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Nevzat Yiğit

Bio: Nevzat Yiğit is an academic researcher from Karadeniz Technical University. The author has contributed to research in topics: Primary education & Study skills. The author has an hindex of 6, co-authored 33 publications receiving 108 citations.

Papers
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DOI
01 Sep 2003
TL;DR: Suggestions are made for developing pyhsics teaching-learning process after the effect of implementation of logo based developed material on student achievement and attitudes is found.
Abstract: The purpose of this study is to find out the effect of implementation of logo based developed material on student achievement and attitudes. Pre-test conducted with second level 9 high school students whose class implemented traditional approach in order to determine students\' cognitive and affective objectives on electric circuits concept. Pos- test was conducted with the same group after the implementation of logo based material implemented worksheet form. Data collected from pre- and post-test were analyzed by the SPSS programme and showed significant difference between two tests.This result may come from implemented material. At the end of the study suggestions are made for developing pyhsics teaching-learning process.

31 citations

15 Jun 2017
TL;DR: In this paper, the authors investigated the effect of REACT strategy developed in relation to "Particulate nature of the matter" subject on academic achievement and conceptual change, which was accompanied by pre-test -post-test control group design.
Abstract: The purpose of this study is to investigate the effect of REACT strategy developed in relation to “Particulate nature of the matter” subject on academic achievement and conceptual change. This study was accompanied by pre-test – post-test control group design. The academic achievement and concept test, which were developed, was distributed to 55 experimental group students and 47 control group students, which makes 102 learners in total. These learners are studying at 6th grade. REACT strategy was implemented on experimental group. Control group was exposed to current Science and Technology Curriculum. As a result of conducted implementations, it was detected that both academic achievement and conceptual change of experimental group students are better than control group students. Therefore, it is possible to say that REACT strategy is more efficient than the Ministry of National Education’s curriculum. Interview with students in the direction of determined objective in addition to academic achievement and concept test may be recommended for future studies.

9 citations

Journal ArticleDOI
18 Aug 2015
TL;DR: In this paper, the authors presented a Calismada, ogretmen adaylarinin ogrenim gordukleri programlar, bu programlarin universite yerlestirme sinavlarinda dahil olduklari alanlar (fen-matematik alanli ve sosyal alanllar) ve akademik basarilari ile ders calisma aliskanliklari arasindaki iliski incelenmistir.
Abstract: Bu calismada, ogretmen adaylarinin ogrenim gordukleri programlar, bu programlarin universite yerlestirme sinavlarinda dahil olduklari alanlar (fen-matematik alanlar ve sosyal alanlar) ve akademik basarilari ile ders calisma aliskanliklari arasindaki iliski incelenmistir. Tarama modellerinden iliskisel tarama modeli ile yurutulen calismanin orneklemini Fatih Egitim Fakultesi’nin ogretmen yetistiren tum programlarinda ogrenim goren adaylar arasindan secilen 972 ogretmen adayi olusturmaktadir. Ders calisma aliskanliklarini ortaya cikarmak icin Calisma Aliskanliklari ve Tutumlari Envanteri'nden yararlanilmis ve veriler SPSS paket programi araciligiyla tek yonlu ve iki yonlu cok degiskenli varyans analizi (manova) testleri kullanilarak analiz edilmistir. Elde edilen bulgular dogrultusunda, ogretmen adaylarinin ders calisma aliskanliklarinin ogrenim gordukleri programlara gore farklilik gosterdigi ve ders calisma aliskanliklari ile akademik basarilari arasinda anlamli bir iliski oldugu sonuclarina ulasilmistir. Ayrica, ogretmen adaylarinin dusuk ve orta duzeyde ders calisma aliskanliklarina sahip olduklari da tespit edilmistir. Bu sonuclar dogrultusunda, ogrencilerin ders calismalarini engelleyen sorunlarin ve bu sorunlar icin urettikleri cozum yollarinin arastirilmasi onerilmistir.

8 citations


Cited by
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DOI
01 Jun 2003
TL;DR: In this article, Giris et al. describe a set of adjectives: amaclar, tartisma sorulari, ilgili icerik ve calisma sorularityi formatinda duzenlenmistir, yapilandirici yaklasimin izlerine rastlamak mumkundur.
Abstract: “Arastirma ve Proje Calismalarina Giris” bu alanlara yeni olan arastirmaci ve ogrencilere yardimci olmak amaci ile hazirlanmis olan bir kitaptir. Kitaptaki bolumler icerik, amaclar, tartisma sorulari, ilgili icerik ve calisma sorulari formatinda duzenlenmistir. Kitapta yapilandirici yaklasimin izlerine rastlamak mumkundur. Kitapta konu ile ilgili icerik verilmeden once ve verildikten sonra tartisma ve calisma sorulari basligi altinda sorular yer almaktadir. Bu sorularin seviyeleri Bloom taksonominin bilissel basamaginin ust seviyelerinde olmasi dikkat cekici bir unsurdur.

170 citations

Journal ArticleDOI
TL;DR: In this article, the effect of flipped classroom model on students' classroom engagement in teaching English was evaluated in a pre-test/post-test quasi-experimental design with control group.
Abstract: In the current study, the aim is to determine the effect of flipped classroom model on students’ classroom engagement in teaching English. This research was conducted within the English course for four weeks period in the Spring term in 2016-2017 school year in a secondary school in the city of Hatay. In the study, pretest/post-test quasi-experimental design with control group was applied. The experimental group was lectured with flipped classroom model whereas the courses were carried out based on the current curriculum in the control group. In the current study, descriptive statistics, Mann Whitney U Test and Wilcoxon Sign Test were used in the analysis of the quantitative data. It was concluded that there is a significant difference between the pre-test and post-test scores of the experimental group whearas there is no significant difference between the pre-test and post-test scores of the control group. Finally, teachers can be suggested to use flipped classroom model to enhance classroom engagement.

75 citations

Journal ArticleDOI
TL;DR: In this article, the Turkish students' understanding level of electric circuits consisting of two bulbs and one battery was investigated by using open-ended questions, and the results showed that Turkish students have many misconceptions about electric circuits.
Abstract: In this study, the Turkish students' understanding level of electric circuits consisting of two bulbs and one battery was investigated by using open-ended questions Two-hundred fifty students, whose ages range from 11 to 22, were chosen from five different groups at primary, secondary and university levels in Trabzon in Turkey In analyzing students' drawings and explanations, both qualitative and quantitative methodologies were exploited The unipolar model (Model A), the clashing currents model (Model B), the current consumed model (Model C) and the scientist model with current conserved (Model D) determined from the related literature were used to categorize the students' answers The results showed that the Turkish students have many misconceptions about electric circuits Also, it is found out that especially Model A was widespread accepted among the students in group 1 (5th grade) and half of the students in group 3 (9th grade) has an understanding of electric circuits as it is in Model C

68 citations

Journal ArticleDOI
TL;DR: The findings revealed no statistically significant difference between fixed and multi pedagogical agents in terms of dependent variables, however, the designs with agents were found to have positive effects on learners' motivation, academic success and cognitive load.
Abstract: In computer-assisted instruction, primary causes for the main problems are student's feeling lonely and lack of social learning environment. Pedagogical agents, which could enable students to use software, have been developed and integrated into instructional software to remove the obstacles mentioned. The main purpose of the study is to compare the effects of a fixed pedagogical agent and multi pedagogical agents left to students' choice on dependent variables. Additionally, it has also been examined if computer-assisted instruction software without pedagogical agent has any effects on dependent variables. The study seeks to investigate both learners' agent preferences and the effects of pedagogical agents on learners' academic success, motivation and cognitive load. For the purpose of the study, four groups were formed. The first group used educational software via fixed agent, the second group used educational software with the option to choose among several agents whereas the third group used educational software without agent and the fourth group received the same education through traditional way. The academic success refers to MS Excel program literacy. The findings revealed no statistically significant difference between fixed and multi pedagogical agents in terms of dependent variables. However, the designs with agents were found to have positive effects on learners' motivation, academic success and cognitive load. The results also indicated that pedagogical agents should be used in all computer-assisted instruction software. Another finding of the study is that the students in younger age groups tend to prefer the same gender agent as theirs. Furthermore, feedback from participants showed that users of multi pedagogical agents would like to conceive their own pedagogical agents. Accordingly, it is suggested that learners should be provided with programs that can be personalized depending on learners' needs and preferences. The agents have positive effects on motivation, academic success and cognitive load.In younger age groups, students tend to prefer the same gender as theirs.The least successful group is using computer assisted software without agents.There is not significant difference between single and multiple agents for variables.

36 citations

Journal ArticleDOI
TL;DR: In this article, the existing relationship between teachers' computer self-efficacy, cognitive style in the field dependence independence dimension, and technological pedagogical content was reviewed, and the authors found that teachers' selfefficacy was correlated with their cognitive style and cognitive style.
Abstract: The research reviews the existing relationship between teachers’ computer self-efficacy, cognitive style in the field dependence–independence (FDI) dimension, and technological pedagogical content ...

30 citations