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Öğe Comparison of character education in US and Turkish educational systems: Globalizing American education system(SILA SCIENCE, 2012) Cicek, Volkan; Ulker, Riza; Tarman, BulentThe main purpose of this study is to develop a clear understanding regarding issues surrounding character education in the USA and Turkey. The main question of this study is how similar or dissimilar the two cases are. The similarities and differences are examined within the following contexts: (I) the place and importance of character education in schools in USA and Turkey; (2) the context of character education and its implementations in both countries; (3) the current issues and competing positions in the US and Turkish character education systems and finally (4) how adaptable are these two systems. Character education teaches qualities and values that people universally recognize; these attributes assist people in living and working together as families, friends and neighbors, which in turn leads to successful community life. In the post logical positivism era, in the globalized world of today, rather than taking only one religion or culture as the reference point, redefined character education puts its emphasis on universal moral content to constitute a solution for the worsening societal moral problems. In this study, components of character education at US Kindergarten thru 12th grade schools will be reviewed within the context of legal grounds, history, and teaching methods. In essence, good character education is compatible with universal values, and any educational system can adapt a working system of character education, even the US.Öğe The Effects of Professors' Pedagogical Content Knowledge on Elementary Teacher Candidates' Attitude and Achievement Regarding Biology(KAMLA-RAJ ENTERPRISES, 2013) Usak, Muhammet; Ulker, Riza; Oztas, Fulya; Terzi, IrfanThe focus of this study was to investigate whether professors' pedagogical content knowledge has an impact on Elementary Education [ELE] teacher candidates' achievement and attitude regarding Biology course. The subjects of the present study consisted of 60 first grade ELE teacher candidates in two classes and two professors (2 males) teaching Biology in these classes. ELE teacher candidates were required to draw human body and complete the scale of attitude toward life science. On the other hand, individual interview was conducted with two professors. The results showed that ELE teacher candidates who enrolled in professor-A's (who has a student-centered approach) class had or at least tended to have more positive attitudes toward Biology than those who enrolled in professor-B's (who has a teacher-centered approach) class. ELE teacher candidates who attend professor-A class had higher achievement in the Biology course than those who attend professor-B class. The study also examined whether attitudes are associated with achievement measured by participants' drawing of human bodily function by utilizing multiple linear regression, but showed no significant effect of attitude toward life science on achievement regarding Biology.