Sürdürülebilir Kalkınma Amaçları
Yayınlar
- Kitap BölümüYalnız künye2025Foundational Education of Primary-Level Refugee Students: Advancing Fundamental Subject Knowledge
Semercioğlu, Muhammed Serhat; Akçay, Ahmet Oğuz
This book comprehensively explores the educational experiences of refugee students in primary schools, specifically addressing literacy, mathematics, and science skills through innovative teaching methods, including artificial intelligence, coding, and drama-based etc. approaches. Embracing a skill-based learning, the book is enriched with practical applications designed to enhance essential skills among refugee learners effectively. Drawing upon the extensive expertise of contributing authors, each chapter provides in-depth analyses of various dimensions of refugee education, offering valuable insights into targeted pedagogical strategies. Chapters conclude with illustrative activities specifically designed for refugee students, accompanied by detailed evaluations of their outcomes. These activities are not merely theoretical; they are purposefully structured to ensure applicability and adaptability within diverse global educational contexts. This book serves as an essential resource for teacher candidates, educators, researchers, and academics specializing in refugee education and general pedagogy, combining rigorous theoretical perspectives with actionable, real-world strategies.
- Kitap BölümüYalnız künye2025Success Stories on the Impact of New Learning Environments on Refugee Students’ Writing Skills
Semercioğlu, Muhammed Serhat
This chapter explores the transformative impact of innovative educational approaches on refugee students’ writing skills, emphasizing the role of AI and new learning environments. It begins by defining writing as a critical skill linked to cognitive and academic success, highlighting its challenges for displaced students. The chapter reviews traditional and process-oriented methods, noting the limitations of rote practices in fostering creativity and meaning. It examines tailored educational models, such as bilingual and metacognitive strategies, and other global examples supporting refugee learners. The discussion extends to AI-assisted tools, particularly ChatGPT®, showcasing their potential to enhance engagement, reduce anxiety, and provide personalized feedback. Practical activities and success stories demonstrate AI’s capacity to bridge linguistic gaps and foster inclusivity. The chapter concludes with reflections on integrating these tools into curricula, addressing opportunities and challenges, and advocating for culturally sensitive, technology-driven solutions to empower refugee students.
- KitapYalnız künye2025Foundational Education of Primary-Level Refugee Students: Advancing Fundamental Subject Knowledge
Semercioğlu, Muhammed Serhat; Akçay, Ahmet Oğuz
This book comprehensively explores the educational experiences of refugee students in primary schools, specifically addressing literacy, mathematics, and science skills through innovative teaching methods, including artificial intelligence, coding, and drama-based etc. approaches. Embracing a skill-based learning, the book is enriched with practical applications designed to enhance essential skills among refugee learners effectively. Drawing upon the extensive expertise of contributing authors, each chapter provides in-depth analyses of various dimensions of refugee education, offering valuable insights into targeted pedagogical strategies. Chapters conclude with illustrative activities specifically designed for refugee students, accompanied by detailed evaluations of their outcomes. These activities are not merely theoretical; they are purposefully structured to ensure applicability and adaptability within diverse global educational contexts. This book serves as an essential resource for teacher candidates, educators, researchers, and academics specializing in refugee education and general pedagogy, combining rigorous theoretical perspectives with actionable, real-world strategies.
- MakaleYalnız künye2021Sınıf Öğretmenlerinin Matematik Okuryazarlığı Öz-Yeterlikleri ve Finansal Okuryazarlık Tutum ve Davranış Düzeyleri Arasındaki İlişki
Akçay, Ahmet Oğuz; Semercioğlu, Muhammed Serhat
Bu çalışma ile sınıf öğretmenlerinin “matematik okuryazarlığı öz-yeterlik” (MOÖ) algılarını ve “finansal okuryazarlık tutum ve davranışları” arasındaki ilişkiyi araştırmak amaçlanmıştır. Ayrıca bu değişkenlerin farklı demografik değişkenlere (cinsiyete, sınıf seviyesi, mesleki kıdem yılı ve eğitim düzeyleri) göre farklılaşıp farklılaşmadığı incelenmiştir. Bu kapsamda ilişkisel tarama modeli kullanılmıştır. 2020-2021 eğitim-öğretim yılında Millî Eğitim Bakanlığına bağlı devlet ve özel okullarda çalışmakta olan 334 sınıf öğretmeni bu çalışmaya katılmıştır. “Matematik Okuryazarlığı Öz-yeterlik Ölçeği” ve “Finansal Okuryazarlık Tutum ve Davranış Ölçeği” veri toplama aracı olarak bu çalışmada kullanılmıştır. Elde edilen bulgular sonucunda sınıf öğretmenlerinin “matematik okuryazarlığı öz-yeterlik” puanlarının ortalama puanın üzerinde olduğu, finansal okuryazarlık tutum ve davranış düzeyleri düşük düzeyde bulunmuştur. Ayrıca matematik okuryazarlığı öz-yeterliliğin finansal okuryazarlık tutum ve davranışı anlamlı bir şekilde açıkladığı bulunmuştur. Bununla birlikte katılımcıların matematik okuryazarlığı öz-yeterlik düzeyleri ve finansal okuryazarlık tutum ve davranışları farklı değişkenlere göre anlamlı farklılaşıp farklılaşmadığı parametrik fark testleri aracılığıyla incelenmiştir. Sonuçlar detaylı olarak sunulmuştur.