Yazar "Gelen, Ismail" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • [ N/A ]
    Öğe
    The effect of the thinking hats on understanding what you read Turkish course
    (2008) Gelen, Ismail; Dolapçio?lit, Sevda; Keskin, Adem
    IIn the present experimental study, the effects of Six Thinking Hats Technique on elementary school third grade students' understanding reading achievement were investigated. In this study, pre-and post tests were administered and in addition to experimental groups, a control group was added. understanding reading test was used. So, the achivement of experimental effect was examined by pre-and post testes. There were two study group and other is control group. The experimental application was conducted during five weeks on elementary school third grade students in the turki{dotless}sh course. In this study, in the analysis of datas abtained, descriptive statistical tecniques and independent sample t-test were used. İn the analysis, the degree of understanding was taken p?= .05 As a result, it is determined that the six Thinking hats technigue which was applied on the experimental group is more effect on the understanding of reading skills of students than the traditional Turkish course which was applied on the control group.
  • Küçük Resim
    Öğe
    Value acquisition, critical thinking skills and the performance of 6th grade students
    (Routledge Journals, Taylor & Francis Ltd, 2013) Gumus, Suad; Gelen, Ismail; Keskin, Adem
    This descriptive-correlational study explores and describes the relationships between the acquisition of values and critical thinking skills addressed in social studies curriculum, and the performance of 6th grade students. The study was conducted with 159 6th grade students who were accessed using convenient sampling (snowball sampling) in five elementary schools in Hatay, Turkey. Two batteries, Cronbach alpha: 0.93 to test critical thinking skills acquisition and Cronbach alpha: 0.85 to test acquisition of values, were developed by the researchers and utilised. Data were analysed using descriptive statistics, correlation and variance analysis. Results indicate that there is a high correlation (r = 070) between the acquisition of values and students' critical thinking skills. The variance analysis reveals a meaningful variance (p = 0.000) in students' reported grades (performance) and critical thinking skills scores. The post hoc tests indicate that students who performed better (got grades 4 or 5 based on a grading scale of 5) were more effective in acquiring critical thinking skills and that students who have better performance (better grades) were more effective in acquiring the addressed values.