Browsing by Author "Kotluk, N."

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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.
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.