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    Examination of Expectancy Beliefs and Values Perceptions of Primary School Students towards Social Studies Lesson
    (Hacettepe Univ, 2019) Tunkler, Vural
    The purpose of this study is to examine elementary school students' perceptions about value and expectancy beliefs towards Social Studies lesson in terms of different variables. To determine students' expectancy beliefs and value perceptions towards social studies lesson, the researcher used The Self and Task Perception Inventory in Mathematics adapted to social studies lesson by Dinider and Yurt (2016). Demographic information form was used to obtain students' end-of-term lesson marks and their demographic information. As a result of the research, it was seen that the elementary school students had a low level of expectancy beliefs for social studies lessons and that their expectancy beliefs did not show any significant difference according to gender, but displayed significant differences according to class level and lesson success. It was determined that the participants of the study had a moderate level of value perceptions for social studies lesson. Also, it was found that the students' values perceptions did not show any significant difference according to gender, but displayed significant differences according to class level and lesson success. The relationship between expectancy beliefs and value perceptions of the students towards social studies lesson was also examined in the study. A moderately positive and significant relationship was found between the students' expectancy beliefs and their extrinsic utility value, intrinsic interest value, attainment value perceptions, but a low and positive correlation was found between their expectancy belief and required effort perceptions. Finally, there was a moderately negative and significant relationship between the expectancy belief and task difficulty.
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    Experiencing Graphic Materials with Web 2.0 Tools: Views of Social Studies Preservice Teachers
    (Dergipark Akad, 2021) Tunkler, Vural
    This study aims to determine the experiences of preservice teachers concerning the use of Web 2.0 tools in teaching concepts in social studies and their views based on these experiences. The basic qualitative research approach was used in the research. The participants of the study were 14 preservice teachers enrolled in the Computer Assisted Social Studies Teaching course in the Department of Social Studies Education. The research data were collected through reflective diaries and semi-structured interviews. The data were analyzed following the descriptive analysis technique. According to the research results, preservice teachers found inadequate in using Web 2.0 tools and preparing graphic materials in concept teaching. They stated that they made progress in these areas after the practice-based training they received. The preservice teachers, who found their experience valuable and were satisfied with the process, thought of using Web 2.0 tools for various purposes in their classrooms in the future. Some suggestions were made in light of the results obtained, such as integrating Web 2.0 technologies into teacher training programs to raise preservice teachers with effective concept teaching skills.
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    Motivation Status of Social Studies Teachers
    (Turkish Education Assoc, 2021) Tunkler, Vural
    Teaching quality is closely related to teacher qualifications. Motivation, which plays a significant role in teaching, affects the teacher's performance positively or negatively, which is in turn reflected in student learning. The purpose of this study is to determine the motivational situations of social studies teachers on the basis of their motivations to choose the teaching profession and their satisfaction with their choice, their self-efficacy beliefs and student qualities. In this study, which was conducted according to the case study design, semi-structured interviews were held with 7 teachers. The data obtained were analyzed using content analysis. As a result of the research, important motivation factors that were effective in the selection of teaching as a career were found to be intrinsic career value, prior teaching and learning experiences and a fallback career. Factors of work with children, time for family and having a job were also effective in choosing the teaching profession. It was determined that the teachers were satisfied with their decision to become teachers. In addition, it was found that the teachers' self-efficacy perceptions were not generally high. It was further determined that student qualities had a positive or negative effect on teacher motivation, including low student motivation for the lesson.
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    The Effect of Microteaching Practice on Preservice Teachers' Literacy Levels Concerning Complementary Assessment and Evaluation Techniques
    (Hacettepe Univ, 2019) Tunkler, Vural; Guven, Cemal
    This study investigated the effect of the microteaching on improving preservice social studies teachers' literacy levels concerning complementary assessment and evaluation techniques. This study, which was implemented mixed method design, involves two stages. The first stage of the study was designed according to the quasi-experimental design with the pre-post test control group. To this end, two groups were formed, an experimental group (N=30) and a control group (N=30). Literacy Test for Complementary Assessment and Evaluation Techniques and Assessment Form for the Process of Microteaching were used as data collection instruments. Kolmogorov-Smirnov test, dependent and independent samples t test, mixed models and Kendall's coefficient of concordance were used in the analysis of the data. The second stage of the study was designed according to the case study design and Investigator Observation Form, Structured Interview Form and activity assessment diaries were used to collect the data. The content analysis technique was used to reach concepts and relationships that would explain the data obtained. As a result of the study, it appeared that the microteaching was an effective method in improving preservice social studies teachers' literacy levels concerning complementary assessment and evaluation techniques.