Browsing by Author "Erdemir, N."

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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.
Determining Students' Attitude Towards Physics Through Problem-Solving Strategy
(2009) Erdemir, N.
In this study, the effects of teacher-directed and self-directed problem-solving strategies on students' attitudes toward physics were explored. Problem-solving strategies were used with the experimental group, while the control group was instructed using traditional teaching methods. The study was conducted with 270 students at various high schools in Turkey. Data obtained from the sample was analyzed using a one-way ANOVA analysis. The findings indicated that students in the experimental group made more positive improvement in attitude towards physics than the control group. Thus, teachers may integrate problem based strategies in their teaching practice and let their students increase their positive attitude toward physics. As a result of this increase, students could have better success in physics. © 2009 HKIEd APFSLT.
The Effect of Powerpoint and Traditional Lectures on Students' Achievement in Physics
(2011) Erdemir, N.
The effect of PowerPoint in physics education is continuously debated, but both supporters and opponents have insufficient empirical evidence. PowerPoint's use in physics lectures has influenced investigations of its effects on student achievement (e.g., overall exam scores) in comparison to presentations based on traditional lectures (e.g., "chalk-and-talk"), and PowerPoint-assisted lectures. Thus far, comparisons of overall exam scores have received mixed results. The present study classifies overall exam scores into auditory, graphic and figures, and slides scores to reveal new insights into the effects of PowerPoint presentations (PPP) on student achievement. Analyses considered the success of the lecture information that was presented to students without the use of PowerPoint (i.e., traditional lectures), as well as auditory and visual information displayed on PowerPoint slides. Data were collected from 90 student teachers via pre- and post-tests. The students at experimental group who participated in lectures supported by PPPs had higher grades than the control group who were solely taught through traditional presentations. The present study supports the premise that the "intelligent use" of PPPs in physics instruction is capable of increasing the students' success. © ISSN:1304-6020.