Browsing by Author "Demirci, Fatih"

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    Bilişim teknolojileri öğretmenlerinin ve öğretmen adaylarının öz-yeterlik kaynakları ile teknolojik pedagojik alan bilgileri arasındaki ilişki
    (Ankara : Ankara Üniversitesi : Eğitim Bilimleri Enstitüsü : Bilgisayar ve Öğretim Teknolojileri Eğitimi Ana Bilim Dalı, 2021) Demirci, Fatih; Deryakulu, Deniz; Eğitim Bilimleri Fakültesi
    Bu araştırmada, bilişim teknolojileri öğretmenlerinin ve öğretmen adaylarının öz-yeterlik kaynakları ile teknolojik pedagojik alan bilgileri arasındaki ilişkilerin incelenmesi amaçlanmıştır. Bunun yanında, bilişim teknolojileri öğretmenlerinin ve öğretmen adaylarının öz-yeterlik kaynakları ile teknolojik pedagojik alan bilgilerinin cinsiyet, toplam hizmet süresi, mezun olunan yükseköğretim programı, yaş, görev yapılan kurum türü ve mezun olunan lise türüne göre farklılaşıp farklılaşmadığının belirlenmesi de amaçlanmıştır. Araştırma, nicel araştırma yöntemlerinden tarama modelinin kullanılmasıyla yürütülmüştür. Araştırmanın çalışma grubunda bilişim teknolojileri öğretmen adaylarıyla bilişim teknolojileri öğretmenleri birlikte yer almıştır. Çalışma grubundaki öğretmen adayları; 2018-2019 eğitim-öğretim yılında eğitim fakültelerinin Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) bölümü dördüncü sınıf öğrencilerinden (N=505), öğretmenlerse; devlete bağlı kurumlarda görev yapan bilişim teknolojisi öğretmenlerinden (N=306) oluşmuştur. Araştırmada veri toplama aracı olarak, "Öz-Yeterlik Kaynakları Ölçeği" ile "Teknolojik Pedagojik İçerik Bilgisi Yeterlik Ölçeği (TPACK-Deep)" kullanılmış, verilerin işlenmesi ve çözümlenmesi sürecinde SPSS 21.00 paket programlarından yararlanılmıştır. Elde edilen sonuçlar bilişim teknolojileri öğretmenlerinin öz-yeterlik inançlarına etki eden öz-yeterlik kaynakları; doğrudan deneyimler, sözel ikna, dolaylı yaşantılar ile duygusal ve fizyolojik durumlar olduğunu ve bilişim teknolojileri öğretmenlerinin öz-yeterlik kaynaklarının, öğretmenlerin cinsiyetine, mezun oldukları fakülteye göre anlamlı bir farklılaşmadığını göstermediğini ortaya koymuştur. Bununla birlikte, duygusal ve fizyolojik durumların 0-5 yıl arası hizmet süresi bulunan öğretmenleri, 16 yıl ve üzeri hizmet süresi bulunan öğretmenlere göre, 22-32 yaş aralığında bulunan en genç öğretmenleri, 38 ve üzeri yaşında olan en yaşlı öğretmenlere göre ve son olarak ortaokullarda görev yapan öğretmenleri, mesleki ve teknik anadolu liselerinde görev yapan öğretmenlere göre daha fazla etkilediği sonucuna ulaşılmıştır. Ayrıca, bilişim teknolojileri öğretmenlerinin yüksek düzeyde TPAB yeterliğine sahip olduğu ve bu yeterliğin, öğretmenlerin cinsiyetlerine, hizmet süresine, mezun oldukları yükseköğretim programlarına ve görev yaptıkları kuruma göre farklılaşmadığı ancak 38 ve üzeri yaşta olan bilişim teknolojileri öğretmenlerin, 22-32 yaş aralığında olan öğretmenlere göre daha iyi düzeyde uygulama becerilerine sahip olduğu bulgusu elde edilmiştir. Bilişim teknolojileri öğretmen adaylarının öz-yeterlik inançlarına etki eden öz-yeterlik kaynakları; dolaylı yaşantılar, doğrudan deneyimler, sözel ikna ile duygusal ve fizyolojik durum olarak belirlenmiş ve öğretmen adaylarının öz-yeterlik kaynakları cinsiyetlerine ve mezun oldukları liseye göre anlamlı bir farklılaşma göstermemiştir. Bilişim teknolojileri öğretmen adaylarının da yüksek düzeyde TPAB yeterliğine sahip olduğu belirlenmiştir. Kadın öğretmen adaylarının, TPAB genel yeterlikleri ile uygulama ve etik alt boyutları bağlamında erkek öğretmenlere göre yüksek yeterliğe sahip olduğu ancak öğretmen adayları arasında mezun olunan liseye göre anlamlı bir farklılık bulunmadığı sonucuna ulaşılmıştır. Elde edilen sonuçlar, öz-yeterlik kaynaklarının birlikte, bilişim teknolojileri öğretmenlerinin TPAB yeterlikleri ile anlamlı bir ilişki verdiğini ve TPAB yeterliklerindeki toplam varyansın yaklaşık %24'ünü açıkladığı belirlemiştir. Bunun yanında, öğretmenlerin TPAB yeterliklerini istatistiksel olarak anlamlı bir biçimde yordayan öz-yeterlik kaynakları ise doğrudan deneyimler ile duygusal ve fizyolojik durum olarak belirlenmiştir. Son olarak, öz-yeterlik kaynaklarının birlikte, bilişim teknolojileri öğretmen adaylarının TPAB yeterlikleriyle de anlamlı bir ilişki verdiği ve TPAB yeterliklerinin toplam varyansının yaklaşık %31'ini açıkladığı ve öğretmen adaylarının TPAB yeterliklerini istatistiksel olarak anlamlı bir biçimde yordayan öz-yeterlik kaynakları da doğrudan deneyimler ile dolaylı yaşantılar olarak belirlenmiştir. In this study, it is aimed to examine the relationships between the sources of self-efficacy of ICT teachers and teacher candidates and their technological pedagogical content knowledge. In addition, it is aimed to determine whether the sources of self-efficacy of ICT teachers and teacher candidates and their technological pedagogical field knowledge differ according to gender, total service duration, graduated higher education program, age, type of institution and the type of high school graduated from. The research was carried out by survey research method, one of the quantitative research methods. ICT teacher candidates and ICT teachers took part in the study group of the study together. The teacher candidates in the study group consisted of fourth-grade students (N = 505) of the Computer and Instructional Technologies Education (CITE) departments of education faculties in the 2018-2019 academic year, and the teachers were composed of ICT teachers (N = 306) working in state institutions. In the research, "Sources of Self-Efficacy Inventory" and "TPACK-Deep Scale" were used as data collection tools, and SPSS 21.00 package programs were used in the process of data processing and analysis. The results obtained indicate that the sources of self-efficacy that affect the self-efficacy beliefs of ICT teachers are mastery experiences, verbal persuasion, vicarious experiences and emotional and physiological states, and the sources of self-efficacy of ICT teachers showed no significant difference according to the gender of the teachers and the faculty they graduated from. In addition, it is concluded that emotional and physiological states affect teachers with a service life of 0-5 years more than teachers with a service life of 16 years or more, the youngest teachers in the age range of 22-32 more than the oldest teachers aged 38 and over, and finally, the teachers working in secondary schools more than the teachers working in vocational and technical Anatolian high schools. It is also found that ICT teachers have a high level of TPACK competence and this competence does not differ according to the gender, length of service, higher education programs they graduated from and the institution they work in, but ICT teachers who are 38 and over have better exertion skills compared to teachers between the ages of 22-32. The sources of self-efficacy affecting the self-efficacy beliefs of ICT teacher candidates were determined as vicarious experiences, mastery experiences, verbal persuasion and emotional and physiological states, and the sources of self-efficacy of teacher candidates did not show a significant difference according to their gender and the high school they graduated from. It has been determined that the ICT teacher candidates have a high level of TPACK competence. It has been concluded that female teacher candidates have higher competence than male teachers in terms of TPACK general competencies and sub-dimensions of exertion and ethics, but there is no significant difference between teacher candidates according to the high school they graduated from. The results determined that the sources of self-efficacy together give a meaningful relationship with the TPACK competencies of ICT teachers and explain about 24% of the total variance in TPACK competencies. In addition, sources of self-efficacy that statistically predict teachers' TPACK competencies significantly were determined as mastery experiences and emotional and physiological states. Finally, the sources of self-efficacy together give a significant relationship with the TPACK competencies of the ICT teacher candidates, explain about 31% of the total variance of the TPACK competencies, and the sources of self-efficacy that statistically predict the TPACK competencies of the teacher candidates significantly were determined as vicarious experiences with mastery experiences.
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    Bilişim teknolojileri öğretmenlerinin ve öğretmen adaylarının öz-yeterlik kaynakları ile teknolojik pedagojik alan bilgileri arasındaki ilişki /
    (Eğitim Bilimleri Enstitüsü, 2021) Demirci, Fatih; Deryakulu, deniz; Other
    In this study, it is aimed to examine the relationships between the sources of self-efficacy of ICT teachers and teacher candidates and their technological pedagogical content knowledge. In addition, it is aimed to determine whether the sources of self-efficacy of ICT teachers and teacher candidates and their technological pedagogical field knowledge differ according to gender, total service duration, graduated higher education program, age, type of institution and the type of high school graduated from. The research was carried out by survey research method, one of the quantitative research methods. ICT teacher candidates and ICT teachers took part in the study group of the study together. The teacher candidates in the study group consisted of fourth-grade students (N = 505) of the Computer and Instructional Technologies Education (CITE) departments of education faculties in the 2018-2019 academic year, and the teachers were composed of ICT teachers (N = 306) working in state institutions. In the research, "Sources of Self-Efficacy Inventory" and "TPACK-Deep Scale" were used as data collection tools, and SPSS 21.00 package programs were used in the process of data processing and analysis. The results obtained indicate that the sources of self-efficacy that affect the self-efficacy beliefs of ICT teachers are mastery experiences, verbal persuasion, vicarious experiences and emotional and physiological states, and the sources of self-efficacy of ICT teachers showed no significant difference according to the gender of the teachers and the faculty they graduated from. In addition, it is concluded that emotional and physiological states affect teachers with a service life of 0-5 years more than teachers with a service life of 16 years or more, the youngest teachers in the age range of 22-32 more than the oldest teachers aged 38 and over, and finally, the teachers working in secondary schools more than the teachers working in vocational and technical Anatolian high schools. It is also found that ICT teachers have a high level of TPACK competence and this competence does not differ according to the gender, length of service, higher education programs they graduated from and the institution they work in, but ICT teachers who are 38 and over have better exertion skills compared to teachers between the ages of 22-32. The sources of self-efficacy affecting the self-efficacy beliefs of ICT teacher candidates were determined as vicarious experiences, mastery experiences, verbal persuasion and emotional and physiological states, and the sources of self-efficacy of teacher candidates did not show a significant difference according to their gender and the high school they graduated from. It has been determined that the ICT teacher candidates have a high level of TPACK competence. It has been concluded that female teacher candidates have higher competence than male teachers in terms of TPACK general competencies and sub-dimensions of exertion and ethics, but there is no significant difference between teacher candidates according to the high school they graduated from. The results determined that the sources of self-efficacy together give a meaningful relationship with the TPACK competencies of ICT teachers and explain about 24% of the total variance in TPACK competencies. In addition, sources of self-efficacy that statistically predict teachers' TPACK competencies significantly were determined as mastery experiences and emotional and physiological states. Finally, the sources of self-efficacy together give a significant relationship with the TPACK competencies of the ICT teacher candidates, explain about 31% of the total variance of the TPACK competencies, and the sources of self-efficacy that statistically predict the TPACK competencies of the teacher candidates significantly were determined as vicarious experiences with mastery experiences.
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    Chemical characterization of the fatty acid compositions and antimicrobial activity of sumac (rhus coriaria l.) fruits, growing naturally in Turkey and sold in herbalist markets
    (Ankara Üniversitesi, 2020) Yılmaz, Gülderen; Ekşi, Gülnur; Demirci, Betül; Demirci, Fatih; https://orcid.org/0000-0002-6569-4766; https://orcid.org/0000-0002-6869-8703; https://orcid.org/0000-0003-2343-746X; https://orcid.org/0000-0003-1497-3017; Eczacılık Fakültesi
    Objective: The aim of this study was to compare the fatty acid components and antimicrobial properties of R. coriaria L. samples which were sold as powder and grains that show natural distribution in Tunceli and Siirt. Material and Method: After the seeds were weighed and powdered, fixed oils were obtained by using soxhalet apparatus. Obtained fixed oils were analyzed by GC and GC / MS methods after methylation process. In vitro antimicrobial activity studies of the samples were performed using six different Gram negative and Gram positive bacteria and Candida albicans using EUCAST disc diffusion and CLSI microdilution methods. Result and Discussion: The main fatty acid components of all samples were determined as oleic acid (42.2 - 43.3%), linoleic acid (25.2 - 28.5%) and palmitic acid (18.4-221.5%), respectively. In vitro antimicrobial activity of fixed oils, such as Escherichia coli NRRL B-3008, Staphylococcus aureus ATCC 6538, S. epidermidis ATCC 14990, Pseudomonas aeruginosa ATCC 27853, Bacillus subtilis NRRL B-A78 A78. Results were compared with standard antimicrobial agents and MIC values> 2.5 - 0.22 mg/ml. The results were found to be significant in terms of antimicrobial efficacy