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    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, Aslihan
    In 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.
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    Teacher Candidates Opinion about Technology-Oriented Transformations
    (Modestum Ltd, 2015) Coklar, Ahmet Naci; Saban, Aslihan
    One of the most important characteristics of period we live is change and transformation. Technology is one of the factors effecting this change. A new technological product or an advanced model of technology influences people. s lives. While technology leaves an impression on life in the past, this effect becomes in a very quickly way compared to today. Therefore, most people have witnessed a great number of transformations in the recent period. In this study, changes caused by technology on our lives have been reviewed with the eye of teacher candidates. 35 teacher candidates whose ages change between 19-23 were participated in this study supported by qualitative methods. Transformations resulting from technology witnessed by them during all their lives are given as a finding from the perspective of participants. We have made use of open ended question form as a data collection mean in this study. As a result of examination of data gained through content analysis, accessibility to information in the field of education, increasing of quality in the education, becoming important of visual learning, in particular using of new technologies with the purposes of communication in family and negative aspects of new technologies, gaining speed of communication in the communication, coming into our life of new technologies such as 3G via internet and decreasing of social communication have become prominent transformations in the recent times. On the other hand, it has been stated that transportation, entertainment, health, automobile industry, public enterprises and agriculture sector are fields affected too much from technology-oriented transformations subsequent to education, family and communication.
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    Teacher Candidates Opinion about Technology-Oriented Transformations
    (Modestum Ltd, 2015) Coklar, Ahmet Naci; Saban, Aslihan
    One of the most important characteristics of period we live is change and transformation. Technology is one of the factors effecting this change. A new technological product or an advanced model of technology influences people. s lives. While technology leaves an impression on life in the past, this effect becomes in a very quickly way compared to today. Therefore, most people have witnessed a great number of transformations in the recent period. In this study, changes caused by technology on our lives have been reviewed with the eye of teacher candidates. 35 teacher candidates whose ages change between 19-23 were participated in this study supported by qualitative methods. Transformations resulting from technology witnessed by them during all their lives are given as a finding from the perspective of participants. We have made use of open ended question form as a data collection mean in this study. As a result of examination of data gained through content analysis, accessibility to information in the field of education, increasing of quality in the education, becoming important of visual learning, in particular using of new technologies with the purposes of communication in family and negative aspects of new technologies, gaining speed of communication in the communication, coming into our life of new technologies such as 3G via internet and decreasing of social communication have become prominent transformations in the recent times. On the other hand, it has been stated that transportation, entertainment, health, automobile industry, public enterprises and agriculture sector are fields affected too much from technology-oriented transformations subsequent to education, family and communication.