M.A. Theses
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Item An analysis of the earth science chapter in the official Turkish fifth grade science textbook revised in 2013(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Mısır, Muhammet Emin.; Muğaloğlu, Ebru Zeynep.; Dal, Burçkin.Earth science education aims not only improvement of scientific literacy but also teaching domain specific characters of earth science. Textbooks have important roles in earth science education. The purpose of the study was to analyze the earth science chapter of the 5th grade science textbook in Turkey in terms of earth science literacy (ESL) and science literacy (SL). In this study, quantitative analysis method was used. SL framework consists of four main themes; science as a body of knowledge, science as a way of investigating, science as a way of thinking and the interaction among science, technology, and society”. Moreover, ESL framework involves six themes which are geological time, spatial thinking, holistic system thinking, fieldwork, knowledge of earth science and earth science, technology and society. The SL framework was retrieved from the science education literature. The ESL framework was developed by the researcher based on the earth science literature. The data analyzed in accordance with frameworks of SL and ESL by two independent researchers. The results showed that the “fieldwork” theme of ESL was most emphasized in the earth science chapter. Moreover, it was found that some of the domain characteristics of earth science education such as geological time, spatial thinking, holistic system thinking were inadequately emphasized. The results also indicated that “science as a body of knowledge” theme was the most emphasized whereas the “scientific thinking” theme was not emphasized adequately. This study will be one of the guides about science textbooks for textbook preparation commission, science educators and teachers.Item Pre-service mathematics teachers TPACK development in a computer-assisted mathematics instruction course(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Erdoğan, Nazmi.; Ader, Engin.In Turkey there is a policy to integrate technology into education. Classrooms have been equipped with interactive white boards, internet networks, and tablet computers. In this process, it is essential for pre-service teachers to know how to use technology for educational purposes. The aim of this thesis is to investigate pre-service mathematics teachers‟ technological, pedagogical, and content knowledge (TPACK) development in a computer assisted mathematics course. The need to train pre-service teachers as capable of using technology for teaching makes this research important. This research was based on collection and analysis of both quantitative and qualitative data. Qualitative part of this research was a case study. Quantitative data were collected from 29 pre-service teachers with a TPACK Survey. Qualitative data were collected from 6 pre-service teachers by interviewing and observing throughout the course. Findings from this research show that it is possible for a university course to develop pre-service teachers‟ TPACK and this development is related to given technology, various personal factors of pre-service teachers, group work among them, and the structure of the course. This thesis presents recommendations regarding content specific technology related courses and collaboration among pre-service teachers in these courses in order to support their TPACK development.Item A comparative analysis of noticing of mathematics teachers with varying teaching experience(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Erdik, Evrim.; Ader, Engin.Teachers’ noticing refers to attending to classroom events and interpreting why those events are worth noticing. Noticing is regarded as an essential component of teaching expertise. The purpose of present study is to investigate what mathematics teachers with different years of experience notice, and differences and similarities between the teachers in terms of noticing. 15 participant mathematics teachers were purposefully selected and divided into three groups as, inexperienced, less experienced and experienced teachers, according to their teaching experience. Quantitative and qualitative tools were used to analyze the data. Chi square tests were conducted to examine whether noticing of teachers with varying teaching experience significantly differed from each other. A coding schema which assigned actor, topic, stance and specificity to a specific event was used. Results showed that there were statistically significant differences between teacher groups in terms of their noticing about the actor and topic of the noticed incident and the stance they adopted. Statistically significant differences were especially between the experienced teachers and the inexperienced teachers. Moreover, there were qualitative differences and similarities between them on what they noticed and how they analyzed the events that they noticed. Implications of the findings for teachers and teacher educators were apparent.Item A study for profiling mathematics teachers regarding factors affecting promotion of students metacognition(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Şeker, Vuslat.; Ader, Engin.The main objective of this study was to describe mathematics teachers’ profiles on factors affecting their promotion of students’ metacognition through developing profiling tools. In the light of this aim, four factors from the Framework for Analysing Mathematics Teaching for the Advancement of Metacognition -FAMTAM- (Ader,2009) were used. The factors were (1) teachers’ conceptualization of metacognition, (2) teachers’ perceptions of students’ features and needs, (3) distribution of mathematical authority in the classroom and (4) the external pressure perceived by teachers. The Teachers’ Conceptualization of Metacognition Scale, the Teachers’ Perceptions of Students’ Features and Needs Scale, the Distribution of Mathematical Authority Scale and the External Pressure Perceived by Teachers Scale were developed to reach the aim of the study. The sample consisted of 314 middle and secondary school mathematics teachers. In this study, descriptive, correlational and causal comparative research designs were used. Descriptive statistics were done to explain mathematics teachers’ current thoughts on four factors. Correlational analyses were done to investigate the relationships between four factors. Group comparisons based on gender, age, education level, years of experience, teaching level and school types were examined. The results showed that most mathematics teachers conceptualized metacognition in accordance with the commonly accepted conceptualizations in the literature. They were aware of students’ features and needs. They supported a learning environment where mathematical authority was exercised by students. However, they perceived high external pressure from various factors influencing their promotion of students’ metacognition. Moreover, significant gender differences were observed on teachers’ claims about their distribution of mathematical authority, perceived external pressure and conceptualization of metacognition in favor of female teachers. Significant differences according to age and years of experience were observed only on teachers’ distribution of mathematical authority in favor of teachers with 20-29 age group and 1-5 years of experience respectively. There were also significant differences on distribution of mathematical authority and perceived external pressure according to teachers’ educational background. Teachers with a master’s degree supported the distribution of mathematical authority more and perceived less external pressure than teachers with a bachelor degree. In addition, significant teaching level differences were found on each factor in favor of middle school mathematics teachers. Lastly, perceived external pressure and teachers’ conceptualization of metacognition also significantly differed on school types. Teachers working at a public school perceived higher external pressure and their conceptualization of metacognition’s scores were lower than teachers working at a private school. Implications of the findings and potential ways forward for making better sense of teachers’ considerations for promoting metacognition are discussed.Item A case study in an early childhood setting: science teaching practices and teacher perspectives(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Çeviren, Ayşe Büşra.; Güven, Devrim.The purpose of this study was to describe science teaching practices and teacher’s perspective on science education in an early childhood classroom and draw a picture of early childhood teachers’ perspectives and practices at the setting on science education through a holistic view. Considering the purpose of the study descriptive case study method was employed in the study. Data were collected through lengthy observations at the early childhood classroom, which consisted of four years old children, and in-depth interviews done with seven early childhood teachers, who had experiences with four or five years old children. The data collected through observations, informal and semi-structured interviews, documents and field notes were coded in MAXQDA 11 and the themes of the study were constructed under two main themes: teacher practices and teacher perspectives. Practices of the teachers revealed that although engagement and conclusion periods of science activities were performed through active involvement of children, implementation periods involved considerable amount of teacher control. Demonstrations, explanations, authoritative question-answer session and video presentations were found to be the predominant strategies that result in teacher control. Perspectives of teachers revealed three possible considerations for this situation: lack of understanding on science education; lack of understanding on importance and goals of science education; and lack of content knowledge on science. Moreover, considerations of teachers for qualified science practices were found as being well prepared, providing science rich environments, teachers’ attitude towards science, and having children enjoy. Finally, suggestions for pre-service and in-service teacher training programs were given.Item Comparing the effect of dynamic and static visualizations on eighth grade students understanding of plate tectonics and earthquake concepts(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2013., 2014.) Sökmen, Ali.; Güven, Devrim.The purpose of this study is to investigate whether static or dynamic visualizations are more effective on students’ understanding. It compares instruction with static visualizations and instruction with dynamic visualizations which is designed to help teach plate tectonics and earthquake concepts to 8th grade students. A quasi-experimental design is implemented to 42 eighth grade students (control n=22, experimental n=20) in a public primary school in İstanbul. The experimental group received instruction with dynamic animations (animations) while the control group studied the same material with static pictures of the same animations. Student learning was investigated by the quantitative analysis of test measuring conceptual understanding and qualitative analysis of the classroom discourse. Wilcoxon Signed Ranks Test analysis shows that there is a statistical significance between pretest and posttest scores of the students in control and the experimental group. However, Mann-Whitney U Test result shows that there is no difference between the different types of visualizations with respect to students learning. Although there is no significant difference between two groups, qualitative analysis reveals that students in experimental group are more participant and ask more and complex questions during the classroom conversations.Item The mediator role of emotion regulation on the relationship between temperament and problem behaviors(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2020., 2020.) Meriç, Duygu.; Metindoğan, Ayşegül.The aim of the current study was to explore the mediating role of emotion regulation in the relationship between temperament and problem behaviors in preschoolers. The sample was composed of 200 preschoolers ranged from 57 to 80 monthly age including 95 girls and 105 boys, and the data were collected using the Child Behavior Questionnaire Very Short Form (CBQ), Child Behavior Checklist (CBCL/CTRF) from their mothers, Emotion Regulation Checklist (ERC) from their teachers. Mediational models utilizing PROCESS MACRO established by using two dimensions of problem behaviors (internalizing/ externalizing) as criterion variables, three dimensions of temperament (negative affectivity, surgency, and effortful control) as predictor variables, and two domains of emotion regulation ( emotion regulation and emotion dysregulation) as mediators. In the mediation analyses, both two aspects of emotion regulation; emotion dysregulation, and emotion regulation did not play the mediator role on the link between temperament and problem behaviors. As the main effects, statistically significant relationships were found between temperament dimensions including negative affectivity, surgency, effortful control, and; internalizing and externalizing problem behaviors. In addition, significant positive relationships were found between dimensions of temperament involving surgency and effortful control; and emotion regulation. This study contributed to the early childhood education literature by investigating emotion regulation role on the link between temperament and problem behaviors from a developmental perspective.Item A Turkish adaptation of the STEM competency beliefs instrument(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Demirbağ, Cansu.; Muğaloğlu, Ebru Zeynep.; Arıkan, Serkan.Achievement on science, technology, engineering and mathematics (STEM) education is important for the economic developments of countries. According to the social cognitive theory, the self-efficacy beliefs are a core construct which is a crucial predictor of achievement (Bandura, 1986). Self-efficacy beliefs are described as "people's judgments on their own capabilities for specific performance" (Bandura, 1986). In order to measure the self-efficacy variables in STEM education, STEM Competency Beliefs Instrument was developed by Chen, Cannady, Schunn, and Dorph at 2017. The instrument measures STEM self-efficacy beliefs of 10-14 years old students. This study aimed to adapt the instrument into Turkish and to investigate the validity of the Turkish version. The process consisted of three stages: adaptation of the instrument into a Turkish version based on expert work, a pilot study, and the main study to test the psychometric properties of the Turkish version. The instrument has 12 statements with 4 options for each. With the pilot study, reliability and validity analyses were conducted and the clarity of the items was examined. The result of the main study showed that the reliability of the instrument pointed out good internal consistency. Construct validity analysis showed that, in contrast to the original instrument, the Turkish version of the instrument has two-dimensional structure. The study concluded that the instrument can be utilized for STEM-related research to assess competency beliefs of students.|Keywords : STEM education, Self-Efficacy Beliefs, Instrument Adaptation, Construct ValidityItem Exploring children's play culture in an early childhood classroom :|an ethnographic study(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Yeşil, Ragibe.; Erdiller-Yatmaz, Zeynep Berna.This study aims to explore children's play culture in an early childhood classroom. Additionally, there are two more objectives of this study. The first objective is; the characteristics of the socio-dramatic play that takes place in the classroom. The second one is exploring the active construction process of socio-dramatic play with special attention to how children name the play, how they terminate play, how they evolve into other things or other types of play. The qualitative study is conducted as an ethnographic study in an Early Childhood Education Center. In order to conduct this ethnographic study, ten children aged between four and five, who form one classroom, participated in this research. Observations, field notes, informal interviews and children's drawings were used. A general overview of the play in the classroom, play scenarios constructed by the children of the Little Daisies classroom, play culture in the classroom and general characteristics of socio-dramatic play in the classroom are described in detail.Item Achievement in and attitudes toward science :|the combined effects of formal and non-formal learning(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Çağlar, Sema.; Güven, Devrim.The purpose of this study is to investigate the combined effect of formal and non formal learnings on the fifth -grade students’ achievement in and attitude toward science. It compares the effects of formal education with combined effects of formal and non-formal education. An experimental design is implemented for 48 5th -grade students at a private primary school in Istanbul. In the fall term of the 2015-2016 education year, science program objectives were covered in school as formal learning. Students were taught science in the classroom and at the science laboratory. In the spring term of the 2015-2016 education year, a science program was enriched with non-formal science learning. Throughout the spring term, students were taken to the non-formal learning settings and each unit in the 5th -grade curriculum was taught both in school and at non-formal science centers. Students’ achievement and attitudes were investigated with the quantitative analysis of test measurement. Wilcoxon Signed Ranks Test analysis showed that there was not a statistically significant difference between fall and spring term achievement scores of the students but that there was a statistically significant difference between their fall and spring term attitude scores. Moreover, the effects on students with varied performance were revealed.Item Children's perspectives on the ideal preschool classroom community :|an ethnographic case study(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Aladağ, Tuğba.; Erdemir, Ersoy.This study aims to examine how young children construct their existing and ideal preschool classroom community through imagination and implementation by featuring them as co-researchers and including them as active participants in making changes for their classroom community. The study drives from children rights movement, the new sociology of childhood, and interpretive reproduction theory and critical pedagogy. An ethnographic case study was conducted in the preschool center of a public university in Turkey. Ten children aged 5-to-6 along with the classroom teacher participated in the study. Implementation was carried out in two daily procedures: (1) During the first half of the day, children constructed and implemented their ideal classroom community practices as co-researchers, and (2) during the second half of the day, they described and shared their ideal and existing classroom community practices and experiences via child participatory activities. The data included intensive and thick field notes of classroom observations, informal semi-structured child conferencing, and teacher journal reflection notes. The results expanded on the understanding of a child-centered preschool classroom community from children’s perspective. This study offers relevant implications for methodological approaches including children as co-researchers as well as child participation and child-centered paradigm in early childhood education for practitioners.Item The proportional reasoning ability of preservice mathematics teachers :|a mixed method study(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Boyacı, Hayriye Sinem.; Ader, Engin.The aim of the current study was to investigate preservice mathematics teachers’ (PSMTs) proportional reasoning. The study was conducted in five public universities in Turkey, during the spring semester of 2018-2019 academic year. A total of 261 junior and senior university students from middle and secondary school mathematics teaching programs participated in the study. Proportional Reasoning Instrument (PRI) which is prepared by the researcher based on six components among characteristics of proportional reasoners outlined by Lamon (2005, 2007) and task based interviews with selected participants were used as data sources. Quantitative analysis results revealed that although PSMTs had relatively high scores on PRI, they experienced difficulties in reasoning about the multiplicative relationships in both direct and inverse proportions, realizing and understanding the invariance and covariance structures of proportional relationships, evaluating students’ alternative strategies and developing proper language for ratio and proportion. Results from the qualitative analysis showed that highest scorers on PRI provide conceptual explanations about the answers more than average and lowest scorers. It was also concluded that all PSMTs in the clinical interviews regardless of their performances on PRI, had difficulty in proper use of ratio and proportion language and overgeneralized use of cross-multiplication algorithm even for non-proportional and inverse proportion situations. While highest scorers overused the algorithm for inverse proportion situations, others used the algorithm frequently for both situations.Item The role of parental Math anxiety in students’ Math anxiety and performance(Thesis (Ph.D.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Sarıgül, Samet.; Erktin, Emine.The current study mainly aims to clarify parental roles in students’ math anxiety and performance. The relationship between anxiety and achievement has been widely studied and negative correlation was found (Hembree, 1990; Erktin et al, 2006; Devine et al., 2012). Identifying patterns of interaction between anxiety and performance along with parental involvement is at the focus. Parent-child relationship concerning anxiety was hypothesized to be grounded by control-value theory, dealing with roles of control and value appraisals in achievement emotions (Pekrun, 2006). The study was structurally planned in two phases. The first phase comprised of data collection from 335 students and their parents on measures of math anxiety, students’ performance, parental involvement, subjective appraisals. The results indicated that both students’ and parents’ anxiety was negatively correlated with students’ achievement. Students’ and parents’ anxiety was found to be positively correlated. Regression analysis showed that 36% of the variance in achievement can be explained by students’ anxiety and their subjective control. 48% of the variance in students’ anxiety can be predicted by parents’ anxiety, control appraisals of both and achievement. In the second phase, 12 of the most anxious children and their parents were interviewed. Analysis of the interviews showed that parent-child contact concerning math anxiety, as an academic emotion, can be explained by control-value theory. Parental expectations and overvaluing were emerged as prominent contributors of anxiety induced by parents. The results were discussed in terms of justifying the development of clues to teachers about promoting parental involvement, aiming at increased students’ learning.Item Child participation in the family :|a phenomenological study of fifth-grade girls’ awareness and experiences(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Özdil, Eda.; Erdiller-Yatmaz, Zeynep Berna.This study attempts to investigate fifth grade girl students’ perceptions, awareness and experiences of their participation rights in family. The study has been conducted among ten girl students and their mothers in a religious middle school, in İstanbul, Turkey. To reach the aim, phenomenological research which is a qualitative method has been used. Phenomenological research tries to describe events or phenomena through the eyes of the social actors. With this purpose, data have been collected through individual interviews, focus group meetings and personal diaries. They have been analyzed thematically, and findings have been presented under six main themes, namely participants’ family introduction, conceptual perceptions, focus group meetings’ outputs, analyzing children’s experiences through actor’s model, comparing children’s and mothers’ perceptions, comparing mothers’ perspectives to one another. Families have mostly reflected transitional family patterns in which children receive special care and attention from their parents through education, guidance, negotiation and warm family atmosphere. Yet, there has still been lack of children’s autonomy in decision making process concerning their lives and hierarchy among family members.Item An evaluation of the forest school program in a state preschool in Istanbul(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2018., 2018.) Eroğlu, Sümeyra Büşra.; Metindoğan, Ayşegül.Using qualitative research techniques, this study was designed to explore the experiences of people who were involved in the implementation of the Forest School program in a state preschool in Istanbul. The preschool included in the study was purposefully selected because I, as a researcher was one of the few Forest school leaders both in Turkey and in that particular school and the school was the only state school in Istanbul with a Forest school program at the time the study was conducted. Throughout the implementation I reflected on my experiences, during the data collection I explored the experiences of the parents and the forest school leaders via interviews and the children’s experiences via field notes and observations. The examination of the program activities with its goals provided a deep understanding of how the case preschool was able to use Forest School practices while still working within the context of a state school curriculum. The results indicated that the teachers’ motivation played a key role in the implementation and maintenance of the Forest School program and that the children’s interests and the parents’ positive perceptions of the program allowed for the program to continue. Although the program lasted for twelve sessions mostly at the school garden, both the observations and the parent reports revealed that forest school program supported each child in different developmental areas. Finally, the study concluded that it is within possibility that the physical settings of state schools can be turned into a setting for outdoor learning.Item The subjective well-being of children in public primary schools(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Karan, Şeyda.; Erdemir, Ersoy.The purpose of this study was to investigate and understand the school well-being of Syrian and Turkish children in relation to their well-being at home and in environmental conditions. In this explanatory mixed method study, participants were 2nd grade children, aged 7 to 10, born in Turkey or Syria, and enrolled at 7 public primary schools in Zeytinburnu district of Istanbul. Birth country and gender were taken as demographic background variables. For the quantitative phase, the International Questionary of Children’s Well-being-ISCWeB was used as the instrument. Quantitative results showed that participants’ average subjective well-being scores of school, as well as home and environmental conditions were above average. Moreover, these scores were found not to be independent from each other and they were positively correlated. Some significant differences were identified among groups. For the qualitative phase, child-oriented pictures displaying conditions of happiness and unhappiness were used as the instruments. Qualitative analyses brought along new indicators beyond the ones covered in the ISCWeB questionary. Qualitative results offered explanatory perspective to the quantitative results where a greater number of differences in school well-being were identified in the lives of Syrian and Turkish children. Findings provide parents, teacher practitioners, decision makers and the public with an in-depth perspective about the school well-being of children.Item Development of a scale on primary school teachers’ knowledge and perception of dyslexia(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Tosun, Duygu.; Babür, Fatma Nalan.; Arıkan, Serkan.The aim of the present study is two-fold. Firstly, it attempts to develop a scale to measure primary school teachers’ knowledge and perception of dyslexia. Secondly, it aims to explore teachers’ knowledge and perception of dyslexia through this scale. This study examines whether teachers’ knowledge and perception of dyslexia differ with regard to years of teaching experience, taking a course or seminars related to dyslexia, reading a book or an article about dyslexia and teaching a student with dyslexia or not. For this purpose Teachers’ Knowledge and Perceptions Scale was developed and 201 primary school teachers participated in the study. The results showed that there was no significant relationship between primary school teachers’ knowledge of dyslexia and their teaching experience. Also their knowledge of dyslexia did not differ with regard to other variables of the study. On the other hand, there was a weak positive relationship between teachers’ perception of dyslexia and teaching experience and there was a significant difference between perceptions of primary school teachers with regard to taking a course about dyslexia during university education. Teachers’ perception did not differ with regard to taking an in service seminar, reading a book or an article and teaching a student with dyslexia. The study may contribute to dyslexia research in terms of developing a scale to measure teachers’ knowledge and perception of dyslexia and revealing their knowledge and perception.Item An examination of fifth and sixth grade students’ proportional reasoning(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Atabaş, Şebnem.; Öner, Diler.The aim of the study was to investigate 5th and 6th grade students’ understanding of proportional and non-proportional situations. The study also looks at reasons of erroneous solutions in proportional and non-proportional problems depending on the type of numbers used in the problems as integer ratio or non-integer ratio. Data collection instrument was a 12-item test that included four types of word problems, additive, constant, proportional comparison (PC), and proportional missing-value (PM), each with an integer and non-integer ratio. One hundred and twenty 5th and 101 6th grade students in a private school participated in the study. 5th and 6th grade students solved proportional and non-proportional situational problems with different success rates. In detail, constant problems were solved with the lowest success rate, while proportional missing-value problems with the highest success rate in both grades. When the use of erroneous strategies was calculated in percentages, the tendency to overuse proportional strategy in non-proportional situations was observed in both grade levels. The study also examined number effect on students’ success rate in proportional and non-proportional situations. The analysis showed that, fifth grade students’ success rates in integer and non-integer numbered problems were significantly different in only additive problems. However, in the 6th grade the success rates differed significantly in additive and PC problems. Additionally, 5th grade students’ choice of the methods significantly differed depending on the number change in only additive problems, while 6th grade students’ choice of the strategies significantly differed in constant and PC problems. In constant problems when problems included integer ratios 5th and 6th grade students tended to use proportional methods, and when problems included non-integer ratios they tended to prefer additive methods. Use of “other” method in the 5th grade also increased significantly by the number change in the problems. In additive problems, when numbers changed from integer ratio to non-integer ratio, there was a significant difference in the overuse of proportional methods. However, the expected difference in the overuse of additive strategies in proportional problems when numbers form non-integer ratios was not observed. Qualitative findings revealed two important points. One of these points was students’ understanding about “building-up” strategy. One another point was students’ decision of the solution strategy without a full understanding of the problem. Frequently, students had a tendency to rely their solution strategy on the relation between numbers in the problems. Besides, students’ difficulty in explaining their way of thinking, and students’ beliefs about mathematical problems supported their insufficient understanding of the problem.Item Differentiating poor and good readers in second grade: Cognitive and linguistic variables(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2017., 2018.) Kuzucu Örge, Semanur.; Babür, Fatma Nalan.The present study examined the relationships of reading fluency with cognitive and linguistic skills in second graders. In particular, the roles of phonological awareness (PA), rapid automatized naming (RAN), phonological memory (PM) and morphological awareness (MA) in prediction of oral reading fluency (ORF) were explored in Turkish poor and good readers. Sixty six second grade students participated in the study and the measurements of ORF, PA, RAN, PM, and MA were administered. After data collection, the sample was divided into two groups as poor and good readers based on the students’ performance on ORF. The findings showed that relationships between ORF and other variables differentiate in poor and good readers. PA and RAN were related significantly to ORF in poor readers while ORF was correlated with PA and MA in good readers. Also, regression analyses indicated that PA is the most significant predictor to ORF in poor readers while MA is a significant precursor for ORF in good readers. Moreover, both PA and RAN have additional explanations to ORF in poor readers although only MA was a significant contributor of ORF in good readers. Consequently, these findings demonstrated that poor readers are on the process of reading acquisition via phonological awareness and naming speed, but good readers move up into semantics of words via morphological awareness. As Turkish is a transparent and agglutinating language, the results of this study offer a different perspective on Turkish reading development.Item Fifth graders’ comprehension of expository texts: Performance differences between poor and adequate readers(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2018., 2018.) Akdemir, Zeynep Gonca.; Özel, Serkan.; Babür, Fatma Nalan.The present study investigated and compared the expository text reading comprehension performances of adequate and poor readers by using a multicomponent model. The participants were 80 native Turkish-speaking 5th grade students. A number of literacy measures were used to collect data which were analyzed by various quantitative techniques including independent samples t-test, simultaneous regression analysis, and path analysis. The results of the independent samples t-test showed that poor readers had significantly lower performance than adequate readers in terms of their reading (a) collection of description, (b) compare contrast, and (c) problem-solution texts. In addition, path analysis results presented different patterns for each reading groups. For adequate readers, science reading fluency and depth of vocabulary knowledge contributed most to science reading comprehension. For poor readers, morphological awareness significantly accounted for their science reading comprehension performance in Turkish. The findings revealed that (a) text reading fluency is an important variable for considering the skilled performance of adequate readers, (b) the poorer comprehension performance of struggling readers were also predicted by their automatic reading skills in science texts, and (c) there is the need for further research investigating the science reading comprehension performance of readers in an approach based on multi-component model in Turkish reading.