1,720,960 research outputs found
SAYI HİSSİ VE ÜSTBİLİŞ İLİŞKİSİ
No full textIt is increasingly recognized that higher order thinking skills are necessary to meet the challengesin the 21st century. Because in order to reach information, individuals need to have skills such asproblem solving, organizing their own learning, transferring the acquired knowledge to newsituations, reasoning, critical thinking, developing creative and original strategies, flexible thinking,estimation and mental computation. In recent years, these skills are expressed by number senseand metacognition. In literature review, there are several research findings that there is asignificant relationship between mathematics achievement with number sense and metacognition.These findings suggest a relationship between these two concepts. Starting from this point thepurpose of this study is to explain the concepts of metacognition and number sense and to examinethe relationship between these two concepts. This study was designed in the form of a literaturereview based on synthesizing the data. As a result of the theoretical reviews, it was concluded thatnumber sense and metacognition are supports both mathematics achievement and themathematical thinking. Number sense and metacognition are skills based on flexible thinking
THE RESEARCH OF THE RELATIONSHIP BETWEEN EPISTEMOLOGICAL BELIEFS AND TEACHING STYLES OF PRIMARY SCHOOL TEACHERS
No full textYapılan bu çalışmada ilkokul öğretmenlerinin epistemolojik inançdüzeyleri, öğretim stili düzeyleri, epistemolojik inanç ve öğretim stiliarasındaki ilişkinin anlamlılık düzeyi ile öğretmenlerin epistemolojikinançlarının öğretim stillerini yordayıp yordamadığının belirlenmesiamaçlanmıştır. Araştırma İstanbul İli, Avrupa Yakası’ nda görevyapmakta olan 146’ sı kadın, 96’sı erkek olmak üzere toplam 242 ilkokulöğretmeni ile yürütülmüştür. Bu çalışma genel tarama modellerindenilişkisel tarama modeli kullanılarak gerçekleştirilen betimsel nitelikli biraraştırmadır. Araştırmada veri toplama araçları olarak ‘’Kişisel BilgiFormu, Schommer (1990)’ in geliştirdiği Epistemolojik İnanç Ölçeği veGrasha (1994) tarafından geliştirilen Grasha Öğretim Stili Ölçeği’’kullanılmıştır. Elde edilen veriler Spss22 programı kullanılarak analizedilmiştir. Yapılan analiz sonuçlarına göre araştırmaya katılan sınıföğretmenlerinin birçoğu öğrenme davranışının kişinin gösterdiği çabadandaha çok yetenekleri ölçüsünde geliştirilebileceğini, kalıtsal olduğunudüşünmektedir. Bunun yanında yapılan analizlere göre öğretmenlertarafından en çok tercih edilen öğretim stili ‘’rehber’’ öğretim stili, en aztercih edilen öğretim stili ise ‘’otoriter’’ öğretim stili olarak bulunmuşturBu araştırmaya katılan öğretmenlerin öğrenci merkezli yaklaşımlarıbenimsediği söylenebilir. Ayrıca araştırma sonucunda öğrenci merkezliyaklaşımlara yakın olan epistemolojik inançlara sahip öğretmenlerinöğrenci merkezli öğretim stillerine, temelini geleneksel yaklaşımlardan alan epistemolojik inançlara sahip öğretmenlerin ise daha çok gelenekseleğitim yaklaşımlarına yakın öğretim stillerine sahip olduklarıgörülmüştür. Sonuçlar incelendiğinde epistemolojik inanç altboyutlarının, öğretim stilleri alt boyutlarının anlamlı birer yordayıcısıolduğu görülmektedir.In this study, it has been aimed to determine the level of
significance of the epistemological beliefs, teaching style levels and the
relationship between them in primary school teachers. In this respect, it
was sought answer for the questions of ''What is the level of teachers'
epistemological beliefs?”, “What is the level of teaching style of teachers?'',
''Is there a meaningful relationship between teachers' epistemological
beliefs and teaching styles?” and “Is epistemological beliefs of teachers a
meaningful predictor about theirs teaching styles?". The research was
conducted with a total of 242 primary school teachers, 146 female and
96 male. This study is a descriptive research carried out using the
relational screening model which is one of the general survey models. In
the study, Personal Information Form, Epistemological Belief Scale and
Grasha Teaching Style Scale were used as data collection tools to
determine epistemological beliefs. The obtained data were analyzed using
the Spss22 program. According to the results of the analysis, the class
teachers participating the research think that learning ability is
improvable to the extend the ability of the person. In the results of these
analysis, it has been considered that the most preferred teaching style is
the 'guide'
style and the least preferred teaching style is the
'authoritarian' teaching style by the teachers
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
THE EFFECT OF PROBLEMS OF THE HYPERACTIVE STUDENTS IN LEARNING-TEACHING PROCESS ON READING TENDENCIES
No full textHiperaktiflik, Türkiye'de öğretmenler ve veliler tarafından yeterince bilinmeyen veya tanınmayan bir öğrenme güçlüğü türüdür. Hiperaktif özelliğe sahip çocukların davranışları genellikle yaramazlık olarak nitelendirilmektedir. Öğretmenlerden birçoğu bu özelliklere sahip öğrencileri yaramaz, şımarık gibi olumsuz ifadelerle dışlamaktadır. Aileler hiperaktif bir çocuğu kabullenmede zorluk yaşamaktadır. Ailenin kabullenme sürecinde, çevrenin olumsuz tutumları kabullenme sürecini uzatmaktadır. Öğretmenlerin birçoğu hiperaktif bir öğrenciyle karşılaştıklarında ne yapacaklarını net olarak bilememektedir. Hiperaktif öğrencilerin öğrenme-öğretme sürecince yaşadıkları sorunları ortaya koymak amacıyla yapılan bu çalışmanın Uşak ili örneğini yansıtacağı düşünülmektedir. Nitel iç içe geçmiş tek durum deseni olarak yapılan bu araştırmada sorunun nedenlerini derinlemesine ortaya koyabilmek için amaçlı örneklem oluşturulmuştur. Amaçlı örneklemi oluşturabilmek için Uşak merkez, merkez köyler ile ilçeleri ve ilçelere bağlı köylerdeki ilköğretim okullarında tespit çalışması yapılmıştır. Tarama sonucunda sağlık kurumlarınca hiperaktif raporu verilmiş 19 öğrenci tespit edilmiştir. Tamamı erkek ve sezaryen doğumlu olan öğrencilerin, öğretmen ve velilerinden görüşler alınmıştır. Öğretmen ve velilerin görüşleri içerik analizine tabi tutulmuştur. Araştırmada tüm öğrencilerin hiperaktif özelliklerinden dolayı bir etkinliğe ya da konuya odaklanma sorunu yaşadıkları belirlenmiştir. Odaklanma sorunundan dolayı öğrencilerin okuma eğilimlerinin olumsuz etkilendiği tespit edilmiştir. Bu nedenle hiperaktif öğrenciler, diğer öğrenci ve aileler tarafından dışlanmışlık sorunu yaşadıkları için onlara karşı dürtüsel davranışlarda bulundukları belirlenmiştir. Eğitimli anneler hiperaktiveye daha duyarlı davrandığı tespit edilmiştir. Hiperaktif öğrencileri öğretmenlerin kabul etmesi halinde, hiperaktif öğrenciyi hem sınıf arkadaşlarının hem de diğer velilerin kabul ettiği öğrencilerin okuma eğilimlerinin arttığı sonucuna ulaşılmıştırThat research was performed for the purpose of revealing the problems that hyperactive students encounter in the learning-teaching process, and the effect of those problems on reading tendencies. In this research, which was performed on a design of case study a purposed sample was created in order to reveal the cases of the reasons for the problems. In order to create the purposed sample, a study of detection was performed in the primary schools in the city center of Uşak, central villages and counties. As a result of this detection 19 students, who have been given hyperactive health certificates by the health institutions, were reached. The opinions of the teachers and parental guardians of hyperactive students were also received. In this research, it was determined that all students who experienced problems concentrating on any activity or reading, had those problems due to their hyperactive character and despotism that they are exposed to. Those students have a problem being accepted by their families and environment. According to the interviews performed; it was concluded that in cases where hyperactive students are accepted by their teacher, both classmates and parental guardians accept the hyperactive student as well. It was found out that those hyperactive students accepted by their teachers and friends gave up reactive behaviors and their reading tendencies increase
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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