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No:312<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><h3 class="ds2-5-heading-sans-serif-xs">Related Authors</h3></div><ul class="suggested-user-card-list" data-nosnippet="true"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://hacettepe.academia.edu/SalihBARDAKCI"><img class="profile-avatar u-positionAbsolute" alt="Salih BARDAKCI related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/268489/56030/16432574/s200_salih.bardakci.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header 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class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Emine YAVUZ</h3></div><div class="js-work-strip profile--work_container" data-work-id="101436455"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101436455/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Bilimsel_Ara%C5%9Ft%C4%B1rmaya_Y%C3%B6nelik_Tutumlar%C4%B1n%C4%B1n_Arac%C4%B1l%C4%B1k_Rol%C3%BC"><img alt="Research paper thumbnail of Öğretmen Adaylarının Bilimsel Araştırmaya Yönelik Tutumlarının Aracılık Rolü" class="work-thumbnail" src="https://attachments.academia-assets.com/101978849/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101436455/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Bilimsel_Ara%C5%9Ft%C4%B1rmaya_Y%C3%B6nelik_Tutumlar%C4%B1n%C4%B1n_Arac%C4%B1l%C4%B1k_Rol%C3%BC">Öğretmen Adaylarının Bilimsel Araştırmaya Yönelik Tutumlarının Aracılık Rolü</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper aims to determine the indirect effects of pre-service teachers' attitudes towards scie...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper aims to determine the indirect effects of pre-service teachers' attitudes towards scientific research on the relationship between their information literacy self-efficacy and their critical thinking dispositions, and their gender. The population of the research, in which the correlational research model was adopted, consists of pre-service teachers in a state university in the 2021-2022 academic</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-101436455-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-101436455-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394252/figure-1-arastirma-kapsaminda-incelenen-istatistiksel"><img alt="Arastirma Kapsaminda Incelenen Istatistiksel Diyagram Sekil 1 arasindaki iliskiler kontrol edilmelidir. Arastirmada korelasyon analizleri sonucunda bagimsiz Araci degiskenin etkisi kontrol altina alindiginda bagimsiz degiskenin bagiml: bagimli degisken arasindaki iliskinin ise ,35 olarak hesaplandigi gérilmiistiir. " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394253/figure-1-statistical-diagram-examined-within-the-scope-of"><img alt="Statistical Diagram Examined Within the Scope of the Research Figure 1 decrease in the influence of the independent variable on the dependent variable (path c') " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394254/table-1-arastirmada-basit-seckisiz-rmekleme-yntemiyle"><img alt="Arastirmada basit seckisiz 6rmekleme y6ntemiyle (Fraenkel vd., 2012) 535 6gretmen Tablo 1 Bozoglu ve Yavuz / Pamukkale Universitesi Egitim Fakiltesi Dergisi, 58, 349-369, 2023 " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394255/table-2-arasindaki-iliskide-bilimsel-arastirmaya-ynelik"><img alt="Arasindaki Iliskide Bilimsel Arastirmaya Yénelik Tutumlarinin Analiz Bulgulari regresyon katsayisi; GAan:Giiven araligi alt limit; GAsst:Gtiven araligi tist limit; R?: Acrklanan " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394256/table-3-bilimsel-arastirmaya-yonelik-tutumlarinin-analiz"><img alt="Bilimsel Arastirmaya Yonelik Tutumlarinin Analiz Bulgulari regresyon katsayisi; GAa:Giiven araligi alt limit; GAast:Giiven araligi iist limit; R?: Acrklana Tablo 3 istatistiksel olarak anlamliligi dolayli etkinin anlamliligini bir kez daha ortaya koymaktadir. " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394257/table-1-the-research-sample"><img alt="The Research Sample Table 1 " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394258/table-5-bozoglu-yavuz-pamukkale-university-journal-of"><img alt="Bozoglu & Yavuz / Pamukkale University Journal of Education, 58, 349-369, 2023 " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394259/table-2-relationship-between-critical-thinking-dispositions"><img alt="Relationship between Critical Thinking Dispositions and Information Literacy Self-Efficacy Table 2 Finally, when the mediating effect of pre-service teachers' attitudes towards scientific " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394260/table-3-the-findings-of-pre-service-teachers-attitudes"><img alt="The Findings of Pre-Service Teachers’ Attitudes Towards Scientific Research in the Table 3 The indirect effect of pre-service teachers' attitudes towards scientific research on the controlled, indicates that it functions as a partial mediator of their attitudes towards scientific " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/table_007.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-101436455-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f58bf21a861852ef347285d91419c193" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101978849,"asset_id":101436455,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101978849/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101436455"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101436455"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101436455; 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Ancak Türkçe alan yazında konuşma çözümlemesi yöntemini ayrıntılı olarak ele alan ve tartışan çalışmaların sayısının oldukça az olduğu görülmüştür. Bu çalışmanın amacı; konuşma çözümlemesinin ilkelerini tanıtmak, geçerli ve güvenilir bulgular elde edebilmek için veri toplama ve etkileşim çözümleme süreçlerine yönelik ayrıntılı bilgiler sunmak ve bu süreçlerde dikkat edilmesi gereken etik hususları tartışmaktır. Bu çalışmada konuşma çözümlemesinde geçerlik, güvenirlik ve etik konularına odaklanılarak Türkiye'de görece yeni oluşan alan yazına katkıda bulunulması ve bu yöntemle ilgilenen araştırmacıların bilgilendirilmesi de hedeflenmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="840f77eb6369ee73455165cd683a7eea" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79998950,"asset_id":70141756,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79998950/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="70141756"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="70141756"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 70141756; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=70141756]").text(description); $(".js-view-count[data-work-id=70141756]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 70141756; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='70141756']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "840f77eb6369ee73455165cd683a7eea" } } $('.js-work-strip[data-work-id=70141756]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":70141756,"title":"Konuşma Çözümlemesi Yöntemi: Veri Toplama ve Çözümleme Süreçlerinde Geçerlik, Güvenirlik ve Etik","translated_title":"","metadata":{"doi":"10.16986/huje.2020063458","abstract":"Sosyal etkileşimi tanımlamada kullanılan konuşma çözümlemesi yöntemine olan ilgi son dönemde Türkiye'de artmaya başlamış ve bu yöntem, diğer sosyal bilimler alanlarında olduğu gibi eğitim araştırmalarında da sıklıkla kullanılmaya başlanmıştır. Ancak Türkçe alan yazında konuşma çözümlemesi yöntemini ayrıntılı olarak ele alan ve tartışan çalışmaların sayısının oldukça az olduğu görülmüştür. Bu çalışmanın amacı; konuşma çözümlemesinin ilkelerini tanıtmak, geçerli ve güvenilir bulgular elde edebilmek için veri toplama ve etkileşim çözümleme süreçlerine yönelik ayrıntılı bilgiler sunmak ve bu süreçlerde dikkat edilmesi gereken etik hususları tartışmaktır. Bu çalışmada konuşma çözümlemesinde geçerlik, güvenirlik ve etik konularına odaklanılarak Türkiye'de görece yeni oluşan alan yazına katkıda bulunulması ve bu yöntemle ilgilenen araştırmacıların bilgilendirilmesi de hedeflenmiştir.","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"Hacettepe Üniversitesi Eğitim Fakültesi Dergisi"},"translated_abstract":"Sosyal etkileşimi tanımlamada kullanılan konuşma çözümlemesi yöntemine olan ilgi son dönemde Türkiye'de artmaya başlamış ve bu yöntem, diğer sosyal bilimler alanlarında olduğu gibi eğitim araştırmalarında da sıklıkla kullanılmaya başlanmıştır. Ancak Türkçe alan yazında konuşma çözümlemesi yöntemini ayrıntılı olarak ele alan ve tartışan çalışmaların sayısının oldukça az olduğu görülmüştür. 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Based on this necessity, OECD measured collaborative problem-solving (CPS) competencies of 15-year-old students from the countries participating in PISA assessment in 2015. The objective of this study is to examine the data on Turkey from PISA 2015 CPS survey through Deterministic-Input, Noisy-Or-Gate (DINO) cognitive diagnostic model and to determine the students' levels of CPS competencies as well as difficulty levels of these competencies. In this context, primarily, attributes of CPS competency domain were examined and the model with the most appropriate number of attributes, classification accuracy and consistency was determined for the analysis of PISA 2015 CPS data. The sample of this descriptive study consists of 435 students. As a result of the analysis, the Q-matrix of the model data fit was observed to have the best goodness-of-fit when it had three attributes whereas model fit and classification consistency decreased as the number of attributes increased. Furthermore, the easiest competency for Turkish students was determined to be 'taking appropriate action to solve the problem' while the most difficult was 'establishing and maintaining shared understanding'. Finally, latent class distribution exposed that 56% of the students did not have any of the competencies, and 35% had all. Results of this examination indicate that all CPS competencies of Turkish students need improvement.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9e048425f62ccbbf86f6c6fa6c756459" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65135518,"asset_id":44663011,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65135518/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44663011"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44663011"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44663011; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44663011]").text(description); $(".js-view-count[data-work-id=44663011]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44663011; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44663011']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9e048425f62ccbbf86f6c6fa6c756459" } } $('.js-work-strip[data-work-id=44663011]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44663011,"title":"An Examination of Turkish Students' PISA 2015 Collaborative Problem- Solving Competencies","translated_title":"","metadata":{"doi":"10.21449/ijate.682103","abstract":"Technological advancements initially made it possible for individuals with different cultures from different parts of the world to consider working together, and eventually collaboration turned into a necessity. 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Based on this necessity, OECD measured collaborative problem-solving (CPS) competencies of 15-year-old students from the countries participating in PISA assessment in 2015. The objective of this study is to examine the data on Turkey from PISA 2015 CPS survey through Deterministic-Input, Noisy-Or-Gate (DINO) cognitive diagnostic model and to determine the students' levels of CPS competencies as well as difficulty levels of these competencies. In this context, primarily, attributes of CPS competency domain were examined and the model with the most appropriate number of attributes, classification accuracy and consistency was determined for the analysis of PISA 2015 CPS data. The sample of this descriptive study consists of 435 students. As a result of the analysis, the Q-matrix of the model data fit was observed to have the best goodness-of-fit when it had three attributes whereas model fit and classification consistency decreased as the number of attributes increased. Furthermore, the easiest competency for Turkish students was determined to be 'taking appropriate action to solve the problem' while the most difficult was 'establishing and maintaining shared understanding'. Finally, latent class distribution exposed that 56% of the students did not have any of the competencies, and 35% had all. Results of this examination indicate that all CPS competencies of Turkish students need improvement.","owner":{"id":63945709,"first_name":"Emine","middle_initials":null,"last_name":"YAVUZ","page_name":"EmineYAVUZ","domain_name":"erciyes","created_at":"2017-05-06T11:17:46.440-07:00","display_name":"Emine YAVUZ","url":"https://erciyes.academia.edu/EmineYAVUZ"},"attachments":[{"id":65135518,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65135518/thumbnails/1.jpg","file_name":"An_Examination_of_Turkish_Students_PISA_2015_Collaborative_Problem_Solving_Competencies.pdf","download_url":"https://www.academia.edu/attachments/65135518/download_file","bulk_download_file_name":"An_Examination_of_Turkish_Students_PISA.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65135518/An_Examination_of_Turkish_Students_PISA_2015_Collaborative_Problem_Solving_Competencies-libre.pdf?1607458571=\u0026response-content-disposition=attachment%3B+filename%3DAn_Examination_of_Turkish_Students_PISA.pdf\u0026Expires=1743350047\u0026Signature=EpnFiNMZxFW~Z4vbgrclIlw7Julw7VdcCTRixgROVZuU6Z0ZNt34zEiN25VeiYuH00NYaH~xPtUQ7rJD8VXOxjZhC-nRiA7SdnrebfL0VHX8Qi2ZcHGqwpMBzSFHRdIGmtMudmME49Ft4oYPZNxr87UzSX16ZGYZPcTtr1LNQOc0RQFYYnESiY~IxKjJvdqhHxbmsI2xPfvlvWvB9iAn7j~L-mZC44FvNUQlnZzvwkq26UJ-g-IQPG0842h-UJzxAKM2sVf7w3jpuIiOPZFLxy5SvYx1VybHPvNHacsBm3E83OViVD3Efrd72A7pk0sjEm6G27N-OLHrWPc65j5pYw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":10966,"name":"Turkey","url":"https://www.academia.edu/Documents/in/Turkey"},{"id":44453,"name":"Collaborative Problem Solving","url":"https://www.academia.edu/Documents/in/Collaborative_Problem_Solving"},{"id":1506500,"name":"Dino","url":"https://www.academia.edu/Documents/in/Dino"},{"id":1776589,"name":"Cognitive Diagnostic Assessment Model","url":"https://www.academia.edu/Documents/in/Cognitive_Diagnostic_Assessment_Model"},{"id":2610810,"name":"PISA 2015","url":"https://www.academia.edu/Documents/in/PISA_2015"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-44663011-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="44662998"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44662998/MESLEK%C4%B0_VE_TEKN%C4%B0K_L%C4%B0SELERDEK%C4%B0_D%C4%B0S%C4%B0PL%C4%B0N_PROBLEMLER%C4%B0N%C4%B0N_ARA%C5%9ETIRILMASI_KAYSER%C4%B0DE_B%C4%B0R_KARMA_Y%C3%96NTEM_%C3%87ALI%C5%9EMASI_Semra_DEM%C4%B0R_BA%C5%9EARAN_Emine_YAVUZ_Demet_AZAKO%C4%9ELU"><img alt="Research paper thumbnail of MESLEKİ VE TEKNİK LİSELERDEKİ DİSİPLİN PROBLEMLERİNİN ARAŞTIRILMASI: KAYSERİ'DE BİR KARMA YÖNTEM ÇALIŞMASI Semra DEMİR BAŞARAN * -Emine YAVUZ ** -Demet AZAKOĞLU" class="work-thumbnail" src="https://attachments.academia-assets.com/65135495/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44662998/MESLEK%C4%B0_VE_TEKN%C4%B0K_L%C4%B0SELERDEK%C4%B0_D%C4%B0S%C4%B0PL%C4%B0N_PROBLEMLER%C4%B0N%C4%B0N_ARA%C5%9ETIRILMASI_KAYSER%C4%B0DE_B%C4%B0R_KARMA_Y%C3%96NTEM_%C3%87ALI%C5%9EMASI_Semra_DEM%C4%B0R_BA%C5%9EARAN_Emine_YAVUZ_Demet_AZAKO%C4%9ELU">MESLEKİ VE TEKNİK LİSELERDEKİ DİSİPLİN PROBLEMLERİNİN ARAŞTIRILMASI: KAYSERİ'DE BİR KARMA YÖNTEM ÇALIŞMASI Semra DEMİR BAŞARAN * -Emine YAVUZ ** -Demet AZAKOĞLU</a></div><div class="wp-workCard_item"><span>Turkish Studies Educational Sciences</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ÖZ Bu araştırmada, mesleki ve teknik liselerdeki disiplin problemlerinin neler olduğu, bu problem...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ÖZ Bu araştırmada, mesleki ve teknik liselerdeki disiplin problemlerinin neler olduğu, bu problemlerin nedenleri, çözüm yolları ve bunların öğretmenlerin cinsiyetlerine ve öğretmenlik alanlarına göre farklılaşıp farklılaşmadığı öğretmenlerin bakış açıları ile belirlenmeye çalışılmıştır. Ayrıca öğretmenlerden disiplin problemleri ile başa çıkmada kendi yeterliliklerini değerlendirmeleri istenmiştir. Öğretmenlerin bakış açıları nitel ve nicel yöntemlerle incelendiği için bu çalışma, karma yöntem desenindedir. Araştırmada nicel veriler, araştırmacılar tarafından geliştirilen "Mesleki ve Teknik Liselerdeki Disiplin Sorunları, Nedenleri ve Çözüm Yolları Anketi" ile nitel veriler ise yapılandırılmış görüşme formu kullanarak yapılan görüşmeler yoluyla elde edilmiştir. Araştırmanın nicel bölümünde basit seçkisiz örnekleme kullanılarak belirlenen 296 öğretmenle, nitel bölümünde ise kolay ulaşılabilir örnekleme yöntemi kullanılarak belirlenen 12 öğretmen ile çalışılmıştır. Sonuç olarak, meslek liselerinde en sık görülen disiplin problemlerinin devamsızlık, derste cep telefonu ile ilgilenme, argolu ve küfürlü konuşma ve okul ve sınıf kurallarına uymama olduğu belirlenmiştir. Belirlenen disiplin problemlerin nedenlerinin öğrenci, okul yönetimi ve okul, öğretmen, son olarak aile ve çevre kaynaklı olduğu görülmektedir. Öğretmenlerin disiplin problemlerini çözmede daha çok müdahaleci çözüm yollarını tercih ettikleri belirlenmiştir. Ayrıca öğretmenlerin problemli olarak gördükleri davranışların, bu davranışların nedenlerinin ve çözüm yollarının öğretmenlerin cinsiyetlerine ve öğretmenlik * Doç. Dr., Erciyes Üniversitesi,</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8bf78b3f0e78d5be5ad82bb68c94ca25" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65135495,"asset_id":44662998,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65135495/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44662998"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44662998"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44662998; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44662998]").text(description); $(".js-view-count[data-work-id=44662998]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44662998; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44662998']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8bf78b3f0e78d5be5ad82bb68c94ca25" } } $('.js-work-strip[data-work-id=44662998]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44662998,"title":"MESLEKİ VE TEKNİK LİSELERDEKİ DİSİPLİN PROBLEMLERİNİN ARAŞTIRILMASI: KAYSERİ'DE BİR KARMA YÖNTEM ÇALIŞMASI Semra DEMİR BAŞARAN * -Emine YAVUZ ** -Demet AZAKOĞLU","translated_title":"","metadata":{"doi":"10.29228/TurkishStudies.29347","abstract":"ÖZ Bu araştırmada, mesleki ve teknik liselerdeki disiplin problemlerinin neler olduğu, bu problemlerin nedenleri, çözüm yolları ve bunların öğretmenlerin cinsiyetlerine ve öğretmenlik alanlarına göre farklılaşıp farklılaşmadığı öğretmenlerin bakış açıları ile belirlenmeye çalışılmıştır. Ayrıca öğretmenlerden disiplin problemleri ile başa çıkmada kendi yeterliliklerini değerlendirmeleri istenmiştir. Öğretmenlerin bakış açıları nitel ve nicel yöntemlerle incelendiği için bu çalışma, karma yöntem desenindedir. Araştırmada nicel veriler, araştırmacılar tarafından geliştirilen \"Mesleki ve Teknik Liselerdeki Disiplin Sorunları, Nedenleri ve Çözüm Yolları Anketi\" ile nitel veriler ise yapılandırılmış görüşme formu kullanarak yapılan görüşmeler yoluyla elde edilmiştir. Araştırmanın nicel bölümünde basit seçkisiz örnekleme kullanılarak belirlenen 296 öğretmenle, nitel bölümünde ise kolay ulaşılabilir örnekleme yöntemi kullanılarak belirlenen 12 öğretmen ile çalışılmıştır. Sonuç olarak, meslek liselerinde en sık görülen disiplin problemlerinin devamsızlık, derste cep telefonu ile ilgilenme, argolu ve küfürlü konuşma ve okul ve sınıf kurallarına uymama olduğu belirlenmiştir. Belirlenen disiplin problemlerin nedenlerinin öğrenci, okul yönetimi ve okul, öğretmen, son olarak aile ve çevre kaynaklı olduğu görülmektedir. Öğretmenlerin disiplin problemlerini çözmede daha çok müdahaleci çözüm yollarını tercih ettikleri belirlenmiştir. Ayrıca öğretmenlerin problemli olarak gördükleri davranışların, bu davranışların nedenlerinin ve çözüm yollarının öğretmenlerin cinsiyetlerine ve öğretmenlik * Doç. Dr., Erciyes Üniversitesi,","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Turkish Studies Educational Sciences"},"translated_abstract":"ÖZ Bu araştırmada, mesleki ve teknik liselerdeki disiplin problemlerinin neler olduğu, bu problemlerin nedenleri, çözüm yolları ve bunların öğretmenlerin cinsiyetlerine ve öğretmenlik alanlarına göre farklılaşıp farklılaşmadığı öğretmenlerin bakış açıları ile belirlenmeye çalışılmıştır. Ayrıca öğretmenlerden disiplin problemleri ile başa çıkmada kendi yeterliliklerini değerlendirmeleri istenmiştir. Öğretmenlerin bakış açıları nitel ve nicel yöntemlerle incelendiği için bu çalışma, karma yöntem desenindedir. Araştırmada nicel veriler, araştırmacılar tarafından geliştirilen \"Mesleki ve Teknik Liselerdeki Disiplin Sorunları, Nedenleri ve Çözüm Yolları Anketi\" ile nitel veriler ise yapılandırılmış görüşme formu kullanarak yapılan görüşmeler yoluyla elde edilmiştir. Araştırmanın nicel bölümünde basit seçkisiz örnekleme kullanılarak belirlenen 296 öğretmenle, nitel bölümünde ise kolay ulaşılabilir örnekleme yöntemi kullanılarak belirlenen 12 öğretmen ile çalışılmıştır. Sonuç olarak, meslek liselerinde en sık görülen disiplin problemlerinin devamsızlık, derste cep telefonu ile ilgilenme, argolu ve küfürlü konuşma ve okul ve sınıf kurallarına uymama olduğu belirlenmiştir. Belirlenen disiplin problemlerin nedenlerinin öğrenci, okul yönetimi ve okul, öğretmen, son olarak aile ve çevre kaynaklı olduğu görülmektedir. Öğretmenlerin disiplin problemlerini çözmede daha çok müdahaleci çözüm yollarını tercih ettikleri belirlenmiştir. Ayrıca öğretmenlerin problemli olarak gördükleri davranışların, bu davranışların nedenlerinin ve çözüm yollarının öğretmenlerin cinsiyetlerine ve öğretmenlik * Doç. 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Ayrıca öğretmenlerden disiplin problemleri ile başa çıkmada kendi yeterliliklerini değerlendirmeleri istenmiştir. Öğretmenlerin bakış açıları nitel ve nicel yöntemlerle incelendiği için bu çalışma, karma yöntem desenindedir. Araştırmada nicel veriler, araştırmacılar tarafından geliştirilen \"Mesleki ve Teknik Liselerdeki Disiplin Sorunları, Nedenleri ve Çözüm Yolları Anketi\" ile nitel veriler ise yapılandırılmış görüşme formu kullanarak yapılan görüşmeler yoluyla elde edilmiştir. Araştırmanın nicel bölümünde basit seçkisiz örnekleme kullanılarak belirlenen 296 öğretmenle, nitel bölümünde ise kolay ulaşılabilir örnekleme yöntemi kullanılarak belirlenen 12 öğretmen ile çalışılmıştır. Sonuç olarak, meslek liselerinde en sık görülen disiplin problemlerinin devamsızlık, derste cep telefonu ile ilgilenme, argolu ve küfürlü konuşma ve okul ve sınıf kurallarına uymama olduğu belirlenmiştir. Belirlenen disiplin problemlerin nedenlerinin öğrenci, okul yönetimi ve okul, öğretmen, son olarak aile ve çevre kaynaklı olduğu görülmektedir. Öğretmenlerin disiplin problemlerini çözmede daha çok müdahaleci çözüm yollarını tercih ettikleri belirlenmiştir. Ayrıca öğretmenlerin problemli olarak gördükleri davranışların, bu davranışların nedenlerinin ve çözüm yollarının öğretmenlerin cinsiyetlerine ve öğretmenlik * Doç. Dr., Erciyes Üniversitesi,","owner":{"id":63945709,"first_name":"Emine","middle_initials":null,"last_name":"YAVUZ","page_name":"EmineYAVUZ","domain_name":"erciyes","created_at":"2017-05-06T11:17:46.440-07:00","display_name":"Emine 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YAVUZ","url":"https://erciyes.academia.edu/EmineYAVUZ"},"attachments":[{"id":65135388,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65135388/thumbnails/1.jpg","file_name":"CA_gecerlik_guvenirlik_ve_etik.pdf","download_url":"https://www.academia.edu/attachments/65135388/download_file","bulk_download_file_name":"Konusma_Cozumlemesi_Yontemi_Veri_Toplama.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65135388/CA_gecerlik_guvenirlik_ve_etik-libre.pdf?1607458599=\u0026response-content-disposition=attachment%3B+filename%3DKonusma_Cozumlemesi_Yontemi_Veri_Toplama.pdf\u0026Expires=1743350047\u0026Signature=HgID5TzSvvxHj6c5ZvQMLTRa4QqkeBPKvzO2fx3Lt0vR9h9VhxAm1Ap9cWl-34yaM-0QHgq8JnBxWkIEjwnDmJmxyeYnclb2~BgNUpKZZO1dPAthAE~k9tisyWwoJ9PLgTS0HqXVOWlUhsasJM~EztShZVIfe07GCsVN2L6xdOF474gXX3Igc3Av7C~eUTfSDamhE~wUdvfvF5EvOmqLh8OC5RUogcODxcUb~iCtAEqXh1XYtu~C5wv2bEtkS9NOaRaFqBS-JD9XZLcGFH2hK4vZ2GtoNrfLO84lQwCimUHn2I40Mg6S8RN0eCgPTeMUyePpAn~nesgE~IoUTfrjhg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":81072,"name":"Etik","url":"https://www.academia.edu/Documents/in/Etik"},{"id":431091,"name":"Geçerlik","url":"https://www.academia.edu/Documents/in/Ge%C3%A7erlik"},{"id":431092,"name":"Güvenirlik","url":"https://www.academia.edu/Documents/in/G%C3%BCvenirlik"},{"id":2178816,"name":"Veri Toplama","url":"https://www.academia.edu/Documents/in/Veri_Toplama"},{"id":3825807,"name":"Konuşma çözümlemesi yöntemi","url":"https://www.academia.edu/Documents/in/Konu%C5%9Fma_%C3%A7%C3%B6z%C3%BCmlemesi_y%C3%B6ntemi"},{"id":3825808,"name":"etkileşim çözümlemesi","url":"https://www.academia.edu/Documents/in/etkile%C5%9Fim_%C3%A7%C3%B6z%C3%BCmlemesi"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-44662909-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="39904673"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39904673/Effects_of_Students_and_School_Variables_on_SBS_Achievements_and_Growth_in_Mathematic"><img alt="Research paper thumbnail of Effects of Students and School Variables on SBS Achievements and Growth in Mathematic" class="work-thumbnail" src="https://attachments.academia-assets.com/60091049/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39904673/Effects_of_Students_and_School_Variables_on_SBS_Achievements_and_Growth_in_Mathematic">Effects of Students and School Variables on SBS Achievements and Growth in Mathematic</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study is to investigate the effects of several student and school level varia...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study is to investigate the effects of several student and school level variables on students' mathematical achievement and mathematical achievement growth in middle school. The research population consisted of students in Ankara who started middle school in 2008 and graduated in 2011. Using a non-random typical case sampling method, 3715 students were sampled from 40 middle schools. The data used in this study were obtained from the Ministry of National Education with express written permission. Student Placement raw mathematics subtest scores from 2009 to 2011 were used as the dependent variable in the analysis. "Gender, mathematics grade point average in 6 th grade, and school attendance at sixth grade" comprised the student level variables whereas "school type and school size" variables comprised the school-level variables. A three-level hierarchical linear growth model was used to investigate the effects of these variables. Students' raw mathematics subtest scores in Students Placement Test were included in the model after these scores were equated. The results of the model analysis indicated that there was no growth in students' mathematical achievement. It was also observed that school attendance, sixth-grade mathematics grade point average and school type had a statistically significant effect on students' sixth-grade mathematical achievement.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="969e352a21f9f606fae0dc3f110b81e3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60091049,"asset_id":39904673,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60091049/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39904673"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39904673"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39904673; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39904673]").text(description); $(".js-view-count[data-work-id=39904673]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39904673; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39904673']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "969e352a21f9f606fae0dc3f110b81e3" } } $('.js-work-strip[data-work-id=39904673]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39904673,"title":"Effects of Students and School Variables on SBS Achievements and Growth in Mathematic","translated_title":"","metadata":{"abstract":"The purpose of this study is to investigate the effects of several student and school level variables on students' mathematical achievement and mathematical achievement growth in middle school. The research population consisted of students in Ankara who started middle school in 2008 and graduated in 2011. Using a non-random typical case sampling method, 3715 students were sampled from 40 middle schools. The data used in this study were obtained from the Ministry of National Education with express written permission. Student Placement raw mathematics subtest scores from 2009 to 2011 were used as the dependent variable in the analysis. \"Gender, mathematics grade point average in 6 th grade, and school attendance at sixth grade\" comprised the student level variables whereas \"school type and school size\" variables comprised the school-level variables. A three-level hierarchical linear growth model was used to investigate the effects of these variables. Students' raw mathematics subtest scores in Students Placement Test were included in the model after these scores were equated. The results of the model analysis indicated that there was no growth in students' mathematical achievement. It was also observed that school attendance, sixth-grade mathematics grade point average and school type had a statistically significant effect on students' sixth-grade mathematical achievement."},"translated_abstract":"The purpose of this study is to investigate the effects of several student and school level variables on students' mathematical achievement and mathematical achievement growth in middle school. The research population consisted of students in Ankara who started middle school in 2008 and graduated in 2011. Using a non-random typical case sampling method, 3715 students were sampled from 40 middle schools. The data used in this study were obtained from the Ministry of National Education with express written permission. Student Placement raw mathematics subtest scores from 2009 to 2011 were used as the dependent variable in the analysis. \"Gender, mathematics grade point average in 6 th grade, and school attendance at sixth grade\" comprised the student level variables whereas \"school type and school size\" variables comprised the school-level variables. A three-level hierarchical linear growth model was used to investigate the effects of these variables. Students' raw mathematics subtest scores in Students Placement Test were included in the model after these scores were equated. The results of the model analysis indicated that there was no growth in students' mathematical achievement. It was also observed that school attendance, sixth-grade mathematics grade point average and school type had a statistically significant effect on students' sixth-grade mathematical achievement.","internal_url":"https://www.academia.edu/39904673/Effects_of_Students_and_School_Variables_on_SBS_Achievements_and_Growth_in_Mathematic","translated_internal_url":"","created_at":"2019-07-23T06:13:13.432-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":63945709,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":32844062,"work_id":39904673,"tagging_user_id":63945709,"tagged_user_id":108786620,"co_author_invite_id":null,"email":"h***r@gmail.com","affiliation":"Gazi University","display_order":2,"name":"Hakan Yavuz Atar","title":"Effects of Students and School Variables on SBS Achievements and Growth in Mathematic"}],"downloadable_attachments":[{"id":60091049,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60091049/thumbnails/1.jpg","file_name":"Effects_of_Students_and_School_Variables_on_SBS_Achievements_and_Growth_in_Mathematic20190723-115501-1wh5uyl.pdf","download_url":"https://www.academia.edu/attachments/60091049/download_file","bulk_download_file_name":"Effects_of_Students_and_School_Variables.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60091049/Effects_of_Students_and_School_Variables_on_SBS_Achievements_and_Growth_in_Mathematic20190723-115501-1wh5uyl-libre.pdf?1563888259=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_Students_and_School_Variables.pdf\u0026Expires=1743350047\u0026Signature=cRDXJJvW6sPLdn5S3gJ7yt9FcCgd-MF0GKmc8dHG0ToxfxE85OplrHuL6fO1JXxGAFe5g4MxAl0SLPNQR5r7HIEoAfej52q4IkFqgHYn8NPZ7Rw8ZtSbaa9I4VsB6sRyGfOWBBR5jfHCHOfJlVEOzDpu7ghPC8pimydkwiXqQj-FPdRfHIMSKuh~7oH7HdB-O2~H903tYSP6aku5XzEUhtipSxp1ZlP2pgWtkbtQR1bltfm4Tyewq~UIXZwY28CEKap0wp12zteE961wKzyoxrA5s9pysyFlrcWDWS~d6Ee0NhAo4fdFldI2vao287XmjXgfDYK5lWVLbADMFvuL2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Effects_of_Students_and_School_Variables_on_SBS_Achievements_and_Growth_in_Mathematic","translated_slug":"","page_count":21,"language":"en","content_type":"Work","summary":"The purpose of this study is to investigate the effects of several student and school level variables on students' mathematical achievement and mathematical achievement growth in middle school. 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For this purpose , focus group inte rvie ws we re conducte d with the te achers who participate d in the study. Two focus group inte rvie ws were conducte d with 6 and 4 individuals re spectively. The group me mbers were composed of te achers working in various fie lds (scie nce, mathematics, English, Turkish, music and arts) in e le me ntary and junior high school and maximum dive rsity sampling was done. The inte rvie ws started with brie f introductions of the participants. The data we re colle cte d by voice re cording me thod. Te achers we re give n ne cessary e xplanations and aske d for the ir consent. The inte rviews laste d 60 and 97 minute s. The inte rvie ws we re based on 5 que stions. In the study, e ach question was formed to cover a theme. The the mes we re the needs of being scie ntifically lite rate , the ne cessities of be ing scie ntifically lite rate , the tasks of institutions and organizations in the case of scientific lite racy, the perspective of the te achers on academic studie s and the e valuation of the te achers own scie ntific lite racy. The validity of this study was e xamine d based on evide nce-based validity. As a re sult of the focus group inte rvie ws, it was de te rmine d that the te achers conside red the concept of "scientific lite racy" important and useful. It was observed that many te achers, e ven if at a minimum le ve l, we re inte re sted in academic studie s, but the ir inte re st fade d away due to the fact that it was not supporte d by the authoritie s.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="62bcc753bc417c6fea59668ffc999c19" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60091034,"asset_id":39904658,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60091034/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39904658"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39904658"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39904658; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39904658]").text(description); $(".js-view-count[data-work-id=39904658]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39904658; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39904658']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "62bcc753bc417c6fea59668ffc999c19" } } $('.js-work-strip[data-work-id=39904658]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39904658,"title":"Investigation of Scientific Literacy of Primary and Secondary School Teachers with Focus Group Interviews","translated_title":"","metadata":{"abstract":"In this study, it is aime d to inve stigate the scientific lite racy of the te achers who play an active role in shaping the Turkish socie ty and in the training of the individuals. For this purpose , focus group inte rvie ws we re conducte d with the te achers who participate d in the study. Two focus group inte rvie ws were conducte d with 6 and 4 individuals re spectively. The group me mbers were composed of te achers working in various fie lds (scie nce, mathematics, English, Turkish, music and arts) in e le me ntary and junior high school and maximum dive rsity sampling was done. The inte rvie ws started with brie f introductions of the participants. The data we re colle cte d by voice re cording me thod. Te achers we re give n ne cessary e xplanations and aske d for the ir consent. The inte rviews laste d 60 and 97 minute s. The inte rvie ws we re based on 5 que stions. In the study, e ach question was formed to cover a theme. The the mes we re the needs of being scie ntifically lite rate , the ne cessities of be ing scie ntifically lite rate , the tasks of institutions and organizations in the case of scientific lite racy, the perspective of the te achers on academic studie s and the e valuation of the te achers own scie ntific lite racy. The validity of this study was e xamine d based on evide nce-based validity. As a re sult of the focus group inte rvie ws, it was de te rmine d that the te achers conside red the concept of \"scientific lite racy\" important and useful. It was observed that many te achers, e ven if at a minimum le ve l, we re inte re sted in academic studie s, but the ir inte re st fade d away due to the fact that it was not supporte d by the authoritie s."},"translated_abstract":"In this study, it is aime d to inve stigate the scientific lite racy of the te achers who play an active role in shaping the Turkish socie ty and in the training of the individuals. For this purpose , focus group inte rvie ws we re conducte d with the te achers who participate d in the study. Two focus group inte rvie ws were conducte d with 6 and 4 individuals re spectively. The group me mbers were composed of te achers working in various fie lds (scie nce, mathematics, English, Turkish, music and arts) in e le me ntary and junior high school and maximum dive rsity sampling was done. The inte rvie ws started with brie f introductions of the participants. The data we re colle cte d by voice re cording me thod. Te achers we re give n ne cessary e xplanations and aske d for the ir consent. The inte rviews laste d 60 and 97 minute s. The inte rvie ws we re based on 5 que stions. In the study, e ach question was formed to cover a theme. The the mes we re the needs of being scie ntifically lite rate , the ne cessities of be ing scie ntifically lite rate , the tasks of institutions and organizations in the case of scientific lite racy, the perspective of the te achers on academic studie s and the e valuation of the te achers own scie ntific lite racy. The validity of this study was e xamine d based on evide nce-based validity. As a re sult of the focus group inte rvie ws, it was de te rmine d that the te achers conside red the concept of \"scientific lite racy\" important and useful. 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For this purpose , focus group inte rvie ws we re conducte d with the te achers who participate d in the study. Two focus group inte rvie ws were conducte d with 6 and 4 individuals re spectively. The group me mbers were composed of te achers working in various fie lds (scie nce, mathematics, English, Turkish, music and arts) in e le me ntary and junior high school and maximum dive rsity sampling was done. The inte rvie ws started with brie f introductions of the participants. The data we re colle cte d by voice re cording me thod. Te achers we re give n ne cessary e xplanations and aske d for the ir consent. The inte rviews laste d 60 and 97 minute s. The inte rvie ws we re based on 5 que stions. In the study, e ach question was formed to cover a theme. The the mes we re the needs of being scie ntifically lite rate , the ne cessities of be ing scie ntifically lite rate , the tasks of institutions and organizations in the case of scientific lite racy, the perspective of the te achers on academic studie s and the e valuation of the te achers own scie ntific lite racy. The validity of this study was e xamine d based on evide nce-based validity. As a re sult of the focus group inte rvie ws, it was de te rmine d that the te achers conside red the concept of \"scientific lite racy\" important and useful. 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Fakat Sırbistan'ın ortalama problem çözme yeterliğinin, Türkiye'den daha yüksek olduğu ifade edilmiştir. Bu doğrultuda bu çalışmada iki ülkenin problem çözme okuryazarlığına etki eden okul değişkenleri belirlenip karşılaştırılmıştır. Nedensel karşılaştırma yöntemi ile yürütülen bu çalışmada Türkiye örnekleminde 147 okuldan 4494 öğrenciye, Sırbistan örnekleminde ise 132 okuldan 4059 öğrenciye ait veri üzerinde ayrı ayrı HLM analizi yapılmıştır. HLM analizi sonucunda, Sırbistan için "engel ve aile bağışı" değişken etkileri, Türkiye için ise "terk, öğretmen morali ve matematik yarışı" değişken etkileri istatistiksel olarak anlamlı bulunmuştur. İki ülkede farklı değişkenlerin problem çözme okuryazarlığı üzerinde manidar etkileri olduğu görülse de bu değişkenlerin okul iklimi kavramının birer bileşeni olması oldukça dikkate değerdir. Anahtar Kelimeler: PISA 2012, problem çözme yeterliği, Türkiye, Sırbistan. Abstract According to the OECD's PISA 2012 Turkey problem-solving report, Turkey and Serbia are at the same mathematical literacy level. However, Serbia's average of problem-solving competency is said to be higher than Turkey's. In this study, school variables that affect problem-solving competency of the two countries were examined and compared. The method of the study was causal comparison method, and HLM analysis was performed on data of 4494 students from 147 schools in Turkey sample and 4059 students from 132 schools in Serbia sample separately. As a result of HLM analysis, "obstacle and family donation" variable for Serbia and "abandon, teacher morale and mathematics competition" variable for Turkey were statistically significant. Although it was found that for each countries different variables influence the problem-solving competency, it was quite remarkable that these variables are in common in that they are components of the school climate concept. GİRİŞ Çok fazla değişkenin etkisinde sürekli değişen ve gelişen dünyada, toplumlar arası etkileşim kaçınılmaz hale gelmiştir. Bu durum, sınırların ortadan kalkmasına ve hiçbir toplumun ve ulusun, dış dünyadan bağımsız olarak kendi içerisinde kapalı kalamamasına neden olmuştur. Bu karmaşık ve rekabetin en üst düzeye çıktığı ortamlarda sağlanacak başarı, öncelikle nitelikli insan gücüne bağlıdır. Bu bağlamda eğitim, küresel dönemin dinamikleri doğrultusunda çok boyutlu ve çok yönlü nitelikli insan modelinin yetiştirilmesinde, en etkin ve önemli araçlardan biridir (Demir, 2010:1-5).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="40373f91b3af6c9b344cab719747a1c4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60091029,"asset_id":39904655,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60091029/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39904655"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39904655"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39904655; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39904655]").text(description); $(".js-view-count[data-work-id=39904655]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39904655; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39904655']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "40373f91b3af6c9b344cab719747a1c4" } } $('.js-work-strip[data-work-id=39904655]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39904655,"title":"PISA 2012 Problem Çözme Yeterliğine Etki Eden Okul Değişkenlerinin İncelenmesi: Türkiye-Sırbistan Karşılaştırması","translated_title":"","metadata":{"abstract":"Öz OECD'nin PISA 2012 Türkiye problem çözme raporuna göre Türkiye ve Sırbistan aynı matematik okuryazarlık düzeyindedir. Fakat Sırbistan'ın ortalama problem çözme yeterliğinin, Türkiye'den daha yüksek olduğu ifade edilmiştir. Bu doğrultuda bu çalışmada iki ülkenin problem çözme okuryazarlığına etki eden okul değişkenleri belirlenip karşılaştırılmıştır. Nedensel karşılaştırma yöntemi ile yürütülen bu çalışmada Türkiye örnekleminde 147 okuldan 4494 öğrenciye, Sırbistan örnekleminde ise 132 okuldan 4059 öğrenciye ait veri üzerinde ayrı ayrı HLM analizi yapılmıştır. HLM analizi sonucunda, Sırbistan için \"engel ve aile bağışı\" değişken etkileri, Türkiye için ise \"terk, öğretmen morali ve matematik yarışı\" değişken etkileri istatistiksel olarak anlamlı bulunmuştur. İki ülkede farklı değişkenlerin problem çözme okuryazarlığı üzerinde manidar etkileri olduğu görülse de bu değişkenlerin okul iklimi kavramının birer bileşeni olması oldukça dikkate değerdir. Anahtar Kelimeler: PISA 2012, problem çözme yeterliği, Türkiye, Sırbistan. Abstract According to the OECD's PISA 2012 Turkey problem-solving report, Turkey and Serbia are at the same mathematical literacy level. However, Serbia's average of problem-solving competency is said to be higher than Turkey's. In this study, school variables that affect problem-solving competency of the two countries were examined and compared. The method of the study was causal comparison method, and HLM analysis was performed on data of 4494 students from 147 schools in Turkey sample and 4059 students from 132 schools in Serbia sample separately. As a result of HLM analysis, \"obstacle and family donation\" variable for Serbia and \"abandon, teacher morale and mathematics competition\" variable for Turkey were statistically significant. Although it was found that for each countries different variables influence the problem-solving competency, it was quite remarkable that these variables are in common in that they are components of the school climate concept. GİRİŞ Çok fazla değişkenin etkisinde sürekli değişen ve gelişen dünyada, toplumlar arası etkileşim kaçınılmaz hale gelmiştir. Bu durum, sınırların ortadan kalkmasına ve hiçbir toplumun ve ulusun, dış dünyadan bağımsız olarak kendi içerisinde kapalı kalamamasına neden olmuştur. Bu karmaşık ve rekabetin en üst düzeye çıktığı ortamlarda sağlanacak başarı, öncelikle nitelikli insan gücüne bağlıdır. Bu bağlamda eğitim, küresel dönemin dinamikleri doğrultusunda çok boyutlu ve çok yönlü nitelikli insan modelinin yetiştirilmesinde, en etkin ve önemli araçlardan biridir (Demir, 2010:1-5)."},"translated_abstract":"Öz OECD'nin PISA 2012 Türkiye problem çözme raporuna göre Türkiye ve Sırbistan aynı matematik okuryazarlık düzeyindedir. Fakat Sırbistan'ın ortalama problem çözme yeterliğinin, Türkiye'den daha yüksek olduğu ifade edilmiştir. Bu doğrultuda bu çalışmada iki ülkenin problem çözme okuryazarlığına etki eden okul değişkenleri belirlenip karşılaştırılmıştır. Nedensel karşılaştırma yöntemi ile yürütülen bu çalışmada Türkiye örnekleminde 147 okuldan 4494 öğrenciye, Sırbistan örnekleminde ise 132 okuldan 4059 öğrenciye ait veri üzerinde ayrı ayrı HLM analizi yapılmıştır. HLM analizi sonucunda, Sırbistan için \"engel ve aile bağışı\" değişken etkileri, Türkiye için ise \"terk, öğretmen morali ve matematik yarışı\" değişken etkileri istatistiksel olarak anlamlı bulunmuştur. İki ülkede farklı değişkenlerin problem çözme okuryazarlığı üzerinde manidar etkileri olduğu görülse de bu değişkenlerin okul iklimi kavramının birer bileşeni olması oldukça dikkate değerdir. Anahtar Kelimeler: PISA 2012, problem çözme yeterliği, Türkiye, Sırbistan. Abstract According to the OECD's PISA 2012 Turkey problem-solving report, Turkey and Serbia are at the same mathematical literacy level. However, Serbia's average of problem-solving competency is said to be higher than Turkey's. In this study, school variables that affect problem-solving competency of the two countries were examined and compared. The method of the study was causal comparison method, and HLM analysis was performed on data of 4494 students from 147 schools in Turkey sample and 4059 students from 132 schools in Serbia sample separately. As a result of HLM analysis, \"obstacle and family donation\" variable for Serbia and \"abandon, teacher morale and mathematics competition\" variable for Turkey were statistically significant. Although it was found that for each countries different variables influence the problem-solving competency, it was quite remarkable that these variables are in common in that they are components of the school climate concept. GİRİŞ Çok fazla değişkenin etkisinde sürekli değişen ve gelişen dünyada, toplumlar arası etkileşim kaçınılmaz hale gelmiştir. Bu durum, sınırların ortadan kalkmasına ve hiçbir toplumun ve ulusun, dış dünyadan bağımsız olarak kendi içerisinde kapalı kalamamasına neden olmuştur. Bu karmaşık ve rekabetin en üst düzeye çıktığı ortamlarda sağlanacak başarı, öncelikle nitelikli insan gücüne bağlıdır. Bu bağlamda eğitim, küresel dönemin dinamikleri doğrultusunda çok boyutlu ve çok yönlü nitelikli insan modelinin yetiştirilmesinde, en etkin ve önemli araçlardan biridir (Demir, 2010:1-5).","internal_url":"https://www.academia.edu/39904655/PISA_2012_Problem_%C3%87%C3%B6zme_Yeterli%C4%9Fine_Etki_Eden_Okul_De%C4%9Fi%C5%9Fkenlerinin_%C4%B0ncelenmesi_T%C3%BCrkiye_S%C4%B1rbistan_Kar%C5%9F%C4%B1la%C5%9Ft%C4%B1rmas%C4%B1","translated_internal_url":"","created_at":"2019-07-23T06:10:36.106-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":63945709,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":60091029,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60091029/thumbnails/1.jpg","file_name":"PISA_2012_Problem_Cozme_Yeterligine_Etki_Eden_Okul_Degiskenlerinin_Incelenmesi_Turkiye-Sirbistan_Karsilastirmasi20190723-107806-q52x1p.pdf","download_url":"https://www.academia.edu/attachments/60091029/download_file","bulk_download_file_name":"PISA_2012_Problem_Cozme_Yeterligine_Etki.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60091029/PISA_2012_Problem_Cozme_Yeterligine_Etki_Eden_Okul_Degiskenlerinin_Incelenmesi_Turkiye-Sirbistan_Karsilastirmasi20190723-107806-q52x1p-libre.pdf?1563888260=\u0026response-content-disposition=attachment%3B+filename%3DPISA_2012_Problem_Cozme_Yeterligine_Etki.pdf\u0026Expires=1743350048\u0026Signature=JWjaAHFcnYBC37jpczx~rSyLyn6YwZS8fjbEs~m1-tK4nGhgrYbbEilhePM0YiRM5xp6KVEuVVTf1FwnnkTGTqgrmRPpWcNdVrsGy10Su1k75WgxHI8ePRCXcCSpSEqXXW8vCuyrychD8UIoYgZERWqE~iYvXh6LEuXAN5--MSDKCJbURnFD3kBV2vsYMXNtqInvsWP0y5w3MhVlq2qN8Nhn45KgKMHqFA6ypdqnfn3C-XSuWxCztZP5q5cWPahXUHiNpAP6IiegWh4itdKP3BGjLhJY9Fsx53nhUq4nM8QAw3mEocTyFy5yfe9FFRvLs3a46BbT-eBXTB0ia6Ln1w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"PISA_2012_Problem_Çözme_Yeterliğine_Etki_Eden_Okul_Değişkenlerinin_İncelenmesi_Türkiye_Sırbistan_Karşılaştırması","translated_slug":"","page_count":18,"language":"tr","content_type":"Work","summary":"Öz OECD'nin PISA 2012 Türkiye problem çözme raporuna göre Türkiye ve Sırbistan aynı matematik okuryazarlık düzeyindedir. Fakat Sırbistan'ın ortalama problem çözme yeterliğinin, Türkiye'den daha yüksek olduğu ifade edilmiştir. Bu doğrultuda bu çalışmada iki ülkenin problem çözme okuryazarlığına etki eden okul değişkenleri belirlenip karşılaştırılmıştır. Nedensel karşılaştırma yöntemi ile yürütülen bu çalışmada Türkiye örnekleminde 147 okuldan 4494 öğrenciye, Sırbistan örnekleminde ise 132 okuldan 4059 öğrenciye ait veri üzerinde ayrı ayrı HLM analizi yapılmıştır. HLM analizi sonucunda, Sırbistan için \"engel ve aile bağışı\" değişken etkileri, Türkiye için ise \"terk, öğretmen morali ve matematik yarışı\" değişken etkileri istatistiksel olarak anlamlı bulunmuştur. İki ülkede farklı değişkenlerin problem çözme okuryazarlığı üzerinde manidar etkileri olduğu görülse de bu değişkenlerin okul iklimi kavramının birer bileşeni olması oldukça dikkate değerdir. Anahtar Kelimeler: PISA 2012, problem çözme yeterliği, Türkiye, Sırbistan. Abstract According to the OECD's PISA 2012 Turkey problem-solving report, Turkey and Serbia are at the same mathematical literacy level. However, Serbia's average of problem-solving competency is said to be higher than Turkey's. In this study, school variables that affect problem-solving competency of the two countries were examined and compared. The method of the study was causal comparison method, and HLM analysis was performed on data of 4494 students from 147 schools in Turkey sample and 4059 students from 132 schools in Serbia sample separately. As a result of HLM analysis, \"obstacle and family donation\" variable for Serbia and \"abandon, teacher morale and mathematics competition\" variable for Turkey were statistically significant. Although it was found that for each countries different variables influence the problem-solving competency, it was quite remarkable that these variables are in common in that they are components of the school climate concept. GİRİŞ Çok fazla değişkenin etkisinde sürekli değişen ve gelişen dünyada, toplumlar arası etkileşim kaçınılmaz hale gelmiştir. Bu durum, sınırların ortadan kalkmasına ve hiçbir toplumun ve ulusun, dış dünyadan bağımsız olarak kendi içerisinde kapalı kalamamasına neden olmuştur. Bu karmaşık ve rekabetin en üst düzeye çıktığı ortamlarda sağlanacak başarı, öncelikle nitelikli insan gücüne bağlıdır. Bu bağlamda eğitim, küresel dönemin dinamikleri doğrultusunda çok boyutlu ve çok yönlü nitelikli insan modelinin yetiştirilmesinde, en etkin ve önemli araçlardan biridir (Demir, 2010:1-5).","owner":{"id":63945709,"first_name":"Emine","middle_initials":null,"last_name":"YAVUZ","page_name":"EmineYAVUZ","domain_name":"erciyes","created_at":"2017-05-06T11:17:46.440-07:00","display_name":"Emine YAVUZ","url":"https://erciyes.academia.edu/EmineYAVUZ"},"attachments":[{"id":60091029,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60091029/thumbnails/1.jpg","file_name":"PISA_2012_Problem_Cozme_Yeterligine_Etki_Eden_Okul_Degiskenlerinin_Incelenmesi_Turkiye-Sirbistan_Karsilastirmasi20190723-107806-q52x1p.pdf","download_url":"https://www.academia.edu/attachments/60091029/download_file","bulk_download_file_name":"PISA_2012_Problem_Cozme_Yeterligine_Etki.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60091029/PISA_2012_Problem_Cozme_Yeterligine_Etki_Eden_Okul_Degiskenlerinin_Incelenmesi_Turkiye-Sirbistan_Karsilastirmasi20190723-107806-q52x1p-libre.pdf?1563888260=\u0026response-content-disposition=attachment%3B+filename%3DPISA_2012_Problem_Cozme_Yeterligine_Etki.pdf\u0026Expires=1743350048\u0026Signature=JWjaAHFcnYBC37jpczx~rSyLyn6YwZS8fjbEs~m1-tK4nGhgrYbbEilhePM0YiRM5xp6KVEuVVTf1FwnnkTGTqgrmRPpWcNdVrsGy10Su1k75WgxHI8ePRCXcCSpSEqXXW8vCuyrychD8UIoYgZERWqE~iYvXh6LEuXAN5--MSDKCJbURnFD3kBV2vsYMXNtqInvsWP0y5w3MhVlq2qN8Nhn45KgKMHqFA6ypdqnfn3C-XSuWxCztZP5q5cWPahXUHiNpAP6IiegWh4itdKP3BGjLhJY9Fsx53nhUq4nM8QAw3mEocTyFy5yfe9FFRvLs3a46BbT-eBXTB0ia6Ln1w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4473,"name":"Problem solving (Education)","url":"https://www.academia.edu/Documents/in/Problem_solving_Education_"},{"id":4859,"name":"Hierarchical Linear Modeling","url":"https://www.academia.edu/Documents/in/Hierarchical_Linear_Modeling"},{"id":10966,"name":"Turkey","url":"https://www.academia.edu/Documents/in/Turkey"},{"id":45610,"name":"Programme for International Students Assessment (PISA)","url":"https://www.academia.edu/Documents/in/Programme_for_International_Students_Assessment_PISA_"},{"id":78630,"name":"Serbia","url":"https://www.academia.edu/Documents/in/Serbia"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-39904655-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="39904651"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39904651/%C4%B0LK%C3%96%C4%9ERET%C4%B0M_B%C3%96L%C3%9CM%C3%9C_%C3%96%C4%9ERETMEN_ADAYLARININ_F%C4%B0NANSAL_OKURYAZARLIK_D%C3%9CZEYLER%C4%B0N%C4%B0N_%C3%87E%C5%9E%C4%B0TL%C4%B0_DE%C4%9E%C4%B0%C5%9EKENLER_A%C3%87ISINDAN_%C4%B0NCELENMES%C4%B0"><img alt="Research paper thumbnail of İLKÖĞRETİM BÖLÜMÜ ÖĞRETMEN ADAYLARININ FİNANSAL OKURYAZARLIK DÜZEYLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ" class="work-thumbnail" src="https://attachments.academia-assets.com/60091023/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39904651/%C4%B0LK%C3%96%C4%9ERET%C4%B0M_B%C3%96L%C3%9CM%C3%9C_%C3%96%C4%9ERETMEN_ADAYLARININ_F%C4%B0NANSAL_OKURYAZARLIK_D%C3%9CZEYLER%C4%B0N%C4%B0N_%C3%87E%C5%9E%C4%B0TL%C4%B0_DE%C4%9E%C4%B0%C5%9EKENLER_A%C3%87ISINDAN_%C4%B0NCELENMES%C4%B0">İLKÖĞRETİM BÖLÜMÜ ÖĞRETMEN ADAYLARININ FİNANSAL OKURYAZARLIK DÜZEYLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bireylerin harcamalarını, tasarruflarını, yatırımlarını, birikimlerini, gelir-gider dengesini büt...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bireylerin harcamalarını, tasarruflarını, yatırımlarını, birikimlerini, gelir-gider dengesini bütçesi doğrultusunda yönetebilme yetisine finansal okuryazarlık denilmektedir. Dünyada olduğu gibi ülkemizde de hakkında araştırmalar yapılan ve giderek önemi artmakta olan finansal okuryazar olma özelliği, toplumun geleceğini oluşturan üniversite öğrencileri ve özellikle öğretmen adayları için büyük önem taşımaktadır. Ankara'da bir devlet üniversitesinin eğitim fakültesi ilköğretim bölümünde öğrenim gören 743 öğretmen adayı (167 sosyal bilgiler öğretmenliği, 133 ilköğretim matematik öğretmenliği, 153 Türkçe öğretmenliği, 147 sınıf öğretmenliği) ile yapılan bu çalışmada, öğretmen adaylarının finansal okuryazarlık düzeyinin belirlenmesi ve finansal okuryazarlık düzeylerinin belirlenen değişkenlere göre değişkenlik gösterip göstermediğinin ortaya konması amaçlanmıştır. Öğretmen adaylarına ait demografik bilgilerin (öğrenim gördükleri anabilim dalı, sınıfları, ailelerin aylık gelirleri ve cinsiyetleri) elde edilmesi için bir anketten, finansal okuryazarlık düzeylerinin belirlenmesi için ise 14 maddelik bir ölçekten (Sarıgül, 2015) yararlanılmıştır. Betimsel istatistik, tek yönlü ANOVA ve ilişkisiz örneklemler için t-testi analizleri sonucunda öğretmen adaylarının finansal okuryazarlık düzeylerinin onların demografik özelliklerine göre değişkenlik gösterip göstermediği belirlenmiştir. Öğretmen adaylarının finansal okuryazarlık düzeyleri ile bazı demografik özellikleri arasında anlamlı ilişkiler gözlemlenmiştir. Finansal okuryazarlık düzeyi ile öğrenim görülen bölüm ve devam edilen sınıf arasında anlamlı ilişki gözlemlenirken; ailenin aylık geliri ve cinsiyet arasında anlamlı ilişki olmadığı sonucuna varılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="038b9b20a4fdefdd5718f6b09189d417" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60091023,"asset_id":39904651,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60091023/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39904651"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39904651"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39904651; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39904651]").text(description); $(".js-view-count[data-work-id=39904651]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39904651; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39904651']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "038b9b20a4fdefdd5718f6b09189d417" } } $('.js-work-strip[data-work-id=39904651]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39904651,"title":"İLKÖĞRETİM BÖLÜMÜ ÖĞRETMEN ADAYLARININ FİNANSAL OKURYAZARLIK DÜZEYLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ","translated_title":"","metadata":{"abstract":"Bireylerin harcamalarını, tasarruflarını, yatırımlarını, birikimlerini, gelir-gider dengesini bütçesi doğrultusunda yönetebilme yetisine finansal okuryazarlık denilmektedir. Dünyada olduğu gibi ülkemizde de hakkında araştırmalar yapılan ve giderek önemi artmakta olan finansal okuryazar olma özelliği, toplumun geleceğini oluşturan üniversite öğrencileri ve özellikle öğretmen adayları için büyük önem taşımaktadır. Ankara'da bir devlet üniversitesinin eğitim fakültesi ilköğretim bölümünde öğrenim gören 743 öğretmen adayı (167 sosyal bilgiler öğretmenliği, 133 ilköğretim matematik öğretmenliği, 153 Türkçe öğretmenliği, 147 sınıf öğretmenliği) ile yapılan bu çalışmada, öğretmen adaylarının finansal okuryazarlık düzeyinin belirlenmesi ve finansal okuryazarlık düzeylerinin belirlenen değişkenlere göre değişkenlik gösterip göstermediğinin ortaya konması amaçlanmıştır. Öğretmen adaylarına ait demografik bilgilerin (öğrenim gördükleri anabilim dalı, sınıfları, ailelerin aylık gelirleri ve cinsiyetleri) elde edilmesi için bir anketten, finansal okuryazarlık düzeylerinin belirlenmesi için ise 14 maddelik bir ölçekten (Sarıgül, 2015) yararlanılmıştır. Betimsel istatistik, tek yönlü ANOVA ve ilişkisiz örneklemler için t-testi analizleri sonucunda öğretmen adaylarının finansal okuryazarlık düzeylerinin onların demografik özelliklerine göre değişkenlik gösterip göstermediği belirlenmiştir. Öğretmen adaylarının finansal okuryazarlık düzeyleri ile bazı demografik özellikleri arasında anlamlı ilişkiler gözlemlenmiştir. Finansal okuryazarlık düzeyi ile öğrenim görülen bölüm ve devam edilen sınıf arasında anlamlı ilişki gözlemlenirken; ailenin aylık geliri ve cinsiyet arasında anlamlı ilişki olmadığı sonucuna varılmıştır."},"translated_abstract":"Bireylerin harcamalarını, tasarruflarını, yatırımlarını, birikimlerini, gelir-gider dengesini bütçesi doğrultusunda yönetebilme yetisine finansal okuryazarlık denilmektedir. Dünyada olduğu gibi ülkemizde de hakkında araştırmalar yapılan ve giderek önemi artmakta olan finansal okuryazar olma özelliği, toplumun geleceğini oluşturan üniversite öğrencileri ve özellikle öğretmen adayları için büyük önem taşımaktadır. Ankara'da bir devlet üniversitesinin eğitim fakültesi ilköğretim bölümünde öğrenim gören 743 öğretmen adayı (167 sosyal bilgiler öğretmenliği, 133 ilköğretim matematik öğretmenliği, 153 Türkçe öğretmenliği, 147 sınıf öğretmenliği) ile yapılan bu çalışmada, öğretmen adaylarının finansal okuryazarlık düzeyinin belirlenmesi ve finansal okuryazarlık düzeylerinin belirlenen değişkenlere göre değişkenlik gösterip göstermediğinin ortaya konması amaçlanmıştır. Öğretmen adaylarına ait demografik bilgilerin (öğrenim gördükleri anabilim dalı, sınıfları, ailelerin aylık gelirleri ve cinsiyetleri) elde edilmesi için bir anketten, finansal okuryazarlık düzeylerinin belirlenmesi için ise 14 maddelik bir ölçekten (Sarıgül, 2015) yararlanılmıştır. Betimsel istatistik, tek yönlü ANOVA ve ilişkisiz örneklemler için t-testi analizleri sonucunda öğretmen adaylarının finansal okuryazarlık düzeylerinin onların demografik özelliklerine göre değişkenlik gösterip göstermediği belirlenmiştir. Öğretmen adaylarının finansal okuryazarlık düzeyleri ile bazı demografik özellikleri arasında anlamlı ilişkiler gözlemlenmiştir. 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Betimsel istatistik, tek yönlü ANOVA ve ilişkisiz örneklemler için t-testi analizleri sonucunda öğretmen adaylarının finansal okuryazarlık düzeylerinin onların demografik özelliklerine göre değişkenlik gösterip göstermediği belirlenmiştir. Öğretmen adaylarının finansal okuryazarlık düzeyleri ile bazı demografik özellikleri arasında anlamlı ilişkiler gözlemlenmiştir. Finansal okuryazarlık düzeyi ile öğrenim görülen bölüm ve devam edilen sınıf arasında anlamlı ilişki gözlemlenirken; ailenin aylık geliri ve cinsiyet arasında anlamlı ilişki olmadığı sonucuna varılmıştır.","owner":{"id":63945709,"first_name":"Emine","middle_initials":null,"last_name":"YAVUZ","page_name":"EmineYAVUZ","domain_name":"erciyes","created_at":"2017-05-06T11:17:46.440-07:00","display_name":"Emine YAVUZ","url":"https://erciyes.academia.edu/EmineYAVUZ"},"attachments":[{"id":60091023,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60091023/thumbnails/1.jpg","file_name":"ILKOGRETIM_BOLUMU_OGRETMEN_ADAYLARININ_FINANSAL_OKURYAZARLIK_DUZEYLERININ_CESITLI_DEGISKENLER_ACISINDAN_INCELENMESI20190723-80325-1hw0o8.pdf","download_url":"https://www.academia.edu/attachments/60091023/download_file","bulk_download_file_name":"ILKOGRETIM_BOLUMU_OGRETMEN_ADAYLARININ_F.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60091023/ILKOGRETIM_BOLUMU_OGRETMEN_ADAYLARININ_FINANSAL_OKURYAZARLIK_DUZEYLERININ_CESITLI_DEGISKENLER_ACISINDAN_INCELENMESI20190723-80325-1hw0o8-libre.pdf?1563888257=\u0026response-content-disposition=attachment%3B+filename%3DILKOGRETIM_BOLUMU_OGRETMEN_ADAYLARININ_F.pdf\u0026Expires=1743350048\u0026Signature=JuoGEWM~d-mfUGwn-0kd8PtZjmFAqfjLcbILdL41AqPLHZQ-7Iq36wi670ojs~dz7I-zq3i-bCD-cwbAW6cpLAuMrNpDt9QeqAECsr5MG1AcVP-fSmM3Xi-ExKyIbSxb6VyxQb27JdG0nFVDmCUHDySGfhSoKvfx9tv3I3jtxZQFxcsFLYw7WkXH3G8nOcU22wb--pG-jbZVdW55UdFqcVi8kTnA6-ygrtKo4LAOD50GlXOCKTrvEKXr1pl1KTiaEjiP4Wcwna3Kkfdz~C~OC4nCDwtOPhmwAKSl8ZLcA5K4m-wyBd59c09i01p8dAOstZIrh5MjPicPZata39ppHw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":7461,"name":"Financial Literacy","url":"https://www.academia.edu/Documents/in/Financial_Literacy"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-39904651-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="39904620"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39904620/Examining_the_Effects_of_Students_and_School_Variables_on_PISA_2012_Problem_Solving_Achievement_in_Turkey"><img alt="Research paper thumbnail of Examining the Effects of Students and School Variables on PISA 2012 Problem-Solving Achievement in Turkey" class="work-thumbnail" src="https://attachments.academia-assets.com/60090988/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39904620/Examining_the_Effects_of_Students_and_School_Variables_on_PISA_2012_Problem_Solving_Achievement_in_Turkey">Examining the Effects of Students and School Variables on PISA 2012 Problem-Solving Achievement in Turkey</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Problem-solving skills are very important in ensuring effective participation in public life rega...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Problem-solving skills are very important in ensuring effective participation in public life regard and schools play an important role in helping students develop problem-solving skills. The purpose of this study is to determine the student and school level variables that effect students' problem solving skills using a two-level Hierarchical Linear Modeling (HLM). The data in this study is belongs to 4848 students in 170 schools who participated PISA 2012. Gender, school attendance, openness to problem-solving and perseverance to reach solution variables constituted the student level variables whereas school type, educational resources, dropout rates and student/math teacher ratio variables constituted the school level variables. The findings indicated that all the variables but openness and perseverance have statistically significant effect on students' PISA 2012 problem-solving achievement scores. The results of the analysis indicate that 54 percent of the variability in the problem-solving achievement scores is attributed to the differences between the mean achievement of the schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b15e8f0d4de98db588efaba05ecd149c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60090988,"asset_id":39904620,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60090988/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39904620"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39904620"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39904620; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39904620]").text(description); $(".js-view-count[data-work-id=39904620]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39904620; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39904620']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b15e8f0d4de98db588efaba05ecd149c" } } $('.js-work-strip[data-work-id=39904620]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39904620,"title":"Examining the Effects of Students and School Variables on PISA 2012 Problem-Solving Achievement in Turkey","translated_title":"","metadata":{"abstract":"Problem-solving skills are very important in ensuring effective participation in public life regard and schools play an important role in helping students develop problem-solving skills. The purpose of this study is to determine the student and school level variables that effect students' problem solving skills using a two-level Hierarchical Linear Modeling (HLM). The data in this study is belongs to 4848 students in 170 schools who participated PISA 2012. Gender, school attendance, openness to problem-solving and perseverance to reach solution variables constituted the student level variables whereas school type, educational resources, dropout rates and student/math teacher ratio variables constituted the school level variables. The findings indicated that all the variables but openness and perseverance have statistically significant effect on students' PISA 2012 problem-solving achievement scores. The results of the analysis indicate that 54 percent of the variability in the problem-solving achievement scores is attributed to the differences between the mean achievement of the schools.","ai_title_tag":"Impact of Student and School Factors on PISA Scores"},"translated_abstract":"Problem-solving skills are very important in ensuring effective participation in public life regard and schools play an important role in helping students develop problem-solving skills. The purpose of this study is to determine the student and school level variables that effect students' problem solving skills using a two-level Hierarchical Linear Modeling (HLM). The data in this study is belongs to 4848 students in 170 schools who participated PISA 2012. Gender, school attendance, openness to problem-solving and perseverance to reach solution variables constituted the student level variables whereas school type, educational resources, dropout rates and student/math teacher ratio variables constituted the school level variables. The findings indicated that all the variables but openness and perseverance have statistically significant effect on students' PISA 2012 problem-solving achievement scores. The results of the analysis indicate that 54 percent of the variability in the problem-solving achievement scores is attributed to the differences between the mean achievement of the schools.","internal_url":"https://www.academia.edu/39904620/Examining_the_Effects_of_Students_and_School_Variables_on_PISA_2012_Problem_Solving_Achievement_in_Turkey","translated_internal_url":"","created_at":"2019-07-23T06:05:20.293-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":63945709,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":32844046,"work_id":39904620,"tagging_user_id":63945709,"tagged_user_id":null,"co_author_invite_id":6877969,"email":"h***r@gazi.edu.tr","display_order":2,"name":"Hakan Atar","title":"Examining the Effects of Students and School Variables on PISA 2012 Problem-Solving Achievement in Turkey"},{"id":32844047,"work_id":39904620,"tagging_user_id":63945709,"tagged_user_id":69145788,"co_author_invite_id":null,"email":"s***a@gmail.com","affiliation":"Universidad de Alcala","display_order":3,"name":"Science Park Research Organization \u0026 Counselling","title":"Examining the Effects of Students and School Variables on PISA 2012 Problem-Solving Achievement in Turkey"}],"downloadable_attachments":[{"id":60090988,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60090988/thumbnails/1.jpg","file_name":"Examining_the_Effects_of_Students_and_School_Variables_on_PISA_201220190723-53983-1sfq9z.pdf","download_url":"https://www.academia.edu/attachments/60090988/download_file","bulk_download_file_name":"Examining_the_Effects_of_Students_and_Sc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60090988/Examining_the_Effects_of_Students_and_School_Variables_on_PISA_201220190723-53983-1sfq9z-libre.pdf?1563887582=\u0026response-content-disposition=attachment%3B+filename%3DExamining_the_Effects_of_Students_and_Sc.pdf\u0026Expires=1743350048\u0026Signature=N-xByJxH6VciPBxkrR7SrCG-xKf7XT-lqN~8sHP1qsHaRJG558ZaCzoA6kj7E~XENEkeBAKA6jWZkt0NFfCCZxC~drgMjZbiAgZq8wDxBG5G67qgDjril3sD82UC4Dnu0KIO5-22jyN4SCpa16pQeLsX9AamTWlfu0u3gOtmpDs2zWCKXeKedaDOYnIYO1N5mOWs9NHlxErvMMoUK04tm5t0ZpMAZdkHIqtOuYu8WGh5fcK~tQZfGah1EIOr8nOTb1YMhuLVIvO7s~LsH0PXV3eUOYyp~c7hZTADiJlJpw9ShejDIWNepjlc-lflPF-J1i6kuivFB7Dgm4gMgSfp6Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Examining_the_Effects_of_Students_and_School_Variables_on_PISA_2012_Problem_Solving_Achievement_in_Turkey","translated_slug":"","page_count":7,"language":"en","content_type":"Work","summary":"Problem-solving skills are very important in ensuring effective participation in public life regard and schools play an important role in helping students develop problem-solving skills. 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The results of the analysis indicate that 54 percent of the variability in the problem-solving achievement scores is attributed to the differences between the mean achievement of the schools.","owner":{"id":63945709,"first_name":"Emine","middle_initials":null,"last_name":"YAVUZ","page_name":"EmineYAVUZ","domain_name":"erciyes","created_at":"2017-05-06T11:17:46.440-07:00","display_name":"Emine YAVUZ","url":"https://erciyes.academia.edu/EmineYAVUZ"},"attachments":[{"id":60090988,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60090988/thumbnails/1.jpg","file_name":"Examining_the_Effects_of_Students_and_School_Variables_on_PISA_201220190723-53983-1sfq9z.pdf","download_url":"https://www.academia.edu/attachments/60090988/download_file","bulk_download_file_name":"Examining_the_Effects_of_Students_and_Sc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60090988/Examining_the_Effects_of_Students_and_School_Variables_on_PISA_201220190723-53983-1sfq9z-libre.pdf?1563887582=\u0026response-content-disposition=attachment%3B+filename%3DExamining_the_Effects_of_Students_and_Sc.pdf\u0026Expires=1743350048\u0026Signature=N-xByJxH6VciPBxkrR7SrCG-xKf7XT-lqN~8sHP1qsHaRJG558ZaCzoA6kj7E~XENEkeBAKA6jWZkt0NFfCCZxC~drgMjZbiAgZq8wDxBG5G67qgDjril3sD82UC4Dnu0KIO5-22jyN4SCpa16pQeLsX9AamTWlfu0u3gOtmpDs2zWCKXeKedaDOYnIYO1N5mOWs9NHlxErvMMoUK04tm5t0ZpMAZdkHIqtOuYu8WGh5fcK~tQZfGah1EIOr8nOTb1YMhuLVIvO7s~LsH0PXV3eUOYyp~c7hZTADiJlJpw9ShejDIWNepjlc-lflPF-J1i6kuivFB7Dgm4gMgSfp6Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4473,"name":"Problem solving (Education)","url":"https://www.academia.edu/Documents/in/Problem_solving_Education_"},{"id":4859,"name":"Hierarchical Linear Modeling","url":"https://www.academia.edu/Documents/in/Hierarchical_Linear_Modeling"},{"id":45610,"name":"Programme for International Students Assessment (PISA)","url":"https://www.academia.edu/Documents/in/Programme_for_International_Students_Assessment_PISA_"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-39904620-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="9499415" id="papers"><div class="js-work-strip profile--work_container" data-work-id="101436455"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101436455/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Bilimsel_Ara%C5%9Ft%C4%B1rmaya_Y%C3%B6nelik_Tutumlar%C4%B1n%C4%B1n_Arac%C4%B1l%C4%B1k_Rol%C3%BC"><img alt="Research paper thumbnail of Öğretmen Adaylarının Bilimsel Araştırmaya Yönelik Tutumlarının Aracılık Rolü" class="work-thumbnail" src="https://attachments.academia-assets.com/101978849/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101436455/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Bilimsel_Ara%C5%9Ft%C4%B1rmaya_Y%C3%B6nelik_Tutumlar%C4%B1n%C4%B1n_Arac%C4%B1l%C4%B1k_Rol%C3%BC">Öğretmen Adaylarının Bilimsel Araştırmaya Yönelik Tutumlarının Aracılık Rolü</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper aims to determine the indirect effects of pre-service teachers' attitudes towards scie...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper aims to determine the indirect effects of pre-service teachers' attitudes towards scientific research on the relationship between their information literacy self-efficacy and their critical thinking dispositions, and their gender. The population of the research, in which the correlational research model was adopted, consists of pre-service teachers in a state university in the 2021-2022 academic</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-101436455-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-101436455-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394252/figure-1-arastirma-kapsaminda-incelenen-istatistiksel"><img alt="Arastirma Kapsaminda Incelenen Istatistiksel Diyagram Sekil 1 arasindaki iliskiler kontrol edilmelidir. Arastirmada korelasyon analizleri sonucunda bagimsiz Araci degiskenin etkisi kontrol altina alindiginda bagimsiz degiskenin bagiml: bagimli degisken arasindaki iliskinin ise ,35 olarak hesaplandigi gérilmiistiir. " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394253/figure-1-statistical-diagram-examined-within-the-scope-of"><img alt="Statistical Diagram Examined Within the Scope of the Research Figure 1 decrease in the influence of the independent variable on the dependent variable (path c') " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394254/table-1-arastirmada-basit-seckisiz-rmekleme-yntemiyle"><img alt="Arastirmada basit seckisiz 6rmekleme y6ntemiyle (Fraenkel vd., 2012) 535 6gretmen Tablo 1 Bozoglu ve Yavuz / Pamukkale Universitesi Egitim Fakiltesi Dergisi, 58, 349-369, 2023 " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394255/table-2-arasindaki-iliskide-bilimsel-arastirmaya-ynelik"><img alt="Arasindaki Iliskide Bilimsel Arastirmaya Yénelik Tutumlarinin Analiz Bulgulari regresyon katsayisi; GAan:Giiven araligi alt limit; GAsst:Gtiven araligi tist limit; R?: Acrklanan " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394256/table-3-bilimsel-arastirmaya-yonelik-tutumlarinin-analiz"><img alt="Bilimsel Arastirmaya Yonelik Tutumlarinin Analiz Bulgulari regresyon katsayisi; GAa:Giiven araligi alt limit; GAast:Giiven araligi iist limit; R?: Acrklana Tablo 3 istatistiksel olarak anlamliligi dolayli etkinin anlamliligini bir kez daha ortaya koymaktadir. " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394257/table-1-the-research-sample"><img alt="The Research Sample Table 1 " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394258/table-5-bozoglu-yavuz-pamukkale-university-journal-of"><img alt="Bozoglu & Yavuz / Pamukkale University Journal of Education, 58, 349-369, 2023 " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394259/table-2-relationship-between-critical-thinking-dispositions"><img alt="Relationship between Critical Thinking Dispositions and Information Literacy Self-Efficacy Table 2 Finally, when the mediating effect of pre-service teachers' attitudes towards scientific " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/29394260/table-3-the-findings-of-pre-service-teachers-attitudes"><img alt="The Findings of Pre-Service Teachers’ Attitudes Towards Scientific Research in the Table 3 The indirect effect of pre-service teachers' attitudes towards scientific research on the controlled, indicates that it functions as a partial mediator of their attitudes towards scientific " class="figure-slide-image" src="https://figures.academia-assets.com/101978849/table_007.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-101436455-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f58bf21a861852ef347285d91419c193" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101978849,"asset_id":101436455,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101978849/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101436455"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101436455"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101436455; 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Ancak Türkçe alan yazında konuşma çözümlemesi yöntemini ayrıntılı olarak ele alan ve tartışan çalışmaların sayısının oldukça az olduğu görülmüştür. Bu çalışmanın amacı; konuşma çözümlemesinin ilkelerini tanıtmak, geçerli ve güvenilir bulgular elde edebilmek için veri toplama ve etkileşim çözümleme süreçlerine yönelik ayrıntılı bilgiler sunmak ve bu süreçlerde dikkat edilmesi gereken etik hususları tartışmaktır. Bu çalışmada konuşma çözümlemesinde geçerlik, güvenirlik ve etik konularına odaklanılarak Türkiye'de görece yeni oluşan alan yazına katkıda bulunulması ve bu yöntemle ilgilenen araştırmacıların bilgilendirilmesi de hedeflenmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="840f77eb6369ee73455165cd683a7eea" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79998950,"asset_id":70141756,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79998950/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="70141756"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="70141756"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 70141756; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=70141756]").text(description); $(".js-view-count[data-work-id=70141756]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 70141756; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='70141756']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "840f77eb6369ee73455165cd683a7eea" } } $('.js-work-strip[data-work-id=70141756]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":70141756,"title":"Konuşma Çözümlemesi Yöntemi: Veri Toplama ve Çözümleme Süreçlerinde Geçerlik, Güvenirlik ve Etik","translated_title":"","metadata":{"doi":"10.16986/huje.2020063458","abstract":"Sosyal etkileşimi tanımlamada kullanılan konuşma çözümlemesi yöntemine olan ilgi son dönemde Türkiye'de artmaya başlamış ve bu yöntem, diğer sosyal bilimler alanlarında olduğu gibi eğitim araştırmalarında da sıklıkla kullanılmaya başlanmıştır. 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etkileşimi tanımlamada kullanılan konuşma çözümlemesi yöntemine olan ilgi son dönemde Türkiye'de artmaya başlamış ve bu yöntem, diğer sosyal bilimler alanlarında olduğu gibi eğitim araştırmalarında da sıklıkla kullanılmaya başlanmıştır. Ancak Türkçe alan yazında konuşma çözümlemesi yöntemini ayrıntılı olarak ele alan ve tartışan çalışmaların sayısının oldukça az olduğu görülmüştür. Bu çalışmanın amacı; konuşma çözümlemesinin ilkelerini tanıtmak, geçerli ve güvenilir bulgular elde edebilmek için veri toplama ve etkileşim çözümleme süreçlerine yönelik ayrıntılı bilgiler sunmak ve bu süreçlerde dikkat edilmesi gereken etik hususları tartışmaktır. Bu çalışmada konuşma çözümlemesinde geçerlik, güvenirlik ve etik konularına odaklanılarak Türkiye'de görece yeni oluşan alan yazına katkıda bulunulması ve bu yöntemle ilgilenen araştırmacıların bilgilendirilmesi de hedeflenmiştir.","owner":{"id":651371,"first_name":"Gürkan","middle_initials":null,"last_name":"(Tabak) Moralı","page_name":"gurkanmorali","domain_name":"erciyes","created_at":"2011-08-07T21:50:03.767-07:00","display_name":"Gürkan (Tabak) Moralı","url":"https://erciyes.academia.edu/gurkanmorali"},"attachments":[{"id":79998950,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79998950/thumbnails/1.jpg","file_name":"3576_published.pdf","download_url":"https://www.academia.edu/attachments/79998950/download_file","bulk_download_file_name":"Konusma_Cozumlemesi_Yontemi_Veri_Toplama.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79998950/3576_published-libre.pdf?1643646671=\u0026response-content-disposition=attachment%3B+filename%3DKonusma_Cozumlemesi_Yontemi_Veri_Toplama.pdf\u0026Expires=1743345389\u0026Signature=ckX6GZHIMxehLC1e70uIj3BbEoPcIyT6f8Ze2GgLdLn8Amqr-J1HR-hA3ePTLNxNBEtOwEQOVi3EnEvYQpAEJGtMKP9xccdj-8YL46~G6E8j~KxaQyeK03GSIWkg5XnqTOOAyewKPoT3MuE5QCeJp74IK2-o9aLCJtHynmkPqkBaD3pVxSMnUD1N73qWz7BJYvC~WczzqOj7bwhT1NaoVp7xt5nlMdpG235XPh3oIAd~ljaM4b9519bdhJ-iQYDluf5BnRnIT6NaHagRukR6ralwao8vvSYBlllQUXWjVuQ0d9kM4rKQzJBCtQWd4T7hxGcup717X62parcdqy2J0g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2847,"name":"Conversation Analysis","url":"https://www.academia.edu/Documents/in/Conversation_Analysis"},{"id":2031598,"name":"Konuşma Çözümlemesi","url":"https://www.academia.edu/Documents/in/Konu%C5%9Fma_%C3%87%C3%B6z%C3%BCmlemesi"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-70141756-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="44663011"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44663011/An_Examination_of_Turkish_Students_PISA_2015_Collaborative_Problem_Solving_Competencies"><img alt="Research paper thumbnail of An Examination of Turkish Students' PISA 2015 Collaborative Problem- Solving Competencies" class="work-thumbnail" src="https://attachments.academia-assets.com/65135518/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44663011/An_Examination_of_Turkish_Students_PISA_2015_Collaborative_Problem_Solving_Competencies">An Examination of Turkish Students' PISA 2015 Collaborative Problem- Solving Competencies</a></div><div class="wp-workCard_item"><span>International Journal of Assessment Tools in Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Technological advancements initially made it possible for individuals with different cultures fro...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Technological advancements initially made it possible for individuals with different cultures from different parts of the world to consider working together, and eventually collaboration turned into a necessity. Based on this necessity, OECD measured collaborative problem-solving (CPS) competencies of 15-year-old students from the countries participating in PISA assessment in 2015. The objective of this study is to examine the data on Turkey from PISA 2015 CPS survey through Deterministic-Input, Noisy-Or-Gate (DINO) cognitive diagnostic model and to determine the students' levels of CPS competencies as well as difficulty levels of these competencies. In this context, primarily, attributes of CPS competency domain were examined and the model with the most appropriate number of attributes, classification accuracy and consistency was determined for the analysis of PISA 2015 CPS data. The sample of this descriptive study consists of 435 students. As a result of the analysis, the Q-matrix of the model data fit was observed to have the best goodness-of-fit when it had three attributes whereas model fit and classification consistency decreased as the number of attributes increased. Furthermore, the easiest competency for Turkish students was determined to be 'taking appropriate action to solve the problem' while the most difficult was 'establishing and maintaining shared understanding'. Finally, latent class distribution exposed that 56% of the students did not have any of the competencies, and 35% had all. Results of this examination indicate that all CPS competencies of Turkish students need improvement.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9e048425f62ccbbf86f6c6fa6c756459" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65135518,"asset_id":44663011,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65135518/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44663011"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44663011"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44663011; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44663011]").text(description); $(".js-view-count[data-work-id=44663011]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44663011; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44663011']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9e048425f62ccbbf86f6c6fa6c756459" } } $('.js-work-strip[data-work-id=44663011]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44663011,"title":"An Examination of Turkish Students' PISA 2015 Collaborative Problem- Solving Competencies","translated_title":"","metadata":{"doi":"10.21449/ijate.682103","abstract":"Technological advancements initially made it possible for individuals with different cultures from different parts of the world to consider working together, and eventually collaboration turned into a necessity. 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Furthermore, the easiest competency for Turkish students was determined to be 'taking appropriate action to solve the problem' while the most difficult was 'establishing and maintaining shared understanding'. Finally, latent class distribution exposed that 56% of the students did not have any of the competencies, and 35% had all. Results of this examination indicate that all CPS competencies of Turkish students need improvement.","ai_title_tag":"Turkish Students' PISA 2015 Collaborative Problem-Solving Skills","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"International Journal of Assessment Tools in Education"},"translated_abstract":"Technological advancements initially made it possible for individuals with different cultures from different parts of the world to consider working together, and eventually collaboration turned into a necessity. 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Ayrıca öğretmenlerden disiplin problemleri ile başa çıkmada kendi yeterliliklerini değerlendirmeleri istenmiştir. Öğretmenlerin bakış açıları nitel ve nicel yöntemlerle incelendiği için bu çalışma, karma yöntem desenindedir. Araştırmada nicel veriler, araştırmacılar tarafından geliştirilen "Mesleki ve Teknik Liselerdeki Disiplin Sorunları, Nedenleri ve Çözüm Yolları Anketi" ile nitel veriler ise yapılandırılmış görüşme formu kullanarak yapılan görüşmeler yoluyla elde edilmiştir. Araştırmanın nicel bölümünde basit seçkisiz örnekleme kullanılarak belirlenen 296 öğretmenle, nitel bölümünde ise kolay ulaşılabilir örnekleme yöntemi kullanılarak belirlenen 12 öğretmen ile çalışılmıştır. Sonuç olarak, meslek liselerinde en sık görülen disiplin problemlerinin devamsızlık, derste cep telefonu ile ilgilenme, argolu ve küfürlü konuşma ve okul ve sınıf kurallarına uymama olduğu belirlenmiştir. Belirlenen disiplin problemlerin nedenlerinin öğrenci, okul yönetimi ve okul, öğretmen, son olarak aile ve çevre kaynaklı olduğu görülmektedir. Öğretmenlerin disiplin problemlerini çözmede daha çok müdahaleci çözüm yollarını tercih ettikleri belirlenmiştir. Ayrıca öğretmenlerin problemli olarak gördükleri davranışların, bu davranışların nedenlerinin ve çözüm yollarının öğretmenlerin cinsiyetlerine ve öğretmenlik * Doç. Dr., Erciyes Üniversitesi,</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8bf78b3f0e78d5be5ad82bb68c94ca25" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65135495,"asset_id":44662998,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65135495/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44662998"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44662998"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44662998; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44662998]").text(description); $(".js-view-count[data-work-id=44662998]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44662998; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44662998']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8bf78b3f0e78d5be5ad82bb68c94ca25" } } $('.js-work-strip[data-work-id=44662998]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44662998,"title":"MESLEKİ VE TEKNİK LİSELERDEKİ DİSİPLİN PROBLEMLERİNİN ARAŞTIRILMASI: KAYSERİ'DE BİR KARMA YÖNTEM ÇALIŞMASI Semra DEMİR BAŞARAN * -Emine YAVUZ ** -Demet AZAKOĞLU","translated_title":"","metadata":{"doi":"10.29228/TurkishStudies.29347","abstract":"ÖZ Bu araştırmada, mesleki ve teknik liselerdeki disiplin problemlerinin neler olduğu, bu problemlerin nedenleri, çözüm yolları ve bunların öğretmenlerin cinsiyetlerine ve öğretmenlik alanlarına göre farklılaşıp farklılaşmadığı öğretmenlerin bakış açıları ile belirlenmeye çalışılmıştır. Ayrıca öğretmenlerden disiplin problemleri ile başa çıkmada kendi yeterliliklerini değerlendirmeleri istenmiştir. Öğretmenlerin bakış açıları nitel ve nicel yöntemlerle incelendiği için bu çalışma, karma yöntem desenindedir. Araştırmada nicel veriler, araştırmacılar tarafından geliştirilen \"Mesleki ve Teknik Liselerdeki Disiplin Sorunları, Nedenleri ve Çözüm Yolları Anketi\" ile nitel veriler ise yapılandırılmış görüşme formu kullanarak yapılan görüşmeler yoluyla elde edilmiştir. Araştırmanın nicel bölümünde basit seçkisiz örnekleme kullanılarak belirlenen 296 öğretmenle, nitel bölümünde ise kolay ulaşılabilir örnekleme yöntemi kullanılarak belirlenen 12 öğretmen ile çalışılmıştır. Sonuç olarak, meslek liselerinde en sık görülen disiplin problemlerinin devamsızlık, derste cep telefonu ile ilgilenme, argolu ve küfürlü konuşma ve okul ve sınıf kurallarına uymama olduğu belirlenmiştir. 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Ayrıca öğretmenlerden disiplin problemleri ile başa çıkmada kendi yeterliliklerini değerlendirmeleri istenmiştir. Öğretmenlerin bakış açıları nitel ve nicel yöntemlerle incelendiği için bu çalışma, karma yöntem desenindedir. Araştırmada nicel veriler, araştırmacılar tarafından geliştirilen \"Mesleki ve Teknik Liselerdeki Disiplin Sorunları, Nedenleri ve Çözüm Yolları Anketi\" ile nitel veriler ise yapılandırılmış görüşme formu kullanarak yapılan görüşmeler yoluyla elde edilmiştir. Araştırmanın nicel bölümünde basit seçkisiz örnekleme kullanılarak belirlenen 296 öğretmenle, nitel bölümünde ise kolay ulaşılabilir örnekleme yöntemi kullanılarak belirlenen 12 öğretmen ile çalışılmıştır. Sonuç olarak, meslek liselerinde en sık görülen disiplin problemlerinin devamsızlık, derste cep telefonu ile ilgilenme, argolu ve küfürlü konuşma ve okul ve sınıf kurallarına uymama olduğu belirlenmiştir. Belirlenen disiplin problemlerin nedenlerinin öğrenci, okul yönetimi ve okul, öğretmen, son olarak aile ve çevre kaynaklı olduğu görülmektedir. Öğretmenlerin disiplin problemlerini çözmede daha çok müdahaleci çözüm yollarını tercih ettikleri belirlenmiştir. Ayrıca öğretmenlerin problemli olarak gördükleri davranışların, bu davranışların nedenlerinin ve çözüm yollarının öğretmenlerin cinsiyetlerine ve öğretmenlik * Doç. 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Ayrıca öğretmenlerden disiplin problemleri ile başa çıkmada kendi yeterliliklerini değerlendirmeleri istenmiştir. Öğretmenlerin bakış açıları nitel ve nicel yöntemlerle incelendiği için bu çalışma, karma yöntem desenindedir. Araştırmada nicel veriler, araştırmacılar tarafından geliştirilen \"Mesleki ve Teknik Liselerdeki Disiplin Sorunları, Nedenleri ve Çözüm Yolları Anketi\" ile nitel veriler ise yapılandırılmış görüşme formu kullanarak yapılan görüşmeler yoluyla elde edilmiştir. Araştırmanın nicel bölümünde basit seçkisiz örnekleme kullanılarak belirlenen 296 öğretmenle, nitel bölümünde ise kolay ulaşılabilir örnekleme yöntemi kullanılarak belirlenen 12 öğretmen ile çalışılmıştır. Sonuç olarak, meslek liselerinde en sık görülen disiplin problemlerinin devamsızlık, derste cep telefonu ile ilgilenme, argolu ve küfürlü konuşma ve okul ve sınıf kurallarına uymama olduğu belirlenmiştir. Belirlenen disiplin problemlerin nedenlerinin öğrenci, okul yönetimi ve okul, öğretmen, son olarak aile ve çevre kaynaklı olduğu görülmektedir. Öğretmenlerin disiplin problemlerini çözmede daha çok müdahaleci çözüm yollarını tercih ettikleri belirlenmiştir. Ayrıca öğretmenlerin problemli olarak gördükleri davranışların, bu davranışların nedenlerinin ve çözüm yollarının öğretmenlerin cinsiyetlerine ve öğretmenlik * Doç. 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Scale: Validity and Reliability Study" class="work-thumbnail" src="https://attachments.academia-assets.com/65135473/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44662982/Alg%C4%B1lanan_Okul_Etkilili%C4%9Fi_%C3%96l%C3%A7e%C4%9Finin_Geli%C5%9Ftirilmesi_Ge%C3%A7erlik_ve_G%C3%BCvenirlik_%C3%87al%C4%B1%C5%9Fmas%C4%B1_1_Development_of_Perceived_School_Effectiveness_Scale_Validity_and_Reliability_Study">Algılanan Okul Etkililiği Ölçeği'nin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması 1 Development of Perceived School Effectiveness Scale: Validity and Reliability Study</a></div><div class="wp-workCard_item"><span>Pamukkale Üniversitesi Eğitim Fakültesi Dergisi</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span 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School Variables on SBS Achievements and Growth in Mathematic" class="work-thumbnail" src="https://attachments.academia-assets.com/60091049/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39904673/Effects_of_Students_and_School_Variables_on_SBS_Achievements_and_Growth_in_Mathematic">Effects of Students and School Variables on SBS Achievements and Growth in Mathematic</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study is to investigate the effects of several student and school level varia...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study is to investigate the effects of several student and school level variables on students' mathematical achievement and mathematical achievement growth in middle school. The research population consisted of students in Ankara who started middle school in 2008 and graduated in 2011. Using a non-random typical case sampling method, 3715 students were sampled from 40 middle schools. The data used in this study were obtained from the Ministry of National Education with express written permission. Student Placement raw mathematics subtest scores from 2009 to 2011 were used as the dependent variable in the analysis. "Gender, mathematics grade point average in 6 th grade, and school attendance at sixth grade" comprised the student level variables whereas "school type and school size" variables comprised the school-level variables. A three-level hierarchical linear growth model was used to investigate the effects of these variables. Students' raw mathematics subtest scores in Students Placement Test were included in the model after these scores were equated. The results of the model analysis indicated that there was no growth in students' mathematical achievement. It was also observed that school attendance, sixth-grade mathematics grade point average and school type had a statistically significant effect on students' sixth-grade mathematical achievement.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="969e352a21f9f606fae0dc3f110b81e3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60091049,"asset_id":39904673,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60091049/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39904673"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39904673"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39904673; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39904673]").text(description); $(".js-view-count[data-work-id=39904673]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39904673; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39904673']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "969e352a21f9f606fae0dc3f110b81e3" } } $('.js-work-strip[data-work-id=39904673]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39904673,"title":"Effects of Students and School Variables on SBS Achievements and Growth in Mathematic","translated_title":"","metadata":{"abstract":"The purpose of this study is to investigate the effects of several student and school level variables on students' mathematical achievement and mathematical achievement growth in middle school. The research population consisted of students in Ankara who started middle school in 2008 and graduated in 2011. Using a non-random typical case sampling method, 3715 students were sampled from 40 middle schools. The data used in this study were obtained from the Ministry of National Education with express written permission. Student Placement raw mathematics subtest scores from 2009 to 2011 were used as the dependent variable in the analysis. \"Gender, mathematics grade point average in 6 th grade, and school attendance at sixth grade\" comprised the student level variables whereas \"school type and school size\" variables comprised the school-level variables. A three-level hierarchical linear growth model was used to investigate the effects of these variables. Students' raw mathematics subtest scores in Students Placement Test were included in the model after these scores were equated. The results of the model analysis indicated that there was no growth in students' mathematical achievement. It was also observed that school attendance, sixth-grade mathematics grade point average and school type had a statistically significant effect on students' sixth-grade mathematical achievement."},"translated_abstract":"The purpose of this study is to investigate the effects of several student and school level variables on students' mathematical achievement and mathematical achievement growth in middle school. The research population consisted of students in Ankara who started middle school in 2008 and graduated in 2011. Using a non-random typical case sampling method, 3715 students were sampled from 40 middle schools. The data used in this study were obtained from the Ministry of National Education with express written permission. Student Placement raw mathematics subtest scores from 2009 to 2011 were used as the dependent variable in the analysis. \"Gender, mathematics grade point average in 6 th grade, and school attendance at sixth grade\" comprised the student level variables whereas \"school type and school size\" variables comprised the school-level variables. A three-level hierarchical linear growth model was used to investigate the effects of these variables. Students' raw mathematics subtest scores in Students Placement Test were included in the model after these scores were equated. The results of the model analysis indicated that there was no growth in students' mathematical achievement. It was also observed that school attendance, sixth-grade mathematics grade point average and school type had a statistically significant effect on students' sixth-grade mathematical achievement.","internal_url":"https://www.academia.edu/39904673/Effects_of_Students_and_School_Variables_on_SBS_Achievements_and_Growth_in_Mathematic","translated_internal_url":"","created_at":"2019-07-23T06:13:13.432-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":63945709,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":32844062,"work_id":39904673,"tagging_user_id":63945709,"tagged_user_id":108786620,"co_author_invite_id":null,"email":"h***r@gmail.com","affiliation":"Gazi University","display_order":2,"name":"Hakan Yavuz Atar","title":"Effects of Students and School Variables on SBS Achievements and Growth in Mathematic"}],"downloadable_attachments":[{"id":60091049,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60091049/thumbnails/1.jpg","file_name":"Effects_of_Students_and_School_Variables_on_SBS_Achievements_and_Growth_in_Mathematic20190723-115501-1wh5uyl.pdf","download_url":"https://www.academia.edu/attachments/60091049/download_file","bulk_download_file_name":"Effects_of_Students_and_School_Variables.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60091049/Effects_of_Students_and_School_Variables_on_SBS_Achievements_and_Growth_in_Mathematic20190723-115501-1wh5uyl-libre.pdf?1563888259=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_Students_and_School_Variables.pdf\u0026Expires=1743350047\u0026Signature=cRDXJJvW6sPLdn5S3gJ7yt9FcCgd-MF0GKmc8dHG0ToxfxE85OplrHuL6fO1JXxGAFe5g4MxAl0SLPNQR5r7HIEoAfej52q4IkFqgHYn8NPZ7Rw8ZtSbaa9I4VsB6sRyGfOWBBR5jfHCHOfJlVEOzDpu7ghPC8pimydkwiXqQj-FPdRfHIMSKuh~7oH7HdB-O2~H903tYSP6aku5XzEUhtipSxp1ZlP2pgWtkbtQR1bltfm4Tyewq~UIXZwY28CEKap0wp12zteE961wKzyoxrA5s9pysyFlrcWDWS~d6Ee0NhAo4fdFldI2vao287XmjXgfDYK5lWVLbADMFvuL2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Effects_of_Students_and_School_Variables_on_SBS_Achievements_and_Growth_in_Mathematic","translated_slug":"","page_count":21,"language":"en","content_type":"Work","summary":"The purpose of this study is to investigate the effects of several student and school level variables on students' mathematical achievement and mathematical achievement growth in middle school. The research population consisted of students in Ankara who started middle school in 2008 and graduated in 2011. Using a non-random typical case sampling method, 3715 students were sampled from 40 middle schools. The data used in this study were obtained from the Ministry of National Education with express written permission. Student Placement raw mathematics subtest scores from 2009 to 2011 were used as the dependent variable in the analysis. \"Gender, mathematics grade point average in 6 th grade, and school attendance at sixth grade\" comprised the student level variables whereas \"school type and school size\" variables comprised the school-level variables. A three-level hierarchical linear growth model was used to investigate the effects of these variables. Students' raw mathematics subtest scores in Students Placement Test were included in the model after these scores were equated. The results of the model analysis indicated that there was no growth in students' mathematical achievement. It was also observed that school attendance, sixth-grade mathematics grade point average and school type had a statistically significant effect on students' sixth-grade mathematical achievement.","owner":{"id":63945709,"first_name":"Emine","middle_initials":null,"last_name":"YAVUZ","page_name":"EmineYAVUZ","domain_name":"erciyes","created_at":"2017-05-06T11:17:46.440-07:00","display_name":"Emine YAVUZ","url":"https://erciyes.academia.edu/EmineYAVUZ"},"attachments":[{"id":60091049,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60091049/thumbnails/1.jpg","file_name":"Effects_of_Students_and_School_Variables_on_SBS_Achievements_and_Growth_in_Mathematic20190723-115501-1wh5uyl.pdf","download_url":"https://www.academia.edu/attachments/60091049/download_file","bulk_download_file_name":"Effects_of_Students_and_School_Variables.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60091049/Effects_of_Students_and_School_Variables_on_SBS_Achievements_and_Growth_in_Mathematic20190723-115501-1wh5uyl-libre.pdf?1563888259=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_Students_and_School_Variables.pdf\u0026Expires=1743350047\u0026Signature=cRDXJJvW6sPLdn5S3gJ7yt9FcCgd-MF0GKmc8dHG0ToxfxE85OplrHuL6fO1JXxGAFe5g4MxAl0SLPNQR5r7HIEoAfej52q4IkFqgHYn8NPZ7Rw8ZtSbaa9I4VsB6sRyGfOWBBR5jfHCHOfJlVEOzDpu7ghPC8pimydkwiXqQj-FPdRfHIMSKuh~7oH7HdB-O2~H903tYSP6aku5XzEUhtipSxp1ZlP2pgWtkbtQR1bltfm4Tyewq~UIXZwY28CEKap0wp12zteE961wKzyoxrA5s9pysyFlrcWDWS~d6Ee0NhAo4fdFldI2vao287XmjXgfDYK5lWVLbADMFvuL2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4859,"name":"Hierarchical Linear Modeling","url":"https://www.academia.edu/Documents/in/Hierarchical_Linear_Modeling"},{"id":136753,"name":"Growth Analysis","url":"https://www.academia.edu/Documents/in/Growth_Analysis"},{"id":1108750,"name":"Seviye Belirleme Sınavı (SBS)","url":"https://www.academia.edu/Documents/in/Seviye_Belirleme_Sinavi_SBS_"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-39904673-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="39904658"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39904658/Investigation_of_Scientific_Literacy_of_Primary_and_Secondary_School_Teachers_with_Focus_Group_Interviews"><img alt="Research paper thumbnail of Investigation of Scientific Literacy of Primary and Secondary School Teachers with Focus Group Interviews" class="work-thumbnail" src="https://attachments.academia-assets.com/60091034/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39904658/Investigation_of_Scientific_Literacy_of_Primary_and_Secondary_School_Teachers_with_Focus_Group_Interviews">Investigation of Scientific Literacy of Primary and Secondary School Teachers with Focus Group Interviews</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this study, it is aime d to inve stigate the scientific lite racy of the te achers who play an...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this study, it is aime d to inve stigate the scientific lite racy of the te achers who play an active role in shaping the Turkish socie ty and in the training of the individuals. For this purpose , focus group inte rvie ws we re conducte d with the te achers who participate d in the study. Two focus group inte rvie ws were conducte d with 6 and 4 individuals re spectively. The group me mbers were composed of te achers working in various fie lds (scie nce, mathematics, English, Turkish, music and arts) in e le me ntary and junior high school and maximum dive rsity sampling was done. The inte rvie ws started with brie f introductions of the participants. The data we re colle cte d by voice re cording me thod. Te achers we re give n ne cessary e xplanations and aske d for the ir consent. The inte rviews laste d 60 and 97 minute s. The inte rvie ws we re based on 5 que stions. In the study, e ach question was formed to cover a theme. The the mes we re the needs of being scie ntifically lite rate , the ne cessities of be ing scie ntifically lite rate , the tasks of institutions and organizations in the case of scientific lite racy, the perspective of the te achers on academic studie s and the e valuation of the te achers own scie ntific lite racy. The validity of this study was e xamine d based on evide nce-based validity. As a re sult of the focus group inte rvie ws, it was de te rmine d that the te achers conside red the concept of "scientific lite racy" important and useful. It was observed that many te achers, e ven if at a minimum le ve l, we re inte re sted in academic studie s, but the ir inte re st fade d away due to the fact that it was not supporte d by the authoritie s.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="62bcc753bc417c6fea59668ffc999c19" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60091034,"asset_id":39904658,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60091034/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39904658"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39904658"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39904658; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39904658]").text(description); $(".js-view-count[data-work-id=39904658]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39904658; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39904658']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "62bcc753bc417c6fea59668ffc999c19" } } $('.js-work-strip[data-work-id=39904658]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39904658,"title":"Investigation of Scientific Literacy of Primary and Secondary School Teachers with Focus Group Interviews","translated_title":"","metadata":{"abstract":"In this study, it is aime d to inve stigate the scientific lite racy of the te achers who play an active role in shaping the Turkish socie ty and in the training of the individuals. For this purpose , focus group inte rvie ws we re conducte d with the te achers who participate d in the study. Two focus group inte rvie ws were conducte d with 6 and 4 individuals re spectively. The group me mbers were composed of te achers working in various fie lds (scie nce, mathematics, English, Turkish, music and arts) in e le me ntary and junior high school and maximum dive rsity sampling was done. The inte rvie ws started with brie f introductions of the participants. The data we re colle cte d by voice re cording me thod. Te achers we re give n ne cessary e xplanations and aske d for the ir consent. The inte rviews laste d 60 and 97 minute s. The inte rvie ws we re based on 5 que stions. In the study, e ach question was formed to cover a theme. The the mes we re the needs of being scie ntifically lite rate , the ne cessities of be ing scie ntifically lite rate , the tasks of institutions and organizations in the case of scientific lite racy, the perspective of the te achers on academic studie s and the e valuation of the te achers own scie ntific lite racy. The validity of this study was e xamine d based on evide nce-based validity. As a re sult of the focus group inte rvie ws, it was de te rmine d that the te achers conside red the concept of \"scientific lite racy\" important and useful. It was observed that many te achers, e ven if at a minimum le ve l, we re inte re sted in academic studie s, but the ir inte re st fade d away due to the fact that it was not supporte d by the authoritie s."},"translated_abstract":"In this study, it is aime d to inve stigate the scientific lite racy of the te achers who play an active role in shaping the Turkish socie ty and in the training of the individuals. For this purpose , focus group inte rvie ws we re conducte d with the te achers who participate d in the study. Two focus group inte rvie ws were conducte d with 6 and 4 individuals re spectively. The group me mbers were composed of te achers working in various fie lds (scie nce, mathematics, English, Turkish, music and arts) in e le me ntary and junior high school and maximum dive rsity sampling was done. The inte rvie ws started with brie f introductions of the participants. The data we re colle cte d by voice re cording me thod. Te achers we re give n ne cessary e xplanations and aske d for the ir consent. The inte rviews laste d 60 and 97 minute s. The inte rvie ws we re based on 5 que stions. In the study, e ach question was formed to cover a theme. The the mes we re the needs of being scie ntifically lite rate , the ne cessities of be ing scie ntifically lite rate , the tasks of institutions and organizations in the case of scientific lite racy, the perspective of the te achers on academic studie s and the e valuation of the te achers own scie ntific lite racy. The validity of this study was e xamine d based on evide nce-based validity. As a re sult of the focus group inte rvie ws, it was de te rmine d that the te achers conside red the concept of \"scientific lite racy\" important and useful. It was observed that many te achers, e ven if at a minimum le ve l, we re inte re sted in academic studie s, but the ir inte re st fade d away due to the fact that it was not supporte d by the authoritie s.","internal_url":"https://www.academia.edu/39904658/Investigation_of_Scientific_Literacy_of_Primary_and_Secondary_School_Teachers_with_Focus_Group_Interviews","translated_internal_url":"","created_at":"2019-07-23T06:11:43.630-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":63945709,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":60091034,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60091034/thumbnails/1.jpg","file_name":"Ilkokul_ve_Ortaokul_Ogretmenlerinin_Bilimsel_Okuryazarliklarinin_Odak_Grup_Gorusmeleriyle_Incelenmesi20190723-123863-1uyu3oq.pdf","download_url":"https://www.academia.edu/attachments/60091034/download_file","bulk_download_file_name":"Investigation_of_Scientific_Literacy_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60091034/Ilkokul_ve_Ortaokul_Ogretmenlerinin_Bilimsel_Okuryazarliklarinin_Odak_Grup_Gorusmeleriyle_Incelenmesi20190723-123863-1uyu3oq-libre.pdf?1563888259=\u0026response-content-disposition=attachment%3B+filename%3DInvestigation_of_Scientific_Literacy_of.pdf\u0026Expires=1743350048\u0026Signature=I92l3WB8Y3F7lQr6Y2Bmwd-M8s2B7zfMc2ywH0MewwYiI3gfK35vYbbg415LNQC5aLkYK1O9tq2xWpcKhnuAhGDJoOg6HXHRAVi~yWQFUef-4WH4tSsiRp-veJHA4fLcbATeApoFIeetrV01bUqV6kRKZL~-h8zBkEHEPVsuVU8fEqyyeDSj1MZLYdnfNUCWKjuXayOxYg8t7CAO-Y9hZE9LK9W3jCp17DzMS-rz0fbSCc7XNerRfzzjl-A7EX8WPc7rwA8Dz9qGCM1EaiiTDiM-Ob1gB~8LJghUAOqRiH7bbB07jUpKkkmueyo87LZKJofTKjpV3VsZor-5lCLl3A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Investigation_of_Scientific_Literacy_of_Primary_and_Secondary_School_Teachers_with_Focus_Group_Interviews","translated_slug":"","page_count":18,"language":"tr","content_type":"Work","summary":"In this study, it is aime d to inve stigate the scientific lite racy of the te achers who play an active role in shaping the Turkish socie ty and in the training of the individuals. For this purpose , focus group inte rvie ws we re conducte d with the te achers who participate d in the study. Two focus group inte rvie ws were conducte d with 6 and 4 individuals re spectively. The group me mbers were composed of te achers working in various fie lds (scie nce, mathematics, English, Turkish, music and arts) in e le me ntary and junior high school and maximum dive rsity sampling was done. The inte rvie ws started with brie f introductions of the participants. The data we re colle cte d by voice re cording me thod. Te achers we re give n ne cessary e xplanations and aske d for the ir consent. The inte rviews laste d 60 and 97 minute s. The inte rvie ws we re based on 5 que stions. In the study, e ach question was formed to cover a theme. The the mes we re the needs of being scie ntifically lite rate , the ne cessities of be ing scie ntifically lite rate , the tasks of institutions and organizations in the case of scientific lite racy, the perspective of the te achers on academic studie s and the e valuation of the te achers own scie ntific lite racy. The validity of this study was e xamine d based on evide nce-based validity. As a re sult of the focus group inte rvie ws, it was de te rmine d that the te achers conside red the concept of \"scientific lite racy\" important and useful. It was observed that many te achers, e ven if at a minimum le ve l, we re inte re sted in academic studie s, but the ir inte re st fade d away due to the fact that it was not supporte d by the authoritie s.","owner":{"id":63945709,"first_name":"Emine","middle_initials":null,"last_name":"YAVUZ","page_name":"EmineYAVUZ","domain_name":"erciyes","created_at":"2017-05-06T11:17:46.440-07:00","display_name":"Emine YAVUZ","url":"https://erciyes.academia.edu/EmineYAVUZ"},"attachments":[{"id":60091034,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60091034/thumbnails/1.jpg","file_name":"Ilkokul_ve_Ortaokul_Ogretmenlerinin_Bilimsel_Okuryazarliklarinin_Odak_Grup_Gorusmeleriyle_Incelenmesi20190723-123863-1uyu3oq.pdf","download_url":"https://www.academia.edu/attachments/60091034/download_file","bulk_download_file_name":"Investigation_of_Scientific_Literacy_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60091034/Ilkokul_ve_Ortaokul_Ogretmenlerinin_Bilimsel_Okuryazarliklarinin_Odak_Grup_Gorusmeleriyle_Incelenmesi20190723-123863-1uyu3oq-libre.pdf?1563888259=\u0026response-content-disposition=attachment%3B+filename%3DInvestigation_of_Scientific_Literacy_of.pdf\u0026Expires=1743350048\u0026Signature=I92l3WB8Y3F7lQr6Y2Bmwd-M8s2B7zfMc2ywH0MewwYiI3gfK35vYbbg415LNQC5aLkYK1O9tq2xWpcKhnuAhGDJoOg6HXHRAVi~yWQFUef-4WH4tSsiRp-veJHA4fLcbATeApoFIeetrV01bUqV6kRKZL~-h8zBkEHEPVsuVU8fEqyyeDSj1MZLYdnfNUCWKjuXayOxYg8t7CAO-Y9hZE9LK9W3jCp17DzMS-rz0fbSCc7XNerRfzzjl-A7EX8WPc7rwA8Dz9qGCM1EaiiTDiM-Ob1gB~8LJghUAOqRiH7bbB07jUpKkkmueyo87LZKJofTKjpV3VsZor-5lCLl3A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":74539,"name":"Science Literacy","url":"https://www.academia.edu/Documents/in/Science_Literacy"},{"id":2488750,"name":"focus group interview","url":"https://www.academia.edu/Documents/in/focus_group_interview"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-39904658-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="39904655"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39904655/PISA_2012_Problem_%C3%87%C3%B6zme_Yeterli%C4%9Fine_Etki_Eden_Okul_De%C4%9Fi%C5%9Fkenlerinin_%C4%B0ncelenmesi_T%C3%BCrkiye_S%C4%B1rbistan_Kar%C5%9F%C4%B1la%C5%9Ft%C4%B1rmas%C4%B1"><img alt="Research paper thumbnail of PISA 2012 Problem Çözme Yeterliğine Etki Eden Okul Değişkenlerinin İncelenmesi: Türkiye-Sırbistan Karşılaştırması" class="work-thumbnail" src="https://attachments.academia-assets.com/60091029/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39904655/PISA_2012_Problem_%C3%87%C3%B6zme_Yeterli%C4%9Fine_Etki_Eden_Okul_De%C4%9Fi%C5%9Fkenlerinin_%C4%B0ncelenmesi_T%C3%BCrkiye_S%C4%B1rbistan_Kar%C5%9F%C4%B1la%C5%9Ft%C4%B1rmas%C4%B1">PISA 2012 Problem Çözme Yeterliğine Etki Eden Okul Değişkenlerinin İncelenmesi: Türkiye-Sırbistan Karşılaştırması</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Öz OECD'nin PISA 2012 Türkiye problem çözme raporuna göre Türkiye ve Sırbistan aynı matematik oku...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Öz OECD'nin PISA 2012 Türkiye problem çözme raporuna göre Türkiye ve Sırbistan aynı matematik okuryazarlık düzeyindedir. Fakat Sırbistan'ın ortalama problem çözme yeterliğinin, Türkiye'den daha yüksek olduğu ifade edilmiştir. Bu doğrultuda bu çalışmada iki ülkenin problem çözme okuryazarlığına etki eden okul değişkenleri belirlenip karşılaştırılmıştır. Nedensel karşılaştırma yöntemi ile yürütülen bu çalışmada Türkiye örnekleminde 147 okuldan 4494 öğrenciye, Sırbistan örnekleminde ise 132 okuldan 4059 öğrenciye ait veri üzerinde ayrı ayrı HLM analizi yapılmıştır. HLM analizi sonucunda, Sırbistan için "engel ve aile bağışı" değişken etkileri, Türkiye için ise "terk, öğretmen morali ve matematik yarışı" değişken etkileri istatistiksel olarak anlamlı bulunmuştur. İki ülkede farklı değişkenlerin problem çözme okuryazarlığı üzerinde manidar etkileri olduğu görülse de bu değişkenlerin okul iklimi kavramının birer bileşeni olması oldukça dikkate değerdir. Anahtar Kelimeler: PISA 2012, problem çözme yeterliği, Türkiye, Sırbistan. Abstract According to the OECD's PISA 2012 Turkey problem-solving report, Turkey and Serbia are at the same mathematical literacy level. However, Serbia's average of problem-solving competency is said to be higher than Turkey's. In this study, school variables that affect problem-solving competency of the two countries were examined and compared. The method of the study was causal comparison method, and HLM analysis was performed on data of 4494 students from 147 schools in Turkey sample and 4059 students from 132 schools in Serbia sample separately. As a result of HLM analysis, "obstacle and family donation" variable for Serbia and "abandon, teacher morale and mathematics competition" variable for Turkey were statistically significant. Although it was found that for each countries different variables influence the problem-solving competency, it was quite remarkable that these variables are in common in that they are components of the school climate concept. GİRİŞ Çok fazla değişkenin etkisinde sürekli değişen ve gelişen dünyada, toplumlar arası etkileşim kaçınılmaz hale gelmiştir. Bu durum, sınırların ortadan kalkmasına ve hiçbir toplumun ve ulusun, dış dünyadan bağımsız olarak kendi içerisinde kapalı kalamamasına neden olmuştur. Bu karmaşık ve rekabetin en üst düzeye çıktığı ortamlarda sağlanacak başarı, öncelikle nitelikli insan gücüne bağlıdır. Bu bağlamda eğitim, küresel dönemin dinamikleri doğrultusunda çok boyutlu ve çok yönlü nitelikli insan modelinin yetiştirilmesinde, en etkin ve önemli araçlardan biridir (Demir, 2010:1-5).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="40373f91b3af6c9b344cab719747a1c4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60091029,"asset_id":39904655,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60091029/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39904655"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39904655"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39904655; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39904655]").text(description); $(".js-view-count[data-work-id=39904655]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39904655; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39904655']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "40373f91b3af6c9b344cab719747a1c4" } } $('.js-work-strip[data-work-id=39904655]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39904655,"title":"PISA 2012 Problem Çözme Yeterliğine Etki Eden Okul Değişkenlerinin İncelenmesi: Türkiye-Sırbistan Karşılaştırması","translated_title":"","metadata":{"abstract":"Öz OECD'nin PISA 2012 Türkiye problem çözme raporuna göre Türkiye ve Sırbistan aynı matematik okuryazarlık düzeyindedir. Fakat Sırbistan'ın ortalama problem çözme yeterliğinin, Türkiye'den daha yüksek olduğu ifade edilmiştir. Bu doğrultuda bu çalışmada iki ülkenin problem çözme okuryazarlığına etki eden okul değişkenleri belirlenip karşılaştırılmıştır. Nedensel karşılaştırma yöntemi ile yürütülen bu çalışmada Türkiye örnekleminde 147 okuldan 4494 öğrenciye, Sırbistan örnekleminde ise 132 okuldan 4059 öğrenciye ait veri üzerinde ayrı ayrı HLM analizi yapılmıştır. HLM analizi sonucunda, Sırbistan için \"engel ve aile bağışı\" değişken etkileri, Türkiye için ise \"terk, öğretmen morali ve matematik yarışı\" değişken etkileri istatistiksel olarak anlamlı bulunmuştur. İki ülkede farklı değişkenlerin problem çözme okuryazarlığı üzerinde manidar etkileri olduğu görülse de bu değişkenlerin okul iklimi kavramının birer bileşeni olması oldukça dikkate değerdir. Anahtar Kelimeler: PISA 2012, problem çözme yeterliği, Türkiye, Sırbistan. Abstract According to the OECD's PISA 2012 Turkey problem-solving report, Turkey and Serbia are at the same mathematical literacy level. However, Serbia's average of problem-solving competency is said to be higher than Turkey's. In this study, school variables that affect problem-solving competency of the two countries were examined and compared. The method of the study was causal comparison method, and HLM analysis was performed on data of 4494 students from 147 schools in Turkey sample and 4059 students from 132 schools in Serbia sample separately. As a result of HLM analysis, \"obstacle and family donation\" variable for Serbia and \"abandon, teacher morale and mathematics competition\" variable for Turkey were statistically significant. Although it was found that for each countries different variables influence the problem-solving competency, it was quite remarkable that these variables are in common in that they are components of the school climate concept. GİRİŞ Çok fazla değişkenin etkisinde sürekli değişen ve gelişen dünyada, toplumlar arası etkileşim kaçınılmaz hale gelmiştir. Bu durum, sınırların ortadan kalkmasına ve hiçbir toplumun ve ulusun, dış dünyadan bağımsız olarak kendi içerisinde kapalı kalamamasına neden olmuştur. Bu karmaşık ve rekabetin en üst düzeye çıktığı ortamlarda sağlanacak başarı, öncelikle nitelikli insan gücüne bağlıdır. Bu bağlamda eğitim, küresel dönemin dinamikleri doğrultusunda çok boyutlu ve çok yönlü nitelikli insan modelinin yetiştirilmesinde, en etkin ve önemli araçlardan biridir (Demir, 2010:1-5)."},"translated_abstract":"Öz OECD'nin PISA 2012 Türkiye problem çözme raporuna göre Türkiye ve Sırbistan aynı matematik okuryazarlık düzeyindedir. Fakat Sırbistan'ın ortalama problem çözme yeterliğinin, Türkiye'den daha yüksek olduğu ifade edilmiştir. Bu doğrultuda bu çalışmada iki ülkenin problem çözme okuryazarlığına etki eden okul değişkenleri belirlenip karşılaştırılmıştır. Nedensel karşılaştırma yöntemi ile yürütülen bu çalışmada Türkiye örnekleminde 147 okuldan 4494 öğrenciye, Sırbistan örnekleminde ise 132 okuldan 4059 öğrenciye ait veri üzerinde ayrı ayrı HLM analizi yapılmıştır. HLM analizi sonucunda, Sırbistan için \"engel ve aile bağışı\" değişken etkileri, Türkiye için ise \"terk, öğretmen morali ve matematik yarışı\" değişken etkileri istatistiksel olarak anlamlı bulunmuştur. İki ülkede farklı değişkenlerin problem çözme okuryazarlığı üzerinde manidar etkileri olduğu görülse de bu değişkenlerin okul iklimi kavramının birer bileşeni olması oldukça dikkate değerdir. Anahtar Kelimeler: PISA 2012, problem çözme yeterliği, Türkiye, Sırbistan. Abstract According to the OECD's PISA 2012 Turkey problem-solving report, Turkey and Serbia are at the same mathematical literacy level. However, Serbia's average of problem-solving competency is said to be higher than Turkey's. In this study, school variables that affect problem-solving competency of the two countries were examined and compared. The method of the study was causal comparison method, and HLM analysis was performed on data of 4494 students from 147 schools in Turkey sample and 4059 students from 132 schools in Serbia sample separately. As a result of HLM analysis, \"obstacle and family donation\" variable for Serbia and \"abandon, teacher morale and mathematics competition\" variable for Turkey were statistically significant. Although it was found that for each countries different variables influence the problem-solving competency, it was quite remarkable that these variables are in common in that they are components of the school climate concept. GİRİŞ Çok fazla değişkenin etkisinde sürekli değişen ve gelişen dünyada, toplumlar arası etkileşim kaçınılmaz hale gelmiştir. Bu durum, sınırların ortadan kalkmasına ve hiçbir toplumun ve ulusun, dış dünyadan bağımsız olarak kendi içerisinde kapalı kalamamasına neden olmuştur. Bu karmaşık ve rekabetin en üst düzeye çıktığı ortamlarda sağlanacak başarı, öncelikle nitelikli insan gücüne bağlıdır. Bu bağlamda eğitim, küresel dönemin dinamikleri doğrultusunda çok boyutlu ve çok yönlü nitelikli insan modelinin yetiştirilmesinde, en etkin ve önemli araçlardan biridir (Demir, 2010:1-5).","internal_url":"https://www.academia.edu/39904655/PISA_2012_Problem_%C3%87%C3%B6zme_Yeterli%C4%9Fine_Etki_Eden_Okul_De%C4%9Fi%C5%9Fkenlerinin_%C4%B0ncelenmesi_T%C3%BCrkiye_S%C4%B1rbistan_Kar%C5%9F%C4%B1la%C5%9Ft%C4%B1rmas%C4%B1","translated_internal_url":"","created_at":"2019-07-23T06:10:36.106-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":63945709,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":60091029,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60091029/thumbnails/1.jpg","file_name":"PISA_2012_Problem_Cozme_Yeterligine_Etki_Eden_Okul_Degiskenlerinin_Incelenmesi_Turkiye-Sirbistan_Karsilastirmasi20190723-107806-q52x1p.pdf","download_url":"https://www.academia.edu/attachments/60091029/download_file","bulk_download_file_name":"PISA_2012_Problem_Cozme_Yeterligine_Etki.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60091029/PISA_2012_Problem_Cozme_Yeterligine_Etki_Eden_Okul_Degiskenlerinin_Incelenmesi_Turkiye-Sirbistan_Karsilastirmasi20190723-107806-q52x1p-libre.pdf?1563888260=\u0026response-content-disposition=attachment%3B+filename%3DPISA_2012_Problem_Cozme_Yeterligine_Etki.pdf\u0026Expires=1743350048\u0026Signature=JWjaAHFcnYBC37jpczx~rSyLyn6YwZS8fjbEs~m1-tK4nGhgrYbbEilhePM0YiRM5xp6KVEuVVTf1FwnnkTGTqgrmRPpWcNdVrsGy10Su1k75WgxHI8ePRCXcCSpSEqXXW8vCuyrychD8UIoYgZERWqE~iYvXh6LEuXAN5--MSDKCJbURnFD3kBV2vsYMXNtqInvsWP0y5w3MhVlq2qN8Nhn45KgKMHqFA6ypdqnfn3C-XSuWxCztZP5q5cWPahXUHiNpAP6IiegWh4itdKP3BGjLhJY9Fsx53nhUq4nM8QAw3mEocTyFy5yfe9FFRvLs3a46BbT-eBXTB0ia6Ln1w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"PISA_2012_Problem_Çözme_Yeterliğine_Etki_Eden_Okul_Değişkenlerinin_İncelenmesi_Türkiye_Sırbistan_Karşılaştırması","translated_slug":"","page_count":18,"language":"tr","content_type":"Work","summary":"Öz OECD'nin PISA 2012 Türkiye problem çözme raporuna göre Türkiye ve Sırbistan aynı matematik okuryazarlık düzeyindedir. Fakat Sırbistan'ın ortalama problem çözme yeterliğinin, Türkiye'den daha yüksek olduğu ifade edilmiştir. Bu doğrultuda bu çalışmada iki ülkenin problem çözme okuryazarlığına etki eden okul değişkenleri belirlenip karşılaştırılmıştır. Nedensel karşılaştırma yöntemi ile yürütülen bu çalışmada Türkiye örnekleminde 147 okuldan 4494 öğrenciye, Sırbistan örnekleminde ise 132 okuldan 4059 öğrenciye ait veri üzerinde ayrı ayrı HLM analizi yapılmıştır. HLM analizi sonucunda, Sırbistan için \"engel ve aile bağışı\" değişken etkileri, Türkiye için ise \"terk, öğretmen morali ve matematik yarışı\" değişken etkileri istatistiksel olarak anlamlı bulunmuştur. İki ülkede farklı değişkenlerin problem çözme okuryazarlığı üzerinde manidar etkileri olduğu görülse de bu değişkenlerin okul iklimi kavramının birer bileşeni olması oldukça dikkate değerdir. Anahtar Kelimeler: PISA 2012, problem çözme yeterliği, Türkiye, Sırbistan. Abstract According to the OECD's PISA 2012 Turkey problem-solving report, Turkey and Serbia are at the same mathematical literacy level. However, Serbia's average of problem-solving competency is said to be higher than Turkey's. In this study, school variables that affect problem-solving competency of the two countries were examined and compared. The method of the study was causal comparison method, and HLM analysis was performed on data of 4494 students from 147 schools in Turkey sample and 4059 students from 132 schools in Serbia sample separately. As a result of HLM analysis, \"obstacle and family donation\" variable for Serbia and \"abandon, teacher morale and mathematics competition\" variable for Turkey were statistically significant. Although it was found that for each countries different variables influence the problem-solving competency, it was quite remarkable that these variables are in common in that they are components of the school climate concept. GİRİŞ Çok fazla değişkenin etkisinde sürekli değişen ve gelişen dünyada, toplumlar arası etkileşim kaçınılmaz hale gelmiştir. Bu durum, sınırların ortadan kalkmasına ve hiçbir toplumun ve ulusun, dış dünyadan bağımsız olarak kendi içerisinde kapalı kalamamasına neden olmuştur. Bu karmaşık ve rekabetin en üst düzeye çıktığı ortamlarda sağlanacak başarı, öncelikle nitelikli insan gücüne bağlıdır. Bu bağlamda eğitim, küresel dönemin dinamikleri doğrultusunda çok boyutlu ve çok yönlü nitelikli insan modelinin yetiştirilmesinde, en etkin ve önemli araçlardan biridir (Demir, 2010:1-5).","owner":{"id":63945709,"first_name":"Emine","middle_initials":null,"last_name":"YAVUZ","page_name":"EmineYAVUZ","domain_name":"erciyes","created_at":"2017-05-06T11:17:46.440-07:00","display_name":"Emine YAVUZ","url":"https://erciyes.academia.edu/EmineYAVUZ"},"attachments":[{"id":60091029,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60091029/thumbnails/1.jpg","file_name":"PISA_2012_Problem_Cozme_Yeterligine_Etki_Eden_Okul_Degiskenlerinin_Incelenmesi_Turkiye-Sirbistan_Karsilastirmasi20190723-107806-q52x1p.pdf","download_url":"https://www.academia.edu/attachments/60091029/download_file","bulk_download_file_name":"PISA_2012_Problem_Cozme_Yeterligine_Etki.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60091029/PISA_2012_Problem_Cozme_Yeterligine_Etki_Eden_Okul_Degiskenlerinin_Incelenmesi_Turkiye-Sirbistan_Karsilastirmasi20190723-107806-q52x1p-libre.pdf?1563888260=\u0026response-content-disposition=attachment%3B+filename%3DPISA_2012_Problem_Cozme_Yeterligine_Etki.pdf\u0026Expires=1743350048\u0026Signature=JWjaAHFcnYBC37jpczx~rSyLyn6YwZS8fjbEs~m1-tK4nGhgrYbbEilhePM0YiRM5xp6KVEuVVTf1FwnnkTGTqgrmRPpWcNdVrsGy10Su1k75WgxHI8ePRCXcCSpSEqXXW8vCuyrychD8UIoYgZERWqE~iYvXh6LEuXAN5--MSDKCJbURnFD3kBV2vsYMXNtqInvsWP0y5w3MhVlq2qN8Nhn45KgKMHqFA6ypdqnfn3C-XSuWxCztZP5q5cWPahXUHiNpAP6IiegWh4itdKP3BGjLhJY9Fsx53nhUq4nM8QAw3mEocTyFy5yfe9FFRvLs3a46BbT-eBXTB0ia6Ln1w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4473,"name":"Problem solving (Education)","url":"https://www.academia.edu/Documents/in/Problem_solving_Education_"},{"id":4859,"name":"Hierarchical Linear Modeling","url":"https://www.academia.edu/Documents/in/Hierarchical_Linear_Modeling"},{"id":10966,"name":"Turkey","url":"https://www.academia.edu/Documents/in/Turkey"},{"id":45610,"name":"Programme for International Students Assessment (PISA)","url":"https://www.academia.edu/Documents/in/Programme_for_International_Students_Assessment_PISA_"},{"id":78630,"name":"Serbia","url":"https://www.academia.edu/Documents/in/Serbia"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-39904655-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="39904651"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39904651/%C4%B0LK%C3%96%C4%9ERET%C4%B0M_B%C3%96L%C3%9CM%C3%9C_%C3%96%C4%9ERETMEN_ADAYLARININ_F%C4%B0NANSAL_OKURYAZARLIK_D%C3%9CZEYLER%C4%B0N%C4%B0N_%C3%87E%C5%9E%C4%B0TL%C4%B0_DE%C4%9E%C4%B0%C5%9EKENLER_A%C3%87ISINDAN_%C4%B0NCELENMES%C4%B0"><img alt="Research paper thumbnail of İLKÖĞRETİM BÖLÜMÜ ÖĞRETMEN ADAYLARININ FİNANSAL OKURYAZARLIK DÜZEYLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ" class="work-thumbnail" src="https://attachments.academia-assets.com/60091023/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39904651/%C4%B0LK%C3%96%C4%9ERET%C4%B0M_B%C3%96L%C3%9CM%C3%9C_%C3%96%C4%9ERETMEN_ADAYLARININ_F%C4%B0NANSAL_OKURYAZARLIK_D%C3%9CZEYLER%C4%B0N%C4%B0N_%C3%87E%C5%9E%C4%B0TL%C4%B0_DE%C4%9E%C4%B0%C5%9EKENLER_A%C3%87ISINDAN_%C4%B0NCELENMES%C4%B0">İLKÖĞRETİM BÖLÜMÜ ÖĞRETMEN ADAYLARININ FİNANSAL OKURYAZARLIK DÜZEYLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bireylerin harcamalarını, tasarruflarını, yatırımlarını, birikimlerini, gelir-gider dengesini büt...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bireylerin harcamalarını, tasarruflarını, yatırımlarını, birikimlerini, gelir-gider dengesini bütçesi doğrultusunda yönetebilme yetisine finansal okuryazarlık denilmektedir. Dünyada olduğu gibi ülkemizde de hakkında araştırmalar yapılan ve giderek önemi artmakta olan finansal okuryazar olma özelliği, toplumun geleceğini oluşturan üniversite öğrencileri ve özellikle öğretmen adayları için büyük önem taşımaktadır. Ankara'da bir devlet üniversitesinin eğitim fakültesi ilköğretim bölümünde öğrenim gören 743 öğretmen adayı (167 sosyal bilgiler öğretmenliği, 133 ilköğretim matematik öğretmenliği, 153 Türkçe öğretmenliği, 147 sınıf öğretmenliği) ile yapılan bu çalışmada, öğretmen adaylarının finansal okuryazarlık düzeyinin belirlenmesi ve finansal okuryazarlık düzeylerinin belirlenen değişkenlere göre değişkenlik gösterip göstermediğinin ortaya konması amaçlanmıştır. Öğretmen adaylarına ait demografik bilgilerin (öğrenim gördükleri anabilim dalı, sınıfları, ailelerin aylık gelirleri ve cinsiyetleri) elde edilmesi için bir anketten, finansal okuryazarlık düzeylerinin belirlenmesi için ise 14 maddelik bir ölçekten (Sarıgül, 2015) yararlanılmıştır. Betimsel istatistik, tek yönlü ANOVA ve ilişkisiz örneklemler için t-testi analizleri sonucunda öğretmen adaylarının finansal okuryazarlık düzeylerinin onların demografik özelliklerine göre değişkenlik gösterip göstermediği belirlenmiştir. Öğretmen adaylarının finansal okuryazarlık düzeyleri ile bazı demografik özellikleri arasında anlamlı ilişkiler gözlemlenmiştir. Finansal okuryazarlık düzeyi ile öğrenim görülen bölüm ve devam edilen sınıf arasında anlamlı ilişki gözlemlenirken; ailenin aylık geliri ve cinsiyet arasında anlamlı ilişki olmadığı sonucuna varılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="038b9b20a4fdefdd5718f6b09189d417" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60091023,"asset_id":39904651,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60091023/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39904651"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39904651"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39904651; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39904651]").text(description); $(".js-view-count[data-work-id=39904651]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39904651; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39904651']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "038b9b20a4fdefdd5718f6b09189d417" } } $('.js-work-strip[data-work-id=39904651]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39904651,"title":"İLKÖĞRETİM BÖLÜMÜ ÖĞRETMEN ADAYLARININ FİNANSAL OKURYAZARLIK DÜZEYLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ","translated_title":"","metadata":{"abstract":"Bireylerin harcamalarını, tasarruflarını, yatırımlarını, birikimlerini, gelir-gider dengesini bütçesi doğrultusunda yönetebilme yetisine finansal okuryazarlık denilmektedir. Dünyada olduğu gibi ülkemizde de hakkında araştırmalar yapılan ve giderek önemi artmakta olan finansal okuryazar olma özelliği, toplumun geleceğini oluşturan üniversite öğrencileri ve özellikle öğretmen adayları için büyük önem taşımaktadır. Ankara'da bir devlet üniversitesinin eğitim fakültesi ilköğretim bölümünde öğrenim gören 743 öğretmen adayı (167 sosyal bilgiler öğretmenliği, 133 ilköğretim matematik öğretmenliği, 153 Türkçe öğretmenliği, 147 sınıf öğretmenliği) ile yapılan bu çalışmada, öğretmen adaylarının finansal okuryazarlık düzeyinin belirlenmesi ve finansal okuryazarlık düzeylerinin belirlenen değişkenlere göre değişkenlik gösterip göstermediğinin ortaya konması amaçlanmıştır. Öğretmen adaylarına ait demografik bilgilerin (öğrenim gördükleri anabilim dalı, sınıfları, ailelerin aylık gelirleri ve cinsiyetleri) elde edilmesi için bir anketten, finansal okuryazarlık düzeylerinin belirlenmesi için ise 14 maddelik bir ölçekten (Sarıgül, 2015) yararlanılmıştır. Betimsel istatistik, tek yönlü ANOVA ve ilişkisiz örneklemler için t-testi analizleri sonucunda öğretmen adaylarının finansal okuryazarlık düzeylerinin onların demografik özelliklerine göre değişkenlik gösterip göstermediği belirlenmiştir. Öğretmen adaylarının finansal okuryazarlık düzeyleri ile bazı demografik özellikleri arasında anlamlı ilişkiler gözlemlenmiştir. Finansal okuryazarlık düzeyi ile öğrenim görülen bölüm ve devam edilen sınıf arasında anlamlı ilişki gözlemlenirken; ailenin aylık geliri ve cinsiyet arasında anlamlı ilişki olmadığı sonucuna varılmıştır."},"translated_abstract":"Bireylerin harcamalarını, tasarruflarını, yatırımlarını, birikimlerini, gelir-gider dengesini bütçesi doğrultusunda yönetebilme yetisine finansal okuryazarlık denilmektedir. Dünyada olduğu gibi ülkemizde de hakkında araştırmalar yapılan ve giderek önemi artmakta olan finansal okuryazar olma özelliği, toplumun geleceğini oluşturan üniversite öğrencileri ve özellikle öğretmen adayları için büyük önem taşımaktadır. Ankara'da bir devlet üniversitesinin eğitim fakültesi ilköğretim bölümünde öğrenim gören 743 öğretmen adayı (167 sosyal bilgiler öğretmenliği, 133 ilköğretim matematik öğretmenliği, 153 Türkçe öğretmenliği, 147 sınıf öğretmenliği) ile yapılan bu çalışmada, öğretmen adaylarının finansal okuryazarlık düzeyinin belirlenmesi ve finansal okuryazarlık düzeylerinin belirlenen değişkenlere göre değişkenlik gösterip göstermediğinin ortaya konması amaçlanmıştır. Öğretmen adaylarına ait demografik bilgilerin (öğrenim gördükleri anabilim dalı, sınıfları, ailelerin aylık gelirleri ve cinsiyetleri) elde edilmesi için bir anketten, finansal okuryazarlık düzeylerinin belirlenmesi için ise 14 maddelik bir ölçekten (Sarıgül, 2015) yararlanılmıştır. Betimsel istatistik, tek yönlü ANOVA ve ilişkisiz örneklemler için t-testi analizleri sonucunda öğretmen adaylarının finansal okuryazarlık düzeylerinin onların demografik özelliklerine göre değişkenlik gösterip göstermediği belirlenmiştir. Öğretmen adaylarının finansal okuryazarlık düzeyleri ile bazı demografik özellikleri arasında anlamlı ilişkiler gözlemlenmiştir. 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The purpose of this study is to determine the student and school level variables that effect students' problem solving skills using a two-level Hierarchical Linear Modeling (HLM). The data in this study is belongs to 4848 students in 170 schools who participated PISA 2012. Gender, school attendance, openness to problem-solving and perseverance to reach solution variables constituted the student level variables whereas school type, educational resources, dropout rates and student/math teacher ratio variables constituted the school level variables. The findings indicated that all the variables but openness and perseverance have statistically significant effect on students' PISA 2012 problem-solving achievement scores. The results of the analysis indicate that 54 percent of the variability in the problem-solving achievement scores is attributed to the differences between the mean achievement of the schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b15e8f0d4de98db588efaba05ecd149c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60090988,"asset_id":39904620,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60090988/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39904620"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39904620"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39904620; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39904620]").text(description); $(".js-view-count[data-work-id=39904620]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39904620; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39904620']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b15e8f0d4de98db588efaba05ecd149c" } } $('.js-work-strip[data-work-id=39904620]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39904620,"title":"Examining the Effects of Students and School Variables on PISA 2012 Problem-Solving Achievement in Turkey","translated_title":"","metadata":{"abstract":"Problem-solving skills are very important in ensuring effective participation in public life regard and schools play an important role in helping students develop problem-solving skills. 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