DSpace Collection:http://hdl.handle.net/11547/662024-02-22T01:24:25Z2024-02-22T01:24:25ZCan eco-schools improve elementary school students' environmental literacy levels?ÖZSOY, SibelERTEPINAR, HamideSAĞLAM, Necdethttp://hdl.handle.net/11547/8282019-04-11T11:16:50Z2012-12-01T00:00:00ZTitle: Can eco-schools improve elementary school students' environmental literacy levels?
Authors: ÖZSOY, Sibel; ERTEPINAR, Hamide; SAĞLAM, Necdet
Abstract: This study was conducted to investigate the effects of eco-schools on elementary school students' environmental literacy levels. Data of the study were gathered from 316 students enrolled to two elementary schools. One of the schools was determined as experimental group (n = 156) and students attending this school received eco-school application. The other school was set as control group (n = 160) and students enrolled to this school received traditional school application. Environmental Literacy Questionnaire with four subscales; environmental knowledge, attitudes, uses and concerns, was used to determine students' environmental literacy levels. Results revealed that there were significant differences between control and experimental groups of different grade levels in terms of the all subscales of Environmental Literacy Questionnaire in favor of experimental group.2012-12-01T00:00:00ZTurkish Curriculum: Claimed to be based on Constructism.ÖZAR, Miraçhttp://hdl.handle.net/11547/8262019-04-11T11:16:50Z2012-01-01T00:00:00ZTitle: Turkish Curriculum: Claimed to be based on Constructism.
Authors: ÖZAR, Miraç
Abstract: One of the major reforms in the Turkish primary education curriculum took place in 2005 and 2006. This reform
was intended to make major changes in the Turkish primary education curriculum in line with constructivism. The
author argues that such initiative should have taken the Turkish primary curriculum as a whole rather than
focusing on only the implementation phase. To support the argument, the mathematics course book of 2011-2012
instructional year at the 8th grade in the second half of primary education in Turkey, has been examined with a
view to counting the number of new terms, new concepts and new processes which were introduced the first time
and expected to be “learnt” by the students. Based upon the results of this paper, it is argued that the said reform
failed to consider the learnability aspect of the content of primary school curriculum of the Turkish primary
education curriculum. It is further argued that with such a huge scope of content, it seems almost implausible for
the learner to reflect on the terms, concepts and processes included in the content as required by constructivism2012-01-01T00:00:00ZÖğrenme Öğrenende Gerçekleşir: Yeni Nesil Eğitim Uzmanı ( Learning Occurs in the Learner: New Generation of Education Specialists.)ÖZAR, Miraçhttp://hdl.handle.net/11547/8242019-04-11T11:16:50Z2013-01-01T00:00:00ZTitle: Öğrenme Öğrenende Gerçekleşir: Yeni Nesil Eğitim Uzmanı ( Learning Occurs in the Learner: New Generation of Education Specialists.)
Authors: ÖZAR, Miraç
Abstract: In light of the fact that learning, as a phenomenon, is an electro-chemical process and is rearranging the neuronetworking,
there is no “teaching” as such. We, as education specialists, can only help other human beings to
learn something. Therefore, we should put all our focus and emphasis on “learning”. “Teachers” who were
trained through traditional methods, usually act with the urge of controlling reflex. The traditional understanding
of education and learning, based on reductionist approach where the main focus is on behavioral change, has
been replaced by a totally different approach which is influenced by recent developments over the past fifteen
years in the realm of science and technology. Especially with the help of Functional Magnetic Resonance
Imaging (FMRI), we can now monitor how human brain reacts to different stimulus and how different parts of
human brain function together. With that technology in place, the definition of learning has been radically
changed. The main purpose of this article is to make suggestions to education specialists with regard to their
approach to learners in light of the contemporary educational understanding and in so doing contribute to the
establishment of the profile of new generation of education specialists.2013-01-01T00:00:00ZOkullarda Destek Birimlerinin Önemi ve Görevi: Türkiye’de Mevcut Durum (The IMportance and Duties of Supporting Departments In Schools: Present Situation ın Turkey).ÖZAR, Miraçhttp://hdl.handle.net/11547/8232019-04-11T11:16:50Z2013-01-01T00:00:00ZTitle: Okullarda Destek Birimlerinin Önemi ve Görevi: Türkiye’de Mevcut Durum (The IMportance and Duties of Supporting Departments In Schools: Present Situation ın Turkey).
Authors: ÖZAR, Miraç
Abstract: Planning, implimentation and evaluation of educational experiences at schools require expertise. The cognitive, affective, social and psycomotor dimensions must be determined on a regular basis and the results need to be communicated with all the relevant stakeholders. “The Department of Curriculum Development” should be able to provide support for each and every student since planning, implementation and evaluation of learning activities are among the scope of their responsibilities. In order to provide this support, based on facts and figures, “the Department of Measurement and Evaluation” must be in place. In addition to that the main support which is expected of the “Department of Guidance and Counselling” is guiding the students and the parents, providing preventative guidance and counselling services and helping students to get to know themselves. The said support is so important for the management of the school, teachers and for the students. The main objective of this article is to bring out the necessity of having the “Measurement and Evaluation, Curriculum Development and Guidance and Counseling” in place at school settings as supportig departments and create a platform to discuss the main duties of the said departments with a view to enhacing the success rates in schools in Turkey.2013-01-01T00:00:00ZLaboratuvar ortamında araştırılabilen soru oluşturma.SARIBAŞ, D.ÖZDEM, Y.ERTEPINAR, HAMİDEhttp://hdl.handle.net/11547/7142019-04-11T11:16:49Z2012-01-01T00:00:00ZTitle: Laboratuvar ortamında araştırılabilen soru oluşturma.
Authors: SARIBAŞ, D.; ÖZDEM, Y.; ERTEPINAR, HAMİDE2012-01-01T00:00:00Zİlköğretim ve ortaöğretim okullarında çalışan öğretmenlerin bilgisayar teknolojileri ve internet kullanım alışkanlıkları ve eğitim aracı olarak bilgisayara karşı tutumları.KINIK, AyşegülALTUNKAYA, ZelhaERTEPINAR, Hamidehttp://hdl.handle.net/11547/7132019-04-11T11:16:48Z2012-01-01T00:00:00ZTitle: İlköğretim ve ortaöğretim okullarında çalışan öğretmenlerin bilgisayar teknolojileri ve internet kullanım alışkanlıkları ve eğitim aracı olarak bilgisayara karşı tutumları.
Authors: KINIK, Ayşegül; ALTUNKAYA, Zelha; ERTEPINAR, Hamide2012-01-01T00:00:00ZFen Bilgisi Öğretmen Adaylarının Sosyobilimsel Konular Hakkındaki Bilimsel Tartışmalarının Epistemik İnanaçları Açısından İncelenmesi.İŞBİLİR, E.ERTEPINAR, HAMİDEÇAKIROĞLU, J.http://hdl.handle.net/11547/7112019-04-11T11:16:49Z2012-01-01T00:00:00ZTitle: Fen Bilgisi Öğretmen Adaylarının Sosyobilimsel Konular Hakkındaki Bilimsel Tartışmalarının Epistemik İnanaçları Açısından İncelenmesi.
Authors: İŞBİLİR, E.; ERTEPINAR, HAMİDE; ÇAKIROĞLU, J.2012-01-01T00:00:00ZAn Experience On Developing Preservice Elementary Teachers’ Enviromental Literacy And Self- Efficacy Beliefs Toward Enviromental EducationTEKSÖZ, G.SARIBAŞ, D.ERTEPINAR, HAMİDEhttp://hdl.handle.net/11547/6962019-04-11T11:16:49Z2012-01-01T00:00:00ZTitle: An Experience On Developing Preservice Elementary Teachers’ Enviromental Literacy And Self- Efficacy Beliefs Toward Enviromental Education
Authors: TEKSÖZ, G.; SARIBAŞ, D.; ERTEPINAR, HAMİDE2012-01-01T00:00:00ZImproving Sixth Grade Students’ Environmental Literacy Levels Through Eco-SchoolsÖZSOY, S.ERTEPINAR, HamideSAĞLAM, N.http://hdl.handle.net/11547/6942019-04-11T11:16:49Z2012-01-01T00:00:00ZTitle: Improving Sixth Grade Students’ Environmental Literacy Levels Through Eco-Schools
Authors: ÖZSOY, S.; ERTEPINAR, Hamide; SAĞLAM, N.2012-01-01T00:00:00ZUygulamaya dayalı öğretim teknolojileri ve materyal geliştirme dersinin öğrenciye kattığı deneyimlerin belirlenmesi.KINIK, Ayşegülhttp://hdl.handle.net/11547/6882019-04-11T11:16:49Z2012-01-01T00:00:00ZTitle: Uygulamaya dayalı öğretim teknolojileri ve materyal geliştirme dersinin öğrenciye kattığı deneyimlerin belirlenmesi.
Authors: KINIK, Ayşegül2012-01-01T00:00:00Z