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    Action learning in teacher education for teaching twenty-first-century thinking skills
    (Routledge Journals, Taylor & Francis Ltd, 2020) Dolapcioglu, Sevda
    This account of practice follows an action learning project that considered the contribution of the 'L=P+Q+R' formula to the teaching of thinking skills to 31 pre-service teachers in Turkey, including the risks in the process of AL. The participants were observed as exhibiting developments in learning (L) thinking skills through questioning (Q) and reflection (R). This study led me to an understanding of the potential risks related to the time allocated by the Action Learning Facilitator to the participants as well as to the small number of groups.
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    Development of Creative Thinking Skills with Aesthetic Creativity Teaching Activities in Social Studies Course
    (Turkish Education Assoc, 2020) Gurkan, Burcu; Dolapcioglu, Sevda
    This research is qualitative research that examined the effects of aesthetic creativity practices on students' creative- thinking skills in a Social Studies course. The research was designed according to the case study design of qualitative research methods. The study group was determined by criterion sampling from purposeful sampling types. The study group comprised 12 fourth-grade students and their classroom teacher and were from a middle socioeconomic school in Hatay in the 2017-2018 academic years. In the Social Studies course, aesthetic creativity activities were implemented through performance tasks in a 17-hour period, and students' development in creative thinking skills followed. Data were collected through semi-structured interviews and structured observation. The interviews were conducted with the students and the classroom teacher. To evaluate students' development, the classroom teacher was interviewed at the end of the process. The students were interviewed at the end of the process, and the data were analyzed through content analysis. The data obtained from the observations were analyzed descriptively through the Creative Thinking Skills Evaluation Rubric (CTSER), structured by the researchers, and comprised creative thinking, imagination, idea production, humor, research, product creation, and problem-solving sub-dimensions. The results revealed that the students showed the most improvement in the dimensions of idea production and humor. In addition, the students demonstrated a distinguishable development in their research, problem-solving, and image dimensions. Although the students developed product building skills, none attained the level of creating unique products. Another result is that the aesthetic creativity teaching practices achieved the objectives in terms of sense-making and affective skills (e.g., providing a pleasant classroom environment, expressing emotions).
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    Development of critical thinking in mathematics classes via authentic learning: an action research
    (Taylor & Francis Ltd, 2022) Dolapcioglu, Sevda; Doganay, Ahmet
    The aim of this study was to examine how fifth grade students' critical thinking and problem-solving skills can be developed using practices based on Newman and Weglage's (1993. Five standarts for authentic instruction.Educational Leadership, 50(7), 8-12) authentic learning standards (high-order thinking,depth of knowledge,relation with the world beyond the classroom,constant conversionandsocial support for student achievement). The main aim of the study was to offer different perspectives on mathematics education by focusing on development of critical thinking skills needed to understand mathematics. The study was carried out in six cycles via an action research model. The data consisted of unconstructed observations (camera recordings), students' scores on CTR (Critical Thinking Rubric), and their journals and written documents. The research results showed that practices based on authentic learning standards improved such critical thinking skills as comprehending, comparing, proving, suggesting new solutions, and reflecting on problem solving processes of the students who were included in the target study group.
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    The education issues of Syrian students under temporary protection status
    (Sage Publications Ltd, 2021) Dolapcioglu, Sevda; Bolat, Yeliz
    When the civil war broke out in March 2011 in Syria, Syrian citizens fleeing the war began to emigrate from their country to Turkey, which led to several decisions regarding Turkey's educational policy. One such decision was to ensure that these immigrants continued their education in temporary educational centers in areas where they resided or in public or private schools. Another was the Promoting Integration of Syrian Children into Turkish Education System project. Despite precautionary measures, these migrations brought along many educational issues. The present study examines these problems and suggests solutions by identifying the immigrants' ongoing educational needs. This study adopted a case study approach to contribute realistic solutions to the educational problems caused by substantial migration. From the data analysis, four main themes emerged: (1) language understanding, (2) adapting to the school culture, (3) support status, and (4) offered solutions.
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    A Needs Analysis on the Development of English Teaching Program for the School of Foreign Languages During the COVID-19 Distance Education Process: Reading Skills
    (Dergipark Akad, 2024) Tok, Sukran; Dolapcioglu, Sevda; Kulaksiz, Emel
    With the emergence of Covid-19, the implementation of distance education has become mandatory in various fields of education, including language teaching. However, the needs of students and instructors in online education may differ from face-to-face instruction. Therefore, this study aims to identify the needs of language learners and instructors related to reading skills in distance education and to present insights facilitating comprehension and program development. To achieve this goal, a qualitative research method, specifically the case study method, was adopted in this study, which involved interviews with 13 students and 4 instructors. Data were collected through semi -structured interviews and online class records, and data consistency was ensured through NVIVO-12 content analysis. The findings indicate that students can better comprehend texts related to their interests; vocabulary knowledge directly influences understanding details and identifying main ideas; issues such as the learning environment or lack of motivation can arise in distance education; and strategies for finding unknown words and main ideas may be limited or non -strategic. In this context, it can be suggested that the strategies used by students in distance education for reading skills need to be improved.