Deadline November 1, 2024 

(Articles can be submitted for this issue /Volume 2, Issue 2,  until November 1, 2024 at the latest. Articles that have completed the process are published here in early view.)

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TABLE OF CONTENT                                  

Uluslararasılaşma ve Sinop Üniversitesi

Internationalization and Sinop University

Prof. Dr. Hakan Uşaklı    
Sinop University, ORCID  https://orcid.org/0000-0003-4307-2226

Abstract

Sinop, the pearl of the Black Sea, is located in the northernmost part of Turkey. Sinop University was established in 2007. The university currently has nine faculties, one institute, three colleges, seven vocational schools and thirteen research centers. In theory, internationalization of higher education is the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education. The University has been an active user and beneficiary of the Erasmus program since its establishment. In this study, Erasmus studies of Sinop University in the internationalization process are examined. The opinions of eleven coordinators of the European universities with which the university has agreements have been taken on the subject. Sinop University is an effective university in terms of its location and the opportunities it offers to its students and employees. Erasmus mobility has an important place in the internationalization of a university. However, in the light of expert opinions, the number of courses offered in foreign languages, especially in English, the number of foreign lecturers and the level of foreign language, especially English, of students and staff benefiting from Erasmus have an important place in the internationalization of Sinop University. The document analysis revealed that very few European students and university staff come to Sinop University as visitors. The university can take action with non-governmental organizations abroad and include mobility from Europe to Sinop in the mobility from Sinop to Europe. Foreign language qualified students and staff will be able to represent the university more competently. Foreign language courses at the university can be an attractive element for European students. Future studies may focus on scientific, technological and cultural cooperation between the university and foreign universities.

Keywords: Sinop University, Internationalization, Erasmus Mobility 

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Okul Öncesi Öğretmenlerinin Matematiksel Gelişime Yönelik İnançlarının İncelenmesi

The Examination of Preschool Teachers’ Beliefs Towards Mathematical Development

Öğretmen Ayşe ÖZLÜ
Milli Eğitim Bakanlığı

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Sınıf Öğretmenlerinin Yabancı Öğrencilerin Eğitimi Konusunda Yaşadığı Sorunlar

Classroom Teachers' Problems in the Education of Foreign Students

Recep YÜKSEK
Milli Eğitim Bakanlığı, ORCID: https://orcid.org/0009-0001-7304-1925

Sebahattin KİNEŞCİ
Milli Eğitim Bakanlığı, ORCID: https://orcid.org/0000-0002-0225-0914

Serdar ÜNAL
Milli Eğitim Bakanlığı

Betül ÜNAL
Milli Eğitim Bakanlığı

Abstract

This research examines the problems experienced by classroom teachers about the education of foreign national students in our country as well as the problems experienced by teachers. Phenomenology design, one of the qualitative research designs, was used in the study. The 4 classroom teachers working in different schools in the 2022-2023 academic year in Karapınar District of Konya province participated in the research. The research results indicated that the main issue experienced with foreign students is the language problem. Also, the classroom teachers participated in the research noted that the necessary arrangements for foreign students in the education curriculum are not prepared, the majority of students have concern about school attendance as well as cultural awareness, and teachers are not trained for the education of foreign students. These problems cause classroom teachers to face problems in determining target acquisition and teaching method techniques for these students.

Key Words: Education, Classroom Teachers, Foreign Students, Education Problems. 

CITATION: YÜKSEK, R., KİNEŞCİ, S., ÜNAL, S., & ÜNAL, B. (2024). Classroom Teachers' Problems in the Education of Foreign Students. Journal of Educational Studies (J-EDUCAT), 2(2), 222-250. https://doi.org/10.5281/zenodo.13858973


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ARTICLE- 4                                        Article Type: : Research paper             

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Teknoloji Destekli Afin Geometri Öğretiminin Analitik Geometri Dersine Yönelik Tutumlara, Geometrik Düşünme Düzeylerine ve Akademik Başarılara Etkisi

The Effect of Technology-Supported Affine Geometry Teaching on Attitudes towards Analytical Geometry Courses, Geometric Thinking Levels, and Academic Achievements

Dr. Kazım Çağlar Şengün
Milli Eğitim Bakanlığı, ORCID: https://orcid.org/0000-0002-8656-1532

Prof. Dr. Süha Yılmaz
Dokuz Eylul University, ORCID:https://orcid.org/0000-0002-8330-9403 

Abstract

The purpose of this study is to quantitatively examine the effect of technology-supported affine geometry teaching conducted with prospective mathematics teacher candidates on their attitudes towards the analytical geometry course, their van Hiele geometric thinking levels, and their academic achievements. For this purpose, an experimental study, one of the quantitative research methods, was conducted. The study group consists of 74 prospective mathematics teachers studying at the second-year level in two separate sections of the elementary mathematics teaching department at a state university in İzmir during the 2022-2023 academic year. The two separate sections forming the study group were randomly divided into two groups as the experimental and control groups. The control group was taught affine geometry using the traditional method, while the experimental group received technology-supported affine geometry instruction once a week, for 3 class hours, over a period of 5 weeks. The data of the study were collected by applying the attitude scale and the van Hiele geometry test as pre-test and post-test, and the academic achievement test only as a post-test. The collected data were analyzed using the SPSS 25 program. As a result of the study, it was found that the technology-supported teaching of affine geometry did not affect their attitudes of mathematics teacher candidates; however, it positively affected their geometric thinking levels and academic achievements.

Key Words: Affine Geometry, Attitude, Geometric Thinking Levels, Academic Achievement. 

CITATION: Şengün, K. Ç., & Yılmaz, S. (2024). The Effect of Technology-Supported Affine Geometry Teaching on Attitudes towards Analytical Geometry Courses, Geometric Thinking Levels, and Academic Achievements. Journal of Educational Studies (J-EDUCAT), 2(2), 251 -274. 
https://doi.org/10.5281/zenodo.13859218

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