Yazar "Erdogan, Mehmet" seçeneğine göre listele

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    An Investigation of Prospective Teachers' Attitudes toward Educational Reforms in Turkey\
    (EDAM, 2014) Duman, Guler; Kural Baykan, Arin; Koroglu, Gamze Nevra; Yilmaz, Selda; Erdogan, Mehmet
    The main purpose of the present study is twofold: (a) to investigate the awareness and attitudes of prospective teachers from different departments and class levels regarding current educational reforms in Turkey and the reasons why they do or do not adhere to these reform activities, and (b) to gain thorough knowledge about information resources that they use and the problems that they encounter while learning about and sharing current educational reforms. The study was conducted with 23 prospective teachers drawn from the Education Faculty of Akdeniz University, and it used a two-stage sampling method. A semi-structured interview form developed by the researchers was employed as the data collection instrument. The interview form included four demographic and 12 open-ended questions. The tape-recorded interviews were transcribed and verbatim transcriptions were analyzed via quantitative data analysis. The results indicated that freshman and sophomore prospective teachers adhered to the education reform developments less frequently than their juniors and seniors. Most of the prospective teachers who rarely followed educational reforms indicated that they did not have enough time to do so due to their heavy schedule, but they concentrated on educational reforms in their own field of study since they had concerns for the future. Prospective teachers often had insufficient and false information about educational reforms; they indicated interest in obtaining more reliable information through conferences featuring presentations by experts. Further studies conducted with prospective teachers enrolled in additional departments or pedagogical formation courses would provide a more complete understanding of attitudes toward educational reforms.
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    Are affective factors a good predictor of science achievement? Examining the role of affective factors based on PISA 2006
    (ELSEVIER SCIENCE BV, 2013) Ozel, Murat; Caglak, Serdar; Erdogan, Mehmet
    This study investigated how affective factors like attitude and motivation contribute to science achievement in PISA 2006 using linear structural modeling. The data set of PISA 2006 collected from 4942 fifteen-year-old Turkish students (2290 females, 2652 males) was used for the statistical analyses. A total of 42 selected items on a four point Likert-type scale were initially subjected to Exploratory Factor Analysis (EFA) resulting in seven factors with total variance of 64.82%. Confirmatory Factor Analysis (CFA) was later performed for cross-validation of factor structures of PISA 2006 data. Furthermore, Structural Equation Modeling (SEM) was also utilized to test the proposed model representing the relationship among affective factors and Turkish students' science achievement scores in PISA 2006. The results indicated that the hypothesized model fits data well. The results also revealed that, in general, affective factors contributed significantly either positively or negatively to 15 year-old students' science achievement. In addition, affective factors were observed to be predictors of the science achievement based on PISA 2006 Turkish data set, but they are not good predictors due to their low magnitude. In light of the findings, implications are presented for further studies. Crown Copyright (C) 2012 Published by Elsevier Inc. All rights reserved.
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    ASSESSMENT OF PRESERVICE TEACHERS' KNOWLEDGE AND ATTITUDES REGARDING BIOTECHNOLOGY: A CROSS-CULTURAL COMPARISON
    (SCI METHODICAL CTR-SCI EDUCOLOGICA, 2012) Erdogan, Mehmet; Ozel, Murat; BouJaoude, Saouma; Lamanauskas, Vincentas; Usak, Muhammet; Prokop, Pavol
    This study examines the level of knowledge of and attitudes toward biotechnology of preservice teachers from Lebanon, Lithuania, Slovakia and Turkey. Data were gathered from a total of 768 preservice teachers from these four countries. The Biotechnology Knowledge Questionnaire and the Biotechnology Attitude Questionnaire were used for data collection. Three-way MANOVA was conducted to analyze the cross-cultural data. The results revealed that preservice teachers' knowledge of biotechnology in all four samples was below average. The results also demonstrated that there were significant differences in attitude towards biotechnology among preservice teachers in the four countries. In addition, significant gender differences were observed between male and females. Implications for teaching and further research are discussed.