Yazar "Guvenc, Hulya" seçeneğine göre listele

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    EFFECTS OF STUDY DIARIES ON SIXTH GRADERS SELF-REGULATED LEARNING
    (Hacettepe Univ, 2011) Guvenc, Hulya
    The purpose of this research is to study effects of structured and unstructured study diaries on students' self-requlated learning. Pretest-posttest experimental design with control group was utilized. One of the experimental groups was used structured diaries and other one was used unstructured study diaries. Sixth graders (61 female, 56 male) going to an elementary school in Aegean district participated in this research. Experimental groups wrote their diaries about their studies at home for two months. Data of the research was collected by Self-efficacy For Studying and Scale for Learning Strategies. Also students were interviewed about diaries. Findings have discerned that study diaries have positive effects on students' self-regulated learning and students have positive perceptions about diaries.
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    Middle School Teachers' Professional Ethical Dilemmas
    (Dergipark Akad, 2020) Tezcan, Gamze; Guvenc, Hulya
    This study aims to understand what kind of ethical dilemmas middle school teachers face with. The study was designed as a phenomenological research which is one of the qualitative research designs. Maximum variation sampling technique was used to select the participants. Information Technologies and Software, Religion Culture and Ethics, Science, Visual Arts, English, Mathematics, Musical Arts, Social Sciences, Guidance and Psychological Counseling, and Turkish teachers who work a middle school in Canakkale province, a total of 15 teachers, participated to the study. Data were collected through semi-structured interviews. The content analysis was used during data analysis process. As a result of the study, it was found that the ethical dilemmas encountered by middle school teachers fall into four categories: protecting students, fair assessment and evaluation, protecting colleagues and balancing parental intervention.
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    The Effects of 4MAT Teaching Model and Whole Brain Model on Academic Achievement in Science
    (Turkish Education Assoc, 2017) Tezcan, Gamze; Guvenc, Hulya
    The aim of this study is to investigate the effects of 4MAT Teaching Model and Whole Brain Model on academic achievement in science and to compare those effects with the effect of inquiry based instruction, which suggested by the science course teaching program. This research is designed in static group pre test-post test design. The study group constituted a total of 68 sixth grade students, 29 in Experimental Group I, 21 in Experimental Group II and 18 in the control group. Experimental processes were carried out simultaneously in 3 groups during 32 class hours by one of the researchers. While 4MAT Teaching Model was used In Experimental Group I, Whole Brain Model was applied in Experimental Group II. The control group was engaged in inquiry based instruction. Kolb Learning Style Inventory III was applied to determine the learning styles of the participant students. Academic achievement test was applied as the pre test and the post test. While analyzing the data, the standard deviations and means were calculated and Paired Samples t-Test, One Way Analysis of Covariance (ANCOVA), Wilcoxon Signed Rank Test, Kruskal Wallis Test, and Mann Whitney U Test were conducted. As a result of the research, it was determined that all of the three instructions applied increased the academic achievement in science. Moreover, it was found that 4MAT Teaching Model was more effective than Whole Brain Model in terms of increasing academic achievement. However, it was determined that the effects of 4MAT Teaching Model and Whole Brain Model on the academic achievement in science did not differentiate from the effect of inquiry based instruction. In addition, it was detected that the effects of 4MAT Teaching Model and of Whole Brain Model on academic achievement in science did not differentiate regarding learning styles of the student. On the other hand, it was proved that inquiry based instruction did not support the academic achievement of the students with diverging learning style.
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    The effects of cooperative learning and concept mapping on learning strategy use
    (Edam, 2007) Guvenc, Hulya; Acikgoz, Kamile Un
    The purpose of this research is to study the effects of cooperative, individual concept mapping, and traditional teaching methods on learning strategy use. One of the experimental groups was taught by cooperative concept mapping, and the other by individual concept mapping. Traditional method was implemented in the control group. Fifth graders (52: females, 70 males) enrolled in an elementary school in Aegean district, Turkey participated, in this research. Sound and Light unit was covered during a 35-hour treatment. Experimental groups were provided with training about concept mapping strategy and cooperation skills. Data were collected by the Learning Strategy Inventory and in-depth interview protocols with the participants. The findings showed that cooperative and individual concept mapping conditions promoted the use of effective learning strategies mote than traditional teaching.
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    The Effects of Cooperative Learning Supported with Reflective Materials on Turkish Teacher Candidates Self-Regulation
    (Turkish Education Assoc, 2011) Guvenc, Hulya
    The purpose of this study is to investigate the effects of cooperative learning supported with reflective materials on Turkish teacher canditades' self-regulated learning. Pre-test and post-test experimental design with control group was utilized. Data of the research were collected through the Turkish version of the Motivated Strategies for Learning Questionnaire. Eighty Turkish teacher candidates (38 girls and 42 boys) participated in this research. The reflection materials were provided for the experimental group only. Both groups were taught by using the principles of cooperative learning. The research has discerned that there is a difference between experimental and control groups on Self-Efficacy for Learning and Performance. However, it has been found that cooperative learning supported with reflection materials affects self-regulated learning more positively.