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Öğe An Application of Digital Portfolio with the Peer, Self and Instructor Assessments in Art Education(ANI YAYINCILIK, 2009) Dikici, AyhanProblem statement: In art education, one of the most difficult tasks is to evaluate the artistic works of students. Portfolio assessment is a method of assessment that is commonly used in artistic education. The major research question investigated in the study is: "What are the advantages and disadvantages of digital portfolio in an art classroom?" Purpose of the study: The first aim of this study is to investigate digital portfolio assessment in higher art education with the combination of self, peer and instructor ratings. The second aim is to determine opinions and perspectives of the students on the self and on peer and instructor assessment. Research method: This research contains data collected from 34 students. The students were 14 males and 20 females. Age levels of the students ranged from 21 to 28. The students were asked to prepare their portfolio in the computer environment. The students were given 4 weeks to prepare the digital portfolios. The digital portfolios were evaluated as to the rubric which was previously prepared and adopted by the students and researcher. The students first evaluated their own portfolios and then those of their peers. Finally, the researcher evaluated all of the portfolios. Results and discussion: Regarding the evaluation of the results, the lowest correlation values were found between the instructor and the peer, and the highest correlation values were found between self and the peer. In the interviews with the students, the students judged the peer assessment to be less trustworthy than instructor assessment. The hesitation of the students about self assessment and the peer assessment might be caused by Turkish culture, because an instructor as a superior authority figure is always considered the most trustworthy person by the Turkish students. Recommendations: In terms of educational applications, digital portfolio as an assessment tool should be improved and widely applied in classroom settings where the subjects especially deal with artistic art works. In art teacher training programs, the importance of triadic assessment should be seriously taken into account. This would be vitally important to teach how viable criteria can be set up for the assessments.Öğe An application of digital portfolio with the peer, self and instructor assessments in art education(Ani Publishing, 2009) Dikici, AyhanProblem statement: In art education, one of the most difficult tasks is to evaluate the artistic works of students. Portfolio assessment is a method of assessment that is commonly used in artistic education. The major research question investigated in the study is: “What are the advantages and disadvantages of digital portfolio in an art classroom?” Purpose of the study: The first aim of this study is to investigate digital portfolio assessment in higher art education with the combination of self, peer and instructor ratings. The second aim is to determine opinions and perspectives of the students on the self and on peer and instructor assessment. Research method: This research contains data collected from 34 students. The students were 14 males and 20 females. Age levels of the students ranged from 21 to 28. The students were asked to prepare their portfolio in the computer environment. The students were given 4 weeks to prepare the digital portfolios. The digital portfolios were evaluated as to the rubric which was previously prepared and adopted by the students and researcher. The students first evaluated their own portfolios and then those of their peers. Finally, the researcher evaluated all of the portfolios. Results and discussion: Regarding the evaluation of the results, the lowest correlation values were found between the instructor and the peer, and the highest correlation values were found between self and the peer. In the interviews with the students, the students judged the peer assessment to be less trustworthy than instructor assessment. The hesitation of the students about self assessment and the peer assessment might be caused by Turkish culture, because an instructor as a superior authority figure is always considered the most trustworthy person by the Turkish students. Recommendations: In terms of educational applications, digital portfolio as an assessment tool should be improved and widely applied in classroom settings where the subjects especially deal with artistic art works. In art teacher training programs, the importance of triadic assessment should be seriously taken into account. This would be vitally important to teach how viable criteria can be set up for the assessments. © 2009, Ani Publishing. All rights reserved.Öğe Creative drama course in college of education: A study of content analysis(2008) Dikici, Ayhan; Yavuzer, Yasemin; Gundongdu, RezzanDrama at primary teaching course is given as a compulsory course to students enrolling department of the primary teaching in college of education in Turkey. In drama, assessment is problematic as the content of the lesson often deviates from the plan because of spontaneous input from the students and on-the-spot changes in direction by the instructors. This paper is present an assessment model for the creative drama at education. The research was carried out with 213 teacher candidates enrolling drama at primary teaching course. One group pre-test and post-test models were formed in the research. The candidates were required to write letters to one of their friends on the creative drama in the first week of the program. The program lasted 14 weeks and at the end of it candidates were required to write letters as the post-tests. By analyzing the letters with content analysis method, main themes and sub-themes were formed. The increase between pre-test and post-test frequencies in the way of using themes in the letters were found. The correlation among main themes was investigated. It was seen that the students using concepts correctly in written letters as the post-tests.Öğe Examination of Factors Affecting Students' Reading-Comprehension Achievement with Structural Equation Modeling(Izzet Kara, 2018) Ulper, Hakan; Cetinkaya, Gokhan; Dikici, AyhanIt is noted in the light of several studies associated with the reading-comprehension skills that fluent word reading, connectives knowledge and fluent text reading are closely related to the comprehension skill. Hence it seems possible to create a model over these concepts and their interrelationships. Within the scope of this research two different models are proposed considering theoretical information. The study group of the research was composed of 263 secondary school students at a state school in Burdur province. Three different confirmatory factor analysis (CFA) were performed to see whether factor structures were confirmed on the sample by using the maximum estimate method of the AMOS 18 software. Analysis of Covariance and Multivariate Analysis of Covariance were performed to determine whether the demographic variables grade level and gender had a significant effect on the scale scores. These analyzes were also performed in the SPSS 18 program. It has been found that as the grade level of the students increases, connective usage konowledge increases, the fluent silent word reading, the fluent silent text reading, the reading comprehension and the academic achievements increase as the grade level increases. This research concluded that reading comprehension strongly and significantly predicted academic achievement. But however, fluent silent text reading did not predict reading comprehension significantly. According to the results of the research, the model formed by the sub-dimensions of binding usage information shows better fit.Öğe Okul Öncesi Kaynaştırma Sınıfı Öğretmenlerinin Öz Yeterlik (Algı) Ölçeği Geçerlik Güvenirlik Çalışması(2019) Keleş, Oğuz; Sığırtmaç, Ayperi Dikici; Dikici, AyhanBu araştırmada okul öncesi kaynaştırma sınıfı öğretmenlerinin öz-yeterlik (algı) belirlemekamacıyla bir ölçek geliştirilmesi, ölçeğin geçerlik ve güvenirlik çalışmalarının yapılarak alanakazandırılması amaçlanmıştır. Ölçek ilk olarak 2016-2017 Eğitim-Öğretim Yılı Bahar Dönemi’ndetoplam 310 öğretmene uygulanmıştır. 310 öğretmenden elde edilen veriler ile Açımlayıcı FaktörAnalizi (AFA) yapılmıştır. Daha sonra 281 öğretmene daha ulaşılmış ve 281 öğretmenden eldeedilen verilerle Doğrulayıcı Faktör Analizi(DFA) yapılmıştır. Toplamda 591 öğretmenden eldeedilen verilerle analizler yapılmıştır. Geliştirilen ölçek toplam varyansın %50.38’sini açıklamaktave faktör yükleri .356 ile .784 arasında değişmektedir. Açımlayıcı Faktör Analizi sonucunda 40madde ve dört boyuttan oluşan bir yapı elde edilmiştir. Ortaya çıkan boyutlar; 13 madde planlamave değerlendirme (PD), 11 madde bilgi ve iletişim (Bİ), 11 madde öğretim stratejileri (ÖS) ve beşmadde öğretim yöntemleri (ÖY) olarak adlandırılmıştır. Mahalanobis d2 değeri 71.90 ile 42.76arasında değişmekte ve anlamlılık düzeyi .001 den büyüktür. Doğrulayıcı faktör analizinin istenenmodifikasyonları yapıldıktan sonra elde edilen uyum indekslerinin kabul edilebilir uyum sınırlarıiçerisinde olduğu görülmüştür. Bu bulgulara dayanarak, Kaynaştırma Sınıfı Öğretmen öz-Yeterlik(algı) Ölçeği’nin geçerli ve güvenilir ölçümler üreten bir ölçme aracı olduğu ve öğretmenlerin özyeterlik(algı) ölçmek amacıyla kullanılabileceği söylenebilir.Öğe Özetleme Stratejilerinin Kullanımı ile Özetleme Başarımı Arasındaki İlişki(2020) Çetinkaya, Gökhan; Şentürk, Rahime; Dikici, AyhanBu araştırmanın amacı, öğrencilerin özetleme stratejilerini kullanım sıklığıile özetleme becerileri arasındaki ilişkiyi ortaya koymaktır. Araştırmanın katılımcılarınıeğitiminibeşinci, dokuzuncu ve üniversite birinci sınıfta sürdüren 246 öğrenci oluşturmuştur. Öğrencilerin özetleme stratejilerini kullanma sıklıklarına ilişkin veriler okuma-anlama, taslak özet metni oluşturma ve taslak özet metni gözden geçirme olmak üzere üç boyut 56 maddeden oluşan dörtlü likert tipi bir sormaca ile toplanmıştır. Özetleme becerilerine ilişkin veriler için öncelikle öğrencilere bir öykü verilmiş ve öyküyü özetlemeleri sonrasında özet metinlerini gözden geçirerek tekrar yazmaları istenmiştir. Yazılan özet metinler iki ayrı araştırmacı tarafından değerlendirme rubriği ile değerlendirilmiştir. Veriler istatistik programına aktarılmış ve çözümlenmiştir. Ulaşılansonuçlara göre öğrencilerin özetleme stratejilerini kullanım sıklığı ile özet başarımı arasında anlamlı bir ilişki vardır. Bunun yanında, özetleme stratejilerini kullanımsıklığı ve özetleme başarımı cinsiyet değişkenine göre kızlarınlehine anlamlı farklılık göstermiştir. Sınıf değişkenine göre ise özetleme stratejilerini kullanma sıklığında farkoluşmamış, özetleme başarımının iki alt boyutunda ise saptanmıştır.Öğe Perceptions of Creativity by Turkish Student Teachers(SAGE Publications Inc., 2012) Dikici, AyhanThe purpose of this study is to determine whether Turkish student teachers have implicit opinions regarding creativity. For this purpose, whether the student teachers’ genders, backgrounds, and socioeconomic levels created significant differences on the formation of their implicit opinions regarding creativity was examined. First, the What Do You Think of Creativity Scale was translated into the Turkish language. Next, the validity and reliability of the scale were analyzed. The scale was subsequently applied to 1,274 student teachers. At the end of the study, the scale's health and youth dimensions showed that male student teachers are more strict-minded than female student teachers. Moreover, the study found that student teachers who grew up in rural areas were more strict-minded in the scale's birth order dimension. In addition, regarding the scale's race and intelligence dimensions, student teachers associated with high socioeconomic levels were more strict-minded than the student teachers associated with low and middle socioeconomic levels. © 2012 SAGE Publications.Öğe Relationships between Thinking Styles and Behaviors Fostering Creativity: An Exploratory Study for the Mediating Role of Certain Demographic Traits(EDAM, 2014) Dikici, AyhanThis paper aims to examine the role of demographic traits of Turkish teachers on the relationship between their thinking styles and creativity fostering behaviors. Three studies were conducted to investigate these relationships. In the first study, 202 Turkish elementary and secondary school teachers were included; in the second, 106 novice teachers were participants; and in the third, 246 student teachers participated. The Thinking Styles Inventory (TSI) and Creativity Fostering Teacher Index Scale (CFTIS) were administered to all three sample groups. An exploratory factor analysis, correlation, ANCOVA, hierarchical and logistic regression, and structural equation modeling analysis were conducted on the data. All three studies indicated that Type I thinking styles are a powerful predictor for creativity fostering behaviors. The results of Study 1 indicated that both the teachers' branch and the amount of work experience are significant mediators of the relationships between thinking styles and creativity fostering behaviors. The results of Study 2 indicated that the relationship between Type II thinking styles and creativity fostering behaviors is not significant. The results of all three studies, however, demonstrated that although the relationships between thinking styles and creativity fostering behaviors are significant, they are partially mediated by teachers' branch/department. These studies also determined that gender is not a significant factor in these relationships. Finally, there is a general discussion that ties the information collected together from the results of the three studies.Öğe Revisiting the relationships between turkish prospective teachers' thinking styles and behaviors fostering creativity(IGI Global, 2016) Dikici, AyhanThis chapter aims to reexamine the relationship between Turkish prospective teachers' thinking styles and creativity fostering behaviors. In the study, 182 Turkish prospective teachers were participated. The Thinking Styles Inventory (TSI) and Creativity Fostering Teacher Index Scale (CFTIS) were administered to participants. An exploratory factor analysis, zero order and partial correlation, linear and quadratic trend analysis were conducted on the data. The results indicated that Type I thinking styles are a more powerful predictor for creativity fostering behaviors than Type II thinking styles. Prospective teachers' implicit opinions about creativity negatively predicted to CFTIS. Relationship between Type I and Type II thinking styles, and creativity fostering behaviors were positively significant in the results of quadratic trend analysis; however, the relationship between implicit opinions about creativity and creativity fostering behaviors were negatively significant in the analysis. The results obtained from the study were discussed based on previous studies. © 2017, IGI Global.Öğe The Adaptation of Creativity Fostering Primary Teachers Index Scale into Turkish(EDAM, 2013) Dikici, AyhanThe purpose of this study was to adapt the creativity fostering teacher index scale into Turkish. For the language equivalence, firstly, the English version of the scale was translated by 30 English lecturers and then the Turkish version of the scale retranslated by the same lecturers. Later, the scale was applied to 288 teachers working in Nigde city centre and validity and reliability analyses were conducted. As a result of the exploratory factor analysis, it was revealed that the Turkish form of the scale had nine sub-scales with the 33 items. MSA value was .925. After the Varimax rotation method, factor loading values were between .392 and .779. The lowest Cronbach's Alpha coefficient was .57 for a sub-scale of the scale and all of the 33 items was .94. In the confirmatory factor analysis results, goodness of fit measures revealed the acceptable fit and the good fit for the scale. Based on the results obtained from the analysis, it was decided that the scale could measure the creativity fostering Turkish teachers' classroom behaviours.Öğe The Effect of Brain Based Learning on Academic Achievement: A Meta-analytical Study(EDAM, 2014) Gozuyesil, Eda; Dikici, AyhanThis study's aim is to measure the effect sizes of the quantitative studies that examined the effectiveness of brain-based learning on students' academic achievement and to examine with the meta-analytical method if there is a significant difference in effect in terms of the factors of education level, subject matter, sampling size, and the countries where the studies were carried out. Meta-analysis is the method employed in order to statistically combine the quantitative data collected from many studies of the same topic, and to reach a general conclusion from the results. In this respect, following the literature research, 31 studies (42 effects) which investigated the effectiveness of brain-based learning on students' academic achievement between the years 1999-2011 met the inclusion criteria, were reported in English and Turkish, and were included in the meta-analytical research. The findings indicate that 35 out of 42 comparisons had positive effect sizes. It revealed that brain-based learning has a positive but medium effect (d=.640) on students' academic achievement. In addition, when compared with the studies conducted in Turkey and the USA, it drew the conclusion that there is a significant difference between the groups while there is no difference in any effect sizes in terms of education level, subject matter and sampling size.Öğe THE EFFECTS OF COOPERATIVE LEARNING ON THE ABILITIES OF PRE-SERVICE ART TEACHER CANDIDATES TO LESSON PLANNING IN TURKEY(Edith Cowan Univ, 2006) Dikici, Ayhan; Yavuzer, YaseminCooperative learning is in many ways a more effective learning method than individual and competitive learning. In this study, the effects of cooperative learning on the abilities of the pre-service art teacher candidates to plan lessons were emphasized. For this purpose, 32 art teacher candidates were selected for the experimental group, and 32 art teacher candidates were selected by random sampling method. An evaluation rubric was developed to evaluate the lesson plans that the art teacher candidates prepared. Points that increased two by two from 0 to 10 were included in the rubric. A cooperative learning program was developed for application in the experimental group. Samples of lesson plans were taken for a pre-test purpose before starting the program. The program lasted for three weeks, and four hours each week; and at the end of the program post-test works were taken from the candidates. The rubric was scored by three people, including researchers. Cooperative learning method was applied to the experimental group, and traditional learning method was applied to the control group. The candidates of both groups were requested to focus on planning a lesson. The results of the research shown that there was no significant difference between the pre-test points (P>. 05), however, there was a significant difference between the post-test points in favour of the experimental group (P<. 05). It was observed that the results of this research were similar to those of other research.
