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    Perceptions of Teachers for Interactive Whiteboard (The Sample of Canakkale City)
    (Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2014) Temelli, Dincer; Genc, Salih Zeki
    The purpose of this study is to examine secondary school teachers' attitudes towards the Interactive Whiteboard (IWB). This study tries to reveal teachers' attitudes towards the IWB and the effects of gender, age, daily and weekly usage of the IWB on these attitudes. The search group consists of130 volunteer teachers who work in Canakkale province in the 2012-2013 academic years. The data was collected via Interactive Whiteboard Attitude Scale. The results of the research shows that the teachers promote positive attitudes towards the IWB and those attitudes doesn't change according to the age or gender. The study indicates that teachers develop positive attitudes towards IWB and there are no essentially age or gender differences in the attitudes of teachers towards IWB. It is clear in the study that the teachers who have used IWB for a long time and who have spent more time on IWB in a week have built more positive attitudes towards educational and motivational effects of IWB.
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    Öğe
    The Impact of Epistemological Beliefs and School Climate on the Sustainability of Critical Thinking Dispositions in Middle School Students
    (Mdpi, 2024) Kartal, Osman Yilmaz; Yazgan, Akan Deniz; Temelli, Dincer; Yavuz Kartal, Meral
    The objective of this study is to ascertain whether school climate and students' epistemological beliefs serve as predictors of sustainable critical thinking dispositions in middle school students. This research is designed as a correlational study. A total of 585 students from four middle schools in & Ccedil;anakkale, Turkey, participated in the research. To this end, the researchers administered the Critical Thinking Disposition Scale, the Middle School Students' Epistemological Belief Scale, and the School Climate Survey, gradually collecting the raw data. Following the collection of the data, they were subjected to analysis using multiple linear regression. The results of the statistical analysis demonstrated that the students' critical thinking dispositions were significantly predicted by both epistemological beliefs and school climate. In other words, belief in the omniscient power of authority and quick learning were found to have a negative correlation with critical thinking, whereas belief in simple knowledge was observed to have an inverse positive relationship. The dimension of the school climate, relating to positive student-teacher relations, appeared to constitute a prospective positive predictor, while authoritarian student-teacher relations and the lack of resources were identified as the main negative classroom environment factors. The study highlights the complex mutual influence of individual beliefs and the learning environment in the development of critical thinking dispositions.