Browsing by Author "Bakirci, H."

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Determining of Student Teachers Self-Confidence Using Technology in Instruction
(2009) Erdemir, N.; Bakirci, H.; Eyduran, E.
Using of teaching aimed technology in Higher Education Institutions has increased in recent decades, but problems related to teaching and learning still are on the agenda. The purpose of the research was to determine student teachers opinions about preparing skill and the capability of using the internet, computer and teaching aimed technology in instruction, based on the different variables. The study was conducted with 325 student teachers from two different education faculties. They enrolled in preschool, primary school (class teacher), social science and Turkish Language, and elementary mathematics and science from these two Faculties of Education. As a scale, 29-item Likert-type Technology Attitude Scale was used. Data were analyzed with mean, ANOVA and Chi-Square statistics on computer, using SPSS 15.50 package program. Student teachers expressed that they did not feel enough themselves in the use of the internet and computer for education, that they were adequate in the use of the search engines for education, and they could prepare simple materials for teaching, but complex and multi-aimed educational devices. It has been concluded that female student teachers were better than males in self-confidence based on the use of teaching -aimed technology. Student teachers should be given project and research-based assignment to improve themselves about using computer and technology learning.
Stem Education Effect on Inquiry Perception and Engineering Knowledge
(Ozgen Korkmaz, 2022) Kutlu, E.; Bakirci, H.; Kara, Y.
Despite the adoption of modern educational approaches such as activity-based, laboratory-based, technology enhanced science education, it is known that in most cases, students have difficulties in achieving desired learning goals such as developing inquiry skills and engineering knowledge. The efforts of science educators to ensure that students reach the desired learning goals have led to the development of new educational approaches. It is then necessary to put the emerging educational approaches into practice, to determine their effects in practice, and to determine the level of achieved learning goals. Therefore, the study intends to examine the effect of Science, Technology, Engineering and Mathematics (STEM) supported science teaching on the perception of inquiry learning skills and engineering knowledge level of 8th graders regarding Basic Machines unit. Quasi experimental research design was adopted. The study was conducted with 8th grade students. The participant students were recruited through easily accessible sampling method. This study was implemented during five weeks. The Inquiry Learning Level Perception Scale (ILSPS) and the Engineering Knowledge Level Scale (EKLS) were data collection tools. The data obtained revealed that STEM supported science teaching was effective on 8th graders inquiry learning skill perception and engineering knowledge levels. It is recommended to carry out comprehensive studies to reveal the effect of STEM-supported science teaching on students’ design skills in the 21st century. © 2022, Ozgen Korkmaz. All rights reserved.