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    Effect of Layered Curriculum in Problem Solving Skills of Students in Science and Technology Course *
    (Eurasian Society of Educational Research, 2019) Akran, Sevda Koc; Gurbuzturk, Oguz
    This study mainly aims to determine the effect of layered curriculum on problem solving skills of students in science and technology course. The study group of the research is the 6th grade students of an elementary school in the center of Malatya. The mixed method, which includes quantitative and qualitative research patterns, was used. In the quantitative dimension of the study; in order to find the answers for the1st, 2nd and 3th sub problems, the study group consists of 60 students, 30 in the experimental group and 30 in the control group. In the quantitative dimension, “The Problem Solving Skills Test” which is developed by the researcher has been used. In the study, the qualitative data have been collected during the application by quoting from the students’ diaries and researchers’ diaries and after the application by using semi structured interview forms and examining documents. To analyze the quantitative data t-test was used and to analyze the qualitative data, descriptive analysis and content analysis were used. The study, while significant differentiation has not been observed between point average of control group students in pre-test problem solving skills and post-test point average; there has been a significant differentiation in favor of the post-test between point average of experimental students pre-test and post-test problem solving skills. Experimental group students encountered problems particularly in B and A layers during the period they performed Layered Curriculum activities. Also, there has been a significant differentiation in favor of the experimental group between experimental group students who were subjected to the Layered Curriculum activities and control group students who continued the existing curriculum. It was concluded that, experimental group students took responsibility in Layered Curriculum activities both individually and within a group, and used their problem solving skills when they face a problem. © 2019 The Author(s).
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    The Effect of Allosteric Learning Model on the Problem Solving Skills of 7th Grade Students in English Courses
    (Nesibe Aydin Education Inst, 2016) Gurbuzturk, Oguz; Koc, Sevda; Babaoglu, H. Melike
    In this study the purpose is to determine the effect of allosteric learning model on the problem solving skills of 7th grade students in English courses. Mixed method dealing with quantitative and qualitative research patterns was used. In the quantitative dimension, the paired pretest-posttest control group design from the quasi-experimental design and in qualitative dimension, case studies pattern were used. This study was conducted on a working group consisting of 70 students. In the quantitative dimension, problem-solving skills test developed by the researchers was used. Besides, with the semi-structured interviews, qualitative data was collected. To analyze the quantitative data t-test was used and to analyze the qualitative data, descriptive analysis and content analysis were used. As a result of analysis of data obtained, there are significant differences in favor of the experimental group. In the light of the findings obtained from this research: There is not a significant differentiation between the scores of the experimental and control groups' pre-test. There is not a significant differentiation between the points related to problem-solving skills of pretest and posttest of experimental group which is subjected to allosteric learning model. There is a significant difference in favor of posttest between the points related to problem-solving skills of pretest and posttest of experimental group which is subjected to allosteric learning model. There is a significant difference in favor of experimental group between the points related to problem-solving skills of posttest of experimental group which is subjected to allosteric learning model and the posttest of control group which is not subjected to it. When looked at the students' opinions on the effectiveness of allosteric learning model: It is seen that allosteric learning model activities are learner-centered and other ones used before the model are teacher-centered. Students chose the activities according to the fact that they are appropriate for their level and they can participate actively. Also, students loved the activities which are individual or group. It is found that students faced some problems while preparing and reaching the materials. Finally, it is obtained that they tried to solve the problems they faced by data collecting or identifying them.