126 Wiliam, D. (2010). An integrative summary of the research literature and implications for a new theory of formative assessment. In H. L. Andrade&G. J. Cizek (Eds.), Handbook Of Formative Assessment (pp.18–40). New York, NY: Routledge. Keeley, P. (2008). Science formative assessment: 75 practical strategies for linking assessment, ınstruction, and learning. California: Corwin&NSTA Press. Keeley, P. & Harrington, R. (2014). Vol.2 Uncovering student ideas in physical science 39 new electricity and magnetism formative assessment probes. Arlington, Virginia: NSTA Press. Trauth-Nare, A. & Buck, G. (2011). Using reflective practice to incorporate formative assessment in a middle school science classroom: a participatory action research study. Educational Action Research, 19,(3), 379-398.

380

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 16319 THE EFFECT OF THE MATERIALS DESIGNED BASED ON ARCS MODEL ON THE ATTENTION FACTOR SERKAN DINCER ABSTRACT In broadest sense, motivation means incitement and stimulating; however, the literature offers a variety of definitions regarding motivation. For instance, Keller (1983) regards it as the aspect and substantiality of a behavior; indicator of effort. Motivation is a significant factor in generating a behavior and the pioneering factor that provides meaningful learning (Keller, 2010; Paas, Tuovinen, van Merriënboer, & Darabi, 2005). Motivation has many sub-components. Attention factor is one of the most important components which affect motivation the most. In the attention dimension, it has been emphasized that if materials attract learners’ attention, learners’ curiosity and interest arise and accordingly their motivation increases. In order to attract learners’ attention, the strategies which involve perceptual arousal, inquiry arousal and variability should be identified. Although there are many theories about motivation, few theories deal particularly with the attention factor. ARCS Model is one of the main models addressing the attention factor in detail. ARCS Model takes its name from its basic aspects, namely, attention, relevance, confidence and satisfaction. In 1979, Keller published the preliminary dimensions of the model and constituted the ARCS Model in 1987. Finally, Keller added the principles of volition and self-regulation to the model and formed the fifth dimension of the model (Cobb, 2013; Keller, 2008). In the attention dimension of the model, it has been emphasized that if materials attract learners’ attention, learners’ curiosity and interest arise and accordingly their motivation increases. In order to attract learners’ attention, the strategies which involve perceptual arousal, inquiry arousal and variability should be identified. In this study, the effect of materials designed according to the ARCS model on attention factor in the motivation of students was examined by meta-analysis method. In this respect, research questions were stated as: What is the effect of the materials designed based on ARCS Model on the attention factor? One of the criticisms brought to meta-analysis studies is related to the comparison of individual studies using different measurement tools. In order to avoid this criticism in the present study, only one instrument (Instructional Materials Motivation Survey) has been chosen as reference among the instruments which evaluate ARCS Model. On 15.03.2018, titles with Instructional Materials Motivation Survey and Instructional Materials Motivation Scale were searched on Google Scholar, Science Direct and Web of Science. 562 studies obtained at the end of the survey were included in first examination. 158 studies were excluded from the study due to access problems or publication languages other than English and 404 studies were listed in order to be examined regarding their content. Of these 404 studies, those focusing on attention factor were selected and only 21 studies among them using as assessment tool IMMS with 36 items were included in the analysis. Since two of 21 studies used more than one experimental group, 23 effect size coefficients were calculated. Publication bias was examined using the classic fail-safe N (Rosenthal, 1991), Orwin's fail-safe N (Orwin, 1983), Egger's regression Test (Egger, Davey Smith, Schneider, & Minder, 1997) and no publication bias was found.It was determined that digital technologies were used as material in all of the studies examined. 23 effect sizes found out varying from -0.30 to 3.13. When the overall effect size of attention factor in the studies was analyzed, it was found out that the material, which was designed based on ARCS Model, affected attention Factor at medium level (g=0.55). In many models, it is recommended to attach importance to attention factor in order to increase motivation and achieve more successful results in terms of teaching. Thus, this interpretation is supported by the fact that there are many studies in literature stating that motivation cannot be seen when attention cannot be achieved, and academic success cannot be obtained if motivation cannot be attained. It was observed that effect sizes showed an excessive level in one study and negative effects in two other studies. When these two studies were examined, it was understood that the materials presented to students participating in the study were those that the students already used. It was interpreted that using only digital technologies as material does not increase directly the attention factor of motivation and materials that would exhibit innovation effect should be designed. Keywords: ARCS, motivation, attention, meta-analysis

381

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Cobb, C. (2013). The use of an animated pedagogical agent as a mnemonic device to promote learning and motivation in online education. Unpublished doctoral dissertation, Walden University, Texas. Egger, M., Davey Smith, G., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. British Medical Journal, 315, 629–634. Keller, J. M. (1983). Motivational design of Instruction. In C. M. Reigeluth (Ed.) Instructional design theories and models: An overview of their current status (pp. 383-434). Hillsdale: Lawrence Erlbaum. Keller, J. M. (2008). First principles of motivation to learn and e-learning. Distance Education, 29(2), 175-185. Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer. Orwin, R. G. (1983). A fail-safe N for effect size in meta- analysis. Journal of Educational Statistics, 8, 157–159. Paas, F., Tuovinen, J. E., van Merriënboer, J. J. G., & Darabi, A. A. (2005). A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction. Educational Technology Research & Development, 53(3), 25–34. Rosenthal, R. (1991). Meta- analytic procedures for social research (revised edition). Newbury Park, CA: SAGE Publications.

382

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17009 EXAMINATION OF WIDELY ACCEPTED PROGRAM EVALUATION APPROACHES AND MODELS: A REVIEW STUDY MUHAMMED AKINCI - ERDOGAN KOSE ABSTRACT Program development is the process that shows how the program is planned, implemented and evaluated, and which individuals, processes and procedures are used to create the program (Ornstein and Hunkins, 2018). Program evaluation is the process of deciding whether the developed program is valid, useful, efficient and effective in the light of scientific research processes and the decision-making process about any feature of the program (Uşun, 2012). It is possible to mention four types of program evaluation (Yüksel and Sağlam, 2014). These are: 1. Formal Evaluation is a specific, systematic valid and reliable evaluation with obvious purpose, place, time and participants (Fitzpatrick, et al., 2011). 2. Informal Evaluation unlike formal evaluation is more controversial and more individual evaluation with a lack of specific systematics, validity and reliability (Yüksel and Sağlam, 2014; Fitzpatrick, et al., 2011). 3. Formative Evaluation allows decisions about how to change problematic program items before they are fully implemented (Ornstein and Hunkins, 2018). 4. Summative Evaluation aims to evaluate the overall quality of the developed and implemented program (Ornstein and Hunkins, 2018). No matter how the types and aims of the program evaluation are defined there are various approaches behind these structural differences. In national and international literature, it is possible to find different studies examining related approaches and program evaluation models under these approaches (Nevo, 1983; House, 1990; Guyadeen and Seasons, 2016; Aygören and Er, 2018). In addition to these studies, it was considered important to conduct a comprehensive review study which examines the theoretical background of various classifications related to program evaluation approaches and models and presents traditional and current approaches and models. In this context, the aim of the study is to reveal different aspects of the classifications made in this field by examining various program evaluation approaches and models widely accepted in the world. As examining the different aspects of the relevant approaches might contribute to the researchers to create an awareness and foundation about program evaluation who will conduct research in this area, this study is considered as important. This study is a qualitative research using document analysis. According to Creswell (2012), documents are important data sources for qualitative research. In document analysis, the documents that belong to a certain time period are examined (Yıldırım and Şimşek, 2013). In this context, research data was collected by examining the resources that provide information about the studies of the researchers who have been widely accepted in the field of program evaluation such as Tyler, Provus, Metfessel-Michael, Stufflebeam, Alkin-Woolley, Eisner, Scriven, Patton, Stake, Greene, House etc. In the national literature, Demirel, Ertürk, Uşun, Yüksel and Sağlam are the scientists whose studies were also examined. It was taken into consideration that the studies examined were carried out in the last 50 years. The data obtained from the related studies were organized and analyzed with content analysis in terms of various characteristics. Content analysis is carried out in the form of themes and arrangements that express the results of the examined studies clearly (Yıldırım and Şimşek, 2013). The findings of the research are presented as philosophical, ideological and design approaches and models related to the program evaluation. In addition to these themes, some other program evaluation approaches in the related literature have been examined. According to the research findings, approaches in program evaluation differ in various dimensions. These differentiations reflect to program evaluation approaches and models in terms of philosophical, ideological and design dimensions. Although there seems to be consensus on the classification of design approaches in program evaluation, it is not possible to say the same in terms of philosophical and ideological approaches. It is possible to see that these differentiations in philosophical and ideological approaches are reflected in the methodological preferences. While positivist approaches support quantitative and objective methods in program evaluation, constructivist, interpretive and pragmatic approaches which can be called as anti-positivist approaches give importance to qualitative and subjective evaluations. As a result, it is important to be aware of what kind of approaches exist in program development and evaluation in the world. However, these developments should not be overlooked, and scientific studies should be carried out that will contribute both Turkey and the world on behalf of education. It should be kept in mind that successful work can lead to new ways to prevent philosophical and ideological conflicts in program evaluation. Keywords: Program evaluation, approaches, classifications, review.

383

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aygören, F., & Er, K. O. (2018). Eğitim programlarını değerlendirmeye ait sınıflamalar. (In Turkish). Turkish studies eğitim bilimleri dergisi, 13(11), 269-296. Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th Edition). USA: Pearson Prentice Hall. Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program evaluation: Alternative approaches and practical guidelines. (4th Edition). New Jersey: Pearson Education Inc. Guyadeen, D., & Seasons, M. (2018). Evaluation theory and practice: Comparing program evaluation and evaluation in planning. Journal of Planning Education and Research, 38(1), 98-110. House, E. R. (1990). Trends in evaluation. Educational Researcher, 19(3), 24-28. Nevo, D. (1983). The conceptualization of educational evaluation. Review of Educational Research, 53(1), 117-128. Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues. (2nd Edition). Edinburgh: Pearson Education Limited. Uşun, S. (2012). Eğitimde program değerlendirme: Süreçler yaklaşımlar&modeller. (In Turkish). Ankara: Anı Yayıncılık. Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (In Turkish). (9th. Edition). Ankara: Seçkin Yayıncılık. Yüksel, İ., & Sağlam, M. (2014). Eğitimde program değerlendirme. (In Turkish). (2nd Edition). Pegem Akademi.

384

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17022 EXAMINATION OF TURKISH CURRICULUM IN TERMS OF HIGH-ORDER THINKING PROCESSE SERKAN CER ABSTRACT High-order thinking is a thinking that forms the basis of critical and creative thinking, which is based on reasoning, requires consistency, connection and deep understanding between information and results are based on findings (De Bono, 2010; Halpern, 1996; Lipman, 1991; Williams, 2003). Briefly speaking, high-order thinking involves cognitive skills such as decision- making, critical, analytical and relational thinking, creativity, analysis and synthesis, estimation and inference, self-regulation and evaluation. The curriculum is a learning products system that enables both decision-making and learning processes (Posner, 1995) and learning experiences provided to the learner through planned activities at school or outside of school (Demirel, 2015; Özbay, 2011; Sönmez, 1999). In this respect, the curriculum is considered as a comprehensive and multidimensional field of study that includes the gains to be gained to individuals, the content chosen to realize these gains, learning-teaching processes and evaluation activities showing how the content is given to the student (Aykaç, 2005; Doğan, 1997; Erden). (1998). So, the main objective of the mother tongue program is to provide the students with the skills of reading, speaking, writing, listening and grammar; skills of researching, exploring, interpreting and structuring information in mind; to develop high-order thinking skills such as sorting, classification, questioning, relationship building, estimation, inference, interpretation, analysis-synthesis and evaluation (Büyükkurt, 1993; Herrlitz and van de Ven, 2007; Kavcar, 1996; Kilimci, 1998; Marshall, 1994; Özdemir, 1983; Sever, 2004; Wall and Ryan, 2010). Education, on the other hand, is a systematic process of learning and teaching, which structures and develops the knowledge, skills and attitudes of individuals in a planned, planned and purposeful manner. In this respect, the levels of education for preschool, primary and secondary education; disciplines such as technology, psychology, program, management and supervision, measurement and evaluation; It is necessary to plan, organize, evaluate and implement the program-based practices of teaching in and out of the school in a way to reveal high-order thinking. The purpose of the study is to examine the high order thinking processes of the objective in Turkish curriculum. In this context, the following questions were sought: How were the objectives in the Turkish curriculum classified according to higher-order thinking?A qualitative research design was used in this study, which aims to examine the objectives in the Turkish curriculum in terms of high-order thinking processes. Qualitative research involves the interpretation of various concepts, problems and processes, and the most important feature of these researches is that it examines people, beings and events in their natural environment. Document analysis was used to collect the data of the study. In this respect, Turkish Curriculum data were collected according to high order thinking processes according to primary and secondary grades 1, 2, 3, 4, 5, 6, 7 and 8. In this study, content analysis was used to analyze the data obtained. For this purpose, the objective dimension in the Turkish curriculum and the coding obtained to reflect high-order thinking were classified as comparative. These classifications were then evaluated by another expert with qualitative research experience not familiar with the research topic, and a third field expert was consulted for the differences between the codes. As a result, when the Turkish curriculum is examined in terms of reflecting the high- order thinking processes, it is seen that the objectives in the curriculum are quite low for each grade level. In this respect, since the objectives have the characteristics that can directly affect the student, teacher, the content of the course, learning-teaching processes, activities, assessment and evaluation (Demirel, 2015; Ertürk, 2013), the re-evaluation of the objectives in the Turkish curriculum. It is necessary to attach importance to restructuring with the objectives that will reveal the high order thinking by revising. In particular, changes in this direction will enable individuals who prioritize skills such as decision-making, critical, analytical and relational thinking, creativity, analysis and synthesis, estimation and inference, self-regulation and evaluation. The first limitation of the research is that the field objectives in the curriculum are examined in terms of reflecting the high order thinking processes. So the content, learning-teaching processes, measurement and evaluation dimensions in the Turkish curriculum should also be considered in terms of reflecting the high-order thinking processes. Keywords: Turkish Curriculum, High-Order Thinking Processes

385

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Büyükkurt, G. B. (1993). Anadili Öğretiminde Çağdaş Eğilimler: İlköğretim Okullarında Türkçe Öğretimi&Sorunları. Ankara: TED Yay. De Bono, E. (2010). Lateral thinking: A textbook of creativity (4th ed.). London: Penguin. Demirel, Ö. (2015). Eğitimde program geliştirme: Kuramdan uygulamaya (3. bs.). Ankara: PegamA. Ertürk, S. (2013). Eğitimde program geliştirme (2. bs.). Ankara: Edge Akademi. Halpern, D. F. (1996). Thought and knowledge: An ıntroduction to critical thinking (2nd ed.). London: Lawrence Erlbaum Publishers. Kavcar, C. (1996). Anadili eğitimi. Tömer Anadili 1, 1-4. Kilimci, A. (1998). Anadilinde çocuk olmak (1. bs.). İstanbul: Papirüs. Lipman, M. (1991). Thinking in education. (1st ed.). Cambridge: Cambridge University Press. Marshall, J. (1994). Anadili&yazın öğretimi. (Çev. Cahit Külebi). Ankara: Başak. Özdemir, E. (1983). Anadili öğretimi. Türk Dili, 379, 18-30. Posner, G. J. (1995). Analyzing the curriculum (1st ed.). New York: McGraw-Hill. Sever, S. (2004). Anadili öğretiminin temel bir aracı: Yazınsal nitelikli çocuk kitapları. disiplinlerarası bakışla Türkiye’de çocuk. 4. Ulusal Çocuk Kültürü Kongresi. (s. 223-236). Ankara: Ankara Üniversitesi Çocuk Kültürü Araştırma&Uygulama Merkezi Yayınları. Wall, J.&Ryan, S. (2010). Resourcing for curriculum innovation: Learning in a changing world. Australla: ACER. Williams, B. (2003). Higher order thinking: Challenging all students to achieve (2nd ed.). California: Corwin Press.

386

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17058 CRITERIA OF CURRICULUM DEVELOPMENT PROCESS MURAT KILIC - NEVRIYE YAZCAYIR ABSTRACT The education process, continuing throughout the life, continues as planned with a curriculum in educational institutions. The curriculum provides the relationship between individual, society and culture (Hewitt, 2018, p. 2). Establishing a qualified education system depends on the development of the curriculum with its all dimensions. The curriculum evaluation in the development of the curriculum is important in terms of controlling the process. There are many curriculum evaluation models addressing different purposes and needs. Generally, the evaluations conducted are the evaluation of the design and implementation of a developed curriculum. However, the evaluation of the curriculum development process suggests a different need. What is involved here is to establish the necessary conditions for how it will be carried out at every stage of the process and to evaluate it according to certain criteria. Achieving the objectives of a curriculum depends on the evaluation of the development process (Hussain, Dogar, Azeem, & Shakor, 2011). It has been discussed the suitability of the curriculum development studies conducted recent times to scientific processes regarding the main subjects of model, working group, need analysis etc. (Coşkun, 2017). The studies to be conducted with scientific criteria during the curriculum development process will provide for conducting and evaluating of the process objectively. In addition, these criteria will also contribute to the establishment of standards on how the curriculum development process will be conducted. Similar studies that make this research meaningful were encountered in the literature review (Wickert, 1973; Yüksel, 2000; Hussain, Dogar, Azeem & Shakor 2011; Yazçayır, 2016; Mahmood & Aziz, 2018). Although there are some similarities with the studies in the literature, there are no researches evaluating the curriculum development studies in the process and consisting of detailed criteria that may constitute curriculum development standards. The criteria created in this study can provide to create the standards of the program development process and to conduct the process objectively, scientifically and effectively from the very beginning. The evaluation being made in the process can enable the solution of many problems at their source. Thus, the trial and evaluation stages made at the end of the studies can be conducted effectively. The criteria for evaluating curriculum development process completely in line with scientific data constitute the problem of the research. In line with this problem, it was aimed to determine the criteria for evaluation of scientific program development process in the research.The study was designed in a qualitative research model aimed at presenting facts and events in a realistic and holistic way in their natural environments (Yıldırım & Şimşek, 2016, p. 41). Curriculum development process criteria were determined by using document analysis method. The references, selected as data source, belonging to Bobbitt (1918), Oliva & Gordon II, (2012), Yazçayır (2016), Oral & Yazar (2017), Demirel (2017) and Hewitt (2018) were subjected to content analysis and items that could be criteria were subsumed under 5 categories. The criteria determined by document analysis were then presented to curriculum experts for evaluation using Delphi technique. In the process of presenting the criteria to expert opinions, firstly, the items were evaluated with a curriculum expert in terms of suitability and comprehensibility. Repeated ones and non-criterion were excluded. In the second stage, by taking five curriculum experts’ opinions, the ones not suitable were excluded, overlapping statements were separated and unclear statements were rearranged. In the last stage, the criterion items were sent fifty curriculum experts and as a result of the feedback received from 5 experts, it was seen that there was a common opinion across the criterion. Purpose, comprehensibility and basic categories were arranged.As a result of the common opinions of eleven curriculum experts participated in the research so far, the curriculum development process criteria were structured as 95 criteria items under 5 main categories. According to the experts, the overall items were consistent with the purpose and considered suitable in terms of the curriculum development process. The five main categories of the curriculum development process evaluation criteria are Basic Concepts, Context, Process Planning, Curriculum Design Preparation and Trial and Evaluation. 5 criteria in the curriculum and program development themes of basic concepts category; 12 criteria in curriculum design, models and technology themes in the context category; 10 criteria in work planning and need analysis themes in the process plan category; 33 criteria in objective, content, process, evaluation themes in the curriculum design preparation category; 26 criteria in trial, evaluation, correction and gain continuity themes in trial and evaluation category and totally 86 criteria were restructured. Curriculum development process criteria will be reorganized in accordance with the following expert opinions. In other words, this research carried out to determine the criteria of program development process is still ongoing. Keywords: Curriculum development process, criterion, Delphi technique.

387

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Coşkun, Y. D. (2017). Öğretim planı arka plan raporu. İstanbul: Eğitim Reformu Girişimi. Demirel, Ö. (2017). Eğitimde program geliştirme. Ankara: Pegem Hewitt, T. W. (2018). Eğitimde program geliştirme: Neyi neden öğreniyoruz. (S. Arslan, Çev.Ed.). Ankara:Nobel. Hussain, A., Dogar, A. H., Azeem, M., & Shakor, A. (2011). Evaluation of curriculum development process. International Journal of Humanities and Social Science, 263-271. Mahmood, M., & Aziz, S. (2018). Curriculum development process at secondary level: analysis of existing situation in pakistan and proposing a model. Journal of Research İn Social Sciences, 64-82. Oliva, P. F., & Gordon II, W. R. (2012). Program geliştirme. (K. Gündoğdu, Çev. Ed.). Ankara: Pegem. Oral, B., & Yazar, T. (2017). Eğitimde program geliştirme&değerlendirme. Ankara: Pegem. Wickert, J. J. (1973). Criteria for curriculum development. Educational Leadership, 30(4), 339-342. Yazçayır, N. (2016). DAPDEM öğretim programı değerlendirme ölçütlerinin geliştirilmesi. Uluslararası Eğitim Programları&Öğretim Çalışmaları Dergisi, 6(12), 169-186. Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin. Yüksel, S. (2000). Milli Eğitim Bakanlığı'ndaki program geliştirme çalışmalarının değerlendirilmesi. Kuram&Uygulamada Eğitim Yönetimi, 581-608.

388

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17060 THE PROBLEMS AND SOLUTION OFFERS FOR TURKISH AND TURKISH CULTURE COURSE IN BELGIUM MERAL SOLMAZ - LEVENT DENIZ ABSTRACT Belgium has demanded for workers from many countries to fulfill the need of workers gradually increasing as of 1940s. The first migrant labor recruitment was realized in 1946 with Italy. The agreement signed with Italy was followed by agreements signed with Spain in 1956, Greece in 1957, Morocco and Turkey in 1964, Tunisian in 1969, Algeria and Yugoslavia in 1970, respectively. Moroccans and then Turkish people had the highest immigration population among migrants in Belgium who are not EU citizens (Gelekçi&Köse, 2011; Wets, 2006, p. 93). Turkish population in Belgium is the population which young population is higher (Öztürk, 2001, p. 79). As of 1964, education problem of the children of first generation starting to work in Belgium as temporary employee has showed up after Turkish people has become permanent employees and this problem has continues to be a problem even today affecting fourth generation. This education problem, continuing until today even in different dimension, is common and important problem in also other European countries where workers were sent (Cemiloğlu and Şen, 2012). Even if different education programs are prepared by Ministry of National Education for mother tongue and culture courses, there had been no instruction materials of those lessons prepared comprehensively until Turkish and Turkish Culture Course (TTCC) program in 2009. Teachers giving these courses were mainly based on their own experiences in teaching activities. Teaching materials of TTCC whose distribution has been realized since 2010-2011 school year, are prepared in compliance with TTCC program which was put into practice in 2009 by Minister of National Education (Demirbaş, 2014; MEB, 2010; Yıldız, 2012). TTCC are given under the office of Education Counselor within the body of Belgium Embassy of Turkey. While this lecture was given in every region of Belgium until 2016-2017, as of this year it is cancelled since it does not base on legal agreement in Flaman Region. This lecture has been given within the frame of OLC (Opening to Languages and Cultures) agreement in only capital city region of Brussels and Valon region as of 2017. OLC agreement is a language and culture agreement signed mutually between Turkish and Brussels-Valonya Federation (Dillere&Kültürlere Açılım Ortaklık Şartı, 2012). Assessment study should be performed to which TTCC could reach its aims. One of the most basic assessment study required to be done for lecture is to specify problems having in Belgium related with TTCC and solution offers in relation with those problems.The aim of this study is to find out views of teacher giving lessons of Turkish and Turkish Culture Course and managers of Brussels Educational Consultancy of Turkey to determine problems of TTCC and solution offers of those problems. In this study, phenomenological model of qualitative research is used. Views of teacher giving lessons of Turkish and Turkish Culture Course and managers of Brussels Educational Consultancy of Turkey are taken through semi-structured interviews forming open-ended questions to determine problems of TTCC and solution offers of those problems. Data of 12 participant obtained from interviews are resolves with content analysis and assigned to categories. In the list given by Belgium Educational Consultancy of Turkey of 31 TTCC teacher in total working in Valon region, teachers working mostly in 4 different regions were contacted via phone and e-mail and interviews were realized with 10 teachers who want to participate to study. When selecting TTCC teachers for interview some diverse selection criteria were sought such as sex, branch, working experience, French competence, ethnic and religious differences. Interviews were realized with all managers from Belgium Educational Consultancy of Turkey forming working group. Teachers specified the problems related with TTCC and troubles of TTCC to reach its aims. The problems related with TTCC are; problems arising from course hours, schedule and course materials, problems in relation with classroom environment, problems arising from aspects of parents to TTCC and TTCC teachers, problems because of making education in combined classes, problems of school, problems stemming from that TTCC has not formal assessment, problems arising from aspects of students to lessons, problems because of the existence of religious topics in culture lectures and problems arising from work load of teachers. Managers have mentioned about various difficulties related with TTCC. These difficulties are; legal problems, physical problems in relation with classroom environment, insufficient attendance of students to lessons, problems arising from TTCC program and materials. Managers have offered solutions for problems in relation with TTCC. Teachers have offered solutions for some problems related with TTCC. The solutions offered by teachers are: suggestions for problems arising from legal regulations, suggestions for problems stemming from TTCC program and materials, proposals for problems arising out of TTCC teachers, suggestions for problems of classroom environment, suggestions for problems of combined classes, suggestions for associations and suggestions for integration of TTCC to whole society. Keywords: Belgium, Turkish, Turkish Culture, Turkish and Turkish culture course

389

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Cemiloğlu, İ.&Şen, Ü. (2012). Belçika’da yaşayan Türk çocuklarının demografik özelliklerine göre Türkçeye yönelik tutumları. Journal of World of Turks, 4(2), 7-26. Demirbaş, H. (2014). Eğitim-kültür açısından Avrupa’daki Türk çocukları sorunlar&çözümler (1. Baskı). Ankara: Nobel Akademi. Dillere&Kültürlere Açılım Programı Belçika Fransız Topluluğu&Türkiye Cumhuriyeti Millî Eğitim Bakanlığı Arasında Ortaklık Şartı 2012-2017. (2012). Gelekçi, C.&Köse, A. (2011). Misafir işçilikten etnik azınlığa Belçika’daki Türkler (2. Baskı). Ankara: Phoenix Yayınları. Millî Eğitim Bakanlığı. (2010). Türkçe&Türk kültürü öğretmen kılavuz kitabı. Ankara: Devlet Kitapları Müdürlüğü Basım Evi. Öztürk, H. (2001). Belçika’da&Türkiye’de zorunlu eğitim. Ankara: Nobel Yayınları. Wets, J. (2006). The Turkish community in Austria and Belgium: the challenge of integration. Turkish Studies. 7(1), 85 -100. Yıldız, C. (2012). Yurt dışında yaşayan Türk çocuklarına Türkçe öğretimi (Almanya örneği). Ankara: Yurtdışı Türkler&Akraba Topluluklar Başkanlığı.

390

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17073 A THEMATIC REVIEW OF FOREIGN LANGUAGE CURRICULUM EVALUATION STUDIES MUSTAFA POLAT - CAHIT ERDEM ABSTRACT Starting from preschool, significant amount of time, material and human resources have been used for the teaching and learning activities to improve English language proficiency of individuals in Turkey. However, the results obtained on the subject are controversial in terms of the degree of the goal attainment, effectiveness, efficiency, etc. (Coşkun Demirpolat, 2015; Kırkgöz, 2017; Polat & Erişti, 2019; Yaman, 2018). Accordingly, the curricula of English lessons at various grades were revised several times in Turkey; however, it is not possible to say that the efforts bring to a successful conclusion (Solak & Bayar, 2015). For enhancements in learning outcomes, curricula revisions should be based on curriculum evaluation studies. Curricula should be evaluated in order to obtain information about the effectiveness of the program and define the curriculum evaluation process as decision-making process about the effectiveness of the program (Demirel, 2017). A growing number of curriculum evaluation studies have been conducted with respect to foreign language education in Turkey. There are also review studies aiming to put forth the research trends on a certain area or to reach a common result. As Cohen, Manion and Morrison (2011) states it is crucial and essential to analyze and organize educational studies and find out the trends and tendencies in the subject field to assure that the studies reach the functions, objectives and tasks specified in the related literature. Regarding foreign language education, particularly English, the research focusing on the analysis of the curriculum evaluation studies are quite rare and limited in terms of the scope. Özüdoğru (2018) analyzed research trends on curriculum evaluation studies conducted in foreign language education; however, there is need for more holistic reviews that are also focusing on the results and suggestions of curriculum evaluation studies. Based on these problems and gap in the literature, this research aimed to evaluate foreign language curriculum evaluation studies holistically that were done in Turkey. In this regard, the research questions of the study are as follows: 1. What is the distribution of research in terms of the curriculum evaluation model, data analysis method, data collection tool, index, journal type, language, publishing language, publishing year, research level, research design/method, sample group, sample size, sampling technique, validity and reliability studies? 2. How is the thematic distribution of the results? 3. How is the thematic distribution of the suggestions? This is a qualitative, descriptive literature review research. Literature reviews which contain research syntheses and meta- analyses are critical evaluations of studies which have already been published between 1998-2019 (APA, 2010, p. 10). The data were collected through literature review form (LRF) which was developed by the researchers based on the Paper Classification Form (Sözbilir, Kutu and Yaşar, 2012). In order to evaluate foreign language curriculum evaluation studies holistically, international and national databases were searched for respectively. The keywords were as follows: curriculum evaluation, foreign language curricula, foreign language curriculum evaluation, foreign language program evaluation, language course evaluation, program evaluation. As a result, a total of 167 studies were found. 12 out of the theses, which have no digital publishing permit by their authors, and 2 out of the articles, which were not open access, were requested through the library of researchers’ universities. In addition, in case of any duplications (N=14), theses and articles belonging to the same researcher were matched with each other; only theses were included into the analyses. To sum up, this study handled with a total of 153 studies (96 theses and 57 articles). The data will be analyzed through descriptive content analysis technique and thematic analysis technique.In this study, a wide range of program evaluation studies for English curriculum will be examined and summarized in the context of different variables. It is thought that examining and comparing the results and recommendations of the conducted research will be beneficial and necessary in order to look at the subject field holistically and it will provide explanatory information about the development, effectiveness and applicability of program evaluation studies. A thematic content analysis, which will be conducted for the evaluation of the curricula of English at different levels will reveal the current situation, can shed light on new research by removing a gap in this field. In this respect, this research aims to search for answers to many questions not only in the context of different descriptive variables such as the levels, methods, curriculum evaluation models but also the results and the recommendations of the program evaluation studies carried out for English teaching programs in the literature. For this reason, this original research will provide a rich source and an opportunity to follow the studies and trends in the field through to the researchers who working in the subject field, teachers and decision- makers in the context of educational policies. Keywords: Curriculum evaluation, program evaluation, content analysis, thematic analysis, literature review, foreign language education

391

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES APA. (2010). Publication manual of the American Psychological Association (6th ed.). Washington DC: American Psychological Association. Coşkun Demirpolat, B. (2015). Türkiye’nin yabancı dil öğretimiyle imtihanı sorunlar&çözüm önerileri. Ankara: SETA. Demirel, Ö. (2017). Kuramdan uygulamaya eğitimde program geliştirme [Curriculum development in education: From theory to practice] (25th Edition). Ankara: Pegem A Kırkgöz, Y. (2005). English language teaching in Turkey: Challenges for the 21st Century. G. Braine (Ed.), in Teaching English to the world: History, curriculum and practice (pp. 159-175). London: Lawrence Erlbaum Associates. Polat, M. & Erişti, B. Otantik videoların farklı ingilizce yeterlik düzeylerinde yabancı dilde dinleme becerisinin geliştirilmesi&yabancı dilde dinleme kaygısı üzerindeki etkisi (Yayımlanmamış Doktora Tezi). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir. Özüdoğru, F. (2018). Analysis of curriculum evaluation studies conducted in foreign language education: 2005-2016. Journal of Language and Linguistic Studies, 14(2), 113-134. Solak, E.& Bayar, A. (2015). Current challenges in English language learning in Turkish EFL context. Participatory Educational Research, 2(1), 106-115. Sözbilir, M., Kutu, H., & Yaşar, M. D. (2012). Science education research in Turkey: A content analysis of selected features of papers published. In J. Dillon& D. Jorde (Eds). The World of Science Education: Handbook of Research in Europe (pp.341-374). Rotterdam: Sense Publishers.

392

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17080 AN EVALUATION OF HIGH SCHOOL 9TH GRADE ENGLISH CURRICULUM WITH STAKE’S RESPONSIVE MODEL EZGI GUREL - CANAY DEMIRHAN ISCAN ABSTRACT At present day, it is well accepted truth to have the ability to speak English in many of life occasions and correspondingly Turkish Education System gives much importance to students’ having communicative competence in English Language in recent years. Ministry of National Education in Turkey started to teach English from 2nd grade in primary school since 2013. In this way, a student who has completed secondary education has to get roughly 720 hours compulsory English course (MEB,2017). In contrast to these tremendous efforts, students still have problems speaking English in Turkey (Çelebi, 2006; Haznedar, 2010). Education is a laborious task that requires time, cost, and labor. As mentioned above, the Turkish education system has invested heavily in teaching English. This investment is important in terms of questioning the progress achieved and accountability. The results are related to all elements of the education system (management, teachers, materials, curriculum, etc). Additionally, program evaluation is essential to curriculum development, implementation and maintenance. It is important whether the expected objectives are achieved as a result of the evaluation; how the program works and whether there are ways and options to improve the program are also among the topics of program evaluation (Ornstein & Hunkins, 2016). For this reason, the purpose of the present study is to evaluate high school 9th grade English curriculum with Stake’s Responsive Model. According to Stake who takes the opinion people naturally evaluate events defends the idea that being responsive to realities in the program and to the reactions, concerns and issues of the participants rather than being preordination with evaluation plans, and setting formal plans and objectives (Fitzpatrick, Sanders & Worthen; 2011). The reason for choosing this model in the evaluation is to give importance to the needs of the program stakeholders, to see the individual characteristics and sensitivity which is more important than the overall program. From this point of view, this work will contribute to understanding various contexts of the implemented curriculum and to adding value to the relevant field in terms of commenting on pros and cons with the ideas of teachers who are the most basic practitioners of the curriculum. Besides, it is seen that there are few researches which mainly deals with the evaluation of high school (9th, 10th, 11th and 12th grade) English curriculums (updated in 2018) compared to primary school English curriculums (Çelik & Filiz, 2018; İncirci & Parmaksız; 2016).This research is a program evaluation study and conducted with 3 public and 2 private schools, 14 English teachers using semi-structured interviews. Also, it is a qualitative research with case study model. Within case study models, holistic multiple case design is used. In this design, there are more than one case which can be analyzed separately (Yin, 2003). In this work, multiple cases are the opinions of teachers of 9th grade who comes from different schools in different social- economic backgrounds (public schools-private schools) in Afyonkarahisar area of Turkey. Purposeful sampling is used to conduct the research. Within purposeful sampling; convenience sampling is used because researcher has no time to use other sampling methods (This research was a part of the final assignment of PhD course for a term). Researcher could get information about the implementation of the curriculum from the teachers in a fastest way (through the interviews of 60 minutes each). Data collection tool is done by semi-structured interviews of 14 teachers. To define the interview questions, researcher asked questions about curriculum to two academicians of ELT and a teacher in a public school and analyzed literature review of other program evaluation studies. Findings are analyzed through descriptive analysis. Data obtained from the interviews are grouped into eight themes: objectives, content organization, learning-teaching strategies, problems about evaluation, positive and negative sides of the curriculum, needs and suggestions of the teachers. Researcher analyzed themes comparing the opinions of public and private school teachers. According to the findings; publics schoolteachers say that objectives in speaking are exceeding students’ competence level while private school teachers find objectives too easy to achieve. Both public and private school teachers complain about the course book (contains mistakes and not compatible with the content of the curriculum) which is given free by Turkish National Education Council. Both of the teachers find that learning-teaching strategies in the curriculum are not so explicitly connected with the objectives. Public school teachers say that it is impossible for them to use assessment techniques like video-blog, e-portfolio given in the curriculum because of crowdedness of the classes. However; private school teachers say that they can use such techniques for formative assessment. It is reported that public school teachers cannot organize classes according to CEFR levels which is the main organization system of the curriculum. Teachers’ needs are detailed explanations, in service trainings, online material support and expressing feedback about implementation. Keywords: Program Evaluation, English Curriculum, 9th Grade, Educational Programs, Stake’s Responsive Evaluation

393

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Çelik, K. & Filiz, B. S. (2018). Ortaöğretim İngilizce Öğretim Programının Eisner Modeline Göre Değerlendirilmesi. Eğitim&Toplum Araştırmaları Dergisi, 5 (1), 50-67. Fitzpatrick, J. L., Sanders, J. R. & Worthen, B. R. (2011). Program Evaluation Alternative Approaches and Practical Guidelines. Boston: Pearson Education, Inc. Gökdemir, C. V. (2005). Üniversitelerimizde Verilen Yabancı Dil Öğretimindeki Başarı Durumumuz. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6 (2), 251-264. Haznedar, B. (2010). Türkiye’de Yabancı Dil Eğitimi: Reformlar, Yönelimler&Öğretmenlerimiz. International Conference on New Trends in Education and Their Implications, 747-755. İncirci, A. & Parmaksız, Ş. P. (2016). 10. Sınıf Ortaöğretim İngilizce Öğretim Programının Stufflebeam (CIPP) Bağlam, Girdi, Süreç&Ürün Modeline Göre Değerlendirilmesi. International Journal of Language Academy, 4 (2), 153-173. Ornstein, A. C. & Hunkins, F. P. (2016). Curriculum: Foundations, Principles and Issues (Seventh Edition). Boston: Pearson Education, Inc. Yıldırım, A&Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık. Yin, R. K. (2003). Case Study Research Design and Methods (3. Baskı). London: Sage Publications.

394

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17087 TEACHERS' AND CODING INSTRUCTORS' IDEAS ABOUT THE INFORMATION TECHNOLOGY AND SOFTWARE COURSE AND CURRICULUM FATMA OZUDOGRU - IBRAHIM DELEN ABSTRACT Gilster’s (1997) idea of digital literacy continues to be an important element in education. Digital literacy focuses on data collection, evaluating the information, making research on the Internet and adding hyperlinks into office documents. The combination of these skills will require students to access information, decide the correctness of information, using technology in education and solving daily problems (Hamutoğlu, Canan-Güngören, Kaya-Uyanık, Gür-Erdoğan; 2017). The idea of digital literacy is connected with digital competency (European Union, 2006), which is a necessary skill for all European citizens. The emerging importance of digital competency has found its place in the curriculum. Since 1998, Information Technology and Software (ITS) course is part of the education. In the last 20 years, ITS course has been offered in different grades. ITS course was offered to 1st to 8th grade students in 2007 (Keser, 2011). In 2012, ITS curriculum was updated, and the course was offered to 5th to 8th grade students (MEB, 2012). In 2018, ITS curriculum was updated again. The course is now offered to both primary school students (MEB, 2018a) and middle school students (MEB, 2018b). Although the course is part of the elementary curriculum, implementing the curriculum is a choice for the elementary teachers (MEB, 2018c). ITS course is implemented by Information Technology teachers at the middle school level. In addition, some elementary schools collaborate with coding instructors working as informal educators in afterschool programs. The placement of ITS course back in primary school grades created the need for additional research. First goal of this study aims to understand what primary school teachers think about having the ITS course and how they make changes in their practices to adopt the recent curriculum update. Second goal of this study is to provide information about how IT teachers and coding instructors evaluate the updated curriculum. The research was designed was a mixed method study. Data were collected through a questionnaire and semi-structured interviews in the spring semester of 2018-2019 academic year. To evaluate the curriculum, illuminative program evaluation model was used. When using this model, Parlett&Hamilton (1977) suggested using the following steps during the data collection: observation, inquiry and explanation. In the observation step, school visits were conducted with elementary teachers and school principals. The observation step showed that the curriculum was not implemented by elementary teachers in primary schools. Then a questionnaire for elementary teachers and an interview form for Information Technology teacher and coding instructors were prepared at inquiry step. The explanation step focused on understanding participants’ ideas about the curriculum and how curriculum can be implemented at the primary level. 13 teachers (12 elementary teachers and an Information Technology teacher) and 2 coding instructors participated in the study. Quantitative data were analyzed by using descriptive statistics, and qualitative data were analyzed with content analysis. Primary school teachers presented positive ideas about ITS curriculum updates, but none of them implemented the curriculum. Due to scarcity of examples coming from primary school teachers, an IT teacher and two coding instructors who had experiences with primary school students participated in the study. IT teacher and coding instructors presented positive ideas about the updated curriculum and all of them stated that implementing the curriculum with rich examples can pave the way to students’ development of creative skills. The development of creative thinking needs careful planning. Supporting this process from earlier ages is important (Webster, 1990). In addition, creativity need to be supported in different courses (Karpova, Marcketti and Barker 2011). The updated curricula (MEB, 2018a; MEB, 2018b) aim to support students creating original learning outcomes in problem-based settings. However, Tiflis (2018) found ITS course is designed as a stand-alone course, and it has limited connections to other courses. Connecting ITS course with other courses (e.g. science, mathematics, social studies) and providing more professional development opportunities to primary school teachers can help reaching the goals of ITS curricula. Keywords: Information Technology, Software, Curriculum, Evaluation

395

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES European Union (2006). Key competences for lifelong learning. European Communities, Belgium. Gilster, P. (1997). Digital literacy. Wiley Computer Publications, USA. Hamutoğlu, N. B., Canan-Güngören, Ö., Kaya-Uyanık, G., Gür-Erdoğan, D. (2017). Dijital okuryazarlık ölçeği: Türkçe’ye uyarlama çalışması. Ege Eğitim Dergisi, 18(1), 408- 429. Karpova, E., Marcketti S. and Barker, J. (2011). The efficacy of teaching creativity: Assessment of student creative thinking before and after exercises. Clothing and Textiles Research Journal, 29, 52–66. MEB. (2018a). BTY dersi öğretim programı (İlkokul 1, 2, 3&4. Sınıflar). MEB. (2018b). BTY dersi öğretim programı (Ortaokul 5&6. Sınıflar). MEB. (2018c). 2018-2019 eğitim öğretim yılı program&kitap uygulamaları. Ankara: Temel Eğitim Genel Müdürlüğü. Parlett, M.&Hamilton, D. (1977). Evaluation as illumination: A new approach to the study of innovatory programs. In M. Parlett&G. Dearden (Eds.). Introduction to illuminative evaluation: Studies in higher education (p. 9-29). Pacific Soundings Press, California. Tiflis, Ö. (2018). A Comparative Study on the Place of Coding Education on Secondary School Curriculum and Textbooks of Turkey, the UK and Russia. Uludag University. (Unpublished master thesis), Bursa. Webster, P. (1990). Creativity as creative thinking. Music Educators Journal, 76(9), 22 -28.

396

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17124 HOW TO CONDUCT A METAEVALUATION: A METAEVALUATION PRACTICE MUAZZEZ NIHAL OYKU ULKER - ESRA KERIMOGLU - SABAN BERK ABSTRACT Program evaluators thus far have enriched the evaluation field with their endeavors. A great number of evaluations have been announced as regards the employed programs’ effectiveness, adequacy, and deficiencies; however, those evaluations should be reviewed and judged, too. If not, how can evaluators be sure of their evaluations’ quality? They ought to guarantee the credibility as an evaluator. How can one find out virtues and shortcomings of an evaluation? The answer is metaevaluation, the term that Scriven (1975) has coined in 1969. Metaevaluation can be described as the audit of an evaluation’s accountability in order to determine its soundness and fidelity by means of particular standards and criteria. It is a kind of cross-check so as to examine the extent to which a program evaluation study was conducted correctly and properly and to what extent the results of the study were explained precisely. As with the main aim of a program evaluation such as giving crucial information to stakeholders to make judgements about the program, metaevolution serves a purpose of valuing the evaluation’s quality to inform both evaluation users and the evaluator. Notwithstanding its numerous merits, Stufflebeam (2001) sums up all of them with a short statement; Metaevaluation is a professional imperative. This expression, in a broader respect, shows the ethical responsibility that evaluators should take. It can be seen as a powerful mechanism that ethically improves the quality of evaluation (Morris, 2007); because, whoever conducts it –an independent evaluator or the evaluator itself- metaevaluation has a moral value with regards to critical reviews. Therefore, better not to neglect the metaevaluation totally but make it partially. The purposes of the study are to give an example of how to conduct a metaevaluation and thus to evaluate an evaluation study which is conducted by Şentürk (2017) as a master thesis. Her evaluation was about the 3rd grade science curriculum that has been applied for the first time in the 2014-2015 academic years. Inasmuch as there is only one study done so far in Turkey on evaluating the success of an evaluation (Yaşar, Gültekin, Köse, Girmen, & Anagün, 2005) and also there has emerged no study yet to show how metaevaluation is carried out, the researchers have aimed to fill a gap in the field. Since Şentürk’s evaluation of the 3rd grade sciences curriculum is not evaluated by any evaluators, the problem of this study is to report the evaluation’s strengths and weaknesses in terms of certain standards generated on four criteria; utility, feasibility, propriety, and accuracy.The study was designed with survey model, and both qualitative and quantitative data were reported. The population of the study is 20 graduate students who took the ‘Program Evaluation’ course given in the Curriculum and Instruction Graduate Program at Marmara University between the 2014-2019 years. The sample of the study consists of 8 graduate students who are volunteers for taking part in the research as a meta-evaluator. The qualitative data were gathered through a document analysis on metaevaluation processes. The quantitative data were collected from the meta-evaluators through a checklist whereby they used it as a metaevaluation tool. The checklist was formed on the basis of Türk Program Değerlendirme Standartları which was adapted from the Joint Committee’s Program Evaluation Standards to Turkey by Yüksel (2010). It consists of 4 main sections: utility (21-item), feasibility (13-item), propriety (30-item), and accuracy (30-item). This 94-item checklist requires meta-evaluators to tick ‘Yes’ or ‘No’. The gathered data were analyzed by using the ‘’Metaevaluation Checklist developed by Stufflebeam (1999) to score answers given to the checklist. Drawing on scoring tables of the checklist, the strength of each section (criterion) was calculated and labeled as Excellent (93%), Very Good (68%), Good (50%), Fair (25%), and Poor (0%).The results of this study indicate that a metaevaluation process, according to Stufflebeam and Coryn (2014), consists of eleven steps that we drew on. These steps are elaborated in the full text. About Şentürk’s study; for the utility standards, the majority of the participants (5 meta-evaluators ) approved the evaluation as ‘Very Good’. In the section of feasibility standards, 5 of 8 meta-evaluators judged it as ‘Good’. For the propriety standards, the meta-evaluators assessed the evaluation as ‘Fair’ except for 1. As for the accuracy section, 6 of 8 meta-evaluators assessed the accuracy standards as ‘Very Good’. Based on the findings, it can be pointed out that by Şentürk's evaluation is well-matched with the standards in the employed meta-evaluation checklist. Nevertheless, the weakest standards of the evaluation belong to the propriety standards in which there exists a specific section about formal agreement on evaluation and fiscal responsibility. The reason of this can be deduced that Turkey mostly lacks a formal setting where evaluation demands take their source from government, program consumers or sponsors for funding. Besides, evaluators do not budget for expense because they are not funded by any company or foundation. Therefore, it can be concluded that the evaluation studies in Turkey could be assessed as weak regarding certain standards such as formal agreement and fiscal responsibility. Keywords: Metaevaluation, Metaevaluation practice, Evaluating the evaluation, Program evaluation

397

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Morris, M. (Ed.). (2007). Evaluation ethics for best practice: Cases and Commentaries. New York: The Guilford Press. Scriven, M. (1975). Evaluation bias and its control. Kalamazoo, MI: Evaluation Center, Western Michigan University. Şentürk, Ö. (2017). İlkokul 3.sınıf fen bilimleri dersi öğretim programı' nın değerlendirilmesi. Retrieved from National Thesis Center. (Master’s thesis). (469652). Stufflebeam, D. L. (1999). Program evaluations metaevaluation checklist. Retrieved April, 22, 2019, from https://wmich.edu/sites/default/files/attachments/u350/2014/eval_model_metaeval.pdf Stufflebeam, D. L. (2001). The metaevaluation imperative. American Journal of Evaluation, 22(2), 183-209. Stufflebeam, D. L., & Coryn, C. L. (2014). Evaluation theory, models, and applications (Vol. 50). John Wiley & Sons. Yaşar, S., Gültekin, M., Köse, N., Girmen, P., & Anagün, S. (2005). The meta-evaluation of teacher training programs for elementary education in Turkey. Edited by: Maxine Cooper, 498. Yüksel, İ. (2010). Türkiye için program değerlendirme standartları oluşturma çalışması. (Doctoral dissertation). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.

398

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 1736 THE ASSESSMENT OF CLOTHING PRODUCTION TECHNOLOGY MODULAR EDUCATION PROGRAM FOR HEARING IMPAIRED STUDENTS ZEYNEP ERDEN - SALIHA OZELMAS KAHYA ABSTRACT Hearing is the process of perceiving and progressing sound waves (Jerger&Martin, 1995, s.930).Hearing disability can be defined as not having enough score of hearing test and not having adequate language skills, that can effect individuals regular communication (Aral and Gürsoy, 2007, s.84). In daily life and intellectual improvement, hearing and listening has a considerable role. If a child has problem with hearing or listening, he or she may have problems also in education life and some disinters may occur (Northem and Downs, 1991, s.27). It is a known fact that the individuals having hearing loss are in trouble with reading/writing and academical abilities. (Turnbull,Turnbull&Wehmeyer, 2007, s.35) This is why hearing imparied individuals need special education. Special education is the compilation of the all activities helping these individuals to live with no one’s help (Duzcu, 2015, s.28). In our country hearing impaired students are educated in special education in special education schools or in some mixed classes. İntegrated education is not only useful for academical improvement of hearing impaired individual but also an approach that contains all kinds of improvement and giving priority to be together with same aged people. (Özgür,2015,s.4). Occupational education is very important for hearing impaired individuals to feel as a part of society and to be employed. According to the research, in most of the countries there are some differences about the occupational education of the hearing- impaired students but mostly it is similar to normal students pattern (Baloğlu, 1990; Binici and Arı, 2004; Greinert, 1989; Koşan, 2003,s.112). In our country it is possible for hearing impaired students to countinue for occupational education after basic education, like the normal students. Besides the occupational high schools for hearing imparied students, there are some mixed type schools that they can be educated together with normal students (Yılmaz, 2004, s.18). One of the modular education programs applied in special education occupational high schools, is Clothing modular program. Aim of this research is assessing the index of the program applied in occupational high school, for hearing impaired students. With this research it is aimed to search failed parts of this program and revise them to provide hearing impaired students to get advantage of the program. Thus, this will be a step to make hearing impaired individuals, a part of the society. This research is a study to assess the index of Clothing Program, applied for hearing impaired students of special education occupational high school. Research data is gathered via quantitative data gathering method. The study universe of this research is the 26 instructors, working in special education occupational high school’s clothing production technology branch. To gather the instructors view, survey is conducted to them. Survey is formed by two sections. In the first section, there are questions about the gender, age, graduation, experiences etc of the instructors. In the second part of the survey there are questions about assessing the index of the program. In the instructor’s wives survey gathering quantitative data, five likert type questions are available. After developing the quantitative data gathering tool to assess the index of the program, a rehearsal of the survey was held. After necessary changes are completed, a permission was required from authorities to apply this survey on defined schools. After getting the permission, survey was delivered to administrators of the schools and branch instructors by e-mail. The data gathered from surveys are transferred to SPSS package program and arithmetic mean, standard deviation solutions are conducted. As a result of the assessing the answers of the instructors to the questions, it is obviously realized that index of the modules is not suitable with the improvement level of the hearing impaired students and the index of the module is not prepared according to improvement level of the hearing impaired students. The necessary explanations to apply the program to hearing impaired students are not available. The topics of the program are suitable with the targets and contemporary. The topics of modules are able to reach the goals of the modules, the topics of the module is suitable with the clothing industry. There is a confusion among the participants about the presence of unnecessary repetitions in index. The module book index is not prepared suitable for hearing impaired students. The book of the module is prepared suitable with the learning and teaching methodology (from known to unknown). Modules are prepared mostly based on psychomotor abilities rather than cognitive abilities. The index of Compulsory lesson of application techniques is suitable for students. But the whole index of clothing production technologies lesson is not suitable. In the lessons of cloth technical drawings and sample preparing, math calculations are not suitable. Keywords: Hearing impaired, clothing, special education, program

399

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aral, N., Gürsoy, F. (2007). Özel eğitim gerektiren çocuklar&özel eğitime giriş. İstanbul: Morpa. Duzcu, M. G.(2015). Özel Eğitim Mesleki Eğitim Merkezi Türkçe Dersi Öğretim Programı’nın Değerlendirilmesi (Yüksek lisans tezi). https://tez.yok.gov.tr sayfasından erişilmiştir. Jerger, S., Martin, R. (1995). Childhood hearing impairment: Auditory and linguistic interactions during multidimensional speech processing. Journal of Speech and Hearing Research, 38(4), 930-949. Koşan, A. (2003). Eğitimde okul-endüstri işbirliği. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2(1-2), 107-130. Northern, J. L., & Downs, M.P. (1991). Hearing in children (4th ed). Baltimore: Williams & Wilkins. Özgür, İ. (2015). İlk&ortaöğretimde kaynaştırma uygulamaları. Ankara: KarahanKitabevi. Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives.Special educationin today’s schools (5 th ed.) . New Jersey : Upper Saddle River. Yılmaz, Z. (2004). Çalışan özürlülerin iş yaşamında karşılaştıkları sorunlar&bunları etkileyen etmenler. Yüksek Lisans Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.

400

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17147 EVALUATION OF COMPETENCY-BASED MEDICAL EDUCATION CURRICULUM IN HIGHER EDUCATION ELIF ILHAN - FATIH DEMIR ABSTRACT Issues such as quality, responsibility, accountability and cost affect the quality of education in higher education (Burnette, 2016; Fiddler, Marienau, & Whitaker, 2006; Klein-Collins, 2012). The stakeholders of higher education system emphasize importance of determining which qualifications students should have (Mintz, 2015). This emphasis and other related have increased the applications of competency-based education (CBE) (Burnette, 2016). The interest in CBE has been apparent in different higher education contexts, especially in health professions education. Competency-based medical education (CBME) was defined by the International CBME Collaborators as [a]n outcomes-based approach to the design, implementation, assessment, and evaluation of medical education programs, using an organizing framework of competencies (Frank et al. 2010 , p. 641) and as an approach to preparing physicians for practice that is fundamentally oriented to graduate outcome abilities and organized around competencies derived from an analysis of societal and patient needs. (Frank et al. 2010). Especially at the beginning of the 21st century, many studies on CBME have been conducted (eg Long 2000; Diwakar 2002; Talbot 2004; Aggarwal & Darzi 2007; Albanese et al. 2008; Carraccio et al. 2008; Brooks 2009) mainly focusing on the theoretical foundations, definitions, elements, advantages and disadvantages of CBME and how it should be applied. However, the evaluation of the CBME curriculum has been one of the ignored issues. In Turkey, the National Core Curriculum (NCC) was developed in 2001–2002 to identify standards for medical degrees, stating what a graduate is supposed to know, able to do, and competent in (Bulut, 2003) However, in 2014, The NCC was grounded in competencies and tasks instead of content and learning objectives (CEP, 2014). In the revised version, it is advised pre- graduate medical education be developed and implemented within the framework of an educational approach based on educational outcomes; In this framework, the competencies of the medical school graduate should be determined and the whole education process is carried out in accordance with the determined competences. As a result of the pre-mentioned developments, some universities have begun to apply CBME, but a limited number of studies has been conducted (eg Söylemezoğlu, F., Sökmensüer, C. & Sung, A., 2009). However, there is no study evaluating the CBME curriculum. In order to meet the changing needs and expectations, curricula should be evaluated considering the curriculum evaluation principles, on the basis of theoretical foundations and appropriate models (İlhan and Kalaycı, in press). In this study, it is aimed to evaluate the competency-based medical education curriculum applied in higher education institutions. The model of this study is the screening, which strives to systematically define an existing situation, problem, phenomenon or program, or provides information on different topics such as the living conditions of a society or attitudes towards a particular topic (Kumar, 2011). This qualitative study is designed as case study. That study was evaluated based on CIPP model. The study group consisted of fifteen faculty members and fifty students of Kırşehir Ahi Evran University Faculty of Medicine, determined by simple random sampling method. In the study, interviewing method was used for data collection. As the data collection tool, two semi- structured interview forms for the faculty members and the students developed by the researchers were used. Each form has parallel questions about the CBME curriculum. The questions are about the context, ınput, process, product of the curriculum. Content analysis method was used for data analysis. For the structure and scope validity of the semi-structured interview forms, opinions were obtained from three different experts – two of them are in the field of educational sciences and one of them is in the field of medical education. To increase the internal validity of the study, the analysis of the 20 % of data was conducted by two researchers independently. Based on the preliminary findings of the study, both of the faculties and the students have mostly positive views about the evaluated competency-based medical education curriculum applied at their faculty. The faculty generally thinks they do not have so many and big problems about the competencies and the educational activities to obtain those competencies. On the other hand, students indicate that the content and educational processes of the courses are not qualified enough for them to obtain those competencies. Based on the faculty and students’ views about the examination, there are also some differences found out by that study. Although the faculty generally think the frequent examination is good for their academic development and the level of difficulty is suitable for students’ proficiency level, students mostly state they have too frequent exams, which makes them so stressful and tired. They do not believe the frequent examination does not contribute to their academic development. On the contrary to the faculty, the students also think the exams are too difficult, which makes them depressed and unmotivated. The analyses process is being continued to get detailed finding and to relate them to CIPP dimensions. Keywords: Competency-Based Medical Education Curriculum, Higher Education, Curriculum Evaluation

401

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aggarwal R., & Darzi A. (2007). Competency-based training and practice – what does it really mean? Journal of Am Coll Surgeon, 205(1), 192–193. Bulut, A. A. (2013). News: national undergraduate medical core curriculum has been composed. Tıp Eğitimi Dünyası, 13, 13-36. Burnette, D. M. (2016). The renewal of competency-based education: a review of the literature, The Journal of Continuing Higher Education, 64(2), 84-93, DOI: 10.1080/07377363.2016.1177704 Çekirdek Eğitim Programı. (2014). Mezuniyet öncesi tıp eğitimi ulusal çekirdek eğitim program 2014. http://www.ktu.edu.tr/dosyalar/medtip_752c6.pdf. Diwakar V. 2002. Commentary: The baby is thrown out with the bathwater. BMJ, 235(7366):693–696. Fiddler, M., Marienau, C., & Whitaker, R. (2006). Assessing learning: Standards, principles, and procedures. Dubuque, IA: Kendall/Hunt. Frank, J.R., Snell, L.S., Cate, O., Holmboe, E.S., Carraccio, C., Swing, S.R., Harris,Glasgow, N.J., Campbell, C., Dath, D. (2010). Competency-based medical education: theory to practice. Medical Teacher, 32, 638–645. Long, D.M. (2000). Competency-based residency training: The next advance in graduate medical education. Academic Medicine, 75(12):1178–1183. Söylemezoğlu, F., Sökmensüer, C.&Sungur, A. (2009). Yeterliğe Dayalı Patoloji Uzmanlık Eğitimi Programı: Hacettepe Üniversitesi Deneyimi. Türk Patoloji Dergisi, 25(2), 35-40.

402

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17171 EVALUATING SCIENCE AND ART CENTERS SOCIAL STUDIES CURRICULUM HALIL BOLAT - FAZILET KARAKUS ABSTRACT Recently, there have been significant advances in the field of gifted and talented students’ education in Turkey. One of them is the opening of Science and Art Centers (SACs) and their rapid expansion. SACs are private education institutions established with the aim of enabling primary, secondary and high school students to be aware of their talents in five different programs and to use these talents at the highest level. Framework programs prepared by each teacher in accordance with the student characteristics were used in SACs till 2016-2017 academic year. Ministry of National Education carried out a workshop related to the curriculum including sample activities for the 2016-2017 academic year. However, curriculum development and activity preparation studies were conducted in 17 different fields following these activities, which were used only in one academic year. These programs have been implemented as from 2017-2018 academic year; still, teachers were provided the realm of freedom for the use of these programs. Upon analyzing the relevant studies, there is no such a research specifically published on the evaluation of SAC social studies curriculum. However, Social Studies course is paramount in the development of highly complex and appropriate options for the education of the gifted and talented individuals (Atalay, 2014). Therefore, such a research was conducted. The research results were expected to be the source for the curriculum development studies regarding gifted and talented students’ social studies education. Thus, this research aimed to evaluate the social studies curriculum used in science and art centers in terms of the illuminative program evaluation model. Illuminative program evaluation model was developed by Parlett and Hamilton (1972). This model attaches importance to both quantitative and qualitative data. It is compatible with scientific approaches in terms of giving importance to quantitative data and humanistic approaches in terms of putting emphasis on qualitative data. The aims of illuminative evaluation are to study the innovatory program: how it operates; how it is influenced by the various school situations in which it is applied; what those directly concerned regard as its advantages and disadvantages; and how students' intellectual tasks and academic experiences are most affected (Parlett&Hamilton, 1972). In addition to observations, interviews with the participants and document analysis, questionnaires and scales are used to enlighten the subjects and important curriculum features (Özüdoğru and Adıgüzel, 2014).This research was carried out depending on the complementarity approach in which the obtained results are detailed, improved, explained and clarified with those of another method (Greene, Caracelli, Garaham, 1989). The research used explanatory sequential design, one of the mixed method research designs. The explanatory sequential design is a two-stage pattern based on the relation of quantitative data with qualitative data (Creswell and Plano Clark, 2014; Yıldırım & Şimşek, 2016). Quantitative data were initially collected in the present research. Then, qualitative data collected through the interviews, which were carried out with teachers, and photographs were associated to quantitative data. This research employed Science and Art Centers Social Studies Curriculum Evaluation Survey, Teacher Interview Form and Photographs of social studies classrooms as data collection tools. Being a 5-point likert type, the survey prepared by the researchers consists of four sub- dimensions including acquisitions, content, learning and teaching process and assessment and evaluation and 47 items. The tool was administered to 75 Social Studies teachers working in SACs and descriptive analysis was performed to analyze the data. Under the strength of the data obtained from the survey, interviews were conducted with 9 social studies teachers working at different provinces. Besides, classrooms photographs were provided by seven teachers. Considering the dimension of acquisitions, teachers were found to totally agree with the items related to the clarity, clearness and flexibility. At the same time, they were determined to express their views upon the opinion that they often agreed. Given the dimension of content, the teachers expressed their views at totally agree level regarding the items such as curriculum’s compatibility with the students' affective development and providing flexibility for teachers. Their opinions on other items are at the level of mostly agree. As for the dimension of teaching and learning, teachers expressed their views on the item There is enough technological equipment for the implementation of the curriculum at rarely agree level, while their opinions on other items are at the level of totally agree. When it comes to the dimension of assessment and evaluation, they were found to rarely agree about the items such as the participation of parents in the assessment and evaluation activities and sharing the assessment and evaluation results with the parents. Their opinions on other items are at the level of mostly agree. The analysis of the data obtained from the interviews and the classrooms photographs is in process. Keywords: Gifted education, social studies curriculum, curriculum evaluation

403

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Atalay, Z. Ö. (2014). Üstün zekâlı&yetenekli bireyler için farklılaştırılmış sosyal bilgiler dersinde uygulanabilecek öğretim stratejileri, Hasan Ali Yücel Eğitim Fakültesi Dergisi, 11(22), 339 - 358. Creswell, J. W.&Plano Clark, V.L. (2014). Karma yöntem araştırmaları tasarımı&yürütülmesi. (Çeviri edt. Yüksel Dede, Selçuk Beşir Demir). Ankara: Anı Yayıncılık. Greene, C.J., Caracelli, J.V., Graham, F.W., Toward a conceptual framework for mixed method evaluation designs, Cornell University Educational Evaluation and Policy Analysis Fall, 11(3), 255 - 274. Özüdoğru, F.&Adıgüzel, O, C. (2014). İlkokul 2. sınıf ingilizce öğretim programına yönelik aydınlatıcı değerlendirme modeline dayalı program değerlendirme ölçeği çalışması, Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 124 – 136. Parlett, M., & Hamilton, D. (1972). Evaluation as ıllumination: a new approach to the study of ınnovatory programs. Occasional Paper. Centre for Research in the Educational Sciences University of Edinburgh. Yıldırım, A.&Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.

404

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17176 INSEARCH OFTHE INTERCULTURAL INFOREIGN LANGUAGE TEACHER EDUCATION GRADUATE PROGRAMS INTURKEY: DOCTORAL DEGREE (3RD CYCLE) CIGDEM KURT ABSTRACT The intercultural approach, also privileged by the Action-Oriented Approach of Common European Framework of Reference for Languages (CEFR, 2001), is imposed as a first order necessity n today's multicultural world. Given the incorporation of the intercultural in almost all European education programs from kindergarten to graduate programs (Bastos 2015; Eloy 2014; Kelly 2011), the foreign language teacher education (under)graduate and graduate programs are inevitably required to offer an intercultural perspective. In this respect, the general purpose of this research is to uncover the place given to the interculturality (in terms of concept, approach and qualifications) within the purpose and content of courses in English, German, and French as Foreign Language Teaching graduate program of Doctorate Degree (3rd Cycle) in Turkey. In accordance with this general objective, the content of foreign language teaching graduate programs [third cycle (PhD)] determined by criterion sampling was examined by document analysis which involves the analysis of written documents including information on the phenomena to be investigated and closely related to the problem of research (Yıldırım and Şimşek, 2013, p.2017). As for the criteria that are used in the criterion sampling are as follows: Identification of open undergraduate PhD programs in Graduate School of Educational Sciences or in Social Sciences Institute; Identification of compulsory or elective courses focused on foreign languages; Identification of in-class courses whose language of instruction is especially in target language [English as a Foreign Language (EFL); French as a Foreign Language (FLE); German as a Foreign Language (DaF)]. In this regard, the courses such as Educational Sciences, Research Methods, Seminars, Special Studies courses were excluded from the content analysis. Based on these criterias, the courses content of foreign language teacher education graduate PhD programs of 9 public universities (9 university for EFL; 4 for DaF; 4 for FLE) located in the 7 regions of Turkey were analyzed: Marmara Region (2 for EFL; 0 for DaF and FLE); Mediterranean Region [EFL (1); DaF (1); FLE (0)]; Central Anatolia Region [(EFL (4); DaF (3); FLE (3)]; Aegean Region [(EFL (2); DaF (0); FLE (1)]; Black Sea Region [(EFL (0); DaF (1); FLE (0)]; Eastern Anatolia Region [(EFL (0); DaF (0); FLE (0)]; Southeast Anatolia Region [(EFL (0); DaF (0); FLE (0)]. The limitation of the study is the lack of access to the course contents of all three programs (EFL, FLE, DaF) of a university in the Marmara Region while the course content of 1 university from the Mediterranean Region could not be reached due to the program updates etc. Following the analysis of the data, six main categories of courses stemming from similar categories in the research of Kurt (2018) were defined centered on: 1) Language-related Skills and Competences, 2) Foreign Language Teaching/Learning, 3) Culture, 4) Literature, 5) Linguistic, 6) Educational Linguistic Policies. As a result of the research, it is found that the PhD degree in Teaching English as a Foreign Language (TEFL) ranks first among the three foreign language teacher education 3rd cycle programs by integrating interculturalism into the content and purpose of 20 courses over 153 courses. PhD degree graduate program in Teaching German as a Foreign Language (DaF) is in 2nd position, it integrates interculturality in 20 courses over 80 courses. PhD degree graduate program in Teaching French as a Foreign Language (FLE) takes the 3rd and thus last position by integrating interculturality in an only 2 courses over 30. In conclusion, the interculturalism finds a real place in English and German PhD graduate programs while the it has hardly any place in French PhD graduate programs. Thus, DaF and then FLE left their superiority behind in undergraduate programs to the EFL in graduate programs contrary to its status in undergraduate programs (ibid.). Keywords: Foreign language teacher education, graduate program, third cycle (PhD), interculturalism, content analysis.

405

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bastos, Mónica (2015). Le professeur interculturel: L’éducation interculturelle des professeurs de langues dans la formation continue [The intercultural teacher: The intercultural education of language teachers continuing education]. Paris: L’Harmattan. Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg: Cambridge University Press. Eloy, Marie-Hélène (2014). Les jeunes et les relations interculturelles [Youths and intercultural relations]. Paris: L’Harmattan. Kelly, Michael (2011). Second Language Teacher Education. The Routledge Handbook of Language and Intercultural Communication, Editor: Jane Jackson, London: Routledge, pp.409-421 Kurt, Çiğdem (2018). Enseignement/apprentissage interculturel précoce des langues étrangères : État des lieux exploratoire dans la formation des enseignants en Turquie [Early intercultural foreign language teaching/learning: An exploration study of teacher education in Turkey]. Unpublished doctoral dissertation, Anadolu University, Eskişehir. Yıldırım, Ali&Şimşek, Hasan (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. baskı) [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayınevi.

406

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17181 EVALUATION OF ELEMENTARY SCHOOL MATHEMATICS APPLICATIONS CURRICULUM BASED ON EISNER’S EDUCATIONAL CRITICISM MODEL KISMET OZNUR EYIOL - IBRAHIM TUNCEL ABSTRACT Some of the main objectives of education is to ease the lives of individuals by acquiring life skills and to gain knowledge and skill for their future professions (Trilling and Fadel, 2009). In this regard, business world and country policies require from schools to develop their students' 21st century skills such as problem solving, critical thinking, communication, collaboration and self-management (National Research Council, 2012). The role of mathematics education in acquiring 21st century skills is undeniable. Mathematics education is particularly important for its contribution to gaining problem solving skills. Problem solving develops the performance and effective solutions to overcome the obstacles in complex situations which one may encounter in real life (Eryılmaz and Ulusoy, 2015). One of the ways to understand how effective the mathematics education in Turkey is in gaining aforementioned skills is to evaluate the analysis of international exams. According to TIMMS 2015 report, Turkey is 24th out of 39 countries in mathematics success average (ODSGM, 2016a). The fact that Turkey is ranked as 50th out of 72 countries participating the program according to analysis data of PISA 2015 gives rise the thought of questioning the mathematics education (ODSGM, 2016b). The main purpose of Mathematical Applications course which is one of the elective courses added to weekly course schedule is to make students like mathematics and develop a positive attitude against mathematics along with improving their mathematical knowledge and skills by providing them the opportunity to perform mathematical applications at the level of students (MEB, 2013). Mathematical applications course becomes more valuable when taking into the consideration our performance in mathematics both in international and national exams. Students are expected to gain high level skills such as problem solving and creative thinking considering that the course content is composed of daily life and fictional problems close to daily life. Eisner's educational criticism model is employed in this study which evaluates the curriculum of mathematical applications course getting more important with the changing mathematics education approach. Although the results of national and international examinations give us information about the effectiveness of the program, they do not provide in-depth information. Therefore, Eisner's Educational Model, which provides access to in-depth knowledge of the curriculum with qualitative data, is considered to be appropriate for the purpose of this research. In the study, case study is employed among the qualitative research methods and holistic multiple case study design is utilized among the case study designs conforming to the purpose of the study. Unit of analysis addressed in this study is the curriculum of mathematical applications course. Schools classified as low, intermediate and high level according to their success rates constitutes the multiple case studies. Method and data triangulation was preferred to enhance the effect of employed method. The methods of observation, interview and document review were employed to ensure the method triangulation. Observed classes, interviewees and documents were used as different data sources to ensure the data triangulation. The field of study was composed of 12 secondary schools in Western Anatolia. Study group was selected according to criterion sampling among the purposeful sampling methods. Focus group interview was held with the 12 groups composing of five people and eight mathematics teachers working in the selected 12 schools. Semi-structured observation form, teacher interview form and student focus group interview form were employed to collect data. Content analysis was carried out on the data obtained by the researcher by two mathematics teachers and two coders who had master’s degrees in program development. Research findings revealed that the classes were not designed suitably for teamwork, that the physical environment negatively affected the efficiency of the program, that the teachers played more a directive role than monitoring, guiding role provided for in the program. The fact that only cognitive domain is included into the program, that there are no affective and psychomotor domain learning outcomes and solutions of questions leading to the plain and direct results called A-type are usually given place in the classes negatively affect the efficiency of the program. Although the teachers embrace the idea that this course is for improving the mathematical thinking, problem solving skills and for developing a positive attitude towards mathematics, they concentrated on question solving in order to increase the success of mathematics course in practice. Furthermore, it was observed that mandatory written exams underlain the assessment and evaluation process, that alternative assessment methods were barely employed, that teacher and student considered this course necessary due to the changing testing system, that the students mostly were not free when deciding to take the course but they had to abide the joint decision of class, that the teachers felt incompetent in terms of knowledge and skill to teach the lesson. They are suggested to be supported with in-service trainings to avoid this situation. Keywords: Eisner’s educational criticism model, mathematics applications, curriculum evaluation.

407

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Directorate General for Measurement, Assessment and Examination Services (Ölçme Değerlendirme&Sınav Hizmetleri Genel Müdürlüğü) (2016a). TIMSS 2015 Ulusal matematik&fen bilimleri ön raporu 4.&8. Sınıflar. Araştırma Raporu, Ankara. Directorate General for Measurement, Assessment and Examination Services (Ölçme Değerlendirme&Sınav Hizmetleri Genel Müdürlüğü) (2016b). PISA 2015 Ulusal raporu. Araştırma Raporu, Ankara. Eryılmaz, S.&Ulusoy, Ç. (2015). 21. yüzyıl becerileri ışığında FATİH projesi değerlendirmesi. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 2(35), 209-229. Milli Eğitim Bakanlığı. (2013). Ortaokul&imam hatip ortaokulu matematik uygulamaları dersi (5, 6, 7 Ve 8. Sınıflar) Öğretim Programı. Ankara: Milli Eğitim Bakanlığı Yayınları National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. In: J. W. Pellegrino and M. L. Hilton (Eds), Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National. Academies Press. Trilling, B. & Fadel, C. (2009). 21st century skills: Learning for life in our times. Francisco: Jossey-Bass.

408

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17215 SEARCHING PARADOXES IN SPECIAL EDUCATION BURCU SEHER CALIKOGLU ABSTRACT A paradox simply means a statement that contradicts itself. The importance of searching paradoxes comes from two reasons: (1) a paradox stops us for a moment and tells that something is wrong while everything seems to be smooth, (2) a paradox makes us to reconsider all possibilities to be able to solve blocked and entangled problems. For the formation of a paradox in a field, a density of knowledge and experience must have been accumulated. Special education has got nearly two hundred years of history. This means there must have been enough amount of theories, pattern and structures written. At 18th century, first schools for the disabled opened. However, the rights of the disabled have been implemented by 20th century. Least restricted environment has been widely recognized as a policy of special education. Now, in practice there are abundance of programs not only for children with special needs, but also for teachers, specialists and graduate students to get Master of Science and doctor of philosophy around the world. A good deal of training program for special education teachers have been offered in Universities. From the days inclusion as a policy of special education has been carried into practice, today’s broadly accepted understanding is that every teacher should become a teacher of children with special education needs. Ever-expanding practices, growing research-based literature, changing political regulations, developing technology, increasing consciousness among members of society… With 21st century, it is understood that truth has many sides and it is fragmentally constructed where standardization as an insight for quality education has slowly been wiped away. And a researcher’s job is not just to draw upon himself or herself research articles on special education, but also to perceive what’s happening around to build the future of education. By means of mass amount of knowledge and practice, errors, gaps and contradictions occurred as outputs.This current study tries to get answers to the question of what are the paradoxes of the discipline of special education. In accordance with this purpose, the author firstly developed a set of criteria as to whether a statement found is a paradox or not. It has been decided that a paradox should provide three conditions: (1) it should be nor a contradiction neither differences among the perspectives of theoreticians. There are many theories to clarify for the same phenomenon. Although theories contradict with each other, they explain things in a closed perspective. This means they are still valid in ter. They keep the leading position until a new theory says counterview of it. (2) İt should not have a solution, because when a statement called paradox has a solution it has no longer a paradox. (3) Two propositions in one statement cannot be true at the same time. After a statement provides those criteria stated above, the author finds the clearest way to define paradoxes of special education. The paradoxes will be found through searching articles and books in special-education and then categorized according to seven sub-topics of the field: (1) Technology-assisted education: Technology-assisted education break the barriers in order to provide the most relevant curriculum for the disable. Notwithstanding, it does not solve all the problems. (2) Applied behavior analysis: Applied behavior analysis is widely used for children needs special education to modify their behaviors according to social rules and order. However, the issues of independence of an individual arises in the face of social control. (3) Inclusion and Separation: To be able to provide equality of chances in education, inclusion is widely used term in special education. While the integration of students into school system is guaranteed ideally, schools have to deal with many practical problems. (4) Assessment and Evaluation (5) Program Evaluation (6) Politics and Legal Regulations (7) Social perspective and attitude Keywords: paradox, special education, evaluation of special education

409

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aharov , Y. and Rohrlich, D. (2003). Quantum Paradoxes: Quantum Theory for the Perplehed. John Wiley & Sons, New York Balboni, G., de Falco, S., & Venuti, P. (2005). Evaluation of inclusion of students with disabilities: Integration of different methods. In Cognition and Learning in Diverse Settings (pp. 139-151). Emerald Group Publishing Limited. Gersten, R. Woodward, J. (1994). The language-minority student and special education: Issues, trends and paradoxes. Exceptional children, 60(4), 301-322. Falletta, N. (1983). The paradoxicon. Wiley. Ofori-Dankwa, J., & Julian, S. D. (2004). Conceptualizing social science paradoxes using the diversity and similarity curves model: Illustrations from the work/play and theory novelty/continuity paradoxes. Human Relations, 57(11), 1449-1477. Rimbland, B. (1991). Facilitated communication: patterns, pucclues and paradoxe: six challenges research. Autism Research Review International, 5(2), 3. Simon, D. J., Vetter-Zemitzsch, A. (1985). Paradoxical interventions: Strategies for the resistant adolescent. In M. K. Zabel (Ed.), Teaching: Behaviorally disordered youth (Vol. I, pp. 17-22). Reston, VA: Council for children with Behavioral Disorders.

410

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17285 EVALUATION OF THE ECOSYSTEM ECOLOGY AND CURRENT ENVIRONMENTAL PROBLEMS UNIT YAVUZ CETIN - ASUMAN SEDA SARACALOGLU ABSTRACT In the process of curriculum development and evaluation, researchers need to get the views and opinions of teachers (Bennett, Crawford and Riches 1992). For this purpose, three biology teachers' opinions and suggestions about the curriculum were taken to determine the needs related to the subject area. In line with the feedback received from the teachers, the theme of ecology has been dealt with and it has been decided in the ‘Ecosystem Ecology and Current Environmental Problems’ unit in the 10th Grade curriculum as a unit that all students receiving high school education covered jointly. Environmental issues were integrated into the biology curriculum in 1998 (Görümlü, 2003). With the changes in the curriculum in 2005, environmental issues from 9th to 12th grade were distributed in a spiral structure. Environmental issue, which has also an important place in the 2013 and 2018 program revisions, has been an important part of the biology curriculum in Turkey especially in the last twenty years. In the 10th grade biology curriculum, there are 17 attainments, 10 of which are within the scope of Ecosystem Ecology and Current Environmental Problems (There are 5 attainments in Cell Division and 2 attainments in General Principles of Inheritance unit.) In addition, a total of 24 hours (12 weeks) are allocated for this course. The relationship between objectives, content, learning-teaching processes and assessment (Demirel, 1992), which are the core elements of the program, is dynamic, and a small change affects one another. Therefore, it is a necessity for obtaining a coherent curriculum that determining the objectives correctly and trying to gain to the students, determining the content in line with the objectives, organizing learning situations to objectives and assessing whether the objectives have been achieved in the assessment. Therefore, it was deemed appropriate to apply Bloom's Program-Based Evaluation Model in the research because of the evaluation of the four basic elements of the curriculum. The aim of this study is to evaluate the Ecosystem Ecology and Current Environmental Problems unit according to Bloom's Program-Based Assessment Model. The research question is What are the stakeholders’ views on Ecosystem Ecology and the components (attainments, content, teaching and learning processes and evaluation activities) of Current Environmental Problems? The research was a descriptive survey model aimed at learning the opinions of teachers and students on the curriculum. The opinions of the students who participated in the research were collected through the Biology Curriculum Evaluation Questionnaire developed by the researchers. Also, researchers made semi-constructive interviews with the biology teachers about curriculum. In this context, it can be said that the research has both qualitative and quantitative dimensions. The research was carried out in the second term of the 2018-2019 academic year in a public school in the Aegean region of lower-middle socioeconomic level with approximately one thousand students. The reason for the selection of this school is that the general academic success of the school is in the middle rankings and it is included in the typical case sample. The school where the research was conducted had a total of six classes at the tenth-grade level and all of these students (139 people) were reached. Five-point Likert scale was used to interpret the responses of the students; frequency, percentage and arithmetic mean values were calculated. Descriptive analysis was used in the analysis of the data obtained from the teachers' opinions. According to students and teachers, the educational attainment of the curriculum is defined as clear, understandable, consistent with content, cultural values and social expectations. For the students, the content of curriculum includes current, contemporary and scientific information related to daily life, and according to the teachers, it is insufficient to gain affective characteristics, it needs to be restructured and there are scientific errors in the textbook. While the teaching-learning process of the curriculum is found to be moderate enough for students to use technology and motivation-enhancing qualities, it is suitable for applying homework and research projects. According to the teachers' views, the unit is consistent with the content, structured to the student-centered approach and suitable for implementing different activities. When the student's views of the assessment element are examined, the assessment and evaluation activities are clear and understandable, giving importance to self-assessment; however, the students found the time allocated for assessment and evaluation to be moderate enough for the program to provide a holistic assessment. When the opinions of the teachers were examined, the end-of-unit evaluation activities of the unit were evaluated as inadequate. Keywords: Evaluation model based on program items, biology curriculum, ecology.

411

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bümen, N. (2006). Program geliştirmede bir dönüm noktası: yenilenmiş Bloom taksonomisi. Eğitim&Bilim, 31(142), 3-14. Demirel, Ö. (2012). Kurumdan uygulamaya eğitimde program geliştirme. Ankara: Pegem-A Yayıncılık. Erden, M. (1998). Eğitimde program değerlendirme. Ankara: Anı Yayıncılık. Ertürk, S. (2013). Eğitimde program geliştirme. Ankara: Meteksan A.Ş. Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2004). Program evaluation: Alternative approaches and practical guidelines. NY: Pearson Education. Milli Eğitim Bakanlığı. (2018). Ortaöğretim biyoloji dersi (9-10-11-12) öğretim programı. Ankara. Oliva, P.F. (2009). Developing the curriculum. New York: Pearson Allyn and Bacon. Ornstein, A.,&Hunkins, F. (2009) Curriculum design. in curriculum: Foundations, principles and issues (5th Ed.), pp. 181-206. Boston, MA: Pearson/Allyn and Bacon. Uşun, S. (2012). Eğitimde program değerlendirme. Ankara: Anı Yayıncılık. Uzun N.&Sağlam N. (2006). Orta öğretim öğrencilerinin çevre eğitim programları hakkındaki görüşler. VII. Ulusal Fen&Matematik Eğitimi Kongresi, Gazi Üniversitesi, Ankara . Yıldırım, A.&Şimşek H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

412

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17286 EVALUATION OF MATHEMATICAL QUESTIONS IN LGS ACCORDING TO RENEWED BLOOM TAXONOMY AND CURRICULUM HULYA ALTUN - AYTUNGA OGUZ ABSTRACT The number of students in Turkey, and the small number of qualified school students revealed the necessity of making the placement exam to a higher education institution (Kahveci, 2009; Kayapınar, 2006). Previously, the examinations which were held under the name of Secondary Education Institutions Examination (OKS) until 2007 for the transition from primary to secondary education were replaced by the Placement Examination (SBS) which was focused on the curriculum at the end of the 6th, 7th and 8th grades. In the 2013-2014 academic year, the Ministry of National Education implemented the common exam application by updating the TEOG system. Finally, as of 2017-2018 academic year, TEOG was abolished and replaced by the centralized system of transition to high school (LGS). These exams are a turning point in students' lives, but they are also an important measurement tool in determining their success levels. In addition, the results obtained from these exams play a role in determining the effectiveness of the curriculum (Koç, Yıldırım & Bal, 2008; Küçükahmet, 2002; Turgut & Baykul, 2014). These exams have a serious importance in determining the students' future; it requires that the exam questions be prepared with great care to measure the learning at different levels rather than measuring similar levels of learning (Ardahanlı, 2018). When the related studies in the literature were examined, it was seen that the examinations in the TEOG exam system were evaluated in different dimensions in different years and periods, but no study was conducted to evaluate the math test questions in the LGS central joint exam. The aim of this study is to examine the questions in the mathematics test and the related gains in the Mathematics curriculum according to the two-dimensional structure of the Renewed Bloom Taxonomy. In addition, it is aimed to evaluate the appropriateness of these questions to the curriculum by taking the opinions of teachers. It is thought that the obtained data will be a guide in the conduct of a healthy mathematics education and evaluation. In addition, teachers' thoughts about the exam revealed; Increasing the quality of mathematics teaching, ensuring the compatibility of LGS exams with the curricula and increasing the quality are important in terms of improving the classroom activities in the desired direction. It is hoped that the results of the study will contribute to the studies related to the development of mathematics curriculum and interpretation of LGS exam questions. This study was carried out by qualitative research method. For data collection, document analysis and interview techniques were used. Different data collection methods were preferred to increase the validity of the data obtained (Yıldırım & Şimşek, 2016). In the study, 8th grade Mathematics Teaching Program which was applied in the same year with 20 questions in 2017 - 2018 LGS exam math test was used for document analysis. In order to get the opinions of the teachers, the study group consisted of 5 mathematics teachers working in Dumlupınar Secondary School in Kütahya. The documents were obtained from the electronic pages of the Ministry of National Education and interview data were obtained from the semi-structured interview form prepared by the researchers. In the document analysis process, the gains in the 8th grade mathematics curriculum are listed and the exam questions and the gains are matched. Following the document analysis, interviews were conducted with teachers who were included in the study group in order to reveal the opinions of teachers about the compatibility of LGS central joint exam mathematics questions to the program. The data obtained from the interviews were analyzed by content analysis, which is one of the qualitative analysis methods. According to the findings obtained from the document analysis in the study, there are no non-gain questions in the LGS central joint exam math test applied in 2017-2018 academic year. However, it was found that there was no problem in the 8th grade mathematics curriculum. When the questions were examined according to the Renewed Bloom Taxonomy, it was seen that the majority of the process dimension was at the application, analysis and evaluation levels, there were no questions regarding the creation step, and the exam questions were mostly directed to conceptual and procedural knowledge. In the interviews, a large part of the teachers stated that LGS exam questions coincide with the gains in the curriculum, that they are in accordance with the content and processing order in the curriculum, and that they measure high-level thinking skills, while in the textbooks prepared within the curriculum, activities aimed at improving students' high-level thinking skills are included were not given. In addition, the teachers expressed themselves that they have changed their teaching methods and techniques and measurement and evaluation techniques that they used in order to adapt to the new question styles that appeared in the LGS central joint exam math test. Keywords: Renewed Bloom Taxonomy, High School Transition System (LGS), 8th Grade Mathematics Curriculum

413

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Ardahanli, Ö. (2018). TEOG exam mathematics questions and 8th grade mathematics written exam questions according to the revised Bloom Taxonomy. Unpublished master's thesis, Eskisehir Osmangazi University, Institute of Educational Sciences, Eskisehir. Kahveci, S. S. (2009). Share of the cost of the exams applied to the secondary education institutions to the families in total education expenditures. Unpublished master's thesis, Gazi University, Ankara. Kayapinar, E. (2006). Investigation of anxiety levels of 8th grade students prepared for secondary school institutions student selection and placement exam (Case Study of Afyonkarahisar Province). Unpublished master's thesis, Kocatepe University, Afyonkarahisar. Koç, E., Yıldırım, H. İ. & Bal, Ş. (2008). Comparison of primary school secondary school science curriculum and high school entrance exams science questions by taking students' personal information into consideration. Ahi Evran University Kirsehir Faculty of Education Journal, 9 (3), 35-48. Küçükahmet, L. (2002). Planning and evaluation in teaching (13. bs.). Ankara: Nobel publications. Turgut, M. F. & Baykul, Y. (2014). Measurement and evaluation in education (6. bs.). Ankara: Pegem Academy. Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in social sciences (11th ed.). Ankara: Seçkin Publishing.

414

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17339 JOINT SESSION EVALUATION OF THE 2018 ELEMENTARY NATIONAL CURRICULA IN TURKEY

17339.1 EVALUATION OF THE 2018 ELEMENTARY NATIONAL CURRICULUM FOR ENGLISH ASUMAN FULYA SOGUKSU - METIN KARTAL - GULBAHAR YILMAZ - BERNA ASLAN

17339.2 EVALUATION OF THE 2018 ELEMENTARY NATIONAL CURRICULUM FOR LIFE SCIENCE ALPER YETKINER - ILKAY DOGAN TAS

17339.3 EVALUATION OF THE 2018 ELEMENTARY NATIONAL CURRICULUM FOR MATHEMATICS ERSIN TURE - ZULAL ARSLAN UGUR

17339.4 EVALUATION OF THE 2018 ELEMENTARY NATIONAL CURRICULUM FOR SCIENCE ECE KOCER - AYSE GULSUM AKCATEPE - FATMA BIKMAZ

17339.5 EVALUATION OF THE 2018 ELEMENTARY NATIONAL CURRICULUM FOR SOCIAL STUDIES CANAY DEMIRHAN ISCAN - SERKAN KELESOGLU

17339.6 EVALUATION OF THE 2018 ELEMENTARY NATIONAL CURRICULUM FOR TURKISH BILGE NUR DOGAN GULDENOGLU - MERYEM HAMSI IMROL - AYSEMINE DINCER - MUSTAFA CEM BABADOGAN

415

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract ABSTRACT There is a consensus in the existing research on curriculum development that curriculum evaluation is a sine qua none of success in developing, implementing and sustaining a curriculum. Curriculum evaluation can be defined as a process of constructing and interpreting systematic data leading to a decision as to whether a curriculum needs improvement and if so what components of it needs improvement (Oliva, 2001; Ornstein & Hunkins, 2014). Curriculum evaluation is seen as a crucial component of curriculum development considering, on the one hand, the great potential its results have for improving a curriculum continuously (Varış, 1988), and on the other hand, the opportunity it provides for educational system in a more general sense to function in a self-corrective manner (Ertürk, 1998). Within the Turkish context, the frequent and intensive changes national curricula have undergone at all school levels and types over the last couple of decades indicate the need for improvement perceived at the governmental level. Hence the crucial role of curriculum evaluation manifests itself especially in terms of determining when, on what grounds and in which ways to change the existing curricula. The recent change to the national curricula at elementary level was initiated in 2016 by the Ministry of National Education (MoNE). The press release by the MoNE stated the necessity of such a change on the grounds that qualifications that need to be developed in students to let them become a productive member of society in the future have changed as a result of sociocultural, scientific and technological advancements in the country and the world (MoNE, 2017, p. 4). The same document also mentioned the key changes to the existing curricula such as identification of common qualifications and skills based on the 21st century skills, introduction of values education as a common component, and reduction of curriculum intensity. The renewed elementary curricula have been put into implementation gradually at first and fifth grades across the country since the school year 2017- 2018. A large-scale evaluation of the ongoing implementation process in addition to the monitoring and evaluation by the MoNE within the first year of implementation can provide valuable implications for the betterment of the process. In this respect, this research attempts to evaluate the 2018 elementary national curricula taking English, Life Science, Mathematics, Science, Social Studies and Turkish as exemplary cases, and to offer suggestions that can help improve the curricula and their implementation in schools. This research draws on a mixed-methods design which can be defined in general terms as research that involves collecting, analyzing, and interpreting quantitative and qualitative data in a single study or in a series of studies that investigate the same underlying phenomenon (Leech & Onwuegbuzie, 2009, p. 267). The quantitative data were collected through an online questionnaire for teachers. It was administered to 3525 teachers (1448 primary and 2077 lower secondary school teachers) selected through cluster random sampling (Fraenkel, Wallen, & Hyun, 2012) from 12 cities, each representing a statistical region in the country officially identified based on NUTS classifications. The qualitative data were constructed by focus group discussion, classroom observation and document analysis. Maximum variation sampling (Patton, 2002) was used to select the teachers participating in focus group discussions from the same 12 cities, and to determine the schools and classrooms to be observed in Ankara. 50 focus group discussions and three individual interviews were conducted with teachers. Two-lesson observations were carried out in each of the six relevant classes at second and fifth grades in four primary and three lower secondary schools selected from Çankaya, Altındağ and Mamak districts. Within the scope of document analysis, the relevant curricula were analyzed thoroughly based on the evaluation criteria determined by the researchers. Data analysis is going on, but the results so far indicate a remarkable gap between the official and enacted curricula, which is demonstrated via oppositional findings from the detailed analysis of the official curricula vis-à-vis focus group discussions and observations. This gap can be attributed in the first place to the inconsistency between the intensity of expected outcomes and the time and resources offered to this end, and in the second place to the ignored teacher dimension in developing the curricula. A striking finding in this respect is that although teachers have answered many items of the questionnaires positively, when it comes to discuss about the renewed curricula during focus group discussions their remarks manifest that they have superficial knowledge about the main aspects and changes in the curricula and that they tend to continue teaching as they are accustomed to. Besides, the research also reveals some methodological implications for educational research. During data construction process, teachers expressed directly or covertly that conducting a research on curricula is a futile attempt and it makes no sense for them to make such an effort. This can be claimed to cause by the dilemma they face about the roles attributed to them which leads to a reluctance on their side to discuss about the curricula. Keywords: Curriculum Evaluation, National Elementary Curricula, Mixed-Methods Design

This research draws on a project funded by the Ankara University Scientific Research Projects Coordination Unit (Project No. 17B0630001).

416

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Ertürk, S. (1998). Eğitimde program geliştirme [Curriculum development in education]. Ankara: Meteksan. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. (8th ed.). New York, NY: McGraw- Hill. Leech, N. L., & Onwuegbuzie, A. J. (2009). A typology of mixed methods research designs. Qual Quant, 43, 265–75. MoNE. (2017). Müfredatta yenileme&değişiklik çalışmalarımız üzerine [Our work on curriculum renewal and change]. Retrieved from https://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003_basin_aciklamasi-program.pdf. Oliva, P. F. (2001). Developing the curriculum. (5th ed.). New York, NY: Longman. Ornstein, A. C., & Hunkins, F. P. (2014). Curriculum: Foundations, principles and issues. (6th ed.). Harlow: Pearson. Patton, M. Q. (2002). Qualitative evaluation & research methods. (3rd ed.). Newbury Park, CA: SAGE. Varış, F. (1988). Eğitimde program geliştirme [Curriculum development in education]. Ankara: Ankara Üniversitesi Basımevi.

417

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara

e-Abstract 17347 PARTICIPANT OPINIONS ON TEACHING PRACTICE COUNSELING TRAINING SERKAN KELESOGLU ABSTRACT For effective teacher training; theoretical knowledge of educational sciences should be conveyed to teacher candidates and questioned how this knowledge comes to life in practice. Teaching Practice courses play an important role in establishing the relationship between practice and theory in teacher education programs. Teaching Practice course, some teacher training undergraduate programs in the 7th and 8th semester; in some, only in the 8th semester, 2 hours per week are theoretical and 6 hours practical. Until 2018, the Teaching Practices were carried out in accordance with the instruction on the Teaching Practices of Prospective Teachers to be Performed in Educational Institutions affiliated to the Ministry of National Education published in 1998. This instruction contains limited information on the selection of mentor teachers. In some studies, conducted during this period, it has been shown that mentor teachers are not in the expected competence (Cansaran, İdil and Kalkan, 2006; Ergün and Özdaş, 1999; Kiraz and Yıldırım, 2007; Şad, 2010; Turgut, Yılmaz and Firüzan, 2008). Göktaş and Şad (2014) also selected the mentor teachers; informal opinions of students and application faculty members, ease of transportation of the school, the number of students per teacher, financial income come to the forefront, not having previously served, seniority and teachers have determined that the criteria for having a certificate of teaching practice. The instruction was renewed in 2018. Under this instruction, undergraduate students are defined as practice students. Practice students are required to implement 6 hours a week for 12 weeks under the guidance of a mentor teacher. In the relevant instruction, they need to have the Teaching Practice Training Certificate issued by the Ministry of National Education. The relevant certificate in the instruction; It is defined as the certificate given to the administrators and teachers who will provide guidance to the students and contribute to their pre-vocational training (MEB, 2018). Certificate trainings; 40 hours of training lasting four days. In this training; increasing the exchange of knowledge, training qualified teachers with pre-vocational experience (OYGM, 2019). In this research, it is aimed to evaluate the Certificate of Teaching Practice Consultancy. For this purpose, the following questions were sought: 1. What are the aims of teachers to receive a certificate of teaching practice? 2. What are the teachers' views on the Clinical Counseling Model included in the program? 3. What are the opinions of teachers about the seminar program? In this study, phenomenological design, which is one of the qualitative research approaches, was used to interpret and interpret the participants' views on education (Yıldırım & Şimşek, 2016). In this research, the experiences of the participants about education were tried to be determined. The study group of the research consists of 103 teachers who participated in the Teaching Practice Consultancy training held in Ankara, in February 2019. Volunteering was the basis of the working group. Some of the participating teachers had never mentored any practice students before, while some teachers had more than 10 practice students. Teachers come from different seniorities and branches. A semi-structured form consisting of open-ended questions was prepared to determine teachers' views on certificate education. The opinions of the experts about the form was taken. The form was applied to the participating teachers after the certificate training. The collected data were analyzed by different experts using content analysis technique. Most of the teachers stated that their aim to participate in the certificate program is to contribute to the training of future teachers. Some teachers stated that they received this training for their professional development. While some teachers found the Clinical Counseling model feasible, some teachers stated that the model was not sufficient. They anticipate that there may be problems arising from academics in this process. Regarding education, teachers; they stated that the educator mastered the subject. They stated that teaching-learning process is effective but traditional teaching method techniques are used. They proposed to use learner-centered method techniques instead of these methods. It is stated that the videos used in the teaching-learning process are not of sufficient quality and more effective materials should be prepared. While some teachers considered it sufficient to conduct exams for evaluation, some teachers stated that different assessment tools should be used. Teachers also suggested that this training should be given for a shorter period. Keywords: Teaching Practice Counseling Training,

418

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Cansaran, A., İdil, Ö.&Kalkan, M. (2006). Fen bilgisi eğitimi anabilim dallarındaki Okul Deneyimi uygulamalarının değerlendirilmesi. Gazi Eğitim Fakültesi Dergisi, 26(1), 83-99. Ergün, M.&Özdaş, A. (1999). Okul gözlemi&uygulama çalışmalarının öğretmen adayları üzerindeki etkisi. AKÜ Sosyal Bilimler Dergisi, 3. Göktaş, Ö.&Şad, S., N. (2014). Okul deneyimi&öğretmenlik uygulaması dersi uygulama öğretmenlerinin seçim süreci: ölçütler, sorunlar&öneriler. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29 (4), s. 115-128. Kiraz, E.,&Yıldırım, S. (2007). Enthusiasm vs. experience in mentoring: A comparison of Turkish novice and experienced teachers in fulfilling supervisory roles. Asia Pacific Education Review, 8(2), p.250-261. MEB, (1998). Öğretmen adaylarının milli eğitim bakanlığına bağlı eğitim öğretim kurumlarında yapacakları öğretmenlik uygulamasına ilişkin yönerge. Tebliğler Dergisi. MEB, (2018). https://oygm.meb.gov.tr/www/uygulama-ogrencilerinin-mill-egitim-bakanligina-bagli-egitim-ogretim-kurumlarinda-yapacaklari- ogretmenlik-uygulamasina-iliskin-yonerge-tebligler-dergisinde-yayinlanmistir/icerik/670 OYGM (2018). Öğretmenlik uygulaması danışmanlığı eğitici eğitimi kursu. http://oygm.meb.gov.tr/www/ogretmenlik-uygulamasi- danismanligi-egitici-egitimi-kursu-erzurum-hizmetici-egitim-enstitusunde-duzenlendi/icerik/612 Şad, S.N. (2010). Theory–practice dichotomy: Prospective teachers' evaluations about teaching English to young learners. The Journal of Language and Linguistic Studies, 6(2), p. 22-53. Turgut, M., Yılmaz, S.&Firüzan, A. R. (2008). Okul deneyimi uygulama sürecinin değerlendirilmesi üzerine bir araştırma. Üniversite&Toplum Dergisi, 8(2)

419

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 17377 TEACHING LITERATURE AND A MATTER OF AUTONOMY: INTERTEXTUALITY MUGE CANPOLAT YANARDAG ABSTRACT In this particular study, the present Turkish Language and Literature Course Curriculum in Secondary Schools (Grades 9-12) is examined in the context of intertextual relationships (reading comprehension-association and writing skills) and the 'how-to's of effective and meaningful implementation of intertextual relationships, which is believed to be a lacking concept in the Turkish Language and Literature Course Curriculum, is discussed. Even though intertextuality was first used in the 1960s and became popular (which is a construct against its mere nature) especially after certain departments of Turkish language and Literature in Turkey began to offer Literary Theory and Criticism courses; certain studies and researches indicate that literary researchers have, in fact, come across 'apparent' or 'accidental' examples of intertextuality in a number of literary works for centuries, maybe hoping for its mystery be unveiled. It is well-known that the most over-arching and extensive source material written in our language (Turkish) regarding the issue of intertextuality is the Metinler Arası İlişkiler (Intertextual Relationships) by Prof. Dr. Kubilay Aktulum. Metinler Arasılık&Yazın Eğitimi (Intertextuality and Teaching Literature) written by Muhlise Coşkun Ögeyik in 2008 also delves into significant details regarding the respective issue. Dr. Aktulum's work displays nearly all of the intertextual relationship building techniques along with their samples (in foreign literature). Throughout the study, new meanings has been assigned to the previous data, the importance of building intertextual relationships in language and literature courses has been highlighted, and in that sense, the present curriculum has been criticized. Furthermore, it has been discussed whether building intertextual relationships is an achievement or a skill specific to the Turkish Language and Literature Course. The relationship between intertextuality and interdisciplinarity has also been evaluated. In this study, the relationship between the achievements listed on the Turkish Ministry Of National Education (MEB) Turkish Language and Literature Curriculum has also been examined in the context of intertextuality and new achievement suggestions are presented through the findings. In this particular study, qualitative research methods have been used. Along with the conceptual and theoretical analysis of the context, the study also includes the observational method, the association method and students/teachers' comments regarding the issue. The sample of this study is composed of high school students who attend a private school in Ankara. Having interpreted the data from the project that was prepared by an 11th grade student within the framework of The Scientific and Technological Research Council of Turkey (TÜBİTAK) Student Research Project Competition, and from an intertextuality- based creative writing, reading and association event titled as Metinler Arası Yolculuk: Hakan Bıçakcı (The Journey of Intertextuality by Hakan Bıçakcı), this study focuses on the reasons and the outcomes of the necessity that the Turkish Language and Literature Education in Secondary Schools should be based on intertextuality. In this study, how the students perceive the concept of intertextuality has ben examined, and the differences and development of their pre and post intertextual knowledge literary analysis, reception, interpretation and creation processes have been observed. In that sense, it has also been underlined whether the conceptual awareness has had an effect on their creative processes and acquisition. The study claims that secondary school students will become even more qualified as readers when they relate texts with other texts or fields with the help of the activities that have been planned in the light of intertextual theories. In that case, it is essential to nourish the curiosity of 6th-8th graders and make reading literary texts that are simply referred to as course material, an intriguing experience. This can only be achieved by developing a curriculum apart from the standard MEB curriculum that simply states achievements in the following form student will be able to compare X with...,determine the relationship between X and Y,to guide the teachers while planning unique activities to practice building intertextual relationships. Intertextuality could play a major role not only for the students to become qualified readers but it would also help them engage in high level cognitive processes such as analysis, synthesis and evaluation (Akyol,2003, s.50). In fact, a law enacted in France to decide on teaching literature through intertextual relationships could also be interpreted as a potentially significant data (Akay, 2009). Finally, this study states that MEB Turkish (2019), MEB Preparatory Education for Secondary School(2018) and MEB Turkish Language and Literature(2018) courses should be interwoven with intertextuality in a complementary manner. Keywords: Teaching Literature, Intertextuality, Turkish Language and Literature Curriculum

420

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akay, H. (2009). ‘Okuma’nın yeniden okunması: Bile bile okumak – ‘İle bile okumak’. Turkish Studies International Periodical For the Languages, Liteature and History of Turkish or Turkic, 4/3, 20 - 41. doi: 10.7827/TurkishStudies.671 Aktulum, K. (2000). Metinlerarası ilişkiler. (2. bs.). Ankara: Öteki Yayınevi. AKYOL, H . (2003). Metinlerden anlam kurma. Türklük Bilimi Araştırmaları, 13, 49 - 58.: http://dergipark.org.tr/tubar/issue/16954/176997 MEB Ortaöğretim Hazırlık Sınıfı Türk Dili&Edebiyatı Dersi Öğretim Programı. (2018). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=421 MEB Ortaöğretim Türk Dili&Edebiyatı Dersi (9, 10, 11&12. Sınıflar) Öğretim Programı. (2018). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=353 MEB Türkçe Dersi Öğretim Programı (İlkokul&Ortaokul 1, 2, 3, 4, 5, 6, 7&8. Sınıflar). (2019). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=663 Ögeyik, M. C. (2008). Metinlerarasılık&yazın eğitimi. Ankara: Anı Yayıncılık.

421

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18051 PROBLEMS RELATED WITH CURRICULUM AND INSTRUCTION DEPARTMENT IN TURKEY BELGIN OZAYDINLI TANRIVERDI ABSTRACT Gözütok (2003) states that the most basic elements of an education system are teachers, students and curriculum. Curriculum guides and act as mediators from learners' standards of behavior to learning and teaching activities. Curriculum has functions such as establishing a quality education system at national or international level, training qualified manpower to ensure the development and development of the country (Varış, 1998), and improving human behaviors in a way that provides social, political and economic order (Özdemir, 2009). Curriculum development, which can be defined as the design of learning experiences for learners through the most generally coordinated activity set-up (Wiles and Bondi, 1993), is a collective process for effectively changing and improving the training program. Erden (1998) defines the concept of curriculum development as the design, implementation, evaluation and reorganization of the training program in line with the data obtained from the evaluation. Gözütok (2003) and Varış (1998) emphasize that curriculum development is a research process that has scientific foundations and uses scientific techniques. It is clear that curriculum that shows such important features can be implemented in a scientific framework only with individuals who are experts in this field. Curriculum and Instruction departments take place at the graduate level in the faculties of Education / Educational Sciences aim to train experts in this field. Determining the problems of the academicians working in these departments and revealing the solutions will make this field more systematic and scientific. However, when the literature is examined, it is seen that studies based on the opinions of individuals who are experts in the field of program and teaching are limited.The aim of this research is to reveal the opinions of the academicians working in the field of Curriculum and Instruction on the main problems of the curriculum development field and their solution suggestions related to these problems.The working group consists of faculty members who have been working in the field of Curriculum adn Instruction for five to 30 years. In the research, case study, qualitative research methods and content analysis, data analysis methods were used. Interview was used as a data collection tool because it was one of the methods that gave positive results in collecting data about the individuals' own experiences, attitudes, opinions, emotions, beliefs and complaints. In this study, the interview form approach, which includes the list of subjects or questions to be discussed during the interview and aimed to obtain the same kind of information from different people (Patton, 1987), was used. The interview form approach gives the interviewer the flexibility to ask additional questions or change the order of questions when necessary. In addition, the fact that the questions are collected in the form makes it easier to organize and analyze the answers received (Yıldırım & Şimşek, 2016). The questionnaire used in the interview was developed by the researcher based on the field literature, presented to the opinion of six experts working in the field, arrangements were made in line with these opinions and the final version was finalized with the pilot study. Interviews were conducted by the researcher through one-to-one interviews with the attendees of the universities.In terms of the findings of the research, it is possible to group the problems in the field of curriculum and instruction department into two main categories: one of these categories is the problems related to the structuring of the field of curriculum and instruction department and the second is the problems arising from the academicians working in the field. One of the important results of this research is that the boundaries of the curriculum and instruction department are not clearly defined and therefore similar studies are carried out with other departments. A second main problem is the general understanding that the field of curriculum development is limited to teacher training and that it is accepted as a service-only program. After the whole analysis of this on-going reserach the basic problems of Curriculum and Instruction department in Turkey from the perspective of experts working in the field of curriculum development and thus the results of this study are expected to contribute to future work in this area. Keywords: Curriculum and Instruction, Academicians in curriculum and instruction department, problems related with curriculum and instruction

422

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Erden, M. (1998). Eğitimde program değerlendirme. Ankara: Anı Yayıncılık Gözütok, F.D. (2003). Türkiye'de program geliştirme çalışmaları. Milli Eğitim, 160. http://yayim.meb.gov.tr/dergiler/160/gozutok.htm adresinden 18 Ocak 2015 tarihinde alınmıştır. Özdemir, S.M. (2009). Eğitimde Program Değerlendirme&Türkiye’de Eğitim Programlarının Değerlendirme Çalışmalarının İncelenmesi. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi. 5(2).126-149. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks,CA: Sage. Varış, F. (1998). Temel kavramlar&program geliştirmeye sistematik yaklaşım. İçinde A.Hakan (Ed.), Eğitim bilimlerinde yenilikler (sf.3-19). Eskişehir: Anadolu Üniversitesi Açık Öğretim Fakültesi Yayınları. Wiles, J. & Bondi, J. (1993). Curriculum development: A guide to practice. NY: McMillan Publishing Company. Yıldıran, G. ( Türkiye’de Program Geliştirmenin Sorunları&Çözüm Önerileri. Sekiz Üniversitemizdeki Eğitim Programları&Öğretim Alanı Lisansüstü Programlarının Genel&Alana Özel Dersler Açısından Karşılaştırması: Farklı Yönelimler. Boğaziçi Üniversitesi Dergisi. 29 (2). Yıldırım, A., Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Kitabevi.

423

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18074 HIGH SCHOOL STUDENTS’ METAPHORICAL PERCEPTIONS OF THE CONCEPT OF PHILOSOPHY TEACHER AYBUKE CAKIRAY - SEVIL BUYUKALAN FILIZ ABSTRACT Philosophy education plays an important role for individuals to reason consistently and systematically and to gain a critical viewpoint. It is essential to teach the principles and depths of thinking in order to educate individuals who can interpret, question, and adopt a rational attitude towards what should be. It is very important for the intellectual development of the student that the philosophy education is enriched with a content that directs the student to refined thinking through reasoning, and that the teacher should not be a narrator but a guide. Seen from this perspective, it should be essential to teach the method of making philosophy rather than teaching history of philosophy. One of the main objectives of the philosophy course is to teach individuals the ways of producing free thoughts that are far from dogmatic in the light of the principles of reason. The fact that its effects cannot be observed directly and that it is not based on concrete data, unlike sciences, causes the philosophy to remain abstract and to cause difficulties in teaching. In order to overcome the negative perceptions of students towards this field built on an abstract background, the way the teacher delivers the lesson becomes important. In this respect, the teacher should provide the appropriate environment in which the students can express their thoughts by relating the objectives of the course to life and preparing a discussion environment encouraging the expression of differences. Thus, in the current study, it is aimed to determine the metaphors formed by high school students about the concept of ‘Philosophy Teacher’’. In addition to revealing students' perceptions of the Philosophy Teacher through metaphors, it is important for the study to understand what the Philosophy Teacher means to students and the meanings they indirectly assign to the branch of philosophy. In addition, students’ views on the way through which the philosophy course is taught and whether the instructional process of the course affects the behaviours developed by the students towards the course will be revealed through metaphors. Thus, the general purpose of the current study is to determine the metaphors formed by high school students about the concept of Philosophy Teacher. 1. What are the metaphors developed for the philosophy teacher? 2. Under which categories and for which reasons are the metaphors developed for the philosophy teacher are produced? The study employed the phenomenological research design, one of the qualitative research designs. Qualitative research aims to understand events with an inductive approach by considering the current situation. The reason for the selection of the phenomenological design; one of the qualitative research methods, for the current study was that it was intended to reveal the metaphors developed by students towards the concept of philosophy teacher. A total of 153 10th, 11th and 12th graders attending a private high school in the city of Ankara participated in the current study. The data were collected through a form developed to determine the students’ metaphorical perceptions of the Philosophy Teacher. The students were asked to complete the following sentence in the form the philosophy teacher is ...... for me because ..... In the analysis of the data, content analysis was used. In this regard, the following procedure was followed: word cloud, listing the data, classification of the data, establishment of the categories and interpretation of the data. In this study aiming to examine the high school students’ metaphorical perceptions of Philosophy Teacher, it was seen that they associated the concept of Philosophy Teacher with many different concepts. The high school students developed 133 metaphors for the concept of Philosophy Teacher. The most commonly used metaphors by the students were found to be books and encyclopedias. It was seen that the metaphors produced by high school students about Philosophy Teacher were both positive and negative. It is noteworthy that the metaphors produced about Philosophy Teacher emphasize freedom and difference. The 133 metaphors developed by the high school students who participated in the study were grouped under seven conceptual categories on the basis of the similarities demonstrated by the reasons. These categories are; knowledge, guide, freedom, hot-sweet, enjoyable-boring, fluent-relaxing and different. At the end of the study, it was seen that high school students were most grouped under the categories of knowledge (34.64%) and guide (23.52%) in terms of the similarity of their reasons. When the metaphors developed by the high school students about Philosophy Teacher were examined together with their reasons, the effect of the teacher's style of approaching on student perceptions was directly seen. Keywords: Metaphor, high school, philosophy, teacher

424

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akdağ, B. (2002). Ortaöğretimdeki Felsefe Derslerinin Etkililiğinin Öğrenci Görüşlerine Göre Değerlendirilmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 15, 11-28. Beydoğan, H. Ö., Cihan, M.,&Taşdemir, A. (2006). Lise Felsefe Öğretim Programının Öğretmen&Öğrenci Görüşleri Çerçevesinde Değerlendirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 7 (2), 17-37. Çüçen, A. Kadir. (1999). Felsefeye Giriş. Bursa: Asa Kitapevi. Dombaycı, M. A. (2008). Türkiye’de Ortaöğretimde Felsefe Öğretiminin Değerlendirilmesi. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi, Ankara. Gündoğan, A. O. (2010). Felsefeye Giriş, İstanbul: Dem Yayınları. Kızıltan, Ö. (2012). Felsefe Öğretimi Sorunları&Yeni Yaklaşımlar, Eğitim&Öğretim Araştırmaları Dergisi, 1(4). Patton, M. Q. (2018). Nitel Araştırma&Değerlendirme Yöntemleri, Ankara: Pegem Akademi. (Çev. Selçuk Başer Demir&Mesut Bütün) 505.sayfa Sevil. B., F. (2018). Pedagojik Formasyon Öğrencilerinin Matematik Kavramına İlişkin Metaforik Algıları. Uluslararası Eğitim Bilimleri Dergisi. 51, 251-269. Taşdelen, V.(2007). Felsefe Eğitimi: Bir Yaşantının Peşinde. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 40(2). Ünsal, S., Korkmaz, F.&Çetin, A. (2016). Lise Öğrencilerinin Felsefe Kavramına Yönelik Metaforik Algılarının İncelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Cilt 16 (3), 1047-1064.

425

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18076 TEACHERS' OPINIONS ABOUT STEM MOTIVATION OF STUDENTS IN THE CONTEXT OF EXPECTANCY-VALUE THEORY ARIF ACIKSOZ - ILBILGE DOKME ABSTRACT Individuals must possess the skills of the 21st century in order to keep pace with the progress and changes of today's digital era in terms of knowledge and technology (Kızılay, Yamak & Kavak, 2019). STEM, which is one of the innovative educational approaches, is an opportunity to gain these skills. However, studies have shown that despite all the breakthroughs, students' interest in STEM areas has decreased and they have moved away from these areas (Wang, 2013). Similarly, the orientation to STEM areas in our country is not sufficient to the extent expected. (Akgündüz et al., 2015). One of the most important reasons for the decrease in interest and the lack of persistence in STEM areas is that students are not motivated enough to have the knowledge and skills necessary to maintain the leadership position (Hossain & Robinson, 2012). Students' motivation in STEM has an important role in their interest, persistence and career choices. (Wang, 2013). Those working on motivation have created many theories based on internal and external factors on how motivation affects career choice, stability and performance. Ecless's expectancy-value theory is one of the most important theories of success motivation (Wigfield, 1994). The expectation for success and subjective task value forms the cornerstones of the theory. The expectation for success in any discipline is explained by the self-efficacy. Students' expectations for success includes their beliefs about how successful they will do on an activity (Meyer, Fleckenstein & Köller, 2019). The subjective task value, which is the other component of the theory, consists of four components: attainment value, intrinsic value, utility value and cost value (Ecless, 2009). Students' participation in the STEM education, performance and persistence in this field can be expressed as a whole of the expectation for success in the field and the value it shows. Therefore, the student behaviors that teachers will observe in their activities towards STEM are predictors of success expectations and the value given in STEM disciplines. In the national literature review on this subject, no studies based on expectancy-value theory were found within the scope of STEM education. Evaluating the students in the context of expectancy-value theory will contribute to the literature as well as increasing the interest in STEM fields, providing guidance to teachers in order to ensure participation and persistence in STEM disciplines.In this study, it is aimed to evaluate the teachers’ opinions about motivation of students in STEM Education in the context of expectancy-value theory. For this, one of the qualitative research methods, phenomenology research was used. The sample was determined by the criterion sampling which is the purposive sampling. The opinions of 17 teachers were consulted. Two- part form was used for study. The first part contains demographic features and the second part contains 8 open ended questions. For the second part, a pool of questions was created in the context of the expectancy-value theory and the questions were examined by an academician in terms of content validity. The questions that did not meet the content were removed from the form and similar questions were integrated. After the examination, the draft form prepared with the remaining 8 questions was edited by a Turkish teacher. Finally, the form was finalized by evaluating the comprehensibility by applying to two doctoral students. Descriptive analysis of teachers' opinions was performed in the data analysis. In the descriptive analysis, the data were firstly described clearly, and these descriptions were summarized and interpreted according to the themes formed in line with the expectancy-value theory components. In the study, it was concluded that students who are not self-confident, have low self-efficacy and do not have STEM knowledge have low participation and performance in STEM and positive experiences will have a positive effect. According to the findings of utility value, it was concluded that factors such as negative suggestions of families in career options, orientation of students to accepted status in society, financial concerns and exam-centered approaches adversely affect this value. According to the findings of attainment value, it was concluded that disagreement in the field or activities reduced the participation and performance in STEM. However, the participation and performance in STEM has increased if the activities are interesting, appropriate for students’ own abilities. According to the findings of intrinsic value, it was concluded that the participation in STEM and the performance were directly proportional to the satisfaction of the students' activities and to make an engineering product as a result. According to the findings of cost value, it was concluded that some of the students considered that the time they spend on STEM activities was lost and they found STEM activities long and difficult. Furthermore, peer or environmental pressures reduce STEM participation and performance for them. Keywords: STEM, Motivation, Expectancy-Value Theory

426

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T. & Özdemir, S. (2015). STEM eğitimi Türkiye raporu: Günün modası mı yoksa gereksinim mi?. İstanbul Aydın Üniversitesi Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44, 78 – 89. Hossain M., Robinson M.G. (2012). How to motivate US students to pursue STEM (science, technology, engineering and mathematics) careers. US-China Educ Rev A, 4, 442–451. Kızılay, E., Yamak, H., Kavak, N. (2019). High school students that consider choosing science, technology, engineering, and mathematics (STEM) fields for their university education. Science Education International, 30(1), 4-10. Meyer, J., Fleckenstein, J. & Köller, O. (2019).Expectancy value interactions and academic achievement: Differential relationships with achievement measures. Contemporary Educational Psychology, 58, 58–74 Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081-1121. Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78

427

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18085 TAXONOMY OF CRITICAL THINKING: A DRAFT STUDY WITH QUALITATIVE METHOD CETIN SEMERCI ABSTRACT One of the most important goals of education is to teach and encourage critical thinking (Clark and Starr, 1991; Carin and Sund, 1985). There are some significant differences between ordinary and critical thinking individuals. Ordinary thinkers predict, prefer, groups, believe, and judgment without criteria. However, critical thinkers evaluate, recognize the relationships between classes, logical moments, relationships, present alternatives with their reasons and judge with criteria. Critical thinking is a practical reflective activity. According to Ennis, there are five key words: Practical, reflective, reasonable, belief, and action. Definition of critical thinking, Critical thinking is reasonable reflective thinking that is focus on deciding what to believe or do (Ennis,1987, 10). According to Ennis (1996, p. 4-7), The one recommended here has six basic elements: Focus, Reasons, Inference, Situation, Clarity, and Overwiev (FRISCO). Focus, The first thing to do in approaching any situation is to figüre out the main point, issue, question, or problem. Without knowing this (the focus), you will waste much of your time… Reasons, you should also try to get a fairly good idea of the reason or reasons. You must know the reason(s) offered in support of a conclusion and decide whether the reasons are acceptable before you can make a final judgement about an argument… Inference, Suppose that the reason were true…Judging the inference is different from judging the acceptability of the reason(s)…Situation, When thinking is focused on belief and decision, it takes place in some broad situation that gives it significance and provides some of the rules…Clarity, When you write and speak, it is important to be clear in what you say…Overwiev, The six element in critical thinking , overview, calls for you to check what you have discovered, decided, considered, learned, and inferred… Based on this information, the aim of this study is to introduce the taxonomy of critical thinking. Critical thinking is considered as a gradual classification. Qualitative researchers use their own eyes, ears, and intelligence to collect in-depth perceptions and descriptions of targeted populations, places, and events (Crossman, 2019). A qualitative method and case study design was used in the study. Firstly, domestic and foreign sources were examined. In this study, the researcher created a draft taxonomy of critical thinking by taking advantage of his 30 years of experience, and opinions were taken and analyzed on this draft. Taxonomy consists of six stages, starting from feeling and assimilating. The knowledge, wisdom and experience of faculty members who are experts in their fields were utilized. There is no exception. Common views were used. The common views and opinions of the faculty members were taken into consideration. E-mails were sent to the faculty members and the process was carried out in writing via e-mail. 20 universities in Turkey Departments Department of Educational Sciences at the 82 faculty members were sent an email to officials. Returning mails (29%, 24) were collected and descriptive analysis was performed. While half of the faculty members approved it, the other half made some corrections and suggestionsIn the studies, it can be said that the critical thinking skills of first year students are low (Mines etc, 1990). These skills can be increased. Some of the critical thinking dispositions identified (Ennis, 1987, 12): Seek reasons, seek a clear statement of the question, try to be well informed, try to remain relevant to the main point. Some of your critical thinking skills include (Ennis, 1987, 12-15): Focusing on a question, analyzing arguments, asking and answering of clarification and/or challenge. According to McMillan (2007,199-200), Ennis's (1987) critical thinking dispositions and competences can be given in five stages: identifying the problem, gathering information, making inferences, making advanced judgments and making judgments. The taxonomy of critical thinking created by the researcher (Semerci) is a graded classification: a: Feeling, acting and defining the event a + b: Reaching, gathering, reading and understanding the right information a + b + c: Using methods or activities, brainstorming, question and answer, etc. a + b + c + d: Making inferences, classifying inferences a + b + c + d + e: Self-regulation and evaluation a + b + c + d + e + f: Assimilation, internal decision and adaptation to new situations Keywords: Critical thinking, taxonomy of critical thinking, qualitative study

428

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Brookfield, S.D. (1987). Developing critical thinking, California: Jossey-Bass Publishers,Inc. Carin, A.A. and Sund, R.B. (1985). Teaching modern science, Forth edition, Columbus, Ohio: Charless E. Merrill Publishing. Clark, L.H. and Starr (1991). Secondary and middle school teaching methods. NewYork: Macmillan Publishing Company. Crossman, A. (2019). An overview of qualitative research, https://www.thoughtco.com/qualitative-research-methods-3026555, Erişim: 01/07/2019. Ennis, R.H. (1987). A taxonomy of critical thinking dispositions and abilities, (From Teaching thinking skills: Theory and practice, Edited by J. Boykoff Baron & Robert J. Stemberg,), New York: W.H. Freeman and Company. Ennis, R.H. (1996). Critical thinking, New Jersey: Prentice –Hall, Inc. Kökdemir, D. (2003). Eleştirel düşünme&bilim eğitimi. Pivolka, 2(4), 3-5. McMillan, J.H. (2007). Classroom assesment: Principles and practice for effective standarts-based instruction. Boston: Pearson Education, Inc. Mines, R.A.; King, P.M.; Hood, A.B. and Woud, P.K. (1990). Stages of Intellectual development and associated critical thinking skills in college student, Journal of College Student development, 31(6), 638-547. Sternberg, R. J., & Williams, W. M. (2002). Educational psychology. Boston: Allyn and Bacon.

429

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18088 WAYS OF TEACHING AND PARADOXES OF CRITICAL THINKING: EXPERIENCES OF TEACHING PRACTICE CETIN SEMERCI ABSTRACT One of the strategic objectives of education is to teach critical thinking (Clark and Starr, 1991; Carin and Sund, 1985). Definition of critical thinking, Critical thinking is reasonable reflective thinking that is focus on deciding what to believe or do (Ennis,1987, 10). According to Ennis (1996, 4-7), The one recommended here has six basic elements: Focus, Reasons, Inference, Situation, Clarity, and Overwiev (FRISCO). Focus, the first thing to do in approaching any situation is to figüre out the main point, issue, question, or problem. Without knowing this (the focus), you will waste much of your time… Reasons, you should also try to get a fairly good idea of the reason or reasons. You must know the reason(s) offered in support of a conclusion and decide whether the reasons are acceptable before you can make a final judgement about an argument… Inference, Suppose that the reason were true…Judging the inference is different from judging the acceptability of the reason(s)…Situation, When thinking is focused on belief and decision, it takes place in some broad situation that gives it significance and provides some of the rules…Clarity, When you write and speak, it is important to be clear in what you say…Overwide, The six element in critical thinking , overview, calls for you to check what you have discovered, decided, considered, learned, and inferred… There are generally three ways of teaching critical thinking skills. 1. Embedded within a jubject. 2. Subject-independent giving. 3. It is given as a mixed model (McKendree, etc, 2002). According to Kökdemir (2003), a critical thinking course should be provided, and general science education should be given on the basis of critical thinking. On the other hand, there are some paradoxes in teaching critical thinking. 1. The existence of the authority paradox. 2. The precise information that is planned to be given to students before entering the class is the paradox of the core skills reality (McKendree, etc, 2002). The aim of this study is to present the teaching paths and paradoxes of critical thinking through the experiences of prospective teachers who go to teaching practice. The sub-objectives of the research are: 1. What are the teaching ways of critical thinking? 2. What are the paradoxes of critical thinking? According to Crossman (2019), Qualitative researchers use their own eyes, ears, and intelligence to collect in-depth perceptions and descriptions of targeted populations, places, and events. The research method is qualitative research. In this method, case study design was used. The study group consisted of 92 pre-service teachers who took pedagogical formation courses at a state university. The sampling method is easily accessible sampling. Teacher candidates go to teaching practice for six hours a week and take Private Teaching Methods course in which micro teaching technique is applied. Pre-service teachers were given theoretical information on how to teach critical thinking and its paradoxes. Pre-service teachers have applied this knowledge in their lectures in the teaching practice and in the theoretical courses of the teaching practice and in the small skills and general presentations of the Private Teaching Methods course.Exam was used as a data collection tool. One of the questions asked in the exam was created in accordance with the purpose of the research. The following question was asked to the students. What are the teaching ways of critical thinking in explaining a topic, and what paradoxes do you encounter? The answers from the students were analyzed by descriptive analysis. The aim of this study is to determine the teaching paths and paradoxes of critical thinking. It is seen that the teaching ways and paradoxes of critical thinking and the experiences of the prospective teachers who go to teaching practice are added to the ones known in the literature. Students' critical thinking skills in the first grade is low (Mines etc, 1990). Therefore, it is important to teach critical thinking. Some of the research findings are as follows. As teaching ways of critical thinking; 1. Giving at a separate time in the course, 2. The course of critical thinking, 3. To introduce critical thinking into the subject and 4. Giving with activities. As the paradoxes of critical thinking; 1. Authority paradox, 2. The paradox of definite knowledge before the course and the course, 3. The paradox of using time, 4. The paradox of critical thinking barriers and 5. The paradox of personal development and focus. Keywords: Critical thinking, teaching critical thinking, paradoxes of critical thinking

430

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Carin, A.A. and Sund, R.B. (1985). Teaching modern science, Forth edition, Columbus, Ohio: Charless E. Merrill Publishing. Clark, L.H. and Starr (1991). Secondary and middle school teaching methods. NewYork: Macmillan Publishing Company. Crossman, A. (2019). An overview of qualitative research, https://www.thoughtco.com/qualitative-research-methods-3026555, Erişim: 01/07/2019. Ennis, R.H. (1987). A taxonomy of critical thinking dispositions and abilities, (From Teaching thinking skills: Theory and practice, Edited by J. Boykoff Baron & Robert J. Stemberg,), New York: W.H. Freeman and Company. Ennis, R.H. (1996). Critical thinking, New Jersey: Prentice –Hall, Inc. Kökdemir, D. (2003). Eleştirel düşünme&bilim eğitimi. Pivolka, 2(4), 3-5. McKendree, J. ; Small, C.; Stenning, K. and Conlon, T. (2002). The role of representation in teaching and learning critical thinking. Educational Review, 54(1), 57-67. Mines, R.A.; King, P.M.; Hood, A.B. and Woud, P.K. (1990). Stages of Intellectual development and associated critical thinking skills in college student, Journal of College Student development, 31(6), 638-547.

431

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18094 TEACHERS’ PERCEPTIONS ABOUT TEACHING APPROACHES AND CLASSROOM MANAGEMENT: A RELATIONAL RESEARCH GOKHAN BAS - CIHAD SENTURK ABSTRACT In the last decade economic, technological, and social-cultural changes throughout the world have brought about the need for a radical change in education (Yağcı, 2010), which have transformed education from teacher-centered to the student centered one (Mascolo, 2009). This change is thought to have a profound effect on teachers’ approaches of teaching, as well as their perceptions of classroom management. The change in teaching approaches implies sustaining reform of the initial, and of the continuous training of teachers and trainers to prepare them for their new responsibilities (Schreurs & Dumbraveanu, 2014). Today, it is expected that teachers should have a more student-centered teaching approach rather than a teacher-centered one, and implement appropriate teaching practices (Brown, 2006; Chan & Elliott, 2004; Fullan, 2001). Despite the fact that there is a body of research in which teaching approaches and classroom management perceptions of teachers or prospective teachers have been examined separately, no research has been conducted to investigate the relationship between these two phenomena. In this respect, the study of the relationship between teaching approaches and classroom management perceptions is of great importance to fill such a gap in the scope. In addition, it is believed that it is possible to reveal how the relationship between teaching approaches and classroom management perceptions contributes to the training of teachers who have a contemporary conception of teaching and effective classroom management. Such a research is also believed to contribute to put forward the relationship between teaching approaches and classroom management of teachers, as well as to understand the perceptions of teachers towards these two phenomena and to predict the problems that may arise in education process. In this sense, the purpose of this research was to investigate the relationship between teaching approaches and classroom management perceptions of teachers. The problems statement of this research was posed as Is there a significant relationship between teaching approaches and classroom management perceptions of teachers? The correlational survey model was adopted in the current research. By adopting such a research model, it was aimed at understanding the power and the way of the relationship between the variables in the study. In the present research, the relationship between teachers’ teaching approaches and their classroom management perceptions was examined. The study group of the research was consisted of teachers (n = 351), working in public primary, middle, and high schools in the province of Karaman. To collect data, Approaches to Teaching Inventory (Aksoy, Akbaş, & Seferoğlu, 2018) and Classroom Management Perceptions Scale (Özenç-İra & İra, 2018) were used in the research. Approaches to Teaching Inventory, which was used as one of the data collection tools in the research was consisted of two sub-dimensions (teacher centered and student centered) and Classroom Management Perceptions Scale, another tool used for collecting data for the research, was consisted of one sub-dimension. For the analyses of the data, Pearson moments correlation analysis and multiple linear regression analysis were adopted in the research, which were performed by using SPSS 20.0.According to the findings obtained in the research, while it was seen that there were negative significant relationships between teachers’ teacher centered teaching approaches and their classroom management perceptions (r = –.218, p < .01). On the other hand, it was determined that there were positive significant relationships between teachers’ student centered teaching approaches and their classroom management perceptions (r = .746, p < .01). According to the multiple linear regression analysis results; while it was seen that teaching approaches (teacher centered and student centered) were significant predictors of classroom management perceptions (F[1-345] = 28.429, R = .239, R2 = .057, p < .01). The results obtained from the research showed that classroom management perceptions of teachers adopting student- centered teaching approach were higher than the teachers having teacher-centered teaching approach. Therefore, it can be said that teachers with student-centered teaching approach felt more proficient in the teaching profession. While the acquired findings of the research are believed to contribute to the understanding of teaching approaches and classroom management perceptions of teachers, they are also considered to shed light on the understanding of teaching approaches and classroom management perceptions adopted by teachers as well. Keywords: Teaching approaches, classroom management perceptions, teachers, correlational research.

432

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aksoy, E., Akbaş, U., & Seferoğlu, G. (2018). Adaptation of the approaches to teaching inventory into Turkish and analysis of turkish academics’ approaches to their own teaching. Education and Science, 43(194), 81-99. Doi: 10.15390/EB.2018.7253 Mascolo, M. F. (2009). Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation. Pedagogy and the Human Sciences, 1(1), 3-27. Özenç-İra, G., &. İra, N. (2018). Öğretmen adaylarına yönelik sınıf yönetimi algısı ölçeği’nin geliştirilmesi: Geçerlik&güvenirlik çalışması [Developing a classroom management perceptions scale for teacher candidates: Validity and reliability study]. E-Uluslararası Eğitim Araştırmaları Dergisi, 9(3), 104-118. Doi:10.19160/ijer.488221 Schreurs, J., & Dumbraveanu, R. (2014). A shift from teacher centered to learner centered approach. International Journal of Engineering Pedagogy (iJEP), 4(3), 36-41. Doi: 10.3991/ijep.v4i3.3395 Yağcı, Y. (2010). A different view of the bologna process: The case of Turkey. European Journal of Education, 45(4), 588-600. Doi: 10.1111/j.1465-3435.2010.01456.x

433

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18119 OPINIONS OF SOCIAL STUDIES TEACHER CANDIDATES ON THE CONCEPT OF GLOBAL CITIZENSHIP DEMET SEVER - SERENAY ALBAYRAK ABSTRACT Especially in the last quarter of the 20th century with the development of technology and mass media, time and space limitations have been removed and societies have started to establish closer relations. Together with these relations, interaction has increased in political, cultural and economic fields. This situation has brought the concept of globalization to the literature (Çermik, Çalışoğlu & Tahiroğlu, 2016, p.775). Since it is impossible to be indifferent to consequences of globalization, concept of global citizenship has started to be used. Even though global citizenship has not yet gained a legal identity, as an understanding of morality and responsibility it is a citizenship responsible not only his/her own country but also whole World (Kan, 2009, p.26). Global citizen should be aware of that the world is shared by people with different responsibilities and she/he has own responsibilities too. She/he could be able to produce, solve, discuss, research, and appreciate for all humankind. Education plays an important role in the upbringing of individuals with the specified characteristics. Therefore, efforts should be made to acquire the knowledge, skills and values necessary for global citizenship in primary and secondary schools where the child first meets with education. Social Studies Course is one of the courses that will lay the foundation for global citizenship consciousness at secondary level. In this course, citizens should be educated with national and universal values (Kan, 2009, p.27). Social Studies teachers who had the requirements of global citizenship will achieve this aim and light the way of a country. In this respect, it can be said that social studies teachers have a critical role in the global dimension, and it is important to determine how effectively they can perform this role. The aim of this study is to determine the views of the students of Anadolu University Social Studies Program towards the concept of global citizenship. In the research, the following questions were tried to be answered: What do Social Studies teachers think about citizenship and global citizenship? What are the views of candidate social studies teachers on the knowledge, skills and values necessary for global citizenship? What do candidate social studies teachers think about the impact of social studies education on global citizenship? Do candidate social studies teachers consider themselves sufficient in global citizenship? In this research basic qualitative research method was used (Merriam, 2009, p.23). This is research based on the opinion. The participants of the research are 15 final year students at Anadolu University Social Studies Undergraduate Program. Volunteering was taken as a basis in the selection of students. The data of the study was collected via semi-structured interviews with volunteer students between 25 March and 18 April. The semi-structured interview form consisted of 9 questions. Beforehand, prepared questions for the interview was shown to 5 academicians who expert in qualitative research design are and received feedback. Descriptive analysis was performed by means of NVivo 12 qualitative data analysis software. During analysis procedure, first, two researchers worked independently over whole data set to reduce the data into predetermined codes and create new categories depending on participants ‘comments. At the end of the coding process, researchers came together to compare the codes they formed.First, students are asked to define the citizenship and global citizenship concepts. While it is possible for them to define the concept of citizenship correctly with distinct and common words, they define global citizenship at a superficial level with different concepts and individual ideas. When the answers given about basic principles required by global citizenship considered, it was seen that students mostly focus on values rather than abilities and cognitive skills. Additionally, when asked about their individual characteristics, value-focused answers were given and again cognitive skills were ignored. They didn’t mention anything about common action and problem solving which are important abilities for global citizenship. When determining the characteristics of a curriculum that will acquire the characteristics of global citizenship, students focused on the suitability of the all components of a curriculum to the target group and carrying out need assessment beforehand in order to identify group’s needs properly. In terms of content, students’ opinions focused on presenting information by comparison would be more effective. In the dimension of teaching and learning process, it is stated that more student-centered approaches would be more effective. Keywords: Social studies course, Global citizenship, Undergraduate students, Qualitative research

434

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Çakmak, Z. ,Bulut, B.&Taşkıran, C. (2015). Sosyal Bilgiler Öğretmen Adaylarının İnternet Kullanım Durumları ile Küresel Vatandaşlık Algıları Arasındaki İlişkinin İncelenmesi. Adıyaman üniversitesi Eğitim Bilimleri Dergisi. 5,1, 99-112. Çermik, F. Çalışoğlu,M. Ve Tahiroğlu, M. (2016). Sınıf Öğretmenlerinin Küresel Vatandaşlık Eğitimi İle İlgili Görüşlerinin İncelenmesi. Egüz, Ş. (2016). Sosyal Bilgiler Öğretmen Adaylarının Küresel Vatandaşlık Eğitimine Yönelik Algıları, International Journal Of Eurasia Social Sciences, 7, 2, 30-49. Kan, Ç. (2009). Sosyal bilgiler eğitiminde küresel vatandaşlik. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 26, 25-30. Karaman, K. (2010). Küreselleşme&Eğitim. Der Turken Journal of World of Turks. 2,(3),131-144. Merriam, S. M. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass. Turkish Studies International Periodical For The Languages, Literature And History Of Turkish Or Turkic . Sayı-3 775-790. Uydaş, İ. Ve Genç, S.Z.(2015). Ortaöğretim Öğrencilerinin Küresel Vatandaşlık Bağlamında Çokkültürlülük Hakkındaki Görüşlerinin Değerlendirilmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi Sayı: 4/1 2015 S. 416-429.

435

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18120 INVESTIGATION OF SCIENCE ATTITUDE OF SYRIAN STUDENTS IN TURKEY FROM PERSPECTIVE OF SCIENCE CURRICULUM YAKUP OZKAN - ILBILGE DOKME ABSTRACT One of the most important issues of today's world especially in recent years is migration which means mobility. Our country has received immigration many times due to its geopolitical position and its location on the migration routes. This has been going on for centuries. In particular, due to the civil war in Syria in recent years, which has still very bad effects, Turkey has become an important refuge for the survival of Syrians. Besides, according to Özüdoğru&ark. (2018), because both Open Door Policy to be implemented by Turkey and also conscientious responsibility of Turkey, many Syrian refugees are in Turkey to seek asylum. The number of immigrants also increases day by day. Number of Syrian refugees in the country towards the end of 2016 in Turkey was 2,834,441. 719.908 (25.40%) of this number is in the 5-14 age range. This age range indicates compulsory primary school age children. The survey conducted in 2017 revealed that the number of Syrian citizens migrating was 3 million (Aktekin, 2017; Levent & Çayak, 2017). Turkish Ministry of Interior Directorate of Migration Management announced on 16 May 2019 that this number was 3,606,737. According to these data, 1,662,753 of Syrians in Turkey (46.1%) was determined to be in the 0-18 age range. (Refugee Association, 2019). All these data show that almost half of the Syrians in our country are children and young people of primary school age. Ensuring the safety, housing, health and education of these migrants is a humanitarian and conscientious responsibility. Fort this reason, they should be provided with a good education after getting rid of their traumas and psychology and meeting basic needs (Seydi, 2014). Science course is very important for individuals to solve problems, think critically and analytically. With this study, it is aimed to determine the attitudes of Syrian children at the level of compulsory education towards the Science and to identify the problems faced by the Syrian children related to Science and natural life. The main purpose of this study is to solve the problems of Syrian children related to science education and to improve their attitudes towards Science in the future. It is strongly believed that this study will bring a different dimension to the studies carried out with Syrian students and will contribute to the literature. The aim of this study is to determine the attitudes of our Syrian students to science, which is the most important discipline area in which our students can acquire skills such as understanding nature, analytical thinking and problem solving. For this purpose, the opinions of 10 Syrian students at different grade levels in two different secondary schools in Mamak district of Ankara were consulted, then, in-depth interviews were conducted with 3 of the students who participated in the study. Therefore, open ended questions were prepared and, content validity of the these questions were performed by 1 academician and 3 teachers. The form consisting of 2 sections was prepared to be asked to the students. In the first part of the research method, there are the Personal Information Form which contains the personal information of the participants, and the Semi-Structured Interview Form which consists of 11 open-ended questions where the attitudes of the participants towards Science can be determined to collect data. In the second part of the research method, 3 students with better Turkish language were identified among the students who answered the written questions and an in-depth interview was conducted to determine their attitudes towards science. According to the findings of the research, it can be said that the attitudes of Syrian students towards Science are positive although these students use textbooks developed within the scope of science curriculum which is Turkish. However, when the answers given by the Syrian students are considered, it is thought that they have difficulty in Turkish and their attitude towards Science will increase positively when they understand Turkish better. These results are similar to those of Tastan and Celik (2017). The findings obtained from the interview form applied to Syrian students reveals that it is easier to understand the science course in Turkey than that of Syria. This finding gives a positive perspective to the methods and materials used in science courses conducted within the scope of the current science curriculum. When the findings obtained from the students participating in the interview were analyzed under different headings and themes, it was revealed that the students gave similar answers. Based on the findings, it is concluded that students generally understand the purpose of Science, can use the knowledge they have learned in science classes in their daily life and want to choose a profession related to Science in the future. Keywords: Syria, Science, Attitude, Migration, Interview, Qualitative

436

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Abd-El Khalick, F., Summers, R., Said,Z. & Wang, S. (2015). Development And Large-Scale Validation Of An İnstrument To Assess Arabic Speaking Students’ Attitudes Toward Science. International Journal of Science Education, 37(16), 2637-2663. Aktekin, S. (Ed.). (2017). Sınıfında Yabancı Uyruklu Öğrenci Bulunan Öğretmenler İçin El Kitabı. Ankara: Millî Eğitim Bakanlığı Öğretmen Yetiştirme&Geliştirme Genel Müdürlüğü. https://multeciler.org.tr/turkiyedeki-suriyeli-sayisi/ (Veriler 06.06.2019 tarihinde alınmıştır). Levent, F.&Çayak, S. (2017). Türkiye’deki Suriyeli Öğrencilerin Eğitimine Yönelik Okul Yöneticilerinin Görüşleri. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 14-1(27), 21-46. Özüdoğru H., Kan, A., Uslu, L., Yaman, L. (2018). Yerel Halkın Suriyelilere Yönelik Tutum Ölçeği Geliştirme Çalışması. Sosyal Politika Çalışmaları Dergisi, Sayı:18. S.(40/2) Seydi, A. R. (2014). Türkiye’nin Suriyeli Sığınmacıların Eğitim Sorununun Çözümüne Yönelik İzlediği Politikalar. SDÜ Fen Edebiyat Fakültesi Dergisi, 31, 267-305. Taştan, C.&Çelik, Z. (2017). Türkiye’de Suriyeli çocukların eğitimi: Güçlükler&Öneriler. Ankara: Eğitim-Bir-Sen Stratejik Araştırmalar Merkezi.

437

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18146 STUDENTS’ VIEWS, PERCEPTIONS AND EXPECTATIONS ABOUT UNIVERSITY: CHANGE OVER YEARS FAHRIYE HAYIRSEVER - ELIF ILHAN ABSTRACT Universities produce knowledge via scientific researches; educate qualified individuals disseminating this knowledge through education/ training services; and lastly, serves the society making use of the produced knowledge. Social, economic and educational factors have led to diversify the functions of the universities. Some of the varying functions can be listed as followings (Kalaycı & İlhan, 2017): Innovation based on knowledge, contributing to the economy, cooperation with industry and government etc. These can be accomplished considering the views of all stakeholders of the university system. This study focuses on students, the most important internal stakeholders of universities. When the university is thought as a system, students are both the input and output the system. As the input of the university, students are one of the factors that cause many changes in the social and economic context affect the university directly. Moreover, they are closely affected by the practices in the university and as the output of this system; it is one of the criteria considered in determining the quality of the universities. For the pre-mentioned reasons, it is important to determine the views of students about university.Aware of the importance of students’ views about university, there are so many studies to find out the views of high school/university students about university in both national (Korukoğlu, 2003; Şahin, Zoraloğlu and Şahin-Fırat, 2011; Korkmaz and Bağçeci, 2013; Ertem and Arı, 2016) and international context (Immerwahr, 2002; Crisp, Palmer, Turnbull, Netelbeck, Ward, Scneider, 2009; Xu, 2011; Kandiko and Mawer, 2013). The quantity of the related studies is fairly high and the quality of them is reasonably at the expected level. However, the studies need to be examined again and made some conclusions in terms of the changes over years. Because a better understanding of student views of university has a tangible influence on student engagement (Longden, 2006); enables understanding of how perceptions vary across student groups and enables universities to provide alignment between student expectations and the reality of university experience (Crisp et al, 2009), the expected conclusions carry importance for the education planners, the responsible people constructing higher education and the faculty. In this study, it is aimed to identify, evaluate, and synthesize the existing body of the studies which examine high school and university students’ views, perceptions and expectations about university in Turkey to conclude on how the views, perceptions and expectations on university of students has changed over the years. This is a systematic review study. It provides a comprehensive, unbiased synthesis of many relevant studies in a single document (Egger, Smith, & Altman, 2001). It aims to identify, evaluate, and synthesize the existing body of the articles and theses on high school and university students’ views, perceptions and expectations about university in Turkey (Okolin & Schabram, 2010) in five steps (Khan, Kunz, Kleijnen & Antes, 2003): Step 1. Framing questions for a review: The questions were constructed to reveal the publication year, study group/sampling, scope and the findings. Step 2. Identifying relevant work: The website of Council of Higher Education Thesis Centre and the indexed/peer reviewed journal were searched via the keywords, namely perceptions/opinions/thoughts/views of students about university/higher education. Step 3. Assessing the quality of studies: The studies assessed focusing on the aims (whether it meets the criteria for the synthesis), the methodology (whether it is appropriate), the subject (whether it is within the defined scope) and then the document itself. Step 4 & 5. Summarizing the evidence & Interpreting the findings: The findings summarized and interpreted to conclude on how the views, perceptions and expectations of students have changed over the years. The studies included in the study were examined and according to the first findings of the study; •The examined studies were mostly conducted after the year of 2000. •In the studies, opinions, perceptions and expectations of high school and university students about the university were examined independently. There are a limited number of studies comparing the views of both groups. •The scope of the studies mostly includes the students' general views, perceptions and expectations about the universities. The studies focusing on specific dimensions of universities are limited. According to the results of the studies, high school and university students perceive the university as a place that prepares themselves for the profession. In particular, the majority of high school students see the university as a guarantee for their future. Students mostly think that the university will provide a good life and a good profession. In addition, some students perceive the university as a place that develops their personality and liberates them. The analysis has being made in order to find out how the views, perceptions and expectations on university of the high school and university students of in Turkey has changed over the years. Keywords: university, high school students, university students, views, perceptions and expectations, change, systematic review study

438

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Egger, M., Smith, G. D. , & Altman, D. G. (2001). Rationale, potentials, and promise of systematic reviews. In: Egger M, et al., eds. Systematic reviews in health care: meta-analysis in context. 2nd ed. London: BMJ. Immerwahr, J. (2002). The affordability of higher education: A review of recent survey research. The National Center for Public Policy and Higher Education. Kalaycı, N., & İlhan, E. (2017). Yükseköğretimde çekirdek program. Yükseköğretm&Bilim, 7(1), 118-131. Kandiko, C. B. & Mawer, M. (2013). Student expectations and perceptions of higher education. London: King’s Learning Institute. Khan, K. S., Kunz, R., Kleijnen, J. and Antes, G. (2003). Five steps to conducting a systematic review, Journal of the Royal Society of Medicine, 96(3), 118-121. Longden, B. (2006). An institutional response to changing student expectations and their ımpact on retention rates. Journal of Higher Education Policy and Management, 28(2), 173–187. Okoli, C. & Schabram, K. (2010). A Guide to Conducting a Systematic Literature Review of Information Systems Research. Sprouts: Working Papers on Information Systems, 10(26), 1-10. Xu, H. (2011). Students' perceptions of university education- USA and China. Research in Higher Education Journal,10(1), 27-37.

439

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18155 INVESTIGATION OF TEACHERS 'VIEWS ON THE APPLICATIONS OF SUPPORT CHAMBER OF EDUCATION HASAN PESEN - CEVDET EPCACAN ABSTRACT People have different characteristics and competences. In line with these differences, they need an education process in which they will adapt to the developing and changing world order. In cases where different characteristics are accepted as inadequacy and superiority, they need special education services. It is defined as an individual who, for various reasons, shows significant differences in terms of individual characteristics and educational qualifications from the level expected from his peers. The least restrictive educational environment for individuals affected by disability is considered as inclusive education. Inclusive education; It is defined as the education offered by the teachers in the classrooms for the students in need of special education and continuing its activities with the appropriate educational programs with the normal development peers. Support services provided to students, teachers, families and other staff in the school play an important role in the success of inclusion. The support training room is defined as the environment for providing support training services to the students who continue their education through inclusion practices and gifted students in the areas they need. It can be said that the support training room application provides positive contributions in various ways to the mainstreaming students, to the teachers continuing the mainstreaming education, to the other students in the classroom, to the school administration and to the families of the students. When the literature is examined, it is seen that there are studies about support education services. When the studies related to the support training room application, which is one of the support training services, are examined, it is seen that researches have been conducted especially on school administrators, teachers and family views. There was no study with teachers' opinions covering most of the students in need of special education. This study is thought to contribute to the literature from various perspectives. The main purpose of this research is; The aim of this study is to determine the opinions of the teachers working in the support education room in primary, secondary and high school levels in Siirt province in 2017-2018 academic year. Qualitative research method was used in the research. Phenomenology model was used to obtain the data of the study. In the study, a semi-structured interview form developed by the researcher was used to examine the views of teachers working in the support training room. The interview form consists of two parts. In the first part, the questions aiming to gather information about the teachers are given. In the second part, open-ended questions which are searched for the purpose of the research are given. The research questions were examined by two educational scientists in terms of scope and appearance validity. In addition, two teachers who were excluded from the research were pre-applied to check the clarity and clarity of the questions. Thus, the scope and appearance validity of the data collection tool was tried to be ensured. The study group of the research consists of 60 teachers working in support education rooms in Siirt province in 2017-2018 academic year. In the qualitative dimension of the research, content analysis method which is frequently used in qualitative data analysis and text analysis was used in the analysis of the data obtained from interview forms. According to the findings of the study, it is seen that teachers are aware of the purpose of the support education room and act according to the needs in determining the gains. Teaching methods and techniques are predominantly used for expression and question-answer, measurement and assessment tools and tests and written exams. While the answer given to the advantages of the support training room was the individual training opportunity, the disadvantage was the problem of socialization. The main problems encountered in practice were lack of motivation and physical conditions, it is seen that they engage in motivating activities in finding solutions to problems. It was obtained as a result of material supply and improvement of physical conditions as teachers' suggestions for support training room application. Teachers working in support training rooms can be trained on teaching methods and techniques related to special education, support training rooms can be physically improved and equipped as materials. In addition, it may be recommended to extend the support training room application. Keywords: Special Education, Inclusive, Support Training Room, Teacher Opinions

440

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Kırcaali-İftar, G. (1998). Kaynaştırma&Destek Özel Eğitim Hizmetleri. Özel Eğitim (17-22). Eskişehir: Anadolu Üniversitesi Yayını, (1018). Batu, S., & Kırcaali İftar, G. (2010). Kaynaştırmayı Başarıya Ulaştıran Etmenler. S. Batu , & G. Kırcaali İftar içinde, Kaynaştırma (s. 25-68). Ankara: Kök Yayıncılık. Kış, H. (2013). Destek Eğitim Odalarındaki Uygulamalara İlişkin Rehber Öğretmenler&Özel Eğitim Sınıf Öğretmenlerinin Görüşleri. (Yayımlanmamış yüksek lisans tezi). Bolu Abant İzzet Baysal Üniversitesi/Eğitim Bilimleri Enstitüsü, Bolu. Talas, S., Kaya, F., Yıldırım, N., Yazıcı, L., Nural, H., Çelebi, İ., . . . Nugay, E. (2016). Destek Eğitim Odaları Ve Öğretmenler Üzerine Betimsel Bir Çalışma: Tokat İli Örneği. Journal of European Education, 6(3), 31-42. Semiz, N. (2018). Özel Gereksinimli Öğrencilere Yönelik Destek Eğitim Odası Uygulamalarına İlişkin Öğretmen Ve Aile Görüşlerinin Belirlenmesi. (Yayımlanmamış yüksek lisans tezi). Bolu Abant İzzet Baysal Üniversitesi/Eğitim Bilimleri Enstitüsü, Bolu.

441

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18180 PROBLEMS RELATED TO THE TRANSITION FROM DOUBLE EDUCATION SYSTEM TO FULL DAY EDUCATION SYSTEM RECEP KAHRAMANOGLU - MELIHA GUMUSTAS ABSTRACT Education is multidimensional in terms of time and space but is based on all incidental and non-random experiences. But instruction is guided, planned and supported by the individual by guiding all these learning (Demirel, 2002). Qualification of education is directly proportional to the quality of teaching activities (Onarıcıoğlu, 2018). Turkey's young population ratio is very large and very important part of this young population constitute school-age individuals. This necessitates the Ministry of National Education to build new school buildings, to provide equipment for education and training, to employ teachers and to increase the appropriation for education. (www.yayim.meb.gov.tr/dergiler/medergi/18.htm.gov.tr). With the effect of industrialization, the need for educated individuals has increased and the compulsory education system has been passed gradually for 8 years and then for 12 years (Ekinci&Çevik, 1996). With the transition to compulsory education, the number of individuals attending school has increased and deficiencies such as classrooms and equipment have increased rapidly and economic education systems such as transition to double shift schooling have been preferred especially in big cities receiving immigration. (Erdoğan, 2004). In cities with less population, full-time education continues. When we look at full-time education and double shift education, full-time education. It is a type of teaching which has factors such as starting in the morning and ending in the afternoon and a lunch break (MEB, 2014). On the other hand, double shift education starts early in the morning and ends at noon, followed by a different group of students starting at noon and leaving in the evening. When we compare full-time education and dual education with each other, the fact that there are noon breaks compared to full-time education and that the break times are longer than the double shift education have problems for teachers and students and even for parents even if it is positive for students and teachers to have a rest (Camuzcu, S. 2007). Double shift schooling starts very early in the morning and ends late in the evening, preventing students from meeting their basic needs at school (Sarıışık&Düşkün, 2016). In addition to physical problems, problems such as teacher recruitment have emerged in schools where full-time education is provided. The aim of this study is to draw attention to the problems that arise from the eyes of educators who have this experience in the transition from double shift education to full day education. What are the behavioral changes in students and teachers with the transition from double shift schooling to full-time schooling? What are the teachers 'views on how students' academic achievement can be affected? Are the schools transformed from double shift education system into a full-time education system physically appropriate? The research was designed as qualitative research in order to find answers to these questions. In accordance with the criterion sampling, interview technique was applied to 45 people on a voluntary basis from teachers who had this experience in the schools that switched from double shift education to full-time education in Mersin. Obtaining opinions from people who are experienced in qualitative research will be extremely useful in terms of expressing interview questions more effectively. (Yıldırım&Şimşek, 2008: 137). In the interview technique, positive teacher views on behavioral changes in students and teachers with the transition from double shift teaching to full-time teaching revealed that the sleep problem, which is one of the physiological needs necessary to be successful in education and training, was reduced significantly, and the hunger problem was solved by giving the right to luch break, resting was provided and timely classrooms were arrived. With the inadequacy of the classrooms, the places that were first discarded were social and cultural activities, and schools with these features were not attractive to the students and became a compulsory place where students wanted to fill their time quickly. It was found that there are the lack of motivation and unwillingness of both teachers and students due to lunch breaks, the restriction of students in lunch breaks in unsuitable places in the school environment, inability to feed preferred foods during lunch breaks, and because of the crowded classes, teachers could not apply the rules of classroom management. In that, the effects of aggression and bullying behaviors were seen among students. When making decisions about education, It is required that all factors such as physical, psychological, socio-economic situation, environmental conditions, individual differences in education are considered together and not all of them are put in the same capacity, and it is understood that the necessary performance cannot be reached from the student and teacher in such systems applied without creating appropriate conditions. Keywords: double education system, full day education system

442

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Demirel Ö. 2002. Plandan Uygulamaya Öğretme Sanatı. Pagema Yayıncılık, Ankara, S.7 Erdoğan İ. (2004). Yeni Bir Bin Yıla Doğru Türk Eğitim Sistemi Sorunlar Ve Çözümler Sistem Yayıncılık, Ankara. S. 28 Ekinci İ. Ve Çevik İ. (1996). Sorunlu Eğitimde Zorunlu Eğitim Ocak Yayınları, Ankara, S. 7-9 Korkmaz M. Türkiye’de nüfus artısı&genç nüfusun eğitim sürecindeki görünümü. http://yayim.meb.gov.tr/dergiler/medergi/18.htm, (07.09.2006). Yıldırım, A.&Şimşek, H. (2008), Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık. Millî Eğitim Bakanlığı (2014). Millî Eğitim Bakanlığı Okul Öncesi Eğitim Ve İlköğretim Kurumları Yönetmeliği.Resmî Gazete, 29072, 26.07.2014. Sarıışık, Y.&Düşkün, Y. (2016), Çocukların Gözünden Okulda Yaşam Araştırma Raporu, Eğitim Gönüllüleri, İstanbul: ERG&TEGV. Camuzcu, S. (2007). Normal (Tam Gün) Ve İkili (Yarım Gün) Öğretim Yapan İlköğretim Okullarında Birinci Kademe Öğrencilerinin Okul Başarılarının Karşılaştırılması (Gaziantep İli Örneği). Gaziantep Üniversitesi Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi Onarıcıoğlu, S. (2018). Normal Öğretime Geçişini Tamamlayan Okullardaki Türkçe Eğitimi Başarısı. Okuma Yazma Eğitimi Araştırmaları. 6(2). 96-110.

443

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18229 DORM TEACHERS’ VIEWS ON HIGH SCHOOL DORMITORIES: PROBLEMS AND SOLUTION PROPOSALS ASUMAN SEDA SARACALOGLU - SEVGI BEKTAS BEDIR ABSTRACT In our country, children in villages and rural areas have limited access to education. In order to eliminate this limitation, the Ministry of National Education provides transportation and boarding training services to the students (Sarıduman and Kılıçoğlu, 2018). One of these services is the Regional Boarding Primary Schools which Ministry of National Education opened in rural areas for primary education (Aksoy, 2008). Another service is the dormitories for high school students affiliated to the Ministry of National Education. Equality in education is the basic principle of social justice (Terzi, 2011). These dormitories are especially important in terms of providing equal opportunities to students who have difficulty in accessing education because of different reasons. To be able to give these opportunities to the students who have to stay at dormitories, teachers of the Ministry of National Education are employed in these dormitories. The teacher is the person who plans the teaching process (Türkoğlu, 1997), arranges and implements the educational situations (Sönmez, 2012). Teaching profession is very important in terms of quality and function in the economic, social and cultural development of society (Yetim and Göktaş, 2004). An effective teacher is an educator who takes responsibility towards his / her colleagues and students at the school and tries to take care of his / her students' feelings and needs (Can, 2004). Teachers take responsibilities not only in the school and classroom environment, but also in the school dormitories to accommodate the housing and many needs of the students who have no place to stay. The teacher who takes care students and stay at dormitory during the night is called dorm teacher. Teachers have lots of duties and responsibilities as dorm teachers. Some of these duties and responsibilities are assisting students’ lessons when necessary, controlling the night watchers and security guards, conducting the works related to the board in electronic environment, caring out the work and procedures related to the situation of the sick students, fulfilling other duties and responsibilities given by the school administration (Ministry of National Education, 1982; Ministry of National Education 2016). It is seen that there are few studies about dorm teachers and high school dormitories. It is believed that this study will help to see the problems of dorm teachers and understand their solution proposals to these problems. The purpose of this study is to determine the views of the dorm teachers on high school dormitories, the problems they face in dormitories and their solution proposals to these problems. The sample of the study was consisted of 17 dorm teachers in 2018-2019 academic year in a district located at the Middle Black Sea region. While selecting the sample group, maximum diversity was tried to be achieved in terms of gender, school type, major, marital status and professional year. Research data were collected through semi- structured interviews. Interview is the shortest way of learning the knowledge, thoughts, attitudes and behaviors of the individuals on various topics (Karasar, 2006). The interview form was applied to 2 dorm teachers as pilot interviews. In these interviews, the suitability of the form was confirmed, and the data of the pilot interviews were excluded from the analysis. MAXQDA-2018 qualitative data analysis program was used to content analysis of semi structured interviews. Of the participants, 11 of them were female and 6 of them were male. 6 of female teachers volunteered to be a dorm teacher but 5 of them did not. All of the male teachers volunteered to be a dorm teacher. Of the participants, 7 of them worked in Vocational High School, 5 of them worked in Science High School, 3 of them worked in Religious High School and 2 of them worked in Anatolian High School. 11 participants attended in-service training to be a dorm teacher, while 7 participants did not attend to any training on this subject. As a result of the content analysis of the semi-structured interviews, themes emerged. These themes were; views on physical and equipment insufficiency of the dormitories, security of dormitories, meals of dormitories, health problems of students staying at dormitories, payment, description of the dorm teacher, feelings about night duty and solution proposals to these problems. These proposals were about physical and equipment insufficiency of dormitories, night duty, payment and students. If Ministry of National Education makes arrangements in line with these proposals, the number of volunteer dorm teachers will increase. Keywords: Key words: dorm teacher, night duty, high school dormitories

444

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Aksoy, N. (2008). Multigrade schooling in Turkey: An overview. International Journal of Educational Development, 28, 218–228. Can, N. (2004). Öğretmenlerin geliştirilmesi&etkili öğretmen davranışları, Sosyal Bilimler Enstitüsü Dergisi, 16 (1), 103-119. Karasar, N. (2006). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayıncılık MEB, (1982). Okul pansiyonları kanunu. http://www.resmigazete.gov.tr adresinden 01.06. 2019 tarihinde erişilmiştir. MEB, (2016). Milli Eğitim Bakanlığına bağlı resmi okullarda yatılılık, bursluluk, sosyal yardımlar&okul pansiyonları yönetmeliği https://ogm.meb.gov.tr adresinden 01.06.2019 tarihinde erişilmiştir. Sarıduman, S.&Kılıçoğlu, G. (2018). Yatılı ortaöğretim okullarının pansiyonlarında yaşanan sorunlara ilişkin yöneticilerin görüşlerinin incelenmesi: Nitel bir araştırma, Kırşehir Eğitim Fakultesi Dergisi, 19 (1), 1045-1065. Sönmez, V. (2012). Program Geliştirmede Öğretmen El Kitabı. Ankara:Anı Yayıncılık Terzi, L. (2011). Justice and equality in education a capability perspective on disability and special educational needs. London: Bloomsbury Publishing Türkoğlu, A. (1997). 99 Soruda Eğitim Bilimine Giriş. Adana: Memleket Gazetecilik&Matbaacılık Yetim, A.A.&Göktaş, Z. (2004). Öğretmenin mesleki&kişisel nitelikleri, Kastamonu Eğitim Dergisi, 12 (2), 541-550.

445

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18240 IDEAL SCHOOL FOR STUDENTS WITH HIGH-LEVEL OF SUCCESS IPEK DERMAN - OZGE CAN ARAN ABSTRACT Individuals spend most of their life between the ages of 6-18 in the school. It is possible to say that the time spent at home is usually as effective as the time spent at home in the development of the personality and the attitudes of individual. In other words, schools play an important role in acquiring children's social culture, getting used to life, and gaining the skills to sustain their lives (Döş, 2013). Effective school is defined as the school where students' cognitive, affective, psycho-motor, social and aesthetic development are supported in an optimal way and an optimum learning environment is created (Özdemir, 2000). In this respect, school is important in terms of addressing the students’ interests and needs and making them eager to learn whereas it makes them happy. According to the Basic Law of National Education (1973), the aims and duties of high schools are stated as follows: 1. To give the students the awareness to recognize the problems of people and society, to find solutions of them and to contribute to the economic, social and cultural development of the country by giving all students common world knowledge at the high school level. 2. To prepare students for higher education, their profession and their life in accordance with their interest and ability by several programmes and schools. To achieve these goals of high schools, workplaces, laboratories, libraries, conference halls, games and sports halls etc. should be situated in the school buildings by the school type according to the regulations of the Ministry of National Education (MoNE) (2013) on the physical environment of high schools. In the literature various effective school definitions are tried to be made (Akkaya, 2012; Purkey & Smith, 1983; Cerit, 2006). However, how students define the ideal school according to their interests, needs and expectations is mystery. The aim of this research is to determine the ideal school characteristics according to the students' opinions. In this respect, the following questions will be sought in the scope of this research; - What are the opinions of the students about the characteristics of the school buildings (library, sports hall etc.) mentioned in the MoNE regulations? - What are the students’ definitions about ideal school?In this study the survey method is used in which the opinions of the students attending 11th and 12th grades in private high school about ideal schools are determined (Karasar, 2009). The research was conducted with 150 students from 5 different private high schools who previously attended to schools which is in 10% according to high school entrance exam results. Therefore, criterion sampling (Patton, 2014), one of the purposive sampling techniques is used to select students with high level of success. During the data collection process of the research, a questionnaire with three-parts was used for taking students’ demographic information and opinions about the characteristics of school buildings and the ideal school. Descriptive statistics will be used for the quantitative data. The content analysis will be used for the qualitative. In this context, qualitative data will be coded by two different experts and the characteristics derived from the ideal school definitions of the students will be determined and grouped under appropriate themes. Codes determined by researchers will be examined and inter-coded reliability will be calculated using the formula of Miles and Huberman (1994).As a result of this research, students' opinions about school characteristics (having gymnasium, library, etc.) specified in the MoNE regulations and their definitions about ideal school will be revealed. Students’ opinions about what kind of physical characteristics students need in schools and what facilities should be provided in schools for effective teaching, will be analyzed. It is aimed to reveal the ideal school concept from a wide variety of perspectives by analyzing students’ perception of the school in terms of physical, instructional, emotional characteristics etc. and their expectations from the school. In addition, the results of this research are expected to shed light on the creation of schools that include educational environments where students are more eager, happy and more open to learning and to eliminate the deficiencies in existing schools. It is thought that the findings will contribute to revealing the other characteristics that the students match with the ideal school. Keywords: school characteristic, students’ opinions about school, effective school

446

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Akkaya, E. (2012). Ortaöğretim öğrenci&öğetmenlerinin okul&ideal okul algılarının metafor yoluyla analizi. Ankara: YÖK Ulusal Tez Merkezi (Gazi Üniversitesi, Yüksek Lisans Tezi). Cerit, Y. (2006). School metaphors: the view of students, teachers and administrators. Educational Science Theory and Practice, 6(3), 692- 699. Döş, İ. (2013). Mutlu Okul. Eğitim&Bilim, 38 (170), 266 - 280. Karasar, N. (2009). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayın. Miles, M.,&Huberman, A. (1994). An expanded sourcebook: Qualitative data analysis. SAGE Publications. Milli Eğitim Temel Kanunu. (1973). Resmi Gazete (Sayı: 14574). Retrieved from: http://www.mevzuat.gov.tr/MevzuatMetin/1.5.1739.pdf Millî Eğitim Bakanlığı Ortaöğretim Kurumları Yönetmeliği. (2013). Resmi Gazete (Sayı: 28758). Retrieved from: https://ogm.meb.gov.tr/meb_iys_dosyalar/2017_09/20161748_MYLLY_EYYTYM_BAKANLIYI_ORTAYYRETYM_KURUMLARI_YYNETME LYYY.pdf Özdemir, S., (2000). Eğitimde Örgütsel Yenileşme. 5. Baskı. Ankara: Pegem A Yayıncılık Pegem A Yayincilik. Patton, M. Q. (2014). Nitel Araştırma&Değerlendirme Yöntemleri. (M. Bütün, & S. B. Demir, Çev.) Ankara: Pegem Akademi. Purkey, S. C., & Smith, M. S. (1983). Effective Schools: A Review. The Elementary School Journal, 83(4), 426-452.

447

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18271 DEVELOPING THE EXPECTATION SCALE OF SECONDARY SCHOOL STUDENTS FROM EDUCATION: A VALIDITY-RELIABILITY STUDY RABIA SARICA ABSTRACT Secondary education institution is defined as institutions that provide education and training on boarding and / or daytime with a period of four years on secondary or imam-hatip secondary school in the Ministry of National Education Secondary Education Regulation (MNE, 2018). In some studies, in the literature, it is stated that the education and training in secondary education institutions is not effective and performance of students except science high school students is below the international average in exams like the SSE, PISA and so on (Berberoğlu and Kalender, 2005). In the same study, it was stated that the students were not at a sufficient level in basic skills and in using these skills in daily life. Özcan (2010) stated that our education system could not reach the targets planned in secondary education, vocational and technical secondary education, general high schools and vocational high schools could not train students in the desired quality, general high schools whose aim was to prepare students for higher education were not sufficient, the majority of the students who graduated from these schools started business without having a profession and this is a negative situation for both our students and our country. Considering the results of the international examinations such as PISA, TIMMS, PIRLS and the findings of the above- mentioned studies, it cannot be said that secondary education institutions effectively meet the educational objectives. This situation may have different reasons arising from students, teachers, education system, school administrators or teacher training system. In addition to this, there may be inconsistency between the expectations of secondary education students and the aims of these institutions or the failure of our institutions to meet the expectations of the students. It is stated that students are positively affected by their activities towards their wishes and expectations, and that the activities they participate in are compulsory or against their wishes are meaningless to them (Türk, 2010). Similarly, it is stated that teachers should be aware of students' expectations for effective education (Duruhan et al., 1990). Also, Şimşek (2011) reported that there is a relationship between science high school students' dropout tendencies and expectations. Therefore, it is important to investigate, reveal and then compare the expectations of secondary school students with the aims of the institutions. In this context, the aim of this study is to develop the scale of expectations of secondary school students from education. This research was designed as a scale development study. Firstly, literature review has been done. Then, a group of secondary school students were asked to write a composition about their expectations from education. Students' opinions were analyzed. Later, process of writing scale items was carried out. Draft items prepared by the researcher were presented to expert opinion. 5 different expert opinions were consulted. One of the experts is a professor of measurement and evaluation, one is an assistant professor of mathematics education, two are experts in curriculum and instruction (professor and assistant professor) and one of them is an assistant professor of special education. The draft items were arranged according to expert opinions and 76 items were formed. A pilot study was carried out and some items were corrected according to the students' feedback. Also, the items were examined in terms of language and expression by an expert. After, data collection process was started. Data collection practices were attempted in different types of high schools in Kırşehir. The data analysis process has not yet been completed. Exploratory and confirmatory factor analyzes will be conducted. So, the results of the analyzes and other technical details will be presented at the congress. In this study, it is aimed to develop the scale of expectations of secondary school students from education. In this framework, the scale development steps were followed, and the process was carried out. The data analysis process continues. Therefore, the conclusions reached will be presented in detail at the congress. At the end of the study, it is expected that a valid and reliable measurement tool for the expectations of secondary school students from education will be introduced to the literature. Thus, data will be obtained from the primary source of students' expectations about education. It is thought that these results are important for secondary school teachers and will create opportunities for them to change, renew or update their education in accordance with the expectations of the students. At the same time, emerging student expectations can serve as a resource for studies and projects to be undertaken by the Ministry of National Education. Again, it is essential and necessary for parents to learn the expectations of their students. Therefore, this study is important for the relevant stakeholders. Keywords: expectation from education, secondary education, scale

448

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Berberoğlu, G.&Kalender, İ. (2005). Investigation of Student Achievement Across Years, School Types and Regions: The SSE and PISA Analyses. Educational Sciences & Practice, 4(7), 21-35. Duruhan, K., Akdağ, M., & Güven, M. (1990). High school third grade science department students’ expectations from mathematics teacher related to behaviors inside and outside of the classroom. Education and Science, 14, 37-53. MNE, 2018. Ministry of National Education Secondary Education Institutions Regulation. It was accessed on 18/07/2019 at https://ogm.meb.gov.tr/meb_iys_dosyalar/2017_09/20161748_MYLLY_EYYTYM_BAKANLIYI_ORTAYYRETYM_KURUMLARI_YYNETME LYYY.pdf. Özcan, M. (2010). Reasons for Choosing the School of Anatolian Vocational High School Students and Their Future Expectations. Master Thesis. Selçuk University, Institute of Social Sciences, Konya. Şimşek, H. (2011). Dropout Tendency among High School Students and its Reasons. Journal of Educational Sciences Research, 1(2), 27- 47. 10) Türk, F. (2010). Alienation Problem of High School Students in Education: Two General High School Examples in Yenimahalle District, Ankara. Master Thesis. Ankara University, Institute of Educational Sciences.

449

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18290 AN INVESTIGATION OF UNIVESITY STUDENTS’ PERSPECTIVES ON MARRIAGE AND PREMARITAL COUNSELLING FERHAT BAHCECI - MELTEM TURKER ABSTRACT The decision of marriage is one of the most important decisions in life. To choose their partners, to decide with whom they will share rest of their lives, to start a family, to take responsibility of the family and to live with their partners are among the duties that individuals need to fulfil in young adulthood. According to Özgüven (2000), pre-marriage relationship stage is the stage in which two different individuals need to know and understand each other. Individual, social and legal acts such as casually or seriously dating, commitment to marry and engagement serve to this purpose. According to Özabacı (2004), studies on university students revealed that friendship with opposite-sex had a considerable influence on partner choice. During their friendship with opposite-sex, individuals experience some of the potential problems in their future family and thus they gain both negative and positive experience of opposite-sex relationships. Relationship development programs focuses mostly on married couples and premarital relationship programs are quite limited in Turkey. Therefore, programs towards preparing youths to marriage are needed. Before marriage preparation programs become widespread, to identify the premarital education needs of youths and to base the programs on these needs are of crucial importance. This study aims to investigate university students’ perspectives on marriage and premarital counselling through several questions. The questions used in this study are as follows: - What is your relationship status? (All relationship status) - What is marriage? (All relationship status) - Is there an ideal age to get married? If yes, what is the age? (All relationship status) - How someone is prepared for marriage? - What is being prepared to marriage? (All relationship status) - Do you prefer love marriage or arranged marriage? Why? (All relationship status) - How do you feel about marriage? (All relationship status) - What do you consider before getting married? (No relationship or dating) / What did you consider before getting married? (Engaged or married) - What would you consider if you were getting married now? (Only married) - What are the advantages and disadvantages of marriage? (Only married) - What do you think of premarital counselling? (All relationship status) - Is premarital counselling necessary? Why? (All relationship status)) - Do you want to take premarital counselling? Why? (No relationship, dating and engaged) / Did you want to take premarital counselling? Why? (Only married) Using semi structured interview, this study adopted a qualitative approach. The data were collected in İnönü University during 2018-2019 academic year. 8 students studying at different faculties of İnönü University (Faculty of Education, Faculty of Economics and Administrative Sciences, Faculty of Science and Letters, Faculty of Theology) participated in the study. Half of the participants were male and half of the participants were female. The relationship status of the participants was as follows: 2 were dating, 2 had no relationship, 2 were married and 2 were engaged. The inclusion criteria for the study was the relationship status. Descriptive content analysis was used in the data analysis. According to Strauss and Corbin (1990), the purpose of content analysis is to reveal the truths that may be hidden in the data. For this reason, content analysis was chosen in this study.The interview questions were revised after the literature review and comments received from experts. Each of the questions was designed to obtain different kind of data. The participation to interviews was on voluntary basis. In addition, the identities of the participants were blinded to improve the reliability of the study. The validity of the study was ensured by including participants from different faculties and with different relationship status. The findings of this study are as follows: - It was found that the participants expressed that the ideal age for marriage is above 25 years old. - When the participants were asked about being prepared for marriage, they focused both on materialistic and moral preparation. One of the participants stressed the word harmony while the other participant stressed getting each other well. - When they were asked about which kind of marriage they prefer, love or arranged, most of the participants expressed that they preferred love marriage. - When the feelings towards marriage were investigated, it was found that all of the male participants, except for the married male participant, did not have positive feelings towards marriage and that female participants were more positive compared to male participants. - investigation of the considerations before getting married revealed that female participants mostly took the behaviors of their partners to her selves into consideration. On the other hand, half of the male participants expressed that they considered the character while the other half emphasized religious belief. - Regarding the question what the married participants would have considered if they had been getting married at that moment, no difference was found between what they had considered and what they would have considered. Keywords: marriage, premarital counselling, university students, relationship status 450

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Cihan Güngör, H., Yılmaz, M. Ve Balcı Çelik, S.(2011). Romantizm&Eş Seçimi Tutum Ölçeğinin Uyarlanması: Geçerlik&Güvenirlik Çalışması. Ondokuz Mayıs Üniversitesi. Türk Psikolojik Danışma&Rehberlik Dergisi. Sayı: 36. Duncan, S.F., Box, G.&Silliman, B. (1996). Racial and Gender Effects on Perceptions of Marriage Preparation Programs among College- Educated Young Adults. Family Relations, 45(1), 80-90. Duran, Ş. Ve Hamamcı, Z.(2010). Evlilik Öncesi İlişki Geliştirme Programının Romantik İlişkiler Yaşayan Üniversite Öğrencilerinin İletişim Becerileri&Çatışma İletişim Tarzları Üzerine Etkisinin İncelenmesi. Gaziantep Üniversitesi. Aile Ve Toplum Eğitim, Kültür Ve Araştırma Dergisi. Sayı: 23. Evlilik Öncesi Danışmanlık Rehberi(2014). T.C. Sağlık Bakanlığı Türkiye Halk Sağlığı Kurumu Kadın&Üreme Sağlığı Daire Başkanlığı. Ankara. Kalkan, M.(?). Ilıskılerde Inanç Envanterının (IIE) Gelıstırılmesı:Geçerlık Ve Güvenırlık Çalısması. Ondokuz Mayıs Üniversitesi. Türk Psikolojik Danışma&Rehberlik Dergisi. Sayı:25. Kalkan, M. Ve Ersanlı, E.(2008). Bilişsel-Davranışçı Yaklaşıma Dayalı Evlilik İlişkisini Geliştirme Programının Evli Bireylerin Evlilik Uyumuna Etkisi. Ondokuz Mayıs Üniversitesi. Kuram Ve Uygulamada Eğitim Bilimleri. Samsun. Kalkan, M. Ve Kaya, S. N.(2007). Evlilik Öncesi ‹ilişkileri Değerlendirme Ölçeğinin (EÖİDÖ) Geliştirilmesi: Geçerlik&Güvenirlik Çalışması. Ondokuz Mayıs Üniversitesi. Aile Ve Toplum Eğitim, Kültür Ve Araştırma Dergisi. Sayı: 11.

451

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18292 AN ANALYSIS OF PEDAGOGICAL COMPETENCY STUDENTS’ INTERNET ADDICTION LEVELS FERHAT BAHCECI - MUSTAFA CINAR - SEMIH DIKMEN ABSTRACT Similar to other fields, scientific and economic advancements have resulted in a number of shifts in the field of communication and led to the appearance of mass communication tools. Of these tools, the Internet has an important place in that it gets people all around the world under the same roof. The development of communication environments which mediate the process of communication has taken place in parallel to the scientific developments. Newspaper, magazine, radio, television and the Internet which is considered to be a milestone in the history of humanity appeared as new mass communication tools (Ekici, 2009). Generally, it is thought that addiction and substance use function as a mediator which helps individuals overcome problems in daily life (Flores, 2004). Although, addiction was traditionally regarded as a phenomenon that resulted from narcotic use or alcohol that influence human behaviors, studies carried out in the last three decades have suggested that individuals may suffer from their behaviors and habits that show signs of addictiveness. In this vein, over eating, gambling, shopping, sex and Internet use may bring similar problems caused by substance use and alcohol (Padwa & Cunningham, 2010) The studies on Internet addiction has increased in the last decade. The main reason of this is that the Internet has become a phenomenon which paves the way for some serious problems especially among adolescents and youths. The problems that may occur among adolescents and youths surely influence the present and future of the societies’, which thus makes the topic Internet addiction an important issue that needs to be investigated (Günüç, 2009). Besides, Turkish Grand National Assembly realized the influence of the Internet on the adolescents and the young and established a commission to investigate this issue in 2012. The findings of the commission investigation put emphasis on internet addiction and cyber-bullying (TBMM, 2012). In addition, the commission suggested that research should be carried out to find out the effects of internet addiction and problematic internet use (p.984) and that a national study should be conducted to identify problematic internet use (p.985). The Internet use which has considerable resources all around the world is rapidly increasing in Turkey. Internet users have difficulty in limiting the time they devote to the Internet and thus spend a considerable time on the Internet. This, in turn, resulted in problem of internet addiction. The universe of this study consisted of pedagogical competency program students studying at Fırat University Faculty of Education in 2018-2019 academic year. The population of this study involved randomly selected 614 students. In order to identify internet addiction level of students Internet Addiction Scale which was developed by Hahn and Jerusalem (2001) and adapted to Turkish by Şahin and Korkmaz (2011) was used in the study. The scale consists of 20 items with 5 sub- dimensions: loss of control, tolerance development desire to stay online, negative consequences for social relationships and negative consequences for productivity and working. SPSS Program was used in the analysis of data. Normality test was applied to figure out whether the data was appropriate to normal distribution. Sample distribution should be normal or near normal in order to apply a number of tests on a sample in a statistical study (Kalaycı, 2006). Tabachnick and Fidell (2015) stated that the distribution is normal if skewness and kurtosis levels are between +1,500 -1,500 (p.81). Since the normality test revealed that skewness and kurtosis values of scale’s statements were between +1,500 -1,500, it can be said that the distribution was normal in this study.The Internet which has showed a rapid development and change since it was invented has influenced our lives considerably and led to improvement in a great deal of fields. The Internet has strongly affected a wide variety of fields such as economy, education, art, science and daily life. The advantages of the Internet and its reflections in daily life cannot be counted. However, it is not without its disadvantages in that with time it has led a number of negative behaviors to develop. The most important of these negative behaviors is the Internet addiction. T he study is still in a state of development. After the Internet becomes popular and widespread, the question how it affects, negatively or positively, the society has arisen. The Internet whose original goal is to enhance communication and facilitate dissemination of knowledge may bring about negative effects and lead to addiction if it is overused (Morahan-Martin & Schumacher, 2000). Keywords: Internet, Internet Addiction, Addiction

452

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Arısoy, Ö. (2009). İnternet Bağımlılığı&Tedavisi. Psikiyatride Güncel Yaklaşımlar, 55-67. Ekici, A. (2009). Aziz Antonius'un Baştan Çıkarılması: Bir Kötü Alışkanlık Olarak İnternet. Flores, P. J. (2004). Addiction as an Attachment Disorder. Northvhale/New Jersey: Jason Aronson Press; Günüç, S. (2009). İnternet bağımlılığı ölçeğinin geliştirilmesi&bazı demografik değişkenler ile internet bağımlılığı arasındaki ilişkilerin incelenmesi. Van: Yüzüncü Yıl Üniversitesi Sosyal Bilimler Enstitüsü. Kalaycı, Ş. (2006). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri. içinde Ankara: Asil Yayıncılık. Karasar, N. (2011). Bilimsel Araştırma Yöntemi. İstanbul: Nobel Yayın Dağıtım. Morahan-Martin, J., & Schumacher, P. (2000). Incidence and correlates of pathological internet use among college students. Computers in Human Behavior(16), 13-29. Padwa, H., & Cunningham, J. (2010). Addiction A Reference Encyclopedia. Santa Barbara,California: BC-CLIO,LLC. Tabachnick, B. G., & Fidell, L. S. (2015). Using Multivarite Statistics (s. 81). içinde Boston: Pearson. TBMM. (2012). Bilgi toplumu olma yolunda bilişim sektöründeki gelişmeler ile İnternet kullanımının başta çocuklar, gençler aile yapısı üzerinde olmak üzere sosyal etkilerinin araştırılması amacıyla kurulan meclis araştırması komisyonu raporu. Ankara: TBMM.

453

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18296 INVESTIGATING PEDAGOGICAL FORMATION STUDENTS’ SMARTPHONE ADDICTION IN TERMS OF DIFFERENT VARIABLES FERHAT BAHCECI - SEMIH DIKMEN - MUSTAFA CINAR ABSTRACT The impact of telephone on our daily lives could not been imagined when it was invented. Although the telephone was originally used only for communication, with the advances in technology, it gradually turned out be mobile phones and smartphones. Demirci et al. (2014) defined the final version of the mobile phones as smartphone and regarded smartphones as tools which offer such features as the Internet, camera, audio recording, navigation and music player in addition to their feature as a means of communication. Mobile phones which are now a part of our daily lives and are used for almost everything in our daily routines have become indispensable owing to multiple features they have (Karaaslan and Budak, 2012). After Cooper made the first phone call with the first mobile phone, mobile phones have witnessed a serious innovation that no other device has (West, 2013). It can be said that mobile phones used for a wide variety of purposes such as banking, socializing and taking photographs as well as communication have increased, and is still increasing, its importance in our daily lives. Before defining what, mobile phone addiction is, the addiction itself should be defined. Addiction can be defined as being morally or materialistically addictive to any concept or object that may be alive, inanimate, abstract or concrete (Griffiths, 1995). Since no standard criteria for diagnosing smartphone addiction exist in the literature, different variables have been used by scholars. Some scholars accommodated DSM Criteria for Substance Use to smartphone addiction in their studies (Fidan, 2016). The main aim of this study is to answer the question Is using smartphones, which are the final product of innovations in telephone history, a habit, a need or an addiction? 582 students attending pedagogical formation program at Fırat University Faculty of Education participated in the study. This study also tries to investigate whether gender, department, class and income lead to any differences in smartphone addiction. The study supports the idea that using smartphones is necessary nowadays and offers suggestions for further studies. Descriptive survey model which aims at revealing the existing situation in an objective and clear way was used in this study. Karasar (2011) defines descriptive survey model model as studies in which an example or a sample reflecting all of the characteristics of a universe which consists of multiple components is used. The universe of this study consisted of 582 randomly selected students attending pedagogical formation program at Fırat University Faculty of Education during 2018-2019 academic year. Smartphone Addiction Scale which was adapted to Turkish by Demirci et al. (2014) and which was proved to be reliable and valid was used in this study in order to determine smartphone addiction level. In addition, a participant information sheet applied before the scale was also used. The application took approximately 8 minutes. After the data were transferred into statistical program, normality test was applied to figure out whether the data was appropriate to normal distribution. Sample distribution should be normal or near normal in order to apply a number of tests on a sample in a statistical study (Kalaycı, 2006).Savcı and Aysan (2017) stated in their study Technological addictions and social connectedness: predictor effect of internet addiction, social media addiction, digital game addiction and smartphone addiction on social connectedness that 4 technological addictions which are internet addiction, social media addiction, digital game addiction and smartphone addiction had a significant effect on social connectedness. Studies on this issue reveals that smartphone addiction should be investigated within the framework of technological addiction (Fidan, 2016). In addition to physical and orthopedic problems as a result of mobile phone use, psychological problems such as stress, anxiety and addiction have appeared (Park, 2005). Studies on mobile phone addiction in literature started at the beginning of this century. The study by Bianchi and Philips (2005) have a significant place among these studies. Keywords: Internet, Smartphone Addiction, Addiction

454

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Bianchi, A., & Phillips, J. G. (2005). Psychological predictors of problem mobile phone use.CyberPsychology & Behavior, 8(1), 39–51. Demirci, K., Orhan, H., Demirdaş, A., Akpınar, A.,&Sert, H. (2014). Akıllı Telefon Bağımlılığı Ölçeği'nin Türkçe versiyonunun daha genç bir popülasyonda geçerliliği&güvenilirliği. Klinik Psikofarmakoloji Bülteni-Klinik Psikofarmakoloji Bülteni , 24 (3), 226-234. Fidan, H. (2016). Mobil bağımlılık ölçeği'nin geliştirilmesi&geçerliliği: Bileşenler modeli yaklaşımı. Addicta: The Turkish Journal on Addictions, 3, 433-469. Griffiths, M. D. (1995). Technological addictions. Clinical Psychology Forum, 76, 14–19. Kalaycı, Ş. (2006). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri. içinde Ankara: Asil Yayıncılık. Karaarslan, İ. A., Budak, L. (2012). Üniversite öğrencilerinin cep telefonu özelliklerini kullanımlarının&gündelik iletişimlerine etkisinin araştırılması, Journal of Yaşar University, 26 (7), 4548-4571. Karasar, N. (2011). Bilimsel Araştırma Yöntemi. İstanbul: Nobel Yayın Dağıtım. Park, W. (2005). Mobile phone addiction. Mobile Communications, 31, 253–272 Savcı, M., & Aysan, F. (2017). Teknolojik bağımlılıklar&sosyal bağlılık: internet bağımlılığı, sosyal medya bağımlılığı, dijital oyun bağımlılığı&akıllı telefon bağımlılığının sosyal bağlılığı yordayıcı etkisi. Dusunen Adam, 30(3), 202-216. West, D. (2013). Invention and the mobile economy. Brookings Institution Policy Report, Issues in Technology Innovation. Retrieved from http://www.brookings.edu/research/papers/2013/03/05-invention-mobile-economy-west.

455

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18297 PROBLEMS OF CONTRACTED PRE-SCHOOL TEACHERS AND THEIR RECOMMENDATION SSEMRA TICAN BASARAN ABSTRACT Research on the quality of pre-school education shows that the child’s learning and development are closely associated with the quality of the teacher (Barnett, 2003; Bowman, Donovan and Burns, 2001; Whitebook, 2003). Therefore, recruitment of qualified pre-school teachers is of great importance. The Ministry of National Education (MoNE) have been using an oral exam in addition to the written exam to select its teachers since 2016 and those who are found to be successful in oral exam are appointed as contracted teachers (Tican-Başaran, 2016). As a flexible employment model, contract teaching was first introduced in the 2004-2005 academic year. However, studies conducted revealed that the job satisfaction and institutional commitment of teachers were negatively affected by being employed as contracted teachers (Karadeniz and Beşir, 2010), and that administrators and teachers were against this system (Soydan, 2012). Although some improvements have been made over time due to the limited personal rights it offers to teachers, it was officially ruled out in 2011. However, due to shortage of teachers experienced in 2016, the MoNE decided to appoint teachers to permanent staff positions particularly in the development priority regions, but this time under different conditions and to employ all the teachers on a contractual basis (Tican-Başaran, 2016). A total of 5842 pre-school teachers were appointed on a contractual basis; 774 in October 2016, 71 in March 2017, 1720 in July 2017, 1676 in July 2018 and 1601 in February 2018. In this new system, teachers whose contracts are renewed every year for four years depending on their performance are entitled to be appointed as tenured teachers if they agree to work in the same school for two more years. It is believed that elicitation of the opinions of contracted pre-school teachers (CPTs) most of whom are inexperienced and appointed to disadvantaged districts about contract teaching, the problems they encounter and the recommendations for the solution to these problems will be important in terms of providing a scientific basis for the future policies of contract teaching and teacher recruitment. Thus, the study aims to reveal the problems experienced by CPTs and their recommendations for solution to these problems. To this end, answers to the following questions were sought: 1. What are the opinions of the CPTs about contract teaching? 2. What are the problems CPTs experienced as they work under contract? 3. What are CPTs’ recommendations for the solutions to problems they experience? As it was aimed to grasp a better understanding of the concept of contract teaching from the viewpoint of the CPTs in the current study, the phenomenological design, one of the qualitative research methods, was employed. The study group consisted of 25 volunteer pre-school teachers (5 males and 20 females) who had been graduated from the university where the researcher is working and who were mostly appointed to the eastern and south eastern provinces of Turkey after October 2016 as CPTs. Majority of the participants are teaching in kindergarten classes in villages. Data were collected through face- to-face individual interviews conducted on Facebook. A semi-structured interview form developed by the researcher was used in the interviews. The interview form was finalized in line with the opinions of two experts and the data obtained from the pilot interview conducted with a contracted preschool teacher. Content analysis was used to analyze the data obtained from the interviews lasting at least 10, maximum 30 and average 20 minutes. During the content analysis process, the transcribed interview data were carefully read in relation to the research questions and thus codes were constructed and then by combining similar codes, themes were formed. Preliminary analyses show that CPTs see the continuity in education as the positive aspect of contract teaching; however, they think it is a problematic practice in terms of professional rights such as job security, salary, health services and leave. They think that in practice, there is a distinction between tenured and contracted teachers, that from time to time they are being oppressed by the administrators, that the relevant legislation is inadequate to manage the practice, and that six years of service in the same region negatively affects their professional development, family and social life and future plans. They suggested that all teachers should be recruited as tenured teachers. They also suggest that the duration of compulsory service may be 3+1 years in order to ensure continuity in education, that as in other professional groups, the satisfactory incentives should be provided for contracted teachers working in disadvantaged regions, that spouse-dependent appointments should be made more flexible and that priority should be given to them for participation in professional development activities. Keywords: teacher, pre-school teacher, teacher employment, contract teacher, contracted pre-school teacher

456

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Barnett, W. S. (2003). Better teachers, better preschools: Student achievement linked to teacher qualifications. NIEER Preschool Policy Matters. Issue 2. https://files.eric.ed.gov/fulltext/ED480818.pdf 28.01.2019 Bowman, B. T., Donovan, M. S., & Burns, M. S. (Eds.) (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press. ED 447 963. Karadeniz, Y. & Demir, S. B. (2010). Sözleşmeli Öğretmenlik Uygulamasının Değerlendirilmesi [A general assessment of contract teacher application]. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 29(2), 55- 77. Soydan, T. (2012). Eğitimin yapısal dönüşümü bağlamında öğretmenlerin istihdamı: İstihdam biçimi farklılıkları üzerine öğretmen&yönetici görüşlerine dayalı bir araştırma [Teachers’ employment in the context of the structural transformation of education: a research based on the teachers’ and managers’ views about the employment type differences]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 1-13. Tican-Başaran, S. (2016). Öğretmen eğitimi&mesleki süreç [Teacher Education and Professional Process]. TEDMEM 2016 Eğitim Değerlendirme Raporu içinde (s.55-103). Ankara, Türk Eğitim Derneği Yayınları. Whitebook, M. (2003). Early education quality: Higher teacher qualifications for better learning environments: A review of literatüre. Berkeley: Institute of Industrial Relations, University of California.

457

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18304 PRE-SERVICE COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGY TEACHERS’ PERCEPTION OF THEIR PROFESSIONAL COMPETENCY SCALE DEVELOPMENT AYSENUR GULMEZ ABSTRACT The CEIT Teacher Candidate Professional Competence Scale was developed based on the ISTE Computer Science Educators Standards, ISTE are world-wide recognized standards for educators and educational leaders to restructure schools and classes for learning in the digital age with effective educational technologies and integration. When it comes to standards related to the use of technology in education in the world, the first thing that comes to mind is ISTE (International Society for Technology in Education) standards. In USA, standards were developed for the accreditation process of the National Council for the Accreditation of Teacher Education (NCATE) of ISTE's Accreditation and Professional Standards Committee to address the lack of rules and standards that would guide the inclusion of technology experiences in teacher education programs. These national standards have become widespread over the world (Handler & Strudler, 1997). These standards provide guidance to teachers, students and administrators on the use of educational technologies (Multiples and Odabaşı, 2009) National Educational Technology Standards, NETS-T (teachers), NETS-S (students), NETS-A (administrators), NETS-C ( technology coaches) and NETS-CSE (computer science trainers), all of which are grouped under the same umbrella as the NETS (National Educational Technology Standard) family (ISTE, 2011). ISTE computer science trainers describe as the person who knows the concepts of computer science effectively and helps to integrate with education (ISTE, 2011). NETS-CSE standards for computer science trainers are defined by ISTE as using NETS-T, NETS-C and NETS-A competency area (Orhan, Kurt, Ozan, Vural and Türkan, 2014). By year of 2013, NETS standards changed its name to ISTE standards with the widespread use by many educators not only in the USA but also from different parts of the world. Since 2013, ISTE standards have come up with standards for six basic needs. These standards include ISTE-S (students), ISTE-T (trainers), ISTE-EL (training leaders), ISTE- CT (algorithmic thinking), ISTE-C (coaches) and ISTE-CTE (computer science trainers) (ISTE, 2019). In 2011, ISTE organized the competency areas identified for NETS-CSE (Computer science trainers) under four main headings and each title was divided into sub-competence areas. The four competency areas identified are described below (ISTE, 2011). 1. Content Knowledge 2. Effective Teaching and Learning Strategies 3. Effective Learning Environments 4. Professional Knowledge and Skills Although ISTE standards are developed for technology integration in schools in the United States, these standards are considered to be an important basis for determining the competences of ICT teachers as they are accepted as a framework for technology integration all over the world. ISTE standarts' original English version was translated into Turkish with the help of a translator. Afterwards, these items were evaluated in terms of Turkish grammar, structure and expression, and corrections suggested by experts were made. The opinions of experts in the field of computer science and educational sciences in the content of the scale questions were consulted and revisions were made in line with these opinions. Then, the pilot implementation of the scale was carried out with the participation of 10 CEIT department undergraduate, graduate and doctorate students. At the end of this process, a five-point Likert scale consisting of 44 items was developed under 3 factors. According to DeVellis (2003), 5 to 10 times the number of items, the data collected is sufficient for confirmatory factor analysis (CFA). It also increases the generalizability of the results obtained by factor analysis of the collected large data. That is, the more the data collected exceeds 5 times the number of items, the more likely it is to generalize the results of the data. Therefore, the minimum number of data to be collected should be 220 for the application scale consisting of 44 items and 3 factors. The validity of the scale was examined by using confirmatory factor analysis with the participation of 320 students. Chi-square / degree of freedom (χ² / df), square root of the estimated error (RMSEA), square root of the standardized error square mean (SRMR) values were adjusted to an acceptable level of compliance. As a result of the CFA analysis, a 30-item CEIT Teacher Candidate Perception Scale was developed. There are 12 items in the first factor, 13 items in the second factor, and 5 items in the third factor. Items with a high relationship with each other (greater than .08) were identified and discarded, resulting in a scale of 30 items collected under 3 factors. Cronbach's Alpha test was used to measure the reliability of the scale. According to this test, the reliability of Content Information factor was α = 0.920, the reliability of Teaching and Learning Strategies factor was α = 0.949 and the reliability of Professional Knowledge and Skills factor was α = 0.892. Keywords: teacher competencies, CEIT teacher, professional competence, ISTE standards

458

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES DeVellis, R. F. (2003). Scale development theory and applications. Thousand Oaks, CA: Sage Publications. Handler, M. G., & Strudler, N. (1997). The ISTE foundation standards: Issues of implementation. Journal of Computing in Teacher Education, 13(2), 16-23. Çoklar, N. A., & Odabaşi, H. F. (2009). Educational Technology Standards Scale (ETSS) a study of reliability and validity for Turkish preservice teachers. Journal of Computing in Teacher Education, 25(4), 135-142. International Society for Technology in Education (2011). ISTE standards for computer science educators. https://www.iste.org/standards/for- computer-science-educators sayfasından erişilmiştir. International Society for Technology in Education (2019). ISTE standard frequently asked questions. https://www.iste.org/standards/standards/iste-standards-2016-faq sayfasından erişilmiştir. Seferoğlu, S. S. (2007). İlköğretim Bilgisayar Dersi Öğretim Programı: Eleştirel Bir Bakış&Uygulamada Yaşanan Sorunlar. Eurasian Journal of Educational Research, 29, 99-111.

459

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18318 EXAMINATION OF CLASSROOM TEACHERS' VIEWS ON INCLUSIVE EDUCATION ADILE DEGIRMENCI KURT - EKBER TOMUL ABSTRACT Inclusive education is defined as the educational practice in which general education classes take place together with their peers by identifying the educational needs of individuals with special needs by providing individualized education program guidance and providing the necessary support education services (Yılmaz&Melekoğlu, 2018). inclusive education özel is defined as special education practices based on the continuation of individuals in need of special education in formal and private pre-school, primary, secondary and non-formal education institutions with their peers who are not inadequate in their education in the Special Education Services Regulation (MEB, 2006), The idea that students with special needs should receive education in general education classes is not a new idea. Changes in the fields of general and special education, the importance given to human beings in the psychology and sociology sciences and developments in the field of human rights have contributed to the idea of inclusion. Although there are differences in practices, the idea of inclusion is adopted in many countries today (Sucuoglu and Kargin, 2006). In this context, social, cultural, educational and legal arrangements are made for individuals who constitute the quantitative majority within the scope of special education and participate in inclusive education and also inclusion education takes place in many national and international legal regulations. When the studies on soecial education is analysed within the framework of classroom teachers in Turkey (Anil and Goldman, 2015; Rose and Kicker, 2015 Babaoğlu and Yilmaz, 2010; Vural and Demolish have, 2008) it is seen that classroom teachers do not receive systematic training for inclusive education, their attitudes are not clear (both positive and negative), they experience physical inadequacies related to the classes and this practice adversely affects the classroom management. The purpose of this study is to determine the experiences and opinions of primary school teachers on special education. It is considered that revealing the experiences of classroom teachers living in the real classroom environment as the practitioner of special education itself will contribute to the preparation of more beneficial educational environments for students with special needs that can meet the need. This research has been carried out considering that it is important and necessary in order to contribute to the researches in the literature and to carry out remedial studies in inclusive education. Phenomenological design which is one of the qualitative research designs was used as a research method in this study. The experiences and opinions of the classroom teachers directly affected by this case were tried to be described in depth. The study was carried out with 5 classroom teachers working full time in a public elementary school in Muratpaşa, one of the central districts of Antalya. Snowball sampling method was used in the selection of teachers who participated in the study. The research data were obtained by a semi-structured interview form developed by the researchers. The interview was preferred because it is useful in revealing the data, experiences and emotions of individuals (Yıldırım & Şimşek, 2013). Interviews with the participants were conducted face to face in the context of the research. Content analysis technique was used in the analysis of the obtained data. It was aimed to identify the main themes and problems in the analysis of semi-structured interviews. The records made during the interview were transcribed and this process was repeated for the 5 classroom teachers interviewed. The interviews were transcribed to the computer. A separate file was opened for each question and the main themes and sub-themes were determined. Among the results of the study, it is seen that there is not sufficient cooperation between teachers and other stakeholders in inclusive education and that teachers experience various problems both personally and professionally in this process. It was stated that guidance services were not cooperating adequately, and family awareness remained at very low levels in this process. Classroom teachers state that they are inadequate in inclusion practices, in-service training and expert support, and also stated that parents not accepting their children as different is one of the biggest problems in inclusion, and lastly added if they provide the necessary support, they will be more successful in inclusive education. The teachers concluded that the necessary support for the inclusive students would be integrated with the classroom by taking one-to-one training practices or the support of special education specialists. The results of the study were reported, and suggestions were made to guide future research. Keywords: Inclusive education, special education, classroom teachers

460

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Anılan, H.&Kayacan, G. (2015). Sınıf öğretmenlerinin gözüyle kaynaştırma eğitimi gerçeği. Bartın Üniversitesi Eğitim Fakültesi Dergisi, XIV. Uluslararası Katılımlı Sınıf Öğretmenliği Eğitimi Sempozyumu (21-23 Mayıs 2015) Özel Sayısı, 74-90. Babaoğlan, E.&Yılmaz, Ş. (2010). Sınıf öğretmenlerinin kaynaştırma eğitimindeki yeterlikleri. Kastamonu Eğitim Dergisi, 18(2), 345-354. Downloaded from the website of http://www.kefdergi.com/pdf/18_2/18_2_1.pdf in May 5th 2019. Gül, S. O.&Vuran, S. (2015). Normal sınıflara devam eden özel gereksinimli öğrencilerin kaynaştırma uygulamasına ilişkin görüşleri&karşılaştıkları sorunlar. Eğitim&Bilim, 40(180), 169-195. Kargın, T., Acarlar, F.&Sucuoğlu, B. (2005). Öğretmen, yönetici&anne babaların kaynaştırma uygulamalarına ilişkin görüşlerinin belirlenmesi. Özel Eğitim Dergisi, 4 (2), 55-76. MEB. (2006). Özel Eğitim Hizmetleri Yönetmeliği, 31.05.2006 tarih&26184 sayılı Resmi Gazete. Vural, M.&Yıkmış, A. (2008). Kaynaştırma sınıfı öğretmenlerinin öğretimin uyarlanmasına ilişkin yaptıkları çalışmaların belirlenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 8(2), 141-159. Yıldırım, A.&Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (9.Baskı). Ankara: Seçkin Yayıncılık.

461

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18323 THE EFFECT OF UNIVERSAL DESIGN FOR LEARNING ON METACOGNITIVE AWARENESS AND SELF –EFFICACY BELIEFS NURIYE BATMAZ DERER - YEMLIHA COSKUN ABSTRACT One of the problems that teachers often have to face, and perhaps most importantly, is how to meet the needs of different types of learners. Today, although teachers are trained to deal with differences, many think that it may be difficult to meet the diverse needs of students in extensive classrooms (Meyer & Rose, 2000). When teachers try to make content accessible to students with different characteristics, they plan and implement various practices. In other words, teachers plan the lesson for the majority of students and think about what they need to make it accessible to students with different learning characteristics. For each of these students, the teacher may need to create an individualized learning space that allows the student to fully participate in the activities and understand the content. Although this approach helps students with individual differences in accessing the general education program, a lesson requires time and concerted effort after planning and is only the first step towards real accessibility (Edyburn, 2010). Universal Design for Learning is a way of thinking about teaching and learning that gives all students equal opportunity to succeed. Its aim is to use various teaching methods to remove all barriers to learning and to provide all students with equal opportunities with strengths and flexibility that can be tailored to the needs of each student to succeed. Therefore, it benefits all children and provides the same flexibility in the classroom. By applying the principles of this teaching, teachers can effectively teach various groups of students. This is necessary for students to establish flexibility in the way they access information and to improve the way students demonstrate their knowledge (CAST, 2017). Most of the learning theories consist of initiatives that are effective in the learning process to define universal human characteristics. These theories aim at explaining how people recognize, filter, store and remember information. However, such processes cannot adequately explain the differences between individuals which are very important factors in learning processes (Brown, 2007). The universal design for learning emphasizes that students should prepare for the course not only academically but also motivationally. It suggests that both self-efficacy beliefs and having metacognitive awareness are particularly important in the motivation part (UDL, 2017). Because, according to the universal design for learning, the student should know the method he/she learns best, choose and act accordingly. It underlines that the student who has the capacity to do this should have self-efficacy beliefs and metacognitive awareness in the first place. The main aim of this study is to investigate the effectiveness of universal design for learning on students’ metacognitive awareness and beliefs of self-efficacy in English of eighth grade secondary school students. In the research the mixed method, in which both quantitative and qualitative data are used, was preferred and semi experimental design with pre-test/post-test design was applied. This is expressed as a research method that involves collecting and analyzing together or consecutively the qualitative and quantitative data in the same research (Creswell, Plano Clark, Gutmann & Hanson, 2003). For students both in experimental and control groups, metacognitive awareness scale and English self-efficacy belief scale were applied as pre-test and post- test. The data of observations were collected during the applications. On the other hand, the data of interviews were obtained at the end of the study. In the analysis of quantitative data, dependent and independent groups t-test analyses were applied. The data of interviews and observations were analysed by content analysis technique. In the study, eighth grade students of Elbistan Secondary School in Elbistan/Kahramanmaraş during the 2017-2018 educational years constitute the study group.It was concluded that universal design for learning enabled students to increase their metacognitive awareness and self-efficacy beliefs positively in English. According to the pre-test and post-test results of the experimental group, there was a high positive correlation between the metacognitive awareness scores and the self-efficacy belief scores of the students. During the process of universal design for learning, teacher's use of interactive board in English lessons, teaching of the course through slides, presentations and videos, and using posters on subjects caused positive effect according to the opinions of students. In this context universal design for learning, according to students' views, in the realization of easy and permanent learning; making the classroom environment fun and engaging; providing visual learning opportunities; to ensure the active participation of students in classes; to increase students' beliefs in achievement; students' self-confidence was positively influenced. It was concluded that the activities enabled the students to learn and practice the efficient study methods, and consequently, their success levels increased, their motivation and self-confidence increased, and they enabled their personal development. Keywords: Secondary School Students, English Lesson, Universal Design For Learning, Metacognitive Awareness, Self- Efficacy in English

This study is based on a part of master thesis of the first author “The Effect of Universal Design for Learning on Secondary School Students’ Metacognitive Awareness and Self –Efficacy Beliefs in English”. 462

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Brown, H. D., (2007). Principles Of Language Learning & Teaching (5th Ed.), New York: Longman. Cast, (2017). Center For Universal Design. About Ud. Raleigh: North Carolina State University. Retrieved From http://www.ncsu.edu/ncsu/design/cud/about_ud/about_ud.htm 21.08.2017. Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research design. In A. Tashakkori and C. Teddlie (Eds.), Hand book of mixed methods in the behavioral and social research. California: SAGE Publications Inc. Edyburn, D. L., (2010). Would You Recognize Universal Design for Learning If You Saw It? Ten Propositions for New Directions for the Second Decade Of UDL, Learning Disability Quarterly, 331, 33-41. Rose, D. H.,& Meyer, A. (2002). Teaching Every Student in the Digital Age, Alexandria,VA: Association for Supervision and Curriculum Development. Udlcenter, (2017). Universal Design For Learning Center. Retrieved From http://www.UDLcenter.org/aboutUDL, 21.08.2017.

463

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18335 MIDDLE SCHOOL STUDENTS’ OPINIONS ABOUT SCIENCE COURSE HOMEWORK FARUK SIMSEK - ERGIN HAMZAOGLU ABSTRACT Science course does not only contribute to individuals’ recognition of the earth and environment and to like them, but also provides the student to have an effective communication with the environment which the student has interaction. The ability of solving the problems they encounter in daily life increases for the students with developed science skills (Hançer, Şensoy&Yıldırım, 2003). In this direction, it is essential and important for every individual to learn the subjects related to science course. It is thought that one of the factors which provides this learning process is homework. The homework is one of the indispensable parts of the teaching in educational institutions, but it is also a controversial practice which has come until today (Demirbaş, 2011). Homework are, with a general definition, practices given to students by their teachers in order to prepare for a subject or to reinforce a subject during out of school time (Karatepe, 2003). Through homeworks, the students can configure the information they obtained in school in accordance with their own mindscape (Şen&Gülcan, 2012). Many studies on homework are seen in our country. In these studies, the views of the teachers on homework (Turanlı, 2009), the effect of the student on academic achievement (Özcan, 2003), the views of students’ guardians about homework (Şen&Gülcan, 2012) and the students’ homework are seen as subjects to be studied on (Öcal, 2009). The aim of this study is to reveal the views of the 5th, 6th, 7th and 8th grade students on the homework given in science course. In line with this general aim, the answers of the questions below are sought. 1. Do you do your science homework regularly? Why? 2. How does doing the science homework affect your success? 3. Do you get help while doing the science homework? Why? 4. What are the benefits of doing the science homework for you? 5. What do you pay attention to while doing the science homework? This study is designed as a phenomenology research within the framework of qualitative research. Phenomenology patterns are focused on the phenomena that we are aware of but we do not have profound and detailed cognizance about (Yıldırım&Şimşek, 2016). In order to reveal the views of the students on the homework given in science course, one of the interview methods, a semi-structured interview is used. The study has been carried out with5th, 6th, 7th and 8th grade students, 32 in total, who study at a public school in Düziçi, Osmaniye between 2017 and 2018 academic years. Random sampling path is chosen in the selection of the students. The data collection tool consists of two parts. While in the first part there is a personal info form (grade, sex, whether there is a study room or not, where the homework being made), in the second part there is a semi-structured interview form which is developed in order to obtain the views of the students on science homework. Student interview form expert opinion is received, and the necessary corrections are made in this direction. Descriptive analysis method is used in the analysis of the data obtained from the students. Generally, the students stated that they do the science course homework regularly. The students stated the factors of responsibility, note concerns, desire to learn and comprehending the subject better, liking, delightfulness, not to get negative mark, success and desire of self-development as a reason for this matter. Research findings have shown that students are generally willing to do homework. They stated the reason for this is that the homework is enjoyable, they like to do homework and they have to fulfill their responsibilities. The students think that doing the science homework have an important effect on getting high notes on the exams. They also stated that they get help from their families for difficult subjects and the subjects that they are not able to do or complete on time. The students do their homework in order to increase the note of attendance to lesson, get a high note, study in a good high school, get a certificate of merit, learn, be successful and develop themselves. The students also stated that they pay attention to writing layout, content coherency, punctuation and not to make mistakes. Keywords: science homework, middle school, qualitative research

464

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Demirbaş, A. (2011) İlköğretim Okullarındaki (1-5. Sınıf) Ödev Uygulamalarının Değerlendirilmesi Araştırması. Millî Eğitim Bakanlığı. Eğitimi Araştırma&Geliştirme Dairesi Başkanlığı Yayınları. http://www.meb.gov.tr/earged/earged/ilk_ok_odev_uyg_deg.pdf Hançer, A.H., Şensoy, Ö.&Yıldırım, H.İ. (2003). İlköğretimde Çağdaş Fen Bilgisi Öğretiminin Önemi&Nasıl Olması Gerektiği Üzerine Bir Değerlendirme. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. 13 (1). Karatepe, C. (2003). Ödevlerin sınıf yönetimi üzerindeki etkileri. http://www.egitisim.gen.tr/tr/index.php/arsiv/sayi-1-10/sayi-2-sinif-yonetimi- haziran-2003/24-odevler-ve-sinif-yonetimine-etkisi den 02/07/2019 tarihinde alınmıştır. Şen, Ş. & Gülcan, M.G. (2012). İlköğretim 4.&5. sınıflarda verilen ev ödevleri konusunda veli görüşleri. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi,29,29-41. Öcal, S. (2009), İlköğretim 4.&5. Sınıf Öğrencilerinin Ev Ödevlerine Yönelik Tutumlarının Oluşmasında Ailelerin&Öğretmenlerin Rolü Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi. Özcan, B. N. (2003). İlköğretim ikinci kademede ödev&projenin matematik başarısına etkisi. Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir. Turanlı, A.S. (2009). Öğretmenlerin ödeve ilişkin görüşleri: Ortamsal etkenlere dair nitel bir çalışma. Çukurova Üniversitesi Eğitim FakültesiDergisi,3, 129-143. Yıldırım, A. şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

465

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18349 EVALUATION OF PHENOMENOLOGICAL STUDIES WITH TEACHERS IN CONTEXT OF HUSSERL’S PHENOMENOLOGICAL APPROACH ERSIN TURE - BURAK AYCICEK ABSTRACT It can be argued that a scientific discussion field has been established on being a teacher and prospective teacher in Turkey in recent years. The studies in which phenomenology are employed as scientific research method make contributions to these discussions. Phenomenology has been used as a research method in studies conducted on teacher training in the world since before the 1980s. In recent years, many phenomenological (scientific phenomenon) studies (Balçın,2017; Yamaç,2014; Yilmaz & Şahin,2016, Koşar,2019) have been conducted on teachers and prospective teachers in Turkey. Husserl considers the phenomenology concept as a thought approach as well as scientific endeavor which provides achieving the reality through consciousness. According to Husserl, phenomenology is the science of describing the emergence of objectivity in everyday life. In other words, it describes that the reason we have experience is that we have consciousness. On the other hand, since the concept of being is a condition of our experience and we have a consciousness, we have the right to interpret objects. In this context, the focus of the studies carried out with the phenomenology approach in the field of teacher training should be the daily life of prospective teachers and teachers. Husserl used the concepts of reduction, intentionality and transcendent in order to reach the objective realities that emerge in our lives by phenomenology. Intentionality is the relationship between the thinker and the thought. In other words, the concept of inter-subjectivity comes into prominence by the concept of intentionality. The concept of transcendental phenomenology indicates the emergence of the connection between experience and object. In order to describe the relationship between the object and experience, reduction must be made. In other words, while objectifying the everyday life experiences of the teachers and prospective teachers, the researcher leaves aside his prejudices and reaches the common meaning through the experiences of the participants with the help of reduction (Husserl, 1970a,1970b, 1980). In the context of these concepts, Husserl has collected the studies that can reach objective realities under the phenomenology approach. The aim of this study is to evaluate phenomenological studies conducted with teachers and prospective teachers as participants in the context of concept used in Husserl’s phenomenology approach. In other words, in this study, it is discussed whether the philosophical origins of the phenomenological approach used in the methodological context are taken into consideration in the studies conducted in the field of teacher training. In this study, the articles in which phenomenological research design was used as a method and the participants consisted of teachers and prospective teachers will be reached. Later, the articles will be evaluated through the form to be prepared. While preparing this form, firstly literature review was conducted and studies reflecting Husserl’s understanding of phenomenology were examined. After the evaluation form was presented to the expert opinion and the feedback was received, the analysis was started. One of the researchers who conducted the study is experienced in the use of qualitative approaches in researches in general, and in particular in the application of phenomenological research design. After examining the articles separately, the two researchers came together and discussed until they reached a consensus in the context of evaluation. The opinions of philosophers who are experts in the context of phenomenology (Husserl) were taken for the issues on which consensus could not be reached. Then the analysis process was completed in the context of agreed decisions. Although the analysis results of this study will lead to descriptive results, it has a critical perspective in the context of researchers’ comments. In this context, the compatibility of the essence of the studies which are claimed to be designed using phenomenology, which is one of the qualitative research approaches, with the concepts of reduction, intentionality and the transcendental which are included in Husserl’s phenomenological approach was discussed. On the other hand, in this study, the appropriateness of the studies carried out over the concepts of a metaphor, perception, etc. and in which the participants were teachers and prospective teachers with Husserl’s phenomenological approach was discussed. As a result of the study, comments were made on the awareness of the researchers, who used the phenomenology design under the qualitative research approach in teacher training, on the philosophical foundations of the phenomenology approach. Therefore, it can be said that the application of the methods used in researches in the field of educational sciences is possible by internalizing the philosophy and theory of those methods. As a final word, it can be said that the application of research methods without knowing the underlying philosophical and theoretical approaches will lead to illusions. Keywords: Phenomenological Studies, Husserl’s Phenomenological Approach, Teachers/Prospective Teachers

466

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Balçın, M. D. & Ergün, A. (2017). Science Teacher Candıdates’ Views About Technologıcal Pedagogical Content Knowledge (Tpack). Journal of Theory and Practice in Education, 13(4), 570-600 Husserl, E. (1970a). The crisis of the European sciences and transcendental phenomenology. Evanston: Northwestern University Press. Husserl, E. (1970b). Logical investigations. (J. N. Findlay, Trans.) (Vols. 1-2, Vol. 2). London: Routledge & Kegan Paul. Husserl, E. (1982). Ideas I: Ideas pertaining to a pure phenomenology and a phenomenological philosophy: General introduction to a pure phenomenology. (F. Kersten, Trans.). Dordrecht: Kluwer. Yamaç, A. (2014). Becoming a First Grade Teacher (a Phenomenological Study). Elementary Education Online, 13(2), 362-376 Yılmaz, K. & Şahin, T. (2016). Eğitim fakültelerindeki araştırma görevlilerinin mesleki deneyimlerinin incelenmesi: araştırma görevlisi olmanın anlamına ilişkin fenomenolojik bir çalışma. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 44,143-168. Koşar, D. (2019). Öğretmenlerin Mesleki Deneyimlerinin İncelenmesi: Öğretmen Olmanın Anlamına İlişkin Fenomenolojik Bir Çalışma. Journal of History Culture and Art Research, 8(2), 333-346.

467

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18352 AN EVALUATION OF THE SEATING ARRANGEMENTS IN ENGLISH LANGUAGE CLASSROOMS THROUGH MULTIPLE PERSPECTIVES CEREN SALMA - ABDURRAHMAN SAHIN ABSTRACT Changes in recent decades have deeply influenced educational systems and philosophical foundations of curricula. Hence progressivist, existentialist, and constructivist philosophies played a greater role on the foundations of curricula than did several other philosophies (e.g., perennialism, essentialism, and positivism). Curricular objectives have also been formed accordingly. English as a Second Language curriculum reflected tones of the philosophies mentioned above and required a special teaching-learning environment, supporting the curricular objectives and language skills. In particular, the English Language Curriculum emphasized the language use in an authentic communicative environment, classroom interactions of all types, the use of an eclectic mix of instructional techniques, and eventually the link between learning and real-life practice (MEB, 2018). A curriculum comes to life through an implementation process, often in a classroom environment promoting the use of appropriate instructional techniques and materials. In a classroom setting, numerous factors (e.g., the teachers’ desks, the position of students’ desks, instructional tools and materials, flexibility of all those) play a role toward the ends of a curriculum. A classroom environment conveys some particular, yet often covert, massages to learners about their roles in the process of learning, a teacher’ role in teaching, how learning occurs, which instructional technique will be used, and so on (Yüksel, 2004). Previous studies also pointed a connection between seating arrangement in classrooms and the performance of learners (Armstrong & Chang, 2007; Stapp, 2018; Wannarka & Ruhl, 2008). Despite the acknowledged importance of a proper classroom environment toward the curricular objectives and the changing concepts of education in recent decades, the practices of traditional seating arrangement have often remained unchanged in schools of Turkish context. The seating arrangements in classrooms were often congruent to traditional concept of teaching, adverse to the essence of the curriculum implemented (Ersoy, 2005; Eyiol, 2019). Classroom environment in general and seating arrangement in particular are crucial for the implementation and effectiveness of curriculum in language classrooms. The purpose of this study is to investigate the language classrooms of middle schools in terms of their physical characteristics, with a focus on seating arrangements. To this end, the following specific questions were answered: (1) What were the overall descriptions of the physical characteristics of classroom settings where language curriculum is implemented? (2) What were the ways for seating arrangements in classrooms? (3) What are the stakeholders’ (student, teacher, administrator, and janitors), perspectives in regard to the ongoing seating arrangement in classrooms? This study was designed as a case research investigating the classroom settings of English as a second language, with a particular focus on seating arrangements. In a Western Anatolian city center, four state middle schools with the highest and the lowest performances in the standardized test of TOEG were included in the study (extreme or deviant case sampling). Since the study includes students’ views at different grade levels and stakeholders’ interpretations for four different perspectives, it might be viewed as a multi-case pattern intertwined case study (Yin, 2003). Data sources for the study were multiple (triangulation): Physical images of classroom settings, researcher notes, perspectives of stakeholders (16 students, 8 teachers, 4 principals and 7 janitors), and the curriculum text. To describe the physical characteristics and seating arrangements in the selected schools where English curriculum was implemented, the visual images of classrooms were recorded. Additionally, the perspectives of the stakeholders were obtained through semi-structured interview forms. Visual data and notes taken by the researcher were analyzed by using descriptive analysis technique. The interview data were analyzed through the content analysis technique in order to reveal themes. The curriculum text was also evaluated jointly. Findings were reported in three parts: (1) Classrooms specially designed for language instruction were not available, and therefore, teachers had to visit students in their own classrooms where the seating arrangement were congruent to traditional concept. Most of the classrooms had deficient space for instructional activities and scarce instructional materials. Student desks were not produced from light materials, so it was difficult to relocate for proper activities. (2) The seating arrangements in classrooms were mainly in a classic row regardless of the size of the classroom or number of students. Hence students and teachers had some serious seeing and hearing problems as they all needed to focus on the board. Contrary to the essence of the curriculum, the center of the courses are teachers and the board. (3) The communicative skills and other vital outcomes of the curriculum are not practiced as suggested or ignored. Teachers claimed that they eliminated some communicative activities because those were not easily adopted to the seating arrangements, while janitors found it easy to clean in classic row arrangement. In short, findings point that a proper classroom environment is crucial for meeting the curricular objectives. Keywords: Classroom setting, seating arrangements, English language curriculum

468

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Armstrong, N., Chang, S. (2007). Location, location, location. Does seat location affect performance in large classes? Journal of Collage Science Teaching, 37(2), 54-58. Ersoy, A. (2005). Evaluation of classroom setting and teacher’s role in computer course in elementary education in terms of constructivıst learning principles. TOJET, 4(4), 170-180. Eyiol, K. Ö. (2019). Ortaokul Matematik Uygulamaları Dersi öğretim programının Eisner’in eğitsel eleştiri modeline göre değerlendirilmesi. (Yüksek Lisans tezi. Pamukkale Üniversitesi, Eğitim Bilimleri Enstitüsü). MEB - Milli Eğitim Bakanlığı, (2018). İngilizce dersi öğretim programı (ilkokul&ortaokul 2,3,4,5,6,7&8. Sınıflar). Ankara. Stapp, A. (2018) Alternative Seating and Students’ Perceptions: Implications for the Learning Environment. Georgia Educational Researcher, 14(2), 34-50. (DOI: 10.20429/ger. 2018.140204) Wannarka, R. & Ruhl, K. (2008). Classroom seating and achievement: Seating arrengements that promote positive academic behavioral outcomes: a review of empirical research. Support for Learning, 23(2), 89-93. Yin, R. K. (2003). Case study research design and methods (3. Edition). London: Sage Publications. Yüksel, S. (2004). Örtük program: Eğitimde saklı uygulamalar. Ankara: Nobel.

469

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract 18365 INVESTIGATION OF SPEAKING ANXIETY LEVELS OF SECONDARY SCHOOL STUDENTS IN TERMS OF VARIOUS VARIABLES SAMET AKALIN - ABDULLAH ADIGUZEL ABSTRACT Anxiety is defined as a state of uneasiness and apprehension or fear caused by the anticipation of something threatening (Miller 2000). Speaking anxiety is one of the most common form of social anxieties (Arslan, 2012; Baki Y, Kahveci G. 2017). In the litarature, it define that difficulty to speak in the group or before a group of people (Baki Y, Kahveci G. 2017; Deringöl 2017; Gedik M. 2015). These difficulties vary in the cases of various variables (Arslan, 2012; Gedik M. 2015; Kumar P, Kaur J, Thakur N. 2017). Speaking anxiety is a type of anxiety that begins in the education life of individuals and continues throughout their work and career. This type of anxiety prevents to be successful of individuals in school and professional life. In the literature, there are not enough researches on speaking anxiety in our country (Kuru O, 2018; Özkan E, Kınay İ 2015). In addition, this researchs was conducted with preservice teacher teachers, teachers and high school students (Kuru O, 2018; Özkan E, Kınay İ 2015; Deringöl Y, 2017; Ünal F.T, Degeç H, 2012; Yelok VS, Sallabaş ME, 2009). For this reason, there is a need for studies to be focused on the speaking anxiety of secondary school students of varied socio-economic classes. The study was performed in descriptive design to determine the speaking anxiety levels of 5th, 6th, 7th, and 8th grade students’ secondary schools and to investigate the differentiation status according to different variables. In order to do that following research questions were asked: 1- What are the speaking anxiety levels of the students? 2- Is students’ speaking anxiety related to various variables such as gender, number of siblings, number of changing teachers in primary school, number of hours spent using television and the internet weekly, number of reading book in their free time after school, education parents' and class, and perceived economic status? The sample of the research is consist of 450 students at 5th, 6th, 7th, and 8th grades of 4 different secondary schools that belong to different socio-economical levels in Duzce city centrum in 2018-2019 education period. The collection of data employed Individual Information Form and The speaking Anxiety Scale. The Individual Information Form generated by reviewing the literature on the matter by the researchers, a total one section were included for determining their socio- demographic (12 question) (Sevim O. Gedik M, 2014; Yıldırım G, Çifci M, 2015).). The speaking Anxiety Scale, which has been developed by Yıldırım and Çifci ( 2015) to consist of twenty three questions and a five point likert type inquires speaking anxiety. The study performed by Yıldırım and Çifci has indicated the Cronbach’s Alpha reliability coefficient is 0.91 (Yıldırım G, Çifci M 2015). In this study, the Cronbach’s Alpha reliability coefficient was found to be 0.88. The scale is formed by the three sub-dimensions. Speaking Anxiety tends to increase as the scale’s average scoring tend to increase. The data were evaluated by mean and standard deviation, t test, The one-way Anova test and Tukey HSD test in Statistical Package Program. In the study, it was determined that speaking anxiety levels of the students were very weak at immediate environment, medium during class, weak extracurricular at school, and weak in general. It was determined that student who read fewer number of books monthly, change fewer teachers in primary school, spend more time daily on television and the internet and having more siblings was higher level of speaking anxiety. In addition, students who girl and whose education level parents' and class level were low, and whose perceived economic status was poor, had higher level of speaking anxiety. According to the results, it was determined that the level of speaking anxiety of the 5th, 7th, and 8th grade students was low and various variables affected the level of speaking anxiety. In this regard, it is suggested to improve the socioeconomic conditions of the students and to encourage of activities which will positively influence students’ personal development and level of speaking anxiety. Keywords: Speaking anxiety, Language, Turkish Education.

470

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara e-Abstract

REFERENCES Arslan, A. (2012). Üniversite öğrencilerinin topluluk karşısında konuşma ile ilgili çeşitli görüşleri (Ağrı İbrahim Çeçen Üniversitesi örneği). Turkish Studies, 7(3), 221-231 Baki, Y. Kahveci G. (2017). Türkçe öğretmeni adaylarının konuşma kaygılarının etkili konuşma becerileri üzerindeki etkisi: bir yapısal eşitlik modellemesi, Turkish Studies, 12(4), 47-70. Deringöl, Y. (2017). Sınıf öğretmeni adaylarının konuşma kaygıları, MCBÜ Sosyal Bilimler Dergisi, 16(3), Gedik, M. (2015) Siirt örnekleminde ortaöğretim öğrencilerinin konuşma kaygılarının incelenmesi, Sosyal Bilimler Araştırmaları Dergisi, 77- 93. Kumar, P., Kaur, J. & Thakur, N. (2017). Public speaking anxiety in relation to different demographic factors. International Journal of Indian Psychology, 4(4). Kuru, O. (2018). Sınıf öğretmenliği öğrencilerinin konuşma kaygılarının incelenmesi, Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18 (4), 2193-2206. Miller, L.J. (2000). Anxiety. Family Medicine Journals, 32. Özkan, E. Kınay, İ.(2015). Öğretmen adaylarının konuşma kaygılarının incelenmesi (Ziya Gökalp Eğitim Fakültesi Örneği), Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 4(3), 1290-1301. Ünal, F. T. Degeç, H. (2012). Öğretmen görüşlerine göre konuşma eğitiminde karşılaşılan sorunlar. The Journal of Academic Social Science Studies, C.5, S. 7, ss. 735-750 Yıldırım, G. (2015). Ortaokul öğrencilerinin konuşma kaygıları, Yüksek Lisans Tezi, Uşak Üniversitesi, Uşak

471

7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara