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Öğe Academic achievement and perceived peer support among Turkish students: Gender and preschool education impact(International Electronic Journal of Elementary Education, 2017) Bursal, MuratThis study was conducted to investigate the academic achievement and perceived peer support levels of 4th-8th grade Turkish elementary and middle school students at low socio-economic status. Factorial design analyses were used to test the statistical effects of gender and preschool education variables on the dependent variables. The findings indicated that while girls performed a higher general academic achievement in school courses than boys, the perceived peer support levels were similar for both groups. On the other hand, although no significant effect of preschool education was detected on academic achievement, students who had completed preschool education were found to have significantly higher perceived peer support scores than their peers. Similar to findings of studies from non-Western contexts, no significant relationship was found between the Turkish students’ academic achievement and perceived peer support levels. © IEJEE.Öğe Alan altında kuantum telinde eksitonik bağlanma(Cumhuriyet Üniversitesi, 2002) Bursal, Murat; Sarı, HüseyinÖZET Yüksek Lisans Tezi ALAN ALTINDA KUANTUM TELİNDE EKSİTONIK BAĞLANMA Murat BURSAL Cumhuriyet Üniversitesi Fen Bilimleri Enstitüsü Fizik Bölümü Haziran-2002 Danışman: Doç. Dr. Hüseyin SARI Bu çalışmanın ilk aşamasında büyütme doğrultusunda uygulanan elektrik alan altında GaAs/GaxAl1-xAs kuantum telindeki yük taşıyıcılarının taban durum enerji seviyeleri hesaplanmıştır. Daha sonra simetrik ve asimetrik GaAs/GaxAl1-xAs kuantum telinde taban durumdaki eksitonun bağlanma enerjisinin elektrik alan, tel genişliği ve tel kalınlığı ile değişimi etkin kütle yaklaşımı çerçevesinde varyasyonel yöntemle incelenmiştir. ANAHTAR KELİMELER: Eksitonik Bağlanma, Kuantum Teli, Elektrik AlanÖğe A COMPARISON OF STANDARD AND RETROSPECTIVE PRE-POST TESTING FOR MEASURING THE CHANGES IN SCIENCE TEACHING EFFICACY BELIEFS(SCI METHODICAL CTR-SCI EDUCOLOGICA, 2015) Bursal, MuratThirty-nine American and 78 Turkish preservice elementary teachers' personal science teaching efficacy (PSTE) beliefs were investigated during science methods courses with standard and retrospective pre-post testing methods. Significant differences in the PSTE gain scores, which indicate the changes in the mean PSTE scores from standard/retrospective pretests to the posttest, were found between the standard and retrospective measurements in both samples. Significant differences between the standard and retrospectively measured gain scores were detected among all subgroups under study, which were formed by participants' PSTE levels and gender. It has been concluded that the differences between the standard and retrospectively measured PSTE gain scores are due to the difference in the nature of these measurement methods and can be seen in most research samples in educational studies around the world. The findings of this study suggest that the response-shift bias should be considered as a common threat to validity for research studies measuring self-efficacy beliefs with the standard pre-post testing method.Öğe Disiplinler Arası Bir Doğa Eğitimi Projesinin Ortaokul Öğrencilerinin Çevreye Yönelik Duyuşsal Özelliklerine ve Çevre Bilinçlerine Etkisi(2018) Buldur, Serkan; Bursal, Murat; Yücel, Eren; Erik, Nazan YalçınBu çalışmada 2017 ve 2018 yıllarında TÜBİTAK 4004 Doğa Eğitimi ve Bilim Okullarıkapsamında desteklenen doğa eğitimi projelerine katılan ortaokul öğrencilerininçevreye yönelik duyuşsal eğilimleri ile çevre bilinçlerinin değişimi araştırılmıştır. Tekgrup ön test-son test deneysel desen esas alınarak yürütülen araştırmanın çalışmagrubunu her yıl 30’ar olmak üzere toplamda 60 ortaokul öğrencisi oluşturmuş veveriler Çevreye Yönelik Duyuşsal Eğilimler Ölçeği ve Çevre BilincininKazanılmışlığına Yönelik Anket formu ile toplanmıştır. Ayrıca, bir çevre sorunu olanasit yağmurları hakkında yapılan bir etkinlikte katılımcılara uygulanan Bilgi-İstekÖğrenmekartlarından elde edilen nitel verilerin içerik analizi yapılmıştır. Çalışmabulgularına göre, doğa eğitimi projesinin bitiminde katılımcıların çevreye yönelikduyuşsal özellikler ve çevre bilinci açısından hedeflenen düzeylere ulaştığı ve budeğişkenler açısından anlamlı artışlar sağlandığı belirlenmiştir. Çalışmanın sonuçlarıışığında, doğa eğitimi projelerinin yaygınlaştırılması ve Milli Eğitim Bakanlığı (MEB)ve üniversiteler arasındaki etkin işbirliği ile standart okul müfredatında bu tür okuldışı öğrenme imkânlarına daha fazla yer verilmesi önerilmiştir.Öğe Longitudinal Investigation of Elementary Students' Science Academic Achievement in 4-8th Grades: Grade Level and Gender Differences(EDAM, 2013) Bursal, MuratThis study investigated the change of the science academic achievement by grade level and gender where 222 elementary students' science and technology course scores between the 4th and 8th grades and science success percentages in 6th and 8th grades Level Determination Exam were longitudinally analyzed. Based on the findings of this study, consistent with the results of the national achievement tests, a significant decrease was observed in elementary students' science academic achievement as their grade level increased. From the analysis of the changes in science academic achievement by gender, a significant difference between the 4-8th grade science scores was found out. Based on the comparisons for each grade level, girls were consistently found to have at least slightly higher science success than boys; furthermore, it was observed that this difference became statistically significant as the grade level increased. In light of the findings of this study, recommendations were listed for enhancing the low science academic achievement of elementary students, and about closing the gap between genders, which was emphasized among the goals of the new science and technology teaching program.Öğe Longitudinal investigation of elementary students' science academic achievement in 4-8th grades: Grade level and gender differences(2013) Bursal, MuratThis study investigated the change of the science academic achievement by grade level and gender where 222 elementary students' science and technology course scores between the 4th and 8th grades and science success percentages in 6th and 8th grades Level Determination Exam were longitudinally analyzed. Based on the findings of this study, consistent with the results of the national achievement tests, a significant decrease was observed in elementary students' science academic achievement as their grade level increased. From the analysis of the changes in science academic achievement by gender, a significant difference between the 4-8th grade science scores was found out. Based on the comparisons for each grade level, girls were consistently found to have at least slightly higher science success than boys; furthermore, it was observed that this difference became statistically significant as the grade level increased. In light of the findings of this study, recommendations were listed for enhancing the low science academic achievement of elementary students, and about closing the gap between genders, which was emphasized among the goals of the new science and technology teaching program. © 2013 Educational Consultancy and Research Center.Öğe Middle School Students' Line Graph Skills and Affective States about Common Graph Types Used in Science Courses(Necmettin Erbakan Univ, 2020) Bursal, Murat; Polat, FuatThis study investigated the graphing skills and some affective states of middle school students about graphs by their gender, grade level, and the common graph types used in science courses. Participants' line graph skills, selfefficacy beliefs and attitudes toward graphs, and their personal literacy perceptions about different graph types (line, bar, and pie) are explored quantitatively. Qualitative data was collected about the views of participants about graphs in general, as well as about the factors that impact students like/dislike certain graph types. Based on the findings, while participants were found to lack line graph skills, they were found to hold high self-efficacy beliefs and positive attitudes toward graphs. No significant difference among the dependent variables was found based on gender; however, grade level and graph type variables were found to impact students' graph skills and personal graph literacy perceptions. Among the commonly used graphs in middle schools, a vast majority of students favored bar graphs, mostly due to the simplicity of them, and disliked pie charts, as finding them difficult to draw.Öğe Middle school students’ graph skills and affective states about graphs(Ismail Sahin, 2020) Bursal, Murat; Yetiş, SerapThis survey design study was designed to test whether the graph skills and affective states of middle school students about graphs differ by their gender, grade level, and graph types (line, bar, and pie). The data collection instruments consisted of two scales developed by the authors and a Graph Skills Test, which consisted of graph questions from the previous TIMSS and PISA exams. Based on the findings, while middle school students were found to succeed at reading the data level graph questions, they were found to struggle in questions requiring higher graph skills, such as graph interpretation and graph construction. As for the affective states investigated, participants were found to hold high self-efficacy beliefs and positive attitudes toward graphs. No significant difference among the dependent variables (graph skills, self-efficacy beliefs about graphs, attitudes toward graphs, and graph literacy perceptions) was found by gender; however, grade level and graph type variables were found to impact students’ graph skills, graph attitudes, and personal graph literacy perceptions. Middle school students with less school experience with graphs (seventh graders) were found to hold more positive attitudes toward graphs than the eighth graders. On the contrary, eighth graders were found to perform better at graph questions requiring interpretations of the graph data. Also, participants in all subgroups were found to hold significantly higher personal graph literacy perceptions for the bar graphs, than the line graphs and pie charts. Based on the findings of the study, while middle school students were found to hold positive affective states about graphs, they were found to lack advanced graph skills. In agreement with the previous literature, it is recommended that graph literacy should become a dedicated part of the school curriculum. © 2020, Ismail Sahin. All rights reserved.Öğe Ortaöğretime Geçiş Merkezi Sınavları Fen Sorularının Yenilenmiş Bloom Taksonomisi Boyutlarına Göre İncelenmesi (1998-2021)(2024) Şahin, Barış; Bursal, MuratBu çalışma, Türkiye’de 1998-2021 yıllarında 8. sınıflar düzeyinde uygulanan Ortaöğretime Geçiş Merkezi Sınavları (OGMS) fen sorularının Yenilenmiş Bloom Taksonomisi (YBT) bilgi ve bilişsel süreç boyutlarına göre incelemeyi amaçlamaktadır. Doküman analizi tekniğiyle yürütülen çalışma sonucunda, incelenen toplam 615 OGMS fen sorusunda en fazla kullanılan YBT kategorilerinin bilgi boyutu açısından Kavramsal Bilgi (%55), bilişsel süreç boyutu açısından ise Anlama (%62) düzeyi olduğu tespit edilmiştir. Kavramsal Bilgi kategorisindeki OGMS fen sorularının, sınav türleri açısından en fazla TEOG (%77) ve en az OKS (%40) sınavında; Anlama düzeyindeki OGMS fen sorularının ise en fazla LGS (%71) ve en az SBS (%59) sınavlarında kullanıldığı belirlenmiştir. OGMS fen sorularının, bilişsel süreç boyutuna göre yaklaşık dörtte üçünün (n=468) Hatırlama ve Anlama düzeyinde olduğu ve ayrıca bilgi boyutunda Üstbilişsel Bilgi ve bilişsel süreç boyutunda Yaratma düzeyi soruları içermediği tespit edilmiştir. Çalışmanın bulguları ışığında, fen dersi öğretim programlarında hedeflenen üst düzey bilişsel düşünme becerilerini gerçekleştirebilme açısından, OGMS sınavlarında bu becerileri ölçmeye uygun açık uçlu sorulara da yer verilmesi önerilmiştir.Öğe Ortaokul Öğrencilerinin Fen Derslerinde Kullanılan Grafiklere Yönelik Bazı Duyuşsal Özelliklerini Ölçme Araçları Geliştirme(Mehmet ALTAN KURNAZ, 2019) Bursal, MuratBu çalışmada ortaokul öğrencileri için Grafiklere Yönelik Özyeterlik İnanışları ve Tutumları (GYÖİT) ölçeği ve fen derslerinde sıklıkla kullanılan farklı grafik türlerine göre grafik okuryazarlık algı düzeylerini belirlemek için Grafik Türüne göre Grafik Okuryazarlığı Algısı (GTGOA) ölçeği geliştirilmiştir. Geliştirilen ölçeklerin, orta seçeneği bulunmayan 4’lü ve orta seçeneği bulunan 5’li likert skalalarda eşzamanlı olarak çalışabilmesi için GYÖİT ve GTGOA ölçekleri benzer özellikteki ortaokul öğrencileri üzerinde Uygulama 1 (n=439) ve Uygulama 2 (n=137) olmak üzere iki defa uygulanmıştır. Uygulama 1 ve Uygulama 2 verileri için yapılan açımlayıcı faktör analizleri sonuçları birlikte değerlendirilmiş ve sadece her iki uygulamada da ortak çalışan maddeler seçilerek ölçeklere son halleri verilmiştir. Faktör analizleri ile yapı geçerlikleri sağlanan GYÖİT ve GTGOA ölçekleri için hesaplanan Cronbach alfa güvenirlik katsayıları ile de geliştirilen her iki ölçeğin 4’lü veya 5’li likert skalalı olarak kullanılabilecek biçimde bilimsel geçerlik ve güvenirlik kriterlerini sağladığı belirlenmiştir.Öğe Pre-service Science and Technology Teachers' Efficacy Beliefs about Information and Communication Technologies (ICT) Usage and Material Design(EDAM, 2012) Bursal, Murat; Yigit, Nevzatin this study. a scale entitled "Information and Communication Technologies Usage and Material Design Efficacy [ICT_MDE](") is developed to investigate pre-service science and technology teachers' efficacy beliefs regarding ICT usage and Material Design and the factors impacting these beliefs By using the validity and reliability data from 310 pre-service teachers. ICT_MDE scale is concluded to be a valid and reliable instrument consisting of two factors: Basic ICT Skills and Original Material Design. Based on the data from this pilot study, the efficacy levels in Basic ICT Skills factor significantly changed by the income level and computer usage experience. However, efficacy scores in Original Material Design factor are found to differ only by computer usage experience. Furthermore, no significant difference due to gender has been observed in both factors.Öğe Science and mathematics course success of elementary students in low socio-economic status among 4th-8th grades: Gender perspective(Turkish Education Association, 2015) Bursal, Murat; Buldur, Serkan; Dede, YükselThis study has investigated the change of the 4th-8th grades science and mathematics course success of 2142 elementary students in low socio-economic status by their grade level and gender via cross-sectional and longitudinal research approaches. Based on the findings of the study, consistent with the recent national and international studies, girls were found to have higher academic success than boys both in science and mathematics. When the changes in the annual science and mathematics course scores are investigated by the grade level, the mean scores of boys were found to decrease with the increasing grade level, whereas no significant change in any direction was observed for the mean scores of girls. Due to this difference, it has been observed that the achievement gap between girls and boys increases as the grade level increases, in favor of girls. Based on the related literature and the results of this study, it has been concluded that the traditional expectations about the gender gap, suggesting the male superiority in elementary science and mathematics courses, are no longer valid in today's classrooms, even in a sample of students in low socioeconomic level.Öğe Science and Mathematics Course Success of Elementary Students in Low Socio-Economic Status among 4th-8th Grades: Gender Perspective(TURKISH EDUCATION ASSOC, 2015) Bursal, Murat; Buldur, Serkan; Dede, YukselThis study has investigated the change of the 4th-8th grades science and mathematics course success of 2142 elementary students in low socio-economic status by their grade level and gender via cross-sectional and longitudinal research approaches. Based on the findings of the study, consistent with the recent national and international studies, girls were found to have higher academic success than boys both in science and mathematics. When the changes in the annual science and mathematics course scores are investigated by the grade level, the mean scores of boys were found to decrease with the increasing grade level, whereas no significant change in any direction was observed for the mean scores of girls. Due to this difference, it has been observed that the achievement gap between girls and boys increases as the grade level increases, in favor of girls. Based on the related literature and the results of this study, it has been concluded that the traditional expectations about the gender gap, suggesting the male superiority in elementary science and mathematics courses, are no longer valid in today's classrooms, even in a sample of students in low socioeconomic level.Öğe The Change of Profiles of Preservice Science Teachers: The Case of Cumhuriyet University 2008-2012(Sivas Cumhuriyet University, 2013) Bursal, Murat; Buldur, SerkanThis study examines the profile change of preservice teachers enrolled in Cumhuriyet University, Faculty of Education, Science Teaching program during the enrollment years of 2008–2012. Based on the findings of the study, female students were found to constitute the majority of the students in Science Teaching program of the Cumhuriyet University and the ratio of the females to males continues to increase at a statistically significant amount. It has been found that very few students enter to this program from teacher education high schools and the socio-economic level of the students coming to the program is decreasing by the enrollment year. The numbers of students, whose families live in low income-level in rural areas, are found to increase and also it has been observed that the majority of the students’ parental educational level was elementary school for mothers and middle school for fathers. A significant finding of the study, which does not change over the years, is that about two of the every three preservice teachers’ ideal job choice was other than teaching before entering college. Furthermore, science teaching was not among the ideal jobs of the vast majority of the teacher candidates in this program. The findings of this study are related with the literature and recommendations for reforms in student selection system to teacher education programs are stated at the end of the studyÖğe The impact of an outdoor education project on middle school students' perceptions and awareness of the renewable energy(Pergamon-Elsevier Science Ltd, 2020) Buldur, Serkan; Bursal, Murat; Erik, Nazan Yalcin; Yucel, ErenThis study investigated the effects of a nature education project on middle school students' perceptions on renewable energy by using a mixed method research design. The data was collected from 60 middle school students, who participated in a nature education project in 2017 and 2018. Using a mixed method research paradigm, the views of the participants on renewable energy were explored by collecting both qualitative and quantitative data. The qualitative data was collected from pre and post interviews, whereas the quantitative data was collected from the pretest and posttest applications of the Renewable Energy Perceptions (REP) scale, which was originally developed for university students and adapted to middle school students population in the first stage of this study. The findings from both qualitative and quantitative data agreed on that while the participants had already positive perceptions toward the renewable energy before the study, significant contributions have been made to increase their perceptions and awareness levels about renewable energy during the nature education project.Öğe TURKISH PRESERVICE ELEMENTARY TEACHERS' SELF-EFFICACY BELIEFS REGARDING MATHEMATICS AND SCIENCE TEACHING(SPRINGER, 2010) Bursal, MuratThis study investigated Turkish preservice, elementary teachers' personal mathematics teaching efficacy (PMTE), and science teaching efficacy (PSTE) beliefs at the end of their teacher education program. A majority of the participants believed they were well prepared to teach both elementary mathematics and science, but their PSTE scores were significantly lower than their PMTE scores. However, a significant correlation was found between the PMTE and PSTE scores. No significant gender effect on PMTE and PSTE scores was observed, but unlike the results from other countries, Turkish female preservice elementary teachers were found to have slightly higher PMTE and PSTE scores than their male peers. High school major area was found to be a significant predictor of participants' PMTE and PSTE scores. Participants with mathematics/science high school majors were found to have significantly higher PMTE and PSTE scores than those with other high school majors.
