Zobrazeno 1 - 10
of 28
pro vyhledávání: '"Yilmaz Soysal"'
Autor:
Yilmaz Soysal, Somayyeh Soysal
Publikováno v:
ECNU Review of Education, Vol 7 (2024)
Purpose This study explores prospective classroom teacher (PCT) question types and their role in initiating productive student-led talk. Design/Approach/Methods This study is a naturalistic inquiry focusing on the structure, nature, and productivity
Externí odkaz:
https://doaj.org/article/d5bbb2efee0c4c14875cb51a6b09afc0
Autor:
Yilmaz Soysal, Somayyeh Soysal
Publikováno v:
Education Inquiry, Pp 1-37 (2024)
ABSTRACTThe current study presents complex comparative classroom discourse analyses for understanding teacher educators’ and candidate teachers’ talk-based strategies for potentially fostering academically productive classroom talk. Two participa
Externí odkaz:
https://doaj.org/article/60837fba7f52489e8358b5712da06b15
Publikováno v:
SAGE Open, Vol 13 (2023)
The purpose of the study was to critically evaluate the updated Turkish writing curricula to decide whether they permit teachers to design higher intellectually demanding teaching sequences. This study was designed as a qualitative inquiry through a
Externí odkaz:
https://doaj.org/article/292678782e344d3ab3a8e58babb1a205
Autor:
Yilmaz Soysal, Somayyeh Soysal
Publikováno v:
SAGE Open, Vol 13 (2023)
The related literature implies that phenomenographic arguments on teaching conception are primarily developed for in-service teachers or university educators. There is also an ongoing tenet among educational phenomenographers that instructors’ conc
Externí odkaz:
https://doaj.org/article/72401657336e4b6eb200c8ffbd1eb81f
Autor:
Yilmaz Soysal, Vildan Saruhan
Publikováno v:
Eğitimde Nitel Araştırmalar Dergisi, Iss 34 (2023)
Bu çalışmada bir düşünme ve araştırma yaklaşımı olarak fenomenografinin neliği ve nasıllığı teori temelli ve pratik yönelimli olarak sentezlenmiştir. Ulusal bağlamda yapılmış fenomenografik araştırmalarda, yaklaşımın episte
Externí odkaz:
https://doaj.org/article/71ddaf1800ad49198b9267abc78a7d2c
Autor:
Yi̇lmaz Soysal
Publikováno v:
Journal of Science Learning, Vol 5, Iss 1, Pp 127-140 (2022)
Science curriculums and curricular materials are essential guidelines in materializing effective science teaching. The primary goal of the current study aims to present a thematic analysis of the last three elementary and middle school science curric
Externí odkaz:
https://doaj.org/article/574157c43a9846f9bd6bac9d7876ea2f
Autor:
Yilmaz Soysal, Somayyeh Soysal
Publikováno v:
ECNU Review of Education, Vol 6 (2023)
Purpose This study explores the relationships between the cognitive demands of the questions asked by a teacher educator (TE) and prospective teachers’ (PT) capacity for critical thinking (CT). Design/Approach/Methods Participants comprised a TE an
Externí odkaz:
https://doaj.org/article/c877c2f0471f40ebba4d8d27e247eb47
Autor:
Yi̇lmaz Soysal
Publikováno v:
Journal of Science Learning, Vol 4, Iss 4, Pp 394-411 (2021)
This study presents an analysis of teacher discursive moves (TDMs) that aid students in altering their thinking and talking systems. The participants were a science who handled the immersion inquiry activities. The primary data source was the video r
Externí odkaz:
https://doaj.org/article/643adffe65134daa8a553df983dd96e0
Autor:
Yilmaz Soysal, Somayyeh Soysal
Publikováno v:
SAGE Open, Vol 12 (2022)
It is still less known how teachers organize classroom dialog to foster intellectual contributions to classroom talks. The current study developed a coding scheme to clarify science teacher questions and identify how different questions affect studen
Externí odkaz:
https://doaj.org/article/7d255cf272164886a6bc179e7f26c309
Autor:
Yilmaz Soysal, Vildan Saruhan
Publikováno v:
Journal of Qualitative Research in Education. 23
In this study, what and how phenomenography as a thinking and research approach is synthesized with a theory-based and practice-oriented approach. In phenomenographic studies conducted in the national context, following steps unsuitable for the epist
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e0f9d78ad0c5be88a2908699902ac2fe
https://doi.org/10.14689/enad.34.1663
https://doi.org/10.14689/enad.34.1663