The aim of this study is to investigate perceptions of preservice mathematics teachers&rsquo / technological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers&rsquo / technological pedagogical content knowledge dimensions are examined. This research study has been conducted with 780 preservice mathematics teachers who are enrolled in elementary mathematics education department of Education Faculties of seven public universities located in Central Anatolia. Perceived TPACK regarding geometry instrument has been developed to collect data. In order to determine the levels of preservice mathematics teachers&rsquo / perceptions related to TPACK in geometry, descriptive information have been used. The results indicate that preservice mathematics teachers&rsquo / perceptions of TPACK related to geometry is higher than moderate. Furthermore, correlational analysis was conducted to identify the relationship among dimensions of TPACK. Positive significant correlations among the components of the TPACK framework were found in correlational analysis. Besides, two-way MANOVA has been conducted to investigate a possible relationship between demographic information of preservice elementary mathematics teachers and their perceptions of TPACK. According to the MANOVA results, there are statistically significant differences between male and female preservice mathematics teachers in favor of male participants in three components of TPACK, namely technological knowledge, technological pedagogical knowledge and technological pedagogical content knowledge in favour of males.

CONTRIBUTION OF SOME FACTORS TO EIGHTH GRADE STUDENTS&rsquo / SCIENCE ACHIEVEMENT IN TURKEY: TIMSS 2007 KORKMAZ, Fettah M. S., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. &Ouml / mer GEBAN September 2012, 120 pages The purpose of this study is to determine some of the factors that affect science achievement of eighth grade students in Turkey based on data results of Trends in International Science and Mathematics Study (TIMSS 2007). The present study investigated the relationship between the students&rsquo / achievement in science and certain factors such as student centered activities perceived by students, teacher centered activities perceived by students, students

The purpose of this study was to investigate plane geometry problem solving strategies of pre-service elementary mathematics teachers in technology and paper-and-pencil environments after receiving an instruction with GeoGebra. Qualitative research strategies were used to investigate teacher candidates&lsquo / solution strategies. The data was collected and analyzed by means of a multiple case study design. The study was carried out with 7 pre-service elementary mathematics teachers. The main data sources were classroom observations and interviews. After receiving a three-week instructional period, the participants experienced data collection sessions during a week. The data was analyzed by using records of the interviews, answers to the instrument, and transcribing and examining observation records. Results revealed that the participants developed three solution strategies: algebraic, geometric and harmonic. They used mostly algebraic solutions in paper-and-pencil environment and v geometric ones in technology environment. It means that different environments contribute separately pre-service teachers&lsquo / mathematical problem solving abilities. Different from traditional environments, technology contributed students&lsquo / mathematical understanding by means of dynamic features. In addition, pre-service teachers saved time, developed alternative strategies, constructed the figures precisely, visualized them easily, and measured accurately and quickly. The participants faced some technical difficulties in using the software at the beginning of the study but they overcome most of them at the end of instructional period. The results of this study has useful implications for mathematics teachers to use technology during their problem solving activities as educational community encourages to use technology in teaching and learning of mathematics.

The aim of the current study is to investigate the role of social-cognitive (locus of control, rumination and socially-prescribed perfectionism), emotional (shame and guilt), and behavioral (conciliatory behaviors) reactions toward oneself in predicting self-forgiveness based on Hall and Fincham&rsquo / s (2005) theoretical model. The sample of this study was composed of 815 (445 female, 370 male) university students attending five different faculty programs at Middle East Technical University (METU). Heartland Forgiveness Scale, Trait Shame and Guilt Scale, Socially-Prescribed Perfectionism Scale, Ruminative Response Scale, The Internal-External Locus of Control Scale and Demographic Information Form were used in data collection. In the current study, structural equation modeling (SEM) was used primarily to test the hypothesized model, integrating the effects of the social-cognitive (locus of control, rumination and socially-prescribed perfectionism), emotional (shame and guilt), and behavioral (conciliatory behaviors) variables as determinants of self-forgiveness. The SEM results indicated that this model provided a good fit to the data in spite of three non-significant paths, including the direct paths from (a) socially-prescribed perfectionism to shame and guilt and (b) locus of control to self-forgiveness. Since some paths appeared to be non-significant, the hypothesized model was trimmed. The result of the trimmed model was surpassed many of the criteria for good fit. Overall, the total variance explained by the finalized model in self-forgiveness was .32.

ABSTRACT THE EXAMINATION OF GUIDANCE AND RESEARCH CENTERS&rsquo / ADMINISTRATORS&rsquo / CONFLICT MANAGEMENT STRATEGIES WITH THE PERCEPTIONS OF SELF AND TEACHERS Cebeci, S&uuml / lbiye M.S., Department of Educational Sciences Supervisor: Prof. Dr. Hasan SimSek September 2006, 136 pages The purpose of this study is to examine conflict management strategies of administrators who are working in Guidance &amp / Research Centers (GRCs) of Central Anatolia with the perceptions of teachers and administrators themselves. The subjects of this study included 30 administrators and 141 teachers who worked in the 30 GRCs in 13 cities of Central Anatolia of Turkey. Data collection was carried out by using quantitative techniques. A survey technique was used to collect data. A questionnaire which was translated to Turkish by G&uuml / m&uuml / Seli (1994) from The Rahim Organizational Conflict Inventory II (ROCI II) to identify administrators&rsquo / conflict management strategies was used to collect data. The questionnaire has two parallel forms, one for administrators to rate themselves and the other for teachers to rate administrators. Administrators&rsquo / self-ratings of their own coflict management strategies and teachers&rsquo / ratings of administrators&rsquo / conflict management strategies were measured with a 5-point likert scale. In addition, the data related with demographic characteristics of both teachers and administrators were gathered by demographic inventory. Demographic Inventory (DI) was developed by the researcher to provide basic demographic information about participants. Descriptive statistics and SPSS 14.0 were utilized to analyze data. The results revealed that concerning rank ordering of styles, both administrators and teachers indicated administrators as using the Integrating style of handling conflict first, followed by Compromising, Obliging, Avoiding, and Dominating. The data did not reveal rank order of differences between the perceptions of administrators and teachers. The study also revealed that with the perceptions of self, administrators used integrating style at 5th level (strongly agree), compromising style at 4th level (agree), obliging style at 3rd level (undecided), dominating and avoiding style at 2nd level (disagree). On the other hand, with the perceptions of teachers, administrators used Integrating and Compromising style at 4th level (agree), obliging and avoiding style at 3rd level (undecided), dominating style at 2nd level (disagree). Keywords: Conflict management, conflict management strategies, conflict management strategies of administrators, educational administrators.

This study analysed the students&rsquo / perceptions about the web based instruction in a blended learning environment. Students&rsquo / perceptions, expectations and comments about their blended learning experiences, course web site and their communication experiences with the instructor were investigated. This case study was conducted within the Information Technology in Education II Course (CEIT 112). This course was delivered for the undergraduate course at the Computer Education and Instructional Technology Department (CEIT), Middle East Technical University, during the 2004-2005 Spring semester. Number of the participants was 25 and all of them were first year CEIT students. This course was delivered as a blended learning which combined face-to-face instruction with the web based instruction. The questionnaire was used to identify the students&rsquo / perceptions about the web based course at the end of the semester. Interviews were conducted at the end of the semester in order to take students&rsquo / comments, expectations and recommendations with respect to the course. Also, an interview was conducted with the instructor to identify his perceptions about the blended instruction experiences at the end of the semester. Both quantitative and qualitative data were gathered at the end of the semester. Data results showed that students had positive perceptions about the blended learning environment and to some extent neutral about the effectiveness of the course website. According to the instructor&rsquo / s point of view, the blended learning was beneficial for the students, but the efficient utilization of computer mediated communication would be better supported. This study can contribute the following research studies related with the blended learning. Also, the instructor of the course can benefit from this research result in order to improve the productivity of the course for the next terms.

ABSTRACT EFFECTS OF GRAPHING CALCULATORS ON EIGHTH GRADE STUDENTS&amp / #8217 / ACHIEVEMENT IN GRAPHS OF LINEAR EQUATIONS AND CONCEPT OF SLOPE &Ouml / n&uuml / r, Yurdag&uuml / l M.S., Department of Elementary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ayhan K&uuml / rSat ERBAS May 2008, 76 pages The purpose of this study was to investigate the effects of graphing calculators on eight grade students&amp / #8217 / achievement in graphing linear equations and concept of slope. Pretest-posttest experimental-control group design was utilized in the study. While the students in experimental group (EG) received instruction about graphs of linear equations and concept of slope with graphing calculators, the students in control group (CG) was taught the same topics without using graphing calculators. There were 27 students (13 girls and 14 boys) in each group. Students in both EG and CG was administered an achievement test (i.e., MAT) consisting of questions related to graphing linear equations and slope concept before and after the instruction. Additionally, the teacher and six students from the EG were interviewed. The data obtained from students&amp / #8217 / post test scores of MAT were analyzed by Analysis of Variance (ANOVA). A statistically significant difference was found between the achievements of students in experimental and control groups. However, gender had no statistically significant effect on students&amp / #8217 / post test scores of MAT. Additionally, students&amp / #8217 / pre-test scores of MAT and their mathematics grades of the second semester of the seventh grade (MGS) were analysed by independent samples t-test. The results showed no statistically significant difference. On the other hand, the analysis of interview data revealed that graphing calculators affected students&amp / #8217 / attitudes towards mathematics in a positive way. Students had no considerable difficulty while using graphing calculators and they found studying with graphing calculators enjoyable. In summary, the results of the study showed that when graphing calculators used at elementary school level, they had positive effects on students&amp / #8217 / achievement and in some respects to their attitude. Consequently, integration of graphing calculators to elementary mathematics curriculum may be beneficial for students and teachers.

The purpose of the present study was to identify the perception of the parents regarding girls&rsquo / education in Sivas and to explore whether their perceptions show significant differences with respect to certain background variables. More specifically, parents&rsquo / perception of benefits of girls&rsquo / education and barriers to girls&rsquo / education were examined. The sample consisted of 241 parents whose daughters attended the public primary schools in Sivas. Data were gathered from the participants via Girls&rsquo / Education Questionnaire (GEQ) developed by the Researcher and subjected to factor and reliability analysis. Statistical program, SPSS, was utilized to carry out the statistical analyses. Responses to open-ended question were qualitatively analyzed. Both descriptive and inferential statistics were utilized to analyze the data. Descriptive Statistics were used to analyze the background information of the participants. Multivariate Analysis of Variance (MANOVA) was employed to explore whether there were significant differences between parents&rsquo / perceptions of benefits of girls&rsquo / education and barriers to girls&rsquo / education with respect to certain background variables. The results indicated that parents had positive thoughts and beliefs concerning girls&rsquo / education. Their ideas regarding benefits of girls&rsquo / education were positive regardless of their social and educational background. As for the barriers to girls&rsquo / education, the findings pointed out that parents&rsquo / were mostly concerned about financial difficulties and securtiy affairs. In conclusion, the results of this study can contribute to girls&rsquo / education by displaying current status of girls education in a relatively small province in Turkey and develop strategies to better the position of girls in education system.

This study aimed to explore the relationships between elementary students&rsquo / epistemological beliefs, learning approaches, self-regulated learning strategies, and their science achievement. In this investigation, a model of the potential associations among these variables was proposed and tested by using structural equation modeling. It was hypothesized that (a) students&rsquo / epistemological beliefs would directly influence their learning approaches, self-regulated learning strategies, and science achievement, (b) students&rsquo / adopted learning approaches and their use of self-regulated learning strategies would be related with science achievement, and (c) students&rsquo / learning approaches were expected to be related with their use of self-regulated strategies. A total of 1240 seventh graders from 21 public elementary schools throughout the &Ccedil / ankaya district of Ankara completed measures designed to assess students&rsquo / (a) epistemological beliefs (beliefs about the Certainty of Knowledge, Development of Knowledge, Source of Knowing, and Justification for Knowing) (b) adopted learning approaches (either rote or meaningful), (c) use of self-regulated learning strategies, and (d) science achievement. Separate confirmatory factor analyses were conducted to determine the structure of students&rsquo / epistemological beliefs and their adopted learning approaches. While the factor analyses of students&rsquo / responses to the epistemological beliefs questionnaire supported the multidimensional nature of these beliefs, some features distinct from the findings of the Western countries were identified. Socio-cultural influences were proposed to account for the observed differences in the factor structure obtained with the Turkish sample. The results of the structural equation modeling while supporting some of the proposed hypotheses, contradicted with others. Epistemological beliefs emerged as a major contributor to learning approaches and science achievement as expected, whereas those beliefs can not be used as a predictor of self-regulated learning strategies. In addition, students&rsquo / adopted learning approaches were found to be a predictor of their self-regulated learning strategies which in turn influence the science achievement in the model. Contrary to the expectations, learning approaches of the students were not found to be directly related with their science achievement.

This research examined the critical thinking (CT) skills and conceptions of prospective teachers studying at Foreign Language Education Department at Middle East Technical University. In this way, the study intended to contribute to the field of curriculum and instruction by pointing to the currents status while constituting a basis for further actions in teacher education in terms CT. In this research, data analysis was carried out through both quantitative and qualitative analysis. A survey, including Student Information Form, and Watson and Glaser Critical Thinking Appraisal- Form YM Turkish version were utilized for data gathering. Data were collected from 103 prospective teachers in the junior and senior level during the Spring Semester of 2007- 2008 Academic Year. Results demonstrated that the critical thinking (CT) levels of prospective teachers assessed by WGCTA are in medium level. In addition, WGCTA-YM cannot be predicted from reported regular reading activity, CGPA, and gender. Besides, results showed that, prospective teachers make rudiment or vague statements about critical thinking activities and do not point to a common instructional activity. In terms of critical thinking definitions, prospective teachers mostly perceive CT as a cognitive skill. Furthermore, there is a common sense view of CT rather than an understanding based on literature. The results revealed that prospective teachers are short of the essential CT skills and the CT comprehension to be able to raise individuals with CT ability. Therefore, curriculum renovation movements, projects, and research studies to improve critical thinking skills in teacher education should be developed and implemented.