Yazar "Uygun, Tugba" seçeneğine göre listele

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    Effects of story writing training on development of mathematical problem posing skills
    (Univ Peruana Union, 2023) Cevik, Arzu; Uygun, Tugba
    The purpose of the study is to examine the effects of story writing on preservice primary school teachers' problem posing skills. This study was designed based on the concurrent triangulation mixed design. In the qualitative part, document analysis was performed by analyzing the problems posed by the participants using Problem Posing Performance Rubric. The qualitative data were analyzed by content analysis in order to design this rubric. The themes identified by the content analysis were clarity, limpidness, unity, story writing style, fiction, elements of story and story arc for Turkish education and problem, sufficiency of information, mathematical appropriateness, pedagogical appropriateness, creativity, relatedness and operational and conceptual equilibrium for mathematical problem. The quantitative part of the study was performed by one-group pretest-posttest design as a kind of weak experimental research design. In this part, the quantitative data collected through the rubric were analyzed through descriptive statistics and paired-samples t-test. 50 participants were conducted to Problem Posing Instrument before and after four-week story writing training. Based on the findings of the current study, it was observed that story writing training improved the preservice primary school teachers' problem posing skills.
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    Examining students' geometrical misconceptions by eye tracking
    (Taylor & Francis Ltd, 2024) Uygun, Tugba; Guner, Pinar; Simsek, Irfan
    This study was conducted to reveal potential sources of students' difficulty and misconceptions about geometrical concepts with the help of eye tracking. In this study, the students' geometrical misconceptions were explored by answering the questions on the geometry test prepared based on the literature and test-taking processes and represented with the help of eye tracking data to make interpretations about their visual and cognitive attention. With this aim, the mixed method research design was used. The data were collected through the geometry test, eye tracking measurements, and the think aloud strategy. Geometry test scores were represented by descriptive statistics such as percentage. The quantitative eye tracking data were analysed by Kruskal-Wallis tests and Mann-Whitney U-tests among the choices for each question. The qualitative data collected through the think aloud strategy were analysed by the content analysis. In the findings, the students' geometrical misconceptions were examined and reported in detail from a different perspective with the help of data related to eye tracking. Then, eye tracking data and qualitative data showed the geometry misconception items on which the students had difficulty and cognitive conflict in addition to geometrical misconception based on the students' answers to the geometry questions.
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    Examining The Effects of Creative Drama on Teacher Efficacy Belief, Critical Thinking Disposition, Emphatic Tendency and Reflective Thinking Tendency
    (Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2024) Cevik, Arzu; Uygun, Tugba
    The current study aimed to examine the effects of creative drama on preservice teachers' teacher efficacy beliefs, critical thinking disposition, emphatic tendency and reflective thinking tendency. The present study was designed based on explanatory sequential mixed design research method. The preservice teachers participated in 8-week creative drama training. In the quantitative part of the study, one group pre-test-post-test experimental research design as one of the weak experimental designs, was used in order to examine the effects of creative drama on these variables. 42 preservice teachers were selected by convenience sampling strategy was conducted to Teacher Efficacy Belief Scale, Critical Thinking Disposition Scale, Emphatic Tendency Scale and Reflective Thinking Tendency Scale. The quantitative data were analyzed by applying paired samples t-test analysis. In the qualitative part of the study, the case study was used in order to investigate the effects of creative drama on the variables in detail. 42 preservice teachers were conducted semi-structured interviews in order to detail the quantitative findings. Their views about the effects of creative drama training on the explained variables were analyzed and reported. The qualitative data were collected through semi-structured interview form prepared by the researchers and analyzed by content analysis technique. To conclude, the perservice teachers' teacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency improved through creative drama training. The qualitative data collected through semi-structured interviews confirmed the quantitative findings and provided evidences for their development on these variables with the help of creative drama.
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    Facilitating the development of preservice teachers' geometric thinking through artificial intelligence (AI) assisted augmented reality (AR) activities: The case of platonic solids
    (Springer, 2025) Uygun, Tugba; Sendur, Ali; Top, Beyza; Cosgun-Basegmez, Kadriye
    Although augmented reality has become one of the most commonly used materials that support learning, especially in learning geometric concepts, it is avoided to be used in the lessons due to its complex structure. At that point, artificial intelligence working as a personal assistant in many fields can help us learn to produce our own model with augmented reality by coping with its complexity. In this study, it is aimed to examine both the effectiveness of Artificial Intelligence (AI) assisted Augmented Reality (AR) activities on the development of the preservice teachers' (PSTs) geometric reasoning and their practicality in use. To this end, an interactive learning environment with AI assisted AR activities including Chat Generative Pre-Trained Transformer (ChatGPT), Blender and MyWebAR, and lasting five weeks have been designed. The participants in this case study were 15 preservice mathematics teachers selected by maximum variation and criterion sampling techniques. The data were collected through AI assisted AR activities, two semi-structured interview forms, focus group interviews, anecdotes, activity forms and test. The analysis results have been reported under three groups about the PSTs' test results, experiences on AI assisted AR activities and thoughts about the activities. To conclude, it has been observed that the PSTs' conceptualization and geometric thinking levels have been improved. Moreover, their thoughts have been illustrated with the themes of cognitive dimension, affective dimension, technological dimension and employability dimension.