Bülent Güven’s research while affiliated with Çanakkale Onsekiz Mart University and other places

This study aims to examine parent-child relationships within the context of school-family collaboration. In the study, which was conducted with the case study design—one of the qualitative research methods—the opinions of seven parents of students receiving education in public primary schools in the 2023-2024 academic year were sought. The opinions obtained through focus group interview method were analyzed using descriptive analysis technique. When the findings were analyzed, the effect of positive communication in terms of parent-child communication styles drew attention. It was concluded that the effective approaches followed in the dimensions of effective listening and empathy contribute to children’s roles in the communication process. While differences in daily communication routines based on needs were noteworthy, cases, where communication was interrupted, stood out with expressions of responsibility. The results achieved for privacy perceptions for school and family showed that this issue was taken into consideration based on parents, but children differed in terms of their different developmental characteristics. While expressions of approval or question were among the words that children frequently repeated, positive, approach-based communication was one of the important elements that will strengthen this process.

This study aims to determine school administrators’ attitudes toward special education, their level of knowledge, their collaboration experiences, and their in-service training needs. The study group of the research, which was conducted with a case study based on qualitative research methods, consisted of eight school administrators who served in public schools in the academic year of 2022-2023. Five themes were identified by analyzing the data obtained through the interview technique. The results of the study revealed that the school administrators described individuals with special needs as individuals who differ from their peers in certain areas and need special attention and education. The school administrators considered themselves inadequate in the field of special education. In the collaboration theme, they emphasized the significance of family collaboration but indicated that they were not supported as needed. Moreover, the administrators needed in-service trainings and seminars. Consequently, the role of administrators in special education has a direct impact on the education and development of students with special needs. They should have a broad accumulation of knowledge, exhibit strong leadership skills and act with an empathetic approach. In this sense, it is expected that the organization of in-service trainings and seminars will enhance the quality of special education services by improving the knowledge and skills of administrators.

Okul öncesi eğitim basamağında çocukların beceri kazanımını destekleyen öğretmenlerin tanıma ve değerlendirme süreçleri hakkındaki görüşleri, bu dönemde gelişim gösteren önemli aşamaları belirlemeye yardımcı olmaktadır. Bu doğrultuda öğretmenlik mesleğine hazırlanma aşamasında olan okul öncesi öğretmen adaylarının çocuğu tanıma ve değerlendirme sürecine ilişkin görüşlerinin incelenmesi, araştırmanın temel amacını oluşturmaktadır. Temel amaç doğrultusunda nitel araştırma yöntemi ve durum çalışması deseninde tasarlanan araştırmada veri toplama süreci öğretmen adaylarına sunulan yarı yapılandırılmış görüşme formu ile gerçekleştirilmiştir. Araştırmaya bir devlet üniversitesinin okul öncesi öğretmenliği lisans programında öğrenimini sürdüren 47 öğretmen adayı katılım göstermiştir. Elde edilen veriler, içerik analizi tekniği ile çözümlenmiştir. Bulgular incelendiğinde, çocuğu tanıma ve değerlendirme süreçlerinde standart testlere oranla test dışı tekniklerin kullanılabilirliği görüşü belirgin bir şekilde katılımcılarda öne çıkmıştır. Çocuğu tanımanın önemli bireysel farklılıklar ile değerlendirilerek bu sürecin ihtiyaç belirleme yönünde belirleyici bir temel oluşturduğu, çocukların kendilerini keşfetme ve tanımanın öncelikli amaç olduğu, çocuğu tanıma sürecinde başarıya ulaşmak için öğretmen niteliği ve gerçekleştirilecek etkin gözlemlerin önemi sıkça vurgulanmıştır.

The aim of this study is to examine the effect of the learning environment designed based on different approaches on the change in pre-service teachers' approach preferences and geometry achievement in geometry problems. Twenty pre-service mathematics teachers were involved in geometry lessons for 10 weeks in a learning environment designed based on Analytic Approach (AA), Synthetic Approach (SA) and Vectorial Approach (VA). There were six geometry problems in the pre-test and post-test administered before and after the implementation, respectively. The solutions of the problems in these tests were evaluated by means of a rubric. Then, two pre-service teachers with "high", "medium" and "low" achievement levels were identified based on the scores obtained from these tests and clinical interviews were conducted with them. As a result of the study, it was determined that the most preferred approach before and after the implementation was SA. However, it was determined that AA and VA, which were less preferred before the implementation, were preferred more after the implementation. In addition, the designed learning environment contributed positively to pre-service teachers' geometry achievement. It was determined that the success of the pre-service teachers in the post-test solutions increased considerably compared to the pre-test. It is thought that it is important to design other courses in the university, for example; Analytic Geometry course should be supported with SA and VA or the Algebra course should be supported with AA and VA and presented to prospective teachers in a new structure.

Bu çalışmanın amacı, farklı akademik başarıya sahip üç öğretmen adayının ispatlama sürecindeki zihinsel eylemlerini ileri-geri tekniği aracılığıyla resmedebilmektir. Bu amaç dikkate alınarak akademik başarı düzeyi iyi, orta ve düşük olarak belirlenen üç matematik öğretmeni adayı ile bir geometri ve bir cebir sorusu olmak üzere toplam iki soru üzerinden klinik mülakatlar gerçekleştirilmiştir. Her bir öğretmen adayının ispat süreci analiz edilerek ileri-geri yöndeki zihinsel eylem haritaları oluşturulmuş ve bu haritaların ispatı tamamlamadaki rolü tartışılmıştır. Araştırma sonucunda öğretmen adaylarının akademik başarı düzeyi ve hangi alana yönelik soru olduğu fark etmeksizin ispat sürecinde ileri-geri hamlelerini bilinçli olmasa da yoğun bir şekilde gerçekleştirdiği belirlenmiştir. Akademik başarısı arttıkça öğretmen adaylarının ispat sürecindeki ileri ve geri hamle sayılarının arttığı belirlenmiştir.

Okul yıllarının başlangıcında beceri kazanımına yönelik bireylere geniş fırsatlar sağlayan hayat bilgisi dersi, eğitim ve sosyal bilim araştırmalarına konu olarak alana yönelik uygulama ve değerlendirmeleri içeren geniş bir literatür sunmaktadır. Bu alanda gerçekleştirilen çalışmaların yöntemsel boyutlarındaki yapıyı detaylı incelemek ve araştırmacılara araştırma süreçlerinde izlenen yol hakkında fikir vermenin amaçlandığı bu araştırmada nitel yönteme uygun olarak doküman analizi tekniği kullanılmıştır. Hayat bilgisi dersini konu alan YÖK Ulusal Tez Merkezi’nde tam metni erişime açık halde bulunan doktora tezleri incelemeye alınmıştır. Elde edilen bulgular incelendiğinde tez çalışmalarında değişkene dayalı araştırma yaklaşımlarının sıkça kullanıldığı sonucuna ulaşılmıştır. Bu sonuçtan hareketle son yıllarda doktora tez çalışmalarının literatürde yoğun olarak yer aldığı belirlenmiştir. Araştırmacılar tarafından deneysel ve eylem araştırması temelinde çoğunlukla uygulamaya dayalı desen seçimine gidildiği gözlenmiştir.

This study was conducted to examine whether newly enrolled 9th grade students were ready to directly engage in the theoretical discursive process from the perspective of Duval’s Cognitive Model. The sample of the study was comprised of 51 newly-enrolled 9thgrade students between the ages of 14 and 15, who had not received any prior geometry instruction. These 51 students were posed two open-ended questions that would enable them to make a transition between perceptual and discursive apprehension. The qualitative data obtained from the open-ended questions were classified into three categories, and clinical interviews were held with three students from each category. According to the findings obtained from the study, many of the students could not display the necessary behaviors for theoretical discursive process. Students were mostly unsuccessful in converting discursive information into perceptual information, in writing discursive information based on perceptual information, and making inferences based on discursive information. These findings indicate that recent graduates of secondary school are not ready enough to directly engage in theoretical discursive process and, thus, they could experience difficulties in such high order skills as providing proof requiring the theoretical discursive process.

Researchers from many countries have pointed out the difficulty of transitioning from high school to university settings, especially within the context of mathematics courses. With its abstract content, deductive thinking structure, and unique language, university mathematics is quite different from high school mathematics for students encountering such courses at the undergraduate level for the first time; often, they may perceive themselves as though they are in a different world. The two main actors playing a role in students’ transition from high school to university mathematics are the students themselves and the faculty members who are attempting to guide them through the process. This study aims to reveal the difficulties experienced by 17 to 19-year-old first-year students in the undergraduate departments of mathematics education and mathematics from the perspectives of students and faculty members. Within the scope of the study, the mathematics courses offered in the first year of a Faculty of Education program and a Faculty of Science program in Turkey were observed for one semester. Interviews were then conducted with volunteer students, as well as faculty members who were instructing the courses. We present the cognitive, epistemological, sociocultural, didactic, and affective aspects of the difficulties experienced by first-year students, as well as the reasons underlying these difficulties.