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Öğe An Action Research on Improving Fluent Reading Skills of Third-Grade Primary School Students(Turkish Education Assoc, 2021) Asikcan, Mehmet; Saban, AhmetThis study aimed to improve the fluent reading skills of third-grade primary school students by developing and implementing action plans based on fluent reading strategies. It employed the participatory action research design, one of the qualitative research approaches. A total of 27 third-grade students attending a state primary school in Konya during the spring of 2017 participated in the study. First, pre-measurements were performed to determine students' current states regarding the three fluent reading components (accurate reading, reading speed, and prosody). Next, ten action plans related to the three components were developed and implemented in 10 weeks. Later, post-measurements were performed, and pre- and post-measurement results were compared. Also, feedback about the implementation process (qualitative data) was sought through participant observations, conversation type interviews with the classroom teacher and students, reflective journals, and video recordings. According to the findings, students' reading mistakes in all the three text types (narrative, informative, and poetic) decreased, reading speeds increased, and reading prosody levels enhanced. The use of various technological tools, software programs, and different reading strategies during the implementation process helped students focus more on the activities, raised their interest in them, and made their learning more pleasant. Moreover, the use of grouping strategies such as reading choir, reading theatre, and dart playing affected students positively for learning. It is concluded that the study has great potential to contribute to the research literature by reflecting the practical experiences.Öğe An Action Research on Improving Fluent Reading Skills of Third-Grade Primary School Students(Turkish Education Assoc, 2021) Asikcan, Mehmet; Saban, AhmetThis study aimed to improve the fluent reading skills of third-grade primary school students by developing and implementing action plans based on fluent reading strategies. It employed the participatory action research design, one of the qualitative research approaches. A total of 27 third-grade students attending a state primary school in Konya during the spring of 2017 participated in the study. First, pre-measurements were performed to determine students' current states regarding the three fluent reading components (accurate reading, reading speed, and prosody). Next, ten action plans related to the three components were developed and implemented in 10 weeks. Later, post-measurements were performed, and pre- and post-measurement results were compared. Also, feedback about the implementation process (qualitative data) was sought through participant observations, conversation type interviews with the classroom teacher and students, reflective journals, and video recordings. According to the findings, students' reading mistakes in all the three text types (narrative, informative, and poetic) decreased, reading speeds increased, and reading prosody levels enhanced. The use of various technological tools, software programs, and different reading strategies during the implementation process helped students focus more on the activities, raised their interest in them, and made their learning more pleasant. Moreover, the use of grouping strategies such as reading choir, reading theatre, and dart playing affected students positively for learning. It is concluded that the study has great potential to contribute to the research literature by reflecting the practical experiences.Öğe An Action Research on Teaching Values in the Fourth Grade Primary School through Philosophy-Based Children Books(Ani Publishing, 2020) Akdemir, Sultan; Saban, AhmetThe main purpose of this study was to teach values to the fourth grade primary school students with teaching activities prepared based on the eight books selected from the book series of Citir Citir Felsefe (Les Gouters Philo). The research was conducted in the participatory action research design, which is one of the qualitative research approaches. The participants included 22 fourth grade students attending at a state primary school in Konya during the spring of 2017. A total of 10 action plans were prepared and implemented weekly. In the first action plan, students' perceptions about the concept of value were examined. In the next eight action plans, teaching activities related to the eight books of the Citir Citir Felsefe book series were implemented. In the last action plan, a drama activity and a movie watching activity were performed. Data were collected through participant observations, video recordings, reflective diaries (researcher diary, teacher diary and student diaries), semi-structured interviews with the classroom teacher and students, and in-class dialogues. The content analysis technique was used to analyze the study data. The study concludes that the eight books chosen from the Citir Citir Felsefe book series contributed to the reinforcement of values in students and that the action research process was effective in reflecting the practical experiences.Öğe An Action Research on Teaching Values in the Fourth Grade Primary School through Philosophy-Based Children Books(Ani Publishing, 2020) Akdemir, Sultan; Saban, AhmetThe main purpose of this study was to teach values to the fourth grade primary school students with teaching activities prepared based on the eight books selected from the book series of Citir Citir Felsefe (Les Gouters Philo). The research was conducted in the participatory action research design, which is one of the qualitative research approaches. The participants included 22 fourth grade students attending at a state primary school in Konya during the spring of 2017. A total of 10 action plans were prepared and implemented weekly. In the first action plan, students' perceptions about the concept of value were examined. In the next eight action plans, teaching activities related to the eight books of the Citir Citir Felsefe book series were implemented. In the last action plan, a drama activity and a movie watching activity were performed. Data were collected through participant observations, video recordings, reflective diaries (researcher diary, teacher diary and student diaries), semi-structured interviews with the classroom teacher and students, and in-class dialogues. The content analysis technique was used to analyze the study data. The study concludes that the eight books chosen from the Citir Citir Felsefe book series contributed to the reinforcement of values in students and that the action research process was effective in reflecting the practical experiences.Öğe Classroom Teachers' Perceptions of Difficult Children: A Phenomenological Study(Ani Publishing, 2021) Saricelik, Serap; Saban, AhmetThis study examined classroom teachers' perceptions of difficult children. It applied the descriptive phenomenology design of qualitative research approaches. In identifying the participants, the maximum variation sampling technique, one of the purposeful sampling methods, was used. Sixty classroom teachers working in Konya (20 from central schools, 20 from disadvantaged area schools, and 20 from private schools) have been selected and included in the study. Data were collected through semi-structured interviews and analyzed by the content analysis technique. Findings revealed that the participating classroom teachers were generally aware of difficult children's characteristics (such as having academic difficulties, exhibiting communication problems, inability to adapt socially, or disobeying classroom rules). According to the participants, there are at least five types of difficult children in schools: (1) children with giftedness or learning difficulties, (2) children who are overly active or silent, (3) children who are spoiled or not cared for by their families, (4) children who are excessively aggressive or quarrelsome, and (5) children who are distracted or uninterested. The study concludes that more research is needed to understand the difficult child phenomenon fully.Öğe Classroom Teachers' Perceptions of Difficult Children: A Phenomenological Study(Ani Publishing, 2021) Saricelik, Serap; Saban, AhmetThis study examined classroom teachers' perceptions of difficult children. It applied the descriptive phenomenology design of qualitative research approaches. In identifying the participants, the maximum variation sampling technique, one of the purposeful sampling methods, was used. Sixty classroom teachers working in Konya (20 from central schools, 20 from disadvantaged area schools, and 20 from private schools) have been selected and included in the study. Data were collected through semi-structured interviews and analyzed by the content analysis technique. Findings revealed that the participating classroom teachers were generally aware of difficult children's characteristics (such as having academic difficulties, exhibiting communication problems, inability to adapt socially, or disobeying classroom rules). According to the participants, there are at least five types of difficult children in schools: (1) children with giftedness or learning difficulties, (2) children who are overly active or silent, (3) children who are spoiled or not cared for by their families, (4) children who are excessively aggressive or quarrelsome, and (5) children who are distracted or uninterested. The study concludes that more research is needed to understand the difficult child phenomenon fully.Öğe Conceptions of Learning in Light of the MI Theory(Elsevier Science Bv, 2015) Saban, AhmetThe multiple intelligences (MI) theory emphasizes the multiple nature of our brain capacity. The purpose of this study was to examine Turkish primary teacher candidates' conceptions of learning in light of the MI theory through metaphors. The participants included 87 seniors taking an elective course in the primary education program of Necmettin Erbakan University during the spring term of 2014. They were asked to complete the prompt Learning in light of the MI theory is similar to. because. to write their learning images and send their compositions within a week to the researcher's e-mail account. The findings are based on the content analysis of these compositions. Overall, 25 metaphorical images were identified and five themes were developed out of them. The five themes and their representative metaphors include the following: (1) the nature of MI (e.g., rainbow), (2) the functions of MI (e.g., eating healthy), (3) the coherence of MI (e.g., our body systems' working together), (4) the characteristics of learning (e.g., growing plants) and (5) the attributes of learners (e.g., grafting a fruit tree). It can be argued that the metaphor generating activity helped teacher candidates transform their abstract information of the MI theory into more concrete knowledge. (C) 2015 The Authors. Published by Elsevier Ltd.Öğe Curriculum development through action research: A model proposal for practitioners(Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2021) Saban, AhmetConducted based on the idea that there are similarities between action research and curriculum development processes, in this study, the aim was to develop a model that practitioners can use to understand and improve the practical curriculum. To this end, first, the phenomena of curriculum, curriculum development, action research, and curriculum development through action research were examined thoroughly, the action research models existing in the literature were analyzed indepth, and, based on an eclectic approach, a model that blends both processes was proposed. Afterward, the proposed model's implications for curriculum development were discussed. Finally, expert opinions on the model development process employed in the study were questioned, and the necessary changes were made in line with the obtained feedback. The proposed model has been conceptualized as a cyclical problem-solving process employing six stages. They include: (a) identifying the focus area, (b) performing a needs analysis, (c) developing an action plan, (d) implementing the action plan, (e) evaluating the process, and (f) reflecting on the process. Moreover, the proposed model's implications for curriculum development are: (1) curriculum development is a practice-based process, (2) curriculum development is a problem-solving focused process, (3) curriculum development is a continuous (progress-oriented) process, and (4) curriculum development is a context-dependent process.Öğe Curriculum development through action research: A model proposal for practitioners(Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2021) Saban, AhmetConducted based on the idea that there are similarities between action research and curriculum development processes, in this study, the aim was to develop a model that practitioners can use to understand and improve the practical curriculum. To this end, first, the phenomena of curriculum, curriculum development, action research, and curriculum development through action research were examined thoroughly, the action research models existing in the literature were analyzed indepth, and, based on an eclectic approach, a model that blends both processes was proposed. Afterward, the proposed model's implications for curriculum development were discussed. Finally, expert opinions on the model development process employed in the study were questioned, and the necessary changes were made in line with the obtained feedback. The proposed model has been conceptualized as a cyclical problem-solving process employing six stages. They include: (a) identifying the focus area, (b) performing a needs analysis, (c) developing an action plan, (d) implementing the action plan, (e) evaluating the process, and (f) reflecting on the process. Moreover, the proposed model's implications for curriculum development are: (1) curriculum development is a practice-based process, (2) curriculum development is a problem-solving focused process, (3) curriculum development is a continuous (progress-oriented) process, and (4) curriculum development is a context-dependent process.Öğe Duyuşsal davranış eğitimi programının erinlik dönemi çocuklarının sosyal beceri düzeylerine etkisi(2015) Duran, Munise; Saban, AhmetBu araştırmada, Duyuşsal Davranış Eğitimi Programı'nın erinlik dönemi çocuklarının sosyal beceri düzeylerine etkisi incelenmiştir. Araştırma, nicel araştırma geleneği içinde yer alan öntest-sontest kontrol gruplu bir çalışmadır. Araştırmanın bağımlı değişkeni "çocukların sosyal becerileri", bağımsız değişkeni ise "duyuşsal davranış eğitimi programı" olarak belirlenmiştir. Araştırmanın çalışma grubunu Malatya İl Milli Eğitim Müdürlüğüne bağlı Begüm Kartal Ortaokulunda okuyan altıncı sınıf öğrencilerinden amaçlı örnekleme yöntemlerinden "ölçüt örnekleme" ile belirlenmiştir. Çalışma grubunu; 14 deney ve 14 kontrol grubunda olmak üzere toplam 28 öğrenci oluşturmaktadır. Katılımcılara 8,5 haftalık duyuşsal davranış eğitimi programı uygulanmıştır. Araştırmanın verileri "Matson Çocuklarda Sosyal Becerileri Değerlendirme (MÇSBD)" ölçeği ile toplanmıştır. Matson, Rotatory ve Hessel tarafından 1983 yılında geliştirilen bu ölçeğin Türkçeye uyarlaması Bacanlı ve Erdoğan (2003) tarafından yapılmıştır. Ölçek, öğrencilere deney öncesi ve sonrasında uygulanmıştır. Sosyal becerileri değerlendirme ölçeğinden elde edilen verilerin analizinde Bağımsız T-Testi, Bağımlı T-Testi ve ANCOVA testleri kullanılmıştır. Araştırmadan elde edilen bulgulara göre: Araştırma sonunda uygulamaya katılan öğrencilerin olumlu sosyal becerilerinin arttığı saptanmıştır. Duyuşsal Davranış Eğitimi Programı öğrencilerde sosyal becerilere ilişkin bir farkındalık oluşturmuştur; program öğrencilerin duygularını ifade etme, öfke kontrolünü sağlayabilme, empati kurabilme, yardımlaşma becerisi, paylaşma becerisi, hoşgörülü olabilme gibi sosyal becerilerinde bir gelişime neden olmuştur. Sonuç olarak, çalışmada uygulanan Duyuşsal Davranış Eğitimi Programı, çocukların sosyal beceri gelişimini desteklemiştir.Öğe The effect of self-regulated learning on sixth-grade Turkish students' mathematics achievements and motivational beliefs(Taylor & Francis As, 2016) Yidizli, Hulya; Saban, AhmetThis study examined the effect of self-regulated learning on sixth-grade Turkish students' mathematics achievements and motivational beliefs. Both quantitative and qualitative research methods were used in the study. Participants included sixth-grade students attending at TOK 125. Year Middle School in Nevehir (Turkey) during the 2014-2015 academic year. Two classes of the school were randomly appointed as experimental group (6B, 22 students) and control group (6C, 23 students), respectively. The experimental process went on for 12weeks. Instructional activities developed according to Zimmerman's cyclical model, one of the self-regulated learning models, were applied with experimental group students, meanwhile regular curriculum of MEB (Ministry of National Education) was delivered to control group students. The sub-dimensions of self-efficacy and goal orientations were included in the research under motivational beliefs aspect, which is one of the most essential aspects of self-regulated learning. The quantitative findings indicated a significant difference in favor of experimental group with regard to mathematics achievements and motivational beliefs. The qualitative data obtained through interviews and document analysis during and after the experimental process further revealed that students started to see math as fun, like it more, grasp the importance of it in everyday life, build more self-confidence, set specific targets for themselves, and monitor their learning process.Öğe İçedönük Bir Çocuğu Anlamak: Bir Anlatı Araştırması(2018) Saban, Ahmet; Sarıçelik, SerapBu çalışmada, Serap Öğretmenin (çalışmanın ikinci yazarının) kendi deneyimlerinden yolaçıkarak sınıfındaki içedönük bir öğrencisinin farkına varma ve ona ulaşma gayreti incelenmiştir.Çalışma, nitel araştırma desenlerinden biri olan “anlatı araştırması” deseni kapsamında yürütülmüştür.Anlatı araştırmalarında temel amaç, bireylerin dünyayı deneyimleme biçimlerini kendi ürettiklerihikâyeler aracılığıyla incelemektir. Bu bakış açısıyla gerçekleştirilen bu çalışmada da SerapÖğretmenin aktardığı hikâyeler aracılığıyla sınıfındaki içedönük öğrencisiyle ilgili deneyimleri ve budeneyimlerinden yola çıkarak hem içedönük öğrencisinde neden olduğu değişim hem de mesleğindeyaşadığı dönüşüm incelenmiştir. Çalışmanın verileri, bir dizi yarı-yapılandırılmış görüşmeler yoluylaelde edilmiştir. Her görüşmenin deşifre edilmesinden sonra elde edilen veriler hakkında SerapÖğretmenden e-posta aracılığıyla yazılı olarak geri bildirim alınmış ve yeterince açık veya netolmayan hususlarla ilgili yeni görüşmelerle yeni veriler sorgulanmıştır. Ayrıca, araştırma raporununyazılmasından sonra Serap Öğretmenle işbirliğine gidilerek raporun tamamına ilişkin görüşüalınmıştır. Görüşmelerden elde edilen veriler belli bir kronolojik yapı içinde yeniden organize edilerekve araştırmanın alt-soruları çerçevesinde temalandırılarak beş tema altında sunulmuştur. Bu temalarşunlardır: (1) içedönük öğrencinin farkına varma, (2) içedönük öğrenciyi tanıma, (3) içedönüköğrenciye ulaşma, (4) içedönük öğrencideki değişimi/gelişimi izleme ve (5) mesleki açıdankazanımı/gelişimi değerlendirme. Çalışmanın bulgularına göre, Serap Öğretmen içedönük öğrencisiyleilgili istediği hedeflere ulaşmış olduğunu ve zor çocuk olgusuna ilişkin olarak da mesleki açıdanönemli bir anlayış geliştirdiğini düşünmektedir. Çalışmanın sonuçlarına göre, diğer zor çocuk tiplerineilişkin olarak da gerçekleştirilecek kapsamlı anlatı araştırmalarına ihtiyaç vardır.Öğe An Investigation of Primary School Students' Perceptions of Violence Revealed Through Their Drawings(Mehmet Tekerek, 2012) Akbulut, Merve Gul; Saban, AhmetIn this study, primary school students' perceptions of violence were investigated by means of pictures drawn by them. The participants included 80 students between the ages of 9 and 11 who attended three primary schools (3rd, 4th, and 5th grades) in the city of Konya during the 2011-2012 academic year. According to the findings of the study, the students mostly drew pictures of general violence which occurred in a family environment in the form of physical violence. In addition, students drew father as a figure practicing violence most, and male child and mother as figures exposed to violence most.Öğe Maratonda yarışmak ya da gizemli bir yere yolculuk yapmak: Sınıf öğretmeni adaylarının tecrübe ettikleri ve ideallerindeki öğrenme algıları(2014) Saban, Ahmet; Koçbeker Eid, Beyhan Nazlı; Aslıhan , SabanBu çalışmada, sınıf öğretmeni adaylarının tecrübe ettikleri öğrenme ve ideallerindeki öğrenme süreçlerine ilişkin olarak sahip oldukları zihinsel algılar metaforlar aracılığıyla incelenmiştir. Fenomenoloji deseninde gerçekleştirilen bu çalışmanın katılımcıları 2011-2012 öğretim yılı güz döneminde Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Sınıf Öğretmenliği programında öğrenim gören ve Öğretim İlke ve Yöntemleri dersini alan 193 ikin- ci sınıf öğretmen adayından oluşmuştur. Araştırmanın verileri iki açık-uçlu ibarenin (Benim için öğrenme... gibiydi, çünkü... ve Bana göre öğrenme... gibidir/gibi olmalıdır, çünkü...) tamamlanmasıyla elde edilmiş ve içerik analizi tekniğiyle çözümlenmiştir. Araştırmanın bulgularına göre, katılımcılar tecrübe ettikleri öğrenmeyi 18, ideallerinde- ki öğrenmeyi de 25 metaforik imge ile kavramsallaştırmışlardır. Tecrübe edilen öğrenmeyi yansıtan üç kategori (ve bazı metaforlar) şunlardır: (1) zorunlu/gönülsüz bir faaliyet olarak öğrenme (maratonda yarışmak), (2) ezberleme/ bilgi biriktirme olarak öğrenme (kamerayla kaydetmek) ve (3) geçici/kısa süreli bir faaliyet olarak öğrenme (makyaj yapmak). İdealdeki öğrenmeyi yansıtan altı kategori (ve bazı metaforlar) ise şunlardır: (1) keşfetme olarak öğrenme (gizemli bir yere yolculuk yapmak), (2) aktif katılım olarak öğrenme (arının bal yapması), (3) anlam oluşturma olarak öğrenme (yapbozun parçalarını birleştirmek), (4) şema oluşturma olarak öğrenme (beyni şarj etmek), (5) sosyal bir süreç olarak öğrenme (arkadaşlarla oyun oynamak) ve (6) kendini gerçekleştirme olarak öğrenme (balık tutmayı öğrenmek). Sonuç olarak katılımcılar, tecrübe ettikleri öğrenmeyi daha olumsuz metaforlarla ve daha yüzeysel öğ- renme özellikleriyle (bilgi artırma, ezberleme) ilişkilendirirken, ideallerindeki öğrenmeyi daha olumlu metaforlarla ve daha derin öğrenme özellikleriyle (anlam oluşturma, kendini gerçekleştirme) ilişkilendirmişlerdir. Sadece bir eğitim fakültesindeki öğretmen adaylarının katılımı ve görüşleriyle gerçekleştirilen bu çalışma verilerinin diğer öğretmen yetiştiren kurumlarda öğrenim gören öğretmen adaylarının görüşleriyle de desteklenmesine gereksinim vardır.Öğe Racing in the Marathon or Traveling to a Mysterious Place: Prospective Primary Teachers' Conceptions of Experienced and Ideal Learning(Edam, 2014) Saban, Ahmet; Kocbeker-Eid, Beyhan Nazli; Saban, AslihanIn this study, Turkish primary teacher candidates' experienced and ideal conceptions of learning were examined through metaphors. The participants of this phenomenological study included 193 sophomores taking the Principles and Methods of Teaching course at Ahmet Kelesoglu Education Faculty, Necmettin Erbakan University, in the fall of the 2011-2012 academic year. Data were gathered from the compositions written by the participants by using two open-ended prompts (For me, learning was like ... because ... and To me, learning is/should be like. because ... ) and analyzed using the content analysis technique. According to the findings of the study, participants conceptualized their experienced learning with 18 metaphorical images and ideal learning with 25 metaphorical images. The three categories and some of the corresponding metaphors representing the participants' experienced learning include the following: (1) learning as an involuntary/compulsory activity (racing in the marathon), (2) learning as memorization/accumulation of knowledge (recording with a video camera), and (3) learning as a temporary/momentary activity (putting makeup on). The six categories and some of the corresponding metaphors representing the participants' ideal learning include the following: (1) learning as exploring (traveling to a mysterious place), (2) learning as active participation (bees making honey), (3) learning as meaning making (putting together the pieces of a puzzle), (4) learning as schema generation (recharging the brain), (5) learning as a social process (playing games with friends), and (6) learning as self-actualization (learning how to catch fish). While participants associated their experienced learning with more negative metaphorical images and more features of surface learning (knowledge increase, memorization), they paralleled their ideal learning with more positive metaphorical images and more features of deep learning (meaning making, self-actualization). In addition, the experienced and ideal learning conceptions gathered from the participation and views of only one education faculty's pre-service teachers need to be validated by the views of more teacher candidates studying at other teacher training institutions.Öğe A Self-Study on the Use of Imagination in the Primary School Teaching(Turkish Education Assoc, 2023) Avsar, Hatice; Saban, AhmetAs a primary school teacher (the first author) in this study, I intended to understand, evaluate, and improve my teaching practices regarding imagination. I used the self-study methodology to make sense of my experiences and explore new ideas, actions, or understandings for my teaching. I conducted my research with 27 third-grade students attending a public primary school in Agri in the fall semester of the 2021-2022 school year. I used multiple data collection techniques (i.e., participant observations, reflective diaries, feedback from my students, critical friend and colleagues, and photographs of my teaching activities) to detail the study data and increase its trustworthiness. I organized my findings under three main themes: (1) My professional understanding and future goals. Under this theme, I explained my professional insight and future aspirations. I introduced myself as a teacher constantly questioning her practices, caring about enriching her teaching with different activities, and focusing on opportunities rather than obstacles in her work environment. I also emphasized my aim to design educational materials that will make student learning more meaningful and enjoyable in the future. (2) Activities that reflect my imagination. Under this theme, I provided detailed information about the activities I designed aligned with my imagination and implemented in my classroom to contribute more to students' learning. (3) Comments of my students, critical friend, and colleagues. Under this theme, I shared my students', critical friend's, and colleagues' comments about the activities I implemented in the classroom. I emphasized that the feedback provided was generally positive and guided my teaching. This study contributes to the literature by exemplifying how I designed the teaching activities using my imagination as a primary school teacher and improved the teaching-learning process by taking it out of the ordinary.Öğe A Self-Study on the Use of Imagination in the Primary School Teaching(Turkish Education Assoc, 2023) Avsar, Hatice; Saban, AhmetAs a primary school teacher (the first author) in this study, I intended to understand, evaluate, and improve my teaching practices regarding imagination. I used the self-study methodology to make sense of my experiences and explore new ideas, actions, or understandings for my teaching. I conducted my research with 27 third-grade students attending a public primary school in Agri in the fall semester of the 2021-2022 school year. I used multiple data collection techniques (i.e., participant observations, reflective diaries, feedback from my students, critical friend and colleagues, and photographs of my teaching activities) to detail the study data and increase its trustworthiness. I organized my findings under three main themes: (1) My professional understanding and future goals. Under this theme, I explained my professional insight and future aspirations. I introduced myself as a teacher constantly questioning her practices, caring about enriching her teaching with different activities, and focusing on opportunities rather than obstacles in her work environment. I also emphasized my aim to design educational materials that will make student learning more meaningful and enjoyable in the future. (2) Activities that reflect my imagination. Under this theme, I provided detailed information about the activities I designed aligned with my imagination and implemented in my classroom to contribute more to students' learning. (3) Comments of my students, critical friend, and colleagues. Under this theme, I shared my students', critical friend's, and colleagues' comments about the activities I implemented in the classroom. I emphasized that the feedback provided was generally positive and guided my teaching. This study contributes to the literature by exemplifying how I designed the teaching activities using my imagination as a primary school teacher and improved the teaching-learning process by taking it out of the ordinary.Öğe Türk Atasözlerinin Bakış Açısıyla Eğitim(2014) Saban, AhmetAtasözleri, bir toplumsal kültürün çeşitli olgu veya olaylara ilişkin zih- niyetini üstü kapalı bir biçimde yansıtan en öz ve etkili ifadelerdir. Bu yönüyle atasözleri, ürünü oldukları toplumsal kültürün (ortak bilincin) bakış açısını gelecek kuşaklara taşımaları bakımından önemli bir işleve sahiptirler. Bu bakış açısından hareketle üç aşamada gerçekleştirilen bu çalışmada, Türk atasözleri- nin eğitimin çeşitli boyutlarına ilişkin yansıttıkları bakış açıları incelenmiştir. İlk aşamada, Türk Dil Kurumu Atasözleri ve Deyimler Sözlüğü kullanılarak eği- timle ilgili olabileceği düşünülen atasözleri belirlenmiştir. İkinci aşamada, bu atasözleri analojik/metaforik analiz ya da anlamsal uyarlama metodu ile 10 tema altında tasniflenerek yorumlanmıştır. Bu temalar şunlardır: Eğitimin önemi, eğitimin amaçları, ailenin çocuk eğitimindeki rolü, eğitime başlama zamanı, öğrenmenin özellikleri, öğrenme ortamı, öğrenme yöntemleri, öğrenci- nin sorumlulukları, öğretmenin nitelikleri ve yöneticilik. Üçüncü aşamada, ata- sözleriyle ilgili yapılan sınıflandırmaların ve yorumların iç geçerliğini ve güve- nirliğini (inandırıcılığını) sağlamak amacıyla uzman görüşüne başvurulmuştur. Çalışmanın sonuçlarına göre, Türk atasözleri eğitim olgusunun ve ilgili boyut- larının kavramsallaştırılmasında çağdaş/evrensel pedagoji (eğitimbilim) ilkele- riyle tutarlı bir perspektif sunmaktadır. Buradan hareketle, Türk sözlü kültürü- nün deyim, mâni, masal, türkü, ninni, bilmece ve hikâye gibi diğer ürünlerinin de çözümlenerek bu ürünlerde öne çıkarılan eğitimsel bakış açılarının incelen- mesi, Türk eğitim düşüncesinin daha iyi anlaşılmasında, oluşturulmasında ve paylaşılmasında faydalı olabilir.Öğe Understanding an Introverted Child: A Narrative Study(Ani Publishing, 2018) Saban, Ahmet; Saricelik, SerapThis study examined Teacher Scrap's (the second author of this study) effort to recognize and reach an introverted student in her classroom based on her own experiences. The study was conducted within the scope of the narrative research methodology, one of the qualitative research designs. The main purpose of narrative studies is to examine the ways through which individuals experience the world and reality by analyzing their own personal stories. From this point of view, this study examined Teacher Scrap's experiences with an introverted student in her classroom through her own personal stories and the changes that these experiences caused both in the introverted student and her profession. Data were collected through a series of semi-structured interviews. After each interview was transcribed, written feedback from the teacher was obtained through e-mails and new interviews were conducted with her about the issues that were not clear enough. In addition, after finishing the writing of the research report, Teacher Scrap was invited to indicate her opinions on the entire report. Data were reorganized around the sub-questions of the study and presented in a chronological framework under five themes. They include: (1) recognizing the introverted student, (2) getting to know the introverted student, (3) reaching the introverted student, (4) tracing the changes in the introverted student, and (5) evaluating the professional attainments. According to the findings, Teacher Scrap believes that she has achieved her desired goals for her introverted student and developed an invaluable understanding about the phenomenon of difficult children. The study concludes that there is a need for comprehensive narrative research studies to be carried out on other types of difficult children.Öğe Understanding an Introverted Child: A Narrative Study(Ani Publishing, 2018) Saban, Ahmet; Saricelik, SerapThis study examined Teacher Scrap's (the second author of this study) effort to recognize and reach an introverted student in her classroom based on her own experiences. The study was conducted within the scope of the narrative research methodology, one of the qualitative research designs. The main purpose of narrative studies is to examine the ways through which individuals experience the world and reality by analyzing their own personal stories. From this point of view, this study examined Teacher Scrap's experiences with an introverted student in her classroom through her own personal stories and the changes that these experiences caused both in the introverted student and her profession. Data were collected through a series of semi-structured interviews. After each interview was transcribed, written feedback from the teacher was obtained through e-mails and new interviews were conducted with her about the issues that were not clear enough. In addition, after finishing the writing of the research report, Teacher Scrap was invited to indicate her opinions on the entire report. Data were reorganized around the sub-questions of the study and presented in a chronological framework under five themes. They include: (1) recognizing the introverted student, (2) getting to know the introverted student, (3) reaching the introverted student, (4) tracing the changes in the introverted student, and (5) evaluating the professional attainments. According to the findings, Teacher Scrap believes that she has achieved her desired goals for her introverted student and developed an invaluable understanding about the phenomenon of difficult children. The study concludes that there is a need for comprehensive narrative research studies to be carried out on other types of difficult children.
