Work Experience

  • Todate 2013

    Vice Dean

    Near East University, Education Faculty

  • Todate 2013

    Head of Department

    Near Easy University, Atatürk Education Faculty Primary School Education

  • Todate 2013

    Head of Department

    Near East University Education Sciences, PreSchool Master Program

  • 2007 2007

    Assist. Prof. Dr.

    Ahi Evran University, Education Faculty

  • 2015 2007

    Asst. Prof. Dr. Engin BAYSEN

    Near East University, Education Faculty-

  • 1998 1997

    Asst.

    Gazi University Ankara, Education Faculty Physics Education Department

Education & Training

  • Ph.D. 2003

    Physics- Science Education

    Gazi University

  • Master1997

    Physics Education

    Gazi University

  • Bachelor1994

    Physics Education

    Gazi University

Honors, Awards and Grants

Research Projects

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Yapılandırmacı Yaklaşım

Book Chapter PegemA, 2012

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042810008815

General Publication Prospective teachers’ wait-times, 2016

Abstract


Özet

http://dergipark.gov.tr/aeukefd/issue/1427/17179

General Publication FEN EÄzÄ°TÄ°MÄ°NDE BULUNMASI FEREKLÄ° BAZI ÖNEMLÄ° ÖZELLÄ°KLER, 2016

Abstract


Özet

http://www.academia.edu/download/46625203/learning_and_teaching.pdf

General Publication LEARNING AND TEACHING, 2016

Abstract


Özet

http://sproc.org/archives/index.php/cjes/article/viewArticle/10_2_2

General Publication The Reviewer List, 2016

Abstract


Özet

General Publication Yapılandırmacı Yaklaşım, 2016

Abstract


Özet

https://www.researchgate.net/profile/Engin_Baysen2/publication/275567730_Turkish_Prospective_Kindergarten_Teachers_Conceptions_Concerning_some_Selected_Atmospheric_Events/links/55e8a2f008ae21d099c18453.pdf

General Publication Turkish prospective kindergarten teachers’ conceptions concerning some selected atmospheric events, 2016

Abstract


Özet

http://www.academia.edu/download/30373964/11_1.pdf#page=55

General Publication Soru sorma ve dinleme süresi, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=12990933199116271101&hl=en&oi=scholarr

General Publication Fen eğitiminde yeni gelişmeler ve (1960-1985 dönemi) Türkiyedeki uygulamaları, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=4033710763696727226&hl=en&oi=scholarr

General Publication Ortaöğretim öğrencilerinin atmosferde meydana gelen bazı doğa olayları ile ilgili yanlış algılamaları, 2016

Abstract


Özet

http://www.ijtase.net/ojs/index.php/IJTASE/article/view/58

General Publication Kavram Öğrenme-Öğretme ve Kavram Yanılgıları: Fen Bilgisi ve Türkçe Öğretimi Örneği, 2016

Abstract


Özet

http://link.springer.com/chapter/10.1007/978-3-319-40585-8_16

General Publication Misconceptions of Czech and Turkish University Students in Providing Citations, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042810006920

General Publication Effect of science and technology learning with foreign langauge on the attitude and success of students, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=256066527879144479&hl=en&oi=scholarr

General Publication Fen Eğitiminde Bulunması Gerekli Bazı Önemli Özellikler, 2016

Abstract


Özet

http://bd.org.tr/index.php/bd/article/view/404

General Publication Kavram Haritalarının Bilgi Arama Süreçlerinde Kullanılması The Use of Concept Maps in Information Search Process, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=11558479389030349863&hl=en&oi=scholarr

General Publication Öğretmenlerin sınıfta sordukları sorular ile öğrencilerin bu sorulara verdikleri cevapların düzeyleri, 2016

Abstract


Özet

General Publication Prospective Primary School Teachers’ Conceptions Concerning Selected Weather Events, 2016

Abstract


Özet

General Publication X-ışınları toz difraksiyon yöntemi ile üriner sistem (böbrek, mesane, üreter) taşları ile safra kesesi taşlarının nitel analizi, 2016

Abstract


Özet

General Publication Öğretmen Adaylarının Eğitim Programlarına İlişkin Tutum ve Düşünceleri Attitudes and Thoughts of Prospective Teachers Concerning Education Programs, 2016

Abstract


Özet

Soru sorma ve dinleme süresi

Original Article Gazi Üniversitesi Kastamonu Eğitim Dergisi, Volume *, Issue -, 2003, Pages -

Abstract

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Özet

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SORU SORMA VE DİNLEME SÜRESİ

Original Article Kastamonu Eğitim Fakültesi Dergisi, Volume 11, Issue 1, 2003, Pages 53-58

Abstract

In this study “Wait –time” which is under the heading of Questioning and Listening Skills is investigated. In the study 12 teachers’ 2lessons each have been studied. First lessons have been chosen for the control and the second ones for the experimental group. Lessons have been recorded by a sound recorder and the records have been investigated to find : Wait-times, questions asked by teachers per minute, length of student response for each question, number of questions asked by students for each lesson, length of student giving opinions per minute, length of teacher-student and student-student dialogs have been found and the differences between the first and the second lessons have been found. This study has shown that the extension of teacher wait–time produced desirable changes in science achievement. This study has shown the importance of wait-time as a teaching variable. Educators should advocate the use of an extended wait-time as an essential component of effective science teaching.


Özet

Bu çalışmada, “Soru Sorma ve Dinleme Becerileri” başlığı altında “Bekleme Süresi” incelenmiştir. Araştırmada 12 öğretmenin, birinci dersleri kontrol grubu ikinci dersleri ise deney grubunu teşkil etmek sureti ile ikişer saatlik dersleri ses kayıt cihazı ile kaydedilmiş ve ardından kayıtlar incelenerek her öğretmenin her iki dersi için : Soru başına bekleme süreleri, öğretmen tarafından sorulan soru sayıları, soru başına cevap süreleri, ders başına öğrenci soru sayısı, dakikadaki öğrenci fikir bildirim süreleri, dakikadaki öğretmen –öğrenci diyalog süreleri ve dakikadaki öğrenci –öğrenci diyalog süreleri bulunarak, bu değerlerin ortalamaları alınmak suretiyle iki ders arasındaki farka bakılmıştır. Sonuç olarak öğretmen bekleme süresinin artırılmasının, Fen eğitimi gelişiminde istendik değişmeler oluşturduğu bulunmuştur. Bu çalışma bir öğretim değişkeni olan bekleme süresinin önemini göstermektedir. Eğitimcilerin Bekleme Süresini, etkili öğretimin bir bileşeni olarak salık vermeleri önerilmektedir.

Ortaöğretim öğrencilerinin atmosferde meydana gelen bazı doğa olayları ile ilgili yanlış algılamaları

Original Article XII. Eğitim Bilimleri Kongresi Bildiriler, Volume *, Issue -, 2004, Pages -

Abstract

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Özet

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FEN EĞİTİMİNDE BULUNMASI GEREKLİ BAZI ÖNEMLİ ÖZELLİKLER

Original Article Kırşehir Eğitim Fakültesi Dergisi, Volume 5, Issue 2, 2004, Pages 271-276

Abstract

In this study some important science education properties which are dependent to the new improvements are revealed and discussed. The improvements and changes in science and technology, causes new conditions, expectations and improved needs, so changing properties of science. Knowledge and the importance of these changed properties by the society is very important because it makes the society open- minded to the science and technology and so open to the improvements. The properties that science have are: Empirical and analytical characteristics, models, trial and error, objectivity, assumptions, inductive and deductive reasoning, cause and effect relationships, scientific evidence and proof, what and how questions, being simple and clear, mechanistic explanations (not teleological) and examination in parts


Özet

Bu çalışmada günümüz gelişmelerine bağlı olarak fen bilimleri eğitiminde olması gerekli olan bazı önemli özellikler ortaya çıkarılmış ve tartışılmıştır. Bilim ve teknolojide yaşanan gelişim ve değişimler, yeni şartlar, beklentiler ve gelişen ihtiyaçları ortaya çıkarmakta, dolayısıyla fen’in özelliklerini değiştirmektedir. Değişen bu özelliklerin toplum tarafından doğru bilinmesi ve öneminin anlaşılması toplumun, fen ve teknolojiye dolayısıyla gelişime açık olmasını sağlayacağından çok önemlidir Bu özellikler: fen ampirik ve analitik karaktere sahiptir, fende modeller kullanılır, fen deneme yanılma özelliğine sahiptir, fende objektiflik özelliği olmalıdır, fen’de sayıltılar (kabullenmeler) vardır, fende tümevarım ve tümdengelim yöntemleri kullanılır, fende etki-tepki ilişkisi olduğu kabul edilir, fende bilimsel kanıt ve ispat vardır, fende ne ve nasıl soruları sıklıkla kullanılır, fen sade ve açık olmalıdır, fen açıklamaları teolojik değil mekanikçi olmalıdır ve fen bilinmeyenleri parçalar haline getirdikten sonra çözümleme özelliğine sahiptir.

Fen Eğitiminde Bulunması Gerekli Bazı Önemli Özellikler

Original Article Gazi Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Volume *, Issue -, 2005, Pages -

Abstract

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Özet

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Öğretmenlerin sınıfta sordukları sorular ile öğrencilerin bu sorulara verdikleri cevapların düzeyleri

Original Article Kastamonu Eğitim Dergisi, Volume *, Issue -, 2006, Pages -

Abstract

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Özet

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ÖĞRETMENLERİN SINIFTA SORDUKLARI SORULAR İLE ÖĞRENCİLERİN BU SORULARA VERDİKLERİ CEVAPLARIN DÜZEYLERİ

Original Article Kastamonu Eğitim Fakültesi Dergisi, Volume 14, Issue 1, 2006, Pages 21-28

Abstract

In this study one lesson each of 12 primary school teachers’ were analysed. Lessons have been recorded by a sound recorder and the records have been investigated to find the levels of the questions asked by the teachers and the answers given by the students to each question using the Bloom Taxonomy. It is found in this study that teachers mostly prefer asking Knowledge level questions. On the other hand it is found in this study that the answers to these questions are mostly in the same level of the question itself. For the answers which are not in the same level with the questions : it is preferable to have an answer upper in the taxonomy than the question level ; while the reasons of the answers below the question levels should be found and the students should be encouraged to give same or higher level answers.


Özet

Özet Bu çalışmada 12 ilköğretim öğretmeninin birer saatlik dersleri incelenmiştir. Dersler ses kayıt cihazı ile kaydedilmiş ve kayıtlar incelenmek suretiyle öğretmenlerin dersleri sırasında sordukları soruların ve öğrencilerin bu sorulara verdikleri cevapların düzeyleri Bloom Taksonomisi kullanılarak belirlenmiştir. Bu çalışmada öğretmenlerin Bilgi düzeyi sorular sormayı tercih ettikleri bulunmuştur. Diğer taraftan bu çalışmada verilen cevapların genelde sorulan soruların düzeyinde olduğu tespit edilmiştir. Verilen cevabın sorulan sorunun düzeyinde olmaması durumlarında : cevap düzeyinin soru düzeyinden daha yüksek düzeyde olması tercih edilen bir durum iken ; cevap düzeyi soru düzeyinden daha düşük olduğu durumlarda ise bunun nedeni araştırılmalı ve öğrenciler, cevabın soru düzeyinde veya daha üst düzeyde olması için cesaretlendirilmelidirler.

Prospective teachers’ wait-times

Original Article Procedia-Social and Behavioral Sciences, Volume *, Issue -, 2010, Pages -

Abstract

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Özet

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Effect of science and technology learning with foreign langauge on the attitude and success of students

Original Article Procedia-Social and Behavioral Sciences, Volume *, Issue -, 2010, Pages -

Abstract

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Özet

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Effect of science and technology learning with foreign langauge on the attitude and success of students

Original Article Procedia Social and Behavioral Sciences, Volume 2, Issue 2, 2010, Pages 4130-4136

Abstract

This paper focuses on teaching science in CLIL¹. Problem sentence of the research was determined as “what is the success and attitude level of elementary school 8th grade schools who receive science education in a foreign language (English)?”. The study was designed in accordance with correlational survey method, which is a quantitative method, and its universe was provided by 8th grade students who attend science and technology classes in English at private and public schools of Northern Cyprus. “Science and Technology Class Attitude Scale” and “Science and Technology Class Success Scale” were used as data collection tools. Arithmetic average, standard deviation, correlation and t-test were employed for analyzing the data. Average of the scores obtained by students from success test was 4,18 (over 20), whereas their average academic success score was 8,85 (over 10). The fact that students received low scores from success test despite their high academic success scores is thought-provoking. Different from the scores provided by success test, attitude scores of students were found to be higher than the average value (3,40, according to 5 Likert scale).


Özet

No Turkish Abstract

Prospective teachers’ wait-times

Original Article Procedia Social and Behavioral Sciences , Volume 2, Issue 2, 2010, Pages 5172–5176

Abstract

Improving the teaching strategies of the prospective primary school teachers is one of the main objectives of the education faculties. However these objectives may not always be achieved. In this descriptive study thirty five third year prospective teachers’ science lessons were videotaped and analysed for a number of variables (wait-time, halting time and other related variables) which are related to questioning in a learning-teaching environment. Wait time and halting time utilized between this and other related research findings were compared. . Implications for teaching were also made.


Özet

no turkish abstract

Öğretmen Adaylarının Eğitim Programlarına İlişkin Tutum ve Düşünceleri Attitudes and Thoughts of Prospective Teachers Concerning Education Programs

Original Article Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Volume *, Issue -, 2012, Pages -

Abstract

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Özet

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Kavram Öğrenme-Öğretme ve Kavram Yanılgıları: Fen Bilgisi ve Türkçe Öğretimi Örneği

Original Article International Journal of New Trends in Arts, Sports & Science Education (IJTASE), Volume *, Issue -, 2012, Pages -

Abstract

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Özet

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KAVRAM ÖĞRENME-ÖĞRETME VE KAVRAM YANILGILARI: FEN BİLGİSİ VE TÜRKÇE ÖĞRETİMİ ÖRNEĞİ

Original Article International Journal of New Trends in Arts, Sports & Science Education , Volume 1, Issue 2, 2012, Pages 108-117

Abstract

Teaching concepts is very important in education and in every of school education concept teaching is necessary. In this research, concept teaching, learning of concepts and misconceptions are discussed. In addition, researchers give some suggestions about correcting misconceptions and how to prevent misconceptions. Researchers take the views of Driver, Guesne and Tibergihen (1998) as a basis and organize some learning activities about misconceptions in Science and Turkish lessons.


Özet

Eğitimde kavram öğretimi çok önemlidir ve tüm öğretim basamaklarında kavram öğretimine yer verilmektedir. Bu çalışmada kavram öğrenme, kavram öğretme ve kavram yanılgıları üzerinde durulmuştur; özellikle de kavram yanılgılarının düzeltilmesi ve oluşumunun önlenmesi konuları ele alınmıştır. Araştırmada, Driver, Guesne ve Tibergihen (1998) tarafından önerilen kavram yanılgılarını önleme koşulları dikkate alınmış ve Fen Bilgisi ile Türkçe dersleri temel alınarak öğretim durumları düzenlenmiştir.

Kavram Haritalarının Bilgi Arama Süreçlerinde Kullanılması The Use of Concept Maps in Information Search Process

Original Article Bilgi Dünyası, Volume *, Issue -, 2013, Pages -

Abstract

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Özet

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Turkish prospective kindergarten teachers’ conceptions concerning some selected atmospheric events

Original Article International Journal of Elementary Education, Volume *, Issue -, 2013, Pages -

Abstract

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Özet

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Kavram Haritalarının Bilgi Arama Süreçlerinde Kullanılması

Original Article Bilgi Dünyası, Volume 14, Issue 2, 2013, Pages 358-372

Abstract

Concept Maps, based on Ausubel’s maningful learning theory and created by J.D. Novak and his collegues during a research program kept at Cornell University, is one of the learning and teaching methods. Concept maps is not only utilized and tested in education, social and natural sciences but found to affect most other sciences. One of these is library and information sciences. The present research focused on only the effects of concept maps on students’ (primary, secondary, high school and university) information search process. Analysing the literature concerning those research mentioning the effects of the concept maps on information search process, concept maps were shown as efficient strategic tool in defining information need, focusing research teme, information retrievel, organizing and synthesizing information and in writing during students’ information search process. The present research answers many questions: What is a concept?; What is a concept map?; How do the concept maps affect information search process ?; How can the concept maps utilized in information search process? by analysing the literature and current applications. Any research concerning the utilization of the concept maps in library and information sciences in Turkey were not found. Present research revealed both the advantages of utilising concept maps in education and its applications aimed to raise its awarness.


Özet

Kavram haritaları, J. D. Novak ve arkadaşları tarafından Cornell Üniversitesinde gerçekleş- tirilen bir araştırma programı kapsamında; Ausubel’in anlamlı öğrenme teorisine dayalı olarak geliştirilen öğretme ve öğrenme yöntemlerinden biridir. Kavram haritaları eğitim, sosyal ve doğa bilimlerinde yaygın bir şekilde uygulanmış ve değerlendirilmiş bir teknik olmasının yanı sıra daha pek çok bilim alanını da etkilemiştir. Etkilediği alanlardan biri de kütüphanecilik ve bilgi bilimi alanı olmuştur. Bu makale kapsamında kavram haritalarının sadece öğrencilerin (ilk, orta, lise, üniversite)bilgi arama süreçleri üzerine etkilerine yer verilmiştir. Literatüre göz gezdirdiğimizde kavram haritalarının bilgi arama süreçlerine etkisini inceleyen çalışmalarda; kavram haritalarının öğrencilerin bilgi arama süreçleri boyunca bilgi gereksinimlerini tanımlamalarında, araştırma konularını daraltmalarında (odak geliştirme), bilgiyi bulmalarında, organize etme ve sentezlemelerinde ve araştırma sonuçlarını yazmalarında etkili bir stratejik araç olduğu belirtilmektedir. Bu araştırmada Kavram nedir? Kavram haritası nedir? Kavram haritalarının bilgi arama süreçlerine etkisi nedir? Bilgi arama süreçlerinde kavram haritasından nasıl yararlanılır? gibi soruların yanıtı literatür ve mevcut uygulamalar içinde aranacaktır. Ülkemizde kavram haritalarının kütüphanecilik ve bilgi bilimi alanında kullanılması ile ilgili herhangi bir çalışmaya rastlanmamıştır. Dolayısıyla bu araştırma ile hem eğitim hem de uygulama alanında kavram haritalarından yararlanmanın sağlayabileceği olumlu katkılara dikkat çekilerek; bu konudaki bilincin artırılması hedeflenmektedir

Turkish prospective kindergarten teachers’ conceptions concerning some selected atmospheric events

Original Article International Journal of Elementary Education, Volume 2, Issue 5, 2013, Pages 32-37

Abstract

Prospective kindergarten teachers (n=144) participated in the present study including answering a questionnaire about conceptions concerning some selected events that occur in the atmosphere: wind, cloud, rain, hail, snow, thunder and lightning. Analysis included participants explanations (including participants’ teaching), and drawings (with notes) about the concept itself and occurrence of the event represented by the concept. All the participants in the present study were found to have had at least one misconception concerning the concepts or formation of the events which are good candidates for transmitting to the next generation; they are still found to be bound by stereotype phrases and overgeneralized use of clichés; lack knowledge and may have dual views concerning selected atmospheric events. Not in all contexts but they can use their conceptions consistently. They were found to have a tendency to use analogies and models while explaining events. Participants’ answers were categorized thus: affected; contaminated by teaching/ schooling and formed by worldview features of the participants. Implications for teaching are discussed.


Özet

No Turkish Abstract

Intellectually disabled students conceptions concerning the earth and heavenly bodies

Original Article Cypriot Journal of Educational Sciences, Volume *, Issue -, 2014, Pages -

Abstract

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Özet

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Intellectually disabled students conceptions concerning the earth and heavenly bodies

Original Article Cypriot Journal of Educational Sciences, Volume 9, Issue 3, 2014, Pages 238-250

Abstract

Learning scientific concepts are crucial for both normally achieving and intellectually disabled students attending inclusion classes. This research study aimed to reveal intellectually disabled students’ conceptions and thinkings utilizing data of interviews and drawings concerning the earth and heavenly bodies and comparing them with the findings belonging to those showing normal mental achievement. Thirty intellectually disabled students (19 boys and 11 girls) participated to this research. They were questioned individually using clinical interview technique. Intellectually disabled students have main similarities to those of normally achieving concerning the phenomenon. All the students participating in the present research study do have misconceptions concerning the phenomenon. Their thinking approaches (tendencies) and the way they are affected by certain context while constructing their conceptions is similar to those of normally achieving. They used their concepts consistently and showed theory-like mental constructions.


Özet

No Turkish abstract

Currrent Teaching

  • 2018 GÜZ

    SCIENTIFIC RESEARCH METHODS AND ETHICS

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  • 2018 GÜZ

    SCIENCE AND TECHNOLOGY LAB I

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  • 2018 GÜZ

    ADVANCED RESEARCH TECHNIQUES

    The students are expected to understand the processes involved in designing empirical research studies as well as becoming competent in preparing well-designed and feasible research proposals.

  • 2018 GÜZ

    TEACHING SOCIAL STUDIES TO HEARING IMPAIRED CHILDREN

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  • 2018 GÜZ

    RESEARCH METHODS AND TECHNICS

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Teaching History

  • 2015 GÜZ

    RESEARCH DESIGN AND DATA ANALYSIS

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  • 2017 BAHAR

    NATURE OF SCIENCE AND HISTORY OF SCIENCE

  • 2016 GÜZ

    INQUIRY METHODS

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  • 2016 GÜZ

    ADVANCED RESEARCH TECHNIQUES

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  • 2016 GÜZ

    MASTER'S THESIS

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  • 2015 GÜZ

    LABORATORY APPLICATIONS IN SCIENCE AND TECHNOLOGY I

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  • 2017 GÜZ

    LABORATORY APPLICATIONS IN SCIENCE AND TECHNOLOGY I

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  • 2016 BAHAR

    THESIS

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  • 2015 BAHAR

    TEACHING SCIENCE AND TECHNOLOGY II

  • 2015 GÜZ

    SEMINAR

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  • 2016 GÜZ

    SEMINAR IN CURRICULUM AN INSTRUCTION

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  • 2016 GÜZ

    SCIENCE AND TECHNOLOGY LAB I

    --

  • 2016 BAHAR

    SEMINAR

    -

  • 2016 GÜZ

    THESIS

  • 2016 GÜZ

    THESIS

    -

  • 2017 BAHAR

    RESEARCH PROBLEMS IN CURRICULUM

    •Bilim dalının kapsamını açıklar. •Bilim dalının temel ilkelerini, gelişimini, öncülerini, dayandığı kuramları açıklar. • Bilim dalında yaşanan temel araştırma sorunlarını açıklayabilir. • Bilim dalında yapılan araştırmaların yönelimlerini açıklayabilir. • Bilim dalı ile ilgili araştırma literatürünü değerlendirebilir. • Bilim dalı ile ilgili bir doktora tezini kapsamlı bir şekilde inceleyebilir. • Bilim dalıyla ilgili içerik analinize dayalı bir araştırma yapabilir. • Bilim dalı ile ilgili yaşanan eğitim sorunlarına bilimsel ilkeler kapsamında çözüm önerileri sunabilir.

  • 2016 GÜZ

    LABORATORY APPLICATIONS IN SCIENCE AND TECHNOLOGY I

    -

  • 2016 GÜZ

    GENERAL PHYSICS LAB. I

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  • 2017 GÜZ

    SCIENTIFIC RESEARCH METHODS

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  • 2016 YAZ

    LABORATORY APPLICATIONS IN SCIENCE AND TECHNOLOGY I

    -

  • 2016 BAHAR

    ADVANCED RESEARCH TECHNIQUES

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  • 2016 BAHAR

    RESEARCH METHODS AND TECHNICS

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  • 2016 BAHAR

    RESEARCH DESIGN AND DATA ANALYSIS

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  • 2015 BAHAR

    SEMINAR IN CURRICULUM AN INSTRUCTION

    -

  • 2016 BAHAR

    TEACHING SCIENCE AND TECHNOLOGY II

  • 2017 GÜZ

    THESIS

    -

  • 2017 GÜZ

    RESEARCH DESIGN AND DATA ANALYSIS

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  • 2016 BAHAR

    INQUIRY METHODS

    -

  • 2016 BAHAR

    TEACHING SCIENCE AND TECHNOLOGY I

    -

  • 2017 BAHAR

    ADVANCED RESEARCH TECHNIQUES

    The students are expected to understand the processes involved in designing empirical research studies as well as becoming competent in preparing well-designed and feasible research proposals.

  • 2016 BAHAR

    THESIS

    -

  • 2016 GÜZ

    THESIS

    -

  • 2015 BAHAR

    RESEARCH METHODS IN SOCIAL SCIENCES

    -

  • 2017 BAHAR

    SCIENTIFIC RESEARCH METHODS

    -

  • 2015 GÜZ

    SCIENTIFIC RESEARCH METHODS

    -

  • 2017 GÜZ

    SCIENCE AND TECHNOLOGY LAB I

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  • 2017 BAHAR

    SCIENCE AND TECHNOLOGY LAB II

    -

  • 2016 GÜZ

    RESEARCH METHODS AND TECHNICS

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  • 2014 BAHAR

    ADVANCED RESEARCH TECHNIQUES

    -

  • 2015 BAHAR

    ADVANCED RESEARCH TECHNIQUES

    -

  • 2015 BAHAR

    ADVANCED RESEARCH TECHNIQUES

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  • 2017 BAHAR

    RESEARCH PROBLEMS IN PSYCHOLOGICAL COUNSELING AND GUIDANCE

    Orjinal makale üretme

  • 2016 GÜZ

    RESEARCH METHODS IN SOCIAL SCIENCES

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  • 2015 BAHAR

    THESIS

    -

  • 2017 BAHAR

    INQUIRY METHODS

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  • 2016 BAHAR

    EDUCATIONAL STATITICS

  • 2016 GÜZ

    SCIENTIFIC RESEARCH METHODS

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  • 2017 GÜZ

    SCIENCE EDUCATION

    -

  • 2014 BAHAR

    SCIENTIFIC RESEARCH METHODS

  • 2014 BAHAR

    SCIENTIFIC RESEARCH METHODS

    -

  • 2015 BAHAR

    SCIENTIFIC RESEARCH METHODS

  • 2015 BAHAR

    SCIENTIFIC RESEARCH METHODS

    -

  • 2017 BAHAR

    ADVANCED RESEARCH TECHNIQUES

    -

  • 2015 GÜZ

    ADVANCED RESEARCH TECHNIQUES

    -

  • 2014 BAHAR

    SEMINAR

    -

  • 2015 BAHAR

    SEMINAR

    -

  • 2017 GÜZ

    ADVANCED RESEARCH TECHNIQUES

    -

  • 2017 YAZ

    SCIENCE EDUCATION

    -

  • 2016 GÜZ

    RESEARCH DESIGN AND DATA ANALYSIS

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  • 2015 BAHAR

    EDUCATIONAL STATITICS

  • 2016 BAHAR

    TEACHING SCIENCE

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  • 2017 YAZ

    TEACHING SCIENCE

    .

  • 2015 GÜZ

    SCIENCE AND TECHNOLOGY LAB I

    --

  • 2017 GÜZ

    THESIS

    -

  • 2014 YAZ

    SCIENCE AND TECHNOLOGY LAB II

    -

  • 2016 GÜZ

    SEMINAR

    -

  • 2017 BAHAR

    LABORATORY APPLICATIONS IN SCIENCE AND TECHNOLOGY II

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  • 2017 BAHAR

    SEMINAR

    -

  • 2017 BAHAR

    SEMINAR

    ----

  • 2016 BAHAR

    MASTER'S THESIS

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  • 2016 YAZ

    TEACHING SCIENCE AND TECHNOLOGY I

    -

  • 2015 GÜZ

    GENERAL PHYSICS LAB. I

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  • 2015 GÜZ

    FIELD TEACHING RESEARCH PROJECT

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  • 2015 BAHAR

    SEMINAR

    -

  • 2017 BAHAR

    THESIS

    -

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