Browsing by Author "Kocakaya, S."

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Analysis of Turkish High-School Physics-Examination Questions According To Bloom's Taxonomy
(2010) Kocakaya, S.; Gönen, S.
The purpose of this study was to analyse and compare the physics questions of the university entrance exam (OSS) with those asked at exams at different schools in Turkey in terms of the levels of cognitive domain of Bloom's Taxonomy. The study was carried out in four types of high schools (student age: 14-17): 'Ordinary', 'Vocational, 'Anatolian'and 'Science' from Diyarbakir, with 19 physics teachers. It was found that 72.5 per cent of the questions were of the lower-order cognitive skills (LOCS) type. Statistical tests showed that the question types were related to school type (P<0.001). On the other hand, about half of the questions asked in the university entrance examination (OSS) were of the higher-order cognitive skills (HOCS) type 50.9 percent and of the lower-order cognitive skills (LOCS) 49.1 per cent. This contradiction causes a problem between the assessment at high school and that at the OSS. © 2010 HKIEd APFSLT.
Classifying the Standards Via Revised Bloom’s Taxonomy: a Comparison of Pre-Service and In- Service Teachers
(IJESE, 2016) Kocakaya, S.; Kotluk, N.
The aim of this study is (a) to investigate the usefulness of Bloom’s revised taxonomy (RBT) for classification of standards, (b) to examine the differences and similarities between preservice teachers’ and in-service teachers’ classification of the same standards and (c) to determine which standards are vague and broad. The 45 standards, in the Turkish 10th Grade Physics Syllabus, were categorized by the 16 participants, who were divided into two groups. The first group included eight pre-service physics and the second group included eight in-service physics teachers, in Turkey. Firstly, each participant classified the standards using RBT individually, then, they classified the standards with their group. We compared their all classification of standards. The usefulness of Revised Bloom Taxonomy for classification of standards, the differences between individually classification and the groups’ and, differences between the pre-service and in- service teachers groups’ classifications, (c) the standards which are broad and vague were discussed. © 2016 Kocakaya and Kotluk.
Culturally Relevant/Responsive Education: What Do Teachers Think in Turkey
(Florida Gulf Coast University, 2018) Kotluk, N.; Kocakaya, S.
The aim of this study is to survey teachers' views about culturally relevant/responsive education (CRE), in Turkey, in terms of some variables. The study was designed as a descriptive survey model. The data were collected by means of a scale, Culturally Relevant Education View Scale (CREVS), developed by the researchers. The scale was implemented with 1302 teachers who were selected through random-stratified sampling and who are currently working in seven different provinces: Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul, and Trabzon. Descriptive statistics and non-parametric tests were used in the analysis of the data. The results clearly indicate that the teachers are mostly positive toward CRE, they view CRE as a needed education pedagogy (%87) and think CRE can be effective (%85), due to cultural diversity in Turkey. It also appeared that teachers are moderately concerned (%53) about CRE and that teachers' views differ significantly according to personal (gender), environmental (the geographical area where they grew up, the level of family socioeconomic status), educational (the graduation programs, branches/subjects, the experiences related to diversity/multicultural education), and professional (the number of cities they have worked, the province/city they teach currently) characteristics. Based on our findings, we suggest making CRE a central part of teacher education, both during initial preparation and during professional development. © 2018, Florida Gulf Coast University. All rights reserved.
An Educational Dilemma: Are Educational Experiments Working
(2011) Kocakaya, S.
The main aim of this study is to investigate the biased effects which affect scientific researches; although most of the researchers ignore them, and make criticism of the experimental works in the educational field, based on this viewpoint. For this reason, a quasi-experimental process has been carried out with five different student teachers groups, to see the John Henry effect which is one of those biased artifacts. At the end of the whole process, it was seen that the John Henry effect plays a great role on students' achievements. At the end of the study, experimental works were discussed on the basis of those artifacts and some recommendations were presented on how we can reduce the effects of those artifacts or how we can use them to get benefit for our experimental works. © 2011 Academic Journals.
The Effect of Creating Digital Storytelling on Secondary School Students' Academic Achievement, Self Efficacy Perceptions and Attitudes Toward Physics
(International Journal of Research in Education and Science, 2017) Kotluk, N.; Kocakaya, S.
The purpose of this study is to examine the effect of Digital Storytelling (DST) on the (a) academic achievement, (b) attitude towards physics and (c) self efficacy perception of secondary school students. This study consists of an experimental group and a comparison group which are formed by equal number of students. The six-weeks study adopted a pretest and posttest experimental design involving 64 students in two physics classes taught by the same teacher. Digital story telling was additionally applied in experimental group. Nonparametric Tests have been used in the data analysis. Our findings indicate that DST participants performed significantly better than comparison group participants in terms of physics achievement. While in comparison group students' self-efficacy perceptions and attitudes toward physics decreased, in experimental group there was not any difference. © 2017, International Journal of Research in Education and Science. All rights reserved.
Effects of Demographic and Affective Characteristics on Physics Achievement: a Structural Equation Modeling Approach
(2013) Kocakaya, S.; Gönen, S.
In this study the process of how socioeconomic status, specifically parents' education, income and students' prior learning affect the children's academic achievement and affective characteristics (attitude and self-efficacy) were examined. The study was performed on 205 17-18-year-old students. Parents' years of schooling was also found to be statistically important as socioeconomic factor to be considered in both policy and research on school-age children. It is found that parents' education and students' prior learning have direct effect on achievement and affective characteristics. On the other hand, family income has indirect effect on achievement and affective characteristics through student prior learning.
Physics Pre-Service Teachers' Views on Stem Activities
(The Education University of Hong Kong, 2018) Kocakaya, S.; Ensari, Ö.
The goal of this project is to analyze the views of pre-service physics teachers on STEM education and STEM activities. For this purpose, qualitative approach and semi structured interview forms were used as data collection tools. The interview forms were analyzed using content analysis technique. The participants of the study are eight students from Van Yuzuncu Yil University, Faculty of Education, Department of Physics Education. They conducted a research project as part of 'Research Project in Field Education' course and organized a science festival that included six STEM activities for twenty secondary school students. To illustrate the views of pre-service teachers' on STEM activities, the data were obtained from structured interview forms and then qualitatively analyzed. The results indicate that pre-service teachers think that STEM activities were fun, more permanent, more perceptible and more remarkable, and provide active participation. They also indicated that most of them did not have any difficulties in planning and implementing STEM activities and their motivation in the process increased positively. The participants also stated that they would like to use STEM activities in their classes in the future. Pre-service teachers' perceptions, attitudes and opinions about teaching methods and in-class activities may determine the methods and activities they will use in their own classes in the future. Determining the views of pre-service teachers' on STEM activities may therefore affect the studies on STEM education. © 2018 EdUHK APFSLT.