Okul öncesi eğitiminde kalite değişkenleri ile ülkelerin PISA fen okur-yazrlık düzeyleri arasındaki ilişkinin incelenmesi

Date

2016-04-21

Author

Buldu, Elif
Olgan, Refika

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https://hdl.handle.net/11511/78511

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Okul öncesi eğitimde kalite değişkenleri ile ülkelerin PISA fen okur yazarlık düzeyleri arasındaki ilişkinin incelenmesi Buldu, Elif; Olgan, Refika (null; 2015-04-16) Bilim ve teknolojinin hızla geliştiği günümüz dünyasında çalışma hayatında başarılı bir yer edinebilme bireylerin yaratıcılık, karar verebilme becerisi, gelişen bilim ve teknolojiye ayak uydurma ve problem çözme yeteneklerini geliştirmeleri ile mümkün olabilmektedir. İlerlemelere ayak uydurmak için toplumlar fen okur-yazarı bireylere ihtiyaç duymakta ve bu özelliği kazanmalarını sağlayacak eğitim olanakları sunmaya çalışmaktadırlar. Zira kişilere sunulan eğitim fır...
An Analysis of the effectiveness of quality indicators in early childhood education on subsequent science competency on a cross-country and Turkish case basis Kaya, Elif; Olgan, Refika; Department of Early Childhood Education (2014) The main aim of this study was to investigate the effectiveness of early childhood education on children’s subsequent science competency in PISA assessment. In doing so, the influence of country-level and student-level factors on children’s later competency on the PISA science literacy were also examined. Country-level indicators were determined following variables from past records: public and private expenditure in pre-primary education, pupil-teacher ratio, enrolment rate in pre-primary, duration in pre-...
A Mixed methods study of teacher-child interaction quality and teacher beliefs in early childhood education / Çobanoğlu, Rahime; Çapa Aydın, Yeşim; Yıldırım, Ali; Department of Curriculum and Instruction (2017) This study examined teacher-child interaction quality in preschool classrooms, some aspects of early childhood teachers’ beliefs (i.e., beliefs about developmentally appropriate practice, beliefs about developmentally inappropriate practice, teacher self-efficacy, and general teaching efficacy), and the interplay between them through a mixed methods research design. Data were collected through teacher survey and interviews, and structured and unstructured classroom observations. A sample of 47 teachers sele...
Evaluation of preschool teacher education program in Turkey : academicians' perspective Tekmen, Belkıs; Akar, Hanife; Altun, Sadegül A.; Department of Educational Sciences (2012) High-quality preschool education produces substantial long-term educational,social, and economic benefits, but large benefits occur only when teachers are professionally prepared and adequately compensated. Qualifying the teacher candidates depends on many interrelated components of a teacher education. The aim of this study is to evaluate the student selection policy, decision-making policy, recruitment policy, teacher candidates’ educational profiles, faculty development and assignment policy, curriculum ...
Development of a STEM based engineering design curriculum for parental involvement in early childhood education Ata Aktürk, Aysu; Demircan, Hasibe Özlen; Department of Early Childhood Education (2019) The purpose of the current study was to design and develop a STEM (Science, Technology, Engineering, Mathematics) based engineering design curriculum that addresses to preschool children, parents, and preschool teachers (EDCPI). In this context, the first aim of this study was to identify the key design principles in designing a STEM-based engineering design curriculum for parental involvement (PI) in early childhood education. The second aim was to explore the possible contributions of the developed curric...

Citation Formats

E. Buldu and R. Olgan, “Okul öncesi eğitiminde kalite değişkenleri ile ülkelerin PISA fen okur-yazrlık düzeyleri arasındaki ilişkinin incelenmesi,” 2016, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/78511.