Browsing by Author "Olkun, Sinan"

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    Akademik Yayın Süreci ve Bazı Saptamalar
    (2005) Olkun, Sinan
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    Analysis of computer teachers’ online discussion forum messages about their occupational problems
    (2007) Deryakulu, Deniz; Olkun, Sinan
    This study, using content analysis technique, examined the types of job-related problems that the Turkish computer teachers experienced and the types of social support provided by reciprocal discussions in an online forum. Results indicated that role conflict, inadequate teacher induction policies, lack of required technological infrastructure and technical support, and the status of computer subject in school curriculum were the most frequently mentioned problems. In addition, 87.9% of the messages were identified as providing emotional support, while 3.1% messages were identified as providing instrumental support. It is concluded that content analysis technique provides an invaluable tool to understand the nature of communication and social interaction patterns among users in online environments. CMC in education should not only be considered to be a tool for content delivery and instructional interaction, but also a feedback mechanism and a platform for professional support, as well as an informal learning environment.
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    Analyzing and Enhancing Geometric Transformation Skills of Elementary Education pre-Service Teachers within an International Context
    (2007) Johnson, Gwen; Erdem, Aliye; Gerretson, Helen; Olkun, Sinan; Smıth, Gleen Gordon
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    Children's Understanding of Rectangular Solids Made of Small Cubes
    (2008) Olkun, Sinan; Knaupp, Jonathan E.
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    Çocuklarda bilişsel sayı temsilinin karşılaştırılması Türkiye ve İran örneği
    (Eğitim Bilimleri Enstitüsü, 2013) Azimi, Hadi; Olkun, Sinan; Matematik
    The studies on differences in comprehension of Maths between American and Asian children have constantly shown that the Asian children are more successful than their American peers. It is thought that this success can be affected by the differences between Asian language groups and the others. For that purpose a study previously carried out first between the Chinese, Korean and Japanese students whose languages belong to Asian language groups and American, Swedish, French students; and late held in Turkey was replicated in Iran under the same circumstances. The effect of Persian language on comprehension of Decimal System of Numeration which share common features with English, French and Swedish languages which belong to Indo-European languages has been examined. The study includes 56 first graders coming from two different schools. The students were shown several cards with numbers and wanted to show those numbers with Base Ten Blocks. The first choice of the students who speak Asian languages was the base ten System representation in which both tens and ones can be used properly. In this usage digit places were represented more appropriately. The ones who speak European Languages preferred to count the units. However, Turkish students use tens and ones more appropriately than American, French and Swedish children; however in the end of the two processes they used them only more appropriately than American children. When examining Iranian students, they also preferred to count the tens and ones as American, French and Swedish children did. And after the second application, it is observed that Iranian children were more successful than their American, Turkish, French and Swedish peers. Consequently, the differences in the languages may be effective on mental representation of numbers and especially basic arithmetic calculations at younger ages (Miura, Okamoto, Kim, Chang, Steere ve Fayol, 1993). However, in the longer term, the differences in numerical skills between children who belong to different cultures may be under the influence of various potential reasons such as home and school experience (Huntsinger, Jose, Liaw, & Ching, 1997; Wang & Lin, 2009). Thus, the number language difference is just a partial explanation for the observed differences. In this research, since the number of participants is not large enough, future research should be done with more participants, between more countries and with more refined comparisons. Another alternative approach is that some steps are taken for teaching early numerical skills to children and some research is done to understand if the children who have a more regular language learn faster than the children who have an irregular language. On the other hand, the research, which shows how the regularity of spoken number words affects learning, contributes to the development of learning as well as increase our perception of numerical thinking.
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    Comparing and Enhancing Spatial Skills of Pre-service Elementary School Teachers in Finland, Taiwan, USA, and Turkey
    (2009) Olkun, Sinan; Fen Fakültesi
    In this study, we compared initial spatial skills of pre-service elementary school teachers in four countries, Taiwan, Finland, United States, and Turkey, and evaluated improvement of these skills by means of interactive computer programs. The study employed a pretest, treatment, posttest design with experimental and control groups. The experimental groups participated in transformational geometry visualization exercises, based on "spatial weaning," once a week for six weeks of approximately 15-25 minutes each session. The Differential Aptitude Test, Space Relations Subset served as the pre and posttests. Pre-test scores showed a pattern similar to those seen in international comparative studies. Finnish students scored higher, Taiwanese students scored second, USA students placed third, and the Turkish students scored last on a three dimensional test of spatial visualization. For the Turkish and Taiwanese participants, the experimental groups improved significantly more than the control groups, while the Americans and Finnish students showed no such significant improvements. There were various retesting effects, of which the Finnish sample showed the most. Implications for spatial training are discussed. © 2009.
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    Establishing conceptual bases for the measurement of volume
    (2003) Olkun, Sinan
    Fourth grade students’ understanding of rectangular solids made of small cubes was investigated. A three-phase procedure was utilized. First, interviews were conducted individually to assess the students’ level of functioning in cube-enumeration tasks. Second, participants were engaged in equal sharing of spatial constructions. Last, postinterviews were conducted to probe students’ improvements as revealed by their use of enumeration strategies. Students used three distinct conceptualizations for the arrays of cubes depending on what they formed as unit and how they structured the whole building. Initially, their structuring was distracted by the complexity of buildings and none of them used the same strategies consistently across problems. During the instruction, they exhibited the same conceptualizations and transitioned from one to the other. After the intervention, all the students consistently used layering strategies regardless of the complexity of the buildings. Equal-sharing situations coupled with coloring activities paved the road in establishing units, composite units, and unit iteration.
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    Farklılaştırılmış öğretim uygulamalarının matematik başarısına etkisi
    (Eğitim Bilimleri Enstitüsü, 2012) ; Şaldırdak, Banu; Olkun, Sinan
    Bu çalışmada farklılaştırılmış öğretim uygulamalarının öğrencilerin matematik başarısınaetkilerinin belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubunu İstanbul ili Pendik merkez ilçesinde yer alan, 2010-2011 eğitim-öğretim yılında bir devlet okulunda öğrenim gören beşinci sınıf öğrencileri oluşturmaktadır. Öğrencilerle ilgili veriler, e-okul sisteminden sağlanmıştır. Öğrencilerin matematik dersi birinci dönem puanı (üç yazılı sınav notu, ders ve etkinliklere katılım notu, bir performans görevi notu) ile ikinci dönem birinci yazılı sınav puanlarının ortalaması alınarak bir değerlendirme yapılmıştır. İki eşit grup yapmak için 450 öğrenci içinden 50 öğrenci seçilmiştir. Bu gruplardan, deney ve kontrol grupları yansız atama ile belirlenmiştir. Araştırma öntest – sontest kontrol gruplu deneysel desen modeline göre tasarlanmıştır. Araştırmada uzman görüşü alınarak araştırmacı tarafından geliştirilen “Matematik Başarı Testi” veri toplama aracı olarak kullanılmıştır. Farklılaştırılmış öğretim uygulamalarının, öğrencilerin deney öncesi ve sonrasındaki ‘Matematik Başarı Testi’ puanlarında istatiksel bir etkisinin olup olmadığını test etmek amacıyla tek faktör üzerinde tekrarlı ölçümler için iki faktörlü ANOVA; cinsiyetin farklılaştırılmış öğretim uygulamaları ile ders işleyen öğrencilerin matematik başarı düzeyleri üzerinde istatiksel bir fark bulunup bulunmadığını test etmek için Tek Faktörlü Kovaryans Analizi ve öğrencilerin farklılaştırılmış öğretim uygulamaları hakkındaki görüşlerini belirlemek için öğrenci kompozisyonları aracılığıyla toplanan nitel verilerleiçerik analizi yapılmıştır. Nicel verilerin analizinde SPSS 15.0 kullanılmıştır. Bu verilerin yorumlanmasında p=0,05 anlamlılık düzeyi kabul edilmiştir. Bu araştırmadan elde edilen bulgular,farklılaştırılmış öğretim uygulamalarının öğrencilerin matematik başarısındaolumlu yönde etkili olduğunu göstermiştir. Ayrıca, farklılaştırılmış öğretim uygulamalarının erkek ve kız öğrenciler arasında öğrenme başarıları açısından erkek öğrenciler lehine fark yarattığı belirlenmiştir.İlköğretim matematik eğitimi açısından doğurgular tartışılmaktadır.Abstract The purpose of this study is to determine the effects of differentiated instruction practiceson students’mathematics achievement. Participants were fifth grade students from a public school in 2010 – 2011 academic year in Pendik central district in Istanbul. The initial information about the students was collected from e-school system. An evaluation was made based on the average of the first term scores (the scores of three examinations, participation in course activities, a score of performance study) and second term first examination scores. Out of 450 students,50 students were selected to make two equal groups. Then each group wasrandomly assigned into the experimental and the control group. The research was an experimental design with pretest - posttest control groups. In the study "Mathematics Achievement Test" which is developed by the researcher by taking expert opinion, was used as the data collection tool. The two-factor ANOVA for repeated measures on one factor (split-plot ANOVA) was used for testing the statistical effects of differentiated instruction practices of students on the scores of 'Mathematics Achievement Test' before and after the experiment. The One Factor analysis of covariance (ANCOVA Factor One) was used for testing the significant difference of the gender on students having the lessons with differentiated instruction practices. The content analysis of qualitative data, which were collected from student compositions, was used for students’ views of the differentiated instruction practices. In all statistical analysis significance level criteria have been set to 0.05. In quantitative analysis, SPSS 15.0was used. The results of this study indicated that there was a positiveeffect of differentiated instruction practicesonstudents’ mathematics achievement. Moreover, there are differences between female and male students on differentiated instruction practices in terms of mathematical learning success in favor of males. Implications for mathematics education at elementary grades were discussed.
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    Geometric explorations with dynamic geometry applications based on van Hiele levels
    (2005) Olkun, Sinan; Sinoplu, N. Beylem; Deryakulu, Deniz
    The purpose of this paper is to present classroom-tested geometry activities based on the van Hiele geometric thinking levels using dynamic geometry applications. The other ideas behind the activities include teacher questioning, active student participation, and studentcentered decision-making. During the lessons student teachers engaged in self-exploration and reinvention of geometric relations. It was evident from the episodes that students raised their level of geometric thinking by building on their current geometric understanding.
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    İlköğretim 3., 4. ve 5. sınıf öğrencilerinin standart sözel problemlerde işlem seçimleri
    (2004) İskenderoğlu, Tuba; Akbaba Altun, Sadegül; Olkun, Sinan
    Bu çalışmanın amacı anahtar sözcük içeren ve içermeyen standart sözel problemlerde öğrencilerin işlemi neye göre seçtiklerini ortaya çıkarmaktır. Bu amaçla Bolu ilinde sosyo-ekonomik düzeyi orta-düşük bir ilköğretim okulundan 3, 4 ve 5. sınıflardan toplam 9 öğrenci ile klinik görüşmeler yapılmıştır. Veriler analiz edildiğinde öğrencilerin genellikle problem çözme sürecinde anahtar sözcükleri kullanmaya çalıştıkları görülmüştür. Bulguların ilköğretimde matematik eğitimi açısından doğurguları tartışılmaktadır. The purpose of this research was to investigate elementary school students’ successes in choosing the correct arithmetic operation for different types of standard word problems. Clinical interviews were conducted with 3rd, 4th and 5th grades of an elementary school located in a mid-low socioeconomic area in Bolu. Data were analyzed using qualitative methods. Results showed that students generally used key words when they were solving word problems. Implications for mathematics education at the elementary level were discussed.
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    İlköğretim 7. sınıf dörtgenler konusunun öğretiminde dinamik geometri yazılımlarının etkisi
    (Eğitim Bilimleri Fakültesi, 2009) Gülbağcı, Hande; Olkun, Sinan; Eğitim Programı ve Öğretimi Bölümü
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    İlköğretim öğrencilerinin bilgisayar deneyimleri ile uzamsal düşünme ve geometri başarıları arasındaki ilişki
    (2003) Olkun, Sinan; Altun, Arif
    Bilgisayarın okullarda ve okul dışında kullanımı gittikçe yaygınlaşmaktadır. Özellikle, Dünya Bankası tarafından desteklenen bir proje ile Milli Eğitim Bakanlığına bağlı devlet okullarında 15 000 bilgisayar laboratuarının kurulması öğrencilerin bilgisayar teknolojileri ve uygulamaları ile daha erken yaşlarda tanışmalarını sağlama da önemli bir girişim olarak kabul edilebilir. Bunun sonucu olarak, ilköğretimin 4. ve 5. sınıflarından itibaren bazı okullarda seçmeli ders olarak bilgisayar dersi verilmektedir. Ayrıca, öğrenciler kendi evlerinde de bilgisayarla tanışma ortamı bulmakta; bazı öğrenciler ise bu imkanların hiç birisinden yararlanamamaktadır. Gerek okul içi gerekse okul dışı bilgisayar deneyimlerinin öğrencilerin başarısına ne ölçüde etki ettiği, özellikle de uzamsal düşünme ve geometri başarıları arasında bir ilişkinin olup olmadığının araştırılması gerekmektedir. Bu çalışmanın amacı ilköğretim öğrencilerinin bilgisayar sahibi olma ve çeşitli bilgisayar deneyimleri ile uzamsal düşünme ve geometri başarıları arasındaki ilişkileri araştırmaktır. The purpose of this study was to investigate the relationship among elementary school students’ computer experience, computer ownership and their achievement in geometry. Assesed were 297 fourth and fifth grade students from four different school sites. Results showed that students who have computer at home and have an earlier computer experience scored higher in geometry test than those who do not have computers and who do not have any earlier computer experience respectively. Results also showed that the difference is getting wider. It was concluded that measures should be taken to increase computer access in schools located in poorer socio-economic areas to decrease the social disequity.
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    İlköğretim öğrencilerinin eleştirel düşünme becerileriyle matematik başarıları arasındaki ilişki
    (Eğitim Bilimleri Enstitüsü, 2011) Ayrancı, Saadet Açıkgöz; Olkun, Sinan; Other
    The aim of this research is to find out the relationship between the critical thinking skills and mathematics achievements of 8 th grade students. For that reason, the relation between the critical thinking skills of 8 th grade students and the determinants such as their genders, socio-economic area of the schools, their mathematics success in SBS, grade average points in maths, maths achievement test and their attitudes to maths have been searched.In this paper, descriptive and relational models have been used. The research has been conducted on 285 students attending three state primary schools affiliated to the directorate of Eskisehir Ministry of National Education in 2009-2010 academic year. The schools have been selected, according to the socio-economic status (lower-middle-upper), the number of students and the school's physical facilities. While composing the data, the maths achievement test, Cornell Critical Thinking Test Level X, mathematics attitude scale, mathematics success in SBS and grade average points in maths have been used.To find out whether there is a relationship between the students' levels of critical thinking and gender variable, "Independent Samples T Test" has been used. Also, to find out whether there is a relationship between the students' levels of critical thinking skills and the socio-economic status variable "One-Way Analysis of Variance" (F) test has been used. "Pearson Correlation" has been used for relational analysis and "Stepwise Multiple Regression" has been used to define the amount of the independent variables clarifying the students' critical thinking skills.In general, following results have been obtained in this research. The students? critical thinking skill levels in sample group are relatively lower than the students? in western countries. It has been found that there is not a significant difference between the students? critical thinking skills and gender variable. On the other hand; it has been recognised that the socio-economic regions in which schools are located are directly related.The best predictors of the student?s total scores of the ?Cornell Critical Thinking Test? are, respectively; mathematics success in SBS, socio-economic variables and mathematics achievement test. 37 percent of the observed variance of students? critical thinking skill levels has been explained by mathematics success in SBS, socio-economic variables and maths achievement test, however; students' grade average points in maths, maths attitude scores and gender variables don?t have any effects on the total scores of the ?Cornell Critical Thinking Test?.
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    İlkokul öğrencilerinin analog çoklukları karşılaştırma becerilerinin; matematiğin sayı, geometri öğrenme alanları ve hesaplama performanslarıyla ilişkisi
    (Eğitim Bilimleri Enstitüsü, 2019) Yılmaz, Cansev; Olkun, Sinan; Aylar, Ebru; Matematik
    The aim of this study was to investigate the relationship between primary school students' analog magnitude comparison skills (AMCS) and their achievement scores obtained from number and geometry learning areas tests and calculation performance tests as well as to investigate the difference between grades. The research was carried out using a relational survey model. Participants were 1st, 2nd, 3rd, 4th graders who were in the first month of the academic year. They were conveniently selected from a public school in Etimesgut; a socioeconomically diverse district of Ankara province which is located in mid-Anatolia, in Turkey. The tests were applied to 368 students in the classroom settings. When the scores from the tests were analyzed, AMCS scores were found to have a significant relationship with number test scores at 1st and 2nd grades, and with calculation test scores only at 2nd grade. To what degree the AMCS scores explained the variance in number, geometry-measurement and calculation performance scores were investigated. The results indicate that the number scores are significantly explained by AMCS scores for all grade levels. AMCS scores predict calculation performance scores only for 2nd grade, while predicting all tests scores for 4th grade. Participants were divided into upper and lower achievement groups for each class level based on their math achievement scores and whether there is a significant difference between the AMCS scores of these groups was investigated. A significant difference was found between the 1st and 2nd grades. When the difference of AMCS scores between the grade levels was investigated, it was observed that the 1st and the 2nd grade averages are significantly different and less than that of 3rd and 4th grades. The result of this study indicates that AMCS has an effect on learning the number, calculation and geometry-measurement content domain. In particular, it affects learning among number content domain at the 1st and 2nd grades. In addition, in terms of accuracy and speed, AMCS progresses parallel to the grade levels. It is thought that this result is important during and evaluating mathematics education for the content domains investigated in this study. It is thought that this study will contribute to the field of mathematics education when it is supported by the several studies.
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    İlkokul öğrencilerinin analog çoklukları karşılaştırma becerilerinin; matematiğin sayı, geometri öğrenme alanları ve hesaplama performanslarıyla ilişkisi
    (Eğitim Bilimleri Enstitüsü, 2019) Yılmaz, Cansev; Olkun, Sinan; Aylar, Ebru; Eğitim Bilimleri Fakültesi
    Çalışmanın amacı ilkokul öğrencilerinin, sayı hissini meydana getiren yaklaşık sayı sisteminin gerektirdiği alt becerilerden biri olan, analog çoklukları karşılaştırma becerilerinin (AÇKB); matematiğin sayı, geometri öğrenme alanları, hesaplama becerisine yönelik oluşturulmuş başarı testlerinden aldıkları puanlarla ilişkisini araştırmaktır. İlişkisel tarama modeliyle desenlenen araştırmanın katılımcılarını; Ankara ili Etimesgut ilçesinde sosyo-ekonomik çeşitliliğe sahip bir devlet okulundan rastgele seçilmiş, 1., 2., 3., 4. sınıf öğrencileri oluşturmaktadır. Sınıf ortamında toplam 368 öğrenciyle uygulama yapılmıştır. Test puanları analiz edildiğinde AÇKB puanları; 1. ve 2. sınıf düzeyinde sayı testi puanlarıyla, hesaplama testinden alınan puanlarla ise sadece 2. sınıf düzeyinde ilişkili bulunmuştur. AÇKB puanlarının sayı, geometri-ölçme, hesaplama puanlarındaki değişimin ne kadarını açıkladığı araştırılmış; sayı testi puanlarını tüm sınıf düzeylerinde anlamlı düzeyde açıkladığı görülmüştür. AÇKB puanları; hesaplama testi puanlarını sadece 2. sınıf düzeyinde yordarken, 4. sınıf düzeyinde tüm test puanlarını yordadığı görülmüştür. Her sınıf düzeyi için oluşturulan alt ve üst başarı gruplarının AÇKB'leri arasında anlamlı düzeyde fark olup olmadığı incelenmiştir. Sayı alanı puanlarına göre 1. ve 2. sınıf alt grupları arasında anlamlı fark bulunmuştur. Sınıf düzeyleri arasında AÇKB puanları açısından anlamlı fark olup olmadığı araştırıldığında 1. sınıf ortalamasının, 3. ve 4. sınıflardan; anlamlı düzeyde farklı ve küçük olduğu bulunmuştur. AÇKB'nin; sayı, hesaplama ve geometri-ölçme alanlarındaki öğrenmeler üzerinde etkisinin olduğu, özellikle 1. ve 2. sınıflar düzeyinde ve sayı alanı öğrenmeleri arasında fark oluşturduğu, doğruluk ve hız nitelikleri bakımından sınıf düzeyi ile paralel olarak ilerlediği sonucuna ulaşılmıştır. Matematiğin söz konusu öğrenme alanlarına yönelik öğretiminin gerçekleştirilmesinde ve değerlendirilmesinde, ulaşılan sonuçların önemli olduğu; farklı çalışmalarla desteklendiğinde, çalışmanın matematik eğitimine katkı sağlayacağı düşünülmektedir. The aim of this study was to investigate the relationship between primary school students' analog magnitude comparison skills (AMCS) and their achievement scores obtained from number and geometry learning areas tests and calculation performance tests as well as to investigate the difference between grades. The research was carried out using a relational survey model. Participants were 1st, 2nd, 3rd, 4th graders who were in the first month of the academic year. They were conveniently selected from a public school in Etimesgut; a socioeconomically diverse district of Ankara province which is located in mid-Anatolia, in Turkey. The tests were applied to 368 students in the classroom settings. When the scores from the tests were analyzed, AMCS scores were found to have a significant relationship with number test scores at 1st and 2nd grades, and with calculation test scores only at 2nd grade. To what degree the AMCS scores explained the variance in number, geometry-measurement and calculation performance scores were investigated. The results indicate that the number scores are significantly explained by AMCS scores for all grade levels. AMCS scores predict calculation performance scores only for 2nd grade, while predicting all tests scores for 4th grade. Participants were divided into upper and lower achievement groups for each class level based on their math achievement scores and whether there is a significant difference between the AMCS scores of these groups was investigated. A significant difference was found between the 1st and 2nd grades. When the difference of AMCS scores between the grade levels was investigated, it was observed that the 1st and the 2nd grade averages are significantly different and less than that of 3rd and 4th grades. The result of this study indicates that AMCS has an effect on learning the number, calculation and geometry-measurement content domain. In particular, it affects learning among number content domain at the 1st and 2nd grades. In addition, in terms of accuracy and speed, AMCS progresses parallel to the grade levels. It is thought that this result is important during and evaluating mathematics education for the content domains investigated in this study. It is thought that this study will contribute to the field of mathematics education when it is supported by the several studies.
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    Öğrencilere hacim formülü ne zaman anlamlı gelir?
    (2003) Olkun, Sinan
    Bu araştırmanın amacı ilköğretim 4-5-6 ve 7. sınıf öğrencilerinin küçük küplerden yapılmış dikdörtgen prizmaları içindeki birim küp sayılarını bulmaktaki başarılarını ve bulurken ne gibi stratejiler kullandıklarını incelemektir. Araştırmaya üç değişik okulun anılan sınıflarından toplam 314 öğrenci katılmıştır. Öğrencilere küçük küplerden yapılmış çeşitli boyutlarda prizmalar çizim olarak sunulmuş ve öğrencilerden prizmaların içlerindeki birim küp sayılarını bulmaları istenmiştir. Veriler istatistiki yöntemlerle analiz edilmiştir. Bulgular, çoğu öğrencinin 7. sınıfta bile prizmalar içerisindeki birim küp sayılarını bulmakta zorlandıklarını ortaya çıkarmıştır. İlköğretimde matematik eğitimi açısından doğurgular tartışılmaktadır. The purpose of this study was to investigate 4- 5-6 and 7th grade students’ success and their strategies while they engaged in finding the number of small cubes in rectangular solids. A total of 314 students, from 3 different school sites were participated in the study. Students were preseted pictorial rectangular solids of different sizes and asked to find the number of unit cubes in them. Data were analyzed using statistical techniques. Results showed that many students, even at 7th grade had difficulty in finding the number of unit cubes in rectangular prizms. Implications for mathematics education at the elementary level were discussed.